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tion, levet, etc.; (4) teacher. This specifies the role of ateacher, the teaching methods, etc. These four aspects for assessment send a message ofemphasis on the students’ needs and the procedures of learning.
Tomlinson (1998:7-22) also put the students’ needs in an important position. Heinsisted that teaching materials should be novel, versatile and attractive; that the contentand arrangement should relax the students and help build up their confidence; that theteaching materials should meet the students’ needs and be close to their real lives, etc.Ucles (1995) proposed that the scientificalness of teaching materials depended onthese following eight factors: aim and method, design and organization, language content,language skill, theme, approach, teacher’s book and the usage of the teaching material,which will not be elaborated here.Nunan (1988:104) advanced some teaching-material-choosing standards which are ofreference for us: the teaching materials should be clear about the relationship between theclass and the outside world; the teaching materials should lead the students’ attention onlearning; the teaching materials should be ready to get; the difficulty of the teachingmaterials should be at different levels; the teaching materials should meet the students’actual needs.

Chapter 2 Theory Foundation and Support

Theory foundation in this chapter will include Definition of Culture, the relationshipbetween Language and Culture, the relationship between Language and Language teaching,and Interpretation of the Curriculum Standards regarding Culture Teaching. Language andculture are two key words in this thesis, and their relationship undoubtedly needsexplanation here. The Curriculum Standards for High School English Education providescriteria for textbook compiling and writing. Both NSEC and NSE will be checked to seewhether they have met the standards regarding culture teaching set by the CurriculumStandards.

2.1 Definition of Culture
Culture is a broad and general concept. It’s hard to define it if it has to be limitedwithin several words and sentences or is even required to be conclusively strict andaccurate. Efforts made by philosophers, sociologists, anthropologists and linguists havebeen non-stop to define culture from different academic angles. However, those effortshaven’t yet arrived at a generally-acknowledged, satisfying definition of culture. Somestatistics say that the number of the issued definitions exceeds 200. Due to differentunderstanding of culture, there is no surprise that 164 definitions of culture are listed andanalyzed by anthropologists A.L. Kroeber and C. Kluckhohn (1952). Here are somedefinitions of culture proposed by other scholors. The famous American linguist Sapir(1921) saw culture as the whole of habits and beliefs inherited by society; Brown (1978)defined culture as a series of beliefs, habits, life styles and behaviors shared by people wholived in a certain place; Patrick R. Moran (2004) defined culture as followed: culture is theevolving way of life of a group of people, consisting of a shared set of practices associatedwith a shared set of products, based upon a shared set of perspectives on the world, andwithin specific social contexts.

Chapter 3 Comparisons between the Two Sets........... 33-60
    3.1 Comparison of Topic Range and Structural.......... 33-40
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