英语专业基础英语教学中的思考（共5则）

第一篇：英语专业基础英语教学中的思考

英语专业基础英语教学中的思考

【摘要】基础英语作为英语专业核心必修课程，其重要性不言而喻。然而，随着时代的发展，该课程也存在一些不足应当引起重视，本文基于笔者两年基础英语教学的经验，总结该课程存在的相关不足，从教师和学生角度提出如何共同教和学好该课程。

【关键词】英语专业 基础英语教学 反思

一、引言

基础英语课程是英语专业的核心课程，该课程着重培养英语专业生听说读写译各方面能力。是英语专业大学生前两年必修重点课程，其以教学时段长，教学课时多，课时密度大，学分占据多为主要特征，学生也能引起重视的课程之一。不同的院校，这门课程有时也被称为“精读教程”或“综合英语教程”。在过去的长时间段里，各学院的老师对此课程也是十分重视，然而时代的发展也使得这门课程在发展中存在一些问题。

二、教学配套设施跟不上

教学硬件配套设置在教学中发挥的作用不容忽视，传统的黑板板书俨然不能跟上快节奏，信息爆炸时代的发展和需求，传递的信息量也非常有限。多媒体的放映更快捷便利，有利于大量信息的传递。传统的板书显然无法传递图片，音频和视频类型的文件，无法引起学生视觉听觉的冲击，不能很好的激发学生学习的兴趣和热情。而时代的发展使得多媒体教学引领时代潮流，从多方位传递知识和信息。借助此设备，教师可以要求学生单独或者小组进行多媒体课件的汇报，从而达到教学模式多元化，也能促使学生在课件制作中学习知识，获得信息，加强团队合作能力。然而还有一部分大学基础设施没有跟上时代的发展，还停留在黑板粉笔时代，这无疑影响了教学的时代性和有效性。

三、师资力量方面

师者，所有传道授业解惑者也。身为英语专业教师，自身的素质对于教学质量的保证和学生学习热情起着十分关键的作用。英雄不论出身，这并非毕业院校是决定因素，名牌大学毕业的教师不一定自身造诣高，而一般学校毕业的教师修为不一定差。基础英语是综合课程，对专业教师听说读写译各个方面都有一定要求。试想下，教师自己发言不标准，如何听懂学生的表达，更谈不上帮助学生纠正发音，又如何能清晰有效地传递知识？假如教授这门的教师自身语法知识不过关，那如何应对课文中长难句分析及课后练习中语法知识讲解部分？然而，在一些高校中，这门课程的教师素质良莠不齐，并非得到严格把关。甚至在一些高校由于这门课程教学任务繁重，一些能胜任的教师互相推脱。此外，一些教师自己和学生在课程中的角色定位不足，导致教学的滞后性。当今社会对教师的基本要求是终身学习者，并随时应对社会发展形式进行教学上的改进，对经济发展输送优秀人才。教学改革强调的是教师的角色应该是引导者，而不仅仅是知识的教授者。在课堂中，教师应当积极培养学生自主能动性，从而进行高效地自我学习，同时也要注重教学内容和形式的时代创新性和知识传递性相结合。再者，一些教师自身对基础英语课程认识十分不足，仍然按照高中填鸭式的将知识一股脑灌入。对于从未教过这门课程的教师应该认真研究此课程的教学目标和教学要求，结合听从其他有此课程教学经验教师的建议和指导，还可以通过真实课堂观摩学生上课表现从而发现问题，从而进行反思改进。

四、教学内容单一，专业性有待强化

有学生反映部分教师对基础英语教学仅仅停留在课本，课外的知识很少涉及。长期以往，学生的在?@门课学到的知识十分有限，对基础英语课程缺乏期待的热情。对比高中，大学专业英语应该要体现其专业性，在综合考虑班级整体水平和个体差异情况下，尽快让学生适应全英教学，必要时将学生疑惑，不懂的单词板书在黑板和屏幕上以便理解。其次讲解课文前的热身是必要的，包括小组讨论，相关视频的播放，这样一方面能更好的让学生明确本单元的主题，另外一方面则能丰富学生文化背景知识，扩大视野。通过笔者两年的基础英语教学心得来谈，学生深受中学教学模式的负面影响，认为掌握每个单元单词和语法知识点即可。然而，作为教师，应当熟知基础英语每个单元都有不同的教学目标，分为知识，能力和情感（道德）目标。针对不同目标，也应在教学上有所体现。

