How to develop students' cultural character in English teaching

The textbook further enriches the content of cultural teaching, including our national culture, the cultures of English-speaking countries and non-English-speaking countries, through the study of cultural content, students will have a broader vision of the mind will be richer, the thinking will be more active, and communication will be more appropriate. Language is an inseparable part of culture, and language has rich cultural connotations. Culture is "the sum of the beliefs, ways of thinking, customs, behaviors, and social habits of the members of a particular society". The fundamental purpose of English teaching is to communicate with people from different cultural backgrounds, to cultivate students' cultural awareness and to facilitate their cultural exchange. The culture of English-speaking countries is conducive to the understanding and use of English, the deepening of understanding and knowledge of their own culture, and the formation of cross-cultural communication skills. The cultivation of students' cultural awareness cannot be carried out effectively by the traditional foreign language teaching mode of simply instilling grammatical knowledge. Teachers should gradually expand the content and scope of cultural knowledge according to the age characteristics and cognitive ability of students. It is pointed out in the English Language Standard: "In the process of learning English, exposure to and understanding of foreign cultures is beneficial to the understanding and use of English, to the deepening of the knowledge and love of the excellent traditional culture of the Chinese nation, to the inculcation of advanced cultures belonging to the whole of mankind, and to the development of international awareness. Therefore, in secondary school English teaching teachers must pay attention to cultural introduction, and strive to make students understand foreign cultures in the process of learning English, and develop the awareness and ability of cultural communication." To fully expand the scope of students' exposure to the cultures of English-speaking countries, a variety of approaches must be taken.

1Through English vocabulary, cultural comparisons are made.

The cultural differences between China and the West cover a very wide range in language communication, such as greetings, praises, acknowledgements, apologies and euphemisms, taboos and even body gesture language in daily meetings, etc. Teachers should make efforts to activate the content of teaching materials and make cultural comparisons,. Westerners consider it a violation to directly inquire about someone's financial income, age, religious and political beliefs, marital status, etc. in daily interactions, because those belong to the content that has nothing to do with the questioner. And it is very wise to open the topic of conversation with Westerners by talking about the weather. So when teaching about the weather, teachers should consciously point out this cultural background and tell students that there are many ways to talk about the weather

like Lovely day, isn't it? It's a fine day, isn't

it? It's a fine day, isn't it? Where vocabulary with cultural connotations is encountered, the teacher reminds the students appropriately. Chinese and Westerners give animals and colors are not the same cultural meaning, such as in China, some people hear You are a lucky

dog inevitably angry, but in English lucky dog is "lucky child", "clever dog "It rains cats and

dogs" means "it pours rain". The English expression for "Love me, love my dog" is Love me, love my dog; the English expression for "Every dog has his

day" is Every dog has his

day. In the United States, dogs are extremely important to people as pets, and are regarded as the center of the family. In the United States, dogs are extremely important to people as pets and are regarded as part of the family. Red" symbolizes "joy, auspiciousness, celebration, warmth" in our Chinese culture, which is a positive word, but in English culture "red"

is associated with "danger, violence, bloodshed". "danger, violence, bloodshed". Black tea is called "black tea" in English, not red

tea. The number "thirteen13" is not a big deal in China, but it is an ominous symbol in the West. The reason is that most people in the West believe in Christianity, and the appearance of the thirteenth man at the Last Supper betrayed Jesus and made him suffer, so 13

is considered to be an unlucky symbol. Generally speaking, door numbers in western countries, there is no 13, and elevators do not have 13 floors. Ninth grade Unit 10 You are supposed to shake

hands. specifically about the cultural etiquette of meeting Westerners, talk about the customs and etiquette of different countries, and learn to respect others. Japanese and Koreans meet for the first time "bow", Brazilians and Mexicans meet for the first time "kiss", Americans meet for the first time shake

hands, and we Chinese meet for the first time "shake hands". "shake hands". Thus we learn to respect different cultures and develop good behavior. Through the table etiquette table

manners of learning, understand the table manners of different countries, improve their own cultural cultivation. Can understand about different countries' eating

habits, living customs, improve the understanding of civilized life. Vocabulary contains rich cultural connotations, therefore, in the process of teaching English vocabulary, teachers should not only teach students the correct pronunciation and meaning of English vocabulary, but also teach the cultural meaning of vocabulary, so that students can fully grasp the cultural phenomenon of non-correspondence between English and Chinese vocabulary to cultivate students' cross-cultural awareness.

