-PAGEvi--畢業(yè)論文題目:OntheApplicationoftheSituationalTeachingMethodinthePrimarySchoolEnglishClass

Thesis:OntheApplicationoftheSituationalTeachingMethodinthePrimarySchoolEnglishClass淺談情景教學(xué)法在小學(xué)英語(yǔ)課堂中的應(yīng)用SchoolorDepartment:CollegeofForeignLanguagesGradeandSpecialty:2010,EnglishEducationName:Advisor:April30,2012

AbstractAlongwiththedevelopmentofChina’seconomy,Englishbecomesmoreandmoreimportantinpeople’sdailylife.TheEnglishteachingmethodwhichisusedineachstagereceivesalotofattention.AfterChineseeducationalsystemreform,theSituationalTeachingMethodcomesintobeing.TillnowithasgotgreatachievementsintheEnglishteachingofprimaryschool.AsforEnglishteachingoftheprimaryschool,itpaysfocusattentiontotheSituationalTeachingMethod.Thescenesoriginatefromsocialpractice.Theyaretheproductsofpeople’sdailylives.Thismethodemphasizestheintegrationofthedynamicprocessandthelifesituation,paysgreatattentiontostudents’understandingoflife,paysgreatattentiontostudents’abilitydevelopmentintheactiveprocess,andstimulatestheirinterestfromvariousaspects.Ithelpsstudentstounderstandtheteachingmaterialsanddevelopstudents’psychologicalfunctionsthroughthesceneswhichcanproducevividimages.ThecoreoftheSituationalTeachingMethodistostimulatestudents’emotion.Keywords：English;theSituationalTeachingMethod;theprimaryschool;application

摘要隨著中國(guó)經(jīng)濟(jì)與社會(huì)的發(fā)展，英語(yǔ)在人們的日常生活中顯得越來(lái)越重要。相繼而來(lái)的各個(gè)階段所采用的英語(yǔ)教學(xué)方法也在受到各方面的關(guān)注，情境教學(xué)法也隨著中國(guó)教育體制的改革而出現(xiàn)，并在小學(xué)英語(yǔ)的教學(xué)中取得一定的成就，在中國(guó)的小學(xué)英語(yǔ)教學(xué)中，情境教學(xué)法是一種值得參考和采用的方法。情境來(lái)源于社會(huì)生活實(shí)踐活動(dòng)，是人們現(xiàn)實(shí)生活中的一種產(chǎn)物。它強(qiáng)調(diào)運(yùn)動(dòng)過(guò)程和生活情境的一體化，注重學(xué)生對(duì)活動(dòng)的認(rèn)識(shí)，注重學(xué)生在活動(dòng)過(guò)程中能力的發(fā)展，從各方面激發(fā)學(xué)生自主學(xué)習(xí)的興趣。它能通過(guò)在教學(xué)中產(chǎn)生生動(dòng)形象的情景來(lái)幫助學(xué)生理解教材，并使學(xué)生的心理機(jī)能能得到發(fā)展的教學(xué)方法。情境教學(xué)法的核心在于激發(fā)學(xué)生的情感。關(guān)鍵詞:英語(yǔ)；情景教學(xué)法；小學(xué)英語(yǔ)課堂；應(yīng)用TableofContentsAbstract iTableofContents iiiChapter1Introduction 1Chapter2TheTheoryoftheSituationalTeachingMethod 22.1TheDefinition 22.2TheCharacteristics 22.2.1TheRealityofImage 22.2.2TheRealityofEmotion 22.2.3ContainingTheoriesAbundantly 32.2.4BroadenSituation 32.3ThePrinciplesoftheDesign 32.3.1Authenticity 42.3.2Clarity 42.3.3Benefit 52.3.4Communication 52.3.5Non-verbalMethod 5Chapter3TheSignificanceoftheSTMinthePrimarySchoolEnglishClass 63.1EnhancingPupils’InterestinLearningEnglish 63.2CultivatingPupils’PracticalAbilitiesofUsingEnglish 73.3MasteringKnowledge 73.4FittingPupils’PhysiologicalandPsychologicalCharacteristics 83.5ReducingtheDifficultyofTeaching 83.6ReducingtheDegreeofPupils’Fatigue 8Chapter4TheApplicationoftheSTMinthePrimarySchoolEnglishClass 94.1TheApplicationApproaches 94.1.1TheAppreciationofMusic 94.1.2TheUseofTeachingAids 94.1.3TheUseofBriefStrokes 94.1.4TheUseofRole-play 104.1.5TheUseofMoreEnglishintheClass 104.1.6TheUseofMultimedia 