Practice and research on the effective combination of English picture books and English textbooks in primary schools

Practice and research on the effective combination of English picture books and English textbooks in primary schools

Paper Keywords Teaching Material English Picture Book Practice Research Abstract Based on the author's classroom teaching, this paper explores how to effectively combine English picture books with the contents of Oxford primary school, so that students can gain a sense of pleasure and accomplishment in their studies, experience the fun brought by reading and form the habit of active reading. Through reading, students can understand the original flavor, experience foreign countries, listen to different voices and broaden their horizons, thus improving their language ability and cultivating their interest in English.

In the use of English textbooks for primary schools in Oxford for many years, teachers often adopt the form of teaching according to the contents and topics of the textbooks, and most of them teach the textbooks well and teach students the language points and knowledge points in the textbooks. Teachers prepare lessons carefully and design teaching plans with heart. Under the guidance of the teacher, the students have a good grasp of the contents of the English textbooks for Oxford primary schools. However, I always feel that students lack something in the process of learning English, that is, learning authentic English, understanding foreign cultures, listening to different voices, experiencing different lives and broadening their horizons. However, the language content that primary school students learn limits them to experience the brand-new experience brought by this different language and culture freely and easily. This requires us, as front-line teachers in primary schools, to use our brains to open up a way for students to experience pure language. Children in language teaching can build this platform, so that students can enhance their strong interest in learning language by reading children's literature, and at the same time let students know about foreign cultural life and the world. What kind of language and literature can be chosen to meet the knowledge cognitive level of primary school students? That is a picture book, that is, a picture book.

First, the concept of English picture books

What is a picture book? It is a children's book that reflects children's life and life in the form of pictures and texts. Pictures in books are as important as words, and sometimes even pictures are more important than words. The main feature of picture books is to provide readers with real and aesthetic sensory experience visually. The content of picture books often has a simple story, sometimes around some simple meanings and structures. As far as English picture books are concerned, rhyming or repeating sentence patterns are the most common forms. These two writing methods can make primary school students, especially young students, realize and master English words. Teachers can use a variety of skills to explain the image of picture books, so that students can actively participate in listening to stories, reading picture books and telling stories. Add to the instructional design? Reading picture books and telling stories? One of the main purposes of the activity is to make students feel the teacher's devotion and concentration when reading picture books and telling stories, and students will also understand that reading itself is also a very interesting and valuable activity. In this way, students will become willing to read and form good reading habits, and at the same time, they are willing to share their own picture book stories and real life experiences that are integrated into the stories.

Second, how to effectively combine with Oxford English textbooks

No matter the age of language learners, the limitations of textbooks and boring classroom teaching will always be boring, especially for young children. It is a great pleasure to see interesting picture books, listen to stories told by teachers, feel the stories in picture books and appreciate beautiful pictures. However, students must go through certain learning and training to understand and appreciate the culture and content carried by picture books. Teachers have teaching tasks required by textbooks in their usual teaching, and picture book teaching cannot and cannot be taught to all students as an independent course. This will inevitably become a burden on students, increase their academic tasks, and make polarization more serious. Therefore, teachers are required to regard him as a part of the teaching process and combine it with topics, stories or reading teaching in textbooks, so that teachers can teach happily and students can learn easily. So how to effectively combine it with Oxford textbooks? Combined with the author's teaching practice, the following methods are expected to be studied and discussed with colleagues.

The choice of English picture books is very important. Teachers should first understand the Taurus system of English textbooks, and divide 1-6 into three years, with 1-2 as the lower grade. The selection of English picture books for junior students should be based on the physiological characteristics of junior children, and some children's English picture books with bright colors, interesting pictures, simple content and simple words should be selected. Students in grades 3-4, who are middle-aged and have some basic knowledge of English listening and speaking, should choose picture books according to the principle of choosing lower grades, but the length and language depth of picture books can be deepened according to the students' situation; Grade 5-6 is a senior student. Choosing picture books can enhance the story of picture books on the basis of middle and lower levels, leaving room for students to think and imagine.

In short, the primary school stage is the basic stage for students to get in touch with English. Everything is based on the students' existing knowledge and experience, and the picture books that are illustrated, vivid and interesting are selected. After the principle of choosing picture books is determined, teachers are required to go through various channels. For example, download, consult and visit Xinhua Bookstore regularly, even learn about Chinese textbooks through various forms, read a large number of original picture books, find picture books suitable for their students and collect them. This is a very difficult process, but as long as there is accumulation and practice, there will be gains. For example, the first-year textbook of Chinese in California that we learned through the Internet has the original picture book. By reading the contents about pronunciation in Treasure, we can see that? Pam: What about Sam? ,? Crazy, sad and happy? Can be used as an English picture book for middle and lower grades? Brown: Bear, Brown: Bear, what: Do: You: See? The picture is more interesting when the story is strong and there is a certain plot. Vivid picture books can be used as picture books for middle-aged students with a certain English foundation. Among them, animals, colors, clothing and other related contents are the key contents of our third and fourth grade students' study. Olivia and Joseph's picture books can be used as English picture books for senior students. His paintings are not only colorful, but also lively and lovely. It is a book that students can't put down when they pick it up. Students are interested in it. The most important thing is that it is closely related to the theme of senior three study and can be organically linked with Oxford English textbooks.

