teaching in English class
How to carry on culture teaching in the English class Introduction
Because of the influence of the structural linguistics teacher mainly adopt Audio-Visual Method and Grammar-Translation Method, which over-emphasize the language phenomenon but neglect the culture knowledge. The lately-revised “English Syllabus” states that Language is closely related to culture, so student’s sensitivity to tolerance of the cultural differences, as well as their ability to deal with these cultural differences should be developed in the English teaching. Culture teaching can satisfy students’ curiosity about the totally different environment of the other country. What English learners want to learn about is not just the sign of the language, but the people and the nation in wh ich the language is used. Increasing learners’ sensibility to cultural factor, educators can make use of their curiosity and motive to achieve the goal of language teaching.
Thus, how to increase students’ cultural awareness becomes more and more important in English teaching, and it is quite important for teachers to carry on culture teaching appropriately in addition to the teaching of language knowledge. As an English of five years, the author decides to find some useful ways in carrying on culture teaching in English teaching.
Methodology
In our office，seven English teachers who are interested in the topic of How to carry on culture teaching in the English class are involved in this one-hour ideation. The technique of brainwriting is used. The author writes down the first idea, then the
sheet is passed to the immediate neighbor who uses this idea to trigger an entirely new idea. Sheets are passed and passed again until each “idea sheet” arrives back at its original. The following steps are adopted
Step 1: Pass out 8.5 x 11 inch paper and markers to all participants.
Step 2: Instruct each participant to write legibly.
Step 3: Have each participant write down one idea for the assigned topic how to carry on culture teaching in English class..
Step 4: Pass this idea sheet (have everyone pass in the same direction) to the immediate neighbor and have them—either evolve the idea written on the paper —or create an entirely new one. Record this idea on the paper and then pass it to the immediate neighbor once again.
Step 5: Continue passing until each idea sheet has eight ideas on it.
Step 6: Pass the sheets back to the original owner. (My handwriting will be at the top) and circle one or more “Best Ideas.”
Step 7: Have each participant read the best idea(s) from his paper to the group as a whole.
Results
First, teacher can apply explanation through the teaching of vocabulary and context, which contain cultural factors. For example, “it was packed like sardines” Chinese learners might not imagine such an expression. The key word “sardine” should be given more explanation. Sardine is a kind of finger-sized fish, which is often tightly preserved in neat rows in cans. As to text, such as historical text, teacher
should add certain cultural background, such as time, place, and political situation.
Second, Cultural differences exist everywhere. Identifying the differences is a manner to understand the culture. When teaching the name for instance, teacher can compare the western addressing with the Chinese addressing. Students can immediately get a deep impression of the differences between the two customs. By comparing the differences between the western and Chinese culture, such as the different response to compliment, students can strengthen their impression of the target culture. However, one thing should keep in mind, comparing cannot be used too often, especially in the case of younger leaner, because they may even understand their own culture.
Third, Displaying of pictures can demonstrate a cultural phenomenon. For some unfamiliar objects, for instance, sledge, pelota, Christmas and so on, students can directly perceive the new things at once. No only picture, film, book can also be the best materials for students to get audiovisual sense of a new concept.
Fourth,Collection of the culture is also important. One has to know the historical background, religion and some big events in the society of the target language. Once you know the culture, understanding by heart is the most important thing. As long as you understand, everything will turn to be easier.
Fifth, according to the text, teacher can assign student to make role-playing. Role-playing combines trains of students’ language competence and communicative competence. In such a text, “my first job”, we can adjust it into a play. Students play all the roles appear in the text and imitate the plot. By simulating greeting,
interviewing and other converse, students can feel the true cultural atmosphere and feel the language by themselves.
Sixth, teacher should use authentic materials as the teaching materials. It is practical to make good use film scripts, plays, newspaper articles and internet to film scripts, plays, newspaper articles and internet to provide relevant cultural information so as to broaden the students’ cultural knowledge. It is useful to compare and contrast parallel social situations in China and the English-speaking countries, talk about the differences and similarities of meaning and appropriateness in these scenarios. In addition, it is possible to develop their ability to identify areas of possible misunderstanding so as to avoid such miscommunication.
