英文成语故事（精选10篇）
篇1：英文成语故事
in the spring and autumn period, a man in the state of song raised monkeys. the monkeys could understand what he said.
as the man became poor, he wanted to reduce the monkeys food. he first suggested that he give them three acorns(橡子) in the morning and four acorns in the evening.
thereupon, the monkeys protested angrily. then their owner said, “how about four in the morning and three in the evening?” the monkeys were satisfied with that.
this idiom originally meant to befool others with tricks. later it is used to mean to keep changing ones mind.
篇2：英文成语故事
The servants thought that there was not enought wine for all of them, and decided to each draw a picture of snake; the one who finished the picture first would get the wine.
One of them drew very rapidly. Seeing that the others were still busy drawing, he added feet to the snake.
At this moment, another man finished, snatched the beaker(烧杯，大口杯) and drank the wine, saying,“A snake doesnt have feet. How can you add feet to a snake?”
篇3：英文成语故事
From September 2001, English has been added into the curriculum of Grade three students in primary schools in China.The task of primary school English education is put forward by the new English curriculum is:
“...to cultivate their interest in learning, motivate them to work hard, help them to establish good learning habits and develop useful strategies...arouse their interest and curiosity in different cultures and different ways of communication...develop cross-cultural awareness, linguistic competence, self-esteem, confidence in learning, cognitive abilities as well as cooperative spirit.” (Wang Qiang, 2003:67)
Students always need something new to stir up their curiosity.Therefore, storytelling approach, which can enrich the foreign language teaching, will be introduced in the following text.
2 Theories of Storytelling
Storytelling approach is to use stories as the material of English learning to arouse the students’interest in language learning, which suggests that teachers combine storytelling with story reading in the classroom.
Storytelling with Children (Wright, 2003.) is just a good book with many task-based teaching designs.It will do some guide to the teachers.
For the students of second language learning, it is very important to choose right stories.The stories selected may have words that are repeated as many as 10 to 20 times in the first selection that features them, and then these words are repeated in later selections.
Mr.Page’s Pet Shop, The Three Little Pigs, such classics are appropriate that native learners reading materials used by native children can still be used for non-native learners.For Chinese pupils, the familiar and favorite story can be introduced, such as Little Tadpoles Looking for Mummy.These stories are chosen because the content is near to the students’daily life and they have animals for their main characters.And they can arouse the students’interests on reading.Each of the stories is similar in a number of pages and words.
3 A Case Study of Storytelling Approach
This part takes Little Tadpoles Looking for Mummy for example. (Yang Xiaoyu, 2005:30-31.) A case study of storytelling will be taken on to illustrate how the approach of storytelling is applied in the real classroom.
A Lesson Plan
Aims:1.To understand new words and pronounce them correctly;
2.To be able to use properly“Are you...?”;
3.To understand the main idea of the story;
4.To read the story with the help of pictures;
5.To perform the story in English and make up a new story.
Focal points:1.the new words formed by animals’names with people’s addresses.
2.the structures of sentences:“Are you...?”;“Sorry”, “That’s OK.”and“See you.”
Difficult points:1.to use these new words, expressions and sentences properly;
2.to make up a new story.
Aids:five pictures or cards of this story (three tadpoles without legs, three tadpoles with two legs, three frogs, Mummy frog, Mummy Fish, Mummy Duck, Miss ducking, Mummy Tortoises)
Stage 1 Getting Ready for Learning
The teacher checks attendances to review the sentences of greeting that have been learned.
T:Hello, Xiao Ming! P1:Hi, Miss Xiao!
T:Nice to see you, Lin Lin. P2:Nice to see you, too.
T:Good morning, Tom. P3:Good morning, Miss Xiao.
T:Glad to meet you, Yang Yang. P4:Glad to meet you, too.
T:Where is Mike? M:Here.
Stage 2 Review
The teacher plays a game with the students to review the structures they have learned in previous lesson.The teacher chooses a group of students to demonstrate the game.
T:I’m Miss Xiao, who are you? P2:I’m Jim.T:So long.P2:So long.
T:So long. P2:So long.
P2:I’m Jim, who are you? P3:I’m John.
P2:Good-bye! P3:Bye-bye!
P3:I’m John, who are you? P4:I’m Bei Bei.
P3:See you! P4:See you!
After that, the teacher makes other groups practice it like this.
