Cultural Awareness in English Teaching

Cultural Awareness in English Teaching

Abstract: Language is the carrier of culture. Unless understanding the culture of the target language can learners use the language in an accurate and appropriate way. This thesis discusses the cultural differences between China and English-speaking countries, aiming at evoking English educators and learners’ attention to culture teaching and learning.

Key words: English teaching; cultural differences; culture teaching

英语教学中的文化教学

摘要：语言是文化的载体，只有了解所属的文化才能准确恰当地运用语言。本文通过论述在英语学习中遇到的一些中西文化差异现象，旨在引起英语教育者与学习者对文化学习的重视，进而提出几个文化教学的方法。

关键词: 英语教学文化差异文化教学

Cultural Awareness in English Teaching

I. Introduction

In the 20s-30s of the 20th century, the study of cross-cultural communication has drawn interest in the USA. It focuses on the problems arising from communication between people of different

cultural backgrounds and seeks solution to these problems. The aims of English teaching, in the same way, are to enable students to master the pure language and to communicate with the people from the English-speaking countries. However, because of the differences in all aspects of custom, way of thinking, norm, value and etc., English learners often make mistakes by applying their own culture to the foreign one. It is the greatest obstacle for the failure in successful communication. It also demonstrates the defect of our English teaching---lack of cultural awareness.

English teaching in China, especially in middle and high school, follows a stereotyped model, that is word—phrase—sentence pattern, with less concern of culture. Overemphasis on grammar and the ignorance of cultural differences frequently result in misunderstanding even conflict in intercultural communication. Thus, culture learning, both home and foreign culture learning appears to be crucially significant. This paper, from aspects of daily communication, vocabulary, nonverbal behavior and values, discusses the ways of teaching of culture.

II. Relations between language and culture

2.1. Conceptions of language and culture

To start with the discussion of culture teaching, two conceptions are indispensable to be mentioned, namely language and culture. Language is a system of arbitrary vocal symbols used for human communication①. Language is a social phenomenon, and each stands for one culture. Broadly speaking, communication refers to the communication between any of two persons of the same or different cultures. In this thesis, we discuss the one which accruing between native-speakers and nonnative-speakers.

Culture, in a broad sense, means the total way of life of a people, including the patters f belief, customs, objects, institutions, techniques, and language that characterize the life of the human community. In a narrow sense, culture can be mostly found in folk culture, enterprise culture or food culture②. In these senses, culture is the common ground of the people of a given community, where they share the same material culture and spiritual culture as well. Conversely, neither people’s way of thinking nor behavior is not influenced by their culture. Language, too, as an important element of culture, is permeated with the characteristic of its original culture.

Culture and language intrinsically depend on each other. On the one hand, language, as the crystal of a culture, plays an important role in transmitting its own culture. When a child acquires his mother tongue, or a person moves to another country and learns the local language, the transmission of culture takes place. In these two cases, the difference is just the extent of acquisition of the culture. The function of language to culture shows that language is the surface form of the culture. What people say directly reflects their attitude, belief, values and etc., ---that is culture. The reason embedded in this phenomenon that there are various languages in the world is that cultures are diverse. So, in a deep sense, the nature of the linguistic differences lies in the differences between cultures.

On the other hand, culture conditions the form of its language. And continuously, culture put its essence into the language, which then becomes the connotation of culture and the content of the language. No language can be separated from its culture. The following examples bellow will show how the Chinese and western philosophy exercise influence on their languages respectively. Traditionally, the Chinese people put more emphasis on unity, which takes heaven and human as a whole. Reflecting to language, Chinese language is parataxis, which contains less or no conjunction, e.g. ―枯藤老树昏鸦, 小桥流水人家, 古道西风瘦马, 夕阳西下, 断肠人在天涯‖. Among the twenty-eight characters of this poet, there are fourteen nouns without a verb and conjunction, but the wretched context is vividly exposed. It is comprehensible to Chinese people. Whereas, being a language featured by analysis, English is hypotaxis with strong sense of logic, such conjunctions as and, if, although, but, considering are often used in sentences. e.g. ―if winter comes, will spring be far aw ay‖, the use of ―if‖ compacts the structure of the sentence and present the hypothetical relation of the two clauses.

