Unit 9 翻译中的文化意识
翻译教学中的文化意识
翻译教学中的文化意识文化是一个民族知识、经验、、价值、态度、以及思想和行为的习惯模式的总和。
由于不同文化在文化取向、价值观念、思维方式、规范等方面存在差异，其语言结构、模式、修辞也受到了文化观念的制约。
文化背景知识在英语翻译教学过程中具有十分重要的地位，教师在翻译教学过程中一定要重视对英语语言文化意识的培养。
XX相关查阅：大学生、工商财务、经济、教育热门毕业翻译教学；文化意识;文化敏感性XX1．引言文化是同一种人群经过一代又一代共享的、获得的和传承的、习俗、价值、行为、制度和思维模式的总合.在人的任何一种活动中。
从日常生活到活动,无不在体现一种文化.当人在春节除夕之夜包饺子时，人在感恩节制作南瓜派时；当人用筷子进食时；当人用刀叉用餐时；当人穿着旗袍参加盛典时；当人穿着西装参加就职仪式时。
人总是生活在文化中,文化现象在人的世界中无所不在.XX随着现代传播学、美学、语言学、人类学、语用学等新学科的．特别是跨文化交际学的兴起，翻译理论研究出现了从微观语言结构的对比研究到宏观语言文化背景的探索.我们逐渐意识到语言的文化内涵、语篇情景、思维习惯、文化制约、影响、价值取向等超语言因素对翻译结果的。
作为一名英语教师，在翻译教学的过程中也应该注重对写生文化意识的培养。
2.文化意识培养的重要性XX在英语教学过程中,一些文化背景因素对于学习英语的大学生们的确是一大困难.他们多数通过了四、六级考试，拥有正确地道的语调、牢固的语法知识及丰富的词汇量，但在日常翻译训练或在**种考试中处理翻译题时却屡遭挫败，其原因之一就是他们对英语XX的**种文化背景知识知之甚少，不能透彻、正确地理解英语原文,倾向于从自己文化的角度来看待别国的文化,甚至将自己的价值观强加于目的化之上。
在翻译学习方厦很难得到提高。
因此，我们可以看出文化背景知识在英语翻译教学过程中具有十分重要的地位．教师在翻译教学过程中一定要重视对英语语言文化意识的培养.D．P．Pａttａｎａyaｋ博士在其所著的AspｅｃｔｓｏfAppliedLingｕis ｔics一书中指出：Boｔｈiｎｓｐaｃeaｎｄｉnstyｌeｌanguaｇeｉscｕｌtu ｒe orientｅd．Lan ageioththｅｐroductａnｄthｅexpresｓionfｏculｔure。
Unit9翻译中的文化意识
Some Religious Views on
Human Life
Influenced more or less by Chinese Buddhism and Taoism， some people are disillusioned with the human world，hence the prevailing saying in Chinese 赤条条来去无牵挂（《红楼 梦》第22回）．
A rolling stone gathers no moss. 滚石不生苔。
Intercultural Awareness in Translation
翻译中的——
Relations between language and culture
Culture: “the total way of life of people.” Language is part of culture. It cannot
The Understanding of Nature
As is often the case，heaven or 天 is regarded as sth. dominating everything on earth and social members in both cultures are filled with awe and veneration for it. For example：
Cultural Connotations of the Idiomatic Phrases and Their Translation
English idiomatic phrases，including set phrases （成语），proverbs （谚语），sayings（格 言），colloquialisms（俗语），allusions（典 故），and slang（俚语），are an important part of the English language and English culture．To learners of English as a foreign language they are often hard to understand and harder to use or translate correctly because they are language items rich in culture．To learn them means to learn not only words and grammars but also the underlying culture．This is by no means easy．
人教版英语九年级unit9知识点
人教版英语九年级unit9知识点Unit 9: Celebrating Culture - Exploring Diverse TraditionsIntroduction:In this article, we will delve into the knowledge points of Unit 9 of the 9th grade English textbook prescribed by the Ministry of Education in China. Unit 9 focuses on celebrating culture and explores diverse traditions that exist around the world. It is crucial to understand and appreciate different cultures as it promotes empathy, tolerance, and acceptance of diversity.1. Traditional Festivals:Traditional festivals are an important part of cultural heritage, allowing individuals and communities to connect with their roots and understand their history. The unit introduces us to various traditional festivals celebrated worldwide, such as Diwali, Thanksgiving, Christmas, etc. Exploring these festivals helps us gain insights into the unique customs, rituals, and significance behind them.2. Festive Foods:Food plays a significant role in traditional festivals. It not only nourishes the body but also symbolizes cultural values and traditions.The unit highlights some traditional festive foods, like mooncakes, turkey, and kolach, revealing the cultural significance attached to these delicacies. Understanding the historical and cultural context behind festive foods expands our knowledge of different cultures.3. Customs and Symbols:Every culture has its own customs and symbols that hold special meaning. Unit 9 provides examples of customs and symbols associated with different festivals or celebrations. For instance, the unit mentions the practice of decorating Christmas trees, the use of lanterns during Chinese New Year, and the significance of rangolis during Diwali. Exploring these customs and symbols nurtures an appreciation for cultural diversity and fosters intercultural understanding.4. Traditional Costumes:Traditional costumes are an essential aspect of a culture's identity. Unit 9 introduces us to various traditional costumes worn during festivals or special occasions. Each costume reflects not only the fashion trends of that era but also conveys cultural values, history, and aesthetics. For example, the hanbok in South Korea and the kimono in Japan symbolize their respective cultures, while the qipao represents Chinese culture. Learning about traditional costumes enhances our understanding and respect for cultural differences.5. Festive Music and Dance:Music and dance are universal languages that transcend cultural boundaries. Unit 9 provides insights into the music and dance forms associated with various celebrations. For instance, the unit explores Indian classical dance forms like Bharatanatyam and Kathak, as well as Western dances like the waltz and salsa. Discovering the rhythms and melodies of different cultures broadens our