Stage 3 Pre-reading
1. To learn some new words.
T:Now, we will play another game before enjoying the story Little Tadpoles Looking for Mummy.
The teacher takes on those cards one by one.Pupils are told to read the“mummy”card.Followed it, the“duck”card will also be read.
T:Now, please look at the blackboard.Read the words one by one.
T:Please read them together (Mummy Fish) .
T:Now guess, what does it mean? (鸭妈妈)
T:Are you clear?Pease look, say and match the following pictures.
2.To learn the new structures:Are you...?Yes, I’m...
The teacher sets a scene to fall down a child’s book.T:Im sorry.
T:I’m sorry.T:You should say:Thats OK.
T:You should say:“That’s OK.”
P1:That’s OK.
The teacher turns to the cover of the book to find the child’s name.
T:Are you Ding Ding?
T:Yes, I’m...
P2:Yes, I’m Ding Ding.
T:Are you Xiao Ming?
P2:No, I’m not Xiao Ming.I’m Ding Ding.
Pupils practice these structures in pairs.
Stage 4 While-reading
1. Listen to the story and answer the questions.
T:Now, it’s time to enjoy the story.Please listen to me and answer my questions.
Question 1:How many characters are there in the story?
Question 2:Who are they?
The teacher tells the story with different intonations and body language.
2.The teacher sticks the following pictures of characters inthe story on the blackboard.The pupils listen to the story again andnumber them according to their presentation.
T:Ok, please answer the questions.
The teacher retells the story generally to check the result sothat the pupils can be more familiar with the story.3.Learn the first part of the story.
3. Learn the first part of the story.
T:We will learn the each part of the story.Please don’t look at your book and listen to me.At the first part, how many tadpoles they are?
T:Please look at Picture 1 and tell me what they talk about.
Ps:I’m Little Tadpole.I’m looking for my mummy.
The teacher helps pupils understand the meaning of“look for”through mimicking.
4. Learn the next part of the story.
1) The pupils read the story with the picture 2 while the teacher imitates the voice of Mummy Fish.The teacher says:”I’m Mummy Fish, ”when she is putting on the mask of a fish and putting palms together swinging like the tail of a fish.
2) T:At this part, who are talking?
Ps:Mummy Fish and Tadpoles.
T:Tadpoles ask Mummy Fish two questions in all.What is the first one?
Ps:Who are you?
T:How does Mummy Fish answer?
Ps:I’m Mummy Fish.
T:What’s the second question?
Ps:Are you my mummy?
T:How about the answer?
Ps:No, I’m not your mummy.
5. T:Here is a picture 3.Please read the text carefully and perform the dialogue like the dialogue between tadpoles and Mummy Fish.Just talk with your partner.
6. The pupils are required to read the fourth part.After that, the teacher invites some groups to do the role-play.
7. The pupils read the last part and answer the questions with the help of the teacher.
T:At last, do the tadpoles find their mummy?
Ps:Yes.
T:When the frog says:”I’m your mummy”, what do the tadpoles say?
Ps:Mummy, Mummy, I miss you.
Stage 5 Post-reading
1.Read the story again and number the following sentences.
() So long, Mummy Tortoise.
() No, I’m not your mummy.I’m Mummy Duck.
() I’m Little Tadpole.I’m looking for mummy.
() I’m Mummy Fish.
() I miss you, mummy.
2.Act out the story
The teacher divides pupils into some groups to prepare the story.The pupils will take turns to do the role-play.Each of group can perform a part of the story.
3.Make up a new story
The teacher gives pupils another 4 pictures to make up a new story named Little Monkey Looking for Daddy.They are required to color the pictures after class.In the next period, they will share their stories with the class.
Little Monkey Looking for Daddy
4 Conclusion
Students read the story with the help of pictures so that they can develop the reading competence.Pupils’story making can extend children’s ability to tell story and to develop their imagination.Here are some limitations in this case that the adapted material merely based on the Chinese classics cannot introduce the English cultures to pupils.Whether the adaptation of stories from Chinese classics be effective for non-native learners is raised for further research.
参考文献
[1]Martin W, 刘润清.外语教学与学习——理论与实践[M].北京:高等教育出版社, 1995.
[2]Wright A.Storytelling with children[M].Shanghai:SoutheastChina Normal University Press, 2003.
[3]王蔷.小学英语教学法教程[M].北京:高等教育出版社, 2003.
