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icular culture live. But more importantly, it enables the reader to, experience how they feel” (quoted in Yue Meiyun, 1991). Wilga M. Rivers (1968) makes the important point that any authentic use of literature will introduce cultural concomitants into the classroom and this point is supported by cross-cultural research.
Moreover, teachers may also encourage students to read a variety of newspapers, magazines, periodicals and even children’s books, which are likely to attract their attention and prove easy for them to digest and understand. Through such exposure, learner will develop a more mature and comprehensive understanding of a second language and its culture.
4.2.3 Questioning and Discussion
Questioning can be divided into three stages: (1) Pre-reading. The questions of this stage are the leading questions to stimulate students’ cultural knowledge of their mother language and interesting different cultures. (2) While-reading. Put forward one or two important questions before their reading, and ask then to keep the questions in mind and read the text. After their reading, teachers should put forward the analytical questions to stimulate students to analyze, synthesize and generalize the phenomenon of the different culture. (3) Post-reading. Compare the culture of mother language with English culture and put forward some subjective question. Teachers should lead students to rethink and discuss some cultural questions in the process of discussion. Teachers should also encourage students to try their best to use the target language. In this way, students will get deeper understanding of English culture.

Conclusion
The famous linguist, Rado, indicated in his book, Scientific Method for Linguistic Teaching, “We can not teach a language well if we do not master its cultural background. Language is a part of a culture. One can not really learn a language if he does not know the pattern and standard of the culture.” During this process of the generation and development of culture, language always develops and changes synchronously with the culture. Therefore, the difference between cultures should be focused on in foreign language teaching, so as to prevent students from making mistakes due to the cultural transfer. Along with the social development, people’s ideas are always updated, and new words are created often in the language that reflects the social culture. Meanwhile, the culture has a specialty of evolution. Therefore, foreign language teaching should keep pace with the age, showing students with vivid language and culture. For language teaching, the idea of the famous linguist, Halliday, can be applied, “We should teach living language.”  Students in high school have strong ability of cognition, thus, teachers should pay attention to train students’ senses and abilities cross-cultural communication in reading teaching, and put understanding of English centuries’ culture into the whole English teaching classes. Let students understand the differences between two cultures from literatures, history, geography, religion, custom, lifestyle, comity and other knowledge of background and language, meanwhile, in the using process of English, let it accomplish “cultural exchange” and “role’s exchange”. The English teacher ought to focus on introducing knowledge of English cultural background in teaching reading, having sense to improve English cultural senses and to br本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。