【正文】 time in China, the grammaroriented perspective petence, which results in the inefficiency of FLT in China. Foreign language teaching in secondary schools is largely he teaching of language structures. The link of culture teaching to secondary school FLT is especially rare. The foreign language teaching objectives in secondary On the Cultivation of Intercultural Awareness in English Teaching at Junior Middle Schools 2 schools emphasize the teaching of phoics, vocabulary and grammar, which makes FLT a pure training of language skills that are out of context. As a result, the Chinese secondary school students39。 intercultural awareness and petence should be emphasized at the early stags and should play its role in every English class. Defining Intercultural Awareness Chen and Starosta (1996) note: Culture awareness refers to an understanding of one39。 cultures that affect how people think and behave. This includes understanding monalties of human behavior and differences in cultural patterns. From the viewpoint of Paige, Intercultural petence means having the knowledge,mitment, passion, and practical skills to effectively function in and respond to。 in educational purposes section suggested that to understand cultural differences and enhance the consciousness of the world 。 in several issues should pay attention to the teaching of once again requires teachers to help students manage. Understand and respect the culture of other countries , to guide students to love the motherland and promote the culture . Department of Foreign Languages, Hunan First Normal University 5 These include two implications : first, understanding and recognition of cultural differences, crosscultural munication students awareness, learn to properly articulate their thoughts with decent target language 。s current middle school teaching structuralist linguistic theory based material as the guiding ideology, in order to orchestrate the syntax of the main vein. Heavy textbooks knowledge, and repeated mechanical drills, requiring students to master the rules of language teaching point as the focus, focus on grammar explain and apply the law, learning emphasis on structure. Methods Currently teaching junior high school English teacher at the podium speaking mode, the students listened and took notes below, some teachers will use a little multimedia technology. Whether teachers are still using the traditional mode of teaching multimedia teaching mode, the total little change in the body of teaching mode, as class size and more (60), the teacher can only follow the traditional explain the method, this method of indoctrination translation method for teaching. This teaching method has a hundred years of experience history, it seems difficult to change. At the same time, teachers can not take care of different types of students. If too much considering the base foundation is weak students, will reduce the teaching schedule, resulting in teachers teaching plan can not be pleted. On the Cultivation of Intercultural Awareness in English Teaching at Junior Middle Schools 6 Methods Chinese students due to the traditional teaching mode, ashamed to ask questions in class, openings, also used in class only lectures. Teachers at the podium to speak, to write on the blackboard, students in the following notes, followed by up to read, and then plete the exercises. Such learning is most students feel no pressure. Language skills to master the use of a continuously to improve the process. Even learned a lot of things, not shipped use will soon fet. Most students did not learn English is the lack of use of English environment. In fact, develop students39。 English proficiency test, the only way is to test. Students are to test and learn. Unit testing, half of the exam, the final exam or other forms of examinations so that students could attend, flowers a lot of time to go back the word, back grammar, that master these mastered the English language。 enrollment rate. And cope with exam anxiety, causing students do not understand, can not tell, do not use, do not master the use of language skills arts, did not really understand the true meaning of those languages is relatively simple English words bined into after. This is undoubtedly contributed to the atmosphere from an objective examinationoriented education. Department of Foreign Languages, Hunan First Normal University 7 Chapter Three Differences between Chinese Culture and Western Culture We have already seen that intercultural munication is munication between people from different cultures. As a result, cultural differences certainly have great influences on people39。s orientation toward such things as God, nature, life. death, the universe and other philosophical issues that influence how its members perceive their world. World views influence all aspects of our perception and consequently affect our belief and value systems as well as how we think. Thus, world views differ culturally. In particular, the Oriental world views (for example, Chinese, Korean, and ?apanese) are quite different from the Western world views (for instance, American, British, and German) in some specific aspects 1) Doing vs. Being English speakers tend to have a mancentered view. They hold the desire to conquer nature. The oriental worldview is apt to keep balanced relationships between man and cosmos. It is vital to maintain the harmonious Department of Foreign Languages, Hunan First Normal University 9 relationships. The American history }s characterized by confrontation with and exploitation of the external world and by the conquest of natural conditions. It is natural for Americans to approve of getting things done.