第1192期+冉永平：英语学习与使用中的语用文化

六、语言学习与文化差异1．请阅读下面一篇短文，并按照要求用英语写一篇150 词左右的文章。

Dear Uncle，I am a senior three student who is facing great difficulty in English learning.My problem mostly lies on the learning and memorizing of English words.You know，in order to achieve a good score in the College Entrance English Examination，we are supposed to have a vocabulary of around 3，500 English words.However，it seems impossible for me to remember all of them，even half of them.Every week，we have to learn around 10 new words and review 20 words from our textbook.To help us，my teacher Miss Li usually first explains the meaning and usages of them in class.Then，I will spend a lot of time trying to memorize my notes taken in class.What troubles me is that I am always slower than most of my classmates who seem never to fail the next day's dictation given by the teacher to test our vocabulary mastery.Instead，I have been a frequent visitor to her re－dictation room.Watching her worried and tired face，I always think to myself，“Why am I so stupid as to trouble both her and me so much？” Or rather，there is something wrong with my strategies and the way my teacher helps me?I know you are good at English learning.Hope you can rescue me.Best regards!Xiaofang【写作内容】1．用约30个单词写出上文概要，写在下面回信的第一段空格处；2．用约120个单词发表你的看法，你应当：(1)结合对小芳同学词汇学习方法的分析，谈谈你认为较为有效的词汇学习策略；(2)结合对小芳老师教授词汇方法的分析，谈谈你认为老师在课堂内外该怎样进行词汇教学。

Unit 8 My Country and English-speaking CountriesII. Teaching materials analyzing 教材分析1．教材分析本单元的主要内容是谈论中国以及一些以英语为母语的国家的概况。

旨在通过听力、对话练习、讨论、游戏等活动形式帮助学生了解几个以英语为第一语言的国家的地理位置、国旗、标志性建筑物、特有的动物、自然景观等主要情况；同时，复习本册书所学到的特殊疑问句，这也是本单元的语法重点；本单元的写作任务是能用简短的语言介绍本国或某个以英语为母语的国家的概况。

