Abstract: By the combination of the previous research results at home and abroad and actual classroom teaching cases, this thesis analyzes the reasons for middle school students’ poor oral English and common problems existing in classroom English teaching, states the principles of Situational Teaching Method and presents the approaches of application from the aspects of warm-up activities, body language, the use of multimedia, dialogue and act, the design of games, extracurricular activities, etc. The research shows that Situational Teaching Method can efficiently stimulate students’ learning interest, promote students’ mental and physical development and highlight students’ dominant position in English learning, thus improving both students’ ability of speaking English and the teaching efficiency.

Key words: oral English teaching; junior middle school; Situational Teaching Method

CONTENTS

Abstract

摘要

1. Introduction....1

2. Theoretical Basis.....1

2.1Definition of Situational Teaching Method

  2.2 Characteristics of Situational Teaching Method

3. Problems of Current Junior Middle School Oral English Teaching3

3.1 Lack of Language Environment

  3.2 Stereotyped Teaching Model

3.3 Students’ Lacking Confidence

4. Application of Situational Teaching Method in Junior Middle School Oral English Teaching..4

4.1 Principles of Application

4.1.1 Conscious and Unconscious Unity

4.1.2 Learning in Relaxing Atmosphere 

    4.1.3 Autonomy Based on the Respect Between Teachers and Students

4.2 Practical Application

4.2.1 Presentation

4.2.1.1 Creating English Speaking Atmosphere by Situational Warm-up Activities 

4.2.1.2 Stimulating Students’ Desire of Expression by Body Language

4.2.1.3 Improving Students’ Pronunciation by Multimedia 

4.2.2 Practice and Production

4.2.2.1 Dialogue and Role-play 

4.2.2.2 Games 

4.2.2.3 Extracurricular Activities  

5. Reflection on Application..11

5.1 Advantages

    5.1.1 Stimulating Students’ Learning Interest 

    5.1.2 Promoting Students’ Mental and Physical Development

    5.1.3 Stressing Students’ Dominant Position in English Learning

  5.2 Suggestions

    5.2.1 Centering on Teaching Objectives 

    5.2.2 Considering Students’ Practical Condition  

    5.2.3 Emphasizing Students’ Affective Interaction 

6. Conclusion

Bibliography

Acknowledgments