Cultural Awareness in Business

Outline:

?Introduction

?Cultural Awareness in Business (in detail)

?Conclusions

Introduction

1 World Business Culture

When working in the global commercial environment, knowledge of the impact of cultural differences is one of the keys to international business success. Improving levels of cultural awareness can help companies build international competencies and enable individuals to become more globally sensitive.

2 Why Cultural Awareness?

?To be aware of and understand cultural differences in business

?To take various cultures into account striving for “best practice”

?To prepare strategies in anticipation of meetings with globle contacts

?To secure integration into international business

Cultural Awareness in Business (in detail)

Communication

?Culture

Culture serves as the web that structures human thought, emotion, and interaction. Culture provides a variety of resources for dealing with

major life changes and challenges, including serious illness and

hospitalization.

Cultures vary not only by national, regional, or ethnic background, but also by age, gender, and social class.

?Language knowledge

You can buy in any language, but to sell you have to speak their language

1.Avoid discussing politics or religion;

2.Avoid highly personal questions;

3.Avoid any actions that could be perceived to mean you believe

your culture does things better than another;

4.Keep you communicating simple and straightforward.

5.Introduce frequent feedback to determine whether the listener

has understood.

?Language tone

?Handshake

?Communication style

Cultural influences

Different culture obey different daily life rules :

?Day starts

Aware the time are different in your partner’s country.

?Dress style

?Appearance value

You should make yourself looks properly in your apperance facing to different people.

?Punctuality

?Lunch/Dinner

?Gift habits

Company structure

?Organization

?Orientation

?Networking importance

?Flexibility

Work interaction

?Speed of trust

?Program analysis

?Decision making

?Time to decide

?Importance of rules

?Style

?Uncertainty level

Conclusions

?Consider Cultural Awareness is:

1. A unenviable trend

2.An essential element of doing business abroad

3. A less risky alternative to product innovation

4. A way enter the international market

culturalrelics教学设计教案

Unit Unit 1 Cultural Relics Heading Topic and Content Teaching Goals and Objectives Grade Level: Senior Grade One Time: 45min Description of students: For the students in grade1 in senior high school, their basic knowledge of cultural relics is enough. So the topic of this unit is familiar and easy to them. However, the passage in this unit is about another unfamiliar cultural relic---the Amber Room, so it is a little difficult to them. In addition, this passage is logically organized through three clues. So to the students, this passage is hard to grasp. Topic: Cultural Relics Teaching Content: 1.Key vocabulary: amazing, honey, decorate, select, belong, remove 2.Subject matter: 1.) recall the famous cultural relics around the world 2.) emphasis the importance of protecting of cultural relics 3.) reading comprehension---In Search of The Amber Room 1.Teaching Goals: 1.)Talk about history and background of the cultural relics 2.)Improve the students’ reading ability through the passage 2.Teaching Objectives: 1). Ability objectives Towards the end of this unit, the students should be able to: A. Enable the students to have the ability of talking cultural relics and ways to protect them. B. Learn some detailed information about the Amber Room. C. Train the students ability’ to grasp key information and clues while listening. D. Learn to skim for the main idea of this passage E. Fully understand the passage through the clues. F. Retell the passage in their own words. Teaching Key Points and Difficult Points 2). Emotion objective Make the students realize the importance of protecting the cultural relics and take action to protect them. 1.Key Points: 1).The key words and expressions; 2). Learn some detailed information about the Amber Room; 3). Train the students’abilityspeaking. 4). Improve the students ’ reading ability, including skimming and scanning. 2.Difficult Points: Train the students’ ability to grasp key information while listening. Lesson Step1Lead-in (4 minutes)

高中英语必修二知识讲解 Unit 1 Culturalrelics语言点

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高中英语新人教版必修二《Unit1Culturalrelics》全单元教案

