论文总字数：34729字

摘 要

伴随着新课程改革的推进，与其他学科相同，初中英语教学也面临着极大的挑战。英语教学在初中课程教学中本来就是一大难点，对于初中学生来说，英语教学的目的在于激发学生的英语学习兴趣，对学生简单的英语对话交流的能力进行培养，而情景教学法正好是适用于初中英语教学的一种教学方法。本文结合自己对真实的词汇、语法教学案例分析以及相关参考理论、文献，通过对情景教学法的内涵、应用及应用过程中的注意事项进行论述和分析，提出自己的看法和建议，以便在初中英语教学中更好的应用该方法，取得良好的教学效果。

关键词：初中英语教学；情景教学法；应用；教学手段

Contents

1.Introduction 1

2.Literature Review 1

2.1The definition of situational teaching method 1

2.2The methods of constructing situation 2

2.3The necessity of the proper use of situational teaching method in junior high school English teaching class. 4

3.The Advantages Brought by Situational Teaching Method 6

3.1Students′enthusiasm ignited by the diverse introduction of class 6

3.2 Interesting English learning due to the vivid situation 7

4.The Application of Situational Teaching Method in Junior High School English Class 9

4.1Starting a dialogue to introducing new vocabulary 9

4.2Using tools and multimedia to introduce the topics 9

4.3Using role-play in the English reading class 10

4.4 Using game to arouse students’ initiative 10

5.Principles and Strategies for Application of Situational Teaching Method in Junior High School English 11

5.1 The principles for application of situational teaching method 11

5.2 The strategies for application of situational teaching method 12

6.Conclusion 14

Works Cited 15

1. Introduction

With the further development of economic and cultural globalization, China has put forward higher and higher requirements for English teaching, especially for junior high school English teaching at the basic education stage. In fact, after the implementation of the new curriculum standards in recent years, the interest in English learning of middle school students is still not improved, and the academic performance is still not getting better. Considering today’s junior high school English teaching condition, applying the situational teaching method to the middle school English class properly and sufficiently is very essential. Based on the achievements of many scholars and experts and some analyses of teaching cases, adequate and appropriate rather than blind use of situational teaching methods in middle school English classes is beneficial according to the actual situation of middle school students. The overall design of teaching objectives, with a certain person or something as the main line, can set up a series of situations to complete the teaching tasks and achieve better teaching effects.

The paper firstly illustrates the connotation of this teaching method, including the definition, the methods of constructing situation and the necessity of application of it. Then it tells us how to apply situational teaching method properly by some teaching cases analyses and proposes the advantages this teaching method brings about. At last, principles and strategies are put forward clearly in this paper.

2.Literature Review

2.1The definition of situational teaching method

The situational teaching method is mainly used in the process of oral English teaching or written language teaching, creating practical social activities to provide students with a real language practice platform, which in turn enhances English teaching efficiency. In essence, in the junior high school English teaching, the situational teaching method is more inclined to English practice, which greatly promotes the students" ability to use English knowledge. In terms of its definition, situational teaching method refers to the teacher’s purposeful introduction or creation of a vivid and specific scene with a certain emotional color and image in order to induce students to have a certain experience, so as to help students understand the teaching materials. Scholar Yu Yao believes that situational teaching method mainly refers to the creation and use of various scenarios to immerse students into rich ,natural or semi-natural speech habit environment to study and express their own cognition and inner emotions.

In this regard, in the process of actual English teaching, in order to make full use of the situational teaching method, the teacher should combine the students" classroom teaching feedback, psychological characteristics and study habits to carry out the teaching activities, and use the vivid situation to lead students. The ability to apply situational teaching method to continuously explore the potential of students" English learning needs improving.

2.2The methods of constructing situation

2.2.1 Combining the teaching material

In junior high school English textbooks, there are often a large number of daily expressions that require students to study. In addition to memory of these expressions, teachers should also use situational teaching method to help students understand these new knowledges more clearly. Situation combined with teaching materials can be used to make students understand more thoroughly and apply what they learn properly.

