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

第一篇：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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第二篇：浅谈英文歌曲在小学英语教学中的运用

浅谈英文歌曲在小学英语教学中的运用

阙凌俊

摘要：新课程标准要求我们在英语教学中要积极开发教学配套资源,教学要有灵活性、开放性和拓展性、能让学生在轻松的环境中优化学习方法。灵活运用歌曲教学于学生英语课 堂中,我们的英语课堂充满魅力,课堂教学的有效性也会很大提高。本文旨在论述英文歌曲在小学英语教学中的运用的原因和具体的运用。

关键词：英文歌曲；英语教学；运用

一、小学英语教学现状

我国从20世纪60年代末，开始在小学开设英语课程。随着国际交流的不断增强，以及社会要求的不断增加，英语课程在中小学教学阶段重要性日益增加，英语教学规模也迅速扩大，越来越多的地区在小学开设英语课程。小学英语教学水平不断提高，在课堂教学、课外

【1】活动、学生兴趣培养等方面也积累了一些经验。

小学阶段的英语教学是入门性的教学，少年儿童在这个阶段所学的知识和获取的能力会影响他们的一生；小学的教育是基础教育，基础教育是提高整个国民素质和我国精神文明、【2】物质文明的重要环节，是发展整个教育工程的奠基石。因此，小学英语教学在学生的整个学习阶段起着不可估量的重要。

从目前的小学英语教学现状看，课堂教学上教师的“满堂灌”，使学生学习英语的主动性受到压抑，久而久之，学生会失去学习英语的兴趣，而课堂上反复的英语单词、语法、课文的练习，难免使学生产生厌学的情绪。而且，在课堂上，教师过分重视英语单词的学习，而忽视了所学的英语知识与学生实际生活的联系，英语教学缺乏一定的实用性。学生学会了英语单词，却不会解决与之有关的实际问题，甚至连基本的情境对话都无法进行,更别说是写作文,从而造成了知识学习和知识应用的脱节,感受不到英语的趣味和作用。这对学生实践

【3】能力和创新能力的培养是很不利的。

因此，在小学英语教学中，我们必须改变教学方法，创设情境，给学生提供不同的教育资源，运用互动、游戏、儿歌和故事等方法。怎样吸引学生的注意力，激发学生学习英语的兴趣，让学生积极主动地学习，是优化课堂教学的关键。

二、采用英文歌曲进行教学的依据

（一）符合小学生的生理规律

加德纳多元智能理论提出，人类至少拥有7种基本智能，音乐智能是其中的一大智能。音乐一节奏智能指的是个人感受、辨别、记忆、表达音乐的能力，表现为个人对节奏、音调、音色和旋律的敏感以及通过作曲、演奏、歌唱等形式来表达自己的思想或情感。音乐与语言是两个密切相关的系统，人们对音乐的感知并行于人们对语言的感知，同时音乐感知会对语言的处理起到有力的支持作用。在小学英语教学中辅以说唱和演唱等活动，对培养学生的听、说、读、写能力将起到意想不到的效果。

洛扎诺夫提出的暗示教学理论认为，当我们舒舒服服地沉浸于歌曲时,在我们身上就会同时展开着大量的生理和心理活动,这时候,精神状态在形成,自由联想在奔驰,观念、情绪在起伏,创造力在活跃。这时候学到的知识记忆特别牢固,不容易遗忘。听、唱英语歌曲可陶冶学生的情绪,刺激大脑,激活右脑神经,引起高度兴奋,给学生带来学习的快感。尽兴唱又可激活主管抽象思维和语言的左脑,使其兴奋。这样左右脑交替兴奋,不仅能够使思维与语言引起共振,使口语流畅、自然,而且可以大大开发右脑的潜力,学生不会感到疲劳,反而感到头脑清【5】晰、思路敏捷。

【4】

（二）符合小学生的认知特点

人类获得知识最普遍的规律，是从感性认识上升到理性认识。将英文歌曲引入小学英语教学课堂，正符合从感性认识到理性认识这一认知规律。英文歌曲把语言知识融入轻松有趣的歌词当中，将知识和趣味、抽象与形象有机结合起来，为学生提供更多的感性知识以及形象材料，有利于激发学生的学习积极性，唤醒学生学习的主动意识，并且在英文歌曲的学习过程中加深对语言知识的理解与巩固，加强记忆；同时，英文歌曲欢快的旋律也为学生架起了从理性认识到感性认识的桥梁，使学生在课堂中保持高昂的斗志及浓厚的兴趣。

