UnitFashionandCulture新理念交互英语教程

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新理念交互英语1 Unit 6

answer to each question from the four choices marked A, B, C and D.
Dialogue
Dialogue 1
Back
W: Well, 50 dollars, here you are.
M: Thanks. Here is your change. Q: What‟s the possible relationship between the two
Section B
A
Open Your Mouth
Picture Recognition
Do you know them?
B
Discussion
1. Do you keep any pet? 2. Why do you like it or them?
Objective
能认识常见动物的英文表达并能简单讲述有关宠物的话题。
Highlights
1 2 3 4
Section A Wake Up Your Ears Section B Open Your Mouth Section C Enrich Your Mind Section D Keep Your Feet on the Ground Section E Try Your Hands Section F Lighten Your Brain
Congratulations!
M: Thank you! I‟m sure you also did a good job. Q: Who are the two speakers?
Dialogue
Dialogue 5 M: I feel terrible! My head is burning. W: Take it easy. You‟ll be better if you follow my instructions. Q: What‟s the probable relationship between the two

任务链：让中华优秀传统文化有机融入英语教学——以译林版初中英语七年级上册Unit_8_Fashion

将中华优秀传统文化融入英语教学中，不仅可以“使学生深刻理解本国文化，也有助于学习、理解和鉴赏国外优秀传统文化，从而更加明确地意识到自己的使命和肩负的责任”[1]。

目前，虽然英语教师开始意识到引入中华优秀传统文化的重要性，但做法通常局限于单一课时内使用相关资源来设计教学任务。

这种方法过于注重任务形式，而忽视了任务的驱动性，导致教学变成多个任务的堆砌，缺乏连贯性、逻辑性和整体性。

文化意识的培育往往需要一个长期的渐进式的过程，这一目标很难在某节课的教学中就得以实现。

我们尝试在单元整体视角下，以单元文化内容体系为框架，依据课时内容与特点，设计一系列以中心任务为核心的驱动性子任务。

这些任务相互关联，形成了一个系统的任务链，在真实的教学情境中实施，能够让中华优秀传统文化有效地融入初中英语教学中。

本文以译林版初中英语七年级上册Unit 8 Fashion 为例，详细阐述如何系统地设计、实施与评价这样的任务链。

一、任务链的设计思路任务链的实施，必须在一个有主线的链式情景下，即学生随着关联情景的推移完成一个个由简到繁、由易到难、前后相连和层层深入的具体任务[2]。

可见，任务链是否合理，实施过程是否有效，取决于教师能否设计一条贯穿始终的任务主线。

任务链：让中华优秀传统文化有机融入英语教学*——以译林版初中英语七年级上册Unit 8 Fashion 为例王保洲陈鹏伟*本文系江苏省中小学教学研究第十四期课题“育人导向的初中英语中国传统文化校本课程建设研究”（编号：2021JY14-L311）的研究成果之一。

将中华优秀传统文化融入初中英语教学是培育文化意识，坚定文化自信，提升学科核心素养，实现学科育人的有效手段。

以“汉服文化”为例，探讨利用任务链开展融入中华优秀传统文化的英语教学路径，并从任务链设计、任务链实施、任务链成效评价等方面阐述完整的应用流程。

初中英语；中华优秀传统文化；任务链；汉服文化智识专题聚焦具体来说，可从以下三个方面设计任务链。

新理念交互英语教程2

新理念交互英语教程2教案课程名称新理念交互英语教程2 学期课时班级专业教师院系教研室教材《新理念交互英语教程2》Unit 1 Fashion and CultureTeaching ObjectivesTime AllocationNOTES: This unit is arranged for a time span of 8 periods. A teacher can make whatever changes he/she thinks necessary according to his/her own conditions.Teaching ProceduresPeriod 1Section A Wake Up Your EarsTeaching Steps:1. Students work in pairs and briefly discuss expressions to show culture and fashion in English.2. Students study Word Tips to get prepared for doing Listening Practice.3. Students listen to the recording and do Listening Practice one by one.4. Check answers to the exercises together.Period 2Section B Open Your MouthTeaching Steps:1. Divide the class into groups with 3~4 members in each group, and ask students to do matching in Activity A with group members by studying the pictures printed in the book carefully. Then invite some students of the groups to report answers to the whole class.2. Lead the open discussion on the questions in Activity B and then ask several students to state their opinions.Homework: 1) Review the expressions on weather learned in the class and practice with classmates or roommates after class. 2) Preview Text A.Period 3—4Section C Enrich Your MindPart One TextsText ATeaching Steps:1. Ask students to listen to the recording of Word List and read after the recording.2. Explain some key words in the Word List in detail.Key Words:accommodation taste promote seek companion exchange thereby commute representative theme disappointed3. Ask students to listen to the recording of Useful Phrases and Expressions and read after the recording.4. Explain the useful phrases and expressions and ask students to make sentences with them.Useful Phrases and Expressionsin addition to originate in make friends withnot only…but also indulge in5. Students read the text for the first time to get to know the main ideas and structure of the text, and then do the Reading Comprehension individually.6. Check the answers to the Reading Comprehension together.7. Ask students to listen to the recording of the text and read after the recording.8. Ask some students to read the text.9. Explain some difficult language points in the text in detail. In this process, teachers should pay more attention to the sentence patterns mentioned in Notes.Language Points:Paragraph 1in addition to 除……之外e.g. In addition to the names on the list, there are six other applicants除了名单上有名字的，另外还有六名应聘者。

