TheInputofCultureinJuniorEnglishClassrooms淺談初級英語課堂中文化背景教學姓名專業(yè)英語語言文學準考證號碼指導(dǎo)教師

AcknowledgementsDuringthewritingprocessofthispaper,Ihavereceivedplentyofwarmandusefulopinionsfrommysupervisor.MydeepestgratitudegoesfirsttoTeacherZhangJianmin,mychiefsupervisor,whoinstructsmeandcarefullyeditedmydraftsandgivesmeinvaluableopinions.Itishisinspirationandguidancethatmadethispaperpossible.Iamalsogratefultootherprofessorswhohavetaughtmeatuniversity.Withoutyourhelpandteaching,IcannotachieveacertainlevelofwritingandusingEnglish.Then,Idoalsogratefultomyparentsandfriends.Thankyouforyourencouragementandprovidingadviceaswellasmaterials.

TheInputofCultureinJuniorEnglishClassroomsAbstractImplementationofqualityeducationintheteachingofEnglishtoenablestudentstoacquirelanguageskillsinthemeantime,toimprovelanguageabilityinachievingcross-culturalcommunication,isateacherareshoulderingheavyresponsibilities.ThequalityofeducationinEnglishfromthecross-culturalcommunicationrequirements,culturalandlinguistictieswith,anddiscussedculturalbackgroundknowledgeoftheroleofEnglishlanguageteachinginsecondaryschools,andculturalqualitiesofthecontentofeducation.Thispaper,basedonrecentresearchfindings,discussesthecloserelationshipbetweenculturalbackgroundknowledgeandEnglishteaching,analysesthepossiblereasonsforstudents’deficiencyofculturebackgroundknowledge.EspeciallyproposesseveralpracticalapproachesofEnglishteachingtohelpEnglishteachersdevelopstudents’culturebackgroundknowledgesoastofosterstudents'culturalcompetenceandthenimprovetheresultsofEnglishteaching.Keywords:culturalbackgroundknowledge;Englishteaching;culturalteaching;

論文摘要在英語教學中，落實素質(zhì)教育，讓學生在掌握語言技能的同時，提高語用能力，實現(xiàn)跨文化交際，是每位教師肩負的重任。本文從文化素質(zhì)教育對英語跨文化交際的要求、文化與語言的關(guān)系入手，討論了文化背景知識在中學英語教學中的作用，也是文化素質(zhì)教育的內(nèi)容。本文根據(jù)最新的研究結(jié)果，討論文化背景知識和英語教學的緊密聯(lián)系，分析學生文化背景知識不足的可能性。提出一些切實可行的辦法，特別是英語教學，幫助英語教師培養(yǎng)學生的文化背景知識，培養(yǎng)學生的能力和文化，提高英語教學效果。關(guān)鍵詞：文化背景知識；英語教學；文化教學

ContentsChapter1Introduction··········································1Chapter2Thedefinitionofculture································1Chapter3Thegreatimportanceofdevelopingstudents’culture········23.1Internationalizingdevelopmentrequeststoovercomeculturaldifference······················································23.2Learningthegoodlanguagehastounderstandtheculture··························································33.3Thekeytoachievelanguageteachingiscultureteaching·························································3Chapter4TheapplicationsofcultureinEnglishteaching·············44.1TheapplicationofcultureinEnglishcommunication·········44.2TheapplicationofcultureinEnglishlistening···············54.3TheapplicationofcultureinEnglishreadingcomprehension···6Chapter5Practicalapproachesofcultureteaching···················75.1Valuethedevelopmentofinterestinthestudy················75.2Classroomexchangesorspecialsubjectintroduction···········85.3Teachersshouldguidestudentsontheproperuseofdictionary··95.4Readingmoreliteratures··································9Chapter6Conclusion·············································10

