A Feasibility Of Multimodal Experience Of Situational Teaching Of English Grammar In Senior High Schools

Grammar teaching has been the important part in English teaching for many years. Teachers have taught English with traditional methods all the time. Meanwhile it has made some achievements, there also exists many problems like being unable to use English properly. In recent years, many experts scholars and teachers have realized the seriousness of the problem, so there appeared some new teaching models and techniques. For Chinese students, English is foreign language or the second language, so grammar learning is necessary for them. But the attitudes for grammar's role or place in English teaching have changed; from English teaching is the same as grammar teaching to grammar teaching gives services to English teaching. Now the problem teachers meet is not whether to teach English grammar, but how to teach it effectively and how to arouse students'interests in it. The thesis mainly states the position and principles of senior high school English grammar teaching, of situational teaching which was put forward in Constructivism and Communicative Approach Teaching and advantages of experiencing teaching and discusses the possibilities of integration situational teaching with experiencing teaching. It also tries to find a better way to teach grammar—to improve the students' consciousness grammar form meaning and use. The author records and analyzes three grammar teaching classes in situation with students'experiencing in detail, and the three classes all get good results. Thus we can know that it is possible to integrate situational teaching and experiencing teaching. Therefore we explore a new grammar teaching method which is to let students have multimodal experience (experiencing listening speaking reading writing and translating five skills). Meanwhile the paper states the factors which should be taken into account when teachers design the situations.