How to infiltrate China's cultural awareness into English teaching?

As a language, Li Xiaohong Foreign Language in Heshe Middle School has rich cultural connotations. In teaching, culture refers to the historical geography, customs, traditional customs, lifestyle, literature and art, code of conduct, intermediate values and so on. Contacting and understanding the culture of English-speaking countries is conducive to the understanding and application of English, to deepening the understanding and understanding of our own culture, and to cultivating world consciousness. The new curriculum standard points out that in teaching, teachers should gradually expand the content and scope of cultural knowledge according to the age characteristics and cognitive ability of students. So as to improve their sensitivity and ability to distinguish the similarities and differences between Chinese and foreign cultures, and then improve their cross-cultural communication ability. Professor Hu Wenzhong once said that language and culture are closely related. Learning a foreign language is not only a process of mastering a language, but also a process of contacting and understanding another culture. English teaching must run through cultural teaching. To cultivate English talents with cross-cultural communicative competence, we need to integrate cultural knowledge teaching and cultural understanding teaching into English teaching. Cultural knowledge teaching helps students to master the cultural knowledge of the target language, and cultural teaching helps students to understand the cultural knowledge of the target language and master cross-cultural communication skills. Different regions, different nationalities and different times have different development, which constitutes the cultural differences of different nationalities. Therefore, we English teachers should prepare lessons carefully according to what we have taught, tap the internal cultural factors, make use of the situation, and strive to cultivate English talents with cross-cultural communication ability. To this end, I try to do the following: First, fully tap and use the connotation of teaching materials, and infiltrate cross-cultural awareness through daily teaching activities. English textbooks are widely selected and rich in content, and many texts involve typical cultural background knowledge of English-speaking countries. Therefore, combined with the text, this paper introduces the history, geography, customs, nationalities, religions, systems, eating habits and other cultural background knowledge of Britain and the United States, so that students can fully understand and understand Britain and the United States. Our students are about to face the world and communicate with people from all over the world. They must know about the major festivals in western culture, such as Christmas, Easter and Thanksgiving. There is still a lot of cultural information worth digging in our textbooks. We integrated information technology with disciplines and made related courseware. It provides the history of Christmas, and English stories and songs about Christmas are rich and interesting in overall content. Students can get in touch with the cultural information of English-speaking countries through their senses and hearts, and experience foreign cultures and their cultural connotations with a relaxed and happy mood. In class activities, students can interact and talk with the lovely Santa Claus. Students can feel the atmosphere of Christmas by reading English stories such as ChristmasEve and enjoying beautiful songs such as Silentnight. After class, let the students make a Christmas card and give it to their good friends. The rich cultural atmosphere of foreign festivals further stimulated students' interest in learning English. Speaking of giving gifts, it is very impolite to offer students a way to receive gifts. Westerners are more exposed and express their feelings directly. It is very impolite to appreciate gifts without opening them in person. China people, on the other hand, are just the opposite, which comes down in one continuous line with the implication in the traditional culture of China. While presenting the Christmas culture, we also let students compare with the traditional festivals in China, so that students can feel the festive atmosphere and improve their interest in learning English. Classroom is the main place for English teaching, and cultivating students' cultural awareness should permeate all aspects of teaching. In the initial stage of junior high school teaching, we strictly follow the second-level requirements of the new curriculum standard to let students know the simplest address forms, greetings and farewell words in English. Respond appropriately to general praise, demands, etc. Know the most important cultural and sports activities in the world; Know the names of the most common drinks and foods in English-speaking countries; Know the capitals and flags of major English-speaking countries; Understand the important symbols of major countries in the world, such as Big Ben in Britain. Usually there will be introductions and greetings in the first English class. Due to the differences between Chinese and foreign cultures in polite address habits, we will briefly explain to the students. People in China care about age, marriage and income when they meet, but people in English-speaking countries are disgusted with this because it involves personal privacy. In view of this, with the deepening of teaching content, we teach students the taboos of English-American conversation in a timely manner. People living in two different environments have different outlook on life, intermediate values, social behavior and moral norms. If you are not familiar with the differences of these cultural intermediate values, pragmatic failures will easily occur in cross-cultural