五、学生基础和学习方法

中学积累的基础和方法是大学专业学习的一个非常重要的方面。

通过笔者两年教学中和学生的谈话调查，许多学生中学基础薄弱，语法知识零零碎碎，不成一体，高中因为题海战术还有印象，考试过完，知识在脑海中基本是空白。知识零散导致做题无法从已有知识快速提取，毫无策略和方法可言，全靠连蒙带猜。甚至还有部分学生问我如何学好语法，如何记忆单词。从学生口头表达来看，不敢开口，害怕出错是一个方面；说出来的都是句子片段，主谓一致，he和she 不分。词汇，句式结构的使用还停留在中学阶段，表达非常口语化。此外，基础英语单元学习应当明确目标，和初高中相比，对学生要求更高。

六、从教师和学生角度谈基础英语教学改进

作为基础英语课程的任课教师，首先应当提高自己各个方面的基本素养，在学生面前树立良好的教师形象，其次，在课程教学当中做有心人，观察学生的表现和反馈，进行反思教学。再者，英语专业知识都具有融会贯通性质，教师应当熟悉学生其他相关课程的学习，以便对基础英语教学进行触类旁通。作为英语专业的学生，首先也应该在高中已有知识的基础上，对大学英语专业的学习进行新的认识，不断总结新的方法。

结语：基础英语学习对英语专业生影响举足轻重，只有结合教师和学生两个方面共同努力，才能真正有效地提高该课程的教学。

参考文献：

[1]陈则航，程晓堂.英语专业基础课程教学：问题与对策[J].外语界，2015（6）11-18.

第二篇：对英语专业基础英语教学的思考

对英语专业基础英语教学的思考

摘要：基础英语课是帮助学生适应英语专业学习的关键课程。本文旨在阐述教师在基础英语教学中应立足于全新的教学理念，创新教学观念，优化教学方法，摒弃传统英语教育的弊端，有效培养学生综合运用英语的能力。

关键词：教学艺术；兴趣；自主学习

基础英语是英语专业低年级阶段对学生听、说、读、写、译能力进行综合培养的一门主要课程。在课时分配上一向受到各院校的重视，其教学效果极大地影响着英语专业学生是否具备扎实的语言基本功。因此，基础英语课教学的改革与质量的提高，对于学生全面提高语言能力有着极其重要的影响。本文就英语专业一年级学生基础英语课的教学作了一些思考。

一、基础英语教学现状及其分析

根据教育部新制定的高等学校英语专业英语教学大纲的描述，“基础英语是一门综合英语技能课。其主要目的在于培养和提高学生综合运用英语的能力。本课程主要通过语言基础训练与篇章讲解分析，使学生逐步提高语篇阅读理解能力，了解英语各种文体的表达方式和特点，扩大词汇量和熟悉英语常用句型。具备基本的口头与笔头表达能力。教师应鼓励学生积极参与课堂的各种语言交际活动以获得基本的交际技能，并达到新《大纲》所规定的听、说、读、写、译等技能的要求。”根据这一描述，基础英语教学应以学生为中心，注重学生综合英语技能的培养。然而，在实际教学中，部分教师把英语课等同于历史、经济、教育学、心理学等课程，将英语课视为单纯的知识课，因而产生了以教师为中心、以讲授为主要方

法的英语教学，出现了投入大、效率低、事倍功半的结果。笔者认为，外语学习的过程既是知识获取的过程，也是培训技能的过程，教师应将传授知识与培养学生技能结合起来。

二、注重教学艺术，提高基础英语教学质量

心理学表明，如果一个人对某件事物产生兴趣，他就可以持久地集中注意力，保持清晰的感觉，激发丰富的想象和积极的思维，产生愉快的情绪，并能够用意志去克服困难而不感到疲劳。那么教师作为整个课堂的引导者和信息传递者，应该如何实施愉快教育, 激发学生的兴趣，使学生积极地参与到课堂中来呢?笔者认为应该注重以下几个方面的艺术:

1．导入艺术。导入是教师在课开始前为了使学生集中注意力、引起兴趣，以及为接下来的信息建立一个概念框架而进行的活动。上课伊始，教师凭借精心设计的新课导入方法，将学生的注意力及时吸引到课堂上来，调动学生的求知心理，让学生展示各自的想象力和创造力，巧妙地引入课文。如：①图片设计法。通过诱导学生从观察、评论投影片、课文插图等开始课程，导入新课；②音乐设计法。播放与课文背景相关的音乐导入教学，让学生在音乐声中，感受情感的变化，进入学习的佳境；③悬念设置法。悬念可以产生兴奋、兴趣和卷入。以一个有争议的事件或者一个有趣的描述开始一课，让学生直接加入到有争议事件的呈现和描述中来。④问题设计法。提出一个具有煽动性的问题或者呈现一个假设的问题也是有效的课程导入方法。亚里士多德说：“思维自疑问和惊奇始。”人的思维往往从问题开始。基础英语教材每篇课文都有一个主题，围绕这个主题可以向学生提许多问题，从而进入课文的主题。有些教材中有现成的问题，教

师可以根据课堂的时间安排，选择

一、两个重点进行讨论，或者用自己设计的相关问题加以展开。例如，在教学“The Man in the Water”时，可以先让学生讨论以下问题：

⑴What makes a hero?

