2。4。1 Studies of Story Teaching Method Abroad 8

2。4。2 Studies of Story Teaching Method at Home 9

3。 Research Methodology 11

3。1 Research Questions 11

3。2 Subjects 11

3。3 Instruments 11

3。3。1 Recording the Numbers of Borrowed English Books 12

3。3。2 Interview 12

3。4 Procedure 12

3。5 The English Teaching Design 12

3。5。1 The Steps of the Story Teaching Method Implementation 13

3。5。2 One Model Lesson for EC 13

4。 Data Analysis and Discussion 17

4。1 The Recordings of the Borrowed English Books 17

4。2 The Analysis of Interview in EC 17

4。3 The Analysis and Discussion of Interviews with Teachers 19

5。 Conclusion 22

5。1 Major Findings of the Present Study 22

5。2 Implications 22

5。3 Limitations 23From~优Y尔R论^文W网wWw。YoUeRw。com 加QQ7520。18766

5。4 Suggestions for the Further Research 24

References 25

1。 Introduction

This paper is about the empirical study of Story Teaching Method。 This section will introduce the Research background, the purpose and significance of the study, as well as the outline of the study。 

1。1 Research Background 

New curriculum standard (2012) summarizes English teaching goal of the basic education stage as follows: Level 1: students have the curiosity for English and like listening to English from others; they can understand and read simple little stories with the help of images。 Besides, they can perform simple Pantomime。 What’s more, they can understand and respond to the stories by the pictures and hints。 Level 2: Students have curiosity for continuing to learn English。 They can understand, read and retell simple little stories with the help of the images。 What’s more, they can perform the short stories or sketches with the help of the teachers, and sing simple English songs and rhymes。 In the vocabulary, what is required for students is to learn about 600-to-700 words and 50 idioms at the corresponding level subject range at the end of primary school。 论文网

However, the real English class does not reach the goal。 In the real English classes, there are many students feeling more and more bored with learning English, with their higher and higher grades。 Why? Based on the experiences, the author finds that vocabulary memorization, dictation, grammar explanation and pattern drills are still the main activities outside and even inside the class, especially in the higher grade。 As a result, students view the English learning as a necessary task that they have to do every day。 The author even finds that it is boring for both teachers and students have a large number of drill practices and excessive imitation in depressing class atmosphere。 The style of English teaching has to be improved, although it has great effects, but there are still some problems to be dealt with。