communication. In English, kinship terms are not widely used in social intercourse. On the contrary, in English-speaking countries, calling old people by their first names is not offensive, but normal. In our ancient civilization and etiquette, I'm afraid there will be suspicion of disrespect for the elderly. According to the British custom, relatives are directly related by their first names. For English speakers, this kind of address is relatively simple: generally, Mr., Mrs. and Miss can be added before the surname. In China, when people who are familiar with each other greet each other, they usually use the following address: Where to go? Have you eaten? The greetings of British and American people generally use goodmorningafernoonevining. How are you? Hello. How are you? Hello or it can be used between close people. This kind of greeting has gradually become a habit in Shanghai, one of the reasons is influenced by foreign culture. People in China and English-speaking countries are very polite. When people ask if they want something to eat or drink (Wouldyolikesomething to eat or drink? ), we are usually used to answering politely: don't bother or bother. According to the custom of English-speaking countries, if you want, you don't have to refuse. Say yes, please. If you don't want it, just say no, thank you. This also fully reflects the different styles of China people who are subtle and English-speaking people who are straightforward. Due to the different ways of thinking between Chinese and western nations, there are often some mistakes in the process of communication, which will affect the communication effect. For example, when people in China hear compliments from others, they often reply in a negative tone, while people in Britain and America are happy to accept them. Compliment others, China people are used to saying, the most common answer is: No, but in English-speaking countries, you should say Thankyou. For example, British and American people think differently from us. Therefore, in teaching, it is necessary to train students to understand and accept this way of thinking of foreigners. What happened? I am currently studying ABC, and the help of spoken English in Europe and America has been mentioned to me. Learning English well should be effortless. Insist on having a suitable study space and be proficient in spoken English? Depends on foreign qualifications? A standard accent (building an instrument to find a foreign language in Europe and America) is enough, and oral English should be practiced every day, so learning with 1on 1 family style can have a better learning effect; After completing the lecture, you need to review the music files repeatedly to integrate what you have learned! What if no one really helps? I hope I can go to Want Want or Da 'er to get an internship in external information? Ask more questions and listen more, your oral English will be improved a lot, and the learning effect will certainly achieve your goal? Linguists say that successful foreign language classroom teaching should create more scenes in the classroom, so that students have the opportunity to use the language materials they have learned. Therefore, we set different contexts in the classroom, flexibly choose appropriate training methods, guide students to use cultural factors in meaningful communication situations, encourage students to carry out various listening and speaking trainings, and cultivate students' communicative competence. We usually set the cultural background through role-playing and imitation reaction. Ask the students to act as the foreign tourists who meet for the first time and the tour guide in China. Let students play different roles in cross-cultural communication, guide students to follow the basic etiquette of English communication, ask students to pay attention to using polite expressions in listening and speaking, avoid speaking taboos, and let students feel different communication atmosphere and cultural atmosphere in a pleasant atmosphere. In teaching, we should pay attention to strengthening the comparison of cultural differences between China and the West and consciously and naturally penetrate into English teaching. In addition to introducing students to the specialties of different countries, we also introduce them to some eating habits of different countries. For example, Americans like to eat dessert after meals. In American and other western restaurants, the order of ordering food is generally like this: drink, soup, salad and main course; ; Main course; Enter), dessert, etc. At the same time, I will review the courses I have learned and let students practice their spoken English, hoping that they can keep it. In this way, students can learn more about healthy eating. At this time, we will explain the differences between Chinese and western food cultures to students in time. At present, some fast food is very popular in our country. Let the students compare Chinese and western diets and choose a healthy and reasonable diet. Besides, we also teach students how to use western tableware, so that they won't make jokes in real life. In text teaching, we should not only let students master the main idea of the article, learn language knowledge and improve language skills, but also guide students to dig up cultural information anytime and anywhere, so that students can deepen their understanding of the text and broaden their cultural horizons while acquiring language. Second, collect and spread culture through various information channels. Our teachers and students make full use of such a vast world after class to develop learning resources. English magazines, movies, novels, radio and the Internet are all effective ways for students to get in touch with and understand English culture. Students can make pen friends with foreign friends through the Internet, and gradually get to know and understand