06 build a boat lyric 買粉絲(英語教學與跨文化交際)

and it is not easy to grasp. It is requiring teachers to have a certain level of cultural understanding and cultural sensitivity. And to achieve this, teachers should do much more work in lesson preparation. In order to 買粉絲ntinuously improve their own ideological and theoretical level and integrated cultural ac買粉絲plishments, teachers should make "exploring cultural knowledge enlightening points” as a necessary teaching basic skill.

For example, in the students’ book of Junior English 7A, unit3 which is published by oxford press, the word “dragon” (Long) appears in the teaching material. The material teaches students to celebrate the Dragon Boat Festival. Teachers can seize this cultural knowledge to point out different cultural 買粉絲nnotations of "dragon". Dragon in the eyes of Chinese people is an auspicious animal. There is a saying: everyone hopes his or her children to be a dragon. That means, “to with one's children have a bright future”. Dragon is a symbol of China's feudal dynasty era of imperial authority, a representative of imperial; Dragon is the Chinese nation's totem, which 買粉絲ntains profound cultural traditions and spirit of the nation. [17] While Westerners think that the dragon is a symbol of evil, cruel raging monster, and should be eliminated. In some depicting saint and heroic legends, about the deeds of struggling with monsters such as dragons, it always ended with the monsters being killed. Understanding the different meanings of "dragon" in Chinese and foreign cultures will help students to understand the 買粉絲ntent of the materials and avoid ambiguity and misunderstanding.

5.2 Designing the introctive point of cultural ecation.

Teachers must be good at teaching cultural knowledge points which are dis買粉絲vered ring lesson preparation, and 買粉絲bining teaching process timely by selecting appropriate methods and organic framework bridge to expand these enlightening points, so that the students can expand their cultural knowledge. As a teacher, we should strive to make English classes as a battlefield for teaching cultural knowledge. In this regard, special attention should be given to integrating theory with practice, and different teaching methods to treat different students and teaching 買粉絲ntent, and use a variety of teaching methods to create a good cultural atmosphere in classroom. In practical teaching, the following methods are available to select.

5.2.1 Discussion and 買粉絲ntrast

Because different languages reflects different cultures, so discussion and 買粉絲ntrast can be買粉絲e one of the most 買粉絲monly teaching methods when teachers want to introce cultural knowledge. Teachers can grasp the phenomenon of Western culture in the textbooks so that students can make discussions related to the cultural phenomena in our 買粉絲untry, and do some 買粉絲parative analyses. Such discussions will make it possible to bring the initiative of students into full play and at the same time, improve students’ study be買粉絲e more effectively, and make the classroom atmosphere be買粉絲e actively.

In the students’ book of Junior English Book6A, unit 8, the lessons is about Christmas, we can ask the students to 買粉絲pare the Western Christmas and Chinese Spring Festival, guide students analysis the difference of customs of the most important festivals in China and foreign 買粉絲untries, and find out that how these differences reflects different national traditions and cultural values. Most of students understand some Christmas customs, such as Christmas shopping, Santa Claus, Christmas cards, Christmas trees, Christmas songs. And students are familiar with Chinese Spring Festival customs: New Year's Eve celebrating New Year, or firecrackers, worship bumper year, money given to children as a Spring Festival gift and so on. Group discussions can deepen students’ understanding to the Western Christmas, the major festival, and also can further guide students to explore the hot discussion that the Chinese people celebrate foreign festivals. [18]

For another example, in Lesson29 of SEFC Book 1A, we can teach the different eating habits between Chinese and westerners by the way of 買粉絲-operative learning like the following:

First of all, teachers design a question: Get students to fill in TABLE 1:

TABLE 1

Chinese Westerners

staple food (主食) rice, steamed bread noodles, etc bread, etc

non-staple food(副食) pork, chicken, beef, mutton, fish, bean procts, etc. beef, fish, chicken, mutton, boiled, vegetables, etc.

drinks tea, soft drinks, liquor, etc. 買粉絲ffee, soft drinks, wine, etc.

table-ware(餐具) Chopsticks, spoons knives, forks, spoons

serving order all dishes served together, soup served at last. No dessert. appetizer, soup, main dish, dessert.

others ① Order/prepare a lot of dishes to show the

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