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rive foreign cultural knowledge on their own initiative through various channels without just having to rely on their teachers for getting access to and understanding foreign cultures. Therefore, it should be the teachers’ main concern to coordinate the correlation between the teachers and their students, the teaching resources and teaching environment, encouraging the students to take the initiative in the whole learning process. As a result, the students can sharpen their intercultural communication awareness continuously, which will eventually lead to refining their cross-cultural communication and interaction capabilities accordingly while they absorb language knowledge and improve their ability to use the language. This process is among the most important because it is the key factor that directly determines learning efficiency and finally results in reaching the desired goal. While we attach importance to language and culture teaching simultaneously, we should never forget to teach a foreign language in the cultural perspective rather than teach culture from the angle of language. Philosophically, only when lingua-cultural teaching is taken as an organic integration in the whole cultural system of the human society can we clearly find that the ultimate purpose of the teaching of the foreign language lies in the understanding and the exchanging and the mingling of different cultures. In fact, lingua-cultural teaching is nothing else but an organic integration, which functions as the main guard line running through the whole teaching process. As for the teachers, it is a continuous and coherent teaching process from conducting basic lingua-cultural teaching together with the cultivation of cross-cultural awareness simultaneously to the further development of the intercultural communication competence as the final result. As for the students, it is a dynamic learning process from the specific to the whole, from knowledge acquisition to the possession of intercultural competence, an important aspect concerning the education aimed at all-round development of the individual. The teachers’ main attention is to set up an overall teaching methodology and continuously optimize the teaching patterns so as to achieve an organic integration of language teaching and cultural teaching (Goodman, 1991). In the whole process, it is vital for the teachers to try their utmost to utilize the cultural information in the teaching resources to the full because it is not only the important element used to cultivate students’ cultural awareness, but also helpful in perfecting the teachers’ teaching arrangement, adjusting their teaching methods and bringing into full play the initiative of their students. In order to illustrate clearly what has been discussed above, here the author would like to present a framework simplified in accordance with the one the author has used in the long years of his teaching career, hoping to describe the correlation between the teachers and students, teaching resources and the very purpose of the language teaching. The mutual teaching-learning process could be illustrated as follows: Table 2 The teaching pattern to achieve a close combination of lingua-language teaching What needs expanding on here is that Table 2 does not mean a plane partition or a linear description of the teaching process in this phase, instead, it is a three-dimensional, flyover