英语专业论文-故事教学法在小学英语教学中的运用

2021年1月14日发(作者：吕祖谦)

绵阳师范学院
本科生毕业论文（设计）


题 目
The Application of Story-telling
Teaching Method in Primary

School English Teaching
故事教学法在小学英语

专 业
院 部
学 号
姓 名
指导教师
答辩时间

教学中的运用
英 语（师范英语）
外国语学院

xxx
xx
讲师

二〇一三年五月
论文工作时间：2 012年5月至2013年5月
绵阳师范学院2013届本科毕业论文（设计）
故事教学法在小学英语教学中的运用


学生姓名：陈国萍
指导教师：冯 萍


摘 要：
对于故事，人人都可理解，且每人都在或真或 假地讲述着，有心无心地听
着，或者身不由己地上演着自己的故事。其实，人是生活在故事之中的，人类
的历史就是在故事中开端的，流传千载万年的神话、传说，实际上是以故事的
方法讲述了人类古 代的历史。故事包含了人类的集体或个人的经验，讲故事实
际上就是一种传递人类经验、知识的一种方法 。作为一种方法，讲故事在人类
生活中一直存在并发挥着重要的作用。
故事教学法是 指在教学过程中，通过故事教学来完成教学过程和教学目标
的一种教学方法。它是一种具体的教学方法， 具有一定的现实可行性。这种方
法可以调动师生参与课堂教学的积极性，提高学生学习的兴趣，从而有效 地完
成教学任务。




关键词：故事教学法；提高学生学习的兴趣；运用；教学效能





















绵阳师范学院2013届本科毕业论文（设计）
The Application of Story-telling Teaching Method
in Primary School English Teaching


Undergraduate: Chen Guoping
Supervisor: Feng Ping


Abstract:
For the story, everyone can understand; everyone can tell; everyone can listen, or
impelled to put on his own story. In fact, a person is live in the story. The history of
mankind is beginning and spreading through the story. The history of ancient human
is actually told by the stories, such as the myths and legends that circulating through
the ages. Story contains the human collective or individual experience, telling stories
in fact is a kind of method of transmitting human experience and knowledge. As a
kind of method, telling story has always existed and played an important role in
human life.
Story-telling teaching method is a kind of teaching method that through the story
teaching to complete the teaching process and the teaching goals. It is a kind of
specific teaching method, it has certain realistic feasibility. This method can mobilize
the enthusiasm of teachers and students to participate in teaching, to improve the
students' interests in English learning, thus accomplish the teaching efficiently.



Key words: Story-telling teaching method; improving the students' interest; the
application; efficient teaching













绵阳师范学院2013届本科毕业论文（设计）

Contents

1. Introduction .............................. .................................................. ................................ 1
2. The definition of story-telling teaching method ...... .................................................. 1
3. The advantages of applying story-telling teaching method in English teaching ....... 1
3.1 Fully in line with the English course standard demands ...................................... 2
3.2 Consistenting with the child's psychological characteristics

fully ....................... 2
3.3 Consistenting with the characteristics of learning a language

fully ..................... 3
4. The steps of story-telling teaching method in primary school English teaching ....... 4
4.1 Warm up .................................. .................................................. ........................... 4
4.2 Presentation .................................................. .................................................. ...... 4
4.3 Practice ........................ .................................................. ....................................... 5
4.4 Follow-up..................................... .................................................. ......................6

application of story-telling teaching method in English teaching ....................... 6
5.1 Listening course .................................................. ................................................. 6
5.2 Speaking course......................... .................................................. ......................... 6
5.3 Reading course .................................................. .................................................. . 7
5.4 Writing course ....................... .................................................. ............................. 8
5.5 Performing course ........................................... .................................................. ... 8
6. Some suggestions in applying story- telling teaching method .................................... 9
6.1 Storytelling skills............................... .................................................. ................. 9
6.2 Arranging the whole class reasonably for improving the teaching effect .......... 10
6.3 Choosing suitable story for students ......................................... ......................... 11
7. Conclusion ... .................................................. .................................................. ........ 11
Bibliography ..................... .................................................. ......................................... 13
Acknowledgments .............................. .................................................. ........................ 14


