【正文】 all part of animals, for example, when teach the word“pig”, teacher can show the nose of pig, and then play the sound of pig with recorder and asking the question“what is it or what are they”.If student answers right, teacher can prize his or she by saying “your answer is right, very good, please continue.” Then the teacher can show the ears of dog, the tail of monkey, the mouth of duck, etc, to continue the the other hand, teacher can invite some students to show the any part of the animals and play the recorder, and the others to guess what animals it is or what animals they :afteractivity(5 minutes)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: the usage of the plural Examples: Sentence1: What are they? Sentence2: They are apples）When we want to ask someone else the things more than two numbers, we can use this sentence pattern: What are…? You can answer: They are…（四）Activity four: matching game materials:Words: tomato, potato, cucumber, onion, carrot, watermelon, pineapple Name: matching game: The game is interesting, whose chief object is to consolidate the words the students are going to teacher applies The Situational Approach to this guessing game at the beginning of the this activity, some PPT and cards about vegetables and fruits, chalks, and blackboard will be the 8（專科）汕尾職業(yè)技術(shù)學院外語系英語教育專業(yè)畢業(yè)設(shè)計game, students can enjoy themselves in the course of :Step 1: warm up(1 minute)The teacher asks the students to say a chant to warm up(The teacher say:“boys and girls, before a lesson, let?s say the chant“How much is that colorful dress”together, are you ready? Let?s go”)How much is that colorful dress? Very expensive, very much is that pretty skirt? Very expensive, very expensive How much is this yellow shirt? Very cheap, very ！I want this teacher tells the students they moving to a new lesson and the topic of the lesson.(The teacher may say:“we are going to move to a new lesson about vegetables and fruits, let?s learn it together.”)Step 2：presentation(10 minutes)The teacher shows students the PPT which including the vegetables and fruits one by one, and asks the whole class whether they like to eat it or the teacher teaches the new words one by one.(The teacher may say:“Do you like to eat those vegetables and fruits? Do you know how to speak it in English? Let?s learn it one by one.”)The teacher presents the picture of tomato in puter and guides the students to read it.(The teacher says:“Look!What are they? They are read after me one word two times, tomato, tomato, tomato, tomatoes.”)After finishing teaching the new words, the teacher checks the words students have learned by asking some students read the words and spell it in ，the teacher prizes the students who perform well in 3: gameplaying The teacher tells the students that they are going to play a then gives the instructions of the game to the students, and then divided the students into several groups of four members.(The teacher may say:“We have learned the new words, now we are going to play a matching !There are some cards with pictures on my right hand, and some cards with words on my left hand。