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Abstract Language learning has a characteristic of strong practicality, which needs practical application to complete the curing in a certain situation. The creation of a real situation is conducive to improving the efficiency of students’ language learning, and also conducive to the cultivation of students’ communicative competence. “English Curriculum Standards (2011 Edition)” explicitly pointed out that students should be encouraged to learn and use English to develop the ability of their comprehensive language application through observation, experience, practice, inquiry, participation, communication and cooperation or other ways in English learning process. Situational teaching can mobilize students’ learning enthusiasm in the largest extension, and cultivate students’ ability of English language communication. The authenticity of situational teaching is the most important in English teaching. The unreal situation is difficult to arouse students’ subjective thinking, and it is natural that there is no power of language communication. Over English teaching of the primary school, most of the teachers are trying to create situations and provide a variety of opportunities for students to perceive and practice language in class. Even though sometimes teachers have used physical objects, images and scenes to create the situations, the actual teaching effects are still not unsatisfactory. One of the main reasons is that teachers ignore the importance of authenticity in the creation of the situation. In view of this situation, four types of errors in the creation of authentic situations in classroom will be analyzed and effective solutions will be proposed in this paper combined with the concrete teaching cases in order to improve students’ ability of comprehensive language application and achieve the purpose of application.49274
Key Words: situation creation authenticity primary English life-based
摘要语言学习具有很强的实践性,它需要在一定的情境语境中,通过实践运用来完成和固化。创设真实的情境语境有利于提高学生学习语言的效率,也有利于培养学生的语言交际能力。《英语课程标准（2011 版）》明确指出，在英语学习过程中应鼓励学生通过观察、体验、实践、探究、参与、交流与合作等方式学习和运用英语，发展学生的综合语言运用能力。情境教学能最大限度地调动学生学习的积极性，有效培养学生的英语语言交际能力。情境教学所设置情境的真实性在英语教学中最为重要。不真实的情境难以引起学生的主体性思维，也就自然没有了语言交际的动力。在小学英语教学中,大部分教师都努力在课堂中引入情境,创设各种机会让学生感知和实践语言。然而,有时尽管教师利用了实物、图片和场景等创设情境,其实际教学效果却并不明显。其中最主要的一个原因是教师忽视了真实性在创设情境语境中的重要地位。针对这种现状，本文将结合具体教学案例，分析小学英语课堂中真实性情境创设的四类误区并提出有效的解决策略，旨在提高学生的综合语言运用能力,达到学以致用。
毕业论文关键词: 情境创设 真实性 小学英语 生活化
Contents
Abstract i
摘要 iii
Chapter One Introduction 1
1.1 The proposition of the question 1
1.2 The Significance of the creation of authentic situation in primary school English classroom 2
1.2.1 The embodiment of the pragmatic value of English 2
1.2.2 In accordance with the psychological and cognitive development of primary school students