第一篇：淺談?dòng)⑽母枨谛W(xué)英語教學(xué)中的運(yùn)用

淺談?dòng)⑽母枨谛W(xué)英語教學(xué)中的運(yùn)用

闕凌俊

摘要：新課程標(biāo)準(zhǔn)要求我們在英語教學(xué)中要積極開發(fā)教學(xué)配套資源,教學(xué)要有靈活性、開放性和拓展性、能讓學(xué)生在輕松的環(huán)境中優(yōu)化學(xué)習(xí)方法。靈活運(yùn)用歌曲教學(xué)于學(xué)生英語課 堂中,我們的英語課堂充滿魅力,課堂教學(xué)的有效性也會(huì)很大提高。本文旨在論述英文歌曲在小學(xué)英語教學(xué)中的運(yùn)用的原因和具體的運(yùn)用。

關(guān)鍵詞：英文歌曲；英語教學(xué)；運(yùn)用

一、小學(xué)英語教學(xué)現(xiàn)狀

我國從20世紀(jì)60年代末，開始在小學(xué)開設(shè)英語課程。隨著國際交流的不斷增強(qiáng)，以及社會(huì)要求的不斷增加，英語課程在中小學(xué)教學(xué)階段重要性日益增加，英語教學(xué)規(guī)模也迅速擴(kuò)大，越來越多的地區(qū)在小學(xué)開設(shè)英語課程。小學(xué)英語教學(xué)水平不斷提高，在課堂教學(xué)、課外

【1】活動(dòng)、學(xué)生興趣培養(yǎng)等方面也積累了一些經(jīng)驗(yàn)。

小學(xué)階段的英語教學(xué)是入門性的教學(xué)，少年兒童在這個(gè)階段所學(xué)的知識(shí)和獲取的能力會(huì)影響他們的一生；小學(xué)的教育是基礎(chǔ)教育，基礎(chǔ)教育是提高整個(gè)國民素質(zhì)和我國精神文明、【2】物質(zhì)文明的重要環(huán)節(jié)，是發(fā)展整個(gè)教育工程的奠基石。因此，小學(xué)英語教學(xué)在學(xué)生的整個(gè)學(xué)習(xí)階段起著不可估量的重要。

從目前的小學(xué)英語教學(xué)現(xiàn)狀看，課堂教學(xué)上教師的“滿堂灌”，使學(xué)生學(xué)習(xí)英語的主動(dòng)性受到壓抑，久而久之，學(xué)生會(huì)失去學(xué)習(xí)英語的興趣，而課堂上反復(fù)的英語單詞、語法、課文的練習(xí)，難免使學(xué)生產(chǎn)生厭學(xué)的情緒。而且，在課堂上，教師過分重視英語單詞的學(xué)習(xí)，而忽視了所學(xué)的英語知識(shí)與學(xué)生實(shí)際生活的聯(lián)系，英語教學(xué)缺乏一定的實(shí)用性。學(xué)生學(xué)會(huì)了英語單詞，卻不會(huì)解決與之有關(guān)的實(shí)際問題，甚至連基本的情境對話都無法進(jìn)行,更別說是寫作文,從而造成了知識(shí)學(xué)習(xí)和知識(shí)應(yīng)用的脫節(jié),感受不到英語的趣味和作用。這對學(xué)生實(shí)踐

【3】能力和創(chuàng)新能力的培養(yǎng)是很不利的。

因此，在小學(xué)英語教學(xué)中，我們必須改變教學(xué)方法，創(chuàng)設(shè)情境，給學(xué)生提供不同的教育資源，運(yùn)用互動(dòng)、游戲、兒歌和故事等方法。怎樣吸引學(xué)生的注意力，激發(fā)學(xué)生學(xué)習(xí)英語的興趣，讓學(xué)生積極主動(dòng)地學(xué)習(xí)，是優(yōu)化課堂教學(xué)的關(guān)鍵。

二、采用英文歌曲進(jìn)行教學(xué)的依據(jù)

（一）符合小學(xué)生的生理規(guī)律

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

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

【4】

（二）符合小學(xué)生的認(rèn)知特點(diǎn)

人類獲得知識(shí)最普遍的規(guī)律，是從感性認(rèn)識(shí)上升到理性認(rèn)識(shí)。將英文歌曲引入小學(xué)英語教學(xué)課堂，正符合從感性認(rèn)識(shí)到理性認(rèn)識(shí)這一認(rèn)知規(guī)律。英文歌曲把語言知識(shí)融入輕松有趣的歌詞當(dāng)中，將知識(shí)和趣味、抽象與形象有機(jī)結(jié)合起來，為學(xué)生提供更多的感性知識(shí)以及形象材料，有利于激發(fā)學(xué)生的學(xué)習(xí)積極性，喚醒學(xué)生學(xué)習(xí)的主動(dòng)意識(shí)，并且在英文歌曲的學(xué)習(xí)過程中加深對語言知識(shí)的理解與鞏固，加強(qiáng)記憶；同時(shí)，英文歌曲歡快的旋律也為學(xué)生架起了從理性認(rèn)識(shí)到感性認(rèn)識(shí)的橋梁，使學(xué)生在課堂中保持高昂的斗志及濃厚的興趣。

