5 Models of classroom practices
Take Unite15 The necklace Senior Book1B as an example; the text can be presented as follows:
Pre-reading activities
As a motivational phase, “students should be introduced to situations of pictorial collage that generates expectations that will be useful in anticipating and predicting the content of the passage that will be read.” (Wilga M.Rivers: 1997:75) [20](p14) In order to arouse the students’ interest, the following questions are an aid to elicit the students’ existing schemata and develop questions themselves associated with the title and picture.
1. Have you ever learned something about the Chinese plays?
Beijing Opera, Huangmei Opera, Kunqu Opera, Henan Opera, Shangxi Opera, etc.
2. Have you ever learned something about the foreign plays?
3. Introducing the author through showing the picture
While-reading
Step1.Read the introductory part first then ask the students to take notes about the characters and their relationship. Ask two students to write them on the blackboard. (try to complete the following as a model)
Mathilde: a young lady, pretty but vain
Pierre: a government worker, not rich but ambitious
Jeanne: a young lady, rich but warm-hearted
Step2.Read this part carefully again and check the information written on the blackboard together.
Step3.Read the scene1 then ask the students to give the title and discuss the questions in groups
What do you imagine might have happened at balls more than a century ago?
Step4.Read the scene2 then ask the students to give the title and discuss the questions in groups
Why Mathilde was so eager to wear a new dress and an expensive necklace? (It can help students to understand Mathilde’s character.
Step5.Read the scene3 then ask the students to give the title and discuss the questions in groups
1) Why does the play go like this? What was the main idea of the story? What kind culture in that society?
Step6.Read the play again then discuss the following in groups
1) Think of the writer’s intention of writing this play. Is there any significance for today?
2) How does the writer express his opinion by his characters? Find it out in your book.
Post-reading (Assignment for homework)
1Write a summary of these two parts in about 200 words.
2 Make an ending for the play.
6 Conclusion
With the deepen of reform and China’s opening up to the outside world, contrasts between China and other courtiers began to catch our attention. Transcultural communication becomes more and more significant. The cross-culture communicative ability must be developed from an early age and improved in the practice of foreign language learning. As an approach, presentation of cultural background in English teaching is imperative. In fact, we have tried for many years in this field, but not enough and with little fruit. Only by applying methods enhancing transcultural communications and conducting research into English teaching methodology can we greatly stimulate the reform and development of English teaching. As a result, the learner will be capable indeed of using the English language.
References
[1] Wu Qingyu. Culture in Second Language Teaching[J]. 泰山医学院学报，2004,5, P90
[2] 于爱平. Culture Background knowledge in English Teaching[D]. 硕士学位论文.辽宁师范大学2004, P1
[3] H.H.Stern. Issues and Options in Language Teaching[M]. 上海外研出版社. 1992 ,P21
[4] 崔红霞. 文化背景知识在中学
英语教学中的重要性[J]. 山东师范大学外国语学院学报2003, 4, P23
[5] 黄华铃. Culture Teaching Through English Teaching: Scope and Approach [D]. 硕士学位论文. 福建师范大学.2003, P3
[6] 邵霞. Towards a Macro-mode of culture teaching in Foreign Language Education [D]. 硕士学位论文.上海师范大学,2003, P15
[7] 同[5], P17
[8] 同[5],P12
[9] 谢钰. 文化教学与文化背景知识的传授[J]. 自贡师范高等专
科学校学报. 2000,15, P31
[10] 祁志孝. 学英语（高中版）[J]. 山西太原出版社. 2006,27, P2
[11] 高一英语（下）[M] 人民
教育出版社 1999, P87
[12] 张涛. Cultural background In English Teaching[J]. 内蒙古师范大学学报. 2003,6, 3, P80
[13] 高二英语（下）[M] 人民教育出版社 1999, P93
[14] 余华荣，刘成. 外语教学与文化背景[J]. 河海大学学报. 1999,6, 2, P21
[15] 董蕾. 中学英语教学中文化导入的探索与实践[J]. 教学与管理. 2003,12,P32
[16] Fan Huping Jiang Hongxia. Culture and English Language Teaching [J]. 甘肃教育学院学报. 1997,2, P23
[17] 温健. 英语语言教学与文化背景知识之我见[J]. 甘肃教育学院学报. 1998年,26,P72
[18] 同[2],P13
[19] 同[1],P91
[20] 林玉莲. 论高中英语中的文化教学[D]. 硕士论文. 福建师范大学. 2003,P14
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