Unit 9 翻译中的文化意识
翻译教学中的文化意识
翻译教学中的文化意识文化是一个民族知识、经验、、价值、态度、以及思想和行为的习惯模式的总和。
由于不同文化在文化取向、价值观念、思维方式、规范等方面存在差异，其语言结构、模式、修辞也受到了文化观念的制约。
文化背景知识在英语翻译教学过程中具有十分重要的地位，教师在翻译教学过程中一定要重视对英语语言文化意识的培养。
XX相关查阅：大学生、工商财务、经济、教育热门毕业翻译教学；文化意识;文化敏感性XX1．引言文化是同一种人群经过一代又一代共享的、获得的和传承的、习俗、价值、行为、制度和思维模式的总合.在人的任何一种活动中。
从日常生活到活动,无不在体现一种文化.当人在春节除夕之夜包饺子时，人在感恩节制作南瓜派时；当人用筷子进食时；当人用刀叉用餐时；当人穿着旗袍参加盛典时；当人穿着西装参加就职仪式时。
人总是生活在文化中,文化现象在人的世界中无所不在.XX随着现代传播学、美学、语言学、人类学、语用学等新学科的．特别是跨文化交际学的兴起，翻译理论研究出现了从微观语言结构的对比研究到宏观语言文化背景的探索.我们逐渐意识到语言的文化内涵、语篇情景、思维习惯、文化制约、影响、价值取向等超语言因素对翻译结果的。
作为一名英语教师，在翻译教学的过程中也应该注重对写生文化意识的培养。
2.文化意识培养的重要性XX在英语教学过程中,一些文化背景因素对于学习英语的大学生们的确是一大困难.他们多数通过了四、六级考试，拥有正确地道的语调、牢固的语法知识及丰富的词汇量，但在日常翻译训练或在**种考试中处理翻译题时却屡遭挫败，其原因之一就是他们对英语XX的**种文化背景知识知之甚少，不能透彻、正确地理解英语原文,倾向于从自己文化的角度来看待别国的文化,甚至将自己的价值观强加于目的化之上。
在翻译学习方厦很难得到提高。
因此，我们可以看出文化背景知识在英语翻译教学过程中具有十分重要的地位．教师在翻译教学过程中一定要重视对英语语言文化意识的培养.D．P．Pａttａｎａyaｋ博士在其所著的AspｅｃｔｓｏfAppliedLingｕis ｔics一书中指出：Boｔｈiｎｓｐaｃeaｎｄｉnstyｌeｌanguaｇeｉscｕｌtu ｒe orientｅd．Lan ageioththｅｐroductａnｄthｅexpresｓionfｏculｔure。
Unit9翻译中的文化意识
Some Religious Views on
Human Life
Influenced more or less by Chinese Buddhism and Taoism， some people are disillusioned with the human world，hence the prevailing saying in Chinese 赤条条来去无牵挂（《红楼 梦》第22回）．
A rolling stone gathers no moss. 滚石不生苔。
Intercultural Awareness in Translation
翻译中的——
Relations between language and culture
Culture: “the total way of life of people.” Language is part of culture. It cannot
The Understanding of Nature
As is often the case，heaven or 天 is regarded as sth. dominating everything on earth and social members in both cultures are filled with awe and veneration for it. For example：
Cultural Connotations of the Idiomatic Phrases and Their Translation
English idiomatic phrases，including set phrases （成语），proverbs （谚语），sayings（格 言），colloquialisms（俗语），allusions（典 故），and slang（俚语），are an important part of the English language and English culture．To learners of English as a foreign language they are often hard to understand and harder to use or translate correctly because they are language items rich in culture．To learn them means to learn not only words and grammars but also the underlying culture．This is by no means easy．
人教版英语九年级unit9知识点
人教版英语九年级unit9知识点Unit 9: Celebrating Culture - Exploring Diverse TraditionsIntroduction:In this article, we will delve into the knowledge points of Unit 9 of the 9th grade English textbook prescribed by the Ministry of Education in China. Unit 9 focuses on celebrating culture and explores diverse traditions that exist around the world. It is crucial to understand and appreciate different cultures as it promotes empathy, tolerance, and acceptance of diversity.1. Traditional Festivals:Traditional festivals are an important part of cultural heritage, allowing individuals and communities to connect with their roots and understand their history. The unit introduces us to various traditional festivals celebrated worldwide, such as Diwali, Thanksgiving, Christmas, etc. Exploring these festivals helps us gain insights into the unique customs, rituals, and significance behind them.2. Festive Foods:Food plays a significant role in traditional festivals. It not only nourishes the body but also symbolizes cultural values and traditions.The unit highlights some traditional festive foods, like mooncakes, turkey, and kolach, revealing the cultural significance attached to these delicacies. Understanding the historical and cultural context behind festive foods expands our knowledge of different cultures.3. Customs and Symbols:Every culture has its own customs and symbols that hold special meaning. Unit 9 provides examples of customs and symbols associated with different festivals or celebrations. For instance, the unit mentions the practice of decorating Christmas trees, the use of lanterns during Chinese New Year, and the significance of rangolis during Diwali. Exploring these customs and symbols nurtures an appreciation for cultural diversity and fosters intercultural understanding.4. Traditional Costumes:Traditional costumes are an essential aspect of a culture's identity. Unit 9 introduces us to various traditional costumes worn during festivals or special occasions. Each costume reflects not only the fashion trends of that era but also conveys cultural values, history, and