An investigation on significance of English nursery in primary school.docx

An investigation on significance of English nursery in primary school.docx

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AninvestigationonsignificanceofEnglishnurseryinprimaryschool

i

Abstract

English,asalanguage,isatoolforhumanbeingstocommunicateandexchangeinformation.However,forthestudentswhoareinprimaryschool,Englishlearningshouldbefunnyandrelaxing.TheadultmethodsonlyearlydecreasetheiractivitiesinEnglishlearning.Thisthesisthroughstatingtheprimaryschoolstudents’Englishnurseryrhymelearningsituationandthecharacteristicandtype,atlast,theteachingcore,astoanalyzesthesignificanceofEnglishnurseryrhymeinprimaryschoolstudentsandhowtouseiteffectivelytoapproveteachingeffect.

Keywords:

Englishnurseryrhyme,pupils,significance,teachingstrategies

AninvestigationonsignificanceofEnglishnurseryinprimaryschool

1.Introduction

Marxsaid“musicisthesecondlanguageofhumanbeings,songsaremusicthatcombineshumanbeings’voicewithlanguage,thatistosay,songisanartisticmethodwhichexertslanguagetoconveythoughtandidea.”IntraditionalEnglishteaching,weemphasizesoncombinationoffourskills—Listening,Speaking,readingandwriting.However,songsandballadsarealwaysneglected,afterlearningEnglishforafewyears,moststudentscannotfullysinganEnglishnurseryrhymeanditscarcelyappearsinEnglishclass.Inmajority,songsareactedaswrittenmaterialprovidingstudentstolearn.Asaresentfulteachingmethod,Englishnurseryrhymesarenotpaidenoughattention.English,asaforeignlanguage,forpupilsinprimaryschool.Itisdifficultforthemtolearnitwell.IbelievethatthekeytolearnEnglishwellistoraisingtheirinterest.ThereareseveraladvantagesforpupilstolearnEnglishnurseryrhyme.Pupilsarelively,restless,andtalkative.Atthesametime,childrenarefondofnurseryrhymeforitscharacteristicsofsimplelyrics,vividlivelystyleandgracefulrhyme.SoitisbenefitforpupilstolearnEnglishnurseryrhyme.Besides,Englishnurseryrhymesuitstudents’agecharacteristics,sothestudentscanquicklygointothestudyandcanfeeltheenjoyment.Englishnurseryrhymecandeepentheirimpressionofvocabulary,especiallydecreasethedifficultyofrememberingwords.

Therefore,inordertolearnabouttheconditionofEnglishnurseryrhymeapplicationinprimaryschool,ImadeaninvestigationandIwantedtoclearabouttheirEnglishnurseryrhymelearningcondition,andbyteachingthemEnglishnurseryrhymeastoanalyzesthesignificanceofEnglishnurseryrhymeinprimaryschoolstudents,thefirstisenhancingtheinterestofchildreninlearningEnglish,thesecondisimprovingthestudents’orallevel.However,asanEnglishteacher,weshouldusetheartisticwaywhichismostsuitableforstudentstohelpthemmasterEnglish.Duringteaching,itwillbereceivedgoodteachingeffectsifweusespecialformandmannerofchildren’ssongskillfullytoimprovetheirstudiesandteachthroughlivelyactivitieswhenorganizingteachingandbreakingthroughteachingdifficulties.Myinvestigationaimsat“DoesthechildlikeEnglishnurseryrhyme?

”,“WhatsignificancetheEnglishnurseryrhymehas?

”.InthisthesistheauthoralsoanalyzesthestrategiesofteachingEnglishnurseryrhyme.Thus,thethesismainlyconsistsofthesignificanceoflearningEnglishnurseryrhymeforpupilsandthestrategiesofteachingEnglishnurseryrhymeforteachers.

2.LiteratureReview

DifferentresearchersputforwarddifferentaspectsofsignificanceonEnglishnurseryrhymeinprimaryschool.XuListatedthatbylearningEnglishnurseryrhyme,thestudentscanlearnphoneticsandintonation.Itistruethatthetwenty—sixlettersandtheirphoneticssymbolisthebasisofEnglish.ForthelearnerswhobeginlearningEnglish,thefirststepistoreadthealphabetcorrectlythenrememberthem,especiallyforthestudentsinprimaryschool,theyarefondofsinging,talking,so,thesong“ABC”issuitableforthemtolearnthetwenty—sixEnglishletters.Throughthissong,thestudentscannotonlylearntheseletters,butalsoprovidethechildrenenjoyment.Anotherexample,“Hellosong”—A:

Hello！

B:

Hello！

A:

Hello！

B:

Hello！

A:

Iamgladtoseeyou.B:

Iamgladtoseeyou.A;Hello！

B:

Hello！

A:

Hello！

B:

Hello！

A;Let’sgotoschoolB:

let’sgotoschool.A;Ok?

B;Ok?

A:

Ok！

B:

Ok！

WhenteachingstudentshowtogreetothersinEnglish,theteachercanmakeuseofthissong.Theteachersetanexampletostudents,thefour“Hello”usefallingtone,andtheword“Ok”useraisingtoneandfallingtone,differenttoneconveydifferentmeaning,throughthis“Hellosong”thestudentscanlearnsomethingaboutintonation.