新理念交互英语教案1unit3

她坐在由曼彻斯特出发前往伦敦的火车上，旅途十分漫长，就在那时
是一个介词短语后置的句子，目
其正常语序应为the idea of a boy who is a wizard came
。
，many of
四个小时
大部分人物和故事的前期框架已经在她
by the time引导的是一个时间状语从句，表示"当……的时候"。如从
在……心里
他仔细得考虑了这种新想法。
不要把秘密藏在你的心里。
成形；形成
新大楼已初具规模。
this time, on a long train ride from Manchester to London in the
，the idea came to her of a boy who is a wizard. 在1990年的
and the only way to be truly satisfied is to do what you believe is great
我坚信,这些年来我之所以能够坚持不懈，是因为我热爱自己的事业。
此句的结构比较复杂，其中包括that引导的宾语从句、定语从句和表语
what引导的名词性从句。句中第一个that引导的是宾语从句，
Unit3 Famous People 课的
基础课
教会学生单词发音，教会学生语法。
Section A Students are able to understand the expressions of making requests or suggestions, and choose the best answer for the exercises. Section B Students are able to introduce Steve Jobs in oral presentation. Section C Students are able to spell and know the meaning of some key words and expressions in

新编跨文化交际英语教程

Unit 2Culture and CommunicationReading IIElements of CommunicationComprehension questions1. What are the aspects of context mentioned above?One aspect of context is the physical setting, including location, time, light, temperature, distance between communicators, and any seating arrangements. A second aspect of context is historical. A third aspect of context is psychological. A fourth aspect of context is culture.2. In what ways would your posture, manner of speaking or attire change if you move from onephysical setting to another, for example, from your home to a park, to a classroom, to a restaurant, to a funeral house, etc?One‘s posture, manner of speaking or attire change from being casual to formal gradually from home to a park, to a classroom, to a restaurant, to a funeral house, etc, according to different formalness and seriousness of these situations.3. How do people acquire communication norms in their life?People acquire communication norms from their experiences in life.4. What examples can you give to describe some Chinese norms in our everyday communication?For example, it seems to be a norm in China to address one‘s boss by his or her title and never to express one‘s disapproval directly to him or h er.5. How can we play both the roles of sender and receiver in communication?As senders, we form messages and attempt to communicate them to others through verbal and nonverbal symbols. As receivers, we process the messages sent to us and react to them both verbally and nonverbally.6. Does the sender plays a more important role than the receiver in communication?No, they are equally important for both of them are essential in the process of communication.7. In what ways do the differences between participants make communication more or less difficult?Three especially important variables affecting participants which are relationship, gender, and culture make communication more or less difficult.8. What is a symbol and what is a meaning?The pure ideas and feelings that exist in a person‘s mind represent meanings. The words, sounds, and actions that communicate meaning are known as symbols because they stand for the meanings intended by the person using them.9. How can meanings be transferred from one person to another? What problems may arise in thisprocess?A message from one person is encoded into symbols and then decoded into ideas and feelings to another person. In this process of transforming include nonverbal cues, which significantly affect the meaning created between the participants in a communication transaction.10. When are unintended or conflicted meanings likely to be created?Unintended meanings are created when the decoding person receives a meaning unrelated to what the encoder thought he or she was communicating. Conflicting meanings are created when the verbal symbols are contradicted by the nonverbal cues.11. Which channels do you usually prefer in communication? Why?Of the five channels, some may prefer sight. As the old saying goes, words are but wind, butseeing is believing.12. What examples can you find to show that one channel is more effective than others for transmitting certain messages?For example, when asking a lady for a date, a young man may wear an immaculate suit and spray some perfume to show that he highly values this date with her. In this case, sight and smell are definitely more effective than words for conveying that particular message.13. What are the things that can create noises in the process of communication?Sights, sounds, and other stimuli in the environment that draw people‘s attention away from intended meaning are known as external noise. Thoughts and feelings that interfere with the communication process are known as internal noise. Unintended meanings aroused by certain verbal symbols can inhibit the accuracy of decoding. This is known as semantic noise.14. What should we do to reduce the interference of noise in communication?When communicating with others, we should pay undivided attention to communication itself, avoiding being distracted by any external or internal noise. Besides, we should make sure that what we say is correctly understood by others and vice versa to prevent semantic noise from generating. 