aesthetics. For example, the hanbok in South Korea and the kimono in Japan symbolize their respective cultures, while the qipao represents Chinese culture. Learning about traditional costumes enhances our understanding and respect for cultural differences.5. Festive Music and Dance:Music and dance are universal languages that transcend cultural boundaries. Unit 9 provides insights into the music and dance forms associated with various celebrations. For instance, the unit explores Indian classical dance forms like Bharatanatyam and Kathak, as well as Western dances like the waltz and salsa. Discovering the rhythms and melodies of different cultures broadens our horizons and helps us appreciate the rich artistic heritage worldwide.6. Art and Crafts:Art and craft forms have been passed down through generations, preserving cultural traditions. The unit discusses the art and craft forms associated with festivals, such as Chinese paper cutting, Mexicanpiñatas, and Indian Rangoli. Exploring these artistic expressions fosters creativity and an understanding of the beauty and diversity in global art practices.Conclusion:Unit 9 of the 9th grade English textbook takes us on a journey through diverse cultural traditions. By studying traditional festivals, festive foods, customs, symbols, costumes, music, dance, art, and crafts, we gain a deep appreciation for the rich tapestry of global cultures.Understanding and celebrating cultural diversity is crucial in building a harmonious and inclusive society. Let us embrace our differences and promote intercultural understanding for a better future.。
任教八年级下英语第九单元的文化知识
任教八年级下英语第九单元的文化知识The cultural knowledge covered in the 9th unit of the 8th grade English curriculum is a fascinating exploration of the diverse customs and traditions found around the world. As an English teacher tasked with imparting this information to my students, I am excited to delve into the rich tapestry of global cultures and share their unique perspectives and practices.At the heart of this unit lies the fundamental understanding that culture is not a static entity but rather a dynamic and ever-evolving phenomenon. It is the manifestation of a people's collective experiences, beliefs, and values, shaping their worldview and influencing their interactions with others. By examining the cultural knowledge within this unit, we can gain a deeper appreciation for the intricate nuances that define different societies and the ways in which they navigate the complexities of the human experience.One of the key aspects of the cultural knowledge covered in this unit is the concept of cultural identity. Students will explore how individuals and communities construct and express their sense of selfin relation to their cultural heritage. This includes delving into the significance of language, traditions, and customs as markers of cultural identity, as well as the ways in which these elements can be preserved, celebrated, and shared with others.Through this exploration, students will develop a greater understanding of the diversity that exists within and across cultures. They will learn about the unique customs and rituals that are deeply rooted in the histories and belief systems of different societies, from the vibrant festivals and celebrations to the intricate social structures and hierarchies. By understanding the cultural knowledge of this unit, students will be equipped to navigate the increasingly globalized world with empathy, respect, and a genuine appreciation for the richness of human diversity.Moreover, the cultural knowledge in this unit extends beyond the mere acquisition of facts and figures. It encourages students to engage in critical thinking and analysis, examining the ways in which cultural practices and beliefs shape and are shaped by the broader social, political, and economic contexts in which they exist. This holistic approach to cultural understanding fosters a deeper level of engagement and a more nuanced appreciation for the complexities that underlie the human experience.As an educator, I am particularly excited about the opportunity toexplore the role of cultural exchange and interaction within this unit. Students will delve into the ways in which cultures have historically influenced