英語教學(xué)與英文歌曲聯(lián)系起來,能使課堂充滿活力。語言的產(chǎn)生源于勞動(dòng)過程中的音樂和節(jié)拍,音樂與語言有著天然的內(nèi)在聯(lián)系,音樂的感染力能使英語學(xué)習(xí)過程變得輕松曼妙且易于接受。小學(xué)生喜愛音樂,他們聽覺敏銳又善于模仿,具有音樂的潛能,而音樂又是他們課外與英語接觸主要媒介。英文歌曲由于其內(nèi)容豐富,旋律優(yōu)美,歌曲本身容易激發(fā)學(xué)生的學(xué)習(xí)興趣,它既滿足了表達(dá)的需要,又兼顧了學(xué)習(xí)的需要;任何人都可以通過音樂加深節(jié)拍環(huán)境下的語言感受,了解歌詞中蘊(yùn)藏的知識(shí)與魅力,體會(huì)異域文化的別樣風(fēng)情,加深對語言的想象和理解。當(dāng)學(xué)生能熱愛英文歌曲時(shí),學(xué)習(xí)英語的興趣就會(huì)變濃,將其轉(zhuǎn)化為學(xué)習(xí)興趣和學(xué)習(xí)需要,也就有了可能。所以在小學(xué)英語教學(xué)中可以根據(jù)不同的需要,運(yùn)用不同的方法在課堂中播放一些英語歌曲,以歌促學(xué),寓教于樂,為學(xué)生創(chuàng)造輕松的學(xué)習(xí)環(huán)境,使學(xué)生更樂意、主動(dòng)、積極地學(xué)習(xí),從英文歌曲中得到遷移,找到捷徑?！?】

三、英文歌曲在小學(xué)英語教學(xué)中的運(yùn)用

（一）運(yùn)用英文歌曲，促進(jìn)聽力教學(xué)

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

然而，歌曲以它優(yōu)美的旋律、動(dòng)感的節(jié)奏吸引著小學(xué)生，英文歌曲更能賦予原本枯燥無味的單詞和詞組以美麗感人的含義，再加上英文歌曲所特有的節(jié)奏和情感使英語語言的用法及內(nèi)容比傳統(tǒng)的聽力教材更簡單一些，從而能被愛唱歌的學(xué)生輕松地接受及理解，并深深地印在腦海里。英文歌曲運(yùn)用到聽力教學(xué)中，使學(xué)生們在學(xué)習(xí)的同時(shí)又獲得了音樂的享受，這符合小學(xué)生的特點(diǎn)，通過歌曲教學(xué)使學(xué)生嘗到了學(xué)習(xí)的樂趣，他們對學(xué)習(xí)產(chǎn)生興趣，就會(huì)使學(xué)習(xí)更有效率?！?】

（二）運(yùn)用英文歌曲，強(qiáng)化學(xué)生詞匯學(xué)習(xí)

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

此外，可以根據(jù)單詞間的音，形聯(lián)系，把具有同一拼寫規(guī)律的詞進(jìn)行歸納，根據(jù)學(xué)習(xí)遷移的心理特征編寫一些英文歌曲，幫助學(xué)生用舊詞記新詞。例如，用bike幫助記得Mike、like和mine的歌曲有：

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

（三）運(yùn)用英文歌曲，加強(qiáng)學(xué)生語音訓(xùn)練

眾所周知，小學(xué)生在說英語，尤其在說一些較長的句子時(shí)，會(huì)出現(xiàn)說話不流利的現(xiàn)象，往往不能夠靈活運(yùn)用，這是由于英語的發(fā)音部位、舌位、口型變化與普通話不同而引起的。而英文歌曲中有相當(dāng)規(guī)范的英語口語, 在英語教學(xué)中,教師可以適當(dāng)?shù)剡x用一些英文歌曲對學(xué)生進(jìn)行語音訓(xùn)練。如可以利用歌曲等單詞幫助學(xué)生糾正和訓(xùn)練雙元音、長元音等的發(fā)音。還可以利用一些節(jié)奏歡快、朗朗上口的兒歌民謠來糾正發(fā)音。歌曲時(shí)而快時(shí)而慢的節(jié)奏對發(fā)音的要求比較高,而歌詞連讀、略讀、重讀等現(xiàn)象的經(jīng)常出現(xiàn),對英語學(xué)習(xí)者的發(fā)音會(huì)有很大幫助,通過學(xué)英文歌來學(xué)英文,代替枯燥乏味的音標(biāo)練習(xí),能糾正語音,理順語法和詞匯,這對英語日常口語交流有很大的促進(jìn)作用。

