Abstract Vocabulary, as one of the language elements, is very important to English learning, especially for primary school pupil. However, the effectiveness of vocabulary teaching is still unsatisfied in recent years. Many pupils have troubles in memorizing and applying the new words. They are poor at performance in English expression. However, the traditional English vocabulary teaching methods neglect the importance of situation, causing the lack of vitality in classroom teaching, which would seriously weaken students’ learning interests. Many English specialties have been seeking for efficient ways to teach English vocabulary. The significance and feasibility as well as the design of situational teaching mode applied in primary English classroom teaching are illustrated and explored in this thesis. 61300

Keywords: vocabulary teaching; situation design；primary school English; learning strategy

摘要词汇是语言的要素之一。对于英语学习，尤其对于小学英语教学的重要性不言而喻。然而近年来，英语词汇教学的效果并不理想。许多学生在英语学习中还存在单词记忆不牢、用词不当的，以及语言运用能力低下的情况。而传统词汇教学模式往往忽视了单词运用的情境，导致课堂词汇教学缺乏活力，从而严重影响学生学习英语的兴趣。许多专家不断地探究英语词汇教学方法，情景词汇教学法成为其中的有效方法之一。本文论述了在情境教学模式的在小学课堂教学中的重要性和可行性，并探究了情境教学法在小学英语词汇教学中的应用。

毕业论文关键词：词汇教学；情境创设；小学英语；学习策略

1. Introduction 1

2. Literature Review 1

2.1 Situational teaching at early stage 2

2.2 Study on the situation-based vocabulary teaching 2

3. The significance of creating situation in vocabulary teaching 3

3.1 To arouse pupils’ interest 4

3.2 To improve pupils’ usage of vocabularies 4

3.3 To reinforce the relationship among vocabularies 5

3.4 To consolidate and reproduce vocabularies effectively 5

3.5 To cultivate students’ potential in learning vocabulary automatically 5

4. The design of situational vocabulary teaching in classroom 6

4.1 Leading in 6

4.2 Presentation 8

4.3 Practice 10

4.4 Extension 10

5. Conclusion 10

Works Cited 12

1. Introduction 

Vocabulary is one of the language elements and it is very important for English learners, especially for primary school pupil. Wilkins, a famous linguist once said: Without grammar very little can be conveyed; without vocabulary nothing can be conveyed (1998: 67). 

A large number of vocabulary can lay a solid foundation for students’ learning of phrase and discourse. Also it can develop students’ language sense and strengthen their comprehensive language performance from the aspects of the school English teaching and the requirement of daily life. 

Generally speaking, vocabulary should be taught from six aspects: pronunciation, meaning, spelling, part of speech, usage and collocation. That indicates vocabulary will be meaningful when they are in phrases or sentences. Vocabularies are usually taught isolately without situation in the traditional pedagogy. Therefore, many pupils can’t grasp the usage of the new words. They will become very upset when they read the teaching material with too many new words. They feel stressed when they are required to apply those words into the communication and interaction in their English expression. So polarization among the pupils is an inevitable trend in such kind of circumstance. Compared to students who can master these vocabularies, those who can’t apply or even have difficulty in memorizing the new words, will gradually lose their interests and confidence in English learning. On this occasion, it is essential to improve the mode of vocabulary teaching. Situational vocabulary teaching is an efficient method, which is favored by many specialists. Teaching vocabulary in situation can help students perceive the significance and usage of the new words. And learning vocabulary in situation can facilitate students’ language input. Consequently, teachers should manage to activate students’ learning initiative by teaching new words in different situations so as to enable them to learn English voluntarily.