第一篇：英語(yǔ)專業(yè)畢業(yè)論文——英文歌曲歌謠在小學(xué)英語(yǔ)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

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第二篇：淺談?dòng)⑽母枨谛W(xué)英語(yǔ)教學(xué)中的運(yùn)用

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

闕凌俊

摘要：新課程標(biāo)準(zhǔn)要求我們?cè)谟⒄Z(yǔ)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(yǔ)課 堂中,我們的英語(yǔ)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(yǔ)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(yǔ)教學(xué)；運(yùn)用

一、小學(xué)英語(yǔ)教學(xué)現(xiàn)狀

我國(guó)從20世紀(jì)60年代末，開始在小學(xué)開設(shè)英語(yǔ)課程。隨著國(guó)際交流的不斷增強(qiáng)，以及社會(huì)要求的不斷增加，英語(yǔ)課程在中小學(xué)教學(xué)階段重要性日益增加，英語(yǔ)教學(xué)規(guī)模也迅速擴(kuò)大，越來(lái)越多的地區(qū)在小學(xué)開設(shè)英語(yǔ)課程。小學(xué)英語(yǔ)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(yǔ)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(guó)民素質(zhì)和我國(guó)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(yǔ)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(yǔ)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(yǔ)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(yǔ)的興趣，而課堂上反復(fù)的英語(yǔ)單詞、語(yǔ)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(guò)分重視英語(yǔ)單詞的學(xué)習(xí)，而忽視了所學(xué)的英語(yǔ)知識(shí)與學(xué)生實(shí)際生活的聯(lián)系，英語(yǔ)教學(xué)缺乏一定的實(shí)用性。學(xué)生學(xué)會(huì)了英語(yǔ)單詞，卻不會(huì)解決與之有關(guān)的實(shí)際問(wèn)題，甚至連基本的情境對(duì)話都無(wú)法進(jìn)行,更別說(shuō)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(yǔ)的趣味和作用。這對(duì)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(yǔ)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(yǔ)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(lè)智能是其中的一大智能。音樂(lè)一節(jié)奏智能指的是個(gè)人感受、辨別、記憶、表達(dá)音樂(lè)的能力，表現(xiàn)為個(gè)人對(duì)節(jié)奏、音調(diào)、音色和旋律的敏感以及通過(guò)作曲、演奏、歌唱等形式來(lái)表達(dá)自己的思想或情感。音樂(lè)與語(yǔ)言是兩個(gè)密切相關(guān)的系統(tǒng)，人們對(duì)音樂(lè)的感知并行于人們對(duì)語(yǔ)言的感知，同時(shí)音樂(lè)感知會(huì)對(duì)語(yǔ)言的處理起到有力的支持作用。在小學(xué)英語(yǔ)教學(xué)中輔以說(shuō)唱和演唱等活動(dòng)，對(duì)培養(yǎng)學(xué)生的聽(tīng)、說(shuō)、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(tīng)、唱英語(yǔ)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(lái)學(xué)習(xí)的快感。盡興唱又可激活主管抽象思維和語(yǔ)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(yǔ)言引起共振,使口語(yǔ)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(yǔ)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(yǔ)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(lái)，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(guò)程中加深對(duì)語(yǔ)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(yǔ)教學(xué)與英文歌曲聯(lián)系起來(lái),能使課堂充滿活力。語(yǔ)言的產(chǎn)生源于勞動(dòng)過(guò)程中的音樂(lè)和節(jié)拍,音樂(lè)與語(yǔ)言有著天然的內(nèi)在聯(lián)系,音樂(lè)的感染力能使英語(yǔ)學(xué)習(xí)過(guò)程變得輕松曼妙且易于接受。小學(xué)生喜愛(ài)音樂(lè),他們聽(tīng)覺(jué)敏銳又善于模仿,具有音樂(lè)的潛能,而音樂(lè)又是他們課外與英語(yǔ)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(guò)音樂(lè)加深節(jié)拍環(huán)境下的語(yǔ)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(duì)語(yǔ)言的想象和理解。當(dāng)學(xué)生能熱愛(ài)英文歌曲時(shí),學(xué)習(xí)英語(yǔ)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(yǔ)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(yǔ)歌曲,以歌促學(xué),寓教于樂(lè),為學(xué)生創(chuàng)造輕松的學(xué)習(xí)環(huán)境,使學(xué)生更樂(lè)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(yǔ)教學(xué)中的運(yùn)用

