故事教学法在小学英语教学中的运用.docx

1、故事教学法在小学英语教学中的运用The Application of Story-teaching Method in the English Teaching of Primary School Acknowledgement This paper was completed in May, 2010. For its being, I owe a great deal of thanks to many people.First, I would express my most sincere gratitude to my form master, Duan Lifang, My sup

2、ervisor, whose careful and insightful guidance in the formwork shaping and paper writing, and whose words of encouragement in time of difficult have been of great worth. Therefore, I owe a merit in this thesis to her and of course, for the mistakes, I bear the whole responsibility. Second, I would e

3、xpress my heartfelt thanks to Professor Wang Jing, Gong Shan, Li Jiyun, Deng Shumei, and Chen Liyun whose courses have enlightened my mind, enriched my knowledge and enhanced my competence. Without their instruction, I could not have achieved todays progress. I must offer specific thanks to Duan Lif

4、ang who has given me patient guidance whenever I turn to themLastly, I thank my family members who have given me their constant encouragement and support in my academic terms.Without all these people, I could not have completed the thesis. 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

5、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-teaching is a very good English teaching method. It not only arouses English learning interest of students, simplifies learning content, but also offers various lang

6、uage exercises, enhances the efficiency of teaching. Pupils have many in common: Lively nature and imagination. They learn English mainly out of interest. My thesis starts from the interest of learning, the experience of living and cognitive level of students. Combining with teaching material, I wil

7、l discuss how to develop story-teaching method in the English class so that pupils can learn English in an easy and pleasing atmosphere. Key words: pupils, English, story-teaching method, interestCONTENTSAcknowledgement.iAbstract of Chinese.ii Abstract of English .iii1. Introduction . 12. Literature

8、 review.2 2.1 The theoretical basis on story-teaching.2 2.2 The model of English story-teaching in primary school .2 2.3. Enhancing students knowledge of English and English skills on story-teaching.33. The analysis of students English book published by People Education Press (PEP).34. The teaching

9、design on story-teaching.4 4.1. To teach alphabet by story.4 4.2. To teach new words through story.44.3. To teach sentences by story .65. Teaching suggestions.76. Conclusion.8References .91. IntroductionStory-teaching method is a kind of methodology which is completed in teaching of English. English

10、 story-teaching method means teachers put English words, sentences in the context of story so that students can tell and listen to story, and learn English at the same time. The vivid plot in the story attracts pupils attention, motivates students interest of English learning and mobilizes their ent

11、husiasm of learning. Thus students can experience, participate, practice, and communicate English through lively interesting story.In the English teaching, the purpose of teachers teaching is to make students understand and master knowledge and flexibly apply what they learn. Story-teaching make the

12、 whole activity of learning proceed in the natural, real and integral environment. Meanwhile, story-teaching can cultivate every side of English ability. Story-teaching can create relaxing atmosphere and keep physical and psychology healthy.There are many reasons that story plays an extremely import

13、ant role in our childhood. On one hand, children can learn the society through story, sometimes, the leading actors or actresses in a story set an example for children to imitate and learn. On the other hand, the plot of the story just satisfies their needs of imagination and curiosity. Whats more,

14、story can develop every side of capacity. First, story-teaching asks students to listen to story, it exercise the Capacity of students listening. While we listen to a story, students must understand story so as to improve intelligence. Then, students can retell story for enhancing the ability of exp

15、ression. And we can ask students to make story for cultivating the capacity of innovation and comprehensive application. My thesis makes full use of these advantages of story to develop English teaching. I will combine the content of primary English teaching material and learning character of pupils

16、 to analysis the application of story-teaching in the primary English and put forward proper suggestions. 2. Literature review Different researchers have put forward different aspects of story teaching. An educator Suchomlinsky stated that if teachers cant manage to stimulate students emotion and ex

17、cite them instead of intellect work without any emotion, it would bring tiredness. Educator Krasnozavodsk believed that if a thing has interest and appeal, the possibility of the thing which is remembered would increase double. (Blog. L, Yan Dongxue, 2009) Britain educator Andrew Wright (1995) put f

18、orward that stories are particularly important in the life of children. Story helps children to understand their world and share it with others.2.1 The theoretical basis on story-teaching The language must be comprehensible to help learners to understand. Stories need to be interesting and relevant

19、to their language of learning. And the input language materials should be interesting with the learners life experience. Language teaching can be non-grammatical procedural arrangement. And learners needs enough input, because the cognitive ability and the chance of touching target language of pupil

20、s is various, story - teaching cannot confined students in the same starting line. For the theoretical basis and story-teaching, the author believed that it should be further deepen and broaden from the aspects of cognitive linguistics and psycholinguistics in terms of teaching vocabulary, syntax an

21、d discourse .on this basis, we can study how to build effective Teaching story. 2.2 The importance of story teaching in primary school Ji Yuhua, initiates a kind of teaching mode which is mother-tongue clip” foreign language (San Wenzhi story-teaching method), it can be transited from the known moth

22、er tongue to the unknown English. Chen Li, Fu Xiaoping respectively explore developing English story-teaching in low-grade and high-grade. Storytelling activities provide various aspects of language training. It not only improves the proficiency of students listening and reading, but also develops t

23、he fluency of their speaking and writing, and the ability of inference and prediction. Meanwhile, the process of teaching is followed by the teaching of cognitive and scientific rules to fulfill story-teaching, in low-and high-grade. Chao Xia studied the story-teaching of the Primary English Teachin

24、g strategies to maintain students interest in learning. 2.3. Enhancing students knowledge of English and English skills on story-teachingZhao Jianqun, Wang LiChun used story to teach English grammar, they emphasized on combination of language form and function. Learners can contact, understand, summ

25、arize and use meaningful language rules in a natural scene. Mao Xiubo, Zhang Wei, Mailihaba, Pik and other researchers studied how to use story-teaching to improve the efficiency of teaching in English listening, speaking, reading and comprehensive ability. They open up a new way to the training in

26、English reading, speaking, listening, and writing. 3. The analysis of students English book published by People Education PressThe design of story-teaching must combine with the content of teaching material, the character of children and cognitive level of students. So we must know about teaching ma

27、terial. At present, many primary school choose the English teaching materialPeople Education Press Primary English Students Book (PEP) which is an experiment textbook of compulsory education curriculum criteria. And the material fits for story-teaching. First, teaching content is closed to childrens

28、 life, it meets pupils needs of interest. Textbook are filled with vivid topics, such as number, color, food, clothes, toys, animals, plants, family, school, friends, society etc. And these vivid topics are presented by a way of childrens favor, e.g. fable, story, poem, dialogue, act or game. Second

29、, it is closely tied with each other to linguistic function, structure, subject, and task. The arrangement of teaching content in a unit regards one subject as a core, task-based activity as an aim; language function and structure penetrate in the activity. Students can learn by doing. It is good for cultivating goo