15. Why is feedback a very important element of communication?Feedback is very important because it serves useful functions for both senders and receivers: it provides senders with the opportunity to measure how they are coming across, and it provides receivers with the opportunity to exert some influence over the communication process.16. What will you usually do when you receive negative feedback in communication?Open.Case StudyCase 5In China, it is often not polite to accept a first offer and Heping was being modest, polite andwell-behaved and had every intention of accepting the beer at the second or third offer. But he hadnot figured on North American rules which firmly say that you do not push alcoholic beverages on anyone. A person may not drink for religious reasons, he may be a reformed alcoholic, or he may be allergic. Whatever the reason behind the rule, you do not insist in offering alcohol. So unconscious and so strong are their cultural rules that the Americans equally politely never made a second offer of beer to Heping who probably thought North Americans most uncouth.However, what we have to remember is that cultures are seldom a strict either-or in every instance for all people and there are always individual differences. Probably this young Chinese nurse was very different from Heping or, unlike Heping, she may have known something about the American cultural rules and was just trying to behave like an American when she was in an American family.Case 6When a speaker says something to a hearer, there are at least three kinds of meanings involved: utterance meaning, speaker‘s meaning and hearer‘s meaning. In the dialogue, when Litz said ‗How long is she going to stay?‘ she meant to s ay that if she knew how long her mother-in-law was goingto stay in Finland, she would be able to make proper arrangements for her, such as taking her out todo some sightseeing. However, her mother-in-law overheard the conversation, and took Litz‘squesti on to mean ―Litz does not want me to stay for long‖. From the Chinese point of view, it seems to be inappropriate for Litz to ask such a question just two days after her mother-in-law‘s arrival. If she feels she has to ask the question, it would be better to ask some time later and she should not let her mother-in-law hear it.Case 7Keiko insists on giving valuable gifts to her college friends, because in countries like Japan, exchanging gifts is a strongly rooted social tradition. Should you receive a gi ft, and don‘t have oneto offer in return, you will probably create a crisis. If not as serious as a crisis, one who doesn‘t offer a gift in return may be considered rude or impolite. Therefore, in Japan, gifts are a symbolic way to show appreciation, respect, gratitude and further relationship.Keiko obviously has taken those used items from Mary, Ed and Marion as gifts, for sheprobably doesn‘t know that Americans frequently donate their used household items to church or to the community. Mary, Ed and Marion would never consider those used household items given to Keiko as gifts. No wonder they felt very uncomfortable when they received valuable gifts in return. Case 8As the Chinese girl Amy fell in love with an American boy at that time, it seems that shepreferred to celebrate Christmas in the American way, for she wanted very much to appear the same as other American girl. She did not like to see her boyfriend feel disappointed at the ―shabby‖Chinese Christmas. That‘s why she cried when she found out her parents had invited the minister‘s family over for the Christmas Eve dinner. She thought the menu for the Christmas meal created by her mother a strange one because there were no roast turkey and sweet potatoes but only Chinese food. How could she notice then the foods chosen by her mother were all her favorites?From this case, we can find a lot of differences between the Chinese and Western cultures in what is appropriate food for a banquet, what are good table manners, and how one should behave to be hospitable. However, one should never feel shameful just because one‘s culture is different from others‘. As Amy‘s mother told her, you must be proud to be different, and your only shame is to have shame.Unit 3Cultural DiversityReading IDifferent Lands, Different Friendships Comprehension questions1. Why is it comparatively easy to make friends in the United States?Because few Americans stay put for a lifetime. With each move, forming new friendship becomes a necessity and part of their new life.2. Do people from different countries usually have different expectations about what constitutesfriendship and how it comes into being?Yes. The difficulty when strangers from two countries meet is their different expectations about what constitutes friendship and how it comes into being.3. How is friendship in America different from friendship in West Europe?In West Europe, friendship is quite sharply distinguished from other, more casual relationships, is usually more particularized and carries a heavier burden of commitment, while in America the word ―friend‖can be applied to a wide range of relationship and a friendship may be superficial, casual, situational or deep and enduring.4. In what country does friendship have much to do with one‟s family? And in what country does itnot?In Germany, friendship has much to do with one‘s family as friends are usually brought into the family, while in France it doesn‘t as, for instance, two men may have been friends for a long time without knowing each other‘s personal life.5. What is friendship like when it is compartmentalized?For instance, a man may play chess with a friend for thirty years without knowing his political opinions, or he may talk politics with him for as long a time without knowing about his personal life. Different friends fill different niches in each person‘s life.6. What are friendships usually based on in England?English friendships are based on shared activity. Activities at different stages of life may be of very different kinds. In the midst of the activity, whatever it may be, people fall into steps and find that they participate in the activity with the same easy anticipation of what each will do day by dayor in some critical situation.7. Do you think friendship shares some common elements in different cultures? If you do, what arethey?Yes. There is the recognition that friendship, in contrast with kinship, invokes freedom ofchoice. A friend is someone who chooses and is chosen. Related to this is the sense each friend givesthe other of being a special individual, on whatever grounds this recognition is based. And between friends there is inevitably a kind of equality of give-and-take.8. What do you think is the typical Chinese concept of friendship? Is