【正文】 r tells them the rules to do this activity and then divide the students into several groups of four members.(Teacher may say: “There are three members in each group, one acts as a waiter, and the other two are all should make a conversation according to the situation, using the words that we just review and the sentence structures on the will give you 5 minutes to prepare”.)When the whole class are preparing, the teacher should walk around to provide help if necessary.(Possible situation: Some students may ask the teacher how he/she can describe when he/she wants to ask Lucy “what does Lily like to eat”.The teacher?s possible answer, “You can say what does Lily like to eat?)Step3: duringactivity( minutes)Ask the students whether they have finished the preparation Invite one group to perform in front of the class as an example.（Possible conversation between four students: student A(act as Lucy),student B(act as Mary), student C(act as Lily), student D(act as waiter), student A, student B, student C and student D are abbreviate to A,B,C,D respectively in the following description）A: I am hungry。what’s more, by the end of the lesson students can use the words to make a short teacher will first let the students to warm up by singing a song they have learned before, and then teach the new words by teaching a new song with the help of some , there is some pictures draw with different color clothes used at the beginning of the the middle of the lesson, teacher will check the new words students have mastered by letting the students to read the color of stationery and color the pictures, and teach students to learn and make the end of the lesson, teacher organizes the whole class to sing the new song : Step 1: warm up(2 minutes)Teacher: greeting to the : greeting to the : asks the students together to sing the song “Hello!How are you?” 3（?？疲┥俏猜殬I(yè)技術(shù)學(xué)院外語系英語教育專業(yè)畢業(yè)設(shè)計Students: to sing the song with !How are you? Hello!Hello!Hello!Hello!Hello!Hello!How are you? Hello!Hello!Hello!Hello!Hello!Hello!How are you? I’m ’m ’m ’m ’m ’m 2: lead in(20 minutes)Teacher: tells the students that they are going to learn a new song about color and say out the name of the song, then the teacher sing the song one time by is wearing green today? Who is wearing green today? Green today? Green today? Who is wearing green today? Green today? While singing, the teacher will present the first picture draw with green ：be quiet and listen to the : teaches the song sentence by sentence for two : learn the song following the : sticks the picture to the blackboard, and writes down the word “green” on the blackboard and teaches the students how to read : read the word after the : uses the above way to teach other five new words(red, blue, and yellow, orange, purple).Step 3: practice(15 minutes)Teacher: shows the relevant colors of real stationery object, and review the words(pencil, pen, bag, sharpener, eraser, and ruler)one words two : read the six words after the : shows an object to ask student say out the color and the example: when teacher shows a green pencil, student should say ‘green pencil’.Students: say out the color and the word according to the color and object the teacher : gives a picture which including pencil, pen, bag, sharpener, eraser, ruler to 4（?？