第一篇：英語專業畢業論文——英文歌曲歌謠在小學英語教學中的運用

B.A.Thesis for the Students of ChuXiong Normal University The Application of English Songs and Ballads to Primary English Teaching in

China

1.INTRODUCTION At present, most of Primary English teachers are using cramming teaching method to teach English.However, under the situation of cultivating the quality-oriented education, traditional cramming teaching method can’t meet students’ needs.That is because the personalities of the pupils are very different from those of middle school students.They are naughty, lively and active, paying less attention on teachers.Therefore, it is very important to discuss how to make pupils be fully involved in the English class and be interested in English learning.Basing on The Theory of Multiple Intelligence, Situational Teaching Methodology and the characteristics of elementary school students, this paper aims to find an effective way to teach English so as to strengthen students' learning interests and stimulate their curiosity for knowledge with the help of the English songs and ballads.I will also focus on illustrating the example of how to design and use English songs and ballads in Primary English teaching and aim to give some suggestions to the Primary English teachers so that they can achieve fruitful teaching.2.LITERATURE REVIEW To promote the effectiveness of students’ English learning , many experts tried their best to find some solutions to make pupils fully involved in English class and be interested in learning English.Among them, the researches about the theory of multiple intelligence and situational teaching methodology are the best representatives.B.A.Thesis for the Students of ChuXiong Normal University 2.1.The Theory of Multiple Intelligence The Theory of Multiple Intelligence was put forward by Howard Gardner, a psychological development specialist of America in 1983.Dr.Howard Gardner(1983)pointed that human intelligence is diverse rather than single, which is mainly made up of linguistic intelligence, logical-mathematical intelligence, spatial intelligence, body-kinesthetic intelligence, musical intelligence, interpersonal intelligence, self-awareness intelligence and naturalist intelligence.Everyone has a different combination of intelligent advantages.That is to say, teachers should develop students’ multiple intelligence to help pupils to fulfill comprehensive development.At the same time, the theory believes that teachers should learn to cooperate with pupils and use the cooperative teaching methodology which helps pupils to be fully involved in the English class, trains their learning interests and stimulates their curiosities for knowledge.Further to say, making pupils be fully involved in the English class is the basis of organizing class teaching, including rich and colorful teaching activities which can help pupils to develop multiple intelligence and fulfill comprehensive development.Thus, here comes the question: what can teachers do in order to help pupils develop their multiple intelligences?

The answer to this question is putting the concept of multiple intelligence into English courses to develop multiple intelligence curriculum modes and teaching plans which is the best starting point that using the theory of multiple intelligence in English teaching practice.2.2.Situational Teaching Methodology The Situational Teaching Method was established and prevailed in England from 1930s to 1960s.In the 1970s, it was introduced to China and well-known in the foreign language field.It is a way that teachers create some vivid projection drawings according to the passages, supplemented with vivid literary language to reproduce some scene 2

B.A.Thesis for the Students of ChuXiong Normal University presentations of the texts with the help of music which can make the students have the feelings of being personally on the scene.English Situational Teaching Methodology is based on the basic theory of situational teaching and achieve communication goals by creating situations and atmospheres of English learning.English Situational Teaching Methodology believes that teachers make full use of the images , creating the vivid situations, making the abstract form of language become vivid according to students' age characteristics and psychological characteristics and follow the law of reflection of cognition combined with the teaching content to create English language environment as much as possible and let the student come into contact with more English language and dominant behavioral ways in English.Then, why we use English Situational Teaching Methodology in English teaching, particularly in Primary English teaching? There are three theoretical foundations of using English Situational Teaching Methodology in Primary English teaching.On the first hand, it corresponds to students’ age characteristics and psychological characteristics.Students, especially Primary School students have a strong desire for learning English knowledge.On the second hand, English Situational Teaching Methodology does good in cultivating students’ emotions , enlightening their thinking abilities and developing their intelligences.The most important thing is that it is good for making classroom atmosphere active and vivid.On the third hand, English Situational Teaching Methodology can mobilize students' mental activities consciously, making students study English in a relaxing , happy and positive atmosphere.So far, we can draw a conclusion that using English Situational Teaching Methodology is an effective way in teaching.Therefore, to make Primary English teaching more effective, we may try to use English Situational Teaching Methodology in Primary English teaching.2.3.The Current Research Situation In China, under the situation of the quality-oriented education and curriculum revolution , Primary English teachers are trying their best to find some effective ways to 3

B.A.Thesis for the Students of ChuXiong Normal University make their classes interesting , active and vivid.Meanwhile, some teaching experts also do their best to find some solutions that can help Primary English teachers teach well in Primary English teaching.Lai Junping(2001)mentioned that students could benefit from using English songs in Primary English teaching in her thesis.Wang Qiang(2003)wrote a book called Teaching English in the Primary School from Theory to Practice..In her book , she has showed us that songs and rhymes are good for motivating children in learning.Ma Jingjing(2010)has done a research which focused on how to use English songs in English teaching in the Primary School.Although, those experts have done a lot of researches about whether using English songs and ballads in Primary English teaching is an effective way to make English classes worthwhile or not, each expert gave some one-sided ideas.Namely they can’t give comprehensive interpretations about the reasons, the functions and the strategies of using English songs and ballads in Primary English teaching.The key point is that most of them seldom show a vivid example illustration of using original English ballads to us and do some investigations to students who they teaches about whether they are interested in the class.This paper will mainly focus on showing a vivid example illustration of using original English ballads to readers and some useful measures to improve the situation will be put forward according to the result of investigations to my students in Grade 5 of YuXi No.1 Primary School.3.THE NECESSITIES AND FUNCTIONS TO APPLY ENGLISH SONGS AND BALLADS IN PRIMARY ENGLISH TEACHING

3.1.The Requirements of Primary English Curriculum Standard The new Primary English Curriculum Standard was promulgated by Ministry of Education in 2010.It pointed out Studying is not the outer control, but an inner 4

B.A.Thesis for the Students of ChuXiong Normal University embodiment.Studying process should be started from the pupil’s interest, life experience and the cognitive level.The pupils’ ability in using language should be developed.Therefore, the Primary English teaching which is under the idea of the Primary English New Curriculum Standard should be improved, then much emphasis should be placed on how to make students be the center of the classroom, and how to make the class more active.The Primary English New Curriculum Standard also suggested that the total goal of Primary English courses is to cultivate the abilities of students' comprehensive language application, and Primary English curriculum objectives are divided into two levels in the preliminary stage.At the first level, the Primary students are required to learn English from Grade 3.By the end of Grade 4, students are required to be able to sing 15 to 20 English songs and ballads or simple English poetries.At the second level, students are required to be able to sing 30 to 40 English songs and ballads by the end of Grade 6.3.2.Characteristics of Primary School Students There is a saying that interest is the best teacher.R.Gardner and W.Lambert find that the successful learners are those people who have both genius and great learning motivation in the second language studies.(Corder.S.P.1985)It seems to the English learners, especially young English learners, nothing but what they are really interested in can make them produce motivation and desire for studying English.That is because pupils who are at the age of 8-13 have strong curiosities about anything that they come into contact with.Generally speaking, pupils who are between 8 and 13 have less psychological burden, being filled with spirit of innovation and being eager to show themselves to others.They have strong desire to show off and want to be appreciated or praised.Therefore, pupils will think it is interesting and new that teacher teaches them to sing English songs and ballads in Primary English classes.Meanwhile, pupils not only have a strongly imitative ability and a good memory, but also have a 5

