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本科毕业论文(设计)
题 目：对情境教学法在英语课堂教学中应用的研究
学 院： 外 语 学 院 专 业： 英语语言文学
姓 名： 指导教师：
2012 年 月 日
青岛大学本科生毕业论文（设计）
STUDY ON THE SITUATIONAL TEACHING METHOD IN ENGLISH CLASSROOM TEACHING
BY
Yuan Zhelin
ENGLISH DEPARTMENT COLLEGE OF FOREIGN LANGUAGES
QINGDAO UNIVERSITY
June 1, 2012
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青岛大学本科生毕业论文（设计）
Abstract With the development of the teaching reformation, the situational teaching method finds favor in people's eyes because it's direct and vivid and focuses on students' subjectivity.My topic is about the situational teaching method's applying in English claroom teaching.I find there are some problems: students' English level is low, preure of examination-oriented education is great, emphasis of teachers and students are different, and so on.Then I suggest using pure English, strengthening the communication between teachers and students, and changing the examination-oriented education.My paper aims to make the situational teaching method play a more important role in our country's English claroom teaching.Key words: situational teaching method;English claroom teaching
摘要
随着英语课堂教学的改革，情境教学法因其直观形象、寓教于乐、注重学生主体性等特点受到青睐。本文研究情境教学法在英语课堂教育中的应用。发现其存在几方面的问题：学生整体英语基础差，应试压力大，教师与学生侧重点不同等。对此，本人提出几点建议，如全英教学，加强学生与教师的沟通，改变以应试为主的教育模式等。以期情境教学法能在我国英语课堂教学中发挥更重要的作用。
关键词：情境教学法；英语课堂教学
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Contents
Introduction.............................................................................................................1
Chapter 1 Application of the Situational Teaching Method in English
Claroom Teaching............................................................................2
1.1 Importance of the Situational Teaching Method in English Teaching............2
1.2 Theoretical Bases of the Situational Teaching Method...................................3
1.2.1 Constructivism Theory...........................................................................3
1.2.2 Situational Approach..............................................................................3
1.2.3 Cognitive Linguistics.............................................................................4
1.2.4 Students' Learning Regularity................................................................4
1.3 Concrete Measures of the Situational Teaching Method in English Teachin.5
1.3.1 Creating Different English Situations....................................................5
1.3.2 Using of the Multi-media.......................................................................5
1.3.3 Playing of Various Roles........................................................................6
1.3.4 Development of the Extracurricular Activities......................................7
1.4 Characters of the Situational Teaching Method..............................................7
1.4.1 Taking Students as the Main Body.........................................................7
1.4.2 Creating Direct and Vivid Situations.....................................................8
1.4.3 Making Entertainment a Medium of Education...........................8
Chapter 2 Difficulties in Using the Situational Teaching Method in English
Claroom Teaching........................................................................10
2.1 Extent of Teachers' Attention is not Enough.................................................10
2.2 Students' English Rudimentary Knowledge is Weak....................................11
2.3 The Preure of Examination-oriented Education is Great...........................12
2.4 Evaluation Standards Are Single..................................................................13
2.5 The Deviation Between Teachers' Using Habits and Students' Expectations
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青岛大学本科生毕业论文（设计）
is Obvious.......................................................................................................14
Chapter 3 Suggestions to the Situational Teaching Method in English
Claroom Teaching..............................................................................16
3.1 Teachers Study the Situational Teaching Method Systematically.................16
3.2 Use Pure English in Claroom Teaching.....................................................17
3.3 Diversity the Evaluation Standards...............................................................18
3.4 Reduce the Deviation Between Teachers' Using Habits and Students'
Expectations..................................................................................................18
Conclusion.............................................................................................................20
Acknowledgements...............................................................................................22
Bibliography..........................................................................................................23 iv
青岛大学本科生毕业论文（设计）
Introduction
The situational teaching method, which is also known as the Audio-visual teaching method, was first put forward by British applied linguists in 1930s.This teaching method was introduced into China in 1960s and attracted attention of educationists in our country immediately(Zhang, 2011).Different from the traditional teaching method, the situational teaching method lays stre on the importance of circumstances in teaching.It also emphasizes that the students' cognition is situational and couldn't be separated from the complex social situation.According to the situational teaching method, teachers should create lively and vivid circumstances in claroom teaching.This teaching method can help students understand the knowledge and culture better and raise their study efficiency.That is to say, students in this teaching method are not in paive any longer.On the contrary, students are major characters while teachers are guides and auxiliaries.The situational teaching method is that using real and virtual situations to make students feel easy to understand the abstract knowledge.The appearance of the situational teaching method was really a bold reform and great progre in educational system.In recent years, it has been used widely in claroom teaching.Under the situational teaching method's direction, teachers usually act the book knowledge with the help of music, pictures, plays or other measures.This can arouse the curiosity of the students.So, the situational teaching method becomes more and more popular in claroom teaching, especially the English claroom teaching.It's sure that this teaching method will be the main teaching method in claroom teaching.青岛大学本科生毕业论文（设计）