[4]闫素萍.讲故事学英语的教学实验[J].基础英语教育, 2005, 7:45-49.
篇4：试用英文讲故事
阅读= 游戏
讲述： 雨珂妈妈， 女儿14个月
预习几遍，扫尽生词
在给孩子引荐一本英文童书前，我会先预习几遍，扫尽生词，确定发音。这样做，一来不会影响阅读的乐趣，更重要的是，我希望在英文阅读的过程中能给孩子传递准确的信息。
有一本书《How Do DinosaursSay Good Night ？》(《恐龙是怎样道晚安的？》)，里面有十多种恐龙的单词，我是第一次见到，而且那些单词都很长。我查了它们的正确发音，自己先学会了，念流利了，然后才给宝宝读。
在生活场景中应用
书读过后， 其实还有很多事情可做。比如，那本《We’v e a l lgot bellybuttons》（《我们都有肚脐眼》），原文中有：“We’ve got earsand so do you, We can pull them, canyou ？”（“我们有耳朵，你也有。我们可以拉拉耳朵，你可以吗？”）“We’ve got hands and so do you. We canclap them, can you？” （“我们有手，你也有。我们可以拍拍手，你可以吗？”）平时和孩子玩时，我就会跟她一起边说边做，在日常生活中把这些句子真正用起来。
把童书当做玩具
即便在念给她听的过程中，也可以不失时机地加入动作，宝宝更喜欢这样的“阅读游戏”。比如在讲《Good Night Moon》（《月亮，晚安》）时，有一句“a quiet old lady whisperinghush…”我每次念到这句时都会把手放到嘴边，特别夸张地拖长“sh——”。宝宝也学着把手放嘴边来模仿这个动作。我高兴地亲她一下，她模仿得就更起劲了，这本书也轻轻松松地被孩子消化了。
我的体会：
从女儿出生，我就很注意培养她的阅读习惯，英文阅读的加入变得非常自然。在和宝宝一起读英文书的时候，我并不在乎她到底理解了多少，只要她觉得高兴，感受到了和妈妈一起做阅读游戏的快乐就够了。而且，每天花一点时间陪着她阅读，静静地享受这种安祥的氛围，让我觉得很幸福。
自然地爱上书
讲述：逗逗妈, 女儿2 岁10个月
大学的时候曾学过一些语言习得的理论，记得有一本书写到，只要孩子有语言环境，不断接触一种语言，他就能无意识地习得这种语言，而不是“学习”一种语言。
生孩子之后，偶然看了R u b i e父母写的《宝贝比我强》，更坚定了我在生活中对孩子说英语、给她看英文书的决心，并开始尝试。
我的孩子性格属于比较好动的，很难坐得住。一年多以来，除了断断续续地坚持对她说英语以外，从2 岁左右开始，基本上坚持每天晚上睡前跟孩子一起看15 分钟的英文童书。慢慢地，一到上床时间，孩子就自己去选书。
这期间她最喜欢看的是小本的手掌书，比如《A ROOKIE READER》。那时候孩子的日常会话基本没问题了，能听懂，但很少开口说。但是读到：“Let's touch ice. Ice is cold.”（“摸一摸冰，冰是凉的。”）她就站在小凳子上到冰箱里去拿冰块，然后看着冰在手里融化成水，说:“Iceis dripping. Ice is fun!” （“冰化了，真好玩！”） 当时的感觉真是非常好，终于看到了这种潜移默化的效果。
我的体会：
1．最好能固定一个人专门给孩子讲英语故事。
2．选择孩子容易理解的英文故事书，难度控制掌握i ( 现在的语言理解水平) +1，太难了，超出孩子的理解水平，孩子很容易失去兴趣。
3．重复，语言学习的窍门就是重复。
4．坚持，再坚持，贵在持之以恒。
送给孩子一副听英文的“耳朵”
讲述：清清妈，儿子6 岁半
清清6 岁半了， 没有考过级，甚至没有正儿八经地上过牛津、剑桥之类的英语培训。可是他喜欢英语，能用英语写简短的日记，自己拼读简单的英文书，与老外交流也毫不发怵。作为英文口语水平并不高的父母，我们所做的，是从送给他一副听英语的“耳朵”开始。
选书
最早是从那些文字压韵而短小，图画清晰可爱的书开始的。曾经有一本《Tiny Tiger》, 清清非常喜欢，我觉得就是那种压韵而短小的语音吸引了他——即使妈妈的语音不完美，宝宝都觉得很好听，我想这就够了。
阅读
因为从小就开始讲，清清认为读英文书是很自然的一件事，他不排斥英文书，也很少会要求用中文来念。童书里的大部分文字他看图就能猜出来，猜不出的，念完句子解释一次就可以了。
这种读法有点像我们大人的“泛读”，能猜出语意就可以。我不主张用中文考孩子，一定要让他说出这个词怎么念，那个词是什么意思，阅读的乐趣荡然无存。
我的体会：
很多父母希望教孩子读和写英文的方法，可我觉得，读字、写字的方法和技巧很容易掌握，难的是保证孩子对书的热忱和兴趣。
我的目标是让孩子喜欢英文，认为讲英文是很正常的一件事，所以我只管不间断地帮孩子念英文故事书，在不知不觉中帮他练就语言学习的“童子功”，那就是我们送给他的最好的礼物！
