【正文】 es there will be mistakes as there are great cultural differences exist in the two kinds of languages.For example:(1). 一貧如洗。（比喻家里像被水洗似的，所有存放的東西都全部被沖走，形容一無(wú)所有。）(2). as poor as a church mouse. (The mouse in the church can not find anything to eat. Because unlike the Chinese temples, the church is a place of worship in western countries, there isn’t any kind of food over there. That means the mouse is too poor to find anything to fill his stomach. So, it’s usually used to modify a man later.) Above of that, we can see the sentence (1) and sentence (2) show us two different kinds of expressions of poverty, there will be many kinds of food for sacrificial offering in Chinese ancient temples. So, when people want to express poverty they will not think about that, because there is nothing to do with a mouse in temples or churches. But unlikely, we know that there are many fairy tales in Shakespeare’s works, the Bible, and the ancient Greek myths. So, if we are not familiar with these things, we can not really and deeply understand them.In order to eliminate more interference from mother tongue in English language acquisition, we should make a remarkable parison of key points among the Chinese, British and American cultures. Only by deepening the understanding of western culture can we remove the barriers in English language reading matters. It can tense the sensitivity of cultural awareness and provoke interest in English learning. . Cultural contextualized teaching methodThe quality of reading and writing prehension is decided by understanding of author’s thought, emotion and the cultural connotation included in the text. We can read people’s face in real verbal municative activities, but in teaching class, students only can guess the writing purpose by analyzing the language context of paragraphs and text structures. So, when reading happens in cultural category but not in the linguistic category, another strategic approach can be taken by the teacher to help students to read properly and efficiently, that is the use of cultural contextualized teaching method in the reading course.Let us take a sentence as another example from the text of Lessons from Jefferson in College English (book 2):Were it left me to decide whether we should have a government without newspapers or newspapers without government, I should not hesitate a moment to prefer the latter– Thomas Jefferson. (翟象俊, 2002, book2, ).It is not a sentence with plicated structures, some reference books translate it into Chinese like this: “倘使要我來(lái)決定是有一個(gè)政府而不要報(bào)紙呢，還是應(yīng)該有報(bào)紙而不要政府，我會(huì)毫不猶豫地選擇后者。” Chinese students may be confused about why Americans opposite newspapers to the government. But if they know the newspapers are on behalf of freedom in America, and even the government has no right to intervene the publishing of newspapers. So, the real meaning of that sentence is: were it left to decided whether we should have a government without free speech or the right of speech freedom without government, I should not hesitate a moment to prefer the latter. activities applicationThe English teaching is always a hard and serious profession carried out under its teaching schedule. The teacher can not explain all of cultural differences well in class, because time is very limited in class. So, the extracurricular activities bee an important, remarkable, additional and plementary job outside of the class. Generally speaking, there are some teachers among faculties in school who have the experience of studying and living abroad in British or American countries, to invite them to give lectures about western cultures for students is a helpful and beneficial way to clarify cultural differences and raise their cultural sensitivity. Anymore, widely reading is also important and truly useful for students to learn and understand the cultural differences more and better. The resources and materials would be relevant to the politics, history, social customs, and value orientation of western countries (張曉煥, 2003, ) At the first stage, books written in Chinese would be loved, because this is the best choice to get the most information in the shortest time. And second, it is strongly suggested to read world famous works printed in English for regular training, finally, some short extracts from stories, playwrights, and poems are also good for reading matters. suitable materialUsing proper cultural knowledge teaching materials is an effective way to teach culture. Culture knowledge materials can be collected from different sources: pictures, cards, books, newspapers,TV, films and internet. When these materials are used in teaching they will enlarge the culture knowledge of students. For instance, when we teach Christmas, we should get some materials about Christmas from different souces. Because for many students, they only know Christmas is a western holiday, they do not know the cultural background of Christmas. When we teach students about this topic, we can show them some related pictures we collected, such asSanta Claus and Christmas tree. Then we can use the information we get to tell students the day is the birthday of Jesus Christ and help them know about how western people celebrate it. The use of pictures and information collected will have great effect on improving students’ understanding of Christmas.. Making cultural parisons In English classes, parisons between two cultures will help students learn more cultural knowledge. For example, when we teach students eating habits of different countries. We can pare eating habits in China with that in western countries. We can tell students in both countries families and friends sit around the table to eat. Chinese people prefer to talking and exchanging ideas at the table, while many people in western countries think it impolite to talk and laugh when having meals. With the parison, students can have a better understanding of eating habits between Chine