he Application of the Stick Figure in Primary English Teaching棒状图形在小学英语教学中的应用

云南师范大学商学院本科毕业论文（设计）评审登记卡（二）云南师范大学商学院本科学生毕业论文（设计）答辩评审表题目TheApplicationoftheStickFigureinPrimaryEnglishTeaching姓名学号院（系）专业指导教师云南师范大学商学院本科毕业论文（设计）评审登记卡论文题目TheApplicationoftheStickFigureinPrimaryEnglishTeaching作者姓名所属院（系）专业、年级指导教师姓名、职称字数4420定稿日期中文摘要《小学英语纲要》指出:兴趣是学好语言的老师。对小学英语教师来说，激发学生学习英语的兴趣是当前小学英语教学的一项重要任务。论文从现时教学中存在的问题出发,阐述了简笔画在小英语教学的应用,从而培养学生主动参与的意识。作为教学法的工具——简笔画，在小学英语教学中是一种有效的方法，它适合孩了们身心发展的特点，能培养他们的学习兴趣和激发求知欲。英文摘要Syllabuspointsout"Interestisagoodteacherforpupilstolearnaforeignlanguage.Andit'sanimportanttaskforprimaryschoolEnglishteacherstoarousestudents'interestatpresent."Basedontheexistingproblems,theauthorelaboratedtheapplicationofthestickfigureinprimaryEnglishteaching.ThestickfigureinEnglishteachingisoneoftheeffectiveaidswhichissuitableforthedevelopmentofchildren'sphysiologicalandpsychologicalcharacteristicsandcancultivatetheirinterestandtheirsenseofindependence.关键词（中英文）简笔画;应用;小学英语教学thestickfigure;application;primaryEnglishteaching云南师范大学商学院毕业论文（设计）成绩评定表二学生姓名：年级：班别：专业：评审指标评审要素评审内涵满分评阅教师实评分选题质量25％目的明确符合要求选题符合专业培养目标，体现学科、专业特点和教学计划的基本要求，达到毕业论文（设计）综合训练的目的。10理论意义或实际价值符合本学科的理论发展，有一定的学术意义；对经济建设和社会发展的应用性研究中的某个理论或方法问题进行研究，具有一定的实际价值。10选题恰当题目规模适当，难易度适中；有一定的科学性。5能力水平40％查阅文献资料能力能独立查阅相关文献资料，归纳总结本论文所涉及到的有关研究状况及成果。10综合运用知识能力能运用所学专业知识阐述问题；能对查阅的资料进行整理和运用；能对其科学论点进行论证。10研究方案的设计能力整体思路清晰；研究方案合理可行。5研究方法和手段的运用能力能运用本学科常规研究方法及相关研究手段（如计算机、实验仪器设备等）进行实验、实践并加工处理、总结信息。10外文应用能力能阅读、翻译一定量的本专业外文资料、外文摘要和外文参考书目（艺术类等专业除外）体现一定的外语水平。5论文质量35％文题相符较好地完成论文选题的目的要求。5写作水平论点鲜明；论据充分；条理清晰；语言流畅。15写作规范符合学术论文的基本要求，用语、格式、图表、数据、量和单位、各种资料引用规范化、符合标准。10论文篇幅文科6000字左右；理科4000字左右。（特殊学科专业可自定）5评阅教师评语：评阅教师评定成绩：实评总分，成绩等级_____________评阅教师（签名）：说明：1、评定成绩分为优秀、良好、中等、及格、不及格五个等级，实评总分90分以上记为优秀，80分以上的记良好，70分以上记为中等，60分以上记为及格，60分以下记为不及格；2、评语包括论文（设计）优点、缺点、数据、材料收集、论证、结论是否正确，有无新的见解等。3、此表由答辩小组指定的评阅教师负责填写。答辩会纪要时间地点与会人员姓名职务（职称）姓名职务（职称）姓名职务（职称）答辩中提出的主要问题及回答的简要情况记录：会议主持人：记录人：年月日答辩小组意见评语：成绩：评定等级：负责人（签名）：年月日院（系）答辩委员会意见评语：论文（设计）最终评定成绩：论文（设计）最终评定等级：负责人（签名）：院（系）（公章）年月日诚信声明我声明，所呈交的毕业论文（设计）是本人在老师指导下进行的研究工作及取得的研究成果。据我查证，除了文中特别加以标注和致谢的地方外，论文（设计）中不包含其他人已经发表或撰写过的研究成果，也不包含为获得其他教育机构的学位或证书而使用过的材料。我承诺，论文（设计）中的所有内容均真实、可信。若发生版权、抄袭、剽窃等所发生的任何法律纠纷和刑事责任，由我个人负责，与学院无关。学院有权保留送交论文的复印件，允许论文被查阅或借阅；学院可以公布论文的全部或部分内容，可以采用影印、缩印或其他复制手段保存论文。对优秀论文（设计）编印成册，毕业论文（设计）的发明创造属于职务发明，其知识产权归属云南师范大学商学院。学生毕业论文（设计）成果转让按有关法规执行。毕业论文作者签名：签名日期：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简笔画在小学英语教学中的应用摘要:《小学英语纲要》指出:兴趣是学好语言的老师。对小学英语教师来说，激发学生学习英语的兴趣是当前小学英语教学的一项重要任务。论文从现时教学中存在的问题出发,阐述了简笔画在小英语教学的应用,从而培养学生主动参与的意识。作为教学法的工具——简笔画，在小学英语教学中是一种有效的方法，它适合孩了们身心发展的特点，能培养他们的学习兴趣和激发求知欲。关键词:简笔画;应用;小学英语教学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