Chapter 1 Application of the Situational Teaching Method
in English Claroom Teaching
In recent years, the situational teaching method is becoming more important in English claroom teaching.This teaching method has four theoretical bases.It emphasizes the use of vivid and lively situations and makes studying English a happy thing for students.Now, it's get more attention of many experts, teachers and even students.1.1 Importance of the Situational Teaching Method in English Teaching With the proce of the global integration, English becomes a commonly used language.In our country, English is a required course for pupils, middle school students, even college students.The abilities of students' English, especially the oral English and interpretation, are becoming more and more important.It can be aerted that as a bridge links the cultures of different countries and a basic tool for international culture exchange, English will play a more important role.So the English claroom teaching looks even more important.The key is to find out a suitable teaching method for English claroom teaching.In fact, the traditional teaching method is that teachers teach and the students learn paively.This “Duck-stuffing” type of teaching couldn't help the students study English well.On the contrary, the situational teaching method is a good method in English claroom teaching.Teachers are guides and students are main characters.Teachers create lively English circumstances as many as poible.Students will be interested in this kind of teaching method and study English on their own initiative.Once abstract knowledge changes into concrete images, students can learn English easily.Students are always full of imagination and enthusiasm and they like vivid stories and interesting activities, rather than uninteresting and boring teaching they will surely accept the situational teaching method in English claroom learning
青岛大学本科生毕业论文（设计）
because they are given more exposure to the English environment.They can feel English, speak English, think in English and do things in English style under the situational teaching method.What's more, the situational teaching method emphasizes the importance of students' subjective initiative.Through some competitions or presentations, students' interests will be raised.They will prepare for these activities.Then, they strengthen not only their knowledge but also their activities.So, teachers should apply the situational teaching method in English claroom teaching as much as poible.This is really a good method for students' English learning.1.2 Theoretical Bases of the Situational Teaching Method 1.2.1 Constructivism Theory Constructivism is different from the traditional teaching method that students acquire knowledge from their teachers.It says that learners make use of neceary and useful learning materials and construct meaning to acquire knowledge.The eential prerequisite is the learners should be in fixed circumstances or social backgrounds and be with the help of others, including teachers and learning partners.So, “circumstance” is an indispensable part of constructivism theory(Chen, 2011)which is a theoretical basis of the situational teaching method.The aim of this theory is helping learners construct significance of the knowledge they learn(Chen, 2011).In view of the core ideas of constructivism theory, the teaching method, which is known as the situational teaching method emphasizes that students should be the centre of the whole claroom teaching.As guides and organizers, teachers should bring the students' enthusiasm into play by making use of conversations, competitions, team works or any other useful circumstances.1.2.2 Situational Approach Situational approach holds the point of view that the specific social circumstance
青岛大学本科生毕业论文（设计）
people are in decides what kind of roles people should play(Chen, 2011).That means people do things differently when they are in different circumstances.According to the situational approach, we could see that school situation is different from living situation.In school, students are asked to remember knowledge and acquire technical abilities.While in daily life, people always pay more attention to the use of knowledge or abilities.English teaching is the same.We should pay more attention to the use of English, rather than scores.So, situational approach is a basis of the situational teaching method which lays stre on the application of English in daily life.English is not only a course in claroom, but also a tool for communication with others in our daily life.1.2.3 Cognitive Linguistics According to the cognitive linguistics, the proce of people's cognitive learning is separated into three parts: input of the information, central proceing of the information and output of the information(Zeng, 2005).And the situational teaching method changes the first part to help students learn English.Through changing the traditional teaching method, teachers create some real and virtual situations to catch the students' focus.If students pay their attention to information which is more useful and valuable, they will surely master English better than those using the traditional teaching method.1.2.4 Students' Learning Regularity Another theoretical basis is the students' learning regularity(Zeng, 2005).Students are usually full of thirst for knowledge and curiosity.Their thoughts are obvious concrete thinking.The situational teaching method can make them give the rein to their imagination and creation.And, English is a language which should be learned in context and applied in real life.So, the learning of English shouldn't start with words phrases, or grammars.What's more, the students' learning regularity is that
