Worksheet (Critical Thinking) I. Reviewing cross-cultural communication barriers What may cause cross-cultural misunderstandings according to what we have learned in the unit Can you sort the factors into a bubble map bubble map ( Cross- cultural misunder - standings ) II. Brainstorming cross-cultural communication barriers What are some other factors that may cause cross-cultural misunderstandings Can you add them to the bubble map III. Telling failed cross-cultural communication experiences Describe a story about across-cultural experience based on the picture. Expressions to describe feelings: Prefix: im- un- dis- con- Word: comfortable easy fused oriented pleased pleasant patient possible polite reasonable stressed Share a cross-cultural communication failure that you, your family or your friends once experienced. IV. Reconsidering the relationship between language and culture 1 Appendix: 2 Worksheet (Assignments) 1. Individual work: Finish Self-assessment on P33. 2. Group work: Connotations refers to the emotional implications and associations that a word may carry, which vary among different languages. For example, the number 4 is considered unlucky by Chinese people just as 13 in the western world, because 4 sounds the same as “死”, which means death. Work in groups, choose one type of words (number, color, animals, plants) and study their connotation in both the English and Chinese language. Make a presentation about your discovery. Task Allocation Student 1-4 Do research online and decide on the proper words with different connotations in the English and Chinese culture. Student 1 & 2 Collect information about words with cultural connotations; Write a draft illustrating the cultural message of these words in both the English and Chinese language. Student 3 Sort the collected information and put it in a table (see P32); Edit and proofread the paragraph to make sure it includes a topic sentence, several supporting sentences and writing strategies like “explaining”, “describing”, “giving an example”, “telling a story”, “defining” or “quoting”; Student 4 Design a slide that displays the table; Make a presentation on behalf of the group and make sure it employs speaking strategies like “greeting” or “asking a question.” Rating Scale Peer Assessment Needs improvement >>>>>> Excellent Total 4 8 12 16 20 Group 1 1. The words they chose are typical and carry different cultural connotations. 2. Their presentation includes adequate and well-organized supporting sentences. 3. The presenter maintains eye contact, uses body language effectively and speaks at a proper speed. 4. Their presentation attracts your attention. 5. Their presentation deepens your understanding of cultural differences. Group 2 3 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8 Self-Assessment Checklist Attributes Behaviors Thinking independently □ DoI understand other team members’ ideas □ DoI agree with them Clarity □ DoI get my thoughts across □ Is our w ... ...
~~ 您好，已阅读到文档的结尾了 ~~
