he Application of the Stick Figure in Primary English Teaching棒狀圖形在小學(xué)英語(yǔ)教學(xué)中的應(yīng)用

云南師范大學(xué)商學(xué)院本科畢業(yè)論文（設(shè)計(jì)）評(píng)審登記卡（二）云南師范大學(xué)商學(xué)院本科學(xué)生畢業(yè)論文（設(shè)計(jì)）答辯評(píng)審表題目TheApplicationoftheStickFigureinPrimaryEnglishTeaching姓名學(xué)號(hào)院（系）專業(yè)指導(dǎo)教師云南師范大學(xué)商學(xué)院本科畢業(yè)論文（設(shè)計(jì)）評(píng)審登記卡論文題目TheApplicationoftheStickFigureinPrimaryEnglishTeaching作者姓名所屬院（系）專業(yè)、年級(jí)指導(dǎo)教師姓名、職稱字?jǐn)?shù)4420定稿日期中文摘要《小學(xué)英語(yǔ)綱要》指出:興趣是學(xué)好語(yǔ)言的老師。對(duì)小學(xué)英語(yǔ)教師來說，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣是當(dāng)前小學(xué)英語(yǔ)教學(xué)的一項(xiàng)重要任務(wù)。論文從現(xiàn)時(shí)教學(xué)中存在的問題出發(fā),闡述了簡(jiǎn)筆畫在小英語(yǔ)教學(xué)的應(yīng)用,從而培養(yǎng)學(xué)生主動(dòng)參與的意識(shí)。作為教學(xué)法的工具——簡(jiǎn)筆畫，在小學(xué)英語(yǔ)教學(xué)中是一種有效的方法，它適合孩了們身心發(fā)展的特點(diǎn)，能培養(yǎng)他們的學(xué)習(xí)興趣和激發(fā)求知欲。英文摘要Syllabuspointsout"Interestisagoodteacherforpupilstolearnaforeignlanguage.Andit'sanimportanttaskforprimaryschoolEnglishteacherstoarousestudents'interestatpresent."Basedontheexistingproblems,theauthorelaboratedtheapplicationofthestickfigureinprimaryEnglishteaching.ThestickfigureinEnglishteachingisoneoftheeffectiveaidswhichissuitableforthedevelopmentofchildren'sphysiologicalandpsychologicalcharacteristicsandcancultivatetheirinterestandtheirsenseofindependence.關(guān)鍵詞（中英文）簡(jiǎn)筆畫;應(yīng)用;小學(xué)英語(yǔ)教學(xué)thestickfigure;application;primaryEnglishteaching云南師范大學(xué)商學(xué)院畢業(yè)論文（設(shè)計(jì)）成績(jī)?cè)u(píng)定表二學(xué)生姓名：年級(jí)：班別：專業(yè)：評(píng)審指標(biāo)評(píng)審要素評(píng)審內(nèi)涵滿分評(píng)閱教師實(shí)評(píng)分選題質(zhì)量25％目的明確符合要求選題符合專業(yè)培養(yǎng)目標(biāo)，體現(xiàn)學(xué)科、專業(yè)特點(diǎn)和教學(xué)計(jì)劃的基本要求，達(dá)到畢業(yè)論文（設(shè)計(jì)）綜合訓(xùn)練的目的。10理論意義或?qū)嶋H價(jià)值符合本學(xué)科的理論發(fā)展，有一定的學(xué)術(shù)意義；對(duì)經(jīng)濟(jì)建設(shè)和社會(huì)發(fā)展的應(yīng)用性研究中的某個(gè)理論或方法問題進(jìn)行研究，具有一定的實(shí)際價(jià)值。10選題恰當(dāng)題目規(guī)模適當(dāng)，難易度適中；有一定的科學(xué)性。5能力水平40％查閱文獻(xiàn)資料能力能獨(dú)立查閱相關(guān)文獻(xiàn)資料，歸納總結(jié)本論文所涉及到的有關(guān)研究狀況及成果。10綜合運(yùn)用知識(shí)能力能運(yùn)用所學(xué)專業(yè)知識(shí)闡述問題；能對(duì)查閱的資料進(jìn)行整理和運(yùn)用；能對(duì)其科學(xué)論點(diǎn)進(jìn)行論證。10研究方案的設(shè)計(jì)能力整體思路清晰；研究方案合理可行。5研究方法和手段的運(yùn)用能力能運(yùn)用本學(xué)科常規(guī)研究方法及相關(guān)研究手段（如計(jì)算機(jī)、實(shí)驗(yàn)儀器設(shè)備等）進(jìn)行實(shí)驗(yàn)、實(shí)踐并加工處理、總結(jié)信息。10外文應(yīng)用能力能閱讀、翻譯一定量的本專業(yè)外文資料、外文摘要和外文參考書目（藝術(shù)類等專業(yè)除外）體現(xiàn)一定的外語(yǔ)水平。5論文質(zhì)量35％文題相符較好地完成論文選題的目的要求。5寫作水平論點(diǎn)鮮明；論據(jù)充分；條理清晰；語(yǔ)言流暢。15寫作規(guī)范符合學(xué)術(shù)論文的基本要求，用語(yǔ)、格式、圖表、數(shù)據(jù)、量和單位、各種資料引用規(guī)范化、符合標(biāo)準(zhǔn)。10論文篇幅文科6000字左右；理科4000字左右。（特殊學(xué)科專業(yè)可自定）5評(píng)閱教師評(píng)語(yǔ)：評(píng)閱教師評(píng)定成績(jī)：實(shí)評(píng)總分，成績(jī)等級(jí)_____________評(píng)閱教師（簽名）：說明：1、評(píng)定成績(jī)分為優(yōu)秀、良好、中等、及格、不及格五個(gè)等級(jí)，實(shí)評(píng)總分90分以上記為優(yōu)秀，80分以上的記良好，70分以上記為中等，60分以上記為及格，60分以下記為不及格；2、評(píng)語(yǔ)包括論文（設(shè)計(jì)）優(yōu)點(diǎn)、缺點(diǎn)、數(shù)據(jù)、材料收集、論證、結(jié)論是否正確，有無新的見解等。3、此表由答辯小組指定的評(píng)閱教師負(fù)責(zé)填寫。