绵阳师范学院2013届本科毕业论文（设计）
1. Introduction
With the spread of the globalization, English plays an important role in
communication and economy. More and more pupils have to try their best to learn
English well. Most of them acquire vocabulary, pronunciation and grammar through
traditional language study. However, lots of studies have proved that pupils are
stressed out or nervous in mechanical classroom drills, which will greatly affect their
interest and motivation in English learning.
We know that interest is the best teacher, especially in learning a new language.
Now, a common worrying phenomenon in the school education is that students hate
learning, and the reason is that the stiff and rigid teaching method has been choking
up students' learning interest. The purpose of story- telling teaching in teaching a
lesson is to arouse children's interest in learning, and make their attention concentrate
on the lesson, only when students' learning initiative was aroused, the teaching can
obtain the result.
The main purpose that teachers use story- telling teaching method in the
classroom is to improve the enthusiasm of students to make them participate in the
lesson, to arouse students' interest in learning, to improve depressing situation from
the force-feed education system in our classroom teaching.
2. The definition of story-telling teaching method
Story- telling teaching method is that according to the content of what will be
taught, the teacher inserts some related concise and short stories to illustrate and
emphasize the content, or simply use the content of the story instead of lectures to
attract students' attention, to stimulate students' interest, to inspire students' thinking,
so that students can directly grasp certain truth, and also master the knowledge from
the story. This is a kind of teaching method that explains the profound in simple terms,
and teaches through lively activities.
Story-telling teaching method is especially suitable for junior students' classroom
teaching. The story is the portal for child to know the world. To children, its' charm is
infinite. There are a lot of stories, such as, the fairy tale, the fable story, social life
experience story, heroes' story, scientists' stories, and educational stories, which have
educational teaching value. Loving listen to stories is a common psychological
characteristic for students that from kindergarten to high school. A teaching mode that
teaches mainly by telling lively and vivid stories in classroom is called
mode
3. The advantages of applying story-telling teaching method
in English teaching

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Story-telling teaching method has certain feasibility. In fact, many frontline
teachers have practiced using this method in the teaching. Curriculum resources
contain rich story materials, teachers want to organize curriculum resources in order
to achieve the teaching goals in the teaching procedure, and the story is a kind of
available resources. The main reason is students like listening to stories, children are
the craziest among people who like to listen to stories, because the story is becoming
an indispensable part of their life. Mr. Chen Heqin also said, is a kind of
important nourishment for the mind of childrenIn the kindergarten, in addition to
the game teaching activities, story teaching can be said to be the children's favorite
way of learning. In primary schools and secondary schools, students like to listen to
the story is an indisputable fact. Student may not like a course, not like a teacher, but
a few don't like to listen to the teacher to tell a story.
3.1 Fully in line with the English course standard demands
The English course standard put forward, courses' mission at basic
education stage is to stimulate and cultivate students' interest in learning English, and
to make students build up their confidence, to develop good learning habits and form
effective learning strategies, to develop autonomous learning ability and cooperation
spirit. That is, to cultivate students' observation, memory, thinking, imagination
ability and creative spirit.
At the end of the sixth grade in primary school, students should achieve the
secondary requirements,
what content they have learned, can understand, read and tell a simple story under the
help of the h listening to stories, telling stories, and performing
stories, the story teaching method can conduct its ideological education, can develop
good learning habits, can cultivate students' observation, memory, thinking,
imagination ability and creative spirit, thus to achieve the secondary objective in an
effective way.
3.2 Consistenting with the child's psychological characteristics fully
Children's average performance in the process of language learning are,
1. Learn by doing
2. Go for meaning
3. Pick up chunksformulaic language.
4. Creative use of language.
5. Sense of imagination.
6. Sense of fun and playfulness.
7. Capacity to imitate.
8. Short attention span.

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9. Strong sense of curiosity.
10. Strong desire to communicate.
11. Capacity to learn incidentally.
Applying story teaching method in English teaching of primary schools is in line
with pupils' psychological characteristics. Attention deficit disorder is one of the most
common psychological disorders that develop in pupils and their mental condition is
characterized by poor attention, distractibility and impulsive behaviors. Pupils are
unable to fix attention on study for a long time. They need not to acquire lots of
grammatical knowledge or grasp a large number of vocabularies. The mechanical
methods of traditional language teaching fail to suit pupils' mental characteristic.
Pupils require to study with fun.
3.3 Consistenting with the characteristics of learning a language fully
Thanks for children's psychological characteristics and learning characteristics,
Story-telling teaching method can make children learn faster, and master what have
learned more firmly.
Story-telling teaching method can make children learn in A great
characteristic of children's learning habits is Learning by doing. Story teaching
method can provide students many opportunities of
the students learn new knowledge unconsciously and happily from Take the
story hen comes to the sentence
a snake. How long it is!teacher can let students elongate their arms to show the
meaning of
Stories can help children to understand the meaning of the new words in the
story role in the situation, because the role and the plot can tell the children what
happened in the story, and children can understand the new words, new sentences by
he story's plot. Such as, in Unit Three of PEP Book Two, there is a story that everyone
may be familiar with, it's
perhaps they don't understand it, but through the following sentences,
friends. Please help me.
teacher's action and expression, children will soon understand what
Stories can make children interested, simple phrases and sentences can help
students remember many stories firmly, because some stories will also appear a lot of
repeated sentences. In the process of listening to and retelling the stories, children can
easily remember some short sentences. If a simple, interesting, easy sentence appears
in the story again and again, the children will easily remember or can even use it
properly in some occasions. Such as, Lin and her new pet

