在初中英语教学中培养文化意识.doc

1、毕业论文学生姓名学号院系04级淮阴师范学院本科函授专业英语题目在初中英语教学中培养文化意识指导教师讲师（姓名）（专业技术职称/学位）20年4月2ONCULTIVATINGCULTURALCONSCIOUSNESSINJUNIORENGLISHTEACHINGATHESISSUBMITTEDTODEPARTMENTOFFOREIGNLANGUAGESANDLITERATUREINPARTIALFULFILLMENTOFTHEREQUIREMENTSFORTHEDEGREEOFBAINENGLISHATHUAIYINTEACHERSCOLLEGEUNDERTHESUPERVISIONOFAPRIL

2、203ABSTRACTSUCCESSFULANDEFFECTIVETEACHINGOFENGLISHSHOULDSHIFTFROMTHESIMPLETEACHINGMODELOFFORTHELANGUAGETOLEARNLANGUAGETOTHECOMBINATIONOFLANGUAGETEACHINGANDCULTURETEACHINGASTEACHERSOFENGLISH,WESHOULDPAYMOREATTENTIONTOTHEINTRODUCTIONOFCULTURETOCULTIVATEOURSTUDENTSCROSSCULTURALCONSCIOUSNESSANDCOMMUNICA

3、TIVECOMPETENCEINTHETEACHINGLANGUAGEISTHECARRIERANDCONTAINEROFCULTURELANGUAGE,ASAMIRROROFCULTURE,ISSTRONGLYINFLUENCEDANDSHAPEDBYCULTURELANGUAGEANDCULTUREISCLOSELYRELATED,EACHINFLUENCINGANDSHAPINGTHEOTHERINACCORDANCEWITHTHEREQUIREMENTSOFENGLISHCURRICULUMCRITERIONOFJUNIORSCHOOLISSUEDBYMINISTRYOFEDUCATI

4、ON,THISPAPERAIMSATDESCRIBINGTHEIMPORTANCEOFINFILTRATINGCULTURALEDUCATIONINTOTHEENGLISHTEACHINGDURINGJUNIORSCHOOLFROMTHERELATIONSHIPBETWEENLANGUAGEANDCULTURETHEPAPERANALYZESTHEABUNDANTCULTURALRESOURCESINTHEJUNIORENGLISHTEXTBOOKSANDTRIESTOEXPLORESOMEDETAILEDPROCEDURESOFINFILTRATINGCROSSCULTURALEDUCATI

5、ONINTOENGLISHTEACHINGINJUNIORSCHOOLINCLUDINGSUPPLEMENTOFCULTURALBACKGROUND,CULTURALCOMPARISON,ANDAPPLICATIONANDCOMPARISONKEYWORDSCROSSCULTURALEDUCATIONCULTURALCONSCIOUSNESSJUNIORENGLISH4摘要成功有效的英语教学应该改变单纯“为语言而学语言”的课堂教学模式，应向语言知识教学与文化内容传授相结合的方向转变。英语教师要重视文化导入，在教学中注重培养学生的跨文化交际意识和能力。本文立足于新颁布的初中英语课程标准的目标要求

6、，从语言与文化关系出发，提出在中学英语阶段教学中渗透跨文化教育的重要性。分析了初中英语教材中丰富的文化资源，并结合自身的教学实践，尝试探讨在中学英语教学中渗透跨文化教育的一些具体做法,如文化背景补充、文化比较、运用和比较等。关键词跨文化教育，文化意识，初中英语5CONTENTS1INTRODUCTION12THEIMPORTANCEOFCROSSCULTURALEDUCATIONDURINGJUNIORSCHOOL3ABUNDANTCULTURALRESOURCESINJUNIORENGLISHTEXTBOOKSPICTURERESOURCEREADINGMATERIALRESOURCEVOC

7、ABULARYRESOURCE4METHODSOFCROSSCULTURALEDUCATION41LANGUAGESUPPLEMENTANDCULTURALCOMPARISON411LANGUAGESUPPLEMENT412CULTURALCOMPARISON42SPECIFICMETHODS421CULTURALASIDE422APPRECIATIONANDANALYSISOFLANGUAGE43WORDSAPPLICATIONANDCOMPARISON431WORDSAMPLIFICATION432WORDSCOMPARISON5CONCLUSION61INTRODUCTIONISSUED