1.Introduction“──Howoldareyou?──I'mtwenty.”Thisshortdialogue,hasnofaultonthegrammar,butmakesBritishandAmericanculturestohategreatly.IntheUnitedStatesandEnglish-speakingcountriesnormallydonotlikeothersaskedhim(her)age.JustasthefamousAmericananthropologistsSapirpointedoutthatlanguagecannotbedivorcedfromculturetoexist.1Languageisthecarrierofculture,thinkingthematerialform.Ittakesculturalinformation,andtherefractionofthementalityofanation.Languageisconstrainedbyculture,becauseculturedeeplyrootedinthelanguage.Peopleuselanguagetobesubjecttorestrictionsontheirnationalcultureandinfluence.InthejuniorEnglishteaching,theobjectistargetedtothecommunityjustapreliminaryunderstandingofminors,totheirmothertonguecultureknewmoreanddeeply,andtotheBritishandAmericancultureofhistoryorigin,humanitiesbackgroundetc.,isonlysawtree,disappearforest.Therefore,intheEnglishlanguageunderstandingandexchanges,naturallyreflectthecharacteristicsofthemothertongue,isnotsurprising.Forthisreason,EnglishandculturalknowledgeisnolongerajuniorEnglishteachingdispensablepart.Onthecontrary,ittaughtnotonlyhowtocorrectlyguidestudentsinEnglishgenerousandtactfulcommunication,butwillalsoplayanimportantroleinpromotingtheteachingofEnglish.2.ThedefinitionofcultureTheculturereferstotheculturalbackgroundknowledge(CBK)inEnglishteaching.Thebackgroundknowledgeisthefigurescenes,themesoftheculturalbackground,customsandhabits,lifestyle,conceptofvalueetc.soastohelpstudentstoprovidingjudgment,reasoninglogically,guessetc.cognitiondiagramtypebasis.J．Piagetrecognizesthatthestartingpointofcognitionisdiagramtype.Itmeansactionstructureororganization,whichmovesinthesameorsimilarenvironmentasaresultoftherelocationorduplicationcausedsummarized.Itisapeopleconstantlyaccumulatedknowledgeandexperiencestructures.Theschemataofman'scognitionisnotstatic,ithasoccurredanddevelopmentprocess.IntheprocessofEnglishlearning,studentsshouldactivatetheschemataknowledge,andthatisalreadystoredknowledgestructureforthenewinformationmoreeasilyunderstoodandabsorbed.Andintegrationintotheexistingschemata,produceanewone,andithasarichcontent,thuscorrectlyunderstandandlistentothecontentsofmemory.Itisthusclearthattherelatedbackgroundknowledgecaninfluencetocomprehendmediumofpredictandpredict.IfthestudentlacksunderstandingtoEnglishtheculturalbackgroundofthenation,meetinggivelistentocomprehensionresultinobstacle.However,acquaintwithconcerningtheculturalknowledge,andthencontributetocomprehensionandfacialexpressiontoreachanidea.Studenttothedegreewhichtalksintentioncomprehension,sincebedecidedbytheirlanguagehorizontalandhighandlow,bedecidedbymoretosocialunderstandingofknowledgeoftheculturalbackgroundinvolved.Thereareahandfulofstudentsintheprocessoflisteningto,___________________________________________________1.Sapir,AnIntroductiontotheStudyofSpeech,1921thougheachsinglephrasesalllistenedtoclear,butlinkedupincomprehensible,thisismainlybecauseofdoingnotunderstandtothebackgroundknowledge.Therefore,theteacherwantstoletthestudentunderstandEnglishnationalsocialcustomsandhabitspossiblyandmuch,extendingknowledgenoodles,wantingtonoticeaChineseandforeignculturaldifferencespecially.3.Thegreatimportanceofdevelopingstudents’cultureInEnglishteaching,teachershouldintroducesomemorerelatedculturalbackgroundknowledgeisveryimportant.AndtheWesthaveacertainunderstandingofculturalbackgroundknowledge,studentscangraspthelanguagefasterandmoreaccuratelythenatureandideologicalcontent,italsocanbemoreaccuratelearninganduseofEnglish,thusgreatlyimprovingtheteaching,learningefficiency.3.1InternationalizingdevelopmentrequeststoovercomeculturaldifferenceMrt.LinDajinpointedoutinhisbookofcross-culturalcommunicationresearch:Theactualsituationseenfromoccurrenceanddevelopmentofculture,distributedfromthemankindsees,culturecanbedefinedasanationfromanothernationalintegratedfeatures!Culturaldifferencesarecross-culturalcommunicationbarriers.Thereformopens,modernizingprogresstoacceleratespiritandmaterialproducttocirculate,bringingintoeachracetoacommonin“globalvillage”,thecross-culturalcommunicationaseachanintegralpartofnationallife.Americanpeopledonotunderstandtheculturalpractices,theuseofChineseandforeignerstreatpeoplewayexchangeswillcreatealotofjokes,andevenhurteachother'sfeelings,self-esteemandmisunderstanding.Beshowedfromthis,overcometheculturaldifferencescausedbycommunicationbarriershavebecomecommonproblemsfacedbytheentireworld.Comparethesimilaritiesanddifferencesbetweenforeignandnationalculture.Fromthename,insistedlanguage,farewell,aguest,modest,apologiesandpraise,expressedconcernandconversationthemesandvalues,suchasrespectforcomparisonpurposes.Sometimesthestudentwouldcausemisunderstandingduetodifferentculturalbackgrounds,eveniftheaccuracyofthelanguage.Forexample:Studentsseeforeigners,outofcourtesy,wantedtosay“hello”,andthensaid:“Hi!Mrs.Green,whereareyougoing?”TheChinesepeopleseemtobenormal,intheUnitedKingdomandtheUnitedStateswhoappearstobediscourteous.Eventheywouldconsidertobeintendedtointerfereintheprivateaffairsofothers.Moreover,lookattheconcernfollowingdialogue:A:Hello,youlooktiredtoday.B:Yes,Iwenttobedtoolatelastnight…A:You’dbettergotobedearliertonight,ifyoucan.ThisisrelativelycommoninChinaexpressedconcernabouttheproposal,butaccordingtotheEnglishhabitof“A”needstosay,“Idohopeyou’llbefeelingbettersoonor“Takegoodcareofyourself”,expressedconcernaboutsuchasuperficialargument.Instead,theself-esteemwillhurtothers,unlessbothparentsandchildren.2_____________________________________________2.潘昌森譯，1987Insomeculturalbackgroundknowledgetothestudents,whilefocusingonthedifferencesbetweenChineseandWesternculturesandthedifferencesbetweenBritishandAmericanculture.Forexample:Inresponsetothepraiseofothers,theChinesepeoplearefartoomodest.Forexample:Whenpeoplesaying:“Youareverygoodinaforeignlanguage”.Chinesepeopleoftenreplied,“Where,whereisnotgood.”or“Whennotfarshort!”ButBritishpeoplewillsay“Thankyou.”or“Thankyouforsayingso.”AccordingtotheChinesetoreply,theothersidewillsaywhathehasjustsaidthatyoufeelishypocriticalflattery.IfthetalksbetweenChinaandBritainandtheUnitedStatesusedtoanswerpeoplewillfeelhumble.InChineseculture,themodestyisavirtue;InBritishculture,whichseemedtobeinferiorandincompetentperformance.Therewasalsotheword“dear”intheUnitedStates,menandwomen,higheramonglowerlevelcouldbeused,butcommon.ButinChina,“Dear”willnotlightlyusetheword,whichisthedifferencebetweenChineseandWesterncultures.3.2LearningthegoodlanguagehastounderstandcultureUnderstandingofculturalknowledgeisthekeytolearninglanguage,“Doesnotknowculturalmodeandstandardcannotreallylearnthelanguage,doesnothavetheculturalbackgroundcannotteachgoodlanguage.”