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英语跨文化作文

Task 1 Rewriting

The following article describes an American Engineer’s experience in China. You need to read it, and then rewrite the story with no more than 300 words.

What went wrong

It was 1998, Janice Linzweve was a young engineer working for a pump manufacturing joint venture operation in Wuhan. She had studied Chinese for two years at college and felt her competency with Chinese was growing rapidly; she was even learning a little of the local dialect. She felt lucky that her husband, George Carter, had been willing and able to make the move with her and that he, too, seemed to be enjoying his English-teaching job and their new life in Wuhan.

Janice felt that she got along well professionally with her Chinese colleagues, but she wished she could get friendlier with them; they seemed a little distant and cautious. She was really pleased, therefore, when Liu Lingling, another engineer, who seemed slightly less shy than the rest, invited Janice and George to her home for dinner one Friday night after work.

Lingling met them at the bus stop and took them to her home, a sparsely furnished but very clean two-room apartment. She briefly introduced them to her husband, Yang Feng, who was busy in the tiny

kitchen, and then invited Janice and Gorge to sit down in a room where there was a table with eight plates of various cold dishes on it. She served them some tea and then disappeared for fifteen minutes. Just when Janice was about to get up and go ask if anything was wrong, Liu Lingling returned and added hot water to their tea. In answer to their offers, Liu Lingling assured them that she and her husband didn’t need any help in the kitchen. She pointed out a new CD player that she and Yang Feng had recently purchased and their thirty-five-inch color TV set and invited the American couple to have a look at them. Then she disappeared again. After nearly three quarters of an hour, Lingling reappeared. The three of them sat down and began to eat. Yang Feng came into the room from time to time to put a hot dish on the table. Most of the food was wonderful, but there was far too much of it. Janice passed on the eel and the sea cucumber, and George skipped from one dish to another. Both George and Janice were full before half the dishes had been served. Also, they couldn’t help wishing that Yang Feng would sit down, so that they could get a chance to talk to him. When he finally did come in from the kitchen, he ate a bit and then turned on the TV, fiddling with knobs to show them all of the features, Lingling proceeded to demonstrate the CD player, and then it was late and time to go home.

Although they felt vaguely depressed by their first social encounter with Liu Lingling and Yang Feng, they felt that they should return the

dinner invitation, so they invited the Chinese couple over two weeks later. George and Janice decided to introduce their new friends to an American meal. George scoured the hotels and grocery stores that catered to Western tastes. He was excited to find some black olives, tomato juice, soda crackers, and even some tolerable cheese. They set these out as appetizers along with some Chinese peanuts and small crackers. Janice made spaghetti and a salad. She even concocted some dressing from oil, vinegar, and some sweet-smelling but unidentified herbs she found on the market, George and Janice were pleased with their efforts. When Liu Lingling and Yang Feng arrived. They were obviously impressed by the apartment. They asked the prices of the carpet, CD/tape player, TV set, and the vacuum cleaner. They pressed every button on every appliance, and Janice was glad the food processor was tucked away in a kitchen cupboard. They nibbled without enthusiasm at the appetizers, but Janice was pleased that they seemed to be having fun. She did, however, refuse politely their questions about the cost of everything.

The Chinese couple seemed a little confused when both Janice and George sat down to the meal, and Liu Lingling asked who was doing the cooking. She still looked confused, even after Janice and George had explained who had prepared the food and dishes. The two Chinese ate just a tiny bit of spaghetti and didn’t finish the salad on their plates. George urged them to eat more, but they continued to refuse and to

look expectantly. George and Janice explained the origin of each of the foods served, found out where Liu Lingling and Yang Feng’s families were from, and learned quite a bit about Yang Feng’s job as a physics professor. They also answered questions about their own families and hometowns. When it seemed everyone was done, George cleared the table and Janice served coffee and some chocolate pastries she had found in a hotel bakery. Liu Lingling put four spoonfuls of sugar in her coffee and drank about a third of it. Yang Feng took one sip and left the rest. Neither ate more than two bites of pastry.

After they left, George said to Janice, “At least we had a chance to talk,”but Janice replied in a dismayed voice, “We left their home so full that we couldn’t walk, but they’re going to have to eat again when they get home. What went wrong?”.

1.Please rewrite the story with no more than 300 words.

2.Follow-up Task:Could you explain what went wrong?