如PEP教材第二冊Unit 4中的歌曲《An apple a day》,歌曲優(yōu)美,這首歌曲中An apple a day有兩個(gè)連讀,keep the doctor away中doctor away是兒化,只有準(zhǔn)確把握連讀、兒化才能把歌唱準(zhǔn)唱好,所以,平時(shí)這樣的歌唱多了,聽多了,學(xué)生自然就能習(xí)慣這些語音現(xiàn)象。

在教學(xué)中選擇曲調(diào)悠揚(yáng)、吐字飽滿清晰的歌曲，作為學(xué)生模仿的對象，特別是加強(qiáng)學(xué)生對連音的模仿。這么一來，我們就可以利用英文歌曲提供原汁原味的英語，幫助學(xué)生練習(xí)地道、純正的英語發(fā)音。

四、英文歌曲教學(xué)的方法

（一）動(dòng)作表演法

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

在教學(xué)歌曲的過程中同時(shí)結(jié)合TPR教學(xué)法，讓學(xué)生動(dòng)起來，能更好的激發(fā)學(xué)生的學(xué)習(xí)興趣，調(diào)動(dòng)課堂氛圍。小學(xué)生接受知識(shí)和信息主要是依賴于直觀的形象,所以,對小學(xué)生來說,理解歌詞大意,不能光憑口頭上的解釋和講解,而“表演”則可憑借一小部分感悟能力強(qiáng),表現(xiàn)力好的學(xué)生來幫助大家把抽象的語言還原為“可以觸摸”的生活形象。(二)圖片演示法

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

因而，圖片也是我們進(jìn)行英語教學(xué)的一種有效手段，它很直觀，特別是那些色彩鮮艷，畫面清晰，生動(dòng)活潑的圖片，可以將抽象、復(fù)雜的事物形象化，使課堂內(nèi)容圖文并茂，聲形俱現(xiàn)，有利于激活學(xué)生的形象思維，激發(fā)學(xué)生的學(xué)習(xí)興趣，陶冶情操。

【8】

【8】

（三）錄音跟讀法

眾所周知，在培養(yǎng)學(xué)生聽說能力的過程中，錄音磁帶起著相當(dāng)重要的作用。一方面我們可以讓學(xué)生通過聽錄音，訓(xùn)練學(xué)生的聽力；另一方面，可以讓學(xué)生先聽錄音，然后跟錄音朗讀，從而讓學(xué)生掌握標(biāo)準(zhǔn)、正宗的英語語音；再其次，還可以通過錄音磁帶來檢查學(xué)生課后的聽、說、讀的作業(yè)，使作業(yè)有聲化、具體化、實(shí)物化；而且用錄音磁帶教學(xué)符合當(dāng)前許多農(nóng)村小學(xué)教育資金欠缺的實(shí)際情況。

【9】

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

五、結(jié)語

我國小學(xué)英語教學(xué)中英文歌曲的運(yùn)用適應(yīng)國家提高全民英語素質(zhì)，尤其關(guān)注小學(xué)生英語基礎(chǔ)的形勢產(chǎn)生。英文歌曲教學(xué)中音樂節(jié)奏和英語歌詞的融合對學(xué)生習(xí)得第二語言，在和諧氣氛中掌握英語語音、語調(diào)等起到極重要作用。教師通過運(yùn)用英文歌曲能激發(fā)學(xué)生英語學(xué)習(xí)的興趣乃至熱情，促進(jìn)學(xué)生在以后學(xué)習(xí)中學(xué)好英語。關(guān)于歌曲教學(xué)，前人在文獻(xiàn)中給我們留下了許多寶貴的啟發(fā)，聯(lián)系我國現(xiàn)階段小學(xué)英語教學(xué)現(xiàn)狀，我們認(rèn)識(shí)到英文歌曲教學(xué)應(yīng)該是個(gè)“整體系統(tǒng)工程”。在今后的小學(xué)英語教學(xué)中我們還必須堅(jiān)持不懈地去探索研究，逐步完善英語歌曲教學(xué)，并且開闊眼界，讓英文歌曲在教學(xué)在小學(xué)英語教學(xué)中發(fā)揮越來越重要的作

【10】用，持續(xù)進(jìn)步，穩(wěn)步發(fā)展。參考文獻(xiàn)：

[1].李凌云.我國部分農(nóng)村地區(qū)小學(xué)英語教學(xué)現(xiàn)狀調(diào)查與思考[D].華中師范大學(xué)，2003 [2]魯宗干.小學(xué)英語教師手冊[M].廣東：廣東教育出版社，2001 [3]李芳芳.兒歌在小學(xué)英語教學(xué)中的地位和作用[J].科技信息，2008，（17）：256-257 [4]龔 雯.淺談?dòng)⑽母枨谟⒄Z教學(xué)中的應(yīng)用[J].哈爾濱職業(yè)技術(shù)學(xué)院學(xué)報(bào),2008,(3):89-90

