【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（?？疲┥俏猜殬I(yè)技術(shù)學(xué)院外語(yǔ)系英語(yǔ)教育專業(yè)畢業(yè)設(shè)計(jì)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(xué)院外語(yǔ)系英語(yǔ)教育專業(yè)畢業(yè)設(shè)計(jì)四、總結(jié)小學(xué)英語(yǔ)教學(xué)的目的就在于要使學(xué)生愛學(xué)、樂學(xué)、善學(xué)。在英語(yǔ)課堂教學(xué)中合理創(chuàng)設(shè)情景教學(xué)，不僅能濃厚英語(yǔ)環(huán)境氛圍，增加教學(xué)的直觀性，還能很好地活躍課堂氣氛，優(yōu)化課堂教學(xué)，真正調(diào)動(dòng)學(xué)生學(xué)習(xí)英語(yǔ)的主觀能動(dòng)性，培養(yǎng)他們的語(yǔ)言交際能力，提高課堂教學(xué)的效率。通過情景教學(xué)，還可以加強(qiáng)語(yǔ)言信息輸入，產(chǎn)生語(yǔ)言內(nèi)化，做到學(xué)以致用，從而為學(xué)生進(jìn)一步學(xué)習(xí)英語(yǔ)奠定良好的基礎(chǔ)。因此，教師在運(yùn)用情景教學(xué)法進(jìn)行的教學(xué)過程中要設(shè)法結(jié)合學(xué)生的實(shí)際，合理創(chuàng)設(shè)情景，讓學(xué)生身臨其境，增強(qiáng)學(xué)生的興趣和印象。五、參考文獻(xiàn)[1]Richards, and methods in language teaching[M].Jinlin:Jinlin university press,1986[2]Timothy，[M].北京：北京語(yǔ)言學(xué)院出版社，1987.[3]傅道春，教育學(xué)—情景與原理[M].北京：教育科學(xué)出版社，1999.[4]扈中平，.[M].北京：高等教育出版社，2005.[5]劉妮，英語(yǔ)情景教學(xué)的實(shí)踐探討[J].武警工程學(xué)院學(xué)報(bào)，2008（02）.[6][J].汕頭教育，2001（2）:38.[7]束定芳，莊智象．現(xiàn)代外語(yǔ)教學(xué)[M]．上海：上海外語(yǔ)教育出版社，1996 [8]王篤勤.《英語(yǔ)教學(xué)策略論》[M] ,外語(yǔ)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(xué)英語(yǔ)教學(xué)情景創(chuàng)設(shè)初探[J].成都教育學(xué)院學(xué)報(bào)，2004（09）1第五篇：情景教學(xué)法在信息技術(shù)教學(xué)中的應(yīng)用龍?jiān)雌诳W(wǎng) ://.情景教學(xué)法在信息技術(shù)教學(xué)中的應(yīng)用作者：陳偉 梁萍來(lái)源：《電腦知識(shí)與技術(shù)》2013年第02期摘要：情景教學(xué)是當(dāng)今課堂教學(xué)的主要模式之一，通過對(duì)情景的分析與講解，學(xué)生明白了需要掌握的知識(shí)及其具體應(yīng)用，增強(qiáng)了學(xué)生學(xué)習(xí)的動(dòng)力。結(jié)合案例，在教學(xué)過程中，通過情景的提出、分析、操作指導(dǎo)、自主探究與總結(jié)評(píng)價(jià)等多環(huán)節(jié)培養(yǎng)學(xué)生自主學(xué)習(xí)與協(xié)作學(xué)習(xí)的能力，從而提高教學(xué)效果。關(guān)鍵詞：信息技術(shù)教學(xué)；情景教學(xué)；教學(xué)研究中圖分類號(hào)：G63 文獻(xiàn)標(biāo)識(shí)碼：A 文章編號(hào)：10093044（2013）02031603信息技術(shù)新課程標(biāo)準(zhǔn)要求以學(xué)生的發(fā)展為核心，側(cè)重營(yíng)造良好信息技術(shù)學(xué)習(xí)情景、提高學(xué)生的整體信息素養(yǎng)水平以及關(guān)照全體學(xué)生的健康和諧發(fā)展，其提倡運(yùn)用信息技術(shù)進(jìn)行創(chuàng)新實(shí)踐教學(xué)，強(qiáng)調(diào)培養(yǎng)學(xué)生解決問題的能力。