翻译研究的语篇分析模式及其意义(二)

英语知识一、导论 20 世纪90 年代,语篇分析开始在翻译研究中占主导地位。语篇分析法侧重于描述语言意义交流及建立社会和权力关系的运作方式。翻译研究中, 最具影响力的语篇分析模式当数礼德的系统功能语篇分析。语篇分析模式引入翻译研究后,对翻译研究那种众说纷纭,莫衷一是的混乱局面无疑注入了一塘清水,尤其对中国翻译界挥之不去的语文学式的翻译研究产生了重要影响。西方翻译研究者把语篇分析引入翻译研究后,已经取得了重要进展,出版了几部重要作品,主要有:J uliane House 的《翻译质量评估模式:一种重访模式》( Translation QualityAssessment : A Model Revisited ) ,[ 1 ]Mona Baker 的《换言之: 翻译教程》( In Other Words : A CourseBook on Translation ) ,[ 2 ] Bell 的《翻译的理论与实践》( Translation and Translating ) ,[ 3 ] Basil Hatim和Ian Mason 合著的《语篇与译者》( Discourse andthe Translator ) [ 4 ] 和《作为交际者的译者》(The ranslator as Communicator ) ,[ 5 ] Basil的《跨文化交际—翻译理论与对比篇章语言学》(Communication across Cultures : Translation Theoryand Cont rastive ) 。[6 ] J uliane House 通过对原文和译文进行语域对比分析以确定译作评估模式,并分析了显性翻译(overt translation) 和隐形翻译(coverttranslation) 。显性翻译自称不是翻译,隐形翻译则被定义为在译语文化中享有和源语文本平等的地位。Baker 探讨了翻译中语言各层次尤其是语篇和语用层次上的对等。Basil Hatim 和Ian Mason 将符号层上的语篇融入其翻译研究模式,代表了更广泛意义上的话语观。在我国,将语篇分析模式引入翻译研究的应首推黄国文和美芳二教授。黄国文在《外语与外语

跨文化交际(英文版)

跨文化交际英语作文

The differences in gifts culture between Chinese and the western Chinese and western have the custom of gifts, gift of east and west have paid great attention, and that it should be reciprocity, back and forth. However, the western culture and eastern culture gifts behavior or have very big difference. If we do not pay attention to these gifts cultural differences, and maybe one day when we and the western friends, we would be in trouble. Living in California town of Chinese children's king Michael reading grade five, he particularly clever, study is also very hard, because this result also is very good. In the school year ended and the result was not announced before, mike parents will give teachers a small gift certificates and a thank you card thanks teacher in a year to mike's help. After a few days, year-end results announced, mike without a surprisingly high class, the result is far far higher than other students. A few of the students with lower scores of parents in heard that mike parents have to the teacher very angry after gifts, they think mike's result was the parents to the teacher bribes paid it. Because China's gift in it is quite common, in order to pay homage to express gratitude, for friendship, want to people, and so on, can choose to give gifts, even civilians and officials, junior and superior, parents and teachers gifts between is normal things. But in the United States to have the public interest relationship between each other between the imagination of gifts to each other is more sensitive. Although mike parents just out of gratitude teacher kindness and give gifts, but the teacher and mike announced results directly related, this time can't really give gifts is the American potential consciousness, if choose announced results in gifts before, then, yeah, it would involve the suspicion of bribery. So, some parents misunderstanding to doubt the result of the hard to avoid is mike. Another example:An American woman living in Wisconsin volunteered to tutor English to a Chinese woman who had moved into the same community. “Before each lesson, and on each and every visit,” the American reported, “the Chinese lady brought me a gift — a book, some paper sculpture, flowers, or candy. It was embarrassing。” Unknowingly, this American was experiencing a vestige of protocol rooted centuries deep in the Chinese culture。 In America, lavish, extravagant gifts are definitely out. An appropriate alternate to a gift is to take the deserving person to dinner, or to an entertainment or sporting event. On the contrary, gift giving is an institution and a revered custom in China. “gift giving is a necessity, not merely a nicety as in the West。” In China the proper gift is thought to express the giver's true friendship, gratitude, and respect far better than words can. Of course, the western culture and eastern culture gifts or have many other behavior very big difference. First is gift ideas for the difference. The Chinese tend to pay attention to the present the essential meaning, namely its practical value, but don't like useless things. For new couples give gifts, the past is often feel, bed sheet, antependium, ZhuSheng for newborns, often sent packing elegant small clothes, are very inexpensive. Chinese New Year holiday even directly red

