Influence of History on Culture and Language-4页word资料

[作者简介]李若白,男,内蒙古农业大学外国语学院助教; 贾婧杨,女,内蒙古农业大学外国语学院助教。

The I nfluence That Christi a nity Bri n gs Upon English Language○L iRuobai,J ia J ingyang(Foreign L anguage College,InnerM ongolia A gricu ltura l U niversity,Hohhot,InnerM ongolia,010020)　[Abstract]　To know the hist ory of English language is unlikely without bringing the influence of Christianity int oconsiderati on .I n each stage of English,Christianity has its distinctive i m pact upon the devel opment of English .Three ele 2ments are t o be considered in this thesis:the influence of Latin,B ible and translati on upon English language .　[Key words]　B ible;　Latin;　English hist ory　[中图分类号]I 31019 [文献标识码]A [文章编号]167228610(2009)0720067202I .I n troducti on“The diversity of cultures that find exp ressi on in it is a re 2m inder that the hist ory of English is a st ory of culture in contactduring the past 1,500years .”[1]1The English language we s peak t oday went thr ough three stages,namely,O ld English,M iddle English and Modern English .I f we l ook back t o the hist ory of English,it would be certain t o say that many ele ments have hel ped t o shape the language;but one ele ment that is s o crucial that we should pay s pecial attenti on t o is the influence of Christianity .One can see the distinctive i m pact that Christianity brings t o English in different peri od of language devel opment .W e shall go thr ough three as pects of these influences .Firstly,the effect that Christianitys bring t o old English,which can be called Latin influence;secondly,we shall have a revie w of the hist ory of B ible translati on,which is the ti m e that English gain its positi on as modern language;at lastwe shall see the influence of B ible in common saying and literature,which can show the p r of ound i m pact that Christianity bring t o English language .Ⅱ.The i n fluence of Chr isti a n ity on O ld EnglishThe English language of t oday reflects many centuries of de 2vel opment .Nor mally we call the English of Angl o -Saxon peri od O ld English .The influence of Christianity at that ti m e can be called Latin influence .W e can find much evidence in words bor 2r owing and literary works .“The Roman Christianizing of B ritain in 597br ought England int o contact with Latin civilizati on andmade significant additi ons t o our vocabulary .”[1]2I n the p r ocess of Christianizing of B ritain,monks bring the gos pel t ogether with Latin culture int o English language .The Christian m issi onaries br ought the Latin al phabet int o B ritain,which has re mained the writing syste m of the English language .I n this p r ocess,Latin as the language of the services and of ecclesiastical learning was fre 2quently used in England .It is not hard t o i m agine many Latinwords were intr oduced int o English .On the one hand,manyEnglish words for church p ractice can find it origin in Latin .“Church ”this word itself is Latin .The list includes alter,an 2gel,candle,canon,disci p le,martyr,m inister,pope,p sal m ,relic,and te mp le .On the other hand,many native words gain its ne w concep ts in Christianity belief .They did not borr ow the Latin word dues,f or their own word God was good enough .L ike 2wise heaven and hell exp ress concep ti ons already known t o Angl o-Saxon culture and consequently English words .[1]84-89A t the sa me ti m e,many Latin words entered the life of com 2mon peop le,which includes cap,silk,pear,l obster,box,mal 2l ow,kitchen,kettle,and street .A s the center of learning,church was the p lace of educati on .This is another as pect of the church ’s influence .Words such as school,master,gra mmatical and verse are Latin .A s a result if the Christianizing ofB ritain s ome 450Latin words appear in English vocabulary .I f we take a l ook at the literature of Angl o -Saxon peri od,the influence of Christian is more obvi ous .W ithout the cop ing works of monks,the earliest poetry of England can hardly retain its hold on the life and language of English peop le .“More than half of Angl o -Saxon poetry is concerned with Christian subjects ”.[1]69O ldEnglish can not be considered as a f or m of fully devel oped lan 2guage .It can be underst ood as the basic for m of modern English,which Latin language hel p s t o enrich its vocabulary and f or malize its grammar .Next peri od of English devel opment with the hel p of B ible translati on,English entered a ti m e of rap id changing .