104.1.7TheUseofBodyLanguage 114.1.8TheUseofGameActivity 114.2TheConcreteClassDesignoftheApplication 12Chapter5Conclusion 15Bibliography 16Acknowledgements 17OntheApplicationoftheSituationalTeachingMethodinthePrimarySchoolEnglishClass-PAGE16-Chapter1IntroductionWiththedevelopmentofthesociety,theeducationofChinahasmetaseriesofchallengesinthe21stcentury.ManyteachersinourdailyEnglishteachingstilluse,consciouslyorunconsciously,thetraditional“Spoon-feedingTeaching”method,whichmakestheclassboringandstudentspassivelyacceptknowledge.Thisteachingmethoddoesn’tfitthepupils’characteristicsoftheirmentalityandage.Therefore,itisessentialthatteachersshouldcreatethe“mother-tongue”environmentforthestudentsinEnglishteaching.Teachersmusttrytoestablishvariouskindsofenvironmentandletstudentsexperiencethemandunderstanddifferentcontextsandinformationexpressedinlanguageatmosphere.TheSituationalTeachingMethodissuchaninnovationinEnglishteachingfieldandthisadvancedmethodofteachingisverypopularinChinesestudents’Englishteachingnowadays.TheSituationalTeachingMethod（theSTM）meansthatintheteachingprocess,teacherspurposefullyintroduceorcreatesomecertainvividconcretescenestoarousestudents’certainemotionalexperience,thusitwillhelpstudentsunderstandtheteachingmaterialsandpromotetheirabilityoflearninglanguageinsituationalenvironment.AsfortheSituationalTeachingMethod(theSTM)intheprimaryschool,therearemanyadvantages.Itiswellknownthatpupilsarenotgoodatunderstandingtheperceptualknowledgebutadeptinkeepingconcreteknowledgeinmind.Accordingtothis,itcanbefoundthattheSituationalTeachingMethod(theSTM)isquitesuitabletopupilsespeciallyinthelowergradestolearnaforeignlanguage.Meanwhile,creatingscenesistheessenceoftheSituationalTeachingMethod(theSTM)andpupilsareinterestedinscenes.Therefore,theSituationalTeachingMethod(theSTM)isagoodwaytocreatethereallanguageenvironmentforstudents.ItcanbefoundthatpupilscanbenefitalotfromtheSituationalTeachingMethod(theSTM).ThisthesisintroducesthetheoreticalbasisoftheSituationalTeachingMethod(theSTM)atfirst.ThenitmainlyfocusesontheapplicationoftheSituationalTeachingMethod(theSTM)intheprimaryschoolEnglishclass.Chapter2TheTheoryoftheSituationalTeachingMethod2.1TheDefinitionTheSituationalTeachingMethod（theSTM）meansthatintheteachingprocess,inordertohelpthestudentsunderstandthetextbook,theteacherestablishesalivelyorconcretesituationorscenewiththeemotionalcolorbythebodyofimagetodrawthestudents’attentiontomakethemlearnactivelyandhappily.ThebasicrequirementoftheSTMistofullymotivatestudents’sensoryorganstoapperceivetheobjectstobelearnedthroughseeing,hearingeventouchingthem.AsfortheSTMintheprimaryschoolEnglishclass,itcanbecomprehendedthatintheEnglishteachingprocess,anEnglishteachershouldbeanactororaleader,whoestablishesEnglishteachingscenesthroughlanguagedescriptions,bodygestures,materialobjectdemonstrations,musicexaggerations,games,activitiesandsoontostimulatestudents’studyinitiativeandenthusiasm.Therelationshipbetweenteacherandstudentsisfriendlyandharmonious.Generally,theSTMreferstotheteachingcontext,learningsituation,student-teacherrelationship,classroomdesignandotherfactorsthatcontributetothetotalofpsychologicalandphysicalenvironment.2.2TheCharacteristicsTheSTMhasfourmaincharacteristics.Theyareasfollows:2.2.1TheRealityofImageInordertomakethestudentsfeeltrueandreal,itrequiresthattheimagemustcompletelybethesameastheoutsideoftherealobject,butalsothesamewiththespirit.Itisnotthecopyofanobject,notastakingaphotograph.Itisbyasimplifiedfigure,whichisthesamestructurewiththecorrespondingobject.Thentheycanjoininthesituationstepbystep.2.2.2TheRealityofEmotionItiswellknownthatemotionjoinsinourlearningandstudy,itrequiresteacherstofindrealemotionandgenuinepurposetofullyarousestudents’studyinterest.Ifemotionjoinsinclasswell,itwillbethehighestboundaryofteachingandstudying.ThiscanbeachievedeasilythroughusingthepatternoftheSTM.2.2.3ContainingTheoriesAbundantlyAbundantlycontainingtheoriesmeansthatabstracttheorycomesupwithimages,thiscanhelpstudentstounderstandthecognitionefficiently.ItisclearthatintheprocessoflearningEnglish,theteacher’sleadingroleistobuildupabridgebetweenthelanguageandcognition,whilethiseffectivebridgeisthelanguageenvironment.ThegoodwaytocreatethelanguageenvironmentisundoubtedlytheSTM.Withthismethod,studentscanbuildupabridgebetweentheabstractcognitionandtheconcretethingsbythemselves,sothattheycanunderstandtheabstractcognitionmoreeasily.2.2.4BroadenSituationIntheprocessofteachingEnglish,theSTMdoesnotmeanillustratingsomethingandthensettingsomethingupmechanically,itisoftentreatedasawhole.Itisregardedasthesituationinwhichiswideandbroad;andthisalsoreferstothatthereisenoughroomforstudentstoexerttheirimagination.Asaresult,thestudents’abilitiesofdependentlearningandsolvingproblemswillbedeveloped.Itisoftenrequiredthatteachersshouldshowsomethinginfrontofthestudentsandthenmakethemfeelthe“directimpression”;thesituationcanstirthestudents’emotionandthenitbecomesthepusheroftheirneeds.UsingtheSTMmakestheroleofstudentschanged,frompassivetoactive.Theroleofteachersalsohaschangedfrompureteachingtotheguideofthestudents.Therolesofstudentsandteacherscanbefullyplayedwiththismethod.ItisclearthattheSTMrequiresthatthesituationshouldmakethestudentsfeeleasyandenjoyable,flatandpeaceful,andfreshfromallaspects.Andbysuchkindofteachingmethod,betterteachingeffectcanbeachieved.TheessentialcharacteristicoftheSTMistopushthestudentsintolearningmoreefficientlyandtoarousethestudents’interestandemotioninlearning.2.3ThePrinciplesoftheDesignItiswellknownthatEnglishisusedasatoolforcommunicationandtheteachingofEnglishmustmainlyfocusonitspracticalcommunicativefunction.Therefore,theSTMwhichemphasizesonstudents’basicabilitiesoflisteningandspeakinghasbecomemoreandmoreimportantintheEnglishteachingprocess.TheSTMcanmakethecontentchangedfromabstracttospecific.AsBloomfieldthinks“thesuccessfulforeignlanguageclassroominstructionshouldestablishagreatmanysituationsinthelessonandthenletstudentshaveopportunitiestousethelanguagematerialsthathavealreadybeenlearnt.”