经典电影英文简介

经典电影英文简介（通用8篇）

经典电影英文简介 篇1

Do You Want to Build a Snowman?

--Kristen Bell&Agatha LeeMonn&Katie Lopez

Do you want to build a snowman?

Come on let’s go and play!

I never see you anymore,come out the door,it’s like you’ve gone away

We used to be best buddies

and now we’re not, I wish you would tell me why Do you want to build a snowman?

It doesn’t have to be a snowman

Okay, bye

Do you want to build a snowman?

Or ride our bike around the halls?

I think some company is overdue,I started talking to, the pictures on the walls Hang in there, Joan!

It gets a little lonely, all these empty rooms, just watching the hours tick by…

Please I know you’re in there,people are asking where you’ve been They say ‘have courage,and I’m trying to,I’m right out here for you, just let me in We only have each other,it’s just you and me, what are we gonna do? Do you want to build a snowman?

经典电影英文简介 篇2

Martin和White等新韩礼德 (Halliday) 学派的代表人物创立了属于人际功能范畴的评价系统 (appraisal system) , 又称评价理论 (appraisal theory) , 将表达作者/说话者的观点、态度和立场的语言资源称为评价系统, 属于阐释性研究, 主要通过评价词汇来对语言使用者的意识形态进行评价。评价理论是基于系统功能语言学探讨语篇中评价资源以揭示人际意义实现手段的理论分析框架 (李战子, 2002) 。评价理论包括三个子系统:态度 (attitude) 、介入 (engagement) 、级差 (graduation) 。其中态度分为情感 (affect) 、判断 (judgement) 、鉴赏 (appreciation) ;介入系统 (engagement) 分为会话紧缩和会话开放;级差系统 (graduation) 分为语势 (force) 和聚焦 (focus) , 语势又可以分为上升和下降。

其中, 语言在评价系统中作为“手段”, 通过对语言的分析, 来具体评价语言使用者对于某项行为、文本/过程以及事态的观点立场和态度, 所以说, 评价系统不仅仅局限于语言的表层含义, 而是通过语言的表层深刻挖掘其内涵的深层意义取向。评价理论的三个子系统态度 (attitude) , 介入 (engagement) 和级差 (graduation) 又分别进行次系统化, 态度可以划分为情感 (affect) , 判断 (judgment) 和鉴赏 (appreciation) , 三者的关系。如图2

介入系统 (engagement) 分为单声 (monogloss) 和多声 (heterogloss) ;级差系统 (graduation) 分为语势 (force) 和聚焦 (focus) 。作为系统功能语言学的新发展, 评价系统具有三大功能:一是对作者/说话者的个人意见的表达, 是个人和社会的价值系统的反应;二在作者/说话者和读者/听众之间建立维护关系的纽带;三最显而易见的功能时作者/说话者将自己对于某事某物的看法观点和感受向读者表达, 然而确定作者/说话者的看法仅仅是评价功能的一个方面, 作者/说话者的每次评价表达都形成于共同的价值系统之上, 并共同组成这种价值系统, 然后价值系统总体又反过来变成深深蕴含于所有语篇中的意识形态的组成部分。本论文为了研究中美教授简介的评价资源的分布, 作者自建语料库, 并在评价理论框架下进行分析。

二、语料来源和研究方法

本研究中, 作者自建语料库, 两个语料库分别标示为美国大学教授英文简介语料库Corpus of American Professor’sIntroductions (简称CAPI, 下同) 和中国教授英文简介语料库Corpus of Chinese Professor’s Introductions (简称CCPI, 下同) 。所有文本均依照大学排名从最新更新的中国和美国大学的英文网站上下载, 其中选取的中国大学全部具有海外教育交流计划项目。CAPI和CCPI中各包括35个文本, 每个文本的字数在135字到150字之间。为保证研究的客观性, 这些文本没有经过人为的筛选。建立语料库之后, 作者对两个语料库中的评价资源逐一标注并使用AntConc3.2.1软件进行统计分析。

三、研究发现和解读

借助Antconc3.2.1软件, 作者将标注好的评价资源统计出来, 发现两个语料库中都有丰富的评价资源出现。在CAPI中, 共有评价资源837处, 占语料总词数 (14189词) 的5.9%;而在CCPI中, 共有评价资源435处, 占语料总词数 (13293词) 的3.3%。详见表2:

1.态度资源分析

(1) 情感。通过对比分析, 发现情感资源在两个语料库中出现的最少。CAPI中出现8处, 而CCPI中仅出现3处。例 (1) :As the principal scientist, he has finished more than 15 researchprojects with honor (affect: satisfaction) . [CCPI]

例 (1) 中“with honor”是“非作者情感”, 体现了教授对学术工作的积极态度。教授简介作者称赞这位教授并公开邀请读者分享这种评价, 以此形成对该教授的好印象。“非作者情感”听起来更客观, 这符合教授简介语篇必须翔实, 有说服力的本质特点。教授简介作者把对教授的情感评价投射在潜在读者身上, 显示教授们的良好形象, 以满足潜在读者, 唤起潜在读者形成对教授们的积极印象。同时根据统计, CAPI中的情感资源比CCPI中的情感资源要多, 这也表明了母语教授简介作者倾向于公开赞美, 而中国人则倾向于含蓄。

( 2 ) 判断。在两个语料库中, 判断资源最为丰富。C A P I中出现3 9 5处, 而C C P I中出现1 9 5处。例 ( 2 ) : A n internationally renowned, prize-winning legal historian, Lawrence M. Friedman has for a generation been the leading (judgment: normality) expositor of the history of American law to a global audience of lawyers and lay people alike—and a leading (judgment: normality) figure in the law and society movement. [CAPI] 例 (3) : It was in SERC that he started work on the speciation of toxic metal ion (aluminum) and its biological effects, a research area that his group has contributed (judgment: tenacity) to for the past 12 years. [CCPI]

为了显示教授们的杰出性, 美国高校英文简介作者更倾向用“leading”“first”和“outstanding”等“常态” (normality) 资源表明教授们的杰出性, 展示教授们的独特性, 这些评价资源的使用开辟了美国大学教授简介和潜在读者之间谈判的空间, 使简介的说服力大大增强。而中国高校英文简介作者倾向于使用用“devoted”“committed”和“contributed”等“坚定” (tenacity) 资源展现教授们的献身精神和投身教学和学术工作的坚定决心。

(3) 鉴赏。在两个语料库中, 鉴赏资源也是非常丰富的, CAPI中出现212处, CCPI中出现153处。例 (6) : In 2006, hereceived the Lifetime Award for Distinguished (appreciation:quality) Contributions to Advancing the Management AccountingProfession. [CAPI] 例 (7) : He has received various awards andhonors, including: Prize for Excellent (appreciation: quality) Bachelor Thesis of Tsinghua University (1986) ; Prize for Excellent (appreciation: quality) Master Thesis of Tsinghua University (1988) . [CCPI] 例 (8) : He carried out systematical (appreciation:balance) research on distribution and productivity of coniferousforests and their modeling in China and Eurasia. [CCPI]

鉴赏系统中的“质量” (quality) 资源是显示教授良好资质的直接资源。在例6中, 政府当局授予教授的奖项或教授的代表作出版这些事件都值得读者信任教授们的学术能力, 由此可见美国教授简介作者更重视教授们在学术课程和学术论著出版上的努力;而在例7中, 中国教授简介作者更重视教授们在学术生涯中获得的奖项, 这体现了中国文化对等级和权威的尊重, 因此评价资源的不同分布清楚地显示了中西文化价值取向的的差异。鉴赏系统中的“平衡” (balance) 资源在中国教授简介文本中更频繁地出现, CAPI只中出现2次, 而CCPI中出现了8次。中国教授简介作者写出的教授简介比较“套路化”, 从中可以投射出中国文化心理, 那就是中国正在构建和谐社会, 学术的发展也应该是和谐的。

