Abstraction:

Situational Language Teaching is a language teaching method developed by British language teaching specialists between 1940 and 1960. In the situational language teaching, all words and sentences must grow out of some real or imagined situations. Thus, the meanings of the words are bound with a situation where they are used. Based on the characteristics of vocabulary teaching and analysis of some cases in primary English class, the author explores four situational methods: multimedia, games, music, contextual teaching methods and analyzes the advantages of situational teaching approach in vocabulary teaching for senior students in primary school.

Key words: situational teaching approaching; vocabulary teaching; primary school

摘要：

情景教学法是由英国教育专家在20世纪40年代至60年代发明的一种教学方法。在情景教学法中，所有的单词和句子都必须来自现实或想象的情景。因此，单词的意思与它所处得环境紧密相连。根据词汇教学的特点和小学词汇教学案例的分析，作者探究了四种情景教学方法：多媒体、游戏、音乐和语境的教学方法，并分析了情景教学对小学高年级词汇教学的促进作用。

关键词：情景教学法；词汇教学；小学

1. Introduction
1.1 Background
As we all know, vocabulary is the basic component of the language. Teachers and educators pay more and more attention to improving students’ ability of vocabulary teaching. “Vocabulary is one of the three main elements of languages: speech sounds, grammar and vocabulary” (Lin &Liu 2007:7). “If grammar is the bone of the language, vocabulary is the most important organ, flesh and blood.”(Hammer1991:153). Since it is not too long for primary schools to offer English classes, various problems have occurred in the teaching process, especially vocabulary teaching. Vocabulary is the basic unit of language, it plays a major role in the realization of the communicative function of language. However, in the teaching process, vocabulary became a headache problem in teachers and students minds. Because of the small amount of vocabulary and the beginning of studying English, students in Grade Three or Four have much fun in English, but when they are in Grade Five and Six, along with the increasing amount of vocabulary and learning tasks, mechanical methods of remembering vocabulary is difficult for the practical application of using language.  In addition, in vocabulary teaching, teachers are generally used to explaining and practicing, sometimes teachers just ask students to read or repeat the tape. Some teachers believe that the way for students to remember vocabulary is repeated loudly, this concept makes vocabulary teaching content knowledgeable in teaching practice, ignoring effective guidance to students, resulting in dull atmosphere in the classroom. Students feel boring and remember nothing. These do not comply with children's cognition and do no good to the promotion and overall development of students.