故事教学法在小学英语教学中的运用.docx

故事教学法在小学英语教学中的运用.docx

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故事教学法在小学英语教学中的运用

TheApplicationofStory-teachingMethodintheEnglishTeachingofPrimarySchool

Acknowledgement

ThispaperwascompletedinMay,2010.Forit’sbeing,Ioweagreatdealofthankstomanypeople.

First,Iwouldexpressmymostsinceregratitudetomyformmaster,DuanLifang,Mysupervisor,whosecarefulandinsightfulguidanceintheformworkshapingandpaperwriting,andwhosewordsofencouragementintimeofdifficulthavebeenofgreatworth.Therefore,Ioweameritinthisthesistoherandofcourse,forthemistakes,Ibearthewholeresponsibility.

Second,IwouldexpressmyheartfeltthankstoProfessorWangJing,GongShan,LiJiyun,DengShumei,andChenLiyunwhosecourseshaveenlightenedmymind,enrichedmyknowledgeandenhancedmycompetence.Withouttheirinstruction,Icouldnothaveachievedtoday’sprogress.ImustofferspecificthankstoDuanLifangwhohasgivenmepatientguidancewheneverIturntothem

Lastly,Ithankmyfamilymemberswhohavegivenmetheirconstantencouragementandsupportinmyacademicterms.

Withoutallthesepeople,Icouldnothavecompletedthethesis.

摘要

故事教学是一种很好的英语教学方法，他不但激发了学生的学习兴趣，简化了学习内容，为学生提供各方面的语言训练，，提高教学效率。

小学生活泼好动，形象思维强。

他们学习英语主要是出于兴趣。

本文以学生的学习兴趣，生活经验和认知水平出发，并结合教材来研究如何在英语课堂里开展故事教学，以便学生能够在轻松愉快的氛围中学习并掌握英语。

关键词：

小学生英语故事教学法兴趣

Abstract

Story-teachingisaverygoodEnglishteachingmethod.Itnotonlyarouses

Englishlearninginterestofstudents,simplifieslearningcontent,butalsooffersvariouslanguageexercises,enhancestheefficiencyofteaching.Pupilshavemanyincommon:

Livelynatureandimagination.TheylearnEnglishmainlyoutofinterest.Mythesisstartsfromtheinterestoflearning,theexperienceoflivingandcognitivelevelofstudents.Combiningwithteachingmaterial,Iwilldiscusshowtodevelopstory-teachingmethodintheEnglishclasssothatpupilscanlearnEnglishinaneasyandpleasingatmosphere.

Keywords:

pupils,English,story-teachingmethod,interest

CONTENTS

Acknowledgement.....................................................................................i

AbstractofChinese..................................................................................ii

AbstractofEnglish.................................................................................iii

1.Introduction...................................................................................….1

2.Literaturereview..................................................................................2

2.1Thetheoreticalbasisonstory-teaching........................................2

2.2ThemodelofEnglishstory-teachinginprimaryschool...............2

2.3.EnhancingstudentsknowledgeofEnglishandEnglishskillsonstory-teaching.............................................................................................3

3.Theanalysisofstudents’EnglishbookpublishedbyPeopleEducationPress（PEP）.............................................................................3

4.Theteachingdesignonstory-teaching...............................................4

4.1.Toteachalphabetbystory.............................................................4

4.2.Toteachnewwordsthroughstory.................................................4

4.3.Toteachsentencesbystory...........................................................6

5.Teachingsuggestions............................................................................7

6.Conclusion.............................................................................................8

References.................................................................................................9

1.Introduction

Story-teachingmethodisakindofmethodologywhichiscompletedinteachingofEnglish.Englishstory-teachingmethodmeansteachersputEnglishwords,sentencesinthecontextofstorysothatstudentscantellandlistentostory,andlearnEnglishatthesametime.Thevividplotinthestoryattractspupils’attention,motivatesstudents’interestofEnglishlearningandmobilizestheirenthusiasmoflearning.Thusstudentscanexperience,participate,practice,andcommunicateEnglishthroughlivelyinterestingstory.

IntheEnglishteaching,thepurposeofteachers’teachingistomakestudentsunderstandandmasterknowledgeandflexiblyapplywhattheylearn.Story-teachingmakethewholeactivityoflearningproceedinthenatural,realandintegralenvironment.Meanwhile,story-teachingcancultivateeverysideofEnglishability.Story-teachingcancreaterelaxingatmosphereandkeepphysicalandpsychologyhealthy.