2.介入资源分析

在本文的两个语料库中, 介入资源出现的很少。用AntConc3.2.1软件统计后, 介入资源的分布如下:介入资源只出现在“借言”系统中, CAPI中出现18处, 而CCPI中仅出现8处。教授简介作者用“借言” (heterogloss) 的方式赞扬教授们在各个领域取得的荣誉, 告知潜在读者教授们在教学和学术活动中的能力。借言的应用很明显的原因是其听起来更加客观。例 (9) : Professor Liu Wenhua pointed out that the researchachievements“not only laid stress on the research direction ofeconomic legal history in the studies of legal historiography, but (engagement: contract: counter) also filled the blank in thetheory research of economic law science”. [CCPI] 例 (10) :This metric allows us to define boundaries and detect change incomplex patterns in the landscape which up until now was not (engagement: deny) possible. [CAPI]

在例 (9) 中, 单词“but”会激发读者的比较认知。教授简介作者首先指出了教授的经济法律史学术成果, 然后通过使用“但是”, 调用了读者的注意, 让读者关注他对经济法的理论研究。而“否认” (deny) 资源只出现在美国教授的简介里, 在例 (10) 中, 简介作者用“not”强调了这一事实, 那就是教授们可以处理之前无法解决的复杂性的问题。由此, 读者可以轻松地共享美国教授简介作者的对教授学术能力的的赞美, 毫无疑问, 教授的学术水平是吸引读者在录取某些大学之前作出选择的关键因素。

3.级差资源分析

在本文的两个语料库中, 级差资源的分布排在第二位。CAPI中出现212处, 而CCPI中出现153处。分析发现“聚焦” (focus) 资源很少发生在两个语料库中, CAPI中只出现27处, CCPI中仅有9处, 这不难理解:教授简介作者用上升的“语势” (force) 来彰显教授们的能力。两个语料库中的语势资源大大多于聚焦资源, 这意味着大多数的级差资源都是关于教授学术质量和过程的度的评估。例 (11) : AfterBerkeley, Dick's work took two closely (graduation: process) related directions. [CAPI] 例 (12) : Owing to his idea, the rateof success of this operation has been increased significantly (graduation: process) . [CCPI] 例 (13) : She is fully (graduation:focus) committed to helping teachers use the knowledge gainedthrough her research and has authored the Causal Patterns inScience Curriculum series. [CCPI]

级差资源通常很难绝对地剥离开, 因为它贯穿整个评价系统。在例 (11) 中, “closely”, 和“significantly”的语势是上升的, 着重强调了教授和他们的学术课程之间的关系, 从而加强了读者关于教授们献身他们教学科研岗位的印象。虽然级差资源在两个语料库中大量出现, 并且所有的语势都是上升的, 但是聚焦资源出现的频率并不高, 因为像单词“truly”, “wholly”太过于绝对性, 不是非常适合去传达教授们的个人魅力。

四、结语

综上, 通过细致的对比分析, 发现中美高校网页上的教授英文简介在评价资源的分布上有以下共同之处。第一, 在态度系统中, 中美高校网页上的教授英文简介都倾向使用“非作者情感”而不是“作者情感”, 判断和鉴赏资源都是最丰富的, 其中判断的“能力”资源占据最大的比重;第二, 在介入系统中, 中美高校网页上的教授英文简介都使用“借言”而非“自言”;第三, 在缉查系统中, 所有的语势都是上升的。同时, 中美高校网页上的教授英文简介在评价资源分布上又有以下两方面的差异。第一, 中国高校教授英文简介的评价资源大大少于美国高校英文简介中出现的频率;第二, 在判断子系统中, 美国高校教授简介作者倾向使用“常态”来彰显教授的次性, 而中国简介作者倾向使用“坚定”来显示教授在教学和科研中的献身精神。基于以上研究结果, 希望未来的研究者能扩大评价理论在教授简介语篇中的应用, 进一步发掘这一语篇丰富的人际意义。同时, 作者希望上述研究结果能够对中国教授英文简介的写作带来一些启发:通过改进中国高校网络媒体英文语篇的质量, 提高中国高校的国际知名度, 促进中国高校的对外交流与合作。

摘要：近年来, 随着中国高等教育对外交流的发展, 高校网络媒体上的英文语篇逐渐受到研究者的关注。高校英文网站上的教授英文简介是高校向世界展示学校形象的重要窗口, 也是促进高校国际交流的主要平台。评价理论是基于系统功能语言学探讨语篇中评价资源以揭示语篇人际意义实现手段的理论分析框架。本文为了研究中美高校英文网站教授简介语篇中评价资源的分布, 作者自建语料库, 并在评价理论框架下对评价资源在态度、判断、级差三个子系统中的分布进行了对比分析。

关键词：评价理论,态度,介入,级差,对比分析,中美高校,英文网站,教授简介

参考文献

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经典电影英文简介 篇3

关键词元话语 分类 交际元话语 互动元话语

中图分类号:H03文献标识码:A

1 引言

语言是交际的一种手段,而交际不仅涉及信息、物品或服务的交换,而且涉及交际双方的个性、态度和观点。而元话语则可以帮助我们了解说话人或作者对语篇内容和读者/听话者(以下合称“受众”)的态度。什么是元话语?元话语一词最早由Zellig Harris 提出, 早先常常被称作“关于话语的话语”和“关于谈话的谈话”(Hyland, 2005),到现在它被定义为“用来协商语篇互动意义的自我反省表达形式,能帮助作者/说话人表达观点,与作为社会成员的读者进行交际。(Hyland, 2008)”。

语言包含两个层面:基本话语 (primary discourse) 和元话语(metadiscourse)。Hyland和T se(2004: 157)认为,对元话语的理解有狭义和广义之分,狭义的观点是,强调话语的组织篇章的功能;广义的观点是,元话语体现了作者在篇章中所表现出来的运用语言和修辞的方法以及把话语组织和话语含义结合起来的方法。元话语的分类存在许多不同意见,使人莫衷一是,但大多数分类都是基于由Vande Kopple(1985)的分类上。目前,中国社会科学院语言所的徐赳赳将元话语分为了三大类词语元话语、标点元话语、视觉元话语。

笔者基于前人的研究成果对中英文学校简介的元话语使用情况进行比较,需要强调的是笔者谈的元话语是书面语。笔者分别考察了五个国外著名学府的英文简介和五个国内著名学府的中文简介,以此来进行比较。

2 元话语分类及讨论

元话语可以分为三大类:词语元话语、标点元话语、视觉元元话语。

2.1词语元话语

对元话语分类的讨论主要集中在词汇类,从目前研究来看,主要有三种分法: (1)篇章元话语(textual metadiscourse)和人际元话语( interpersonal metadiscourse); (2)交际元话语( interactive resources)和互动式元话语( interactional resources); (3)内部篇章元话语( intra-textual)和外部篇章元话语( inter-textual)。我们现就第二种分类来进行分析。

根据Hyland(2008)交际元话语包含:过渡语(transitions),框架标记(frame markers)回指标记(endophoric markers),言据标记(evidentials)、语码注释(code glosses);而互动元话语包含:模糊语(hedges)、增强语(boosters)、态度标记(ttitude markers)、自称语(self mentions)、介入标记(engagement markers)

英文学校简介中出现的框架标记回指标记言据标记语码注释比较少,过渡语的比例也不大。而中文学校简介中,交际元话语相对出现较多且尤以过渡语出现较多,也就是说,就交际元话语来说,中文学校简介比英文学校简介使用的频率较多。举例如下:

But it is not just longevity and global reach过渡语

However, you can ask students and professors about their research. Also, displays of various projects are posted on the walls of most departments. 过渡语