AccordingtoXuLi’sopinion,throughlearningEnglishnurseryrhyme,thepupilscanlearnsomegrammarpoints,becauseEnglishbelongstoanalyticlanguage,wordordershowstherelationshipbetweenwords.ThebasicwordorderofEnglishisthesameasChinese.Theirsubjectsarelocatedinforward,thenthepredicate.However,theorderofquestionandexclamationsentencearedifferentfromChinese.ThisisthereasonwhysomestudentscannottranslateChinesetoEnglishcorrectly,becausetheydonnotunderstandthewordorderofEnglish.Inthiscase,theteachercanteachthestudentsanEnglishsong,forinstance,inthesong“IcansingmyABC”thesentence“IcansingmyABC”canbereplacedby“Icanreadmybook”“Iwillpickupapples”“Iwilleatthefood”“Icanwritetheletter”Throughthissong,thestudentscanmucheasierunderstandtheuseof“can”.

AnotherresearcherLiuLiqinstatedthatlearningEnglishnurseryrhymecanhelpthestudentseasierrememberthewordsandsentences.Asforherstatement,Englishnurseryrhymecanmakethestudentslearnwordsandsentences,becausemakinguseofEnglishnurseryrhymetoteachwordsisaneffectiveteachingmethod.Whenteachingthewordsthatrelatedtoillness.Theteachercanusea“illnesssong”tohelpthestudentslearnwords.Headache,headache,I’vegotaheadache.Cough,cough,I’vegotacough.Backache,backache,I’vegotabackache.Cold,cold,I’vegotacold.Afterreadingitforafewtimes,thestudentscanhaveadeepimpressiononthewords,whenreadit,theteachercanalsoasksomestudentstoactitout,sothestudentscanpayattentiontoit.Inthissong,thestudentscanlearnbothnewwordsandsentence,suchas,headache,cough,backache,cold,aswellasthesentence,I’vegotaheadache／cough／cold.

However,thesearetheformer’sopinion,isthereanyothersignificanceaboutEnglishnurseryrhyme?

DoesthechildrenlikeEnglishnurseryrhyme?

WhatstrategiestheEnglishteachershoulduseinteachingstudentsasong?

Istatetheseissuesasfollowing.

2.1Englishnurseryrhymelearningsituation

Inprimaryschool’sEnglishtextbook,thereareoneEnglishnurseryrhymeineachunit.Itindicatesthatasateachingmethod,Englishnurseryrhymesarepaidattention,andithasbecomeapartofteachingcontents.Accordingto《Full—timecompulsoryeducationEnglishcurriculumstandard（experimentalmanuscript）》therearetwodifferentlevelaboutEnglishnurseryrhyme.ThefirstgradeisthatthepupilcansingsimpleEnglishchildren’ssong15to20,speakballad15to20.Thesecondgradeisthepupilcanperformballadorsimplepoetry30to40,andcanEnglishsong30to40.however,inmyinvestigationontheEnglishnurseryrhymelearningsituationindongShanprimaryschoolquestion7﹙HowmanyEnglishchildren’ssongcanyousing?

﹚,45studentschoseA﹙Icansingnothing﹚,only10studentschoseC﹙Icansingmorethantwo﹚.Thatistosay,thereare92.02％studentscanonlysingoneortwoEnglishnurseryrhyme.ItshowsthatEnglishnurseryrhymeisnotpaidenoughattentionanditsadvantagesdonotcomeintoeffect.

2.2Englishnurseryrhyme’scharacteristicsandtype

Thepupilsareactive,talkativeandtheyareinterestedinEnglishnurseryrhyme﹙seeappendix2﹚foritscharacteristicsofvividcharacter,harmonyrhymeanditissuitableforacting.Itsuitsstudents’agecharacteristic.Besidesthese,therearemainlythreetypesofEnglishnurseryrhyme:

rhythmicalchildren’ssong,songsforperformanceandsongsforgame.ItisbelievedthatEnglishlearningisconsistsoffourpart.Theyarelistening,speaking,readingandwriting.listeningandreadingbelongsto“inputskills”andspeakingandwritingbelongsto“outputskills”.Forprimaryschoolstudents,readingismoreimportantthanothers.TheteachershouldmakefulluseofEnglishnurseryrhyme,forexample,“fingersong”“Motherfingerandbabyfingermakeatelephone,hello—hello—hello.FourfingerandmiddlefingermakeaRABBIT，jump—jump—jump.Motherfingerandfourfingermakeagun,bang—bang—bang”.Theteachercanaskstudentstoreadthissongforafewminutes,aftertheycanreadthesewords,theteacherbegintoteachthemtosing.Throughthisspecialway,thestudentscanhaveadeepimpressiononwords.Whenthesewordsmentioned,theycanrecallthem.

ItiscommonlybelievedthattherearemainlythreetypesofEnglishnurseryrhyme.Theyarerhythmicalchildren’ssong,songsforperformanceandsongsforgame.First,therhythmicalchildren’ssong.Itsmaincharacteristicishavingstrongtempo,andcanmatchwithbodylanguage.Forexample,Thesong“Ifyouarehappy”—

Ifyou'rehappyandyouknowitClapyourhands

Ifyou'rehappyandyouknowitclapsyourhands.Ifyouarehappyandyouknowitneverbeafraidtoshowit.Ifyou'rehappyandyouknowitclapsyourhands.Ifyou'rehappyandyouknowitStompyourfeet.Ifyou'rehappyandyouknowitstompyourfeet.Ifyouarehappyandyouknowitneverbeafraidtoshowit.Ifyou'rehappyandyouknowitStompyourfeet.Ifyou'rehappyandyouknowitWinkyoureyes.Ifyou'rehappyandyouknowitwi