（Bloomfield,1933:59）AsformostofChinesepupilswhooftenlackstheatmosphereoflearningtheEnglishlanguage,itisofgreatnecessitytocreatevariousscenesfortheirEnglishlearning.Scenesshouldbesetupaccordingtothecontent,thetopicsandthepupils’characteristicsbytheEnglishteacher.Ifthecreationofthescenesisreasonable,vivid,livelyandaccurate,thestudentswillbeabletoactivatetheirthinkingandthentheycanbeabletounderstandthemessagesmoreeasily.Asaresult,itwillstimulatethestudents’thirstforlearningknowledge.Suchvividandreasonablescenesandthecolorfulimagescannotonlyhelpthestudentstoputknowledgeintovividscenes,butalsocanenhancetheirinterestinlearningEnglish.Therefore,inordertocreateareasonableandvividscene,theEnglishteachersshouldfollowthefollowingprinciplesinthesituationalsettingofdailyclassroomteaching.Theyareasfollows:2.3.1AuthenticityItiswellknownthatcontextisofgreatimportanceintheEnglishteachingsystem.Therefore,inordertocreateareasonableandvividcontext,theEnglishteachershouldcreatethesituationaccordingtotheday-to-dayknowledge,aswellastheauthenticityofmigrationstart.TheSTMcanprovideadequatesituationsandexamplesbypurposefullydesigningsomecircumstancesandspecificscenesofauthenticityandassociateauthenticity.Forexample,whenanEnglishteacherteachestheword“apple”,hecanmakeuseoftherealobject—anappletoteachpupilshowtoreadandspeak.Meanwhile,hecanwritetheword“apple”ontheblackboardandreaditagaintoteachstudents.Bydoinglikethis,pupilscanusethiswordproficientlywhentheyseeanapple.Thesematerialscanbefoundeasilyinourdailylife,soEnglishteacherscanmakefulluseofthesecommonmaterialstocreatescenes.2.3.2ClarityAreasonablesituationaldesignmustbeexplicit.Itiswellknownthattheclasstimeislimited,sotheteachershouldtryhis/herbesttomaketheteachingcontentaseasyaspossibleforthestudentstounderstand.Agoodsituationaldesignshouldincludedifferentfactorsofthecontext,thatis,itcanbedividedintoeightparts:scene,character,idea,style,phoneticsandintonation,grammarandvocabularyandlanguageaids.2.3.3BenefitIntheprocessofteachingEnglishinprimaryschool,itisingreatneedofanEnglishteachertocreatethemostcolorfulandpracticalsituationsforthepupils.Itisbeneficialtoenrichtheteachingcontentandtoarousethestudents’learninginterest.Asaresult,itwillencouragethestudents’greatcuriosityaboutknowledgeanddeveloptheirabilitiesoffinding-and-solvingproblems.Atthesametime,theywillbeinitiativeandcreative.Therefore,thepupilscanunderstandtheEnglishlearningmaterialsmoreandmoreeasilythanbefore,sothattheycanmakethebooksandteachingmaterialsinEnglishbecome“theirownEnglish,”whichmeanstheycantrulygrasptheabilityofusingEnglish.WiththeSTM,thestudents’comprehensiveabilitiesturnedouttobedeveloped.2.3.4CommunicationTheessenceofaforeignlanguageisthecommunicativefunction,whichembodiesaperson’scomprehensiveabilityofusingthelanguage.IntheprocessofEnglishteaching,inordertomakethepupilsuseEnglishcorrectlyandfluently,theteacherusuallyarrangesomecommunicationactivitiesforthem.Thecommunicationactivitiesincludefourparts:listening,speaking,readingandwriting,whichisatwo-wayspeechcommunicationprocess.Bythismethod,thepupils’communicativeabilitycanbedeveloped.2.3.5Non-verbalMethodIntheprocessofEnglishteaching,languageismainlyexpressedthroughsoundandtext,whichisascommonculturalcommunicationbackbone.However,languageisnottheonlychoicefortheEnglishteacherintheactualprocessofcommunicatingwiththepupils.Therearemanyothermeans,oneofwhichisthenon-verbalmeans,suchasbodypostures,facialexpressionsandactionsaccompaniedwiththelanguageandsoon.Theproperuseofnon-verbalmeansnotonlyreflectscorrectresponseofthepupilstothesituation,butalsoitisapartoftheteachingstrategy.Forexample,intheinterpretationofdistinctionbetween“gotosleep”and“beasleep”,theEnglishteachercangoforwardbefore,thenmakethebodyandhandsbackandsay“Igotosleep.”Finally,theEnglishteachercloseshiseyesforsnoringandsay“Iamasleep.”Then,thepupilswillbeabletounderstandtheirdistinction:theformerstressesaction,whilethelateremphasizescondition.Chapter3TheSignificanceoftheSTMinthePrimarySchoolEnglishClassThefundamentalobjectiveoftheSTMistopromotestudents’development,especiallythedevelopmentoftheircomprehensivequalities.Itholdstheideathatstudentsshouldbegivenmoreopportunitiestoparticipateintherealcontextinthepracticeofusinglanguage.ItiswellknownthataccordingtotheSTM,whatateacherneedstodoistobringtherealscenesintotheclassroom.AsfortheSTMinprimaryschoolEnglishteaching,itrequiresthattheEnglishteachersshouldcreatevariousinformativesituations,suchastheconversation,theEnglishsong,thegame,theactivity,theEnglishtonguetwisterandsoontomotivatethepupils’interestinlearningEnglish.Therefore,itcannotonlyinspirethepupils’cognition,butalsocanenhancetheirenthusiasmandtheawarenessofparticipating.Meanwhile,itcanbefoundthatpupilscanbenefitalotfromtheSTM.Asaresult,theclassteachingeffectwillbegreatlyimprovedastheSTMappliedtotheclassteaching.3.1EnhancingPupils’InterestinLearningEnglishItiswellknownthatinterestisthebestteacher,itcanmakeapersonconcentrateonhisworkandhaveenthusiastic,pleasantemotionalexperienceforstudy.Therefore,intheprocessofteachingEnglish,inordertomakepupilsinterestedinEnglish,teachersshouldtakeareasonableandeffectiveteachingmethod.TheSTM,whichrequiresthatteachersshouldoffervariouskindsofvividandcolorfulscenesintheteachingprocess,isascientificandeffectiveteachingmethodintheEnglishclass.Comparedwiththetraditional“Spoon-feedingTeaching”method,whichusuallyfocusesontheteacher’sdullteachingandthestudentsoftenfeelsoboringthattheyacceptknowledgepassively,theSTMisanovelandscientificteachingmethod.Stimulatingpupils’interestinlearningisoneoftheimportantfunctionsandpurposesoftheSTM.AsfortheapplicationoftheSTMinprimaryschoolEnglishteaching,it

can

notonlyencouragepupilstolearnEnglishwell,butalsocanactivatethe

atmosphereoflearningEnglish.