and been influenced by one another, exploring the dynamics of cultural diffusion, adaptation, and hybridization. This knowledge not only broadens their understanding of the world but also equips them with the tools to navigate the increasingly interconnected global landscape.Furthermore, the cultural knowledge in this unit extends beyond the purely academic realm, as it holds the potential to cultivate important life skills and personal growth. By exploring the diverse customs and traditions of different cultures, students will develop a greater sense of empathy, cultural sensitivity, and openness to new perspectives. This, in turn, can foster more meaningful and respectful relationships with individuals from diverse backgrounds, both within their own communities and on a global scale.As an English teacher, I am committed to ensuring that my students not only acquire the linguistic skills necessary for effective communication but also develop a deep understanding and appreciation for the cultural knowledge that underpins the language they are learning. By guiding them through the fascinating exploration of the 9th unit's cultural content, I aim to instill in them a lifelong curiosity and respect for the rich tapestry of human diversity.In conclusion, the cultural knowledge covered in the 9th unit of the 8th grade English curriculum is a powerful tool for expanding students' worldviews, fostering cross-cultural understanding, and cultivating essential life skills. As an educator, I am honored to be entrusted with the responsibility of sharing this knowledge and empowering my students to become informed, empathetic, and globally-minded individuals. Through this unit, they will not only deepen their understanding of the English language but also gain a profound appreciation for the diversity that makes our world such a vibrant and interconnected place.。
Unit9-Cultural Awareness
Boardroom Culture ClashAn Unpredictable AffairTry to put pressure on a Japanese in a negotiation and you will be met with stony silence. Hold an informal fact-finding meeting with a German and you can except a battery of searching questions. Disagree with the French on even a minor point and they will take great pressure in engaging in spirited verbal combat. Doing business across culture can be an unpredictable affair.Cultural AwarenessMost of us prefer to do business with people we like. And it should come as no surprise that the people we like tend to be like us. So whilst we may dispute the accuracy of cultural stereotypes, it is generally agreed that good business relationships are built on cultural awareness. Across national frontiers ‘nice guys’ do more business than nasty ones. But what constitutes nice-guy behavior in a boardroom in Miami is not necessary what they except in Madrid.The US perspectiveFor instance, most Americans will insist on the hard sell. It’s not enough that you want to buy their products, you must let them sell them to you. They have to respect back to report back to superiors who will be as interested in how the deal was struck as the result. Systems and procedures matter to Americans.The Spaniards Trust YouThe Spanish, on the other hand, are unimpressed by the most meticulously prepared meeting and pay much more attention to people. In this they are more like the Arabs or the Japanese. In the middle and Far East, business is built on trust over a long period of time. Spaniards may come to a decision about whether they trust you a little sooner.Animated ItaliansItalians, too, tend to feel that the main purpose of meetings is to assess the mood of those present and reinforce team-spirit. These may well be a lot of animated discussion at a meeting in Italy, but the majority of decisions will be made elsewhere and in secret.Scandinavians Want ResultsStrangely enough, Scandinavians are rather like Americans. They value efficiency, novelty, systems and technology. They are firmly profit-oriented. They want results yesterday.Succeed with the GermansDon’t be surprised if the Germans start a meeting with all the different questions. They want to be convinced you are as efficient and quality-conscious as they are. They will be cautious about giving you too much business until you have proved yourself. They will demand