horizons and helps us appreciate the rich artistic heritage worldwide.6. Art and Crafts:Art and craft forms have been passed down through generations, preserving cultural traditions. The unit discusses the art and craft forms associated with festivals, such as Chinese paper cutting, Mexicanpiñatas, and Indian Rangoli. Exploring these artistic expressions fosters creativity and an understanding of the beauty and diversity in global art practices.Conclusion:Unit 9 of the 9th grade English textbook takes us on a journey through diverse cultural traditions. By studying traditional festivals, festive foods, customs, symbols, costumes, music, dance, art, and crafts, we gain a deep appreciation for the rich tapestry of global cultures.Understanding and celebrating cultural diversity is crucial in building a harmonious and inclusive society. Let us embrace our differences and promote intercultural understanding for a better future.。
任教八年级下英语第九单元的文化知识
任教八年级下英语第九单元的文化知识The cultural knowledge covered in the 9th unit of the 8th grade English curriculum is a fascinating exploration of the diverse customs and traditions found around the world. As an English teacher tasked with imparting this information to my students, I am excited to delve into the rich tapestry of global cultures and share their unique perspectives and practices.At the heart of this unit lies the fundamental understanding that culture is not a static entity but rather a dynamic and ever-evolving phenomenon. It is the manifestation of a people's collective experiences, beliefs, and values, shaping their worldview and influencing their interactions with others. By examining the cultural knowledge within this unit, we can gain a deeper appreciation for the intricate nuances that define different societies and the ways in which they navigate the complexities of the human experience.One of the key aspects of the cultural knowledge covered in this unit is the concept of cultural identity. Students will explore how individuals and communities construct and express their sense of selfin relation to their cultural heritage. This includes delving into the significance of language, traditions, and customs as markers of cultural identity, as well as the ways in which these elements can be preserved, celebrated, and shared with others.Through this exploration, students will develop a greater understanding of the diversity that exists within and across cultures. They will learn about the unique customs and rituals that are deeply rooted in the histories and belief systems of different societies, from the vibrant festivals and celebrations to the intricate social structures and hierarchies. By understanding the cultural knowledge of this unit, students will be equipped to navigate the increasingly globalized world with empathy, respect, and a genuine appreciation for the richness of human diversity.Moreover, the cultural knowledge in this unit extends beyond the mere acquisition of facts and figures. It encourages students to engage in critical thinking and analysis, examining the ways in which cultural practices and beliefs shape and are shaped by the broader social, political, and economic contexts in which they exist. This holistic approach to cultural understanding fosters a deeper level of engagement and a more nuanced appreciation for the complexities that underlie the human experience.As an educator, I am particularly excited about the opportunity toexplore the role of cultural exchange and interaction within this unit. Students will delve into the ways in which cultures have historically influenced and been influenced by one another, exploring the dynamics of cultural diffusion, adaptation, and hybridization. This knowledge not only broadens their understanding of the world but also equips them with the tools to navigate the increasingly interconnected global landscape.Furthermore, the cultural knowledge in this unit extends beyond the purely academic realm, as it holds the potential to cultivate important life skills and personal growth. By exploring the diverse customs and traditions of different cultures, students will develop a greater sense of empathy, cultural sensitivity, and openness to new perspectives. This, in turn, can foster more meaningful and respectful relationships with individuals from diverse backgrounds, both within their own communities and on a global scale.As an English teacher, I am committed to ensuring that my students not only acquire the linguistic skills necessary for effective communication but also develop a deep understanding and appreciation for the cultural knowledge that underpins the language they are learning. By guiding them through the fascinating exploration of the 9th unit's cultural content, I aim to instill in them a lifelong curiosity and respect for the rich tapestry of human diversity.In conclusion, the cultural knowledge covered in the 9th unit of the 8th grade English curriculum is a powerful tool for expanding students' worldviews, fostering cross-cultural understanding, and cultivating essential life skills. As an educator, I am honored to be entrusted with the responsibility of sharing this knowledge and empowering my students to become informed, empathetic, and globally-minded individuals. Through this unit, they will not only deepen their understanding of the English language but also gain a profound appreciation for the diversity that makes our world such a vibrant and interconnected place.。