and again. When I show the whole story to the children, the simple sentences

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impressed the children deeply. Once, I was carrying a bag filled with pictures in it into
the classroom, a usually not too talkative girl coming and said wonderingly,
Lisa. What's in it?
said,
Listening to the story can not only improve children's listening and speaking
ability, but also can develop children's imagination and innovation spirit. Children’s
imagination is very ample. The story-telling teaching method is an effective method to
cultivate the children imagination and innovation spirit. Take the story
her new pet
it?We can let the children guess what is in the box? The children fall over each
other to say, In this way, not only to improve their
listening and speaking ability, but also to cultivate the children's imagination and
innovation spirit in the process of listening to the story and answering questions.
Story-telling teaching method can arouse children's interest of learning English.
Through the story, children's English study interest can be inspired. As we know, the
interest is the best teacher. Children were born with psychological characteristics of
fun, curious. And tell stories can satisfy the curiosity of children, and then to keep
children's interested in English learning. British Gail Ellis and Jean Brewster (1991:1)
said,
the foreign language and language learning. They can create a desire to continue
learning.
Thus, the use of story-telling teaching method is a kind of teaching method that
is very suitable for helping children in learning English.
4. The steps of story- telling teaching method in primary
school English teaching

4.1 Warm up
We could start with singing a song, or with a game to review the words or
sentences or to ask some simple questions related to the story, in order to import story.
For example, when learn Fun reading
Book 3, we can adopt The story-telling method to complete this part. Before teaching

Pigs
can say
quiet, and begin to tell stories.
4.2 Presentation
Introduce the name of the story, let students talk something about the subject, no

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matter how many they can say. Such as, when comes to the
can ask a question
like
in English or in mother tongue. In order to arouse children's interest in listening to
stories, we can also use the aid of some pictures or other tools. In this way, we can
arouse the curiosity of children; give the rein to children's imagination, and make
them get into the situation.
We can tell a story by using body language, action, different sound and facial
expressions. Besides, story books can also be used. Andrew Wright (1995:39) said,
is easier for the children if you tell the story rather than read it. The following are
some techniques aid that can help to understand:
---- use pictures, objects, masks and puppets;
---- use mime yourself or direct the children;
---- use sound effects;
---- mix mother tongue and English;
---- translate key words as you tell the story;
---- accept that some of the items of grammar can be learned as vocabulary.
4.3 Practice
Let the children retell the story with the help of the teacher. Such as, the teacher
can use pictures, story books, computer courseware, and physicals or show the main
words to help children to retell the story by link then up.
To divide the class into several groups, give each group a role. The group plays
the role together, so that the children (especially those who are shy) will feel more
natural and safe, and this also laid the foundation for the next step: individual
performances.
Let the children show stories is a good way to offer them the opportunity to use a
new language, and this can improve their spoken English into a more fluent level. On
the one hand, story performing is a kind of output of a language. Communicating with
the learned language, the purpose to cultivate students' integrated English skills can be
achieved in a relatively easy way. On the other hand, teachers can check the condition
of how students have mastered what have learned. For the key points and difficulties,
teacher can be further stressed and let students deepen their understanding and
memory. To Let the students show story is also the task-based teaching model. In this
way, the students are not only asked to complete the task of performance by the
learned knowledge, but also cultivate the spirit of cooperation in the process of
finishing the task.
4.4 Follow-up

