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