(SongFei,1998).Languageisthecarrierofculture,andcultureisanimportantcomponent.Howeverthelanguagebesubjectedtothedeepinfluenceofculture,andthenreflectedthespecialplaceofacertainculture.3Withoutaspecificculturalbackgroundlanguageisnon-existent,ifdoesnotunderstandtargetculture,wewouldfinditdifficulttounderstandthemeaningofcertainwordsproject.Forexample,inourcountrycurrentjuniorschoolEnglishteachingmaterial,requestastudenttocontrolthemethodofusingofweek.Therehavesuchasubject:Whichisthefirstdayoftheweek?Itis____________.A.TuesdayB.MondayC.SundayD.Friday.Ifnotexplainedinteaching,moststudentswillchoosetheanswerB,becauseaccordingtoourcustom,Mondayisthefirstdayofeveryweek,butintheEnglish-speakingcountries,whileSunday,JesusEasterDayasthefirstdayoftheweek,theanswerisC.TherearesomeEnglishwords“Thanksgiving”,“Sandwich”areinaspecificsocialandhistoricalcircumstances,itisnotenoughmerelytoknowthemeaningofthesurface.Moreover,thissentence“Youare,indeed,aluckydog”,ifyoutranslateliterallythatmeans“youarealuckydog”.ThisisonesentencetobeunderstoodintheChineselanguage.InChineseeyes,“dog”istheexpression,suchaswhenpeopleusedtorefergenerallytodisliketheirownpeople.InEnglish,itcanmean“Youarealuckyman”.InWesternsociety,“Dog”isafamilymember,harmoniouscoexistencebetweenpeopleanddogs.“Dog”herereferstopeopleinsteadofservingthemeaning,butalsoaveryintimateexpression.3.3ThekeytoachievelanguageteachingisculturalteachingTraininganddevelopmentofinterpersonalskillsisthemainobjectiveoflanguageteachingandculturalknowledgeofteaching,cross-culturalcommunicationcanincreasethecapacityoflanguageteachingistoachievetheimportantgoalsofthe________________________________________3.楊平，1994teachingcontent.Forexample,inAmericansocietypraise,complimentslanguageiscommonlyusedastheintroductoryconversation.Flattermainlyapersonalappearance,lately-boughtthing,personalproperty,individualsinacertainarea,suchastheexcellentwork.Usuallyonlypraiseotherspraisedhereffortsappearance(dress)results,andnotherbornoutsiders.Americansgenerallyavoidflatterthelatter.Thereforeflattermanyothershairstyle,flatterothersprettylittlehair.ThisChinesepeoplelivinghabitshavesignificantdifferences,acountryoranation,becauseofthehistoricaldevelopmentofdifferentsources,adifferentculturalenvironment,differentlivinghabitsanddifferentlanguagesbehaviorexpression,andasalanguageofthelearners,notideologicallyphysicallyenteringtheirsociallinguisticenvironment,feelingsisdifficulttoachievethegoaloflanguagelearning,languageteachingobjectiveswillbeaccomplished.Thedevelopmentofinterpersonalskillsisthemaingoaloflanguageteaching.Communicationisthebasisoflanguageability,butdoesnotpossessthelanguageskillsmeanthatwiththecommunicativecompetence.Moreandmorepeoplehavereachedaconsensusthatcommunicativecompetenceshouldincludethefollowingfiveareas:thefourskills(listening,speaking,readingandwriting)andcommunity(ie,theabilityforpeopleofdifferentculturesandappropriatecommunicationcapability)(WangYong,1998).Wemustunderstandtheirlanguageskillsandtheabilitytouselanguageinsociallifearecomplementaryandunderstandtheculturalbackgroundknowledgeisanimportantcomponentofinterpersonalskills,languageteachingistoachievethegoalofteachingcontent.4.TheapplicationsofcultureinEnglishteachingLearnlanguageistouse,andthatoneoftheproblemsisthelackofEnglishlanguagelearningenvironment.Therefore,intheprocessofteaching,teachersshoulddoeverythingpossibletocreateaconduciveenvironmentforstudentstomobilizetheenthusiasmofstudents,lettheminarelaxedandhappyatmospheretostudyandmasterthebasicknowledgeoflanguageandculturalbackgroundknowledge,therebyincreasingtheinitialuseoftheabilitytocommunicateinEnglish,andcanenhancememory.4.1TheapplicationofcultureinEnglishcommunicationEdwardTylorpointedout:Cultureisthatcomplexwholethatincludesknowledge，belief，andmora1，1aw，customandanyothercapabilitiesandhabitsacquiredbymanasamemberofsociety.Culturaldifferences,haveledpeopletothesamethingsordifferentunderstandingoftheconcept,andsometimesmisleading.4Therefore,forforeignlanguagelearners,theuseofthecorrectwaysofthinking,totakechangingthinking,languageandculturalenvironmenttotheotherside,withthenecessarymeanstobridgetheculturalgap,andfurtherenhancethelevelofforeignlanguagespokenundoubtedlyofgreatsignificance.Thefollowingexampleillustratestheculturalbackgroundknowledgeintheimportanceofcommunicationwithforeigners.OnceastudentaccompaniedanAmericantotheGreatWallofChina,___________________________________________________4.EdwardTylor,PrimitiveSociety,1871theGreatWall,theforeignersuddenlyaskedthestudentssaid:Excuseme,mayIgosomeway(Whereisthetoilets?).ChinesestudentsisgoodatEnglish,thehearingwasverywandimmediatelylistentoaforeignertounderstand,thought,theGreatWallhascomehere,wherenotto!Sohesaid:Yes,youcangoanyway(pleaserandomly).Thissentencealmostscaredbytheforeigner.Infact,inthisparticularlanguageenvironment,foreigner“someway”referstothetoilet,andEnglish“skilful”Chinesestudentsdidforeignereverywherefecesandurine.ThisisatypicalChinesewayofthinkingtounderstandtheuseofEnglish,resultinginacommunicationbarrier.Englishlanguageteachinginsecondaryschools,wemuststrivetoavoidsimilar“Chinglish”.4.2TheapplicationofcultureinEnglishlisteningEnglishteachinginthelistening,weoftenfindthatthecase,somematerialsarenothearingverycomplexvocabularyisnotlarge,thestructureoflanguageisquitesimple,butstudentsstillcannotunderstand.Evenlower,theletterwasintendednotonlyfromaprofoundunderstandingofthetruemeaningoflevels.Thisexampleofthedialogueweare:Example1.A:Whereareyoufrom?B:I’llaskher.(Alaska)A:Whydoyouaskher?Example2.A:Whereareyoufrom?B:Howareyou.(Hawaii)Bothtwoshortdialogues,theanswerBtoAisirrelevant.ButifAknowtheknowledgeoftheUnitedStates,andevenknowtheUnitedStateshastwostatesAlaskaandHawaiifromthemainland,itwillnotescapeintotheHawaiito“I’llaskher”,listentoHawaiias“Howareyou”joke.Example3Alittlegirlatherfirstchurchweddingsuddenlywhisperedloudlytohermother:-------“Mummy,hastheladychangedhermind?”-------“Why,dear,whateverdoyoumean?”hermotherasked.-------“Well,Mummy,shewentuptheaislewithonemanandcamebackwithanother!”Thelastsentence“shewentuptheaislewithonemanandcamebackwithanother!”isthekeytounderstanding,whichincludesacommonculturalknowledgeofweddingcustoms,thefatherofthebridetotheweddingwiththealtarsandthentothegroom.ButtheweddinginChinaisnotso.IftheaudienceistheChinesewayofthinkingintheWesttounderstandtheweddingcustoms,misunderstandingwillnotenjoythehumor.Whythishappens,themostimportantreasonisthatstudentswholackthecommonculturalbackground.China,theU.S.andotherWesterncountrieshavedifferentculturaltraditionsandcustoms,Chinesestudentsbecauseoftheimpactfromthemothertongueandnationalcultureintheprocessofhearingunderstand,oftenusingChinesestylethinkingtoanalyzeandunderstandEnglishsentence.Asaresult,EnglishChineseculturaldifferencesduetothelackofsensitivity,cannotquicklyandaccuratelyunderstandtheinformationembodiedintheEnglishlanguageandtheactualmeaningofthewordsweretrueintentions.IfstudentsdonotunderstandtheWesternsocialsystem,customs,folkcustoms,mindsetsandvaluessuchasculturalbackground,itisunderstoodthattheestablishmentofalisteninginEnglishsteeplechase.CulturalbackgroundsandwaysofthinkinginunderstandingtheprocessoflisteningcomprehensionobstaclelikealioninthepathoftheEnglishlearningprocess,toenhanceunderstandingofthelisteningabilityofstudentstobecome“heroicfight”tocatchalioninthepathfar,ridoftheseobstacles.4.3TheapplicationofcultureinEnglishreadingcomprehensionInreadingprocess,onlyhaveacertainvocabularyandwordskillsguessisnotenough,studentsknowledgeandWesternculturalbackgroundisalsoanimportantfactorintheeffectivenessofreading.Languageandcultureareinseparable,languageisthecarrierofcultureandcrystallization,itwillmarkthenationalpolitical,historical,cultural,customsmoulage,andmakedifferentnationalitieshaveextensiveandprofoundculturaldifferences.China,theWesthasbroughtculturaldifferencesaremanyobstaclestolearningEnglish,studentsarenowprominentsurfacereading.Readingmaterialdrawnwidevarietyofformsandinvolvewideareas,andtodoathoroughunderstandingontheneedtohavesufficientknowledgeofEnglishconditionsandthereforethenecessarybackgroundknowledgeandculturalunderstandingtoreadagreatsupportingrole.IfneglectofEnglishculture,thelackofbackgroundknowledgewillbeunabletounderstandorfullymisunderstoodsomestoriesandidiom,creatingacultureshock,blockingstudentstoreadandunderstandreadingcapabilities.TheremustbetheEnglishlanguagefoundationtoreadEnglisharticle,butthelevelofreadingcomprehensionisnotdecidedbytheleveloflanguage.Culturalbackgroundknowledgeisequallyimportant.Readingcanbeaperson’sknowledgeoflanguage,cultureandotherrelevantbackgroundknowledgeoftheroleofcommonknowledgeintheprocess,thereaderisundertheinstructionmaterials,culturalbackgroundknowledgeandlogicalinferencesandconstantlyintheprocessofcorrecting.Ingeneral,therearenostudentsontheChineseculturalbackgroundknowledgeofthedifficulty,eveninthe“Business”and“sack”,“quit”and“wealthy”Thesenewvocabularysotheycanfullyunderstandthemeaning.However,inreadingEnglisharticle,studentsoftenhaddifficulttounderstandtheculturaldifferences.Manystudentslackofbackgroundknowledge,withseriouseffectsonthecorrectunderstandingofthearticle,andsometimesevendistortedintentwillnaturallybeunabletomaketherightreadingcomprehension,reasoning,judgmentandprojections.Giventhissituation,involvingteachersintheteachingofEnglishshouldbethefirstcountrytointroducestudentstothecultureoftheirculturalbackgroundknowledge,andthatitsculturalsignificance.

