结构—情景—交际教学法（Structural,Situational and Communicative Method）教学法（简称ＳＳＣ） 的关键是教师要精心设置一种较丰富和自然的供学生进行语言实践的情景，使新学的语言结构能被融合到学生 已有的英语知识结构中去，化为自然的交际能力。我是分成四个步骤进行尝试的。
    第一步：展示材料。教师运用不同的教学手段向学生展示语言材料及其主要语言结构，利用复习旧课或设 计情景导入新材料，让学生能直接感知语言信息，化难为易，尽力少用母语或不用母语。例如：
    ＪＥＦＣ教材第一册Lesson 5新句型Are you…（人名）？教师可让学生先复习How are you?I'm fine.然 后问学生"Are you fine?"学生作出反应后即可导入新课Are you …（人名）？无需解释，学生便能作出答复。
    在教Lesson 41新句型It's a picture of my family.和What's the name of her cat?时，教师可用图片 让学生复习，如：T:What is this?S:It's a picture.然后教师自问自答What picture is it?It's a pictur e of a girl.再换上图片让学生模仿着说It's a picture of a boy(a student,a teacher,a classr ?以此引出又一新句型What's the name of her(Kate's)cat?
    教Lesson 79新句型There be…in…时,教师先让学生根据课本中的图片说，"A picture is on the wall. A river is in the picture.A boat is in the river.Some hills are in the picture,too."然后教师指图 引出新句型There isapicture on the wall.There's a river in the picture.There's a boat in the rive r.There are some hills in the picture,too.学生不难理解其中意思。
    第二册Lesson 9出现形容词的比较级，教师可利用教室内学生所熟悉的情景进行新课教学，如指着黑板上 的课题The ninth lesson教师说，"The third word is longer than the second one.The second word is l onger than the first one."又可指着学生的课本说,"Your English book is bigger than your Chinese bo ok."还可指班上的学生说，"A is taller than B. B is taller thanC."等等。用这种方法教学，学生会不知 不觉地了解和学到新的知识。
    在教ＳＥＦＣ教材第一册Lesson 5时，教师可以通过课文中的图片或幻灯与学生进行对话来展示新课内容 、生词及习惯用语。例如：
    （教师先出示图片。）
    T:Now look at the picture.What's this?
    S:It's a lab.
    T:What's this?
    S:It's a basin.
    T:Yes,it's a washbasin.
    (板书basin。)
    T:What lab is it?
    S:It's a chemistry lab.
    T:Have you ever been in a chemistry lab before?
    S:Yes.
    T:Can you go into the chemistry lab without a teacher?
    S:No.
    T:That's right.Going into the lab without a teacher is not allowed. （板书allow并解释The w ord "allow" means "let sb.do or let sth.be done".然后要求学生用该生词来回答教师的问题，看他们是否 理解其意。）
    T:Can we come into the lab without a teacher?
    S:No,we are not allowed to come into the lab without a teacher.
    T:Can we copy others'homework?
    S:No,we can't copy others'homework.
    T:Can we talk in class?
    Can we go out of the classroom before class is over?
    Are you allowed to sleep in class?
    Are you allowed to be late for class?
    T:Are you allowed to touch anything if your teacher doesn't tell you to do?
    S:No,we're not allowed to touch anything if our teacher doesn't te
    T:Right.Don't touch anything unless your teacher tells you to.
    (板书unless并解释It means "if not".)
    T:What do you do in the chemistry lab?
    Do you make an experiment there?
    S:Yes.
    (板书experiment并解释It means" a careful test done to see whether sth.is true.")
    T:What should you do when you have finished your experiment?
    S:We should put everything back in the cupboard and tidy the lab.
    (引出生词cupboard.)
    T:What should you do at the end of your experiment?
    S:We should wash our hands.
    T:Yes,you should wash your hands with soap.
    (引出生词soap.)
    T:What should you do before you leave the lab?
    S:We should turn off the lights and close the windows.
    T:Yes,you're right.The electricity should be turned off and the windows should be shut.
    (引出生词electricity,shut.)
    通过看图问答，为学生展示了新的知识，扫除了障碍，在问答中所用的词汇和语言与课文中的语言又是那 么接近，学生通常是很容易理解和掌握的。
    第二步：结构操练。学生在教师的指导下，通过听力反应，句型转换，对话练习等形式，尽快熟悉语言结 构。例如：
    JEFC第一册Lesson 19出现肯定句和疑问句That's a car.和Is that a car?教师可手持图片和正反面写有 “。”和“？”的小卡片，让学生模仿教师看图说话，然后教师可出示不同的图片或实物让学生通过操练，熟 练掌握该句型的结构。
    第一册Lesson 37出现不同人称代词的一般疑问句Are you …?Is he(she)…?Are they…?教师可利用一幅 画中有一男孩和一女孩的图片让学生操练各种问句。如教师先说出答句是Yes,they are.学生则可提出Are the y students?Are they in class One?Are they eleven?Are they in different classes?Are theyfriends?等 等一般疑问句。又如教师说No,he isn't.学生则可提出Is that boyLiLei?Is he on duty today?Is he new?I s he in our class?Is he at home?Is he a teacher?等等问句。这样让学生根据一个答句提出不同的问题， 不仅使他们掌握了语言的结构，更训练了他们的思维，达到在轻松愉快的学习中灵活地掌握知识的目的。
    第三步：情景操练。情景需要语言，语言应当从情景教起，教师让学生通过带有各种情景的对话、故事、 游戏等操练语言结构，置身于正确使用语言结构的场合，在情景中操练句子结构，培养起用外语思维的习惯。 例如：
    在教第一册Lesson 17 句型What's this in English?It's …时，教师可请学生利用课桌上、书包里，教 室里及学生周围的实物进行情景问答，可以一个接一个

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