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also to cultivate students’ cross-cultural awareness and communication competence through offering learners important aspects from the educational fields of the humanities and social sciences, can they hope to unfold the splendid and extraordinary language and culture before the students’ eyes. In this way, they are able to stimulate the learners actively and enthusiastically to explore the realm of foreign languages and culture and pursue their language studies with their own efforts. 3. Making Full Use of the Cultural Information in Teaching Resources to Cultivate Students’ Cross-cultural Awareness and Communication Competence In the process of foreign language learning, the cultivation of cross-cultural awareness is of great importance because it serves as the key affecting learning efficiency and communication competence. Cross-cultural awareness means understanding and cognition of such things as the social domain, social rules and norms, values, beliefs, habits and customs of the target-language. Cultivation of cross-cultural awareness turns out to be a process that proceeds in an orderly and gradual way, a process in which cross-cultural awareness can be accumulated and sharpened step by step accordingly and unceasingly. Therefore it is really vital to achieve an organic integration of language and culture in the teaching process. In order to achieve this, in the first place, teachers should know clearly where the cultural information is located in the teaching resources and how to make efficient use of it. Whatever the teaching materials may be, they consist of different discourses and the related exercises containing a varying amount of cultural information. The cultural information in the teaching resources identifies itself in different forms on different levels. The difference lies only in the amount of cultural information that varies, the level of its accessibility in the materials and the ways it identifies itself. It might be visualized or embedded or mingled in the text. All that could be easily identified is categorized as dominant cultural information, such as culturally-loaded words, idioms and phrases, unique sentence patterns and discourse structure, exotic cultural images and rhetoric skills. While some other elements belong to recessive cultural information such as what is implied in the language itself or what is closely but delicately associated with the context concerning social ideology, ethnic concepts, mode of thinking, philosophy of life, the author’s personal psychological experience, or what cannot be explained in verbal expression at all, the learners have to identify their connotation through deduction or induction. So that we can label all these cultural elements, cultural context and latent cultural factors containing the discourse on different layers within internal and external scopes as “The Cultural Information in the Teaching Resources” (Table 1), which is drawn and induced based on the author’s own research and practical teaching for other language teachers’ reference only. Since culture is a big, all-inclusive systematical composition with multilayer features, the cultural information in the teaching resources is often limited and incomplete. Therefore, while giving presentations, on the one hand, teachers should supplement the original text with some more cultural knowledge into the teaching process and the teaching materials, in particular, with the sufficient introduction o