it similar to or different fromany of the Western friendships?It seems that the typical Chinese concept of friendship lays great emphasis on personal loyaltyand also has much to do with family. It may be similar to Germany friendship to some extent andquite different from other Western friendships.Reading IIComparing and Contrasting CulturesComprehension questions1. How is the mainstream American culture different from the Japanese culture?Americans believe that human nature is basically good and man is the master of nature. Theyare future-oriented and ―being‖-oriented. Their social orientation is toward the importance of the individual and the equality of all people. However, the Japanese believe that human nature is amixture of good and evil. Man is in harmony with nature. They are both past-oriented andfuture-oriented. And they are both “growing-”and “doing-”oriented. They give emphasis to authorities and the group.2. Can you find examples to support the author‟s view of traditional cultures in different valueorientations?For example, the traditional Indian culture believes that man is subjugated by nature and it isbeing-oriented (which can be exemplified by its caste system). Also, traditional Chinese culture ispast-oriented, for emphasis has long been given to learning from the old and past.3. Why do Americans tend to equate “change” with “improvement” and regard rapid change asnormal?Concerning orientation toward time, Americans are dominated by a belief in progress. They are future-oriented. They believe that ―time is money‖and have an optimistic faith in the future andwhat the future will bring. So they tend to equate ―change‖with ―improvement‖and consider a rapid rate of change as normal.4. What does “Electric Englishman” mean when it is used to describe the American?As for activity, Americans are so action-oriented that they tend to be hyperactive. That‘s whythat they have been described as ―Electric Englishmen‖, who always keep themselves busy.5. How would you explain the fact that contradictory values may exist in the same culture?As time changes faster and faster and there is more contact between cultures, it is more likely to find contradictory values existing in the same culture. This is especially the case in a society that isbeing transformed from a traditional one into a modern one. For example, in the Japanese culture,some people may still be very past-oriented and some are rather future-oriented, and even the same people may be sometimes past-oriented in certain situations and sometime future-oriented in other situations.6. What can we get from models of this kind about cultural differences?Models of this kind are quite useful in giving rough pictures of striking contrasts anddifferences of different cultures. However, such a model only compares cultures on some basic orientations. It does not tell us everything about every conceivable culture. We have to recognize that models of this kind are over-simplifications and can only give approximations of reality.7. Do cultural values change as time changes?Yes, the values may be in the process of marked change due to rapid modernization and globalization. However, they have a way of persisting in spite of change. The evolution of values is aslow process, since they are rooted in survival needs and passed on from generation to generation.8. How is communication influenced by differing cultural values?Putting people from one culture into another culture with radically different value orientations could cause stress, disorientation, and breakdowns in communication.Case StudyCase 9Hierarchy is significant in the Japanese culture. This structure is reflected everywhere inJapanese life, at home, school, community, organizations, and traditional institutions such as martial arts or flower arrangements.In this case, the young chairman must have had his own ideas about how to manage the company; however, whe n encountered with his grandfather‘s dissenting opinions, he dared not to take a stand against him. This may manifest the rigid hierarchical structure in the Japanese society. In the Japanese society, how hierarchy is formed depends mainly on seniority, social roles, and gender. As a respectable senior member of the family and the former leader of the company, the grandfather obviously overpowered the inexperienced young chairman. In other words, the grandfather seemedto be an absolute authority for the young chairman. In Japanese culture, challenging or disagreeing with elders‘ opinions would be deemed as being disrespectful and is often condemned. People in lower positions are expected to be loyal and obedient to authority. That‘s why the young chairmand idn‘t say anything but just nodded and agreed with his grandfather.But Phil seemed to know little about the Japanese culture in this aspect. In many Western cultures, particularly American culture, seniority seldom matters very much in such situations, and young people are usually encouraged to challenge authority and voice their own opinions. Unfortunately, his outspoken protest could easily offend the grandfather and he might be regarded as a rude and ill-bred person by other Japanese.Case 10In Japan, a company is often very much like a big family, in which the manger(s) will take goodcare of the employees and the employees are expected to devote themselves to the development ofthe company and, if it is necessary, to sacrifice their own individual interests for the interests of the company, from which, in the long run, the employees will benefit greatly. But for the French, a company is just a loosely- knit social organization wherein individuals are supposed to take care of themselves and their families. Moreover, the way the French make decisions in the family might also be different from the typical Japanese one, which may not often involve females and the power to decide usually lies with the dominating male. As there are