青岛大学本科生毕业论文（设计）
they can learn everywhere at all times, consciously and unconsciously.The effect of the situational teaching method is to create relax and delightful English circumstances for students.Then, students can learn English happily.1.3 Concrete Measures of the Situational Teaching Method in English Teaching 1.3.1 Creating Different English Situations In normal conditions, the first problem people will meet when they begin to learn English is the language discrepancy between English and their mother tongue.The only way to resolve this problem is practicing.If students want to practice English well, they must be placed in English situations.One person's manner and contents of speaking depends on time, place, situation and status.So, in the situational teaching method, teachers always create different English situations for students(Zhang, 2010).Firstly, teachers create English situation in which there are many questions for students.Usually, teachers ask questions which can catch the students' attention and curiosity.Once students are attracted by the questions, they will surely ponder and explore the questions and learn English unconsciously.This is the most useful and easiest kind of English situation.Secondly, teachers like to create Anglo-American culture situation.Language is the carrier of culture.So is English.If students can learn something about Anglo-American culture, they could be readily receptive to English.Through creating English situations, teachers can give correct guidance to students who want to learn English well.Students can understand the deep meaning of English and practice it easily and happily.1.3.2 Using of the Multi-media With the advance of science and technology, computer aistant instruction, which is called CAI for short, becomes more popular in claroom teaching, especially the English claroom teaching.The multi-media have a variety of forms of
青岛大学本科生毕业论文（设计）
expreion, such as pictures, flashes, music and videos.(http://baike.baidu.com/view/14589.htm)These various forms of expreion can help teachers create lively and vivid English situations.Then, students could make full use of their imagination and take part in the learning actively.There is a vivid example.A teacher wants her students to remember the English names of different kinds of flowers.According to the traditional teaching method, she tells her students the Chinese names and English names and let them remember.This is a boring and difficult task.While according to the situational teaching method, she shows her students the pictures of these beautiful flowers through the multi-media.Students will be interested in these flowers and remember their English names quickly and easily.The use of the multi-media makes the students use their various sense organs to feel English.Then they will learn English not only quickly and easily, but also firmly and permanently.1.3.3 Playing of Various Roles From the simple daily talks to the complicated busine negotiations, the use of English shows its interpersonal social nature.This nature makes English appropriate for role-playing.For English claroom teaching, the texts are the most suitable dramas.Teachers can create different situations in claroom according to the texts and ask students to play different roles.If there are some simple stage properties or music pleasant to the ears, twice as much can be accomplished with half the effort.In role-playing English claroom teaching, teachers are organizers who should set a specific situation.Teachers should also analyze every student’s characters and decide which role he or she plays.For example, if the text is about a story happened in hospital.Teachers can appoint some students who have a wide range of studied as doctors, and some students who are gentle and soft as nurses.Teachers themselves could play the role of patients who have some problems.青岛大学本科生毕业论文（设计）
Through communicating with each other in the play, students can learn more English word sand phases and they can also know how to use English to expre them in real life.Role-playing is an important measure in the situational teaching method.It can teach students more practical English.1.3.4 Development of the Extracurricular Activities Learning English in claroom is not enough to learn English well.The development of the extracurricular activities is absolutely neceary.There are many students with high English scores who don't dare to say any English to others.As an important part of the situational teaching method, extracurricular activities should get more attention(Yang, 2011).There are many activities which can be developed.The common one is doing presentation in a few minutes.The title of presentation can be decided by students.They can introduce some famous historic and cultural sites, tell some interesting stories or teach others to sing an English song.Organizing some English competitions is a good way to learn English.Students always love to excel others.To get the champion, students will prepare for the competitions well.They can learn more than learning in English claroom.Some teachers give students the chance to rehearse English dramas.This is another good form, because it gives students the chance to show their English level organizing ability and acting ability.This arouses the enthusiasm of the students and makes them use English during the whole period.Once students can take part in this kind of extracurricular activities actively, they will make a spurt of progre in their English learning.1.4 Characters of the Situational Teaching Method 1.4.1 Taking Students as the Main Body Different from the traditional teaching method in English claroom teaching, the situational teaching method breaks the rule that teachers are main characters in claroom teaching.It takes students as the main body and brings the students'