prompt delivery and expect you to keep your competitive edge in the most price-sensitive market in Europe. Succeed and you will enjoy a long-term business relationship.Adversarial MeetingsThe French will give you their business much more readily. But they will withdraw it just as fast if you fail to come up with the goods. Meetings in France tend to adversarial. Heated discussion is all part of the game. Germans will be shocked to hear you question their carefully prepared arguments. The Spanish will offer no opinion unless sure of themselves, for fear of losing face. But French executives prefer to meet disagreement head on, and the British tendency to diffuse tension with humour doesn’t go down too well.Prisoners of Our CultureAsk yourself whether meetings are opportunities to network or get result. Is it more important tostick to the agenda or generate new ideas? Is the main aim of a meeting to transmit or pool information? It all depends on where in the world you hold your meeting and whether you belong to an individualistic business culture like the French, Germans and Americans or to a collective one like the British, Japanese and Greeks. Indeed, who knows to what extent culturally conditioned? For in business, as in life, “All human beings are captives of their culture.”岩石一般的沉寂；一声不吭一系列激烈的争论硬卖，强行推销小心翼翼地活跃的，活泼的以赢利为目的保持你的竞争力敌手的，对手的整个会议过程中都充满了激烈的讨论迎面的，正面的所有人都是他们的文化俘虏。
Unit 9 Meaning of Culture
Unit 9 Meaning of Culture文化的意义人类不仅拥有文字，通过长期积累，人类还形成了丰富多彩的文化。
而动物没有语言，其知识局限于本能或直接观察现实所学到的东西……Man differs from animal species in many ways. Biologically the difference is minor but in mind there are many differences. Man lives in the world of ideas, and acts and reacts in terms of concepts about objects and organizations. The animals live only in the present, they are not possessed of language, and their knowledge is limited to instinct or what they learn by direct and present observations. Their learning does not accumulate except for what they can presently use. Man on the other hand can simultaneously look into the past, present and future. He possesses the capacity to talk, to respond, to represent, to accumulate knowledge and to learn from the stimulus response relationships(刺激反应关系). These peculiar elements in the make-up of man provide a long history and tradition of wisdom, accumulated in various forms of civilization from which culture grows and continues flowing. The fundamentals of culture developed by past generations serve as the foundation stone to the next generation. The new generation further adds to the pastaccumulation of civilization and culture and enables man to continually assimilate in the stream of culture. Thus man continues to live as a civilized and cultured member of society. Scientific inventions and discoveries greatly influence cultural variability(变化性，易变性). They affect tradition, customs, beliefs and faiths. They not only affect the present and future ideology(意识形态) of society but also practically bring about changes in artistic products and cultural environment. They quite often undermine the spiritual aspect of cultural life and provide material patterns. Inventions and discoveries bring about changes in the mode of production, art, morals, customs, laws, literature, etc. the changing mode of production affects the culture. Karl Marx held that the culture of capitalist countries differed from that of socialist countries because of the differences in the modes of production.What does culture do? The first function of culture is to make man a human being. It is culture that regulates his conduct and prepares him for group life. It teaches him the art of living as per the cultural traits of the group. He takes the food, wears the clothes, goes to school, speaks the language and does so many other little things of day-to-day life which are a partof the conventional norms, mores(风俗), laws, customs and morals of the group. The culture of a group plays a major part in the heightening human qualities of its individuals and save them from avoiding participation in the cultural stream.The culture of the group must give to its individual the capacity to lead a social life as an effective member of society. With the induction of the individual as an effective participant in the social life of