A Study of Story Teaching Method in Junior High School English Classroom

Yang+Lan

【Abstract】China's most courses of junior high school English teaching adopt teacher-centered or textbook-oriented monotonous teaching methods. Although the students master the teaching contents， they are not able to memorize learned contents for a long time due to the absence of putting into practice， this will lead to half the results with twice the effort. Based on the research result by the previous， the author will use Story Teaching Method into the junior high school teaching in the English classroom. In terms of course implementation， this paper shows the contrast of teaching plan in experimental class and control class.

【Key words】Story Teaching Method； English Classroom； Junior High School

Story teaching method refers to a teaching method of completing the teaching goals through the story in the teaching process. As a kind of specific teaching method， it has a certain realistic feasibility. Story teaching method can arouse the enthusiasm of teachers and students to participate in classroom teaching and learning， improve students' interest in learning， so as to effectively achieve the teaching goals.

In terms of this aspect， it is a good way to use story teaching as a method with story centered， interspersed with cultural content， comprehensive language knowledge in English teaching. The author thinks that， using the story in English teaching can be applied in the process of English teaching in junior high school. Its research significance lies in： on the one hand， the story teaching method can promote the teaching goal complete effectively. In the process of story presenting， it can enrich the students' vocabulary， reduce the difficulty of learning and improve their language competence and communicative competence by repeating teaching content. On the other hand， the story teaching method can extend the students' ability of divergent thinking and creativity. Story teaching method requires teachers to form a lively and interesting story on the basis of language materials， telling the story with the help of simple pictures or information technology. With the aid of the intuitive vision， students can keep attention on and think actively， therefore， understand learning content gradually， at the meanwhile， improve the creative ability and expand their horizons.

A sample lesson of reading teaching for the experimental class

Teaching plan

Teaching Material： English textbooks Go For It 3 Unit 1 Where did you go on vacation？

Class Type： Reading

Subjects： Experimental class

Duration of the Class： 45 minutes

Teaching aims：

1. Knowledge aims：

①Ss talk about travel activities correctly using “where” and “how”.

②Ss master questions with auxiliary “did” and the answers to the questions.

③Ss learn to express their feelings correctly.

2. Ability aims：

①Ss can ask and answer questions about the things in the past using the past tense.

②Ss can use description words to express their feelings.

③Ss can record a vacation in a form of a diary and express their feelings about the vacations.

3. Emotional aims：

①Ss get to know more about each other through the exchange of what they have seen， heard and felt.

②Ss learn to express their feelings in a better way.

Step 1： Lead in

Before the lesson， the teacher opens the recorder and sings an alphabet song with students. The song brightens up the students and in order to fling students into the learning state quickly. After the greeting with the whole class， the teacher introduces the new words in this lesson by multimedia. Then the teacher shows some pictures on the big screen and let students read the expressions. Ask students to focus attention on the picture. Ask： What can you see？ Say： Each picture shows something a person did in the past. Name each activity and ask students to repeat： Stayed at home， Went to mountains， went to New York City， Went to the beach， Visited my uncle， Visited museums， Went to summer camp， etc.

Step 2： Presentation

Then the teacher presents two different pictures. One shows Xiao Mings major activities on summer vocation. The other shows the teachers traveling on spring festival. Then the students are asked to discuss the differences of two pictures. Here are the stories told by the teacher.

Xiao Ming had a happy summer holiday because he did many interesting things. He went to the beach and swam in the sea. He called his friend and played with them. He visited his grandparents and ate much delicious food. Then he went to the zoo with his sister. He was very happy because he saw a lot of animals. They were very lovely. So he took photos of all animals. He liked the butterflies best. They were colorful and beautiful. He had a wonderful summer holiday this year.