Third, how to effectively combine with the content of Oxford textbooks.

Choose a good picture book and apply it to Oxford English teaching according to its content. According to the teaching practice, the author can divide it into the following ways.

1. Integrating English picture books into teaching.

After choosing a suitable picture book, it can be used in all aspects of classroom teaching, such as introduction and practice. For example, the picture book Play with Me is a relatively independent picture book. Every picture has a scene, and every picture is related to the theme of Play with Me. This kind of picture books can be used in some aspects of teaching according to their contents and related contents in Oxford English textbooks. For example, in the Warmingup section of the third unit of teaching in 5A, according to the teaching content, the author added an English picture book in the form of PPT, which made students have the desire to speak English in front of beautiful pictures, let them spread their imagination wings in beautiful artistic conception and fly freely and happily, paving the way for the transition of new teaching. A happy boy and his puppy are under the blue sky? Fly, jump? . The original picture book was not presented to students immediately, the purpose was to let students spread their wings of imagination and fly freely. At this time, the students couldn't hold back and raised their hands. For example:? This is my dog. He has big eyes and big ears. He has black hair. He has big eyes. Thisishisdog？ This is my dog. My dog can fly. This is me. I can fly too. ? I'm glad to hear the students talking about pictures with what they learned in the past today, and it's related to the topic of this unit? Whatcanyoudo？ Can you? ? ? They are closely related. While reading picture books, it is closely related to the teaching content of Oxford. Their thinking is to search and think quickly, and students are looking for it in beautiful pictures and in the ocean of knowledge. Then I present the original picture book to the students, so that they can appreciate the simple and beautiful original text and find out how powerful they are. Simple? . The children spoke a beautiful and simple language, and my heart was full of blood and joy. I wonder how comfortable it would be if children's minds could be opened like this in every class. Therefore, teachers should make proper use of English picture books to stimulate and cultivate students' innovative ability, imaginative ability and language ability. Einstein once said: Imagination is more important than knowledge, because knowledge is limited, and imagination sums up a part of the world. It promotes progress and is the source of knowledge evolution. ? The effective use of picture books in classroom teaching enables students to wander in the imaginary space and stimulate their motivation to use language.

2. Incorporate English picture books into the topic review of each unit.

In Oxford English teaching, each unit has a theme. Teachers can find suitable English picture books according to the relevant content of each topic or theme, and use them in each unit or final review class. In this way, although the reading students see is fresh, they can also see the words and sentences learned in the textbook, understand the picture book, appreciate its beauty, and have a strong sense of accomplishment. At the same time, reading picture books can make the language reappear continuously, which takes more time than it does. For example, the writer chose the works of American illustrator IanFalconer at the end of the review stage of the fifth grade next semester. ? Olivia. Olivia is a famous picture book series in America. Olivia is the owner of this picture book. He is a lovely little pig. He is naughty and cute. He can sing and doodle, and often wears their parents out. He is a very creative pig. The author's creative source comes from her sister's house. His niece Olivia is full of energy from morning till night, and often makes her parents tired, just like Olivia in the picture book. There are several reasons why grade five chose one of Olivia as a picture book at the end of the next semester. One reason is that this little pig is lively and lovely, and students like it better. Originally, the second semester of grade 25 included topics such as a busy day and hobbies, and the character and hobbies of Olivia, the protagonist in the picture book, coincided with these two topics. In the teaching of picture books, it is combined with Oxford textbooks, so that students can combine what they have learned with Oxford textbooks and perform in the picture book situation while reading the picture books. The content of the performance is closely related to what Oxford has learned. Repetition in performance, singing in learning and memorizing in stories will not make you feel strange, and effectively combine the contents of picture books with Oxford textbooks. The third reason is that the picture book language uses the third person singular expression, which is the language focus of the fifth grade next semester, combined with the language point of the textbook.

In short, the beauty of the picture brings beautiful enjoyment to children, enriches their imagination, rhymes with the original text, and concise humor brings ordinary enjoyment to students and rich language experience to children. The wonderful combination of words and pictures makes children experience a different colorful world. Therefore, as teachers, we should not only join the ranks of reading picture books, but also adopt various methods to let students read, appreciate and share with us, and grow together with students in teaching and learning. Use language in the pure language world, explore the secrets of the language world, travel in the wonderful language realm, broaden your horizons and broaden your horizons.

refer to

[1] Chen Zehang, Luo Shaoqian, Wang Qiang. Children in Language Teaching [J]. Teaching Research, 20 10.

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