标准论文英文歌曲在小学英语教学中的应用本科论文Word格式.docx

标准论文英文歌曲在小学英语教学中的应用本科论文Word格式.docx

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foreignlanguageteachingEnglishsongsteachingmethod

[摘要]提倡素质教育以来，我国英语教学取得了很大的成就。

随着中国社会的快速发展,国际交流对英语的巨大需要,传统的教学方法已经不能适应现在社会的发展趋势,培养出来的人才已经不能符合新的英语需要标准,尤其是听力方面,因为听力居于听说读写四个基本技能的首要位置,因此显得尤其重要.但是，听力仍然是学生学英语过程中的一个薄弱环节。

听力差使学生们很难提高他们的交际能力。

尽管传统教学方法也照顾到了学生的听力能力和听力技巧,然而日新月异的新环境和新情况还是需要传统教学做出很大的改变,尤其是在听力的内容和针对性方面应作出一些改变.本篇论文根据洛扎诺夫的暗示教学法理论，指出了在外语教学中音乐和歌曲都可以作为有效的教学手段。

歌曲能极大地激发学生学习兴趣，从而有助于增强对目的语的语感。

本文分析了英文歌曲可以作为教学材料用于英语教学的原因，并简要介绍了英文歌曲在小学英语课堂是如何被应用的,从而可以找到新时代环境下我国英语听力教学的新的有效方法,从而提高我国整体英语教学水平.

[关键词]外语教学英文歌曲教学法

CONTENTS

1.Introduction1

2.ThePossibilityofusingsongsinEnglishTeaching3

2.1Thecharacteristicsofpupils3

2.2Thecharacteristicsofsong5

2.3TheBenefitsofApplyingsongs6

3.ApplyingSongstoEnglishTeaching6

3.1ToPronunciationTeaching6

3.1.1TheImportanceofPronunciationLearning6

3.1.2TheIntegrationofSongsintoPronunciation7

3.2ToVocabularyTeaching8

3.2.1TheNecessityofVocabularyLearning8

3.2.2ApplyingSongstoVocabularyTeaching9

3.3ToGrammarTeaching11

3.3.1TheEssentialityofGrammarLearning11

3.3.2UsingSongsatGrammarTeaching12

4ChoosingASuitableSong16

4.1Howtochooseasuitablesong16

4.2TheImportantStagesinsongschoosing17

5Conclusion18

Bibliography21

1.Introduction

Sincetheyearof2001,Englishhasbecomearequiredlessoninprimaryschool;

fromGrade3.

SomepeoplesaythatthefundamentalgoalforintroducingEnglishtoprimaryschoolchildrenistohelpthemdevelopEnglishlanguageskillsandknowledgesothattheyareabletouseEnglishtocommunicatewithothers.Wewillsaythatthisisonlypartlytrue.Whatshouldnotbeneglectedatthesametimeischildren’smotivationandinterestsinlearning.Byofferingaforeignlanguageatschool,weareaimingtoeducate“thewholechild”ratherthanonlyteachthemthelanguage.Therefore,thefirstprioritytoteachingEnglishattheprimaryschoolistocultivatetheirinterestinlearning,motivatethemtoworkhard,helpthemestablishgoodlearninghabitsanddevelopusefullearningstrategiessothattheyarereadytocontinuetheirlearningwhentheymoveintosecondaryschools.Introducingaforeignlanguagetochildrenislikeopeningupanotherwindowforthemtoseetheothersideoftheworld.Thiswillarousetheirinterestandcuriosityindifferentculturesanddifferentwaysofcommunication.Itishardtoimaginethatachildwhogetstiredofthesubjectwillworkhardandmakeeffortsinlearningit.Inotherwords,ifachild,afterlearningEnglishattheprimaryschool,hatesit,youwouldnotexpecthim/hertoworkhardonitandhe/shewouldhaveanyinterestandmotivationinlearningitwhenhe/shemovestothesecondaryschool.Therefore,motivationandinterestinlearningatefundamentaltoensuresuccessinlearningaforeignlanguagegotchild.

HowtomakeEnglishlessonvividandhowtoattractpupils’interestinit?

PlayinggamesinEnglishteachingisoneoftheeffectivewaystomotivatechildrentoworkhardandcultivatetheirinterestsinlearningEnglish.Asweallknow,childrenenjoysingingsongsintheirnativelanguageandthisisafamiliarexperienceforchildrentobedevelopingpositiveattitudestowardstheforeignlanguageandlanguagelearning,andcreateadesiretocontinuelearning.

WiththerecentdevelopmentofEnglishteaching,therolesofgamesinclasshavebeendiscussedindifferentaspects.AndmoreandmoteteachersusesongsintheirteachingastheycometorealizethatplayinggamesinEnglishteachingisveryimportant.ThepaperaimstoexplorewhysongsateappreciatedinEnglishclassteaching.