跨文化交际笔记

第一章跨文化交际一、什么是跨文化交际——具有不同文化背景的人从事交际的过程跨文化交际之所以在今天日益引起人们的注意，主要原因是由于交通工具的进步与通讯手段的发展，使得不同国家、不同种族、不同民族的人能够频繁地接触和交往。 L.S.Harms认为，在世界范围内的交际经历了五个阶段：语言的产生；文字的使用；印刷技术的发明；近百年交通工具的进步和通讯手段的迅速发展；跨文化交际。近二十年来的交际是以跨文化为特征的。二、对跨文化交际的不同理解有的人认为每个人在文化上都是独特的，所以任何两个人之间的交际都是跨文化交际。有的人认为，不同国籍人们之间的文化差异与不同职业的人们之间的文化差异并没有什么本质上的区别，只是程度上的差异。有的人认为，跨文化交际研究应该把重点放在亚文化系统的语篇系统方面。有的人认为，作大范围的国与国之间的对比对于改进跨文化交际益处不大，应该把眼光放在更具体的文化差异上。跨文化交际研究的范围应该也包括地区、职业、年龄、性别等方面的文化差异的探讨。文化通常不是指个人的行为，而是指一个群体的生活方式和习惯。作者认为作跨国、跨种族、跨民族研究不仅应该是跨文化交际研究包括的内容，而且应该是放在首位的。至于地区、阶级、阶层、职业、性别、年龄等不同层次的差异也应该给予关注。至于个人之间的差异的研究只是在我们把他们当做群体的代表时才有意义。在研究一个国家的文化特点时，我们的眼光首先应集中在它的主流文化上，其次才注意它的亚文化和地区文化的特点。主流文化亚文化地区文化小群体文化（不同年龄、职业、性别群体的文化）第二章跨文化交际学一、跨文化交际学在美国Intercultural Communication 与人类学、心理学、传播学关系密切 1.首先在美国兴起。美国有来自各个国家的移民，有各自的文化系统和风俗习惯，逐渐在美国社会形成了多元文化的格局；美国与各国交往频繁。 2.Edwar Hall 《无声的语言》跨文化交际学的奠基之作。认为不同文化背景的人们在使用时间、空间表达意义方面表现出明显的差异。（对时间、空间、交际的关系作了深入探讨） 3.1970年是具有重要意义的一年，在这一年，国际传播学会承认跨文化交际学是传播学的一个分支，成立了跨文化交际学分会。1972年，第一届跨文化交际学国际会议，日本东京。 4.70年代，影响最大的书籍。《跨文化交际学选读》 5.跨文化交际学内容：

[高中英语跨文化教学探索]跨文化交流英语作文300

[高中英语跨文化教学探索]跨文化交流英语作文300 摘要：在以往的英语教学中，英语知识内容诸如词汇、短语、语法等得到了过多的重视，但是却忽略了语言不能脱离文化而单独存在的事实。最终结果就是学生学了很久的英语，但却没有培养学生用英语语言进行沟通和交流的能力。关键词：文化意识中学英语课堂教学交际跨文化交际能力一、在英语教学中，英语国家文化背景教育的必要性、重要性和紧迫性在传统的英语教学中，诸如词汇、短语、语法等英语知识内容受到了广泛的关注，而英语作为一个民族的语言文化背景却大大地被忽略了。学生学了几年英语，对英语母语之间的文化差异以及英语民族的风俗习惯一无所知。因此，我们经常听到学生说出典型的中国式英语就不足为奇了。

在我就读的大学课堂里曾经发生过一件有趣的事：一次学校请美国的外教George Hank给英语专业大一的学生做“英美文化的交流”讲座，Hank先生站在了主席台的中间准备发言。我作为服务人员，默默地搬了一把椅子，放在了他的后边，可是他却向旁边推去，于是我又把椅子凑了过去，他再次推开。我很不解，后来谈及这个事情，他说：“你并没有说让我坐啊，而且你也没有问过我需不需要椅子。”这次的文化冲突让我明白了原来很平常的一件小事，由于英汉文化的差异而产生了误解。再如，在公交车上有一位年约五十多的外国人上车，这时，一位小伙子出于尊老爱幼的文化习俗，给他让座，没想到外国人坚持站着，小伙子再次让座，外国人却发火了：“Do you think I am old enough to need a offer? I am not that old.”(你认为我年纪大到需要别人主动让座了么？我没那么老！)英美国家文化中，外国人崇尚自由、年轻和活力，很忌讳别人把他们当成需要别人照顾的老人。二、中英(英语国家)文化差异及其在中学英语教材和日常交流中的体现中英(英语国家)文化在许多方面存在着差异，这些差异在中学英语教材中也得到了体现。下面谈谈中英(英语国家)文化差异的几个主要方面。