也是当时中国最高教育行政机关。过渡语

据不完全统计,北京大学的校友和教师有400多位两院院士 言据标记

并成为国家“211工程”重点建设的两所大学之一。过渡语

然而,在学校简介中,互动元话语的情况则相反。英文学校在简介中大量使用了介入标记、自称语等。例:

you are visiting for more detailed instructions 介入标记

we hope you have a day to spend in Cambridge 自称语、介入标记

There are labs you might not have heard of, activities that you might expect, and others that will surprise you. Let us show you around. 模糊语、介入标记

Caltech students are very friendly and approachable. They also are refreshingly honest. Most will be happy to tell you about their classes,增强语

we do not offer tours of or access to the labs.(自称语)

Perhaps the best way to get to know Caltech is to soak up(模糊语)

we are delighted that via this website you are joining that long tradition.态度标记

That is why we believe that the greater we can make Oxford, the greater its contribution to the well-being of the world you and I share. 自称语通过使用第二人称代词、评价性评语等互动话语能使作者(本文中即学校)参与到文本中从而更清晰地表达信息并激发读者参与的激情。然而,在中文学校简介中几乎很少看到有互动元话语。也这可能主要是因为中国人写文章讲求严谨,客观性,而少有考虑到与学生的互动。

2.2标点元话语

在书面文本中,各种各样的标点符号及版面排版等,例如:下划线、首字母大写等也能表明文本的重点和作者的态度。(Crismore et al 1993)Hyland和Tse (2004: 157)认为,通过使用元话语,作者就可以把单调的、零散的篇章组成相互关联的、读者所喜爱的篇章,元话语还可把篇章跟语境联系起来,表达作者的人际意义,提高篇章的可信度,提高读者的阅读兴趣。从这个角度看,元话语是属于功能的范畴,因此,有些标点、句子排列的次序等都可列入元话语的范畴。在中英文学校简介中有例:

They would love the challenge!

豫章故郡,旧邦维新,我们一起见证江西在中部的崛起!

斯文正印,继往开来,我们相与共建昌大在中华之腾飞!

形成了“前湖之风”周末讲坛

2.3视觉元话语

人们对元话语的研究都集中在篇章本身,给人的感觉好像篇章只是涉及词、句子和段落。其实,元话语还应包括篇章的视觉成分,如版面排版、颜色搭配等。

在中英文各大学的学校简介中我们可看到许多附上的彩图,从而在视觉上给读者以冲击力,以吸引更多的学生到校求学。

3 结语

从以上比较我们可看出英文学校简介更注重与学生的平等对话,且英语国家重视受教育的公平性人性化管理。英国的教育注重人本化,以人为本是教育的核心理念学校与学生没有教育方(老师)和受教育方(学生)尊严的隔阂,更多的是民主平等的师生关系,是人与人之间的平等沟通。在中国的学校似乎将学生永远放置在从属地位。对于学生而言,对老师的绝对服从就是尊师的体现——“尊师如尊父”。所以在中国的学校简介中,只是将大量的有关学校的信息灌输给学生,学生只是被动地接受信息。而没有注重与学生互动,以便引起学生积极性。

中国已经加入WTO多年,我们在经济和社会与国际接轨的同时,也要注重教育与国际的接轨,在面向各国宣传学校文化时,可以在元话语的使用上做适当调整,使我们的学校及教育更容易被全世界的大众所接受。相信随着中西文化交流的日益加深,人们之间的距离会逐渐变小,希望通过对中英教育文化中的几个非常具有代表性方面的略述,能够提供中西方文化交流、取长补短的方便。

参考文献

[1] yland,K.Metadiscourse:ExploringInteractioninWriting[M].London:Continuum,2005.

[2] Hyland,K.Metadiscourse.2008.

[3] 徐赳赳.关于元话语的范围和分类[J].当代语言学,2006(4):345～353.

法国英文简介 篇4

Official name French Republic Capital Paris Official language French Population 64,100,000 people Rank among countries in population 21st Major cities Paris, Marseille, Lyon, Toulouse

210,000 square miles Area

544,000 square kilometers Rank among countries in area 47th

Mont Blanc Highest point

15,782 feet/4,810 meters Currency Euro

VARIED LANDSCAPES France is the biggest country in western Europe.Most of the land in the north is flat and close to sea level.Hills cover central and southern France, and huge mountains rise along the country’s borders.The Pyrenees divide France from Spain, its neighbor to the southwest.The Alps mark its border with Italy and Switzerland to the east.Most of France has mild weather.However, the French Alps get plenty of snow.Some of the world’s finest ski resorts are found here.In the southeast, France borders the Mediterranean Sea.The coast along the Mediterranean is called the Riviera.Warm, dry weather and beautiful scenery make the Riviera a famous winter resort.It’s long been associated with wealth and glamour.THE FRENCH COUNTRYSIDE The French countryside is divided into tidy farms and dotted with pretty towns.Here and there, old castles loom on hills.The castles were built hundreds of years ago, when nobles ruled France.Big rivers, like the Loire and the Seine, provide water for French farms.Canals connect the major rivers in France.People can travel on this network of waterways.The canals are like an extra set of highways.WINE AND CHEESE Vineyards and dairy farms in the countryside produce products for which France is best known.Vineyards grow grapes that are made into wine.Cheese comes from the dairy farms.France produces more wine than any other country in the world.Bordeaux, Burgundy, and Champagne are important grape-growing regions in France.All three have given their names to kinds of wine.France also is known for producing some of the best cheeses in the world.They include Camembert, chèvre(made from goat’s milk), and Roquefort.THE CAPITAL OF FUN Three-fourths of the people of France live in cities and towns.France has ports, such as Marseille, and factory towns, such as Lyon.Paris, however, is by far the most important French city.About 10 million people live in and around this lively and lovely city.Artists have long been drawn to Paris.A famous art movement called impressionism was born here.The best-known museum in France—the Louvre—is in Paris.The Louvre contains one of the world’s most famous paintings, the Mona Lisa by Leonardo da Vinci.Tourists also love Paris for its nightlife, restaurants, and sidewalk cafés.They flock to see beautiful buildings such as Notre Dame, a huge church that is more than 700 years old.They visit the Eiffel Tower, a Paris landmark that’s nearly 1,000 feet(300 meters)high.THE BIRTH OF FRANCE Paris was founded more than 2,000 years ago.It was just a small town until the AD 800s.At that time, France was the western part of a big empire built by a tribe called the Franks.The greatest king of the Franks was Charlemagne.He ruled from 768 to 814.After his death, his three grandsons divided his empire.The western part eventually became France.For about four centuries, the kings of France had little power.During a conflict with England, the French came to think of themselves as a nation.The conflict, known as the Hundred Years’ War, lasted from 1337 to 1453.After the war, the power of the French king began to grow.The king’s power peaked with Louis XIV, who ruled from 1643 to 1715.He was known as the Sun King because he took the Sun—the brightest star in our sky—as his symbol.Louis XIV built the world’s grandest palace at Versailles, just outside Paris.All over Europe, people came to think of Paris as a center for art, culture, and fun.THE FRENCH REVOLUTION The fun didn’t last.The king and the members of his court lived splendidly, but the French people were dreadfully poor.In 1789, the poor rebelled.They overthrew the king and the nobles.They demanded liberty and equality for all.These events began the French Revolution, which lasted until 1799.After the revolution, a military leader named Napoleon seized power in France.He led French armies as they conquered much of Europe.Britain and Russia joined forces to defeat him.TODAY’S FRANCE