2.2. Importance Of Culture Teaching

In modern society, with the globalization of the world, contacts in all sorts of fields, such as economy, science and technology become more and more frequent. It is inevitable for people around the world to communicate with those from another culture. To avoid unexpected misunderstanding, which is caused by ignorance of cultural differences, it is important to carry on culture teaching. Since language is inseparable from culture, culture teaching is indivisible from English language teaching. Although educators have been aware of the necessity of culture teaching, it is not popularized in education.

In terms of learners, language competences do not only refer to the ability to speak in a language, but also to use the language in an effective way. Among Chinese English-learner, it is common that they create ―Chinglish‖, which is a str ucture combined Chinese way of thinking and English linguistic form. Although there is no need to create Chinglish‖, Chinese foreign language educators should consider how to use English to express their own culture as well in cross-cultural communication. This should base on the accurate understanding of both home and foreign culture. In this way, students’ language competence can be fully acquired. Therefore, sufficient exposure of the foreign culture sees essential in a long run.

In addition, the advantages of culture teaching are easily found in the whole English teaching program. Firstly, culture teaching does great good to language acquisition in learning language itself. As we discuss above, the English structure and expression are related to culture, thus, culture teaching will certainly a beneficial subsidiary to English language teaching. The procedure of culture learning is at the same time of the developing of language ability.

Secondarily, culture teaching satisfies 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 which 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.

Thirdly, the learning of a new language involves in not only meaning between words, sentences and text but also an interaction between knowledge and experience and new things. From this point of view, language learning, including culture learning provides a good opportunity to widen students’ horizon of knowledge.

III. Aspects of the teaching of culture

3.1. Daily conversation

To whatever kind of successful communication, being polite in conversation is the basic principle; otherwise, efficient communication is impossible. In different social context, the ways of conveying politeness are distinct. Without sufficient knowledge of the target country’s customs, people of different cultures will probably understand politeness in a converse way. The following are some illustrations of cultural differences in language use, which we may often come across in our daily life.

3.1.1. Greeting

When Chinese people meet, they often greet each other with―你吃了吗‖or―上哪去啊‖, which shows one’s concern about the other one. While the westerners always talk about the weather, e.g. ―It is a nice day, isn’t it?‖ If we start a conversation with them with ―have you eaten yet‖, wh ich is directly translated from the Chinese, they will feel very confused, because according to western culture, such a sentence suggest an invitation to meal. As western people highly respect for privacy, it is impolite to ask them ―where are you going‖. In most circumstances, they must be angry, because ―it is none of your business‖. These phenomenons often happen among the students with less knowledge of western culture. In this case, culture differs from nation to nation because of geographic location and other social reality. As we know that, England is an island nation with frequency of rain so that people may even encounter four seasons in a single day. It is a country of rain and moisture. So weather becomes an instant topic among the people, while China is an agricultural country with great population working on. Adding times of starvation in history, diet is greatly concerned about by the Chinese. According to the English native speakers, they are accustomed to greet others with ―hello‖, ‖how are you‖, ―good morning/ afternoon/evening ‖.

3.1.2 Farewell

Cultural differences in farewell are evident. In western countries, when guest is about to leave, he will indicate their leave in 15-20 minutes in advance. On this accessions, people are us ed to say ―I should go now‖ or ―I’d better be going now‖, rather than ―I’ll go first‖ or ―I’ll go back‖, because the latter sounds like ―it’s time for the guest to leave, I’ll go first and set an example, so the other people should follow me ‖. in order to thank the hospitality of the host, the guest often says ―thank you for a lovely afternoon/evening/meal‖. Similarly, the Chinese people convey their gratitude, but in a different way, they tend to use negative sentences, e.g. ―真不好意思, 打扰您那么长时间‖(I’m so sorry to have interrupted you such a long time), or ―给您添麻烦了‖ (sorry for troubling you). Except for ―再见‖ (good-bye), as the westerners utter when parting, the Chinese host most likely accompany the guest to the door way or yard and say ―好走‖ or ―慢走‖. As there is no equivalent in English, if these sentences are literally translated into ―stay here‖, ―go slowly‖ and ―walk slowly‖, it will be inapprehensible to westerners. Understanding the differences, we can simply smile and say, ― good-bye‖ or ―bye-bye‖. As it sho ws that unlike western custom, which is in a straight way, that of the Chinese may appear to be more circuitous.