⑵Can you name some heroes? What do you think that makes them

heroes?

学生们能在教师问题的启发下，展开积极主动的思维，搜寻大脑已贮存的信息，展开积极的情感体验。这是培养学生外语语感和用外语表达思想的最理想的途径。此外，教师还可以采用练习设计法，利用课后练习，巧妙而有意识的导入新课等。

2.创设情景艺术。情景教学就是在教学过程中教师根据教学内容，通过设计出一些真实性和准真实性的具体场合的情形和景象，为语言功能提供充足的实例，并活化所教语言知识。创设情景有多种方法：有用语言创设的抽象情景，有用画面创设的直观情景；有用音像动画创设的多媒体情景；还有戏剧表演性的互动情景等。教师要根据教学的实际情况选择教学情景，激发学生的学习热情，使学生创造性地将学过的语言知识融汇到新的语言环境中，从而提高自己的语言交际能力。例如组织学生开办英语角,举行英语演讲比赛, 学唱英文歌曲等。有条件的还可以定期举办外教讲座,与外教联欢,使学生体会到实际交际能力培养的重要性,并能感受到学习过程中的无穷乐趣。

3．讲解艺术。教学活动不是有多少知识就讲多少知识，更不是见到什么讲什么，它应是教学大纲、教材和学生的完整结合。在教学之前，教师

应学习研究教学大纲，研究学生的心理及巳有知识，从而有效地开展教学活动。讲什么？讲重点、讲难点。重点是学生应该和必须掌握的知识点，所有的课堂活动都应该围绕重点进行。难点是学生难以理解的疑惑，课文中那些长且难理解的句子就需要重点讲解，教师应引导学生分析他们的句子结构，理解句子含义，进而真正理解其表达的深层次的含义。

应注重课文整体教学。我们知道，语言是一个整体，只有置身于特定的语境，才有意义。因此，语言知识点的讲授不能脱离语境。教学中教师应进行课文整体教学，培养学生语篇能力，采用启发式、讨论式等多种教学方法引导学生分析作者的思想、意图，对某一问题所持的态度等，培养学生宏观理解全文，通揽全局的能力。教学应从听、阅读和理解全文开始，在理解和讨论了课文内容以后，再学习语言知识。通过讲述，让学生了解课文是如何开头，中间的思路是如何展开，最后又是怎么结尾的。文章属于什么类型，这类文章有什么特点，这些特点在课文中是如何体现的。文章是按什么样的手法展开的，按时间，空间，过程还是其它。文中的段落是如何自然衔接和过渡的。这些知识的讲授，对培养学生综合运用英语的能力很有帮助的.应适当介绍文化背景知识。人们也许已经注意到这样一种现象, 即能说一口流利的英语却难与以英语为母语者沟通, 或者在与他们交流时频频受挫, 有人称之为“傻瓜英语”。操这种英语的人虽已具备了语言知识,但由于缺乏外语素质中的另一最基本成分, 即文化背景知识, 因而不可能在特定语境下传递并理解信息, 实现人际关系的交流。这种文化错误往往引起对方的误解甚至伤害对方的感情或面子, 其影响比语言方面的错误更严

重。比如学生们在街道上或商店里看见外国“Hello!Where do you come from? What’s your name? How old are you?” 这些突如其来的问题会把外国人弄得很尴尬，他们不知该不该回答，也不知道该怎么回答。在某些国家，这样一连串的问题一般只在医院、移民局、警察局这类地方才使用。其实这就是人们常说的“文化冲突”(culture shock)。如果中国学生了解西方文化，发现中西方文化的差距就不会出现上述的尴尬了。克服这种现象的唯一办法就是将学习语言与学习文化结合起来。现行的教材的编写中每一个单元都涉及一个话题，比如说节日、家庭、网络等等。教师可根据主要话题具体的学习内容多角度地补充文化信息。谈到节日就可以补充一些有关西方的主要节日的信息，要求学生将其与中国的传统节日进行对比，从节日的渊源到庆祝的方式及其在人们心中的地位都可以让学生作探讨。这样既可以使学生了解到目的语国家的文化，又可以增强他们对本国文化的认识。如果课文涉及委婉语的表达，教师则可系统地给学生补充有关委婉语的知识。

最后是赏析写作手法艺术。一篇好的文章，总是采用了这样或那样的艺术手法来表现和烘托。教师要引导学生对这些艺术手法进行赏析，比如文章采用了什么样的修辞手法，课文是正面的还是侧面的描写，是心理描写，肖像描写还是其它描写，以及具体是怎样描写的等。