[5]鄭 晶.寓教于樂——英文歌曲在高中英語教學(xué)中的應(yīng)用[J].科技咨詢,2009,(1):184 [6]邵 玲.英語教學(xué)中實(shí)施教唱英文歌曲的實(shí)驗(yàn)研究[J]．湖北教育學(xué)院學(xué)報(bào)．2005,(４): 123-125 [7]王瑞東.英語歌曲在英語學(xué)習(xí)中的輔助作用[J]．安徽農(nóng)業(yè)技術(shù)學(xué)院．1997,(5): 85 [8]肖 萍 肖運(yùn)祿.運(yùn)用歌曲教學(xué)，提高小學(xué)英語課堂教學(xué)有效性.井岡山學(xué)院學(xué)報(bào).2008，（5）：133-136 [9] 顏麗萍．錄音磁帶在小學(xué)英語教學(xué)中的利用[J].中國農(nóng)村教育.2009，（2）：92 [10]趙 嫚．農(nóng)村六年級(jí)英語口語教學(xué)中歌謠輔助運(yùn)用[D].華中師范大學(xué).2008

第二篇：英語專業(yè)畢業(yè)論文——英文歌曲歌謠在小學(xué)英語教學(xué)中的運(yùn)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

REFERENCES Corder.S.P.1981.Error Analysis and Interlanguage[M] Oxford University Press., 55-60.Davies,Paul,Pearse,Eric.Sussess in English Teaching[M]上海：上海外語教育出版社，2002, 46-47.Wang Qiang, Teaching English in the Primary School.[M] 北京：中央廣播電視大學(xué)出版社, 2003，54-55 Murphey,T.1992.Music and Songs.Resources Books for Teachers[M] London: Osford University Press, 37-39 董月梅，小學(xué)生心理特點(diǎn)與創(chuàng)新能力的挖掘[J]，《新疆石油教育學(xué)院學(xué)報(bào)》2003年第1期：78-79。

高巖，如何利用英語歌曲進(jìn)行英語課堂教學(xué)[J]，《教學(xué)研究》2012：67。教育部，小學(xué)英語課程標(biāo)準(zhǔn)[M]北京：人民教育出版社，2003：54-60?；B峰，英文歌曲在教學(xué)中的運(yùn)用[J]，《河套大學(xué)學(xué)報(bào)》2008：64-66。

賴軍萍，淺談?dòng)⒄Z歌曲在小學(xué)英語教學(xué)中的作用[J]，《基礎(chǔ)教育研究》2001年3月：38-39。

課程教材研究所，義務(wù)教育課程標(biāo)準(zhǔn)試驗(yàn)教科書英語（五年級(jí)上冊）[M]北京：人民教育出版社，2006：24。

馬菁菁，英語歌曲在小學(xué)英語教學(xué)中的運(yùn)用[J]，《Overseas English》,2010年5月：93-94。

王薔.，英語教學(xué)法教程[M]北京：高等教育出版社，2000：73-74。

謝福榮，如何在外語教學(xué)中使用歌曲和音樂[J]，《國外外語教學(xué)》1995年第三期 ：66-70。

張志遠(yuǎn)，兒童英語教學(xué)法[M]北京：外語教學(xué)與研究出版社，2006：105-110。

第三篇：英文歌曲在中學(xué)英語教學(xué)中的應(yīng)用

淺談?dòng)⑽母枨谥袑W(xué)英語教學(xué)中的應(yīng)用

英語的教學(xué)過程，我們不僅只停留在知識(shí)層面上的教學(xué)，更重要的是讓學(xué)生感受到英語情感的教學(xué)。教師應(yīng)以同情心，愛心，責(zé)任心，美感的體驗(yàn)去喚醒學(xué)生的同情心，愛心，責(zé)任心，美感。學(xué)習(xí)英文歌曲對于英語學(xué)習(xí)有很多的有力影響。英語歌曲教學(xué)是一種藝術(shù)型教學(xué)方式，在英語教學(xué)中，適當(dāng)?shù)匕延⒄Z歌曲引入課堂教學(xué)，不僅能消除疲勞，活躍課堂學(xué)習(xí)氣氛，激發(fā)學(xué)生學(xué)習(xí)英語的興趣和動(dòng)機(jī)，而且能促進(jìn)語言的輸入、內(nèi)化和習(xí)得，從而培養(yǎng)學(xué)生自主學(xué)習(xí)英語的能力。

我僅從以下幾方面來談?wù)勅绾芜\(yùn)用英語歌曲來為我們的課堂服務(wù)。一 用英語歌曲作為導(dǎo)入，創(chuàng)設(shè)豐富的情景，同化學(xué)生的情感

