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即：Basketball is Bruce’s favorite sport, on which he spends much time. What’s more, news came that the superstar Jordan would come to visit our school before the end of last term. Naturally, Bruce got lost in it. 学生听了这一番背景介绍，就会情不自禁地说：“Oh, that’s the reason why he failed the exam.”在此基础上，再去讲解例题中的虚拟情境就容易得多。 2．利用图片、音像资料创设情境。多媒体技术的推广和使用为英语课堂教学开辟了新天地，其音像效果更是将枯燥的语法知识讲解转化为生动的生活情景，使课堂活动栩栩如生，让学生在逼真的生活空间中领悟英语语言的魅力和语法知识的内涵。分词的用法一直是高中学生的难点，特别是有关Verb-ing与Verb-ed的区别总是教学中的重点。其实，在学生了解了分词的基本用法和特点之后，教师可以制作动画创设情境。情景1：人民公园的一角，一位老者独自一人坐在长凳上，一阵秋风拂过，树上的黄叶纷纷落下；看着徐徐下落的秋叶，老者不由叹息一声。不一会儿，地上一片金黄。就在此时，一位身穿环卫服的中年妇女拿着扫帚奋力地扫着地上厚厚的落叶。当学生都被画面情节深深吸引时，教师可以提问：Q1. How do you think the old gentleman feels? Why? 学生回答：S1: He looks a bit upset because of the falling leaves (or: when he sees the leaves falling with the wind). 教师接着问：Q2. What is the woman cleaner doing? 学生又答：S2: She is sweeping the fallen leaves. 由于动画效果形象地展示了树叶在不同阶段的形态特征，学生很自然地从中领悟falling与fallen的语用差异。从而推导出：从时间的维度上看，Verb-ing通常表示正在发生的事，具有动态特征，相反，Verb-ed一般用来陈述业已发生的事，具有静态特征。情景2：画面中一对父子正在做游戏并进行对话。——Father asked：“Have you worked out the puzzle which is puzzling?”---“I don’t understand what you are saying,”answered the little boy, looking puzzled. 父亲幽默的问话和儿子困惑的表情将puzzled（与逻辑主语之间存在动宾关系）与puzzling（与逻辑主语之间存在主谓关系）的差异表现得淋漓尽致。 3．利用实物创设直观的情境。实物是最常见的直观教具。实物的运用，打破了时间和空间的限制，使学生坐在教室里就可以认识客观事物。例如：借助破杯子、坏了的玩具来介绍形容词broken；用一杯水来体现a cup of；把几样东西放在不同的位置来体现in、on、under、behind等一些介词的含义。再比如：利用照片上人物的位置关系来教授定语从句。Q1: Who is the woman that is sitting between Tom and Roger? S1: She’s Miss Lin, who is our head teacher. Q2: Which is your younger brother among the students in the picture? S2: The boy whose hair is quite long is my younger brother. 教师通过实物这个直观教学手段，加上自己的语言表述和学生的角色扮演，形成交际的模拟情境和气氛。通过在设计的情境中进行语言操练，让学生在轻松、愉快、和谐的气氛中掌握所学语法知识。 4．通过师生的角色表演创设情境。课堂上让学生表演自己编排的小品常常能起到意想不到的教学效果。学生在准备、参与的过程中会充分体现教学目标，以亲历亲为的感受去领悟语言语法知识。例如：在教授动词时态课上，我让一组学生表演某同学上学迟到并且在公交车上又坐过站的经历，其他同学根据他们的表演遣词造句，并提示学生注意正确使用动词时态。下面列出一段较好的描述：He got up at 7:15 this morning. Being late for school, he hurried downstairs and rushed into a bus without having breakfast. On the bus, two women were talking happily in a loud voice. While he was wondering how to explain to the teacher, the two women continued their talk, which made him a little upset. When he was about to stop them, one of the women stood up from the seat which he had been expecting to take since he got on the bus. The speaker’s voice informed the passengers of the next stop “the People’s Square” and the woman got off immediately. He seated himself on it as quickly as he could and the bus started again in a minute. As he was enjoying the feeling of having a seat, the words “the People’s Square” occurred to him. All of a sudden, he jumped up from the seat, looking so worried and regretful, because “the People’s Square” is also his destination stop. 学生随着故事的发展，顺利地完成情节介绍，并多次用到动词的不同形式。在完成了教学任务的同时也让其他同学在真实环境下对动词的变化形式有了全新的认识。再如，在教授直接引语和间接引语这一知识点时，可以让三位同学进行表演（教师也可参与其中）。 Dialogue 1: Student A (talking to Student B): Will you come here to attend Christina’s wedding next Saturday? Student C (asking Student B): What did she say to you? Student B (answering Student C): She asked me if / whether I would go there to attend Christina’s wedding the next Saturday? Dialogue 2: Student A: I am staying here today. Student B: Sorry? I could not hear you clearly. Student A: I said that I was staying here today. Dialogue 3: Teacher: We must not fall for that kind of trick. Student A (aski