2017届福建省光泽第一中学高中英语教师论文：《A Study on Culture Teaching in Senior English Class》_高考复习指南

2017届福建省光泽第一中学高中英语教师论文：《A Study on Culture Teaching in Senior English Class》

　　3.2.3 Contrasts

　　The great differences between Chinese culture and Western culture may cause difficulties to students in the understanding of the target culture. Cultural contrast which involves systematic examination of the contrastive qualities of the target culture and Chinese culture can help students to overcome this problem and to get a better understanding of both Chinese culture and the target culture.

　　Unit2 in Book 6 of NSEFC gives an introduction to English poems, which contain plenty of cultural information. The teacher can help students to make a comparison between English poems and Chinese poems to see their different forms of writing, different contents, and different cultural information conveyed in them, which is very helpful to students to get a deep insight into the English and Chinese cultures.

　　NSEFC do not have much cultural information about comparison between Chinese culture and Western culture, therefore, contrast can be widely used in the culture teaching of this series of textbooks. Teachers can help students to do cultural contrasts if necessary to get students to have a better understanding of the differences between Chinese culture and Western culture.

　　3.2.4 Mini-Dramas and Video Films

　　Mini-drama was developed by social scientists for cross-cultural education and was then applied to foreign language classroom. It consists of a series of everyday life illustrating culturally significant behavior. Mini-drama is designed not only to present a problem situation but also to involve students emotionally by identifying them with one or another character in the drama (Stern, 1999:227). After each act, the teacher asks students what the actions and words of the characters in the drama mean and leads them to make judgments about the character in the play. At the end of the mini-drama, some figure explains what is really happening and why the target culture member has really not done wrong. After the person’s speech, students are asked to reinterpret what they have seen in view of the information that the knowing figure has provided. Mini-dramas promote knowledge learning and cultural understanding, in addition to creating the emotional impact.