水稻简介(英文描述) 篇5

Introduction: Introduction The world’s first genome of a crop plant that was completely sequenced Rice-monocarpic annual plant that usually grows between 1 and 1.8 meters tall with long slender leaves 50–100 cm long and 2–2.5 cm broad.Its small, wind-pollinated flowers are characteristic of grasses.The seed is a grain normally 5–12 mm long and 2–3 mm thick The rice genome is well mapped and well characterized, estimated 400 to 430 Mb.Japonica and Indica: Japonica and Indica three main varieties-Oryza sativa : Indica : variety is long-grained, for ex.Basmati rice, grown notably on the Indian sub-continent.Japonica : Japonica rice is short-grained & high in amylopectin(thus becoming “sticky” when cooked), and is grown mainly in more temperate or colder regions such as Japan.Javonica : Javonica rice is broad-grained & grown in tropical climates.Rice is a model cereal plant: Rice is a model cereal plant The small size of its genome(430 Mb)its relatively short generation time its relative genetic simplicity(it is diploid, or has two copies of each chromosome).easy to transform genetically.belongs to the grass family the greatest biodiversity of cereal crops

Institute which sequence the particular chromosome: Institute which sequence the particular chromosome Sr no.Rice sequence participant Chromosomes 1 Rice Genome R esearch Program(RGP)Japan 1,6,7,8 2 Korea Rice Genome Research Program(Korea)1 3 CCW(US)CUG(Clemson university)Cold spring Harbor University 3,10 4 TIGR –US 3,10 5 PGIR-US 10 6 University of Wisconsin-US 11 7 National Center of Gene Research Chinese Academy of science-china 4 8 Indian rice genome program-university of Delhi 11 9 Academia sinica plant genomic center(Taiwan)5 10 Genoscope-France 12

PowerPoint Presentation: Sr no.Rice sequence participant Chromosomes 13 Universidad fedral de Pelotas-Brazil 12 14 Kasetsant University –Thailand 9 15 MG Gill University –Canada 9 16 John innescenter –U.K 2

Milestone in rice genome sequencing : Milestone in rice genome sequencing 2)Feb 1998-IRGSP launched under coordination of RGP 1)Sept 1997 – Sequencing of the rice genome was initiated as an international collaboration among 10 countries 5)Dec 2002 – IRGSP finished high-quality draft sequence(clone-by-clone approach)with a sequence length, excluding overlaps, of 366 Mb corresponding to ~92%-RG 3)April 2000 – Monsanto Co.produced a draft sequence of BAC covering 260 Mb of the rice genome;95% of rice genes were identify identified 4)Feb 2001 – Syngenta produced a draft sequence & identified 32,000 to 50,000 genes, 99.8% sequence accuracy & identified 99% of the rice genes 6)Dec 2004-IRGSP produce the high-quality ’ sequence-entire rice genome;with 99.99% accuracy & without any sequence gap

Indian complete work on RG sequence : Indian complete work on RG sequence The IRGSP initiated Japan in 1997 and it got under way in 1998.The project estimated to cost about $200 million.India joined-IRGSP in June 2000 and chose to sequence a part of chromosome 11.India has invested Rs.48.83 crores for the “Indian Initiative for Rice Genome Sequencing(IIRGS)”.The initiative is a joint effort by the Department of Plant Molecular Biology(DPMB), University of Delhi South Campus(UDSC)and the National Research Centre on Plant Biotechnology(NRCPB)and the Indian Agricultural Research Institute(IARI), New Delhi.PowerPoint Presentation: The Indian share of chromosome 11 has been equally divided between these two centres.It was known to carry several diseases resistant gene including in Xac1bacterial blight resistant gene-selected Finding: chromosome segment sequence by IARI involve-6.825 million bp & predicted 1005 gene –with unknown function

Methods: Methods Clone-by-clone Generate a genomic library endonuclease digest Ligation into BACs Transformation in E.coli Collection of clone DNA fragment result in genomic DNA library

PowerPoint Presentation: Shotgun sequencing Genome is broken into much smaller, overlapping fragment.Each fragment is sequenced Genome is assembled on overlapping sequencing Useful for sequencing small genome

Structure of rice chromosome: Structure of rice chromosome

Observation Table : Observation Table Organism type relevance Genome size Chromosome no.No.of predicted gene Organisation Year of completion Sequence method done Rice Oryza sativa.J aponica nipponbare Crop & model plant 466MB 12 35,000-50,000 IRGSP 2002 Shot gun Rice Oryza sativa.indica Crop 420MB 12 46,022-55,615 Beijing genomic institute 2002 Whole genome shot gun

Significant findings from the sequencing of rice genome : Significant findings from the sequencing of rice genome The rice genome is about 389 mb , 370.7 mb has been sequenced, 18.1 mb unsequenced.Sequenced segment represents 99% of euchromatin and 95% of rice genome The rice genome has-40,000 genes(37,344 coding genes)One gene can be found every 9.9 kb, a lower density than that observed in Arabidopsis.29% in clustered gene families 71% putative homology with Arabidosis , 90% Arabidopsis genes have putative homologue with rice.2,859 genes unique to rice and other cereals

Application : Application Understanding-plant evolution & the differences between monocots & dicots Improve-efficiency of rice breeding.Improve-nutritional value of rice, enhance crop yield by improving seed quality, resistance to pests and diseases & plant hardiness Development of gene-specific markers for marker-assisted breeding of new and improved rice varieties How a plant responds to the environment and which genes control various functions-plant

PowerPoint Presentation: Repetitive DNA is estimated to constitute at least 50% of the rice genome

北平居英文简介 篇6

责任公司（国有企业），是经营老北京特

色佳肴、北京烤鸭为主的连锁餐饮分公司。

Bei Ping Ju restaurant attach to Beijing HuaXingXinYe commercial limited liability company(state-owned business), and it is a restaurant specializing in traditional Beijing cuisine, Beijing roast duck, and other delicacies.Bei Ping Ju is a restaurant specializing in cooking traditional Beijing cuisine, Beijing roast duck and other delicacies, which is under the Beijing HuaXingXinYe commercial Ltd., Co.(a state-owned enterprise).旗舰店简介：

北平居地安门店地处繁华的什刹海旅游商业区，南临地安门商场，北接鼓楼大街，西靠后海风景区，经营面积达2000平方米，是一家以经营老北京特色佳肴、烤鸭为主的餐厅。2011重新开业，店面装饰华丽，古色古香，将精美的菜品与传统的地域风格融为一体，给人以古朴典雅之感。地安门店开业一年来不断挖掘和创新老北京菜肴精品，代表菜有挂炉烤鸭、扒猪脸、家炖黄鱼、炸咯喳等美味佳肴。许多中外宾客慕名而来，感受鼓楼风情、享受老北京佳肴。逛什刹海风景、品北平居烤鸭。地址：西城区地安门外大街29号

电话：010-6402001

2Brief introduction of flagship store:

Bei Ping Ju Di’anmen branch store located at the prosperous recreational business district of Shicha Lake, surrounded by the DiAnMen shopping mall Gulou Street and HouHai beauty spot.Its business area covers 2000 square meters, and it is a restaurant specializing in the food of Beijing traditional delicacies and Beijing roast duck.It is splendid and is of antique beauty now after the renovation of 2011, combining delicacies with the area style, which impresses on customers the feeling of quaint and elegant.For over a year, the restaurant has created numerous Beijing traditional delicacies continually, such as roasted duck in stove, 扒猪脸, stewing yellow croaker, 炸咯吱 and so on.Many home and abroad guests are attracted here to enjoy the style of GuLou, Beijing traditional delicacies.Strolling ShiCha Lake and tasting roast duck.Our flagshop DiAnMen branch located at the ShiCha Lake area----which is one of most prosperous recreational business regions in Beijing.Being the

southern end of archaic GuLou street, facing the DiAnMen shopping mall, it is also a place to tour the beauty HouHai sceneries.After renovation in 2011, it has 2000 square meters area of an antique-style available for guests who may tasting plenty of delicious traditional Beijing delicacies here, such as roasted duck in stove, Braised pig faces, stewing yellow croaker, Fried creakand so on.For the fame, guests are coming here to enjoy crusine, strolling ShiCha Lake, feeling the antique-style of GuLou.Address: No.29 DiAnMenWai Street Xicheng district

