2。5 Implementation steps of story-based approach 8

Chapter Three Conclusion 10

3。1Advantages of story-based approach 10

3。2 Significance of story-based approach in primary English classroom teaching 10

3。3 Attentions in story-based approach 11

3。3。1 To select stories according to students’ life experiences 11

3。3。2 To explore the cultural background of the story materials 11

3。3。3 To narrate the plots in remarkableness for both voice and expression 12

3。3。4 To implement story-performance activity and to give evaluation 12

3。4 Existing problems of applying story-based approach to primary English teaching 13

3。5 Suggestions on story-based approach 15

References 17

On the Story Teaching in Primary School Class

Chapter One Introduction

1。1 Introduction of story-based approach

    Story-based approach, also called story teaching mode, is to tell vivid and interesting stories in classroom teaching, to associate with teaching contents, which serves the purposes of realizing popularization and lifelization, as well as helping students to understand the teaching contents。 Through vivid and specific stories, it can draw attentions from students, mobilize their past life experiences, arouse their emotional resonances, stimulate their interests in learning English, and promote their intellectual exploration。 At young ages, primary school students would always show great curiosity and interest in everything new in their daily life, enjoying a strong learning ability and memory。 In the meantime, without a strong self-discipline, they would be too active in classes to restrain their own behavior norms, and difficult to focus on one thing for a long time。 As a new-type teaching form, story-based approach has been greatly conformable to the psychological characteristic of this age group, primary school students。论文网

1。2 Characteristics of story-based approach

    Story-based approach has three characteristics as follows:

1。2。1 Interestingness

Story-based approach covers the contents in teaching materials like vocabularies, sentences and conversations, in its vivid plots, which are exactly what students concern most in stories。 Connected by plots, teaching contents are all linked with one another, creating an interesting and attractive teaching atmosphere。

1。2。2 Situationality 

    Similar to situational teaching during implementation, story-based approach also needs to introduce concrete figures, create concrete scenes and represent story situations, by characterization and dialogues, to help students understand the teaching contents。

1。2。3 Expandability

    As a teaching method, the ultimate goal of story-based approach is to serve for teaching and cultivating students’ quality and ability。 The strong expandability allows story-based approach to guide students to think in depth based on the teaching contents, and connected with what they’ve learnt, to rearrange or perform the original stories, further expanding the classroom teaching。

Chapter Two The application of story-based approach in primary English class

2。1 Research status of story-based approach

    The research results on story-based approach at home and abroad have provided invaluable research basis, and the relevant researches conducted by domestic scholars and front-line teachers have provided abundant reference experiences for our further research。 With the development of primary English teaching, this field has been gaining increasing attentions from the society, but the relevant explorations are not thorough and systematic enough, some of which still stop at summarizing teaching experiences, while the exploration on theory needs deepening and further studying。 In addition, front-line teachers would tend to focus on editing and creating new stories or recomposing stories to teach English, i。e。 “story-based reading teaching”, instead of taking full advantage of the original stories in primary English textbooks, i。e。 “story-based teaching”。文献综述