Therefore, in primary-school English education, the teachers shall guide the students to dig the real connotation of vocabulary and appropriately compare the culture, so that they can understand and master the social significance of vocabulary more deeply。

3。2 Cross-culture Study文献综述

    Different historical and cultural backgrounds have big difference in understanding things。 Just take the customs of China and the British and American countries for example, the eastern and western culture has huge difference, e。g。 in religious faith, outlook on life, values, etc。 So when teaching, the teachers shall make full use of the textbooks, take the initiative to introduce relevant cultural background knowledge in the textbooks to the students, so as to immerse cultural awareness and let the students learn more relevant cultural knowledge。 For example, according to the first volume of Grade 3 of primary-school English, the students shall learn how to ask about others’ age。 In order to help the students to master the knowledge as soon as possible, the teachers will repeatedly ask “How old are you?” in class。 It’s quite normal in our eyes as Chinese。 However, in the western countries, it is very impolite to ask about others’ age, especially the age of the female。 Through this topic, the teachers can tell the students in the west, it will arouse people's antipathy to ask about their age, weight, salary, etc。 After understanding it, the students can avoid talking about others’ privacy or easily misleading topics in future English communication。 

To integrate background knowledge and immerse cultural awareness in English background not only can enhance the students’ cross-cultural communication awareness so that they are familiar with the use environment of the language that they learn, but also deepen their comprehension and cognition to the home culture and enhance the students’ cultural background, so as to cultivate the students’ ability to correctly use the language。