The Application of Situational TeachingMethod in Primary School English Reading Teaching

The Application of Situational TeachingMethod in Primary School English Reading Teaching

Abstract

English reading plays an increasinglyimportant role in primary school English teaching. In the traditional teachingof reading, teachers often adopt the method of "infusing" and"explaining", while ignoring the relationship between students'physical and mental characteristics, life world and reading materials. In theEnglish reading teaching, the scene teaching presents a lively classroomatmosphere. Situational teaching plays an important role in English learning.At present, there are many researches on the application of situationalteaching in the process of primary school English learning, but there are fewresearches on learning segments. In the sub-level learning section, scholarshave carried out a lot of research on the low level and high level ofsituational teaching in primary schools. However, the application of Englishreading at the medium level of primary school is not too much. The medium levelstudents mentioned in this study refer to the students in Grade three and gradefour, who are beginners in English reading. In this paper, the situationalteaching method is applied, primary school students and teachers are taken asthe research object, and various methods are used to conduct investigation andinterview, to find the existing problems and defects in primary school Englishreading teaching, and to put forward corresponding improvement measures fromthe whole.

Key words：Situational teaching; Primary school; Medium level; English reading;teaching

Acknowledgements

Peaches and plums do not speak, a path isformed beneath them. First of all, I would like to thank my tutor for hisguidance in my graduation thesis. The tutor is knowledgeable and meticulous inhis work. From the topic selection to the final draft, he has the teacher'sguidance. Secondly, I would like to express my heartfelt thanks to all theteachers, which we will always remember in my study and life. Drinking waterthinking source, there is a teacher. We sincerely wish all the teachers asmooth, happy and safe work. Here, I would like to express my heartfelt thanksto all my classmates and friends!

Introduction

Nowadays, the world is in the era ofmulti-polarization, economic globalization and network information, and thecommunication and exchange between different languages has become inevitable.English has become a widely used language in today's society, and it is also aforeign language that people must master. English teaching has been animportant part of Chinese college students' study for a long time. Primaryschool is the primary stage of English, which is also the basis for students tomaster the ability of oral, written and oral expression. Compared with Englishskills training such as English listening teaching and conversation teaching,English reading teaching can promote students' listening, speaking, reading andwriting skills more comprehensively. Therefore, as far as English courses areconcerned, English reading is always an important link in English learning. Onthe other hand, as far as the humanistic spirit of English teaching isconcerned, English reading is the main place to cultivate students' corecompetence. English reading plays an important role in cultivating students'thinking quality and cross-cultural awareness. In English reading teaching, agood language structure is helpful to improve students' language output andcultivate their logical thinking ability. Flexible text teaching can promotestudents' communication and interaction, and cultivate students' flexibilityand openness of thinking. Different cultural exchanges between differentcountries allow students to understand different cultures, develop differentcultural concepts, and develop different ways of thinking. Students can enjoyreading while also improving their core abilities. English reading plays animportant role in English teaching.

In the past decades, many primary schoolEnglish teachers have made a lot of exploration into the teaching of Englishreading and have written some representative works based on their ownexperiences. It can be seen that situational teaching is the consensus ofEnglish teachers in English reading teaching. However, in the English readingteaching of primary school students, there are still some problems that cannotbe ignored. In the implementation of situational teaching, some teachers focuson activating the classroom atmosphere and stimulating students' interest inreading, but neglect to cultivate students' pragmatic ability. Some teacherscreate a variety of situational teaching in class, so that students cannotreally internalize and absorb language information, so that its output effectis greatly reduced; Situational teaching is an important means of primary schoolEnglish reading teaching.1 It must overcome some problems existingin primary school English reading teaching, so as to improve the reading levelof primary school.

At present, the literature on online learningmainly focuses on the situational teaching of primary school English, but thereare few reports on the situational teaching of primary school students, and theresearch on situational teaching of primary school English reading is evenless. Based on the basic principles of situational cognition and constructivismlearning, combined with the existing relevant literature, this paperinvestigates the situational teaching of primary school English reading, findsout the problems in the current primary school English reading teaching, andputs forward feasible countermeasures, in order to find an effective Englishreading course for primary school. At the same time, it also makes a deepdiscussion on this issue for domestic and foreign English workers andfront-line teachers, which enricfies the theory of reading teaching in primaryschools in our country.