Telephone: 010-64020012

第一店简介：

北平居第一店是由地安门外大街108号，拆迁搬至北新华街96号。它北临长安街、北京音乐厅，南临和平门地铁站，东临天安门广场、国家大剧院。经营面积达600平方米，装修复古、舒适，尽显老北京风貌。品纯正的北平居菜肴，带您欣赏老北京风情。北平居自2004年创办以来，一直以经营老北京菜为主要特色，经过不断地改良和创新，以菜式之精，服务之诚，价格之忧、环境之雅，赢得了新老朋友的口碑相传，许多消费者慕名远道而来，为企业创造了良好的经济效益和社会效益。特色豆汁、麻香豆腐，晶莹剔透的炒红果、老北京炸酱面、诱人的挂炉烤鸭都会让人唇齿留香，回味无穷。相信到北平居 就餐，是您无悔的选择。地址：西城区北新华街96号

电话：010-66057097

Brief introduction the First store

Bei Ping Ju first store originally located at No.108 DiAnMenWai Street, and now moved to No.96 NorthXinHua Street, and it is surrounded by ChangAn Street, Beijing music hall, HePingMen railway station, Tiananmen Square and National Centre for the Performing Arts.Its business area covers 600 square meters, and it is decorated with tradition and comfort reflecting the traditional Beijing.Tasting delicacies and enjoying the style of traditional Beijing.Since it has been set up in 2004, Bei Ping Ju, specializing in the Beijing traditional food at all times.Through the food improvement and innovation, with delicious dishes, warm services, good price, elegant

atmosphere, the restaurant gains public praise by the new and old customers.Numerous guests are attracted here by its reputation, which create good benefit for the company in economy and society.You will be fascinated by the Douzhir, MaToFu, Fry hawthorn, Traditional Beijing Bean sauce noodles, Roast duck in stove, we firmly believe that having meal in Bei Ping Ju will be your best choice.Bei Ping Ju first store, now located at No.96 North XinHua Street, there are ChangAn street, Beijing Music Hall at north, near by HePinMen MTR station at south, and TianAnMen square, National Performing Center at east.It is decorated with as traditional Beijing style, has 600 square meters available for dinners.Since it has been set up in 2004, Bei Ping Ju, specializing in cooking the traditional Beijing foods at all times.After continuingimprovement and innovation, it is famous for it’s delicious dishes, warm services, good price, elegant atmosphere, and gains public praise by the new and old customers.Guests might be fascinated by the Douzhir, MaToFu, Fry hawthorn, Traditional Beijing Bean sauce noodles, Roast duck in stove.Having a meal in Bei Ping Ju will be the best choice surely.Address, No.96 NorthXinHua Street Xicheng district

经典电影英文简介 篇7

China has witnessed a rapid growth in tourism industry and the number of overseas visitors coming to China is increasing every year.For overseas visitors,historical scenic spots and museums are always the first choice for sightseeing,since the various cultural relics there offer them a good opportunity to learn Chinese history and culture.Therefore,the translation of the introductions of displayed exhibits serves the bridge of effective communication between cultures.

The translation of cultural relics has always been attracting experts’attention in researches.However,most of them study from the perspective of foreignization and domestication,the criteria of“faithfulness,expressiveness and elegance”or Theory of Adaptation,and the analysis of cultural relics usually focus on the lexical level.For example,Shi Xinmin examines the criteria for translating the cultural relics and lists some English translations of bronzes unearthed in Shannxi province[1].Liu Qingyuan[2]studies the translation of the names of cultural relics in Hunan Provincial Museum with the principle of expressiveness and faithfulness.This paper,therefore,will concentrate on how to mind-shift between cultures when translating the introduction of cultural relics,which covers both the lexical and textual level.

2 The Theoretical Frames of Analysis in This Paper

Since translation and culture are closely related with each other,how to deal with the cultural issues in cultural relic’s translation has become the focus of this paper.Jin Huikang[3]points ou that translation is difficult in that language reflects culture,is loaded with cultural connotation and influenced by culture.It is the same case with translating introductions of cultural relics,for these valuable exhibits excavated from the earth usually conveys culturespecific features and information,which are difficult to communicate across cultures.

Translating is never a decoding-encoding model,which cop-ies the surface information from the original text to the target text.Instead,translators are suggested to take frame-driven approach,in which the mediator will be able to understand the frames of inter-pretation in the source culture and will be able to produce a textwhich would create a similar set of interpretation frames to be ac-cessed in the target reader’s mind[4].Here in the case of translat-ing cultural relics,we are not looking for linguistic equivalence be-tween English and Chinese,but how reality is constructed betweendifferent languages so that the overseas visitors can understand andappreciate the cultural relics as Chinese do.Therefore,translation studies should be explored in the broad

context of cultural studies,for translation aims to exchange cul-tures and concerns culture rather than language[5].In order toachieve this goal,translators should be good at mind-shifting be-tween cultures in practice,and three ways will be discussed intranslating cultural relics:generalization,deletion and distortion.Generalization is often employed when there is no equivalence be-tween languages or cultures.What’s more,we can turn to chunk-ing up,chunking down and chunking sideways to find a possible so-lution in translating culture-specific images between different lan-guages.Deletion,in a broad sense,includes both adding and delet-ing in translation,so that we can bring the implicit information toexplicit.This method is widely used in translating cultural relicsbecause such texts usually contain persons,times,poems or eventswhich cannot be understood by target readers through literal trans-lation.As for distortion,it is a way of directing addressee to whatthe speaker or writer considers is important[4].Peter Newmark cate-gories texts into three types:expressive type,informative type andvocative type[6].The introductions of cultural relics fall into the in-formative type,as they offer visitors the basic information and back-ground information about the valuable objects in museums or sce-nic spots.Therefore,translating informative texts usually adopt acommunicative approach,which are reader-oriented.In practice,sometimes it is acceptable to leave behind some words or evensome sentences when translating these texts[7].

3 Case Study of Cultural Relics Translation in Yun-gang Grottoes

By far we have discussed various ways of mind-shifting between different cultures in translation.In this chapter,the ChineseEnglish translation of the cultural relics in Yungang Grottoes will be analyzed in details.

Yungang Grottoes is located near Datong city,Shanxi Province.They are one of the three most famous ancient Buddhist sculptural sites of China(the others are Longmen Grottoes in Luoyang and Mogao Grottoes in Dunhuang).The 252 caves and 51,000 statues in Yungang Grottoes represent the outstanding achievements of Buddhist cave art and stone carving in China during the 5thand 6th centuries[8,9].These masterpieces of Chinese ancient caves therefore have attracted tens of thousands of visitors both from home and abroad every year.In order to promote visitors’understanding of these excellent ancient works,a brief introduction is displayed outside of each cave,both in Chinese and English version.However,these English versions are not always without problems.On one hand,the English versions of caves are full of grammatical mistakes;on the other hand,even if the English version is grammatically acceptable,the cross-cultural awareness is weak in translation.These problems will surely pose obstacles in appreciating the marvelous works of the overseas visitors.The following analysis will only deal with the culture-related problems in C-E translation which is collected in 2012,and adapted versions will be provided.

3.1 Generalization

Example a.第十四窟

公元四九四—五二五年

……西璧下层方形龛内,左维摩,右文殊,正中一立菩萨右手托钵、左手执莲,表现的是……

...In the square niche on the lower level of the west wall arecarved with Vimaiakirti on the left side,and Majusri on the right...A standing bodhisattva between them hold an alms bowl in theright and a lotus in the left.

