Teaching Discuss about Situational Presentation among the English Classroom

烏蘭圖雅

【摘要】在英語教學中怎樣利用和創造情景來進行教學，以及在進行有情景的直觀教學時應注意的事項。

【關鍵詞】Situational Presentation； material； structure

【中圖分類號】H31 【文獻標識碼】A 【文章編號】2095-3089（2014）09-0131-01

Whether it is the use of the Present Continuous or the Past Simple or the verb may we are planning to teach， we have to think ourselves into appropriate situations —situations that will show our pupils absolutely clearly how the form used. In this instance， we are planning to teach the Present Continuous used to describe actions ‘now. These actions must clearly be actions that can be made to last naturally for a few seconds， that can be demonstrated， and that can be described. And‘demonstrated means by us or our pupils. Clearly， when we have presented the form in a number off live classroom situations we can make use of pictures to introduce other example， but our first presentation must be through actions we ourselves perform and describe. We must therefore try to think off suitable classroom situations in which the form can be used naturally.

Before introducing any material we must look back over what our pupils already known and plan our presentation in such a way that we make use only off structural material that is already well known. I say structural material because quite often presentation off a new item may require the use off new vocabulary. This is true in the present case. If we introduce the Present Continuous early in the first year， our pupils may know only the forms off the verb be， the personal pronouns， the possessive adjectives， possibly some uses off on and in and the sentence pattern N+be+N（This is a book， This is my hat， John is a boy， His name is john.）

Our presentation will therefore necessarily include some new vocabulary items， whose meaning we must make absolutely clear by demonstration. And these vocabulary items must be repeated often enough for them to become established. Only those things which have been frequently repeated can be remembered. If， therefore， we wish you teach opening we must repeat it in a number of different situations.

I am opening this packet

door

He is bottle

box

my tin

letter

bag， etc.

Clearly， not all the words in the last column will be learned at once， but if we are careful to introduce them in other situations they will quickly become established.

I am putting this book

packet

I am closing this door

cupboard

But what is really important is that the meaning of opening should become established by repetition and that the features of the structure should be made clear.

It is important to avoid monotony and boredom. ‘Repetition here does not mean repetition of the same sentence over and over again—this will kill a class. It means repetition of the basic structure. And boredom can be avoided by challenging students to produce sentences in response to a purely visual stimulus—by holding up a box， for example， saying box， opening it， and inviting them to produce you are opening that box. An effort after meaning， to express it or to find it， helps learning. In fact without it it is difficult for learning to take place.

It is absolutely essential for a teacher to have ready a sufficient number of examples of the use of a structure to make establishment possible and to give variety to his class and the possibility of enjoyment to his pupils. This may mean writing out lists of such examples for himself and referring to them during the class. There is nothing wrong in this.