跨文化交际理论

跨文化交际理论一.文化、交际、跨文化交际： 1.“文化”的含义： ①“文化”二字最初没有联系在一起，它的意思是统治者通过观察天象，可以了解时序的变化，通过观察人类社会的各种现象，可以用教育感化的手段来治理天下。 ②西方的“文化”引申出对人的性情的陶冶和品德的培养，泰勒认为，“文化”是包括知识、信仰、艺术、道德、法律、习俗和任何人作为一名社会成员而获得的能力和习惯在内的复杂整理。 ③马克思主义理论家认为文化分为两种：狭义的文化指的是历史上一定的物质资料生产方式的基础上产生和发展的社会精神生活形式的总和；广义的文化指的是人类在社会历史实践过程中所创造的物质财富和精神财富的总和。 2.文化的分类：按内容分包括：物质文化、行为文化、制度文化、观念文化四个方面。 3.文化的特性：（1）文化史人类独有的，是区别人类和动物的主要标志，文化史社会遗产，而不是生理遗传。（2）文化不是先天就有的，而是后天习得的。（3）文化中的大部分是不自觉的，人总是自然而然地表现其文化色彩的。（4）文化是人们行动的指南。（5）文化是动态的，文化的形态与一定的历史时期相联系。 4.隐性文化的基本内容：包括以下内容：时间观念，对空间的利用，成就感，交际模式，对环境的取向，家庭关系，上下级关系模式，对个人的看法，对竞争和合作的偏爱，谦虚的挂念，对规章制度的需要，对宇宙的看法，法律的观念，工作积极性，对领导的看法，社交频率，友谊的性质，控制感情的模式，依据年龄、性别、阶级、职业、亲属的关系，确定地位及相关角色。 5.语言和文化的关系： ①语言文化的重要组成部分，语言与文化是部分与整体的关系：一种文化不可能没有与之相应的语言；抽取文化内容，语言也不能独立存在。 ②语言是用于记录文化的符号体系，是文化的主要载体。 ③语言和文化相互依附、促进和制约。 6.人类交际的主要手段：符号是人们交际时使用的主要手段，任何符号都可以用来交际。 7.组成交际行为的八个重要因素： ①信息源/行为源 ②编码 ③信息

跨文化交际英文

C r o s s–c u l t u r a l c o m m u n i c a t i o n Thesis statement: This paper is mainly talking about the culture differences between several countries. Outline: Chapter 1: Language and culture in communication Chapter2: Culture shock Chapter3: What’s in a name? Chapter4: Social interaction Chapter 5: Roles and relations Chapter6: Non-verbal communication Chapter 7: In other words. Chapter 8: From a primitive Tribe to a Global Village Conclusion Chapter 1: Language and culture in communication There is no denying the fact that out daily lives depend largely on communication, without it we can’t know each other. So, we should come to realize that communication is of great importance. What is communication? In total, communication can be divided into two parts; they are verbal communication and non-verbal communication. However, different people hold different opinions about communication. In general, if there is communication, there must have 4 cases: there are at least two or more people, some contact between communicators, a language shared by communicators, an exchange of information has taken place. I just take the fist one for example. Suppose there is one person, there can’t be communication. Otherwise, he may talk to himself. Communication not just exist in human-beings There are five kinds of communications they are human communication, animal communication, human-animal communication, human machine communication, machine communication. So, Animals and machines can also communicate with each other. For human beings, how can we communicate with each other? Experts say that there are various kinds of communication. Nowadays, there are different kinds of tools for us to communicate .For people we can use telephone and computer to communicate with each other. By them, finally we can receive message. What is social situation? When there are two or more people gather to do a job or an activity, then