B.A.Thesis for the Students of ChuXiong Normal University strong thirst for knowledge.Nevertheless, pupils are active and lively, even paying less attention on teachers and doing anything that they want to do during classes, sometimes they break class discipline so that it is very difficult for teachers to seize pupils’ attention.Because they don’t like mechanically memorizing anything.Therefore, using English songs and ballads in Primary English teaching accords with the nature of the children and can help stimulate their learning interest.3.3.The Functions of Using English Songs and Ballads in Primary English Teaching 3.3.1.To Improve Students’ Interests As we all know that Primary School students usually like singing and pay more attention to playing.However, the main purpose of Primary English teaching is to cultivate students' interest in language learning.Applying English songs and ballads in Primary English teaching is one of the simplest and the most direct teaching methods.It gets rid of the idea of ‘teacher-center’ or ‘textbook-center’ in traditional Primary English teaching.It can help to improve class atmosphere and achieve active learning.At the same time, pupils can get a kind of achievement from English songs and ballads.Finally, they are interested in learning English.3.3.2.To Strengthen Cultural Knowledge of Students When the pupils appreciate English songs of different styles, they will have a lot of wonders about them.At the moment the teachers may show something about different culture, geography, history, ect.It is very necessary for pupils to understand foreign cultural knowledge, which may satisfy students’ natural curiosity about everything new besides strengthening their cultural knowledge.For example, when Christmas Day is coming, the teacher may teach some Christmas songs, like Jingle Bells , Silent night, Santa Claus is coming to Town, then tell the students some popular legend about Santa Claus and how the western people celebrate Christmas Day.3.3.3.To Improve Teacher-student Relationship

B.A.Thesis for the Students of ChuXiong Normal University English teachers may collect some relative materials which pupils are keen on according to pupils’ interests and hobbies, or motivate pupils to collect something that they are favorable to.Then teachers and students may share their materials and ideas each other , thus can create a harmonious atmosphere between teachers and students.It can also help to narrow the distance between them and make classroom atmosphere more active.Harmonious relationship is good for relieving pupils’ pressure in mind and make them relaxed.It does good to increasing the pupils’ enthusiasm and making them take part in class activities actively.It is also good for increasing the pupils’ desire to participate in learning and producing fruitful teaching products.3.3.4.To Improve Students’ Language Skills At the beginning of leaning English, primary students may have many difficulties in learning English.Because they have no real English language environment, it is very difficult for pupils to memorize the words, understand the meaning of the sentences and master grammars rules.If teachers teach pupils in traditional teaching methods that require pupils to memorize new words and new structures mechanically, the result is that most of the pupils will lose interest in learning English and be afraid of having English classes so that they won’t learn English well.As we all know that English is constituted by vocabulary, some words are difficult to memorize and can be forgotten easily.When we try our best to help pupils memorize English words in the process of singing English songs and ballads, they will recite them easily.That is to say, applying English songs and ballads to teaching pupils creatively, we will help pupils ease their burden naturally.English songs and ballads may help pupils in listening.Listening tasks are also important in Primary English teaching.English songs and ballads are good materials for pupils to practise listening.Using English songs and ballads are an alternative to the traditional listening comprehension.At the same time, English songs and ballads can 7

B.A.Thesis for the Students of ChuXiong Normal University even help pupils correct pronunciation and intonation.We have all noticed that children learn things better when learning is taking place indirectly.When children are singing English songs and ballads, they may be normally aware that they are enjoyable and having fun.Pupils may learn to sing English songs and ballads after tape recorder or their teacher naturally, thus there will be a great improvement in their pronunciation and intonation.In total, English Songs and ballads can help children with memorizing the new vocabulary, mastering the new structures, improving their listening comprehension ability and correcting their pronunciation and intonation.4.THE STRATEGIES OF USING ENGLISH SONGS AND BALLADS TO TEACHING ENGLISH IN PRIMARY SCHOOL

It is very necessary to put theories into practice for Primary English teachers.Primary English teachers may try to use English songs and ballads in Primary English teaching.Nevertheless, as an old saying: Look before you leap.It means that teachers should prepare very well.We not only have to use English songs in the textbooks, but also have to learn to create English ballads by ourselves.There are many English songs in PEP Primary English books.Therefore, Primary English teachers could try to make full use of them.I have been a trainee English teacher in No.1 Primary School of YuXi City for three months.In the beginning, when I taught them in traditional teaching method , I found that they didn’t seem to be interested in my teaching.They felt very tired and boring , doing whatever they wanted to do in the class.After class, I reflected on myself and did a lot of researches about some relevant teaching theories and teaching methodologies, I tried to use English songs in the textbook and created English ballads according to new expressions and structures in the textbook.After a period of time, I found that most of students could be 8

B.A.Thesis for the Students of ChuXiong Normal University involved in my class even though some of them were not interested in English class before.Next, I will share my ideas about how to teach Primary English with the help of English songs and ballads and give some suggestions to Primary English teachers 4.1.Using English Songs in the Textbook

In PEP Primary English book 5, unit 2, there is an English song named My Days of the Week.(The key words were in bold face type)

My Days of the Week Monday Tuesday , Wednesday Thursday Friday.Days for school, Days for School.Saturday and Sunday, Days for fun.Happy time, fun time, for everyone.”

4.1.1.Playing and Appreciating English Songs

For the purpose of setting a certain mood and relaxing my students, I broadcasted the English song once at the beginning of the class.Meanwhile, I wanted to draw back their attention from what they have done during playtime and to let the students know they were entering a different environment.During those first few minutes, I spoke to the students individually as usual.Then, I broadcasted the song once again and asked my students to listen to it carefully.After finishing listening to the song, I invited some of my students to share the main content of the English song and key words that they captured from the English song with us according to their understanding.Thus, I used the English song as a smooth lead-in naturally.And, it also helped my students to practise their listening skills unconsciously.4.1.2.Teaching Key Words and Lyric

To make the students understand the English song better , I firstly gave them the main idea of the English song.Then , I led them to circle key words , included in the lyric , and read the key words and lyric several times.Just remember that when we tell the students the main meaning of the song, we had better not translate it sentence by sentence and analyse grammars which are included in the song.4.1.3.Singing the English Song 9

B.A.Thesis for the Students of ChuXiong Normal University

Students are required to sing the English song sentence by sentence following the sound recorder or teacher teaches students to sing the English song several times until the students could sing the English song by themselves.But, we must bear it in mind that the teacher must prepare it very well before the class.If not, the class will be out of control.When I taught my students My Days of the Week, I didn’t prepare it very well before the class.Therefore, I sung the song out of tune.The students laughed at me all the time and the class was out of order.4.1.4.Encouraging Students to Make Performance.To make students master the song well, the teacher can organize the students to perform in groups.After the students could sing the song fluently, I organized them to sing the song in groups.I divided all the class into four groups and held an English Songs Contest.Competitions among groups were good for promoting the enthusiasm of the students.They took part in the activities actively so that they could get an honor for their groups.It was conceivable that the classroom atmosphere was very active.4.1.5.Evaluation and Feedback