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

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

三 通過英語歌曲培養(yǎng)閱讀能力和口語表達(dá)能力

很多英語歌曲的歌詞很優(yōu)美，通過學(xué)唱英語歌曲可以培養(yǎng)學(xué)生的閱讀能力和口語表達(dá)能力。譬如，在讓學(xué)生欣賞電影歌曲My Heart Will Go On時(shí)，教師可以事先準(zhǔn)備好閱讀材料和相關(guān)的問題，讓學(xué)生帶著這些問題閱讀一篇介紹電影Titanic的文章，再讓學(xué)生在優(yōu)美的樂聲中答題，最后要求學(xué)生用英語討論這部電影的情節(jié)，進(jìn)行英語口語訓(xùn)練。一另外，教師要注意選取恰當(dāng)?shù)母枨?，比如學(xué)生喜歡的、易于接受的、節(jié)奏歡快的歌曲，尤其是流行歌曲或電影插曲，效果更佳。四 通過英語歌曲學(xué)習(xí)語法

在語法教學(xué)中，若英文歌曲運(yùn)用得當(dāng)，也會(huì)收到事半功倍的效果。虛擬語氣是中學(xué)生較難掌握的一項(xiàng)重要語法項(xiàng)目。在語法教學(xué)中，如果英文歌曲運(yùn)用適當(dāng)會(huì)得到事半功倍的效果。如以“If You Are Happy”為例，這首歌曲可以進(jìn)行真實(shí)條件句練習(xí)。這首歌中這種句子反復(fù)出現(xiàn)多次。學(xué)生通過自己的努力學(xué)習(xí)和訓(xùn)練能夠得到他們所喜愛的英文歌曲的歌詞,滿足他們學(xué)有所用的要求，切身體會(huì)感受學(xué)習(xí)的成就感，激發(fā)學(xué)習(xí)動(dòng)機(jī)，培養(yǎng)聽英文歌曲記錄歌詞的習(xí)慣，使英語學(xué)習(xí)和愛好結(jié)合起來。五 利用英文歌曲進(jìn)行聽力訓(xùn)練

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

英文歌曲能為英語教學(xué)提供豐富多樣的資料。但以英語歌曲教學(xué)并不是很容易把握的，因此選擇恰當(dāng)?shù)挠⑽母枨鷮虒W(xué)來說很重要。旋律要優(yōu)美,要符合中國的社會(huì)文化形式；歌曲所傳遞的信息應(yīng)易于理解；歌曲的詞句應(yīng)非常清晰，能夠適合進(jìn)行語言訓(xùn)練；歌曲的內(nèi)容應(yīng)符合學(xué)生的水平或能滿足特定的教學(xué)目的；另外所選歌曲應(yīng)是健康向上、教人自信自強(qiáng)、激發(fā)人們奮發(fā)向上的勵(lì)志歌曲。

總之，音樂可以增強(qiáng)英語學(xué)習(xí)的趣味性。歌曲不但是一種音樂形式而且是一種很重要的教育方式。把英文歌曲與英語教學(xué)結(jié)合起來，可以激發(fā)學(xué)生的學(xué)習(xí)興趣，陶冶情操，全面提高學(xué)生素質(zhì)，是一個(gè)寓教于樂的促進(jìn)英語學(xué)習(xí)的好方法。但英文歌曲在教學(xué)中只是一種手段,教師一定要運(yùn)用得當(dāng)。如今的教育只是一個(gè)選擇，即教會(huì)學(xué)生學(xué)會(huì)生存，學(xué)會(huì)學(xué)習(xí)，學(xué)會(huì)合作，這樣的教育必須是主體性和情感化的，可以說，重視情感教育已經(jīng)成為全球教育發(fā)展趨勢，培養(yǎng)學(xué)生優(yōu)良情感和健全人格，是素質(zhì)教育的重要內(nèi)容，幫助學(xué)生填補(bǔ)情感和技能的不足，教師任重而道遠(yuǎn)，我們應(yīng)該利用學(xué)科教學(xué)的主渠道，大力加強(qiáng)情感教育和訓(xùn)練。還能使學(xué)生面對現(xiàn)代社會(huì)的壓力，學(xué)會(huì)做人，學(xué)會(huì)學(xué)習(xí)，學(xué)會(huì)競爭，勇于挑戰(zhàn)，勇于競爭，我們應(yīng)努力把學(xué)生培養(yǎng)成有責(zé)任感，有愛心，有能力的新一代高素質(zhì)的人才。

第四篇：淺析英文歌曲在英語教學(xué)中的作用

淺析英文歌曲在英語教學(xué)中的作用

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

作為教師，我深知，興趣是學(xué)習(xí)的動(dòng)力。在平時(shí)的教學(xué)中造句都會(huì)刻意選擇學(xué)生感興趣的人和事。這下子對于自己一直覺得是重點(diǎn)卻不被重視，難以攻克的語音教學(xué)找到了秘密武器。以英文歌曲為突破口。最近幾周，實(shí)踐了下，結(jié)果讓人驚喜，與各位同行分享，希望拋磚引玉。