Ⅲ.B i ble tran sl a ti on and English l anguage“No work excep t Shakes peare has had s o much influence on the phraseol ogy of English as the authorized versi on of the bible at one ti m e fa m iliar t o all households ”said Pr of .Earnest W eekly .The hist ory of biblical translati on is s o l ong that it con 2tains a huge a mount of evidence about how English had changed over centuries .The i m pact of B ible on English language is s o big—76—语文学刊・外语教育教学 2009年第7期that one can easily tell a phase directly fr om B ible.B ible transla2 ti on influences the devel opment of English in many ways.W e shall go thr ough the hist ory of B ible translati on in English,con2 sidering the contributi on of John W ycliffe,Tyndale,and Author2 ized Versi on,t o reveal the effects that holy scri p t brings t o English.The main versi on of the bible used in the earlyM iddle Ages was Vulgate,Saint Jer ome’s Latin translati on fr om Greek and Hebre w.The first translat or we should know in this p r ocess is John W ycliffe.H is translati on of B ible is the first comp leteB ibles in the English language.W hen John W ycliffe translated the B ible,he enlarged the English language by adap ting many Latin words int o his English B ible.The words treasure and mys2 tery,gl ory and horr or,female and sex all owe their English us2 age t o W ycliffe’s B ible(English Language Words/Phrases).H is translati on p reserved Latin constructi ons and word order even when they conflicted with English usage.The words like“unsta2 tiable”or“ungl ori ous”were p r oduced by W ycliffe.I f you go though old editi on of B ible you will be likely t o read“i m possi2 ble”as“unpossible”.H is translati on was in use thr oughout the 15th century.Tyndale can be as father of English literature’s phrases and compounds,es pecially related t o great feelings and mood.“B r oken-heart”,“l ong-suffering”,“peace-maker”and“mercy-seat”are fe w exa mp les.He coined words fr om the Dutch and Ger manic s ources as well as French.H is translati on of Ne w Testa ment was comp leted in1525.He was fluent in eight languages and is considered by many t o be the p ri m ary architect of the modern English language.So many of the phrases Tyndale coined are still in English language t oday.Let’s make no m is2 take that Tydale’s versi on has st ood the test of ti m e.“The1611King Ja mes B ible’known as“translati on t o end all translati ons”,beca me the most widely used p r otestant English B ible.It is the first authoritative state bible,als o known as the Authorized Versi on.Its influence has been more p r ofound on the linguistic habits of English-s peakers than any other book.It has hel ped t o shape the language f or nearly400years. For centuries a copy of the B ible was t o be found in virtually ev2 ery house,read and consulted regularly.Peop le could exp ress their reacti on t o life in biblical language,s pecifically the lan2 guage of the King Ja mes B ible.The first recorded use of many of the words used in ordinary English t oday can be f ound in the ear2 ly translati ons of the B ible int o English.To be exactly,B ible translati on enables common peop le t o have access t o the holy scri p t and at the same ti m e hel p the m t o f or malize their nati onal language.Ⅳ.The i n fluence of B i ble on co mm on s ay i n g and litera tureW ith the popularity of the King Ja mes B ible,English lan2 guage gains its maj or s ource of idi omatic exp ressi on.Nu mer ous phrases used in every day s peech have their origin in the B ible. Many English idi om s are Hebre w sayings the KJV B ible transla2 ted literally.W e know that Shakes peare,whose work is the other s ource of English idi om,frequently quoted fr om B ible;it is not sur p rise t o know that most English s peakers use s ome idi omaticexp ressi ons fr om B ible even without clear knowledge where they are originally fr om.“Eye f or eye,t ooth for t ooth”.This fa mous saying establishes a la w governing relati onshi p s bet w een peop le, and is often quoted as a si m p le s oluti on f or justice.Only name a fe w of these fa mous sayings:‘al pha and Omega’/‘ashes t o a2 shes,dust t o dust’/‘at one’s last gas p’/‘blind leading the blind’/‘casting pearls before s wine’/‘cr own of thorns’/‘digging a hole f or oneself’/‘eye of a needle’/‘God save the king’.The undeniable effect of B ible on English language is that maybe you never read the B ible comp letely but you have t o use its idi om s t o exp ress you feelings.B iblical reference runs thr ough much of western literature.A l ot of writers refer t o biblical st ories.Not only are the st ories well know,but they can be varied for effect f or particular pur po2 ses,thus many tales about theB ible st ories become the subject of p r om inent books.A fe w exa mp les m ightmake this clear.I f we talk about“vanity fair”maybe it is not directly connected with B ible st ory,but one would i m mediately think about John Bunyan and his Pilgri m’s Pr ogress;and surly the novel of Thackeray. Both works can find their origin in Ecclesiastes:all is vanity. And if we talk aboutW aste Land of T.S Eli ot,it is i m possible