（一）運(yùn)用英文歌曲，促進(jìn)聽(tīng)力教學(xué)

一直以來(lái)，聽(tīng)力在對(duì)于大部分的英語(yǔ)學(xué)習(xí)者來(lái)說(shuō)，都是最難掌握的。而在小學(xué)英語(yǔ)中，由于學(xué)習(xí)者的年齡特征，并且學(xué)生剛剛接觸英語(yǔ)，基礎(chǔ)薄弱，對(duì)英語(yǔ)聽(tīng)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(wú)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(yǔ)語(yǔ)言的用法及內(nèi)容比傳統(tǒng)的聽(tīng)力教材更簡(jiǎn)單一些，從而能被愛(ài)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(tīng)力教學(xué)中，使學(xué)生們?cè)趯W(xué)習(xí)的同時(shí)又獲得了音樂(lè)的享受，這符合小學(xué)生的特點(diǎn)，通過(guò)歌曲教學(xué)使學(xué)生嘗到了學(xué)習(xí)的樂(lè)趣，他們對(duì)學(xué)習(xí)產(chǎn)生興趣，就會(huì)使學(xué)習(xí)更有效率。【7】

（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(yǔ)學(xué)習(xí)的重點(diǎn)。在英語(yǔ)學(xué)習(xí)中，小學(xué)生對(duì)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(yǔ)、和句型。英語(yǔ)歌曲可以輔助字母教學(xué)、詞匯教學(xué)、日常用語(yǔ)教學(xué)、句型和語(yǔ)法教學(xué)、文化教學(xué)。通過(guò)唱英語(yǔ)歌曲,易于激發(fā)學(xué)生的情緒和想象力,在無(wú)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(yǔ)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(yǔ)音訓(xùn)練

眾所周知，小學(xué)生在說(shuō)英語(yǔ)，尤其在說(shuō)一些較長(zhǎng)的句子時(shí)，會(huì)出現(xiàn)說(shuō)話不流利的現(xiàn)象，往往不能夠靈活運(yùn)用，這是由于英語(yǔ)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(yǔ)口語(yǔ), 在英語(yǔ)教學(xué)中,教師可以適當(dāng)?shù)剡x用一些英文歌曲對(duì)學(xué)生進(jìn)行語(yǔ)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(zhǎng)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(lái)糾正發(fā)音。歌曲時(shí)而快時(shí)而慢的節(jié)奏對(duì)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(duì)英語(yǔ)學(xué)習(xí)者的發(fā)音會(huì)有很大幫助,通過(guò)學(xué)英文歌來(lái)學(xué)英文,代替枯燥乏味的音標(biāo)練習(xí),能糾正語(yǔ)音,理順語(yǔ)法和詞匯,這對(duì)英語(yǔ)日?？谡Z(yǔ)交流有很大的促進(jìn)作用。

如PEP教材第二冊(cè)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(tīng)多了,學(xué)生自然就能習(xí)慣這些語(yǔ)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(duì)象，特別是加強(qiáng)學(xué)生對(duì)連音的模仿。這么一來(lái)，我們就可以利用英文歌曲提供原汁原味的英語(yǔ)，幫助學(xué)生練習(xí)地道、純正的英語(yǔ)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(lái),即邊說(shuō)邊唱邊做動(dòng)作,例如在PEP五年級(jí)上冊(cè)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(tīng)的動(dòng)作,用手勢(shì)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(tīng)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(wèn)號(hào))。

