情境教学法在高中英语语法教学中的应用--以六盘水市民族中学为例 61页

学校代码：10663学号：15060050159贵州师范大学教育硕士专业学位论文情境教学法在高中英语语法教学中的应用----以六盘水市民族中学为例TheApplicationofSituationalTeachingMethodinGrammarTeachingofSeniorHighSchool----ACaseStudyinLiupanshuiNationalityMiddleSchool专业方向：学科教学（英语）专业代码：045108研究方向：英语教育申请人姓名：温虹姣导师姓名(职称)：嵇德全（教授）二零一八年五月三十日 TheApplicationofSituationalTeachingMethodinGrammarTeachingofSeniorHighSchool----ACaseStudyinLiupanshuiNationalityMiddleSchoolAThesisSubmittedtotheGraduateSchoolofGuizhouNormalUniversityinPartialFulfillmentoftheRequirementsfortheDegreeofMasterofArtsinEducationByWenHongjiaoSupervisedbyProfessorJiDequanMay,2018 ACKNOWLEDGEMENTSIwouldliketoexpressmygratitudetoallthosewhohelpedmeduringthewritingofthisthesis.Firstofall,Igratefullyacknowledgethehelpofmysupervisor,ProfessorJiDequan,whohasofferedmevaluablesuggestionsintheacademicstudies.Inthepreparationofthethesis,shehasspentmuchtimereadingthrougheachdraftandprovidedmewithinspiringadvice.Withoutherpatientinstructions,insightfulcriticismandexpertguidance,thecompletionofthisthesiswouldnothavebeenpossible.Besides,IoweaspecialdebtofgratitudetoalltheprofessorsinForeignLanguagesInstitute,fromwhosedevotedteachingandenlighteninglecturesIhavebenefitedalotandacademicallypreparedforthethesis.Ialsoowemysinceregratitudetomyfriendsandmyfellowclassmateswhogavemetheirhelpandtimeinlisteningtomeandhelpingmeworkoutmyproblemsduringthedifficultcourseofthethesis.Ishouldfinallyliketoexpressmygratitudetomybelovedparentswhohavealwaysbeenhelpingmeoutofdifficultiesandsupportingwithoutawordofcomplaint. AbstractGrammariswidelyrecognizedasasignificantpartofEnglishteaching,asitisthecoreofimprovingstudents"comprehensiveabilityinEnglish.Methodsofgrammarteachingarealwayscommontopicsamongteachers.Traditionalgrammarteachingmethodfocusesmainlyontheanalysisofgrammarrulesandstudents’constantexercisesforexams.Situationalteachingofgrammarisseldomadoptedintraditionalgrammarclasses.Sowiththegrammarcontentsbecomingmorecomplicatedinseniorhighschool,manystudentscouldnolongerconcentratethemselveswellonthetediumexplanationsandexercisesofthegrammartheylearn.Theyfeelboredingrammarclasses,leadingtotheirlackinterestinEnglishgradually.Confrontedwiththeproblem,teachersarealwaysexploringnewgrammarteachingmethodsbutsometimestheeffectivenessisnotobvious.InordertoteachEnglishgrammarmoreeffectivelyinseniorhighschools,attemptsaremadeinthisthesistointroducetheSituationalTeachingMethod.RelevanttheoriesincludeKrashenSurveillanceMode,ConstructivismLearningTheoryandSituatedCognitionTheory.SituationalTeachingMethodcanprovidevarioussituationsinwhichstudentscanexperienceandapplytheknowledgetheylearn.Sothethesisattemptstointroducesomepracticalsituationalteachingmethodsandtheirapplication,basedonwhichacasestudyinLiupanshuiNationalityI MiddleSchool,GuizhouProvinceiscarriedouttoanswerthreequestions:1.WhycanSituationalTeachingMethodbeappliedingrammarteachingofseniorhighschool?2.HowcanteachersapplySituationalTeachingMethodtogrammarteaching?3.WhatgoodeffectswillSituationalTeachingMethodingrammarteachinghaveonseniorhighschoolstudents?Analysismethod,inductionmethod,practicemethodandobservationmethodareappliedduringtheresearch.Aftertheempiricalresearch,threeresultsareconcludedasfollows:1.SituationalTeachingMethodcanbeappliedingrammarteachingbecauseitenablesstudentstoincreasetheirinterestingrammarlearning.2.TeacherscanapplySituationalTeachingMethodtogrammarteachingthroughkindsofmethodsbasedonfourprinciplesofsituationalcreation.3.TheapplicationofSituationalTeachingMethodingrammarteachingcanhelpstudentsgainbettertestmarksandbetterintegratedlanguageability.Thethesiscontainssixchapters.Chapteroneisintroduction.Chaptertwoisliteraturereview.Chapterthreeintroducesspecificsituationalteachingmethodsandtheirapplication.Chapterfourisresearchdesign.Chapterfiveistheresultsanddataanalysisoftheempiricalresearch.Chaptersixprovidesconclusionsforthethesis.KeyWords:SituationalTeachingMethod;grammarteaching;EnglishofseniorhighSchoolII 摘要语法通常被看做英语教学中一个重要的部分，因为它是提高学生英语综合能力的核心。语法教学的方法也便成为了英语老师们经常探讨的话题。传统的语法教学方法主要注重对语法规则的解析以及学生们为了应对考试的不断的练习。传统的语法课很少采用具有情境的教学方法。所以随着高中语法内容变得更难、更复杂，许多学生在语法课上就不再能够很好地集中注意力，而且对枯燥的语法讲解和练习逐渐失去了兴趣。面对这样的问题，教师也在不断的探索新的语法教学方法，但是取得的效果并不明显。为了使高中英语教师的语法教学更加有效，本研究在克拉申监察模式、建构主义学习理论和情境认知理论的指导下介绍了情境教学法在高中英语语法教学中的应用。情境教学法可以提供各种学生能够体验并且运用所学知识的情境。所以本研究致力于介绍一些具有实用的情境教学方法以及它们的具体应用，在此基础上，一项实证研究在贵州省六盘水市民族中学展开。本研究致力于解决两个问题：1、为什么情境教学法可以被用于高中英语语法教学？2、怎样将情境教学法应用于语法教学中？3、情境教学法在高中英语语法教学中的应用会对学生有什么好的影响？本研究采用分析法、归纳法、实践法和观察法，并得出以下结论：1、情境教学法可以被运用于高中英语语法教学，因为它能使学生提高他们对语法学习的兴趣。2、教师可以基于情境创设的四原则将不同的情境教学法应用于英语语法教学中。3,、情境教学法在高中英语III 语法教学中的应用能帮助学生取得更好的成绩以及提高他们的语言综合能力。论文主要包括以下六个部分：第一章是引言；第二章是文献综述；第三章介绍了情境教学及语法教学；第四章是研究设计；第五章是实证研究的结果与数据分析；第六章为本论文的结论。关键词：情境教学法；语法教学；高中英语IV CONTENTAbstract………………………………………………..……………..…I摘要…………………………………………………………….……....IIIChapter1Introduction…………………………………………….….….11.1TheBackgroundoftheStudy……………………………….…...11.2TheSignificanceoftheStudy…………………………………....11.3TheResearchObjectivesandQuestionsoftheStudy..….………21.3.1TheResearchObjectives…………………………………….…21.3.2QuestionsoftheStudy…………………………………………21.4TheMethodsoftheStudy………………………………………..31.4.1AnalysisMethod………………………………………………..31.4.2InductionMethod………………………………………………31.4.3PracticeMethodandObservationMethod……………………..31.5TheStructureoftheThesis…………………………………….....3Chapter2LiteratureReview……………………………………………...52.1GrammarandGrammarTeaching……………………………….52.1.1DefinitionofGrammar………………………………………....52.1.2GrammarTeaching……………………………………………..62.2SituationalTeachingMethod……………………………………..72.2.1DefinitionofSituationalTeachingMethod…………………….72.2.2ResearchesonSituationalTeachingMethodatHome…………82.2.3SituationalTeachingMethodinGrammarTeaching…………...9 2.3TheoreticalFoundation………………………………..…….…..102.2.1DefinitionofSituationalTeachingMethod…………………...102.2.2ResearchesonSituationalTeachingMethodatHome………..112.2.3SituationalTeachingMethodinGrammarTeaching………….12Chapter3SituationalTeachingandGrammarTeaching………..…….....143.1ThePrinciplesofSituationalCreation…………………..…...143.1.1ThePrincipleofAuthenticity…………………………………143.1.2ThePrincipleofInterestingness………………………………143.1.3ThePrincipleofOpenness…………………………………….143.1.4ThePrincipleofDiversification………………………………153.2TheCreationMethodsofSituationalTeaching………………....153.2.1TheCreationofIntuitiveSituation……………………………163.2.2TheCreationofLanguage-basedSituation…………………...183.2.3TheCreationofActivity-basedSituation……………………..20Chapter4ResearchDesign…………………………………………......234.1ParticipantsoftheStudy………………………………………..234.2InstrumentsoftheStudy………………………………………..234.2.1Questionnaire…………………………………………………234.2.2Interview………………………………………………………234.2.3Pre-testandPost-test………………………………………….234.3ProceduresoftheStudy………………………………………....244.4TeachingCases…………………………………………............24 4.4.1TeachingCaseOne……………………………………………244.4.2TeachingCaseTwo……………………………………………264.4.3TeachingCaseThree…………………………………………..28Chapter5ResultsandDataAnalysis……………………………............305.1DataoftheQuestionnaire……………………………………….......305.2DataofPre-test…………………………………………….........325.3DataofPost-test………………………………………………...335.4DataComparisonofCCandEC………………………………..33Chapter6Conclusion…………………………………………………...356.1MajorFindings………………………………………………….356.2PedagogicalImplications……………………………….………366.3LimitationsoftheStudy……………………………….………..37Bibliography…………………………………………………………….39Appendix1Questionnaire………………………………………...…….41Appendix2Interview……………………………………………..…….43Appendix3Pre-test……………………………………………………..44Appendix4Post-test…………………………………………………….47论文原创性声明及使用授权书………………………………………..50 ListofTablesTable5.1:Theoverallevaluationofgrammarlearning……………………………..30Table5.2:Theemotionalfactorsaffectedingrammarlearning…………………….30Table5.3:Thegrammarlearningstyleandattitudeofthestudents…………………31Table5.4:Students"evaluationandexpectationofcurrentgrammarteaching……...32Table5.5:Thestatisticsofpretest…………………………………………………...32Table5.6:Thestatisticsofposttest………………………………………………..…33Table5.7:ThestatisticscomparisonofpretestandposttestofCC……………..…...33Table5.8:ThestatisticscomparisonofpretestandposttestofEC……………..…...34 ChapterOneIntroduction1.1TheBackgroundoftheStudyGrammarisasignificantconstituentpartoftheEnglishlanguage.Astheinternalrulesoflinguistics,grammargovernstheoperationoflanguages.Grammarfindsitsapplicationtoreadingandwritingaswellasconversation.Theproficiencyofalanguageplaysapositiveandvitalroleinstudents"acquisitionoflanguageability.TheEnglishteachingpracticehasbeencarriedoutinChinaformanyyears,andthesignificanceofgrammarteachinghasbeenacknowledgedgenerally,butthecurrentsituationisnotsooptimistic.First,accordingtoaquestionnairedoneinLiupanshuiNationalityMiddleSchool,therearemanystudentswhohavelearnedEnglishformanyyearsanddonelotsofexercisesbutstillcan"twritecompletesentenceswithfullstructureandcorrectmeaning,astheycan"tmasterandapplyEnglishgrammarwell.Besides,manystudentsfeelitboredandstressedtohavegrammarclass,fortheythinkit"saburdentoremembergrammarrules,letaloneapplyingthemintopractice.Second,accordingtoaresearchabouthowteachersconsidergrammarteachingdonebytheauthorinLiupanshuiNationalityMiddleSchool,therearemainlytwosortsofphenomenontogrammarteaching.Oneisthatsometeachersover-emphasizegrammarteachingbecauseofthepressureofentranceexamination,butneglectstudents"comprehensiveapplicationability,however,mostoftheteachersstillusethetraditionalmethodtoteachgrammar,whichmeanstheteachersexplainthegrammarrulesandstudentsrememberthemjustbyroteandconsolidatethembydoingmuchrelatedexercises.Theotheristhatsometeachersthinkwiththereformationofnewcurriculumandtextbook,grammarbecomedisperseandlessemphasizedinthebooks,sotheyfeelitmoreimportanttoimprovestudents"integratedabilityinsteadofspendingmuchtimeteachinggrammar.Sotheyjustmentionsomenecessarygrammarsbutdon"tillustratethemclearlyanddeeply.Asaresult,theteachersfeelitaheadachetoteachgrammarwhilestudentsfeelitapressuretolearngrammar.Seeingthespecificcurrentsituationofgrammarteachingintheschoolwheretheauthorwork,theauthorthinkinsteadofthetraditionalgrammarteachingconceptandmethods,it"sreallynecessaryandurgentforteacherstoexploresomemoreefficientapproachessoastoimprovethecurrentsituationthatthegrammarclasslackvitalityandefficiency.1.2TheSignificanceoftheStudyNomatterhowteachersandstudentsconsideraboutgrammar,there"snodenyingthatgrammarplaysasignificantroleinEnglishlearning.Aseveryaspectisaroundgrammar,withoutcorrectgrammar,thefunctionofalanguagecan"tbecarriedouttotally.Andaccordingtothecurrentsituationofgrammarteachingmentionedabove,searchingforamethodwhichcancombinegrammarteachingwiththeimprovementofstudents"comprehensiveabilitybecomessignificantandmeaningful.Asaresult,theauthordoesaresearchabouttheapplicationofSituationalTeachingMethodingrammarteaching.Initially,SituationalTeachingMethodadaptstotherequirementofthenewcurriculum.TheEnglishcurriculumstandardsforgeneralhighschool1 advocatestask-basedteachingmethodandlearningstylewithexperience,practice,participation,cooperationandcommunication(TheMinistryofEducationofthePeople"sRepublicofChine,2003:1),anditsaysthatinsteadofusingpuregrammarquestions,theentranceexaminationshouldaddsomequestionswithcontextandsituation,fromwhichwecanseethegrammarteachingisnolongeraboutstudents"learninggrammarrulesbyrotelikebefore,butaboutstudents"understandingandexperiencingoftheformandmeaningoflanguagesoastoreachthefinalaim:studentscanapplythelanguageflexiblyandeffectively.Thetraditionalillustrationofgrammarrulesandexercisesonbooksaredifficulttoreachtheaim,asitisjustaprocessthatstudentscanchooseandgetrightanswersbutcan"tactuallyapplythemwell,whilethere"snodoubtthatsituationalteachingmethodcanmeetthedemand.Asthecoreofsituationalteachingmethodistoarousestudent"s"emotionalexperienceandenablethemtomasterwhatthey"velearnedthroughcreatingthelanguagestudysituationbyvariouslivelymethods.Inthisway,studentswon"tjustfacetheboringandsimplexexercises,butfeelthemeaningfullanguagematerialsincertainsituations,whichprovidechancesforstudentstoapplywhattheylearntotherealenvironmentandincreasetheirpracticalabilityinlanguage.Besides,SituationalTeachingMethodisanecessarytopromotestudents"studyefficiency.Thetraditionalgrammarteachingmethodconsistingoflargenumberofgrammarexplanationandmechanicallyexercisesseemsmonotonous,thusstudents"willeasilyloseinterestinthem.Meanwhile,theexplanationandexercisesofgrammarruleslacksituations,whichishardforstudentstoconnectthegrammarknowledgewithitsrelatedlanguagefunctionsothattheirpracticalapplicationabilitycan"tbedeveloped.WhileSituationalTeachingMethodtakeadvantageofpictures,music,videosandmanyothermaterialstocreateabundantandsensiblesituations,soastodrawstudents"attentionsandarousetheirinterests.Thecloseconnectionbetweenthecreatedsituationsandstudents"reallifeisbeneficialforthemtoformassociationofnewlearnedknowledgeandtheexperiencethey"vehad.Meanwhile,thelivelyandmeaningfullanguageenvironmentisusefultoraisestudents"enthusiasmandpositivityofapplyinglanguagetheylearn,andtoturnthepassivestudyintoactivestudy.1.3TheResearchObjectivesandQuestionsoftheStudy1.3.1TheResearchObjectivesFacedwithintegratedknowledgetolearneveryday,studentsinseniorhigharebusyineachsubject.ComplexEnglishgrammarofseniorhighisdefinitelyanotherpressureformanystudents,especiallyforthosewholackinterestinEnglishlearning.ThestudyiscarriedoutinLiupanshuiNationalityMiddleSchool,wheretheoverallgradesofthestudentsarelowerandmanystudentsareconsideredlessinterestedandenthusiasticinEnglishstudy.Theobjectivesofthestudyconsistofthestudentsfromtwosecond-levelclassesinLiupanshuiNationalityMiddleSchool,andthetwoclassesaretaughtbytheauthor.Class2(N=40)istheExperimentalClassandclass4(N=41)istheControlClass.Seenfromtheaveragescoresandotherstatisticsofthe2 