青岛大学本科生毕业论文（设计）
enthusiasm into full play.Formerly, it was teacher who ask students questions.Now, teachers make students raise questions and others answer.Every student tries his or her best to raise a novel and meaningful question, without worrying about his or her imperfect oral English.In fact, students can not only understand the contents, but also practice their abilities of listening, speaking, reading and writing.Compared with the former one, the situational teaching method takes students as the main body in English teaching.It's a good thing for both teachers and students.1.4.2 Creating Direct and Vivid Situations The situational teaching method aims to turn the abstract and boring knowledge into concrete and interesting images(Zhang, Zhao, 2011).Creating direct and vivid situations is a good way to achieve this goal.Teachers use direct entities and all kinds of training aids to create direct and vivid situations for students in English claroom teaching.This method can train students to think in pure English though.The best situation for students to learn English is a situation where everyone speaks only English and every word is English without any forms of Chinese.Except going abroad, the only way to achieve this goal is creating direct and vivid situations.In fact, in the situational teaching method, students can sense, understand and apply English in specific situations.It can help them to shorten their learning time and promote their study efficiency.Not only direct objects and training entities, but also the lively descriptions and figure languages can create direct and vivid situations.This is really a special character of the situational teaching method in English claroom teaching.1.4.3 Making Entertainment a Medium of Education Now, people always advocate that we should make entertainment a medium of education.That is to say, education is not a tough and unprofitable job any longer, but a delightful and relaxing thing.The situational teaching method in English
青岛大学本科生毕业论文（设计）
claroom teaching can make students fall in love with English study.This is the sign of the situational teaching method.Teachers create English situations according to the contents of the textbook knowledge because they want their students can be interested in these and get the knowledge firmly.In the situational teaching method in English claroom teaching, English isn't icy knowledge any more.On the contrary, English can arouse the student's feeling and promote the cognition time of learning.Teachers pay more attention to what students need, not what the students should need.Once the status of students becomes the main body, students' learning interest will be increased.Then they will learn English actively and joyfully.That is a great achievement of the situational teaching method in English claroom teaching.青岛大学本科生毕业论文（设计）
Chapter 2 Difficulties in Using the Situational Teaching Method in English Claroom Teaching
Though the situational teaching method is a good one in English claroom teaching, it still has some problems which should be taken seriously: teachers' attention is not enough;students' knowledge is weak;the preure of examination-oriented education is great.2.1 Extent of Teachers' Attention is not Enough Based on some researches(Xia, 2010), most of English teachers have known or at least heard of the situational teaching method.But only a few of them could tell what it is exactly or have studied this teaching method through looking up some academic materials.In terms of theory, teachers know that they should apply the situational teaching method in English claroom teaching because it's important to improve the learning interests of students.They also admit that it's neceary to create some vivid and lively situations for their students.But they always ignore these.That is to say, the extent of English teachers' attention to the situational teaching method is far from enough.With the carrying out and developing of the reform of English teaching, the teaching sense, teaching method and teaching action are changing.There are still some teachers who are too conservative to accept the new idea of the situational teaching method.Their method of English claroom teaching is reciting words, learning grammars, and then reading the texts repeatedly.This traditional teaching method ignores the importance of students' active thinking and it will be obsoleted sooner or later.There are some teachers who realize the importance of the importance of the situational teaching method.They are willing to use this method in English
青岛大学本科生毕业论文（设计）
claroom teaching.It's a pity that they don't know how to do it because they have not accepted any kinds of training.Without enough innovations, they choose to use some simple pictures or some small games to help students understand the knowledge.We must admit that they have made an important step on the road of English claroom teaching reformation.But they need to learn more profeional and systematic knowledge of the situational teaching method.As guides and organizers in English claroom teaching, teachers' attitude and views of the situational teaching method are rather important.Now, most English teachers haven't realized this method's importance.They don't use it or use it occasionally in English claroom teaching.It's not enough.They should pay more attention to it and use it more frequently.2.2 Students' English Knowledge is Weak In our country, most students begin to come into contact with English when they are about ten years old.Except the school education, they usually have no other good channels to learn English(Lai, 2010).Their parents can't speak English or never speak English at home.These lead to a bad situation that students' English knowledge is weak.The situational teaching method in English claroom teaching requires teachers to speak English in cla.While most students can't accept this form of teaching because they don't know what the teacher is taking.In fact, only those students who come from wealthy city families have chance to take pure English claes after school.Others who don't will feel difficult to follow the teacher who speaks English all the way.Usually, there are more than thirty students in one cla.Their levels of English are different.This makes the using of the situational teaching method hard.According to this teaching method, teachers should try their best to speak English only in English claes.If students can't understand what they say, they should explain in English, too.Because most students' English rudimentary