8、NEWLYENGLISHCURRICULUMCRITERIONDESCRIBESTHEOBJECTIVEOFCOURSE,WHICHINDICATESTHEOVERALLGOALDURINGJUNIORSCHOOLISTOCULTIVATESTUDENTSAPPLICATIONABILITIESOFGENERALLANGUAGETHEFORMOFAPPLICATIONABILITIESOFGENERALLANGUAGEISBASEDONTHEINTEGRATEDQUALITIESWHICHARELANGUAGEKNOWLEDGE,LANGUAGESKILL,FEELINGSANDATTITUD

9、E,STRATEGYOFSTUDYANDCULTURALCONSCIOUSNESSTOACCOMPLISHTHEOVERALLGOAL,THEFIVEQUALITIESCANNOTBEAPPLIEDABSOLUTELY,INWHICHCULTURALCONSCIOUSNESSISTHEBULWARKOFUSINGLANGUAGECORRECTLYANDINCLUDESCULTURALKNOWLEDGE,CULTURALCOMPREHENSIONANDCROSSCULTURALCOMMUNICATIVECONSCIOUSNESSANDCOMPETENCEBESIDESTHAT,ENGLISHCU

10、RRICULUMCRITERIONEMPHASIZESTHATSTUDENTSSHOULDHAVEAGENERALKNOWLEDGEOFTHEDIFFERENCESBETWEENTHECULTURESOFENGLISHSPEAKINGCOUNTRIESANDBETWEENCHINESECULTUREANDTHECULTURESOFENGLISHSPEAKINGCOUNTRIESINTHETEACHING,WHENITCOMESTOTHECULTURALKNOWLEDGEOFENGLISHSPEAKINGCOUNTRIES,THEKNOWLEDGESHOULDBECLOSELYBOUNDUPWI

11、THTHEEVERYDAYLIVESOFSTUDENTSANDALSOCANSTIMULATETHEMTOLEARNENGLISH2THEIMPORTANCEOFCROSSCULTURALEDUCATIONINENGLISHTEACHINGINTHEUSA,ASTUDENTSTUDYINGABROADWASKILLEDWITHAGUNBECAUSEHECOULDNTUNDERSTANDTHECOLLOQUIALISMFREEZE,FREEZEMEANS“站住”“不许动”WHICHISKNOWNBYMANYAMERICANSITHINKTHATTHISSTUDENTSHOULDHAVEKNOWN

12、THEBASICMEANING“冰冻”、“结冰”ASHEDIDNTKNOWTHECULTURALMEANINGOFTHISWORDINTHEUSA,HEPAIDFORHISLIFEASARESULTTHISPAINFULLESSONISWORTHOFPONDERINGTOUSIFTHISSTUDENTHADKNOWNMOREABOUTTHEDIFFERENCESBETWEENCHINESECULTUREANDWESTERNCULTURE,HEWOULDNTHAVECOMETOHARM7FROMTHEABOVESTORY,WECANACQUIREAMESSAGEINTHETEACHINGOFEN

13、GLISH,WESHOULDNOTBELIMITEDTOTHEINPUTOFLANGUAGEKNOWLEDGE,BUTTAKETHEINPUTOFCULTUREINTOACCOUNTITISNECESSARYTOCULTIVATESTUDENTSCROSSCULTURALCOMMUNICATIVECOMPETENCEEVERYSTATEHASITSOWNCULTURETHATISMISCELLANEOUSINCONTENTLOTSOFSCHOLARSFROMDIFFERENTCOUNTRIESGIVETHEIROWNDEFINITIONSOFCULTURELINELLDAVIS,AFAMOUS

14、AMERICANSCHOLAR,DEFINESCULTUREASCULTUREISTHETOTALACCUMULATIONOFBELIEFS,CUSTOMS,VALUES,BEHAVIORS,INSTRUCTIONSANDCOMMUNICATIONPATTERNSTHATARESHARED,LEARNEDANDPASSEDDOWNTHROUGHTHEGENERATIONSINANIDENTIFIABLEGROUPOFPEOPLENEWENGLISHCOURSECRITERIONSHOWSTHATLANGUAGEHASRICHCULTURALCONNOTATIONINTHETEACHINGOFE

