【正文】 by saying something like Thank you to show his appreciation to the praise, but a Chinese speaker would try to deny the truth of the pliment. They both think they are behaving properly. Yet neither of them would think the other is being polite. The English speaker is being polite to the extent that accepting and showing appreciation of the pliment, he avoids hurting the positive face of the person who makes it。 the Chinese speaker is showing more by denigrating himself, ignoring the factuality of the pliment. Other different municative cultureStudents also should know about geography, customs, religion and history of western country, as these are the basic knowledge that every English learners should know. In fact, greeting, further chat, telephone call and nonverbal munications have large differences between China and western countries. The teacher should try their best to tell the differences to students in class. Only the students know these, can they avoid the awkward position when they meet foreign guest. The questionnaire after the testThrough the teaching method change, I am pleased to find that some students change their attitudes to culture learning. Half of them think that the western cultures are quite important to improve their English (chart 5). The students feel more interesting and take more time in English than before. More than half students still think that they learn English for the aim that they want to go to famous universities, but they also admit that learn intercultural knowledge can help them improve the English learning and get a high score in college entrance exam (chart 6). The hobbies of students are not limited in English songs or famous stars. More and more students feel interest in customs, history and religions of western (chart 7). The main way that students get the knowledge about western culture is not history class, nearly 41% think that English class is their main way to know the intercultural knowledge. More students can learn western culture by themselves in their spare time than before (chart 8). 5. Methods of improving cultural awareness in modern reading trainingFrom the above test, the questionnaires obviously show that cultural learning can motivate students’ interests and improve their English. During the practice, the writer summarized some useful methods to improve cultural awareness in modern reading training. Providing the materials with culture background knowledgeObviously, the best way to learn foreign culture background knowledge is to go to the western country and stay there for a period of time. But we know that it is almost impossible to have such an opportunity, especially for students. Therefore, it is practically necessary for the teachers to find the materials which have culture background knowledge.Using authentic sources from the native speech munity helps to engage students in authentic cultural experiences. Teachers can adapt their usage of authentic materials to suit the age and language proficiency level of the students. Teachers also can pick up some materials pertaining to some aspects of culture。 organize the discussions of certain questions that might elucidate western patterns of behavior. For example, when students are reading some materials, teachers could write the questions like these in blackboard: What is worthy of this article? What are the events of concern to a reader’s life? What kind of culture include in this article? Using audiovisual ApproachThe audiovisual approach means to guide students to experience the cultural content of Englishspeaking countries by the use of various audiovisual aids, such as pictures, tapes, videos, puters, newspapers, magazines and so on. For instance, the teacher can use power point and show the pictures of Nelson Mandela when they teach Nelson Mandela a modern hero in Unit 5 in SEFC Students’ Book 1. Even at the beginning students only can watch the screen, but can not get the meaning of the dialogue. The teachers might supply students with a detailed translation or give them chart diagrams of outline to plete when they listen to a dialogue or watch a video. When teaching Christmas Day, Thanksgiving Day or Body Language etc, films and TVs can be shown to help students to understand the cultural behaviors of Westerners: what they eat。 what they wear。 what kind of houses they live in。 how they make friends。 what traditional activities they have in their important festivals. The writer has such opinion that some filmappreciating courses can stir up students’ interesting in English. Because films differ from literature works, they are more vivid and the students will have more interest in it. So the teacher can choose some good foreign films, introduce the background of the countries to the students and ask some questions properly. Making discussions and parisons After the class has viewed the relevant segments, the teacher can engage the students in discussion of the cultural norms represented in the segments and what these norms might say about the values of the culture. Discussion topics might include nonverbal behaviors, for example, the physical distance between speakers, gestures, eye contact, societal roles, and how people in different social roles relate to each other. Students might describe the behaviors they observe and choose strategies for effective munication in the target language.When we carry on the language knowledge teaching, culture should be put into it. Teachers may summarize some vocabularies and idioms which have cultural connotation. And use direct explanation method and parative method to show students the difference between Chinese and English. Besides, teachers should make parisons and contrast between cultures, which may help students to understand foreign culture and their native culture on the basis of previous experience and new knowledge. Only by parison and contrast can one distinguish acceptable culture