Unit9-Cultural Awareness
Boardroom Culture ClashAn Unpredictable AffairTry to put pressure on a Japanese in a negotiation and you will be met with stony silence. Hold an informal fact-finding meeting with a German and you can except a battery of searching questions. Disagree with the French on even a minor point and they will take great pressure in engaging in spirited verbal combat. Doing business across culture can be an unpredictable affair.Cultural AwarenessMost of us prefer to do business with people we like. And it should come as no surprise that the people we like tend to be like us. So whilst we may dispute the accuracy of cultural stereotypes, it is generally agreed that good business relationships are built on cultural awareness. Across national frontiers ‘nice guys’ do more business than nasty ones. But what constitutes nice-guy behavior in a boardroom in Miami is not necessary what they except in Madrid.The US perspectiveFor instance, most Americans will insist on the hard sell. It’s not enough that you want to buy their products, you must let them sell them to you. They have to respect back to report back to superiors who will be as interested in how the deal was struck as the result. Systems and procedures matter to Americans.The Spaniards Trust YouThe Spanish, on the other hand, are unimpressed by the most meticulously prepared meeting and pay much more attention to people. In this they are more like the Arabs or the Japanese. In the middle and Far East, business is built on trust over a long period of time. Spaniards may come to a decision about whether they trust you a little sooner.Animated ItaliansItalians, too, tend to feel that the main purpose of meetings is to assess the mood of those present and reinforce team-spirit. These may well be a lot of animated discussion at a meeting in Italy, but the majority of decisions will be made elsewhere and in secret.Scandinavians Want ResultsStrangely enough, Scandinavians are rather like Americans. They value efficiency, novelty, systems and technology. They are firmly profit-oriented. They want results yesterday.Succeed with the GermansDon’t be surprised if the Germans start a meeting with all the different questions. They want to be convinced you are as efficient and quality-conscious as they are. They will be cautious about giving you too much business until you have proved yourself. They will demand prompt delivery and expect you to keep your competitive edge in the most price-sensitive market in Europe. Succeed and you will enjoy a long-term business relationship.Adversarial MeetingsThe French will give you their business much more readily. But they will withdraw it just as fast if you fail to come up with the goods. Meetings in France tend to adversarial. Heated discussion is all part of the game. Germans will be shocked to hear you question their carefully prepared arguments. The Spanish will offer no opinion unless sure of themselves, for fear of losing face. But French executives prefer to meet disagreement head on, and the British tendency to diffuse tension with humour doesn’t go down too well.Prisoners of Our CultureAsk yourself whether meetings are opportunities to network or get result. Is it more important tostick to the agenda or generate new ideas? Is the main aim of a meeting to transmit or pool information? It all depends on where in the world you hold your meeting and whether you belong to an individualistic business culture like the French, Germans and Americans or to a collective one like the British, Japanese and Greeks. Indeed, who knows to what extent culturally conditioned? For in business, as in life, “All human beings are captives of their culture.”岩石一般的沉寂；一声不吭一系列激烈的争论硬卖，强行推销小心翼翼地活跃的，活泼的以赢利为目的保持你的竞争力敌手的，对手的整个会议过程中都充满了激烈的讨论迎面的，正面的所有人都是他们的文化俘虏。
Unit 9 Meaning of Culture
Unit 9 Meaning of Culture文化的意义人类不仅拥有文字，通过长期积累，人类还形成了丰富多彩的文化。
而动物没有语言，其知识局限于本能或直接观察现实所学到的东西……Man differs from animal species in many ways. Biologically the difference is minor but in mind there are many differences. Man lives in the world of ideas, and acts and reacts in terms of concepts about objects and organizations. The animals live only in the present, they are not possessed of language, and their knowledge is limited to instinct or what they learn by direct and present observations. Their learning does not accumulate except for what they can presently use. Man on the other hand can simultaneously look into the past, present and future. He possesses the capacity to talk, to respond, to represent, to accumulate knowledge and to learn from the stimulus response relationships(刺激反应关系). These peculiar elements in the make-up of man provide a long history and tradition of wisdom, accumulated in various forms of civilization from which culture grows and continues flowing. The fundamentals of culture developed by past generations serve as the foundation stone to the next generation. The new generation further adds to the pastaccumulation of civilization and culture and enables man to continually assimilate in the stream of culture. Thus man continues to live as a civilized and cultured member of society. Scientific inventions and discoveries greatly influence cultural variability(变化性，易变性). They affect tradition, customs, beliefs and faiths. They not only affect the present and future ideology(意识形态) of society but also practically bring about changes in artistic products and cultural environment. They quite often undermine the spiritual aspect of cultural life and provide material patterns. Inventions and discoveries bring about changes in the mode of production, art, morals, customs, laws, literature, etc. the changing mode of production affects the culture. Karl Marx held that the culture of capitalist countries differed from that of socialist countries because of the differences in the modes of production.What does culture do? The first function of culture is to make man a human being. It is culture that regulates his conduct and prepares him for group life. It teaches him the art of living as per the cultural traits of the group. He takes the food, wears the clothes, goes to school, speaks the language and does so many other little things of day-to-day life which are a partof the conventional norms, mores(风俗), laws, customs and morals of the group. The culture of a group plays a major part in the heightening human qualities of its individuals and save them from avoiding participation in the cultural stream.The culture of the group must give to its individual the capacity to lead a social life as an effective member of society. With the induction of the individual as an effective participant in the social life of the group, one can greatly gain by the utilization of energy of the individual in different constructive activities, which not only provides satisfaction on to the individual but also benefits the group.The second important role of culture is to keep social relationship intact so that the group as a whole can maintain and develop the value s and ideals of the group through the regulation of behaviors of its members and by satisfying their primary needs and objectives in respect of the necessities and luxuries of life. People learn to behave socially in a group because their behavior is subject to approval or disapproval. The culture of a group provides a number of controls on the irrational conducts for its members. It organizes many cultural aids like schooling, provision of work, outlet to talent, etc. these outlets go to provide rationality and responsibility tothe members and integrate them mentally, morally and sentimentally in the group. A culturally advanced group is also capable of providing a coordinated set-up to take the best out of each member and in return give the necessary comfort for personal development, recreation and emotional living. It must also provide other facilities for broadening the vision of the individual members so as to provide necessary motivations for creation in different fields of social activity including production of pieces of art, handicrafts and scientific implements and equipments which the group may need for the satisfaction of its different cultural and material requirements.The next important function of culture is to instantly provide new interpretation to different situations arising from the traditional cultural elements transmitted to the group. Provision of interpretation to traditional culture helps the reorientation (重新定位)of present and future cultural trends, putting them on the right track. For instance, in the modern era it is the duty of the school and other institution of a group to tell its members that if a cat crosses his way he needs not consider it unfortunate and give up the new projects, which is needed in the modern norms of society.However, these interpretations based on tradition may differ from culture to culture. Among some cultures the owl may still be regarded as a symbol of bad luck while in others it may be symbol of wisdom.The principle of cultural diffusion has been advocated by three German scholars. Cultural diffusion is the process by which the cultural trades of one group of society are spread directly or indirectly to other societies. It is historically established that some societies have served as centers of cultural unification. After the birth of