15、NGLISH,CULTUREREFERSTOHISTORY,GEOGRAPHY,LOCALCONDITIONSANDCUSTOMS,TRADITIONALCONVENTION,LIFESTYLE,ARTANDLITERATURE,BEHAVIORSANDVALUESOFENGLISHSPEAKINGCOUNTRIESCONTACTINGANDUNDERSTANDINGTHECULTURESOFENGLISHCOUNTRIESMAKEFORUNDERSTANDINGANDUSINGENGLISH,UNDERSTANDINGOUROWNCULTURE,CULTIVATINGWORLDFEELING

16、S,CONSTRUCTINGCROSSCULTURALCOMMUNICATIVECOMPETENCEASTEACHERSOFENGLISH,WESHOULDEXTENDCULTURALSCOPEGRADUALLYACCORDINGTOTHESTUDENTSAGESANDCOGNITION“LANGUAGEISAPARTOFCULTUREANDPLAYSAVERYIMPORTANTROLEINIT”ITCOMESINTOBEINGANDEVOLVESWITHHUMANSOCIETYMANCREATESCULTUREWITHLANGUAGEWHEREASCULTUREACCELERATESTHED

17、EVELOPMENTOFHUMANSOCIETYANDENRICHESTHEEXPRESSIONSOFLANGUAGESINCEANTIQUITY,CULTURALHERITAGETHATPASSEDDOWNTHROUGHTHEGENERATIONSHASBEENDEEPLYENGRAVEDUPONLANGUAGELANGUAGEISTHELANGUAGEOFCULTUREOFHUMANSOCIETYITISCLOSELYRELATEDTOHUMANSOCIETYANDHUMANCULTUREAMERICANLINGUISTESPIR1884,ANAMERICANLINGUISTPOINTSO

18、UTTHATALANGUAGECANNOTEXISTINACULTURALVACUUMNORCANITEXISTINAVACUUMOFPRACTICESANDBELIEFSINHERITEDFROMTHESOCIETYTHEREFOREWESHOULDPUTSOMECROSSCULTURALEDUCATIONINTOOURENGLISHCLASSSOCIALSCIENTISTSTELLUS“THATCULTURESDIFFERFROMONEANOTHER,THATEACHCULTUREISUNIQUEASCULTURESAREDIVERSE,SOLANGUAGESAREDIVERSEITISO

19、NLYNATURALTHENTHATWITHDIFFERENCEINCULTURESANDDIFFERENCESINLANGUAGES,DIFFICULTIESOFTENARISEIN8COMMUNICATINGBETWEENCULTURESANDACROSSCULTURESUNDERSTANDINGISNOTALWAYSEASY”HOWEVER,INOURTRADITIONALENGLISHCLASSES,MANYTEACHERSOFTENGIVETOOMUCHLANGUAGEKNOWLEDGEBUTVERYFEWCULTURALKNOWLEDGEFORTHENEEDOFEXAMINATIO

20、NORIENTEDEDUCATIONASARESULT,MANYSTUDENTSFALLSHORTOFCROSSCULTURALCONSCIOUSNESSTOAGREATEXTENTTHEYOFTENHAVEMUCHMISUNDERSTANDINGINCULTUREALTHOUGHTHEYHAVEHADBETTERLANGUAGEKNOWLEDGETHEYOFTENFAILTOCOMMUNICATEWITHOTHERSSO,NOTONLYSHOULDWEHELPSTUDENTSWITHTHEIRABILITIESOFLANGUAGE,BUTALSOWESHOULDHELPTHEMUNDERST

21、ANDTHESOCIALRULEOFITIFWECANMAKEIT,IBELIEVETHATWECANREDUCE,EVENERADICATETHECOMMUNICATIVEOBSTRUCTIONTHATISBROUGHTINBECAUSEOFTHECULTURALVARIANCE3ABUNDANTCULTURALRESOURCESINJUNIORENGLISHTEXTBOOKSINTERMSOFENGLISHCURRICULUMCRITERIONOFSTATEEXPERIMENTALDRAFTDRAWNUPBYMINISTRYEDUCATION,TEACHINGANDRESEARCHROOM