“维摩”(full name“维摩诘”),“Vimalakīrti”in Sanskrit,is a central figure in the Buddhist and originally refers to those who are clean and pure.“文殊”is also a bodhisattva in Chinese Buddhism,who represents the soul of wisdom and intelligence.The English version“Vimaiakirti”and“Majusri”are the exact literal translation from Chinese,but this kind of translation does not always make sense to overseas visitors,especially those who come from America and European countries and share a totally different reli-gious system with the Orientals.

Therefore in this case,where there is no equivalence of“维摩”and“文殊”in English,translators should perform generalization so that the foreigners can understand who these two persons are and why they are significant figures in religion.Firstly we chunk up“维摩”and“文殊”to a higher level in Chinese culture,that is“two important figures in Chinese Buddhism”;and then we chunk sideways to find the English equivalences at the same level,that is“two bodhisattvas”.There is no need to chunk down and dig out some important figures in western religions,who have the same significance as“维摩”and“文殊”in Chinese Buddhism,so we just stop chunking here.The whole procedure of chunking up and sideways chunking can be shown in Figure 1.

Here is the suggested translation:

“Cave No.14

494-525 A.D.

...In the square niche on the lower level of the west wall,thereare two carved bodhisattvas,who are the important figures in Chi-nese Buddhism...”

3.2 Deletion

In the introductions of caves in Yungang Grottoes,there are numbers of poems and religious stories which are strange to Chinese people,not to mention the overseas visitors.Therefore,when translating the cave introductions into English,the absent informa-tion should be added to facilitate visitors’understanding of the cul-tural relics.Here are some examples in terms of addition or dele-tion of information in the C-E translation.

Example b.石鼓洞(第一窟)

公元四七一—四九四年

第一、二窟为一组塔庙双窟,窟外两侧各残存一座单层方塔。第一窟外壁明窗东侧题刻清代朱廷翰《游云冈石佛寺诗》。……北璧主像为交脚弥勒菩萨。东璧下层浮雕“晱子本生”故事。据考证,第一、二窟辽代以前建为护国寺,为云冈十寺之一。明清号曰“石鼓寒泉”,属云中八景之一。

Stone Drum Cave(Cave No.1)

471-494 A.D.

Cave No.1 and Cave No.2 are a set of stupa shrine typedcaves.On both outsides of one cave still remained a square pagodaseparately.Zhu Tinghan,the poet of Qing,whose poem“Visit Yungang Grottoes”is inscribed on the eastern side of hamming windowoutside of Cave No.1....The primary image on north wall is cross-ing feet Maitreya.On the bottom of east wall depicted a Jataka story of Samaka in relief.According to the textual research,Cave No.1and Cave No.2 are Hu Guo Temple before Liao Dynasty,is one often temples in Yungang,it is named“Stone Drum Cool Spring”during Ming and Qing,belong to one of eight sights of Yungang.

When translating“清代朱廷翰《游云冈石佛寺诗》”,thetranslator adds the additional information“the poet of Qing”afterZhu Tinghan.This is a good example of addition in translation,be-cause both Zhu Tinghan and his poems are not familiar to foreignvisitors.However,the English version of“‘晱子本生’故事”(“a Jataka story of Samaka”)is too simple and overseas visitors willshow blank comprehension when facing such strange words.Mean-while,the translator literally transfers“护国寺”into“Hu GuoTemple”,which makes no sense to foreigners.Therefore additionalinformation about this story and the temple should be added to en-hance the effectiveness of the translation.What’s more,translating“辽代”into“Liao Dynasty”is not enough and therefore the time ofreign should be given.

A suggested English version would be“On the bottom if theeast wall,there depicted a Jataka story of Samaka in relief,the sto-ry of a dutiful son.Archeological evidence has shown that CaveNo.1 and Cave No.2 were built as Hu Guo Temple(a temple for theblessing of the nation)before Liao Dynasty(around 901-1125 A.D.)”

Apart from these,it is unnecessary to translate expressionslike“云冈十寺之一”、“云中八景之一”in English.“one of tentemples in Yungang”and“one of eight sights of Yungang”will en-tail greater efforts for visitors to understand and may confuse theminstead.Therefore,it is suggested that this kind of information inChinese should be deleted when translating into English.

3.3 Distortion

Example c.寒泉洞(第二窟)

公元四七一—四九四年

窟外壁明窗上方及西侧题刻“山水有清音”、“云深处”。窟内三级方塔居中,塔面上刻出瓦筒、檐椽、门拱等仿木建筑构件,上层四角镂刻八角柱。

Cool Spring Cave(Cave No.2)

471-494 A.D.

The words of“landscape has clear sound”and“the deep of the cloud”are inscribed on the top and western side of hamming win-dow outside wall of the cave.The central pillar is three levels...

The translation of“山水有清音”、“云深处”(“landscape has clear sound”and“the deep of the cloud”)is acceptable literally.But judging from the perspective of cultural communication,thistranslation is far from satisfactory.As a matter of fact,the inscrip-tion on the wall is in Chinese.If we translate the inscription intoEnglish words,it leaves visitors an impression that the inscriptionwas originally in English,which is full of absurdity.Therefore,thetranslation should be distorted somehow and present the truth tothe public.A suggested version would be“The words of‘山水有清音’and‘雲深處’are inscribed on the top and western side ofhamming window outside the wall of the cave.”

Example d.释迦佛洞(第六窟)

公元四七一—四九四年

该窟为中心柱窟,亦名支提、塔庙窟,雕饰富丽,被誉为“云冈第一伟观”,是世界雕刻艺术史上的奇迹。窟内中央方形塔柱分上下层,高15米。上层四面各镌一立佛二菩萨,四角镂雕大象承驮九级楼阁式方塔;下层四面开龛坐佛。窟内四壁上层环列立佛十一尊,华盖承悬,器宇轩昂。窟顶格状,格间可见骑乘各种动物的多臂多首天神。窟内现存反映释迦一生的佛传故事图三十余幅,集中表现了佛主从诞生到出家、弘法等一系列具有标志性纪念意义的场面。这些故事图雕刻,结构合理,手法简朴,为犍陀罗艺术东传的新创造,弥足珍贵。

Cave of Sakyamuni(Cave No.6)

471-494 A.D.

This is a cave with a central column,also known as a stupa temple cave”.It is richly decorated and is praised as the most spectacular one in Yungang.The square column in the center is 15 meters high and was divided into two levels.Each side of the upper level enshrines a standing Buddha and two Bodhisattvas.The elephant at the four corners carries a nine-story square pagoda on its back which is depicted in hollow relief.Each side of the lower level has a niche with one sitting Buddha.Eleven standing Buddhas are depicted on the upper portion of the four walls.The ceiling of the cave is decorated with a checkered pattern.Some celestial beings with many heads and many arms are riding in animals in each checkered square.There are about 30 plots from the story of Buddha’s life.These tell the entire story from the birth of Buddha to how he became a monk and the Buddha,forming a series of magnificent scenes,the carvings of the story are properly composed,simple and plain,it is a new creative work of Eastern Gandhara Bud-dhist art,and is rare in existing Buddhist art.

The above English version of the Chinese introduction of Cave No.6 is a very loyal translation,for the translator nearly puts every word into English and no information is left behind.However,setting aside the grammatical mistakes,this loyal translation will not always work for overseas visitors as expected.Actually Cave No.6in Yungang Grottoes is famous for its stone carvings,which vividly shows visitors the life story of Sakyamuni,and it is this part of introduction(words in italics)that should be highlighted in translation Therefore the translator is responsible for manipulating and distorting the original text.It is a way of directing addressee to what the speaker or writer considers is important and functions like a zoom lens allowing the reader to focus on certain aspects,leaving other aspects in the background[4].What’s more,introductions of caves,as a kind of public signs,convey information in a clear and effective way.Therefore,the translation should follow the principles of consistency,conciseness and comprehensibility[10].