英语教学与英文歌曲联系起来,能使课堂充满活力。语言的产生源于劳动过程中的音乐和节拍,音乐与语言有着天然的内在联系,音乐的感染力能使英语学习过程变得轻松曼妙且易于接受。小学生喜爱音乐,他们听觉敏锐又善于模仿,具有音乐的潜能,而音乐又是他们课外与英语接触主要媒介。英文歌曲由于其内容丰富,旋律优美,歌曲本身容易激发学生的学习兴趣,它既满足了表达的需要,又兼顾了学习的需要;任何人都可以通过音乐加深节拍环境下的语言感受,了解歌词中蕴藏的知识与魅力,体会异域文化的别样风情,加深对语言的想象和理解。当学生能热爱英文歌曲时,学习英语的兴趣就会变浓,将其转化为学习兴趣和学习需要,也就有了可能。所以在小学英语教学中可以根据不同的需要,运用不同的方法在课堂中播放一些英语歌曲,以歌促学,寓教于乐,为学生创造轻松的学习环境,使学生更乐意、主动、积极地学习,从英文歌曲中得到迁移,找到捷径。【6】

三、英文歌曲在小学英语教学中的运用

（一）运用英文歌曲，促进听力教学

一直以来，听力在对于大部分的英语学习者来说，都是最难掌握的。而在小学英语中，由于学习者的年龄特征，并且学生刚刚接触英语，基础薄弱，对英语听力更加畏惧。

然而，歌曲以它优美的旋律、动感的节奏吸引着小学生，英文歌曲更能赋予原本枯燥无味的单词和词组以美丽感人的含义，再加上英文歌曲所特有的节奏和情感使英语语言的用法及内容比传统的听力教材更简单一些，从而能被爱唱歌的学生轻松地接受及理解，并深深地印在脑海里。英文歌曲运用到听力教学中，使学生们在学习的同时又获得了音乐的享受，这符合小学生的特点，通过歌曲教学使学生尝到了学习的乐趣，他们对学习产生兴趣，就会使学习更有效率。【7】

（二）运用英文歌曲，强化学生词汇学习

词汇的学习是英语学习的重点。在英语学习中，小学生对单词的音、形、义之间的联系未能灵活地把握运用。现阶段，学生最怕的就是记英文单词、短语、和句型。英语歌曲可以辅助字母教学、词汇教学、日常用语教学、句型和语法教学、文化教学。通过唱英语歌曲,易于激发学生的情绪和想象力,在无意识状态下可以收获较好的教学效果。也因此避免了学生在学习和记忆语汇时感到枯燥乏味。把难的单词巧妙地编入歌曲中，既方便学生记忆，又避免了学生在记忆单词时感到枯燥乏味，并引导学生有意识地从演唱中感知,直到熟练。

此外，可以根据单词间的音，形联系，把具有同一拼写规律的词进行归纳，根据学习迁移的心理特征编写一些英文歌曲，帮助学生用旧词记新词。例如，用bike帮助记得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）运用英文歌曲，加强学生语音训练

众所周知，小学生在说英语，尤其在说一些较长的句子时，会出现说话不流利的现象，往往不能够灵活运用，这是由于英语的发音部位、舌位、口型变化与普通话不同而引起的。而英文歌曲中有相当规范的英语口语, 在英语教学中,教师可以适当地选用一些英文歌曲对学生进行语音训练。如可以利用歌曲等单词帮助学生纠正和训练双元音、长元音等的发音。还可以利用一些节奏欢快、朗朗上口的儿歌民谣来纠正发音。歌曲时而快时而慢的节奏对发音的要求比较高,而歌词连读、略读、重读等现象的经常出现,对英语学习者的发音会有很大帮助,通过学英文歌来学英文,代替枯燥乏味的音标练习,能纠正语音,理顺语法和词汇,这对英语日常口语交流有很大的促进作用。

如PEP教材第二册Unit 4中的歌曲《An apple a day》,歌曲优美,这首歌曲中An apple a day有两个连读,keep the doctor away中doctor away是儿化,只有准确把握连读、儿化才能把歌唱准唱好,所以,平时这样的歌唱多了,听多了,学生自然就能习惯这些语音现象。

