【導(dǎo)讀】情景教學(xué)法在中學(xué)英語教學(xué)中的應(yīng)用。情境教學(xué)法；情境創(chuàng)設(shè)；初中英語；教學(xué)應(yīng)用

　　

【正文】 ng interest. Another example: when students learn that everyone should introduce each other, teachers can let one student act a new student and allow other students to wele him, greet and ask him some questions: Ss: What’s you name? S: My name is Cathy. Ss: Where are you from? S: I e from Chongqing. Ss: How old are you? S: I’m twelve years old. Let the student answer each questions. These performances and dialogues can help students understand the content of the dialogues. As the dialogues are close to the real life, students feel greatly interest in real scenes, and they will have the strong desire to express themselves and actively participate dialogue activities. So they naturally understand the content of the dialogues. B. The Key Points of Situational Approach As we all know, students should study English in language environment, the best way is as much as possible to provide and create English language environment. But we should pay attention to the key points of situational approach. 1. The Role’s Independence and Creativity The students play an important part in the function of improving interest of learning. Students must have a high morality, esthetic sentiment, and the skills of anization. Students must delve into books。 explore the emotional and fun factor of school textbook. According to the different learning contents, students should try to design and use different teaching methods and create different learning activities. Because different learning activities can make students produce different learning curiosity. Teachers should use the best picture, music, situational dialogs and game to make students achieve a better result in learning. 2. The Blending of the Role and the Situation The school is a main place of English teaching and learning which plays an important part in English teaching environment. A good school environment plays an important role in teaching and learning. In children’s world, games are their indispensable friends. To a certain extent, students’ learning is the same like games. Playing games in English classes is fit for the law of children’s physical and mental development. In games, students will be encouraged with strong desire to municate with others, but there must be many words or sentences that they do not know. At this time, teachers should suitably give guidance and let them know there will go smoothly and children can easily acquire their English ability in the process of games。 moreover, students will more active to use English in their own life consciously. 3. The Interaction of Roles in Situational Approach The teacher needs to spend much time talking with their students and know about their interest, hobbies. Besides, teachers should pay more attention to students’ mood, such as happiness, anger, sorrow, and laugh. In general, teachers should take good care of students and express their kindness to them by words, looks, actions. In this way, the students will not feel nervous and tense in the class. That is not to say, teachers should not criticize the students’ shortings and mistakes. No matter how teachers criticize or praise their students, they have one purpose that is to protect them. During the criticism, teachers could not injure students’ selfesteem and personality. Being criticized, students should introspect and know what teachers’ purpose was. From the innermost feeling, students feel a teacher’s criticism is the sincere love. Thus, th e classroom atmosphere will bee better and better. Students also want to have classes and learn the subject well. In the English class, teachers express their feeling by words, by expression which is friendly, encouraging, and trustful. So that students dare to answer the questions and do not worry about making mistakes. The students will answer the questions frequently and loudly. IV. Conclusion The concrete situations originate from social practice, and it is a product of people’s daily lives. It emph asizes the integration of the dynamic process and the life situation, pays great attention to students’ understanding of life, pays great attention to students’ ability of development in the active process, and stimulates their interest from various activities. By creatively adopting situation approach principles and activities, the English teacher may be able to solve problems in various teaching situations, such as students’ reluctance to talk in English. However, no teaching approach is a cureall which is sufficient enough to be used as the sole basis of teaching, and we must subtract the essence out of each teaching approach and apply it creatively to our own teaching situation. Situation approach can be used to teach English, but we need to evaluate them and adapt principles that suit to our own teaching situation best. Similar to learning a language, we can find the best teaching method for ourselves through trial and error. Constantly checking students’ progress and adjusting teaching strategies are necessary when we are applying teaching approaches. Every teacher shall find a best teaching method for himself that will give students most benefits. It helps students to understand the teaching materials and develop students’ psychological functions through the situation which can produce vivid images. The core of the application of the situational approach in this thesis is to stimulate students’ emotion.