1.2.3 The improvement of students’ learning interest and motivation 2

1.2.4 The cultivation of students’ ability to use language 3

1.3 The definition of related concept 3

1.3.1 The definition of Situational teaching 3

1.3.2 The characteristics of situational teaching in primary school English 3

1.4 Overseas and domestic research status 4

1.4.1 Overseas research status 4

1.4.2 Domestic research status 5

1.5 Research methods 6

1.5.1 Literature research 6

1.5.2 Classroom observation 6

Chapter Two Four misunderstandings of the creation of the real situation in primary school English classroom and relative analysis 7

2.1 “Anticlimactic”type 7

2.2 “Obscure” type 8

2.3 “Sentence excuse” type 9

2.4 “Sky net” type 9

Chapter Three Strategies and suggestions 11

3.1 Strategies for the improvement of the real situation creation in primary school English Classroom Teaching (In response to these proposed teaching cases) 11

3.1.1 To enable students to immerse in the situation all the time and learn the language naturally 11

3.1.2 To make students understand the intention of activity with the necessary instructions and participate in the real situations 11

3.1.3 To make room for the students and let them have an opportunity to think, practice, experience and comprehend 12

3.1.4 To focus on the most direct and most effective situation to highlight the difficult point of teaching. 13

3.2 Several suggestions for the creation of real situation in primary school English classroom 14

3.2.1 The introduction of everyday life situations 14

3.2.2 Arrangements of classroom learning situation 14

Chapter Four Conclusion 16

References 18

 Return to Life, the Analysis of the Authenticity of English Situation Creation on Primary School English

Chapter One Introduction

1.1 The proposition of the question

Under the background of a new round of curriculum reform, “English Curriculum Standards (2011 Edition)”emphasizes that we should take the students’ learning interest, life experience and cognitive level into consideration and make language learning process become the process of developing the students’ positive emotional attitude, proactive thinking, bold practice, cross cultural awareness and the ability of autonomic learning. That is in line with the visual, entertaining, and interactive features of the situation teaching method. In English teaching, more and more teachers are involved in the exploration and application of situational teaching.      However, there are some problems in the practical application of English situational teaching in primary schools. The creation of situations tends to be a mere formality and is not closely combined with the teaching content, so the situation turns to be a dispensable, false and meaningless invalid situation. In the “situational teaching experiment and research”, Li Jilin (a Chinese teacher of Nantong, Jiangsu Province) pointed out that situation teaching aims at promoting children’s overall harmonious development. Sue Home Linsky also said intellectual education starts from the place where there is theoretical thinking, and the vivid and intuitive sense is not the ultimate goal but the means. This paper aims to analyze several situation cases in the teaching practice and then propose some real and effective strategies for the improvement of the real situation creation in English teaching.  小学英语情景创设的真实性生活化分析(2):http://www.751com.cn/yingyu/lunwen_52223.html