Lesson 57 学习句型Where are they from? 并了解中国首都北京的概况。

Lesson 58 了解世界地图，并学习几个以英语为第一语言的重要国家的地理情况，介绍展示世界各国不同地域、不同特色的文化。

Lesson 59用目标语言描述中国, 并描述中国和西方国家的位置关系；了解中国的标志性建筑。

Lesson 60 了解加拿大的概况，包括它的国旗、首都、著名景观等。

Lesson 61了解美国的概况，包括它的国旗、地理方位、首都、著名景观等。

Lesson 62了解英国的概况，包括它的国旗、地理方位、首都、著名景观等。

Lesson 63了解加拿大的概况，包括它的国旗、地理方位、首都、著名景观以及它的代表动物等。

Lesson 64 通过练习以及课堂活动综合复习和巩固本单元的各个知识点，使学生能灵活运用。

通过地图充分展示学生们丰富的地理知识。

2．课堂设计与课时分配Period 1 SpeakingPeriod 2 Speaking and singingPeriod 3 Speaking and listeningPeriod 4 Speaking and readingPeriod 5 Speaking and listeningPeriod 6 Speaking and listeningPeriod 7 Speaking and listeningPeriod 8 Speaking and gameIII. T eaching plans for each period 分课时教案Period 1 SpeakingT arget language目标语言1. Words and phrases 生词和短语north, south, east, west, country, English, Australia, our, map, point, United States(U.S.), United Kingdom(U.K.), far from2. Key sentences 重点句子Where are they from? They are from …North points up on a map.Ability goals 能力目标Enable students to talk about directions on a map and name some English-speaking countries. Learning ability goals学能目标Help students talk about directions on a map.T eaching important and difficult points 教学重难点Learn to name some English-speaking countries and talk about directions on a map.T eaching methods 教学方法Speaking and game.T eaching aids 教具准备Pictures, a map and tape recorder.T eaching procedures & ways 教学过程与方式Step I Lead-inShow two pictures of Liu Xiang and Y ao Ming.T: Who is this? (Point at one of the pictures.)Ss: This is Liu Xiang.T: And who is this?Ss: This is Yao Ming.T: Good. We all know they are from Shanghai, China. (Write the sentence on the Bb. Explain “be from” to the class and tell them how to change the sentence into a special question: They are from Shanghai, China. →Where are they from? Tell Ss that “come from” has the same meaning as “be from”. So we can say them in another way: They come from Shanghai, China. → Where do they come from? )Step II PresentationT: Let’s go on with our pictures. (Show the two pictures of Liu Xiang and Y ao Ming again.) Where are they from?Ss: They are from Shanghai / China.T: OK. Look at this picture. Who is this?Ss: This is Jenny.T: Is Jenny from Australia? (Write it on the Bb and explain it to the class.)Ss: No, she isn’t.T: Where is she from?Ss: She is from Canada.T: Who is this? (Show some photos of other famous persons to Ss. They’d better come from different countries: the U.S., the U.K. and Australia. )Ss: This is David Beckham.T: Where is he from?Ss: He is from… (If Ss can’t speak the country in English, Chinese is OK. Write the UnitedKingdom / U.K. on the Bb. Tell Ss the U.K. is short for the United Kingdom. Help Ss repeat ita few times.)The same way with the U.S..Then Ss make conversations using the pictures above in pairs:S1: Where is …from?S2: He / She is from …S1: Are you from …?S2: Yes, I am. / No, I’m not. I’m from … Where are you from? / What about you?S1: I am from…T: The people in Canada, the U.S., the U.K. and Australia speak English, so we call them English-speaking countries. (Explain it to the class. That means the people living in these countries speak English. Then have Ss repeat it and show the countries to the Ss on the map.)Y ou can see that they are far from our country.Step III DiscussionT: The theme of this unit is about China and some English-speaking countries. Let’ s have a discussion in groups. What do you know about English-speaking countries? Have you been to some English-speaking countries?Step IV ListeningPlay the tape for the students to listen to Part 2 on Page 72. Think about the following Qs before listening to the tape:1. What does Ms. Liu want to do?2. Where are her friends from?3. What are the countries?4. Are they near us?Let Ss listen to it twice to try to catch the main sentences in the dialogue. Check the answers. Suggested answers:1. She wants to meet her friends.2. They are from English-speaking countries.3. They are Canada, the U.S., the U.K. and Australia.4. No, they are far from our country.Step V PresentationUse a compass or the real orientation of the classroom to demonstrate north, south, east and west.Then ask Ss:T: Do you know how to talk about directions on a map?Ss: … (Ss have learned it in the primary school, so they may say it in Chinese:上北下南，左西右东。

误用平行结构弗雷特[p.212] 谈到“最致命的的问题就是想用匹配的结构却没用好”。

但同样致命的是对那些本来不匹配的成分使用匹配的结构。

以上两种情况都会给人一种毫无头绪的印象。

当把平行结构强加在那些逻辑上本不平行的成分中，其结果总会让人吃惊（例如，“Just like the Crowne Plaza, all rooms...”）。

有时，这种用法会故意产生幽默感。

乔森[p.9] 引用了这两个错误的平行结构“He took his hat and his leave”和“He bolted his door and his dinner”。

乔森暗示人们都是出于搞笑的意图才会写：“He keeps fit, sleep, and his word .”但是逻辑上不一致的问题常常是不经意产生的。

拉姆齐福勒和简·艾伦[p.354] 引用了一个误用的结构：The painting has subdued tone, great feeling, and a length of about three feet. 作者在这个毫无相似性的结构中无意间暗示了一种相似性。

克莱尔·库克[p.67] 给出以下这个引人深思的平行结构：The police found no alcohol in his bloodstream but a loaded gun in his car. 这一结构几乎没什么意义。

