【正文】 f Englishspeaking countries’ culture. The new English Course Standards (20xx) for middle schools has added culture teaching as one of its main parts。所以，本論文的目的意在指出從起步學(xué)習(xí)英語的同時就應(yīng)該將語言教學(xué)與文化教學(xué)統(tǒng)一起來。第三部分結(jié)合其他學(xué)者對于這一問題的探究，從中總結(jié)出兩點問題：老師和學(xué)生缺乏進行文化教學(xué)的意識；文化教育過程中存在嚴重的單一性。尤其是中學(xué)的英語教師，由于自身缺少對文化知識的了解，有的甚至認為沒有必要進行文化教育，因此有意無意忽視文化教育。 Culture education。 Making good use of multimedia。 Comparing culture differences。 畢 業(yè) 論 文 論文題目 Research on The Culture Education of English Teaching in Middle Schools Research on The Culture Education of English Teaching in Middle Schools xxxxx A thesis submitted to School of Foreign Languages of xxxx University in partial fulfillment of the requirements for the degree of Bachelor of Arts Under the supervision of xxxx xxxxx University June， 20xx Contents Abstract………………………… ……………………………... ...............i 摘 要 ……………………………………………… ..… ……… ……… ...ii I. Introduction……. .……………………………… ………… … .… .........1 Literature review………………………………………………… .1 The definition of culture and language ………………………… ...3 relationship between culture and language ………………… ...4 II .The importance of culture education in middle schools…………… ...6 The need of language learning………………… ....…… .………… 6 The need of intercultural munication………………………… 7 III. The problems of culture education in middle school………… .…… ..8 . Lacking awareness of culture education..........................................9 methods of the culture education are too single… ……… .… ..10 IV. Approaches to put culture education into English teaching in middle schools..11 Studying cultureloaded vocabulary………………… ....…… .… ..11 Comparing culture differences………………… …… ....… .… .… .13 Using roleplaying teaching method……………………… .....… .15 Making good use of multimedia…………………… .…………… 15 Reading literature works and newspapers……………………… .16 V. Conclusion………………………………………………………… ...18 Works Cited…………………………………………………………… .20 Acknowledgements………………………………………………… .22 Abstract In traditional English teaching, language knowledge is paid too much attention to, and words, sentences and grammar are taken as the dominant factors, separated from the culture. English teachers, especially those in middle schools, neglect culture teaching intentionally or unintentionally, because of lacking cultural knowledge themselves. In this paper， the first part the author definite the meaning of culture and language in detail . The second part it refers to the importance of culture education in the middle schools’ English teaching. The third part the author summarizes two main problems: Lacking awareness of culture education。 the methods of the culture education are too single. The fourth part, the author proposes the following solution: Studying cultureloaded vocabulary。 Using roleplaying teaching method。 Reading literature works and newspapers .Therefore, this thesis points out that language should be taught with culture even at the beginning. English teachers ought to familiarize the students with culture knowledge through different channels so as not only to enrich and improve English teaching, but also to help students to municate with English native speakers of in a correct, proper and decent way. Key words: English teaching。 Approaches 摘 要 在傳統(tǒng)的英語教學(xué)中， 教師授課注重語言知識的學(xué)習(xí)，詞，句，語法的學(xué)習(xí)被作為教學(xué)的重點和文化的學(xué)習(xí)相分離。在本文中，第一部分對文化及語言的定義做了詳盡的分析，第二部分提到文化教育對于中學(xué)英語教學(xué)的重要性。第四部分針對以上兩點主要問題，提出了以下幾點解決方案：從詞匯的基礎(chǔ)上來了解和學(xué)習(xí)文化；對比文化 的差異；運用角色扮演的教學(xué)方法；注重運用多元化的文化教育；閱讀大量的文學(xué)作品和報刊。讓學(xué)生在多種形式下多角度了解英語文化，并以此豐富和完善英語教學(xué)，從而增強文化意識，從而使學(xué)生能準確合理，得體的與英語母語者交流。 From the 1950s, quite a few scholars， both at home and abroad, have researched cultural factors in English teaching. But what and how to teach it in middle schools still needs systematic study. Nowadays we notice the importance of cultural factors in English teaching. Teaching language also involves teaching culture. We cannot learn a language without learning the culture in which the language deeply rooted. Language is just like the running water. It changes in every moment, for culture changes from time to time. If language is a flower, culture will be the soil for this flower. Literature review Since the 20th century, culture has been illustrated by many philosophers, socialists, anthologists, historians and linguists. According to Brown (1987) “Culture is a collection of beliefs, habits, living patterns and behaviors which are held more or less in mon by people who occupy particular geographic areas.” , a famous linguist, translator in the world, defined culture as “the totality of beliefs and practices of a society.”(1998) “culture is the evolving way of life of a group of persons, consisting of a shared set of practices associated with a shared set of products, based upon a shared set of perspectives on the world, and set within specific social contexts”. ① So culture seems to contain everything in the world, including customs, habits, ideas and beliefs. Culture doesn’t e out in one day. When people live in a certain area in groups, their way of working, entertainment, munication or other regular activities appeared. As time went by, these things gradually fixed and shared by the members. Therefore, everything that a person experienced is part of his or her culture. It is also generally accepted nowadays that “culture” can be interpreted in its broad sense and narrow sense. That is, the traditional notion of culture in language education has been expanded from “culture with a big C” to “culture with a small c”. Most scholars support that “culture with a big C” focus on all the achievements and contributions to civilization: art, music, literature, architecture, technology, scientific discovery and philosophy. And “culture with a small c” includes “the be