I will put these cards in two sides in random, when playing, you can choose a picture from my right side, it?s a picture of tomato, next you can choose a card from my left side, it?s a word of onion, tomato and onion they can?t match, so you should say:“tomato and onion they can?t match.”and put the cards on it?s original , if you get a word of tomato, you can say:“tomato and tomato they can match.”and keep the both person who collects the more cards will be the I need a student to play with me as an example, then I will divide all of you into several are four members in each group.”)The teacher gives the cards to each group and asks the students to begin the the whole classes are playing, the teacher should walk around to guide the students to do the game according to the game rules if , the teacher can make an assessment to the whole class and prize those who have won the （?？疲┥俏猜殬I(yè)技術(shù)學院外語系英語教育專業(yè)畢業(yè)設(shè)計四、總結(jié)小學英語教學的目的就在于要使學生愛學、樂學、善學。在英語課堂教學中合理創(chuàng)設(shè)情景教學，不僅能濃厚英語環(huán)境氛圍，增加教學的直觀性，還能很好地活躍課堂氣氛，優(yōu)化課堂教學，真正調(diào)動學生學習英語的主觀能動性，培養(yǎng)他們的語言交際能力，提高課堂教學的效率。通過情景教學，還可以加強語言信息輸入，產(chǎn)生語言內(nèi)化，做到學以致用，從而為學生進一步學習英語奠定良好的基礎(chǔ)。因此，教師在運用情景教學法進行的教學過程中要設(shè)法結(jié)合學生的實際，合理創(chuàng)設(shè)情景，讓學生身臨其境，增強學生的興趣和印象。五、參考文獻[1]Richards, and methods in language teaching[M].Jinlin:Jinlin university press,1986[2]Timothy，[M].北京：北京語言學院出版社，1987.[3]傅道春，教育學—情景與原理[M].北京：教育科學出版社，1999.[4]扈中平，.[M].北京：高等教育出版社，2005.[5]劉妮，英語情景教學的實踐探討[J].武警工程學院學報，2008（02）.[6][J].汕頭教育，2001（2）:38.[7]束定芳，莊智象．現(xiàn)代外語教學[M]．上海：上海外語教育出版社，1996 [8]王篤勤.《英語教學策略論》[M] ,外語教育與研究出版社2002年版. [9](第二版)[M].北京：高等教育出版社，2006 [10]張劍屏，小學英語教學情景創(chuàng)設(shè)初探[J].成都教育學院學報，2004（09）1第五篇：情景教學法在信息技術(shù)教學中的應用龍源期刊網(wǎng) ://.情景教學法在信息技術(shù)教學中的應用作者：陳偉 梁萍來源：《電腦知識與技術(shù)》2013年第02期摘要：情景教學是當今課堂教學的主要模式之一，通過對情景的分析與講解，學生明白了需要掌握的知識及其具體應用，增強了學生學習的動力。結(jié)合案例，在教學過程中，通過情景的提出、分析、操作指導、自主探究與總結(jié)評價等多環(huán)節(jié)培養(yǎng)學生自主學習與協(xié)作學習的能力，從而提高教學效果。關(guān)鍵詞：信息技術(shù)教學；情景教學；教學研究中圖分類號：G63 文獻標識碼：A 文章編號：10093044（2013）02031603信息技術(shù)新課程標準要求以學生的發(fā)展為核心，側(cè)重營造良好信息技術(shù)學習情景、提高學生的整體信息素養(yǎng)水平以及關(guān)照全體學生的健康和諧發(fā)展，其提倡運用信息技術(shù)進行創(chuàng)新實踐教學，強調(diào)培養(yǎng)學生解決問題的能力。為了確保學生能將學習到的信息技術(shù)知識與技能應用到真實的生活環(huán)境中，這要求在學校的教學環(huán)境中，必須開展培養(yǎng)學生的探究與解決問題的教學活動，使用特定的教學方法在日常生活情境中學習信息技術(shù)知識，在學習過程中運用并實踐這些知識及技能。情境教學完全符合新課程的要求，情景教學題材是在對社會和日常生活知識進行提煉而獲取，學生在所熟悉的情境學習中進行學習，能夠更好地體驗知識的發(fā)生與發(fā)展過程，調(diào)動學生的學習積極性，增強他們自主學習和自主探究的能力。信息技術(shù)課程概述信息技術(shù)課程在滿足信息文化要求和實現(xiàn)自身功能過程中，以求獲得信息技術(shù)課程的價值，即貼近學生真實生活、不斷發(fā)展的信息文化價值。 信息技術(shù)課程標準信息技術(shù)是計算機技術(shù)的一個重要分支，其目標已經(jīng)由傳統(tǒng)單純技能訓練上升到全面信息素養(yǎng)的培養(yǎng)，強調(diào)學生解決實際問題能力的培養(yǎng)，其要求學生的學習領(lǐng)域從學校內(nèi)部拓展到日常生活中的應用，通過該課程的學習，學生應具有豐富的信息技術(shù)知識和適應社會的信息能力，為適應未來學習型社會提供必要保證。 信息技術(shù)課程特點信息技術(shù)是一門應用性較強的學科，側(cè)重培養(yǎng)學生應用信息技術(shù)解決實際問題的能力是。與傳統(tǒng)計算機課程相比，其不同點表現(xiàn)在：1）課程目標由培養(yǎng)計算機技能轉(zhuǎn)變?yōu)榕囵B(yǎng)全面信息技術(shù)素養(yǎng)；2）課程資源由計算機網(wǎng)絡資源轉(zhuǎn)變?yōu)楦鞣N數(shù)字化資源和非數(shù)字化資源，資源范圍由校內(nèi)擴展到校外的各個領(lǐng)域；3）教學方式由傳統(tǒng)的講練結(jié)合法轉(zhuǎn)變?yōu)樾路f的任務驅(qū)動法、游戲教學、主題探究法、WebQuest教學法等；4）課程內(nèi)容由計算機課程（介紹計算機的硬件知識、軟件應用和程序設(shè)計）轉(zhuǎn)變?yōu)橹铝τ谂囵B(yǎng)學生解決實際生活中信息技術(shù)問題的能力；5）教學評價由結(jié)果性評價轉(zhuǎn)變?yōu)檫^程性評價，由單一轉(zhuǎn)向多元。 信息技術(shù)教學方法由于信息技術(shù)課程的新標準發(fā)生了重大變革，