杰克斯·巴润和亨利·格拉芙，像弗雷特一样，坚持认为平行结构一旦开始使用就应贯穿始终，然而他们强调，这种结构如果一开始就不符合逻辑就不应使用。

杰克斯·巴润和亨利·格拉芙说：“平行结构是如此重要的一种写作工具以至于平行结构的使用必须是纯粹的，所以不要将平行形式用在迥然不同的观点中。

”如果你能记住以上这点建议，你就会避免拿破仑战争中那位法国退伍军人在叙述自己三次受伤经历时所犯的错误：Once in an ambush, once in the leg, and once in the Netherlands.对二十个例子的修改1）A：Economically, we are struggling for the democracy of distribution of food grain, reduction production.B：Economically, we are struggling to ensure the democratic distribution of grain,reduce rents and interest rates, increase wages, eliminate unemployment anddevelop production.句意为：从经济上说，我们正努力保证粮食的民主分配，减少租金和利率，增加工资，消除失业，发展生产。

2022年-2023年教师资格之中学英语学科知识与教学能力自我检测试卷A卷附答案单选题（共30题）1、President Arling has put his long awaited economic restructuring program before the Congress.It provides a coordinateD.program of investment credits,research grants,education reforms,and changes designed to make American industry moreA.a reviewB.a prefaceC.an advertisementD.an editorial【答案】 D2、You can sleep on the couch in the lotmge,_______ you can go to a hotel nearby.A.andB.thenC.orD.but【答案】 C3、Application of the transformational rules yields__________ structure.A.lexiconB.deepC.mexicalD.surface【答案】 D4、"What awareness understanding are they expected to develop? "A.ability aimsB.affect aimsC.cultural aimsD.knowledge aims【答案】 C5、__________of the students in our class money for the disabled child.A.Two three;have raisedB.Two third;have raisedC.Two thirds;have raisedD.Two thirds;has raised【答案】 C6、In Malinowski’s opinion．an utterance has no_________at all if it is out of the context of situation．A.formB.meaningC.contentD.format【答案】 B7、请阅读Passage 2。

语用学第二章讲义衡水学院外国语学院教案课程名称语用学课程类型授课专业汉语国际教育授课班级 10级汉语国际教育专业授课教师郑静静2021－2021 学年度第 1 学期章节课时学生第二章指示语 2 2021级汉语国际教育专业 1、例证话语同其语境的关联、指示词语的理解、指示词语的心理距离；教学内容 2、复习人称指示和时间指示； 3、学习地点指示语、话语指示语、社交指示语、数字指示和前指现象。

1、使学生从语用角度了解指示词语的功能，脱离结构主义对指教学要求示词语的狭义理解，把话语和周围的世界联系起来。

2、要求学生掌握指示词语的功能，能够把话语与其语境关联起来。

教学重点教学难点指示词语的文内照应和文外照应指示词语的文内照应和文外照应 1、引导学生自主学习与思考，不能简单灌输；教学策略与方法 2、精讲多练，精讲重难点，多多例证；3、教学内容环环相扣，尤其注重复习，争取课上帮助学生完成记忆任务；4、教学活动多样化，防止课堂枯燥。

作业参考书目复习所有有关指示语的内容。

1. 冉永平.《语用学：现象与分析》.北京大学出版社.2021 2. 冉永平，冉永平.《新编语用学概论》.北京大学出版社.2021一、复习：语言哲学家巴尔-希列尔指出，指示及指示性是自然语言固有的、不可避免的特性；人们所讲的90%以上的陈述句都包括说话人、听话人、时间、地点等指示信息，只有获取了类似词语的知识内容后，才能完整的理解话语的意义。