pretestatthebeginningofthesecondterm,theEnglishproficiencyofthestudentsinthetwoclassesisalmostthesame,whichmakesthestudymoreequitableandreasonable.1.3.2QuestionsoftheStudyThestudyaimstosolvethreequestionsbelow:1.WhycanSituationalTeachingMethodbeappliedingrammarteachingofseniorhighschool?2.HowcanteachersapplySituationalTeachingMethodtogrammarteaching?3.WhatgoodeffectswillSituationalTeachingMethodingrammarteachinghaveonseniorhighschoolstudents?1.4TheMethodoftheStudyThereareanalysismethod,inductionmethod,practicemethodandobservationmethodappliedintheresearch.1.4.1AnalysisMethodTolearnaboutthecurrentsituationofgrammarteachingandstudents"learning,theauthordesignsaninterviewfortheteachersandaquestionnairestudentsinsenior1ofLiupanshuiNationalityMiddleSchool,andthenanalyzesthecurrentsituationoftheapplicationofSituationalTeachingMethodingrammarteaching,andtheproblemsexistingingrammarteachingandlearningaccordingtothedata,whichprovidereferenceforthefollowingempiricalresearch.1.4.2InductionMethodExceptanalyzingthecurrentsituation,theauthorcollects,researchesandconcludestheliteraturereferenceathomeandabroadaboutSituationalTeachingMethod,toknowaboutthedevelopmentofgrammarteachingandthestatusquooftheresearchofSituationalTeachingMethodinordertosummarizethetheoreticalbasisofsituationalteaching,sumupandsortoutthemethodsofcreatingsituations,andlayafoundationforthefollowingempiricalresearch.1.4.3PracticeMethodandObservationMethodThroughpracticemethod,theauthorimplementsempiricalresearchesamongthestudentsintwoclasseswithsimilarEnglishlevelsinLiupanshuiNationalityMiddleSchoolfor5months.Thetwoclassesarepre-testedbeforetheresearch,andthegradeswillbeanalyzed.ThenSituationalTeachingMethodisappliedintheexperimentalclasswhilethecontrolledclassstillreceivesthetraditionalgrammarteachingmethod,theclassperformanceofthestudentswillbeobservedduringtheresearchandaposttestisgiventochecktheirgradesagainafterthewholeresearch,theauthorusesSPSStoanalyzethedataofpre-testandposttest,andchecksthevalidityofsituationalteachingmethodingrammarteachingbycomparingthegradesdata.1.5StructureoftheThesisThethesiscontainssixchapters.Chapteroneisintroductionanditstatesthe3 background,significance,researchobjectives,questionsandmethodsofthestudy.Chaptertwoisliteraturereview,grammar,grammarteachingandSituationalTeachingMethodaredefined,andtheresearchesathomeandabroadaswellasSituationalTeachingMethodingrammarteachingarestatedoutinthischapter.ChapterthreediscussesthetheoreticalbasisofSituationalTeachingMethod.InChapterfour,theauthorsummarizes4principlesthatsituationalteachingshouldobeyaccordingtosomeexistingresearchresultsandtheauthor"sownpracticalexperience,whicharetheprincipleofauthenticity,theprincipleofinterestingness,theprincipleofopennessandtheprincipleofdiversification.What"smore,theauthoralsosummarizesandcollatesthespecificmethodsofsituationalcreation,andpresentseachmethodwithspecificexamplesaccordingtothegrammarteachingcontentsinBook3andBook4ofseniorhigh.Anempiricalresearchofgrammarteachingiscarriedoutatthesametime,with3teachingcasesofSituationalTeachingMethodintroducedindetail.Chapterfiveanalyzesthedataintheempiricalresearch,includingthedataofquestionnaire,pretest,posttestandthecomparisondataoftheeffectivenessbetweensituationalteachingandtraditionalteachingmethod.Themajorfindings,limitationofthestudyandtheimplicationsforfuturestudyareshowninChaptersix.4 ChapterTwoLiteratureReview2.1GrammarandGrammarTeaching2.1.1DefinitionofGrammarForalongtime,differentlinguistswiththeirownresearchorientationshavedifferentdefinitionsandexplanationstogrammar,butingeneral,thedefinitionscanbemainlydividedintotwocategories.Thefirstcategoryistoregardgrammarasstaticallinguisticrules,emphasizingthestandardfunctionoflinguisticformandstructure.DavidJ.Young(1984:13)consideredgrammartobeawholesystemconsistingoflinguisticrules.Hammer(1987:1)pointedoutthatgrammarisawayforthechangeofwordsandforwordstoformsentences,whichincludesthechangesofthewordsthemselvessuchasthechangeofsingularandplural.PennyUr(2009:4)definedgrammarasaseriesofrulesofalanguage,whichstipulatehowthewordsandphrasescanbeformedintolongersemanticunits.Weber(quotedfromNunan,2007:47)thoughtgrammardescribeslanguagestructureandthewayhowwordsandphrasesformsentences.TheChinesescholarZhangZhendong(2004:5)thoughtgrammarisageneraldescriptionofregularityandirregularityexistinginlanguage.Itsformisaseriesofrulesanditsusageistocomposethewordswithdifferentpronunciationandmeaningsintosentencestoformlanguage.Theauthorthinksthedefinitionsandopinionsofgrammarhavesignificancetobothteachersandstudents,astheattentiontogrammarformcanhelplearnerstogetasystematicalawarenesstogrammarrules,sothattheycanfocusspeciallyontheinputformofanewlanguage.However,ifteachersjustteachgrammarasaseriesofstaticallinguisticrules,studentswillnotreceiveawholeacknowledgetogrammar,andgrammarwilljustbelifelessknowledge.Thesecondcategoryistoregardgrammarasadynamiclinguisticsystem,emphasizingthepracticalapplicationofgrammarinlanguagecommunication.DavidNunan(1988:101)consideredgrammarasknowledgethatstudiestheforms,meaningsandpragmaticsoflanguageaswellasenablesindividualstocommunicatethroughlanguage.Laren-Freeman(2005:34--38)alsothoughtgrammarhasthreedimensions:morphosyntax,semanticsandpragmatics.Thethreedimensionsareclosedtoeachother,amongwhichmorphosyntaxandsemanticsoflanguagearedeterminedbyspecificcommunicativeenvironmentsandaims.Laren-Freemanadvocatedtoregardgrammarasthefifthskillexceptlistening,speaking,readingandwriting,besides,thepurposeofgrammarteachingshouldbebasedoncultivatingstudents"abilityofapplyinglanguagecorrectly,notjustrememberingthestaticlinguisticrules.GeorgeYule(FengLi,2009:7)consideredgrammarasaseriesofconstructivesystem,andmorphosyntax,semanticsandpragmaticsarethreeaspectsthatcan"tbe5 separated.TheChineselinguistHuZhuanglin(2000:11)alsopointedoutthat"ifthepurposeoflanguageteachingincludesteachingstudentstouseEnglishproperlyandmeaningfully,weoughttoconsidergrammarasarationaldynamicsystem,notastaticsystemwithwhateverrules."Seenfromtheselinguists"pointsofview,grammarisn"tinflexiblerulesaboutstructure,butaseriesofmeaningfulanddynamicsystem.Grammarteachingshouldbeappliedwithmeaningful,centralizedandinteractiveway(HeGuangkeng,2011:151).Fromthetwocategoriesofviewsabove,grammarhasbothstaticanddynamicsides(ChenTing,2006).Sogrammarteachingshouldcover3dimensionsofmorphosyntax,semanticsandpragmatics,notjustpayattentiontotheformsoflanguagesoastoneglectthemeaningandapplicationoflanguagestructure.2.1.2GrammarTeachingBasedonthetheoriesofgrammar,grammarteachinghasbeencarriedoutfordecadesofyears.Themostbasicandimportantaimofgrammarteachingistomakesurethatstudentscanexpressandcommunicatewithcorrectandpropergrammarstructures,andthiskindofabilityshouldbegainedfromrepeatedpracticeandapplication.Theauthorthinkstheaimofgrammarteachingisnotonlyaroundmasteringgrammarstructures,butalsoarounddevelopingstudents"integratedabilityoflistening,speaking,readingandwriting.Reviewingthehistoryofforeignlanguageteaching,wecanfindthatitdevelopsintwodifferentviewsofapprovalanddisapprovalofgrammarteaching(Thombury,2003).Affectedbydifferentgenresofteachingmethodsinforeignlanguageteachinghistory,grammarexperiencedalongprocessfrombeingemphasizedtobeingignoredtobeingrecognizedagain(HeGuangkeng,2011:149).Andmethodsappliedingrammarteachingvary,too.Theearliestgrammar-translationmethodfocusesontranslationandstudybyrote,whichistheteachersexplainandteachgrammarsintheirmothertongue.ThismethodisalsousedbymanyChineseteacherstodayasit"smoreconvenientforstudentstounderstandandtogethighscoresintests.Thedirectmethod,originatedfrom19thcentury,suggestsusingthetargetlanguagetoteachandlearninsteadofjusttranslatingthem.Audio-lingualmethodappearingin1940semphasizedonspokenlanguageratherthanwrittenlanguage,itstressedstudentstomasterlanguagestructurebypracticinglargenumberofsentences,whichisusefultoremembergrammarstructuresincertainsituations,butstudentswilllackflexibilityandfailedtouselearnedmaterialswhenfacinganothersituations.Communicativemethodappearingin1970saimstocultivatestudents"communicativeability,anditlaysemphasisnotonlyonlanguagestructurebutalsoonthefunctionoflanguage.Communicativemethodisstudents-centered,enablingstudentstolearnlanguagethroughpracticallanguagecommunicationactivities.Butmeanwhile,students"faultsappearingincommunicationwillnotbecorrected,which6 tosomedegreeneglectstheaccuracyoflanguage.Thespringingupofcommunicativemethodhasoncemadethetraditionalgrammarteachingdesolate.However,moreandmorerelatedresearcheshaveprovedthatgrammarteachingplaysavitalandstimulatingroleinlanguagelearning(Carroll&Swain1993;Ellis2001;Hossein&Fotos2004).Grammarteachingobtainspeople"semphasisagain.TheresearchofEnglishgrammarteachinginChinahasdevelopedinthepastdecadesandthesignificanceofgrammarteachingandlearninghasbeenacknowledgedgenerally.Seeingfromtheinformationabove,wecanfindthatsearchingeffectivemethodsofteachinggrammar,suchasSituationalTeachingMethod,isatopicworthdiscussing.2.2SituationalTeachingMethod2.2.1DefinitionofSituationalTeachingMethodEarlyin1885,GermanlinguistWegenermentioned"situation",anddivideditinto"obvioussituation"and"memorablesituation".Malinowskiputforwardtheconceptof"situationcontext"whichmeanstheobjectenvironmentrelatedtolanguageinteractivity.SituationalTeachingMethodoriginatedfromEnglandin1930s,Pittmandescribeditasateachingmethodthatexplainsnewknowledgeinlanguagebyusingexamples,objects,pictures,gesturesandotherdisplayapproaches,andhepointedoutthattheoralpracticeofthesentencepatternsshouldbedesignedinsituations(Richards&Rodgers,2001;38-40).SinceSituationalTeachingMethodwasresearchedbydomesticscholarsin1970s,ithasbeenappliedtoeachsubjectinChina,anddifferentscholarsdefineitdifferently.MiJunkui(1990:24)definesSituationalTeachingMethodasawaythattheteachersleadinwithpurposeandcreatesomevividsituationswithcertainemotionsaimingtoarousestudents"interestandattitudesothatitcanhelpthemunderstandteachingmaterialsanddeveloptheirmentalfunction.WeiZhicheng(1996:25)mentionsthatSituationalTeachingMethodisawaythatteacherscreatespecificsituationsoratmospherewithemotionaccordingtothematerialssoastoarousestudents"interestandencouragethemtostudyactively.Thespecial-gradeChineseteacherLiJilin(2002:73)definesSituationalTeachingMethodasateachingmodelthatmakesfulluseofimagestocreatetypicalsituationssoastoinspirestudents"enthusiasticemotionandcombinecognitiveactivitywithaffectiveactivityeffectively.YuLan(2011:36)thinksthatsituationalteachingmeansanyteachingsituationscreatedconsciouslyduringteachingprocess.Wecanconcludefromtheviewsabovethatthoughdifferentscholarshavedifferentdescriptionsordefinitionstosituationteaching,theessenceisthesame.ThecoresofSituationalTeachingMethodareabout"situation"and"emotion",asitemphasizestoinspirestudents"emotionthroughcreatingvividsituations.Itaimstomotivatestudents"emotionalexperiencethroughthelivelysituationsandatmosphere7 tostimulatetheirstudyenthusiasmandimprovetheirstudyefficiency.2.2.2ResearchesonSituationalTeachingMethodatHomeandAbroadDeweywasthefirstpersonwhousedsituationalteachingineducation.Heregardedtheprocessofteachingasoneinwhichteachersneedtocreatecontextstoarousestudents"learningmotivation.Hepushedthetheoryandpracticeofsituationalteachingagreatstep.Inthe1920sto1930s,EnglandlinguistsA.S.HornbyandHaroldPalmerproposedtheOralApproachbyabsorbingtheadvantagesoftheDirectMethodandevadingitsshortcomings.Themaincontentofitis,firstly,languageteachingbeganwithspokenlanguage.Materialsaretaughtorallyfirstandthentheyarepresentedinwrittenform.Secondly,thetargetlanguageisalsotheteachinglanguage.Thirdly,newlanguagepointsareintroducedtothestudentsandpracticedinthecertainsituations.Fourthly,grammarteachingwasconductedgraduallyfromeasyleveltodifficultlevelandreadingandwritingareintroducedafterthestudentshaveasufficientlexicalandgrammaticalbasis(LiuYang,2014:23).Theymakemanyprinciplesandexperienceproceduresthroughanumberofresearchesandthenselectusefulandvaluablematerialstoorganizethecontentoflanguagecourses.Inthe1950s,HornbyreferredtotheOralApproachtheSituationalTeachingApproach.DenmarklinguistJensOttoHarryJespersenthoughtthatthefirstandmostimportantparttoteachaforeignlanguageistoenablelearnerstogetclosetoandapplythelanguageasmuchaspossible,suchaslearningswimming.Itiswhenlearnersdaretojumpintothewaterandpracticeconstantlyinsteadofjusttalkingaboutitcantheytrulylearnhowtoswim.Withthedevelopmentofeducationresearch,situationalmethodbegantobeadoptedanditscontentsbecameabundant.Atlate1980sandearly1990s,situatedcognitionandlearningtheorybecameasystempreliminarilyinthefieldofwesternlearningtheory,theemergenceofwhichprovidesfirmtheoreticalbasisforSituationalTeachingMethod.In1989,Brown,CollinandDuguidpublishedathesisnamedSituatedCognitionandtheCultureofLearning,whichdiscussedsituatedcognitiontheoryrelativelysystematically.Theauthorspointedoutthatknowledgeissituational,andknowledgereallyworksonlyinthesituationsthatitcomesfromandisappliedto,sothebestwayistogainknowledgeinsituations.