《 语言与文化 》 ： 理念与实践. 蓝纯 夏登山 高秀平 郑文博 王强. 汇报内容. 一、教材内容. 二 、单元设计. 三、编写理念. 四 、课文解析. 五 、结语. 一、教材内容. Nature and functions of language Verbal and non-verbal communication Language, learning, and thinking . 语言. 三个 模块. Values, stereotypes, and diversity of culture
蓝纯 夏登山 高秀平 郑文博 王强
Nature and functions of language
Verbal and non-verbal communication
Language, learning, and thinking
Values, stereotypes, and diversity of culture
Globalization and Multiculturalism
Gender, politics, media and language
Intercultural Communication Competence
Verbal and nonverbal communication
Functions of language
Language and thinking
Nature of language
BTaking Stock of Language
A Powerful Mental Blocks
B Second Language Acquisition
A Complexity of Language
B Form and Function of Language
A What Is Language for
B Body Language and Other Cultures
B Does Language Equal Thought?
A How do We Acquire Language?
A The Pragmatics of Cross-Cultural Communication
B World-wise Kids
B How Time Flies
A The Use of Time
A My Mother’s English
B The Language of Discretion
A Jeaning of America
BAmerican Values and Assumptions
A Japanese Emotionality
B Body Ritual among the Nacirema
A The Seven Biases of Eurocentrism
Intercultural Communication Competence
Language & Politics
Language & Gender
Language & Media
B Sports Metaphors as
B Translation Problems
A Do Men and Women Talk Differently
B Stumbling Blocks in
Intercultural Communication (II)
A Political Correctness
A Stumbling Blocks in Intercultural
B Marked Women Unmarked Men
A Things People Say About Translation
A The Electronic Revolution
Unit 5 Language and Thinking
Text 上述能力被分解成更具体、更细小的技能，对它们的培养体现在每一篇课文的选材中，每一项练习的设计中，也希望渗透进教师的每一个授课环节、每一项堂上堂下的活动中。A Powerful Mental Blocks
Author: Richard D. Lewis
Source:When Cultures Collide: Leading Across Cultures. Boston: Nicholas Brealey Publishing, 2006, pp.17-25.
1. The author of this article, Richard Lewis, is a British linguist, cross-cultural communication consultant, and author. Please find out more information about him.
2. In 上述能力被分解成更具体、更细小的技能，对它们的培养体现在每一篇课文的选材中，每一项练习的设计中，也希望渗透进教师的每一个授课环节、每一项堂上堂下的活动中。this article, the author mentions Benjamin Whorf’s hypothesis, better known as Sapir-Whorf Hypothesis, which is probably the most influential theory about language-thought relationship. Please find out more information about this hypothesis:
3. As 上述能力被分解成更具体、更细小的技能，对它们的培养体现在每一篇课文的选材中，每一项练习的设计中，也希望渗透进教师的每一个授课环节、每一项堂上堂下的活动中。a multilingual speaker, the author cites a number of languages and language families, some of which you may find unfamiliar. Please find more information about them, e.g. where they are spoken, which language family they belong to, and what features they have:
I．Understanding the text
Please read the text again and complete the following outline as well as you can.
2. Comprehension checks上述能力被分解成更具体、更细小的技能，对它们的培养体现在每一篇课文的选材中，每一项练习的设计中，也希望渗透进教师的每一个授课环节、每一项堂上堂下的活动中。
The following questions are raised to help you understand the main idea and the organization of the text better. See how well you can answer them.
II. Evaluation and exploration上述能力被分解成更具体、更细小的技能，对它们的培养体现在每一篇课文的选材中，每一项练习的设计中，也希望渗透进教师的每一个授课环节、每一项堂上堂下的活动中。
1. Read carefully the conversation between the author and his Zulu friend one more time. Do you think the author really lacks the cognitive ability to perceive and the linguistic resource to describe the different kinds of green as his Zulu friend does? Do you lack this ability and resource? If you (and the author) do, what causes the lack? If you don’t, can you try to translate each “green” into Chinese?
2. The author mentions that “fair play” (Paragraph 4) and some other English concepts (Paragraph 10) are difficult to translate due to their liability to distortions in translating. Now try to translate the following terms into Chinese or English and then compare the original term with your translation. Do they still represent the same concept? If not, what is lost in the process of translation? And what causes the loss?
I. Word and phrase
2. Word with multiple meanings
Examine the collocations of “point” in the following sentences taken from the two texts in this unit, paying special attention to the multiple meanings and usages of the word “point”. Then paraphrase the sentences by replacing those “point” expressions.
II. Sentence and and a sense of depth, thinking in two different languages gives us added dimensions of reality. The bilingual Swedish Finn is Discourse
2. Metaphor in translation
In Text A, the author uses a number of metaphors. Please identify the metaphorical expressions in the following sentences taken from the text. Then translate the sentences into Chinese and try to keep the metaphors in your translation.
Does Language Equal Thought?
Author: Donna Jo Napoli
Source:Language Matters: A Guide to Everyday Questions About Language. Oxford University Press, 2003, pp.38-51.
Group discussion your students – in many instances, there is no one correct answer. What matters is to cultivate a kind of sensitiveness to and respect for the beauty, subtlety and complexity of the English language.
(1) Essay writing
In 2010, The Economist held a debate on the relationship between language and thought, proposing that “the language we speak shapes how we think”. Surf the homepage of this debate and summarize the views of the two sides. Then choose either the pro side or the con side and write a 300-word essay arguing for your position.
(2) Debate designing
Divide the class into groups. Each group will design a debate on a topic about language by modeling The Economist debate. You can work on one of the topics you have learned in the first five units or any other topic about language. As a variation, you can also organize a debate online through a blog, weibo, wechat or any other social networking services.
www.themegallery.com your students – in many instances, there is no one correct answer. What matters is to cultivate a kind of sensitiveness to and respect for the beauty, subtlety and complexity of the English language.