The First Period (Warming up, one class) (By PowerPoint) Teaching Aims: 1. To learn the knowledge of the cultural relics. 2. Discuss how to protect our cultural relics. Teaching Design Step One: Presentation (By showing them some photos of some famous cultural relics.) Hello, everybody, let’s look at the screen. I’ll present your some pictures. They are all very famous places in China or in the world. Please think these over: A.Can you name them out? B.Who have the right to own and confirm them? (The shown pictures:①The Great Wall, ②The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; ③The Mausoleum of the First Qin Empeor and the Terracotta Warriors) Let the students name out the famous places in the pictures, and tell them they are cultural relic s. And explain what cultural relics are. A. a cultural relic is sth that survive d for a long time B. a cultural relic may be a part of old thing has remain ed when the rest of it had been destroyed C.or a cultural relic is something rather rare （while showing these photos, teach the new words in red: cultural relics, survive, remain, rare） 1. Get the students understand the identity of the cultural relics. 2. Let the students try to know that they are at least two sites of cultural relics, the natural site; and the cultural site. ( By showing the pictures of some natural sites relics. Eg: Mount Huashan, The JiuZhaiGou Valley, River Li ) Step Two: Drills Let the students make some more examples of cultural relics, including the ones inside our country or in other countries, especially the ones in our location. Here are some possible answers from the students: (The Neiguan Cave(内莞岩); The Xinfengjiang River(新丰江); Heyuan Dinosaur Park(河源恐龙公园); Yuanmingyuan(圆明园), etc.) (The Sydney Opera; The white House; The Big Ben; The Amber Room, etc.) Step Three: Discussing 1 As we all know that cultural relics are rather valuable, rare, and sometimes, it is in very high price. 1.Then can you tell the value of the cultural relic?(Have the students discussed for some time in teams, then get their answers by expressing in class.) (There will be a lot of possible answers. Eg: From the cultural relics we can know what people did

人教版高中英语必修二Unit1Culturalrelics

高中英语学习材料 madeofjingetieji Unit 1 Cultural relics 同步检测第一部分基础测试 A. 单词拼写请根据汉语提示或首字母写出单词的正确形式 1. The ________ (花瓶) belong to the Ming Dynasty. 2. The Great Wall is one of the ___________ (奇迹) of the world. 3. We are going to buy some __________ (家具) for our new house. 4. You shouldn’t _________ (假装) to know what you don’t’ know. 5. I don’t like the colour of the car. ___________ (而且), it’s too expensive. 6. Train fares are likely to r________ unchanged. We can still buy cheap tickets. 7. These houses are made of bricks and s_________. 8. When h_________, the amber can be made into any shape. 9. The family j_______ are locked in a safe. 10.We should do everything we can to protect c__________ relics instead of destroying them. B. 句型转换根据A句句义，用本单元所学的句型或短语完成B 句,使其句义相同或相近。 11. A: Once heated, the amber can be made into any shape. B: Once ______ ______ heated, the amber can be made into any shape. 12. A: It took a team of the country’s artists ten years to make it. B: A team of the country’s artists _______ ten years _____ _____ it. 13. A: I don’t know what he’s doing. I don’t care, either. B: I don’t know what he’s doing. _____ _____ I care. 14. A: She went into the kitchen to look for a drink. B: She went into the kitchen in ________ ________ a drink. 15. A: This dictionary is very useful in our English study.

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人教版必修2 Unit 1 Cultural relics 1

Asweallknow，therearealargenumberofculturalrelicsallovertheworld.Nowadays，moreandmorepeopleareinterestedinthetopicabouthowtoprotectculturalrelics.Culturalrelicsalsoh avebeguntobeahottopicinChinatodayasthebalancebetweendevelopingthenationandkeepingtraditiona lculture.Thiscanbeseeninthepublic’shopetorebuildplacesofinterest.ThiscanbeseeninBeijingast raditionalcourtyardsareremovedtomakewayforlarge，modernbuildings.AspeoplegainmoremoneyandareabletomovearoundfreelyinChina，theywanttoprotecttherelicsoftheirculturalpast.Peoplenowwishtoprotecttraditionalarchitecture (建筑物) likeoldcitywallsinsteadofknockingthemdown.Someevenwishtorebuildthosethathavebeentorndown.Th eChinesepeopleshowtheirinterestinthefolkartsandhopethatsomenewcultureexhibitionswillbehelpf ultoeducatepeopletoprotectsomeculturalrelics.Inaddition，Chinesecultureisalsospreading(传播) inmanyforeigncountries.ChinesestudiesabroadhaveincreasedagreatdealasChinabecomesmoreofagrow