For example, the textbook requires students to learn some expressions and words about the scenes in the clothing store to communicate with the clerk to complete the transaction, the teacher can allow multiple students to imitate by playing the role of the clerk and the customer. The process allows the students to communicate freely and immerses the students into the vivid situation created , so the knowledge gained will be applied more flexibly in later real communication. In the process, the teacher will give students some problems to consider in the performance, which will enable the students to understand the text more deeply and make it easier for students to remember related knowledge.

2.2.2 Using body language according to the context

In the process of junior high school English teaching, junior high school English class not only requires students to perform or reproduce the scene, but also require students to create situation by using body language in the course of teaching. For example, there are three words about the action of "laughing", smile, laugh and chortle.They have very similar meanings but because of the different levels of laughter, the context of their application is different. Teachers can show these words to students through expressions and body language. With regard to “smile”, teachers can make a smiling expression to students, and the degree of laugh is a little deeper than “laugh”. At this time, the teacher can deepen the degree expression on the basis of the previous smile and add the help of laughter. While the the degree of chortle is deeper, and about it, the teacher can explain it with expressions, sounds and actions. In this way, it is easier for students to distinguish the differences of such confusing words.

2.2.3Using modern teaching techniques

With the rapid development of information technology, more and more English classes have begun to introduce and use modern teaching techniques, among which computer-aided teaching equipment is the most prominent. Modern teaching equipment such as computers and other other multimedia can truly show students the relevant knowledge vividly in actual teaching. Programming and visualizing English teaching contents through video, pictures and music can achieve a pleasing purpose. For example, when learning “It is raining”, teachers can use multimedia to present a video of a weather forecast for students, which is used as an introduction to stimulate students" interest in learning, and then present the original teaching materials, and then combine the prepared map of China, arrange several students to listen to the tape .What they need to do is to distribute sunny, rainy, snowy and other signs to the correct places on the map, and let several students record and finally select a student with good English expression level to be a weather broadcaster, and let him repeat the text according to the information provided by other students. In this way, the teaching method of integrating hands, mouth, ears, brain and eyes can not only effectively create a teaching situation that is rich in emotions, close to the teaching materials and life, but also allows students to experience it personally. In the process, the ability of English literacy will be improved. With the rapid development of information technology, multimedia has closer relation with junior high school English class. Using these advanced techniques can create more living and innovative teaching situation, which can directly reveal the essence of English, and thus improve students" learning efficiency and promote the rapid development of the classroom.To this end, teachers must fully pay attention to it.

2.3The necessity of the proper use of situational teaching method in junior high school English teaching class.

2.3.1 Student aspect

1.Age characteristics. Junior high school students are generally between the ages of 11 and 13 and belong to the transitional period from childhood to adolescence. This is a period of semi-naive, semi-mature, dependent, self-conscious and childish. Because of the characteristics of junior high school students, they will not be able to concentrate continuously in class and can not keep listening for a long time. Many novel things inside and outside the classroom will have an impact on them which can distract their attention.. The ability to learn independently and self-monitoring has not yet been developed maturely.

2.Psychological characteristics. Junior high school students are generally in adolescence, and their physiology and psychology are changing. If not properly handled, the rebellious psychology will emerge seriously and the interest in English learning will be completely lost. Moreover, junior high school students have just departed from elementary school, still taking Chinese and Maths as the main subjects, and they have not yet formed the necessary attention to English. English teachers are required to use situational teaching method properly to arouse students" attention to English learning and develop students" ability to learn English independently.

2.3.2Teacher aspects

1. Insufficient classroom control. Classroom control ability refers to that teachers can keep the class going on as they planed. Strong classroom control ability can stimulate students" interest in learning, mobilize students" enthusiasm for learning and help teachers achieve the intended teaching goals. It refers to teaching implementation ability. Many junior high school teachers have insufficient classroom control ability, while the quality and effectiveness of classroom teaching depends largely on the success of organizational teaching.

2.Teachers’ insufficient self-reflection. Teaching reflection is an important part of English teaching, and it is the overall evaluation of teachers" teaching effects after class. Teachers can use internal self-reflection, external self-reflection ,research reflection and other methods to objectively evaluate their teaching. If English teachers simply repeat the single teaching mode regardless of the teaching effect, their teaching actually fails.They tend to ignore the significance of situational teaching method.