在教学中选择曲调悠扬、吐字饱满清晰的歌曲，作为学生模仿的对象，特别是加强学生对连音的模仿。这么一来，我们就可以利用英文歌曲提供原汁原味的英语，帮助学生练习地道、纯正的英语发音。

四、英文歌曲教学的方法

（一）动作表演法

动作表演法是把歌曲的内容用体态动作或表情表现出来,即边说边唱边做动作,例如在PEP五年级上册教歌曲《I can help》时,搭配以下的body language:I can set the table.(两手拍胸,然后做摆餐具的动作);I can sweep the floor.(两手拍胸,然后做扫地的动作);I can wash my clothes and count one to forty-four.(做洗耳恭听的动作,用手势表示一到四十四);I can wash dishes and clean the bedroom.(两手拍胸,然后做洗耳恭听碗和打扫卧室的动作);There is so much I can do.(竖起大拇指);Now I can ask you?(指指其他的同学,然后打个问号)。

在教学歌曲的过程中同时结合TPR教学法，让学生动起来，能更好的激发学生的学习兴趣，调动课堂氛围。小学生接受知识和信息主要是依赖于直观的形象,所以,对小学生来说,理解歌词大意,不能光凭口头上的解释和讲解,而“表演”则可凭借一小部分感悟能力强,表现力好的学生来帮助大家把抽象的语言还原为“可以触摸”的生活形象。(二)图片演示法

图片演示法主要是通过图片来创设英语的情景形式以介绍或表达歌曲内容。通过边看图,边听录音来理解歌曲的中心内容,同时感受歌曲的韵律与节奏,图片是揭示词语意义的重要手段。利用图片揭示词语意义不仅能防止过分依赖于汉语释意,而且能培养学生在英语语境中直接理解和掌握词语的意义和用法。

因而，图片也是我们进行英语教学的一种有效手段，它很直观，特别是那些色彩鲜艳，画面清晰，生动活泼的图片，可以将抽象、复杂的事物形象化，使课堂内容图文并茂，声形俱现，有利于激活学生的形象思维，激发学生的学习兴趣，陶冶情操。

【8】

【8】

（三）录音跟读法

众所周知，在培养学生听说能力的过程中，录音磁带起着相当重要的作用。一方面我们可以让学生通过听录音，训练学生的听力；另一方面，可以让学生先听录音，然后跟录音朗读，从而让学生掌握标准、正宗的英语语音；再其次，还可以通过录音磁带来检查学生课后的听、说、读的作业，使作业有声化、具体化、实物化；而且用录音磁带教学符合当前许多农村小学教育资金欠缺的实际情况。

【9】

录音带就好像是声音的采集箱,其中汇集了各式各样的音乐以及语音。在课堂上，录音磁带如果运用得当,可以丰富学生的听觉经验,使英语学习充满惊奇与愉悦。在教授歌曲时,配上图片，揭示内容意义,并通过录音带的抑扬顿挫,可以为教室增添活力,塑造一个生动活泼的学习环境；另外,多使用录音带,还可增强正确的发音,语调和纠正学生不妥的发音等。使他们在更加愉悦的气氛中轻松学习英语。而且这种方法操作起来也非常简单,教师只要准备好图片和磁带,适当的时候播放录音即可。当然,这种方法更适合那些简单、押韵的歌曲或童谣,学生在跟读时不容易出差错,例如下面这首英文歌曲: one、two、three I t's a tree four、five、six pick up sticks 这首英文歌曲篇幅短,没有特别难的词,在教学时可以采取欣赏跟读———齐诵———朗诵的基本步骤进行,教师操作录音机,让学生一步步地学习,当听到学生听不太明白或他们的发音有误时,适时给予纠正,然后继续学习,直到他们熟练为止。

五、结语

我国小学英语教学中英文歌曲的运用适应国家提高全民英语素质，尤其关注小学生英语基础的形势产生。英文歌曲教学中音乐节奏和英语歌词的融合对学生习得第二语言，在和谐气氛中掌握英语语音、语调等起到极重要作用。教师通过运用英文歌曲能激发学生英语学习的兴趣乃至热情，促进学生在以后学习中学好英语。关于歌曲教学，前人在文献中给我们留下了许多宝贵的启发，联系我国现阶段小学英语教学现状，我们认识到英文歌曲教学应该是个“整体系统工程”。在今后的小学英语教学中我们还必须坚持不懈地去探索研究，逐步完善英语歌曲教学，并且开阔眼界，让英文歌曲在教学在小学英语教学中发挥越来越重要的作