Therearemanyreasonsthatstoryplaysanextremelyimportantroleinourchildhood.Ononehand,childrencanlearnthesocietythroughstory,sometimes,theleadingactorsoractressesinastorysetanexampleforchildrentoimitateandlearn.Ontheotherhand,theplotofthestoryjustsatisfiestheirneedsofimaginationandcuriosity.What’smore,storycandevelopeverysideofcapacity.First,story-teachingasksstudentstolistentostory,itexercisetheCapacityofstudentslistening.Whilewelistentoastory,studentsmustunderstandstorysoastoimproveintelligence.Then,studentscanretellstoryforenhancingtheabilityofexpression.Andwecanaskstudentstomakestoryforcultivatingthecapacityofinnovationandcomprehensiveapplication.MythesismakesfulluseoftheseadvantagesofstorytodevelopEnglishteaching.IwillcombinethecontentofprimaryEnglishteachingmaterialandlearningcharacterofpupilstoanalysistheapplicationofstory-teachingintheprimaryEnglishandputforwardpropersuggestions.

2.Literaturereview

Differentresearchershaveputforwarddifferentaspectsofstoryteaching.AneducatorSuchomlinskystatedthatifteacherscan'tmanagetostimulatestudents'emotionandexcitetheminsteadofintellectworkwithoutanyemotion,itwouldbringtiredness.EducatorKrasnozavodskbelievedthatifathinghasinterestandappeal,thepossibilityofthethingwhichisrememberedwouldincreasedouble.（Blog.L,YanDongxue,2009）

BritaineducatorAndrewWright（1995）putforwardthatstoriesareparticularlyimportantinthelifeofchildren.Storyhelpschildrentounderstandtheirworldandshareitwithothers.

2.1Thetheoreticalbasisonstory-teaching

Thelanguagemustbecomprehensibletohelplearnerstounderstand.Storiesneedtobeinterestingandrelevanttotheirlanguageoflearning.Andtheinputlanguagematerialsshouldbeinterestingwiththelearner'slifeexperience.Languageteachingcanbenon-grammaticalproceduralarrangement.Andlearnersneedsenoughinput,becausethecognitiveabilityandthechanceoftouchingtargetlanguageofpupilsisvarious,story-teachingcannotconfinedstudentsinthesamestartingline.Forthetheoreticalbasisandstory-teaching,theauthorbelievedthatitshouldbefurtherdeepenandbroadenfromtheaspectsofcognitivelinguisticsandpsycholinguisticsintermsofteachingvocabulary,syntaxanddiscourse.onthisbasis,wecanstudyhowtobuildeffectiveTeachingstory.

2.2Theimportanceofstoryteachinginprimaryschool

JiYuhua,initiatesakindofteachingmodewhichismother-tongue"clip”foreignlanguage（SanWenzhistory-teachingmethod）,itcanbetransitedfromtheknownmothertonguetotheunknownEnglish.ChenLi,FuXiaopingrespectivelyexploredevelopingEnglishstory-teachinginlow-gradeandhigh-grade.Storytellingactivitiesprovidevariousaspectsoflanguagetraining.Itnotonlyimprovestheproficiencyofstudents'listeningandreading,butalsodevelopsthefluencyoftheirspeakingandwriting,andtheabilityofinferenceandprediction.Meanwhile,theprocessofteachingisfollowedbytheteachingofcognitiveandscientificrulestofulfillstory-teaching,inlow-andhigh-grade.ChaoXiastudiedthestory-teachingofthePrimaryEnglishTeachingstrategiestomaintainstudents'interestinlearning.

2.3.EnhancingstudentsknowledgeofEnglishandEnglishskillsonstory-teaching

ZhaoJianqun,WangLiChunusedstorytoteachEnglishgrammar,theyemphasizedoncombinationoflanguageformandfunction.Learnerscancontact,understand,summarizeandusemeaningfullanguagerulesinanaturalscene.MaoXiubo,ZhangWei,Mailihaba,Pikandotherresearchersstudiedhowtousestory-teachingtoimprovetheefficiencyofteachinginEnglishlistening,speaking,readingandcomprehensiveability.TheyopenupanewwaytothetraininginEnglishreading,speaking,listening,andwriting.

3.Theanalysisofstudents’EnglishbookpublishedbyPeopleEducationPress

Thedesignofstory-teachingmustcombinewiththecontentofteachingmaterial,thecharacterofchildrenandcognitivelevelofstudents.Sowemustknowaboutteachingmaterial.Atpresent,manyprimaryschoolchoosetheEnglishteachingmaterial——PeopleEducationPressPrimaryEnglishStudents'Book（PEP）whichisanexperimenttextbookofcompulsoryeducationcurriculumcriteria.Andthematerialfitsforstory-teaching.

First,teachingcontentisclosedtochildren’slife,itmeetspupils'needsofinterest.Textbookarefilledwithvividtopics,suchasnumber,color,food,clothes,toys,animals,plants,family,school,friends,societyetc.Andthesevividtopicsarepresentedbyawayofchildren'sfavor,e.g.fable,story,poem,dialogue,actorgame.

Second,itiscloselytiedwitheachothertolinguisticfunction,structure,subject,andtask.Thearrangementofteachingcontentinaunitregardsonesubjectasacore,task-basedactivityasanaim;languagefunctionandstructurepenetrateintheactivity.Studentscanlearnbydoing.Itisgoodforcultivatinggoo