Words and phrases that are used commonly at one time may be discontinued or their meaning may change over time. 7. Does the author think it is possible for countries such as France and Iceland to keep their language pure by implementing language policy to ensure the use of standardized language? The author does not think so, because, for instance, the Academie Francaise may insist on certain rules, but other French-speaking groups may make their own rules and consider their French just as correct. 8. What are the possible language barriers in classroom teaching? In some cases the professors actually may have a poor command of the language; however, in most cases the problem is not the language but different intonation patterns and different cultural signals. . Fill-in Task Try to use the appropriate color term given below to fill in each of the blanks in the following sentences. Many of these terms may be used more than once. Group Work Now we see that the use of color terms varies from language to language, and from culture to culture. A particular color term may be associated with different things and emotions in different language communities. Work with your group members to make a tentative summary of the potential implications of those color terms in Chinese and see whether they are significantly different from those of the same color terms in other cultures. Identifying Difference: Kinship Terms and More Questions for discussion What are the major differences between Chinese and English in categorizing kinfolk? What other examples of connotative differences can you give between the two languages? In categorizing kinfolk, what the Chinese language finds significant are the person?s sex, age,and whether he or she is closely related to one?s father or mother. All these things, however, are not significant in the English language. Other examples: The connotations of some words referring to real and imaginary animals can be very different in Chinese and English. The words include ―ox‖, ―horse‖, ―tiger‖, ―lion‖, ―rooster‖, ―cat‖, ―bat‖, ―pig‖,―dragon‖, and others. Look at the following idioms that differ between Chinese and English.
教 学 后 记 *
*教学内容与过程设计的主要内容包括（供参考，编写教案时自行删除）： 一、根据教学大纲、教学目的以及教材特点选择教学内容；
二、根据教学内容及学生实际，选择有效的教学方法与手段，突出重点、突破难点； 三、课堂教学环节及各环节的大致时间安排。
*教案字数未做严格要求，一般而言，熟悉本课程教学内容的有经验的教师可写简案，简化内容，突出过程设计，新教师及新任本课程教学的教师原则上应写详案。 *“教学后记”是授课完毕之后，教师对授课准备情况、授课过程及授课效果的回顾与总结，因此，教师应及时手写补充完整本部分内容。
教案
时间第 9周，总第9 次课 安排 Unit 4 Language and Culture 章节 名称 教学Learn the relationship between the language and culture 目的
教学重点Learn the relationship between the language and culture 与 难点 Reading II Language-and-Culture, Two Sides of the Same Coin Comprehension questions 1. What is the author?s view of the relationship between language and culture? Language and culture are clearly fused; one reflects the other. 2. In which ways does language reflect the culture? Language embodies the products, perspectives, communities, and persons of a culture.Members of the culture have created the language to carry out all their cultural practices, to identify and organize all their cultural products, and to name the underlying cultural perspectives in all the various communities that comprise their culture. 3. How can we use the right language in the right way according to the author? It is based on direct experience in the culture and interactions with members of the culture, in all the complexity this entails. 4. Is there any cultural product that consists entirely of language? Can you give an example? Many cultural products, such as literature, tax codes, telephone directories, operating instructions, passports, consist entirely of language. Another example is folklores. 5. What is the meaning of “language is a cultural product in and of itself”? When spoken and written, language takes on tangible and perceptible forms. These tangible forms, as with any cultural product, can be described through language. We constantly use language to discuss language itself. 6. Can you give an example of how words lead to cultural perspectives? For example, as we have already learned, the kinship terms specifically used in Chinese lead to a cultural perspective that is different from that of the English-speaking people in this aspect. 7. What did the Chinese teacher find from her in-depth study of “the bumper sticker”? The perspectives are indeed embodied in words, phrases, and sentences, but they are not always immediately obvious, especially to outsiders. 8. Are there any particular norms made by different communities for their language use? Yes, there are. Communities define norms for appropriate use of language. Within groups, roles, relationships, and other social factors influence who speaks, what they say, and how they say it. The language forms we use in one set of social circumstances with certain communities are not necessarily the ones we use in others. Sharing Knowledge: How to Say “Yes” and “No” Exploration Try to find some cases in which is in Chinese does not mean “yes” in 教 学 内 容 与 过 程 设 计
English and decide we should put the following into Chinese: Survey Conduct a small-scale survey among people you know to find out what they will say in the following situations, and ask them why. Report what you find in your survey to the class and try to explain how culture influences people?s choice of saying in those situations. Writing The language we use may to some extent determine the way we perceive and experience the world. Let?s look at the following examples. Now write a short essay on how you think such language features will affect the perception and experiences of people who use these languages. Discovering Problems: Translating Across Languages Questions for discussion What problems in translation do you think are more difficult to deal with than others? Can you find examples in translation between Chinese and English to illustrate the problem in achieving the above-mentioned five types of equivalence? Case Study Materials for Reference The Role of Words in Various Cultures 教 学 后 记 *
*教学内容与过程设计的主要内容包括（供参考，编写教案时自行删除）： 一、根据教学大纲、教学目的以及教材特点选择教学内容；
二、根据教学内容及学生实际，选择有效的教学方法与手段，突出重点、突破难点； 三、课堂教学环节及各环节的大致时间安排。
*教案字数未做严格要求，一般而言，熟悉本课程教学内容的有经验的教师可写简案，简化内容，突出过程设计，新教师及新任本课程教学的教师原则上应写详案。 *“教学后记”是授课完毕之后，教师对授课准备情况、授课过程及授课效果的回顾与总结，因此，教师应及时手写补充完整本部分内容。
教案
时间第 10周，总第10 次课 安排 章节 Unit 5 Culture and Verbal Communication 名称 教学Learn the relationship between the culture and verbal communication 目的 教学重点Learn the relationship between the culture and verbal communication 与 难点 Warm Up 教 学 内 容 与 过 程 设 计 Questions 1．What was wrong? Which of the following may have been the factors contributing to the failure of the presentation? a. The American did not make a careful preparation for his presentation. b. The American did not know extensively enough about his company?s products. c. Starting his presentation with several jokes made the Germans think that he was not very serious about the business. d. The Germans considered the American executive too young for such an important job. e. The Germans did not like the American, a foreigner, speaking their language with great fluency. 2. What can we learn from the story? Both c and d might be the factors that have caused the failure of the American?s presentation. It is often customary for Americans to start their talk with some jokes or humorous anecdotes, but Germans usually have different ideas about and they tend to consider telling jokes inappropriate in talks on serious matters. And in German culture, executives who occupy important positions are usually senior in age, and they had not expected the American manufacturer to send a young man as their representative to start business with them, a reputable German distributor. They may have found it difficult to trust such a young person. Reading I Understanding the Culture of Conversation