(ChuTingting,2010).In1996,HilaryMclellancollatedthethesisinAmericanmagazineEducationalTechnologyandpublishedabookcalledSituatedLearningPerspectives.Thebookcontainingsituatedlearningtheoryandpracticalresearchisregardedasachievementofastageinsituatedcognitionandlearning.Fromthenon,theresearchesaboutsituationalteachingtheoryandpracticehadinfiltratedintovariousfieldsofeducationalresearch(WangWenjing,2002:53).TheexplorationoftheSituationalTeachingMethodinmodernChinabeganwiththejournalEnglishTeachingMethodwhichwasstartedbyZhangShiyiin1948.He8 proposedtoapplysituationalprincipletoEnglishtextbooksandmakegooduseofvideos,slideshowstocreatesituationsinactualteachingactivity(LiuYang,2014:24).Inthe1960s,theSituationalTeachingMethodwasintroducedtoChina.TheresearchofsituationalteachingstartedinChinafromtheendof1970s,withthespecial-gradeteacherLiJilinapplyingthemethodtoprimaryChineseclass.Inearly1990s,situationalteachingspreadfromChinesesubjecttoothersubjects,andtheresearchrangealsovariedfromprimaryschooltojuniorhighandseniorhighschool.Nowadays,situationalteachingmethodhasbeenappliedtoeducationwidely,anditisenrichedbydifferentresearchersthroughtheexplorationsfromdifferentsubjectsandperspectives.Besides,therearemanytheoreticalresearchesaboutsituationalteachingmethodusedinEnglishteachingandtheygotabundantachievements.Theoreticalresearchmainlydiscussestheorigination,definition,theorybasis,featureandotherrelatedfactors.MiJunkui(1990:24-28)talkedabouttheoriginationanddevelopmentofsituationalteachingmethodinChinaandabroad,anddefineditaswellassummarizesthreetheorybasisforthemethod.LuWenjing(2009:208-210)analyzedthenarrowandgeneralizedconceptofEnglishsituationalteaching,andsummarizedsixmaincharacters.ZhangJianzhongcontributedgreatlytothedevelopmentofSituationalTeachingMethodinChina.ZhangJianzhong,YuHongzhen(2000)thoughtthat"thesituationistheimportantfactorthatinfluenceteachingeffect",theteachercanstimulatestudents"learninginterestbycreatingsituations,thustoobtainagoodteachingeffect(LiuYang,2014:24).ChenYanjun,ZhangChuanshui(2014:105-111)expoundedthesituationalteachingtheorymentionedbythemodernforeigneducatorZhangShiyisystematicallyintheessayinitialexplorationofforeignlanguagesituationalteachingofZhangShiyi.Theyintroducedthebackground,basis,maincontents,influenceandvalueoftheteachingtheory.DuQingfeng(2001:146-148)discussedthetheorybasisfromtheviewofmodernpsychologyandbrainscience,andconcludedfourmaincharactersandbasicstrategiesforsituationcreation.Fromtheviewsabove,wecanseeSituationalTeachingMethodhasbeenpromotedconstantlyinChinatheseyears.2.2.3SituationalTeachingMethodinGrammarTeachingWiththedevelopmentoftheoreticalresearchofSituationalTeachingMethodinChina,therearemanypracticalresearchesprobingintothespecificapplicationofsituationalteachinginEnglishclass,mostofwhicharerelatedtotheapproachesofcreatingsituation.JiangJun(2008:102-1-3)putforwardsomeapproachessuchasdirectmethod,questionmethod,interestdesign,cooperationmethodtocreatesituations.ChenMinfeng(2010:50)sumedupfiveapproachestocreatesituationsinprimaryEnglishclassandtheyarelanguagedescription,objects,painting,actionand9 music.ZhugeMingjie(2010:98-99)discussedhowtousemultimediawithvideos,musicandcartoonstocreatesituationsandoptimizeclassteaching.GuanShan(2013:156-157)suggestedcreatingsituationsbymultimedia,languagedescription,gestures,gamesandsoontolivenupclassroomatmosphere.Therearealsosomeempiricalresearchestotheeffectivenessofsituationalteachingmethod,forexample,ZhangQingying(2005)didtheresearchintwoclassesofsenior2andshowedthatSituationalTeachingMethodcanimprovestudents"grammar,readingandwritingability.QiaoJian(2010)chosetwoclassesofamiddleinShanghaitobehisresearchobjects,andfoundoutSituationalTeachingMethodcanimproveseniorhighstudents"grammarandapplicationabilityandthewholegradesthroughtwosemesters"research.ZhouShi"e(2011:40-43)didempiricalresearchinauniversityandfoundoutSituationalTeachingMethodcanimprovestudents"interestinEnglishandlanguagecomprehensiveability,especiallyinlisteningandspeaking.ShenDongmei(2012)chosetwoclasseswithsimilarEnglishlevelasherresearchobjectsandappliesSituationalTeachingMethodtotheexperimentalclassforaterm,theresearchshowedthatSituationalTeachingMethodcannotonlyimprovestudents"abilityofapplyingthegrammartheylearnbutalsoimprovetheirreadingandwritingability.Seeingfromtheempiricalresearchesabove,theauthorfindsmostofthemhaveappliedSituationalTeachingMethodtotheirEnglishclassandhavegainedevidenteffectiveness.Someofthemhaveintroducedsomewaystocreateandapplythesituations,too.However,empiricalresearchesabouttheapplicationofSituationalTeachingMethodtogrammarteachingaccordingtospecificgrammarcontentsfromthetextbooksinseniorhigharelimited.2.3TheoreticalFoundation2.3.1KrashenSurveillanceModeThesurveillancemodeofKrashenisoneofthemostsignificanttheoriesinsecondlanguageacquisitiontheory,whichleavesprofoundinfluenceonlanguageteaching.Thesurveillancemodeconsistsoffivehypothesis,inwhichtheinputhypothesisandaffectivefilterhypothesisprovidecertaintheoreticalbasisforsituationalteaching.Theinputhypothesisthinkspeoplelearnalanguagethroughunderstandingmoredifficultlanguagematerialsthanwhattheyhavelearnedatpresent.(WuQi,2006:63).Krashenstressedthekeyfunctionoflanguageinputinpreviewandproposedthattheideallanguageinputhasthefollowingcharacters:intelligibility,interestandrelevance,non-verbalprocedureandsufficientinputquantity(LuoLisheng,LiZinan,GeLan,2001:72).Theinputlanguagematerialcanbereallyabsorbedbystudentsonlywhentheyaresuretobeunderstoodbystudents,ortheywillbeineffectiveinformation.Andonlywhenthelevelofinputmaterialsishigherthanwhatthestudentshavenow10 canitpromotestudents"languageabilitytoahigherdegree,whichisKrashen"stheory"i+1","i"standsforstudents"existinglanguagelevel(Krashen,1982).Krashenalsopointedoutthatwhileanumberofunderstandableinputisnecessaryinlanguagestudy,thestudents"emotionalfactorthatwillaffecttheintakeabilityoflanguageisalsoimportant.Hementionedinaffectivefilterhypothesisthatstudents"motivation,confidence,degreeofanxietyandotheraffectivefactorswillfilterthelanguageinputtheytouchandrestraintheirabsorptionabilitytoinputmaterials(WangJing,2008:313-314).Ifthestudents"confidenceandmotivationareimproved,theiraffectivefilterandanxietywillgetlower,theintakedegreeofthematerialswillgethigher,thusstudentscanhaveabetterstudyefficiency.Instead,withtheincreasingofaffectivefilter,thestudentswilldoaworsejob.Ofcourse,thereiscertainlimitationinKrashen"ssurveillancemode,suchasitsneglectoftheoutputeffectonlanguageacquisition.Butitsattentiontolanguageinputhasaverypositiveeffectonforeignlanguageteaching.AccordingtoKrashen"stheory，whentheteacherinputlanguagematerialstostudents,he/sheshouldconsidertheunderstandingabilityrelyingonstudents"practicallevel.Thushe/sheshouldchoosesomeinterestingmaterialsthatareclosetostudents"reallife,forsuchkindofmaterialsareeasytounderstand.Besides,thelanguagecontentshouldberichsothattheycanreceiveenoughlanguageinput.Theteachermustpayattentiontotheinfluenceofemotionalfactoronlanguagestudy,andtakediverseteachingmeasuresinsteadofthetraditionalmechanicwaystoteachandcreatearelaxingatmosphere.Itaimstostimulatestudents"interestinclass,releasetheiranxietyandaffectivefilter,andtakeinwhattheylearnmoreeffectivelysothatpromotetheirunderstandingabilityandstudy,whicharealsothefinalpurposesofsituationalteaching.2.3.2ConstructivismLearningTheoryBasedontherepresentativePiaget"sopinionofassimilationandaccommodationaswellasVygotsky"stheoryof"zoneofproximaldevelopment",constructivismbegantoformitsownknowledge,learningandteaching.Asafurtherdevelopmentofcognitivism,constructivismabandonedthetraditionallearningtheorythatstudentslearnpassively,instead,itstressedthatlearnersshouldconstructtheknowledgetheylearnactively,whichhadaprofoundinfluenceonteachingarea.Differentfromtraditionallearningtheorywhereknowledgeisconsideredasinvariableobjectivetruth,constructivismthinksknowledgeistheproductwithdynamicnatureofsituation(DingYuankun,2003:165-166).Accordingtoconstructivism,knowledgeisn"taccuraterepresentationofthereality,instead,it"sasortofexplanationandassumption.Knowledgecan"texistasanentitywithoutindividualsystem,instead,it"spersonalcomprehensionconstructedonone"sownexperiencebackground(ChenQi,ZhangJianwei,1998:64).Whileforstudy,constructivismthinksitisnotaneasyprocedurethatispassedfromteacherstostudentswhoabsorballthethingsmechanicallyandpassively,butaprocessthatstudentscanscreenoutoutsideinformationandconstructtheirownknowledgenetworkbasedontheirexperience(ChenQi,ZhangJianwei,1998:64).Thissortofconstructioncan"tbecompletedbyotherpeople(ChenWei,2007:176).Duringtheprocess,newinformationisgivenpersonalunderstandingby11 thelearnerscombiningtheiroriginalexperience,besides,theknowledgestructureofthelearnerswillchange,recombineandadjustwiththenewinformationentering.Asaresult,studyisnotasimpleaccumulationofinformationbutainteractionprocessbetweennewandoldexperience(WeiLei,2011).Butbecausedifferentlearnershavedifferentunderstandingsaccordingtotheirvariouspersonalexperienceandthinkingmodes,it"smorehelpfulforthemtoexchangeideaswitheachothersoastomastertheknowledgecomprehensively.Inaword,theoriginalknowledgeandexperience,theactiveparticipationandthinkingaswellastheexchangeofinformationplaysignificantroles.Teachersshouldnotbeknowledgeirrigatorsbutshouldbepromoters,cooperatorsandinstructorsforstudentstoconstructtheirownknowledge,andshouldbeorganizersandcoordinatorsduringthewholeteachingprocess(ChenWei,2007:176).Constructivismemphasizesthatteachingshouldbestudents-centeredandstimulatestudents"motivationandcreativity.Besides,itadvocatescooperativestudy,whichencouragesstudentstocommunicateanddiscusssoastohavecomprehensiveunderstandingofknowledge.Italsostressestheeffectofsituationalteaching,andsuggeststeacherscreatingteachingsituationsclosertolifesoastomotivatestudentstoformconstructiontonewknowledgebasedontheiroriginalexperience.2.3.3SituatedCognitionTheoryOriginatedfrom1980s,situatedcognitiontheoryisanotherimportantlearningtheoryapartfrombehaviorlearningtheoryandcognitivetheory.Itstressesthatknowledgeissituationalsocialpractice(WangWenjing,2005:58),andthinksstudybecomesmeaninglessonceitisawayfromrealsituations(XieLi,LiNian,2006:17),whichprovidefurthertheoreticalbasisforSituationalTeachingMethod.Differentfromconstructivismlearningtheory,situatedcognitiontheoryemphasizesmoreaboutthesituationofknowledge.Itthinksknowledgeisnotabstractobjectbutanactivitybasedonsocialsituations,knowledgeisnotjusttruthbutaninteractivesituationbetweenapersonandtheenvironment,andknowledgeisaseriesofbehaviorsofhumanandisabilitytoadapttothedynamicenvironment(WangWenjing,2002:51-55).Knowledgecan"tbeseparatedfromactivities(Brown,1989:32-42).Thetheoryregardspersonandenvironmentasthesameimportantfactorsinlearningprocess.Situatedcognitiontheorystressestheimpartationofknowledge,especiallytheimpartationoflearningskills.Itrequirestheenvironmentclosetorealsituationsothatlearnerscantransferwhattheylearnintopracticallife,whichaimstoenablestudentstoputtheknowledgeintopracticeandsolvetheproblemsinreallifeflexibly.Teachersshouldtrytocreaterealsituationsandactivitytasksthatcanreflecttheapplicationofknowledgeinreality,andenablestudentstogainknowledgethroughperceivingandunderstandinginspecificsituationsandactivities,andawholeevaluationshouldbegivenatlast(GaoWen,1997:60).Itadvocatestoorganizepracticalcommunityinclassandinspiresstudentstofulfillthestudytaskscooperativelysoastoconstructtheirnewknowledge.Situatedcognitionhasanimplicationonsituationalteachinginlanguage:foreign12 languagelackalotcommunicativeenvironmentcomparedwithmothertongue,soforonething,theteachersshouldmakefulluseofmulti-mediasuchasvideosandaudioscombinedwithstudents"reallifetocreatesituationsforforeignlanguagelearning.Foranother,teacherscandesignrichclassactivities,wherestudentscanapplyandmasterthelanguageandskillsbetter.Besides,it"salsousefultoencouragestudentstostudycooperativelyandachievemoreknowledgethroughthewisdomofthewholeteam.13 