2。3 The research at home and abroad

As mentioned above, the story theme teaching method is in the light of the situational approach which turns the book knowledge into the vivid stories。 Also, the story theme teaching method is in the light of the communicative method and task based method。 Therefore, this approach is very popular at home and abroad。 At abroad, the famous representative figure of this method is British educator Andrew Wright who puts forward that the story telling is very significant。 (Wright 4) And he puts it into practice which makes great achievements。 In addition, the story centered curriculum is proposed by American famous scholar Roger C。 Schank。(Schank 5) During the process of this curriculum, the students are able to finish the course independently。 At the same time, this pattern stresses on the real situation in teaching which is conducive to make the study easier, especially sentences and words。 At home, the most popular one is the Sandwich Story English Teaching, first put forward by professor Ji。 ( Ji 20) The feature of this approach is that it combines the mother tongue with foreign language in teaching。 Thus, employing this method in class is necessary in primary school。 By the teaching method, the students can learn the words in sentence, the sentences in stories, the stories in the interest and the interest in the understanding。 Finally, this approach can help students study better。 Broadly speaking, there are many studies of this method whose achievements are very great。 What’s more, the researches are useful and helpful in English teaching。 Nevertheless, they are not enough。 The former researches mainly focus on the theory。 They have talked about the teaching patterns a lot, rather than the teaching practice。 Therefore, we can have a further study in this paper and this thesis is intended to focus on how to use this method to teach grammar in primary school in order to make up the deficiency of the previous studies。 Moreover, it can help students learn grammar more easily, improve their language skills and build their confidence。 论文网

3。 Methodology 

3。1 Two research questions and two hypotheses 

     In the experiment, the author is intended to talk about two research questions。 The first one is whether the students’ learning interest can be increased or not。 The other one is whether this new method is more useful or effective than the traditional one which just tells students the grammar rules directly in primary grammar teaching。

    Based on the two research questions above, the writer puts forward two hypotheses。 First of all, the writer thinks that this new approach can increase students’ learning interest。 Meanwhile, the author believes that story theme teaching is more effective and useful than traditional one。

3。2 Subjects

     Two classes students in Grade Five ,Wang Ying Town Primary School have joined in this experiment。 There are forty students in each class as well。 The academic ability of the two classes are similar which can make sure the fairness and effectiveness of the experiment。 The writer picks one of the two classes to be the experiment class and the other one is a control class。

3。3 Instruments

A copy of test paper after the class and a questionnaire are included in the study。 The test paper is used to evaluate the teaching effects。 As for the questionnaire, the author uses it to check the students’ attitudes towards the story theme teaching method。

3。4 Teaching procedures

What we have known is that learning grammar is difficult for many students, especially the students in primary school。 Because of the difficulty of learning grammar, the pupils may have little interest in learning grammar。 Also, as we all know, the best friend in learrning is interest, the most active part in learning motivations as well。 What’s more, the students in different ages all have great interest in stories。 Besides, the primary English is the beginning part of English learning and maintaining the interests of students is its aims。(Karen 24) Thus, in the following the author will discuss how to use this method for grammar teaching in primary school which is combined with the author’s internship experience in primary school。 Here, the author takes two grammar lessons of Grade Five for example。 The content includes Unit 1—Goldilocks and the three bears and Unit 2—A New Student, in primary English book 5A。