发布时间 : 星期五 文章英国交际礼仪英文版更新完毕开始阅读07c38d57fe4ffe4733687e21af45b307e871f9a1
let the students find out the relationship between the subject and the reference and express their ideas. they could find the answer in the text a.
(2) practice: the explanation of the text and activities skim text a and fill in the diagram (3) production: after-reading check
let students analyze the phenomenon in the case ―white dress‖. and then teacher associates the case with text a. 3. text b definitions of culture (1) presentation: pre-reading task
let the students do the task according to the directions in the textbook.
(2) practice: the explanation of the text and activities activity: translation
文化由清晰和模糊的行为模式构成，这些模式通过符号获得并传播，这些符号由人类群体的特别成就构成，包括具体的人工制品。文化的基本核心由传统思想和与其相关的价值观构成。 activity: key words
pattern, learned(acquired), group (category), value, behavior, etc.
(3) production: after-reading check
require the students to analyze the case 3 ―french in the
north america‖ by using the intercultural theory learned in the text b.
4. text c characteristics of culture (1) presentation: pre-reading task
let the
students do the task according to the directions in the textbook.
(2) practice: the explanation of the text and activities
this part is very easy for students to understand, so teacher can let students do the autonomous
learning and then give some more examples about the characteristics of culture.
(3) production: after-reading check
require the students to analyze the case 4 ―coconut-skating‖ by using the intercultural theory learned in the text c. 5. text d cultural identity
(1) presentation: pre-reading task
let students do pre-reading task and discuss the questions provided by the activity.
(2) practice: the explanation of the text and activities this part is for students to understand, so teacher can let students do the autonomous learning and then give some more examples about the cultures within culture. (3) production: after-reading check
require the students to analyze the case 5 ―a black girl’s
identity‖ by using the intercultural theory learned in the text d. 6. text e cultures within culture (1) presentation: pre-reading task
let students do pre-reading task and discuss the questions provided by the activity.
(2) practice: the explanation of the text and activities
require the students to analyze the table 1 according to the three stages in the formation of cultural identity. discuss how the sentences in the table reflect the speakers’ stages in recognizing his or her cultural identity. (3) production: after-reading check
require the students to analyze the case 6 ―hippies‖ by using the intercultural theory learned in the text e. v. assignments
1. let students do the checklist and assessment.
2. let students do the rest exercises and activities in ―after-reading check‖ of each text.
3. review what has been learned and preview the next chapter. vi . reference 1. 关于文化的定义
趣的、争论不休的学术现象。
（8）文化是个人适应其整个环境的工具，是表达其创造性的手段。他认为：―人类学家对文化的描述可以和地图作个比较。地图显然不是一片具体的块，而是特殊地域的抽象表示。地图如果绘制得精确，人们看了它就不会迷失途径。文化如果得到正确的描述，人们就会认识到存在一种具有特殊性质的生活方式，认识这些性质之间的相互关系。‖
在不同学科对于文化的定义方面，诸如政治学、经济学、历史学、哲学、语言文学等等，都有许多有益的观点。总的来看，各个学科对文化的定义有共同点，也有不同点。尽管如此，由众多学科对文化的定义所产生的文化定义现象，是一个极好的现象，只有有了许多不同的观点，才会有文化研究的发展。而且，各种不同的观点的
存在，有助于相互之间的交融和互补，使人们在理解什么是文化的时候，具有一个更为开阔的视域。
除此以外，在文化定义中，还有一种与此密切相关的现象，就是在对文化进行区别和划分的时候，存在着各种不同的观点。
关于文化的区分，最为常见的说法就是广义文化和狭义文化，也有人把它称为是大文化和小文化。在这一点上，日本著名社会学家富永健一认为：―正如我们将社会区分为广义的社会和狭义的社会那样，有必要将文化也分为广义的文化和狭义的文化。广义的社会是与自然相对应的范畴；同样，广义的文化也是作为与自然相对应的范畴来使用的。在这种情况下，技术、经济、政治、法律、宗教等等都可以认为是属于文化的领域。也就是说，广义的文化与广义的社会的含意是相同的。但另一方面，狭义的文化与狭义的社会却有不同的内容。后者是通过持续的相互关系而形成的社会关系系统；而前者如我们上文中提出的定义那样，是产生于人类行动但又独立于这些的客观存在的符号系统。‖
社会学对于文化的区分还有一种―亚文化‖的概念，―当一个社会的某一群体形成一种既包括主文化的某些特征，又包括一些其他群体所不具备的文化要素的生活方式时，这种群体文化被称为亚文化。亚文化可以围绕着职业种类发展而成，如医学或军事部门的亚文化。亚