疲┥俏猜殬I(yè)技術(shù)學(xué)院外語系英語教育專業(yè)畢業(yè)設(shè)計every student, and then ask the students to color the picture according to their : color the picture according to their : teaches the students to make a short dialogue A: I have a : what color is it? A: Guess!B: Yellow? Green? A: Yes./ No, it’s......Students: make a dialogue with their partner according to their real 4:(3 minutes)Teacher: organize the whole class to sing the new song and change the key word of color when it necessary.（二）Activity two: role play materials: words and sentences from PEP English for primary school student book 1 unit 5 let?s : chicken, bread, cake, French fries, hamburgersSentences: What do you like to eat?—— I like to eat...What about…?——Yes, I like it very much./No, I don?t like I have…?Here you are name: roleplay : In order to consolidate the words and sentence structures the students learned last teacher applies The Situational Approach to this roleplay activity at the beginning of the this 25minute activity, some pictures about foods, chalks, and blackboard will be this activity, the teacher will know about the students39。幫助學(xué)生理解、記憶所學(xué)的新知識，加強(qiáng)英語語言的訓(xùn)2（?？疲┥俏猜殬I(yè)技術(shù)學(xué)院外語系英語教育專業(yè)畢業(yè)設(shè)計練。強(qiáng)調(diào)以情景為線索來選擇和安排語言材料，但由于情景的設(shè)計常常是虛構(gòu)的，因而情景中的話語并不能最大限度地滿足學(xué)生言語交際的實際需要。在相應(yīng)的語言環(huán)境中完成教學(xué)內(nèi)容，降低學(xué)生理解語言的難度。3．降低學(xué)生的理解難度。教師在課堂上使學(xué)生感到和藹可親、可信，學(xué)生就會消除緊張恐懼心理，踴躍發(fā)言，變被動學(xué)習(xí)主為主動學(xué)習(xí)，為學(xué)好該科奠定了可靠的心理基礎(chǔ)。在教學(xué)材料的安排上要按語法結(jié)構(gòu)、句型，由易到難來安排。它認(rèn)為個體的情感對認(rèn)知活動至少有動力、強(qiáng)化、調(diào)節(jié)三方面的功能。語言功能的掌握，依賴于真實情景，創(chuàng)設(shè)情景不僅為訓(xùn)練學(xué)生語言創(chuàng)造條件，而且也能有效地促進(jìn)學(xué)生思維能力以及其他品質(zhì)的協(xié)調(diào)發(fā)展。同傳統(tǒng)教學(xué)法相比，情景教學(xué)法除了強(qiáng)調(diào)教學(xué)生掌握語言結(jié)構(gòu)外，更加注重能力的掌握和在情景中習(xí)得語言。[4]王 （第二版）.北京：高等教育出版社，2006。（本論文非抄襲。使用情境教學(xué)方法使學(xué)生的角色發(fā)生了變化,從被動到主動。此外,情景教學(xué)可以刺激學(xué)生表達(dá)自己內(nèi)心渴望的看法,促進(jìn)他們積極參加活動，更好的理解情境,愿意與他人溝通。因此,小學(xué)教師必須為學(xué)生提供很多練習(xí)英語口語機(jī)會以便提高學(xué)生的理解能力,讓他們更好地掌握知識。故事教學(xué)法是把英語的字、詞、句放在生動的故事小學(xué)習(xí),在聽故事的同時聽英語,在講故事的同時學(xué)說英語,能激發(fā)小學(xué)生學(xué)習(xí)英語的興趣,調(diào)動他們學(xué)習(xí)英語的積極性的一種教學(xué)法。這樣教學(xué)直觀明了，學(xué)生也更加投入，多方面的調(diào)動了學(xué)生的學(xué)習(xí)積極性。運(yùn)用多媒體手段拓展情境隨著教學(xué)多媒體技術(shù)的引入，靈活運(yùn)用各種電教手段。提高學(xué)生學(xué)習(xí)和模仿的積極性,促進(jìn)地道的、口語化的英語。尤其是低年級小學(xué)生年齡小，活潑好動，注意力不易集中，抑制力比較薄弱，他們對學(xué)習(xí)往往從興趣出發(fā)，由此，創(chuàng)設(shè)一個愉快的學(xué)習(xí)情景，可以誘發(fā)學(xué)生學(xué)興趣，使學(xué)生輕松、愉快的學(xué)習(xí)。二、情景教學(xué)法的優(yōu)點(diǎn)。一、情景教學(xué)法的定義什么是情景教學(xué)法？這是二戰(zhàn)后歐洲出現(xiàn)的一種視聽法。教師通過創(chuàng)建有趣的情境來激發(fā)學(xué)生學(xué)習(xí)英語的興趣。關(guān)鍵詞：英語 情景教學(xué)法 小學(xué) 應(yīng)用隨著社會的發(fā)展,英語教育變得越來越重要。從社會發(fā)展的需要和幼兒身心發(fā)展的特點(diǎn)等多方面因素考察可以得出結(jié)論：在對兒童進(jìn)行早期英語教育中，實施兒童英語情景教學(xué)法不僅是必要的，而且是可行的。而通過創(chuàng)設(shè)一定的情境，將新的知識放入一定的情境之中，通過學(xué)生解決這樣的矛盾問題來建構(gòu)新的知識，就會取得比較好的教學(xué)效果。陶行知先生曾指出：“接知如接枝。教師應(yīng)為他們提供大量自我發(fā)揮，自我表現(xiàn)的機(jī)會，蘇霍姆林斯基曾指出：“許多聰明的，天賦很好的學(xué)生，只有當(dāng)他們的手和手指接觸到創(chuàng)造性勞動時，他們對知識才會覺醒起來。為人的智慧和意志的偉大而感到驕傲。教師的本領(lǐng)歸根結(jié)底就在教學(xué)語言上，教學(xué)藝術(shù)最后也體現(xiàn)在教學(xué)語言中。［5］ ［4］、語言描繪情境。學(xué)生如能做到，就說明學(xué)生既掌握了基礎(chǔ)知識，同時又能對人物的性格給予準(zhǔn)確的把握。如《孔乙己》中“孔乙已出場”一幕：“孔乙己來一碗酒，一碟苗香豆，排出九文大錢”。在“趵突泉”一課教學(xué)中運(yùn)用影視手段展示的一幅幅面面，播放優(yōu)美的音樂與課文內(nèi)容自然有機(jī)地結(jié)合起來，使學(xué)生對課文的語言文字得到了更加真實的感受。教師可借助多媒體演示、剪貼畫、簡筆畫、課文插圖等多種媒介再現(xiàn)情境?！罢婷腊?”一聲聲贊嘆激起學(xué)生求知的欲望?！边@是人們認(rèn)識客觀事物的一條規(guī)律。”可以說這段話道出了“學(xué)生原有的知識和經(jīng)驗是教學(xué)活動的起點(diǎn)”這樣一個教學(xué)理念。情境教學(xué)的常用手段 生活展現(xiàn)情境?！豆旁姸住返摹霸绨l(fā)白帝城”這首詩把壯麗的長江三峽，雄偉的氣勢用二十八個字寫出來了?！睘榱思由顚υ娋涞念I(lǐng)會，教師向