青岛大学本科生毕业论文（设计）
knowledge is too weak to reach this goal, teachers always choose to give up using English to explain.What's more, students with weak English knowledge are more likely to escape English learning.A survey points out that those students who attend English tutorial claes would like to spend more time to train their English than those who don't.So, teachers will meet a problem when they use the situational teaching method.Those students with high English level think this method has no attraction while those with low English level feel it too hard to accept.Students are the main characters in English claes according to the situational teaching method.Their English level decides that whether this method could be carried out succefully or not.A preing matter of the moment is improving students' English knowledge.Once this problem is resolved, the applying of the situational teaching method in English claroom teaching will be easier and more widely.2.3 The Preure of Examination-Oriented Education is Great Under the great preure of the examination-oriented education, the arrangement of claes is compacted.For example, some schools arrange three English leons one weak and let teachers to finish the textbook contents of six leons.To make students learn all the knowledge points, teachers have to use most time to teach students these knowledge points.For the situational teaching method, the creating of lively and vivid situations is neceary.To create these situations, teachers must use plenty of time.It's a conflict.With the promotion of the grades, the contents in textbook are becoming more.Teachers should spare more time in teaching these.If teachers insist on using the situational teaching method in English claroom teaching, they will not fulfil the teaching miions.So they really have no enough time to create lively situations for students because the preure of examination-oriented education is too great.They try to use more time and energy
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to make students understand and remember the knowledge, rather than learn in relax and happy situations(Lai, 2010).Another disadvantage of the examination-oriented education is aggravating the teaching burdens of the teachers, including the English teachers.One English teacher may teach several claes in different grades.They have to spend almost their all time and energy in preparing leons.In the situational teaching method, English teachers should spend plenty of time in creating direct and vivid situations, preparing lively and interesting pictures and making flashes.In real life, it seems not practical, because there is so great preure of examination-oriented education.In fact, the educational mode in our country emphasizes the knowledge points of English, like phases and grammars.In the contrary, the situational teaching method emphasizes more on the using of English in daily life, like oral English or the ability of communicating in English.If the examination-oriented education can be changed into another one which is more pleasant, attractive and relaxing, the situational teaching method could surely improve students' level of English in real life, not just in claes.As a language, the use of English is not getting high scores, but communicating with others.2.4 Evaluation Standards Are Single Because of the hectic school work, the rate of teaching progre is rapid.Teachers always evaluate their students according to their English scores.If a teacher thinks that one student learns English well or answers a question perfectly, the teacher will give the students a high score to praise him or her.If the students don't do these things well, he or she will be given a low score.The situational teaching method requires teachers to use all kinds of encouraging words and plenty of body languages to evaluate students(Zhang, 2005).That is to say, teachers should praise their students and smile, not heads, show admiring expreions to their students.It's a pity that most teachers have not realized the importance of these kinds of evaluation standards.There are also some teachers who know they should do so,青岛大学本科生毕业论文（设计）
but they don't in the real English claroom teaching.In fact, le than fifty percent of English teachers in our country can evaluate their students with the help of all lively and vivid situations.Students need the care and appreciation of their teachers.If teachers can use the requirements of situational teaching method in evaluating students, the students can think and take part in claroom activities more actively.2.5 The Deviation Between Teachers' Using Habits and Students' Expectations is Obvious Many English teachers use the situational teaching method in their claroom teaching.Students think this teaching method is better than the traditional one, too.But the fact is that the effect is not just as one wishes, because the deviation between teachers' using habits and students' expectation is obvious.According to the survey, most English teachers think that the vocabulary is the foundation of English learning(Xia, 2010).They are more likely to use the situational teaching method in vocabulary teaching to deepen the students' memory of the words and phrases.Different from the vocabulary teaching, the aural comprehension is le important.To save time and energy, teachers won't create lively and vivid situations in listening teaching.The application of the situational teaching method in writing teaching is the same.There is fixed format in English writing for students and this format can help students to write articles with high scores.Most English teachers think that it's unneceary to change another teaching method in the writing claes.The situational teaching method is very important and useful in teaching of texts, especially the narrations.Teachers like to appoint their students as the characters of the stories or narrations to act.But there is a feature of teachers' using habit of the situational teaching method in English claroom teaching: they ignore its importance in oral English.The reason is that no exams check the level of students' oral English.