跨文化交际 教案本 - 图文

名称 教学Learn the relationship between the language and culture 目的 教学重点Learn the relationship between the language and culture 与 难点 Warm Up Questions 1. Try to translate them into Chinese. Can they be rendered in Chinese as humorous as the original? 2. Do you know anything humorous in Chinese that may defy translation into other languages? Here it seems to be almost impossible for us to translate the dialogues into Chinese and render them as humorous as the original. Things like puns (amusing use of a word or phrase that has two meanings, or of a word with the same sound but different meanings) defy translation across languages. Reading I How Is Language Related to Culture Comprehension questions 1. What can we do to avoid attributing a very different meaning to the phrase or interpret it much more 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 can be 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 name rather 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 that are 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? 教 学 内 容 与 过 程 设 计

Words and phrases that are used commonly at one time may be discontinued or their meaning may change over time. 7. Does the author think it is possible for countries such as France and Iceland to keep their language 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 on certain rules, but other French-speaking groups may make their own rules and consider their French just 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, in most cases the problem is not the language but different intonation patterns and different cultural signals. . Fill-in Task Try to use the appropriate color term given below to fill in each of the blanks in the following sentences. Many of these terms may be used more than once. Group Work Now we see that the use of color terms varies from language to language, and from culture to culture. A particular color term may be associated with different things and emotions in different language communities. Work with your group members to make a tentative summary of the potential implications of those color terms in Chinese and see whether they are significantly different from those of the same color terms in other cultures. Identifying Difference: Kinship Terms and More Questions for discussion What are the major differences between Chinese and English in categorizing kinfolk? What other examples of connotative differences can you give between the two languages? In categorizing kinfolk, what the Chinese language finds significant are the person?s sex, age,and whether he or she is closely related to one?s father or mother. All these things, however, are not significant in the English language. Other examples: The connotations of some words referring to real and imaginary animals can be very different in Chinese and English. The words include ―ox‖, ―horse‖, ―tiger‖, ―lion‖, ―rooster‖, ―cat‖, ―bat‖, ―pig‖,―dragon‖, and others. Look at the following idioms that differ between Chinese and English.

教 学 后 记 *

*教学内容与过程设计的主要内容包括（供参考，编写教案时自行删除）： 一、根据教学大纲、教学目的以及教材特点选择教学内容；

二、根据教学内容及学生实际，选择有效的教学方法与手段，突出重点、突破难点； 三、课堂教学环节及各环节的大致时间安排。

*教案字数未做严格要求，一般而言，熟悉本课程教学内容的有经验的教师可写简案，简化内容，突出过程设计，新教师及新任本课程教学的教师原则上应写详案。 *“教学后记”是授课完毕之后，教师对授课准备情况、授课过程及授课效果的回顾与总结，因此，教师应及时手写补充完整本部分内容。

教案

时间第 9周，总第9 次课 安排 Unit 4 Language and Culture 章节 名称 教学Learn the relationship between the language and culture 目的

教学重点Learn the relationship between the language and culture 与 难点 Reading II Language-and-Culture, Two Sides of the Same Coin Comprehension questions 1. 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 identify and 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, operating instructions, 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 use language 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 to a 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. Sharing Knowledge: How to Say “Yes” and “No” Exploration Try to find some cases in which is in Chinese does not mean “yes” in 教 学 内 容 与 过 程 设 计