指示语：依赖于语境；语言形式。

莱文森把知识与划分为五类：人称指示语、时间指示语、地点指示语、话语指示语、社交指示语。

讲到了人称指示语和时间指示语，人称指示语指示的是言语交际或言语事件中的参与者，包括说话人、听话人或第三者，可分为第一人称指示语、第二人称指示语和第三人称指示语。

1、我饿了。

小孩子看到零食；男生陪女朋友逛街；加班。

2、记者：这个工作很辛苦，咱们实话实说，有没有厌烦的时候？在语用上，“咱们实话实说”具有一定的言语行为驱使性，此时借助第一人称复指代词“咱们”而不是“你”，既包括了说话人自己，也包括了听话人，这样分减了该话语对对方可能产生的驱使性，使人听起来觉得更亲切，具有语用移情的功能。

1.1分析与综合1.1.1汉语是分析性analytic，语法关系通过虚词，词序等手段表达-词汇表意。

英语是综合性synthetic，语言通过词本身的形态变化来表达语法关系。

（词汇，屈折）1.1.2 汉语主要通过词汇和语法手段表示“时”的变化（已经，就要，现在）英语动词表达“时”，主要通过屈折变化。

（going，gone，went）1.19世纪英国烹饪大师伊莎贝拉.比顿曾在其著作的一个早期版本里说过：“受用一顿每餐，能使整个上午工作精力充沛。

”这番高见，现在很少有人领教了。

2.设想他在运动之余品茶或喝酒，并点着烟斗时....3.二十岁那年，我就逃出了父亲的家庭。

知道现在还过着流浪的生活。

4.付先生公开承认自己反动透顶，但是付先生在和平解放北平时为人民立了功。

5.我本来是一个谦虚谨慎，人见人爱的孩子，是牛津大学将我变得这么人见人嫌。

6.大学毕业后我分配到一所学校任教，认识了后来成我妻子的琳。

但是我并未引起她的注意，因为那是我实在太平常了。

7.仿佛为探寻什么而来，然而，我永远不能寻见什么了，除非我也睡在花床的下面，土地连着土地，在那里面或许还有一种温暖，爱的交流？1.2意合和形合汉语是意合paratax is：词语与语句链接凭借语义和语句间逻辑关系（以意奴形），连接成分“尽在不言中”英语是形合hypotaxis：词语与语句链接一张连接词和语言形态手段实现。

（以形制意），连接成分不能省汉英翻译-形散神聚1.2.3 汉语语法特征是"意合对接"parataxical linkage.汉英翻译关机是分清汉语原句中主客体（主体置于主句-在前，客体作为从句-在后）3.她们妯娌吵架，不巧被我撞见了。

4.好不容易才说服他，照我的想法办。

5.只见那个理发师俯下身，听小姑娘说，她要什么发式。

6.对人太苛求，没有什么道理，自己也容易失望。

7.酒不醉人人自醉。

8.人到醉时方觉醒，醒时难得醉时清。

9.那时舅舅抱着我，哄着我，我觉得很温暖。

Vocabulary【Words】Find out the particular cultural message behind the word.3. 我注意到了关于每个人说英语的方式的一些有趣的事儿。

I noticed something funny about the way everyone spoke English.4. 她出来的时候带着一包薯片！She came out with a packet of crisps!5. 文化因素可能会影响语言的含义，并在跨文化交流中引发错误的理解。

Cultural factors may influence meanings of languages and cause misunderstandings in cross-cultural communication.【长难句分析】1. My mum then told me that they call “pants” what we call “trousers,” the outer clothing that you wear on your legs!主干部分：My mum then told me that they call A B…句中包含了：宾语从句、名词性从句、定语从句、还有同位语Grammar【句子类型】五大基本类型1、Subject(主语)+ Verb(谓语)谓语种类：__________如此类动词后要接宾语，须加上__________常见动词：appear, die, disappear, end, fail, last等。

2、Subject(主语)+ Verb (谓语)+ Object(宾语)动词后需有宾语，宾语的形式为__________、__________、__________等。

常见动词：see, catch, like, offer, raise, arouse, forget 等。

免费？宅在家学英语？怎么报名？ 洛基英语是中国英语培训市场上的一朵奇葩，是全球已被验证的东方人英语学习的最佳模式。洛基英语是中国专业在线英语培训机构，通过电话英语、视频英语与外教一对一的模式提高学员英语口语水平，提供英语口语培训，成人英语培训，商务英语培训，企业英语培训等课程。