ChapterThreeSituationalTeachingandGrammarTeaching3.1ThePrinciplesofSituationalCreationWhenconsideringSituationalTeachingMethod,peoplewillthinkofdifferentkindsofsituationcreations.Actually,notallkindsofsituationcreationsaresuitableforgrammarteaching.It"snecessarytoobeysomeprincipleswhencreatingthesituations,whichaimstoallowgrammarteachingtoimprovestudents"comprehensiveabilityoflanguageapplication.Thesituationsclosetolifecanmakethestudentsfeelthetruevalueofgrammarindailylanguageapplication.Theinterestingsituationscanarousestudents"motivation,whichcanchangethetraditionalboringatmosphereingrammarclass.Opensituationsarebeneficialtobroadenstudents"thoughtsanddeveloptheirowncharacters.Thediversificationofsituationscancreatevariouschancesofexperienceandapplicationoflanguageforstudents.3.1.1ThePrincipleofAuthenticityTheimportantaimofsituationalcreationistoconstructabridgebetweenthegrammarstudentshavelearnedandthetruelife.It"salsonecessarythatstudentscanapplywhattheylearnedtoreallifeandsolvethepracticalproblemsaftertheyfeelandpracticethegrammarinsomesituations.Sothefirstconsiderationofsituationalcreationistoobeytheprincipleofauthenticity.Onlywhenthesituationsareclosetolifecantheyarousestudents"authenticemotionsandpromotetheirpositivityofapplyingtheknowledge.What"smore,thesituationscan"tgetridoftheknowledgebackgroundandpracticallifeofstudents,ortheywillfeelithardtoimagineandunderstand,nottosayreachingtheexpectedteachingeffect.Forexample,afterlearningtheattributiveclause,theteachercanleaveahomeworkthatistodescribeoneofyourrelativesorfriendsbyusingattributiveclauseasmuchaspossible.Asit"sfamiliartostudents,theycanwritedownmanygoodsentencesaswellasmastertheclausebetterduringtheexercises.3.1.2ThePrincipleofInterestingnessInterestisthebestteacherever.Manystudentsareboredwithgrammarlearningastheydon"thaveinterestinit.Thevividteachingcontentsandinterestingactivitiescannotonlystimulatestudents"interestandpromotetheiractivityandmotivationofstudybutmaketheclassatmospherealive.Butwhentheteachercreatesthesituations,heshouldtakefullconsiderationofthestudents"ageandpsychologicalcharacterandcreatemoreattractivesituationssothatstudents"attentionscanbefocusedandenthusiasmcanbeimproved.Soit"snecessaryfortheteachertofollowthetimepaceandkeepcollectinginterestingtopicssothatmoreattractivesituationscanbecreated.Forexample,whenteachingthepatternbut+infinitive,theteachercanplayashortvideoofRunningMan,wheretherunningfamilylikesaying"Ican"thelpbutcheatyou","Ican"tbutleaveyouhere","Icandonothingbutkeepfollowingyou",thestudentscanknowtheapplicationofthepatternduringtheirlaughters.3.1.3ThePrincipleofOpenness14 Opensituationsarehelpfultobroadenstudents"thoughts,andpromotetheirunderstandingtotheknowledge,especiallyduringtheknowledgereviewingstage.Iftheexercisestheydoarejustpracticingthesentencepatternsmechanicallywith"standardanswers",thestudentswillbelimitedbytheanswersandhavefixedthinkingmodes.However,therearenofixedanswersinopensituations,andtheycanprovidesufficientspaceforstudentstothinkandbehave,whichcancultivatestudents"creativityandimaginationaswellasfacilitatetheirpersonalitydevelopment.Inaddition,manyopentasksneedstudents"cooperationwitheachother,whichcanimprovetheirabilitiesofcooperationandcommunication.Asaresult,theteachershouldcreatesomeopensituationsdeliberatelyandprovidemoreopportunitiesforstudentstothink,express,cooperateandexplore,andencouragestudentstocreatesomelanguagesituationsontheirown.3.1.4ThePrincipleofDiversificationDiversesituationscanoffermanychancesforstudents"languageinputandoutput.Vividanddiversesituationscanstimulatetheirinterestinwhattheywilllearn,andprepareunderstandableinputinadvance,thusthestudentscanavoidthetraditionalfrightbeforelearninggrammar.Whileduringthestageofoutput,diversesituationscanprovideanumberofopportunitiesforstudentstopracticethetargetgrammartheyhavelearned,andwithrepeatedpracticeindifferentsituations,thestudentscanapplythetargetgrammarmoreflexibly.Inaword,theteachershouldtakeadvantageofvariousmethodstocreatediversesituationswithrichcontents,whichenablestudentstokeepfreshmindinclassandimprovetheirapplicationabilityoflanguage.Theprincipleofdiversificationrequiresthattheteacherisconscioustodiscoverrelatedsituationsandhasopenmindstocreateinterestingsituations.Onlyinthiswaycanstudentsalwaysfeelinterestedinclassandlearntocreatemoresituationsbythemselves.3.2TheMethodsofSituationalCreationTheapplicationofSituationalTeachingMethoddependsonthedesignofsituations.Basedontheliteraturereview,theauthorhasclassifiedthetypesofsituationroughlyandsummarizedthecommonmethodsofcreatingthesituation.Accordingtothevariouseffectsproducedbysituationalteachingmethod,theauthorhasdividedthesituationalteachinginto3types:thecreationofintuitivesituation,thecreationoflanguage-basedsituationandthecreationofactivity-basedsituation.Theintuitivesituationsletstudentshavetheemotionalexperiencethroughtheirdirectvisionandauditorysense.Language-basedsituationistomotivatestudents"experiencethroughtheoralorwrittendescription.Bysolvingtherelatedproblemsthroughlanguage,studentscanreconsiderandputwhatthey"velearnedintopractice.Activity-basedsituationaimstostimulatestudents"interestsinlanguagelearning.Throughvariousactivities,studentscannotonlyhavethechancetopracticethelanguageflexiblybutalsoimprovetheircomprehensiveabilityinlanguage.Theintuitivesituationisoftenusedintheinputofalanguage,whichaimstoarousestudents"attentionquickly,whilethelatertwosituationsareoftenusedintheoutput15 ofthelanguage.Teacherscanaskstudentstopracticethelanguagestepbystepandthenimprovetheircomprehensivelanguageabilitythroughfurtheractivities.Inaword,thevalidsituationalteachingmethodsshouldbebasedonthespecificteachingconditions.Themethodsofthesesituationalteachingareasfollows.3.2.1TheCreationofIntuitiveSituation3.2.1.1MaterialObjectThemostdirectmethodofcreatingasituationistousematerialobjects.Itcanbeusedinbothvocabularyteachingandgrammarteaching,toleadthestudentsintoanewlessonandattracttheirattentions.Forexample,oneofthegrammaritemsofModule1inBook3istoidentifythelocalityprepositionsin,on,to,across,between,etc.HeretheteachercanuseamapofChinatoexplaintheprepositionsandtheteachercangiveanexample:GuizhouprovinceisontheeastofYunnanprovince.GuangdongprovinceistothesoutheastofGuizhouprovince.LiupanshuiisinthewestofGuizhouprovince,andsoon.CombinethesentencesontheblackboardwiththemapofChina,studentscaneasilyunderstandthedifferentmeaningsoftheseprepositions.Andnowtheteachercanaskthestudentstomakemoresentencesusingtheseprepositionsaccordingtothemap.Sometimestheteachercanchoosethematerialsjustintheclassroom.Forexample,whenteachingthepassivevoiceinModule2,theteachercanclosethedoor,openthelights,pickupthechalks,etc,andaskstudentstodescribetheactionsinEnglish.Thentheteachercansimplyintroducethepassivevoicepatterntothestudents.Students"attentionscanbearousedquicklyandtheirbrainswillstarttoworkimmediatelyaccordingtothesituation.3.2.1.2BodylanguageTheultimateaimofEnglishteachingistoencouragestudentstocommunicateinEnglishfreely.Asasignificantpartindailycommunication,bodylanguagecanalsohelptheteachercreatesomerealsituationsthatareclosertolife.Intheclass,theteachercanuseexpressions,postures,andgesturestocreatetheauthenticsituationsinlifeflexibly.Bodylanguageisagoodwaynotonlyforstudentstorememberwhattheyseeandlearn,butalsoincreasestudents"intimacyandinteractionwiththeirteachers.Whenlearningtheadjectivesendedwith-edformand-ingform,manystudentscan"tusethemcorrectlyandmostofthemjustrememberthattheyshoulduse-edformtodescribepeoplewhile-ingformtodescribethings,whicharenotaccurateinfact.Sotheteachercanteachthispartbyusingtheirbodylanguageandfacialexpressions.Forexample,theteachercanbehaveamazedwhenseeinganamazinggift,orappearfrightenedwhenseeingafrighteningmovie,andsoon.It"ssoimpressiveforstudentsthattheywillcertainlyremembertheteacher"sbehaviors.Someteachersmayfeelembarrassedatdoingsuchkindofbodylanguage,oncetheyputdowntheburdentotryit,theymayfeelgood,too.Hereisanotherexample,whentheteacherexplainsthestructureofwith,he/shecancarryabookandwalkintotheclassroom.Studentsareaskedtomakeasentenceaccordingtothescene:Theteachercameinwithabookinherhand.Thentheteacher16 standsontheplatformandpointsattheblackboard,andthestudentscandescribethesceneas:Theteacherstandsontheplatformwithherfingerpointingattheblackboard.Latertheteachercangivesomeotherscenespreparedonpaperaheadandaskstudentstoactoutbyusingtheirbodylanguage.Fromtheexercise,studentswillfeelhowcommonthestructurecanbeusedindailylifeinsteadofjustrecitingthestructureforexams.Inaword,suchnon-verbalactivitiescanusuallyleaveadeeperimpressiononstudents.3.2.1.3MusicMusiccancreatearelaxingatmosphereinclassandacomfortablestudyenvironmentforstudents.Mostofthestudentsarefondoflisteningtoandsingingsongs,somusicisaneffectivesituationalteachingmethodtoincreasestudents"motivation.MostlyricsinEnglishsongsfollowthegrammarrules,andmanycommonwordsandsentencepatternsareinvolvedinthem.Sotheteachercanmakethemostofthewideresource.Onewaytomakeuseofthelyricsistoaskstudentstofillintheblanksrelatedtocertaingrammarwhenlisteningtothesongs,whichcanbothreleasethetenseatmosphereinclassandfocusthestudents"attentionsonwhattheyarelisteningto,sothattheycanrememberthetargetsentencesandgrammarsbetter.Forexample,whenlearningthesentencepattern"too...to...",theteachercanplaythesongApologize,asthere"sonelyricsrepeatedmanytimesinthissong:It"stoolatetoapologize.Afterstudentsfillinthesentencesmanytimes,theteachercanfurtherexplainthemeaningofthesong,sothatstudentscangetadeeperunderstandingofthesentence.Anotherwayistoaskstudentstolistenandchoosesentenceswithtargetgrammar.Forexample,whenreviewingthegrammarAdverbialclause,theteachercanplaythesongAslongasyoulovemeandaskstudentstofindandwritedownalltheadverbialclausesinittocheckwhethertheyunderstandwhatadverbialclausesare.Andaccordingtotheseadverbialsentenceschosenfromthesong,theteachercanfurtherexplaintheirdifferentmeaningsandusages.Finally,studentsareencouragedtolearntosingthesong,whichcanleaveadeeperimpressionofthetargetgrammaronthem.Comparedwiththetraditionalusageofmusicthatitisusedinlisteningortorelaxthestudents"tenseduringtheclass,musicinSituationalTeachingMethodgainsmuchmoresignificance.3.2.1.4PictureandStickFigureAsnotmanymaterialobjectscanbeobtainedeasily,picturesandstickfiguresmakeitup.Theycannotonlybringvisionstimulationsandspecifysomeabstractlanguage,butalsobeconvenienttogetanduse.Theycanbeshownbymultimediaorsimplydrawnontheblackboardbytheteachers.Forexample,whenteachingthegrammarImperativesinModule2,Book4,insteadofwritingsomeimperativesentencesandjustexplainingthegrammarrules,theteachercandrawseveralcommonsignsinsomespecificsituations,suchassometrafficsignsbyhands.ThenthestudentsareaskedtodescribethesignsinEnglish.Students"answersmayvary,sotheteachercangiveasamplesentenceaccordingtopicture1:Pleasedon"tparkinthestreet.Thenthestudentscanimitateandmake17 followingsentencesrelatedtothereststickfigures.P2:Pleasedon"tsmokeinpublicplace.P3:Pleasewalkupontherightside.P4:Pleaseturnoffthelightswhenlastleavingtheclassroom.Fromthesentencestheymake,theycanunderstandthemeaningofimperativesandit"salsoagoodwayforstudentstorecognizeandexplainthesignsoutofschool.Besides,usingmultimediatoshowpicturesisanothervalidmethodtoarousestudents"attention.Forexample,whenstudentsarelearninghowtogiveadvicebyusingmodalverbslikecan,may,must,shouldinModule3,Book4,theteachercanshowseveralpicturesthatrevealsomesocialproblemsandaskstudentstogiveadviceaccordingtothem.P1:pollutedriverinLiupanshui.P2:anoldmanstandinginthecrowdedNo.1bus.P3:achildpickingupflowersinthegarden.P4:amansmokinginthechildren"shospital.P5:acleanerbusyincollectingtherubbishinthestreet.Thenit"stimeforstudentstogiveadviceafterlookingatthepicturesanddiscussing.Theycouldwritethesentencesontheblackboardandtheteachercanchecktheanswersandexplainwhethertheyusethemodalverbsrightornotandthenexplainwhichmodalverbscanbeusedineachsituations.Afterthepractice,theteachercanaskstudentstotakesomephotosintheirdailylifeanddiscusshowtogiveadvicetothesituationsseveraldayslaterwhenreviewingthegrammar.Inaword,picturesandstickfiguresaredirectandsimplemethodstocreatesituationsaslongastheyarechosenbytheteacherproperly.3.2.1.5VideoMostvideos,whicharecombinationsofimagesandvoice,createrealandvividsituationsbytheirlivelyimagesandrichlanguage.Itcanarousethesenseorgansofstudents,andenablesstudentstofeelthecharmofthelanguageandcultureinit.NowwiththerapiddevelopmentofInternet,itismoreconvenienttoachievesomeeducationalvideos.Aslongastheteacherchoosesappropriatevideosaccordingtoteachingcontent,andmakefulluseofthemethodthatstudentslove,livelyteachingsituationswillbecreatedproperly.Therearevariouskindsofvideostobechosen:somefamousplotsfrommoviesorTV,someshortvideosfromtheInternet,eventhevideosmadebytheteachersthemselves.Thisisexampleone.WhenteachingIndirectSpeechinModule3Book3,theteachercanplayashortvideoofanAmericanwithdisabilitybutstillwithstrongcouragetoliveawonderfullife.Studentscanworkwiththeirpartnerstowritedownsomesentencesthatthemansaidindirectspeechandwatchitagaintocheckwhethertheygettheinformationright.Aftertheteachermentionstherulesofindirectspeech,itistimeforstudentstochangethesentencesfromdirectspeechintoindirectspeech,andthensharethesentenceswiththewholeclass.IftheEnglishleveloftheclassisnotgood,theteacherorstudentsthemselvescanmakeshortvideoswithsometopicsincertainsituationsinEnglish,whichmaybeeasierbutmoreattractivetostudents.Comparedwiththetraditionalgrammarclass,thesituationalgrammarclasswithvideoscangetstudentsmoreattractedandconcentrated.3.2.2TheCreationofLanguage-basedSituation3.2.2.1TheClass-basedSituation18 