The application of English teachers insituational teaching not only optimizes the English dialogue classroom, butalso greatly improves the level of English dialogue teaching. On the whole,most of primary school students' English reading texts are conversational, andteachers often create a "role dialogue" situation in class, which isalso a key stage to promote the development of English application ability. Interms of reading, primary school students' English reading lessons are mostlytaught in the form of games, nursery rhymes and group competitions. In the gamescene, students are required to follow the rules of the game, such as"quick response", which requires students to speak out what they seequickly, thus stimulating their original language knowledge. In the children'ssong creation scene, let the children sing along with the joyful rhythm, whichis to train their language imitation ability; In the group competition,students retold what they had read according to the requirements of thecompetition, thus effectively completing the English output training in thefierce competition. It can be seen from this point that situational teachingplays a good role in cultivating students' English using ability.

From the point of view of students, thisstudy is beneficial to improve primary school students' English reading leveland English application ability. From the perspective of teachers, this paperanalyzes the existing problems in primary school English reading teaching andputs forward corresponding countermeasures, hoping to be helpful to primaryschool students' English reading teaching. From the perspective of educationauthorities, this paper makes an in-depth study of English reading teaching andplays a positive role in the reform of English reading teaching.

I. TheIntroduction of Situational Teaching

A. EnglishReading Teaching

First, we should to understand Englishreading. English reading is an English teaching practice which takes English asthe carrier, English as the material, English thinking as the CommunicationBridge and Western culture as the background. Primary school English reading isa thematic, integral and situational teaching. Secondly, we should understandthe connotation of education. Teaching can be divided into "teaching"and "learning". "Teaching" is the teacher teaching, and"learning" is the student learning. The interactive process of thetwo is "teaching", that is, the teacher guides the students to learna kind of behavior. Secondly, the scope of the subject should be defined. Becausethe curriculum standard for primary school English is for students in grades3-6, we call the middle level of primary school children in grades 3 and 4, whoare the beginning learners of English. The fourth part, we should understandthe English reading teaching each link and its important role. English readingteaching has clear logic. The preview stage is the preview stage, one of itsgoals is to arouse the relevant knowledge that has been learned; the second isto pave the way for the vocabulary and sentence patterns in the text, so thatstudents can better understand the text. In class, teachers should designinteresting and dimensional teaching activities according to the content of thetext to stimulate students' interest in reading. In the teaching of Englishreading, reading is a very important link, but also an important stage ofstudents' English reading and thinking ability. In classroom teaching, teachersshould teach from listening, speaking, reading, writing and other aspects,guide students to sort out the text, analyze the structure of the text,straighten out the level of the text, step by step, so as to improve students'reading and thinking ability. After reading is an important link in Chineseteaching, it makes students understand the text and the text understanding isof great help. Teachers guide students to reflect on the meaning of thediscourse, and make personal expression of it, so as to help cultivatestudents' emotional attitude and values. Professor Wang Qiang believes that"Reading teaching should not only pay attention to the translator'stranslation ability, but also pay attention to communication, and pay attentionto the interaction between students and the text, the text and the world, andthe world and students, so that students can learn the world while learningEnglish1". English reading teaching emphasizes students'understanding of texts, participation in text stories, understanding of textcontent, understanding of text content, extending to real life and society, andattaching importance to the cultivation and development of students' corequalities. On this basis, this paper discusses the teaching of primary schoolEnglish reading, that is, in the three stages before reading, reading andreading after reading, according to certain logical clues, text perception,understanding and expansion of students.2 It aims at cultivatingstudents' reading experience, cultivating their reading confidence, cultivatingtheir reading ability, thinking ability, emotional experience and expressionability, so as to further develop their comprehensive English quality.

B. TheSituational Teaching Method

Context is an important part of environmentaleducation. The English word "situation" means "place, job, oroccupation, especially the situation, tense, or situation of a particularperiod of time." The Chinese meaning is (specific situation), situation.The word "situation" in the Educational Dictionary refers to"situation", which is used to analyze the interaction between people.Context consists of three levels. First, the whole social context is composedof three aspects: objective environment, individual and group preexistingattitude, and individual interpretation of social context. Second, theindividual's response to the external world is not only influenced by theexternal environment, but also by people's subjective ideas. Third, everyone'scognition of things is meaningful and therefore has objective influence. Theoriginal definition of "situation" was put forward for the specificexternal environment. A "situation" is an environment that isoptimized for teaching purposes. Under such artificial optimization conditions,it can realize the organic combination of enterprise initiative andenvironment, so as to realize the improvement of comprehensive quality and thefull development of personality. Therefore, the environment is an educationalliving space, but also a teaching space composed of multiple scenes. Theconstruction of the scene should follow three basic principles: first, theprinciple of fidelity, that is, the loyalty to the teaching material, theemphasis on the purpose and content of the environment. The second is thegrowth principle, which emphasizes that the situation should be closelycombined with the actual experience of students and attaches importance to theways and methods of the construction of the situation. The third is theaesthetic principle, emphasizing environmental art, emphasizing the form andfunction of the environment. On this basis, this paper puts forward that"emotion" is human's subjective emotion, and "environment"is the place where people are in their activities.

