小学英语教学中应用情景教学法应注意的问题(Attentionshouldbepaidtosituationallanguageteaching

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 s hould pay attention

to the following points when using situational approach.

First, pay attention to interesting

Children have loved playing games s ince childhood, which is the essence of children. In the classroom, we can add some

interesting games t o 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 m onotonous 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!" When designing

Zoom, a game o f 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, filtering". Let a group of students stand up. Other groups supervise, and the teacher says "Touch, your,

nose/hand" from slow to fast... Please! The students responded correctly. Without touching the parts of the body by word,

students sit down a fter 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 f ull 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。

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

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 r eal-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, "OK., Come, in, please"! Simple 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? H ow, 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.