总而言之，基础英语教学方法可以是多样的、灵活的，可以是传统的，也可以是革新的。一个好教师应该学会和发现哪一种方法最适合于自己的教学处境，何时何地如何使用这些教学方法，并让其释放出最大的教学效果。

参考文献：

〔1〕崔大巍,2006,浅析基础英语课文的讲授内容〔J〕。《黄冈师范学院学报》第26卷

〔2〕陈 洁,2006,以实践为主的基础英语教学〔J〕,《黑龙江教育学院学报》第2期

〔3〕胡敏芬.2005,对英语情景教学的几点思考〔J〕,浙江工商职业技术学院学报,第4卷,第2期 〔4〕莫 琼,何东林,2003,关于改进基础英语教学方法的思考〔J〕,《曲靖师范学院学报》第22卷

第4期

〔5〕冉玉体,2006,论基础英语教学中合作---自主学习模式的建构〔J〕,《焦作大学学报》第4期〔6〕熊 俊.2005.在基础英语教学中培养学生的综合技能〔J〕,《天津工程师范学院学报》第l5卷

第4期

〔7〕余惠芬.2005.对比——在英语课堂教授文化的有效方法〔J〕,《合肥工业大学学报》(社会

科学版)第2 期

〔8〕杨立民.2003,《现代大学英语》 [M]。北京:外语教学与研究出版社

〔9〕赵忠德,2005,中国英语教学的症结思考〔J〕。北京:外教学与研究出版社

第三篇：学前教育中的英语教学活动设计思考

成 人 高 等 教 育

毕 业 论 文（设 计）

题 目：学前教育中的英语教学活动设计思考 完 成 人：

专 业：学前教育 年级层次：11专科 指导教师： 完成时间： 2013年7月29日

河北科技师范学院继续教育学院制

学前教育中的英语教学活动设计思考

河北科技师范学院教育系学前教育学2011级 李海越

摘要：学前教育作为教育的最初阶段，是教育的重要组成部分。其中，学前教育中的语言教学，尤其是外语教学，近年来成为教育实践和教育研讨的人们话题。但是，目前我国幼儿英语教学上面临着很多问题，在总结问题的同时，我们着重探讨了具体教学活动的设计。我们认为这些教学内容和教学活动应该从教学目的出发，遵循儿童的生理、心理特点，选择科学的、趣味强的教学方法对学生进行启发、引导的连贯性教育。关键词：学前教育；幼儿语言教学；幼儿外语教学；趣味教学 引言

学前教育是人生的第一个教育阶段，是教育的重要组成部分。作为教育的最初阶段，其必要性和重要性日益引起人们的广泛重视，其具体的教育方法的实施及教学活动的设计也日益吸引着广大教育工作者及专家、学者的研究兴趣。我们认为，学前教育包括来自家庭、学校和社会等方方面面的对学龄前儿童身心发展进行教育的活动，各个方面的教育和影响在儿童成长过程中都起着重要的作用。无论从哪方面入手，都有着很多可探讨和研究的话题。在本论文中，我们从自身的幼儿园教师身份出发，着眼点放在学龄前儿童在教育机构，即幼儿园中的教育，具体研究儿童德、智、体素质培养中的智力开发。语言教育是儿童智力开发活动的重要组成部分。其中的外语教学，尤其是英语教学活动是非常必要和重要的。我们的论文旨在指出学期教育英语教学活动中存在的问题，并提出我们关于英语教学活动的设计思考。外语教学在学前教育中的重要性

随着各国之间经济、政治、文化交流合作活动的增加，我们发现我们生存的世界正在逐渐变成一个“地球村”。21世纪教育的发展的迫切任务是培养出专业知识丰富，通晓一门或几门外语的应用型人才。而我们都知道，一般而言，儿童对语言的接受有着成人无法企及的结果，儿童阶段的外语启蒙教育对其以后的外语学习将起重要的铺垫作用，为其日后外语能力的培养奠定基础。

2.1 外语教学在学前教育中是可能的

很多人认为幼儿园阶段不适合引进外语教学，认为其年龄太小，处于母语接收学习阶段，第二或第三外语的学习很可能让孩子困惑，会学了就忘。语言学家们经过研究证实，从出生到6岁是孩子学习语言的关键年龄。因为这一时期的儿童出于语言发育成长阶段，大脑在这一时期

有及强的可塑性，其声带，舌唇等的运动神经也有很大的可塑性。这个时期的语言，尤其是发音学得正。很多父母母语为不同语言的家庭孩子有双母语的事实让我们认识到外语教学在学前教育中是可能的。当然，并不是大多数家庭都有这样语言环境，但这同时也给了我们在家庭以外的教学机构中提供外语教学活动的提示。

