2.2 To Understand the Culture in Listening and Speaking
　　The culture can be divided into the intellectual culture and the communicative culture, so in the process of teaching we should not drop the intellectual culture but also the communicative culture at the same time; and we can understand it in a several ways. Nowadays, there are many dialogues in listening & speaking class, such as the pattern of express our greeting, studying, working, living and congratulation etc. and this kind of dialogues can be reflect the society of our daily life and there are many different idioms between the daily communication and the customs; for example, if we want to listen the dialogues of “Opening an Account”, the teacher need to tell some rules and idioms that related to the western banks. What’s more, with the development of the technology, teacher can use not only the tape recorder but also the language lab and multimedia or VCD, DVD some other modern teaching methods. If we use these methods, we can motivate the visual sense and the hearing ability of the students extremely. According to the research, the rate of the memory can reach to 66% by using the seeing and hearing at the same time and the students can also realized a kind of communication without any words, such as the gesture, body language or other expression etc. So to understand the culture in the listening and speaking class can let the students to know some useful expression and will understand how to give tips to the servants or how to be a guest in your friend home etc. 2.3 To Understand the Culture in Reading
　　In the process of English teaching, the students often meet some difficult sentences which may be abounded with cultural background, if we are suitable to understand it in some background of the culture which may help the students understand the deep meaning of the sentences much easier and it can also stimulate the deep understanding of the whole passage. Reading is a main way to gain all kinds of information, that’s because we can enlarge our knowledge and know the political, economy, history, religious and customs of one’s country by reading several kinds of books. In China, we often don’t like the west wind and we can see some description in many poetry and lyrics; for example, “昨夜西风凋碧树” wrote by Yan shun and “ 古到西风瘦马” wrote by Ma Zhi Yuan, both of the two sentences can show us the phenomenon, while in English , the west wind is opposite to the Chinese and they praised it, such as “biting east wind” wrote by Samuel butler and “how many winter days have I seen him standing blue nosed in the snow and east wind” wrote by Charles Dickens and some works about the west wind was described like:” And west wind with musky wing” or “It’s a warm wind, the west wind, full of birds cries.” So we can see from that the same kind of winds but it has different meanings in different kind of language. That’s because of the different environment and region between the west and the east; in China, the highland is in the west of China, facing to the east sea. So when the east wind is blowing, it is very comfortable and you’ll feel cold with the west wind which comes from Siberia. In a contrary, the England is an island country and the east wind comes from the Atlantic Ocean is very warm. So that’s why the writers have different opinions on the winds and when we read about this in some literatures, we should distinguish the means of the “west wind” in Chinese and in English and we should not believed that the “west wind” in the poem of Shelly is the same as the cold winter wind in north of China. So the teachers should introduce some information that relates to the culture and also explain the difficult points or factors of it which will enlarge their knowledge and help them totally understand the theme of the text.
　　2.4 To Understand the Culture in Writing
　　Writing is a kind of totally English practice; we can check the students whether they have grasped the ability of using English vocabulary and grammar in writing or not and it can also strengthen their vocabulary and grammar ability which they have learnt; but the English way of thinking is different from the Chinese, the English usually pay attention to the reasons and the logical thinking; while the Chinese like the insight and the dialectics. So the English writing often use a continuous method to make the sentences completely and these sentences always have a tight relationship and the arrangement of the ideas are very clear; For example,” if winter comes, can spring be far behind?” (冬天来了，春天还会远么?) So we can see there is a clear logical relationship among the sentences and it’s easy to understand. While the Chinese is rarely to use these methods but the sentences seemed very massy and the logical relationship is not easy to fins out; just like “打的赢就打，打不赢就跑，还怕没办法?” From the sentence, we can see there is no direct relationship between these sentences and it only among the sentences which is hard to find out, but the meaning of each sentence connected the whole sentences. So in a writing class, teachers should give a topic or theme of writing to the students which may practice their logical thinking in a English way and then around the theme to enlarge the whole comprehension or strengthen their ability of the logical thinking. What’s more, the teacher should also sum up some “transfer” words to make the students understand how and when to use the words or encourage them to use the knowledge they have learnt in writings and I think we can promote the development of writing skill and enjoyment of the students. (责任编辑：南粤论文中心)转贴于南粤论文中心: http://www.nylw.net(南粤论文中心__代写代发论文_毕业论文带写_广州职称论文代发_广州论文网）