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After the role play, students will have deeper impressions on the knowledge that they have learned, and it ont only help them to study knowledge but also help them to love studying. So the role play teaching method can accelerate students activities on the class, and teachers should use the role play teaching method more. 

There are different ways of teaching second/foreign language culture. One of them is a role play. Though the concept of role play is not new, scholars did not find agreement on the definition of the terms. Such words as role play, simulation, drama, and game are sometimes used interchangeably, but, in fact, they illustrate different notions. Some scholars believe that the difference between role play and simulation is in the authenticity of the roles taken by students. Simulation is a situation in which the students play a natural role, for example, a role that they sometimes have in real life. In a role play, the students play a part they do not play in real life. The other scholars consider role play as one component or element of simulation. Thus, in a role play, participants assign roles which they act out within scenario. In a simulation, emphasis is on the interaction of one role with the other roles, rather than on acting out individual roles. One way, or the other, role play prepares learners for communication in a different social and cultural context. 

In this paper, I decided to express my understanding of teaching culture with a role play and I will use the term a role play a to determine a teaching technique in which the students are asked to identify with the given familiar or non-familiar roles and to interact with the other role characters within the given sociocultural situation. Through the introduction of the culture teaching, role play, the application of role play in the culture teaching, it shows that in the culture teaching, the role play method can make the culture teaching more activity, attract students absorb the culture more easily, and guide the students to love study. 

II. Culture Teaching
Culture teaching has to be carried out systematically and specifically. It can not only depend on the teacher’s occasional input knowledge concerning cultures but demand fundamental changes in Educational structures, philosophies and methodologies. Awareness of cultural differences for the college students calls for the intensive acquisition and learning of other cultures besides the learning especially in the learning of the foreign language. For language and culture are extensively considered to be inseparable and co-existing. Language reflects culture and forms the keystone of culture while culture conditions shape language, so language teaching naturally involves culture teaching. As Politzer points out, “If we teach language without teaching at the same time the culture in which it operates, we are teaching meaningless symbols or symbols to which the students attach wrong meaning.”1

In 1918，a report in British journal Modern studies, was one of the first to recognize the need for culture teaching and emphasized “the need for a better knowledge of a country and its people as parts of second language education”. Then in the 1950s and 1960s there was an emphasis on teaching geography and history as part of language learning. Brooks was one who strongly advocated the idea of a cultural component in second lan本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。