Explored how to improve the effectiveness of primary school English teaching by integrating picture books with main textbooks in the context of the new curriculum standards. Emphasis was placed on the central role of thematic meaning in language learning, as well as the organic integration guided by thematic meaning to achieve teaching objectives. Two teaching modes were introduced: the fully integrated mode and the integrated mode of classroom guidance and post reading, and specific teaching practices were demonstrated from the aspects of theme meaning, grammar, vocabulary, etc.

Starting from the significance of the theme for integrated teaching

Explored how to integrate the thematic meaning into the integrated teaching of main textbooks and picture books. Taking the English textbook for the second semester of fourth grade as an example, this paper analyzes the context and teaching objectives of Module 7 Unit 1 "I helped Mum." It points out that the teaching content and objectives lack clear thematic significance. To address this issue, the teacher conducted a thorough analysis of the text and extracted the theme of "loving the family and contributing to building a beautiful and harmonious family". They also selected Baby Bear Goes Fishing from the fourth level of the matching picture book "Lisheng Clover Graded Reading" for integrated teaching.

Integrating grammar into teaching

Explored how to combine English grammar knowledge with picture book teaching under the guidance of thematic significance. The Curriculum Standards require students to be able to use grammar knowledge to describe and compare in context. Taking the textbook of Grade 6 Volume 1 as an example, students describe the characteristics of scenic spots or cities by learning the verb 'be' and the sentence pattern 'there be'. To broaden students' horizons, Amazing National Parks from "Golden Cube English Graded Reading Materials" was chosen as the post class reading material. Teachers adopt a fusion model of classroom guidance and post class reading, guiding students to apply grammar knowledge in new contexts through steps such as introduction, quick browsing, and image exploration, in order to supplement and expand the content of the textbook. After class assignments require students to read picture books and create mind maps, cultivating their ability to independently summarize and organize information.

Starting from vocabulary for integrated teaching

Explored how to help students understand textbook content through vocabulary integration teaching. Taking the discourse on sports in the first volume of the fifth grade textbook as an example, the teacher extracted the theme meaning of "Everyone has strengths and weaknesses, we should learn to play to our strengths and avoid our weaknesses", and translated "What Is Ravi Good At? Integrating picture books with textbooks to consolidate students' ability to express themselves using can and be good at. Teaching is divided into four steps: 1 Retell the main content of the textbook and use target vocabulary to describe the strengths and weaknesses of the characters; 2. Picture tour, learn and consolidate core vocabulary through reading and discussion; 3. Retell the discourse, internalize and apply it, and test whether students can simply retell the main idea; 4. Collaborate in groups, transfer applications, create themed posters, and creatively express meaning. The entire teaching process emphasizes the combination of learning and thinking, learning and application, and learning and innovation, aiming to cultivate students' language proficiency and innovative thinking.

conclusion

This article explores the method of integrating main textbooks and picture books in teaching from three aspects: thematic meaning, grammar, and vocabulary. Teachers should start from educating students, be goal oriented, constantly explore teaching methods, and cultivate students' core competencies.