Evaluation is a very important part of English teaching.Appreciation and encouragement have an extraordinary significance and function for students, especially for pupils who are willing to be praised extremely.When I had my class, I used to say with smile: ‘Don’t be nervous.’ ‘Try again.’ ‘Take it easy.’ ‘Never mind.’ When the pupils had a good performance , I said ‘Excellent.’ ‘You did a good job.’ ‘Well done.’ ‘You look sharp.’ and so on.In that way, the pupils’ tension will be eased, their confidence will be increased.It is worthy of being mentioned that it is necessary for teachers to give pupils some awards.Even though it is a sticker, pupils want to get it very much.It was my great honor that I was chosen to be an advisor of pupil’s English Community of YuXi No.1 Primary School..The members were those who came from different classes in Grade 5.As far as I was concerned that it was a good opportunity for me to check what they have learned during the class.So, I organized them to hold an 10

B.A.Thesis for the Students of ChuXiong Normal University English Songs Party, students from different classes could show their singing.Then, I awarded those pupils who were excellent and an honorary certificate to the most excellent class.From then on, they were very interested in my class and they tried their best to take part in the activities.To draw an conclusion that it is very necessary for teachers to give them evaluations and feedbacks immediately according to what pupils have done.It can enhance pupils’ confidence in speaking English.4.2.Using English Ballads Created by Teachers

As an result of applying English songs in the textbook to Primary English teaching, most of my students were interested in my class.Therefore, I tried to create English ballads by myself to teach Primary English.As far as I am concerned, the most important thing is that the English ballads created by teachers can be be more suitable for the students.4.2.1.Creating English Ballads in Accordance with Practical Teaching

To create one or more excellent and useful English ballads, it is vital for teachers to analyse the materials and contents well.At the same time , it is very necessary to follow some principles during collecting materials so that we can create some good English ballads.For one thing, materials that we are going to collect should be very easy and the music should be very wonderful so that pupils can understand them easily.For another thing, the lyrics that we collect which should be equal to students’ cognitive level.When we create ballads, teachers should consider learners' learning motivation, and learning attitude.In PEP Primary English book 5, unit 4, the topic is What Can You Do ?.When I taught my students new expressions in that unit.I firstly tried my best to analyse the text.That unit mainly focus on the expressions about what somebody can do.So, I tried to collect some useful expressions and some fashionable music that were fit for the theme , then on the basis of pupils’ cognitive level and text understanding.I created the ballad as following:(The key words were in bold face type)

The happy song Teacher: If you are happy and you know it，B.A.Thesis for the Students of ChuXiong Normal University Students: Sweep the floor.Teacher:If you are happy and you know it, Students: Sweep the floor.Teacher: If you are happy and you know it and you really want to show it ，Together: If you are happy and you know it, and you really want to show it , sweep the floor.Teacher: If you are happy and you know it, Students: Cook the meals.Teacher: If you are happy and you know it, Students: Cook the meals.Teacher: If you are happy and you know it and you really want to show it , Together: If you are happy and you know it, and you really want to show it, cook the meals.Teacher: If you are happy and you know it, Students: Clean the bedroom.Teacher: If you are happy and you know it, Students: Clean the bedroom.Teacher: If you are happy and you know it and you really want to show it ，Together: If you are happy and you know it, and you really want to show it, clean the bedroom.Teacher: If you are happy and you know it, Students: Water the flowers.Teacher: If you are happy and you know it, Students: Water the flowers.Teacher: If you are happy and you know it and you really want to show it ，B.A.Thesis for the Students of ChuXiong Normal University Together: If you are happy and you know it, and you really want to shoe it, water the flowers.Teacher: If you are happy and you know it, Students: Empty the trash.Teacher: If you are happy and you know it, Students: Empty the trash.Teacher: If you are happy and you know it and you really want to show it ，Together: If you are happy and you know it, and you really want to show it, empty the trash.4.2.2.Teaching Ballad by Showing Pictures and Doing Roleplay

The main purpose of creating English ballads is to make English class vivid and active.According to Situational Teaching Methodology and the Theory of Multiple Intelligence, I designed a lot of activities to make my class interesting and made all activities seem like games, not exercises.The teaching objective in unit 4, book 5 is to let students master these five expressions: sweep the floor, cook the meals, clean the bedroom, water the flowers, empty the trash.Therefore, the most important thing was that the English ballad which I created was to teach students new expressions in the forth unit.Therefore, I firstly used pictures to show these English expressions which are related to housework.Then, I designed some class activities to strengthen students’ words-memorizing.I took five objects: broom, pan, flowers, watering can, dustbin to the class so that we could use them to play the game named ‘Let’s do together’.We spoke out the expressions and did actions which accorded to the expressions.Because almost each student was interested in the objects that I took to the class.I invited some of students to go to the front of the class and do actions and I ordered the rest of the class to do actions following with the student in the front of the class and spoke out the expressions loudly.The students were very active and the class atmosphere war very harmonious.After finishing teaching them new words, I led them to practise those five 13

B.A.Thesis for the Students of ChuXiong Normal University expressions with the help of the English ballad which I created.As the lyric was a little difficult for students in Grade 5, I sung the song twice while the students only listened to me.They not only began to understand and to absorb the tune and the rhythm or hum the tune, but also practised their skills of listening comprehension.The key points of that English ballads was those five expressions.Therefore, I asked some of my students to tell me the key words and the main idea of this English ballads after listening to the English ballad.Then we did role playing games according to the lyric above.I ordered my students to shake their bodies after me following with the rhythm.They might think it amusing to behave like small children especially when I was performing along with the group.They were very exciting so that they looked forward to preparing a performance in front of the class in turns.Then , I organized pupils to practise the ballad in group 4.At last, I checked, inviting them to make a performance in front of the class in turns.Because of pupils’ competitive psychology, they were very active.By asking students to sing the ballad along with doing actions, students combined the abstract English words with daily housework so that they experienced the enjoyment and applicability of learning English in the process of making performance and singing the ballad.There was another example, once I helped another English teacher to have class of grade one at YuXi No.1 Primary School.I planned to teach pupils four new words about animals.Before the class, I prepared four animals pictures and created a very easy ballad.That is : Group one:

Pig pig, it is a pig.Pig pig, lu lu lu.Group two:

Cat cat, it is a cat.Cat cat, mew mew mew.Group three: Dog dog, it is a dog.Dog dog, wang wang wang.14

B.A.Thesis for the Students of ChuXiong Normal University Group four:

Cow cow， it is a cow

Cow cow, meng meng meng During the class, I taught them how to read four words with the help of pictures firstly.Then, we played the game named ‘little train’ to practise reading those four words.They liked that game very much.For those excellent students, I gave them stickers as awards.Then, I began to teach them the English ballad that I created to further practise those four words.I taught them to read the ballad and do actions.Finally, students were divided into 4 groups to do the role-playing and compete for top one.These words were a little difficult for students in Grade one, but when they made performance vividly, they remembered them quickly and easily.4.3.My Reflection and Suggestion of Using English Songs and Ballads in Teaching English in the Primary School

