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s often lay emphasis on one-for-one meaning of vocabulary teachingbetween English words and their Chinese equivalents and scattered grammar teachingrather than on instructing students in the interpretation of language materials fromdiscourse perspective. Even when it comes to a discourse, most English teachers atprimary schools often dismember the whole discourse into individual and scatteredwords, neglecting the internal relevance held between different language segments. Itshould be pointed out that discourse is indeed composed of vocabulary and syntax,but parts are unequal to the whole and the whole counts more than parts. Even thoughthe teaching materials can be arranged in the order of words, sentences and discoursesunder the traditional teaching model, the three stages are only related in theirtransitional relationship but they are lacking in a system to unify them together, whichexplains why primary school students only master scattered vocabulary and irrelevantsentences under the traditional model of primary school English teaching, becausethey only learn discrete English knowledge which doesn’t bear intimate relationshipbetween each other.As a consequence of the fact that the current primary school English teachingmodel cannot meet the needs required by new English curriculum standards, thusthere comes the significance of this thesis.

1.3 Significance of this Research研究意义
The significance of this thesis first lies in that it applies the Frame semantics todiscourse-based English teaching for primary school. Although the vital role ofdiscourse in teaching a foreign language has already been recognized, it is oftenneglected or undervalued when it comes to primary school English teaching. Besides,an overwhelming majority of scholars and researchers have limited Frame semanticsto the acquisition of vocabulary, but with little attention paid to examine Englishteaching from a macroscopic point of view. Thus, this thesis has broadened the scopeof the studying area of Frame semantics.In addition to its theoretical significance, this thesis has its practical significanceas well. On the basis of both Brown & Payne’s five steps in vocabulary acquisitionand Qian Deming & Zhou Qingfang’s three steps in vocabulary teaching, the authorputs forward a frame-and-discourse-based teaching model of primary school English,which includes three stages, namely, pre-frame stage, frame stage and post-framestage, with an aim to overcome the shortcoming of the traditional model and to makeprimary school English teaching more systemic by integrating vocabulary, syntax anddiscourse into a whole and to eventually achieve a more satisfying teaching outcome.

1.4 Research Questions研究问题
Based on Frame semantics, with the aim to discuss Discourse-based Englishteaching for primary school, this thesis is going to seek answers for the followingquestions:1. Why is it important to construct frames in primary school English teaching?2. How could the primary school English teachers construct frames on lexical,syntactic and textual levels respectively?3. Is there a universal teaching model of primary school English based on framesemantics? If there is one, how do we apply it?4. What are the major differences between frame-and-discourse-based teachingmodel and traditional teaching model of primary school English?

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