【正文】 f improving culture teaching in middle school English classes, practical principles and effective techniques are suggested. In this article, the author proceeds with the understanding of culture, then bines with the teaching practice as a intern in Wuhua Middle School to introduce some useful methods and ways through analyzing the differences between Chinese and Western cultures, discusses how to help students to learn culture differences at the beginning of English learning and how to relate Chinese and Western culture differences with language differences so as to develop students’ cultural sensitivity and their abilities to use various ways of munication flexibly, so as to enable students to carry out intercultural munication with English.It will be demonstrated that teaching a foreign language in middle school is not just to give a homily on syntactic structures or learning new vocabulary and expressions, but mainly cultivate or incorporate some cultural elements, which are related with language itself. In a word, the positive result of the study shows that teaching target culture and cultivating students’ cultural awareness in English teaching is not only helpful to solve the existing problems in English teaching in Chinese secondary schools, but also significant to the individual development of the secondary school students.Key Words: intercultural municative petence English teaching intercultural awareness culture摘 要隨著全球化的發(fā)展，中國(guó)進(jìn)入ＷＴＯ，２００８年北京奧運(yùn)會(huì)的臨近，國(guó)際間的交流越來(lái)越頻繁。我們的社會(huì)需要大量具有跨文化交際能力的全面的外交人才。語(yǔ)言與文化密不可分，不了解英語(yǔ)文化也就不能真正掌握這門(mén)語(yǔ)言。為了改善中學(xué)英語(yǔ)教學(xué)的文化教學(xué)，本文提出了一些實(shí)踐的原則和有效的方法。中學(xué)的英語(yǔ)教學(xué)并不僅是對(duì)句法結(jié)構(gòu)的講解和學(xué)習(xí)新的詞語(yǔ)和表達(dá)，而是需要培養(yǎng)和融入與語(yǔ)言相關(guān)的文化因素。關(guān)鍵詞：跨文化交流能力 英語(yǔ)教學(xué) 跨文化意識(shí) 文化 ContentsAcknowledgements………………………………………………….…….…..………iAbstract (English)………………………………………………….……………….....iiAbstract (Chinese)………………………………………………..……...….………...ivContents……………………………………………………………....………………..v1. Introduction……………………………………………………………..………..…1 Research purpose……………………………………………………..……..…..1 Research background……………………………………………………....…...1 Researches abroad…………………………………………………..….....1 Researches at home……………………………………………………….32. Language and culture…………………………………………..……………..….…3 What is language………………………………………………..……………....3 What is culture…………………………………………………..….…………..4 The relationship between language and culture……………………..……….....53. The current situation of intercultural awareness cultivation in middle school English teaching……………………………………………………..….…..................6 Teachers’ attitude to the intercultural awareness cultivation……….…...……..6 Students’ attitude to the intercultural awareness cultivation……………...…...8 Students’ motivation…………………………………………….………8 Students’ petence……………………………………….………..…94. The necessity of intercultural awareness cultivation in middle school.……...........11 The requirement of syllabus……………………………………………..….....11 The requirement of present teaching materials………………………………..125. The application of the principle of intercultural awareness cultivation…………...14 The principle of grading……………………………………………….…......14 The principle of adaptability ………………………………………….…......15 The principle of practicability………………………………….………….....156. The approaches of teaching intercultural awareness cultivation…………………..16 Teaching intercultural awareness cultivation in classroom……………………16 Adopting role play method……………………………………...……….16 Incorporating cultural knowledge…………………………………….....17 Adopting contrastive measure…………………………………………...18 Adopting audiovisual approach…………………………….…….……..19 Finding cultural background in the textbook………………….….……..19 Teaching intercultural awareness cultivation outside class………….………...20 Supplying relative cultural material…………………………….……….20 Organizing municative activities…………………………………....217. Conclusion……………………………………………………………….…..……21References……………………………………………………………………....…...24viOn Cultivating Culture in Middle School English Teaching1. Introduction Research purposeThe relationship between language and culture has been a focus of attention. Language and culture are closely related, each influencing and shaping the other. It has long been recognized that language is an essential and important part of a given culture. Language is like a vehicle of cultural transmission. Different languages may reflect different cultures, and different cultures also influence different languages. One can hardly learn a language well without knowing the culture.Professor Deng Yanchang once said, “Learning a foreign Language well does not simply mean mastering its pronunciation，grammar and vocabulary. In fact, the learning of a Language is inseparable from the learning of its culture.” Nowadays we also can see that after many years of English study, students still find it difficult to municate with native English speakers. The reason is that they lack the knowledge of western culture. Therefore, as English teachers, we are facing one problem: cultivating students with the knowledge of culture background and improving their intercultural municative petence in English teaching. To foster the students’ abilities in crosscultural munication, it is necessary to incorporate culture into the English teaching. Research background Researches abroadIn foreign language education, the importance of teaching foreign culture has been widely recognized. Language educators all over the world pay much attention to teach culture in foreign language education. It is very plicated to teach culture, it relies on our understanding of the relations between home culture and foreign culture, the relations between language and culture, and the role of foreign language education in a given cultural.Researches abroad on language and culture in the past decades are various. Edward Sapir was a great expert in the early 1920s, in his work Culture, Language, and Personality, he stated that a language and the