5。2 Expanding situation with multimedia means。。。。。14 

5。3 Using body language。。。。。15

5。4 Constructing the situational teaching materials。。。。。。。。。。。。。15

5。5 Optimizing teaching method。。。。。16                                         Chapter Six Conclusion。。。17

6。1 Conclusion of study。17

References 。。18         

On function of Situational Teaching Method In primary school’s English teaching

Chapter One Introduction

1。1Background

The main purpose of our country’s basic education is to improve the national literacy and cultivate innovative talents。 More than 10 years after the basic education reform, English course enables students to know the world and promotes cross-cultural communication and exchange as a basic subject。 In order to consolidate the results of the reform, English curriculum standards revised in 2011 newly stressed that the English language course focuses on language skills, and it pays attention to the process and methods of teaching and learning。 English curriculum should also focus on the students’ emotion, attitude and values of the training to stimulate students’ learning interest and enhance students’ ability to use language, and laying the foundation for the long-term development of students。论文网

English teaching differs from the mother tongue teaching。 Native language has a lot of practice opportunities and the use of the environment in the life practice, and the English teaching often lacks the specific communication environment and the practice opportunity。 Therefore, teachers pay attention to the development of student’s mind and body in the primary school’s English teaching。 At the same time, teachers should focus on the children’s cognitive development。 In this way, students’ knowledge and skill are well developed。

In the process of English teaching, it can not only cultivate students’ English literacy, but also improve students’ humanistic quality。 The Situational Teaching Method conforms to the need of the development of the times and caters to the expectation of the society for the teaching of language。 In English teaching, teachers create situations closing to real life with various resources and different teaching methods to help students understand language knowledge better。 The Situational Teaching Method can improve students’ language skills and overcome cultural barriers。 What’s more, it can activate students’ analysis ability, judgment and the ability to think from the perspectives of thinking and cognition, making the students more imaginative and creative。 Besides, the Situational Teaching Method can help students make use of English to learn, exchange and communicate with each other。

1。2Significance and purpose

This paper summarizes the research situation of the situational teaching of English in primary school through the domestic and international literature review。 It points out the shortcomings of the Situational Teaching Method in primary school’s English classroom teaching, and puts forward some countermeasures。 This article provides theoretical guidance for primary school’s English teachers to implement situational teaching in their daily English Teaching。 With the help of the teachers, students can gradually cultivate their interest in English learning, and eventually master the language points and reading skills, and then continue to develop their autonomous learning ability。文献综述

Situational Teaching Method is one of the teaching methods of functional theory, which is mainly based on the function and application value of language in real life。 Situational teaching method is intuitive。 It is in accord with the cognitive characteristics of primary school students, which can stimulate students’ learning interest and enable them comprehend and understand English language correctly。 The Situational Teaching Method has the characteristic of maneuverability。 It is easy to complete the teaching content in the classroom using pictures, material object or multimedia technology。 Situational Teaching Method also has the characteristics of humanity。 Real context allows students to experience the emotions and values of interpersonal communication directly。 Cross-culture understanding and experience make the students understand the meaning and connotation of different cultures and enhance the students’ national amour-propre and sense of pride。 Teachers’ encouragement and affirmation are very important to the development of students。 Teachers should pay attention to the art and science of evaluation feedback。