最牛英语口语培训模式：躺在家里练口语，全程外教一对一，三个月畅谈无阻！ 洛基英语，免费体验全部在线一对一课程： http://www.rockyenglish.com/（报名网址） 学习英语很简单 几招常见技巧

Directions: For this part, you are allowed 30 minutes to write a composition on the topic College Students Consumption. You should write at least 120 words, and base your composition on the outline given below in Chinese:

1. 右图所示为我国某城市大学生消费结构的比例，请对此进行分析; 2. 请说明产生这种现象的原因(可从大学生消费心理的变化加以说明)。 【范文】 College Students Consumption In what way do college students spend their money? On this issue, the above chart tells us a lot. We know from the chart that money for food and daily commodities, with 34% of the total spending, occupies the largest part of college students consumption. It is really true that food is the first necessity of man. Another 16% goes for entertainment and 8% for traveling, which shows that the life of college students is getting more and more colorful. They know not only how to study but also how to relax as well as enjoy their life. 12% for clothing tells us that college students pay much attention to their appearance and are eager to keep up with the fashion. And there is no denying that the clothing of the college students really helps them show their vitality and personality. However, 17% for mobile phone fee while only 13% for study provides no reason for us to be optimistic. Of course, we can understand that mobile phones give us a lot of convenience and help us get in touch with each other easily. But money on mobile phone fee seems a little too much. In conclusion, we can learn to certain degree the status and trend of college students consumption from the chart. Basically, their consumption is reasonable and realistic. But some instructions on their consumption are still needed. As our society is developing, the way college students spend their money will be further varied. Directions: For this part, you are allowed 30 minutes to write An EyeWitness Account of a Fire. You should write at least 120 words, and base your composition on the outline given below in Chinese:

翻译理论与实践2（汉译英）Translation Theories and Practice (Chinese-English Translation )Teaching Notes for Senior College Students（2005年9月）（2008年9月第3次修订）授课人：刘国忠Tel: 2578706E-mail: gzliu@前言（一）课程简介《翻译理论与实践3》为英语专业四年级学生必选课，旨在培养外向型人才，为改革开放，建设有中国特色的社会主义服务。

该课程在注重基础语言知识、基础翻译知识和基础理论学习和掌握的同时，强调基础与提高的关系，力图将本科生课程与研究生考试衔接起来，便于本科生毕业后从事翻译的相关工作或为继续深造打好基础。

（二）本课程教学在专业人才培养中的地位和作用根据我系英语专业（本科）的培养目标“培养具有坚实的英语语言基础、系统的语言理论知识和一定科研能力，能在外事、经贸、文化、新闻出版、教育、科研、旅游等部门从事翻译、研究、教学、管理工作的英语高级专门人才。

”本课程主要承担着培养学生的基本的翻译能力，在实现我系英语专业人才培养目标的进程中，起着不可替代的重要作用。

（三）本课程所要达到的基本目标使学生初步了解翻译基础理论和英、汉两种语言的异同，并掌握常用的翻译技巧，培养基本的翻译技能，能将中等难度的汉语篇章或段落译成英语。

译文忠实原文，语言通顺，速度约为每小时200—250个汉语词语。

（四）学生学习本课程应掌握的方法与技能学生翻译技能的培养应包括以下五个方面：语言分析和运用能力；文化辨析和表现能力；审美判断和表现能力；双向转换和表达能力以及逻辑分析和校正能力。

素质教育的一个显著特点就是要使教育者能主动地学习、主动地发展，在课堂教学中就是要充分体现学生的主体地位，让学生积极地参与知识的获得过程。

要让学生明白翻译课是一门实践性很强的课程，强调自身的翻译实践在培养翻译能力过程中的重要性，没有足够量的翻译实践，翻译能力的培养将是一句空话。