一，激發(fā)興趣

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

我個(gè)人很嚴(yán)重的存在單音準(zhǔn)確，發(fā)音技巧不夠的缺陷?？措娪安挥X得，但學(xué)唱英文歌總是跟不上詞，讓人懊惱又慚愧。因此，我想讓我的學(xué)生一開始就練習(xí)更標(biāo)準(zhǔn)的語音，能注意到語音，語調(diào)，語速以及連讀，弱讀，同化，失去爆破等發(fā)音技巧。第一，標(biāo)準(zhǔn)的發(fā)音增加自信。第二，發(fā)音技巧在聽力考試中會(huì)有直接影響。比如上次測驗(yàn)最簡單的tell us，about you，and a stem 的連讀，學(xué)生一點(diǎn)沒聽出來。三，豐富課堂

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

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

and I know when to let you loose這段歌詞排比式出現(xiàn)特殊疑問詞+動(dòng)詞不定式的結(jié)構(gòu)，讓人過目不忘。另外課堂中歌曲的節(jié)選，能活躍課堂氣氛，豐富教學(xué)手段，讓課堂更貼近生活和時(shí)代特點(diǎn)有利于建立民主平等的師生關(guān)系。四，終生學(xué)習(xí)

作為一名英語教師，K歌不會(huì)一兩首英文歌，自慚形穢。而且教師作為普通人也會(huì)有愛恨情仇的情感，音樂是很好的表達(dá)和宣泄?，F(xiàn)在的我，特別想學(xué)唱歌。課堂上露一手，還怕我們的愛徒不佩服，不欣賞嘛，有了欣賞和佩服，你的課堂不必維持秩序，因?yàn)槟愕木室欢ㄗ屇愕恼n堂更出彩。講臺(tái)是我們的舞臺(tái)，我們既然站在舞臺(tái)中央，就不能辜負(fù)自己辜負(fù)“觀眾”。以上是我最近英語教學(xué)的小心得，特別想與大家分享，不當(dāng)之處，還望不吝賜教。

第五篇：英文歌曲在初中英語教學(xué)中的應(yīng)用

英文歌曲在初中英語教學(xué)中的應(yīng)用

一、引言

目前，教唱英文歌曲作為一種教學(xué)手段，已經(jīng)越來越引起外語教育界人士的關(guān)注。SingingGrammar（英國劍橋大學(xué)出版社）一書中特別闡明為什么要使用歌曲進(jìn)行教學(xué)。人們聽音樂能夠獲取快樂，教師使用歌曲進(jìn)行教學(xué)，能激發(fā)學(xué)生的學(xué)習(xí)動(dòng)機(jī)，并使課堂的教學(xué)方式富于變化性。這種變化使學(xué)習(xí)者的學(xué)習(xí)興趣提高，使英語教學(xué)在輕松的歌唱活動(dòng)中展開，其效果出人意料。但初中階段由于課時(shí)緊，升學(xué)壓力大等原因，英文歌曲在課堂上很少使用，即使使用了，方式也簡單，實(shí)效性差。而恰當(dāng)?shù)剡\(yùn)用英文歌曲進(jìn)行英語教學(xué)，能夠激發(fā)學(xué)生的興趣，大大提高課堂效率，英文歌曲應(yīng)該走進(jìn)英語課堂。為此，筆者在多年的初中英語教學(xué)中進(jìn)行了大膽的嘗試，收到很好的效果。

二、英語歌曲在教學(xué)實(shí)踐中的作用

（一）利用英文歌曲提高學(xué)生聽力效率

教學(xué)調(diào)查表明，許多學(xué)生在做聽力訓(xùn)練時(shí)，由于過于緊張，因害怕、焦慮而產(chǎn)生了心理障礙，本來能聽懂的也變得聽不懂了，從而影響了對知識(shí)內(nèi)容的理解。因?yàn)槁犃κ且粋€(gè)復(fù)雜的、能動(dòng)的過程，它稍縱即逝，無重復(fù)與回避的余地。聽懂時(shí)容易使人興奮，激發(fā)興趣與信心；不理解時(shí)，也容易失去信心、產(chǎn)生焦慮，而焦慮的情緒會(huì)使學(xué)生慌亂而失去對整個(gè)語義的掌握。因此，教師要努力創(chuàng)設(shè)一種輕松和諧和氛圍，使學(xué)生情緒放松，喜聞樂見。英文歌曲優(yōu)美的旋律，明快歡樂的更多精品文檔,歡迎來我主頁查詢 抒情節(jié)奏，往往能撥動(dòng)學(xué)生的心弦，緩解學(xué)生的緊張心情，使學(xué)生心情愉悅，有效激發(fā)聽的欲望。