外语教学，主要是英语教学在学前教育中的实验和应用在我国有十几二十年的历史了。而国外，尤其是欧洲，其众多国家中的紧密交流活动及其各个欧洲语言的较大的相似程度，使得其外语教育历史源远流长，其在学前教育中的历史也比中国早很多。新中国成立以后，我国政府认识到要想增强国际影响力，外语人才培养至关重要，从五十年代起开始大力培养精通不同语言的专业人才，重点放在高等教育上。改革开放以后，随着我国和其他国家交流活动的扩大和深入，国外的一些学前教育中的外语教学模式逐渐被引进到中国，至此，学前教育外语教学引起儿童家长和教育工作者的广泛重视，尤其在大多数的有一定规模的幼儿园，托儿所等教学机构中，外语已经成为不可或缺的一项教学内容。2.2 外语教学在学前教育中是必要的

通过前面的论述，我们认识到教育要早，语言教育尤其如此。6岁以前的孩子处于接受外语的黄金阶段，所以我们更要给他们创造条件，不失去这独天得厚时间优势。

目前，国际上，有其是欧美国家，很多人掌握两三种以上外语已不是什么新鲜事，各种双语或多语学校（从学前教育，到初等和高等教育）也是遍地开花。我们国家外语，主要是英语在初等教育和高等教育的地位也基本稳固。很多大学设有双语教学的的专业。而且，在北京、上海、广州 等大城市类似于双语或多语的国际语言学校也陆续出现，但目前由于其巨额的学费，尚处于少数贵族学校之列，不是一般的家庭所能负担的。我们认为在一般的正规的幼儿园中进行外语教学是非常必要的。2.3 学前教育中普及英语教学的重要性

首先，英语作为国际通用的大语种，其作用是其他语言无可比拟的。

其次，个别的语言学校，设立法语，因为除了法国，还有非洲巨大的市场；设立西班牙语，因为除了西班牙，还有拉丁美洲的众多国家„ 但以我们国家和国外的交流现状及我国外语人才及外语教师的交流现状，让我们意识到，最迫切需要的，最可能普及的还是英语教育。

再次，目前，我们国家在初等教育、高等教育及职业教育中普及英语，一个正在接受培训的未来幼儿教师有了一定的基础知识。然后在其专业培训中，一项重要的内容也是其英语能力的培养。按照其培训保准，应该能胜任学前教育中的英语教学。

最后，英语作为国际语言，在中国已经成为名副其实的第一大外语语种。从各方面来看，其教学资源相对丰富，各种教育体系中的英语教育也可以一脉相承，即，学前教育中的英语启蒙知识，会对学生初等教育时的英语学习奠定基础，进而也为其高等教育中的英语能力 的培养奠定基础。学前教育中英语教学活动中存在的问题

我们知道，英语教学在学前教育的智力开发中至关重要。但是，我们国家学前教育英语教学存在很多问题，这里我们将讨论三个主要的问题：师资、教材和教学方法。3.1 师资问题

虽然，我们前面提到现在国家教育模式大体上能保证一个幼儿教师的基本英语知识培训，但是由于种种原因（地域、时间等），幼儿教师的英语水平还是参差不齐的。而且，各种幼儿园的师资能力也是各不相同的。一些具备条件的幼儿机构，配有母语为英语的外籍教师；另外还存在一些地势偏远的小型私立幼儿园甚至没有连进行英语教育的中国教师都不具备。此外，我们认为那些“外来的和尚会念经”的想法也不尽科学。诚然，外籍教师对学生的纯正发音有很大的帮助，而且由于很多外籍教师的汉语水平有限，也使得幼儿增加了用英语和教师交流的机会。但是，并不是每个外来的和尚都会念经，这些和尚中也有真假之分，有经过教育培训，甚至是幼儿教育培训的专家教育者，但是也鱼目混珠地夹杂着一些完全没有相关背景知识的人。爱孩子、懂教育的外教会带来丰富的课堂内容；不懂教育比不懂语言更可怕。

我们认为一个优秀的幼儿教师在英语教学活动中不只是靠其扎实的语言基础，更重要的是掌握适应灵活的适应儿童生理、心理特点的教学方法。所以，应该在幼儿教师英语培训中，重点把好这一关。落实到具体方面，相关的部门机构应该定期为幼儿教师提供各种课程培训，组织幼儿英语教师参加技能培训和教学理论学习。3.2 教材问题