【10】用，持续进步，稳步发展。参考文献：

[1].李凌云.我国部分农村地区小学英语教学现状调查与思考[D].华中师范大学，2003 [2]鲁宗干.小学英语教师手册[M].广东：广东教育出版社，2001 [3]李芳芳.儿歌在小学英语教学中的地位和作用[J].科技信息，2008，（17）：256-257 [4]龚 雯.浅谈英文歌曲在英语教学中的应用[J].哈尔滨职业技术学院学报,2008,(3):89-90

[5]郑 晶.寓教于乐——英文歌曲在高中英语教学中的应用[J].科技咨询,2009,(1):184 [6]邵 玲.英语教学中实施教唱英文歌曲的实验研究[J]．湖北教育学院学报．2005,(４): 123-125 [7]王瑞东.英语歌曲在英语学习中的辅助作用[J]．安徽农业技术学院．1997,(5): 85 [8]肖 萍 肖运禄.运用歌曲教学，提高小学英语课堂教学有效性.井冈山学院学报.2008，（5）：133-136 [9] 颜丽萍．录音磁带在小学英语教学中的利用[J].中国农村教育.2009，（2）：92 [10]赵 嫚．农村六年级英语口语教学中歌谣辅助运用[D].华中师范大学.2008

第三篇：《歌曲歌谣在小学英语教学中运用策略的的研究》工作报告

《歌曲歌谣在小学英语教学中运用策略的研究》

——课题研究工作报告

黄龙县中心小学课题组

我和金竹叶老师都是黄龙县中心小学的英语教师，自2013年12月向延安市教育教学研究中心申报立项，承担微型课题——“歌曲歌谣在小学英语教学中运用策略的研究”的课题研究活动。2014年1月20日获得正式立项。

在上级部门的领导下，在学校领导的大力支持下，在我和金竹叶老师的努力下，进行科学分工，团结协作，开拓创新，开展了卓有成效的工作，经过半年的研究，取得了一定的研究成果，现将研究工作报告如下。

本课题研究从2013年12月进入可行性论证，正式立项时间为2014年1月20日，从2014年1月20日至2014年6月进行正式研究运作，2014年6月底按预定计划完成结题。

课题研究的内容:课题研究的总体内容有两个方面：如何开发和利用小学英文歌曲歌谣？在什么情境下运用英语歌曲歌谣？是我们课题研究的主要内容。英文歌曲和歌谣是针对陕旅版小学英语教材中的Let’s sing 和Let’s chant 这两个部分进行改编、整合和创新，同时还对一些适合编成歌曲和歌谣的单词和句子进行改编。

本课题研究的方法主要有文献研究法、调查研究法、试验研究法、比较研究法、经验总结法等。

课题组成员有：

组长：高彩霞 负责整合分析材料，实施课堂实验研究撰写教学案例和论文。

组员：金竹叶 负责教研过程中的材料采集；负责撰写教学论文。

课题实施的主要过程

1、精心筹备，认真搜集与本课题相关的学习资料，确定定实验班级。在校领导组织召开微型课题会议之后，更加提高了我们对本课题研究工作的认识，明确其研究工作的意义和目标，满腔热情地投身于研究工作中，我们经过商 讨，明确分工，确定了实验的班级，通过各种方法与渠道搜集与本课题相关的资料，全面的展开课题研究工作。

2、认真实验与研究，不断总结与反思，为确保课题研究的顺利进行。自课题研究以来，得到了校领导的关注和重视，以及县教研室的全力支持，我们课题组认真实验与研究，不断总结与反思，并将教研及课改工作结合起来，定期研讨，解决课题中遇到的问题。

3、认真开展课题研究各阶段的主要工作

（1）、我们通过网络认真学习优秀课题的研究活动，通过学习提高了我们理论素养和课题研究活动的效率，更快地促进了本课题的发展。

（2）、我们关注学生英语学习过程的研究，通过对学生和教师的调查问卷、仿谈等形式，随时了解课题的进展和改进情况。

（3）、注重以课题为核心，开展教学工作。我们围绕课题，开展了一系列研究活动。

（4）启动阶段：2013.1月至2013年12月，我们通过调查、访谈、分析我校学生英语学习的现状，收集、比较有关儿歌教学方面的资料和文献，为课题申请立项的可行性作准备。2013年12月 我们申请立项并于2014年1月得到市级教育教学研究中心的批准。