t o understand its the me without adequate knowledge of B ible.Actu2 ally the maj or subject of western literature is rest upon“salva2 ti on”,the task of Christianity.Even the B ible itself can be con2 sidered as a literary work because many chap ters have their liter2 ature significance.A s we can see,Christianity has its unique influence upon English language.W ith Latin enriching its vocabulary,B ible translati on devel op ing its language,idi om s fr om B ible p r ovoking its literature,English becomes a modern language t ogether with Christianity melting int o its culture.Thr oughout the hist ory of O ld English,M iddle English and Modern English,we can dis2 covery that each peri od bears its s pecial Christianity element.A s a maj or religi on of the world,Christianity has its share of influ2 ence on brief;moreover,with widely s p reading of church and f oll ower,its i m pact upon language and culture is p r ofound and l ong-lasting.【References】[1]Baugh,A lbert,and Thomas Cable.A H ist ory of theEnglish Language[M].Foreign Language Teaching and Re2search Press,2001.[2]Greer,Ger maine.Shakes peare[M].Foreign LanguageTeaching and Research Press,2007.[3]R iches,John.The B ible[M].Foreign Language Teachingand Research Press,2008.[4]Stavrianos,L.S.A Gl obal H ist ory:Fr om Prehist ory t o the21st Century[M].Peking University Press,2004.[5]Tan,Zaixi.A Short H ist ory of Translati on in the W est[M].Commercial Press,2004.[6]W ilkens,Steve,and A lan Padgett.Christianity andW estern Thought Vol.2[M].Peking University Press,2005. (下转第74页)LANG UAGE L i Ruobai,J ia J ingyang/The I nfluence That Christianity B ringsUpon English Languagelanguage structure,but it is not s o easy t o say ho w many levels should be set up in order t o ex p lain the way this structure is organized.S o me si m p le models of language recognize only t w o basic levels:the set of physical f or m s(s ounds,letters,signs,words)con2 tained in a language,and the range of abstract mean2 ings conveyed by these f or m s.Four-level models of language are a mong the most w idely used.These f our levels are phonetics,phonol ogy,gra mmar and se man2 tics.Ho wever,further divisi ons w ithin and bet w een these levels are often made.For exa mp le,w ithin the level of gra mmar,it is co mmon t o recognize a distinc2 ti on bet w een the study of word structure(mor phol ogy) and the study of word sequence w ithin sentences(syn2 tax).W ithin phonol ogy,the study of v o wels,cons o2 nants,and syllables(seg mental phonol ogy)is usually distinguished fr o m the study of p r os ody and other t ones of v oice(sup ra-seg mental phonol ogy).W ithin se2 mantics,the study of v ocabulary(lexicon)is s o me2 ti m es taken separately fr o m the study of larger patterns of meaning.A ll of these are regularly referred t o as levels of structure[2].Ⅳ.Conclusi onThere are still a l ot of subjects on language.Thispaper only intr oduces the s mall parts of n2 guage is not only ex p ressed by s peaking but only by w riting,even by body or s o me nguage is als o st orage of cultural and hist orical kno w ledge.I n co m2 mon usage language can als o refer t o non-hu man sys2 te m s of co mmunicati nguage study relates t o man2 y areas.【References】[1]胡壮麟,姜望琪.语言学高级教程[M].北京大学出版社,2002.[2]David,Crystal.The Ca mbridge Encycl opedia of Language[M].Ca mbridge University Press,1987.[3]Jack,C.R ichard.John Platt and Heidi Platt.Long manD icti onary of Language Teaching&App lied L inguistics[M].Foreign Language Teaching and Research Press,2000.[4]F.de.Saussure.Course in General L inguistics[M].ChinaSocial Sciences PublishingHouse,1999.析语言结构史艳英　杨海升(内蒙古农业大学外语学院,内蒙古　呼和浩特　010020;内蒙古农业大学职业技术学院,内蒙古　包头　014030) [摘　要]　本文主要从语言的定义和结构分析语言的特征。

文化英语短文带翻译
文化是社会的一个动态方面，包括语言、传统、信仰和艺术等各种因素。语言在定义文化方面起着至关重要的作用，因为它是社区内沟通和表达的主要手段。在这篇文章中，我们将深入探讨文化在学习英语作为第二语言中的重要性，并探索文化如何影响语言习得。
文化和语言密切相关。在学习一门新语言时，学习者不仅需要掌握必要的词汇和语法规则，还需要熟悉目标语言的文化和习俗。这种文化成分帮助学习者更深入地理解语言，并使他们能够与母语使用者有效地交流。
Language teaching methods can also be adapted to accommodate cultural differences. For example, in some cultures, learning is more teacher-centered, with a focus on memorization and repetition. In contrast, English language teaching often emphasizes student-centered approaches, promoting critical thinking and creativity. By acknowledging and respecting these cultural differences, educators can create a learning environment that meets the diverse needs of their students.
Culture and language are intimately intertwined. When learning a new language, learners not only acquire the necessary vocabulary and grammar rules but also familiarize themselves with the culture and customs of the target language. This cultural component helps learners gain a deeper understanding of the language and allows them to communicate effectively with native speakers.