利用英文歌曲加強(qiáng)聽力教學(xué)具有明顯的效果已為人們所熟知。然而，英文歌曲數(shù)量繁多，并不是所有的樂曲都適合于輔助聽力教學(xué)。教師應(yīng)當(dāng)精心選擇一些難度適當(dāng)、典雅優(yōu)美并且與學(xué)生生活經(jīng)驗(yàn)相關(guān)性強(qiáng)的樂曲材料，并且與學(xué)生生活經(jīng)驗(yàn)相關(guān)性強(qiáng)的樂曲材料，具體以學(xué)生的知識(shí)基礎(chǔ)和認(rèn)知水產(chǎn)為出發(fā)點(diǎn)。許多經(jīng)典英文歌曲如《YesterdayOnceMore》、《DoReMe》、《SayYou,SayMe》《Sailing》等，以其格調(diào)優(yōu)美、活潑明快的藝術(shù)表現(xiàn)形式，展示西方生活場景的生動(dòng)豐富的內(nèi)涵，深受學(xué)生的喜愛。因此，在上聽力課的過程中讓學(xué)生聽一聽耳熟能詳?shù)慕?jīng)典英文歌曲，不僅有利于激發(fā)學(xué)生的學(xué)習(xí)興趣，而且有利于學(xué)生的語感熏陶。

（二）利用英文歌曲提高學(xué)生的口語水平

英語和漢語分屬不同的語系，不僅語言結(jié)構(gòu)、語言表達(dá)等存在很大的差異，語音、語調(diào)的差異性也很大。教學(xué)生歌曲是訓(xùn)練學(xué)生語音、語調(diào)的一個(gè)好方法，歌曲清楚地表現(xiàn)了英語節(jié)奏性的特征、重讀音節(jié)和非重讀音節(jié)。當(dāng)學(xué)生在唱他們喜歡的歌時(shí)，他們不僅喜歡模仿他們喜歡的明星的動(dòng)作表情，更要模仿他們的發(fā)音。一旦他們學(xué)會(huì)了歌曲，那些歌詞、句型、語音、語調(diào)、連讀、節(jié)奏會(huì)永遠(yuǎn)留在他們腦海里。

（三）利用英語歌曲學(xué)習(xí)外國文化和風(fēng)俗習(xí)慣

《英語課程標(biāo)準(zhǔn)》要求“幫助學(xué)生了解世界和中西方文化的差異，拓展視野，培養(yǎng)愛國主義精神，形成健康的人生觀”。我們需要使學(xué)更多精品文檔,歡迎來我主頁查詢 生語言的過程中了解外國文化，特別是英語國家文化，發(fā)展他們的跨文化交際意識(shí)和能力。英語歌曲大量反映外國的風(fēng)俗文化，在教唱英語歌曲前，我們先向?qū)W生分析與歌詞有關(guān)的風(fēng)土人情和其他知識(shí)，如在初一入門階段，可以學(xué)習(xí)歌曲“Goodmorningtoyou”和“Hello，hello，howareyou?”來相互問候，并啟發(fā)學(xué)生了解西方國家的人們用Goodmorning、Goodafternoon、Goodevening等來相互問候。對于一個(gè)學(xué)英語的學(xué)生來說，了解所學(xué)語言國家的文化背景是非常重要的，有利于更貼切自如地運(yùn)用該語言。在學(xué)習(xí)Festivals時(shí)，我們可以學(xué)唱“Happynewyear”、“WewishyouamerryChristmas”。通過學(xué)習(xí)各種英文歌曲，學(xué)生學(xué)習(xí)的熱情高漲，同時(shí)還可以了解到英文歌曲的主要類型，比如說爵士樂、民歌、鄉(xiāng)村歌曲、藍(lán)調(diào)歌曲、搖滾等各種類型，從而進(jìn)一步了解西方文化以及西方的歷史。

三、英文歌曲在英語課堂上的正確運(yùn)用

（一）結(jié)合課文內(nèi)容選擇英文歌曲

雖然英文歌曲教學(xué)能提高學(xué)生的聽說讀寫能力，但教師在上課過程中也不能濫用歌曲，如果不結(jié)合教學(xué)內(nèi)容、學(xué)生實(shí)際情況隨意使用歌曲，會(huì)打亂整個(gè)教學(xué)計(jì)劃，使課堂毫無秩序，事倍功半。所以，教師在英語教學(xué)的過程中必須正確運(yùn)用這一教學(xué)方法。以下是筆者在教牛津教材7BUnit4Amazingthings語法教學(xué)中，運(yùn)用英語歌曲進(jìn)行鞏固一般過去時(shí)及不規(guī)則動(dòng)詞過去式語法知識(shí)而設(shè)計(jì)的一節(jié)復(fù)習(xí)課。首先發(fā)給學(xué)生一張歌單WhataCrazyDay!該歌單上的所有不規(guī)則動(dòng)詞更多精品文檔,歡迎來我主頁查詢 過去式都被代之以空格。