（5）实施阶段： 2014年1月底本课题组制定课题组研究目标、内容和计划，开始加大实施力度,进行课题研讨活动，同时积极收集儿歌教学材料。我和金竹叶老师在此过程中，每人上了两次次公开课进行研讨，同时还邀请学校的英语老师参与听评课活动，我们不断搜集更多的英文歌曲和歌谣，筹备课题论文和教案集。

（6）总结结题阶段 2014年5月底课题为了进一步落实完善课题研究，制定了下一步的工作计划。6月4日我们分别上了一节汇报课，邀请校领导和全体英语教师参与次活动，同时积极整理和归纳课题研究资料并汇编了以下成果。撰写课题结题研究报告，填写《课题结题鉴定书》努力完成课题鉴定，保障课题顺利结题。

课题研究的主要成果

（一）开展《歌曲歌谣在小学英语教学中运用策略的研究》的课题以来，我和金竹叶老师运用歌曲歌谣精心设计课堂教学，学生沉醉在英语歌谣和儿歌的浓浓氛围中，学习兴趣得到了有效地激发，课堂教学效益得到了显著的提高。1.总结了一套“运用歌曲歌谣，辅助小学英语课堂”的教学模式

在日常教学中，我们初步探索出这样的教学模式，其基本结构是：唱歌热身---歌曲导入---新知学习---巩固操练---角色表演----歌曲总结

2.结合本校教学和学生实际，搜集了不少适合小学英语教学的歌曲歌谣。

（二）通过本课题研究的不断深入，全体英语教师和学生从中获益颇多，尤其是激发了本校学生学习英语的热情和兴趣。

课题研究有效得激发了本校学生英语学习的热情和兴趣，提高了本校学生的英语成绩。通过一学期年的实践，使我们的英语教学受益匪浅。运用歌曲歌谣进行教学，改变了传统的课堂教学模式，激发了学生在课堂上的英语学习潜能，学生成了课堂学习的主人，在丰富多彩的课堂、课外学习中，学生主动参与，主动探索，主动思考、主动实践，随处可见。在英语学习中，学生通过说说唱唱，跳跳演演，不仅得到了美的熏陶，又营造了浓厚的英语氛围，还激发了学生学习的兴趣，真正把课堂的时间和空间还给了学生。尤其是部分后进生在新的课堂教学模式下，也得到了成功的体验，学习自信心得到了增强，课堂效果得到明显提高。

实践证明，运用歌曲歌谣儿歌，辅助农村小学英语教学的模式是可行且有一定实效的。

总之，自开展“歌曲歌谣在小学英语教学中运用策略的研究”的课题以来，我校英语教师和学生从中获益匪浅，更多的英语教师开始在课堂上使用歌曲歌谣来辅助教学，师生自编歌谣的兴趣和水平都得到了很大的提高，学生的英语成绩也有了明显的进步。

第四篇：英文歌曲在中学英语教学中的应用

浅谈英文歌曲在中学英语教学中的应用

英语的教学过程，我们不仅只停留在知识层面上的教学，更重要的是让学生感受到英语情感的教学。教师应以同情心，爱心，责任心，美感的体验去唤醒学生的同情心，爱心，责任心，美感。学习英文歌曲对于英语学习有很多的有力影响。英语歌曲教学是一种艺术型教学方式，在英语教学中，适当地把英语歌曲引入课堂教学，不仅能消除疲劳，活跃课堂学习气氛，激发学生学习英语的兴趣和动机，而且能促进语言的输入、内化和习得，从而培养学生自主学习英语的能力。

我仅从以下几方面来谈谈如何运用英语歌曲来为我们的课堂服务。一 用英语歌曲作为导入，创设丰富的情景，同化学生的情感

例如，我们在讲what do you think of game shows?这一单元时，为了激发学生学习英语的兴趣，在上课开始前可以带领学生听一首与上课内容有关的英文歌If you are happy.在欢快的气氛中放松心情，训练学生的口语表达能力和对英语的兴趣。而在学习It’s raining!这一课时，我们可以播放“How is the weather ?”这首英文歌来作为本课的导入，即自然，又能直接进入主题。也让学生熟悉了询问天气的另一种表达方式，What’s the weather like ? 二 考试过后，用英语歌曲来激励学生，给学生学习英语的信心

