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uot;. So it is important to emphasize the connotations of vocabulary. "Dog" is used as a complimentary term in the sentence "The more people I meet, the better I like my dog", which was found in a restaurant. Before knowing the figurative meaning of the word "dog", the students cannot understand the whole sentence because in Chinese language, "dog" is usually regarded as derogatory. In this sentence it implicitly means pleasure, so the sentence expresses the good mood of the owner when his business is in good condition in the restaurant.
To teach new words by using the "culture introduction" approach will easily catch students' eyes, and evoke their interest. Take the simple word "apple" for example, most students are familiar with it, but they know little about the culture information of apple. They just think it is fruit. If the teacher links some information, such as, stems of idioms and allusions to the new word's teaching, he will easily stimulate students' interest in English. For instance, Adam's apple means the lump at the front of a man's neck that moves when he talks or swallows. The allusion comes from Christian mythology. When Adam stole the forbidden fruit (an apple) to eat, and got stuck in the throat, it formed a particular organ of the human beings. Other idioms are related to apple. For example, 1) Throw away the apple because of the core. 2) An apple a day keeps the doctor away. 3) The rotten apple injures its neighbors. (Wang Jinfang and Mao Hong 2004:46). Those idioms are very interesting. Some of the idioms are very relevant to our life. For example, the idiom, "An apple a day keeps the doctor away" urges us to eat apples regularly and apples are indeed helpful to our health. Teaching practice shows that digging out the connotative meanings of a new word can help students easily memorize it. Applying the "culture introduction" approach in teaching vocabulary can add some fun to the teaching process and its function of drawing students' interest in learning is obvious.
4.1.2 Culture-Introduction through Grammar
As well as we know, different linguistic structures reflect different culture grounds. People's idea, thinking style, life style, value and so on will be inevitably presented in the grammar they use. Different cultures produce different grammar systems. And grammar is a most important factor in language learning. A grammar includes tense, person, number, sentence, structure and so on. Chinese culture and English culture are different. Therefore, their grammar systems vary from each other. While teaching grammar, we have to explain the differences between Chinese culture and English culture reflected in it.

Chinese people tend to think in a deductive way, while western people in an inductive way. These different thinking styles reflect in the different culture realities. Chinese like to think from general ones to specific ones, and western people in the other way round. When western people make an English sentence including certain space or time adverbial phrase, they often express it from the small one to the big one. Chinese students don't understand the difference between it, so they usually make this kind of sentence in Chinese structure. For example:
(1) 2005年的6月1日晚上8点，他那时正在做作业。
In 2005 on the first of June at 8 p.m. he was doing his homework.
(2)我父母住在福建省厦门市同安区
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