【文章內(nèi)容簡(jiǎn)介】 ..........................................................................................7 The application of SLT in vocabulary presentation..................................................7 The application of material object demonstrating................................................7 application of multimedia...............................................................................7 The applicationof SLT in words prehension........................................................7 The applying of oral scene....................................................................................9 The applying of reappearing sight......................................................................10 The application of SLT in vocabulary retention..........................................................11 The application of life scene.................................................................................11 The application of role play..................................................................................12 .....................................................................................................................13 Bibliography.....................................................................................錯(cuò)誤！未定義書(shū)簽。Acknowledgments.............................................................................錯(cuò)誤！未定義書(shū)簽。 Methods Before I write this thesis, I have made some research on the Situational Language Teaching and the present situation of the English vocabulary teaching in junior high , I have read some materials and data about them, which can be found in the library and on the then I will make a careful research into them by adopting analysis, summarization, and generalization based on the materials and data I have [1] Su Experimental Study On Senior English Vocabulary Teaching based on Situational Teaching Theory[D].Guangzhou [2] Application of Situational Teachig Method in Vocabulary Teaching in Senior High School[D].Tianjin Normal .[3] Zheng High School Students’ Ability of Vocabulary Application through the Situational Teaching Method[D].Liaoning Normal .[4] research on Effective Way for learning and the using of reasonable learning strategy in the high school vocabulary teaching[J].(37).[5] Zhou Study of Applying Multimedia in English Vocabulary Teaching in Junior Middle School[D].Yangze .[6] Zhu and Solutions of Vocabulary Teaching and Learning in Jiaoxi Junior High School in Zhenyuan County of GuizhouAn Investigation Based on PEP Junior English Textbook Go for it.[D].Southwest .[7] Yang Study on the Application of Situational Teaching Approach to English in Middle School[D].Snaanxi Normal .[8] Li Study of Situational Teaching Method in Arousing Secondary vocational School Students’ English Learning Motivation.