Chapter Two  The application of Story-telling Method in Primary English Education来,自,优.尔:论;文*网www.chuibin.com +QQ752018766-

2。1 The application of story-telling method in English vocabulary accumulation

    The monotonous vocabulary memorization is always the most difficult part for pupils whose cognitive ability still depends on concrete image thinking, while their fear and boredom to reciting words always bring them a sense of psychological repellence, and this is what teachers are supposed to find a feasible solution to。 Children have natural interest in stories, so it should be a pretty good teaching method to take advantage of stories that can draw their attention。 Teachers implant some words that students have mastered or are required to master into the stories, while students are able to acquire and consolidate knowledge in the process of listening to, telling and writing stories。 By doing so, vocabulary memorization would be distributed throughout the whole teaching process, rather than relies on rote-learning, during which students motivated with interestingness are constantly strengthened their memory, and naturally master these words in the end。

    In the practical application of story-telling method in vocabulary teaching, teachers should make sure that the story covers all the key words students are expected to master in a class, and raise related questions to lead students to focusing on the key words。 In the meantime, when telling the story for the first time, teachers needn’t directly tell students the meanings of new words, but help them guess the meanings in the process。 After students have a preliminary understanding of the story contents, teachers can raise questions to arouse students’ attention to the key words。 Teachers are able to help students memorize these new words by various means, such as picture presentation, vocal imitation, movement and manner imitation, and so on。

    In the story-telling process, pupils with limited vocabulary may come across quite a lot of new words, which would influence their understanding of the story contents。 Therefore, teachers need to use vivid language, exaggerated intonation, and proper body language to help them understand the story。 Teachers should set a higher standard to students in the second time of telling the story, helping them practice and digest the new knowledge, while students are able to naturally accumulate English vocabulary and broaden horizon in the situation created by the story。