Countries and Cultures Around the Worldcultures and countries from around the world. They can betaught as a complete unit or integrated individually intoexisting curricula. In addition, these lessons provide studentswith the means to explore Ukraine, its culture, people,customs, holidays and traditions, thus allowing students tobecome more familiar with one of the strongest ethniccommunities in Chicago. The unit was designed to helpteachers cultivate an atmosphere of inquiry in the classroomand promote appreciation for all cultures.These materials were compiled and created in part by MotriaMelnyk, elementary school teacher at Meadowbrook School inNorthbrook, IL, with contributions made by Jamie Bender,Assistant Director for Programs for the Center forInternational Studies at the University of Chicago.The lessons were presented January 28, 2011, at a workshop atthe Ukrainian National Museum and the Ukrainian Institute ofModern Art. The museums served as models for how teachers might utilize cultural institutions in the Chicagoland area to help further internationalize their curricula. Through exposure to an internationalized curriculum, students obtain a more global perspective and are encouraged to think critically about their surrounding world.The workshop consisted of presentations of K-12 lessons on Ukrainian history, art, and culture, in addition to tours of the two museums. Lectures included: “History of Ukraine: With Emphasis on the Ukrainian Genocide” presented by Dr. Myron Kuropas, “Using Art to Teach Culture and History” presented by Marta Kozbur, “Cultures and Countries around the World” presented by Motria Melnyk, and “Presentation of Classroom Lessons at the Ukrainian Institute of Modern Art” presented by Luba Markewycz.The professional development day was applicable to teachers interested in thinking about new ways to incorporate world cultures into their curriculum. While the focus of the workshop and materials in this packet is on Ukraine, themes addressed can be integrated into general lesson plans to add cultural content.The workshop was a collaborative effort between the University of Chicago Center for International Studies and Center for Eastern European and Russian/Eurasian Studies, the Ukrainian NationalMuseum, Ukrainian Institute of Modern Art, and the Chicago Cultural Alliance.Table of ContentsCountries and Cultures Around the World (12 pages)Suggested ResourcesAttachment A (World: Political Map)Attachment B (Vocabulary/Word Wall Words)Attachment C (Country Information: Journal)Attachment D (Passport Template)Attachment E (Travel Brochure Template)Attachment F (Travel Brochure Example: Ukraine)Attachment G (Travel Around the World Game Instructions)Attachment H (Picture of Game Board from the Travel Around the World Game) Attachment I (Country Fact Sheet)Attachment J (Writing Prompt)UkraineIntroduction to UkraineFlagMapMap-NeighborsFolkloric Costume boyFolkloric Costume girlThe Mitten Lesson plan – Literacy (8 pages)Attachment A (Questions Before, During, and After Reading)Enough Lesson Plan – Social Studies/Literacy (5 pages)Attachment A (Word Wall Vocabulary Words)Attachment B (Background Information on the Holodomor)Field Trip to Ukrainian Village – Suggested VisitsUkrainian National Museum Exhibits Treasure HuntCountries and Cultures Around the World Countries and Cultures Around the World is an integrated social studies unit that will foster an atmosphere of inquiry in the classroom and help students gain a broader appreciation for other cultures. The unit is comprised of interdisciplinary lessons, with activities that teach social studies, literacy (reading and writing), art and music.This unit of travel includes having students make a passport and set off to explore and discover various countries, including the country of Ukraine, its culture, people, customs, holidays and traditions. Students will be engaged in different activities which will encompass all areas of the curriculum.A field trip to Chicago’s Ukrainian Village with visits to the Ukrainian National Museum (2249 W. Superior), Ukrainian Institute of Art (2320 W. Chicago Ave.), as well as sampling authentic Ukrainian food will enrich the study of Ukraine.Countries and Cultures Around the WorldSubject(s): Social Studies, World Studies, Literacy, Art, MusicGrade Level(s): Elementary and Middle School (All lessons can be adapted for different age groups)Time Duration: 4 weeks (Individual lessons can be done in less time)Illinois Learning Standards Addressed:Political Systems14E.1. Identify relationships that the federal government establishes with other nations.History16 D.1. Identify how customs and traditions from around the world influence the local community.Geography17 A. Locate, describe and explain places, regions and features on the Earth.17 B. Analyze and explain characteristics and interactions of the Earth’s physical systems.17 C. Understand relationships between geographic factors and society.Social Systems18 A. Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.18 B. Understand the roles and interactions of individuals and groups in society.18 C. Understand how social systems form and develop over time.Application of Literacy Strategies and Skills∙Writing journal∙Research∙Vocabulary/Word work∙Think aloud and comprehension strategiesEnduring Understandings:∙Culture is a way of life of a group of people who share similar beliefs and customs.∙People are shaped by their culture and interactions with other cultures.∙People are affected by environmental, economic, social, cultural and civic concerns.∙Geography influences needs, culture, opportunities, choices, interests and skills.Essential Questions:∙What is culture?∙Why should we study different cultures?∙How are cultures similar and different?