The Means to Carry Out Situational Teaching Approach in Middle School English Class.docx

The Means to Carry Out Situational Teaching Approach in Middle School English Class.docx

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TheMeanstoCarryOutSituationalTeachingApproachinMiddleSchoolEnglishClass

河南科技学院新科学院

2015届本科毕业论文

TheMeanstoCarryOutSituationalTeachingApproachinMiddleSchoolEnglishClass

在中学英语课堂开展情景教学方法的研究

学生姓名：

李梦杰

所在系别：

外国语言文学系

所学专业：

英语

导师姓名：

孙占晓（讲师）

完成时间：

2015年5月

TheMeanstoCarryOutSituationalTeachingApproachinMiddleSchoolEnglishClass

LiMengjie

XinkeCollegeofHenanInstituteofScienceandTechnology

May,2015

Contents

Acknowledgmentsi

Abstractii

摘要iii

I.Introduction1

II.SituationalTeachingApproach2

III.TheMeanstoCarryOutSituationalTeachingApproachinMiddleSchoolEnglishClass3

3.1CreatingVividandRealTeachingSituationwiththeHelpofDailyLife4

3.2CreatingRich,VividTeachingSituationbyMeansofMultimediaMeans5

3.3CreatingTeachingSituationswithBodyLanguage6

3.4CreatingTeachingSceneswithStory6

3.5CreatingTeachingSituationswithMusic7

3.6CreatingTeachingSituationsbySettingUptheScenePlay8

IV.ATypicalCaseontheApplicationofSinuationalTeachingApproachinTheTeachingofWriting9

V.TheAdvantagesandLimitationsofSituationalTeachingApproach11

5.1AdvantagesofSituationalTeachingApproach11

5.2LimitationsofSituationalTeachingApproach12

VI.Conclusion12

Bibliography13

Acknowledgments

ThefirstpersonthatIwouldliketothankmyteacher,SunZhanxiao.HeconstantlyhelpedmetofindmywayofSituationalteachingMeansinMiddleSchoolEnglishClassroomandhealsotooktimetoreadmyreport,correctingbothEnglishandcontent.Iwouldalsoliketothankmyteacherwhoteachingme.Sheorheteachedmealotofteachingways.fortheirconstantsupport,theirknowledgeofthesystemandtheiropenmind.AllthosepersonssupportedmypoorideainEnglishandallmymistakes.Intheend,theyevenwitnessedmyslowprogressesinEnglish.IwouldespeciallyliketomentiontheXinkeCollegeofHenanInstituteofScienceandTechnology,theschoolIwillgraduate.Thanksforeveryteachersandtoallmyfriendsfortheirpresence.

Abstract

Inrecentyears,withthevigorousdevelopmentofdomesticEnglishteachingandtheadvancementofnewcurriculumreformtutorial,inordertomakethemiddleschoolEnglishteachingmoreeffectiveanddevelopstudents’abilitytolearnEnglishandmobilizetheenthusiasmofstudents,expertsandscholarshavebeenexploringavarietyofteachingmethods.The“situationalteachingapproach”hasbeenconsideredaneffectivemiddleschoolEnglishteachingwayandoccupiesanimportantplaceintheclassroom.Teachingpracticehasprovedthatthroughsituationalteachingapproach,changethelecturesoftraditionalpassive“didacticteaching”formiddleschoolstudentscanbechangedintothosethatstudentsparticipateintheinitiatively,sothatstudentscanreallygointotherole,becomethesubjectoflearning,andgettheirinterestsimulated,soastoimproveteachingquality.ThispapertriestochangetheboringEnglishteaching,andmaketheclassroombecomemoreinterestingandstudent’learningmorerelaxingandeasierthroughusingsituations,multimedia,bodylanguages,stories,music,sitcomsandsooninourdailylife.

Keywords:

SituationalTeachingMeans;EnglishClassroomTeaching;Application;Research

摘要

近年来，伴随国内英语教学的蓬勃发展及新课改教程的不断推进，为了使初中英语课堂教学变得更加有效，专家学者不断探求各种教学方法，以求培养学生的英语学习能力和调动学生的学习热情。

其中“情景教学法”一直被认为是初中英语教学中行之有效的方法，在课堂教学中占据重要的地位。

教学实践证明，通过情景教学法，能够改变传统“说教式教学”中学生的被动听课为主动参与，使学生真正进入角色，成为学习的主体，从而激发学生的英语学习兴趣，提高教学质量。

本文通过分析情景教学，研究情景教学在中学教学中的运用，改变原本枯燥的传统英语教学，分别使用日常生活的情景、多媒体、肢体语言、故事、音乐、情景剧等情景教学法，使课堂变得更加有趣，学生学的更加轻松，更加容易。

关键词:

情景教学法；方法；英语课堂教学；应用；研究

I.Introduction

Inthemoderntime,withthedevelopmentofscienceandinformationtechnique,ChinajoinedinWTO,hostedthe2008OlympicGamessuccessfully,andhasbeencontinuingtostrengthenourinternationalcompetitiveness,whichrequiresustocarryouttheopening-upinawidelyareaandtoadeeperextent,soastoachievecomprehensive,realconnectionwiththeworld.ThisindicatesthattherewillbemoreChineseparticipatingintheinternationalactivities.Theinformatizationofsociallifeandglobalizationofeconomicactivitiesmakeforeignlanguages,especiallyEnglishbecomeimportanttoolsforChina’sopeningupandinternationalcommunication.Foreignlanguages,especiallyEnglish,astheworld’sprevailing“currency”,theopeningofforeignlanguagelessonsandlearning,isaperformanceofthenation’sdevelopingandopeningtotheworld（张霞,2008（38）:

132-133）.Withtheintegrationofglobaleconomic,thesociety’sdemandforsometalentsdevelopsfromthesingleandprofessionalmodeltocomprehensive andcomposite model.English,asthepracticalandbasiccurriculum,isregardedasoneofthebasicskillsforcultivatingmodernprofessionalsasthecomputer（刘秀莲,2007（30）:

131-133I）.Languageisthecarrierofinformation.Usinglanguagetoexpressinformationandideasistheessenceoflearningthelanguage.So,payingattentiontodevelopingstudents’communicativeability,tryingtomakeclassroomschangeintocommunicativesituationsandlanguagelearningchangeintotheprocessofcommunicationisanewexampleofEnglishlanguageteachingkeepingupwithtimes（LiAihua,2010）.ForChinesestudentsseeingEnglishasasecondlanguage,thekeypointsoflearninglieinhowtofostertheabilityofexchanginginformationinEnglish.Themainfactoristhelackoflanguagesituation.Therefore,throughthesituationalapproach,tryingtocreatethesituationwithseeing,listeningandspeakingforstudentsintheclassroomteachingisthekeytobreakingthroughtheEnglishoralteaching.Inrecentyears,scholarsathomeandabroadhaveresearchedalotforthesituationalapproach（魏蕾,2011）.Andthispracticeprovesthat,situationalteachingplaysakeyroleintheEnglishteaching,soweshoulddiscussmore,learnmoreandusemoreofit,andtohelpthestudentslearnEnglisheasilywithmorescientificandsuitablesituationalteachingapproach,andletEnglishteachingneitherlongboringnorillusory.Onthebasisofanalyzingthesituationalteachingapproachanditsapplicationinthemiddleschoolteaching,thispapertriestochangetheboringEnglishteaching,andmaketheclassroombecomemoreinterestingandstudents’learningmorerelaxingandeasierthroughusingsituations,multimedia,bodylanguages,stories,music,sitcomsandsooninourdailylife.

II.SituationalTeachingApproach

SituationalApproach（SituationalLanguageTeaching）isateachingmethodthatacreationby“theteachers’situation”,teacherssetuptheteachingenvironmentonthebasisofdirectreadingandwritingteachingmethod,combinedwiththeindirectaudiovisualteachingmeans.Thisapproachtakingsentimentasthelink,takingscenesasthebreakthrough,takingimaginationasthecore,takingactivitiesasthemeans,andtakingthesurroundingworldasthesource,enablesstudentstomotivatethemselvestothelargestextentandgettheircomprehensiveabilityofreadingteachingandwritingpromoted.Itoriginatedinthe1920s,firstproposedbylinguistsPalmer,andfirstlycameintobeingfortheconclusionofBritain’sleadingacademicHornby（LiuLei,2012（11）：

177-179）.ItcameintoChinasincethe1960s,andthefirstpersonwhoproposedthesituationalteachingprinciplesistheprofessorZhangShiyi,theeditorofEnglishTeaching,hesaid,“learninglanguageisthereactionforlearningsituation,teachinglanguageistheresponsecapabilitiesfortheteachingsituation,weshouldapplycreatethesituationalcreationtotheEnglishteachingmaterials,weshouldmakefulluseofthephonograph,theslideshow,themovietocreatethesituationintheactualteaching”（刘小敏,2008:

10）.WhenAlexander’saudio-visualmethodofthe“NewConceptEnglish”cometoChinainthe1970s,manyschoolsuseditastheteachingmaterialsoflisteningorintensivereading.Itimprovedmanystudents’abilityoflistening,speaking,readingandwritingsignificantly.Itisverynecessarytointroducethe“situationalteaching”totheEnglishclassroomteaching,becausestudents’comprehensionprocessforthingsisfromgeneralitytocommonindividualityandfromsimplicitytocomplexity.SocarryingoutEnglishteachingactivitiesmustrespectstudents’cognitiveregularity.Thecommunicationactivitiesachievethroughthewayofunderstandingandexpressingthemeaningoflanguage.So,wecanunderstandandexpressthemeaningunderstandingandonlylearningEnglishinacertaincontext,sentencesandlanguageonlycanreflectitssignificanceandrealizeitsfunctiononlyinthecontextofspecificwords.Malinowskiproposedtheconceptof“context”in1923.Heviews,“Ifthereisnospeechsituation,thewordhasnomeaninganditalsocan’trepresentanything.So,languagecanalsoproducemeaningonlyinthesituationalcontext”（龙文珍,2003：

23）.ThesedomesticandinternationaltheorieshaveimportantimplicationsforEnglishteachingandlanguagelearning（Krashen.1998）.Inteachingpractice,weshouldpayattentiontocreatingrealteachingsituationandusingof“situationalteaching”approachproperly,tomakethestudents’learningenvironmentsimilarastherealenvironmentandmaketheprocessofcompletingtaskssimilarastheprocessofsolvingrealproblems.realitytosolveprocess.Inthisway,thevividimagesandcontextscanenlightenstudents’associativethinking,andcanarisethestudents’memorizingandunderstandingoftheknowledge,experienceandappearancewhichisintheoriginalcognitivestructure.Further,studentscanacquirenewknowledgethoughlearninginitiatively.

III.TheMeanstoCarryOutSituationalTeachingApproachinMiddleSchoolEnglishClass

Thefatherof