青岛大学本科生毕业论文（设计）
The expectation of students seems no the same as teachers' using habit.Almost all students in the survey think the situational teaching method is useful and interesting in English claroom while they think their teachers' using of it is not suitable.Most students want their teachers use the situational teaching method in oral English teaching, because their oral English is poor.Many students admit that the argumentations and practical writings are rather boring and uninteresting.They except that teachers can use the situational teaching method to make these interesting and attractive more or le.Through the contrast of teachers' using habits and students' expectations, we can see that the deviation is rather obvious.Teachers want to use the situational teaching method to increase the students' English scores, while students want to use it to improve their application level of English in daily life.This deviation makes it difficult to use the situational teaching method in English claroom teaching perfectly.青岛大学本科生毕业论文（设计）
Chapter 3 Suggestions to the Situational Teaching Method
in English Claroom Teaching
To resolve the problems of the situational teaching method in English claroom teaching, teachers should study more knowledge of it and use pure English in claes.Diversiting the evaluation standards and reducing the deviation between teachers' using habits and students' expectations are also important.3.1 Teachers Study the Situational Teaching Method Systematically In our country, the application of the situational teaching method in English claroom teaching is not as wide as the west's.One reason is that the extent of our English teachers' attention is not enough.The teachers also have no channels to study the situational teaching method systematically.With the developing of the teaching method reform, teachers should take this seriously.Firstly, English teachers can study the materials and data which are about use of the situational teaching method in claroom teaching(Ren, 2009).Then, they will have an obvious understanding of it.Once they feel familiar with it, they will not exclude it and will be willing to try this new teaching method in their claes.Secondly, English teachers should communicate this topic with others.The power of one person is little.If they can exchange their knowledge and understanding, they will find more useful and new ideas.What's more schools can also help the teachers to study the situational teaching method.Schools can invite some experts or profeors who have made a contribution in this field to take series of lectures for English teachers.Teachers are guides and organizers in English teaching and learning.Their attitudes and methods of English claroom teaching decide the students' level of English learning directly.So if teachers take the situational teaching method
青岛大学本科生毕业论文（设计）
seriously in their claes.Students can get more information in a happy and relaxed way.The premise of the right use of this teaching method is that teachers have understood it sufficiently.So it's neceary for English teachers to study the situational teaching method systematically.3.2 Use Pure English in Claroom Teaching As we known, the best situation for a language's teaching and learning is the one which is a pure language situation.English is not an exception.In our country, under the preure of the examination-oriented education, teachers choose to use both English and Chinese to teach English in claroom teaching.Especially for explaining some complex grammars or texts, they almost use Chinese only.This is not a good thing for students who are learning English.If teachers want to use the situational teaching method in English claroom teaching effectively, they have to try their best to use pure English all the time.The most important one is that teachers should speak English only in claes.No matter how complex the grammar is, explain it slowly and patiently in English.If the students can't understand yet, change another form of explanation and don't use Chinese.For both teachers and students, this is not an easy thing.To help students understand the information, teachers can create some lively and vivid situations.Or they can make some beautiful pictures or interesting games to catch the students' attention.Students should try their best to focus their attention on what teachers are talking about.If they have any questions, try to ask teachers immediately.Another important thing is that teachers should use English original editions as much as poible.If students were in a situation where everyone speaks English and reads English original editions, they will surely study English well.Now, the English textbooks and materials students use are almost edited by Chinese people.Few of English books are original editions.This is an obstacle which is bad for students' English learning.In fact, the situational teaching method is not about the creating of direct and vivid situations only.The choice of right and
青岛大学本科生毕业论文（设计）