After the classes, I had some reflections according to students' performances.Firstly, I must admit that using English songs and ballads in Primary English teaching is an effective way.But, to improve my teaching effects, I designed a questionnaire and took a simple investigation on my classes.According to the result of investigation, there will be some suggestions about Primary English teaching.4.3.1.My Reflection of Teaching Results

Basing on the teaching results above, I took a simple questionnaire investigation about the effect of applying English songs and ballads to Primary English teaching on 220 students.After analyzing the investigation results, I found that almost every student including a few students who didn’t like English at all before thought that studying English with the help of English songs and English ballads was very useful.They liked this teaching method very much.They said that it made class very interesting , active and vivid.Meanwhile, appreciating music and being praised was the best enjoyment.They thought that they not only learned what they should learn, but also 15

B.A.Thesis for the Students of ChuXiong Normal University got a sense of satisfaction from teachers’ evaluations during classes.The most important thing was that they learned how to work with others and knew the importance of teamwork.4.3.2.My Suggestion of Applying English Songs and Ballads to Primary English Teaching

So far, we can make sure that English songs and ballads do play an important role in Primary English teaching.However, to achieve more active learning and more fruitful teaching, there will be some suggestions for Primary School, Primary English teachers and pupils.For Primary School: On the first hand, Primary School have to stimulate their English teachers’ enthusiasm of teaching and encourage them to try to use creative teaching methodologies.They may give those teachers who try their best to use creative teaching methodologies more awards as rewards.On the second hand, Primary School could update teaching aids, such as the sound recorders, more tapes on popular English songs, computers and multi-media devices and so on to make sure that Primary English teachers can use English songs and ballads in Primary English teaching conveniently.At last, Primary school had better provide Primary English teachers more training opportunities to improve teachers’ qualities.For Primary English teachers: they paly an important role and occupy the leading positions in Primary English teaching.Therefore, to apply English songs and ballads to Primary English teaching better, Primary English teachers need to improve their teaching skills as followings: In the first place, Primary English teachers should seize the opportunities to improve their qualities as soon as possible and strengthen their learning abilities by themselves so that they can use English songs and ballads in Primary English teaching well.It is very necessary for them to learn to use the sound recorder and the multi-media device.In the second place, they may learn to use interest-oriented teaching method in Primary English teaching.Of course, applying English songs and ballads to Primary English teaching is one of the interest-oriented 16

B.A.Thesis for the Students of ChuXiong Normal University teaching methods.Meanwhile, they had better learn to design more interesting games to use to make pupils be fully involved in the English class while leading pupils to practise English ballads that they create and learn to give evaluations and feedbacks to pupils immediately.In the final, Primary English teachers should learn to use body language while performing English songs and ballads to make English class vivid and give more encouragements to pupils as much as possible in order to make them have confidence in studying English and be interested in English class.For pupils: Most important of all , under the teaching idea of learner-center, pupils should cultivate their interest in English in order to be the masters of English class.In addition, pupils should listen to music as much as possible after class so that they can stimulate their music intelligence.Last but not least, pupils should fix their eyes on the teacher and take part in class activities actively during the class to accomplish the win-win situation of teaching and learning.5.CONCLUSION

In a word, English songs and ballads have an important effect on Primary English teaching.The teaching method of Using English songs and ballads is of great significance in the development of our English teaching and improving our students’ English proficiency.It can be valuable for developing certain capacities , but they can be more valuable if we exploit them creatively to teach vocabularies, new structures, practise listening comprehension skill and reviewing new knowledge.Especially using them to make classroom atmosphere more active and English class more interesting.It is the major goal of my paper to make English class active and vivid with the help of English songs and ballads.Basing on teaching theories and teaching methodologies, this paper have done a brief research about whether English songs and ballads are useful in Primary English teaching.After the concrete analysis of it, we can get an conclusion that English songs and ballads play an important role in Primary English teaching.They can not only help to create a harmonious atmosphere , but also make English class 17

B.A.Thesis for the Students of ChuXiong Normal University active and vivid and help to teach English smoothly.However, English songs and ballads are still ignored by Primary English teachers.They just like to teach in traditional teaching methods.However , traditional teaching methods are very boring and can’t meet pupils’ needs.Therefore, Primary English teachers should learn to use them well , and use body language and interest-oriented teaching methodologies as much as possible.At the same time, to make Primary English teaching fruitful, Primary school, Primary English teachers and pupils all should try their best to fulfill their tasks well.From what we have discussed above, we can draw the conclusion that this paper mainly focuses on showing some vivid illustrations to readers and giving readers some suggestions about how to apply English songs and ballads to Primary English teaching.I hope that this paper will be a little helpful.But there may still be some shortcomings in my paper, I will do some researches to multiply my paper in my future teaching.B.A.Thesis for the Students of ChuXiong Normal University

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第二篇：淺談英文歌曲在小學英語教學中的運用

淺談英文歌曲在小學英語教學中的運用

闕凌俊

摘要：新課程標準要求我們在英語教學中要積極開發教學配套資源,教學要有靈活性、開放性和拓展性、能讓學生在輕松的環境中優化學習方法。靈活運用歌曲教學于學生英語課 堂中,我們的英語課堂充滿魅力,課堂教學的有效性也會很大提高。本文旨在論述英文歌曲在小學英語教學中的運用的原因和具體的運用。

關鍵詞：英文歌曲；英語教學；運用

一、小學英語教學現狀

我國從20世紀60年代末，開始在小學開設英語課程。隨著國際交流的不斷增強，以及社會要求的不斷增加，英語課程在中小學教學階段重要性日益增加，英語教學規模也迅速擴大，越來越多的地區在小學開設英語課程。小學英語教學水平不斷提高，在課堂教學、課外

【1】活動、學生興趣培養等方面也積累了一些經驗。

小學階段的英語教學是入門性的教學，少年兒童在這個階段所學的知識和獲取的能力會影響他們的一生；小學的教育是基礎教育，基礎教育是提高整個國民素質和我國精神文明、【2】物質文明的重要環節，是發展整個教育工程的奠基石。因此，小學英語教學在學生的整個學習階段起著不可估量的重要。

從目前的小學英語教學現狀看，課堂教學上教師的“滿堂灌”，使學生學習英語的主動性受到壓抑，久而久之，學生會失去學習英語的興趣，而課堂上反復的英語單詞、語法、課文的練習，難免使學生產生厭學的情緒。而且，在課堂上，教師過分重視英語單詞的學習，而忽視了所學的英語知識與學生實際生活的聯系，英語教學缺乏一定的實用性。學生學會了英語單詞，卻不會解決與之有關的實際問題，甚至連基本的情境對話都無法進行,更別說是寫作文,從而造成了知識學習和知識應用的脫節,感受不到英語的趣味和作用。這對學生實踐

【3】能力和創新能力的培養是很不利的。

因此，在小學英語教學中，我們必須改變教學方法，創設情境，給學生提供不同的教育資源，運用互動、游戲、兒歌和故事等方法。怎樣吸引學生的注意力，激發學生學習英語的興趣，讓學生積極主動地學習，是優化課堂教學的關鍵。