答辯會(huì)紀(jì)要時(shí)間地點(diǎn)與會(huì)人員姓名職務(wù)（職稱）姓名職務(wù)（職稱）姓名職務(wù)（職稱）答辯中提出的主要問題及回答的簡(jiǎn)要情況記錄：會(huì)議主持人：記錄人：年月日答辯小組意見評(píng)語(yǔ)：成績(jī)：評(píng)定等級(jí)：負(fù)責(zé)人（簽名）：年月日院（系）答辯委員會(huì)意見評(píng)語(yǔ)：論文（設(shè)計(jì)）最終評(píng)定成績(jī)：論文（設(shè)計(jì)）最終評(píng)定等級(jí)：負(fù)責(zé)人（簽名）：院（系）（公章）年月日誠(chéng)信聲明我聲明，所呈交的畢業(yè)論文（設(shè)計(jì)）是本人在老師指導(dǎo)下進(jìn)行的研究工作及取得的研究成果。據(jù)我查證，除了文中特別加以標(biāo)注和致謝的地方外，論文（設(shè)計(jì)）中不包含其他人已經(jīng)發(fā)表或撰寫過的研究成果，也不包含為獲得其他教育機(jī)構(gòu)的學(xué)位或證書而使用過的材料。我承諾，論文（設(shè)計(jì)）中的所有內(nèi)容均真實(shí)、可信。若發(fā)生版權(quán)、抄襲、剽竊等所發(fā)生的任何法律糾紛和刑事責(zé)任，由我個(gè)人負(fù)責(zé)，與學(xué)院無關(guān)。學(xué)院有權(quán)保留送交論文的復(fù)印件，允許論文被查閱或借閱；學(xué)院可以公布論文的全部或部分內(nèi)容，可以采用影印、縮印或其他復(fù)制手段保存論文。對(duì)優(yōu)秀論文（設(shè)計(jì)）編印成冊(cè)，畢業(yè)論文（設(shè)計(jì)）的發(fā)明創(chuàng)造屬于職務(wù)發(fā)明，其知識(shí)產(chǎn)權(quán)歸屬云南師范大學(xué)商學(xué)院。學(xué)生畢業(yè)論文（設(shè)計(jì)）成果轉(zhuǎn)讓按有關(guān)法規(guī)執(zhí)行。畢業(yè)論文作者簽名：簽名日期：年月日TheApplicationoftheStickFigureinPrimaryEnglishTeachingAthesissubmittedtoBusinessSchool,YunnanNormalUniversityinpartialfulfillmentoftherequirementsforBachelorofArtsAcknowledgementMythesisisfinishedundertheinspirationandenlightenmentofmysupervisorLiAiqinandalltheotherteacherswhohavetaughtmeduringmystudyinYunnanIamalsogratefultosomeofmyclassmateswhohavegivenmegreatsupportandhelpduringlearningandcompletionofthepaper.Lastbutnotleast,Iwouldliketoexpressmyprofoundgratitudetomyparents.Itisbecauseoftheirlove,care,encouragementandfinancialsupportthatIcancompletemythesis.ContentsAbstract ……………...TheApplicationoftheStickFigureinPrimaryEnglishTeachingAbstract:Syllabuspointsout"Interestisagoodteacherforpupilstolearnaforeignlanguage.Andit'sanimportanttaskforprimaryschoolEnglishteacherstoarousestudents'interestatpresent."Basedontheexistingproblems,theauthorelaboratedtheapplicationofthestickfigureinprimaryEnglishteaching.ThestickfigureinEnglishteachingisoneoftheeffectiveaidswhichissuitableforthedevelopmentofchildren'sphysiologicalandpsychologicalcharacteristicsandcancultivatetheirinterestandtheirsenseofindependence.Keywords:thestickfigure;application;primaryEnglishteaching簡(jiǎn)筆畫在小學(xué)英語(yǔ)教學(xué)中的應(yīng)用摘要:《小學(xué)英語(yǔ)綱要》指出:興趣是學(xué)好語(yǔ)言的老師。對(duì)小學(xué)英語(yǔ)教師來說，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣是當(dāng)前小學(xué)英語(yǔ)教學(xué)的一項(xiàng)重要任務(wù)。論文從現(xiàn)時(shí)教學(xué)中存在的問題出發(fā),闡述了簡(jiǎn)筆畫在小英語(yǔ)教學(xué)的應(yīng)用,從而培養(yǎng)學(xué)生主動(dòng)參與的意識(shí)。作為教學(xué)法的工具——簡(jiǎn)筆畫，在小學(xué)英語(yǔ)教學(xué)中是一種有效的方法，它適合孩了們身心發(fā)展的特點(diǎn)，能培養(yǎng)他們的學(xué)習(xí)興趣和激發(fā)求知欲。關(guān)鍵詞:簡(jiǎn)筆畫;應(yīng)用;小學(xué)英語(yǔ)教學(xué)1.IntroductionThestickfigureisregardedastheteachingaids,whichtakesadvantageofpoint,line,facetandsymbollanguagetorepresentcharacterofobjectofaconcise,summary,andvividpainting.Thestickfigureutilizeseverytypeofpicturetogenerateasuitablescene.Theprominentfeaturesofthememoryinpupilsarebeguntosurfacefeatures;theirmemoryhasmoretotheimaginablememoryandunconsciousmemory.1Thestickfigureisexactlybasedonthechildrenofthiscognition,fortheteachingprovidesanactiverole.Theadvantageisnotlimitedtotime,spaceorotherconditions;itismoresimple,moreconvenient,moreflexible,moredynamicandgenerative.Therefore,thestickfigureiswidelyusedinclassroomteaching,whichisafrequentandeffectiveteachingmethodwhenteachersinstructknowledgeandtransferinformation.Moreover,thestickfiguretakeseffectnotonlyontheeffectiveteachingbutalsoontrainingstudent’sabilities.Meantime,thestickfigure,asateachingaid,canhelpstudentsheightentheirinterestinEnglish.Atthesametime,itcanhelpstudentsdeveloptheirabilitiessuchasobservation,imagination,memoryandexpression.ApplicationofthestickfigureinEnglishvocabularyteachingofprimaryschoolcaneffectivelyavoidtheabuseofexam-orientededucation.Certainly,teachersstillneedsystemoflearningandtrainingtohandleskillfullyinteachingprocess.Thushowtostimulatestudents'motivation,heightentheirinterest,mobilizeenthusiasmforlearning,andimprovethequalityofteachingisstillthesubjectofstudyforthecurrentforeignlanguageteachers.2.PresentSituationofPrimarySchoolEnglishTeachinginChinaAccordingtotheNationalEnglishCurriculumforNine-yearCompulsoryEducationin2001,Englishisformallyasacompulsorycourseinprimaryschools.Ithasbeenestimatedthattherewereabout8millionpupilsstudyingEnglishin1998,andthenumberofpupilshavebeengrowingrapidly.Nevertheless,theteachingofEnglishhadnotbeenstandardizedatthisstage;leadtoitisunrecognizedintheschoolcurriculum,lackofqualifiedteachersandappropriateteachingmethods.Student’sagevariedfromage8toage11andtheallocationofweeklytimerangedfromonelessontofourlessonsbasingontheavailabilityoftheteachers.TheapproachofteachingwasmoreoftengrammarandsituationaldialoguesbeingtheprimeformoftextsalongwithastrongemphasisonlearningIPAtopledgerightpronunciationandintonationattheelementarystage.Mosttextbooksusedforprimaryschoolsincludedafewlicensedforeigntextbooks,suchas“JoyEnglish”,“Look,ListenandLearn”,“English300”,“NewConceptEnglish”.Topeople’ssurprised,evensomeschoolssimplyusedsecondaryschoolEnglishtextbooksfortheprimarylevel.ThegraduationfromtheprimarytothesecondaryisaproblemallthetimebutneverseriouslytackledastherehasbeenverylittleresearchtoconductonforeignlanguageteachingattheprimarylevelinChina.Nowadays,ifyouaskapupilwhatheorsheisgoingtodoonweekends,mostprobablyhisorheransweristolearnEnglish.InbigcitiesofChina,parentspaymoreattentiontotheirchildren’seducation.ButprivateEnglishschoolsholdmostEnglishlearningcoursesduringweekends.Itiswellknownthateducationinourcountryhasbeeninfluencedbytheexamination-orientedsystemforalongtime.InEnglishclass,teacheriscenteredandstudentsarepassive.Ingeneral,theteachersexplaineveryknowledgeindetail,whilestudentstakenotesallthetime.Students’interestinEnglishisdecreasing.TheexperimentLiuZhaoyan（2002：15）didwillgiveussomeideas.TheDevelopmentofStudents’InterestAsthetableshows,teachersfailtomaintainpupils’interestsastheteachinggoesfurther.SomepupilsareforcedtogointoEnglishclassroombytheirparentsorteachers.Someotherstakethiscoursecompulsorily,andothersareboredbecauseoftheinappropriateapproachesandsoon.TeachingandTextbookWritingSyllabusesforPrimarySchoolEnglishpostulatesthatthemainaimsofprimaryEnglishinclude:todeveloppupils’interests,self-confidenceandpositiveattitudetowardslearningEnglish;tocultivatethepupils’languagesenseandenablegoodpronunciationandintonation;todevelopthepupils’fundamentalabilitytouseEnglishindailycommunicationssothattheyarereadytocontinuetheirlearningwhentheymoveintosecondaryschools.Therefore,theactivationofpupils’interestandmotivationinlearningarecrucialtoensuresuccessinlearningaforeignlanguageforchildren.AnditisnecessaryforteacherstoteachEnglishaccordingtothecharacteristicsofchildren’slearning。3.TeachingPrimaryEnglishAccordingtotheCharacteristicsofChildren’slearningThispartintroducesthecharacteristicsofchildrenlearningandanalyzesthedifferencesbetweenstickfigureteachingandtraditionalteaching.Then,itmakesaconclusionthatstickfigureissuitablefortheEnglishvocabularyteachingofprimaryschool.3.1TheCharacteristicsofChildren’sLearningHalliwell(1992)saysthattheyoungchildrendonotcometothelanguageclassroomempty-handed.Theybringwiththemanalreadywell-establishedsetofinstincts,skillsandcharacteristics,whichwillhelpthemtolearnaforeignlanguage2.Thesefeaturescanbeenumeratedasfollows.Firstofall,childrenarealreadyverygoodatthemeaningsofwordswithoutnecessarilyunderstandingtheindividualwords.Secondly,theyhavetheessentialcommunicationskills.Thirdly,theyalreadyhaveagreatskillinusinglimitedlanguagecreatively.Thisshowschildren'screativeuseoflimitedlanguageresourcesintheirlinguisticaspects.Fourthly,theyprefertolearnindirectlyratherthanlearndirectly.Thisshowschildren'scapacityforindirectlearningintheirlearningactivities.Fifthly,theytakegreatpleasureinfindingandcreatingfuninwhattheydowhichindicateschildren'sinstinctforplayandfunintheiremotionalaspects.Sixthly,theyhavealivelyfancy.Seventhly,they,aboveall,takegreatdelightintalking.Thisexpressestheinstinctforinteractionandcommunicationindailylife.Theseinstincts,skills,andcharacteristicsofchildrenshouldbetakenintoconsiderationwhenteacherssetupgoalsandcontentsoflanguageteachingforyounglearners,produceteachingandlearningmaterials,andapplyteachingmethodstotheclassroom.Besides,childrenarenaturallycuriousandactive.Theyarefullofenthusiasmandoftenshowtoomanyeagernesstoparticipate.Ifchildrenarehappy,feelsecureandinathreat-freeenvironmenttheyaremorelikelytoenjoyEnglish.It'softensaidthatchildren'sattentionspanisshortbutwesometimesfindsmallchildrencanconcentrateononethingforafairlylong,timebutnotonotherthings.Soitreallyrelaysonwhattheydo.ChildrenenjoylearningEnglishwhiletheyachievesuccess.Accordingtothecharacteristicsofchildren’slearning,itisagoodwaytoapplystickfiguretoprimaryEnglishteaching.3.2ApplicationoftheStickFigureinPrimaryEnglishTeachingAccompanyingwiththevariationoftheteachingmethodandthedevelopmentofeducation,peopleattachedmoreandmoreimportancetoEnglishvocabulary.Butinschool,especiallyprimaryschool,students’vocabularyisratherpoorandthestickfigureteachingisrelativelylagging.Inviewofthat,lotsofresearchesaboutithavebeendone.ThestickFigurecreatedbytheI.A.RichardsandCM.Gibson.Theywroteatextbooktogether,whichhasbeenwidelyadoptedinEnglishteachingintheworld.TheyfirstpresentedstickfigureandcomicsintheEnglishteaching.Intherecent10years,non-photorealisticrendering(NPR),anewrealmofcomputergraphicsandpictures,israpidlygrowing.TheemergenceofNPRmakestherenderingbecomemoreselectable,moreindividualandmoreartistically,whichprovidesmoretargetsandmorechoicesthanbefore.Recently,non-photorealisticrenderingdevelopsrapidly.Theartofsimplepaintinghasdevelopedrapidlyinmanyfields,suchasmagazines,filmsandcartoon,advertisement,commoditypacking,environmentdecorationanddesign,gardensight,cityplanningandarchitecturedesign,andsoon.Therearemanykindsofsimplepaintings.Now,andwecanfinishasimplepaintingquicklybythecomputergraphics.No.8articleinStateEducationCommissionin1991putsforwardstickfigureisoneofthebasicvocationalskillsforteachersengagedinteaching,reflectingthedistinctiveoccupationalcharacteristicsofnormaleducation3.Ontheotherhand,vocabularyisanimportantknowledgefieldintheforeignlanguageteaching.However,grammaticalrulesareregardedasthecentreoflanguagestudyandlearningforthelongtime,whilevocabularyisonlyregardedasthefillerofgrammaticalstructures.Althoughweuseitfrequently,thedocumentsaboutthesystematicresearchofitarelimited,especiallyitsusageinEnglishvocabularyofprimaryschool.Inviewofthissituation,itisnecessarytodosomeresearchtoelaboratehowstickfigureaffectstheEnglishvocabularyteachingandhowtousestickfiguretomaketheteachingmoreeffective.4.TheApplicationoftheStickFigureinEnglishTeachingofPrimarySchoolThispartisgoingtomakeitclearwhatkindofwordsaresuitableforusingstickfigureandwhatwordsarenotsuitablethenhowtousestickfiguretoteachkindofwordsaresuited,suchasnouns,verbs,adjectivesandadverbs.4.1TeachingWordsbytheStickFigureAccordingtothenewprimaryschoolEnglishcurriculumstandardsforprimary,andpupilsneedtolearnabout600-700wordsand50idioms4.WhentheystartedtolearnEnglish,theyexposedtosimplenouns,verbs,adjectives,adverbs,prepositions,andthesewordsexpressspecificcharacters,action,state,thenatureandqualities,orientationanddirection.Graduallyshiftingemphasisfrompupilswithimagerythinkingtoabstractthinking,abstractlogicalthinkingisstillverymuchlinkeddirectlywiththeperceptualexperience,stillhasalargedegreeofconcreteandimagery.So,iftheyonlyspeakChinesemeaningwhenteachersexplaintheword,studentswillfeelboredandhardtorememberthem.Teachersusethestickfigure,andsketchoutawordcorrespondingtotheimage,sothatstudentsareassociatedwithvocabularythroughtheimage,notonlyenhancethestudents'learningattention,butalsomakeaudiovisualcombination,easytounderstandandrememberwords.Thestickfigurecanavoidthestudenttolearnwordsviamothertongue,toreduceteachersexplainvocabulary,andtoimprovetheperceptionofthestudents'languagematerial.Studentsmaybefreedfromthedependenceonthemothertongue,andtheymaylearnvocabularyintherealenvironment.Inlearningvocabulary,someissimilarsuchaspronunciation,formandmeaning,studentsareeasytoconfuse.Forexample,bus,car,thetaxi,bike,jeepandtrain,whichmeaningofthesewordsoftrafficaresimilar.Itisdifficulttodistinguishcarandtaxi,becausepupilslackcommonsense.Therefore,teachersteachthiskindofword,suchascarandtaxibyusingthestickfigure,helpstudentstoclearlydistinguishcarandtaxi.Foranotherexample,pronunciationlikecakeandcoke,teacherscanmakeuseofthestickfiguretohelpstudentsenhancememory.Herearesomeexamples:Example1:QuarterThequarterisveryuncommon,andstudentsaredifficulttounderstand.Sousingthestickfiguretoteachthewordcanattractstudents'attention,anditiseasierforthemtoremember.Example2:FacialExpressionsofVocabularyFacialexpressionsofvocabularycanstimulatestudents'stronginterestinlearningbythestickfigure.Example3:TheAdjectivesThestickfigurecanalsobeappliedtotheadjectives,Unit4It'swarmtodayingradefourofPEP,andthestickfigureguidesstudentstograspsunny,windy,rainy,cloudyandsnowy.Example4:WordsThestickfigurecanbeusedinteachingwordsrelatedtofruit，vegetable,plantofvocabularyteaching,asshowninthefigure:Example5:VerbsandVerbPhrasesAnotherexample:Unit2Myfavoriteseasonsingradefive,youcanalsousethestickfiguretohelpstudents'understandingoftheseverbsandverbphrasesswim,flykites,skate,makeasnowmanandplanttrees.Example6:OrganonFaceWhenpupilslearntheorganonface,teacherscanusethestickfiguretopresent.Example6:RelationshipToillustratevariousrelationships(relationshipofcharacters,numbers,subordinationrelationshipandlocationrelationship):grandfather,grandmother，father，mother，aunt,uncle，I，brother，sister，cousinandsoon.4.2ComprisingMeaningbytheStickFigureThestickfigurewillalsohelpexplaintheessentialrelationshipbetweenlanguageandthing.Forexample:antonymandpreposition.Example1:AntonymsExample2:PrepositionsAnotherexample:Prepositionsfrequentlycomeupinthetext.Ifpupilshadmasteredtheuseofprepositions,itisthekeytolearnEnglishwell,alsowillbefar-reachingimpactonthefurtherin-depthstudy.Thiskindofspeechisverydifficulttounderstand.Therefore,inordertoletstudentfosterrightspatialconceptsofprepositions.Theteachermayconstituteapatternofamaster-slavebyusingthestickfigure,twoobjects.Pleasesee:4.3TeachingDialoguebytheStickFigureInordertostrengthentheconversationpractice,theteachercanmakefulluseofmaterialsthattextbooksprovidedtypicalscenarios,sothatstudentscanbefamiliarwithcircumstances,andthenletthemlearntomakeproperreactionindaily.Intheapplicationofsituationalcontextteaching,theteacherneedstoattachgreatimportancetothecircumstances.Thestickfigureisintroducedtoscenario,andcontributestostudents'motives.Forexample:byusingcircumstanceinorallanguagetraining,theteacher,accordingtotheactualcontentofthedialogue,candrawFigure1ontheblackboard,anddonotprovidename,ageandotherinformation.Afterthestudentsseethisfigurewillgenerateinquiriesabouttheperson'smotivation.Atthistimetheteachercanaskatrandom:Who’sthat?Afterteacherscontinuetodrawafewstrokes,thusteachersandstudentscaninteractwitheachother.T:Who’sthat?S:Ithinkhe’saboy.T:Howoldishe?S:Idon’tknow.Ithinkhe’stwelve.T:What’shisname?S:IthinkhisnameisJim.T:Isheinyourclass?S:No,heisn’t.Agroupdialoguevividlypresentedthanthepreviousrigidlyread