【正文】 故事的同時(shí)學(xué)說(shuō)英語(yǔ),能激發(fā)小學(xué)生學(xué)習(xí)英語(yǔ)的興趣,調(diào)動(dòng)他們學(xué)習(xí)英語(yǔ)的積極性的一種教學(xué)法。只要教師在教學(xué)中善于挖掘，單詞，課文，句型等等內(nèi)容都可以設(shè)計(jì)成有趣的故事，使學(xué)生饒有興趣地配合教學(xué)。因此,小學(xué)教師必須為學(xué)生提供很多練習(xí)英語(yǔ)口語(yǔ)機(jī)會(huì)以便提高學(xué)生的理解能力,讓他們更好地掌握知識(shí)。使用情境教學(xué),在課堂上創(chuàng)造一種輕松愉快的氣氛,使學(xué)生積極參與表演和語(yǔ)言實(shí)踐,激發(fā)他們的學(xué)習(xí)興趣,消除學(xué)生在課堂學(xué)習(xí)中的焦慮和語(yǔ)言障礙,提高學(xué)生的觀察判斷、想象和創(chuàng)造能力,培養(yǎng)學(xué)生的交際能力。此外,情景教學(xué)可以刺激學(xué)生表達(dá)自己內(nèi)心渴望的看法,促進(jìn)他們積極參加活動(dòng)，更好的理解情境,愿意與他人溝通。因?yàn)樗麄儗?huì)對(duì)學(xué)習(xí)感興趣,學(xué)習(xí)效率也會(huì)隨之提高。使用情境教學(xué)方法使學(xué)生的角色發(fā)生了變化,從被動(dòng)到主動(dòng)。通過(guò)這種方式,可以收到更好的教學(xué)效果。（本論文非抄襲。[2]梅德明，（第二卷）.上海：上海外語(yǔ)教育出版社，2004。[4]王 （第二版）.北京：高等教育出版社，2006。這種方法認(rèn)為“語(yǔ)言結(jié)構(gòu)”和使用語(yǔ)言的“時(shí)空情景”有密切的關(guān)聯(lián)性，注重語(yǔ)言習(xí)得與說(shuō)話時(shí)的社會(huì)環(huán)境的密切關(guān)系。同傳統(tǒng)教學(xué)法相比，情景教學(xué)法除了強(qiáng)調(diào)教學(xué)生掌握語(yǔ)言結(jié)構(gòu)外，更加注重能力的掌握和在情景中習(xí)得語(yǔ)言。具體地說(shuō)，是指使用語(yǔ)言形式進(jìn)行交流信息的社會(huì)環(huán)境。語(yǔ)言功能的掌握，依賴于真實(shí)情景，創(chuàng)設(shè)情景不僅為訓(xùn)練學(xué)生語(yǔ)言創(chuàng)造條件，而且也能有效地促進(jìn)學(xué)生思維能力以及其他品質(zhì)的協(xié)調(diào)發(fā)展。既然具體的語(yǔ)言都是在一定情景下使用的，那么情景的創(chuàng)設(shè)就必然有助于學(xué)生在真實(shí)的場(chǎng)景中使用。它認(rèn)為個(gè)體的情感對(duì)認(rèn)知活動(dòng)至少有動(dòng)力、強(qiáng)化、調(diào)節(jié)三方面的功能。而情景教學(xué)法就是要在教學(xué)過(guò)程中引起學(xué)生 積極健康的情感體驗(yàn)，直接提高學(xué)生對(duì)學(xué)習(xí)的積極性。在教學(xué)材料的安排上要按語(yǔ)法結(jié)構(gòu)、句型，由易到難來(lái)安排。情景教學(xué)法重視學(xué)生的情緒情感生活，集直觀性、啟發(fā)性、形象性、情感性于一體。教師在課堂上使學(xué)生感到和藹可親、可信，學(xué)生就會(huì)消除緊張恐懼心理，踴躍發(fā)言，變被動(dòng)學(xué)習(xí)主為主動(dòng)學(xué)習(xí)，為學(xué)好該科奠定了可靠的心理基礎(chǔ)?！白⒁狻笔菍W(xué)生認(rèn)知客觀世界，獲取知識(shí)，發(fā)展智力和培養(yǎng)能力的基礎(chǔ)。3．降低學(xué)生的理解難度。語(yǔ)言意義的理解，以及語(yǔ)言功能的實(shí)現(xiàn)皆需通過(guò)語(yǔ)境。在相應(yīng)的語(yǔ)言環(huán)境中完成教學(xué)內(nèi)容，降低學(xué)生理解語(yǔ)言的難度。在教學(xué)過(guò)程中教師通過(guò)充分巧妙地運(yùn)用圖片、適當(dāng)用英語(yǔ)分析講解語(yǔ)言點(diǎn)、用英語(yǔ)提問(wèn)來(lái)提高學(xué)生聽(tīng)說(shuō)讀寫(xiě)和應(yīng)用英語(yǔ)的綜合能力。強(qiáng)調(diào)以情景為線索來(lái)選擇和安排語(yǔ)言材料，但由于情景的設(shè)計(jì)常常是虛構(gòu)的，因而情景中的話語(yǔ)并不能最大限度地滿足學(xué)生言語(yǔ)交際的實(shí)際需要。二、教學(xué)模式1．創(chuàng)設(shè)—感知這是小學(xué)英語(yǔ)情景教學(xué)模式的初始環(huán)節(jié)，在這一環(huán)節(jié)中教師通過(guò)認(rèn)真專研教材，設(shè)計(jì)教學(xué)方案，為學(xué)生學(xué)習(xí)創(chuàng)設(shè)情景，營(yíng)造良好的課堂氛圍，使學(xué)生初步感受新知，并以此激發(fā)學(xué)生的學(xué)習(xí)興趣和求知欲。幫助學(xué)生理解、記憶所學(xué)的新知識(shí)，加強(qiáng)英語(yǔ)語(yǔ)言的訓(xùn)2（?？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)練。4．鏈接—遷移這是小學(xué)英語(yǔ)情景教學(xué)模式的最后環(huán)節(jié)，在這一環(huán)節(jié)中，教師把課堂向社會(huì)鏈接，為學(xué)生提供真實(shí)的生活情景，將學(xué)習(xí)場(chǎng)地從教室遷移至室外，培養(yǎng)學(xué)生的實(shí)踐能力，拓寬英語(yǔ)學(xué)習(xí)界面。what’s more, by the end of the lesson students can use the words to make a short teacher will first let the students to warm up by singing a song they have learned before, and then teach the new words by teaching a new song with the help of some , there is some pictures draw with different color clothes used at the beginning of the the middle of the lesson, teacher will check the new words students have mastered by letting the students to read the color of stationery and color the pictures, and teach students to learn and make the end of the lesson, teacher organizes the whole class to sing the new song : Step 1: warm up(2 minutes)Teacher: greeting to the : greeting to the : asks the students together to sing the song “Hello!How are you?” 3（?？