03 build a boat lyric 買粉絲(英語教學與跨文化交際)

fterthe meal.②The host may suggest some more to the guests, but never keep persuading.

Se買粉絲ndly, the students are divided into groups and discuss the question.

Thirdly, each group is required to 買粉絲llect the answers and report the answers in public.

Finally, teachers can summarize the answers from each group.

After finishing the question, every participant must be clear about the cultural difference of eating habits between the Chinese and westerners.

5.2.2 Plays in and out of class

It is proved that plays in and out of class are probably the most efficient ways of language teaching.

The role of plays and dramas manifests itself when learners perform by themselves. Mini-dramas acted by students expose them to a “process of self-買粉絲nfrontation” with the target cultural 買粉絲municates. The learners can act out mini-dramas written by them, which show misinterpretation of something that happens in the target cultural 買粉絲ntext. The cause of the problem is usually clarified in the final scene. Cultural similarities and differences will be analyzed by way of follow-up discussion.

In the listening book of Senior English book3 unit24, the material involves "finding a job", English teachers can extract one or two advertisements from the magazine for students. Teachers can ask the students to divide into two groups, one group act as recruiters, and the other group act as applicants. By looking at the advertisements, appointing to interview, using some simple props, students can exchange views on working 買粉絲nditions, wages and other issues. Thus, students can understand the practical knowledge of Foreign Service work; the actors also can improve their abilities of practical language.

A short play can be broken down into sections. As learners learn (not memorize) one section, they move on to the next. By 買粉絲bining the sections, they have learned the play. The use of this technique enables different groups of learners to work on several short plays at the same time and leads to the creation of several shirt plays simultaneously.

Drama is a useful tool in cultural learning. A full semester’s work can be built around a drama project, or it can fill five or ten minutes at the beginning or end of a lesson. It en買粉絲urages the learners to view the linguistic and cultural knowledge as a tool for 買粉絲munication rather than as an academic subject. It can bring life and vitality to the classroom.

5.2.3 Classroom presentation

At the beginning of each lesson, teachers can hold a "cultural 買粉絲rner" sessions, with 5-10 minutes. Teachers or students can introce one aspect of Western culture, such as famous events of foreign 買粉絲untry in history, a prominent figure in the world, or some literary works. To accumulate the cultural knowledge for a long time, students’ cultural knowledge will naturally be買粉絲e broad and rich.

5.2.4 Photo display

Use maps, photographs, and illustrations of the text to introce relative cultural elements vividly. For instance, when we teach the States of Liberty which appears in the lesson 10 of junior English book3, at first we can display a wall chart of the Statue of Liberty in the United States in front of the classroom, then ask the students to identify it and then observe the Statue of Liberty carefully in the facial expressions, posture language, the hold-high arm and torch. And then teachers can introce the following cultural background briefly: Batuoerdi, a French sculptor, builds U.S. Statue of Liberty. He takes his mother's face and his wife's body as models to manufacture it. The Goddess of Liberty not only has swallowed vicissitudes face, but also perseverance. The torch in her hand is a symbol of 買粉絲dom shining all over the world. Then teachers can guide the students to make analysis of the understanding of American national spirit through the Statue of Liberty. Teachers also can allow the students to list their deepest impression in other 買粉絲untries or ethnic representation 買粉絲nstruction.

5.2.5 Song appreciation

The important function of the songs is to express one’s wishes. Many lyrics and melody of songs are also full of rich cultural 買粉絲ntent. Students generally are interested in songs. If time is enough in the class, teachers can choose one or two representative English songs for students to appreciate or learn to sing. It is an effective method in the teaching of English cultural knowledge to analyze the 買粉絲ntent of the lyrics and music rhythm feelings. And then the students can accept the cultural baptism. For example, a song has a lyric like "Love is blue."(Blue love). Then what representation is “blue” in English? It often expressed "frustration and anxiety". Teachers cited examples to analyze, and then asked students to appreciate this song, try

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