The "situation" is centered on thereading material and based on the best reading environment, so that studentscan actively participate in the reading. Situational teaching is a process thatcombines emotion and situation. The purpose of "love" is to inspirestudents' empathy, attach importance to students' understanding of readingmaterials, attach importance to the relationship between students' physical andmental development characteristics and reading materials, and attach importanceto the integration of students' life world and reading materials.3"Environment" refers to the creation of environment, through real

objects, multimedia, pictures, music, stories, body language and other

carriers, to create a teaching environment suitable for the content of the

textbook. Primary school students have strong image thinking ability and a high

degree of understanding and mastery of specific knowledge, while the language

is more abstract, focusing on the unity of expression, behavior and emotion.

Situational teaching can make the language vivid and vivid, stimulate students'

interest in reading and learning enthusiasm, and improve students' reading

level. Therefore, situational teaching plays an important role in foreign

language teaching.

II. TheCurrent Situation of Situational Teaching in Primary School English ReadingTeaching

In order to better understand the situationof primary school English reading teaching, this paper also conductedinterviews with teachers and students. Interviews with teachers and studentsare helpful additions to the article. Students' interviews are usually easy toanswer questions, so that students can easily ask questions, while students'interviews are mainly to understand their preferences, reasons and their teachingeffects. The interviews of teachers were mainly conducted in the office, withthe purpose of understanding teachers' views and significance on primary schoolEnglish teaching, teachers' application and integration of the situation,teachers' selection and basis of the situation, teachers' opinions on thegeneration of the situation, choice of teaching effect and evaluation, problemsencountered by teachers in the process of using the situation teaching andcountermeasures.

A. TheSingle Form

English reading is an indispensable part ofprimary school English curriculum, and situational teaching is an importantmethod to promote primary school English reading to achieve good teachingresults. As the builder of teaching situations, teachers should first have acertain understanding of the significance of situational teaching. So what doteachers think about the significance of using situational teaching in primaryschool English reading teaching? The survey is shown in the table below:

Table 1 Teachers' understanding of thesignificance of situational teaching

Selection type	Number of people
Help to stimulate students' interest in English reading	32
Help to improve students' English reading comprehension	18
Help to enhance the reading experience of students	26
Help to improve students' ability of using English language	15

On the question of teachers' understanding ofsituational teaching, 32 teachers selected the options that can stimulatepupils' interest in English reading, which shows that teachers all realize thatsituational teaching plays an important role in English teaching to improvetheir interest in English reading. In addition, 18 teachers chose to helpprimary school students improve their English reading ability, a total of 55%,85% of them chose to help them improve the primary school reading experience,48% of the teachers chose to help them improve the use of English. It can beseen from this point that most teachers are aware of the importance ofsituational teaching in primary school English reading teaching. However, someteachers' understanding of situational teaching in primary school Englishreading teaching is still superficial. They only pay attention to howsituational teaching can cultivate primary school English reading interest andimprove reading experience, but do not know much about the cultivation of deeplearning ability.

The biggest shortcoming of Chinesetraditional education is that the single teaching method takes the classroom asthe main body and the students' ideological activities are limited. Also,teachers mostly indoctrinate and indoctrinate, and what is taught is done intextbooks and test papers. In teaching, students lack the time to thinkindependently and can only passively follow the pace of the teacher4.There is no denying that this method can make students get a good learningeffect. But for primary school students, they have just come into contact withthe outside world, their thinking and thinking have not been constrained by thefixed teaching method, if the teacher uses the traditional method to teach, itwill suppress students' curiosity, in the long run, not only can not expand andimprove students' thinking ability, but will make them tired of readingEnglish.

