An Analysis Of The Instructional Design Of Culture Integration In English Reading Teaching In Senior High School

Language is the most important tool for human beings to communicate, and it is the main element in social activities. Language is the base and reflection of national culture. Culture awareness is one of the teaching goals at senior high school in the English New Curriculum Standard in2003which gives us three clear aspects including cultural knowledge, cultural comprehension and intercultural communicative awareness and competence.This paper reports on a study of an instructional design of cultural integration in English reading class. The subjects involved in the study were seventy-seven senior students from Grade One and eight senior English teachers. They were asked to finish a questionnaire which included ten objective items and two subjective items. Moreover, a guide teacher did a written interview report. The analysis included two tasks which were analysis of questionnaires and written interview report. In addition, the author used four principles which included integration principle, distinction principle, practicality principle and interest principle to design a forty-five-minute reading class integrated with culture teaching.This thesis adopted two research instruments which were questionnaire and written interview to research the present situation in culture teaching in senior high school. Through the analysis of the results of the questionnaire, it is found that the teaching and learning foreign culture in class was not abundant. According to the analysis and reflection of the instructional design, the author tried to provide some feasible suggestions for culture teaching in English class in senior high school.