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小学英语教学中应用情景教学法应注意的问题（Attention should be
paid to situational language teaching in primary school
English Teaching）
So in the teaching of English situational teaching refers to
the language, teaching aids and various teaching facilities for
teachers to create a harmony as, listening, speaking in one
language environment for students, so that students like to
personally on the scene, mobilize their non intellectual
factors, to deepen understanding of the content of the text,
the completion of the knowledge. Situational teaching can make
simple stereotypes of the teaching and learning of melting in
the colorful real truth, so that teachers and students
harmonious integration as a whole, to arouse the enthusiasm of
students in a cheerful atmosphere, cultivate students'
interest in learning, the abstract of the stereotype of
intuitive, vivid, help students to find suitable for their own
master a shortcut to learning english. We should pay attention
to the following points when using situational approach.

First, pay attention to interesting

Children have loved playing games since childhood, which is the
essence of children. In the classroom, we can add some
interesting games to the children, so that the children do not
think the learning knowledge is so boring as they think. Let
them play in the middle school and play in the study. Design
for children games in the classroom, is a good way of
entertaining, can help teachers to become monotonous teaching
lively and vivid, create conditions for students to practice
language in the relaxed atmosphere, make students happy and

eager to learn, it is the students happy, teachers teach relaxed.
This not only reduces students' fear of learning English, but
also prolongs the retention time of students' attention.

For example: teach Happy, birthday, to, you!
Zoom, a game of reunion, congratulating each other on birthdays,
appears vivid, interesting and interesting. Students play deep
roles and perform well in the game. To review and consolidate
the knowledge in the play is not only in line with the children's
imitative and playful nature, but also gives full play to their
subjective initiative and creativity, and also regulates the
pace of learning. In a happy and joyous atmosphere, the language
knowledge is strengthened and the ability to use the language
is exercised.

For example: in the review of the names of the human body,
students should listen, speak, recognize, and read head, eye,
face, mouth, ear, nose, neck,, knee, foot, arm, hand and leg
and so on. To avoid boredom, try setting up two games.

Game 1: grouping, filteringLet a group of students stand up.
Other groups supervise, and the teacher says
nosehandfrom slow to fast... Please! The students responded
correctly. Without touching the parts of the body by word,
students sit down after one by one, and the last student is the
winner.

Game two: winners of each group play again. According to the
number of participants in the teacher on the blackboard,
drawing a number of head teachers have no facial features, each
read a word, the participants pointed out that the position and

number of teachers in line with chalk, mark the serial number
of the position of the words represented by brief strokes organs,
until the completion of the entire head. If the student is in
the wrong position, there will be a comic effect of facial
movement. This avoids the boring repeat caused by tired and
boring in the game, cultivate the students' interest in
learning, in the competition of knowledge to strengthen the
memory.

In addition, singing English songs and performing English
sitcoms can also play a role in helping students. Meanwhile,
it can stimulate students' interest in learning English and
disperse the difficulties in teaching. In the English Teaching
of music and English as a whole, can help students understand
the dialogue, create a sound language environment, make
students natural inputs. In the process of singing, you can also
answer questions or role dialogues according to the content of
the songs to reflect the communicative situation in the songs.
Let students extricate themselves from the mechanical,
mechanical, monotonous and tense learning environment, feel
the pleasure of study and improve the efficiency of study. But
it should be noted that, in order to increase interest and set
up the game situation should be scientific, should be around
the content of the study to set up, can not simply amuse and
blindly set up.

Two, pay attention to the intuitive

Visual aids are the most direct, economical and effective way
to create a situation. It can make English classroom teaching
visualized, interesting and communicative. Native Chinese

students first contact with English, not in Chinese and English
as the intermediary to express things together, which in fact
or in Chinese thinking; make full use of various teaching aids
to be compared directly English words and sentences, it can
avoid this kind of thinking process. Thus shortening the
distance between English and the things expressed, and speeding
up the pace of teaching.

It should be noted that the intuitive teaching should be
flexible, rich and colorful, teachers should be well prepared,
ready for some objects or pictures, slides, and good
performance, to capture the scene props, such as student
stationery, clothing, equipment, and other existing objects,
supplemented by simple simple strokes, the the teaching process
not only enrich and repeat.

