【正文】 s 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（專(zhuān)科）汕尾職業(yè)技術(shù)學(xué)院外語(yǔ)系英語(yǔ)教育專(zhuān)業(yè)畢業(yè)設(shè)計(jì)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（專(zhuān)科）汕尾職業(yè)技術(shù)學(xué)院外語(yǔ)系英語(yǔ)教育專(zhuān)業(yè)畢業(yè)設(shè)計(jì)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。強(qiáng)調(diào)以情景為線索來(lái)選擇和安排語(yǔ)言材料，但由于情景的設(shè)計(jì)常常是虛構(gòu)的，因而情景中的話語(yǔ)并不能最大限度地滿(mǎn)足學(xué)生言語(yǔ)交際的實(shí)際需要。3．降低學(xué)生的理解難度。在教學(xué)材料的安排上要按語(yǔ)法結(jié)構(gòu)、句型，由易到難來(lái)安排。語(yǔ)言功能的掌握，依賴(lài)于真實(shí)情景，創(chuàng)設(shè)情景不僅為訓(xùn)練學(xué)生語(yǔ)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。[4]王 （第二版）.北京：高等教育出版社，2006。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(dòng)到主動(dòng)。因此,小學(xué)教師必須為學(xué)生提供很多練習(xí)英語(yǔ)口語(yǔ)機(jī)會(huì)以便提高學(xué)生的理解能力,讓他們更好地掌握知識(shí)。這樣教學(xué)直觀明了，學(xué)生也更加投入，多方面的調(diào)動(dòng)了學(xué)生的學(xué)習(xí)積極性。提高學(xué)生學(xué)習(xí)和模仿的積極性,促進(jìn)地道的、口語(yǔ)化的英語(yǔ)。二、情景教學(xué)法的優(yōu)點(diǎn)。教師通過(guò)創(chuàng)建有趣的情境來(lái)激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣。從社會(huì)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(duì)兒童進(jìn)行早期英語(yǔ)教育中，實(shí)施兒童英語(yǔ)情景教學(xué)法不僅是必要的，而且是可行的。中國(guó)的教育在21世紀(jì)遇到了一系列的挑戰(zhàn)。所謂情景教學(xué)法(Situational Method)也叫視聽(tīng)法（the Audiovisual Method），就是指通過(guò)多媒體運(yùn)用、實(shí)物演示、角色扮演、實(shí)驗(yàn)操作等多種手段創(chuàng)設(shè)課堂教學(xué)情景，將認(rèn)知與情感、形象思維與抽象思維、教與學(xué)巧妙地結(jié)合起來(lái)，充分發(fā)揮課堂教學(xué)中學(xué)生的積極性、主動(dòng)性和創(chuàng)造性，改變學(xué)生單純被動(dòng)接受知識(shí)的一種教學(xué)方法。例如，在教句子I think so./ I agree./I don’t ，F(xiàn)or example: T：Do you like watching cartons? S：Yes, I ：What is your favorite carton? Is Pleasant Golf and Big Big Wolf? S：Yes, it golf is very wisdom and ： agree．But I think Big Big Wolf is also you think so？S：Yes, I agree with 、情境教學(xué)法的具體措施運(yùn)用游戲創(chuàng)設(shè)情景，有利于激發(fā)學(xué)生的學(xué)習(xí)興趣游戲是孩子的天堂，做游戲可以滿(mǎn)足他們好奇的心理，使注意力不但能持久，穩(wěn)定，而且注意的緊張程度也較高，它作為英語(yǔ)教學(xué)的重要輔助手段，備受學(xué)生歡迎。像TV、VCD、CAI等為學(xué)生提供真實(shí)自然的語(yǔ)言使用規(guī)范，使教學(xué)變得生動(dòng)，活潑，感染力強(qiáng)，讓學(xué)生置身于以英語(yǔ)為母語(yǔ)的環(huán)境中。故事教學(xué)使學(xué)生進(jìn)入某中角色,感到不是在學(xué)英語(yǔ),而是在用英語(yǔ)與別人交際,因此,故事教學(xué)培養(yǎng)了學(xué)生的語(yǔ)言表達(dá)能力。更重要的是,學(xué)生們可以把自己從機(jī)械、乏味和緊張的學(xué)習(xí)氛圍解救出來(lái)。）參考文獻(xiàn)：[1]。所謂情景，就是人們進(jìn)行語(yǔ)言交際活動(dòng)中的一切內(nèi)部條件和外部條件的總和。動(dòng)力功能是指情感對(duì)認(rèn)知活動(dòng)的增力或減力的效能，即健康的、積極的情感對(duì)認(rèn)知活動(dòng)起積極的發(fā)動(dòng)或促進(jìn)作用；消極不健康的情緒對(duì)認(rèn)知活動(dòng)的開(kāi)始和運(yùn)行起阻礙或抑制作用。2．吸引學(xué)生的注意力。缺點(diǎn)：1．疏于強(qiáng)調(diào)整體結(jié)構(gòu)感知和綜合訓(xùn)練，忽視語(yǔ)言知識(shí)的分析和講解，不利于學(xué)生學(xué)習(xí)和運(yùn)用英語(yǔ)。3．引導(dǎo)—?jiǎng)?chuàng)設(shè)這是小學(xué)英語(yǔ)情景教學(xué)模式的中心環(huán)節(jié)，在這一環(huán)節(jié)中，教師應(yīng)確立學(xué)生的主體地位，引導(dǎo)學(xué)生在感悟的基礎(chǔ)上自主創(chuàng)設(shè)情景，熟練掌握并運(yùn)用所學(xué)知識(shí)，培養(yǎng)合作和交流的意識(shí)，提高口語(yǔ)交際能力。I want to buy some foods : Ok, let?s go to the : I go to buy the : What can I do for you? A and B: We want to buy some : OK, what do you like to eat???A：I like to eat hamburger and : What does Lily like to eat? A: Lily likes to eat bread and hot dogs, what about you? B: I like to eat : What about French fries? B: No, I don?t like I have a cup of coke? D: sure!Hamburger, chicken, bread, hot dogs, and a cup of you and B: Thank you C: You are wele.(3)Ask other groups to give performance Step4:afteractivity(5 minutes)6（專(zhuān)科）汕尾職業(yè)技術(shù)學(xué)院外語(yǔ)系英語(yǔ)教育專(zhuān)業(yè)畢業(yè)設(shè)計(jì)The teacher makes conclusion about students? performance and the grammar points.(1)The teacher prizes students? excellent performance(2)Guide the students to understand grammar point initially: the usage of the third personal singular(Teacher may say: “Ok，after your acting, can you get some points that are different from our last lesson.”Students? possible answer, we also use the “does” and “l(fā)ikes” in the may answer: “Yes, so clever, this is a grammar points, the third personal teacher explains the grammar point by listing more examples on the