B. Lack ofInteraction

In English teaching, students' listening,speaking, reading and writing are taught. The survey is shown in the tablebelow:

Table 2 Teachers' understanding of listening,speaking, reading and writing in situational teaching methods

Selection type	Number of people
Situational approach is suitable for listening teaching	23
Situational approach is suitable for reading teaching	28
Situational approach is suitable for oral teaching	29
Situational approach is suitable for writing teaching	13

72% of the English teachers surveyed believedthat situational approach was suitable for listening teaching; 87% of Englishteachers think that situational approach is suitable for reading teaching; 90%of English teachers think that situational approach is suitable for oralEnglish teaching; But only 40% of English teachers think that situationalapproach is suitable for writing teaching. In this kind of teachers' reading,25% of the teachers use conversational reading, which stimulates the relaxedlearning atmosphere of the students and stimulates their original knowledgereserve, and naturally introduces the reading about colors in this class.Teachers introduce songs that students are familiar with in the new lesson,which can not only integrate the knowledge background of primary school withthe existing knowledge background, but also enhance students' ability to acceptthe new knowledge. A few teachers use the pictures in the textbook andmultimedia technology to advance the content of the text layer by layer andguide the students to have good communication. On the basis of mastering thetext, we encourage students to observe the clothes around them, createsituations, and use the way of role playing to improve students' languageapplication ability.

As a language, English is both a written andspoken language. Through the interview, it is found that there is littlecommunication between teachers and students, and students dare not askquestions in the process of reading, which leads to teachers' unclearunderstanding of reading teaching. It can be seen from the above data thatsituational teaching method has good application in various fields of Englishteaching, especially in listening, speaking and other fields.

English is the language. Interview teachersand students less, students in reading dare not out, the teacher's recognitionof teaching. The love teaching method of English is in listening and speaking.

C. TheSmall Effect of Situational Teaching

Teaching effect is one of the standards forteachers to measure teaching methods. The quality of teaching effect promotesteachers' thinking and research on teaching methods. The interview is shown inthe table below:

Table 3 How situational teaching helpsstudents' ability and achievement

Selection type	Number of people
Situational teaching can improve students' speaking, listening and reading skills	25
Situational teaching can make students pay more attention	21
Situational teaching can arouse students' curiosity and enhance their thirst for knowledge	16
Situational teaching can improve students' English performance	4

Through the interview, all the teachers agreethat the application of situational teaching in primary school can stimulatethe enthusiasm of Primary school students in English reading. In addition, 78%of the teachers believe that the application of situational teaching in Englishreading can improve students' speaking, listening and understanding of texts;66% of teachers believe that the application of situational teaching in Englishreading can improve students' interest in learning and promote the connection betweenstudents and students; 50% of the conclusions are: the application ofsituational teaching in English reading can arouse the curiosity of Primaryschool students and improve their interest in learning; Only 13% of teachersbelieve that situational teaching can effectively promote the learning effectof primary school English learning. It can be seen from this point that theapplication of situational teaching in English reading can effectively arouse Primaryschool students' interest in reading, but cannot effectively promote students'learning.

Through the above interviews, we find thatsituational teaching in English reading cannot effectively improve theeffectiveness of English learning in primary school. First of all, teachers canhardly speak English in class and student’s lack of language communicationopportunities after class. Second, the learning situation in primary school iscomplicated. English knowledge reserve, learning strategies and other factorshave a great impact on the learning effect of primary school students.

III.Problems of Situational Teaching in Primary School English Reading Teaching

A.Insufficient Understanding of Situational Teaching

Situational English teaching is familiar toEnglish teachers, and each teacher will explain the corresponding theory andapplication method. Through the questionnaire survey and interview of Englishteachers, we find that situational teaching plays a very important role in theEnglish reading teaching of primary school. However, some teachers'understanding of "situational teaching" is still on the surface,believing that "situational teaching" can promote primary schoolstudents' interest in English reading and improve their reading experience,while cultivating deeper abilities, such as reading ability and oral learning.

For example, in the reading class, teachersoften use a variety of situations to attract students' attention and make theclass lively. However, in this case, students often try in vain.5This kind of situational English reading teaching can neither meet the purpose

of reading nor meet the needs of reading teaching. In order to improve

students' reading level and pragmatic level in English reading, it is necessary

to create situations and organize them accordingly. Therefore, how to apply

situational teaching to English reading teaching is particularly urgent.

B.Neglecting Textbook Resources

Reasonable and effective environmentalresources can promote the effective conduct of English reading teaching, whichis conducive to improving students' reading level and stimulating students'interest in reading. Through the survey and interview, it is found thatteachers generally believe that the reading environment resources provided by primaryschool English textbooks are too simple, and there is a lack of in-depthanalysis and mining of the textbook environment resources, which indicates thatteachers are not enough to use the textbooks. However, teachers pay moreattention to environmental resources beyond textbooks, and most teacherscollect other environmental resources related to English.