the group, one can greatly gain by the utilization of energy of the individual in different constructive activities, which not only provides satisfaction on to the individual but also benefits the group.The second important role of culture is to keep social relationship intact so that the group as a whole can maintain and develop the value s and ideals of the group through the regulation of behaviors of its members and by satisfying their primary needs and objectives in respect of the necessities and luxuries of life. People learn to behave socially in a group because their behavior is subject to approval or disapproval. The culture of a group provides a number of controls on the irrational conducts for its members. It organizes many cultural aids like schooling, provision of work, outlet to talent, etc. these outlets go to provide rationality and responsibility tothe members and integrate them mentally, morally and sentimentally in the group. A culturally advanced group is also capable of providing a coordinated set-up to take the best out of each member and in return give the necessary comfort for personal development, recreation and emotional living. It must also provide other facilities for broadening the vision of the individual members so as to provide necessary motivations for creation in different fields of social activity including production of pieces of art, handicrafts and scientific implements and equipments which the group may need for the satisfaction of its different cultural and material requirements.The next important function of culture is to instantly provide new interpretation to different situations arising from the traditional cultural elements transmitted to the group. Provision of interpretation to traditional culture helps the reorientation (重新定位)of present and future cultural trends, putting them on the right track. For instance, in the modern era it is the duty of the school and other institution of a group to tell its members that if a cat crosses his way he needs not consider it unfortunate and give up the new projects, which is needed in the modern norms of society.However, these interpretations based on tradition may differ from culture to culture. Among some cultures the owl may still be regarded as a symbol of bad luck while in others it may be symbol of wisdom.The principle of cultural diffusion has been advocated by three German scholars. Cultural diffusion is the process by which the cultural trades of one group of society are spread directly or indirectly to other societies. It is historically established that some societies have served as centers of cultural unification. After the birth of Christ was born a cultural center, from where many cultural trades in the field of art and political organization got diffused to the northwestern Europe and to the east up to India. Subsequently Rome(罗马)became a great cultural center from where Roman law spread in most countries of Europe. In ancient time India was the cultural center from where many cultural trade spread eastward up to Indonesia(印度尼西亚) and passed through the fourteenth century. European culture became the dominant element in Asia and Africa and even America. At present the United States and Russia are exporting their respective cultures to different countries.Several factors influence the diffusion of culture. Theforemost is the capacity of the cultural center to inspire other countries to import the culture. The most important vehicle of cultural diffusion is mass communication, tourism, and exchange of educational and cultural delegations and teams, literature, films, etc. Obstruction to cultural diffusion may sometimes arise from the refusal of a group to borrow or import from the other group. Such a group tends to become an island of local culture untouched by the culturally developed countries. Sometimes a cultural island may exist within a larger cultural island. For example, in India the caste(印度的世袭等级)system that has separated Brahmins(印度的婆罗门阶级)from the other social groups for many generations on supposed biological superiority may reject a foreign cultural form, as they fear its impact on the prevail moral norms and social value s. It is for this reason that cultural centers of new value s find it more expeditious to invade foreign cultures through such means as the mass media. This process, although indirect and slow, has in due course a lasting impact as it appeals to the coming generations of the foreign countries which are still not fully socialized to the local cultures. For example, the young age groups in India were subjected to cultural influence of the Beatles(披头士乐队，甲壳虫乐队) forquite a long time.。