such cultural differences between the Japanese and the French, Mr. Legrand‘s decision made Mr. Tanaka feel dumbfounded.Case 11Incidents such as these can point to possible cultural differences in so-called ―polite‖behavior, and at the same time highlight the tendency for people to react emotionally to unexpected behavior.People in most cultures would probably agree that an apology is needed when an offence or violation of social norms has taken place. However, there may be differing opinions as to when we should apologize (what situations call for an apology) and how we should apologize. To many Westerners, Japanese apologize more frequently and an apology in Japanese does not necessarily mean that the person is acknowledging a fault. To many Japanese, Westerners may seem to be rude just because they do not apologize as often as the Japanese would do. In this case, for instance, the attitude of the Australian student‘s parents is shocking to the Japanese but will be acceptable in an English-speaking society, for the student is already an adult and can be responsible for her own deeds.Case 12In this case, it seems that the Chinese expectations were not fulfilled. First, having two people sharing host responsibilities could be somewhat confusing to the hierarchically minded Chinese. Second, because age is often viewed as an indication of seniority, the Chinese might have considered the youth of their Canadian hosts as slight to their own status. Third, in China, it is traditional for the host to offer a welcome toast at the beginning of the meal, which is the reciprocated by the guests;by not doing so, the Canadian might be thought rude. The abrupt departure of the Chinese following the banquet was probably an indication that they were not pleased with the way they were treated. The Canadians‘ lack of understanding of the Chinese culture and the Chinese ways of communication clearly cost them in their business dealings with the visiting delegation.Unit 4Language and CultureReading IHow Is Language Related to CultureComprehension questions1. What can we do to avoid attributing a very different meaning to the phrase or interpret it muchmore literally?We have to be aware of the cultural implications of the phrase.2. What are the other functions of using question forms apart from asking for information?It serves as a lubricant to move the conversation forward. A question that has this function canbe called a ―social question.3. Why are those Germans getting stiffer and more reserved all the time when visiting Ingrid Zerbe?They are confused about how to address her, for she introduces herself by first and last namerather than by last name and professional title.4. How does the environment influence the use of language?Language reflects the environment in which we live. We use language to label the things thatare around us.5. Does the author think there are exact equivalents in dictionaries that have the same meanings in different cultures?No. According to the author, there are no such equivalents between languages; therefore, to communicate concepts effectively, cultural knowledge is as important as linguistic knowledge.6. How does the language change over time?Words and phrases that are used commonly at one time may be discontinued or their meaningmay change over time.7. Does the author think it is possible for countries such as France and Iceland to keep theirlanguage pure by implementing language policy to ensure the use of standardized language?The author does not think so, because, for instance, the Academie Francaise may insist oncertain rules, but other French-speaking groups may make their own rules and consider their Frenchjust as correct.8. What are the possible language barriers in classroom teaching?In some cases the professors actually may have a poor command of the language; however, inmost cases the problem is not the language but different intonation patterns and different cultural signals. .Reading IILanguage-and-Culture, Two Sides of the Same Coin Comprehension questions1. What is the author‟s view of the relationship between language and culture?Language and culture are clearly fused; one reflects the other.2. In which ways does language reflect the culture?Language embodies the products, perspectives, communities, and persons of a culture.Members of the culture have created the language to carry out all their cultural practices, to identifyand organize all their cultural products, and to name the underlying cultural perspectives in all the various communities that comprise their culture.3. How can we use the right language in the right way according to the author?It is based on direct experience in the culture and interactions with members of the culture, in all the complexity this entails.4. Is there any cultural product that consists entirely of language? Can you give an example?Many cultural products, such as literature, tax codes, telephone directories, operatinginstructions, passports, consist entirely of language. Another example is folklores.5. What is the meaning of “language is a cultural product in and of itself”?When spoken and written, language takes on tangible and perceptible forms. These tangible forms, as with any cultural product, can be described through language. We constantly uselanguage to discuss language itself.6. Can you give an example of how words lead to cultural perspectives?For example, as we have already learned, the kinship terms specifically used in Chinese lead toa cultural perspective that is different from that of the English-speaking people in this aspect.7. What did the Chinese teacher find from her in-depth study of “the bumper sticker”?The perspectives are indeed embodied in words, phrases, and sentences, but they are not always immediately obvious, especially to outsiders.8. Are there any particular norms made by different communities for their language use?Yes, there are. Communities define norms