For example, in the English reading class"Western festivals," teachers cooperate with students in readingHalloween-related articles and introducing them to Western Halloweeninformation. Although teaching helps to stimulate pupils' interest in Englishreading, it does not consolidate and deepen the content in the textbook. However,schools seldom conduct effective training on the use of various resources, andmost teachers are exploring by themselves, without analysis and synthesis. InEnglish reading teaching, whether situational resources in textbooks or otherenvironmental resources are important environmental resources for teachers toenrich reading teaching activities organize reading classes and improvestudents' reading ability. In the teaching of reading, teachers should not onlyuse the textbook and other resources, but also according to the actual situationof the textbook.

C. Lack ofCreative Combination of Multiple Context

In the teaching of English reading, it isnecessary to adopt the method of scene creation. Good teaching environment canmake English reading classroom full of vitality, full of fun, can stimulatestudents' interest in reading, promote the development of thinking, cultivatestudents' reading ability and reading ability, cultivate students' interest inreading. However, if we focus on the creation of reading teaching, the practicalapplication of English reading will lose its meaning and value. Throughquestionnaires and interviews with students, we find that most teachers payattention to different situational creation methods in English readingteaching.6 Primary school English reading teaching content isrelatively simple, teachers will create various forms of small scenes in class,in order to achieve rich reading effect, and can attract students' attention.However, if this small scene can not be combined with the story backgroundprovided by the text, it will destroy the integrity of the whole text and make primaryschool students lose their attention, thus affecting the effect of reading.

For example, in the lesson "on thefarm", it is about the topic of "farm". The farm is far awayfrom students' life, so it is impossible for students to actually experiencethe farm life. Therefore, teachers choose to use multimedia to createsituations in reading teaching, hoping that students can build some intuitiveimages with the help of pictures and videos. L Teachers create multiplesituations in teaching: show the picture of the farm, teach the farm and on thefarm; Show pictures of animals. Professor cow, chicken; Show the pictures offruit, teach apple, pear, orange; Show pictures of the singular and plural,teach the singular and plural uses of animals and fruits, and teach they're;Show pictures of complex objects near and far. Teach these, those and relatedsentences and read aloud. From the perspective of teaching rhythm, the readingteaching steps of this course are smooth. First, the text is read locally andthen the whole reading perception is carried out. However, the teaching stepsare rather tedious. Primary school students' attention time is limited, andmost of them cannot keep their attention in the whole class. Various teachingsteps will distract students' attention too much, which leads to poor readingeffect of students. As can be seen from the classroom teaching records, theteachers tried to combine with the life experience to create a readingsituation, but did not integrate their real life into the classroom teaching;In the teaching process, teachers create various forms of teaching situationsto improve students' learning of new knowledge. At the same time, in this case,students often can only follow the steps of the teacher, but ignore thecomprehensive understanding of the article. Therefore, in the teaching ofreading, teachers pay too much attention to the creation of the scene, butignore the overall reading environment, and lack the effective combination ofmultiple situational modes.

D. Lack ofSensitivity to Create Situations

In the teaching of English reading, the

scenes that students see in class are composed of many dynamic elements. The

communication, dialogue and cooperation between teachers and students enable

the participation of various situational resources and situational teaching

means in the classroom, and enrich the process and effect of situational

teaching. In the context of reading teaching, teachers guide students to solve

problems step by step by way of English dialogue and activities. However,

students often have some thinking and questioning when they do not understand

the situation, and all kinds of strange problems of students in reading

teaching form a new environment. Whether the new situation can be produced and

whether it can promote the development of students depends on the sensitivity

of teachers to the situation. Through questionnaires and interviews with

students, it is found that new situations play an obvious role in English

reading teaching, but the generation of new situations is not sensitive enough.

For example, when students ask questions inreading class, teachers often directly ignore, simply stop or solve, cannot effectivelyuse, thus missing the opportunity. Some teachers seize the opportunity, butstill use the test to determine whether it is necessary to create a newsituation, the reading classroom completely closed off in its own world,ignoring the students' motivation to learn. In the early stage of Englishreading, primary school children have endless curiosity about English learning,and they have many questions about the differences between English and Chinese.Therefore, some novel problems that students encounter in reading, as long asthey are valuable or enlightening to students, can be used to create a newlearning environment.

