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r traditional syllabus, they often make mistakes in application of language to real life, because our teaching and teaching materials attach importance to language forms but ignore the social meanings of language forms and language application in reality. We can see the following dialogues in many textbooks: 1. A: What's your name? B: My name is Li Hong. A: How old are you? B: I'm twenty. A: Where do you come from? B: I come from Nanjing. 2. A: Where are you going? B: I'm going to the library. 3. A: Are you writing a letter to your parents? B: Yes, I am. A: How often do you write to your parents? B: About once a week. All the above dialogues are roughly the combination of Chinese thinking and English form. Although such forms are correct, they are not appropriate. Except for hospitals, immigration offices and such places, it's unimaginable for someone to ask a string of questions like: "What's your name?" "How old are you?" "Where do you come from?" The natural reaction of English-speaking people to the greetings like: "Where are you going?" would mostly likely be "Why do you ask?" or "It's none of your business." Questions like"Are you writing to your parents?" would be though to intrude on one's privacy. Our teaching material seldom pays attention to differences between cultures, so our students are usually ignorant of the factor of culture and they can only mechanically copy what they have learned. So in language teaching, we should not only pass on knowledge of language and train learners' competence of utilizing language, but also enhance teaching of relative cultural background knowledge. In teaching of aural comprehension, we find many students complain that much time has been used in listening, but little achievement has been acquired. In order to improve competence of listening comprehension, some students specially buy tape recorders for listening and spend quite a few hours every day on it, but once they meet new materials, still, they fail to understand. What is the reason? On the one hand, maybe some students' English is very poor and they haven't grasped enough vocabularies, clear grammar or correct pronunciation, or maybe the material is rather difficult, etc. On the other hand, an important reason is that they are unfamiliar with cultural background of the USA and England. Aural comprehension, which is closely related to the knowledge of American and British culture, politics and economy, in fact, is an examination of one's comprehensive competence which includes one's English level, range of knowledge, competence of analysis and imaginative power. 2. How to avoid the cross-culture conflicts 2.1. Ways on developing the four abilities--listening, speaking, reading and writing 2.1.1. Listening The teachers often speak of the four skills- listening, speaking, reading and writing. That means each of them is important. You can't say that you have mastered the language without any one of them, Listening, one of the means of language communication, is used most widely in people's daily lives. About 45%of an adult's time concerns listening to other people, listening to the radio, listening to the music. In linguistics, giving the students a lot of listening activities is a good way of enlarging their vocabulary. On the other hand, it also helps the students improve their listening comprehension. Many students think that the most bothering and most difficult is listeni