,explain,studentsareeasiertoaccept.Thenyoucanstrikewhiletheironishot,andthendrawagroupofpictures,andthenstudentsworkinateam.Finally,studentsapplytowhattheyhaslearned,accordingtotheenvironment,ateachermaybeactivelyandcreativelytocreateactualtraining,sothattheprinciplesofcommunicationthroughouttheentireprocess.Makefulluseofthestickfigure,youcangobeyondthelimitedconditionstosetactivities,cantranslateintotheactualactivitiesonthetext,canhelpstudentstothinkinEnglish,greatlyimprovethestudents'communicativecompetence.4.4TeachingDrillsbytheStickFigureTextbookofEnglishsentencesanddialogueexercisesoftenusedformofMMCthreedrills,mechanicalexercise,meaningfulexerciseandcommunicativeexercise.Languageisexpectedtoenableustocommunicateeffectively.Inotherwords,wemustfirstorganizethemechanicalexercises,andittendstobemoreboring.Ifaccompaniedwiththestickfigure,thenkeywordwrittenoutondialogue,andbecauseofhavingpicturethesceneasareminder,topracticeitmucheasier,theeffectismuchbetter.Afterteachersfinishedwordsaboutdifferentkindsofrooms,thesewordsareconfusedeasilybystudents.Tosolvethisproblem,theteacherallowsstudentstodesignaroom,andrequireseachroomshouldhavefurniture.Meanwhilestudentsneedthinkcarefully,anddesignitbythemselvesandwriterelevantwordsdown,thusthestudentshaveagoodknowledgeoftheword.TheUnitalsoinvolves"Where'sthe...",andallowsstudentstocombinewiththeirownideasandtoexchangeideaswiththeirpartners,sostudentsarehappy.Teachingvocabularyandsentenceaboutfood:"Whatwouldyoulike?"Letthestudentslistenandpaint，andthenusingsentencecombinedwithdrewrecipes,itiseasytoreachanticipativeeffect.Takingthesentence"Isthis/that...”asanexample,theteachercandrawhalfthepictureontheblackboard,thenletstudentsusethesentence"Isthata...?”Then,partnerusesentence:"Isthisa...?",anditiseasytosolvethisproblem.Studentsarealwaysconfusedbyanothertwosentences:"Who's...in..."and"Who's...with...”Butifteachersblindlyemphasizedthat“with”usedtomodifypartsofthebody,"in”usedtowearwhatdress.Asaresult,althoughstudentsrememberitintheclass,theyalwaysforgetrecordedafter-schoolclass.However,iftheteacherusesanotherdifferentteachingmethodtodiscriminatebetween“with”and“in”,theteacherwillachieveagoodresult.Forexample:theteacherdrawasmallmouth,andtellstudentsthatthisisaman'smouththenletstudentsasked,"Who'sthemanwithasmallmouth?"Thendrawbignose,smalleyes,andbigears.Thepictureisexaggerated,andstudentsfinditismoreinteresting,morecurious,andthendrawablueT-shirt,thestudentasked,and“Who'sthemaninablueT-shirt?"Finally,drawabluehat.Students’lastguessisPig.Studentswereactiveparticipation,positivethinkingtoachievedesiredeffectsinthewholeprocess.4.5TeachingLessonsbyStickFigureAsweallknow,Englishasaforeignlanguageisacomprehensivetrainingprocesstoimprovethestudents'practicalskills.Fornon-nativespeakersofEnglishteachers,thetextisadifficultpartintheEnglishteaching.BecauseamajorfeatureofEnglishnewtextbookisinformative,tight.Therefore,forEnglishteachers,ithasdifficultyindealingwithtextandimplementingtheprinciplesofcommunicationinthetext.However