22、FORPRIMARYANDMIDDLESCHOOLOFJIANGSUPROVINCEANDOXFORDUNIVERSITYPRESSCOMPILETHISSETOFTEXTBOOKSFORTHESTUDENTSOFJUNIORHIGHSCHOOLEACHUNITOFTHISSETOFTEXTBOOKSHASSOMECULTURALSUBJECTSNEXTLETSHAVEALOOKATTHECULTURALSUBJECTOFEACHUNITIN9AAND9BFORTHESTUDENTSOFGRADENINEMODULETOPICUNITTITLECULTURESMODULE19AGETTINGA

23、LONGWITHOTHERSUNIT1STARSIGNSWHATTHE12STARSIGNSISINTHEWESTUNIT2COLOURWHATTHECOLOURSREPRESENTANDHOWTHEYAFFECTPEOPLEUNIT3TEENAGEPROBLEMSTHESTRESSAMONGTHETEENAGERSINTHEWESTANDCHINAMODULETEENAGEUNIT4TVPROGRAMMESENJOYMENTTVPROGRAMMESBRINGUS929ALIFEUNIT5FILMSHOLLYWOODALLTIMEFAVORITEAUDREYHEPBURNUNIT6DETECT

24、IVESKEEPAWAYFROMTHECRIMEMODULE19BTHEFUTUREUNIT1LIFEONMARSTHEFUTUREANDTHEPOSSIBILITYOFLIVINGONANOTHERPLANETUNIT2ROBOTSTHEPOSSIBILITYTHATROBOTSCOULDWORKFORUSMODULE29BCULTURESAROUNDTHEWORLDUNIT3ASIAASIAANDASIANCOUNTRIES,ITSCULTURE,LANGUAGEANDTOURISTATTRACTIONSUNIT4GREATPEOPLEMANYFAMOUSGREATPEOPLEWHOMAD

25、EGREATCONTRIBUTIONTOSOCIETYFROMTHEABOVEFORM,WECANSEETHATTHETOPICOFEVERYMODULETAKESTHERELATIONSHIPBETWEENCOMMUNICATIONANDCULTUREINTOACCOUNTSUBSTANTIALLYLANGUAGEMATERIALALSOREFLECTSCOMMUNICATIVECULTUREWHILESTUDENTSLEARNANDUNDERSTANDFOREIGNCULTURES,ESPECIALLYCULTURESFROMTHOSECOUNTRIESOFENGLISH,THEYALSO

26、STRENGTHENTHEUNDERSTANDINGOFNATIVECULTUREEACHUNITOFTHISSETOFTEXTBOOKSISCOMPOSEDOFNINEPARTSWHICHARECOMICSTRIP,WELCOMETOTHEUNIT,READING,VOCABULARY,GRAMMAR,INTEGRATEDSKILL,STUDYSKILL,MAINTASKANDCHECKOUTWHENUSINGTHISSETOFTEXTBOOKS,IFOUNDTHATTHEREAREALOTOFCULTURALRESOURCESWHICHAREMAINLYDISTRIBUTEDINCOMIC

27、STRIP,WELCOMETOTHEUNIT,READINGANDVOCABULARYACCORDINGTOTHEFOURPARTS,IDIVIDETHECULTURALRESOURCESINTHETEXTBOOKSINTOTHREETYPES31PICTURERESOURCETHISSETOFTEXTBOOKSAREEXCELLENTINBOTHPICTURESANDLANGUAGE,COMICSTRIPOFEACHUNITISCOMPOSEDOFFOURPICTURESWHICHARECLOSELYRELATEDTOTHETOPICOFTHISUNITTHEBRIEFANDINTEREST

28、INGDIALOGUEBETWEENLOVELYEDDIEANDHOBOBRINGSTHEGIST10OFTHISUNITTOLIGHTFORINSTANCE,THEFOURPICTURESOFUNIT1IN9ADESCRIBEVIVIDLYTHATEDDIEGUESSWHATHECANEATONTHATDAYFROMHISSTARSIGNWELCOMETOTHEUNITISAWARMUPACTIVITYWHICHAIMSATAROUSINGSTUDENTSINTERESTFOREXAMPLE,THEFIVEPICTURESOFUNIT4IN9BSHOWUSSOMEFAMOUSGREATPEO