Christ was born a cultural center, from where many cultural trades in the field of art and political organization got diffused to the northwestern Europe and to the east up to India. Subsequently Rome(罗马)became a great cultural center from where Roman law spread in most countries of Europe. In ancient time India was the cultural center from where many cultural trade spread eastward up to Indonesia(印度尼西亚) and passed through the fourteenth century. European culture became the dominant element in Asia and Africa and even America. At present the United States and Russia are exporting their respective cultures to different countries.Several factors influence the diffusion of culture. Theforemost is the capacity of the cultural center to inspire other countries to import the culture. The most important vehicle of cultural diffusion is mass communication, tourism, and exchange of educational and cultural delegations and teams, literature, films, etc. Obstruction to cultural diffusion may sometimes arise from the refusal of a group to borrow or import from the other group. Such a group tends to become an island of local culture untouched by the culturally developed countries. Sometimes a cultural island may exist within a larger cultural island. For example, in India the caste(印度的世袭等级)system that has separated Brahmins(印度的婆罗门阶级)from the other social groups for many generations on supposed biological superiority may reject a foreign cultural form, as they fear its impact on the prevail moral norms and social value s. It is for this reason that cultural centers of new value s find it more expeditious to invade foreign cultures through such means as the mass media. This process, although indirect and slow, has in due course a lasting impact as it appeals to the coming generations of the foreign countries which are still not fully socialized to the local cultures. For example, the young age groups in India were subjected to cultural influence of the Beatles(披头士乐队，甲壳虫乐队) forquite a long time.。
Unit 9 参考译文
参考译文1)It is a long-standing traditional virtue to value education and respect teachers in China. Thefirst monograph (专著) about education in China, The Record of Learning, brought up the idea of “education is the top priority”. Three thousand years ago, in the Zhou Dynasty, the government set up schools of different scales and levels with officers as teachers. In the Spring and Autumn Period (春秋时期), Confucius even ran private schools with a slogan (口号) that everyone, rich or poor, had the right to receive education. Respect for education determines the status of teachers. There are a lot of sayings that show respect towards teachers, such as “A teacher for a day is a father for a lifetime”. Nowadays, September the tenth is designated (指定) to be the Teachers’ Day in China.2)Filial piety is considered a key virtue in Chinese culture, which is about the respect for one’sparents and ancestors. The Confucian classic (经典作品), Classic of Xiao or Filial Piety, has historically been the authoritative source on this virtue. The book is about how to set up a good society using the filial piety. In more general terms, filial piety means to be good to and to take care of one's parents, to show respect, support and courtesy (礼貌) to one’s parents. It also means to engage in good conduct (行为) not just towards parents but also outside the home so as to bring a good n ame to one’s parents. Although the Chinese have had a diversity of religious beliefs, filial piety has been common to almost all of them.。
初中牛津英语版本教学中的“文化意识”分析-精选教育文档
初中牛津英语版本教学中的“文化意识”分析在初中英语教学中,我们发现，牛津英语新教材对教学的帮助非常大。
在教学过程中,我们可以看到,一部分学生非常的聪明，但是唯独对英语学习缺乏兴趣，导致其成绩不是非常出色。
相反的是，一部分学生不是非常的聪明，但对英语学习有着浓厚的兴趣,他们也非常努力，所以最后的成绩也往往比较出色。
文化是一个完整社会的全方位的生活方式与生活理念，是人类社会赖以生存和发展的重要基础，它涉及到人类社会生活的各个方面，从衣食住行、风俗习惯到抽象的行为规范、伦理标准、人生信仰、价值观念等等，因此人类学家普遍认为，人不仅仅是“社会人”，而且还是“文化人"。
1、解读牛津英语教材初中牛津英语教材为初中英语教学提供了极为丰富的材料，在各个版块中教材都十分地注重对学生语言实践和对话能力的培养。
但是我们在教学也不能以本为本，而是要尽最大的可能去充分挖掘探讨、活化教材资源,让教材更加深人的走进学生。
《课程标准》告诉我们：在教材的使用过程中，我们可以根据学生的需要对教材的内容进行适当的补充或者删减,从而使教材的内容更加符合学生的需要.当然，补充的教材必须要和本单元的教学话题相关.2、英语文化意识的影响因素质在英语教学中，我们发现，学生之所以对英语学习的兴趣不大,主要在于，他们对英语的文化了解不够,对英语的情境也了解不深,所以,导致了他们对英语的兴趣也乏善可陈。
所以，在教学中应当引导他们充分的认识了解英语的文化背景，树立他们的英语“文化意识”.了解英语文化意识，可以从两点人手：一是英语文化的价值取向，二是英语文化中的传统习俗.2。
1价值取向每一个民族，每一种文化都有其特有的价值系统和价值取向，对善恶美丑的评判标准也是大不相同的。
特定的文化标准文化意识规范着人们的思想道德准则,行为方式.一种文化中推崇赞扬公认的举止思想,在另一种文化中却有可能被看成是离经叛道不可思议。
用一个大家比较熟悉的单词Individualism为例。
高级口译教程 笔记 unit 9 CULTUAL EXCHANGE