在教學(xué)歌曲的過(guò)程中同時(shí)結(jié)合TPR教學(xué)法，讓學(xué)生動(dòng)起來(lái)，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(duì)小學(xué)生來(lái)說(shuō),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(lái)幫助大家把抽象的語(yǔ)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(guò)圖片來(lái)創(chuàng)設(shè)英語(yǔ)的情景形式以介紹或表達(dá)歌曲內(nèi)容。通過(guò)邊看圖,邊聽(tīng)錄音來(lái)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(yǔ)意義的重要手段。利用圖片揭示詞語(yǔ)意義不僅能防止過(guò)分依賴于漢語(yǔ)釋意,而且能培養(yǎng)學(xué)生在英語(yǔ)語(yǔ)境中直接理解和掌握詞語(yǔ)的意義和用法。

因而，圖片也是我們進(jìn)行英語(yǔ)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(tīng)說(shuō)能力的過(guò)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(guò)聽(tīng)錄音，訓(xùn)練學(xué)生的聽(tīng)力；另一方面，可以讓學(xué)生先聽(tīng)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(yǔ)語(yǔ)音；再其次，還可以通過(guò)錄音磁帶來(lái)檢查學(xué)生課后的聽(tīng)、說(shuō)、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(lè)以及語(yǔ)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(tīng)覺(jué)經(jīng)驗(yàn),使英語(yǔ)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(guò)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(yǔ)調(diào)和糾正學(xué)生不妥的發(fā)音等。使他們?cè)诟佑鋹偟臍夥罩休p松學(xué)習(xí)英語(yǔ)。而且這種方法操作起來(lái)也非常簡(jiǎn)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(jiǎn)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(méi)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(tīng)到學(xué)生聽(tīng)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(yǔ)

我國(guó)小學(xué)英語(yǔ)教學(xué)中英文歌曲的運(yùn)用適應(yīng)國(guó)家提高全民英語(yǔ)素質(zhì)，尤其關(guān)注小學(xué)生英語(yǔ)基礎(chǔ)的形勢(shì)產(chǎn)生。英文歌曲教學(xué)中音樂(lè)節(jié)奏和英語(yǔ)歌詞的融合對(duì)學(xué)生習(xí)得第二語(yǔ)言，在和諧氣氛中掌握英語(yǔ)語(yǔ)音、語(yǔ)調(diào)等起到極重要作用。教師通過(guò)運(yùn)用英文歌曲能激發(fā)學(xué)生英語(yǔ)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(yǔ)。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(guó)現(xiàn)階段小學(xué)英語(yǔ)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(yǔ)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(yǔ)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(yǔ)教學(xué)中發(fā)揮越來(lái)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(guó)部分農(nóng)村地區(qū)小學(xué)英語(yǔ)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(yǔ)教師手冊(cè)[M].廣東：廣東教育出版社，2001 [3]李芳芳.兒歌在小學(xué)英語(yǔ)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(yǔ)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(lè)——英文歌曲在高中英語(yǔ)教學(xué)中的應(yīng)用[J].科技咨詢,2009,(1):184 [6]邵 玲.英語(yǔ)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(yǔ)歌曲在英語(yǔ)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(yǔ)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(yǔ)教學(xué)中的利用[J].中國(guó)農(nóng)村教育.2009，（2）：92 [10]趙 嫚．農(nóng)村六年級(jí)英語(yǔ)口語(yǔ)教學(xué)中歌謠輔助運(yùn)用[D].華中師范大學(xué).2008

第三篇：《歌曲歌謠在小學(xué)英語(yǔ)教學(xué)中運(yùn)用策略的的研究》工作報(bào)告

《歌曲歌謠在小學(xué)英語(yǔ)教學(xué)中運(yùn)用策略的研究》

——課題研究工作報(bào)告

黃龍縣中心小學(xué)課題組

我和金竹葉老師都是黃龍縣中心小學(xué)的英語(yǔ)教師，自2013年12月向延安市教育教學(xué)研究中心申報(bào)立項(xiàng)，承擔(dān)微型課題——“歌曲歌謠在小學(xué)英語(yǔ)教學(xué)中運(yùn)用策略的研究”的課題研究活動(dòng)。2014年1月20日獲得正式立項(xiàng)。