Seventh, both students and teachers should know some knowledge of pragmatics.Pragmatics is the study of meaning in context. It deals with particular utterances in particular situation and is especially concerned with the various ways in which the many social contexts of language performance can influence interpretation. English teachers should provide students with explicit teaching on pragmatic knowledge, exposing learners to the pragmatic aspects of language.
Of all these seven methods, the second, fifth, and sixth are considered the most useful ways of carrying on culture in English class. Hence, we should put more emphasis on the importance of the learning of cultural background knowledge in the teaching of foreign languages. Language teaching should be carried on with the introduction of cultures, and teachers should teach the students both language and culture so as to improve the students’ target language and thus get the best results in
teaching.
Discussion
In summary, the close relations of culture and language determine the inseparability of culture teaching and English language teaching. A high level foreign language teaching should be composed of developing students’ skill of listening, speaking, reading and translating on one side; and cultivating their communicative ability in intercultural communication through combining linguistic knowledge and cultural knowledge on the other. Many successful experiences prove that combining language learning and culture learning is a shortcut to master a foreign language. As to teachers, who play an important role in foreign language teaching, should enhance their cultural awareness in the first place. Except for preparing sufficient teaching aids, teacher should be aware of the latest information of the western world.
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人教版版高中英语电子课本(必修)
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必修1 第一单元Reading 阅读ANNE’S BEST FRIEND Do you want a friend whom you could tell everything to, like your deepest feelings and thought s? Or are you afraid that your friend would laugh at you, or would not understand what you are goi ng through? Anne Frank wanted the first kind, so she made her diary her best friend. 安妮最好的朋友 你想不想有一位无话不谈能推心置腹的朋友？或者你会不会担心你的朋友会嘲笑你，会不理解你目前的困境呢？安妮?弗兰克想要的是第一种类型的朋友，所以她把的日记视为自己最好的朋友。 Anne lived in Amsterdam in the Netherlands during World War II. Her family was Jewish so the had to hide or they would be caught by the German Nazis. She and her family hide away for two years before they were d iscovered. During that time the only true friend was her diary. She said, “I don’t want to set down a series of facts in a diary as most people do, but I want this diary itself t o be my friend, and I shall call my friend Kitty.” Now read how she felt after being in the hiding pla ce since July 1942. 在第二次世界大战期间，安妮住在荷兰的阿姆斯特丹。她一家人都是犹太人，所以他们不得不躲藏起来，否则就会被德国的纳粹分子抓去。她和她的家人躲藏了25个月之后才被发现。在那段时期，她的日记成了她唯一忠实的朋友。她说：“我不愿像大多数人那样在日记中记流水账。我要把我的日记当作自己的朋友，我把我的这个朋友叫做基蒂。”现在，来看看安妮自1942年7月起躲进藏身处后的那种心情吧。 Thursday 15, June, 1944 Dear kitty, I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature. I can well remember that there was a time when a deep blue
吉林省长外国语学校高一英语上学期期末考试试题新人教版
吉林省长春外国语学校2013-2014学年高一英语上学期期末考试试 题新人教版 （满分：110分） 第一部分：听力（共两节，满分 20 分） 第一节（共 5 小题；每小题 1 分，满分 5 分）听下面一段独白，请在文中空白处填入所听到的词语，并写在试卷的相应位置。本段独白读两遍。 Here is the nine o’clock news. A terrible __1__ accident happened on Highway 108 at five this afternoon. A school bus was hit by a truck from the back and about __2__students were seriously hurt. The truck driver had both his arms broken. All the injured people were sent to hospital immediately. So far no __3___ have been reported in the accident. All t he students were from Mary Girls’ School. It is said that bad __4___ caused the accident. The police told drivers to be more __5__ on the highways because the weather had not been so good recently. Our reporters will keep an eye on this accident. And more details will be reported in two hours’ time. 第二节：（共 15 小题；每小题 1分，满分 15 分）听下面 5 段对话。每段对话后有几个小题，从题中所给的 A、B、C 三个选项中选出最佳选项，并标在试卷的相应位置。每段对话读两遍。 听材料289，回答第 6 至第 8题。 6. What is the purpose of Diana’s new project? A. To teach students some basic writing skills. B. To write articles for the Campus Literature Review. C. To help those who want to get their works published. 7. What is Diana’s suggestion to Tom? A. Keep trying even if he is turned down. B. Ask an experienced writer to be his consultant. C. Try to polish his works in the creative writing class. 8. Why does Tom agree to join the group?