二、采用英文歌曲進行教學的依據

（一）符合小學生的生理規律

加德納多元智能理論提出，人類至少擁有7種基本智能，音樂智能是其中的一大智能。音樂一節奏智能指的是個人感受、辨別、記憶、表達音樂的能力，表現為個人對節奏、音調、音色和旋律的敏感以及通過作曲、演奏、歌唱等形式來表達自己的思想或情感。音樂與語言是兩個密切相關的系統，人們對音樂的感知并行于人們對語言的感知，同時音樂感知會對語言的處理起到有力的支持作用。在小學英語教學中輔以說唱和演唱等活動，對培養學生的聽、說、讀、寫能力將起到意想不到的效果。

洛扎諾夫提出的暗示教學理論認為，當我們舒舒服服地沉浸于歌曲時,在我們身上就會同時展開著大量的生理和心理活動,這時候,精神狀態在形成,自由聯想在奔馳,觀念、情緒在起伏,創造力在活躍。這時候學到的知識記憶特別牢固,不容易遺忘。聽、唱英語歌曲可陶冶學生的情緒,刺激大腦,激活右腦神經,引起高度興奮,給學生帶來學習的快感。盡興唱又可激活主管抽象思維和語言的左腦,使其興奮。這樣左右腦交替興奮,不僅能夠使思維與語言引起共振,使口語流暢、自然,而且可以大大開發右腦的潛力,學生不會感到疲勞,反而感到頭腦清【5】晰、思路敏捷。

【4】

（二）符合小學生的認知特點

人類獲得知識最普遍的規律，是從感性認識上升到理性認識。將英文歌曲引入小學英語教學課堂，正符合從感性認識到理性認識這一認知規律。英文歌曲把語言知識融入輕松有趣的歌詞當中，將知識和趣味、抽象與形象有機結合起來，為學生提供更多的感性知識以及形象材料，有利于激發學生的學習積極性，喚醒學生學習的主動意識，并且在英文歌曲的學習過程中加深對語言知識的理解與鞏固，加強記憶；同時，英文歌曲歡快的旋律也為學生架起了從理性認識到感性認識的橋梁，使學生在課堂中保持高昂的斗志及濃厚的興趣。

英語教學與英文歌曲聯系起來,能使課堂充滿活力。語言的產生源于勞動過程中的音樂和節拍,音樂與語言有著天然的內在聯系,音樂的感染力能使英語學習過程變得輕松曼妙且易于接受。小學生喜愛音樂,他們聽覺敏銳又善于模仿,具有音樂的潛能,而音樂又是他們課外與英語接觸主要媒介。英文歌曲由于其內容豐富,旋律優美,歌曲本身容易激發學生的學習興趣,它既滿足了表達的需要,又兼顧了學習的需要;任何人都可以通過音樂加深節拍環境下的語言感受,了解歌詞中蘊藏的知識與魅力,體會異域文化的別樣風情,加深對語言的想象和理解。當學生能熱愛英文歌曲時,學習英語的興趣就會變濃,將其轉化為學習興趣和學習需要,也就有了可能。所以在小學英語教學中可以根據不同的需要,運用不同的方法在課堂中播放一些英語歌曲,以歌促學,寓教于樂,為學生創造輕松的學習環境,使學生更樂意、主動、積極地學習,從英文歌曲中得到遷移,找到捷徑。【6】

三、英文歌曲在小學英語教學中的運用

（一）運用英文歌曲，促進聽力教學

一直以來，聽力在對于大部分的英語學習者來說，都是最難掌握的。而在小學英語中，由于學習者的年齡特征，并且學生剛剛接觸英語，基礎薄弱，對英語聽力更加畏懼。

然而，歌曲以它優美的旋律、動感的節奏吸引著小學生，英文歌曲更能賦予原本枯燥無味的單詞和詞組以美麗感人的含義，再加上英文歌曲所特有的節奏和情感使英語語言的用法及內容比傳統的聽力教材更簡單一些，從而能被愛唱歌的學生輕松地接受及理解，并深深地印在腦海里。英文歌曲運用到聽力教學中，使學生們在學習的同時又獲得了音樂的享受，這符合小學生的特點，通過歌曲教學使學生嘗到了學習的樂趣，他們對學習產生興趣，就會使學習更有效率。【7】

（二）運用英文歌曲，強化學生詞匯學習

詞匯的學習是英語學習的重點。在英語學習中，小學生對單詞的音、形、義之間的聯系未能靈活地把握運用。現階段，學生最怕的就是記英文單詞、短語、和句型。英語歌曲可以輔助字母教學、詞匯教學、日常用語教學、句型和語法教學、文化教學。通過唱英語歌曲,易于激發學生的情緒和想象力,在無意識狀態下可以收獲較好的教學效果。也因此避免了學生在學習和記憶語匯時感到枯燥乏味。把難的單詞巧妙地編入歌曲中，既方便學生記憶，又避免了學生在記憶單詞時感到枯燥乏味，并引導學生有意識地從演唱中感知,直到熟練。

此外，可以根據單詞間的音，形聯系，把具有同一拼寫規律的詞進行歸納，根據學習遷移的心理特征編寫一些英文歌曲，幫助學生用舊詞記新詞。例如，用bike幫助記得Mike、like和mine的歌曲有：

Look at the bike It’s for Mike I like the bike But it isn’t mine

（三）運用英文歌曲，加強學生語音訓練

眾所周知，小學生在說英語，尤其在說一些較長的句子時，會出現說話不流利的現象，往往不能夠靈活運用，這是由于英語的發音部位、舌位、口型變化與普通話不同而引起的。而英文歌曲中有相當規范的英語口語, 在英語教學中,教師可以適當地選用一些英文歌曲對學生進行語音訓練。如可以利用歌曲等單詞幫助學生糾正和訓練雙元音、長元音等的發音。還可以利用一些節奏歡快、朗朗上口的兒歌民謠來糾正發音。歌曲時而快時而慢的節奏對發音的要求比較高,而歌詞連讀、略讀、重讀等現象的經常出現,對英語學習者的發音會有很大幫助,通過學英文歌來學英文,代替枯燥乏味的音標練習,能糾正語音,理順語法和詞匯,這對英語日常口語交流有很大的促進作用。

如PEP教材第二冊Unit 4中的歌曲《An apple a day》,歌曲優美,這首歌曲中An apple a day有兩個連讀,keep the doctor away中doctor away是兒化,只有準確把握連讀、兒化才能把歌唱準唱好,所以,平時這樣的歌唱多了,聽多了,學生自然就能習慣這些語音現象。

在教學中選擇曲調悠揚、吐字飽滿清晰的歌曲，作為學生模仿的對象，特別是加強學生對連音的模仿。這么一來，我們就可以利用英文歌曲提供原汁原味的英語，幫助學生練習地道、純正的英語發音。

四、英文歌曲教學的方法

（一）動作表演法

動作表演法是把歌曲的內容用體態動作或表情表現出來,即邊說邊唱邊做動作,例如在PEP五年級上冊教歌曲《I can help》時,搭配以下的body language:I can set the table.(兩手拍胸,然后做擺餐具的動作);I can sweep the floor.(兩手拍胸,然后做掃地的動作);I can wash my clothes and count one to forty-four.(做洗耳恭聽的動作,用手勢表示一到四十四);I can wash dishes and clean the bedroom.(兩手拍胸,然后做洗耳恭聽碗和打掃臥室的動作);There is so much I can do.(豎起大拇指);Now I can ask you?(指指其他的同學,然后打個問號)。

