中国中学英语教学中如何融入文化背景教学(1)(5)
2015-12-06 02:12
导读：3.1 Improving English reading English reading ability is one kind of comprehensive ability. There are so many English article literature styles including the certain background knowledge. Some reading
3.1 Improving English reading
English reading ability is one kind of comprehensive ability. There are so many English article literature styles including the certain background knowledge. Some reading, although has not bumped into a new word in the reading process, and does not have the grammar barrier, but it is difficult for the students to know the meaning of the whole reading passage, especially when the students lack of the certain knowledge of the cultural context. [9](p31)
For example, there are such several speeches in a reading material：“Why don't you go to church?” asked the minister. The nonchurch goer said, “Well, I'll tell you. The first time I went to church they threw water in my face, and the second time they tied me to a woman I've had to keep ever since.” “Yes,” said the minister, “and the next time you go they'll throw dirt on you.”[10](p2) For understanding of this reading material, the student must know: 1) “The first time I went to church they threw water in my face” means when parents hug the newborn baby to the church for baptism, pastor threw water in the child’s face; 2) “the second time they tied me to a woman I've had to keep ever since.” means they held the wedding ceremony in the church. This article refers to the situation when a westerner dies, pastor finally prays and pulls up the earth to the coffin to carry on burying again. If the reader is not familiar with the religion cultural knowledge in the British and American country, he or she can cause the understanding of being blocked, let alone appreciates humor.
Another example is the dialogue- -lesson Britain and Ireland in Senior Student Book I Unit 22(SEFC):
“Zhoulan: ---Are you English?
David: ---No, I'm not.
Zhoulan: ---But you speak English.
David: ---That's correct.
Zhoulan: ---Where are you from then? Canada?
David: ---No, I'm from Britain.
Zhoulan: ---But I thought you said you weren't English.
David: ---Right, I'm British, but I'm not English.
Zhoulan: ---What are you then?
（转载自http://www.ＮＳＥＡＣ.com中国科教评价网） David: ---I’m Scottish, I'm from Scotland.
Zhoulan: ---Where's that?
David: ---It's to the north of England; It's part of Britain.
Zhoulan: ---Have you got a map to show me? I'm puzzled.” [11](p87)
Why does Zhoulan feel puzzled about this dialogue? Because Zhoulan does not understand the background knowledge of the Britain and England. Although England and Britain are same to England, strictly speaking, English refers to People of England. England is only a part of Britain. England is bounteous, the populations larger, but it cannot represent Scotland, Wales and Ireland after all. As these local people, they are usually not willing to be regarded as Scottish/Welsh/Irish rather than as English. As British (English), they are may accept as British. That is why David said: “I'm British, but I'm not English.”
In this dialogue, if the students grasp this background knowledge, it is easy for them to understand this dialogue. Therefore, carrying on the background knowledge in this dialogue to the students appears the extremely importance.