2.3.3Teaching aspects

1.Insufficient and single teaching method used in junior high school English class. At present, influenced by the present background of education, junior high school education in China still focuses on the examinations, and emphasizes the rate of entrance to university. This has made English teachers to teach knowledge with a single method in the middle school English class.They tend to focus on the final scores that students get in the English exams. The “cramming” teaching mode still exists, and students have insufficient English practice and interest in learning English. Some English teachers are afraid that students can"t understand new knowledge, and even totally use Chinese to teach English, which affects the cultivation of students" English perception.

2.Insufficient attention to students" learning psychology. Understanding the psychological state of students is a prerequisite for English teaching. English teachers should be good at understanding, analyzing and summarizing the students" learning psychology and teaching them in a targeted manner. Junior high school students are in adolescence, and they are prone to psychological abnormalities, such as inferiority, extremes, embarrassment, shyness, vanity, etc. Teachers should treat different students in different ways.

For example, some students usually do a good job in English, but they are not willing to answer questions actively in English class. Teachers need to provide opportunities for such students to help them show themselves boldly.

3.The Advantages Brought by Situational Teaching Method

3.1Students′enthusiasm ignited by the diverse introduction of class

Situational teaching method can be used before the English class to make the introduction of the class colourful.In this way, teachers can quickly stimulate the wonders and interests of students, so students can learn English with full spirit and great enthusiasm

Using multimedia to introduce the theme of this class makes traditional teaching mode diversified. For example,when learning the unit of《My Day》in junior English of which the main difficulty lies in the description of students their own school, students should learn more about the Western campus cultures.Teachers can let students watch some videos about western school life to make them understand the differences between western and Chinese school life better. Through these videos, students can have a whole perception of the Western school cultures and interest in the topic of this class.  Introduction with little humor also plays an important role in the study of foreign languages, because it is very easy for students to make some small jokes owing to the negative transfer of their mother tongue. For example, when we encourage our students, we often say and translate it in English "Good good study, Day day up’’ and the correct translation should be“Study hard and make progress everyday’’.In the study of English, even in the learning of any other foreign language, we must emphasize their language patterns, language logic through this little humor. The diverse introductions not only create an easy learning atmosphere, but also enhance the students" understanding of English learning and forms the correct attitude of learning English. Introducing by teacher-student interaction can not only enhance the intimacy of teachers and students, but also create a relaxing learning atmosphere in junior high school English class. In the study of the unit《My Day》，the teacher before class can interact with students by dialogue ,questions, or discussion to provide learning situation and the teaching sample is as follows. T (teacher): Do you love our school? Who is your best friend? Could you introduce him to us? What do you like doing after class? The teacher communicates with the students in the daily life that they are familiar with. When the students encounter difficulties in responding to the teacher"s question, they will bring these questions to seriously study the content of this lesson. This dialogue can stimulate students’ learning activeness and interests.

3.2 Interesting English learning due to the vivid situation

Situational teaching method can also be used during the process of English teaching.Situation, such as activity scenarios, game scenarios and other forms of situation can make the boring English learning interesting and thus students’ comprehensive English ability can be promoted.

Creating event scenarios in the process of teaching middle school English can improve students" English practical ability. Teachers, through activity scenarios, let students use the English knowledge they have learned in the activity scenarios which can strengthen the understanding of new knowledge and which in turn can ensure the effectiveness of middle school English teaching.

For example, in the case of teaching expression “could you please tell me where the restrooms are?”, the teacher can create a cafe situation and set up 2 guests, including one waiter and one cashier. Students should combine the original English knowledge and the new knowledge of this lesson to communicate in language. A lot of use of “Could you please tell me where/how···? Can you tell me where/how…? Do you know where I can …?” and other request statements make teaching designs convenient for students to understand , so students can understand the word order of the object clause better and grasp the skill of the conversation about familiar topics. Therefore they can communicate with others, learn to ask for information politely and help others in real life in the future.Besides, situational teaching method can cultivate students" awareness of active participation. Finally, we will fulfill the value of the activity scenarios, achieve the goal of middle school English teaching and improve students" English comprehensive ability.

Creating game scenarios to stimulate students" interest in learning English is effective during the period of junior high school because in this period, students can not concentrate in the boring English learning . After all, students at this age in reality have no strong self-control ability. In this regard, in the process of teaching middle school English, teachers can create game scenarios based on teaching content and teaching objectives, especially in the process of English vocabulary teaching. The good master of large vocabulary plays an important role in junior high school which can improve the efficiency and quality of middle school English teaching. 

For example, in the PEP version of middle school English textbook《How do you make a milk banana shake》，the key words are milk shake, blender, peel, pour, yogurt, pot, add, finally, salt. In order to improve the teaching effect of key sentence patterns, teachers should guide students to remember the key words of this class and introduce the quiz game which needs the teacher to divide students into fixed groups. To be specific, the teacher can read any English word to let the students in any study group answer and spell out the words while saying its Chinese meaning. For example, when the teacher reads “shake”, the student should quickly stand up and speak the Chinese meaning. This activity needs to establish a scoring competition system. If the answer is correct, one more score will be added to the group score, the group with the most points can be selected at the end of the game, and the related group or individual team members will be rewarded.

4.The Application of Situational Teaching Method in Junior High School English Class

4.1Starting a dialogue to introducing new vocabulary

According to the content of the textbook, teachers can contact life, set up a situational dialogue, and create a scenario for the new vocabulary learning. English is the second language for students and teachers, one of the its main contradictions in teaching is the contradiction between the Chinese context and English learning. Usually, students listen, speak, read, and write mostly in Chinese. Only English classes are the main places for students to contact English language. Therefore, teachers should make full use of the limited classroom time and space to create a lively language environment that is as close to life as possible to maximize the effectiveness of classroom teaching. This requires teachers to teach in English as much as possible in the classroom, and creating situational conversations for students make students get the feeling of being there. When learn the new vocabulary of Senior English for China Student’s Book IA Unit8 Sports,Teachers can give the presentation of new words by creating the following situation. T: Now, boys and girls, today we will learn something about Olympic Games. There are many events in the Olympic Games， such as swimming, boxing and shooting.Do you like sports? S: Yes, very much. T: What’s your favorite sports? S: Swimming T: Which do you prefer, shooting or wrestling? S: Neither; I enjoy gymnastics. T: How do you think about diving, badminton and weight lifting？ S: I love badminton. T: Who is your favorite athlete? S: Liuxiang is my favorite athlete. It is well-known that he won a gold medal in the 28th Olympic Games.T: Have you ever seen the Olympic flag?S: Yes. T: What do the five Olympic rings stand for? S: They stand for five continents… In the dialogue，teachers should give due hints in English when necessary and let students learn new vocabulary of this unit in English context.

4.2Using tools and multimedia to introduce the topics

The use of tools such as pictures, photos and other multimedia can make students have a more intuitive feeling of what they are going to learning, which is both vivid and time-saving. Interest is the best teacher. We can use music and pictures to create situation in English teaching .There is another teaching case. when introducing the topic of the Senior English for China Student’s Book 2B Unit 14 Freedom fighters ,teachers can show the video of speech of“I have a dream”and meanwhile give the contents of the video on the power point： “I have a dream that one day this nation will rise up and live out the true meaning of its creed...” The orderly arranged sentence, combined with Martin Luther King"s powerful voice, deeply attracted the students.

4.3Using role-play in the English reading class

In junior high school English teaching, the use of role-play can improve students" imagination and interest, and through performances, students can deepen their experience of texts. For the senior students, this kind of situational teaching method can still be used appropriately, because the performance makes the students “childlike”, and it is easier to improve students" interest in learning and increase creativity. Li Jilin has said that they played a role, from "the role" to "his role", and then immediately integrated into the role they played, and their motivation to learn will be strengthened. What is even more profound is that role-playing allows children to go from emotional to empathy, thus deepening their experience of the language, emotions, and behavior of their characters. In the course of studying the reading “Musician”, the role- play is used in the post-reading teaching step. This class is about the life of a foreign musician. In order to consolidate the knowledge acquired in this lesson, Teacher can let students to make a role-play in the form of interview《Date With Luyu》. One student plays Luyu, another student plays Chinese musician in the reading , and they need to make a dialogue according to the reading they learned in the form of interview. This form not only exercises the students’ listening and speaking ability, but also give a perfect review of the reading class. The role-play may be difficult for lower grade students. The teacher can give some tips at the beginning of the conversation to guide the student"s next performance.

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