在教學歌曲的過程中同時結合TPR教學法，讓學生動起來，能更好的激發學生的學習興趣，調動課堂氛圍。小學生接受知識和信息主要是依賴于直觀的形象,所以,對小學生來說,理解歌詞大意,不能光憑口頭上的解釋和講解,而“表演”則可憑借一小部分感悟能力強,表現力好的學生來幫助大家把抽象的語言還原為“可以觸摸”的生活形象。(二)圖片演示法

圖片演示法主要是通過圖片來創設英語的情景形式以介紹或表達歌曲內容。通過邊看圖,邊聽錄音來理解歌曲的中心內容,同時感受歌曲的韻律與節奏,圖片是揭示詞語意義的重要手段。利用圖片揭示詞語意義不僅能防止過分依賴于漢語釋意,而且能培養學生在英語語境中直接理解和掌握詞語的意義和用法。

因而，圖片也是我們進行英語教學的一種有效手段，它很直觀，特別是那些色彩鮮艷，畫面清晰，生動活潑的圖片，可以將抽象、復雜的事物形象化，使課堂內容圖文并茂，聲形俱現，有利于激活學生的形象思維，激發學生的學習興趣，陶冶情操。

【8】

【8】

（三）錄音跟讀法

眾所周知，在培養學生聽說能力的過程中，錄音磁帶起著相當重要的作用。一方面我們可以讓學生通過聽錄音，訓練學生的聽力；另一方面，可以讓學生先聽錄音，然后跟錄音朗讀，從而讓學生掌握標準、正宗的英語語音；再其次，還可以通過錄音磁帶來檢查學生課后的聽、說、讀的作業，使作業有聲化、具體化、實物化；而且用錄音磁帶教學符合當前許多農村小學教育資金欠缺的實際情況。

【9】

錄音帶就好像是聲音的采集箱,其中匯集了各式各樣的音樂以及語音。在課堂上，錄音磁帶如果運用得當,可以豐富學生的聽覺經驗,使英語學習充滿驚奇與愉悅。在教授歌曲時,配上圖片，揭示內容意義,并通過錄音帶的抑揚頓挫,可以為教室增添活力,塑造一個生動活潑的學習環境；另外,多使用錄音帶,還可增強正確的發音,語調和糾正學生不妥的發音等。使他們在更加愉悅的氣氛中輕松學習英語。而且這種方法操作起來也非常簡單,教師只要準備好圖片和磁帶,適當的時候播放錄音即可。當然,這種方法更適合那些簡單、押韻的歌曲或童謠,學生在跟讀時不容易出差錯,例如下面這首英文歌曲: one、two、three I t's a tree four、five、six pick up sticks 這首英文歌曲篇幅短,沒有特別難的詞,在教學時可以采取欣賞跟讀———齊誦———朗誦的基本步驟進行,教師操作錄音機,讓學生一步步地學習,當聽到學生聽不太明白或他們的發音有誤時,適時給予糾正,然后繼續學習,直到他們熟練為止。

五、結語

我國小學英語教學中英文歌曲的運用適應國家提高全民英語素質，尤其關注小學生英語基礎的形勢產生。英文歌曲教學中音樂節奏和英語歌詞的融合對學生習得第二語言，在和諧氣氛中掌握英語語音、語調等起到極重要作用。教師通過運用英文歌曲能激發學生英語學習的興趣乃至熱情，促進學生在以后學習中學好英語。關于歌曲教學，前人在文獻中給我們留下了許多寶貴的啟發，聯系我國現階段小學英語教學現狀，我們認識到英文歌曲教學應該是個“整體系統工程”。在今后的小學英語教學中我們還必須堅持不懈地去探索研究，逐步完善英語歌曲教學，并且開闊眼界，讓英文歌曲在教學在小學英語教學中發揮越來越重要的作

【10】用，持續進步，穩步發展。參考文獻：

[1].李凌云.我國部分農村地區小學英語教學現狀調查與思考[D].華中師范大學，2003 [2]魯宗干.小學英語教師手冊[M].廣東：廣東教育出版社，2001 [3]李芳芳.兒歌在小學英語教學中的地位和作用[J].科技信息，2008，（17）：256-257 [4]龔 雯.淺談英文歌曲在英語教學中的應用[J].哈爾濱職業技術學院學報,2008,(3):89-90

[5]鄭 晶.寓教于樂——英文歌曲在高中英語教學中的應用[J].科技咨詢,2009,(1):184 [6]邵 玲.英語教學中實施教唱英文歌曲的實驗研究[J]．湖北教育學院學報．2005,(４): 123-125 [7]王瑞東.英語歌曲在英語學習中的輔助作用[J]．安徽農業技術學院．1997,(5): 85 [8]肖 萍 肖運祿.運用歌曲教學，提高小學英語課堂教學有效性.井岡山學院學報.2008，（5）：133-136 [9] 顏麗萍．錄音磁帶在小學英語教學中的利用[J].中國農村教育.2009，（2）：92 [10]趙 嫚．農村六年級英語口語教學中歌謠輔助運用[D].華中師范大學.2008

第三篇：《歌曲歌謠在小學英語教學中運用策略的的研究》工作報告

《歌曲歌謠在小學英語教學中運用策略的研究》

——課題研究工作報告

黃龍縣中心小學課題組

我和金竹葉老師都是黃龍縣中心小學的英語教師，自2013年12月向延安市教育教學研究中心申報立項，承擔微型課題——“歌曲歌謠在小學英語教學中運用策略的研究”的課題研究活動。2014年1月20日獲得正式立項。

在上級部門的領導下，在學校領導的大力支持下，在我和金竹葉老師的努力下，進行科學分工，團結協作，開拓創新，開展了卓有成效的工作，經過半年的研究，取得了一定的研究成果，現將研究工作報告如下。

本課題研究從2013年12月進入可行性論證，正式立項時間為2014年1月20日，從2014年1月20日至2014年6月進行正式研究運作，2014年6月底按預定計劃完成結題。

課題研究的內容:課題研究的總體內容有兩個方面：如何開發和利用小學英文歌曲歌謠？在什么情境下運用英語歌曲歌謠？是我們課題研究的主要內容。英文歌曲和歌謠是針對陜旅版小學英語教材中的Let’s sing 和Let’s chant 這兩個部分進行改編、整合和創新，同時還對一些適合編成歌曲和歌謠的單詞和句子進行改編。

本課題研究的方法主要有文獻研究法、調查研究法、試驗研究法、比較研究法、經驗總結法等。

課題組成員有：

組長：高彩霞 負責整合分析材料，實施課堂實驗研究撰寫教學案例和論文。

組員：金竹葉 負責教研過程中的材料采集；負責撰寫教學論文。

課題實施的主要過程

1、精心籌備，認真搜集與本課題相關的學習資料，確定定實驗班級。在校領導組織召開微型課題會議之后，更加提高了我們對本課題研究工作的認識，明確其研究工作的意義和目標，滿腔熱情地投身于研究工作中，我們經過商 討，明確分工，確定了實驗的班級，通過各種方法與渠道搜集與本課題相關的資料，全面的展開課題研究工作。

