【正文】 它把簡單刻板的教與學(xué)融化在多姿多彩的真情實(shí)境中，它拆去傳統(tǒng)教與學(xué)的樊籬，讓師生和諧地融合為一體，在歡樂、活躍的氛圍中去激發(fā)學(xué)生的學(xué)習(xí)熱情，培養(yǎng)學(xué)生的學(xué)習(xí)興趣，化抽象為直觀，化刻板為生動，幫助學(xué)生尋找到掌握英語學(xué)習(xí)的捷徑，使學(xué)生學(xué)于其中，樂于其中，感于其中，從而提高教學(xué)質(zhì)量。教學(xué)“toys”一課時(shí), 可用多媒體顯示一個(gè)玩具城, 邀請學(xué)生“Let’s go to the Toy’s Town.”學(xué)生非常高興。英語教師在課堂上要積極運(yùn)用各種生動傳神的表情、形象的語言和演示動作來描述事物，力求逼真，幫助學(xué)生理解，逐步培養(yǎng)學(xué)生用英語進(jìn)行思維的能力。那么, 怎樣在課堂教學(xué)中應(yīng)用情境教學(xué)法呢?(一)聯(lián)系生活進(jìn)行情境教學(xué)例如在字母教學(xué)時(shí), 讓學(xué)生把字母與生活中的事物聯(lián)系起來, 饅頭(D), 一把雨傘(f),一把椅子(h), 一個(gè)望遠(yuǎn)鏡(H), 傘把(J)；讓學(xué)生到生活中尋找含有字母的代表性標(biāo)志, 如CD(光盤), KFC(肯德基), NBA(美國職業(yè)籃球聯(lián)賽), CCTV(中央電視臺)；學(xué)習(xí)單詞和句型時(shí),允許學(xué)生在教室的墻上、窗戶上、黑板上貼上學(xué)過的單詞、句型或?qū)W生平時(shí)收集的諺語, 如window(窗)、door(門)、blackboard(黑板)；試著讓學(xué)生把課程表用英語書寫, 把家里的事物貼上英語小標(biāo)簽等。在他們對很多的知識似懂非懂的情況下，采用各種游戲形式進(jìn)行滲透，如Pass the card(傳卡片)、Do the action(聽音做動作)、Find your friend(找朋友)、Draw and color(畫一畫 涂一涂)等，在游戲中通過多聽、反復(fù)感覺，從而在腦海里的印象就加深了，這樣不僅可以讓學(xué)生盡情投入到游戲中，還可以減輕學(xué)生的心理壓力和負(fù)擔(dān)，給學(xué)生一個(gè)輕松和諧的語言環(huán)境，也使得課堂充滿活力。合適的教學(xué)情境讓學(xué)生從感受形象開始，而學(xué)生在感受形象時(shí)，觀察的客體和詞語之間就會建立相互的聯(lián)系，此回合使表象的儲存隨之豐富。情境教學(xué)法通過再現(xiàn)教材內(nèi)容的相關(guān)情境，利用角色效應(yīng)，讓學(xué)生自己琢磨、去嘗試、去發(fā)現(xiàn)，縮短了教材與學(xué)生之間的心理距離。再者缺少語言習(xí)得和使用環(huán)境，是中國學(xué)生外語表達(dá)能力差的一個(gè)重要因素。因此在英語教學(xué)中，教師就應(yīng)該給學(xué)生創(chuàng)設(shè)一種學(xué)“母語”的英語學(xué)習(xí)氛圍，進(jìn)行必要的情境教學(xué)。而在后面的作文評改，只需要做到重點(diǎn)推敲語言文字，實(shí)現(xiàn)用詞用句準(zhǔn)確表達(dá)情感?？蛇^去好長時(shí)間，還是不退燒。這樣全文按“順敘”分三大段?！睆姆独校⒆觽兠靼琢?，想把印象深的同學(xué)寫具體，必須得寫出模特是怎么擺的？盲人雕塑家是怎么摸的？是怎么指揮蠟人的？蠟人又是怎么做的動作？這些細(xì)節(jié)都得一一寫清楚，寫具體。然后，房旭峰又轉(zhuǎn)向王明，繼續(xù)摸。我特別就這個(gè)問題對孩子進(jìn)行針對性的指導(dǎo)。然后，學(xué)生再進(jìn)行“想象構(gòu)思”，把一些模糊的內(nèi)容想象補(bǔ)充完整。學(xué)生作文的內(nèi)容，不僅僅包括“觀察、積累”的素材，還包括經(jīng)過他們思考加工而形成的“加進(jìn)了自己主觀情感、想象”的“心象”——那些穩(wěn)定的、清晰的、可以寫下來成為“完整形象”的內(nèi)容。除了以上內(nèi)容外，我還千方百計(jì)的搜集更多的素材，以調(diào)動學(xué)生的習(xí)作興趣。，開發(fā)習(xí)作“材”源好的活動能讓兒童的感官回歸到生活狀態(tài)，能豐盈兒童的習(xí)作體驗(yàn)，為習(xí)作教學(xué)搭建起一個(gè)開闊的動感平臺。受到特級教師于永正老師的啟發(fā)，我在課堂上為學(xué)生表演了啞劇《檢查作業(yè)》，很生動的再現(xiàn)了老師檢查作業(yè)時(shí)不同的表現(xiàn)。因此，孩子們在習(xí)作中，把整個(gè)抓小偷的過程，描寫得生動傳神，精彩極了。怎么讓孩子有話可說，有感可抒呢，選擇圖片是很重要的。孩子們少的能寫出兩三張稿紙，多的能寫出四五張稿紙，大多數(shù)孩子也能寫出三四張稿紙。整篇故事，只有背景音樂，沒有任何對話。挖掘習(xí)作“材”源目前，網(wǎng)絡(luò)普及，網(wǎng)絡(luò)資源中的影視作品眾多。不管是在濕地，還是在浮煙山，我在指導(dǎo)學(xué)生觀察美麗的自然風(fēng)光同時(shí)，還注意指導(dǎo)學(xué)生觀察方法。我經(jīng)常帶學(xué)生實(shí)地觀察，實(shí)地指導(dǎo)，實(shí)地寫作。(永合會總校任麗燕)第四篇：情景教學(xué)法在課堂教學(xué)中的應(yīng)用情景教學(xué)法在課堂教學(xué)中的應(yīng)用如何有效的在作文教學(xué)中實(shí)現(xiàn)情景教學(xué)，達(dá)到有效提高作文水平的目的呢？我在教學(xué)實(shí)踐中進(jìn)行了大膽嘗試和探索，積累了較多的經(jīng)驗(yàn)。