小结：英文童书这样讲
借鉴我们学母语的方式。从孩子呱呱落地到会开口说话，少则一年半，多则两年，而真正能够无碍地表达，则要到三四岁了。一听二说三读四写，是人类学母语的次序，也是任何语言学习的自然法则。
重要的是让孩子爱上书。给还不懂英文的孩子读英文故事，首先要做到的就是让孩子一下子爱上这本书，明白这本书的作者、画家要传达出来的信息。为此我们应该先做些“功课”。刚开始可以先从人物的名字入手，用英文替换中文，然后慢慢把重点的动词、形容词的意思解释给孩子听，最后过渡到简单的句子，逐步地达到让孩子接受大人完全用英文读给他听的程度。
关于双语书。英文部分最好能按书念，维持原汁原味（当然英文能力很好不在此限之内），中文翻译的部分，很重要的原则是，不要拘泥英文的逐字翻译，先了解整句的意思，再用中文说出来。尽量口语、自然，不要让孩子疑惑：爸妈怎么说得怪怪的。
最重要的一点：愉悦。其实，无论哪种语言的亲子阅读，首先都应该追求一种愉快的感觉。如果父母本身对英语不感兴趣或者很吃力，刻意地让孩子进行双语阅读，对父母来说是就会成为一种负担。理想的状态是，把它当做亲子共度美好时光的一种方式，而这段时光带给孩子的不是只有英文，还有那些滋润人类心灵的一个又一个故事。
篇5：英文成语小故事
She often suffered from pains in her chest, and so she would often walk around doubled over and with her brows knitted.
There was an ugly girl in the village called Dongshi who envied Xishi.triving to emulate Xishi, she imitated her stoop, knitting her brows at the same time.She thought that this made her elegant, but in fact, it only made her more ugly.
篇6：成语故事中英文
战国时，齐宣王喜欢听竽，通常是三百人的大合奏。因为他给予乐师非常优厚的待遇，所以一个叫南郭的人尽管并不擅长吹竽，也设法混进乐队。当乐队演奏时，他就站在队伍里假装也在吹。没有人注意到其实他连一点声音也没吹出来，所以南郭也享受到和其他乐师一样的待遇。宣王死后，他的儿子继承了王位。他也喜欢听竽，可是他喜欢听独奏，让乐师一个个吹给他听，于是南郭不得不逃跑了。
the idiom “Be there just to make up the number” is used to mock someone who passes for a specialist. You can also hear people saying it about themselves to show their modesty.
篇7：成语寓言故事英文版
One day, King Wei of Chu asked Song Yu: “Have you ever done anything unfitting to your position? Otherwise, why do officials and people say bad things against you?”
Song Yu quickly kowtowed and said:“Yes, it may be so. I hope Your Majesty will forgive my wrongdoings and allow me to finish what I have to say.”
篇8：本期英文导读(英文)
In the 30th Anniversary of China's Open and Reform in Logistics Industry Colloquia,LU Jiang,president of China Feder ati on of Lo gis tic s a nd Purchasing,made a speech.
In his speech,he concluded that,China has made tremendous achievements since China's open and reform policy.It is in the 30 years that China has explored and practiced the logistics developments with Chinese characteristics and it is also the logistics developments in modern China.