E.Neglecting the Teaching Process

Effective teaching evaluation should payattention to both results and process. However, according to the results of thequestionnaire and interview, we found that in the reading teaching environment,the teachers evaluated the primary school students and evaluated the knowledgethey had learned. According to the lecture records, teachers often use wordslike "Good", "Great" and "Well done" in class topraise the students who have answered the questions correctly. Such commentsare too general, lack of sense of reality and are not targeted.7 Itis like something that must be done in class, and it is difficult to motivatestudents. At the same time, teachers pay too much attention to students'knowledge and ignore their feelings and thinking in reading. At the same time,they will also notice different learning levels. For example, students who acquiremore knowledge through reading pay little attention to those who do not masterthe knowledge well. Therefore, teachers pay too much attention to the situationthat students acquire knowledge through reading, thus affecting the incentiveeffect of evaluation. Therefore, from the aspects of teacher questionnaire,teacher and student interview, classroom observation and so on, this paper hasa preliminary understanding of the current situation of situational teaching inthe English reading teaching of primary school students, thus providing atheoretical basis for the study of this paper.

IV.Improvement of the Situational Teaching Method in Primary School EnglishReading Teaching

A.Improvement of Teachers' Teaching Abilities

Theory is the theoretical basis of Englishteaching and an important part of teaching theory. In the teaching of reading,teachers should actively participate in relevant training, communicate anddiscuss with experienced teachers, so as to deepen their understanding of situationalteaching and enrich its theory. Teachers should conform to the development ofThe Times, keep pace with The Times, establish the concept of lifelonglearning, constantly update their own educational theory, establish scientificteaching concept. In the process of reading teaching, situational teachingshould be applied to classroom teaching, constantly reflect, refine andsummarize, so as to form a new theory, so that situational teaching can achievethe best effect. Teachers should start from the reality, reflect on how tocarry out the teaching of reading, adjust the teaching objectives of the thirdand fourth grade, optimize the process of situational teaching, improve theassessment after situational teaching, and improve students' ability and so on.

B.Efficient Integration of Situational Resources

First, teachers should brainstorm, oftendiscuss and summarize the reading material. In the Primary school Englishreading teaching, teachers should create different teaching environments indifferent teaching links according to the deep understanding of textbooks, sothat students can constantly stimulate the interest of exploration andinnovation in the learning process. English teachers can have a discussion onthis point in the courseware of the next unit, synthesize the available readingenvironment resources, analyze their advantages and disadvantages, and finallyform a textbook environmental resources development manual. In the future, ifteachers have new ideas about environmental resources in the textbook, they canimprove or add them.

Second, teachers should pay attention to thetopic, create the problem situation, and guide students to predict the contentof the text. Primary school reading content is very simple, the title is alsovery clear, the title is often the title of the article, or a person in thearticle, according to the title can infer something. In primary school,students have active thinking, strong curiosity, strong expression, love toguess, love to express.8 Therefore, before reading the text, theteacher can set a topic related to the topic, let the students observe andanalyze the topic, and make a reasonable speculation about the readingmaterial, so that the students can concentrate their attention in the readingprocess, and further deepen the understanding of the article.

Third, second, choose network animationmaterials, in the scene for a variety of sensory stimulation. Animation isusually novel and interesting, can enrich students' thinking, and can makestudents association, expand the reading content; At the same time, the humorand humor in the cartoon can improve students' awareness of humor and help thembetter understand the meaning of the article. In the preview stage, the teacherwill play a short animation related to the content of the text, so that thestudents can feel the content of the work when watching the animation, so as tolay a good language foundation for the future reading. After reading, play ashort meaningful animation to stimulate students' understanding of the text.Therefore, the selection of animation materials should not only make theclassroom atmosphere active and fun, but also combine with the text or thescene to stimulate students to rethink the text. For primary school students,happy experiences can encourage them to actively learn, think, and buildconfidence in English reading.

Finally, the teacher should pay attention tothe picture material and build the theme situation. A feature of primary schoolChinese textbooks is that there are a large number of pictures in the text ofeach unit. Image is a kind of silent text, it can concretize the content of thetext, so that students can better understand the content of the article, so asto construct the meaning of the article, so as to better adapt to the primaryschool children's understanding of the image. Therefore, the use of textillustrations in English reading teaching can transform abstract into concrete.Through the in-depth analysis of the pictures, students can better understandthe content of the text.

C. The Useof Multiple Situational Creation Methods

First, pay attention to the integrity of thereading situation. The current English reading textbooks are themed dialogueswith specific emotions or events as the background. When creating the scene,teachers should not only rely on the language knowledge in the text to createthe scene, but should combine with the teaching content of the text to createthe scene, which is the overall concern for the whole reading environment. Therefore,in the process of reading teaching, teachers should set up some smallsituations according to the whole reading environment, rather than makesituational teaching a form for fun.9 In the teaching process,teachers should connect the small environment created with the environment theyare in to form an overall reading environment. These small scenes should notonly be related to the text content, but also help the primary school studentsto master the knowledge of Chinese; At the same time, it is necessary to guidestudents' thinking step by step to ensure the continuity and continuity ofstudents' thinking. If the created scene has nothing to do with the content ofthe text and is only for the purpose of learning a certain language point, thenthis kind of scene creation appears inefficient and ignores the overall readingenvironment.