for appropriate use of language. Within groups, roles, relationships, and other social factors influence who speaks, what they say, and how they say it. The language forms we use in one set of social circumstances with certain communities are not necessarily the ones we use in others.Case StudyCase 13This example vividly illustrates that failures in intercultural translation may probably lead tovery serious consequence, or even disasters to human beings. Definitely, translation is not such asimple process as rendering a word, a sentence or a text literally, but rather a far more complex onethan most people assumed.For example, once a Chinese cosmetic manufacturer wanted to promote their products into the international market. The slogan of the advertisement was: ―sweet as Jade‖, since in Chinese ―jade‖was always employed to compliment woman‘s beauty; but unfortunately, it was not an appropriateword to describe the beauty of a lady in Western cultures. In English, ―jade‖in its use of referring a woman had the connotations such as vulgar, rude, immoral, or skittish. Undoubtedly, the sales in European countries were not satisfying.The seeming equivalents between languages may have very different connotations in different cultures, thus the translator should be cautious in the process of doing the translation so as to avoid misunderstandings.Case 14“杨”refers to Yang Kaihui w h o w a s Mao Zedong‘s deceased wife and ―柳‖refers to Liu zhixun who was Li shuyi‘s deceased husband. They can be translated in different ways, but itseems to be very difficult, if not impossible, to achieve equivalence in translating from Chinese into English.Adopting the literal translation strategy, version 1 appears to be faithful to the original but may easily confuse the readers in the target language. Version 2 employs the liberal translation strategywith an attempt to convey the original meaning as precisely as possible. However, the original poetic flavor is lost as the rhetoric device —pun —is not reproduced.Case 15The translation seems to be faithful to the original, but it may not be really good for the purposeof intercultural communication. Foreign readers of the translation may find it strange and inappropriate.The following is what a friendly American journalist has commented on the translation:My first reaction was unfortunately laughter because it is so full of mistakes. It omits some necessary information about the Dragon-Boat Festival, including its historical origins and when it actually takes place. The se things are important… The copy seems to try to ―snow‖the reader with fanciful, overblown assertions about how terrific it all is, but in unintentionally hilariouslanguage that leaves the reader laughing out uninformed… The brochure also suff ers from lackof background material, the taking-if-for-granted that the reader already is familiar with manyaspects of Chinese history and culture… It doesn‘t tell you where to go, how to get there, whenthings are open and closed, how much they cost, and so forth. All these are things peoplevisiting an area want to know.Why is it that many Chinese travel guides read basically the same, no matter what regionis being written about, and are so packed with indiscriminate hyperbole? Less exaggerationwould actually be more convincing.Case 16Comparing the two English versions, we can see that in Yang‘s version more culturally-loaded meanings are conveyed from the original while Hawkes‘ version may be easier for Eng lish-speaking readers to comprehend.Look at some of the differences between the two versions of this extract:贾母The Lady Dowager / Grandmother Jia老祖宗Old Ancestress / Granny dear凤辣子Fiery Phoenix / Peppercorn Feng二舅母王氏Lady Wang, her second uncle‘s wife / her Uncle Zheng‘s wife, Lady Wang学名叫做王熙凤the school-room name His-feng / the somewhat boyish-sounding name of Wang Xi-feng黛玉忙赔笑见礼，以“嫂”呼之Tai-yu lost no time in greeting her with a smile as ―cousin.‖/ Dai-yu accordingly smiled and curt-eyed, greeting her by her correct name as she did so.竟不象老祖宗的外孙女儿She doesn‘t take after her father, son-in-law of our Old Ancestress / She doesn‘t take after your side of the family, Ganny.怨不得老祖宗天天嘴里心里放不下No wonder our Old Ancestress couldn‘t pu t you out of her mind and was for ever talking and thinking about you. / I don‘t blame you for having gone on so about her during the past few days现吃什么药？What medicine are you taking? / Not translatedAnd there are some culturally-loaded expressions in the text that seem to defy translation:琏二嫂子内侄女以“嫂”呼之外孙女儿嫡亲的孙女儿妹妹By comparing different translations of the same text, we can achieve a better understanding of cultural gaps and differences and then learn to employ proper strategies to bridge those gaps in translating across languages for intercultural communication.Unit 5Culture and Verbal Communication Reading IUnderstanding the Culture of Conversation Comprehension questions1. What made the author feel learning to converse in Mexico City was easier for him/her in one way,more difficult in another?It's easier because Mexicans service the relationship and they care about everyone in the conversation. But their conversation doesn‘t move in a straight line, dri fting around both in thetopic and in the way they use words.2. Why did the Mexican customer slide into the topic of the full eclipse of the sun?For the Mexican, the conversation starts with one topic, but if another interesting topic seeps in he or she will ride it around for a while. Sticking to the first topic is less important than having an interesting conversation.3. What did the American businessman feel about the Mexican‟s way of conversation?For the American, a conversation should have a topic, and he wants to take a straight line through it from beginning to end. So he felt very impatient about the Mexican‘s way of conversation.4. What “conversational ideal” was represented by the example of a championship skier who wasinterviewed on TV?。