29、PLEFROMMANYCOUNTRIESWHOGOTGREATACHIEVEMENTSINEVERYFIELD32READINGMATERIALRESOURCEEACHUNITOFTHISSETOFTEXTBOOKSHASAREADINGARTICLEALLTHESEARTICLESAREPLENTIFULINCONTENTANDDIVERSEINTHECHOICEOFSUBJECTTHEYNEARLYCOVERSALLKINDSOFREALISTICLIVESOFENGLISHSPEAKINGCOUNTRIES，SUCHASSCHOOLLIFE,SOCIETYOFTHEDAY,NATUREP

30、ROTECTION,INTERPERSONALRELATIONSHIP,PHYSICALCULTURETHESEARTICLESGETCLOSETOSOCIALLIFEANDSTUDENTSLIFE,FOREXAMPLESTUDENTSANDTHEIRSCHOOLLIFECANBESEENINUNIT2OF8A；WHENWEREADABOUTCHARITYINUNIT4,5,6OF8B,WECANSEEWHATRESPONSIBILITYANDOBLIGATIONWESHOULDHAVETOTHISSOCIETYIFWEOPENOURTEXTBOOK9BINUNIT1ANDUNIT2,WECA

31、NFEELTHEDEVELOPMENTOFTHEFUTURETECHNOLOGYTHESEARTICLESWITHHUMANISTICVALUECONSOLIDATESTUDENTSLIFEEXPERIENCE、SOCIALDEVELOPMENTANDSCIENTIFICKNOWLEDGE33VOCABULARYRESOURCEINTHISSETOFTEXTBOOKS,THEPARTOFVOCABULARYMAINLYHELPSSTUDENTSLEARNNEWWORDSTOENLARGETHEIRLEXICALNUMBERSFROMTWOSIDESONEINTRODUCESMOREVOCABU

32、LARYCLASSIFICATIONCLOSELYCONNECTEDWITHTHETOPICOFTHISUNITTOTHESTUDENTSFROMWORDFAMILYWHICHCANBESEENINMANYUNITSOFTHISSETOFTEXTBOOKSONTHEOTHERHAND,MANYWORDSAREIMPORTEDTOHELPSTUDENTSINDUCETHOSEWORDSLEARNEDBEFOREFROMWORDBUILDINGWHICHCANHELPSTUDENTSREMEMBERNEWWORDSEFFECTIVELYACCORDINGTOTHEPATTERNSOFTHEMWEC

33、ANSEESOMETHINGABOUTITINUNIT2,UNIT5AND11UNIT6OF8BBESIDESTHAT,THESEWORDSALSOHAVEACHARACTERISTICOFMELTINGTHEDEVELOPMENTOFENGLISHANDSOMEUNIQUECULTURESOFENGLISHSPEAKINGCOUNTRIES,FORINSTANCESOMEIDIOMSINUNIT4OF9B4METHODSOFCROSSCULTURALEDUCATIONWITHREGARDTOTHESESOABUNDANTCULTURALRESOURCESINJUNIORENGLISH,INM

34、YORDINARYTEACHING,IMAKEAINTENSIVESTUDYOFTHISSETOFTEXTBOOKSANDLOOKUPSOMEBACKGROUNDMATERIALSRELATEDTOITNEXTITELLYOUABOUTMYOWNMETHODSOFFILTRATINGCROSSCULTURALEDUCATIONINTOENGLISHCLASS41LANGUAGESUPPLEMENTANDCULTURALCOMPARISON411LANGUAGESUPPLEMENTTHEPARTOFWELCOMETOTHEUNITHASRICHPICTURES,BUTTHEREAREFEWLAN

35、GUAGEMATERIALSMATCHINGWITHTHEMWHENWEDEVELOPSOMEACTIVITIESSUCHASLISTENING,SPEAKING,READINGANDWRITING,RARELANGUAGEMATERIALSINTHEBOOKARENOTENOUGHWECANSUPPLEMENTSOMEWORDSMATERIALSRELATEDTOTHETOPICOFTHISUNITACCORDINGTOTHEPICTURESIFSO,STUDENTSNOTONLYLEARNSOMELANGUAGEKNOWLEDGEBUTALSOFEELTHEDIFFERENTCULTURE

36、SFROMITTAKEUNIT3ADAYOUTIN8AFORANEXAMPLE,THEFOLLOWINGISTHEPICTURESSTEP1PICTURETALKINGAGETSOMESTUDENTSTODESCRIBETHEPICTURESWITHTHEHELPOFSOMEQUESTIONSAWHATISINTHEPICTUREWHEREISITFROMBHOWDOYOULIKEITWHATELSEDOYOUKNOWABOUTITBTHETEACHERGIVESBRIEFINTRODUCTIONSTOTHESEPLACESOFINTERESTSTEP2LISTENINGMATCHINGGET