人教版高一英语必修一单词表(完整版)
高一英语必修一完整单词表survey 调查;测验 add up 合计 upset adj.心烦意乱的;不安的;不适的vt.使不安;使心烦。ignore 不理睬，忽视 calm vt.vi(使)平静;(使)镇定adj.平静的;镇静的;沉着的calm (…)down (使)平静下来;(使)镇静下来 have got to 不得不;必须 concern (使)担忧;涉及;关系 be concerned about 关心;挂念 walk the dog 遛狗 loose 松的;松开的 vet 兽医 go through 经历;经受 Amsterdam 阿姆斯特丹(荷兰首都) Netherlands 荷兰(荷兰国家) Jewish 犹太人;犹太族的 German 德国的;德国人的;德语的;德国人;德语 Nazi n.纳粹党人adj.纳粹党的 set down 记下;放下;登记 series 连续;系列 a series of 一连串的;一系列;一套 outdoors 在户外;在野外 spellbinding 迷住;迷惑 on purpose 故意 in order to 为了… dusk 黄昏;傍晚 at dusk 在黄昏时刻 thunder v打雷;雷鸣;n雷;雷声
entire 整个的;完全的;全部的 entirely 完全地;全然地;整个地 power 能力;力量;权力 face to face 面对面地 curtain 窗帘;门帘;幕布 dusty 积满灰尘的 no longer ot…any longer 不再 partner 伙伴;合作者;合伙人 settle 安家;定居;停留使定居;安排;解决suffer 遭受;忍受;经历 suffer from 遭受;患病 loneliness 孤单;寂寞 highway 公路;大路;<美>高速公路 recover 痊愈;恢复;重新获得 gete tired of 对…厌烦 pack 捆扎;包装;打行李小包;包裹 pack(sth)up 将(东西)装箱打包 suitcase 手提箱;衣箱 overcoat 大衣;外套 teenager 十几岁的青少年 get along with 与…相处;发展 gossip 闲话;闲谈 fall in love 相爱爱上 exactly 确实如此;正式;确切地 disagree 不同意 grateful 感激的;表示谢意的 dislike 不喜欢;厌恶 join in 参加;加入 tip n.揭示;技巧;尖;尖端;消费vt. 倾斜; 翻到
吉林省长春外国语学校2014--2015学年高一上学期期末考试英语试题
吉林省长春外国语学校2014--2015学年高一上学期期末考试英语试题 一、选择题（共75 分） 第一部分：听力（共20小题，满分20 分） 第一节：共5小题 听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有10秒钟的时间回答有关小题和阅读下一小题。每段对话仅读一遍。 1. What will the man do this afternoon? A. Wait at home. B. Buy a new phone. C. Call the telephone company. 2. What are the speakers talking about? A. A concert. B. Their wedding. C. A famous band. 3. Where does the conversation take place? A. In a hospital. B. In an office. C. In a store. 4. When will the party be held? A. This evening. B. This Friday evening. C. This Saturday evening. 5. What do we know about the woman's mother? A. She has much free time. B. She always goes home late. C. She cares much about her daughter. 第二节听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。 听下面一段对话，回答第6和第7两个小题。 6. What does the woman want to do tomorrow? A. Buy something on sale. B. Repair the water heater. C. Get off work earlier. 7. How does the man feel now? A. Excited. B. Tired. C. Disappointed. 听下面一段对话，回答第8和第9两个小题。 8. What is the relationship between the speakers? A. Teacher and student. B. Mother and son. C. Sister and brother. 9. What do the students want the school to do? A. Fire some teachers. B. Rebuild the stage. C. Have a one-week holiday. 听下面一段对话，回答第10至第12三个小题。 10. How long has the woman waited?