优质教材能带给孩子正确的学习方法，逐步培养其举一反三的诸多能力，以及完善系统的知识体系。但是，一方面，目前我国市场上虽然良莠不齐地充斥着种目繁多的各种幼儿英语教材，但很多的内容都没有连贯性，且并不明确的遵循具体的教学方法，缺乏完整的系统。我们认为一些零散的单词和句子的学习，让孩子很可能学了就忘，无法留下长久的印象。另一方面，一些国外的教材也敲开了中国市场的大门。我们国内就是直接引进了英语国家编的教法国、德国、西班牙等国幼儿学英语的教材。但很多教材都脱离中国儿童生活、成长的现实，没有对中国孩子的特性没有专门的研究。教材的内容、以及不合适的难易度都使得这些教材不宜直接照搬套用。优质的英语教材在做标准化教学法的培训时，应能够保障满足教师的基本教学要求、保障其使用教材的科学性、连续性，要具有其合理、连贯的教学方法。3.3 教学方法问题

幼儿学习有自己的特点，但是很多幼儿教师在具体的教学活动中不了解幼儿学习的规律，没有研究探讨适合儿童学习规律的英语教学方法，而是随波逐流、人云亦云地对儿童进行着零散的单词和短语的重复训练，也有人把成人式的英语教学没模式直接搬到幼儿英语课堂上，英语教学的效果自然不会显著。我们知道，英语学习需要长期、循序渐进的过程。幼儿园的学习要与将来的小学英语教育相衔接，要持续深入。教师要选准教材，本着趣味性和交流性的特点，注意环境熏陶，在课堂活动设计上多花功夫，让儿童心旷神怡并且学有所得。学前教育英语教学活动设计思考

教幼儿学英语，应当创设一种轻松愉快的气氛，注重培养儿童的学习兴趣。具体的课堂活动设计应该从教学目的，教材内容，方法方式，教学计划和进程出发，要以幼儿身心发展规律为依据。

4.1 明确教学目的，激发学习兴趣

幼儿阶段的语言教学主要目的在于充分利用儿童这一时期对语言的敏感度，重点培养期学习兴趣。简单的进行知识灌输，朗读单词、句子并解释意义的方法很容易让这一时期注意力不容易集中的儿童丧失学习兴趣，甚至从小对英语产生厌恶的情绪。那么，教师应该善用多种方法持续吸引学生的注意力，比如改变幼儿授课地点，通过歌曲、游戏、幼儿故事连载和简单话剧角色扮演等来让每个学生参加到学习中来。4.2 因材施教，合理利用幼儿英语教材

明确了学习目的，仔细研究市场上的英语教材，教师要注意根据自己班上每个孩子的不同特点，选择、编制适合自己学生的教材，在课堂上进行多样的教学活动。例如，把爱动的儿童分成一组，把爱唱歌的分成一组，爱跳舞的另一组，爱说话的一组。同一教学内容可以设计为不同的表现形式，来达到同一教学目的。然后可以尝试着变幻形式，引导各组儿童们互相模仿、学习，最终促进儿童全面发展。这种因材施教式的教育方式，应根据一个班上儿童的人数，有两个或多个教师引导进行。

4.3 拓宽语言环境，注意与其它能力开发的联系

语言学习，尤其是外语学习是一个循序渐进的过程，相对广泛的语言环境至关重要。幼儿的英语学习应该不仅局限于英语课上的学习，还在于在其它活动中的应用，例如，在学习英语中学习汉语，在学习汉语中插入英语内容；在英语学习中学习并运用简单的数学知识；在儿童的德育教育中解释英语为母语的小朋友在表示感激时说什么，抱歉时说什么。这些礼貌用语的学习可以通过角色扮演来实现，例如，教师甚至可以分配给儿童不同的外语名字，然后说Peter不小心把Lucy的书包碰到了地上，他应该怎么做，说什么？ 4.4 充实课堂内容，开展丰富多彩互动训练

具体的课堂内容及形式最重要的在于多样、丰富。4.4.1 边动手边学习

幼儿在生理上不断发展，也处在各种技能的接受阶段。且针对儿童多动的特点，我们可以在英语课上加上简单的绘画和手工制作的内容，可以启发他们用纸张，画笔，橡皮泥等工具创造他们的英语世界。

4.4.2 图“声”并茂，加强学习

要充分拓展利用儿童的形象思维，在英语教学中多用图片，照片和有声资料。而且可以录下外教、不同的中国老师和甚至个别学生朗读英语的声音，然后让学生们分辨。4.4.3 歌唱中学习

英语中也有很多儿歌在于训练儿童的发音技巧的，可以选这些歌曲强化儿童的发音训练，也有很多节日儿歌，比如有些圣诞儿歌，可以在教授歌曲的同时通过图片，简单道具等向儿童介绍一些简单的文化知识，圣诞老人和圣诞树形象。4.4.4 在不断变化的放松环境下学习