Unit 1 Cultural Relics -课后反思

Unit1CulturalRelics?课后反思 Unit1CulturalRelics?课后反思 Unit1CulturalRelics课后反思一、教材及学情分析（一）教材内容分析本单元话题——文化遗产（Culturalrelics）历来是全世界较为关注的焦点之一，尤其是在近些年，大量代表古人类文明的文物、古迹惨遭破坏，甚至毁灭！本单元所采用话题构成了一个现代意义十足的时尚理念，能够充分唤起学生的参与欲望。单元内容极具生活化，富有活力，体现了本套的一个重要特征，即紧扣时代脉搏，富有时代气息。而本节课是本单元的第一课时，主要是让学生学习本单元的重点单词，通过各种语境学习词汇，滚动式呈现词汇，操练、检测和运用词汇。从开始的通过语境猜测词汇含义，到使用词汇描述文物古迹，再到通过讨论呼吁进行文化遗产保护，最后根据讨论内容落实到书面写作。整节课自始至终围绕保护代表人类历史与文明的文物古迹这一主题，所有的人物设计都围绕着本节课的重点——对词汇的学习及运用。通过本节课学习，不但向学生传授了英语知识，而且还在教学过程中通过渗透的方式将文物保护知识有机地渗透于课堂教学之中，培养学生爱护人类文明、保护文物古迹、热爱伟大祖国的思想品德。（二）教学重点、难点本节课是一节词汇学习课，所以重点就放在对重点词汇的学习，强调让学生通过不同的语境猜测词义，再通过选词填空，词义连线训练与巩固，并通过讨论任务使学生真正掌握重点词汇的使用。而本节课最后一个任务，让学生通过本节课的学习用所学的重点词汇进行写作练习，这是对学生综合运用能力的一个考验，也是本节课的难点。

（三）学情分析这次的授课对象为高一新生，他们刚开始接触高中，较之以前初中简单的英语课本，现在看到每个单元大量的词汇学生都会产生畏惧感。而他们中有不少学生背单词还是靠死记硬背，效果也不好，往往是记住了也不会用。面对如此状况，学生也会渐渐失去学习的兴趣，影响到学生往后的英语学习所以，采用语境中教学词汇，可以帮助学生顺利完成初高中英语学习的过渡，在一定程度上消除了学生记忆大量词汇的畏难情绪，并对学生自主积累词汇有一定的帮助。二、教学目标（一）语言知识目标 1．使学生能够学习在不同的语境中猜测重点词汇的词义， 2．并会使用重点单词来描述历史文化遗产的特征。（二）语言技能目标 1．培养学生在不同语境中的猜词能力， 2．以及使用合适的语言来表达自己观点的能力。（三）情感目标 1．使学生能够热爱并保护历史文化遗产， 2．培养小组合作学习的能力。（四）教学策略 1）在情境中教学词汇。滚动式呈现词汇，操练、检测和运用词汇。 2）引趣激趣策略。创设多种情景（境）激发学生的兴趣，只有让学生真正有了参与的欲望，才能点燃他们的思维火花。 3）任务型活动策略。在做中学，在做中练，在做中巩固，往往会使课堂教学产生事半功倍的良好效果。 4）循序渐进和尊重差异策略。由简到繁，由难及易，为有困难的学生搭好梯

人教版高中英语必修二Unit1Culturalrelics试题及答案

修改：在错的词下划一横线，并在该词下面写上修改后的词。注意：1. 每处错误及其修改均仅限一词。 2．只允许修改10处，多者（从11处起）不记分。 Long long ago, people had gather leaves and fruit of plants to eat with. They didn’t know how to plant crops or how to keeping animals for their food. We call them Stone Age people.Thing for them were terrible and hard. Now there have still some people living liked those Stone Age people.They live in places that are hard reach. They do not know of our invention, for they keep themselves away our civilized world. For many years a group of people call Aruntas have lived alone in the center 第二节书面表达安徽黄山被联合国教科文组织定为世界自然文化遗产。假设外国友人到你校参观后，准备去旅游。请根据要点向外国友人简单介绍黄山（the Yellow Mountain）。 ①位于安徽南部，是中国著名的旅游胜地。每年有大批中外游客前去旅游观光。 ②乘汽车去大约要花3个小时；也可以乘火车或飞机去。 ③登山便可领略其云海（the sea of clouds）、奇松（wondrous pines）、怪石（unique rocks）等秀丽的风景及清晨美丽的日出。

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高中英语人教版必修2Unit1CulturalrelicsReading教案(系列一)

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