新跨编文化交际英语教程

新跨编文化交际英语教程The Importance of Cross-Cultural Communication in English Language TeachingIn today's increasingly globalized world, the ability to effectively communicate across cultural boundaries has become a crucial skill for individuals and organizations alike. This is particularly true in the field of English language teaching, where educators are tasked with not only imparting linguistic knowledge but also fostering a deeper understanding and appreciation of diverse cultural perspectives. The new cross-cultural communication English language teaching course aims to equip learners with the necessary tools and strategies to navigate the complexities of intercultural exchange and become successful communicators in a multilingual and multicultural environment.One of the primary goals of this course is to challenge the traditional, mono-cultural approach to English language instruction. Historically, English language teaching has often been dominated by a Western-centric perspective, emphasizing the norms and customs of nativeEnglish-speaking countries. While this approach may have been sufficient in the past, it fails to adequately prepare students for the realities of the modern world, where English is increasingly used as a lingua franca, a common means of communication among speakers from diverse linguistic and cultural backgrounds.To address this shortcoming, the new cross-cultural communication English language teaching course adopts a more inclusive and pluralistic approach. Instead of focusing solely on the cultural nuances of a single English-speaking region, the curriculum explores the rich tapestry of global Englishes, highlighting the unique linguistic and cultural variations that have emerged in different parts of the world. By exposing students to a wide range of English accents, idioms, and communication styles, the course aims to broaden their linguistic and cultural horizons, enabling them to engage with a diverse array of English speakers with confidence and sensitivity.At the heart of this approach is the recognition that language and culture are inextricably linked. The way we communicate, the words we choose, and the nonverbal cues we employ are all deeply influenced by our cultural upbringing and societal norms. By exploring these cultural underpinnings, the cross-cultural communication English language teaching course equips students with the knowledge and skills necessary to navigate the cultural complexities of language use.For example, the course may delve into the importance of indirect communication in certain cultures, where the direct expression of opinions or disagreement is often considered impolite or confrontational. Students may learn strategies for conveying their message effectively while respecting cultural preferences for more subtle and nuanced forms of expression. Similarly, the course may explore the role of hierarchy and power dynamics in shaping communication patterns, helping students understand and adapt to different cultural expectations regarding deference, respect, and social status.Beyond the acquisition of linguistic and cultural knowledge, the cross-cultural communication English language teaching course also emphasizes the development of critical thinking and intercultural competence. Students are encouraged to challenge their own cultural biases and assumptions, to engage in self-reflection, and to develop a deeper appreciation for the diversity of human experience. By fostering an openness to different perspectives and a willingness to adapt their communication styles, students become better equipped to navigate the complexities of cross-cultural interactions and to build meaningful connections with individuals from all walks of life.The benefits of this approach extend far beyond the languageclassroom. In a world that is increasingly interconnected, the ability to communicate effectively across cultural boundaries is a valuable asset in a wide range of professional and personal contexts. Whether it's negotiating a business deal, collaborating on an international project, or simply engaging in casual conversation with a foreign colleague, the skills and knowledge gained through the cross-cultural communication English language teaching course can be instrumental in achieving success and fostering greater mutual understanding.Moreover, the importance of cross-cultural communication extends beyond the practical considerations of professional success. In an era of heightened global tensions and polarization, the ability to engage in meaningful dialogue across cultural divides is essential for promoting peace, understanding, and social cohesion. By equipping students with the tools to communicate effectively and empathetically with individuals from diverse backgrounds, the cross-cultural communication English language teaching course contributes to the larger goal of building a more inclusive and harmonious world.In conclusion, the new cross-cultural communication English language teaching course represents a significant step forward in the field of English language instruction. By embracing a more inclusive and pluralistic approach to language and culture, the courseempowers students to become confident and effective communicators in a globalized world. Through the acquisition of linguistic and cultural knowledge, the development of critical thinking skills, and the cultivation of intercultural competence, students are better prepared to navigate the complexities of cross-cultural interactions and to contribute to the creation of a more interconnected and understanding global community.。

《新时代交互英语》综合教程(四)课件PPT下

The Map of Jerusalem
Jerusalem
Jerusalem
21 September
In 1981 the United Nations General Assembly passed resolution 36/67 declaring an International Day of Peace. In 2001, the United Nations General Assembly adopted a new resolution 55/282 declaring 21 September of each year as the International Day of Peace
Yitzhak Rabin
George W. Bush
Jimmy Carter
Yasser Arafat
Bill Clinton
Henry Kissinger
George Shultz
James Baker
"Seeds of Peace brings tomorrow's leaders together, changing minds and hearts one person at a time.“
2. The same theme was echoed by …
theme:
n.题目；主题；话题 E.g. Stamp collecting was the theme of his talk. 集邮是他谈话的主题。 A topic of discourse or discussion.题目论文或讨论的题目
计划的目的很简单：在这些从小就被灌输彼此仇恨和猜疑的少年中间建立起友谊，让这些新的友谊促进他们彼此之间的沟通、协商、交流，从而使他们能够更好地理解各自对那些导致他们不和的重要问题的看法。

新理念交互英语教程unit5教案

临夏现代职业学院教案2017-2018-2Teaching ProceduresStep1 leading-inLet the students summarize the grammatical pattern of perfect tense by read and analyze these sentences:1.I have already seen the film.2.They haven’t finished the work.3.How many pages have you covered so far.Common ground: have doneStep2 Presentation and practiceFind out the grammar pattern in each group and translate these sentences:1. I had finished the article when they came.2. She said she had lived here since 1980.Grammar structure: had done past perfect tense1.I will have learned English for 10 years by the time I graduate from this college nextyear.2.He will have forgotten all about the matter .Grammar structure: will/shall have done future perfect tense1.I have been writing letters for an hour.2.I have been learning English for 7 years.Grammar structure: have/has been doing present perfect continuous tense1.I had been learning English for 3 years before I went to college.2.He was sleepy and went to bed. He had been working all through the night.Grammar structure: had been doing past perfect continuous tense1.I shall have been learning English for 7 years by the time I graduate from the collegenext year.Grammar structure: will/shall have been doing future perfect continuous tense1.He said that by the end of the term he would have been studying English for 7 years.Grammar structure: would\should have been doing past future perfect continuous tense Step3 PracticeHelp the students finish the related exercise on the student book.Let some students make sentences with different perfect tense.Step4 ConsolidationThe teacher have a brief summary for the usage of perfect tense and perfect continuous tense, and enable the students speak out the grammar structure in different perfect tenses.Step4 HomeworkFinish off the related exercise on the workbook.Underline the sentences which used perfect tense from the text.。