WhenteachersapplysongsinEnglishteachingintheclassroom,itisbeneficialforteacherstopickoutthemostsuitablesongsandtodesigntheproperformofexerciseforstudentstodo.Andtherearealsoseveralthingsthatteachersshouldawareduringtheprocessofteaching.

2.ThePossibilityofusingsongsinEnglishTeaching

2.1Thecharacteristicsofpupils

Halliwell（1992）saysthattheyoungchildrendonotcometothelanguageclassroomempty-handed.Theybringwiththemanalreadywell-establishedsetofinstincts,skillsandcharacteristics,whichwillhelpthemtolearnaforeignlanguage.Thesefeaturesofchildrencanbeenumeratedasfollows.Firstly,childrenarealreadyverygoodatinterpretingmeaningwithoutnecessarilyunderstandingtheindividualwords.Secondly,theyhavethebasiccommunicationstrategy.Thismeanschildren'

sabilitytograspthemeaningintheircognitiveaspects.Thirdly,theyalreadyhaveagreatskillinusinglimitedlanguagecreatively.Thismeanschildren'

screativeuseoflimitedlanguageresourcesintheirlinguisticaspects.Fourthly,theyfrequentlylearnindirectlyratherthandirectly.Thismeanschildren'

scapacityforindirectlearningintheirlearningactivities.Fifthly,theytakegreatpleasureinfindingandcreatingfuninwhattheydo.Thismeanschildren'

sinstinctforplayandfunintheiremotionalaspects.Sixthly,theyhaveareadyimagination.Thismeanstheroleofimaginationintheiremotionalaspects.Seventhly,they,aboveall,takegreatdelightintalking.Thismeanstheinstinctforinteractionandtalkintheirdailylife.Theseinstincts,skills,andcharacteristicsofchildrenshouldbetakenintoconsiderationwhenteacherssetuptheaimsandcontentsoflanguageteachingforyounglearners,produceteachingandlearningmaterials,andapplyteachingmethodstotheclassroom.

Besides,Childrenarenaturallycuriousandactive.Theyarefullofenthusiasmandoftenshowalotofeagernesstoparticipate.Ifchildrenarehappy,feelsecureandinathreat-freeenvironmenttheyaremorelikelytoenjoyEnglish.It’softensaidthatchildren'

sattentionspanisshortbutwesometimesfindsmallchildrencanconcentrateononethingforafairlylong,timebutnotonotherthings.Soitreallydependsonwhattheydo.Childrenwillnotconcentrateiftheteacherlecturesthem!

ThismeansweneedtoconsiderhowtocreatearealdesireforchildrentolearnEnglish;

weneedtoprovideopportunitiesforchildrentoexperienceandexperimentwiththenewlanguage;

wealsoneedtoprovideavarietyofopportunitiesforchildrentousethelanguageindifferentcontexts,andfinallyprovidetimelyfeedbackforchildrentoknowhowtheyaredoingandwhatneedstobeimproved.

2.2Thecharacteristicsofsong

Songpossessesbeautifulappealinitself.IftheteacherblendsaswellasEnglishsentencesandsongs,itwillmakealearningdrillthatisdullanddry,mechanical,repeated,tobecomevividanddramatic.Basicallyallchildrenenjoysingingsongsintheirnativelanguage;

theywillnaturallyenjoydoingthesameinanotherlanguage.Thereforesongssometimesaregoodattractorsthatdrawbacklearners’attentiontoensureasmoothrunningclass.

SongsdemonstrateveryclearlytherhythmicnatureoftheEnglishlanguage.Theinterchangeofstressedsyllablesandunstressedsyllablesareemphasized.Whenlearnerssingasong,theywillcertainlypracticethetimingofstressedsyllables.Oncetheyhavelearnedthesongs,thewords,thepatterns,thetones,andtherhythmcanstickintheirmindfortherestoftheirlives.

2.3TheBenefitsofApplyingsongs

ThevalueofusingsongsintheprimaryEnglishclassroomhasbeenwidelyrecognized.Bothteachersandlearnersfindsongsinterestingandrelaxing.Usingsongsinclasscanoftenbringachangetotheroutineproceduresoflanguagepresentationandpractice.Manyteachershaverealizedthatsongscanserveasmagicteachingtoolstodeveloplearners’languageabilities,e.g.inhelpinglearnersinlearningpronunciation,vocabulary,sentencepatterns;

inhelpingpupils’memorizationsdevelopanaturalsenseofthelanguage.Ontheotherhand,songscanhelpteacherscreatedarelaxed,stress-freeclassroomatmosphere.Whenstudentslearnsongsandsingsongs,actuallytheyarecommunicatingwithotherstudentsbyauthenticlanguage.Theywouldfeelimmediatefeedbackbecausewhentheycanimmediatelydingsongsbylearningthem.AccordingtoKrashen’sfirsthypothesis,LanguageAcquisitionandLearningHypothesis,authenticmaterialsandreallanguageuseareimportant.Listeningtomusicareenjoyableexperiences.Learnersarelessdefensiveandtheirinhibitionsaboutacquiringas