大学跨文化英语口语教程4（史墨伍德）全套教学课件

口语教程CollegeEnglishCreativeCommunication大学跨文化英语MODULE1Yes,ButWhatIsCulture?4UNIT

1

Yes,ButWhatIsCulture?ListeningTheLanguageofGesturesDefiningCultureListeningforNationalCharacteristicsParticipationActivityRole-PlaySectionC:DirectedListeningSectionB:ListeningandSpeakingSectionA:StartingOutTalkingaboutCountries,Nationalities,andInhabitantsMakingComparisonsIdentifyingCulturalCategoriesSectionD:CultureCornerUnitFocusListeningUnitFocusSectionC:CreativeSpeakingSectionB:DirectedListeningSectionA:ListeningandSpeakingUsingPrefixesSectionD:ProgressTests

Yes,ButWhatIsCulture?UNIT

2DiscussingAspectsofCultureActivityAActivityBThisunitfocusesonthefollowingmainskills:DecidingwhatconstitutescultureDiscussingvariousaspectsofcultureUsingvocabularyrelatedtocountriesandnationalitiesExpressingcomparisonsListeningforinference/listeningfornationalcharacteristicsListening/identifyingdescription(ofgestures)Workinpairs.Hiddenvertically()orhorizontally()inthegridbelowaretwelvewords.Tenofthemareregardedasbeingpartofacountry’sculture,whiletwoofthemareNOTusuallyassociatedwithit.Findalltwelvewordsandwritetheminthecorrectlistonthenextpage.Bepreparedtodefendyourchoicetotherestoftheclass!RJKLANGUAGETZSTRNONFREBJYDYTWSYRBOARTHGHUEDOMAVOUBLNEIPLHJQINDUSTRYSREMUSICTYUHEATRVAZEESNBVELZOEISPGCINEMAITRZSQOBOJHZYTGYYAIAIVNYUIJRIUPQOZUCOGJTPEOTKSNEYXMFNGOTNRJDURTWYDBVPJIEHFIARCHITECTUREGOWordsassociatedwithculture:1.___________2.___________3.___________4.___________5.___________6.___________7.___________8.___________9.___________10.___________WhichtwowordsareNOTusuallyassociatedwithculture?Why?1.___________2.___________artARTfoodFOODhistoryHISTORYmusicMUSICtheatreTHEATRElanguageANGLUAGEtelevisionTELEVISIONreligionRELIGIONcinemaCINEMAarchitectureARCHITECTUREindustryINDUSTRYeconomyECONOMYWorkinpairs.ListentothefollowingconversationbetweenaFrenchstudentlivinginEngland,Pierre,andhisEnglishfriend,Susie.Theyarediscussingdifferencestheyhavenoticedbetweentheircultures.Asyoulisten,makebriefnotesintheboxbelowaboutthedifferencesPierreandSusiemention.ListeningCulturaldifferencesliterature—France:Molière,Hugo,andLaFontainetaughtinschool—Britain:Shakespearetaughtinschoolmusic—France:childrentaughtsongs(nurseryrhymes)fromFrenchRevolutionin1789—Britain:childrenlearnrhymesbasedonBritishhistory,e.g.RingaRingo’RosesfromtheGreatPlagueofLondonin1665Culturaldifferencesfood—France:foodmoreimportant,dinelaterintheday,drinkmorewine,eatmorecheese—Britain:increasinginimportance,asseenthroughcookingprogrammesonTV&top-qualityfoodservedinpubsandrestaurantsPierre:Susie:Pierre:Susie:Pierre:Susie:Couldyougivemeahandwithmyessay,Susie?MyteacherwantsmetowriteaboutthedifferencesIcanseebetweenmycultureandtheculturehereinEngland.Doyoumeandifferencesinthewaypeopleliveinacountry?EverydaythingslikewhattheyeatandwhattheywatchonTV?Yes,exactly.Wetalkedinclassaboutthepeopleofanationhavinga“sharedculture”.That’sallthethingsthatmakeFrenchpeopleFrenchandEnglishpeopleEnglish—sharedlanguage,music,literature…Youknow,inthewaythatShakespeareisapartofEnglishculture.AndtheFrenchhaveMolière,Hugo,andLaFontaine.That’sright.We’realltaughtaboutthematschool.IdoubtwestudiedexactlythesamehistoricaleventsatPierre:Susie:Pierre:Susie:Pierre:school,either.Afterall,sharedhistoryisapartofourculture,too.Forexample,doyouknowthesongRingaRingo’Roses?No,Idon’t.What’sitabout?ItcomesfromtheGreatPlagueofLondonin1665,whichkilledafifthofthecity’spopulation.That’sinteresting.IlearnedsongsfromtheFrenchRevolutionin1789.Iknow,whataboutfood?IthinkfoodismoreimportantinFrancethaninEngland.I’mnotsureIagree.Nowadays,thewholenationseemstobeobsessedwithit!TherearesomanycookingprogrammesonTV,andlotsofpubsandrestaurantsservetopqualityfood.Well,westilleatoureveningmeallaterinFrance.Also,weSusie:Pierre:Susie:usuallydrinkwinewithmostofourmeals.Youeatalotofcheese,too!WhenIwasstayingwithaFrenchfamilyformyschoollanguageexchange,cheesewasservedeverynight.Ah,I’vethoughtofanotherdifference.YouEnglishdriveonthewrongsideoftheroad!Whatdoyoumean,the“wrong”side?Wedriveontheleftandthat’stheright…Oh,Isee.InFrance,youdriveontherightside!Idon’tthinkthat’saculturaldifference,though.Readthroughtheconversationtwice,changingroleseachtime.TalkingaboutCountries,Nationalities,andInhabitantsActivityAWorkinpairs.Intheconversation,PierreandSusieusewordstodescribeacountry(France,England)andwordstodescribeanationality(French,English).Completethetablebelowwiththecorrectwordsforeitherthecountryorthenationality.Sevenoftherowsalsohaveaspecialwordthatisusedwhentalkingaboutapersonofthatnationality.Canyouguesswhattheyare?Ifnecessary,useadictionary.CountryNationalityInhabitantAmericaAmericananAmericanChinaChineseaChinesepersonHungaryHungarianaHungarianCountryNationalityInhabitantMongoliaMongolianaMongolDenmarkDanishaDaneSpainSpanishaSpaniardScotlandScottishaScotSwedenSwedishaSwedePolandPolishaPoleFinlandFinnishaFinnNow,oneofyouisStudentAandtheotherisStudentB.Usethewordsfromthetabletocompleteyoursentences.StudentA:1._______sharesborderswithsevendifferentcountries,includingGermany,Belarus,andtheCzechRepublic.2.Goulashisa(n)__________stewmadeofmeatandvegetables.3.YoucanseetheStatueofLibertyin________.4.Surprisingly,the______drinkmorecoffeethaneithertheItaliansortheBritish.5.Thecapitalof_________isCopenhagen.PolandHungarianAmericaFinnsDenmarkStudentB:1.In________,whereseveralmetresofsnowfalleachyear,almosteveryhouseholdhasitsownsauna.2.BullfightingisthemostfamouseventattheSanFerminfestival,whichtakesplaceinthe________cityofPamplona.3.Everyyear,thousandsoftouriststravelto______towalktheGreatWall.4.Many___________familiesarenomadic,livinginmoveabletentscalled“gers”.5.The________Highlandsisabeautifulregionofmountainsandlakes.SwedenSpanishChinaMongolianScottishActivityBIntheconversation,PierreandSusieusedifferentstructurestocompareEnglishandFrenchcultures.Sometimes,whentheadjectiveisshort,wesimplyadd-er(orjust-r)