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Promotional activities are varied. We can let the children read their favorite
sentences, or choose the most important words and partners to read with their partners,
or let the children to go home to tell the story for their parents, if possible, we can also
let the children make up stories, or make their own story books, etc.
5. The application of story- telling teching method in English
teaching
Experienced teachers deeply felt the story to the students is not only a kind of
entertainment, but more importantly it is a very important learning method from years
teaching experience. The learning of one language is the same as the learning of
another language, if English teachers in the primary school use the form of story
teaching, they will have twice the result with half the effort. Here, we are going to talk
about how to apply story-telling teaching method in primary school English teaching.
5.1 Listening course
English teaching should not only teach students English knowledge, but more
important is to teach students to master the language skills. Learning English through
the story may cultivate students' interest in English study. In order to understand the
content, students will listen to the story curiously and purposefully. If they understand
the story, they will have a sense of satisfaction, and will be interested in further
improving that the ability of understanding the story. Students sometimes act as the
audience, sometimes listened by the audience, which undoubtedly brings students a
lot of fun. Teacher should lead students to take enough time to listen to the teacher,
the tape or other sound media, also students should pay attention to the similarities
and differences of the pronunciation among their own's, other students' and the tapes'.
So that to correct the shortcomings of the tongue and the rhythm. But if let the
students listen to the words and the sentence patterns mechanically, the production of
listening will not has a very obvious effect. In addition, it may let students lose the
interest of English learning. For instance, in the teaching of Seasons in 6b, Unit 5, if
teacher simply present words and explain the characteristics of weather:
sunnyrainywindycloudy, students may feel boring, and may not understand the
words. So, we can use PPT to create all sorts of situations, such as, put those words in
an animation story about Jim's day experience to describe the changeable weather in a
day in the southern. Also can let students listen to the weather forecast, let the student
know how to use these words with the map, in this way, students may have a strong
eager to use English in daily life.
5.2 Speaking course
Express what have learnt by speaking in the class after listening to the van read

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and internal digestion is a main purpose to learn English. The story can effectively
help children developing their language skills. After a period of speaking training,
students should be let to make up and tell their own story, which is also the output
time for them. Such as, when we teach Unit 7 Where, we can put the sentence pattern

for Mother is a suitable story that can be adapted properly.
Tadpole: Mom, Mom. Where is my Mom? Oh, mom!
Elephant: Oh, my poor tadpole, I 'm not your mother, your mother can swim.
Tadpole: Mom, Mom. Where is my Mom? Oh, mom!
Duck: Oh, my poor tadpole, I 'm not your mother, your mother has four legs.
Tadpole: Mom, Mom. Where is my Mom? Oh, mom!
Frog: Oh, my baby!
The whole show, the students' participation enthusiasm will be all-time high, and
they also practice and consolidate the sentence patterns they have learned
imperceptibly. The process of creating or continuation of the story will not only
improve the students' listening and reading skills, but also cultivate their speaking and
writing ability. When students are listening and reading story, they can't understand
all the content at once. So, in this step, they are also trained in deduction and guessing
the meaning of unknown words. When the students tell and write a story, they often
take an active attitude to participate in the activities, and in the process of trying to
obtain the best learning effect. In this way, students' ability and creativity will get the
full play. In a word, to find various kinds of ways for students to help their spoken
English is a tough task for primary English teacher.
5.3 Reading course
A lively and interesting story can make people lose themselves in it and widen
your horizon. Students' thinking, analysis and presentation skills can be well
developed in some stories. During the relaxing reading, students will know some new
stories and lovely language, and from this point of view, English culture background
and historical knowledge can be also understood. Story reading teaching can provide a
full range of language training activities. In order to learn the story, the students can
concentrate on capturing the details of the story, and will do their best to infer and
guess skill. This invisibly developed the students' understanding and guessing ability
according to the context. In addition, speak the story out after reading it is to cultivate
students' oral English ability, and rewrite the story after reading it is to cultivate the
students' innovation ability and ability of using language. As long as the English
teachers can be good at guidance in the teaching process, students can get full and
comprehensive training. Because of the light vocabulary, primary school students'
reading ability is generally poor. But the teacher should try to create more

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opportunities for students to cultivate a good habit of reading, such as, reading texts
and dialogues that have learned, reading the passage that the teacher wrote and the
existing simple English stories. Teacher can rewrite some simple fairy tales into
English stories to let the students read and play. The students growing up with story
The Wolf is coming! Teacher can rewrite it into English stories like follows:
Once, there was a boy who lived on a farm. Every day he had to take his father's
sheep to the hill a little far away from his house. One day he tried to play a trick on
the other people. He said to himself,
to help me. It will be fun when they find out there is no wolf after all.