英语教序活动不应该只局限在教室内，可以在操场上，公园里等户外场所。总之要努力为儿童创造轻松的学习环境，鼓励学生敢说，敢动。4.4.5 动动全身来学习

传统的教学方法主张学生做着学习，现代的研究证明，人类的大脑和身体的其他部分是互为一体，互相协作的。很多时候，身体其它部位的运动可以有效地加快大脑的运转并增强记忆能力。此外，儿童大多数多动，容易注意力不集中。设计相关的让儿童在蹦蹦跳跳中学习英语的活动是很必要的。4.4.6 相互交流来学习

语言是和他人交流的工具。要引导儿童和他的同学说英语。教师要创造条件，比如，简单的话剧（招呼用语，餐桌礼仪等基本内容），让儿童们进行角色扮演。

参考文献: [1] 周兢.学前儿童语言教育[M].南京：南京师范大学出版社，2001，248-255.[2] 庞丽娟.教师与儿童发展[M].北京：北京师范大学出版社，2001，268.[3] 陈帼眉、姜勇.幼儿教育心理学[M].北京：北京师范大学出版社，2007.[4] 杨文.幼儿英语教学法[M].北京：中国书籍出版社，2006，1-16.[5] 易进等.幼儿语言教育[M].上海：南海出版公司，2009，1-30.[6] 朱丽.“谈学前教育专业英语教学问题”教育研究[J].理论界（双月刊）,2003(2).[7] 储爱青.我国幼儿英语教学分析问题[EB/OL].http://edu.people.com.cn/GB/6332626.html [8] 陈光伟.幼儿英语教育的误区及对策[EB/OL].http://english.cersp.com/zhuanti/200509/107.html

Abstract: preschool education as the initial stage of education, is an important part of education.Among them, language teaching in preschool education,especially in foreign language teaching, in recent years become education practice and research topics.However, at present our country children's Englishteaching is faced with many problems, in summing up the problems at the same time, we discuss the design of specific teaching activities.We believe that theseteaching contents and teaching activities should start from the teaching purpose,follow the physiology, the psychological characteristics of children, the choice of teaching methods of

scientific, interesting strong inspiration, guidance to students consistent education.Keywords: pre-school education;language teaching;children's foreign language teaching;fun teaching

第四篇：大学英语教学中的德育思考1

出刊后顺丰快递到付

河南省濮阳市开州路南段双语报刊 张文涛 收 邮编457000 ***

大学英语教学中的德育思考

何华

（濮阳职业技术学院，河南 濮阳 457000）

摘要：德育教育既是教学的目的，又是教学的手段。这就要求大学英语教师在教学过程中注重学生的情感体验，挖掘教材资源，结合生活实际，让学生的学习和生活融为一体，在大学英语教学中,通过找准实施德育的切入点,充分发挥教师的言传身教对学生的思想教育的潜移默化作用,充分利用现代信息传播媒介挖掘德育素材,理解性辨析德育和教学内在联系，体现技能培养与思想道德培养的结合,从而实现智育与德育的有机统一。

关键词：大学英语教学 德育 全面发展

一、当代大学英语教学中德育教育的必要性

市场经济机制日益成熟的今天，传统的价值观经受了严峻的考验，当代大学生的世界观、人生观、价值观被物欲横流的社会所蚕食。大学生德育问题已成为社会焦点所向。大学生是祖国建设的主力军之一,提高和完善大学生的素质及道德修养对社会主义事业的发展具有深刻的现实意义。英语作为对外交流的工具，祖国开放的必需品，承担着为国家输送国际化人才的重担。中国是个教育大国,学校是对学生进行道德教育的主要阵地,而教师则是具体的实施者,要做到教书育人,不可能将“教书”与“育人”分隔,两者必须有机地统一起来,以建构主义、教育心理学、教学法等有关理论为基础,把德育融入到大学学习的各个环节。

英语教育对象是即将步入社会的祖国建设者，是社会主义事业的接班人。因此，在大学英语教学过程中进行德育教育，既是教书育人的第一环，也是实现德育教育不可缺少的途径。德育渗透是对学生进行德育教育，培养道德素质的有效途径。它是相对于直接的专业课而言的，其主要作用是潜移默化，间接地影响学生，使他们形成正确的人生观和价值取向。学科教学是德育渗透的重要阵地，也是被许多教师容易忽视的地方。大学英语的课程特征决定了它在学生的思想道德教育中起着十分重要的作用。在高等院校各门课程中，大学英语作为一门公共基础的必修课，学习人数和学时最多，学习时间跨度最长，影响面也最广泛。作为一门语言文学课，大学英语教学内容广泛，授课方式灵活多变。若方法得当，不仅可以促进学生英语语言知识的学习，还能提高学生的道德认知水平，形成良好的道德风尚。

