A Perspective On Culture Teaching In SVS English Class

English has penetrated all walks of people's life and more and more become a necessary communicative tool in each trade. Presumably preparing students for career directly after school, secondary vocational schools attach great importance to practicality in the courses they offer. Accordingly, intercultural communicative competence should be one of the main concerns of English teaching in such schools. It is self-evident that involving culture teaching into language teaching is essential to develop students' intercultural communicative competence. The problem lies in how.Hence, the present thesis aims at exploring effective ways to carry out culture teaching in secondary vocational schools. It is concerned with the integral of culture teaching and language teaching both in language courses and in other vocational courses. It stresses that culture can't be taught in isolation. Rather, it should be integrated into the teaching of linguistic contents and other subject contents.In view of the relationship of language to culture, language itself constructs a rich resource for culture teaching. Culture teaching need not be carried out in isolation, instead, it can well integrate into the linguistic contents; that is, culture can be effectively taught through words, sentences and texts. Cultural input should go hand in hand with the teaching of linguistic contents. On the other hand, given to the vastness of the target culture, cultural teaching cannot just be carried out in language courses. This paper finally puts forth an approach—partial immersion program, for extending cultural teaching in other vocational courses. Partial immersion program is coined following immersion program first developed in Canada. By integrating subject contents into language, partial immersion program can create more chances for students to experience that language and that culture in school. It may therefore foresee that Students from immersion classes will encounter less cultural shocks in communication out of school with English native. Thus partial immersion program would turn out an effective approach for integrating culture teaching with language teaching.