no wolf. It was only a joke.

there is no wolf. He is just calling us for fun. There is no danger.
to help the boy. The wolf killed all the sheep then.
In the process of reading, the students expand their vocabulary, and stimulate
their desire to perform the story.
5.4 Writing course
Be similar with reading, primary school students' writing level is limited. Even
though, students are still required to write. Based on the principle of promoting
learning and learning to use, students should train writing from the beginning of
learning English. Such as sentence-making, sentence completion, sentence-making
with giving words, modify improper expressed sentences, picture writing, translation,
small diary, small essays and so forth. While the most meaningful thing is to create
one's own story and write it down. Before writing, the teacher can offer students some
beautiful words, and then lets the students create a new story with learned words and
sentences. It is allowed that if they cannot use English sometimes, they can use
Chinese instead of English in the process of making up the story. For instance, after
teaching words about traffic, teacher can let the students make the story of going
somewhere for vacation. After learning the dialogue about shopping, students can be
asked to write a story on shopping with mother. After learning animal names, they can
write some interesting stories that happened among animals. And also, we can
encourage students to make a painted comic book by using the plots of the story, and
circulate their own stories in the classroom. This can not only arouse the students'
learning enthusiasm, but also develop the students' creative thinking, besides,
cultivate their practical ability.
5.5 Performing course
In the teaching process, the teacher should first mining vocabulary and sentence

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which can be performed out, and then design the story. Story teaching can use natural
scene or real life situations to represent the pictures in the text, so that the students
learn in the nearly real situations. This way can shorten the gap between teaching
material and the students' cognition, and cause students emotional resonance. For
instance, when teaching Unit 9 on and off, we can use story The Little Rabbit and let
the students learn the new words and sentences of the lesson. The mother rabbit take
the basket and go out,
little rabbit, th.” has also been
taught. The wolf has come, and students practice speaking
again. Little rabbit said, the the mother rabbit coming
back, she reward rabbit a box of gift, then the new word is taught. Students
learn the new words and continually review and consolidate the key sentences:
OpenClose... in the performance of this story.
6. Some suggestions in applying story-telling teaching
method
The story-telling teaching method must be around the teaching target, and serves
for the teaching. Story-telling teaching method is not entirely story teaching in
classroom, there are some important points need to be noticed when applying story -
telling teaching method.
6.1 Storytelling skills
The content of story is one of the most important factors to attract children
interest, and also the story-telling skills is another important factor that influence the
story content, teaching effect and the children’s listening interest.
Mary Slattery & Jane Willis mentioned that when you tell a story, you need to do
the following things.
——speak spontaneously;
——use natural intonation to help make the story seem real;
——are looking at the children and you can see if they understand;
——can use your face and body to make gestures;
——practice first and have some support, e.g. notes on cards;
——don’t need to worry if you make mistakes(children are unlikely to notice).
When telling a story, we can make a little pause after reading key words, because
this can give children enough time to understand and at the same time memorize the
words. Such as, in the story
make a little pause, and do a drawing action to let the children understand the
sentence
When telling a story, we can encourage the children to participate in. In the story

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stop and ask the children,
So leave a space for children to imagine, and they are asked involving in this story
unconsciously.
When telling a story, we need to make eye contact with the children for
children's attention is short. Besides story, we need to be good at attracting the
children's attention by eye contact. Still in the story
story at
in a heavy, slow speed with eyes being big and confusing, and asking quietly,
who is knocking at the door?will happen?This creates a nervous and
mysterious atmosphere, so that the children can exposure themselves into the plot
with more concentration.
When telling a story, we need to pay attention to the change of the role and the
orientation. We can use sound, picture to make children focus on the change of
different roles. Such as, the hoarse and rough voice of a big tiger, the natural and soft
voice of mother pig, and the nozzle voice of piggy. In
use the change of orientation to help children to distinguish different roles. We can
put fox's and crow's picture on the blackboard. When the fox is speaking, we can
stand at the fox's image side. When the crow is speaking, we can stand at the crow's
image side. In this way, children can understand the content of the story.
6.2 Arranging the whole class reasonably for improving the teaching
effect
Make children sit comfortably.
story is told.(Andrew Wright). We can let the children sit in circle with group
members, and also can let all the children sat down on the ground in a big circle in
classroom if the condition allows.
Create a relaxing teaching atmosphere. Gail Ellis and Jean Brewster
( 1991:69 )mentioned,
informal atmosphere which mirrors storytelling in children's homes. In the story

teacher can let children talk about their own family pets, in order to set up a kind of
relaxed and friendly learning atmosphere.
Attract children's attention. Before telling the story, attracting children's attention
is a matter that cannot be ignored, only by this, the teaching effect of the story will be
much better. Such as,
story.
Treat students with fair. When asking students to perform story on the stage, the
teacher should let the students feel the opportunity is equal, and the competition is fair.