∙What characteristics can we study about cultures?∙How do beliefs and values of individuals affect society?∙How do geography, climate, and natural resources affect the way people live and work?Objectives:·Understand the meaning of culture·Compare and contrast heads of governments between countries around the world·Recognize characteristics of countries other than the United States to whicha person can travel·Identify groups of people who live in other countries·Identify food from other countries·Connect artifacts to their country of origin·Know information about people who have come from other countries to live in the United States·Identify family traditions and holidays from other countries·Provide examples of traditions and customs from people in the past·Identify the 7 continents, major countries of the unit and oceans on a world map·Understand differences in culturesMaterials:∙World map∙Books on cultures∙Internet access (preferable)∙Colorful yarn∙Large pieces of construction paper∙Attachment A (World: Political Map)∙Attachment B (Vocabulary/Word Wall Words)∙Attachment C (Country Information: Journal)∙Attachment D (Passport Template)∙Attachment E (Travel Brochure Template)∙Attachment F (Travel Brochure Example: Ukraine)∙Attachment G (Travel Around the World Game Instructions)∙Attachment H (Picture of Game Board from the Travel Around the World Game) ∙Attachment I (Country Fact Sheet)∙Attachment J (Writing Prompt)Activities and Procedures:Pre-Lesson1. Pick at least 4 of the following countries for your class to study for this unit: Australia, China, France, Germany, Holland, Israel, India, Italy, Kenya, Korea, Mexico, Poland, Saudi Arabia, Sweden, Russia, Brazil and Ukraine. It is important to have one country from Latin America, one from Europe, one from Africa, one from the Middle East and/or one from Asia. The countries chosen will be researched with regards to government, people, customs, traditions and winter holiday. Students will gain information from these countries using the Internet and books. (You may also wish to bring in parents as guest speakers.)2. Use the objectives, learning standards and essential questions listed in this packet to drive the teaching of the unit.3. Review the definition of culture before teaching the unit. Culture includes:1. Art, music, literature, and related intellectual activities2. Beliefs, customs, practices, and social behavior of a particular nationor people3. A group of people whose shared beliefs and practices identify theparticular place, class, or time to which they belong4. A particular set of attitudes that characterizes a group of people5. Enlightenment and sophistication acquired through education andexposure to the artsIntroduction of Lesson1. Lead a brief discussion to assess students’ perspectives on traditions, holidays, and customs. Make sure students understand the definitions and differences between these terms.2. Have students individually write down different traditions, holidays and customs they have in their family. They can also draw pictures.3. Organize students into groups and have them share with each other their family experiences.4. Discuss the term “Culture” with your students. Culture includes many aspects of life. Provide your students with the complete definition of culture (see pre-lesson) and ask them to give specific examples of their own culture. It may be useful to draw a concept web to illustrate all the components that make up culture. You may want to have your students take down notes on characteristics of culture.A simple definition for your students to remember is: Culture = All aspects of the way people live.Activity 1Learning About Other CountriesInform your students that they will be learning about a group of countries. Choose four or more of the following countries: Australia, China, France, Germany, Holland, Israel, India, Italy, Kenya, Korea, Mexico, Poland, Saudi Arabia, Sweden, England, and Ukraine. Tell your students they will be studying these countries and that they will be learning about capitals, governments, geography, customs, traditions, holidays, religions, languages, landmarks, and food. (After you decide how many and which countries you want to teach, you can map out how many days the unit will take. Taking two days for each country would be appropriate.)Interactive Bulletin BoardCreate a bulletin board for this unit. The bulletin board should have posted on it a world map. On this map, mark the countries the students will study with a pushpin. Use a string or yarn to connect the different countries to Chicago. It would be nice if each country had a different color. Every time a country is added, lead a discussion comparing that country to the United States. You should be comparing traditions, winter holidays, customs, geography, and other aspects of culture. Activity 3Individual World MapHave each student label a map of the world, highlighting continents, oceans, and other major bodies of water. You may choose to make an overhead of the political world map and complete it together. In a map key, show numbers for the continents and colors for the countries. The maps will eventually be used for Word Folders (Activity 5).Attachment A (World: Political Map)Activity 4Vocabulary WordsYou will also need to start a collection of vocabulary words or word wall words. The students can keep them individually in a student dictionary or they can be on a poster or a classroom word wall. The words will be a resource for students when they write in their journals. Words can be used as needed.Attachment B (Vocabulary/Word Wall Words)Activity 5World FoldersHave the students make a folder using two large pieces of construction paper. The paper can be stapled together. The students will keep all the information that they are learning