在上級(jí)部門的領(lǐng)導(dǎo)下，在學(xué)校領(lǐng)導(dǎo)的大力支持下，在我和金竹葉老師的努力下，進(jìn)行科學(xué)分工，團(tuán)結(jié)協(xié)作，開拓創(chuàng)新，開展了卓有成效的工作，經(jīng)過(guò)半年的研究，取得了一定的研究成果，現(xiàn)將研究工作報(bào)告如下。

本課題研究從2013年12月進(jìn)入可行性論證，正式立項(xiàng)時(shí)間為2014年1月20日，從2014年1月20日至2014年6月進(jìn)行正式研究運(yùn)作，2014年6月底按預(yù)定計(jì)劃完成結(jié)題。

課題研究的內(nèi)容:課題研究的總體內(nèi)容有兩個(gè)方面：如何開發(fā)和利用小學(xué)英文歌曲歌謠？在什么情境下運(yùn)用英語(yǔ)歌曲歌謠？是我們課題研究的主要內(nèi)容。英文歌曲和歌謠是針對(duì)陜旅版小學(xué)英語(yǔ)教材中的Let’s sing 和Let’s chant 這兩個(gè)部分進(jìn)行改編、整合和創(chuàng)新，同時(shí)還對(duì)一些適合編成歌曲和歌謠的單詞和句子進(jìn)行改編。

本課題研究的方法主要有文獻(xiàn)研究法、調(diào)查研究法、試驗(yàn)研究法、比較研究法、經(jīng)驗(yàn)總結(jié)法等。

課題組成員有：

組長(zhǎng)：高彩霞 負(fù)責(zé)整合分析材料，實(shí)施課堂實(shí)驗(yàn)研究撰寫教學(xué)案例和論文。

組員：金竹葉 負(fù)責(zé)教研過(guò)程中的材料采集；負(fù)責(zé)撰寫教學(xué)論文。

課題實(shí)施的主要過(guò)程

1、精心籌備，認(rèn)真搜集與本課題相關(guān)的學(xué)習(xí)資料，確定定實(shí)驗(yàn)班級(jí)。在校領(lǐng)導(dǎo)組織召開微型課題會(huì)議之后，更加提高了我們對(duì)本課題研究工作的認(rèn)識(shí)，明確其研究工作的意義和目標(biāo)，滿腔熱情地投身于研究工作中，我們經(jīng)過(guò)商 討，明確分工，確定了實(shí)驗(yàn)的班級(jí)，通過(guò)各種方法與渠道搜集與本課題相關(guān)的資料，全面的展開課題研究工作。

2、認(rèn)真實(shí)驗(yàn)與研究，不斷總結(jié)與反思，為確保課題研究的順利進(jìn)行。自課題研究以來(lái)，得到了校領(lǐng)導(dǎo)的關(guān)注和重視，以及縣教研室的全力支持，我們課題組認(rèn)真實(shí)驗(yàn)與研究，不斷總結(jié)與反思，并將教研及課改工作結(jié)合起來(lái)，定期研討，解決課題中遇到的問(wèn)題。

3、認(rèn)真開展課題研究各階段的主要工作

（1）、我們通過(guò)網(wǎng)絡(luò)認(rèn)真學(xué)習(xí)優(yōu)秀課題的研究活動(dòng)，通過(guò)學(xué)習(xí)提高了我們理論素養(yǎng)和課題研究活動(dòng)的效率，更快地促進(jìn)了本課題的發(fā)展。

（2）、我們關(guān)注學(xué)生英語(yǔ)學(xué)習(xí)過(guò)程的研究，通過(guò)對(duì)學(xué)生和教師的調(diào)查問(wèn)卷、仿談等形式，隨時(shí)了解課題的進(jìn)展和改進(jìn)情況。