3.1.3. Compliment

When hearing the compliment, such as ―Your English is very good―, some English learners become somewhat reserved. In China when people receive a compliment, we are used to response with ―过奖过奖‖ (You are flattering me), ―惭愧惭愧‖ (I’m so ashamed ), or ―哪里哪里‖ (It’s not deserved you to say so). Literally, it looks like a rejection but in fact it is a kind of euphemistic acceptation. These kinds of sayings show our modesty, which is considered as a great virtue of a noble man. In contrast, the westerners accept a compliment in a frank and sincere way. So in responding to ―your dress is so beautiful‖, the Chinese may answer, ―no, no, it is just an ordinary dress‖, while westerners will say ―thank you, I think so‖. Usually, to westerners, a negative ―no‖ brings along a feeling that the speaker has a poor judgment, which may probably displease them.

As we discussed above, evidence of cultural differences between China and western countries can be obviously perceived in the most commonly-happened daily conversation. O account of these differences, the Chinese enthusiasm may turn to be intrusive to some extent; hospitable to be overlaborate; humility to be pretended modesty. Such subtle misinterpretation may easily lead to embarrassment even breakdown of communication. Thus, rite of different culture should be given priority in culture teaching.

3.2. Vocabulary

V ocabulary is the fundamental element of a language. Apart from the pattern of expression, the differences between languages lie in the vocabulary people use. For a same concept, people will

produce distinctive associations conforming to their cultural characteristic. Such associations, however, have nothing to do with the lexical meanings but stir up special feelings in a certain context. In English learning, the acceptation the total messages, which the vocabulary contains, are on the premise of accurate understanding of the cultural connotation of both sides.

Some words are commendatory terms in Chinese culture, whereas contain derogatory sense in western culture. For example, ―peasant‖ in English, does not just refer to the people who do farming work for maintenance. Except for a sign of simplicity and diligence, peasant in Chinese history constituted a strong force in the course of revolution and in social constitution. According to the Webster’s Encyclopedic Unabridged Dictionary, ―peasant‖ has another meaning. It is defined as a rude, unsophisticated, usually uneducated person of little financial means, esp. one from the country; rustic. In this sense, 农民in Chinese and peasant in English is conversely different.

Here is another category: a terms in one language that does not have a counterpart in another one. Due to its unique culture, an ordinary word may contain abundant associations in its language. This kind of words often causes barriers in understanding. Bamboo, for instance, has a profound relation with Chinese traditional culture. Chinese people usually compare noble man to bamboo, suggesting their virtues of honest and. The deep connotation of bamboo promotes poets and artists to extol, for example, ―竹死不变节,花落有余香‖, ―胸有成竹‖ and ―势如破竹‖, whereas, bamboo in English contains no association. On most occasions, bamboo is simply a name of a plant. Hippie is a unique term for some young American of 1960’s. it associates with an unusual people and lifestyle. In Chinese it is translated into 嬉皮士，which might simply stir up a impression of strange appearance and hair to Chinese people.

Blue in English suggests a mood of melancholy and depression, as the lyrics goes ―blue, blue, my heart is blue. Blue is my heart, for I’m without you‖. In Chinese, there is no such association. In addition, there are some other terms without no counterpart in anther language, such as ―as poor as a church mouse‖, ―a white lie‖; ―老油条‖ (wily old bird), ―班门弄斧‖ (display one’s slight skill before an expert), ―跑龙套‖ (play a walk-on part). These kinds of terms are difficult to be understood without sufficient knowledge of its history, religion and etc.. All in all, according to cultural reality, a word may elicit different meaning in a particular way so that in vocabulary explaining, educators should pay more attention to the distinctive connotation rather than the word itself.