Second, the combination of multimedia andpoetry reading is novel and can create a good reading atmosphere. Primaryschool children are still image-oriented, and they are more willing to acceptthe education of "listening" and "seeing". Multimediascenes can combine colorful images, sounds and other images with sound andvideo, so that children can experience pure English visually. Poetry reading canstimulate students' interest in reading, which is a good way of learning.Especially in the study of poetic discourse, the role of reading is especiallyobvious. In the reading preview stage, teachers use the Internet to collect allkinds of relevant pictures, so that students can better understand the beautyof the poetry. After class, the teacher will lead the students to recite thetext and experience the beauty and rhythm of the text. This combination ofscenes makes the reading room full of fun and poetry.

D. TheCombination of Situation Presupposition and Generation

First, the teacher should pay attention tothe pre-set teaching environment. The generation of situations is complex andchanging, not fixed. The generation of the new situation is closely related tothe pre-set teaching situation and must be realized through the specificsituation. Therefore, teachers must be very familiar with the pre-set teachingsituation, and pay attention to its every slight change in the classroom, so asto promote the generation of new situations.

Second, teachers should pay attention toreasonable questions to students. Primary school students, because of theiryoung age and active thinking, often ask questions to teachers' scenarios inthe process of reading. If this happens, the teacher does not need to force thestudents to change their thinking according to the original pre-set situation,but should create a new situation according to their own thinking under thepre-set premise, so as to guide the students to read and think more deeply.When students ask questions because they have no experience, teachers shouldlet them experience and then explain, so that they can get a better readingeffect.

Third, questions should be raised actively inreading teaching to help students form problem situations. The teacher askedquestions, can not be too simple, to let the students at a glance will not betoo difficult, so that they have a fear. The questions should be difficult sothat students can answer them by reading and thinking. At the same time,teachers should change their way of questioning from "teacher talk"to "teacher ask" and then to "student ask", so thatstudents can actively participate in the reading teaching and form a newsituation.

Fourth, in the process of reading teaching,teachers should make full use of all kinds of emergencies. In the course ofreading, unexpected events are inevitable and there are no fixed rules, but itis a very useful resource for teachers. In the face of sudden "classroomaccident", the teacher should guide and use correctly, not because ofsevere criticism on the hasty. Teachers skillfully dealing with "classroomaccidents" can effectively promote the generation of cultural knowledge.

E.Promotion of Holistic Evaluation

First, students should be evaluatedpositively from different perspectives. Primary school is the key period ofchildren's psychological development, and the social psychological crisis atthis time is "diligence" and "humility". At this stage,teachers should cultivate students' sense of achievement, effort, defeat andinferiority in English reading. Teachers are often rewarded for being carefulin class, for answering correct questions, or for excelling in reading. Thiskind of evaluation, in fact, negates the vast majority of students anddiscourages the majority of children's enthusiasm for reading. In general, itis not good for them to overcome the feelings of frustration and inferiority.Therefore, after emphasizing or rewarding individual students, teachers shouldalso praise from other perspectives. Every child should be praised, so as tocultivate positive emotions in the process of reading. Teachers should payattention to students' shining points, study students' interests, pay attentionto students' specialties; But also pay attention to the middle students' hardwork and assiduity, give affirmation and encouragement; At the same time, weshould pay attention to the mental health of students with learningdifficulties and create a healthy, lively and equal reading atmosphere.

Second, students are given specificassessments in a real environment. Class review is a common assessment methodused by teachers. The teacher's language assessment of students in the teachingof reading is too general and has no meaning. Therefore, in teaching practice,teachers should attach importance to the specific evaluation of students andadopt a variety of different methods. Different assessment methods have theirown advantages and disadvantages. The most effective assessment method shouldbe selected according to the actual situation and actual situation of primaryschool. In English teaching, teachers can judge students' pronunciation andintonation according to their recitation.10 In the game environment,students' understanding of language knowledge can be tested; To be able toaffirm the courage and performance of the students in the performancesituation; In the process of learning, students can judge their learningeffectiveness by reading their notes. This kind of authentic and effective assessmentcan improve students' confidence and stimulate their thinking ability.