foreign cultures in the process of communication, thus strengthening cultural awareness. In addition, we can organize some English activities, such as English corner and English discussion, which can enliven the English learning atmosphere and stimulate students' interest in learning. To this end, we have made the following efforts: 1. Teaching English songs, English short poems and stories inside and outside the classroom. For example, when we were talking about the textbook "New Waves" for the ninth grade, we also talked about the historical background of rock music and the social environment in which jazz was born, so as to make education entertaining and improve students' initiative and enthusiasm in learning cross-cultural knowledge. Our school uses the self-study time every night to let students watch English cartoons or teaching programs to a considerable extent. This kind of program not only helps to deepen students' understanding of learning English, but also greatly improves students' interest in learning. In order to improve students' self-study ability, sometimes teachers will consciously give them several questions, so that they can look up the information and find the answers themselves. Publicity boards and exhibition boards on campus have opened up an English learning garden, introduced some idioms and famous sayings, and used these exhibition boards to publicize English culture regularly. In addition, we attach importance to the creation of classroom English atmosphere, and we embody cultural concepts through classroom layout. For example, at the beginning of this semester, our preparatory classes are arranged with the theme of getting out of the house and understanding the world. Students collect colorful materials from all over the world. Through this activity, students have a preliminary understanding of the general situation of the world, especially English-speaking countries, as well as some geographical and historical conditions, customs and potential cultural concepts of English-speaking countries. In all kinds of colorful teaching activities, our teachers pay attention to strengthening the correct guidance to students. We should understand western culture and absorb its advanced ideas, but we can't give up the excellent traditional culture of our own nation, so that students can enhance their patriotism and love for their hometown while acquiring a language. Our primary task is to use various methods to improve students' cultural sensitivity and cultivate their cultural awareness, so that they can actively and consciously absorb and integrate into the new cultural environment. Third, through extensive reading, feel the cultural atmosphere and infiltrate the culture. Linguistics has said that in the process of reading comprehension, the language factor of readers is very important. Only with the help of cultural knowledge can we understand the meaning between the lines, because the meaning of words is formed in a certain cultural environment. If students don't understand English culture, history, intermediate value, mode of thinking, customs, religion and lifestyle, they can't understand the true meaning of the text. We always encourage and guide students to read some British and American literary works and English magazines after class, and urge them to pay attention to and accumulate knowledge about cultural background and social customs when reading, which is very conducive to cultivating students' awareness of cross-cultural communication. Because in reading comprehension, students can absorb some knowledge about language background and culture, expand their knowledge of English, master the connotation and extension of words, and understand the feelings, attitudes and intermediate values of westerners. These are the keys to cultivate students' cultural awareness and improve their comprehensive language use ability. The purpose of reading is to get correct information. However, in the process of reading, students are often confused about some contents of English due to the lack of cross-cultural awareness, and even misunderstand that chapters are one aspect of cultural phenomena. In terms of cultural connotation of vocabulary, we take some color words as examples, such as: green-back (dollar bill), green-house (greenhouse), green-eyed (jealousy), blackletter (unlucky), blacktea (black tea), redmeat (beef and mutton), redgold (pure gold) and blue-blood. Blue jacket (sailor level), timid (timid), yellow hair (light yellow), yellow belly (shameful coward) and so on. In addition, there are many slang, proverbs and so on, such as: Loveme, lovemydog. Love me, love my dog, haste makes waste. Make haste slowly. All the above contents imply a certain cultural atmosphere. Therefore, we suggest that if students want to improve their reading comprehension, reduce misunderstandings, and appreciate English articles better, they must pay attention to them everywhere at ordinary times, accumulate them attentively, and strive to strengthen the cultivation of cross-cultural awareness. Fourth, strengthen the cultivation of students' cross-cultural awareness in teaching. Through teaching practice, I deeply understand that English teaching should not only focus on cultivating students' language ability, but also on cultivating students' cultural awareness, strengthening the cultural introduction of language, paying attention to language and cultural differences and their influence on language, teaching students to use language properly, and finally achieving the goal of using language correctly for communication. Therefore, we English teachers should strengthen the awareness of cross-cultural communication, integrate the teaching of cultural knowledge into teaching and cultivate students' cultural awareness. In short, only by organically combining language and culture can students' language application ability be improved.