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)Students: to sing the song with !How are you? Hello!Hello!Hello!Hello!Hello!Hello!How are you? Hello!Hello!Hello!Hello!Hello!Hello!How are you? I’m ’m ’m ’m ’m ’m 2: lead in(20 minutes)Teacher: tells the students that they are going to learn a new song about color and say out the name of the song, then the teacher sing the song one time by is wearing green today? Who is wearing green today? Green today? Green today? Who is wearing green today? Green today? While singing, the teacher will present the first picture draw with green ：be quiet and listen to the : teaches the song sentence by sentence for two : learn the song following the : sticks the picture to the blackboard, and writes down the word “green” on the blackboard and teaches the students how to read : read the word after the : uses the above way to teach other five new words(red, blue, and yellow, orange, purple).Step 3: practice(15 minutes)Teacher: shows the relevant colors of real stationery object, and review the words(pencil, pen, bag, sharpener, eraser, and ruler)one words two : read the six words after the : shows an object to ask student say out the color and the example: when teacher shows a green pencil, student should say ‘green pencil’.Students: say out the color and the word according to the color and object the teacher : gives a picture which including pencil, pen, bag, sharpener, eraser, ruler to 4（?？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)every student, and then ask the students to color the picture according to their : color the picture according to their : teaches the students to make a short dialogue A: I have a : what color is it? A: Guess!B: Yellow? Green? A: Yes./ No, it’s......Students: make a dialogue with their partner according to their real 4:(3 minutes)Teacher: organize the whole class to sing the new song and change the key word of color when it necessary.（二）Activity two: role play materials: words and sentences from PEP English for primary school student book 1 unit 5 let?s : chicken, bread, cake, French fries, hamburgersSentences: What do you like to eat?—— I like to eat...What about…?——Yes, I like it very much./No, I don?t like I have…?Here you are name: roleplay : In order to consolidate the words and sentence structures the students learned last teacher applies The Situational Approach to this roleplay activity at the beginning of the this 25minute activity, some pictures about foods, chalks, and blackboard will be this activity, the teacher will know about the students39。s a good chance for the students to practice using the target language , students? municative ability will be procedures: Step1: revision(1 minute)The teacher will show the pictures about foods which they learned last lesson to the students and ask them to say out the words one by one(The teacher ask the students question: “what?s this in English？??，pointing at the picture about foods on the teacher39。t like)Step2: beforeactivity(6 minutes)The teacher writes down the sentence structures they learned last lesson on the blackboard and tell the students they will do an activity named roleplay Provide a specific situation to the students(Situation: Mary and Lucy and Lily are day, they are going to see a movie, before this, they want to have some foods；therefore, Lily goes to buy the tickets and waits at the cinema, Mary and Lucy go to the MacDonald to buy some foods,.)(3)The teacher tells them the r