UNIT NINE CULTUAL EXCHANGE第一篇民为贵people being the most important巨大活力the immense [i'mens] adj. 广大的; 巨大的; 无边的; 无量的vitalityan immense territory生动写照vivid reflection生存权subsistence right [sʌb'sistəns]n. the means by which one maintains lifesubsistence diet 维持生命所需要的最小限度食物立国之本the foundation to build the country不懈努力make unremitting endeavor [en'devə] Unremitting ['u nri'mitiŋ]adj. never slackening or stopping; unceasing; constant相辅相成the two are complementary to each other民族先人ancestor ['ænsistə]n.be one's own ancestor 自己当始祖(指不靠父祖余荫, 自立特殊功勋)初步繁荣昌盛initial prosperity吸收和借鉴absorb and draw upon fruits of祖国统一reunification of the country繁衍multiply伟大复兴the great rejuvenation先行者forerunner区域自治regional autonomy [ɔ:'tɔnəmi] n.宪法保障protected by the Constitution崇高目标lofty goal亲仁善邻benevolence and good-neighborliness benevolence [bi'nevələns]n. inclination or tendency to help or do good to others; charity国之宝箴treasured maxim ['mæksim]n. a brief expression of a general truth, principle, or rule of conduct第二篇millennium 千年landmark 标志性reclusive 避世隐居Danish architect Jorn Utzon 丹麦设计师钧恩乌特松with media access 有机会接触媒体architectural icon 建筑业偶像in the pantheon of 在……的万神殿中pluck 淘汰a complete one-off 空前绝后was quite at odds with 相去甚远rectilinear 垂直式maverick genius 独树一帜的奇才promontory 海角backdrop 背景in high dudgeon 一怒之下manifold difficulties 各种各样的困难seductive beauty 有魅力的纯美patron 资助人文化事业cultural undertaking跨文化交流cross-cultural communication文化冲击culture shock民族文化national culture民间文化folk culture都市文化urban culture乡土文化native/rural/country culture表演艺术performing art舞台艺术stage art流行艺术popular/pop art高雅艺术elegant /refined /high art电影艺术cinematographic art汉字的四声（平声、上声、仄声和去声）the four tones of Chinese characters, namely，the level tone，the rising tone，the falling-rising tone，and the falling tone笔画stroke部首radical偏旁basic character component象形文字hieroglyph；pictograph阴文characters cut in intaglio阳文characters cut in relief八股文eight-part essay；stereotyped writing五言绝句five-character quatrain七言律诗seven-character octave十四行诗sonnet抒情诗lyric；lyric poem三幕六场剧a three-act and six-scene play音乐舞台剧musical木偶剧puppet show独角戏monodrama；one-man play皮影戏shadow play；leather-silhouette show折子戏opera highlights喜剧小品skit哑剧dumb show；mime；mummery；pantomime单口相声monologue comic talk对口相声witty dialogue; comic cross talk口技vocal imitation；ventriloquism说书monologue story-telling杂技表演acrobatic performance亚罗汉making a human pyramid特技stunt采高跷stilt walk马戏circus performance传说legend草药的五味：酸、苦、甘、辛、咸：five tastes of medicinal herb: sour，bitter，sweet，hot and salty内容与形式的统一unity of content and form批判地吸收与继承文化遗产critically assimilating and inheriting cultural legacies古为今用，洋为中用。
英语人教版九年级全册unit 9 section A 文化介绍
中国古代十大名曲有先秦的琴师伯牙的《高山流水》；汉魏时期嵇康的《广陵散琴曲》；明朝的《平沙落雁》；古曲《梅花三弄》楚汉战争时期的《十面埋伏》；古乐曲《夕阳萧鼓》后编成丝竹乐曲《春江花月夜》；历代传谱的《渔樵问答》汉末汉文姬的《胡笳十八拍》；汉代的《汉宫秋月》；春秋时期晋国师旷的《阳春白雪》。
补充概括：1、高山流水传说先秦的琴师伯牙一次在荒山野地弹琴，樵夫钟子期竟能领会这是描绘“巍巍乎志在高山”和“洋洋乎志在流水”。
伯牙惊曰：“善哉，子之心与吾同。
”子期死后，伯牙痛失知音，摔琴断弦，故有高山流水之曲。
《高山流水》一曲被录入金唱片上，于1977年8月22日发射到太空，向宇宙星球的高级生物传道中华民族的智慧和文明信息。
2、广陵散据《琴操》记载：战国聂政的父亲，为韩王铸剑，因延误日期，而惨遭杀害，聂政立志为父亲报仇，入山学琴十年，身成绝技，名扬韩国。
韩王召他进宫演奏，聂政终于实现了刺杀韩王的报仇夙愿，自己也毁容而死。
后人根据这个故事，谱成琴曲，慷慨激昂，气势宏伟，为古琴著名大曲之一。
据《琴议》记载：嵇康非常喜爱《广陵散》，经常弹奏它，以致招来许多人前来求教，但嵇康概不传授。
死前索琴弹奏此曲，并慨然长叹：“《广陵散》如今绝矣”。
南京西善桥南朝墓出土模制嵇康画像砖，描绘了嵇康席坐抚琴，气宇昂轩的形象。
3、平沙落雁明朝此曲称《落雁平沙》。
曲调悠扬流畅，通过时隐时现的雁鸣，描写雁群降落前在天空盘旋顾盼的情景。
对于曲情的理解，有“取清秋寥落之意，鸿雁飞鸣”来描写秋天景物的；有“取秋高气爽，风静沙平，云程万里，天际飞鸣，借鸿鹄之远志，写逸士之心胸”的；也有从鸿雁“回翔瞻顾之情，上下颉颃之态，翔而后集之象，惊而复起之神”。
“既落则沙平水远，意适心闲，朋侣无猜，雌雄有叙”，发出世事险恶，不如雁性的感慨的。
现在流传的多树是七段，主要的音调和音乐形象大致相同，旋律起而又伏，绵延不段，优美动听；基调静美，但静中有动。
4、梅花三弄曲中泛音曲调在不同徽位上重复了三次，故称“三弄”。
《新编英汉翻译教程》配套辅导书笔记及习题（翻译中的文化意识）【圣才出品】
《新编英汉翻译教程》配套辅导书笔记及习题（翻译中的⽂化意识）【圣才出品】第9章翻译中的⽂化意识9.1 复习笔记⼀、语⾔是⽂化的产物，也是⽂化的载体语⾔和⽂化是⼀个互为依存、密不可分的整体。
语⾔是⽂化的⼀部分，⼜是⽂化的映像。
翻译时，译者必须具有⽂化意识。
⽂化意识，就是译者要认识到翻译既是跨语⾔、⼜是跨⽂化的信息交流，⽂化的差异跟语⾔的差异⼀样，可能成为交流的障碍。
⼆、翻译不仅是语际转换，也是跨⽂化转换翻译不仅是语际转换，更是⼀种跨⽂化转换。
在某种意义上，语⾔的转换只是翻译的表层，⽽⽂化信息的传递才是翻译的实质。
译者应把尽量保存原⽂的异国情调、进⽽忠实地传达原⽂的内容，视为翻译的“⾸先的⽬的”。
翻译作为⽂化交流的⼯具，是⽆法做到“语⾔传真”的，但却可以要求“⽂化传真”。
“⽂化传真”，指译者不要轻易改变原⽂中所蕴涵的异国情调，特别是要切忌把异域的⽂化特⾊改换成译语的⽂化特⾊。
三、跨⽂化转换的策略⽆论在英语中，还是在汉语中，都有不少⽂化特⾊浓郁的词语，特别是在许多成语、谚语、俚语、⽅⾔中，⽂化内涵尤其丰富。
这样的词语，或是称作“富有⽂化特⾊的词语”（culture-specific term），或是称作“⽂化内涵丰富的词语”（culture-loaded word）。
对于富有⽂化特⾊的词语，可以采取以下三种策略：（1）移植法：对于英语中⽂化内涵丰富的词语，但凡有可能，应尽量采取保留形象的移植译法，使之成为汉语中的“新鲜⾎液”。
这种移植译法也就是直译法。
⽐如，英语谚语In the country of the blind, the one eyed man is King，意思有点近似汉语的“蜀中⽆⼤将，廖化充先锋”，译成“⼭中⽆⽼虎，猴⼦称霸王”倒还可以接受，可远不如“盲⼈国⾥，独眼⼈称王”来得形象。
不过，由于英汉在语⾔⽂化上的差异，有时仅仅采取直译法还不能完全达意，⽽必须进⾏⼀定的增补。
（2）借⽤法：所谓借⽤法，就是借⽤汉语现成的俗语来传译英语的俗语。
翻译中的文化意识
翻译中的文化意识
在中文翻译中，文化意识起着非常重要的作用。
由于中文和其他语言
之间存在着文化差异，翻译人员需要了解并考虑到目标语言的文化背景、
价值观和语言表达习惯。
下面是一些常见的与中文翻译中的文化意识相关
的方面：
1.礼貌和尊重：在中文中，礼貌用语和恭敬称谓非常重要。
翻译人员
需要在译文中恰当地体现出这些文化特点，以表达对他人的尊重。
例如，
适当使用敬语、称呼对方的职位或尊称等。
2.文化象征和隐喻：中文中经常使用一些象征性的词语和隐喻，这些
词语和表达方式在不同的文化中可能具有不同的意义。
翻译人员需要理解
这些文化象征和隐喻，并根据目标语言的文化背景进行适当的转换或解释。
3.文化习俗和节日：翻译人员需要了解各种中文文化习俗和节日，以
便在翻译过程中准确地传达相关信息。
例如，春节、中秋节和清明节等传
统节日对于中文社会具有重要意义，翻译人员需要对这些节日的文化内涵
进行准确的传达。
4.社会礼仪和行为准则：中文社会有一套独特的社会礼仪和行为准则，翻译人员需要熟悉这些规范，并在翻译中体现出来。
例如，家庭观念、长
辈尊重、商务礼仪等方面的考虑。
总之，中文翻译中的文化意识是确保翻译内容准确、恰当、易于理解
的重要因素。
翻译人员需要了解和尊重不同文化之间的差异，充分考虑目
标语言的文化背景，以便成功传达信息。
2020-2021学年高中英语UNIT9课件北师大版必修第三册 181177
5.in terms of
在……方面;就……而言
课前篇自主预习
Ⅰ
Ⅱ
重点句式
1.Now I understand why we remember the events in childhood better than those that happened recently. 现在我明白了为什么我们对童年发生的事情要比最近发生的事情 记得要好。
almost all countries assessed.
3.In countries such as Estonia,Lithuania and the Netherlands,only 30% of
girls read for enjoyment.
4.Girls were found to be twice as likely to enjoy works of fiction than boys.
课前篇自主预习
Ⅰ
Ⅱ
Ⅱ.阅读导学 阅读pp.66-67课文,判断正(T)误(F)
1.The Programme for International Student Assessment is a national study.