Theclassitselfshouldbeanenvironmentfullofenergy,andlanguageplaysanimportantpartinit.However,intraditionalgrammarclass,“language”oftencomesonlyfromtheteacherandmoststudentsjustkeepsilentandtakenotes.Situationalgrammarclassadvocatesstudentstotalkmore.Onlywhentheteacherobservestheclassandschoolcarefully,canthesituationsthatarebeneficialtoteachingbeeasilycreated.Forexample,whenteachingthegrammarMakingComparisoninModule2Book3,theteacherusingtraditionalteachingmethodmayjustexplainthegrammarstructureandpresentsomeexercisesforstudentstopractice.However,basedonSituationalTeachingMethod,theteachercanchooseseveralstudentswithdifferentheighttocometothefrontandaskthemtomakecomparisonaccordingtothesituationbasedontheiroriginalknowledgeaboutcomparison.Thenaftertheteachermodifiestheirsentencesandexplainsthegrammarstructure,anothersituationcanbechosenfromtheclass.Thestudentsareaskedtomakecomparisonswiththeirpartners.Theycancomparewhateversuchasthequantityofbooks,thelengthofpens,thenumberoffamilymembersetc,onlyifitistrueintheenvironment.Thentheteachercanaskseveralpartnerstomakedialoguesaccordingtothestructure.Exceptthecase,theteachercanaskstudentstoanswerquestionsrelatedtotheclassroomortheschoolwhenteachingsomesentencespatterns.InModule5Book3studentswilllearnhowtoexplainreasonsbyusingthesentence:Thereasonwhy....isthat....Heretheteachercanfindsomeproblemsorphenomenoninschoolandaskthemwhythesekindsofproblemscanexist.Theteachercangiveanexampleinadvance.Question:Whydosomanystudentslikeusingmobilephones?Answer:Theyreasonwhystudentslikeusingmobilephonesinschoolisthattheythinkit"sconvenienttocontacttheirfamilies.Thenit"stimeforstudentsthemselvestoputforwardquestionsandgiveanswers.Studentscanobservemuchmoredailyphenomenonthantheyusuallydointhisway,whichcanencouragethemtocreatesituationsbythemselvesaswellaspracticethetargetgrammarfrequently.Comparedwithtraditionalgrammarclass,theclasswithsituationsislivelier,andallthesesituationsrelatedtotheirclassandschoolsarefamiliartothestudentssothattheywillfindthegrammartheylearnisofgreatusageinpractice.3.2.2.2TheStory-basedSituationLivelyandinterestingstoriesarevalidinstrumentstocreatesituations.Manypeoplelikelisteningtoandtellingstoriessincetheywereyoung.Sotheinterestandattractionofstoriescanlowerthetediumoflanguagelearningandlightenaboringclass.Astheconsistentplotscanconstructvividandmeaningfulsituations,studentscanbeattractedbythecontentsandnoticethegrammarthatrepeatedlyappearinthestoryatthesametime,whichisquiteeasyforthemtomasterthepatternsandfunctionsofthetargetgrammar.Theteachercancreatestoriesaccordingtosomeclassicfairytales,apologues,literatureorstoriesmadebytheteachersorthestudentsthemselves.Butonethingtobenoticedisthatthetargetgrammarshouldbeputinside.Thentheteachercanreadthestorieswithrhythm,richfacialexpressionsandgestures,underthiscircumstance,studentscanbeeasilybroughtintothesituation.Later,thestudentscanconsolidate19 thegrammarinapplicationssuchasretellingorrecomposingthestory.Thisisanexample.WhenreviewingPassiveVoice,theteachercanmakeupastoryaccordingtothetopicofthemodule:Mask.Thestoryiswritteninactivevoiceconsistingof8basictenses.Thestoryisasfollows:Anncleanstheclassroomeveryday.Butnowsheismakingahandsomemask.Why?ItwasbecauseAnnfoundamaskinacorneryesterday.Shethought:"somebodyhasthrownthemaskhere".Suddenlysheremembered:“Jimwasdoingthehomeworkjustnow,whynotaskhim?"WhenAnnfoundJim,JimtoldAnnthathehadpickedupthemaskinthemorning.Jimsaidhewouldputthemaskonfacethen,buthegaveup,becauseitwassougly.SoAnnpromised:"Iwillgiveahandsomemasktoyou!"DoyouthinkAnnisaverykindgirl?Afterreadingthestory,studentsshouldfirstexplainhowmanytensesarethereinthestory,andreviewhowtochangetheactivevoiceintopassivevoiceaccordingtoeachtense.Thenit"stimeforstudentstopracticeandrecomposethestoryinpassivevoice.IftheEnglishlevelofthestudentsisnotgood,theteachercangiveaframeofthenewstoryandstudentscanjustfillinthepassivevoiceandlaterretellthestory.Excepttheexampleabovethatthestorywasmadeupbytheteacher,studentscanmakechainstoriesontheirown,whichisalsoaninterestingthingforthem.Theycanmakeachainstorybasedonatargetgrammaringroupsoreveninclasssothatalmosteveryonecanhavethechancetopracticeit.Andit"salsonecessaryforthemtofocusonwhatotherssayincasetheycan"tcontinuethestory.Forexample,afterlearningtheformofsubjunctivemood,studentscanmakechainstoryaccordingtothesentencepatterns:IfIwere,Iwould…IfIdidsomething,Iwould....Theteachercanmakethebeginningsentenceas:IfIwerearichman,Iwouldbuyaplaneofmyown,andifIhadaplaneofmyself,IwouldtraveltotheUSA.Studentscaneasilyunderstandtheruleandbegintomaketheirownchainstory.Andaftereveryonepracticesthetargetgrammar,theymaybedeeplyimpressedwithit.Comparedwiththetraditionalgrammarclasswherestudentslearngrammarrelativelypassive,situationalteachingmethodprovidesanapproachtowideningstudents’thoughtsandimaginations.3.2.3TheCreationofActivity-basedSituation3.2.3.1GamesUsinggamesisanotherstrategyworthtryinginasituationalgrammarclass.Mostofthestudents,especiallytheoneswhoarenotinterestedingrammar,stayquietandevendonotsayawordintheclass.Soasrelativelyrelaxingactivities,gamescanmotivatetheirenthusiasminclass.Gamescanalsocreateadelightfulenvironmentforstudentstopracticethelanguageinanunexpectedway,especiallyforthosewhoareshy.Theteachercancollectcomegamesandapplythemtotargetgrammarflexibly,whichcangivestudentsasurpriseandlightentheatmosphereinclassaswell.Guessingisacommonandusefulgameinclass.It’sawaytoarousestudents’interestandattentionimmediately.Forexample,whenteachingthemodalverbsusedasguessingfunction,guessinggamescanbeapplied.Theteachercanshowseveralpictureswithdifferentsituations:A:aroomwiththelighton.B:akeyisleftonthe20 officedesk.Camumisangrywithsomething.Thenquestionsaccordinglywillbeputforward:PleaseuseModalVerbsmay,must,maynot,cannottoanswer3questions:1.IsMr.Zhangathome?2.DoesMissLigobackhome?3.Whatisthemotherangrywith?Thestudentsmayanswerlikethis:Mr.Zhangmustbeathome,becausethelightisstillon.Aftertheguessinggame,theteachercangivefurtherexplanationofthemodalverbstostudentsandtheycanunderstandthembetter.Exceptguessinggame,transmittinggamecanalsobeadoptedintheclass.Forexample,whenteachingindirectspeechinModule3Book3,aftertheteacherexplainsthebasicinformationofthegrammar,thestudentscantrythegameontheirown:thestudentsittingatthelastcansayasentencewithfirstperson,andthefrontstudentsshouldtransmitthesentenceusingindirectspeechonebyonetillthefirststudentinthegroupwhoshouldcometotheblackboardtowritethesentencedown.Theteacherandstudentscanchecktogetherwhethertheirsentencemeaningandtheindirectspeecharerightornot.Comparedwiththetraditionalgrammarclassthatdosenotpaymuchattentiontostudents’interest,gamesinsituationalgrammarclassarelikefueltotheenthusiasmofthewholeclass,andmanygamescanbeusedinEnglishclassaslongastheteacherappliesthemtopropergrammaritems.3.2.3.2PerformanceandRole-playPerformanceandrole-playaregoodwaystopracticelanguage,becausetransformingthestaticwordsintodynamicpracticalactivityenablesstudenttohavedeeperunderstanding.Thecontentsofthetextareusuallyrelatedtostudents’truelife,soconsideringtheactiveandexpressivepersonality,theteachercanallowthestudentstoexperiencethegrammarfunctionbythemselvesthroughperformanceorrole-play,forsometextsorteachingcontentsaresuitabletoberecomposedintodialogues.Thentheteachercaninspiresthestudentstoroleplayitwithmoreimaginationandcreativity.Thisisanexample.Whentheteacherexplainsthegrammar:modalverbsusedasgivingadvice,thestudentsareaskedtomakedialoguesaccordingtosomerealsituationsbetweenparentsandchildrenbyusingshould,must,shouldnot,mustn’t,andasentencepattern:Isuggestthatyoushoulddosth.Studentscanimitatetheirparentswhowouldliketogiveadvicetothemindailylife,forexample,someparentsmaygiveadvicelikethis:Youmustcomebackbefore9:00.Theirperformanceswillbewelcomedbyalltheclassmatesastheymayfeelitfunnybutquiterealandfamiliar,sointhiswaytheycanrememberthegrammarfunctioninsuchrelaxingandfamiliarsituations.Exceptperformance,studentscanplaytherolesaccordingtosomepicturesorvideos.Forexample,theteachercanplayashortvideoofafamouscartoonTomandJerry,thestudentsareaskedtoplaytherolesofthetwoanddubforthembyusingsomephrasesofinfinitiveslearnedinrelatedmodule.Comparedwithtraditionalgrammarclassthatfocusesmainlyonstudents’learningtargetgrammar,situationalgrammarclasscanhelpimprovestudents"comprehensiveabilitythroughsuchactivities.3.2.3.3CompetitionandDebate21 Theteachercanmakefulluseofthestudents"charactersofhavingadesiretoexcelotherstoimplementsomecompetitions,includingpersonalcompetition,teamcompetitionaswellascompetitionbetweenboysandgirls.Forexample,whendoingexercisesofSubjectandVerbAgreement,thestudentscanbedividedintoboysandgirls,andeachstudentholdsasignwithAandBineachside.Theonewhoshowswronganswerswillbeweedouttillthewinnersideischosen.What’smore,whenreviewingtheformsofcomparativesandsuperlatives,thestudentsaredividedintoseveralgroupstoracetoanswertheaccordinglycorrectformsofsomepreparedadjectivesandadverbs,whichevergroupgetsthehighestscoreswillbeawarded.Competitionisreallyagoodwaytoincreasethepositivityofstudentsinclass.Debateisanotherformofcompetition.Itisawaytoimprovestudents’comprehensiveabilitysuchaslistening,speakingandlanguageorganizing.ButmaybeitismoredifficultforstudentswithpoorerEnglishlevels.Butoncegivenenoughtimeandrelatedinformationtoprepareaheadoftime,thestudentscanstilldoagoodjob.Studentscanlearntodebateinsingletopicsbyusingsometargetgrammarandsentencestohelpthematfirst.Forexample,beforewritingacompositionaboutwhetherOFO—thepublicbicyclesshouldbeusedornot,thetargetsentence:thereasonwhy….isthat…shouldbegiven.Thenthestudentscandebatethetopicandgivetheirownopinionsbyusingthesamplesentence.It’sausefulapproachforthemtorememberthesentencedeeply.Debateisagradualprocessformanystudents,soonlyifitisstartedfrombasicsteps,thestudentscanmakeprogressgradually.Besides,afterlearningadverbialclauseofconditionandconcession,studentscantakepartinanotherdebate:whethermiddleschoolstudentsshouldusesmartphonesornot.Inthistopictheyshouldusethetwoadverbialclausesledbyif,if…not,unless,aslongas,once,incase,although,though,evenif,eventhough,andsoon.Aslongasthere’satopicandatargetgrammarforstudents,theycantrytheirbesttoprepareawonderfuldebate.Comparedwithtraditionalteacher-centeredgrammarclass,theclasswithSituationalTeachingMethodappliedismorestudent-centeredandthroughalltheseactivities,studentscannotonlybemoreinterestedingrammarstudybutalsoachievecomprehensiveabilityincludinglistening,speaking,writing,translationandevencooperation.22 Chapter4ResearchDesign4.1ParticipantsoftheStudyItisgenerallyconsideredthattheEnglishstudyatmosphereinLiupanshuiareaisnotsogood.LiupanshuiNationalityMiddleSchool,asasecond-classmiddleschoolinLiupanshui,hasworseEnglishstudyatmosphereactually.StudentsherehavepoorerEnglishlevelandtheirstudyefficiencyisquitelow.SotheauthorchosestudentsfromLiupanshuiNationalityMiddleSchoolasstudyobjectives.Theparticipantsofthestudywerestudentsfromtwosecond-levelclasses:ClassTwo(N=40)andClassFour(N=41)inSeniorOneofLiupanshuiNationalityMiddleSchool.Bothofthetwoclassesweretaughtbytheauthor.Seenfromtheaveragescoresofthefinalinthefirstterm,andotherstatisticsofthepretestatthebeginningofthesecondterm,theEnglishproficiencyofthestudentsinthetwoclasseswasalmostthesame.Sothestudentswerechosenasthestudyobjectives.Class2wastheExperimentalClass(EC),whereSituationalTeachingMethodofgrammarteachingwasapplied,andclass4wastheControlClass(CC),wherethetraditionalgrammarteachingmethodwasstillapplied.4.2InstrumentsoftheStudy4.2.1QuestionnaireAquestionnairewith16questionsfollowedby3choiceswasgiventotheparticipantsofthestudyatthebeginningoftheterm.ItaimedtoexploretheoverallattitudetoEnglishgrammarlearningandSituationalTeachingMethod.ThestudentsinECandCCansweredthesamequestionnaireatthesametime:thefirsttimewasonMarch,3rd,2017andthesecondtimewasonJuly18th,2017.Thestudentswereaskedtoanswerthequestionnairesrespectivelyandhonestlytoshowtheirtruefeelings.Thereturnrateofthequestionnairewas100%.TherateofeachquestionwillbeshownandanalyzedbySPSS.4.2.2InterviewAninterviewwith10questionswasgiventotheEnglishteachersofSeniorOneinLiupanshuiNationalityMiddleSchoolatthebeginningoftheterm.ItaimedtoexploretheattitudetoEnglishgrammarteachingoftheteachers.Besides,theinterviewwasalsoawaytofindoutthecurrentsituationoftheapplicationofSituationalTeachingMethodaswellasteachers’attitudetothemethod.Theinterviewresultswereconcludedandanalyzedbytheauthor.4.2.3Pre-testandPost-testTheauthorheldthepretestonMarch,3rd,2017andtheposttestonJuly17th,2017.AllofthestudentsinECandCCtookthetwotests.Thetwotestshadsimilarpatternsandtheybothincludedthegrammartheylearninthisterm,butthespecifictestcontentsweredifferent.ThetestpaperwasmadebythreeteachersinSeniorOne,23 andthetestresultswereanalyzedbySPSStocomparethemarksofthetwotestsinbothclasses.4.3ProceduresoftheStudyThestudybeganonMar,3rd,2017andendedonJuly18th,2017,whichlastedforfourandhalfamonth.Andthetimeusedingrammarteachingofeachmodulewas1to3classhours.TheteachingcontentscontainedallthegrammarinBook3andBook4,andtheyareasfollows:locationdescription,passivevoice,subjectandverbagreement,linkwords,makingcomparison,indirectspeech,infinitive,givingreasons,attributiveclause,thefuturecontinuous,imperatives,adverbialclauseofconditionandconcession,modalverbusedasgivingadvice.Duringtheprocess,theauthorusedtraditionalteachingmethod---theteacherjustexplainsthegrammarandleadsthestudentstorememberingandusingthegrammarinamanyexercisesinCCanduseSituationalTeachingMethodinEC.Aftertheprocessofstudy,aposttestwasconductedtochecktheeffectivenessofSituationalTeachingMethod.4.4TeachingCasesTheauthorusedthegrammar---AttributiveClauseasthespecificapplicationsampletoshowhowtoputsituationalteachingmethodintopractice.4.4.1TeachingCaseOneAttributiveClause(whentheantecedentsarepersonsandthings.)Teachingaim:Toletstudentsknow(1)Whatattributiveclause,antecedent,relativepronounarethroughguessinggameandstorywithsituations;(2)Whatrelativepronounsshouldbeusedwhentheantecedentsarepersonsorthings.