For example: Good morning is being performed,

下午好，晚上好，晚安的句型 操练时及，在黑板上可以用简笔画画一
个闹钟，随着时针、分针的不断变化要求学生做出准确的动作反应 ；
因为简笔画可随时进行更改，学生的反应能力也得到了充分的锻炼。

三、把握实践性

英语是一门实践性很强的工具学科，运用英语进行交际是其实践性 的
主要表现。但在我国，学生学习英语最缺乏的就是语言环境，导致许
多学生感到英语学习枯燥 无味，从而失去兴趣，产生畏难情绪。因此，
在小学英语教学中必须为学生提供充分的运用英语口语进行 实践学
习的机会。由于小学英语课时少，时隔长，这对缺少语言环境的学生
来说很不利，在教学 中，要尽可能地创造一些语言环境，别让学生们
的口、眼、耳、手闲着。此外，唱英文歌曲、表演英语情 景剧等等也

能起到助学的作用，同时能激发学生学习英语的兴趣和分散教学中的
重难点。在英语教学中融音乐与英语为一体，能帮助学生理解对话，
创设有声的语言环境，使学生自然投 入。在唱歌过程中，也可以根据
歌曲内容进行问答或分角色对话，体现歌曲中的交际情景。让学生从机械、呆板、单调、紧张的学习环境中解脱出来，感受到学习的乐趣，
提高学习效率。但应注意的是 ，为了增添趣味性而设置的游戏情景应
具有科学性，应围绕学习内容来进行设置，不能为单纯逗乐而盲目 设
置。

二、注重直观性

直观教具是创设情境最直接、最经济 和最有效的手段，它能使英语课
堂教学形象化、趣味化、交际化。以汉语为母语的学生最初接触英语时，都免不了用汉语为中介把英语和所表达的事物联系起来，这实际
上还是用汉语进行思维；充分利 用各种教具直接比照英语的词和句，
则可避免这种思维过程因而缩短了英语与所表达事物的距离，加快了
教学的节奏。

应当注意的是，直观教学要灵活多变，丰富多彩，教师既要有备而来 ，
预先准备好一些实物或图片、幻灯片，又要善于临场发挥，捕捉现场”
道具”，如学生的文具 、衣物、现有的设备、景物等，并辅之以简单
的简笔画，使教学过程充实且不流于重复。
< br>在进行例如：早上好，下午好，晚上好，晚安的句型操练时及，在黑
板上可以用简笔画画一个闹钟 ，随着时针、分针的不断变化要求学生
做出准确的动作反应；因为简笔画可随时进行更改，学生的反应能 力
也得到了充分的锻炼。

三、把握实践性

英语是一门实践性 很强的工具学科，运用英语进行交际是其实践性的

主要表现。但在我国，学生学习英语最 缺乏的就是语言环境，导致许
多学生感到英语学习枯燥无味，从而失去兴趣，产生畏难情绪。因此，在小学英语教学中必须为学生提供充分的运用英语口语进行实践学
习的机会。由于小学英语课时少， 时隔长，这对缺少语言环境的学生
来说很不利，在教学中，要尽可能地创造一些语言环境，别让学生们< br>的口、眼、耳、手闲着。

首先，充分利用多媒体教学手段，调动学生的视听感官，使 学生多看、
多听，多读，利用网络获取最大的信息量。在英语课堂教学中模拟表
演，往往受时空 限制无法全部做到，在这种情况下可运用录音、录像、
投影幻灯等电化教学手段来移植情境，形象生动地 再现有关对话的时
空，做到声像结合，图文并茂，适应小学生好奇、求趣、求新的心理
特点。

例如：在教学天气这个课时的时候，可让学生听预先录下的下雨声雷
声，先体会下雨 时的情景，再学习有关下雨的对话内容及单词。视觉
上学生能从录像中能看到生动的画面，帮助他们加深 对某个句型、某
个词汇的理解。从录音里能听到纯正地道的英语口语，绘声绘色的故
事描述和对 话，这就在不知不觉的模仿中提高了学生的英语语感。

其次，模拟表演，创设语境。对话是 在一定情景下的习惯性语言，脱
离了情景，对话也就失去了意义。在教学中，

It is impossible for teachers to move real-life situations into
the classroom, but they can simulate real situations, create
a language environment that is close to life, and help students
understand and grasp the dialogue.

For example: in the teaching of the scene late, I asked a student
to play late student, when the late students go into the
classroom, can simulate the performance dialogue scenario:

beating desk simulation knock, the late students said May I come
in? Then the teacher said,
performances are both easy and realistic, students are very
interested in the performance of the whole body into the heart,
the manner is vivid, the content of the understanding is not
difficult.

In addition, when students are introduced to each other, the
teacher can ask a student to act as a new student transferred
from the field, so that other students will greet him and greet
him and ask him questions about him. Such as' What ', s, your,
name? How, are, you? How, old, are, you? Where, are, you, from?
Let the student answer them one by one. The dialogue performance,
can help students understand the content of the dialogue,
reproduced lifelike dialogue situation, make students feel
personally on the scene, greatly stimulate their desire to
express the inner, and actively participate in the dialogue,
deepen the understanding of the content of the dialogue.

In a word, situational approach is a good way to improve the
quality of primary school English teaching activities. It is
simple to stereotype the teaching and learning of melting in
the colorful true reality, let the students harmonious
integration as a whole, to arouse the enthusiasm of students
in a cheerful atmosphere, the abstract of the stereotype of
intuitive, vivid, help students to find a shortcut to learning
English, make students learn from them, to which, in the sense
of them, thus improving the quality of teaching.