2 Introduce background knowledge through festival culture.

Festival culture is a topic of interest to students. Teachers should make use of this topic to introduce relevant background knowledge and help students understand important holidays and the main ways of celebrating them in English-speaking countries. For example, the second unit of Grade 9, I think

that mooncakes are delicious, introduces the traditional Chinese festival Mid Autumn Festival and the western festival Halloween

. This is a typical unit of festival culture. Christmas is a holiday celebrated on December 25th in honor of the birth of Jesus Christ.The evening of December 24th is known as Christmas EveChristmas

Eve, a time for families to get together, **** dinner, and give each other gifts. Children also look forward to Santa Claus

Claus delivering gifts on Christmas Eve. Easter is a major Christian holiday commemorating the death and resurrection of Jesus. Easter symbolizes the rebirth of hope. For children, searching for Easter eggs Easter Bunny

hidden by the Easter Bunny

Eggs is a traditional Easter activity. Halloween is a time to honor all the saints, and on the eve of All Saints' Day, people often hang papier-maché decorations of witches, black cats, ghosts, or ghouls and bones on the walls around their houses, and grimacing pumpkin lanterns are hung or placed in front of windows and doorways. At night,

adults enjoy masquerade parties, and children dress up and go door-to-door in neighborhoods asking for candy and trick or

treating! and so on. And we can learn about the traditional Chinese festivals of the Dragon Boat Festival and the Lantern Festival. Unit 8 of the eighth grade book is devoted to Thanksgiving in the United

Sates, Thanksgiving in the United States is the fourth Thursday in November every year, in the traditional sense is a celebration of the harvest, the family get-together of the major festivals. Canada also has Thanksgiving, but it is celebrated on the second Monday of October each year. Teachers can introduce where people celebrate Thanksgiving, when they celebrate it, why they celebrate it, how they celebrate it, and the staple food of Thanksgiving, turkey, and other background knowledge. In addition, teachers can make full use of April Fool's Day

Fool's Day, Mardi Gras, Father's Day, Mother's Day, and other important festivals, to present students with colorful background knowledge, so that the students real intuitive experience of foreign cultures, not only to improve the students' interest in learning English, but also to make the students immersed in the situation, learning to use.

3To cultivate students' cultural awareness through reading lessons.

In the process of teaching, junior high school English teachers should introduce students to the cultural background knowledge in the reading materials, so that students can better understand the culture of the country.... The new target?go for it?textbook in the eighth grade book Unit 5

specifically talks about the word culture. One of the famous symbols of American culture is cartoons. This is a reading article in which students can have a good understanding of American cultural knowledge.Walt Disney Walt. Disney,

steamboat Willie Willie steamboat, Mickey Mouse Mickey Mouse, Hollywood Walk of Fame

Hollywood Walk of Fame. The new textbook is infused with more Chinese culture. Reading "Could you

please" is devoted to politeness and language, politeness in language, and Chinese students often don't have the habit of asking people to do things in polite and euphemistic language, which doesn't conform to the basic rules of conversational English. Beauty in

common things incorporates elements of Chinese culture: sky lanterns, paper cutting, clay sculptures and Chinese clay. sad

but

beautiful Reading the article lets us appreciate the beauty of the moon in the second spring, the moon in the second spring, the moon in the second spring, the moon in the second spring, the moon in the second spring, the moon in the second spring, the moon in the second spring. Two Springs Reflecting the Moon? , the classic of China's national music, music melody euphemistic smooth, ups and downs, deep meaning, sometimes like a memory of the beautiful scenery, sometimes like an indictment of the dark society, has a strong artistic infectivity. In order to increase the interest of teaching and stimulate students' interest, teachers can use multimedia-assisted teaching to introduce new lessons, presenting vivid and lively influence materials to students. Then, teachers and students*** read together, so that both teachers and students are involved in reading, asking and answering each other's questions. During the question and answer session, teachers should enhance the sensitivity to the places where there are differences between Chinese and Western cultures, and guide the students to discover and solve the problems, so as to deepen the understanding of the reading materials and cultivate the students' cross-cultural awareness. Teachers can also issue several related articles for students to read after class to consolidate their knowledge.

Culture is national, unique and changing, and cultural differences exist objectively. English-Chinese language and cultural differences are determined by the national and cultural nature of the language. As an English teacher, especially the corresponding cultural knowledge should be synchronized through the language teaching, guide students to deepen the understanding and awareness of the English culture, in learning to use the foreign language on the basis of gradual cultivation of cultural awareness, so as to truly improve the quality of students' English. At the same time, English teachers should also pay attention to digging out the cultural information in the teaching content and introduce students to its cultural background

knowledge. Cultural English teaching can not only meet the needs of students to learn English, but also promote the students' language use ability and communicative ability, and fully play the role of English teaching. Only by focusing on the cultivation of students' cross-cultural awareness in the teaching process can we improve students' cross-cultural communicative competence and promote their passion for learning English. In conclusion, only by focusing on the cultivation of students' cultural awareness in the teaching process can we improve students' intercultural communicative competence and promote their passion for learning English. Strengthening the cultivation of students' cross-cultural awareness enables students to truly master English skillfully and accurately, and improves their comprehensive quality.