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

（4）啟動(dòng)階段：2013.1月至2013年12月，我們通過(guò)調(diào)查、訪談、分析我校學(xué)生英語(yǔ)學(xué)習(xí)的現(xiàn)狀，收集、比較有關(guān)兒歌教學(xué)方面的資料和文獻(xiàn)，為課題申請(qǐng)立項(xiàng)的可行性作準(zhǔn)備。2013年12月 我們申請(qǐng)立項(xiàng)并于2014年1月得到市級(jí)教育教學(xué)研究中心的批準(zhǔn)。

（5）實(shí)施階段： 2014年1月底本課題組制定課題組研究目標(biāo)、內(nèi)容和計(jì)劃，開始加大實(shí)施力度,進(jìn)行課題研討活動(dòng)，同時(shí)積極收集兒歌教學(xué)材料。我和金竹葉老師在此過(guò)程中，每人上了兩次次公開課進(jìn)行研討，同時(shí)還邀請(qǐng)學(xué)校的英語(yǔ)老師參與聽(tīng)評(píng)課活動(dòng)，我們不斷搜集更多的英文歌曲和歌謠，籌備課題論文和教案集。

（6）總結(jié)結(jié)題階段 2014年5月底課題為了進(jìn)一步落實(shí)完善課題研究，制定了下一步的工作計(jì)劃。6月4日我們分別上了一節(jié)匯報(bào)課，邀請(qǐng)校領(lǐng)導(dǎo)和全體英語(yǔ)教師參與次活動(dòng)，同時(shí)積極整理和歸納課題研究資料并匯編了以下成果。撰寫課題結(jié)題研究報(bào)告，填寫《課題結(jié)題鑒定書》努力完成課題鑒定，保障課題順利結(jié)題。

課題研究的主要成果

（一）開展《歌曲歌謠在小學(xué)英語(yǔ)教學(xué)中運(yùn)用策略的研究》的課題以來(lái)，我和金竹葉老師運(yùn)用歌曲歌謠精心設(shè)計(jì)課堂教學(xué)，學(xué)生沉醉在英語(yǔ)歌謠和兒歌的濃濃氛圍中，學(xué)習(xí)興趣得到了有效地激發(fā)，課堂教學(xué)效益得到了顯著的提高。1.總結(jié)了一套“運(yùn)用歌曲歌謠，輔助小學(xué)英語(yǔ)課堂”的教學(xué)模式

在日常教學(xué)中，我們初步探索出這樣的教學(xué)模式，其基本結(jié)構(gòu)是：唱歌熱身---歌曲導(dǎo)入---新知學(xué)習(xí)---鞏固操練---角色表演----歌曲總結(jié)

2.結(jié)合本校教學(xué)和學(xué)生實(shí)際，搜集了不少適合小學(xué)英語(yǔ)教學(xué)的歌曲歌謠。

（二）通過(guò)本課題研究的不斷深入，全體英語(yǔ)教師和學(xué)生從中獲益頗多，尤其是激發(fā)了本校學(xué)生學(xué)習(xí)英語(yǔ)的熱情和興趣。

課題研究有效得激發(fā)了本校學(xué)生英語(yǔ)學(xué)習(xí)的熱情和興趣，提高了本校學(xué)生的英語(yǔ)成績(jī)。通過(guò)一學(xué)期年的實(shí)踐，使我們的英語(yǔ)教學(xué)受益匪淺。運(yùn)用歌曲歌謠進(jìn)行教學(xué)，改變了傳統(tǒng)的課堂教學(xué)模式，激發(fā)了學(xué)生在課堂上的英語(yǔ)學(xué)習(xí)潛能，學(xué)生成了課堂學(xué)習(xí)的主人，在豐富多彩的課堂、課外學(xué)習(xí)中，學(xué)生主動(dòng)參與，主動(dòng)探索，主動(dòng)思考、主動(dòng)實(shí)踐，隨處可見(jiàn)。在英語(yǔ)學(xué)習(xí)中，學(xué)生通過(guò)說(shuō)說(shuō)唱唱，跳跳演演，不僅得到了美的熏陶，又營(yíng)造了濃厚的英語(yǔ)氛圍，還激發(fā)了學(xué)生學(xué)習(xí)的興趣，真正把課堂的時(shí)間和空間還給了學(xué)生。尤其是部分后進(jìn)生在新的課堂教學(xué)模式下，也得到了成功的體驗(yàn)，學(xué)習(xí)自信心得到了增強(qiáng)，課堂效果得到明顯提高。

