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【Abstract】Language is an important carrier of culture， and culture affects the development of language. The English curriculum standards also suggest that the students’ cross-cultural awareness and language knowledge and skills will be placed in the same important position. This paper will discuss the problems in culture teaching， and put forward some suggestions to promote cultural awareness training.
【Key words】Junior English； Cross-cultural awareness； teaching
【作者簡介】郭慧莹（1993- ），女，汉族，黑龙江齐齐哈尔人，硕士研究生，哈尔滨师范大学英语语言文学专业，研究方向：英语语言学。
1. The Proposal of the Problem
Strengthening education of the cultural background of English speaking countries can not only enable students to understand the language phenomenon reflects the cultural connotation， but also help to improve students’ interest in learning English and their own culture. At present， the current situation of intercultural awareness in junior high school English teaching is not optimistic.
It is mainly manifested in two aspects. There is not enough attention in the mind. In the practice of English teaching， there is not enough attention to the cultivation of cultural background and improvement of students’ cultural literacy. It lacks a correct understanding of the deep cultural connotations of different world views and ethnicity and it has not paid enough attention to it in thought. It has not been put into action yet. Quality education has been implemented in all primary and secondary schools at the beginning of this century， but culture teaching aiming at improving quality has not really been put into practice in English teaching. In English class， there are many phenomena in language classroom， such as direct inculcation and inculcation of cultural knowledge， with emphasis on text knowledge input and extracurricular knowledge input. The goal of education and teaching is very simple， just to cope with examinations， and neglect the teaching of cultural background.
2. The Strategies of Cultivation Cross-Cultural Consciousness
2.1 Combination with Vocabulary
Vocabulary is an important part of English Teaching in junior middle school， and vocabulary is mentioned in almost every chapter. In English vocabulary teaching， teachers should integrate different words to infiltrate cultural knowledge， help students fully understand vocabulary and understand western cultural knowledge， so as to better cultivate students’ cross-cultural awareness. 2.2 Creation of Interesting Cross-cultural Teaching Situations
Junior middle school students still have a strong curiosity， and teachers need to use the corresponding situation to concentrate the attention of the students. Only by taking part in it can students gain a profound learning experience. Intercultural communication is more suitable for non-verbal communication habits， ways of thinking and cultural customs for teaching experience. Every cultural communication story is worth thinking deeply， and English teachers can also guide students to analyze their cultural background. In English class， teachers can consciously teach some essential differences between Chinese and Western culture knowledge， cultivate students’ cultural differences in philosophy and enable students to understand Chinese and English speaking countries due to different cultural backgrounds， different customs and habits who have different language habits and behavior mode.
2.3 Creation of a Good Intercultural Learning Atmosphere
No matter what language we learn， we can’t ignore the role of context. However， students lack good language environment. In addition to contacting and using English in English class， they seldom know English in daily life， so they have little knowledge of English culture. Therefore， the school will build a good English cultural atmosphere and encourage students to participate in the social and cultural activities. Schools can make full use of publicity columns to build separate English learning fields， such as introducing idioms in English speaking countries， encouraging students to care about social events at home and abroad， and helping students consolidate and memorize their knowledge of English.
3. Conclusion
In a word， cross-culture is an indispensable part of junior middle school English teaching， and it is also an important way to improve the level of English cultural communication. Because phonetics is not a monotonous abstract symbol， it is the carrier of a speaker’s intention， which can not exist independently of culture.
References：
[1]Patrick R.Moran.2004.Teaching Culture[M]Beijing：Foreign Language Teaching and Research Press，2004：137.
【Key words】Junior English； Cross-cultural awareness； teaching
【作者簡介】郭慧莹（1993- ），女，汉族，黑龙江齐齐哈尔人，硕士研究生，哈尔滨师范大学英语语言文学专业，研究方向：英语语言学。
1. The Proposal of the Problem
Strengthening education of the cultural background of English speaking countries can not only enable students to understand the language phenomenon reflects the cultural connotation， but also help to improve students’ interest in learning English and their own culture. At present， the current situation of intercultural awareness in junior high school English teaching is not optimistic.
It is mainly manifested in two aspects. There is not enough attention in the mind. In the practice of English teaching， there is not enough attention to the cultivation of cultural background and improvement of students’ cultural literacy. It lacks a correct understanding of the deep cultural connotations of different world views and ethnicity and it has not paid enough attention to it in thought. It has not been put into action yet. Quality education has been implemented in all primary and secondary schools at the beginning of this century， but culture teaching aiming at improving quality has not really been put into practice in English teaching. In English class， there are many phenomena in language classroom， such as direct inculcation and inculcation of cultural knowledge， with emphasis on text knowledge input and extracurricular knowledge input. The goal of education and teaching is very simple， just to cope with examinations， and neglect the teaching of cultural background.
2. The Strategies of Cultivation Cross-Cultural Consciousness
2.1 Combination with Vocabulary
Vocabulary is an important part of English Teaching in junior middle school， and vocabulary is mentioned in almost every chapter. In English vocabulary teaching， teachers should integrate different words to infiltrate cultural knowledge， help students fully understand vocabulary and understand western cultural knowledge， so as to better cultivate students’ cross-cultural awareness. 2.2 Creation of Interesting Cross-cultural Teaching Situations
Junior middle school students still have a strong curiosity， and teachers need to use the corresponding situation to concentrate the attention of the students. Only by taking part in it can students gain a profound learning experience. Intercultural communication is more suitable for non-verbal communication habits， ways of thinking and cultural customs for teaching experience. Every cultural communication story is worth thinking deeply， and English teachers can also guide students to analyze their cultural background. In English class， teachers can consciously teach some essential differences between Chinese and Western culture knowledge， cultivate students’ cultural differences in philosophy and enable students to understand Chinese and English speaking countries due to different cultural backgrounds， different customs and habits who have different language habits and behavior mode.
2.3 Creation of a Good Intercultural Learning Atmosphere
No matter what language we learn， we can’t ignore the role of context. However， students lack good language environment. In addition to contacting and using English in English class， they seldom know English in daily life， so they have little knowledge of English culture. Therefore， the school will build a good English cultural atmosphere and encourage students to participate in the social and cultural activities. Schools can make full use of publicity columns to build separate English learning fields， such as introducing idioms in English speaking countries， encouraging students to care about social events at home and abroad， and helping students consolidate and memorize their knowledge of English.
3. Conclusion
In a word， cross-culture is an indispensable part of junior middle school English teaching， and it is also an important way to improve the level of English cultural communication. Because phonetics is not a monotonous abstract symbol， it is the carrier of a speaker’s intention， which can not exist independently of culture.
References：
[1]Patrick R.Moran.2004.Teaching Culture[M]Beijing：Foreign Language Teaching and Research Press，2004：137.