Unit 9 参考译文
参考译文1)It is a long-standing traditional virtue to value education and respect teachers in China. Thefirst monograph (专著) about education in China, The Record of Learning, brought up the idea of “education is the top priority”. Three thousand years ago, in the Zhou Dynasty, the government set up schools of different scales and levels with officers as teachers. In the Spring and Autumn Period (春秋时期), Confucius even ran private schools with a slogan (口号) that everyone, rich or poor, had the right to receive education. Respect for education determines the status of teachers. There are a lot of sayings that show respect towards teachers, such as “A teacher for a day is a father for a lifetime”. Nowadays, September the tenth is designated (指定) to be the Teachers’ Day in China.2)Filial piety is considered a key virtue in Chinese culture, which is about the respect for one’sparents and ancestors. The Confucian classic (经典作品), Classic of Xiao or Filial Piety, has historically been the authoritative source on this virtue. The book is about how to set up a good society using the filial piety. In more general terms, filial piety means to be good to and to take care of one's parents, to show respect, support and courtesy (礼貌) to one’s parents. It also means to engage in good conduct (行为) not just towards parents but also outside the home so as to bring a good n ame to one’s parents. Although the Chinese have had a diversity of religious beliefs, filial piety has been common to almost all of them.。
初中牛津英语版本教学中的“文化意识”分析-精选教育文档
初中牛津英语版本教学中的“文化意识”分析在初中英语教学中,我们发现，牛津英语新教材对教学的帮助非常大。
在教学过程中,我们可以看到,一部分学生非常的聪明，但是唯独对英语学习缺乏兴趣，导致其成绩不是非常出色。
相反的是，一部分学生不是非常的聪明，但对英语学习有着浓厚的兴趣,他们也非常努力，所以最后的成绩也往往比较出色。
文化是一个完整社会的全方位的生活方式与生活理念，是人类社会赖以生存和发展的重要基础，它涉及到人类社会生活的各个方面，从衣食住行、风俗习惯到抽象的行为规范、伦理标准、人生信仰、价值观念等等，因此人类学家普遍认为，人不仅仅是“社会人”，而且还是“文化人"。
1、解读牛津英语教材初中牛津英语教材为初中英语教学提供了极为丰富的材料，在各个版块中教材都十分地注重对学生语言实践和对话能力的培养。
但是我们在教学也不能以本为本，而是要尽最大的可能去充分挖掘探讨、活化教材资源,让教材更加深人的走进学生。
《课程标准》告诉我们：在教材的使用过程中，我们可以根据学生的需要对教材的内容进行适当的补充或者删减,从而使教材的内容更加符合学生的需要.当然，补充的教材必须要和本单元的教学话题相关.2、英语文化意识的影响因素质在英语教学中，我们发现，学生之所以对英语学习的兴趣不大,主要在于，他们对英语的文化了解不够,对英语的情境也了解不深,所以,导致了他们对英语的兴趣也乏善可陈。
所以，在教学中应当引导他们充分的认识了解英语的文化背景，树立他们的英语“文化意识”.了解英语文化意识，可以从两点人手：一是英语文化的价值取向，二是英语文化中的传统习俗.2。
1价值取向每一个民族，每一种文化都有其特有的价值系统和价值取向，对善恶美丑的评判标准也是大不相同的。
特定的文化标准文化意识规范着人们的思想道德准则,行为方式.一种文化中推崇赞扬公认的举止思想,在另一种文化中却有可能被看成是离经叛道不可思议。
用一个大家比较熟悉的单词Individualism为例。
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Some Experience of Life
Strike while the iron is hot. 趁热打铁。 Unity is strength. 团结就是力量。 As a man sows, he shall reap. 种 瓜得瓜，种豆得豆。 Forbidden fruit is sweet． 禁果分外甜。 Blood is thicker than water血浓于水。 Knowledge is power. 知识就是力量。 Lies have short legs. 谎言总是站不住脚的。
Cultural Connotations of the Idiomatic Phrases and Their Translation
However，their proper use or translation is often a mark of one's command of English. It is worthwhile to make effort to learn how to translate them. There are a great number of idiomatic phrases in both English and Chinese，which are a very strong nature of culture，the essence of a certain language，and the crystallization of long and practical use of the language．Generally speaking，they are characterized with the qualities of vividness， harmony，rhythm，shortness，easy-to-remember， and simplicity.
The Understanding of Nature
As is often the case，heaven or 天 is regarded as sth. dominating everything on earth and social members in both cultures are filled with awe and veneration for it. For example： Heaven has eyes（there is divine justice after all)． 老天有眼。 Heaven's vengeance is slow but sure. 天网恢恢，疏而不漏。 Heaven helps those who help themselves. 老天不负苦心人。
Cultural Universals
Cultural Universals give one's heart to——倾心 set one's heart at ease ——放心 lose heart — —灰心 break one's heart ——伤心 kind-hearted ——善心的 blackhearted ——黑心的 hard-hearted — —狠心的 from the bottom of one's heart ——从心底里
习语的英译汉翻译有三种方法： 直译法、汉语同义习语套用法和 意译法.
