英語(yǔ)1、2同步閱讀

內(nèi)容概要

為配合人民教育出版社出版的

書籍目錄

①　Unit 1  Friendship　Unit 2  English around the world　Unit 3  Travel journal　Unit 4  Earthquakes  　Unit 5  Nelson Mandela-a modem hero②　Unit 1  Cultural relics　Unit 2  The Olympic G-ames  　Unit 3  Computers　Unit 4  Wildlife protection　Unit 5  Music  Keys

章節(jié)摘錄

　　But what variety of English will serve as the region's lingua franca? I suggest that a variety which reflects local culture conventions （傳統(tǒng)）and pragmatic norms （實(shí)用準(zhǔn)則） is developing to serve this role. I further suggest that it is the regional variety that will be taught in schools rather than an external native speaker variety.　　The cast mojority of people who are learning English are doing so to be able to use this lingua franca. They are not learning English with the express purpose of communicating with native speakers of English. English is being used by non-native speakers with other non-native speakers.， The English that they use needn't therefore reflect any Anglo （英國(guó)的） culture values.　　So regional users of English who are learning English in order to speak to Thais， Koreans， Vietnamese or Japanese do not need teaching materials that promote or discuss Anglo cultures. What they need are materials that provide some knowledge of the culture they are dealing with. They also need to be aware of their own culture norms. The culture values and daily lives of the people in the region who are using English as a regional lingua franca become more important than the cultural values associated （相關(guān)的） with native speakers.　　This has important implications（含義）for English language teaching in the region's schools. It is a regional variety of English， not an external（外來的）model， that needs to be promoted， because it is a regional variety of English that people in the region wil　　want to use. People will be able to maintain（保持）their identity while speaking their variety of English. 　　……?

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