about for each country in these folders. On the front of the folder, have the students attach their world map. The students can now use this map to follow along with the class world map and track all the countries by coloring each country on the map as you learn about them.Country Information: JournalCreate a Cultures Around the World Journal for each student. Each journal should have a page to record information about each country studied. It should also include blank pages for students to journal about their assigned country or to respond to a writing prompt. Students should be thinking about how each country is similar to and different from the United States. The students could use the journal to fill out their passports at a later time.Attachment C (Country Information: Journal)Activity 7Learning About Winter Holidays Around the WorldWhile you are studying each country you should teach the students about the winter holiday each country celebrates. Teaching the holiday can also include holiday traditions, foods, games, and crafts. Doing a project that has to do with each country’s holiday is a fun way to help them remember the holiday. Examples would be making a menorah for Israel (Hanukkah), a miniature piñata for Mexico (Las Posadas), and a paper wooden shoe for Netherlands (St. Nick’s Day). You can send a letter home to parents and see if they have information to share about any of the different countries the class is studying.The following is a list of selected countries and some of their holidays: Australia- Christmas (summer), Boxing Day (December 26)China- Chinese New YearFrance - Christmas/Joyeux Noel, Buche de Noel or Christmas logGermany- Christmas/St. Nick’s Day (December 6)Netherlands/Holland- Christmas/St. Nick’s Day (December 6)This festival marks the birthday of St. Nicholas, a Catholic bishop who was especially kind to children. Children leave their wooden shoes outside their door for St. Nick to fill with treats.Israel- Hanukkah (December, date changes)In 165 BC, a small group of Jews called Maccabees recaptured Jerusalem from the Syrian King Antiochus IV. After cleaning the temple, they could only find enough oil to light the Hanukkiya (lamp) for one night. Miraculously, the oil lasted for eight nights. In modern times, Jewish people light a menorah for eight nights during Hanukkah to remember this miracle that took place.India- Diwali (celebrated October/November, date changes)This festival is dedicated to Lakshmi, the goddess of prosperity. Clay lamps called diye (dipa lamps) are lit throughout the country.Italy- Christmas, St. Nick’s Day (December 6), Epiphany (January 6)Epiphany is a festival that celebrates the arrival of the Three Kings, or Wise Men, in Bethlehem to worship the baby Jesus.Kenya- KwanzaaKorea- Christmas, New Year’sMexico- Las PosadasPoland- Christmas, St. Nick’s Day (December 6), Bozz Narodzenie or Gwiazdka Saudi Arabia- RamadanSweden- St. Lucia (December 13)St. Lucia was an early martyr and the patron saint of light and brightness. She always wore a crown of candles on her head. St. Lucia’s Day falls in the middle of winter and is meant to brighten up the long, dark days.Ukraine- St. Nicholas’ Day (December 19)England- Boxing DayBrazil- ChristmasRussia- Christmas, St. Nick’s Day (December 6), Russian Orthodox Church celebrates Christmas on January 7thActivity 8Country ResearchAssign each student a country to research. Students can research in groups or individually. They should be encouraged to become experts to help teach the class about the country (or countries) they have researched. The students can use Attachment I for recording their information. Students can use books from the library or websites for their research.Attachment I (Country Fact Sheet)Activity 9PassportCreate a passport using the Passport Template (Attachment D). The students will fill out the template as they learn information about each country. The students can use information they have collected in their country journals to fill out the passports. The can use websites to find maps, flags, and pictures for their passports.Attachment D (Passport Template)Activity 10Travel Brochure/PosterThis activity is a fun way to record information the students are learning about for their assigned countries. Students can use their country journals, classroom discussion notes, research, books, and websites to create their travelbrochure/poster. A differentiation piece would be to have your more advanced students create an additional page for their brochure or poster. On this additional page(s) they can create new categories and add the appropriate information. Attachment E (Travel Brochure Template)Attachment F (Travel Brochure Example: Ukraine)Activity 11Countries Around the World Board GameIn this activity, students will create their own Travel Around the World Board Game. See Attachment G (Travel Around the World Game Instructions) for instructions on creating the game board and directions.Attachment G (Travel Around the World Game Instructions)Attachment H (Picture of Game Board from the Travel Around the World Game)Extension:Integrating literature into this unit would be a wonderful extension. These books can be used by students during their independent reading time. As you get more familiar with this literature, you can use these books to teach or practice the comprehension strategies. The following is a list of fiction books that have some tie to a country other than the United States:Afghanistan: Caravan by Lawrence McKay Jr.Australia: The Gift Stone by Robyn EversoleBrazil: Amazon Fever by Kathleen Weider Zoehfeld Canada: From Far and Wide: A Canadian Citizenship Scrapbookby Jo Bannatyne-CugnetChina: The Year of the Panda by Miriam SchleinGambia: Boundless Grace by Mary HoffmanGuatemala: Abuela’s