二、当代大学英语教学中德育教育现状

聚焦大学校园，现在的大学生生于改革初期的80年代，成长于急剧变化的90年代，并且多数是独生子女，受过良好的家庭和社会教育，但是他们有着崇尚自我、张扬个性、强调自我的心理。因此他们自律意识薄弱、抗挫折能力严重不足，而且还深感背负着来自社会、学校、家庭和自身的多重压力。面对社会主义市场经济大潮的猛烈冲击，又使当代大学生形成科学正确的世界观、人生观、价值观增添了很大的难度，以至于一小部分意志薄弱的人已经出现了公德意识淡化，道德水准下降的不良局面。

具体表现为：价值取向趋于实惠，社会责任感淡薄，自我意识彰显，合作意识不强公德素养较差，认知与行为脱节，求职和学习目的功利化等等；缺乏必要的社会实践锻炼，认为做事都很简单，但实际操作起来眼高手低；对新环境的适应能力及抗挫折能力不强；缺乏集体荣誉感、社会责任感、历史使命感。

三、大学英语教学中要确保德育教育的地位

国民素质,即人的质量,是现代化的基石。它包括道德、思想、政治、心理、人格、精神、文化、科学、健康、职业、审美等方面,其中道德素质是其他各种素质的灵魂与统帅。在大学英语教学中坚持以德育为先,是为国家高质量地培养高素质人才的关键。

教育是一种以人格来培育人格、以灵魂来塑造灵魂的劳动。爱是教育的基础,也是师德的核心。一个学生如果生活在鼓励和认可之中,他就会自信、自强。有学者认为:“疼爱自己的孩子是本能,而热爱别人的孩子是神圣!”因此,教师对学生的爱在性质上是一种只讲付出不计回报的无私、广泛且没有血缘关系的爱,在原则上是一种严、慈相济的爱。这种爱是神圣的,是教师教育学生的感情基础,学生一旦体会到这种感情,就会“亲其师”,从而“信其道”,也正是在这个过程中,教育实现了其根本的功能。

教师必须注意自身形象对学生的影响,注意以高尚的人格力量去培养和塑造学生健康的人格。师生在人格上应该是平等的,教师对学生的爱,不应是居高临下,而应是发自肺腑对朋友或是亲子之爱。这种爱的表达,既是无微不至的,又是不由自主的:上课面对学生的问候,总是还以充满感激之情的礼节;气温骤降、节日来临、寒暑假前都要为学生送上关心、祝福和叮嘱;备课要细心,讲课要认真,辅导要耐心;对于自己偶尔出现的失误,一旦发现立即纠正,并致歉意;对于学习有困难的学生,不但不能忽视,反而要倍加尊重他们,帮助他们,多表扬,多鼓励。教师的真正威信源自学生对教师道德肯定、知识折服和感情依恋,它是一种真挚的爱的回报。

四、当代大学英语教学中德育教育的实现途径

“教书”与“育人”两者必须有机地统一起来。本文结合教育部“须把德育融入到大学学习的各个环节”等有关文献,研究如何根据学生的心理特征把德育以渗透的方式贯穿于大学英语教学的过程中,旨在探索一条既能增强大学德育实效又能提高英语教学质量的有效途径,从而使学生在学好英语的同时能将优良的道德品质内化为自己的行为习惯。笔者在所执教的两个教学班中开展了实验对比实践研究。研究思路是通过英语教师讲解和引申具有德育内涵的英语教学内容、学生讨论、作文练习等多种具有德育渗透功能的教学方法,把德育自然地、潜移默化地渗透到英语教学过程中,促使学生提高道德认识、陶冶道德情操、锻炼道德意志、养成道德行为。

随着素质教育的全面推行，德育教育在整个学校教育中的地位越来越重要，能够真正做到“传道授业解惑”的教师才是二十一世纪所需要的教师。在德育教育中，大学英语教学有着其他学科教学不可比拟的优势，广大教师应充分利用这一有利条件，在进行智育教育的同时全面实施德育教育。毕竟“德智体美”全面发展的大学生才是当今社会需要的合格大学生。

参考文献：

[1] 陶行知.每天四问［A］/方明.陶行知教育名篇［C］.北京教育科学出版社，2005:291.[2]王功文，王坚.高校德育教育现状分析及对策建议［J］.中国地质教育，2003，02：49-51.[3] 大学英语教学与跨文化素养的培养 《大理学院学报：综合版》2007年09期

[4] 任务型语言教学的理论基础及其在大学英语教学中的运用 《南京工业大学学报:社会科学版》2007年03期

[5] 自主教学在大学英语教学中的实践 《黑龙江教育学院学报》2007年10期

第五篇：英语专业毕业论文——英文歌曲歌谣在小学英语教学中的运用

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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