The adapted version suggests giving a general description of the decoration and carving in the cave and putting much more emphasis on the carving of the life story of Sakyamuni.

“Cave of Sakyamuni(Cave No.6)

471-494 A.D.

Cave No.6 is richly decorated and is praised as the most spectacular one in Yungang.The square column in the center is 15 meters high and there are numerous animals and Buddhas carved on each side of the column.Eleven standing Buddhas are depicted on the upper portion of the four walls.The ceiling of the cave is decorated with a checkered pattern.There are about 30 scenes of Buddha’s life,which covers the entire story of Buddha such as his birth,how he became a monk The carvings of the story are properly composed in a simple and plain way.It is a new creative work of Eastern Gandhara Buddhist art and is rare in the existing Buddhist art.”

4 Conclusion

From the analysis of translation in Yungang Grottoes,we can see that grammatical mistakes are not the only factor that results in confusion and misunderstanding of the Chinese cultural relics.It is the loss of cross-cultural awareness and the absence of creating frames in translation that lead to the less effective translation of cultural relics.The above-mentioned examples show us how to employ generalization,deletion and distortion when translating the introduction about cultural relics in details,which may also offer some guidelines to the practitioners so that they can mediate be-tween languages and cultures effectively.

摘要：文物翻译需要译者在不同文化框架下进行思维转换,通过概括、增/减译和变译等翻译技巧将原文信息传递给译文读者。山西大同云冈石窟为世界文化遗产,其现有的洞窟简介英译值得商榷。译者在翻译洞窟简介文本时,不仅要勘正译文语法错误,还应在英语和汉语文化框架下灵活转换,同时在英译过程中适当运用概括、增减和转变原文信息等技巧,以便国外游客更有效地理解石窟造型和佛教文化。

关键词：文化翻译,概括,增/减译,变译,文物,云冈石窟

参考文献

[1]师新民.考古文物名词英译探讨[J].中国科技翻译,2007(3):61-62,35.

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[3]金惠康.跨文化旅游翻译[M].北京:中国对外翻译出版公司,2006.

[4]Katan D.Translating Cultures:An Introduction for Translators,Interpreters and Mediators[M].Shanghai:Shanghai Foreign Lan guage Education Press,2004.

[5]刘卫东.文化层次翻译观[J].中国科技翻译,2001(4):46-50.

[6]Newmark.Approaches to translation[M].上海:上海外语教育出版社,2001.

[7]罗新璋.翻译论集[M].北京:商务印书馆,1984.

[8]Unesco.Yungang Grottoes[EB/OL].http://whc.unesco.org/en/list/1039.

[9]Wikipedia.Yungang_Grottoes[EB/OL].http://en.wikipedia.org/wi ki/Yungang_Grottoes.

英文电影欣赏社团 篇8

[关键词] 英文电影欣赏社团 英语综合能力 跨文化 人文素养

[中图分类号] G633.41 [文献标识码] A [文章编号] 1674 6058（2015）34 0038

近年来，许多中学为丰富学生们的课余文化生活，相继建立各种社团，其中英文电影欣赏社团尤为受到学生们的青睐，大家踊跃报名，积极参与。该社团之所以会出现如此热烈的场面，是因为它可以让学生在欣赏电影过程中身心得到充分的放松，想象得到无限的拓展和发挥，情感一泻千里，其乐无穷。

也许学生报名参加电影欣赏社团的最初动机只是想看看电影，缓解眼前紧张的学习压力，调整一下自己的学习状态，但随着时间的推移和欣赏活动的步步深入，学生会自觉不自觉地被带到一个充满遐想的空间，身临其境，就会竭尽全力调动自身所有感官和知识储备来唤醒自身情感的冲动，挖掘内在最大潜能，集中精力对影片中的情节进行思考、预测和判断。一部电影不仅有波澜起伏的情节和扣人心弦的悬念，还配有特有的音响效果、剧情场景以及幽默诙谐而耐人寻味的对白等等，这些都会不时地浮现在学生的脑海中。在欣赏活动不断往复下，学生们经验的逐渐得到了积累，由最初只是看看电影的单纯动机，无意间进入了轻松而愉悦的“学习”的状态。从娱乐中，他们英语的综合能力渐渐地得到了提高，从量变到质变，获得质的飞跃。英文电影社团不仅仅为学生提供了活跃身心的平台，更是英语课堂的补充，但它又有别于英语课堂教学，因此我们一定要利用好这个平台，让社团每一个成员在这个平台上各有所获，各得其所，乐此不疲。

一、活动前的准备

1.组织建立 社团活动不同于课堂教学，它主要是依靠学生自己来组织和管理，一切活动内容，活动安排，活动时间，活动进展都由学生自己掌控。建立社团旨在让学生在这个集体大家庭的活动中充分放松，尽情发挥，无拘无束，乐在其中。如果每次活动都由老师来组织来主宰，那就和课堂教学就没有区别，自然就会给学生增加课业负担，学生就不会欣然参加。所以建立社团组织是当然的，也是必要的。社团组织机构一般是由社长、副社长、宣传干事以及各活动小组组长等组成，同时聘请一些有能力、有一定专长的学生担任导演、策划和音像师等。活动时，教师也应参与其中，对活动提出建议，当好参谋，把好方向。

2.教师指导 众所周知，学习英语的最终目的就是实现和英语国家的人群进行有效的思想和情感的交流，如果单纯地依靠英语课堂学习，恐怕还不能很好地实现这一目标，还必须了解和掌握英语国家的文化底蕴、风俗习惯、民族性格、价值观念、宗教信仰等诸多方面。英文电影作为当代最受学生欢迎、最有深远影响的文化产物恰恰提供了这些资源，弥补了英语课堂教学的这一不足。再者，中学生和大学生在动手能力、认知和判断能力等方面还有很大的差距，因此中学社团的指导教师应对社团的骨干成员进行活动前的必要指导，不仅要对他们进行一些专业技术方面的培训，还应介绍和传授英语国家的历史背景、风土人情、文化习俗等诸多方面的知识，让这些骨干成员提前了解中西文化的差异，增强其语言使用的跨文化意识，这样才有利于他们开展工作，更好地带领整个团队将活动顺利进行，使其有声有色，深入持久。

3.作品选择 在指导教师对社团骨干培训后，由他们对影视作品进行选择，然后再由指导教师定夺把关，最后搬上银幕，让所有成员共同欣赏。学生挑选影视作品的过程就是学习的过程，就是享受的过程。选择影视作品时，应注意下面几点，第一，作品的内容要符合中学生的生理、心理和年龄特点。过格的成人情感场景、极端的社会阴暗的描写、过激的凶杀格斗场面都不宜在中学生面前出现，这将会破坏这个特定时期的中学生成长的自然过程，影响他们的身心正常发展，因此要挑选一些思想健康、情节动人、催人奋进的影视作品；第二，作品的难易要符合或略高于中学生现有水平。过难的影视作品会造成学生欣赏中的语言障碍，使得参与者观看的积极性不高，过易的又不利于英语综合能力的提高。活动最初时， 可以挑选一些大多数学生能接受的电影，像《狮子王》、《冰河世纪》等。随着学生欣赏能力的提高，时机的成熟，再挑选一些稍难的电影，像《阿甘正传》、《泰坦尼克号》等。当然还可以从提高的角度考虑挑选一些略高于学生现有水平的电影像《魔戒》、《勇闯夺命岛》等；第三，作品情节的跌宕起伏要能激发学生的兴趣。人们说兴趣是最好的老师，无论做任何事情只要有了兴趣，再大的困难都能克服，因此在选择电影时还要把学生的兴趣考虑进去，学生有了兴趣，就有情感上的跃动，就会被作品中的艺术形象所打动，就会产生共鸣，从而使得活动可以良性循环下去。