Weave by Omar S. CastanedaIndia: The Sanyasin’s First Day by Ned ShankIsrael: Snow in Jerusalem by Deborah da CostaItaly: Vendela in Verice by Christina BjorkJapan: Turtle Bay by Saviour PirottaMexico: My Mexico-Mexico mio Poems by Tony Johnston Morocco: The Storytellers by Ted LewinNigeria: Bikes for Rent! by Isaac OlaleyePuerto Rico: Salsa Stories by Lulu DelacreRussia: A Symphony of Whales by Steve SchuchSudan: My Great-Grandmother’s Gourd by Cristina Kessler Thailand: Even a Little Is Something by Tom GlassTrinidad and Tobago: A Wave in Her Pocket by Lynn JosephUkraine: The Mitten by Jan BrettZimbabwe: Do You Know Me by Nancy FarmerCulminating ActivityInternational Fair or Holidays Around the World FairThis is a party to celebrate different cultures. Assign groups of students to be responsible for a few countries and have them plan items that represent aspects of those cultures for the party. Each country can be represented with a craft, food, and/or game. You can involve parents (and even have them plan the whole party). The fair can be done in place of a traditional Christmas/Hanukkah/Kwanzaa party just before winter break.Evaluation / Assessment Methods1. Have students respond to the following writing prompt:“If you could visit any country, which country would you visit and why?” Have the students include second order support for every reason they give.2. Have students compare and contrast one country that the class studied to the United States. (This can be accomplished by short essay, Venn diagram, T-chart, etc.)Suggested ResourcesWebsites:Students of the World/menu_infopays.htmlOn this website, students will see a world map and they can search for the country they are learning about. First they should click on the continent and then on aspecific country. After they click on the country they will find a map of thecountry, picture of its flag and a lot more information about that country.Pictures of the World/?view=sub&cat=CountriesStudents can use this website for finding pictures of locations in the country they are learning about. This is a copyright friendly site. is another good resource for pictures.Books:A Trip Around The World, Bringing Cultural Awareness to Your Classroomwith Activities Across the Curriculum by Carson-Dellosa Publishing Company, Inc.Another Trip Around the World, Bringing Cultural Awareness to YourClassroom with Activities Across the Curriculum by Carson-DellosaPublishing Company, Inc.International Winter Festivals by Marilynn G. Barr, Good Apple PublishingCelebrate Winter Holidays by Elaine Israel, Scholastic PublishingRead Around the World with 20 Great Picture and Chapter Books by Tracey West and Katherine Noll, Scholastic PublishingTeaching About Winter Holidays with Favorite Picture Books by Immacula A.Rhodes, Scholastic PublishingChildren Just Like Me Celebrations by Barnabas and Anabel Kindersley, DKPublishingA Faith Like Me DK PublishingA School Like Mine DK Publishing and UNICEFAttachment AAttachment B traditions holidays customs country government countriesHanukkah Christmas Las Posadas Kwanzaa St. Lucia St. Nick’sDiwaliItaly Sweden England Mexico Germany FranceKenya AustraliaChinaJapanHolland Saudi ArabiaMexico Israel Russia Ukraine Indiacontinent equatorglobe North Pole ocean South Polebordermapcardinal compass roselakemap keysymbol titleAttachment C Country Information – JournalCountry:___________________________________Capital:___________________________________Government:___________________________________Language: ___________________________Religion(s)_______________________________________________________________________Geography:______________________________________________________________________________ ______________________________________________________________________________Landmarks:_________________________________________________________________ ______________________________________________________________________________ __________________________________________________________Customs:______________________________________________________________________________ ______________________________________________________________________________Traditions:__________________________________________________________ __________________________________________________________Holidays:__________________________________________________________ __________________________________________________________Food:__________________________________________________________ __________________________________________________________Additional Facts:__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________Similarities:______________________________________________________________________________ __________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________Differences:______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________Attachment EAttachment FAttachment GTravel Around the World Game InstructionsStudents will prepare a game board, game cards and game pieces. The game is played in a similar way to Monopoly or Candyland.Time Duration: 1-2 classesMaterials per Student:∙One 11x17” sheet of white construction paper∙20 question cards 2x4” or smaller, either precut, or prepare a sheet for students to cut∙Paints, crayons or markers, ruler, scissors, pencil, paper clip, glue stick, small baggie∙Optional: spinner, a modeling substance (for example, Model Magic) Objective:∙Summarize and compare specific characteristics of several countries. (Can be used for two or more countries.)