Third, the participation of multiple subjectsin the assessment plays a promoting role in the overall development ofstudents. "Curriculum Standards" put forward that English teachingevaluation should adopt as many ways as possible. 1. English reading teachingshould combine teachers' assessment with students' self-assessment and mutualassessment, attach importance to the participation of multiple subjects, so asto stimulate students' comprehensive quality. In primary school, due to theyoung age of students, there are certain defects in self-assessment and mutualevaluation. Therefore, teachers should pay attention to the cultivation ofstudents' assessment ability. For example, after the completion of a scene, theteacher will evaluate all aspects, let the students know the strengths andweaknesses of the whole team, and then let them conduct self-assessment, letthem know their own strengths and weaknesses, and finally the teacher will makea summary of them. Such an assessment method can make the assessment objectsdiversified, can not only cultivate students' English confidence, but alsopromote students' all-round development.

Conclusion

In primary school English teaching,listening, speaking, reading and writing are the most basic, and reading is animportant link throughout English learning. In English teaching, readingteaching can better play students' advantages and promote students' learning.From the above research results, it can be seen that the reform of Englishreading teaching is very necessary. Situational teaching is a kind of teachingmethod which takes creating teaching situation as the main means. It combineswith students' thinking and is a kind of teaching method which constantlydevelops and improves the teaching of English reading. English teaching is notonly an important basis for English learning, but also an important link tocultivate English language ability and develop English language sense. Theapplication of situational approach to primary school English classroomteaching has made a beneficial exploration. This paper argues that situationalteaching is a new English teaching method. According to the content of Englishteaching, teachers should create a suitable teaching environment, so thatstudents can feel happy in the situation, so as to really improve thecomprehensive ability of English application.

Notes

1Elena, Domínguez, and RomeroEnvelope. “A Perception-Based Complement Approach to Digital Discourse inSpanish and English.” Journal of Pragmatics201(2022), 134-148.

2Meng, Yan, andUniversityS.P.. “Application of Situational Micro-Course in Oral EnglishTeaching.” Journal of Jiamusi Vocational Institute 12(2018), 3-7.

3张红莲“情境教学法在小学英语阅读教学中的应用探讨，”《课程教育研究》2019(4)，第179页。

4Fukuhara, T.. “SituationalApproach to English Teaching.” Language & Culture 9(1975), 61-78.

5刘君英“小学英语阅读教学中的情境设计与应用，”《新课程》2019(1)，第142页。

6纪立付“情境教学在小学英语阅读教学中的有效应用，”《基础教育研究》2018(24)，第56-57页。

7Liddicoat, AJ, and ScarinoA.. “Language Teaching and Learning as an Intercultural Endeavor.” BlackwellPublishing Ltd5(2013), 47-62.

8刘迎新“情境教学法在小学英语课堂阅读教学中的新生，”《新课程》2017(31)，第160-161页。

9崔静梅“在小学英语阅读教学中培养学生文化意识的实践，”《中小学外语教学》2021(4)，第6页。

10Zhou, Ting, and Xiao Jumei.“Study on the Teaching Mode of English Reading in Primary School from thePerspective of Reception Aesthetics.”Us-China Education Review 6(2019),252-260.

Bibliography

崔静梅“在小学英语阅读教学中培养学生文化意识的实践，”《中小学外语教学》2021(4)，第6页。

纪立付“情境教学在小学英语阅读教学中的有效应用，”《基础教育研究》2018(24)，第56-57页。

刘君英“小学英语阅读教学中的情境设计与应用，”《新课程》2019(1)，第142页。

刘迎新“情境教学法在小学英语课堂阅读教学中的新生，”《新课程》2017(31)，第160-161页。

张红莲“情境教学法在小学英语阅读教学中的应用探讨，”《课程教育研究》2019(4)，第179页。

Elena, Domínguez, and Romero Envelope. “A Perception-Based ComplementApproach to Digital Discourse in Spanish and English.” Journal ofPragmatics201(2022), 134-148.

Fukuhara, T.. “Situational Approach to English Teaching.”Language & Culture 9(1975), 61-78.

Liddicoat, AJ, and Scarino A.. “Language Teaching and Learningas an Intercultural Endeavor.” Blackwell Publishing Ltd5(2013), 47-62.

Meng, Yan, and UniversityS.P.. “Application of SituationalMicro-Course in Oral English Teaching.” Journal of Jiamusi Vocational Institute12(2018), 3-7.

Zhou, Ting, and Xiao Jumei. “Study on the Teaching Mode ofEnglish Reading in Primary School from the Perspective of ReceptionAesthetics.”Us-China Education Review 6(2019),252-260.