37、THESTUDENTSTOLISTENTOSOMEDATAFROMTHEMANDMATCHTHEM12STEP3DISCUSSINGGETTHESTUDENTSTODISCUSSTHEQUESTIONSINTHISPART2INTHEABOVEPROCEDURE,IUSETHEDESCRIPTIONOFPICTURE,INTRODUCTIONTOPLACESOFINTEREST,MATCHFORTHERELEVANTMATERIAL,DISCUSSIONOFQUESTIONTOSUPPLEMENTTHELANGUAGEMATERIALSSUCHASLISTENING,SPEAKING,READ

38、INGDURINGTHECOURSEOFCLASS,THESTUDENTSNOTJUSTACQUIRETHEINPUTOFLANGUAGEMESSAGEBUTALSOKNOWABOUTPLACESOFINTERESTINMODERNORANCIENTTIMES,INCHINAORELSEWHEREANDLOCALCONDITIONSANDCUSTOMSINTHEWORLD,ESPECIALLYENGLISHSPEAKINGCOUNTRIES412CULTURALCOMPARISONINCLUDINGCOMPARISONANDCONTRAST,ITMAINLYMEANSTHATCHINESECU

39、LTURESHARESTHESAMECHARACTERISTICSWITHOTHERCULTURESBUTTHEREARESOMEDIFFERENCESBETWEENTHEMFIRSTTAKEUNIT1STARSIGNSOF9AFORANEXAMPLE,THEFOLLOWINGISTHEPICTURESTHESEAREWESTERNSTARSIGNSATTHEBEGINNINGOFCLASS,ISETSOMEQUESTIONSFORTHESTUDENTSACANYOUTELLMEWHATTHE12ANIMALSIGNSOFTHECHINESEHOROSCOPEAREBISTHEANIMALSI

40、GNRELEVANTTOTHEYEARORTHEMONTHCWHATANIMALSIGNAREYOUDOYOUKNOWWHATTHEANIMALSIGNREPRESENTTHESTUDENTSWERESOINTERESTEDINTHESETOPICSTHATTHEYALLFELLOVERTHEMSELVESTOANSWERTHESEQUESTIONSITTOOKAFEWMINUTESTOANSWERTHEM,BUTTHISCLASSLEDTOANEWDIRECTIONANDAROUSEDTHESTUDENTSINTERESTAFTERWARDS,WHENTHEPICTURESOFSTARSIG

41、NSINTHEBOOKWEREINTRODUCED,THESTUDENTSEXPERIENCEDTHEDIFFERENCESBETWEENCHINESECULTUREANDWESTERNCULTUREINORDERTOLETTHEMSAYTHEDIFFERENCESONTHEIROWN,IDIVIDEDTHEGROUPSINTOTHREEINASHORTTIME,THEYGAVETHEIRANSWERS,SUCHASTHEDIFFERENCEOFANIMALS,THEDIFFERENCEOFTIMEBESIDESTHAT,THEYALSOSHARESOMETHESAMECHARACTERIST

42、ICSILETTHESTUDENTSSAYOUTTHEMINTHESAMEWAYDURINGTHECOURSE,THESTUDENTSLEARNEDHOWTOGETONWITHOTHERSFROMWHATTHESEANIMALSPRESENT1342SPECIFICMETHODS421CULTURALASIDE“CULTURALASIDE”ISTHECULTURALTEACHINGMETHODGIVENBYHUWENZHONGANDGAOYIHONGWHENTHESTUDENTSREADTHEARTICLE,THEVARIANCEINCULTURESTOPSTHEMTOUNDERSTANDFU

43、RTHERCULTURALTEACHINGMETHODISTHEONETHATNOTONLYCANMAKETHESTUDENTSLEARNLANGUAGEKNOWLEDGE,BUTALSOCANMAKETHESTUDENTSUNDERSTANDTHECULTUREHIDDENINTHELANGUAGEKNOWLEDGETHROUGHADDINGTHEINTRODUCTIONOFCULTURALBACKGROUNDBYDIFFERENTTEACHINGPROCEDURESTOSTUDENTSITHINKITISANEFFECTIVETEACHINGMETHODITCANENCOURAGESTUD