例如：在教“Happy birthday to you！”時(shí)，設(shè)計(jì)公雞一家團(tuán)聚互相祝賀生日的游戲，顯得形象、生動、有趣。因此，在英語教學(xué)中榮音樂與英語一體，能幫助學(xué)生理解對話，表現(xiàn)情景內(nèi)容，創(chuàng)設(shè)有聲語言環(huán)境，使學(xué)生自然投入。教師將學(xué)生要學(xué)的對話融于其中，會加深學(xué)生對語言的理解，幫助學(xué)生在語言與表達(dá)對象之間建立起聯(lián)系，從而調(diào)動學(xué)習(xí)積極性，使學(xué)生更自覺、更有趣地進(jìn)行英語交際活動。在教學(xué)中，教師不可能將真實(shí)生活情景搬入課堂，但能模擬真實(shí)情景，創(chuàng)設(shè)接近生活的真實(shí)語言環(huán)境，這有利于學(xué)生理解和掌握對話內(nèi)容。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。s a good chance for the students to practice using the target language , students? municative ability will be procedures: Step1: warm up(2 minutes)The teacher will ask the students to sing a song they have learned before.(The teacher asks the students question: “boys and girls, do you remember the song Alibaba we have learned before, let?s sing it : beforeactivity(15 minutes)The teacher checks the homework which was given last lesson.(The teacher say:“I remember I gave you a homework to observe the animals around you, have you finished it? What kind of animals can you see at home？anyone who want to share your ideas, pleased put up your hand.”)(The students properly answer in Chinese:“I can see dog, cat, chicken, duck at home.”)Then the teacher prizes the students those who finished the homework perfectly, and tells the students they are going to start a new lesson(The teacher may say:“All of you done a good job!Next, we are going to start a new 7（?？疲┥俏猜殬I(yè)技術(shù)學(xué)院外語系英語教育專業(yè)畢業(yè)設(shè)計(jì)lesson about animals.)The teacher present the PPT and play the sound of animals to the students by asking ??what is it or what are they???, then guide the students to learn the new words and sentence teaching, teacher should use the chalks to write down the new words on the that, teacher can check the words by inviting some students to reading the : duringactivity( minutes)After teaching the new words, the teacher tells the students that they are going to play a game called guessing game and explains the rules of the game to the students(The teacher say: “We are going to play a guess game, the game is to guess the animals, I will show you a small part of body of animals through PPT, then, I will play the recorder two times for you to listen the sound of animals, finally you should stand up and say out the name of animals you one, who stand up quickly and answer correctly, will be the winner.”)The teacher presents a small 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)院外語系英語教育專業(yè)畢業(yè)設(shè)計(jì)game, students can enjoy themselves in the course of :Step 1: warm up(1 minute)The teac