每次考试后，都有人欢喜有人忧，成绩好的学生沾沾自喜，成绩差的学生垂头丧气，我就给他们讲歌手史蒂夫 旺德 的故事，鼓励我的学生听他的歌。在奥巴马访华欢迎仪式上，中国青年歌手组合羽泉与来自北京大学，清华大学中国大学生，以及正在北京语言大学学习的美国留学生，60人共同演唱了美国歌曲《That’s what friends are for》用歌词传递我们中国人的热情好客，奥巴马手很放松的放在餐桌上，很愉悦的表情，这首歌铭记脑海是因为史蒂夫 旺德。早产的旺德出生后被放入暖箱，因暖箱供氧过量而永久失明，不过旺德从小就表现出对音乐的热爱，11岁时便会演奏100多件乐器，还生出一副好嗓子，旺德佳作迭出，使他赢得了许多殊荣，其中包括25次格莱美大奖以及1984年凭借电话诉衷肠获得的奥斯卡最佳电影歌曲奖，他的成就使我们汗颜，很多失败的借口无言说出口，旺德的《That’s what friends are for》歌词，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，光彩焕发，请你相信，你永远都可以依靠我 那就是朋友相处之道，无论是快乐时光还是苦难时刻，我永远都在你左右，那就是朋友的相处之道)的寓意更是值得推敲，朋友，真心相持，肝胆相照，避风的港湾，给你一个时刻可以停靠的肩膀。

三 通过英语歌曲培养阅读能力和口语表达能力

很多英语歌曲的歌词很优美，通过学唱英语歌曲可以培养学生的阅读能力和口语表达能力。譬如，在让学生欣赏电影歌曲My Heart Will Go On时，教师可以事先准备好阅读材料和相关的问题，让学生带着这些问题阅读一篇介绍电影Titanic的文章，再让学生在优美的乐声中答题，最后要求学生用英语讨论这部电影的情节，进行英语口语训练。一另外，教师要注意选取恰当的歌曲，比如学生喜欢的、易于接受的、节奏欢快的歌曲，尤其是流行歌曲或电影插曲，效果更佳。四 通过英语歌曲学习语法

在语法教学中，若英文歌曲运用得当，也会收到事半功倍的效果。虚拟语气是中学生较难掌握的一项重要语法项目。在语法教学中，如果英文歌曲运用适当会得到事半功倍的效果。如以“If You Are Happy”为例，这首歌曲可以进行真实条件句练习。这首歌中这种句子反复出现多次。学生通过自己的努力学习和训练能够得到他们所喜爱的英文歌曲的歌词,满足他们学有所用的要求，切身体会感受学习的成就感，激发学习动机，培养听英文歌曲记录歌词的习惯，使英语学习和爱好结合起来。五 利用英文歌曲进行听力训练

学生在长时间的听力训练过程中，精神一直处于高度紧张的状态，如不进行调节，教学效果就不会尽如人意。由于歌曲具有较好的精神调节的作用，所以我们如能适时播放一些优美的歌曲，学生的精神和情绪都能得到放松。当然听歌并不是单纯地放歌给学生听。另外，如果学生不了解背景知识，不理解歌词的内涵，并不能提高学生的学习兴趣。听歌之前教师可以先向学生介绍背景知识；可以将歌词编成填空练习，让学生填空；可以根据学生的水平自主决定哪些词空出，一般是主语、谓语和宾语，学生听完做完之后再核对；也可以再次放音让学生进行自我校对，最后老师讲解给出正确答案。如我们 2 在学习How was your weekend?这一节课时，可以选择一首非常优美的英美歌曲“Yesterday Once More”来让学生欣赏并在欣赏的过程中，填入屏幕中出现的歌词的过去式。既缓解了学生学习的疲劳感又使他们感受到了英语学习的乐趣。六 英文歌曲的选择

英文歌曲能为英语教学提供丰富多样的资料。但以英语歌曲教学并不是很容易把握的，因此选择恰当的英文歌曲对教学来说很重要。旋律要优美,要符合中国的社会文化形式；歌曲所传递的信息应易于理解；歌曲的词句应非常清晰，能够适合进行语言训练；歌曲的内容应符合学生的水平或能满足特定的教学目的；另外所选歌曲应是健康向上、教人自信自强、激发人们奋发向上的励志歌曲。

总之，音乐可以增强英语学习的趣味性。歌曲不但是一种音乐形式而且是一种很重要的教育方式。把英文歌曲与英语教学结合起来，可以激发学生的学习兴趣，陶冶情操，全面提高学生素质，是一个寓教于乐的促进英语学习的好方法。但英文歌曲在教学中只是一种手段,教师一定要运用得当。如今的教育只是一个选择，即教会学生学会生存，学会学习，学会合作，这样的教育必须是主体性和情感化的，可以说，重视情感教育已经成为全球教育发展趋势，培养学生优良情感和健全人格，是素质教育的重要内容，帮助学生填补情感和技能的不足，教师任重而道远，我们应该利用学科教学的主渠道，大力加强情感教育和训练。还能使学生面对现代社会的压力，学会做人，学会学习，学会竞争，勇于挑战，勇于竞争，我们应努力把学生培养成有责任感，有爱心，有能力的新一代高素质的人才。

第五篇：浅析英文歌曲在英语教学中的作用

浅析英文歌曲在英语教学中的作用

近来选秀节目，比如我是歌手，中国好声音，中国梦之声等，出现了很多的英文歌。春晚上唱开门红的“艾菲”，很有欧美范。无意间在课堂上聊到两句，孩子们像是被点燃了，我的灵感若隐若现···最近几月酷我里的歌单全换了，心里的想法越来越清晰。

作为教师，我深知，兴趣是学习的动力。在平时的教学中造句都会刻意选择学生感兴趣的人和事。这下子对于自己一直觉得是重点却不被重视，难以攻克的语音教学找到了秘密武器。以英文歌曲为突破口。最近几周，实践了下，结果让人惊喜，与各位同行分享，希望抛砖引玉。

一，激发兴趣

爱因斯坦说,兴趣是最好的老师.因为人会主动寻找满足他兴趣的事物.听音乐是孩子们的最大爱好。首先要潜移默化的培养孩子的国际视野和理解文化交融现象。布置的作业是罗列自己所听歌曲中的英文元素。比如大张伟的这个feel倍爽；快乐颂中Don’t worry,be happy；改变自己中的最近情绪有点down，come on；S.H.E的super star和shero；阿悄just for it；王瑞琪We are friends等等，这些歌曲中总有那么几句简单的英文混搭，时尚又活泼，学生们很喜欢，关键是能听懂一下子让他们体会到学为所用，积累了成功经验，对英语的兴趣更浓烈了。二，规范语音

我个人很严重的存在单音准确，发音技巧不够的缺陷。看电影不觉得，但学唱英文歌总是跟不上词，让人懊恼又惭愧。因此，我想让我的学生一开始就练习更标准的语音，能注意到语音，语调，语速以及连读，弱读，同化，失去爆破等发音技巧。第一，标准的发音增加自信。第二，发音技巧在听力考试中会有直接影响。比如上次测验最简单的tell us，about you，and a stem 的连读，学生一点没听出来。三，丰富课堂

面对高考即将改革，政策“三年早知道”，三年后高考整体减分，但听力提高到40分，语音关成了当前最应重视的教学环节。语音教学工具之一，当属歌曲。而且英文歌还可是当成语法教学列子，比如我是歌手第一期，林志炫的making love out of nothing at all让爱一切成空歌词

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这段歌词排比式出现特殊疑问词+动词不定式的结构，让人过目不忘。另外课堂中歌曲的节选，能活跃课堂气氛，丰富教学手段，让课堂更贴近生活和时代特点有利于建立民主平等的师生关系。四，终生学习

作为一名英语教师，K歌不会一两首英文歌，自惭形秽。而且教师作为普通人也会有爱恨情仇的情感，音乐是很好的表达和宣泄。现在的我，特别想学唱歌。课堂上露一手，还怕我们的爱徒不佩服，不欣赏嘛，有了欣赏和佩服，你的课堂不必维持秩序，因为你的精彩一定让你的课堂更出彩。讲台是我们的舞台，我们既然站在舞台中央，就不能辜负自己辜负“观众”。以上是我最近英语教学的小心得，特别想与大家分享，不当之处，还望不吝赐教。