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【Abstract】This thesis studies context teaching in primary school English class， and mainly projects the teaching methods in primary school English class. The major purpose for this study is to let teachers be aware of the importance of context teaching， and carry out the context in the English classroom reasonably and effectively.
【Key words】context teaching； creation of context； English teaching in primary school
【摘要】本篇論文研究的是小学英语情境教学，主要描述小学英语情境教学的方法和过程。这项研究主要的目的是使广大教师意识到情境教学的重要性，并在英语课堂中合理有效地开展情境教学。
【关键词】情境教学；情境创设；小学英语教学
【作者简介】柳玉薇，河北省邢台市内丘县南赛中心小学。
In primary school English teaching class， the methods which are commonly used in the creation of context teaching are as follows：
A. Warming-up
English warming-up can not only help to build a closer relationship between teachers and students， to mobilize the enthusiasm of students’ participation， to make the children have a good review of their learned language knowledge， and also to make a very natural convergence to the language knowledge which is going to be learned， so it is the consolidation of old knowledge and the pre-set new knowledge. English warming-up can help to lay a good foundation for students’ study. The common English warming-up includes duty reports， the English riddle， the fast memory， the fast response， the freedom forum and English songs.
B. Using Visual Teaching Aids
Visual teaching aids include word card， stick figure and object which can help to create a context to English teaching.The following are how to use the word card.
（1） Listening to find words
a. Students prepare the word cards and teachers say any word， then students hold up the corresponding word.
b. Teachers say the name of a kind of something， and let students identify such an item and read the word card. This game can also be carried out in the group.
c. The teachers place word cards in the blackboard slot， and students work in pairs. The teacher says a word， and the student who first fingers to the picture can get a point.
（2） Word line
a. Students prepare for the corresponding word card and teachers read the word， then students according to teachers’ reading， place the card in order.
b. Teachers post the word cards on the blackboard with magnets. The teacher read the word， then students according to teachers’ reading， place the card in order.
c. Distribute to several students each card. The teacher read the word， the students holding the card should stand in front of the teacher according to the teacher’s reading order， and other students check whether the order is correct. This game can also be carried out in two teams simultaneously. （3） Listen to instructions and do the movements.
a. Teachers post some word cards on the blackboard.
b. The teacher reads the word， and the students point out the location of the word.
c. Make the action according to the word， such as run， jump， and so on.
C. Using Body Language
Body language has a strong expression， which has more help for students to receive English in the classroom. Teacher’s body language can be used in the whole process of teaching， and it has become a subtle emotional power. And body language includes eye language， face language and sign language.In the teaching process， if the teacher makes an action to teach something， the students can learn it quickly， and grasp it firmly.
D. Using Multimedia
Context teaching can be created by using multimedia， too.
Multimedia teaching is the most optimal way to achieve classroom teaching successfully. Multimedia teaching breaks the traditional teaching mode and establishes a new teaching model， which means using a modern text， images， video， and sound to create a teaching atmosphere. It can transfer new knowledge， strengthen all-round teaching and interactive foundation， improve the teaching quality， stimulate students’ learning interest and innovative thinking， and pioneer learners’ vision and knowledge.
E. Using Chant Teaching
Chant is a unique design in the primary school English teaching materials， which is closely linked to the words and sentences and gives students a more interesting way to learn. When teaching new words， teachers should use the chant including new words and sentences， and teachers’ pleasant reading and co-paced tempo can make students eager to learn those wonderful words and sentences.
In a word， context teaching could improve students’ learning ability and emotional quality which is significant for the development of quality-oriented education.
【Key words】context teaching； creation of context； English teaching in primary school
【摘要】本篇論文研究的是小学英语情境教学，主要描述小学英语情境教学的方法和过程。这项研究主要的目的是使广大教师意识到情境教学的重要性，并在英语课堂中合理有效地开展情境教学。
【关键词】情境教学；情境创设；小学英语教学
【作者简介】柳玉薇，河北省邢台市内丘县南赛中心小学。
In primary school English teaching class， the methods which are commonly used in the creation of context teaching are as follows：
A. Warming-up
English warming-up can not only help to build a closer relationship between teachers and students， to mobilize the enthusiasm of students’ participation， to make the children have a good review of their learned language knowledge， and also to make a very natural convergence to the language knowledge which is going to be learned， so it is the consolidation of old knowledge and the pre-set new knowledge. English warming-up can help to lay a good foundation for students’ study. The common English warming-up includes duty reports， the English riddle， the fast memory， the fast response， the freedom forum and English songs.
B. Using Visual Teaching Aids
Visual teaching aids include word card， stick figure and object which can help to create a context to English teaching.The following are how to use the word card.
（1） Listening to find words
a. Students prepare the word cards and teachers say any word， then students hold up the corresponding word.
b. Teachers say the name of a kind of something， and let students identify such an item and read the word card. This game can also be carried out in the group.
c. The teachers place word cards in the blackboard slot， and students work in pairs. The teacher says a word， and the student who first fingers to the picture can get a point.
（2） Word line
a. Students prepare for the corresponding word card and teachers read the word， then students according to teachers’ reading， place the card in order.
b. Teachers post the word cards on the blackboard with magnets. The teacher read the word， then students according to teachers’ reading， place the card in order.
c. Distribute to several students each card. The teacher read the word， the students holding the card should stand in front of the teacher according to the teacher’s reading order， and other students check whether the order is correct. This game can also be carried out in two teams simultaneously. （3） Listen to instructions and do the movements.
a. Teachers post some word cards on the blackboard.
b. The teacher reads the word， and the students point out the location of the word.
c. Make the action according to the word， such as run， jump， and so on.
C. Using Body Language
Body language has a strong expression， which has more help for students to receive English in the classroom. Teacher’s body language can be used in the whole process of teaching， and it has become a subtle emotional power. And body language includes eye language， face language and sign language.In the teaching process， if the teacher makes an action to teach something， the students can learn it quickly， and grasp it firmly.
D. Using Multimedia
Context teaching can be created by using multimedia， too.
Multimedia teaching is the most optimal way to achieve classroom teaching successfully. Multimedia teaching breaks the traditional teaching mode and establishes a new teaching model， which means using a modern text， images， video， and sound to create a teaching atmosphere. It can transfer new knowledge， strengthen all-round teaching and interactive foundation， improve the teaching quality， stimulate students’ learning interest and innovative thinking， and pioneer learners’ vision and knowledge.
E. Using Chant Teaching
Chant is a unique design in the primary school English teaching materials， which is closely linked to the words and sentences and gives students a more interesting way to learn. When teaching new words， teachers should use the chant including new words and sentences， and teachers’ pleasant reading and co-paced tempo can make students eager to learn those wonderful words and sentences.
In a word， context teaching could improve students’ learning ability and emotional quality which is significant for the development of quality-oriented education.