二、活动中能力的提高

一个国外学生来中国前，从未坐在课堂里系统地学习过汉语，可他的中文说得很地道，甚至一些方言也说得忒溜，问及他是怎样练就的，他只回答了五个字“看中文电影”。这听起来似乎有点夸张，但至少有一点可以肯定，看电影学习语言的确是一个很好的方法。如果你一部接一部地看，一遍接一遍地看，一定会在不知不觉中，取得出乎意料的收获。电影作为大众传媒，通过艺术手段展示了历史事件、传统文化、社会现实、风土人情等各方面，同时也为英语学习者提供更直观、更形象、更生动的资源，是学习者全面快捷提高英语综合能力的有效途径。

1.听的能力的提高

电影是一门很受人们欢迎的艺术，它把现实生活栩栩如生刻画在银幕上，且具有丰富的视觉内容，逼真的场景和地道的语言对白。学生在看电影时会不知不觉被带到情景中去，如果是在4D影院更会使他们有身临其境的感觉，这会对他们听力的提高有事半功倍之效。英文电影语言真实地道，能反映英语国家的真实语言文化，更能使学生掌握原汁原味的语言知识，使学生在交际中减少跨文化的语言障碍。欣赏英文电影时的“听”与英语课堂里的“听”有所不同，电影集图像声音为一体，内容丰富、形象直观，跌宕起伏的情节能吸引学生的眼球，刺激学生的所有感官，吊起学生想听的“胃口”，为学生自然地“听”营造了良好的氛围和轻松的环境。在欣赏的过程中，学生就能够自觉集中思想，利用所学知识和现实生活中所积累的经验对情节的走向和发展进行综合分析、思考、判断，从而理解说话者语言表达的意思，并把其输入大脑。学生一旦能准确理解和判断外国说话者的意思，他们的成就感和满足感就大大增加，他们“听”的热情就自然大大提高。 “听”不再是一种任务，一种负担，而是一种享受，一种自然行为，学生的英语听力就是在这样的享受和行为中不知不觉得到了提高。也许在“听”的过程中，可能不会一直很顺利，会碰到这样或那样的困难，这并无大碍，社团活动不像课堂教学那样呆板，它不受时间和任务的制约，当社团成员在听的过程中，遇到实在跨越不了的障碍时，可以反复播放，快进快退，甚至可以显示中英文字幕，直到理解为止。

2.说的能力的提高

虽说电影是一门艺术，但它源于生活，其语言具有生活化、口语化等特点，即便是采访、演讲、争辩、日常对话等都有简洁而准确的句型和词汇。当人们在观看原版英文电影时，可以亲身体验地道的英语发音，学到地道的英语习惯用法，纠正错误的英语发音，且电影对白中的生词不会太多，句子结构不会太复杂，发音和语速都十分准确地道，基本都可以模仿性地说，如经典电影《阿甘正传》、《罗马假日》等，主人公语速较慢，语音清晰，这给学习者的模仿和实践带来极大的便利。经常在一种有趣、真实、互动的环境中用英语表达，对学习者形成良好的语言习惯有明显的好处，能有效地杜绝“听-翻译-说”那种初学者用英语交流的模式，形成从英语到英语直接表达的良好习惯，这种良好的语言习惯一旦“根深蒂固”，就会在现实生活中的某一场面“开花结果”。在社团活动中，可对电影中的某一经典桥段或对白进行反复播放，让观看者有针对性地模仿和实践，认真揣摩其发音要领，掌握其技巧，品味不同语调在表达不同思想感情中的效果，对一些常用的习语俚语须输入其大脑，让影片保持静音状态，由观看者直接进行配音、模仿，或根据观看者自己对影片的理解进行改编和解说，亲身体验一下不同的英语发音，不同的语音和语调和不同的爆破与连读或停顿在不同的情景下的魅力。比如《阿甘正传》中的“Life was like a box of chocolate，you never know what youre gonna get”和《乱世佳人》中的“Tomorrow will be another day”以及《泰坦尼克号》中的“You jump，I jump”等台词，都是模仿者津津乐道，随口就来的经典。

3.人文素养的提高

一部优秀的英文电影不但为观看者开启了直接感悟生动的、全面的、深刻的语言之门，也为观看者打开了领略世界各地不同社会、不同文化，不同民族之间的差异之窗，拓宽了他们的眼界， 对提高他们的人文素养大有好处。一些电影中的经典桥段和对白，很容易与观看者产生共鸣，它不但简洁明了、震撼人心、节奏感强，而且具有通俗易懂、哲理深刻、幽默诙谐等特点，在激发观看者模仿学习的同时，也激发了他们对作品内涵的思索，促使他们更好地了解和掌握英语国家人们的思维方式、生活习俗、历史传统等方面的知识，体会中西方的文化差异，增强他们语言使用的跨文化意识，提高他们的人文修养和审美观，学会全面地、辩证地和历史性地去判断真善美。在英文电影欣赏社团活动进行中，若影片出现了由于文化不同或价值取向不同，确实使社团成员难以理解等现象时，社团骨干或积极分子应加以提示和解释，必要时也可以进行讨论，这样不但有利于活动更好地继续开展下去，而且也使得活动更加丰富多彩。

三、活动后的延伸

英文电影欣赏社团是学生自觉自愿参加的，没有任何强制命令，也没有任何必须完成的任务，所以社团的每位成员都这个大家庭里“玩”得轻松愉快。一般说来该社团成员对英语有浓厚的兴趣，英语基础也比较扎 实，对社团的活动大多数成员都会积极响应，出谋划策， 并乐于为此付诸行动。欣赏原版英文电影，观看者可以通过模仿、复述、讨论、表演等多种方法提高英语综合能力，在潜移默化中加深对西方民族文化内涵的理解，同时英文电影也为写作提供了丰富而具体题材和内容，而写作又可进一步加深对作品的理解和评判。基于这些优势和特点，在观看某影片之后，社团可将活动进一步延伸下去，以便巩固和扩大活动成果。可以小组为单位，对影视作品进行复述和讨论，每位成员可根据自己对作品的理解，概述情节大意，写出观后感或影评，进行交流，这对英语写作能力的提高有很大的帮助。为了进一步加深对影视作品文化内涵的理解，还可把一部电影分成若干小块，每一小组模仿或表演不同的小块，也可挑选影片中某一经典片段，由不同小组模仿或表演同一片段。模仿或表演时要尽可能设计好场景、布置好环境、准备好服装和道具，同时每一小组组长一定要根据本组各人的能力及特长确定好剧情中的角色，力求对剧情中的人物的语音语调、行为举止尽量做到惟妙惟肖。社团的导演、策划等有一定专长人员可到每一小组中进行协调指导，当好参谋。在各一小组准备完毕后，社团可利用节假日等课余时间，组织比赛。这一活动参加人数之多，娱乐性之强，挑战性之大，且每位成员都担任具体的角色，大大显露了身手，因此可以说这种寓“学”于乐的活动大面积地提高了学生的英语语言运用和交际能力，是英语课堂教学无可比拟的。

英文电影欣赏课程虽未进入中学课堂，但中学英文电影欣赏社团的悄然兴起，填补了英语课堂的空白，它不仅活跃了学生的身心，丰富了学生的欣赏乐趣，同时也让学生在轻松愉快的氛围中领略到更加地道和自然的英语语言的多姿多彩，体味到西方国家的风土人情和历史文化四溢芬芳，为他们良好的人文素养的形成奠定了基础。