2.According to the passage,girls read for enjoyment more than boys in
Parents and children should communicate more to bridge the gap
between them so that they can understand each other better. 父母和孩子应该多交流来消除他们之间的差距,这样他们就能更好 地互相理解。
新旧版义教英语课标中文化意识的比
文|刘潇文化意识是构成学生核心素养的重要元素之一，它是实现英语学科育人功能的主要途径，是一个人未来立足社会的根和魂。
从《义务教育英语课程标准（2011年版）》到《普通高中英语课程标准（2017年版）》，再到《义务教育英语课程标准（2022年版）》，都强调了文化意识的重要性，且逐册加强，其目的是为了落实立德树人的根本任务。
笔者在研读了《义务教育英语课程标准（2022年版）》中文化意识板块内容后，发现其与2011版有很大不同，且这些区别正是影响落实立德树人根本任务的要素。
因此，笔者将两个版本的文化意识内容进行比较，找到之间的异同，并结合现实教学，实践对学生文化意识的培养。
以下内容中，《义教英语课程标准（2011年版）》为旧课标，《义教英语课程标准（2022年版）》为新课标。
一、文化意识在新旧课标中的异同（一）在“课程性质”和“课程目标”中的异同新旧课标中文化意识在“课程性质”上的异同（见表1），新旧课标中文化意识在“课程目标”上的异同（见表2）。
2022版课标在“课程性质”和“课程目标”方面介绍得更加具体、更加多维度。
笔者在梳理后发现其内容可以归纳概括为：（1）了解各个国家的文化知识，理解文化意义，培养健康向上的审美情趣和价值观；（2）培养学生跨文化交际意识和交流能力；（3）发现各个国家文化的异同，知晓其背后的意涵，从而坚定文化自信，植入爱国情怀。
不难看出，与旧课标相比，新课标凸显了育人功能，且比重很大。
（二）在“分级标准”中的差异新旧课标中均有对文化方面的分级要求，旧课标中列出了二级和五级的标准要求，分别对应小学和初中毕业年级。
新课标中列出了一级、二级和三级的内容，分别对应小学3~4年级、5~6年级和中学7~9年级，增加对小学三、四年级学生的要求。
相比之下，新课标对文化意识的要求更具层次性，使教师们明确了每个阶段学生文化意识培养的内容和目标。
新旧课标在分级标准的内容要求上差异更明显（见表3）。
———兼论新版课标文化意识的教学建议表1新旧课标“课程性质”中文化意识异同比较课程性质旧课标新课标相同之处不同之处通过英语课程能够开阔视野，丰富生活经历，形成跨文化意识，增强爱国主义精神，发展创新能力，形成良好的品格和正确的价值观。
Cultural Awareness文化意识双语翻译外研社教材
Cultural Awareness文化意识双语翻译外研社教材Cultural Awareness（文化意识）Did you know that body language accounts for over 90% of a conversation？That’s why communicating face-to-face is always better than a telephone conversation-especially if you are trying to sell something！Your body language will give others a general impression of you and itwill also show your emotions（情绪）.It’s very difficult to make your bodylie. It’s easy to tell the difference between a genuine（真诚的）smile of pleasure and a false smile. So if you understand body language codes（密码）,it is usually possible to know what someone really means, whatever they may be saying with words.Although much of body language is universal, a lot is alsocultural .Culture codes vary from one country to another and they can lead to misunderstandings. Even simple gestures may have a completely different meaning in other parts of the world. For instance, the circle sign made with three raised fingers means Ok in Unites States. But this sign is not universal. In Brazil, Greece and Germany it is rude gesture and in Japan it means “money”!In many Asian cultures, it is inappropriate(不恰当的) for men and women to touch in public. Therefore, display of affection(喜爱，爱慕)such as holding hands or kissing are not acceptable. In some parts of Asian, however，it is common for people of the same sex to hold hands as a sign of friendship.Greetings vary according to the country and the sex of the people involved. In the west, it is appropriate to shake hands when you meet someone for thefirst time and both men and women can initiate a hand shake. In Indonesia, for example, a man will not offer a handshake to an Indonesian woman unless theyare in a business situation.If you want to avoid making embarrassing mistakes when you travel to other countries, you should find out about their basic cultural codes before you leave. If you do this, you are less likely to offend people.Cultural Awareness（文化意识）你知道肢体语言占交谈的90%以上吗？那就是为什么面对面的交谈总是比电话交谈要好的原因――尤其是当你尽力出售东西时！肢体语言会给他人留下对你的总体印象，也会显示出你的情绪。
英语国家社会与文化入门下册第9单元翻译
第9单元英国的新闻媒介对于大多数英国人来说几乎每一天都是以看晨报开始的。
平均每天90%15岁以上的英国人要读一份国内或当地的报纸。
到了晚上，大部分英国人要安下心来看电视了。
全国有96%的人口一星期至少要看一次电视，这已成为英国最流行的休闲活动。
除了看电视、报纸以外，另一种非常受人欢迎的消遣就是听广播。
每周有73%的英国人要参与到这项娱乐活动中。
因此，新闻媒介已成为英国休闲文化的中心，这一点是显而易见的。
新闻媒介不仅能为英国人提供消遣娱乐，而且还有其它功能。
比如：报纸、收音机及电视节目能为人们提供政治、社会方面的信息，天气预报，广告信息及教育性节目。
此外，还能为人们进行交流提供一个平台，人们可通过写信或打电话的方式各抒己见或寻求帮助。
英国的新闻媒介对其政治制度是至关重要的，它的存在使人们了解到国家所面临的问题及政府如何解决这些问题。
新闻媒体在国家文化形成方面也起到了非常重要的作用。
无论是苏格兰海上石油工人还是贝尔法斯特的退休教授，无论是伦敦的秘书还是威尔士的牙医，只要打开收音机和电视机选择喜欢的节目，或拿起当天的报纸，他们所收看到的和听到的都是一样的。
即使他们的生活环境不同，如果他们有机会见面的话，他们就能谈论一些在电视、报纸上看到的一些消息。
同时，这也能提醒英国人只要他们生活在英国，他们就从属于一种特殊文化。
英国的报纸英国是世界上最早拥有报纸工业的国家之一。
早在18世纪晚期和19世纪早期，随着英国经济开始出现工业化，民主选举权已扩大到大部分人口，大众教育使得人们的文化水平有所提高，越来越多的报纸开始发行。
《观察家报》1791年首版发行，随后每个星期天发行一次，成为世界上最早的全国性报纸。
与此同时，《泰晤士报》1785年首版发行，成为英国最早的日报。
随着议会民主制的引入，候选者们必须向其选民提供个人信息。
一开始这项工作是由候选人做长时间演讲或是发放宣传册来完成，后来报纸承担了这一任务，使选民更加了解政治。
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Some Experience of Life
Strike while the iron is hot. 趁热打铁。 Unity is strength. 团结就是力量。 As a man sows, he shall reap. 种 瓜得瓜，种豆得豆。 Forbidden fruit is sweet． 禁果分外甜。 Blood is thicker than water血浓于水。 Knowledge is power. 知识就是力量。 Lies have short legs. 谎言总是站不住脚的。
Cultural Connotations of the Idiomatic Phrases and Their Translation
However，their proper use or translation is often a mark of one's command of English. It is worthwhile to make effort to learn how to translate them. There are a great number of idiomatic phrases in both English and Chinese，which are a very strong nature of culture，the essence of a certain language，and the crystallization of long and practical use of the language．Generally speaking，they are characterized with the qualities of vividness， harmony，rhythm，shortness，easy-to-remember， and simplicity.
