There are also some images in English that are completely different from that in china。 Take “dog” for an example, in china, “dog” is often used to describe or simile evildoers, such as “走狗” and “狗仗人势”, but in western culture, dogs are our faithful friends and even family members。 They always stand for beautiful things, for instance, the proverb” Love me, love my dog” and the phrase” a lucky dog”。

All the above are the serious outcomes caused by the less of intercultural competence, which can offer a glimpse of necessities of culture teaching。 If we don’t stress on culture teaching in English class, students can only learn some language points, which must be a great obstacle for them in their further study and future life。 Knowledge in book is far away enough, because real talk is about the heart and culture。 Without the competence of internationalization, they cannot understand others’ real meanings and aims, they cannot make deep communication with foreign people, and they cannot fully blend themselves into the overseas environment。 That is not what we want。

4。 Methods of Cultivating Intercultural Awareness

In junior high school, teachers usually attach more importance to words and grammar, and seldom refer to culture teaching。 In the long term, students will be fostered with a fixed thinking, understanding each sentence, paragraph and even article from its superficial matter, but not deepening its inner ideals from its cultural content。 We learn English to communicate with others, to disseminate the spirit and culture of our country, to become the basic stone to help china open up and go to the world。 Nevertheless, such learning mode can’t achieve anticipated goal。 What’s worse, it will cause the death of our children’s curiosity。 Then, the key point is how to build students’ awareness of cross culture。