3.3. Nonverbal behavior

Although we may not note it, we do not converse with others by words only. Our gesture, and other body movement at the same time send message to those around us. Nonverbal communication, composed of dresses, eye contact, signals, gesture and so on, is as important as verbal communication. Nonverbal behavior functions largely to express emotion, mood and attitude in conversation. The following part explore into some aspects of nonverbal

communication from Chinese and western culture.

3.3.1. Body contact

Both Americans and Englishmen like keeping a certain distance to show their respect for privacy. According to study, there are four distances in American social and business relations: intimate, personal, social, and public. Intimate distance ranges from direct physical contact to a distance of about 45 centimeters. This is for people’s most private relations and activities between man and wife. Personal distance is about 45-80 centimeters and is most common when friends, acquaintances and relative converse. Social distance may be anywhere from about 1.30 meters to 3 meters. People who work together, or people doing business, as well as most of those in conversation at social gatherings tend to keep a distance of about 1.30-2 meters. Public distance is rather than any of the above and is generally for speakers in public and for teachers in classroom③.

The important thing to keep in mind is that most English-speaking people do not like to be too close. But it is not the case in China. With no such taboo, the Chinese tend to be far more tolerant of private space. In contrast to the westerners, Chinese people have less sense of it; so that people do less care the touch of strangers in a packed bus or in a train.

3.3.2. Eye contact

Eye is often described as the window of people’s heart, for it will unconsciously reveal the true feeling of the inner world. Direct eye contact is a signal that each has the other’s attention, and some further form of interaction can follow. Direct eye contact shows closeness and intimacy. By direct eye contact, boys and girls, men and women exchange their love. In most situations, it is polite to look at the spe aker’s eyes and face in conversation. For either speaker or listener not to look at the other person, could imply a number of things, among which are fear, contempt, guilt, and indifference. However, it must be pointed out that some kinds of eye contact should be noted. In American culture, eye contact seems to be much more welcomed, which just demonstrates the general characteristic of the American--- audaciousness and self-confidence. But a persistent stare at other’s eyes between two men should be avoide d, because it is regarded to be a signal of homosexual. In England, people want to mind their own business, they do not have time to interact with everyone they pass, and they communicate this fact by refusing to look at other people’s face and eyes. Nevertheless, educated Englishmen believe direct look at speaker’s eyes is of gentle demeanor. And the restrained Chinese people consider constant glare as a signal of aggressive challenge.

3.3.3. Smile

Smile and laugher usually convey friendliness, approval, satisfaction or pleasure. This is generally true in China as well as in most of the English-speaking countries. However, there are situations when some Chinese will laugh that will cause negative reactions by westerners. Laughter at a misfortune, fall down for example, in China can convey such feeling as ―does not take it serious‖, ―laugh it off‖, ―it is nothing‖. However, such laughter may generate a feeling of unpleasant to westerners. Nonverbal communication can be complex, for a slight difference can mean something different from that intended.

Some other gestures like the shrug; up-pointed finger and down-pointed finger are American style, which have their unique meaning. In short, although body language itself does not really communicate, it accompanies a particular language. People act it unconsciously, but it consists of substitute for the verbal meaning.

3.4. Values

People in every culture have a set of values by which they live. Some people can easily express these values, which is tie to religious belief or ethical principles. For those who from another culture it may be difficult to accept. Traditional concept of value is the center of culture. V alues are deciding in that it determines all aspects of the life of the people. In terms of language, it determines the pragmatic principle and way of expression. No matter how, recognizing the values of the people is the most important step towards an exact understanding of a community. In brief, in language study we explore what a person says and how he says, while the study of values will us why he says it. So learning of the value is the basic way to develop language skill in English study.

3.4.1. Individualism

One of the key points in understanding the American value system is individualism. What People from other country are amazing about is probably the American’ s devotion to ―Individualism‖. In their life, they consider themselves as a separate individual who are responsible for their own destinies. As far as Chinese concern, it is piety to live with the old parents and give help in case of emergency. It is just in conflict with the American value. Children want separated bedroom and when they grow up to about 22 years old, they will not live with their parents any longer. Elderly pare nts too, they don’t expect others disturb their own life and treat them as if they are the disable. So self –improvement and DIY seem the core of American ideology. Some phrases commonly heard among Americans are ―do your own thing‖, ―I do it my way‖, and―you made your bed, now lies in it‖ and etc.. Such assumption has its reflect in daily life. In China, giving one’s seat to the old in the bus is a display of respect, but western may think it is an ignorance of his ability.