The Understanding of Nature
As is often the case，heaven or 天 is regarded as sth. dominating everything on earth and social members in both cultures are filled with awe and veneration for it. For example： Heaven has eyes（there is divine justice after all)． 老天有眼。 Heaven's vengeance is slow but sure. 天网恢恢，疏而不漏。 Heaven helps those who help themselves. 老天不负苦心人。
Cultural Universals
Cultural Universals give one's heart to——倾心 set one's heart at ease ——放心 lose heart — —灰心 break one's heart ——伤心 kind-hearted ——善心的 blackhearted ——黑心的 hard-hearted — —狠心的 from the bottom of one's heart ——从心底里
习语的英译汉翻译有三种方法： 直译法、汉语同义习语套用法和 意译法.
一、直译法 所谓直译法，是指在不违背译文语言规范以及 不引起错误联想的前提下，在译文中保留英语 习语的比喻、形象、和民族色彩的翻译方法。 有时尽管英语习语的比喻、形象对汉语读者比 较生疏，但由于它在一定的上下文中具有强烈 的政治意义，或有明显的西方民族、地方、历 史、宗教等色彩，所以也应采用保留原文表达 方式的直译法。把西方习语移植到汉语中来， 可以丰富汉语语言。
Cultural Connotations of the Idiomatic Phrases and Their Translation
English idiomatic phrases，including set phrases （成语），proverbs （谚语），sayings（格 言），colloquialisms（俗语），allusions（典 故），and slang（俚语），are an important part of the English language and English culture．To learners of English as a foreign language they are often hard to understand and harder to use or translate correctly because they are language items rich in culture．To learn them means to learn not only words and grammars but also the underlying culture．This is by no means easy．
brought nothing into this world，and it is certain we can carry nothing out．（因为我们
没有带任何东西到这个世上来，也当然要空手 离开这个世界。）
Some Euphemisms for "Die"
go to glory（heaven） ---升天 pay one‘s debt to nature ---返回自然 go west（go to the Western paradise）---上西天
Intercultural Awareness in Translation
翻译中的—— 文化意识
Hale Waihona Puke Relations between language and culture
Culture: “the total way of life of people.” Language is part of culture. It cannot be equated with culture． Language is the carrier and container of culture and it also exerts its influence on culture.
a jolly dog快活的人a lucky dog幸运儿 a water dog水性好的人as faithful as a dog像狗一样忠实 cat and dog life经常吵闹的生活 top dog重要人物，有权势的人 dress up like a dog's dinner穿着极其讲究 Every dog has its day.人皆有得意之日／瓦片也有翻身时。 Give a dog a bad name.欲加之罪，何患无辞。 Help a lame dog over a stile.助人于危难之中。 Love me，love my dog.爱屋及乌（爱我就爱我的狗）。 You can't teach an old dog new tricks.习性难改。 While in China，a dog is sometimes thought to be something unpleasant and disliked．It is very pejorative in meaning in Chinese．This can be readily illustrated by the Chinese words and idiomatic expressions： 走狗，癞皮狗，丧家狗，狗奴才，狗腿子，狗仗人势，狐朋狗 友，挂羊头卖狗肉，狗改不了吃屎，狗嘴里吐不出象牙……
Some Vehicles of Figures of Speech
as dark as night---漆黑如夜 as light as a feather---轻如鸿毛 as cowardly as a rat---胆小如鼠 as proud as a peacock ---像孔雀一样骄傲
to fight to the last man to break the record under one’s nose armed to the teeth packed like sardines sour grapes a gentleman’s agreement an olive branch the Trojan horse the heel of Achilles
战斗到最后一个人 打破记录 在某人鼻子底下 武装到牙齿 挤得象沙丁鱼罐头 酸葡萄 君子协定 橄榄枝 特洛伊木马 阿基里斯的脚跟
Examples
the sword of Damocles 悬在达摩克里斯 头顶上的剑 the open-door policy 门户开放政策 the most-favored-nation clause 最惠国待遇 shuttle diplomacy 穿梭外交 the cold/hot war 冷/热战 A cat has nine lives. 猫有九命。 Blood is thicker than water. 血浓于水。(亲不 亲，一家人) Barking dogs do not bite. 吠犬不咬人。 A rolling stone gathers no moss. 滚石不生苔。 A light heart lives long. 不恼不愁，活到白 头。
Some Religious Views on Human Life
Influenced more or less by Chinese Buddhism and Taoism， some people are disillusioned with the human world，hence the prevailing saying in Chinese 赤条条来去无牵挂（《红楼 梦》第22回）． As its counterpart，there is such a statement in the New Testament of the Bible，For we