Ⅱ. The Definition and Characteristics of Situational Teaching Model

2.1 The Definition of Situational Teaching Model
Situational language teaching is a grammar-based method in which principles of grammatical and lexical gradation are applied and new teaching points presented and practiced through meaningful situation-based activities. According to the different perspectives, there are many different kinds of situational teaching. Situational teaching is guiding students to study under certain circumstance through creating different teaching situations. (Wang, 02) He points out that, in teaching practice, according to different teaching objectives, different situations should be created, such as question situation, demo situation, exploration situation, enjoyment situation, contradiction situation, discussion situation, and application situation. Language is used under certain situation. Some of the situations are external situations which have a connection with our discussion while others situations are from the context. The common teaching situations are realistic situation, past situation and picture situation. (Huang, 90)
Situational teaching model is a method of teaching that creates the emotional context or environment which takes image as the main body and adapts to the teaching content so as to stimulate the emotional experience, interest and enthusiasm of students and guide them to understand and use the language as a whole and improve the teaching efficiency. It is the unity of “emotion” and “exit”. To sum up, all the situations can be generalized as the following seven situations, including activities situation, problems situation, conflicts situation, visual situation, cooperation situation, emotional situation and cultural situation.
2.2 The Characteristics of Situational Teaching Model
The goal of situational teaching model is to train students’ four basic language abilities and skills: listening, speaking, reading and writing, through the English teaching, which has the following characteristics: Firstly, language teaching should start first heard speaking, reading and writing; Secondly, to learn the foreign language in foreign language; Thirdly, lead in the new language point in the situations; Lastly, the grammar teaching is taught according to the simple hind complex.
The intuitive character can make the abstract knowledge be specific and visual, which contributes to the formation of students’ perceptual knowledge. Situational teaching method makes students be personally on the scene, and demonstrates specific image to students clearly. Also it can make students learn the grammar from the perception of the image to the abstract, rational thinking and enlightenment. It stimulates students’ learning interest, and makes learning activities become a conscious activity. In the process of English grammar teaching, introducing or creating the situation is mainly by the teachers who take teaching content as the center. It is developed according to the students’ level. Through this method, students can learn grammar structure under a happy and live circumstance. 初中英语语法教学中的情境创建(2):http://www.751com.cn/yingyu/lunwen_17022.html