Literature is greatly valuable in enhancing intercultural communication, and most of the literary works pay much attention to describe the society in which the stories take place. In the description, a great deal of cultural aspects are involved, such as politics, economics, education, religion, and so on. So literature reading can deepen learners’ understanding towards foreign countries and their cultures. However, literary material should be appropriate and selective for senior middle students. Literature that is appropriate for senior middle students must be relative simple in the structure and style, be free from abstruse vocabulary and contain valuable cultural content. For example, in learning the first unit Friendship in Book 1 of NSEFC which gives an introduction of the little girl Anne and her Diary, students can be encouraged to read the world famous Anne’s Diary, which is about the Jewish girl’s true experience in World War Ⅱ. By reading it, students can get a good understanding of the historical and social background in that period. And because it is the writing of a little girl, students would not feel very difficult to understand it.

　　In general, the cultural teaching elements required by senior high English syllabus, the culture teaching materials and the culture teaching strategies presented above have been widely recognized and used by language teachers both at home and abroad. What senior high teachers in China should notice is that some of the strategies can well function in EFL environment while others have to be carefully treated to adapt to the Chinese school environment.

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