2、認真實驗與研究，不斷總結與反思，為確保課題研究的順利進行。自課題研究以來，得到了校領導的關注和重視，以及縣教研室的全力支持，我們課題組認真實驗與研究，不斷總結與反思，并將教研及課改工作結合起來，定期研討，解決課題中遇到的問題。

3、認真開展課題研究各階段的主要工作

（1）、我們通過網絡認真學習優秀課題的研究活動，通過學習提高了我們理論素養和課題研究活動的效率，更快地促進了本課題的發展。

（2）、我們關注學生英語學習過程的研究，通過對學生和教師的調查問卷、仿談等形式，隨時了解課題的進展和改進情況。

（3）、注重以課題為核心，開展教學工作。我們圍繞課題，開展了一系列研究活動。

（4）啟動階段：2013.1月至2013年12月，我們通過調查、訪談、分析我校學生英語學習的現狀，收集、比較有關兒歌教學方面的資料和文獻，為課題申請立項的可行性作準備。2013年12月 我們申請立項并于2014年1月得到市級教育教學研究中心的批準。

（5）實施階段： 2014年1月底本課題組制定課題組研究目標、內容和計劃，開始加大實施力度,進行課題研討活動，同時積極收集兒歌教學材料。我和金竹葉老師在此過程中，每人上了兩次次公開課進行研討，同時還邀請學校的英語老師參與聽評課活動，我們不斷搜集更多的英文歌曲和歌謠，籌備課題論文和教案集。

（6）總結結題階段 2014年5月底課題為了進一步落實完善課題研究，制定了下一步的工作計劃。6月4日我們分別上了一節匯報課，邀請校領導和全體英語教師參與次活動，同時積極整理和歸納課題研究資料并匯編了以下成果。撰寫課題結題研究報告，填寫《課題結題鑒定書》努力完成課題鑒定，保障課題順利結題。

課題研究的主要成果

（一）開展《歌曲歌謠在小學英語教學中運用策略的研究》的課題以來，我和金竹葉老師運用歌曲歌謠精心設計課堂教學，學生沉醉在英語歌謠和兒歌的濃濃氛圍中，學習興趣得到了有效地激發，課堂教學效益得到了顯著的提高。1.總結了一套“運用歌曲歌謠，輔助小學英語課堂”的教學模式

在日常教學中，我們初步探索出這樣的教學模式，其基本結構是：唱歌熱身---歌曲導入---新知學習---鞏固操練---角色表演----歌曲總結

2.結合本校教學和學生實際，搜集了不少適合小學英語教學的歌曲歌謠。

（二）通過本課題研究的不斷深入，全體英語教師和學生從中獲益頗多，尤其是激發了本校學生學習英語的熱情和興趣。

課題研究有效得激發了本校學生英語學習的熱情和興趣，提高了本校學生的英語成績。通過一學期年的實踐，使我們的英語教學受益匪淺。運用歌曲歌謠進行教學，改變了傳統的課堂教學模式，激發了學生在課堂上的英語學習潛能，學生成了課堂學習的主人，在豐富多彩的課堂、課外學習中，學生主動參與，主動探索，主動思考、主動實踐，隨處可見。在英語學習中，學生通過說說唱唱，跳跳演演，不僅得到了美的熏陶，又營造了濃厚的英語氛圍，還激發了學生學習的興趣，真正把課堂的時間和空間還給了學生。尤其是部分后進生在新的課堂教學模式下，也得到了成功的體驗，學習自信心得到了增強，課堂效果得到明顯提高。

實踐證明，運用歌曲歌謠兒歌，輔助農村小學英語教學的模式是可行且有一定實效的。

總之，自開展“歌曲歌謠在小學英語教學中運用策略的研究”的課題以來，我校英語教師和學生從中獲益匪淺，更多的英語教師開始在課堂上使用歌曲歌謠來輔助教學，師生自編歌謠的興趣和水平都得到了很大的提高，學生的英語成績也有了明顯的進步。

第四篇：英文歌曲在中學英語教學中的應用

淺談英文歌曲在中學英語教學中的應用

英語的教學過程，我們不僅只停留在知識層面上的教學，更重要的是讓學生感受到英語情感的教學。教師應以同情心，愛心，責任心，美感的體驗去喚醒學生的同情心，愛心，責任心，美感。學習英文歌曲對于英語學習有很多的有力影響。英語歌曲教學是一種藝術型教學方式，在英語教學中，適當地把英語歌曲引入課堂教學，不僅能消除疲勞，活躍課堂學習氣氛，激發學生學習英語的興趣和動機，而且能促進語言的輸入、內化和習得，從而培養學生自主學習英語的能力。

我僅從以下幾方面來談談如何運用英語歌曲來為我們的課堂服務。一 用英語歌曲作為導入，創設豐富的情景，同化學生的情感

例如，我們在講what do you think of game shows?這一單元時，為了激發學生學習英語的興趣，在上課開始前可以帶領學生聽一首與上課內容有關的英文歌If you are happy.在歡快的氣氛中放松心情，訓練學生的口語表達能力和對英語的興趣。而在學習It’s raining!這一課時，我們可以播放“How is the weather ?”這首英文歌來作為本課的導入，即自然，又能直接進入主題。也讓學生熟悉了詢問天氣的另一種表達方式，What’s the weather like ? 二 考試過后，用英語歌曲來激勵學生，給學生學習英語的信心

每次考試后，都有人歡喜有人憂，成績好的學生沾沾自喜，成績差的學生垂頭喪氣，我就給他們講歌手史蒂夫 旺德 的故事，鼓勵我的學生聽他的歌。在奧巴馬訪華歡迎儀式上，中國青年歌手組合羽泉與來自北京大學，清華大學中國大學生，以及正在北京語言大學學習的美國留學生，60人共同演唱了美國歌曲《That’s what friends are for》用歌詞傳遞我們中國人的熱情好客，奧巴馬手很放松的放在餐桌上，很愉悅的表情，這首歌銘記腦海是因為史蒂夫 旺德。早產的旺德出生后被放入暖箱，因暖箱供氧過量而永久失明，不過旺德從小就表現出對音樂的熱愛，11歲時便會演奏100多件樂器，還生出一副好嗓子，旺德佳作迭出，使他贏得了許多殊榮，其中包括25次格萊美大獎以及1984年憑借電話訴衷腸獲得的奧斯卡最佳電影歌曲獎，他的成就使我們汗顏，很多失敗的借口無言說出口，旺德的《That’s what friends are for》歌詞，Keep smiling, keep shining, knowing you can always count on me for sure.That’s what friends are for, for good times and bad times.I’ll be on your side forever.1 That’s what friends are for.(保持你的笑容，光彩煥發，請你相信，你永遠都可以依靠我 那就是朋友相處之道，無論是快樂時光還是苦難時刻，我永遠都在你左右，那就是朋友的相處之道)的寓意更是值得推敲，朋友，真心相持，肝膽相照，避風的港灣，給你一個時刻可以停靠的肩膀。