UnitFashionandCulture新理念交互英语教程

Dialogue
Talking about Weather and
Climate
Conversation
Passage
Objective
能听懂简单的天气用语。
Back
Dialogue
Word Tips Switzerland n. 瑞士 clear up (天气) 放晴 chilly adj. 寒冷的
prefer? 4. M: Let’s have a visit to Switzerland. The snow there is so
beautiful. W: But I’m not used to the climate there. Q: What does the woman mean?
3 Section C Enrich Your Mind 4 Section D Keep Feet on the Ground 5 Section E Try Your Hands 6 Section F Lighten Your Brain
Section A Wake Up Your Ears
Back
Passage
Everybody talks about the weather, but nobody does
anything about it. It is true. People usually begin their talks with “Isn’t it a nice day?” “Do you think it will rain?” “What a fine day!” etc. Many people think they can tell what the
up very quickly. Almost everyone listens to what the weatherman says, but he doesn’t always tell us what we want, and once in a

新理念交互英语Unit_2

Back
Passage
Word Tips
respond host spouse business associate
v. 回应 n. 主人 n. 伴侣业务伙伴
Back
Passage
Script
Listen to the passage three times and fill in the blanks.
Back
Dialogue
Dialogue 5 W: I’ve heard that you’ve got the new report. M: Come to my office and have a look. Q: What does the man imply?
Back
Dialogue
1. B 2. B 3. C 4. D 5. A
Text
Vocabulary
Notes
Text A
Back
skateboarding probably surfer surf wave
flat
Text
n. 滑板运动 adv. 很可能，大概 n. 冲浪运动员 vi. 冲浪 n. 波浪，波涛 vi. 挥手，招手，摆手 vt. 挥动 adj. 平的，平坦的
Text A
4 FREEDOM Once you have your board, you are
free to skate anywhere. Skateboarders are always trying to think up ways they can skate on everyday objects such as pavements, stairs, hills and railings. 5 These are only a few reasons why skateboarding is so popular. Maybe if you give skateboarding a try, you will be able to come up with some reasons of your own.

新理念交互英语教程第二版

新理念交互英语教程第二版好呀，由于不太明确您具体的教材内容，以下为您先生成 20 个示例，您可以根据实际情况修改或补充更多具体信息：---## 1. “Accomplish”**英语释义**：To succeed in doing or completing something**短语**：Accomplish a task（完成任务）**单词用法**：“Accomplish”是一个及物动词，后面直接接需要完成的对象。

**双语例句**：- He accomplished his goal through hard work.（他通过努力工作实现了目标。

）- We managed to accomplish the project ahead of schedule.（我们设法提前完成了这个项目。

）## 2. “Beneficial”**英语释义**：Having a helpful or useful effect; advantageous**短语**：Be beneficial to（对...有益）**单词用法**：通常用于描述事物具有积极的影响或好处。

- Regular exercise is beneficial to your health.（经常锻炼对你的健康有益。

）- This new policy will be highly beneficial for the company.（这项新政策对公司将非常有利。

）## 3. “Convenient”**英语释义**：Suitable or easy for a particular purpose; causing little trouble or difficulty**短语**：It is convenient for sb. to do sth.（对某人来说做某事方便）**单词用法**：常用来形容事物方便、便利。

**双语例句**：- The location of the hotel is very convenient.（这家酒店的位置非常方便。

Unit 6Future新理念交互英语教程第二册课件

evidence n.
概述投诉合同不适当地管理部门监视协会证据
Back
Passage
Script
Key
Listen to the passage three times and complete the answers with a word or a short phrase.
Back
Passage
As more people choose to travel, they often get into troubles because of the travel agency’s faults. Here we outline the situations of complaints to help you when you need help.
Back
Conversation 1
1. D 2. B
Back
Conversation 2
New Words
fascinating adj. 迷人的
diverse
adj. 多种多样的
remove
v. 脱去
meditate
vi. 冥想
scarf
n. 围巾，头巾
veil
n. 面纱
curry
n. 咖喱烧菜
Back
Dialogue
1. B 2. A 3. D 4. D 5. A
Back
Conversation
Conversation
Conversation 1
Conversation 2
Back
Conversation 1
New Words
itinerary
n. 行程

(学习)新理念交互英语Unit-1知识讲解

that it was to give thanks to God for the autumn harvest. In the
United States, the holiday is celebrated on the fourth Thursday
in November. It is an ③ importantfamily holiday, and people
Back
Passage
Thanksgiving is a holiday celebrated in much of North
America, ① generallyobserved as an expression of gratitude,
usually to God. The most ② common view of its origin is
Section A Wake Up Your Ears
Sentence
Polite Expressions
Dialogue
Passage
Objective
能够听懂简单的日常礼貌用语。
Back
Sentence
Word Tips
➢ driving test 驾照考试 ➢ terribly adv. 非常
Back
Sentence
Script
Key
Listen to the following questions twice and choose the best answer to each of them from the four choices marked A, B, C and D.
Back
Text A
Text B