一、直译法 所谓直译法，是指在不违背译文语言规范以及 不引起错误联想的前提下，在译文中保留英语 习语的比喻、形象、和民族色彩的翻译方法。 有时尽管英语习语的比喻、形象对汉语读者比 较生疏，但由于它在一定的上下文中具有强烈 的政治意义，或有明显的西方民族、地方、历 史、宗教等色彩，所以也应采用保留原文表达 方式的直译法。把西方习语移植到汉语中来， 可以丰富汉语语言。
Cultural Connotations of the Idiomatic Phrases and Their Translation
English idiomatic phrases，including set phrases （成语），proverbs （谚语），sayings（格 言），colloquialisms（俗语），allusions（典 故），and slang（俚语），are an important part of the English language and English culture．To learners of English as a foreign language they are often hard to understand and harder to use or translate correctly because they are language items rich in culture．To learn them means to learn not only words and grammars but also the underlying culture．This is by no means easy．
brought nothing into this world，and it is certain we can carry nothing out．（因为我们
没有带任何东西到这个世上来，也当然要空手 离开这个世界。）
Some Euphemisms for "Die"
go to glory（heaven） ---升天 pay one‘s debt to nature ---返回自然 go west（go to the Western paradise）---上西天
Intercultural Awareness in Translation
翻译中的—— 文化意识
Hale Waihona Puke Relations between language and culture
Culture: “the total way of life of people.” Language is part of culture. It cannot be equated with culture． Language is the carrier and container of culture and it also exerts its influence on culture.
a jolly dog快活的人a lucky dog幸运儿 a water dog水性好的人as faithful as a dog像狗一样忠实 cat and dog life经常吵闹的生活 top dog重要人物，有权势的人 dress up like a dog's dinner穿着极其讲究 Every dog has its day.人皆有得意之日／瓦片也有翻身时。 Give a dog a bad name.欲加之罪，何患无辞。 Help a lame dog over a stile.助人于危难之中。 Love me，love my dog.爱屋及乌（爱我就爱我的狗）。 You can't teach an old dog new tricks.习性难改。 While in China，a dog is sometimes thought to be something unpleasant and disliked．It is very pejorative in meaning in Chinese．This can be readily illustrated by the Chinese words and idiomatic expressions： 走狗，癞皮狗，丧家狗，狗奴才，狗腿子，狗仗人势，狐朋狗 友，挂羊头卖狗肉，狗改不了吃屎，狗嘴里吐不出象牙……
Some Vehicles of Figures of Speech
as dark as night---漆黑如夜 as light as a feather---轻如鸿毛 as cowardly as a rat---胆小如鼠 as proud as a peacock ---像孔雀一样骄傲
to fight to the last man to break the record under one’s nose armed to the teeth packed like sardines sour grapes a gentleman’s agreement an olive branch the Trojan horse the heel of Achilles
战斗到最后一个人 打破记录 在某人鼻子底下 武装到牙齿 挤得象沙丁鱼罐头 酸葡萄 君子协定 橄榄枝 特洛伊木马 阿基里斯的脚跟
Examples
the sword of Damocles 悬在达摩克里斯 头顶上的剑 the open-door policy 门户开放政策 the most-favored-nation clause 最惠国待遇 shuttle diplomacy 穿梭外交 the cold/hot war 冷/热战 A cat has nine lives. 猫有九命。 Blood is thicker than water. 血浓于水。(亲不 亲，一家人) Barking dogs do not bite. 吠犬不咬人。 A rolling stone gathers no moss. 滚石不生苔。 A light heart lives long. 不恼不愁，活到白 头。
Some Religious Views on Human Life
Influenced more or less by Chinese Buddhism and Taoism， some people are disillusioned with the human world，hence the prevailing saying in Chinese 赤条条来去无牵挂（《红楼 梦》第22回）． As its counterpart，there is such a statement in the New Testament of the Bible，For we