∙Research to learn about a country other than the United States. Draw comparisons between specific areas of interest, such as: geography, food,children’s activities, and celebrations.Activities and Procedures:1. Record facts in a way that is useful to you. For example, students can write researched facts and comments on post-its, and then group their comments with those of similar content written by other students in the class. A country journal could be made for students to record their own facts for game cards.2. Make playing cards. Use construction paper cut to approximately 2”x4’’ for each card.3. Write cultural questions on each card. (Cards can also be prepared on computer.) Some sample cards are as follows:* Eat a pretzel and a frankfurter at Octoberfest. Move ahead two spaces.* Stay overnight at a castle in the Alps. Skip a turn.* Say Guten Morgen before you leave for school. Move ahead one space.* Play with a German Shepherd puppy.Go back two spaces.* Score a goal for Team Germany in a soccer match. Move ahead three spaces.4. Students should continue to create game cards for additional countries. They can be stored in a plastic baggie. The number is not significant, but five cards for each country, 20 total, is suggested.5. Preparation of game board.1)Color or paint a world map and glue it in the middle of the game board.2)Use a ruler to make the border and spaces.3)Color or paint the world map. When dry, add details with a fine pointmarker. (Watercolors work well.)4)Create “Take a Card” spaces at random places and put a dot or a star in thoseplaces.5)Designate “Start Here” and “Finish” spaces.6)Make two rectangles on the game board. One is for playing cards that thestudents have created; the other is the discard pile.。

英语之变体中国英语Varieties of English: Chinese EnglishIntroductionLanguage is a living entity that evolves and adapts as the societies using it progress and change. English, as a global language, has its own variations and dialects spoken by millions of people around the world. One fascinating variant is Chinese English, which has emerged as a result of the influence of Chinese culture and language on English-speaking communities in China. This article explores the characteristics, history, and impact of Chinese English.Characteristics of Chinese English1. VocabularyChinese English exhibits a distinctive vocabulary that reflects the influence of the Chinese language. It often includes loanwords and calques (literal translations) from Chinese. Examples include "kung fu," "dim sum," and "feng shui," which have become widely recognized English terms.2. GrammarChinese English has distinct grammatical features that differ from Standard English. The Chinese language lacks a system of verb tenses, resulting in Chinese English speakers often struggling with appropriate tense usage. For example, a Chinese English speaker might say, "Yesterday I go to the store" instead of "Yesterday I went to the store."3. PronunciationPronunciation in Chinese English is influenced by the sound system of Mandarin Chinese. Native Chinese speakers often face challenges in pronouncing certain English sounds, such as "r" and "th," resulting in characteristic mispronunciations. Additionally, the tonal nature of Mandarin Chinese may lead to tonal errors in spoken English.4. Cultural InfluenceChinese English reflects the cultural context of China. It incorporates Chinese values, idioms, and expressions that may not be familiar to non-Chinese speakers. This cultural influence adds a unique flavor to the language and distinguishes Chinese English from other English varieties.History of Chinese EnglishThe development of Chinese English can be traced back to the late Qing Dynasty (19th century) when English education was first introduced in China. At that time, English was primarily taught by foreign missionaries and traders. The influence of these early English speakers, combined with the increasing importance of English in global communication, laid the foundation for the emergence of Chinese English.In the early stages, Chinese English was primarily influenced by the writings of Chinese intellectuals and scholars who were experimenting with English as a medium of communication. These early pioneers, such as Yan Fu and Lin Shu, played a significant role in shaping the form and style of Chinese English.As China opened up to the world in the late 20th century, the use of English in various domains, including business, technology, and tourism,increased exponentially. This rapid rise of English as a lingua franca in China further contributed to the development and spread of Chinese English.Impact and Future of Chinese EnglishChinese English has become an essential tool for Chinese individuals and businesses in the global arena. Its unique characteristics add cultural diversity to the English language and enrich intercultural communication. Chinese English has also gained recognition as a legitimate variety of English, prompting debates about its status and standardization.Moreover, Chinese English has influenced other varieties of English spoken in the Chinese diaspora worldwide. It has left its mark on Singaporean English, Malaysian English, and other English variants spoken in regions with a significant Chinese population.Looking ahead, as China continues to rise as a global power, the prominence of Chinese English is expected to grow. It may undergo further linguistic changes, incorporating more Chinese elements while adapting to global English standards.ConclusionChinese English is a fascinating variation of the English language that has evolved through the influence of Chinese language, culture, and history. Its distinct vocabulary, grammar, and pronunciation reflect the unique linguistic features of Chinese English speakers. As Chinese influence continues to expand, the impact and significance of Chinese English are likely to grow. Embracing and understanding this linguistic derivative willenhance intercultural understanding and facilitate effective communication in a globalized world.。