(3)Howtomakeattributiveclausesaccordingtodifferentsituations.(4)Howtoapplythemtonewsituationandourdailyexpression.Thekeypointsanddifficultpointsinteaching:1.Thefirstkeypointistoletstudentsknowwhatisattributiveclause;thesecondistoletthemknowaboutantecedentsandhowtouseproperrelativepronounswhentheantecedentsarepersonsorthings;thethirdistoletthemknowhowtomakeandapplytheclausestonewsituationanddailyexpression.2.Thedifficultpointishowtomakestudentsclearlyunderstandattributiveclausethroughthesituationalteachingmethodandhowtocreatenewsituationstopracticetheclause.Teachingprocedure:Step1:brainstorm:guessinggameHerearesomesentencesusedtodescribedifferentthingsorpeopleinourdailyandguesswhatarethey?1.Itisatool.Wecanuseittocontactourfriendsandfamilies.2.Almosteverymobilephonehasit.Itcanbeusedtotakephotos.3.It’sameansoftransportation.Weoftentakeittoschool.4.It’salsoameansoftransportation.Butit’smoreexpensivethanbus.5.Weoftenwatchthem.Theyaregoodwaystorelaxourselves.24 6.Heisafamousactor.Heactsinmanyactionmovies.7.Childrenlikewatchingit.It’scolorfulandinteresting.Step2:Afterguessingallthethingsorpersonsout,theteachercanaskstudentstothinkhowtochangethesentence1intoasentencewith“mobilephone”init,thenshowstheanswertothestudents:Mobilephoneisatoolthat/whichwecanusetocontactourfriendsandfamilies.Ifnecessary,sentence2canalsobetheexample.Thenit’stimeforstudentstotrytochangethefollowingsentencesintoattributiveclauses.Answersareshowntothemtocheck:2.Almosteverymobilephonehasacamerathatcanbeusedtotakephotos.3.Busisameansoftransportationwhichweoftentaketoschool.4.Taxiisalsoameansoftransportationthatismoreexpensivethanbus.5.Weoftenwatchmovieswhicharegoodwaystorelaxourselves.6.JackieChanisafamousactorwhoactsinmanyactionmovies.7.Childrenlikewatchingcartoonwhichiscolorfulandinteresting.8.Doraemonisacartoonimagewhoisfatandblue.9.ManystudentslikeMr.BaowhoteachesusChineseandwearsapairofglasses.Step3:thinkandobserve:Afteralltheattributiveclausesaregiven,theteachercanleadstudentstofindingoutwhatantecedentisineachsentenceandwhichwordsareusedasrelativepronounstoleadtheattributiveclause.Throughtheobservation,wecanfindwhentheantecedentisthing,therelativepronounwillbethat,whichor/;whentheantecedentisperson,therelativepronounwillbethat,who,whomor/.Thenstudentsshouldthinkanddiscusswhenrelativepronounscanbeleftout.Step4:Nowreadthefollowingsentenceswhichareincompleteattributiveclauseswithoutrelativepronounsandstudentsshouldfillintheblankswiththat,which,who,whomor/.Thesentencesareasfollows:1.IwantedtocontacttheownerbutIdon’tknowthekeyword_____isaccessibletothephone.2.Atthismoment,Isawagirl_____lookedworriedandlookedforsomething.3.Ipickeditupandthoughttheone____lostthephonemustbeanxious.4.IwasshoppingwithmyfriendAnna_____wantedtobuyanewpresentforhermother.5.Iimmediatelyrealizedthephone_____shewaslookingforanxiouslywasjustinmyhand,soIreturnedittothegirl6.Thepreviouspresent____Annahadpreparedaweekagowaslost.7.Sheisrightthegirl_____Inoticedbuyingabunchofflowersjustnow.8.Suddenly,Isawasmartphone______hasablackcatonthebackontheground.9.ThegirlexpressedhergratitudetomeandAnna_____chosethesamebunchofflowersasnewpresentatlast.10.Thegirlaskedtheshopkeeper______isbusyinpackingifhenoticedhersmartphone.Afterstudentsfillineachblankandtheteacherchecktheanswers,theymayfindthesentencesarerelatedtoeachother.Theteachernowcantellthestudentsthatitisactuallyastorywithwrongordersoit’stimetoputtheminordertocompletethe25 story.Thenasummarycanbemadeaccordingtothestory:TheauthorandherfriendAnnaarepersons_______arekind-heartedandwillingtohelpothers.Andwhenwepickupthings_______don’tbelongtous,weshouldhelpfindtheirowners.Step5:Practice---makeattributiveclausesontheirown.Theteacherwillshowthestudentssomepicturesandaskthemtofindsomeoneorsomethingasantecedentsandmakeanattributiveclauseaccordingtoeachpicture.Andthisstepaimstoletthestudentsknowhowtofindakeypointandwriteanattributiveclause.Ifthestudentsaregoodenough,theycanwriteattributiveclausesfromdifferentviews,whileifthestudentsareabitslow,theteachercanleadthemtodoingthispart.Step6:HomeworkReviewthestorylearnedinthisclassandtrytoretellit;dorelatedexercisesonthebook.4.4.2TeachingCaseTwoAttributiveClause(whentheantecedentsaretimeandplace)Teachingaim:Toletthestudentsknow:1.attributiveclauseswithantecedentsbeingplacesandtime.2.Whatrelativeadverbsorrelativepronounscanbeusedinthesesituations.3.Howtomakeattributiveclausesaccordingtonewsituations.Thekeypointsanddifficultpointsinteaching:Tomakesureunderstandattributiveclauseswithantecedentsbeingtimeandplacesandwhetherstudentscanuserelativeadverbsorrelativepronounscorrectlyornot.Teachingprocedure:Step1:Firsttheteachercanplayashortvideoabouttheirhometown:Liupanshui.Therearebeautifulsceneryandlocalfoodinthevideo.Afterwatchingit,theteacherwillaskstudentstofinishasentence:Liupanshuiisa______place,andyoucan_________inLiupanshui.Therewillbemanyanswersfromstudents,andtheteacherwillgivethemanexample:Liupanshuiisacomfortableplace,andyoucanenjoythecoolsummerinLiupanshui.Afterdiscussion,studentswillbeaskedtothink26 howtochangethetwosimplesentencesintoanattributiveclause,thentheanswercanbeshown:Liupanshuiisacomfortableplacewhereyoucanenjoythecoolsummer.Thestudentswillfindtheadverbialofplaceismissingandtheclauseisledby“where”.Thentheteachercanexplainthephenomenontostudentsandencouragethemtomakemoreattributiveclausesaccordingtothevideo.Second,theteachercanplayavideoaboutMarch.Therearesomefestivalsinmarchandpeopleshoulddosomethinginthismonth.Studentsareaskedtofinishanothersentence:Marchisa_____month,andyoucan_______inthismonth.Ananswerexamplewillbeshown:Marchisawarmmonth,andyoucanhaveapicnicinthismonth.Afterdiscussion,studentswillbeaskedtothinkhowtochangethetwosimplesentencesintoanattributiveclause.Duetotheexperiencethey’vegotjustnow,theywillsimplymaketheattributiveclause:Marchisawarmmonthwhenyoucanhaveapicnic.Tillnow,thestudentswillhavealmostunderstoodtheexerciseandmakemoreattributiveclausesaccordingtothesecondvideo.Step2:Theattributiveclausesstudentsmakeaccordingtothetwovideoswillbechosenandwrittendownontheblackboard,andtheteachercancheckwhethertheyarecorrectornot.Thenit’stimefortheteachertoexplaintheattributiveclausewithantecedentsbeingplacesortime,andwhatrelativeadverbscanbeusedinthesesituations.(theteachercanemphasizethatwhentheattributiveclausedoesn’tlackadverbialofplaceortime,thentherelativeadverbsmaybechangedintorelativepronounsthatorwhichor/).Amatchcanbedonehere:thestudentscanbedividedintotwomaingroupswitheveryonepreparingsomepapertowriteanswersofthegivenexercises.Theonewhowriteswronganswerswillgetoutofthematchandthelastwinnerwillbechosen.Theexercisesareasfollows:Usecorrectrelativeadverbsorrelativepronounstofillintheblanks.1.Isthistheplace_____ithappened?2.Sundayisaday_____veryfewpeoplegotowork.3.Liupanshuiisabeautifulplace_____Igrewup.4.Shanghaiisamoderncity_____youcanvisit.5.Shanghaiisamoderncity_____youcangotoDisneyLand.6.Childhoodisaperiodoftime_____mostofpeoplewon"tforget.7.Schoollifeisaperiodoftime_____wecanputourheartstostudy.8.Xiamenisagorgeouscity_____manytouristslookforwardto.9.Xiamenisagorgeouscity_____therearewonderfulscenery.10.Thisisreallyaterriblemorning_____everythinggoeswrong.11.Doyouknowtheshop_____Icanbuysomecheese?12.Octoberisamonth_____peoplecanenjoya7-day-longholiday.Afterthematchisover,thewinnercanbeaskedtoexplainwhyhe/shewritescorrectanswersinsomeexercises.Thentheteachercanaddmoredetailedinformationonhowtodeciderelativeadverbsorrelativepronounswhentheantecedentsareplacesortime.Step3:Practice---makeattributiveclausesontheirown.Thestudentscanbedividedinto6groups,andeachgroupcangetsomeseparateorincompleteinformationofcertainsituations.Thestudentsinagroupshould27 cooperatetodiscussandaddsomeotherinformationtoformanattributiveclauseandlatershowtheirsentencestoothers.Theseparateorincompleteinformationofcertainsituationsareasfollows:1.school,students,study;2.themusicclub,participants,instruments;3.PEclass,takepartin,activities;4.summervacation,Iandmyfamily,tour;5.childhood,friends,play;6.LunarAug15,Mid-AutumnDay,gettogether.Herearethesampleanswers:1.Schoolisaplacewherestudentscanstudy.2.Themusicclubisaninterestingplacewhereparticipantscanplayallkindsofinstruments.3.WelikePEclasswhenwecantakepartinmanyactivities.4.SummervacationisalongtimewhenIandmyfamilycanhaveatourtogether.5.Ioftenrecallmychildhoodwhenfriendsalwaysplayedhappily.6.LunarAug15isMid-AutumnDaywhenfamilymemberscangettogetherandenjoythemoon.Iftimepermits,studentsineachgroupcanexchangetheirinformationwithothergroupsandmakemoreattributiveclauses,andtheonewhomakesthemostattributiveclausescanbethewinner.Step4:Homework:reviewalltheinformationlearnedinthisclassandwriteseveralattributiveclausesaroundthetopic:ourschoolingoldenautumn.4.4.3TeachingCaseThreeAttributiveClause(reviewandpractice)Teachingaim:Toletthestudents(1)reviewattributiveclauseswithantecedentsbeingperson,object,timeandplaceandenablethemtochoosecorrectrelativepronounsoradverbstoleadattributiveclauses;(2)practicewritingattributiveclausesontheirownaccordingtogivensituationsandknowhowtocreatenewsituationswheretheycanuseattributiveclauses.Thekeypointsanddifficultpointsinteaching:Toenablestudentshavethemindofusingattributiveclausesincertainsituationsanduseattributiveclausesfluentlyintheirdailylife.Teachingprocedures:Step1:Theteachercanprepareaheadandmakeuseofeverythingaroundthestudentsandaskthemtodescribepeople,objects,timeorplacesbyusingattributiveclauses.1.Theteachercanaskseveralstudentstocometothefrontandotherstudentsshouldwriteattributiveclausestodescribethemandlatertheteachercanpickoutandreadsomesentencessothattheycanguesswhomthesentencesaredescribing.Asamplesentence:Sheisanoptimisticgirlwhooftenbringshappinesstous.2.Theteachercanchooseseveralcommonobjectsintheclassroom:areadchalk,thecomputer,amobilephoneinthebox,abrokenbroominthecorner,awoodenchairandsoon.Thenit’stimeforstudentstodescribetheobjectsinattributiveclauses.Asamplesentence:Thebroomthathasbeenbrokenisinthecorneroftheclassroom.3.Theteachercanshowseveralpicturesofsomefamiliarplacesintheschool,suchtheplayground,theoffice,broadcastroom,garden,library,etc,andstudentsshoulduseattributiveclausestodescribetheseplaces.Asamplesentence:Libraryisaquietplacewherewecanreadbooksorstudy.4.Theteachercanwriteseveraldatesontheblackboard,suchasMar,8;Sep,10;June1,etc.Thenthestudentswillmakeattributiveclausesaccordingtothedates.Asamplesentence:Mar,8iswomen’sday28 whenwomenworkerscanhavehalfadayoff.Inthispractice,studentscanseparatelyreviewtheattributiveclausesthatthey’velearnedthesedayswithantecedentsbeingperson,object,timeandplace.Allthesearerelatedtotheirdailylifesothattheywillfindattributiveclausesareusefulwhendescribingthings.Step2:Performance.Eachgroupwillbegivenasituation,andtheycandiscusshowtoactitout.Afterperformance,allthegroupsshouldworktogethertodescribethesituationbyusingattributiveclauses.Herearesomesamplesituationsrelatedtodifferentmodulesinbook2:1.Amanissmokinginthechildren’shospital,asaresult,heisfined.2.Twofriendsareeatingspicyfriedpotatoesandlatertheygotstomachache.3.Agirlistalkingloudlyinacinema,andothersarestaringather.4.Amumtellsherdaughtertowearmoreinwinter,butthedaughterwearslessandgoesout.Asaresult,shehasacold.5.Ayoungboygavehisseattoanoldmanonabus,andtheoldmanthankedtheyoungboy.6.Thedrugaddictbrokeintotheroomandwantedtostealsomething,buthewasarrestedbyapoliceman.Afterallthesituationsareperformed,studentswillworktogethertodiscusswhatantecedentsshouldbechosenaccordingtoeachsituationandtrytowritetheirattributiveclauses.Herearesomesampleanswers:1.Children’sHospitalisaplacewheresmokingisnotallowed.2.Weshouldn’teattoomuchsnacksthatarebadforourhealth.3.Cinemaisaplacewhereaudienceshouldkeepsilent.4.Winterisaseasonwhenweshouldwearenoughclothes.5.Theoldmanthankedtheyoungboywhogaveseattohim.6.Thedrugaddictwhowantedtostealsomethingwascaughtbythepoliceman.Thispracticeisflexibleandalittlecomplicated,whichaimstoencouragestudentstofindtopicsfromdifferentpointofviewandknowhowtouseattributiveclausesinsteadofjustusingsimplesentencestodescribethesesituations.Step3:Freestyle.Studentsmaybefamiliarwith“freestyle”inthissummer.AstherewasaTVshow,inwhich“freestyle”wasmentionedmanytimes.Itmeanspeoplecancreateanythingwithfreestyle.Sothestudentscanbeaskedtowriteattributiveclauseswithfreestyle.Theycanchoosewhatevertopicsintheirdailylifeastheantecedentsanddescribethembyusingattributiveclauses.Thispracticeismoreflexibleandit’stimetocheckwhetherstudentscanmaketheirownattributiveclauseswithoutanymention.Step4:Homework:Aftersharingandcheckingtheirattributiveclauses,thestudentswillbeaskedtodosometraditionalexercisesofattributiveclausesrelatedtotheexamtoconsolidatetheirimpressions.29 