There are many characteristics of story-theme English teaching. First of all, a story with a complete line is the main teaching one that runs through the whole teaching process. The end of the story marks the finishing of the course (Tan Guodong, 2013:11). Second, story-theme English teaching emphasizes the integrity of the language atmosphere. Students can feel the practical and instrumental characteristics of language in a true story. Third, teachers and students plays different roles in the story-theme English teaching and there is a high demand for English teachers because of no fixed lines. It largely relies on teachers’ control of the classroom teaching. What’s more, story lines must have high  nature of meaningful repeatability, which is under the premise of sequential repetition to ensure the story logic. In the process of training students’ language ability, repetition should not be boring. Last, the learning tasks proposed in the process of story-theme English teaching must be some real problems remaining to be solved instead of pure language learning. In addition, in a strict way, story-theme English teaching is different from traditional story English teaching method. Traditional story English teaching is a method of teaching English mainly through traditional stories, fables, myths and fairy tales, true stories and so on to improve students’ cognitive level. However, apart from stories, story-theme English teaching method pay more attention to students’ life experience ( Tan Guodong, 2013:12). With real life stories happening in daily life, it improves students’ ability of mastering English. It also emphasizes the authenticity and integrity of stories. 文献综述

2.2 Theoretical Basis and Researches at Home and Abroad

The foundation of story-theme English teaching are Situational Approach, Teaching Proficiency through Reading and Story-telling (TPRS), Communicative Approach and Task-Based Language Teaching. Situational teaching method is an active teaching method based on student-centered. Students will experience the language multiply though various senses and understand the content more easily and fully. It stimulates students’ interests and improves the learning reality. Based on it, story-theme English teaching is the integrated concept of Situational Approach. And it sets plots skillfully and turns the book knowledge into lively story forms which can develop their imagination and create relaxed learning situation ( Ji Yuhua, 2002: 230-270). Teaching Proficiency through Reading and Story-telling (TPRS) is the development of Total Physical Response (TPR). It is a method of learning language in relaxed learning environment through vivid stories and the related situation. By reading and discussing the stories, students will be familiar with the syntax structure and thus improve their levels of English study. As we know, TBLT is the development of Communicative Approach and it is highly advocated in the National English Curriculum. It is also very popular in primary school English teaching. Through some designed tasks, students can master the vocabulary, sentences and language knowledge more easily. It is the process of finishing tasks that integrate students’ listening, speaking, reading and writing skills and at the same time develop their communicative competence in the discussion, communication, coordination and cooperation with others (Tan Guodong, 2013:15).