[D].Inner Mongolia Normal .[9] Wang of Situational Language Teaching to English Vocabulary Teaching[D].Shandong University of Science and .[10] Wang Study on English Vocabulary Teaching in Junior High Schools——A Case Study of Three Junior High Schools in Jinan City[D].Shandong Normal .[11] [J]..[12] [D]..[13] [J]..[14] [J]..[15] [J].（02）.[16] [J].吉林化工學(xué)院學(xué)院（10）第三篇：情景教學(xué)法在初中英語(yǔ)教學(xué)中的應(yīng)用情景教學(xué)法在初中英語(yǔ)教學(xué)中的應(yīng)用在初中英語(yǔ)教學(xué)中運(yùn)用情景教學(xué)法，符合初中學(xué)生的認(rèn)知特點(diǎn)，可以有效激發(fā)學(xué)生學(xué)習(xí)興趣。本文就如何在初中英語(yǔ)教學(xué)中運(yùn)用情景教學(xué)提高教學(xué)的有效性，提出了一些可行性措施。希望能給初中英語(yǔ)教學(xué)有益的啟示與借鑒。初中學(xué)生對(duì)事物的認(rèn)識(shí)還處于形象思維階段，適合直觀化的教學(xué)模式，這樣可以使英語(yǔ)教學(xué)化枯燥為有趣，化抽象為形象，化單調(diào)為生動(dòng)，激發(fā)學(xué)生學(xué)習(xí)興趣，提高學(xué)習(xí)效率。而情景教學(xué)法就是通過(guò)創(chuàng)設(shè)具體生動(dòng)的教學(xué)情景，讓學(xué)生獲得真切的感性?J識(shí)，置身于逼真的教學(xué)情境中快樂(lè)學(xué)習(xí)，完成知識(shí)的建構(gòu)。情景教學(xué)法符合學(xué)生的認(rèn)知特點(diǎn)與語(yǔ)言教學(xué)規(guī)律，情景教學(xué)法為學(xué)生建構(gòu)了語(yǔ)言交際環(huán)境，將語(yǔ)言教學(xué)與實(shí)際生活情境相融合，有效培養(yǎng)學(xué)生的英語(yǔ)表達(dá)能力與英語(yǔ)綜合素養(yǎng)。創(chuàng)設(shè)角色扮演情景，可以讓學(xué)生直觀形象地理解英語(yǔ)語(yǔ)境，在具體的情境中產(chǎn)生用英語(yǔ)交流的欲望，提高英語(yǔ)交流的頻率，給學(xué)生提供更多語(yǔ)言鍛煉的機(jī)會(huì)。在英語(yǔ)教學(xué)中，教師在進(jìn)行基礎(chǔ)性的新知識(shí)教學(xué)之后，要注重結(jié)合教材內(nèi)容，為學(xué)生創(chuàng)設(shè)表演情景，提高學(xué)生英語(yǔ)交際能力。初中學(xué)生樂(lè)于表現(xiàn)，角色表演為學(xué)生搭建了自我表現(xiàn)的舞臺(tái)，在這個(gè)舞臺(tái)上學(xué)生可以進(jìn)行交流、互動(dòng)，在潛移默化中掌握與內(nèi)化英語(yǔ)知識(shí)。例如，在學(xué)習(xí)Unit 7 How much are these pants？這一單元內(nèi)容時(shí)，讓學(xué)生掌握購(gòu)物常用語(yǔ)言是教學(xué)的重點(diǎn)，教師圍繞這一重點(diǎn)設(shè)置教學(xué)程序。一是讓學(xué)生觀看購(gòu)物對(duì)話視頻，讓學(xué)生邊觀看，邊模仿，從語(yǔ)音語(yǔ)調(diào)到人物神情動(dòng)作，讓學(xué)生進(jìn)入到對(duì)話情境中，體會(huì)英語(yǔ)交流的語(yǔ)境，熟悉與理解英語(yǔ)重點(diǎn)句型。二是學(xué)生觀看視頻后，讓學(xué)生在小組內(nèi)結(jié)合現(xiàn)實(shí)生活創(chuàng)編一個(gè)購(gòu)物對(duì)話，并進(jìn)行角色扮演。三是讓學(xué)生到教室前進(jìn)行對(duì)話表演，教師與學(xué)生組成評(píng)委，對(duì)各小組表演情況進(jìn)行評(píng)分。成績(jī)最高者被評(píng)為“英語(yǔ)對(duì)話表演優(yōu)秀小組”。角色扮演符合學(xué)生活潑好動(dòng)的特點(diǎn)，學(xué)生積極參與，提高了學(xué)習(xí)效率。創(chuàng)設(shè)問(wèn)題情景可以激活學(xué)生思維，可以促使師生間有效地交流與溝通。在教學(xué)中，教師要?jiǎng)?chuàng)設(shè)問(wèn)題情景，增多與學(xué)生溝通交流的頻率，激發(fā)學(xué)生主動(dòng)思考的積極性。如在學(xué)習(xí)Unit 4 I want to be an actor這一內(nèi)容時(shí)，教師與學(xué)生進(jìn)行溝通：Do you want to be a teacher？ Why？ What do you want to be when you grow up？ What’s your father’s job？ What’s your mother’s job？ What does your brother want to be when he grows up？ 這樣，教師走近學(xué)生，與學(xué)生親切交流，學(xué)生談理想，談將來(lái)的打算，教師鼓勵(lì)學(xué)生說(shuō)出自己喜歡的職業(yè)，并說(shuō)出為什么喜歡，課堂氣氛異常活躍，學(xué)生不知不覺(jué)中就掌握了重點(diǎn)句型，英語(yǔ)交際能力得到了有效提高。因此，教師要改變傳統(tǒng)教學(xué)中以講解與灌輸為主的僵化教學(xué)模式，而是要與學(xué)生地位平等的交流與溝通，營(yíng)造民主氛圍，巧妙設(shè)疑，激發(fā)學(xué)生學(xué)習(xí)興趣，提高英語(yǔ)學(xué)習(xí)效果。愛(ài)游戲是學(xué)生的天性，游戲以其趣味性能夠吸引學(xué)生的注意力。在初中英語(yǔ)教學(xué)中引入游戲，可以活躍教學(xué)氛圍，使學(xué)生的思維處于活躍狀態(tài)，使枯燥