Forexample:Thephrase“floor”,theteachershouldtellstudents,inadditiontoa“floor”(地板),andalsocouldunderstand“floor”(樓層),“Thebuildinghassevenfloors”.However,theUnitedKingdomandtheUnitedStatesdonotexpressthesame,buttheUnitedStatesviewthesameasChina.Britaincalledthefirstfloorasthesecondfloor,onthefirstflooriscalledthe“groundfloor”.Moreover,incountriessuchastheUnitedStates,peopledonotlikethenumber13(forreligiousreasons),itisnotconsideredinauspicious.Therefore,insomehigh-risebuildingsandhotelsin13floors,thereisnoroomonthe13th,andafter12floorsis14floors.I5.PracticalapproachesofculturalteachingAlanguageisthecarrierofitsculture.SeparatedlanguagefromitsCBKwon’texist．It’snecessarythatstudentsmastermoreEnglishCBKinorderthattheycouldlearnEnglishwel1.Consequently,Englishteachersshouldrecognizeandtakethecultureteachingseriouslyinmindsandtakeessentialmeasurementstoincreasestudents’CBKinEnglishteaching.5.1ValuethedevelopmentofinterestinthestudyAmericansociologistsG.R.TuckerandW.E.Lambertfornotonlythelanguageoftheculturalphenomenahavemadetheirownviews:“Webelievethatanysuchattemptswillenablestudentsloseinterest,sothattheynotonlydonotwanttolearntheirlanguagesymbols,butalsodonotwanttounderstandtheuseofthesystemofnationalsymbols.Onthecontrary,tohelpstudentsinlanguagelearning,toenhanceculturalsensitivity,theycanusetheirinnermostwonderedothernationalinterestandmotivation:toprovideafoundationforlearningthenationallanguage.”(ZhouRusong,2000).AsadvocatedbytheUnitedStateseducatorsSpenser“Happyeducation”,educationtoencouragestudentstolearn,withahappyfeelingtolearnknowledge,learntobecomeahappything.Itwasalsosaid:“IntheteachingofEnglish,thesentimentistoachieveoneoftheimportantmeansofteachingEnglish.”Relaxedclassroomatmosphere,andemotionalharmony,wecaninspirestudentstoEnglishgreatlyinterested,andactivelyinvolvedinteachingactivities,studentswillreceiveemotionalsatisfaction,therebybetteraccomplishlearningobjectives.First,therefore,timelytointroduceanAmericanculturalknowledge,particularlyincross-culturalcommunicationrequiresattentionknowledgeexactlyisthemobilizationofthegoodatmospheretool.Andstudentsshouldbeawareofculturalknowledgeintheimportanceoflanguagelearninginlanguagelearning,itisnecessarytopaymoreattentionculturalbackgroundknowledge,andcontinuouslyexpandtheirknowledgeandapplicationoflanguagetolaythefoundationfortrulyfluent.Intheprocessofteaching,teacherwillfindthatstudentshaveagreatinterestofthelesson《Whatwouldyoulike?》.Sowestudythecomplexnewwordonthebasisofthreemealsaday,andtheirclassification.Breakfast:bread,cheese,butter,milk,juice,etc.;lunch:hamburger,sandwich,pizza,fries,coffeeoftea;supperordinner:pie,fried,chicken,fish,salad,soup,etc..AndtoldthestudentsinEnglish-speakingcountries,andsometimestheirveryinformallunch,dinnerandtheyareverysimple,itwasaquestionofpersonalhabits.Theyalsohaveateabreak,hecalledaspecialmealperiods(teabreak),ingeneral,afixedtime,usuallywhiledrinkingteaandcoffeebeingeatsomebiscuitsorsnacks.BritainalsotoldthestudentsintoChina'sfastfoodisconvenientandfast,butitshigh-fat,high-caloriefoodfeaturesnotoften,orjustbecauseofthenutrient-richmixreasonableandsuitedtooureatinghabits.NowtheChinesefastfoodisalsoverypopularinforeigncountries.Forexample,wecouldbalanceChinaandtheWesternweddingceremony,theSpringFestivalandChristmas,theChineselanguageandthenameoftheWesttitlephrase,theculturalphenomenonencounteredstresseslivestressesvivid,increasinglanguagelearningpractical,andinteresting,butalsomasteredthewesternculturalbackgroundknowledge,whichwillhelpimprovelearningEnglishandlearningEnglishinterestincreased.5.2ClassroomexchangesorspecialsubjectintroductionTeacherscanallowstudentstocollectsomeforeignculturalinformation,suchasbooks,magazines,pictures,thepeopleofdifferentcountriestostudythecostumes,decorations,hairstyling,makethemintheprocesstounderstanddifferentcul