,theteacheriscenterinthetraditionalinstructionalmodel,whichinhibitedthestudents'enthusiasmandinitiative.Inteachingpractice,studentsdon’thaveaconsistentimpression,soteacherscanadoptthestickfigureintextteachingbecauseofthefollowingadvantages:vivid,andeasytoremember.Thespecificapproachisdividedtofoursteps:firststepissectiondrawing,secondstepwritesoutkeywords,thirdsteppracticespicturetalking,andlaststepistoretellthetext.4.5.1SectionDrawingAccordingtothecontentofthetextandthestorylineisdividedintoanumberofparagraphs,paragraphs’meaningmustbecomplete.Andtheteachershouldmatchupastickfigureforeachparagraph;eachpieceofthestickfigureshouldshowtheplotofthisparagraph.Atthesametime,eachpieceofstickfigureshouldexpressthisplot.4.5.2WritingoutKeywordWhenteachersteachthelessons,teachermaybaseoncontenttoincreasegraduallythepicturecontent,meanwhilekeywordswriteatthebottomofpicture.Theteachershowsafewkeywords,people,places,andactivitiesscenarioonthetext,andteacherguidestudentstounderstandthepicturecontent,sothatstudentshavetheholisticunderstandingofthetext.4.5.3PracticingPictureTalkingStudentsseethepicturepromptsandkeywords;theycanbeasentenceandconversationpractice.Theteacherrequiresstudentstodescribeeachpicturerelatedstoryline,thusstudentsmayuseparagraphsbecomingacoherenttext,andgraduallyimprovethestudents'communicativeability.4.5.4RetellingTextTeachersleadpupilstopracticetwoorthreetimes,andthengivestudentsafewminutes,theteacherrequiredstudentstoretellthetextwiththeirownwords.Inthemeantime,teachershouldinspectandguidestudents.Wheneveryonecanopentheirmouths,theteacheroughttoorganizeanoralforindividualstudentsandteststudents’understandingofthecorematerial.Iftheteacherusesthisapproachtoteachpassage,thestudentscanunderstandbasicmeaningafterclass;theycanrecitethetextatlast.Atthesametime,theteacherscanorganizestudentstoreadthetext,answerquestionsorproposeacentraltopicofthetext.Sostudentscangainadeeperunderstandingofthetext.Teacherscanalsobeextendedstep,studentsbasedonreallifetodesignsceneusingthestickfigure.Studentsapplywhattheyhavelearnedaboutthetopic,tocomposewritingordialogue,sothestickfigurecanbefurtherappliedtothecomposition.5.ConclusionThestickfigureusedforvocabularyteachingcanhelpstudentsachievegoodresults.Toarousestudents'interestinlearning,itcanletstudentslearnthelanguagebyobserving,thinkingandimagining.However,itisdifficulttoskillfullyuseinteachingforteachers.Soteachersshouldpreparethelessoncarefullybeforeclass.Also,itisimportanttostudytheteachingmaterialsaheadoftimeaccordingtothestudents'psychologicalandagecharacteristics.Theteacherformssituationsandcompositionsmustbeaccordwiththecontentandfocus.What’smore,theteachersshouldwriteoutthenumberoffigureandlocationontheblackboard.Thereforetheteacherisunnecessarytopaintontheblackboard,thusitisawasteoftime,andcan’tachievethedesiredeffect.Englishlearningisalongprocess,whichrequiresthelearnertomakepainstakingefforts,andalsoneedtheguidertopointintherightdirection.InEnglishteachinginprimaryschools,whileteachersensurethatstudentsmai