2。2。4 The principle of hierarchy 9

   2。2。5 The principle of sociality 9

2。3 Application of situational teaching in different types of primary English class 10

   2。3。1 Creating situations in vocabulary teaching 10

   2。3。2 Creating situations in discourse teaching 11

   2。3。3 Creating situations in comprehensive plate teaching 12

   2。3。4 Creating situations in the reviewing class 13

Chapter Three Conclusion 14

References 15

The Application of Situational Approach in Primary School English Class

Chapter One Introduction

1。1 Background

Due to the rapid development of science and technology, China keeps implementing the policy of opening to the outside world, so there are more and more external exchanges。 In this process, the role of foreign language becomes more and more important in all walks of life, which means there is a huge need for foreign language talents。 Undoubtedly, foreign language education are paid more attention。 In recent years, China’s English education has realized a huge achievement in both practice and theory, and there are many splendid teaching theories and teaching methods springing up, which promotes the development of primary English education。  In addition, English curriculum standard (2012) of full-time compulsory education points out that in the compulsory education period, the first target is to lay a foundation for developing students’ comprehensive language application ability and create a good condition for students’ further study and future career choices。 In addition, English curriculum should help students experience the cultural differences,  know more about outside world, broaden their thinking modes and improve their humanistic quality。 According to these requirements, teachers are expected to think about how to achieve a better learning effect on English curriculum, how to improve students’ comprehensive language application abilities, how to let students use English correctly and fluently in different situations, and how to make students get happiness from the English learning。 论文网

However, back to the real English education, the teaching effects are not as good as is expected。 On the one hand, from the perspective of teachers, after the spread of the situational teaching method, they have changed the traditional way of teaching knowledge into a more reasonable and scientific way of cultivating student’s language application abilities。 Teachers start to design various activities with pictures, music and videos, such as games, to encourage students to participate in the class actively in order to improve their application abilities。 Although the current situation of primary English teaching has changed, actually its learning effects are not optimistic。 So some teachers still use the traditional teaching methods。 They just cram vocabulary and expressions to students and it is unreasonable that they just focus on the theoretical knowledge and experience but ignore the acceleration of emotional experiences。 In this case, there are little interaction between teachers and students as well as among students。 Practice is just a mechanical drill, for instance, and students only recite vocabulary, sentences and texts, so they lack the flexible application abilities。 文献综述

On the other hand, from the perspective of students, they play the role of listeners in the traditional English class。 They can listen and memorize what teachers have taught, but can not speak them well。 In such kind of boring lessons, teachers output pale language by standing in front of the class, and students have no chances to participate in language practicing activities, which may arouse students’ learning weariness。 Actually, for those who get high scores in English exams, they are not good at oral English。 What they can say are just several simple sentences of greeting。 As a result, they become the learner of dumb English。 情景教学法在小学英语课堂中的应用(2):http://www.youerw.com/yingyu/lunwen_87756.html