實(shí)踐證明，運(yùn)用歌曲歌謠兒歌，輔助農(nóng)村小學(xué)英語(yǔ)教學(xué)的模式是可行且有一定實(shí)效的。

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

第四篇：英文歌曲在中學(xué)英語(yǔ)教學(xué)中的應(yīng)用

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

英語(yǔ)的教學(xué)過(guò)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(yǔ)情感的教學(xué)。教師應(yīng)以同情心，愛(ài)心，責(zé)任心，美感的體驗(yàn)去喚醒學(xué)生的同情心，愛(ài)心，責(zé)任心，美感。學(xué)習(xí)英文歌曲對(duì)于英語(yǔ)學(xué)習(xí)有很多的有力影響。英語(yǔ)歌曲教學(xué)是一種藝術(shù)型教學(xué)方式，在英語(yǔ)教學(xué)中，適當(dāng)?shù)匕延⒄Z(yǔ)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(yǔ)的興趣和動(dòng)機(jī)，而且能促進(jìn)語(yǔ)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(yǔ)的能力。

我僅從以下幾方面來(lái)談?wù)勅绾芜\(yùn)用英語(yǔ)歌曲來(lái)為我們的課堂服務(wù)。一 用英語(yǔ)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?cè)谥vwhat 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(yǔ)的興趣，在上課開始前可以帶領(lǐng)學(xué)生聽(tīng)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(yǔ)表達(dá)能力和對(duì)英語(yǔ)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(lái)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(wèn)天氣的另一種表達(dá)方式，What’s the weather like ? 二 考試過(guò)后，用英語(yǔ)歌曲來(lái)激勵(lì)學(xué)生，給學(xué)生學(xué)習(xí)英語(yǔ)的信心

每次考試后，都有人歡喜有人憂，成績(jī)好的學(xué)生沾沾自喜，成績(jī)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(tīng)他的歌。在奧巴馬訪華歡迎儀式上，中國(guó)青年歌手組合羽泉與來(lái)自北京大學(xué)，清華大學(xué)中國(guó)大學(xué)生，以及正在北京語(yǔ)言大學(xué)學(xué)習(xí)的美國(guó)留學(xué)生，60人共同演唱了美國(guó)歌曲《That’s what friends are for》用歌詞傳遞我們中國(guó)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(guò)量而永久失明，不過(guò)旺德從小就表現(xiàn)出對(duì)音樂(lè)的熱愛(ài)，11歲時(shí)便會(huì)演奏100多件樂(lè)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(wú)言說(shuō)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(qǐng)你相信，你永遠(yuǎn)都可以依靠我 那就是朋友相處之道，無(wú)論是快樂(lè)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)刻可以停靠的肩膀。

三 通過(guò)英語(yǔ)歌曲培養(yǎng)閱讀能力和口語(yǔ)表達(dá)能力

很多英語(yǔ)歌曲的歌詞很優(yōu)美，通過(guò)學(xué)唱英語(yǔ)歌曲可以培養(yǎng)學(xué)生的閱讀能力和口語(yǔ)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(wèn)題，讓學(xué)生帶著這些問(wèn)題閱讀一篇介紹電影Titanic的文章，再讓學(xué)生在優(yōu)美的樂(lè)聲中答題，最后要求學(xué)生用英語(yǔ)討論這部電影的情節(jié)，進(jìn)行英語(yǔ)口語(yǔ)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(guò)英語(yǔ)歌曲學(xué)習(xí)語(yǔ)法