為了確保學(xué)生能將學(xué)習(xí)到的信息技術(shù)知識(shí)與技能應(yīng)用到真實(shí)的生活環(huán)境中，這要求在學(xué)校的教學(xué)環(huán)境中，必須開展培養(yǎng)學(xué)生的探究與解決問題的教學(xué)活動(dòng)，使用特定的教學(xué)方法在日常生活情境中學(xué)習(xí)信息技術(shù)知識(shí)，在學(xué)習(xí)過程中運(yùn)用并實(shí)踐這些知識(shí)及技能。情境教學(xué)完全符合新課程的要求，情景教學(xué)題材是在對(duì)社會(huì)和日常生活知識(shí)進(jìn)行提煉而獲取，學(xué)生在所熟悉的情境學(xué)習(xí)中進(jìn)行學(xué)習(xí)，能夠更好地體驗(yàn)知識(shí)的發(fā)生與發(fā)展過程，調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性，增強(qiáng)他們自主學(xué)習(xí)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(shí)現(xiàn)自身功能過程中，以求獲得信息技術(shù)課程的價(jià)值，即貼近學(xué)生真實(shí)生活、不斷發(fā)展的信息文化價(jià)值。 信息技術(shù)課程標(biāo)準(zhǔn)信息技術(shù)是計(jì)算機(jī)技術(shù)的一個(gè)重要分支，其目標(biāo)已經(jīng)由傳統(tǒng)單純技能訓(xùn)練上升到全面信息素養(yǎng)的培養(yǎng)，強(qiáng)調(diào)學(xué)生解決實(shí)際問題能力的培養(yǎng)，其要求學(xué)生的學(xué)習(xí)領(lǐng)域從學(xué)校內(nèi)部拓展到日常生活中的應(yīng)用，通過該課程的學(xué)習(xí)，學(xué)生應(yīng)具有豐富的信息技術(shù)知識(shí)和適應(yīng)社會(huì)的信息能力，為適應(yīng)未來(lái)學(xué)習(xí)型社會(huì)提供必要保證。 信息技術(shù)課程特點(diǎn)信息技術(shù)是一門應(yīng)用性較強(qiáng)的學(xué)科，側(cè)重培養(yǎng)學(xué)生應(yīng)用信息技術(shù)解決實(shí)際問題的能力是。與傳統(tǒng)計(jì)算機(jī)課程相比，其不同點(diǎn)表現(xiàn)在：1）課程目標(biāo)由培養(yǎng)計(jì)算機(jī)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(jì)算機(jī)網(wǎng)絡(luò)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(kuò)展到校外的各個(gè)領(lǐng)域；3）教學(xué)方式由傳統(tǒng)的講練結(jié)合法轉(zhuǎn)變?yōu)樾路f的任務(wù)驅(qū)動(dòng)法、游戲教學(xué)、主題探究法、WebQuest教學(xué)法等；4）課程內(nèi)容由計(jì)算機(jī)課程（介紹計(jì)算機(jī)的硬件知識(shí)、軟件應(yīng)用和程序設(shè)計(jì)）轉(zhuǎn)變?yōu)橹铝τ谂囵B(yǎng)學(xué)生解決實(shí)際生活中信息技術(shù)問題的能力；5）教學(xué)評(píng)價(jià)由結(jié)果性評(píng)價(jià)轉(zhuǎn)變?yōu)檫^程性評(píng)價(jià)，由單一轉(zhuǎn)向多元。 信息技術(shù)教學(xué)方法由于信息技術(shù)課程的新標(biāo)準(zhǔn)發(fā)生了重大變革，