Therefore, it is essential for every expert to continue to conduct research on the teaching method and to concentrate on making the best of English Picture Book in English teaching。

2。 Literature Review

In Europe, parents and teachers use it as the teaching resource to teach young children about culture, religion, medicine and other social knowledge due to the vivid pictures and contents。 With the development of English Picture Book and technology, three American scholars introduce a digital Picture-Book system for elementary school student's linguistic study。 They found that children enjoyed reading English Picture Book even before they hadn't learned English systematically。 Moreover, children also enjoyed creating English Picture Book under the conduction of teachers which develops students' interest in English( M Komiyama, Y Furui and H Hayami 193)。 On account of their language environment, reading English Picture Book by children themselves is the main teaching approach in Europe。

When it comes to the application of English Picture Book in China, it is firstly used in English teaching in Taiwan in 2004。 Students can learn more words and develop their interest in English through reading these books。 

Due to the shortage of the resources in the late 20th century, students can hardly find more English Picture Book。 Liu Jianjuan comes up with the idea of showing and telling students the stories of these splendid books through downloading from the Internet( Liu 79)。 

While it still hasn't achieved the prospective learning goal well。 Li Jiajing points that teachers should use English Picture Book as teaching materials, applying it into the classroom teaching like the English textbook rather than just telling students stories( Li 113)。 论文网

 By contrast, Linlu puts forward the ideas that English Picture Book should be the auxiliary tools instead of the textbook which seems boring and easy to be disgusted by pupils who like interesting learning activities。 And it should be used as the teaching highlight during the lesson to help students consolidate and memorize the new knowledge near the end of each class( Lin 177)。 

During the past few years, such conception has been accepted by many experts and actually has gotten results。 But we can find that teachers all use the original English Picture Book directly, they neglect that the teaching focus is how to modify English Picture Book to match the textbook。

 Based on the above, the paper focuses on modifying English Picture Book before class to take the most advantage of it to match the explicit content in each lesson。 And it lay emphasis on applying the modified English Picture Book into classroom teaching as well。 In this way, English Picture Book can be merged more deeply and naturally into the daily English teaching。

3。 English Picture Book

3。 1 Definition of English Picture Book

English Picture Book is also named as English Children's Book or Big Book。 It is a kind of book that consists of little words and many pictures。

Barbara Cooney, American master of English Picture Book, defined it as a pearl necklace,‘ The picture is the pearl and the word is the string。 Without the pearl, the string cannot be beautiful; without the string, the pearl cannot exist’。 While according to a Chinese litterateur, in English Picture Book , pictures are the book's life instead of the dependency of the words。 What's more, some picture books are even published without words (Ding Chengzhong 45)。

3。 2 Characteristics of English Picture Book 

The characteristics of English Picture Book are mainly reflected in the design of pictures and words。

First, in English Picture Book, the pictures are of liveliness and vividness。 Students can obtain the information just from the serious pictures。 That is to say, even without words, they can also understand the plot of the story, which is more attractive to pupils。 So, English Picture Book can be easy to arouse students' English reading interest。 小学英语教学中英文绘本的修改与应用(2):http://www.youerw.com/yingyu/lunwen_87119.html