在語(yǔ)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(yǔ)氣是中學(xué)生較難掌握的一項(xiàng)重要語(yǔ)法項(xiàng)目。在語(yǔ)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(guò)自己的努力學(xué)習(xí)和訓(xùn)練能夠得到他們所喜愛(ài)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(tīng)英文歌曲記錄歌詞的習(xí)慣，使英語(yǔ)學(xué)習(xí)和愛(ài)好結(jié)合起來(lái)。五 利用英文歌曲進(jìn)行聽(tīng)力訓(xùn)練

學(xué)生在長(zhǎng)時(shí)間的聽(tīng)力訓(xùn)練過(guò)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(tīng)歌并不是單純地放歌給學(xué)生聽(tīng)。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(tīng)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(yǔ)、謂語(yǔ)和賓語(yǔ)，學(xué)生聽(tīng)完做完之后再核對(duì)；也可以再次放音讓學(xué)生進(jìn)行自我校對(duì)，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(lái)讓學(xué)生欣賞并在欣賞的過(guò)程中，填入屏幕中出現(xiàn)的歌詞的過(guò)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(yǔ)學(xué)習(xí)的樂(lè)趣。六 英文歌曲的選擇

英文歌曲能為英語(yǔ)教學(xué)提供豐富多樣的資料。但以英語(yǔ)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?duì)教學(xué)來(lái)說(shuō)很重要。旋律要優(yōu)美,要符合中國(guó)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(yǔ)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(lè)可以增強(qiáng)英語(yǔ)學(xué)習(xí)的趣味性。歌曲不但是一種音樂(lè)形式而且是一種很重要的教育方式。把英文歌曲與英語(yǔ)教學(xué)結(jié)合起來(lái)，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(lè)的促進(jìn)英語(yǔ)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(shuō)，重視情感教育已經(jīng)成為全球教育發(fā)展趨勢(shì)，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(duì)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(jìng)爭(zhēng)，勇于挑戰(zhàn)，勇于競(jìng)爭(zhēng)，我們應(yīng)努力把學(xué)生培養(yǎng)成有責(zé)任感，有愛(ài)心，有能力的新一代高素質(zhì)的人才。

第五篇：淺析英文歌曲在英語(yǔ)教學(xué)中的作用

淺析英文歌曲在英語(yǔ)教學(xué)中的作用

近來(lái)選秀節(jié)目，比如我是歌手，中國(guó)好聲音，中國(guó)夢(mèng)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(wú)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(lái)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(duì)于自己一直覺(jué)得是重點(diǎn)卻不被重視，難以攻克的語(yǔ)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(ài)因斯坦說(shuō),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(tīng)音樂(lè)是孩子們的最大愛(ài)好。首先要潛移默化的培養(yǎng)孩子的國(guó)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(tīng)歌曲中的英文元素。比如大張偉的這個(gè)feel倍爽；快樂(lè)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(jiǎn)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(tīng)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(duì)英語(yǔ)的興趣更濃烈了。二，規(guī)范語(yǔ)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(jué)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(yǔ)音，能注意到語(yǔ)音，語(yǔ)調(diào)，語(yǔ)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(tīng)力考試中會(huì)有直接影響。比如上次測(cè)驗(yàn)最簡(jiǎn)單的tell us，about you，and a stem 的連讀，學(xué)生一點(diǎn)沒(méi)聽(tīng)出來(lái)。三，豐富課堂

面對(duì)高考即將改革，政策“三年早知道”，三年后高考整體減分，但聽(tīng)力提高到40分，語(yǔ)音關(guān)成了當(dāng)前最應(yīng)重視的教學(xué)環(huán)節(jié)。語(yǔ)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(yǔ)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(ài)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(wèn)詞+動(dòng)詞不定式的結(jié)構(gòu)，讓人過(guò)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(yǔ)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(ài)恨情仇的情感，音樂(lè)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(ài)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(yǔ)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。