Second, it is full of purity。 There is no doubt that the original English Picture Book employs the authentic English, creating real context for learners and making the communication more effective。 

Third, the language's repeatability is distinct too。 Repetitive sentences, replaceable description, continuous statement and duplicated questions are all used to make sure that students can consolidate the former knowledge during the consecutive reading。

The final characteristic is the persity of the content。 Stories in English Picture Book are close to life and present different scenes, especially the western lifestyle and culture。 They are all penetrated into pupils' mind through expressing in the way that they can accept, which offers students the opportunity of learning foreign culture and accepting the world variety invisibly。

4。 Theoretical Basis of English Picture Book Teaching

L。S Vygotsky puts forward the theory, zone of proximal development( ZPD) which is the distance between the level of actual development and that of potential development。 He thinks that ZPD is crucial in education and he puts up with two conception of teaching modes: scaffolding teaching and reciprocal teaching。文献综述

Scaffolding instruction is the process in which teachers convey the knowledge to children by a series of frame of conception and help students construct knowledge。 It consists of 6 procedures: recruitment, demonstration, simplifying the tasks, maintaining participation, feedback and controlling frustration。 And to make the procedures closer and more natural in teaching, teachers can recur to English Picture Book。 Because children have been familiar with it and their image thinking assists them comprehend the meaning of pictures in the book whether they can understand the vocabularies aside or not。 So, teachers can add the new knowledge step by step according to the different English lesson types and teaching processes by modifying English Picture Book。

Comparatively speaking, reciprocal teaching is easy to understand。 Teachers and students play the role of the leader in different class sequences respectively。 Based on this teaching model, English Picture Book comes into play。 First, teachers, as leaders, choose and modify the interesting English Picture Book to match the content of the textbook, design various activities and introduce the subject to pupils。 Then, students play as the leaders to present themselves by collaborating, acting and etc。 That is to say, as the guide continues, the teaching subjects gradually shift from teachers to students。 Teachers phase down the explanation, tips and demonstration until the students can present alone。 Finally, it will become the foundation of new ZPD。

5。 How to Choose and Modify English Picture Book before Class

5。 1 Principles of choosing English Picture Book

5。 1。 1 In different grades

Many teachers have problem in choosing English Picture Book。 They may choose either difficult content for the lower grades who could not understand completely or simple content for the higher grades which causes the class finally to be resoundingly listless from the interest。 Because students have distinct characteristics of understanding respectively in different ages。 Therefore, teachers should choose English Picture Book according to the level of student's knowledge and ability。

In the lower grades, children mainly develop the spoken English instead of written knowledge。 So, in the teaching, teachers should pay great attention to the English Picture Book whose designs are simple animals, such as rabbit, lion, tiger, giraffe, kangaroo or simple behavior like swimming, dancing, singing and etc。 And pictures of English Picture Book need to be bright and close to daily life, which will make pupils aware English is around them and cultivate interests naturally。 Meanwhile, characters in English Picture Book should be intelligible and correct。  小学英语教学中英文绘本的修改与应用(3):http://www.youerw.com/yingyu/lunwen_87119.html