Chapter5ResultsandDataAnalysis5.1DataoftheQuestionnaireThequestionsinthequestionnairearemainlydividedinto4contents.1.Theoverallevaluationofgrammarlearning.2.Theemotionalfactorsaffectedingrammarlearning.3.Thegrammarlearningstyleandattitudeofthestudents.4.Students"evaluationandexpectationofcurrentgrammarteaching.Table5.1:theoverallevaluationofgrammarlearningQuestionsABC1.IsEnglishgrammarstudyimportant?VeryimportantImportantLittleimportant71.2%24.5%4.3%2.IsEnglishgrammarstudydifficult?VerydifficultDifficultLittledifficult76.5%19.8%3.7%3.CanstudyinggrammarwellmakeyouYesMaybeNomoreinterestedinEnglish?64.7%32.4%2.9%4.IsstudyinggrammarwellusefultoAbsolutelyMaybeNotatallyourEnglishcomprehensiveability?68.1%28.5%3.4%Fromchart1above,wecanseemostofstudentsrealizethesignificanceofgrammarlearning.Butatthesametime,upto76.5%ofthestudentsthinkgrammarlearningisdifficultandonly3.7%ofthemthinkiteasy.And64.7%ofthestudentsconnectgrammarlearningwiththeirinterestinEnglish,and68.1%ofthemthinklearninggrammarwellisgoodforotheraspectsofEnglishstudy,suchasreading,listening,writingandspeaking,fromwhichwecanseegrammarlearninghasagreatinfluenceonstudents"attitudetoEnglish.Soit"snecessarytotakesomemeasurestoincreasestudents"interestingrammarlearningandtheeffectivenessofgrammarteaching.Table5.2:theemotionalfactorsaffectedingrammarlearning题目ABC5.Isgrammarclassapressuretoyou?YesAlittleNo58.9%33.5%7.6%6.AreyouafraidofansweringquestionsorYesAlittleNodoingexercisesofgrammar?55.8%37.3%6.9%7.Willyoutalkaboutgrammarafterclass?OftenSometimesSeldom30 15.8%45.3%38.9%8.AreyouconfidenttoimproveyourYesAlittleNogrammarability?17.9%52.4%29.7%Manyresearcheshaveshownthatemotionalfactorscanaffectstudents"studyefficiencydirectly.FromChart2wecanseemorethanhalfofthestudentsdon"thaveenoughconfidencetoimprovetheirgrammarlearningability,and29.7%ofthemevenhavenoconfidenceatall.Andstillmorethanhalfofthestudentsfeelgrammarclassispressureandafraidtoanswerquestionsordoexercisesduringgrammarclass.Only15.8%ofthestudentswilldiscussquestionsaboutgrammarafterclass.Sowecanconcludethatmostofthestudentsdon"thaveenoughinterestingrammarlearning.Asaresult,it"snecessaryforteacherstofindmeasurestomotivatestudents"activeemotionsandimprovetheirstudyinterestaswellasreducetheiranxietyduringgrammarteaching.Thetraditionalgrammarteachingmethodcanhardlyachievethese,whiledependingonabundantsituations,SituationalTeachingMethodthatcanstimulatestudents"emotionalexperienceisworthtrying.Table5.3:thegrammarlearningstyleandattitudeofthestudents题目ABC9.AreyouactivetoanswerOftenSometimesNoquestionsingrammarclass?27.5%30.3%42.2%10.Howmanyhoursdoyouspend0-1hour1-3hoursMorethan3hoursongrammarafterclass?71.6%26.3%2.1%11.WillyoupayattentiontoyourOftenSometimesLittlegrammarinmanyaspects?8.9%27.4%63.7%12.WhichisthewayyouchoosetoTeachers’teachingMoreexercisesLearningbymyselfimproveyourgrammar?68.2%22.1%9.7%Asaresultoflosinginterestingrammarlearning,studentshavelessmotivationbothduringandafterclass.Nearlyhalfofthestudentsseldomorevendon"ttakepartintheactivitiesduringgrammarclass,andupto71.6%ofthemspendlessthan1hourongrammarlearningafterclass.Besides,only8.9%ofthestudentswillpayattentiontogrammarwhentheypracticeotheraspectsofEnglish.Thismeansmoststudentsjustconsidergrammarlearningasatasklearnedbyroteanddon"tfocusontheapplicationofgrammarinpracticaluse.Forthewayofgrammarlearning,68.2%ofthestudentsthinkitmainlydependsonteacher"steaching.Soit’squiteessentialto31 turnstudents’passivelearningstyleandattitudeintoactiveones.Table5.4:students"evaluationandexpectationofcurrentgrammarteaching题目ABC13.DoesthecurrentgrammarAbsolutelyAlittleNotatallclassattractyou?30.7%23.4%45.9%14.WillteachersteachgrammarOftenSometimesSeldomcombiningwithsituations?18.6%43.4%38%15.AcommonwaythatteachersTeachersexplainConsolidateSituationaluseingrammarclassis:andstudentstakegrammarbyactivitiesareusednotesexercises74.2%22.7%3.1%16.WhichmethodofgrammarExplaingrammarDolotsofLearninsituationalteachingdoyouprefer?exercisesrulesdirectlyteaching18.6%9.4%72%Chart4hasshownthecurrentgrammarteachingsituationtosomeextent.Foronething,nearlyhalfofthestudentsthinkcurrentgrammarclasscan"tattractthem;74.2%ofthemreflectthatthecommonwayofgrammarteachingisstill"teachersanalyze+studentspractice",andteachersseldomuseSituationalTeachingMethodtoteachgrammar.Foranother,upto72%ofthestudentslookforwardtogrammarclasswithvariousactivitiesandsituations.Itobviouslyshowsthatteachersshouldconsiderchangingthetraditionalgrammarteachingmethodintoamoreattractive,activeandstimulatingmethodtopromotestudents"interestingrammarlearning.5.2DataofPre-testPretestisheldonMar3rd,2017,justatthebeginningofthisterm,tocomparetheinitialgradesofECandCC,andthecontentscontainthegrammarthestudentswilllearninthisterm.Thetotalmarkofthetestpaperis100,andtheresultsanalyzedbySPSSareasfollows:Table5.5:thestatisticsofpretestNGPAPassrateTopscoreLowestscoreEC4053.2726.3%81.526CC4154.5828.1%8325.532 SeenfromthestatisticsofpretestinChart5,theGPAofECis53.27,andofCCis55.08,whichmeanstheGPAofECis1.31lowerthanthatofCC.Besides,thepassrateofCCis1.8%higherthanthatofEC.Thetopandlowestscoreofthetwoclassesaresimilar.Allthestatisticsaboveindicatethatthereisnobigdifferencebetweenthetwoclasses,soit"srelativelyfairandobjectivetochoosethetwoclassesasECandCC.5.3DataofPost-testTheposttestisheldonJuly17th,2017,justattheendofthisterm,tocomparethefinalgradesofECandCC,andthecontentscontainthegrammarthestudentshavelearnedinthisterm.Thetotalmarkofthetestpaperis100,andtheresultsanalyzedbySPSSareasfollows:Table5.6:thestatisticsofposttestNGPAPassrateTopscoreLowestscoreEC4076.6356.4%94.536CC4163.2544.2%9031.5SeenfromthestatisticsofposttestinChart6,theGPAofECis76.63,andofCCis63.25,whichmeanstheGPAofECis13.38higherthanthatofCC.Besides,thepassrateofECis12.2%higherthanthatofCC.BoththetopandlowestscoreofECarehigherthanthatofCC.Allthestatisticsaboveshowthattheexperimentalclasshasgainedmoreprogressthanthecontrolclassafteraterm,asaresult,theauthorthinkssituationalteachingmethodisbetterthantraditionalteachingmethodingrammarteachingandcanimprovestudents"gradesmoreeffectively.5.4DataComparisonofCCandECInordertogainamoreobviousviewoftheeffectivenessofsituationalteachingmethodandtraditionalteachingmethodingrammarteaching,theauthorcomparethestatisticsofpretestandposttestofCCandECseparately.Table5.7:thestatisticscomparisonofpretestandposttestofCCGPAPassrateTopscoreLowestscorePretestofCC54.5828.1%8325.5PosttestofCC63.2544.2%9031.5FromChart3wecanseethegradesofCCwherethetraditionalteachingmethodisappliedingrammarteachingforaterm.TheGPAofthestudentsinCCincreasesby33 8.67andthepassrateincreasesby16.1%.Thetopscoreincreasesfrom83to90whilethelowestscorealsoincreasesby6.Generallyspeaking,thegradesofCChaveincreased,butnottoomuch.Table5.8:thestatisticscomparisonofpretestandposttestofECGPAPassrateTopscoreLowestscorePretestofEC53.2726.3%81.526PosttestofEC76.6356.4%94.536FromChart8wecanseeafterSituationalTeachingMethodappliedingrammarteachingforaterminEC,theGPAofthestudentsinECincreasesupto23.36,andthepassrateincreasesupto30.1%.Thetopscoreincreasesfrom81.5to94.5whilethelowestscorealsoincreasesby10.WecanseethegradesofEChaveincreasedmuch.FromthedatacomparisonofpretestandposttestofCCandECseparately,weseebothclasseshavetheirgradesongrammarincreased,becausethetwotestsareallrelatedtothegrammartheylearninthisterm.Itindicatesthatnomatterwhichmethodisapplied,itwillhelpstudentsrememberthegrammarandincreasegradesingrammartosomeextent.However,thedifferenceliesintheincreasedegree.It"sevidentthatECwhereSituationalTeachingMethodisappliedhasgainedmoreobviousanddistinguishedprogressthanCC.SoitprovesthatSituationalTeachingMethodismuchmoreusefultoincreasestudents"levelingrammarlearning.34 Chapter6Conclusion6.1MajorFindingsAfterSituationalTeachingMethodbeingappliedinExperimentalClassforaterm,studentsoftheclassaremoreactiveandconcentratedwhentheyareingrammarclass,besides,seeingfromresultsanddataanalysisinChapter5,wecanseethefinalgradesofExperimentalClassincreasemore.Soconclusionsaredrawnasfollows:1.SituationalTeachingMethodcanbeappliedingrammarteachingbecauseitenablesstudentstoincreasetheirinterestingrammarlearning.Comparedwiththetraditionalgrammarteachingmethod---teachersanalyzeandstudentsexercise,SituationalTeachingMethodcanevidentlystimulatestudents"interestinEnglishlearning,becausestudentsnowaremoreactiveandenthusiastictoanswerquestionsandtakepartinactivitiesduringtheclassinsteadoffeelinganxiousandstressedaboutgrammarlearning.Variousvividsituationsthatareclosetostudents"lifemakethemfeelgrammarisnolongerboringpiecesofrules,butsomethingtheycanfeelandexperienceinpracticalapplication.What"smore,manystudentsreflectthatlearninggrammarwellisavalidwayforthemtoimprovetheirconfidenceofEnglishandexpressthemselvesindailycommunication.Socomparedwithtraditionalwaysofjustdoingrelatedexercisestopracticethegrammar,situationalgrammarpracticecaninspirestudents"desiretoputthegrammarintopractice,whichisalsoagoodwayforstudentstohavedeeperimpressionsonthegrammartheylearn.2.TeacherscanapplySituationalTeachingMethodtogrammarteachingthroughkindsofmethodsbasedonfourprinciplesofsituationalcreation.ThecoreofSituationalTeachingMethodissituation,sotheapplicationofSituationalTeachingMethodismainlyaboutsituationalcreation.Therearekindsofsituationalcreationmethodsbeingtriedandappliedinthestudy,andtheyarematerialobject,bodylanguage,music,pictureandstickfigure,video,theclass-basedsituation,thestory-basedsituation,games,performanceandrole-play,competitionanddebate.Thesekindsofmethodshavebeenprovedusefulingrammarteaching.Theyaremorestudent-centeredandactivesothatstudentspreferthembetter.Infact,excepttheonesmentionedabove,moremethodsofsituationalcreationcanbetriedaslongastheyareappliedbasedonthefourprinciplesofsituationalcreation,andtheyaretheprinciplesofauthenticity,interestingness,opennessanddiversification.3.TheapplicationofSituationalTeachingMethodingrammarteachingcanhelpstudentsgainbettertestmarksandbetterintegratedlanguageability.Beforethestudy,thegradesofthetwoclasseswerealmostsimilarandeventheControlClasswasalittlebetterthantheExperimentalClass.However,aftertheapplicationofsituationalteachingmethodinexperimentalclass,theaveragegrades,passrate,topscoreandthelowestscoreoftheclassallincreasedmoreobviouslythantheControlClasswithtraditionalgrammarteachingmethodapplied.SowecandrawtheconclusionwithoutdoubtthattheapplicationofSituationalTeachingMethodingrammarteachingcanhelpstudentsgainbettertestmarks.35 Besides,nomatterduringthestageoflanguageinputoroutput,thegrammarteachingmethodsbasedonsituationstrytomotivatestudents"positivityandenthusiasmaswellasencouragetheiremotionalexperience,soastomakethembetterunderstandandapplythegrammartheylearn.What"smore,boththepresentationandpracticeofthegrammartheylearnhaveintegratedlistening,speaking,readingandwriting,theseintegratedactivitiesnotonlyhelpthestudentstofocusontrainingandmasteringthetargetgrammarspeciallybutalsoprovidemorepracticalchancesforthemtoapplythegrammarandlanguagetheylearnindailylife.Sincethestudentsbecameinterestedingrammarandlearnedmoreaboutdifferentgrammars,mostofthemhavesaidtheylikewritingandspeakingmorethanbefore,astheyaremoreconfidentandhavemoreclearlymindstoexpresswhattheywanttosay.SotheapplicationofSituationalTeachingMethodingrammarteachingcanhelpstudentsgainbetterintegratedlanguageabilityaswell.6.2PedagogicalImplicationsThroughtheempiricalresearchandexperiment,theauthornotonlyaccumulatessomesuccessfulexperienceofcreatingspecificsituationsbutalsogetsfurtherunderstandingoftheconceptandpracticeofSituationalTeachingMethod.TheauthorthinksteacherswhowouldliketouseSituationalTeachingMethodintheirgrammarteachingshouldconsiderandnoticethefollowingaspects:1.Fromtheaspectofteachers:teachershadbetterchangetheirowncharactersfromsimplexgrammarnarratorstosomeonewithvariousobligations.First,teachersareleadersofagrammarclass,theywillspendmuchtimeandenergypreparingagrammarlesson,especiallyonthechoiceandcreationofacertainsituation,whichrequiresteacherstodeeplyanalyzethetargetcontentsandconsiderstudents"studylevelsandexperience.What"smore,it"smoreimportantandnecessaryforteacherstostandonstudents"pointsofviewtocreatesituationsthatarerelatedtotheirreallifeinEnglish,whichrequiresteacherstoconsidereverysingledetail,evenincludingteachers"languageandphysicalexpressions,andthisneedsteacherstostrengthentheirownprofessionalabilityconstantly.Second,teachersareorganizersandparticipantsofsituationalteachinginclassaswellasconductorsandleadersofstudents"learning,whichrequiresteacherstobesmartandflexibleenoughtodealwitheveryproblemoccurringduringtheclass.Becauseoftheabundanceofsituations,theclassofsituationalteachingmaynotbemasteredeasily,soteachersaredemandedtodesigneveryteachingdetailexactlyandarrangetheteachingprocesswellsoastoassuretheclassefficiency.Third,teachersaresuggestedtoknowafactthatnotallteachingcontentsarefitforSituationalTeachingMethod,andnotallclassesneedsituationalcreation.Vividsituationscanevidentlyimpressstudentsmore,butitmaybeawasteoftimeandenergysometimes.Sothetraditionalgrammarexplanationsandexercisescan"tbeneglectedtotally.Duringdifferentteachingstages,teachersshouldconsiderthecurrentsituationstodecidewhen,whereandhowtoapplySituationalTeachingMethodinordertomakesureoftheworthofthemethod.Fourth,ascorepersonsduringsituationalteachingprocess,teachershadbetter36 