【正文】 l some limitations and problems in culture instruction. Lacking awareness of culture education In middle school English classrooms, students only acted as listeners and receivers of the cultural knowledge. They always accept the knowledge passively and seldom participate in the classroom activities actively. Cultural awareness is the term used to describe sensitivity to the impact of cultural behavior on munication. It refers to an understanding of one’s own and other’s culture that affect how people think and behave. Cultural awareness is a good mand of cultural knowledge of the target language, a strong petence of adjustment and munication. A language teacher plays a leading role in language education. A teacher is the mediator of a foreign culture. So teachers’ cultural petence is of great importance in culture teaching in foreign language education. They must get acquainted with the target culture and update the knowledge about language teaching. Whether the implementation of culture instruction in foreign language education is successfully carried out mainly depends on teachers’ cultural awareness and knowledge. Most teachers in middle school do not have a good understanding of culture instruction in foreign language teaching. Many English teachers used to believe that it is unnecessary to teach culture anyway, and the teaching of the basic linguistic knowledge is the most important thing. Most teachers have never received special training before or after they bee a teacher. They have not been educated under a program that embraces both linguistic forms and sociocultural contents. They are not equipped with such awareness or knowledge when they first bee a teacher. Moreover, the teacher themselves lack direct contact with foreign culture, since most of them have not got the chance of going abroad, which is the best way of familiarizing oneself with the foreign culture and developing cultural awareness. So they are not as experienced in culture instruction as in language points and structures teaching in English lessons. Therefore, they themselves need to be sensitive to the importance of culture instruction in language teaching and gain a maximum of knowledge about target culture. What’s more, they should develop cultural awareness and have an appropriate cultural understanding about target culture. The methods of the culture education are too single In most middle schools, English teachers teach culture education only through textbooks, they rely on textbooks too much, so as to in the whole teaching process lacking of innovation and interaction。 however, they still often cause the misunderstanding in munication. They are the products of traditional teaching methods and examoriented teaching IV. Approaches to put culture education into English teaching in middle schools Teaching English is also teaching English culture. The importance of teaching culture has been discussed a lot and widely recognized. Now how to cultivate cultural awareness and make culture education diversity in middle school is also a problem which all English teachers confront. The following are some approaches I have ever adopted in my teaching. Studying cultureloaded vocabulary Vocabulary just likes the basis foundation of language building. Vocabulary is the most active and cultureloaded element in a language, the culture features of a munity are usually first reflected from vocabulary. So teaching vocabulary is the initial step to teach culture. A word usually has three layers of meaninglexical meaning, structural meaning and socialcultural meaning, among which the third layer of meaning is the most difficult to seize, because it touches upon social experiences. Therefore, teachers should draw students’ attention to the specific meaning and usage of the cultureloaded words, especially those words that are often used by native speakers of English, in order to expand their vocabularies and to increase their municative petence in conveying different moods and connotations satisfactorily. Superficially equivalent words or terms may express different cultural psychology, or arouse different associations. In China， the meaning of “dragon” is colorful. “Dragon” is a mythical animal in ancient China with fiveclawed, which could walk, fly and summon wind and rain. It is a symbol of emperors in Chinese feudal Society. But in English, dragon” is a kind of violent creature. This kind of phenomena also can be found in many words. The term of Red is usually associated with celebrations and joyful occasions. For example, At the Spring Festival, it is customary for the Chinese to post up antithetical couplets written on the red scrolls, to put on the red Chinese character“福 ”and to hang the red lanterns in order to create a joyful festival atmosphere. The money given to children as a lunar New Year gift is usually covered in a piece of red paper for the purpose of expressing good wills. On the contrary, it is associated with war, blood, terror, anger, crime and debt in western culture, such as “redhanded”, “see red”, “wave a red flag”, “red ink”, and “be in the red”. The following are some examples concerned with red. (1)He is a man of much red blood. (2)Richard’s ing late made his teacher see red. (3)They argued until everyone was red in the face. (4)The thief was caught redhanded. The” red blood” in sentence (1) means dynamism or vigor. In sentences (2) and (3), “red” should be understood as a rage, while in sentence (4) “catch somebody redhanded” refers to being caught on the spot. Introducing a specific cultural feature through words learning is an effective way to increase students’ cultural awareness. It is obvious that foreign language learning is firstly made up of words understanding. Many teachers tend to teach students word