3.4.2. Independence

As important as individualism, independence is considered an ideal quality and a sign of maturity in western countries. Generally, this value sets the American an image of pioneer with tools in the wide Westland, who is brave and independent. We can also see this value in the way they treat their children. The American children want equal respect for their personality as the adult. Even very young children are given opportunities to make their own choices and express their own opinions. They make breakfast, go to school and do some part time job all by themselves. Independence in the western countries is seen as an important ability. Chinese people usually say to a sick friend, ―drink plenty of water‖ and ―wear more clothes‖ or something like these to show their concern. Though it is perfectly, these words appear to the westerner rather offensive and somewhat discomfortable. He will feel the Chinese dose not respect his personality. Instead, the Chinese should use sentence like ―take care now‖ or ―I hope you will get better soon‖

.

3.4.3. Privacy

Westerners’ attitude about privacy can be difficult to understand for foreigners. As the saying goes, ―Every home is a castle‖, the American’s house, yard, even offices is seen as private place, which are not allowed to cross. For thousands of years, most families in China are extended families. They live near to each other. While in some western countries, nuclear families are common. They have less contact with neighbors than Chinese do. They hold that good fences make good neighbors. In inter-cultural communication, the Chinese like to ask private questions to show friendliness and intimacy; but the Americans hardly touch on age, finance, marriage, health problems, etc.. e.g. when we come across an American for th e first time , we usually ask, ―what’s your name? How old are you? How many children do you have? How much do you earn in China?‖ Questions like these make westerners confused and embarrassed.

IV. Some methods of culture teaching

The best method to im prove students’ cultural awareness and communicative ability is to put them in the target cultural atmosphere. Since it is inaccessible for all English learners to go abroad, we can assort to other methods.

4.1. Explaining

It is the commonly used method in culture teaching. For its flexibility, teachers can apply it 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.

4.2. Comparing

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.

4.3. Displaying of pictures

This method 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.

4.4. Role-playing

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.

In addition, teachers should make themselves example for the students. According to this point of view, the classroom is an artificially created environment. In this environment, both students and teacher are stipulated to behave in the light of western culture. By participating in the classroom interaction, students’ knowledge about culture can be strengthened.

V. Conclusion

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 through the teaching of pronunciations, vocabulary and grammar 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 leaning 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.

Note

①戴炜栋、何兆熊. A New Concise Course On Linguistics For Students Of English, (Shanghai: Shanghai foreign language education press, 2002), p127

②戴炜栋、何兆熊. V ol.I, p8

③邓炎昌、刘润清. Language and Culture, (Beijing: Foreign Teaching and Study Press, 1989), p140

References

[1] 陈申. The Teaching of Cultures in Foreign Language Education, 北京语言文化大学出版社，1999

[2] 戴炜栋、何兆熊. A New Concise Course On Linguistics For Students Of English，上海外语教育出版社，2002

[3]邓炎昌、刘润清. Language and Culture, 外语教学与研究出版社，1989

[4] 毛继桂.英语教学与文化导入，贵州民族学院学报（哲），2003（6），pp128-130

[5] 王颖. 英语教学中的文化教学，山东外语教学，2002（5），pp19-22

[6] 王扬. 英语身势语诌议，四川三峡学院社会科学学报，1997（4），pp67-71 [7] 薛笑丛、王建安中西文化差异与大学英语教学，延安大学学报（社），2002（3），pp126-128

