Primary English on cross-cultural awareness training

Foreign language and Culture it represents is inseparable, if contrary to the foreign cultural practices, it may offend each other, and even lead to cultural conflict, so we should be placed in English language teaching cross-cultural environment, the cross-cultural communication the teaching of English as an integral and important part to seize the style obstacles, misunderstandings and conflicts focus, targeted to train students in cross-cultural awareness, improve their English communication skills. Only in this way, the teaching of English only without losing their integrity nature, in order to truly apply their knowledge. To this end the author in English teaching for the following number of attempts.

First, the creation of Culture, language and Culture to guide students to feel
1. The use of curricular teaching and learning environment of students cross-cultural awareness
Most of our classroom layout is symmetrical, giving a serious and solemn atmosphere. Before and after each one blackboard, hung around the wall corresponding to the number of famous celebrities, such as "book mountain road ground for the tracks, Boundless Learning suffering do boat "so as to encourage students to hard work, scaling the heights, while the English-speaking countries of the classroom layout is like a show, the pursuit of unique and original, so I learn from their experience, characteristics of the layout of the classroom: some hand- English card exhibition, some physical layout, and some English Shouchao Bao exhibition. layout finished, I let the students visit each classroom each class, which can not only stimulate students interest in learning English and participating in the initiative, but also provide students with more more opportunity to understand English and English-speaking countries and cultural backgrounds.

Placed in desk area, primary school classrooms are basically shown on the left following the "traditional" mode display, showing the country the traditional teacher-centered teaching philosophy, by contrast, the teaching of the English-speaking countries emphasis on student-centered, respect for the students, encourage students to develop their own personality, so, in consultation and other classroom teachers, my desk to take a "U module type" display. After "U module type" adjusted seat, leaving the middle class out of a "stage" free performances and exhibitions for students, teachers and students to shorten the distance, students and student exchanges between the more and more convenient.

(2) the use of extra-curricular environment for cross-cultural awareness training
Curricular and extra-curricular learning is a continuation of learning, as opposed to limited classroom learning, extra-curricular learning is unlimited. Improve the campus Culture, to create a rich English Culture that allows students to understand the English-speaking countries in depicting the culture so I am upstairs on the proposed school teaching post in the illustrated English proverbs and maxims to promote English-speaking countries post column with a simple explanation of the drawing interesting story before class or between classes for English language songs, so that students feel on campus can also be rich English culture, to promote their after-school learning English and I also used the British national traditional festivals, through lectures, English theater performances, stories and other forms of a variety of activities for students to multi-channel contact with English culture, so that students learn and play, play school, only to learn the English language and cultural knowledge, the practice has also increased the opportunity to apply their knowledge to play a good effect.

Second, activation of the teaching materials to guide students to understand the English culture
Do not understand the cultural differences between Chinese and British students misuse, misuse of English, an important reason for Sino-British cultural differences abound in the people's communication and conversation, such as greetings, praise, gratitude, apology, and euphemisms, taboo words as well as the body potential language, etc. To this end, teachers should strive to activate the English teaching materials, for cultural comparison, similarities and differences in time coaching students to understand the phenomenon of cultural cross-cultural awareness of students.

1 with English tradition, active teaching English
English tradition in the teaching of English can not be ignored in the Professor "week", I first tell the students "Monday" and "Sunday", said the Chinese were "Monday" and "Sunday", then I would ask students to consciously use "You know the first day of a week is that day? the last day?" When I heard the students' replies without hesitation "Monday and Sunday", I clearly know that the students did not really grasp the two words in English meaning.

So I told them that the British will be in the traditional "Sunday" this day week to go to church to pray for good luck prayer, as we in the "New Year" and "New Year" New Year's good luck that people would wish the same. After this explanation, the students can easily understand the "Sunday" is the first day of the week, avoiding the Sino-British cultural difference in the confusion and misuse. Links to free download http://www . hi138.com In Chinese, with the "week" with "a" to "Seven" and other figures, can be said that "week" every day, but English is not the same. "weeks" to use every day different words to express, to master the more difficult pupils. difficulties for students, I was with the English tradition, telling them "week" of the origin of the word. "weeks" from Babylon, and later spread to ancient Rome, the Romans belief in God with their own names to name, and then later spread to the British locals but also with their own god's name the name of the transformation of the four of them, thus resulting in today's English "week" of the day, such as just mentioned in the "Sunday" is the "sun god of the day", "Monday" is the "Moon of the Day." appropriate introduction by the English tradition, not only activate the material, but also aroused interest in learning English, to develop their proficiency control and ability to use English.

2 Comparison of language and cultural differences, the activation of English teaching materials
Of language and cultural differences abound, such as the Chinese and the British face of "appreciation", there is very different means of expression: the Chinese will usually be appreciated by others is very modest, and used to say: "winning, winning" or "Where, where" to show courtesy, and the British will be very happy to authentic on a "Thank you verymuch." or "I amglad ​​to hear that.". So, in teaching "Thank youvery much." This sentence, I will introduce as much occasion to use it. the British and the Chinese people in the habit of receiving gifts but also the opposite, the British received a gift is generally not decline, but expressed his thanks and open the gift will be added to personally praise, so in the teaching present (gift) of this word, I will tell the students the sense of cross-cultural differences by comparing the differences in British culture, so that students can learn a lively cultural knowledge.

In teaching, I also for the characteristics of primary school age, focusing on British culture to explain the "color" of a different use, such as Chinese in the "black" and the English in the "black" which does the same, but they exist in the usage there are differences, the Chinese in the "black and blue" in English is "You have got a black eye." represented, "tea" in English is "black tea" instead of "red tea", "green" in the English language can also be used to indicate inexperience, immaturity, "blue" word "Youare blue." sentence, said, "sad, sad" means by cultural comparison, can allow students to gradually reduce the impact caused by the Chinese language language misuse.

Third, the teaching of English background knowledge, students cross-cultural awareness
Background knowledge of English, to improve communication skills play a big role, but also an important part of the teaching of English. Different countries have different cultural backgrounds, different nationalities have different customs. Learn English the country's cultural habits, in order to correctly express ideas in English, according to different occasions, different objects decent communication. For example, in meeting, the Chinese people usually use the "Where?" "You?", "Eat it?" So that the friendly greetings, A language does not care about the substance, while the British view These problems are very strange, it tends to create ambiguity, they usually meet to say hello "Hello", "Hi", "Goodmorning", "How are you?" so that a similar meaning. If we ignore one of the cultural differences, mechanically, it is inevitably a number of misunderstandings.

<<English curriculum standards>> that: "Culture is the learned language of the country's history, geography, customs, traditions and customs, lifestyle, literature and art, behavioral norms, values, etc., contact and understanding of the culture of English-speaking countries, benefit understanding and knowledge of English, good for training the world's consciousness. "characteristics of language and cultural context and content point of view, the relationship between language and culture is very close. Language is an important component of culture, but also cultural carrier, learning a language, we must understand the language of the culture, or will not be able to correctly understand and apply the language of these years of English teaching practice, so I deeply realize that teaching English to students when English and it will carry the cultural importance of close together and only cross-cultural awareness of students so that they Ming Bai Zhongying cultural similarities and differences, in order to really improve the English proficiency of students, to apply their knowledge of the purpose, so that primary school English teaching to a new level. Links to free download http://www.hi138.com