befriendly,active,kind,patientandencouragingenoughsothatthestudentswillprefertogetclosetotheteachersandjointheactivities,andthustheclasscanbefullofgoodteachingandlearningatmosphere.2.Fromtheaspectofstudents:duringsituationalteaching,studentsaretherealoneswhowillexperienceandparticipatethesituations,itiswhenstudentscanactuallytakepartintheactivitiesthattheycanacquirethetargetknowledge.Soitrequiresstudentstobeactiveandenthusiastictoparticipatetheclassandfollowteachers"steps.Besides,situationalteachingisamethodtomakestudentsexperience,feel,summarizeandapplytargetgrammarsthroughlargenumberoflanguageexperienceandpractice,aimingtoletthemgainintegratedabilityofapplyingtheEnglishlanguage.Sostudentsarerequiredtohaveorbecultivatedtheabilityofobservationandconclusion,andthemindofcooperationshouldbeemphasizedtothestudents,too.Ifthestudentslacksomeofthepointsabove,itmaybealittlemoredifficulttocarryoutsituationalteaching.Asaconsequence,teachersaresuggestedtospendmoretimeencouragingandtalkingwiththestudentsafterclasssoastostrengthenstudents"relianceonteachersandchangetheirattitudetoEnglishclass,onlyinthiswaycantheefficiencyofteachingandlearningbeimproved.Inaddition,studentsthemselvescanbetheoneswhocancreatesituationsrelatedmorecloselytotheirlife,aslongastheycantrulyacceptSituationalTeachingMethodandwouldliketofollowtheirteacherstothinkandpractice,afterallpracticemakesperfect.3.Fromtheaspectofschool:astherealsupporterofteachersandeducation,schoolsshouldencourageteacherstoexploremoreeffectivemethodsforteaching,andprovidenecessaryequipmentsforteachers"teaching.Besides,schoolsshouldalsopaymoreattentiontoteachers"collectivepreparationofinstructionsandresourcessharing.Infact,creatingvariousvividandrelatedteachingsituationsisatimeandenergy-consumingwork,whichrequiresteacherstocollectmanymaterialsanddesignsituationsthatcancovertargetgrammarsingeniously.Thisisareasonwhymanyhighschoolteachersavoidchoosingsituationalteachingmethod.Socollectivewisdomcanreducethedifficultyofsituationalcreationandreleasepersonalburden.Asaresult,schoolsareadvisedtoadvocateteacherstoshareresourcesandsuccessfulteachingcases,andlearnfromeachother,tomaximizetheeffectivenessofsituationalteachingmethod.6.3LimitationsoftheStudyThereexistsomelimitationsofthestudy.First,thecreationofsituationsisacomplexanddifficultprocess,sohowtocreatespecificandpointedsituationsaccordingtostudents"differentlevelsiscontinuedtobeexploredanddiscovered.Second,thecreationofsituationsneedsstudents"participation,buttherearevariouskindsofproblemsanddifficultiesoccurringintheprocessofsituationalcreationandimplement,forinstance,notalltaskscanbefinishedincertaintimeandnotallstudentscantakepartintheactivitiesactivelyasexpected.Sohowtodealwith37 therelationshipamongthecreation,implementofsituationsandstudents"participationremainstobeexploredanddiscussedinthefurtherpractice.Atlast,astheauthorisnotsoexperiencedandsometimestheopinionsofjustonepersoncan"tmeettheexpectedeffectiveness,sotherearesomedeficiencywhencreatingsituationsingrammarteaching,whichrequirestheauthortobemorestudiousinthefutureresearch.38 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Appendix1高中生英语语法学习现状调查问卷亲爱的同学：您好！非常感谢您能够参与本次问卷调查。本问卷是关于高中英语语法学习现状的调查，请您根据实际情况与个人真实感受回答问题。您的回答只表明对这些问题的看法，请务必表达真实想法。收集到的数据仅作为研究使用，不会对您造成任何影响。非常感谢您的支持和配合！1.你认为英语语法学习重要吗？A重要B不太重要C不重要2.你觉得英语语法学习难吗？A难B比较难C不难3.你认为学好语法会让你改善对英语学习的兴趣吗？A会B也许会C不会4.你认为学好语法对提高英语其他方面（听说读写）有用吗？A有用B有一定用C没有用5.上语法课对你来说是一种压力吗？A是B有一点C不是6.你害怕语法课上回答问题或者做语法类的练习题吗？A害怕B有点害怕C不害怕7.课后你会和同学讨论语法问题吗？A会B有时会C不会8.你对提高自己的语法学习能力有信心吗？A有信心B不太自信C没信心9.语法课上，你会时刻跟随老师步骤并且积极参与活动和回答问题吗？A经常会B有时会C不会10.你平均每周课后用于语法学习的时间为A0--1小时B1-3小时C3小时以上11.除了做语法专练之外，你会在听说读写中有意识地运用和注意语法知识吗？A经常会B有时会C很少会12.你认为学好语法主要依靠什么？A老师课堂教学B多做语法题目C自己多看语法书13.你认为当前的语法课吸引你吗？A吸引B不太吸引C不吸引14.英语老师会结合具体情境（如视频，图片，生活实例）讲解语法吗？A经常会B有时会C不会15.语法课上，老师最常用的教学方法是？（多选）A老师讲解语法规则，学生记笔记B通过大量做题让学生巩固牢记语法知识C通过多样化的课堂活动让学生掌握和运用语法知识41 16.你最希望英语老师采用哪种语法教学方法？A老师直接讲解语法规则B学生自己归纳总结并大量做题C设计多样化且易于融入的情境活动42 Appendix2教师访谈提纲1、在高中英语语法的教学过程中您遇到了哪些问题？2、根据您了解的情况，高中生对英语语法课的态度如何？3、您是否做过将情境教学法应用于英语课堂的相关研究？4、您对情境教学法是怎样理解的？5、您觉得高中英语语法课是否有必要实施情境教学法？6、运用情境教学法是否让学生的能力得到了提高？7、您认为情境教学法的效果如何？8、您觉得实施情境教学法对教师的要求高不高？9、情境教学法以及其他教学方式的引入对您的教学水平是否有促进作用？10、您对情境教学法还有什么建议？43 Appendix3六盘水市民族中学高一年级第一学期语法测试题（一）（满分100分）一、单项选择（本节共20小题，每小题1.5分）1.---I______sobusilyrecentlythatI______notimetohelpyouwithyourmath.---That’sOK.Icanmanageitbymyself.A.havebeenworking;haveB.haveworked;hadC.amworking;willhaveD.hadbeenworking;hadhad2.Remembertosendmeaphotoofusnexttimeyou______tome.A.arewritingB.willwriteC.haswrittenD.write3.He______atthemeeting,buthisheartattackpreventedhim.A.willspeakB.isgoingtospeakC.hadtospeakD.wasgoingtospeak4.Thetrafficinourcityisalreadygoodandit______evenbetter.A.getsB.gotC.hasgotD.isgetting5.IknowMr.Brown;we______toeachotherataninternationalconference.A.areintroducedB.arebeenintroducedC.wereintroducedD.hadbeenintroduced6.Isthereanything_____Icandoforyou?A.whichB.whoC.asD.that7.Thespeakerwilltellusaboutsomewritersandtheirworks_____areknowntous.A.whichB.thatC.asD.who8.Thisisthereason_____theyareallagainsttheplan.A.whichB.thatC.whyD.what9.Thisisthethirdweek_____thedustmenhaven’tcomefortherubbish.A.thatB.whenC.whichD.onwhich10.Isthereanyoneinyourclass_____familyisinthecity?A.whichB.whoseC.whatD.who11.TheYellowRiverisoneof______riversinChina.A.longB.longerC.longestD.thelongest12.Sheisthesecond_______studentinourclass.A.tallB.tallerC.tallestD.thetallest13.I_______tenminutestodecidewhetherIshouldrejecttheoffer.A.gaveB.wasgivenC.wasgivingD.hadgiven14.Ifyoukeep_______English,youcanlearnEnglishwell.A.practicingspeakB.practicingspeakingC.practicingtospeakD.topracticespeaking15.Ican’tafford_______thefullyautomaticwashernow.A.forbuyingB.tobuyC.buyD.bought16.I’mquite________withthe_______noise.Itdrivesmecrazy!A.annoy;annoyingB.annoyed;annoyingC.annoying;annoyedD.annoyed;annoyed17.Whenapencilispartlyinaglassofwater,itlooksasifit____A.breaksB.hasbrokenC.werebrokenD.hadbeenbroken44 18.Youmayuseroomasyoulike_______youcleanitupafterwards.A.sofarasB.solongasC.incaseD.evenif19.Thelittleboywon’tgotosleep_______hismothertellshimastory.A.orB.unlessC.whetherD.although20.Shehadjustfinishedherhomework______hermotheraskedhertopracticeplayingthepianoyesterday.A.whenB.whileC.afterD.since二、介词填空（共10小题，每小题2分）1.Taiwanis________thesoutheastofChina.2.Go_________thebridge_________theriver,you’llfindtheshop.3.Igotoschool__________7:30everymorning.4.Hewouldliketomeether__________8:00and9:00tomorrowmorning.5.TheGreenshavelivedinChina________threeyears.6.Wegotoschooleveryday________SaturdayandSunday.7.Hewrotetheletter_________ink.8.Shereturnedtohercountry_________fiveyears.9.Thereisabigtree_________ourclassroom.10.Iusuallygotowork_________bike.三、语法填空（共10小题，每小题1.5分）Ourhometown,Liupanshui,locatedinthesouthwesternChina,isaverygorgeouscity1._______(call)thecoolcity,wheretheaveragetemperatureis19℃inthesummer.It’salsooneofthereasonsthatthesummerworldMarathoncompetitionisheldhereeveryyear,2._______attractsathletesand3._______(tourist)fromallovertheworld.WhenanathletefromGuangdongprovincewasinterviewedlastyear,hesaid,“ThisisthefirsttimethatI4._______(visit)Liupanshui,andit’sreally5._______(amaze)tofindthattheweatherhereissocoolinthesummerthatIhavetocoverthequiltatnight,orImighthaveacold”.Fromwhichwecansee6._____isstillnecessarytokeepwarminthesummerofLiupanshuianditisworthyofthename“thecoolcity”.Besides,withthedevelopmentoftourism,moreandmorepeoplechooseLiupanshuiastheirdestination7._______(relax)themselves.There8.______(be)anumberofsceneryspots,suchasthewetlandpark,WuMenggrandgrassland,Yusheforestpark,andsoon.Inaword,Liupanshuidevelopsmuch9.______(good)andmorepopularthanbefore,soascitizensofLiupanshui,weshouldbeproud10._______ourhometownandmakecontributionstoit!四、单句语法改错（下列各句均有一处语法错误，共10句，每句1.5分）1.Englishisprettyimportantlynowadays.2.WhenIcometotheseniorhighschool,IfindalotofstudentsareboringwithEnglishclass.3.HereIwantedtosharesomemethodsofEnglishstudywithyou.4.You’dbetterlisteningtoEnglishcassettesandreadEnglishtextsloudlyeverynight.5.Besides,makingasummaryandrevisethelessons,youwillrememberthembetter.6.Youshouldbestrictofyourselfwheneveryoumakeamistake.7.Youcan’tjustavoidcorrectthemistake,instead,youshouldadmitandfaceit45 immediately.8.Inaddition,bestwaytoimproveyourspeakingistotalkmore.9.Sodon’tbefrighteningandshytotalkwithyourclassmateandteachers.10.MybestfriendtoldmethatshecanhelpmewithmyEnglish.五、句子翻译（共10句，每句2分）1.沿着这条路走，你会看见第一中学。2.这个游戏是如此有趣以至于所有学生都很感兴趣。3．---Mike,你已经看了三小时电视了。---我马上就关掉它。4.贵州省位于中国的西南部。5.如果你经常练习，你的英语口语会越来越好。6.你记不住单词的原因是你从不复习。7.六盘水市一个可以吸引许多游客的城市。8.Lily是一位有着许多新想法的年轻人。9.教室每天都被学生打扫的很干净。10.我不知道她是否会来帮助我们。46 Appendix4六盘水市民族中学高一年级第一学期语法测试题（二）（满分100分）1.----I______seethedoctorat10:00a.m.I’vemadeanappointment.---Thereisnoneed.You______allrightifyoutakethemedicine.A.amgoingto,willB.will,amgoingtoC.Would,aregoingtoD.amto,would2.______thedooroffearbehindyouandyouwillseethedooroffaithopenbeforeyou.A.CloseB.ClosingC.TocloseD.Closed3.Hewasveryrudetothecustomofficers,______ofcoursemadethingsevenworse.A.thatB.whatC.whichD.whom4.Hehasmade______greatprogress______theteachersarepleasedwithhim.A.so......thatB.that,whichC.it,thatD.such......that5.______timeandlabor,cartoonistsgenerallydrawthehandsoftheircharacterswithonly3fingerandathumb.A.SavedB.savingC.TosaveD.Havingsaved6.Lilywasabouttoclosethewindow______herattentionwascaughtbyabeautifulflyingbird.A.afterBwhileC.whenD.then7.Bythetimemyparentsgothomeyesterday,I______thedinneralready.A.havecookedB.hadcookedC.wascookingD.cooked8.Childrenarenotsupposed______thosebooksthat______manystoriesofmurder.A.Reading,containB.toread,includingC.toread,containD.reading,including9.Hegothimselfintoadangeroussituation______heislikelytolosecontrolovertheplane.A.thatB.whereC.whichD.why10.Americanwomanusuallyidentifytheirbestfriendsassomeone______theycantalkfrequently.A.whoB.asC.aboutwhichD.withwhom11.Itisreportedthat______audienceofmillionswatched______weddingbetweenPrinceWilliamandKateontheTVthatday.A.a,anB.an,theC.the,theD.the,an12.Bytheendoflastyear,anothernewgymnasium____inBeijing.A.wouldbecompletedB.wasbeingcompletedC.hasbeencompleteD.hadbeencompleted13.Iwillpayyougoodmoney______returnforyourtimelyhelp.A.inB.onC.toD.with14.Nowadaysalotofadultsgotoeveningschool______furthereducation.A.afterB.onC.forD.with15.--Whatdoyouthinkofthemovie?--Oh,excellent!Itisworth______asecondtime.A.seeingB.toseeC.tobeseenD.beingseen47 16.--Listen!Don’targue______itanymore!--ButIcan’tagreewithyou.I______meetamanlikeyou.A.for,hardlyB.about,nearlyC.for,mostlyD.about,rarely17.Itiscommonpracticeforasmalltohave______designedaccessforthedisabled.A.speciallyB.actuallyC.normallyD.cautiously18.______everybodyknowsaboutit,Idon’twanttotalkanyone.A.HoweverB.SinceC.BeforeD.Even19.Havingsufferedfromseriouspollution,hemadeuphismindtodevotehislifeto______pollutionfrom______again.A.preventing,happeningB.prevent,happenC.preventing,happensD.preventing,willhappen20.ItwasthefirsttimethatMike______thepianoattheconcerthallandheopenedthathisnervousnesswouldgounnoticed.A.haveplayedB.hadplayedC.playedD.hasplayed二·介词填空（共10小题，每小题2分）1.ParisisthecapitalandlargestcityofFrance,situated______theRiverSeine.2.Iamveryanxious______yourstudy.3.Idon’tthinkyoucanfinishthework______myhelp.4.Weofferhimourcongratulations______hispassingthecollegeentranceexamination.5.Wearelookingforward______yourcoming.6.Inthosedays,wehadnophones,sowehavetokeepintouch_____writingoften.7.Weallregardedthepooroldman____sympathy.8.OurEnglishisveryhappybecausewehavemadegreatprogress______ouroralEnglish.9.Theopen-aircelebrationhasbeenputoffbecause______thebadweather.10.Moreandmoreyoungpeoplearefond____playingtennisnowadays.三、语法填空（共10小题，每小题1.5分）Myhusbandreceivedaletteramonthagofromayoungwomanwhohadbeenhisstudentwhenshewasinmiddleschool.She1._______(write)becausesheexpectedtothankhimforhishavingagreateffectonherlife.Inthelettershewrote:“Youweretheteacher2._______helpedmediscovermytalentformath.Beforeyoucametoteachus,Ihavebeen3.(terrible)pooratmath,andhadneverthoughtthatIwouldbe4._______(interest)init.Tomy(astonish),youmagicallyshowedmethebeautyofmath.Iguessthatwastheturningpointofmyattitude5.it.Graduallymyinterestinitbegantogrow.Thankstoyourencouragement,Imadecontinuousprogressinmathandfinallymadeupmymind6.__(study)itintheuniversity.TodayIamworkingasanaccountantatValleyMedicalCenter.Youplayed7.importantpart.Thankyou!”8.awonderfulgifttoaretiredteacher!Myhusband9.(receive)manylettersfromhisstudentsovertheyears.Thisonewasspecial,foritarrivedatthistimeinhislife10.heisinverypoorhealth.四、单句语法改错（下列各句均有一处语法错误，共10句，每句1.5分）1.Thenumberoftheteacherstoattendthemetingaretwenty.48 2.Theyweretooweaktoreturningtoschool.3.Wehadnodifficultyonfindinghishouse.4.TheSmithsdidhisbesttomakemefeelathome.5.Mybrotheraskedmeifhecanjointhepartywithus.6.Inthepastthreeyears,shehadvisitedthecountrytwice.7.Shedevotedeveryefforttohelpthedisabledpeople.8.Thisisthelittlegirlwhoparentswerekilledinthegreatearthquake.9.ItwasabouttorainwhileIdecidedtogotoschool.10.He’llwritetoyouassoonashearrivedthere.五、句子翻译（共10句，每句2分）1.众所周知，长城是中国最著名的旅游景点之一。2.自从上高中以来，我参加了许多活动。3.如果你给我一些关于学英语的建议我将不胜感激。4.多吃些新鲜的水果蔬菜，你会变得更健康。5.她是一个如此乐观的人以至于我们都很喜欢她。6.这就是我们应该保护环境的原因。7.湿地公园是一个人们可以放松心情的地方。8.这是我第一次看到如此大的一个机器人。9.我妈妈是一个擅于烹饪的人。10.汉语是一门越来越多的人学习的语言。49 50