In the beginning,he sum-marized the process and fruits of the 30 years'open and reform developments in logistics industry.First,logistics industry has achieved continuous a nd f as t d ev el o pm en ts;second,logistics companies grow rapidly;third,manufacture and trade industries have prom ot ed mo d er n l og i st ic s management;forth,the infrastructures of logistics basis have been well-developed;fifth,logistics informationization and technology creativity have stepped forward;sixth,logistics standards of industry basis have basically been set up;seventh,logistics research,technology and education have achieved essential achievements;eighth,the policy environment of logistics developments has greatly been improved.
Next,he gave a brief summary of his own experience and understanding of the logistics industry developments in the 30 years.First,to stick to China's open and reform policy and carry out scientific outlook on developments;second,to establish logistics development strategy based on the reality;third,to enhance the harmonious development between logistics corporations and corporation logistics to upgrade industry developments;fourth,to establish modern logistics service systems by the means of resource integrity;fifth,to introduce adaptive logistics management and technology by the lead of informationization;fifth,to develop power to push developments of logistics industry by relying on all positive factors.
篇9：蘑菇的英文及小故事
采蘑菇的小兔子
从前森林里住着两只小兔子，一只小白兔和一只小灰兔。在一个艳阳高照的早晨，小白兔和小灰兔商量着去森林里采蘑菇，中午请小伙伴们来吃。他们走着走着，小灰兔心里暗暗改变了主意：这是我采的蘑菇，是属于我的，为什么要给他们，我要拿蘑菇到别的地方一个人吃。他们两人走到了一个悬崖边，发现下面有一个很大的蘑菇，可是用手根本拿不到。小白兔想了想去扛来一根竹杆，对小灰兔说：“我抓着这根杆子，抱住一头，把竹杆子放下去，你把蘑菇拔出来，我再拉你上来。”小灰兔同意了。
小灰兔成功地拔出了蘑菇。小白兔刚要把蘑菇放进篮子里，小灰兔一把抢过蘑菇，撒腿就向森林深处跑。小白兔高声叫到：“危险！危险！”小灰兔还是只顾自己跑。小灰兔跑着跑着，遇到一只大灰狼，幸亏小白兔带着小伙伴及时赶到，打败了大灰狼。
小灰兔低下头，说：“我以后再也不自私了。”
例句
1、有些蘑菇可食用，有些则有毒。
Some mush rooms are good to eat；some are poisonous.
2、你的蘑菇要什么价钱？
How much do you charge for yourmushrooms？
3、我打算去找蘑菇。
I plan to look for the mushroom.
4、蘑菇蛋卷味道很不错。
The mushroom omelets are delicious
篇10：英文生活成语摘抄
A discontented man knows not where to sit easy。 不满足者坐无宁时。
A disease known is half cured。 病情确诊断，治病好一半。
Admonish your friends in private， praise them in public。 在私底下要忠告你的.朋友，在公开场合又表扬你的朋友。
A dog will not howl if you beat him with a bone。 骨头打狗狗不叫。
Adversity is a good discipline。 苦难是磨练人的好机会。
Adversity leads to prosperity。 逆境迎向昌盛。
Adversity makes a man wise， not rich。 患难使人聪明，但不能致富。
Adversity makes strange bedfellows。 身处逆境不择友。
Adversity successfully overcome is the highest glory。 成功地克服困难是最大的光荣。
A fair death honours the whole life。 死得光明，终身荣耀。
A fair face may hide a foul heart。 人不可貌相。
A faithful friend is hard to find。 益友难得。
A fall into the pit， a gain in your wit。 吃一堑，长一智。
After dinner sit a while， after supper walk a while。 午饭后要坐，晚饭后要走。
A father is a treasure， a brother is a comfort， but a friend is both。 父亲是财富，兄弟是安慰，朋友兼而有之。
A fault confessed is half redressed。 承认错误，等于改正一半。
Affairs that are done by due degrees are soon ended。 事情要安步就班地做，就会很快地做完。
A flow of words is no proof of wisdom。 口若悬河不能作为才智的证明。
A fool always comes short of his reckoning。 愚人常缺算计。
A fool always rushes to the fore。 傻瓜总爱强出头。
A fool and his money are soon parted。 笨蛋难聚财。
A fool attempting to be witty is an object of profoundest pity。 蠢人装聪明，实在最可怜。
A fool can ask more questions than seven wise men can answer。 一愚发问，七智结舌。
A fool may ask more questions in an hour than a wise man can answer in seven years。 愚者所问，智者难答。