totheword:latelater.Forlongerwords,weusemore/less+theadjectivetomakeacomparison:importantmoreimportant.WhenPierrewantedtocomparetheimportanceoffoodinFranceandEngland,hesaid“IthinkfoodismoreimportantinFrancethaninEngland.”MakingComparisonsqAngus:Nadine:Angus:Nadine:IthinkScotlandismorebeautifulthanEngland(+beautiful/England).SodoI,butFranceis_______________________(+pretty/bothofthem).Noway!Franceis____________________________(+big/EnglandandScotland)andIagreethatthefoodis______(+good),

butthecountrysideinScotlandis______________(+interesting).Idon’tagree.ThinkoftheFrenchAlps.Themountainsthereare___________________________(+high/ScottishprettierthanbothofthembiggerthanEnglandandScotlandbettermoreinterestinghigherthanScottishmountainsWorkinpairs.UseappropriatestructuresforthewordsinbracketstocompletethefollowingconversationbetweenAngus,whoisScottish,andNadine,whoisFrench.0qmountains).

Also,theriversinFranceare______________________________(+long/theriversinScotland).

Then

there’stheclimate—it’ssomuch________(+warm).Yes,butthesethingsarenot_____________________________(+important/thepeople).

Scottishpeoplearesomuch______________________(+friendly/theFrench).Whataboutthefoodanddrink?Frenchwineis_______________________(+nice/Scottishwhisky).Andasforthefood,there’snocomparison!Ourfoodissomuch______________________(+tasty/Scottishfood).OK,OK!Let’sjustagreetodisagreeaboutourcountries.Anyway,I’msurewebothagreethatScotlandandFranceareboth_________________(+good/England)!longerthantheriversinScotlandwarmerAngus:Nadine:Angus:friendlierthantheFrenchmoreimportantthanthepeoplenicerthanScottishwhiskytastierthanScottishfoodbetterthanEnglandInpairs,readthroughtheconversationatleasttwice,changingroleseachtime.ActivityCWorkinpairs.Inthetable,therearesixcategoriesrelatedtoculture.Lookatthewordsintheboxanddecidewhichcategorytheybelongto.Twohavebeendoneasexamples.IdentifyingCulturalCategoriesactorbroadcastchurchdishguitarlandscapepaintingplayportraitprayprogrammerecipesymphonyworshipReligionTheatreArtFoodRadioMusicpraypainting////churchworshipworshipchurchactoractorplayplaylandscapelandscapeportraitportraitdishdishreciperecipebroadcastbroadcastprogrammeprogrammeguitarguitarsymphonysymphonyNow,takeitinturnstogiveyourpartneraculturalcategory.Whenyouaregivenacategory,thinkofasentencethatusesatleastoneofthewordsinthatcategory.Forexample,ifyourpartnergivesyou“Art”,youcouldreplybysaying,“MyfavouritepaintingisStarryNightbyVincentvanGogh.”ReligionTheatreArtFoodRadioMusicpraypainting////churchworshipactorplaylandscapeportraitdishrecipebroadcastprogrammeguitarsymphonyEachwordcanonlybeusedonceandyoumustcontinueuntilallthewordshavebeenused.Listentosixpeopletalkingaboutaspectsoftheircountry’sculture.Findeachperson’scountryonthemapbelowanddrawalinetoitfromthem.Then,writethenameofthecountryinthespaceprovided.ListeningforNationalCharacteristics1.Amelie:________2.Jaclyn:________3.Peppe:________4.Isabel:________5.Jose:________6.Lucas:________FranceScotlandItalySwedenSpainGermanyTheLanguageofGesturesLanguageisanelementofeveryculture.Whenwespeak,weusegesturestoemphasisewhatwearesaying.Thesegesturescanmeandifferentthingsindifferentcultures.Italianisamusicalandpassionatelanguage,anditsspeakersarewell-knownforusingawiderangeofgesturestofullyexpressthemselves.Lookattheexamplesbelow,allofwhichareusedinday-to-dayconversationsinItaly.Then,listentotwotouristsdiscussingthedifferentgesturesandmakebriefnotesabouttheirmeaningsinthespacesprovided.What?!Idon’tcare.Howboring!Areyoujoking?!Wonderful!Beware!/Payattention!Culturecanbeadifficultthingtodefine.Ontheonehand,itisembodiedinthingswecanseeandtouchinourphysicalenvironment,suchasbooks,paintings,clothing,andbuildings.Thisisknownas“tangibleculturalheritage”(TCH).Literature,art,andarchitectureareallpartofwhatmakesusChineseorChilean,Cambodian,orCanadian.Ontheotherhand,therearemanyintangibleaspectstoaculture—thethingswecannotseeortouch.Music,forexample,differsfromartandliteratureinthatitdoesnothaveaphysicalform.Onecanholdamusicalscoreinone’shands,ofcourse,buttheactualmusicitselfrequiresaninstrumentorvoicetoexpressit.Or,thinkofthewaycoffeeisasymbolofgenerosityinmanyMiddleEasterncountries:thecoffeeisatangiblething,butwhatitrepresentsDefiningCultureisintangible.Similar,too,aretheculturaltraditionsofpeopledoingsomething,suchaskimchi-makinginKoreaorcraftinghand-madepaper(knownasWashi)inJapan.Wecallthesebeliefsystems,socialpractices,knowledge,andskillsour“intangibleculturalheritage”(ICH).AlloftheseaspectsofICHreflectthewaysinwhichpeopleinteractandcommunicatebothwithinandbetweencultures.Interactionpatternscanbeidentifiednotonlythroughspokenlanguage,butthroughotherformsofcommunication.Giftgiving,forinstance,isanexampleofculturally-determinedinteraction.Whilstdifferentculturesallovertheworldengageinthepracticeofgiftgivingtoexpressfriendship,gratitude,appreciation,andrespect,thechoiceofgiftandthewayitisgivenorreceivedvary.InIndia,unlikeintheWest,itisconsidereddisrespectfultoopenagiftinfrontofthegiver.InThailand,enthusiasticallyrippingthepaperoffapresentwouldlikelycauseoffence.IfaWesternerexpressesreluctancetoacceptagift,itisusuallymerelyawayofpolitelyemphasisingtheirgratitude—thatsamepersonwouldbepuzzled,andperhapsfrustrated,byaChinesepersonrepeatedlyrefusingtoacceptagiftinordertoappearpolite.Readthefollowingsituation.ParticipationActivityAnAmericanemployeeiscalledintotheofficeofhisItalianmanagertodiscussanemailbothofthemhavejustreceivedfromthecompany’sheadoffice.Theemailisaboutanurgenttaskthattheemployeeandthemanagermustworktogethertocomplete.Thedeadlineisinonehour’stime.TheAmericanemployeewantstogetstartedimmediately,buttheItalianmanagersays,“Let’sgetacoffeefirst.”andgetsuptoleavetheroom.Asaresult,theAmericanemployeefeelsevenmorestressed.Belowarefourdifferentviewsonthesituation.Decidewhichoftheseoffersthebestperspective.Discussyourchoicewithapartner.Youmaythinkthebestsolutionistocombinepointsfromseveralofthechoices.1.2.TheAmericanemployeeshouldhidehisstressandjointheItalianmanagerforacoffeewithoutcomplaint.TheAmericanemployeeshouldhidehisstressandjointheItalianmanagerforacoffee,butmakesuretheydiscussthetaskwhilsttheyaredrinking.3.4.TheAmericanemployeeshouldtelltheItalianmanagerthathewouldprefertostartworkimmediately,butsayhedoesn’tmindiftheItalianmanagerwouldprefertogoforacoffeefirstandjoinhimshortly.TheAmericanemployeeshouldtelltheItalianmanagerthatgoingforacoffeewouldbeawasteoftimeandinsistthattheystartworkimmediately.Readthecharacterdescriptionsandthescenariobelow.Role-PlayStudentAisattendingapartyhostedbyStudentB.ThepartyistakingplaceatStudentB’shome.StudentAbringsStudentBanappropriategifttoshowhis/hergratitude,whichhe/shehaswrappedinagiftbox.StudentA:StudentB:YouareBritish.YouhaverecentlymetStudentB,anddon’tknowanyoftheotherguestsattheparty.YouareIndianwhorecentlycametostudyintheUK.TheguestsatyourpartyareamixtureofBritishandIndianfriendsyouhavemadesinceyourarrival.Workinpairstocreatearole-playbasedonthisscenario.OnestudentshouldbeStudentAandoneStudentB.ThinkabouthowStudentBmightfeelunderpressuretoacceptthegiftinthewayaBritishpersonwould.Thefirstlineisgiventoyou.qStudentA:StudentB:...UsefulPhrasesIthoughtyoumightlike…Irememberedthatyoulike…Youshouldn’thave…Ihopeyoudon’tmind,but…That’sverygenerousofyou,however…Thisisjustalittlesomethingtosaythanksfortheinvitation.Thisunitfocusesonthefollowingmainskills:DecidingwhatconstitutescultureDiscussingvariousaspectsofcultureExpressingoppositesPresentationskillsWorkinpairs.Listentothefollowingconversationaboutthedangersofover-generalizing—stereotyping—whendiscussingothercultures.Asyoulisten,makebriefnotesintheboxofthestereotypesthatDavementionstoHu.ListeningStereotypesChina—goodatMaths—baddriverstheUK—wearbowlerhats—liveincountrymansions—drinkalotoftea>inthesouth—poshaccents—drinkfinewine>inthenorth—workinfactories—speakinaccentsnobodyunderstands>inWales—lovesheep—don’tliketheEnglish—passionateaboutrugbyqHu:Dave:Hu:Dave:Hu:Dave:Greattoseeyou,Dave.It’sbeenawhile!Ithas—Ican’tbelieveI’vebeenlivinginChinaforsixmonthsnow.Wow,isitreallythatlong?You’llbeabletogivemesomeadviceaboutlivingabroad,then.I’mgoingtostudyintheUK.That’sfantastic!I’mreallylookingforwardtoit.Ican’twaittoeatfishandchips,watchsoapoperasonTV,andspendalldaytalkingabouttheweather!Haha!AndIsupposeyouthinkeverybodywearsabowlerhat,livesinacountrymansion,anddrinkslotsoftea?That’swhatwecalla“stereotype”.It’swhenyouhaveanideaqHu:Dave:Hu:Dave:aboutaculturethatyouthinkappliestoeveryoneinit.Stereotypesareusuallyinaccurate,althoughtheoneaboutpeopleintheUKdrinkingalotofteaistrue!WhatstereotypesdidyouhearbeforeyoucametoChina?ThatallChinesepeoplearegoodatMaths,butterribledrivers!Really?Isupposewesharesomecharacteristics,butwearen’tallthesame.There’snoonetypeofChineseperson,orasingleChineseculture.Imean,Chinaisahugecountry!It’sthesameintheUK,eventhoughit’smuchsmallerthanChina.ThefourcountriesthatmakeuptheUKeachhavetheirowncultures,tosomeextent.There’sevenabignorth/southdivideinEngland.You’llprobablyhearjokesabouthowsouthernerstalkinposhaccentsanddrinkfineqHu:Dave:Hu:Dave:Hu:Dave:wine,whilenorthernersworkinfactoriesandspeakinaccentsnooneelseunderstands.Whichuniversityareyougoingto?I’mgoingtoCardiffUniversityinWales.Thenyou’llprobablyhearlotsofEnglish/Welshjokes,too.I’mWelshandmyEnglishfriendslovetolaughabouthowtheWelshlovesheepbecausetherearemoresheepthanpeopleinWales.Really?That’sastrangeone!ArethereanyotherWelshstereotypes?Yes—thatwedon’tliketheEnglish!Ohdear!Also,thatwe’reverypassionateaboutrugby.Thatoneistrue.CardiffwillbeanexcitingplacetobeduringtheSixqNationsrugbytournament,especiallyifWalesplaysagainstEngland!Inpairs,readthroughtheconversationtwice,changingroleseachtime.ActivityAIntheconversation,Davesaysthatmoststereotypesare“inaccurate”.Thisistheoppositeof“accurate”.ManywordsinEnglishhaveawordwiththeoppositemeaning.Often,theyareformedbyaddingaprefix—intheexampleabove,theprefixisin-.Otherprefixesinclude:dis-,im-,andun-.Workinpairstofindtheoppositeofeachofthefollowingwords.Useadictionaryifnecessary.UsingPrefixes1.2.3.4.5.6.7.8.9.10.possiblehonestprobablesimilarsecureconsciousperfectcountablevisiblecomfortabletolike__________________________________________________________________________________________________________________________________________________________dishonestimprobabledissimilarinsecureunconsciousimperfectuncountableinvisibleuncomfortabletodislikeimpossibleNow,takeitinturnstogiveadefinitionofoneofthesenegativewords.Theworditselfmustbeincludedinyoursentence.Forexample:Impossible:“Somethingthatcannotbedoneisimpossible.”Remember—becarefulwithyouruseofnegativestructures!Bepreparedtoreadoutyourdefinitionstotherestoftheclass.ActivityBWorkingroupsoffour.Takeitinturnstosaywhatthemostimportantaspectofcultureisforyoupersonally,explainingyourchoice.Then,asagroup,trytodecideifthereisoneaspectofculturewhichyouagreeisthemostsignificant.Tohelpyoumakeyourchoice,thinkabouthowyouwouldanswerthefollowingquestions.DiscussingAspectsofCultureDoIfeelChinese?WhatmakesmefeelChinese?WhydoIfeelthatIhavesomethingincommonwithotherpeopleinmyclass/village/town,etc?Whichaspectofculturemakesthepeopleinacountryfeelunited?Mydecision:_____________________________________________________________________________________________________________________________________________________Mygroup’sdecision:______________________________________________________________________________________________________________________________________________ListentothefollowingextractofaradioprogrammediscussingculturalfeaturesoftwoAsiancountries.Asyoulisten,makebriefnotesintheboxesprovidedonthefeaturesthatarementioned.Country1:______Do:JapanCountry2:________Do:Thailand____________________________________________________________________________________________________________________________________________________________________________________________________________________________bowtootherpeople;takeyourshoesoffwhenenteringaprivatehome;blowyournoseinthebathroom/inprivatemakegesturewiththepalmspressedtogether;takeyourshoesoffwhenenteringaprivatehome;dresswellDon’t:________________________________________________________________________________________________________________________________________________________________shakehands;shoutorargueinpublic;blowyournoseinpublicDon’t:________________________________________________________________________________________________________________________________________________________________shakehands;touchpeopleonthehead;pointatpeopleorobjects,particularlywithyourfeet;don’tloseyourtemperorraiseyourvoiceinpublic;dresstooinformallyorcasuallyWorkingroupsoffour.Prepareafive-minutepresentationonyourowncultureinordertointroduceittosomeonewhodoesnotknowanythingaboutit.Tohelpyou,lookbackattheelementsofculturediscussedinthisunit.Decidewhichofthemis/aremostimportantforaforeignerwhoisvisitingyourcountry.Bepreparedtogiveyourpresentationasagrouptotherestoftheclass.MakingaBriefPresentationaboutCulturePresentationnotesAlthoughtherearemanypossiblestructuresofapresentation,rememberthatyoursshouldtrytocontainthefollowingelements:

Athoroughintroductioninwhichyoumakethepurposeofyourpresentationclear;Aseriesofclearlyoutlinedstages,eachofwhichwillprobablycontainaseparateintroduction,amainbodyofcontent,andashortsummaryindicatingthelinkwiththenextstageofthepresentation;Asummaryoftheoverallcontentofthepresentation,whichshouldclearlystateyourconclusions;Aninvitationtotheaudiencetoaskanyquestionstheymayhave.ThissectionwillhelpyouimproveyourskillsfortheCETlisteningtest.Inthissection,youwillhearanewsreport.Attheendofthereport,youwillheartwoorthreequestions.Boththenewsreportandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthefourchoicesmarkeda,b,c,andd.1.a.Getoutofmysight!b.Iwishyou’dallgoaway.c.Ihadareallygreatflight.d.I’mreallypleasedtobehere.✓ActivityAWhatdidtheUSdignitarybelievehewascommunicatingtotheBrazilianofficials?2.3.a.Money.b.Companies.c.Employees.d.Businessdeals.a.Becausesomeculturesfindhandgesturesoffensive.b.Becausehandgesturesrarelymeanthesamethingindifferentcultures.c.Becausemosthandgesturesmeanssomethingoffensiveinatleastoneculture.d.Becauseusingoffensivehandgesturesinanewcultureisaneasymistaketomake.✓✓WhatweretheHungarianandJapanesecompaniescountingusingthe“thumbsup”gesture?Whydoesthereportersuggest“keepingyourhandstoyourself”nexttimeyougoabroad?Inthissection,youwillhearapassage.Attheendofthepassage,youwillhearsomequestions.Boththepassageandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthefourchoicesmarkeda,b,c,andd.1.a.One.c.Three.b.Two.d.Four.✓ActivityBHowmanyservingsoffooddidthewritereatinSiemReap?2.3.a.Thailand.b.China.c.Cambodia.d.Laos.a.Communaleating.b.Eatingwithaspoon.c.Slurpingnoodlesoup.d.Leavingfoodontheplate.✓✓Inwhichcountryisitconsideredrudetofinishallthefoodonyourplate?Whichofthecustomsdidthewriternotlike?上海外语教育出版社出版策划：倪淦英责任编辑：代红晟景科技（厦门）有限公司制作制作策划：曹晓英邱丽津美术设计：郑加顺吴永锋©上海外语教育出版社，2020版权所有翻版必究Pierre:Susie:Pierre:Susie:Pierre:Susie:Couldyougivemeahandwithmyessay,Susie?MyteacherwantsmetowriteaboutthedifferencesIcanseebetweenmycultureandtheculturehereinEngland.Doyoumeandifferencesinthewaypeopleliveinacountry?EverydaythingslikewhattheyeatandwhattheywatchonTV?Yes,exactly.Wetalkedinclassaboutthepeopleofanationhavinga“sharedculture”.That’sallthethingsthatmakeFrenchpeopleFrenchandEnglishpeopleEnglish—sharedlanguage,music,literature…Youknow,inthewaythatShakespeareisapartofEnglishculture.AndtheFrenchhaveMolière,Hugo,andLaFontaine.That’sright.We’realltaughtaboutthematschool.IdoubtwestudiedexactlythesamehistoricaleventsatPierre:Susie:Pierre:Susie:Pierre:school,either.Afterall,sharedhistoryisapartofourculture,too.Forexample,doyouknowthesongRingaRingo’Roses?No,Idon’t.What’sitabout?ItcomesfromtheGreatPlagueofLondonin1665,whichkilledafifthofthecity’spopulation.That’sinteresting.Ilearnedso