Abstract: Situational teaching method refers to a kind of teaching method that in the teaching process teachers purposefully use various means to create situations consistent with the content, so that students in a specific, real situation understand the knowledge and construct meaning, so as to obtain the language knowledge. This article analyzes the case of junior middle school English reading class, aiming at discovering the role of situational teaching method in junior middle school English teaching. Meanwhile, it explores some shortcomings in the application of situational teaching method and points out that teachers can make full use of multimedia, games and stories to create situations related to the text closely, to cultivate students’ interest in learning English so as to improve the efficiency of English teaching.

Key words: Situational Teaching Method; Junior Middle School; English Reading

CONTENTS

Abstract

摘要：

1. Introduction of Situational Teaching Method1

2. Literature Review.1

  2.1 Definition of Situational Teaching Method

  2.2 Development of Situational Teaching Method

  2.3 Theoretical Perspectives on Situational Teaching Method

2.3.1 Second Language Acquisition Theory

2.3.2 Cognitive Learning Theory

3. Case Analysis of Situational Teaching Method in Junior Middle School English Reading Classes5

  3.1 Adaptations of Situational Teaching Method

    3.1.1 Emphasizing on Meaning Instead of Facts

    3.1.2 Stimulating Students’ Study Interest

    3.1.3 Increasing Students’ Ability of Independent Study

    3.1.4 Enhancing Students’ Ability of Cooperative Study and Interpersonal Skills

  3.2 Problems and Suggestions for Situational Teaching Method in Reading Teaching in Junior Middle School

4. Conclusion.11

Bibliography12

Acknowledgements13