fixed teaching materials is also very important.If students use bilingual books, they would like to pay more attention to the Chinese sentences and le on the English(Xia, 2010).So, to make the situational teaching method help students learn English, pure English should be used in claes.Speaking in English, reading English and writing English, students will feel that they were in aboard.The ability of using English will get great improvement.Both English teachers and English learners should realize the importance and choose pure English situations.This also can help students improve their English rudimentary knowledge because they have to use English only to do everything they want to.3.3 Diversity the Evaluation Standards The present condition of our country's education is that the examination-oriented education is the main form.This form requires that teachers should teaching according to the plan which is too tight to use the situational teaching method in English claroom teaching frequently.The evaluation standards are simple because of this.It's neceary to diversity the evaluation standards which can improve the students' interest in English learning.Now, the evaluation standards are single and the scores are the main standards to evaluate students.If the examination-oriented education can be changed into a freer and more flexible one, teachers have the chance to evaluate students according to more standards.Teachers can choose smiling, nodding and clapping their hands to praise their students who learn English or answer a question well.This is an important part of the situational teaching method.3.4 Reduce the Deviation Between Teachers' Using Habits and Students'
Expectations Because of the preure of the examination-oriented education, teachers use the situational teaching method in what is important in exams, such as teaching of
青岛大学本科生毕业论文（设计）
words, phrases and grammars.In the contrary, students think it is neceary to do so.They think the situational teaching method should be used more in oral English.To this problem, both teachers and students need understand and sympathize each other.Teachers should spend some time in training students' oral English in communicating with others.After all, English is more a language than a course.If teachers can create some lively and vivid situations for students, students will surely practice English more actively.Making students act as the characters of texts or stories is a good idea, too.In fact, students can learn not only oral English, but also words and grammars from these situations.Students should not exclude the using of the situational teaching method in pure English words learning, because remembering words in this way is really better than reciting them without situations, pictures or games(Liu, 2009).There is deviation between teachers' using habits and students' expectations, because teachers start from the scores of students while students start from the practical applicability of English in daily life.Reducing the deviation is important and significant to the using of the situational teaching method in English claroom teaching.青岛大学本科生毕业论文（设计）
Conclusion
In recent years, the situational teaching method is becoming more popular in our country.In English claroom teaching, it plays an important part.This teaching method has four theoretical bases: constructivism theory, situational approach, cognitive linguistics and students' learning regularity(Chen, 2011).My topic is about the using of the situational method in English claroom teaching.Through reading plenty of correlative papers, articles and other kinds of materials, I know some concrete measures of this teaching method, such as creating different English situations, using the multi-media, playing various roles and developing extracurricular activities.I also summarize the characters of the situational teaching method: taking students as the main body, creating direct and vivid situations, making entertainment a medium of education, and so on.In the proce of studying, I find that the situational teaching method has some problems in English claroom teaching.Extent of teachers' attention is not enough.Students' English rudimentary knowledge is weak.The preure of the examination-oriented education is great.Evaluation standards are single.The deviation between teachers' using habits and students' expectations is obvious.To resolve these difficulties in using the situational teaching method in English claroom teaching, I raise some suggestions.Firstly, teachers should study the situational teaching method systematically.Secondly, use pure English in English claroom teaching, both teachers and students.Thirdly, diversity the evaluation standards.Lastly, reduce the deviation between teachers' using habits and students' expectations.The situational teaching method will sure become more important in English claroom teaching, though there are still some difficulties in the using of it.If we
青岛大学本科生毕业论文（设计）
can solve these problems, both teachers and students will benefit from the situational teaching method.21
青岛大学本科生毕业论文（设计）
Acknowledgements
I want to expre my thanks to some people who helped me when I was writing this paper.At first, I want to thank my dear teacher, Gu Fei.She is so kind-hearted and patient that she always gives me timely and useful advices no matter how many questions I have.She is a teacher with rigorous scholarship.I learn from her not only the skills of paper-writing, but also attitudes of learning and working.I believe that her attitudes to life and work will guide me all my life.I also want to thank my teammates Tian Qinqin, Shan Qingyun and Cui Zhengzheng.Through discuing with them, I got much inspiration.They all are warm-hearted and full of energy.I am so happy to be teammates with them.Thank you again.Without your help, I couldn't have finished my paper so quickly and smoothly.You make a perfect full stop for my college life.I will mi you no matter where I am, forever.青岛大学本科生毕业论文（设计）
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146-
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