44、ENTSTOSTUDYFURTHEREASILYNOWTAKEUNIT5HOLLYWOODSALLTIMEFAVORITEAUDREYHEPBURNIN9AFORANEXAMPLEFIRSTIIMPORTTHETEXTFROMCULTURALVIEWPOINTAPLAYAVIDEOABOUTAUDREYHEPBURNBGETTHESTUDENTSTOWRITEDOWNSOMENEWWORDSINTHISPASSAGETODESCRIBEWHATTHEYCANSEEANDHEARFROMTHEVIDEOCCOLLECTSTUDENTSANSWERSANDTACKLETHENEWWORDSBYAS

45、KINGSOMEQUESTIONSAABOUTWHOMISTHISVIDEOANDWHATISSHEBWHEREANDWHENWASSHEBORNCWHATDIDSHEDOBEFORESHEBECAMEAHOLLYWOODSUPERSTARDWHICHFILMMADEHERFAMOUSINSTANTLYEWHENDIDSHEENDHERACTINGYEARFHOWDOPEOPLEINTHEWORLDLOOKONHERDPRESENTTHEFOLLOWINGNEWWORDSWHILEANSWERINGTHESEQUESTIONSAUDREYHEPBURN（ACTRESS）BELGIUMON4TH

46、1929MODELROMANHOLIDAYIN1989,（AUDREYMADEHERFINALAPPEARANCE）AGREATBEAUTY,AGREATACTRESSANDAGREATHUMANITARIANTHETEACHINGACTIVITIESBEFOREREADINGARETOAROUSETHESTUDENTSINTERESTINTHETOPICORTYPEOFTEXTMOTIVATESTUDENTSTOREADTHETEXTBYPROVIDINGAPURPOSEFORREADINGPREPARETHESTUDENTSFORTHECONTENTOFTHETEXTASTHESTUDEN

47、TSARE14UNFAMILIARWITHAUDREYHEPBURN,THETEACHERNEEDSTOPROVIDETHESTUDENTSWITHSOMEBACKGROUNDABOUTHERIDOWNLOADEDSOMEVIDEOABOUTAUDREYHEPBURNFROMTHEINTERNETONONEHAND,AFTERWATCHINGTHEFRAMEANDLISTENINGTOTHECOMMENTS,THESTUDENTSWEREASKEDTODESCRIBEWHATTHEYHADSEENANDHEARDWITHTHEWORDSOFTHISUNITTHENTHESEWORDSWEREP

48、RESENTEDONEBYONEINTHEFORMOFQUESTIONDURINGTHECOURSE,THESTUDENTSPRACTICEDLISTENINGTOOONTHEOTHERHAND,THESTUDENTSWEREGUIDEDTOHAVEANINITIALKNOWLEDGEOFAUDREYHEPBURNWHOGOTSUCCESSFULANDOUTSTANDINGACHIEVEMENTDURINGHERLIFESO,THETEACHINGACTIVITIESTHATFORESEETHEMESSAGEOFATEXTANDLEADTOITNATURALLYBRIDGEBETWEENTHE

49、NEWLYLEARNINGKNOWLEDGEANDTHELEARNEDKNOWLEDGE422APPRECIATIONANDANALYSISOFLANGUAGEREADINGARTICLESINTHISSETOFTEXTBOOKSAREVARIEDINFORMDIFFERENTTYPESOFARTICLESDIFFERINSTYLEOFWRITINGANDLANGUAGEATEACHERSHOULDGUIDEHISORHERSTUDENTSTOAPPRECIATETHEARTISTICQUALITYHIDDENINTHEARTICLESOTHATHEORSHECANHELPTHEMREADTHEARTICLEFURTHERANDUNDERSTANDENGLISHLANGUAGEBETTERTAKEUNIT6PETSIN7BFORANEXAMPLE,AFTERUNDERSTANDINGTHEPOEM,ICARRYOUTMYTEACHINGPROCEDURELIKETHISAGETTHESTUDENTSTOREADTHEPOEMSALOUDANDFINDTHEDIFFERENTSTYLESOFPOEMSBGETTHESTUDENTSTOREADSOMESENTENCESANDAPPRECIATETHESTYLESOFPOEMSCGETTH