(完整版)跨文化交际英文版

https://www.sodocs.net/doc/4e3048900.html,munication is a dynamic, systematic process in which meanings are created and reflected in hum an interaction with symbols. 2.Culture: The deposit of knowledge, experience, beliefs, values, actions, attitudes, meanings, hierarchies, religion, notions of time, roles, spatial relations, concepts of universe, and artifacts acquired by a group of people in the course of generations through individual and group striving. 3.Acculturations: occurs when a society undergoes drastic culture change under the influence of a more dominant culture and society with which it has come in contact. 4.Intercultural communication:It is communication between people whose cultural perceptions and symbols are distinct enough to alter the communication event. 5.co-culture: when talking about groups or social communities exhibiting communication characteristics, perceptions, values, beliefs, and practices that are significantly different enough to distinguish them from the other groups, communities, and the dominant culture. https://www.sodocs.net/doc/4e3048900.html,nguage is an organized, generally agreed on, learned symbol system used to represent the experiences within a cultural community. 7.Perception: the process by which an individual selects, organizes, and information to create a meaningful picture of the world. 8.Value: is an enduring belief that a specific mode of conduct or end-state of existence is personally or socially preferable to another. 9.Culture patterns: refers to both the conditions that contribute to the way in which a people perceive and think about the world, and the manner in which they live that world. 10.Collectivism:is characterized by a rigid social framework that distinguishes between in-groups and out-groups. 11.Masculinity: is the extent to which the dominant values in a society are male oriented and associated with ambitions, differentiated sex roles, achievements, acquisition of money and signs of manliness. 12.A high-context (HC) communication or message is one in which most of the information is either in the physical context or internalized in the person, while very little is in the coded, explicit, transmitted part of the massage. A low-context (LC) communication is just the opposite; i.e., the mass of information is vested in the explicit code. 13.Context: the information that surrounds an event; it is inextricably bound up with the meaning of that event. 14.World view is a culture’s orientation toward God, humanity, nature, questions of existence, the universe and cosmos, life, moral and ethical reasoning, suffering, death, and other philosophical issues that influence how its members perceive their world. 15.Argot is a more or less private vocabulary peculiar to a co-cultural group, and a group must have an argot if it is to be considered a co-culture. 16.Nonverbal communication involves all those nonverbal stimuli in a communication setting that are generated by both the source and his or her use of the environment and that have potential message value for the source or receiver. 17.A learning style is a particular way that an individual receives and processes information. 18.Stereotyping is a complex form of categorization that mentally organizes our experiences and guides our behavior toward a group of people. 19.Culture shock: when we are thrust into another culture and experience psychological and physical discomfort from this contact we have become victims of culture shock. 20.Ethnocentrism: the belief that one’s culture is primary to all explanations of reality.

跨文化交际英语作文The development of Intercultural communication as a field df study

The development of Intercultural communication as a field df study? Intercultural communication as a phenomenon is really universal, nowadays it takes place everywhere. When you talk with a British lecturer, you are having intercultural communication with him. When you correspond with a westerner through e-mail, you are engaged in intercultural communication. When you watch a French film, or read a French novel, you are engaged in intercultural communication. Although you don’t see the person, the French person is actually talking to you through the book or the novel. So you are having the intercultural communication with him or her. Intercultural communication dates back to thousands of years ago. A long time ago, when people started intermingling with each other, when people were having trade relations with others, there were intercultural communications. A very good example is the “silk road”. A lot of traders from different countries interacted with each other in their business reactions. There was intercultural communication. Intercultural communication is a daily occurrence, and it takes place everyday. In today’s world, intercultural commun ication has become increasing important, because it is so easy for people of different cultural background to come together and communicate. How about the development of Intercultural communication in

跨文化交流英语作文300高中英语跨文化教学

跨文化交流英语作文300高中英语跨文化教学语言和文化密不可分的关系决定，当前高中英语教学不仅是语言知识的传授，而且包括文化知识的传播和对学生跨文化交际意识和能力的培养。下文主要探讨在高中英语教学中跨文化教学的必要性以及高中英语跨文化教学目标的实现途径。高中英语跨文化教学的必要性符合语言与文化内在关系的要求语言是文化的载体，同时也是文化的一部分。在外语教学中文化是指所学语言国家的历史地理、风土人情、传统习俗、生活方式、文学艺术、行为规范、价值观念等。学习外语除要掌握语言知识和技能以外，还应了解语言所反映的文化，以便能跨越文化障碍，理解其语言所表达的真正含义。跨文化教学是语言交际本身的需要语言是一种社会交际工具，交际是运用语言的主要手段，包括书面和口头交际两个方面。中学英语教学的最终目的是培养学生初步运用英语进行交际的能力，即语言能力和语用能力。而离开文化背景的英语交际也是行不通的。

