Lastly, questions 6, 7 and 10 in teachers’ questionnaire and questions 3,4,6,8 and 9 in students’ questionnaire concern the problems in current culture learning and teaching. From the results of students’ questionnaire, we can draw the following problems: 1) Based on the results of questions 3 and 4, culture information in class is not enough for students to learn; 2) From the result of question 6, students are not quite content about the culture elements in the textbooks; 3) The results of questions 8 and 9 show that most students are not good at communicating with foreigners. Considering the statistics of teachers’ questionnaire, it is a serious problem that teachers are not familiar with the current culture teaching theories and strategies and they have not received enough training on culture teaching. In addition, according to the result of question 4, it seems that too heavy workload for teachers, not enough qualified teachers, not suitable textbook and not required in the assessment system are all the biggest obstacles in the culture instruction. After all, nothing is perfect in the first place, so we have to improve it. In my opinion, the problem of strategy is on the top of the list which should be come over first.

　　3. Culture Instruction in Senior English Class

　　New Senior English for China provides rich information for culture teaching in high school and teachers recognize the great importance of culture instruction, at the same time, there are still some problems in it, therefore, the question of how to deal with the cultural content in these textbooks and how to use other sources and means as supplements to the textbook to enrich students’ cultural knowledge and help them to develop cultural awareness is of great importance. This chapter mainly focuses on the principles and strategies of culture instruction in senior English class.

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