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《大学英语跨文化交际》教案第三章Chapter3Culture’sInfluenceonPerceptionI.TeachingObjectivesInthischapter,theteachershouldenablethestudentsto:1.understandculture’sinfluenceonperception.2.understandthedefinitionsofsensationandperception.3.analyzecross-culturaldifferencesinsensationandperception.4.summarizethevariousbarrierstoaccurateperceptionininterculturalcommunication.II.Contents1.Keywords(1)Sensation:Itistheneurologicalprocessbywhichpeoplebecomeawareoftheirenvironment.（感觉：感觉是人们意识到周围环境的神经过程。)(2)Perception:Itistheprocessbywhichwebecomeawareofobjects,events,andespeciallypeopleandtheirbehaviorsthroughourvarioussensesandinvolveshigher-ordercognitionintheinterpretationofthesensoryinformation.(知觉：知觉是一种人们通过各种感觉来觉察事物、事件、人和人的行为的过程。它是解释感觉信息更为高阶的认知过程。)(3)Selection:Itisaprocessinwhichwescreenoutwhatweneedfromallthestimuliandinformationaroundus.（选择：选择是从周围选择的刺激信息中筛选出所需要的信息的过程。)(4)Organization:Itistheprocessduringwhichweneedtoorganizeandimposestructureonwhatweobserveinameaningfulway.（组织：组织是把从周围选择的刺激信息，以一种有意义的方式整理，组合的过程。）(5)Interpretation:Itreferstoattachingmeaningtosensedataandissynonymouswithdecoding.（释义：释义是赋予感觉信息意义的过程，类似于解码过程。）2.KeyPoints(1)thedefinitionsofsensationandperception.(2)themodelofhumanperception.(3)cross-culturaldifferencesinsensationandperception.(4)thevariousbarrierstoaccurateperceptionininterculturalcommunication.(5)skillstoimproveinterculturalperception.3.DifficultPoints(1)DefinitionsofSensationandPerception(2)Cross-culturalDifferencesinSensationandPerceptionIII.TeachingMethods1.Pair/Groupwork2.Discussion3.Task-basedapproach4.Communicativeapproach5.Questionsandanswers6.Caseanalysis-1-《大学英语跨文化交际》教案第三章7.InterviewIV.TeachingProcedures1.Lead-incase:LetstudentsdoLead-inCase“PerceptionofWar”anddiscussthefollowingquestions:(1)WhydidJimandOlgahaveverydifferentattitudestowardsstarvationandwar?(2)WhatfactorsdoyouthinkinfluencetheactualinteractionbetweenJimandOlga?2.TextAa.Presentation:Pre-readingtaskLetstudentsdopre-readingtaskanddiscussthequestionsprovidedbytheactivity.b.Practice:Theexplanationofthetextandactivities(1)ABasicModelofHumanPerceptionLetstudentsread“ABasicModelofHumanPerception”andthendotheBlankFilling.Inthisway,teachercansensestudents’understandingofthebasicmodelofhumanperception.(2)SensingLetstudentsdiscusswhattheycansenseandwhattheycannotsenseinthedailylife,andalsoanalyzehowwesensetheoutsideworld.Basedonthisdiscussion,teachercansummarizehumansensationanditslimitation.(3)PerceivingLetstudentsdefineperceptionafterreading“perception”andfinishing“BlankFilling”,afterthatteacherintroducestheprocessofperceptiontothestudents.Theprocessofperceptionisvitalinthischapter,soitneedsmoreeffortstoexplaintothestudents.c.Production:after-readingcheckLetstudentsanalyzetheprocessinwhichSherlockHolmesandMycroftperceivedthestimuliaroundtheminthecase“ObservationsonaSoldier”.Andthenteachersummarizesthekeypointsshowninthisprocess.3.TextBa.Presentation:Pre-readingtaskLetstudentsdopre-readingtaskanddiscussthequestionsprovidedbytheactivity.b.Practice:Theexplanationofthetextandactivities(1)PhysiologicalCross-culturalDifferenceLetstudentsdothegroupwork:Thewholeclasscanbedividedintofourgroups;eachgrouphasonetasktodiscussoneaspectofphysiologicalcross-culturaldifference,thatis,conditionsofphysicalenvironment,indirectenvironmentalconditions,geneticdifferencesandculturaldifferencesinhowpeopleinteractwiththeirenvironment.Afterthat,leteachgroupselectonerepresentativetostandforeachgrouptodothesummaryofthekeypoints.Teachercangivesomegeneralintroductionbasedontheevaluationoftheirwork.(2)SociologicalCross-culturalDifferenceLearningon“SociologicalCross-culturalDifference”canfollowtwosteps:▲CulturalEffectonSensingThispartisveryeasyforstudentstounderstand,soteachercanletstudentsdotheautonomouslearningandthengivesomemoreexamplesaboutculturaleffectonsensingbasedontheirdeepunderstanding.-2-《大学英语跨文化交际》教案第三章▲CulturalEffectonPerceivingThispartisveryimportantinthischapter,soteacherneedstothinkabouthowtostimulatestudents’thinkingaboutculturaleffectonperceiving.Teachercanmakeupsomemorevividexamplestodeepenstudents’understanding.(3)PsychologicalCross-culturalDifferenceLetstudentsdotheactivity“ExpressingOpinions”andthenanalyzepsychologicalcross-culturaldifference.Basedonstudents’discussion,teachercangivethesummary.c.Production:after-readingcheckLetstudentsdothebriefanalysisofthecase“DifferentResponsestoNoise”andthenteacherprovidestheanswertothem.Duringtheprocessofanalyzingcase,teachershouldletstudentsknowtheexactprocedurestoanalyzeanycase:(1)Whatinterculturalcommunicationtheoryorphenomenoncanbereflectedinthiscase?(2)Whatistheactualinterculturalcommunicationtheoryorphenomenon?（Explaintheactualinterculturalcommunicationtheoryorphenomenon）(3)Dothebriefanalysisofthecasewithhelpoftheinterculturalcommunicationtheoryorphenomenoninyourownwords.4.TextCa.Presentation:Pre-readingtaskLetstudentsdopre-readingtaskanddiscussthequestionsprovidedbytheactivity.b.Practice:TheexplanationofthetextandactivitiesTakeallthebarriersasthewholetoconductstudents’learning.Letstudentsdotheanalysiso