The Study Of Story-theme English Grammar Teaching In Primary School

Grammar plays an important role in improving language skills. However it is severelydebated that whether grammar should be taught in primary school. Somebody thinks theteaching content in primary school is just to communicate in simple oral English, so it isunnecessary to teach grammar in primary school. While the grammar is regarded as theprominent communicative factor, so it is required to teach grammar to improve the students’skills. How to teach grammar effectively in primary school should be discussed greatly. Thetraditional grammar teachings are not suitable for primary students. They are beyond theirunderstanding. The students’ cognitive and psychological characteristics should be consideredto teacher grammar in primary school. The main purpose of teaching grammar is to improvestudents’ language skills and thinking ability.The story-theme method teaches grammar in the context. And through the listening,reading, speaking, role-playing and making up the story, the students’ can use the language ina meaningful way. It can also attract the students’ attention according to their psychologicalcharacters. Meanwhile, this method is well known as students-centered and the studentsconstruct the grammar rules by themselves. It plays an important role in developing theirinterests as well as using the language probably.Based on the analysis of the domestic and foreign literature, the author makes a surveyabout the effectiveness of using the story-theme teaching method to improve the grammarteaching of primary school. The author introduces the experiment research in details in whichthe story-theme teaching method is used to teach students of Grade Five in a primary schoolof Linfen. This paper mainly focuses on the specific mode of the story-theme teaching methodapplied to grammar teaching, and presents the actual teaching cases in the experiment, and makes an analysis step by step on the effectiveness of applying the story teaching method tothe specific teaching. In this paper, the author does a pre-test and post-test to the experimentalclass and the control class respectively. During the teaching process, the control class is taughtby the traditional Grammar-Translation Method while the experimental class is taught by thestory–theme method. Through the comparative analysis of the data from the test andquestionnaire, it proves that the story-theme teaching method is better than the traditionaltranslation method in stimulating the students’ learning enthusiasm and interest, reducing thedifficulty in learning grammar and improving students’ grades so as to achieve a betterteaching effect.