接下來，筆者給學(xué)生布置任務(wù)：聽歌曲，填空將歌詞補(bǔ)充完整。其目的是考查學(xué)生對一般過去時(shí)以及不規(guī)則動(dòng)詞的過去式的掌握情況。為了使學(xué)生適應(yīng)歌曲旋律，并能夠較好地完成任務(wù)，筆者將歌曲播放了兩遍。然后，組織學(xué)生在各小組內(nèi)討論，核對答案，并在全班共同拼寫正確答案。通過這一環(huán)節(jié)，學(xué)生中普通存在的問題，如woke,rang,ate,caught等的拼寫錯(cuò)誤都得到了修正。在統(tǒng)一核對答案之后，再次播放歌曲，帶領(lǐng)全班同學(xué)一起學(xué)唱，鞏固所學(xué)知識(shí)。

在接下來的時(shí)間里，筆者組織學(xué)生使用一般過去式來復(fù)述歌曲中主人公共場所“瘋狂的一天”，考查學(xué)生運(yùn)用時(shí)態(tài)來解決實(shí)際問題的能力。班級(jí)中絕大多數(shù)的學(xué)生者能夠在歌詞的基礎(chǔ)上，運(yùn)用各種關(guān)聯(lián)詞，條理清晰、語言準(zhǔn)確地描述出故事的梗概。部分學(xué)生注意了復(fù)述中人稱的變化，形容詞的變化和位置的合理性，給人耳目一新的感覺。

最后，組織學(xué)生運(yùn)用原歌曲的音樂節(jié)奏，并模仿其寫作模式，進(jìn)行再創(chuàng)作，即用自己替代原歌曲中的主人公，合理想象，運(yùn)用一般過去時(shí)以及不規(guī)則動(dòng)詞的過去式，改寫歌詞并吟唱。在此環(huán)節(jié)中，某些對唱歌這一形式持懷疑態(tài)度的學(xué)生表現(xiàn)出相當(dāng)高的熱情，甚至不再顧及自己的歌喉是否悅耳，大膽地舉手，向全班奉獻(xiàn)自己的“杰作”，課堂上氣氛熱烈。

在本節(jié)課中，通過運(yùn)用英語歌曲進(jìn)行的語法教學(xué)，大大改變了過去呆板的語法教學(xué)模式，使英語的課堂教學(xué)變得更生動(dòng)，更貼近學(xué)生的生活，收到意想不到的效果。

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（二）英文歌應(yīng)根據(jù)學(xué)生的愛好、年齡等因人而異

初一學(xué)生英語詞匯掌握不多，年齡還小，因此可以選擇兒歌。初

二、初三學(xué)生開始逐漸成熟，喜歡流行歌曲，可以適當(dāng)選擇些歐洲組合和比較流行的歐美經(jīng)典歌曲。比如說westlife的“Mylove”，“Seasonsinthesun”等特別流行又很經(jīng)典的歌曲，比如WhitneyHouston、MichaelJackson、CelineDion、BritneySpears、Cher、Backstreets等非常流行的歌手或組合的歌曲，這樣可以調(diào)動(dòng)學(xué)生的每一根神經(jīng)，學(xué)習(xí)英文歌，同時(shí)也在學(xué)習(xí)英語。

（三）合理安排時(shí)間學(xué)習(xí)英文歌曲

在英語課堂中，可以在預(yù)備鈴響后開始齊唱英文歌曲，這樣使學(xué)生馬上學(xué)習(xí)英語的氛圍當(dāng)中，有時(shí)也可以在課中進(jìn)行，調(diào)節(jié)學(xué)生的情緒，教師根據(jù)實(shí)際情況而定。當(dāng)然，我們也可以選擇一節(jié)課專門學(xué)習(xí)英文歌曲。先播放欣賞，再講解背景、詞議等，然后跟唱，齊唱，還可以讓學(xué)生馬上表演。

課堂以外，可以利用下午上課前讓學(xué)生播放自己喜歡的歌曲，事先發(fā)給學(xué)生歌詞，這樣，每天10分鐘，一周之后學(xué)生就可以無意之中就學(xué)會(huì)一首英文歌曲?？梢詳U(kuò)大詞匯和英語知識(shí)。當(dāng)然，很多學(xué)生即使老師不要求，也很喜歡自己學(xué)習(xí)英文歌。

可以在課外活動(dòng)舉行英文歌唱比賽，鼓勵(lì)學(xué)生學(xué)習(xí)英文歌曲。

四、結(jié)束語

總之，隨著英文歌曲日益走進(jìn)英語課堂，英文歌曲越來越受到英語更多精品文檔,歡迎來我主頁查詢 教師，英語學(xué)習(xí)者的歡迎和重視。同時(shí)我們教師還應(yīng)注意一些環(huán)節(jié)，在教學(xué)中多總結(jié)經(jīng)驗(yàn)，把英文歌曲對英語學(xué)習(xí)的作用發(fā)揮到最大。

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