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As long as the time allows, leave every child a chance to show in front of others.
Set rules. Setting rules for the children when organize two people's dialogue
work and group performance work. Gail Ellis and Jean Brewster (1991) said,
may also need to spend some time talking to the children about how to work in groups
if they are not used to doing so. It will probably be important to spell out certain
ground the group activities, setting rules can make the classroom more
orderly, and make the children's performance much better, and the teaching effect
more apparent.
6.3 Choosing suitable story for students
When choosing story, teacher should consider the age of students, the time they
have learned English, the vocabulary number, and whether the story situation suitable
for students to learn new words and new patterns.
Choosing a few stories that students has been familiar with in their mother
tongue, such as
forth. Children are very familiar with these stories, tell them these stories in English,
they will be more easy to understand the story and the meaning of new words.
When choose a story, please pay attention that whether there are some interesting
roles in it. Such as small animals, wild animals and so on, they are all the children like
to listen to the story, by listening this kind of stories, students will be in high spirit.
Repeated sentences must be included in the story. the most of and
repetition in the story, and stop the story every so often to repeat the idea in another
wayThis can help the children master short sentences in the
process of listening or telling a story.
Suitable length of the story. Choose the length of the story must depend on the
students' English level
The difficulty of story needs to be moderate. The words of the story should be
suitable for the children's English level, never be too hard, in order to give children a
sense of success.
7. Conclusion
In many teaching methods, story-telling teaching method is a very useful
teaching skill for students learning English in primary school. In England, the story-
telling teaching method is a kind of commonly used teaching method. English
educators Andrew Wright pointed out,
of our children; stories help children to understand their world and to share it with
others.
In the new period, English teaching puts forward a higher request for English
teachers' in teaching skills and abilities. Especially after the proposal of is

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绵阳师范学院2013届本科毕业论文（设计）
educationand the implementation of course standardthe teacher is no
longer the god of class in the teaching process, but a participant like a student, a
guider and a collaborator. The classroom atmosphere now is no longer the stage for
the teacher only, and the students are not only with ears, not keeping silence, and
following the teacher any more, but are already the teacher- student interaction in the
classroom. Equality, democracy, safety and joy have become the sign of today's class.
Therefore, we must adopt various teaching methods to make the classroom lively,
flexible and interesting, to motivate student's main body potential, to let the classroom
truly alive.
The story- telling teaching method in primary school can be practicable, and it
will get a better effect. In many cases, teachers will pay special attention to the
students' mastery of the class, whether they can read a key word, whether they
pronounce a sentence correctly, whether they understand its meaning in Chinese, in
fact all the original intention is good, but if this lasting for a long time, students will
only learn English as a task needs to be completed, but not have the desire to express
in English or even have the desire to learn English well. Now that English is a
language, it needs to be appreciated, to feel deeply, to meditate, to apply in certain
scene, after overall sensation, students may understand the general meaning, then ask
students to speak out what they do not understand, and then solve the difficult points,
after this, students language phenomenon is still presented in the brain as a whole,
then they can understand the whole more fully. Story- telling teaching method
conforms to the elementary student's psychological requirements, can stimulate the
students' study enthusiasm, to gradually achieve the goal that the teacher and the
classmates can communicate naturally. English, as a foreign language, is used to
communicate, only when we try scientifically on the teaching methods, can we realize
the real value of learning English!



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绵阳师范学院2013届本科毕业论文（设计）
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Acknowledgments

At the point of finishing this paper, I'd like to express my sincere thanks to all
those who have lent me hands in the course of my writing this paper. First of all, I'd
like to take this opportunity to show my sincere gratitude to my supervisor, Ms. Feng
Ping, who has given me so much useful advice on my writing, and has tried her best
to improve my paper. Secondly, I'd like to express my gratitude to my classmates who
offered me references and information on time. Finally, I’d like to thank those leaders,
teachers and working staff in Mianyang Normal University and especially those in the
Foreign Language Department. Without their help, it would be much harder for me to
finish my study and this paper.






















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