[8] 张爱琳、张爱文. 论英汉思维方式差异，重庆大学学报，2002（5），pp81-84

[9] 赵艳萍、李洁连. Couture and Communication, 中国人民大学出版社，1999

口语比赛英文自我介绍.doc

口语比赛英文自我介绍

自我介绍是日常工作中与陌生人建立关系、打开局面的一种非常重要的手段。整理了比赛的英文自我介绍，供参考！ 高中口语大赛自我介绍篇【1】Goodafternoon, teachers! Today, I`m very happy to make a speech here. Now, let me introduce myself. My name is ZhuRuijie. My English name is Molly. I`m 12. I come from Class1 Grade 6 of TongPu No.2 Primary School. I`m an active girl. I like playing basketball. Because I think it`s very interesting. I`d like to eat potatoes. They`re tasty. My favourite colour is green. And I like math best. It`s fun. On the weekend, I like reading books in my room. I have a happy family. My father is tall and strong.My mother is hard-working and tall, too. My brother is smart. And I`m a good student. My dream is to be a teacher, because I want to help the poor children in the future. Thank you for listening! Please remember me! 高中口语大赛自我介绍篇【2】Hello! My name is XX, XX Normal University, is a 2006 graduate. Graduation has taught more than a year. Have long teaching experience gained! Lively and outgoing personality, nice, treat people in good faith, understanding, strong language skills and com#munication skills; diligent, strong and determined, serious and responsible work, down to earth, patient, attentive, careful thinking, have becom#e teachers the basic quality and potential. Determined to be a teacher since childhood, college entrance examination chosen university, is not only a solid basic knowledge of mathematics, but also on the accumulation of educational theory and practice, especially during the internship period, absorbing the best teaching experience of teachers, and students from morning till evening in the day, and more loving education. With self-learning and research capacity in × × × University graduate student during a more thorough understanding of mathematical knowledge. Believe they will be both professional research and teaching skills of educational personnel. 高中口语大赛自我介绍篇【3】Good morning ! It is really my honor to have this opportunity for a interview,I hope i can make a good performance today. Im confident that I can succeed.

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大学生三分钟英语自我介绍

三分钟英语自我介绍1 My name is . I am from . There are people in my family. My father works in a computer company. He is a computer engineer. My mother works in a international trade company. She is also a busy woman. I have a older sister and a younger brother. My sister is a junior in National Taiwan University. She majors in English. My brother is an elementary school student. He is 8 years old. Because of my father, I love surfing the Internet very much. I play the on-line game for about 2 hours every day. I wish I could be a computer program designer in the future. And that is why I am applying for the electronics program in your school. 三分钟英语自我介绍2 Good morning ! Everyone! (or Ladies and gentlemen) It is my great honor to have this opportunity to introduce myself. and I hope I could make a good performance today, eventually become a member of your school. Now let me introduce myself please. I’m a graduate student from MAOMING UNIVERSITY . My name is TOM ,21 years old. , born in MAOMING. GuangDong province . My major is English, and I will graduate this June. In the past 3 years,I spent most of my time on English studying and practise. I have a good command of both spoken and written English and past CET-4 with a ease. Skilled in use of Office 2003, e-cel. My graduate school training combined with my cadet teacher should qualify me for this particular job. Although perhaps I’m not the best among the candidates, but with my strong knowledge background and full enthusiasm for education, I am sure I will satisfy you well. As a college student, I concentrated on studying modern teaching technology. I have acquired enough essential and fundamental knowledge of English teaching in the past three years. Since September 2005, with great interest, I have been doing student cadre for almost each semester and formed good team-work spirits. It also kindly provided me crucial guidance to analyze interpersonal relationship. My teachers and classmates describe me as a reliable and considerate person. Other than my major study, I have master a great skills in computer operation.

三分钟英语口语比赛自我介绍

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workingandtall,too.Mybrotherissmart.AndI`magoodstudent.My dreamistobeateacher,becauseIwanttohelpthepoorchildreninth efuture.Thankyouforlistening!Pleaserememberme! Goodafternoon,teachers!I`mveryhappytointroducemyselfhere. I`mScott.MyChinesenameisSunZijing.I`m13.I`mfromClass1Grad e6ofTongPuNo.2PrimarySchool.Ihavemany hobbies,suchasplayingping- pong,playingbadminton,listeningtomusic,readingmagazinesan dsoon.Myfavouritefoodischicken.It`stastyandyummy.SoI`mver ystrong.I`manaughtyboy. goodmorning,mynameisjack,itisreallyagreathonortohavethiso pportunityforainterview,iwouldliketoanswerwhateveryoumayr aise,andihopeicanmakeagoodperformancetoday,eventually...

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