Asaresult,thestudents’interestwillbeenhancedanddevelopedintheprocessoflearningEnglish.3.2CultivatingPupils’PracticalAbilitiesofUsingEnglishItiswellknownthatlanguageisatoolofcommunicationinourdailylifeandthepurposeoflearningalanguageistomakefulluseofittoachievethepracticalgoalcommunicatingwithothers.ItistruethatthebestwayoflearningalanguageistobeplacedinthelanguageenvironmentandthisisparticularlyprominentintheEnglishteaching.Therefore,itcanbefoundthattheSTMplaysanimportantpartintheEnglishteaching,especiallyintheprocessofprimaryschoolEnglishteaching.AsfortheprimaryschoolEnglishteaching,teachersusuallytaketheSTMtomaketheteachingcontentplacedinacertainlanguageenvironment.Accordingtothespecificcontentoftheteachingmaterials,theEnglishteachersoftencreatesomefeasibleandappropriatescenesforthepupils.Underthecircumstances,pupilscannaturallyplaytheirownroleundertheteacher’sguidanceandtheycancommunicatewitheachotherinEnglishproficiently.Thatis,theSTMcanhelpstudentstocultivatetheirpracticalabilitiesofusingEnglish.Forexample,intheunitsof“Weareinthezoo”ofthetextbookofGradeFive,theEnglishteacherscandesigntheclassroomasazooatfirstandthenencouragesomepupilstoactastheanimalsbasedonthewordsanddialoguesintheseunits.Accordingtothis,thepupilscanlearninthedesignedsituationanduseinthecontexttounderstandthedialoguesmoreeasily.Meanwhile,thestudentscanhaveexperienceofthescenespersonally.Inthisway,thestudents’interestcanbearousedandtheirpracticalabilitiesofusingEnglishcanbedeveloped.3.3MasteringKnowledgeItcanbefoundthatifanEnglishteacherteachesthekeypointsanddifficultpointsoftheEnglishteachingmaterialsdirectlytothepupils,theywillfeelitdrabandboringforthem.Thepupilsmaynotbeabletounderstandthem,butitwillbeeasierforthemtounderstandwhenthoseareputinacertainlanguagecontext.Therefore,intheprocessofprimaryschoolEnglishteaching,teachersusuallyusetheSTMtohelppupilstomasterknowledgeandcomprehendthedifficulties.Forexample,inthethirdunit“fruits”inthetextbookofGradeThree,theEnglishteachercanteachthepupilslikethis:Firstly,showsomefruitsonthedesktothepupils,suchasanapple,anorange,apearandabananaandsoon.Secondly,tellthemthethingsonthedeskareall“fruits”.Atlast,teachthemhowtoreadandspelltheword“fruit”.3.4FittingPupils’PhysiologicalandPsychologicalCharacteristicsPurity,curiosityandlivelinessarepupils’characteristics.Meanwhile,pupilslikeplayinggamesandtheirattentiontoclassroomisveryshortandlimited.Accordingtothis,itrequiresthatteachersshouldcreatethesceneswithpropermeansinpropertimeintheprocessofclassroomteachingforthepupils.ItiswellknownthattheaimoftheSTMistodrawstudents’attention,avoidthedegreeoftheirbrainfatigue,arousetheirinterestinlearningEnglishandimprovethelearningefficiency.Therefore,intheprocessofprimaryschoolEnglishteaching,theapplicationoftheSTMcanfitpupils’physiologicalandpsychologicalcharacteristics.Asaresult,agoodandeffectiveEnglishteachingcanbeachieved.3.5ReducingtheDifficultyofTeachingItiswellknownthataccordingtopupils’characteristicsoftheirageandmentality,theyaretooyoungtounderstandtheabstractcognition.Therefore,intheprocessofprimaryschoolEnglishteaching,inordertomakepupilsunderstandtheteachingmaterialsmoreeasily,EnglishteachersusuallytaketheSTM,whichcouldcreatevariousvividscenesforthestudentstoremembertheteachingmaterialsbytheir“firstanddirectimpression”.Withthismethod,thestudentscanunderstandtheabstractcognitionfromtheconcreteandvividscenesorthecolorfulimages.Asaresult,itwouldreducethedifficultyofteachingtofacilitateproblem-solving.3.6ReducingtheDegreeofPupils’FatigueIntheprocessofprimaryschoolEnglishteaching,teacherscouldusetheSTMtocreatedifferentkindsofscenestoarousethepupils’interestinlearningEnglish,suchastheEnglishsongs,games,activitiesandstories,etc.Thesecolorfulscenescannotonlystimulatethepupils’curiosityaboutlearningEnglish,butalsocanreducethedegreeofpupils’fatigue.WiththeSTM,pupilscanmaintainagoodmomentuminlearningEnglish.Chapter4TheApplicationoftheSTMinthePrimarySchoolEnglishClass4.1TheApplicationApproachesTheapplicationapproachesoftheSTMintheprimaryschoolEnglishclassincludeseightmethods.Theyareasfollows：4.1.1TheAppreciationofMusicItcanbefoundthatmusicplaysanimportantroleintheprocessofprimaryschoolEnglishteaching.Musiccannotonlycultivatepupils’interestinlearningEnglish,butalsocanactivatetheatmosphereoftheclassroom.ItisanimportantandcommonmeansofEnglishteaching.IntheEnglishclass,teacherscanusetheappreciationofmusictoexaggeratethescenestoactivatetheatmosphereofthepupils’Englishlearning.TheappreciationofmusiccanhelptheEnglishteacherstocreatearelaxinganddelightfulatmosphereforthepupils.Atthesametime,itcannotonlyreducethedegreeoffatigueandnervousness,butalsocanarousethepupils’interestinlearningEnglish.Asaresult,thepupilscanmaintainagoodmomentuminlearningEnglish.4.1.2TheUseofTeachingAidsThecommonteachingaidsrefertotheblackboard,wall-map,therealsubstanceandmodel,etc.Inordertomotivatethepupils’interestinlearningEnglishandtomakethemunderstandtheteachingmaterialsmoreeasily,EnglishteachersusuallyusetheteachingaidstopromotethesituationalteachingintheprocessofEnglishteaching.Itcanincreasethepupils’directimpressionandhelpthemtokeeptheknowledgefirmlyinmindduringtheprocessoflearningEnglish.Forexample,whenanEnglishteacherteaches“book”,he/shecantakeabookwithhim/herandthenaskthepupils“DoyouknowhowtosayitinEnglish?”Thepupilswillanswer“No,wedon’t.”beforelearningtheword.ItwillarousetheirinterestinexpressingitinEnglish,sothepupilswillbeeagertolearnhowtosayitinEnglish.Thentheteachercanteachthepupilshowtosayandhowtoreadtheword“book”.4.1.3TheUseofBriefStrokesIntheprocessofprimaryschoolEnglishteaching,itiswellknownthatbriefstrokesplayanimportantrole.Theuseofbriefstrokescanhelppupilsunderstandthelearningmaterialsassoonaspossible.ItcannotonlyhelpteacherstomaketheatmosphereoflearningEnglishvividandactive,butalsocancultivatepupils’abilitiesofreadingpicturesandexertingimagination.Meanwhile,itcanarousethepupils’interestinlearningEnglishandtheirinitiativeoflearningEnglishcanbedeveloped.ItcanbefoundthatwiththeuseofbriefstrokesintheEnglishclass,avividandeffectiveteachingcanbeeasilyachieved.4.1.4TheUseofRole-playRole-playisakindofimitationofthescenes,whichreferstothatstudentscanacquireknowledgefromactingouttheteachingmaterials.Itcanenhancethepupils’enthusiasmandencouragethemtotakepartinthescenes.IntheprocessofprimaryschoolEnglishteaching,teachersoftentakethismethodtohelpthepupilstoexperiencethescenes.Forinstance,aftertheteacherteachesthedialoguesof“Whatdoyoudo?”inthefirstunitofGradeFive,he/shecanletthepupilsdotherole-playbetweenTomandLiLei.Andthenaskthepupilstocompetewhowillbethebestactorintheclass.Inordertodowellintherole-play,thepupilsshouldacquirethedialoguesproficiently.Meanwhile,itrequiresthatthep