跨文化教学是课程标准的要求英语学习的最终目的是为了获得进一步学习英语国家文化的能力。21世纪所需要的人才应该是适应时代发展的现代人才。他们应面向世界，面向未来，应具有对国际事物的理解力，善于吸收其他民族的优秀文化以提高本民族的素质。因而，高中英语课程标准明确规定要增进学生对所学语言国家的了解，并以此作为高中英语教学的目的之一。跨文化教学是学生参加高考的需要传统考试主要考查语法知识及词汇的用法，是造成“高分低能”的主要原因。随着英语高考的发展，它强调语言与文化的一体性，真正地道的英语应当在表述内容的同时体现英语的文化色彩。这一点在近几年的高考试题中有明显的体现。考生在作答此类题时，不仅要了解题目的意思，还要联系到意思所渗透的文化背景。高考阅读考查题材极为丰富，如人物传记、社会文化、逸闻趣事、史地常识，其语言地道，选材大多反映英语国家情况。例：I have never aepted the argument that if only we all understand each other better. There would be fewer wars. Ask people of India and Pakistan. If we all speak English, will we then all start eating McDonald burger?上面的句子摘自一篇讨论“英语在全球扩张的利弊”的文章，考生想要理解好上面的信息，需要了解两方面的文化背景：巴基斯坦、印度和英国之间的相互关系；麦当劳是当今美国文化的典型代表，否则对文章的理解肯定会出问题。

英语教学中语篇分析

英语教学中的语篇分析摘要：传统的英语教学注重单句而忽略语篇，根据语篇分析理论，教师应从语篇的宏观角度出发，分析文章的信息结构、句际关系和句含义、话语标记语，以及对语篇进行批判性话语分析，在教学中兼顾局部与整体，使学生最大限度获取语篇中的完整意义。关键词：英语教学语篇语篇分析一、引言大学英语是大学生的一门必修基础课程。根据教育部制定的《大学英语课程教学要求》的要求，大学英语旨在提高学生英语语言知识与应用技能，培养学习策略和跨文化交际能力，提高综合文化素养，以适应我国社会发展和国际交流的需要。但在教学实践中，教师们更注重英语的词汇搭配和单句的分析与理解。学生的词汇量虽然在一定程度上得到了扩充，但不一定能在不同的语境中正确使用，学生对语篇的分析能力和语言的综合运用能力并未得到提高。研究表明，以学生为中心的语篇教学能使英语课堂教学更具针对性，有利于培养学生的交际能力，更有利于培养学生理解、分析、归纳的能力，从而提高教学效率，这与大学英语的教学宗旨不谋而合。二、语篇分析理论

传统的英语教学多采用自下而上（Bottom-up Approach）的方法，教师在教学中往往从单个的生词或短语着手，以单个的句子为单位，对句子的语法结构和意义进行分析，忽略了对篇章信息结构、衔接手段和话语标记的分析。事实表明，仅仅停留在单词意义和语法结构的层面，不足以正确理解句子和文章的含义。在教学中，教师应该具有语篇意识，引领学生从更高层次的语篇、语境的角度来解读课文。所谓语篇（discourse），是指“高于句子或小句的语言单位”（Stubbs，1983：1）。语篇可以是短短的几句，也可以是篇幅很长的篇章。语篇分析是现代语言学借助行为科学、认知语言学、哲学、信息理论的原理和方法而逐渐发展起来的一门学科。自上个世纪六十年代以来，语言学家们逐渐意识到语篇的重要性，出现了两个并列的术语discourse analysis（语篇分析）和text linguistics（语篇语言学），两者意义基本相同。在英语教学中，每一篇课文都是一个完整的语篇。以语篇分析理论为指导的语篇教学立足于整体，采用自上而下（Top-down Approach）的策略，围绕篇章主题、段落推进、情节发展，将篇章的宏观欣赏与微观分析紧密结合，语言形式和语言功能并重，语言知识与文化知识并举。语篇教学的目的在于提高学生的综合语篇能力，引导学生理清语篇