三 通過英語歌曲培養閱讀能力和口語表達能力

很多英語歌曲的歌詞很優美，通過學唱英語歌曲可以培養學生的閱讀能力和口語表達能力。譬如，在讓學生欣賞電影歌曲My Heart Will Go On時，教師可以事先準備好閱讀材料和相關的問題，讓學生帶著這些問題閱讀一篇介紹電影Titanic的文章，再讓學生在優美的樂聲中答題，最后要求學生用英語討論這部電影的情節，進行英語口語訓練。一另外，教師要注意選取恰當的歌曲，比如學生喜歡的、易于接受的、節奏歡快的歌曲，尤其是流行歌曲或電影插曲，效果更佳。四 通過英語歌曲學習語法

在語法教學中，若英文歌曲運用得當，也會收到事半功倍的效果。虛擬語氣是中學生較難掌握的一項重要語法項目。在語法教學中，如果英文歌曲運用適當會得到事半功倍的效果。如以“If You Are Happy”為例，這首歌曲可以進行真實條件句練習。這首歌中這種句子反復出現多次。學生通過自己的努力學習和訓練能夠得到他們所喜愛的英文歌曲的歌詞,滿足他們學有所用的要求，切身體會感受學習的成就感，激發學習動機，培養聽英文歌曲記錄歌詞的習慣，使英語學習和愛好結合起來。五 利用英文歌曲進行聽力訓練

學生在長時間的聽力訓練過程中，精神一直處于高度緊張的狀態，如不進行調節，教學效果就不會盡如人意。由于歌曲具有較好的精神調節的作用，所以我們如能適時播放一些優美的歌曲，學生的精神和情緒都能得到放松。當然聽歌并不是單純地放歌給學生聽。另外，如果學生不了解背景知識，不理解歌詞的內涵，并不能提高學生的學習興趣。聽歌之前教師可以先向學生介紹背景知識；可以將歌詞編成填空練習，讓學生填空；可以根據學生的水平自主決定哪些詞空出，一般是主語、謂語和賓語，學生聽完做完之后再核對；也可以再次放音讓學生進行自我校對，最后老師講解給出正確答案。如我們 2 在學習How was your weekend?這一節課時，可以選擇一首非常優美的英美歌曲“Yesterday Once More”來讓學生欣賞并在欣賞的過程中，填入屏幕中出現的歌詞的過去式。既緩解了學生學習的疲勞感又使他們感受到了英語學習的樂趣。六 英文歌曲的選擇

英文歌曲能為英語教學提供豐富多樣的資料。但以英語歌曲教學并不是很容易把握的，因此選擇恰當的英文歌曲對教學來說很重要。旋律要優美,要符合中國的社會文化形式；歌曲所傳遞的信息應易于理解；歌曲的詞句應非常清晰，能夠適合進行語言訓練；歌曲的內容應符合學生的水平或能滿足特定的教學目的；另外所選歌曲應是健康向上、教人自信自強、激發人們奮發向上的勵志歌曲。

總之，音樂可以增強英語學習的趣味性。歌曲不但是一種音樂形式而且是一種很重要的教育方式。把英文歌曲與英語教學結合起來，可以激發學生的學習興趣，陶冶情操，全面提高學生素質，是一個寓教于樂的促進英語學習的好方法。但英文歌曲在教學中只是一種手段,教師一定要運用得當。如今的教育只是一個選擇，即教會學生學會生存，學會學習，學會合作，這樣的教育必須是主體性和情感化的，可以說，重視情感教育已經成為全球教育發展趨勢，培養學生優良情感和健全人格，是素質教育的重要內容，幫助學生填補情感和技能的不足，教師任重而道遠，我們應該利用學科教學的主渠道，大力加強情感教育和訓練。還能使學生面對現代社會的壓力，學會做人，學會學習，學會競爭，勇于挑戰，勇于競爭，我們應努力把學生培養成有責任感，有愛心，有能力的新一代高素質的人才。

第五篇：淺析英文歌曲在英語教學中的作用

淺析英文歌曲在英語教學中的作用

近來選秀節目，比如我是歌手，中國好聲音，中國夢之聲等，出現了很多的英文歌。春晚上唱開門紅的“艾菲”，很有歐美范。無意間在課堂上聊到兩句，孩子們像是被點燃了，我的靈感若隱若現···最近幾月酷我里的歌單全換了，心里的想法越來越清晰。

作為教師，我深知，興趣是學習的動力。在平時的教學中造句都會刻意選擇學生感興趣的人和事。這下子對于自己一直覺得是重點卻不被重視，難以攻克的語音教學找到了秘密武器。以英文歌曲為突破口。最近幾周，實踐了下，結果讓人驚喜，與各位同行分享，希望拋磚引玉。

一，激發興趣

愛因斯坦說,興趣是最好的老師.因為人會主動尋找滿足他興趣的事物.聽音樂是孩子們的最大愛好。首先要潛移默化的培養孩子的國際視野和理解文化交融現象。布置的作業是羅列自己所聽歌曲中的英文元素。比如大張偉的這個feel倍爽；快樂頌中Don’t worry,be happy；改變自己中的最近情緒有點down，come on；S.H.E的super star和shero；阿悄just for it；王瑞琪We are friends等等，這些歌曲中總有那么幾句簡單的英文混搭，時尚又活潑，學生們很喜歡，關鍵是能聽懂一下子讓他們體會到學為所用，積累了成功經驗，對英語的興趣更濃烈了。二，規范語音

我個人很嚴重的存在單音準確，發音技巧不夠的缺陷。看電影不覺得，但學唱英文歌總是跟不上詞，讓人懊惱又慚愧。因此，我想讓我的學生一開始就練習更標準的語音，能注意到語音，語調，語速以及連讀，弱讀，同化，失去爆破等發音技巧。第一，標準的發音增加自信。第二，發音技巧在聽力考試中會有直接影響。比如上次測驗最簡單的tell us，about you，and a stem 的連讀，學生一點沒聽出來。三，豐富課堂

面對高考即將改革，政策“三年早知道”，三年后高考整體減分，但聽力提高到40分，語音關成了當前最應重視的教學環節。語音教學工具之一，當屬歌曲。而且英文歌還可是當成語法教學列子，比如我是歌手第一期，林志炫的making love out of nothing at all讓愛一切成空歌詞

I know just how to whisper and I know just how to cry I know just where to find the answers and I know just how to lie I know just how to fake it and I know just how to scheme I know just when to face the truth and then I know just when to dream And I know just where to touch you and I know just what to prove I know when to pull you closer

and I know when to let you loose這段歌詞排比式出現特殊疑問詞+動詞不定式的結構，讓人過目不忘。另外課堂中歌曲的節選，能活躍課堂氣氛，豐富教學手段，讓課堂更貼近生活和時代特點有利于建立民主平等的師生關系。四，終生學習

作為一名英語教師，K歌不會一兩首英文歌，自慚形穢。而且教師作為普通人也會有愛恨情仇的情感，音樂是很好的表達和宣泄。現在的我，特別想學唱歌。課堂上露一手，還怕我們的愛徒不佩服，不欣賞嘛，有了欣賞和佩服，你的課堂不必維持秩序，因為你的精彩一定讓你的課堂更出彩。講臺是我們的舞臺，我們既然站在舞臺中央，就不能辜負自己辜負“觀眾”。以上是我最近英語教學的小心得，特別想與大家分享，不當之處，還望不吝賜教。