英语歌曲在小学英语教学中的应用.docx

英语歌曲在小学英语教学中的应用.docx

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英语歌曲在小学英语教学中的应用

ApplyingEnglishSongstotheEnglishTeachingofPrimarySchool

Abstract:

WiththeimplementationoftheNine-YearEducationProgram,teachersandparentslosetheirwayinhowtoteachstudentsEnglishlessonsbecausethereisnotgoingtobeanytestfortheentranceexamination.Regularschoolteacherscan’tgivestudentstoomuchassignment;however,parentswanttogivethemmoreteststogetahigherscore.Theacademicpressureonstudentshasneverbeenlessenedbutincreased.Ontheotherhand,thepupilshavetheircharacteristicswhichdifferfromadultlearners.ItturnstobeurgentforelementaryschoolteacherstofindasuitablewayofEnglishteaching.Songs,asaneffectivewayofteaching,areplayingavitalroleinelementaryEnglishteaching.ThisessayaimstofindouttheeffectsofsongchartsonEnglishlearninginpronunciation,vocabulary,grammarandculturebyadoptingsomemethodsincludingclassroomobservation,interviewandoraltest,aswellastofindoutthewayofchoosingasuitablesongforteaching.Theresultsoftheresearchindicatethatapplyingsongsinlanguageteachingarepopularwithstudentsandteachers.Thestudentsshowtheirpositiveattitudetowardslanguagelearning.

KeyWords:

Englishsong;primaryschoolstudents;teacher;choosingsuitablesong

英语歌曲在小学英语教学中的应用

摘要：

随着九年制义务教育的完善，英语教师和家长都对如何教好孩子的英语感到茫然．升学考试的压力不复存在，素质教育的落实，学校不能安排太多的考试来检验学习的进度，但与此同时，家长却希望孩子能参加更多的考试来巩固所学的知识．孩子的学习压力有增无减.小学生作为一个特殊的个体有着与其他年龄段所不同的特点。

歌曲作为一种有效的教育辅助模式，在小学英语教学中发挥着日益重要的作用。

本论通过采访、课堂实践、口头测试等教学方法研究英语歌曲在小学英语语音、词汇、语法和文化教学中的作用。

研究表明英语歌曲在小学英语教学中的运用受到广大师生的好评。

学生表现出浓厚的英语学习兴趣。

关键词：

英语歌曲；小学生；教师；选择合适的歌曲

CONTENTS

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.

1TheCurrentSituationofEnglishteachinginprimaryschool

WiththeimplementationoftheNine-YearEducationProgram,teachersandparentsevenlosetheirwayinhowtoteachstudentslessonsbecausethereisnotgoingtobeanytestforentranceexamination.Regularschoolteacherscan’tgivestudentstoomuchassignment,however,parentswanttogivethemmoretestsandsendthemtocramschool.Theacademicpressurestudentsfeelisneverlessenedbutincreased.

MostEnglishteachersinprimaryschoolfeelitismoreandmoredifficulttodothisjob.Theynotonlyhavetodesigninterestinggamesoractivitiesbutalsohavetomeetparents’requirementforgoodgrades.However,theseyounglearnersfeelhelplesslyinEnglishclass.Moreover,mostcitiesonlyhavetwoEnglishclasseseveryweek.Itisabigchallengetotakecareofstudents’interest,scoresandpatents’expectationwithinsuchlimitedtime.Therefore,EnglishteachersshouldfindoutwhatthestudentsneedandhowtoleadthemtolearnEnglishefficiently.

TheformerSovietUnioneducationistandpsychologistZanKefusays:

“Onceteachingmethodtouchmoodandwillfieldofstudents,touchspritofstudentsitcangiveplaytotheirhighlyeffectivefunctiononneed.”FamouseducationistSuHuoLynskeypointsout:

“Ifstudentshavenotthehopeofstudying,ourideasandimaginationsturntodustandashes,turnintoamummy.”Hethinks:

toagreatextent,thatteachingresultsdependsthathowstudents’psychologicalconditionis.Moodishigh,thentheresultdoubles;Depressed,thentheresultissmall.Theinterestisakindofpsychologicalcharacteristicandisthewayoflearning.Besides,it’sakindofpowerinorganizingactivities,whichcanmotivestudentstoexplorefurtherknowledge.Einsteinevensaidthatinterestisthebestteacher.Englishphilosopherlookedalsothoughtthateducationshouldarousethelearningdesireandenlightenthelearninginterest.Ifthestudentsareinterestedinstudy,theywillregardstudyingasanamusingbutnotaboringthing.

Inordertochangethiskindofphenomenon,anEnglishteachershouldadeptsuitablemeansofteachingapproaches,suchasgames,role-plays,songs,etc.AmongdiverseteachingEnglishapproaches,singingactivitiesdrawmuchattention.ThevalueofusingsongsintheprimaryEnglishclassroomhasbeenwidelyrecognized.Bothteachersandlearnersfindsongsinterestingandrelaxing.Usingsongsinclasscanoftenbringachangetotheroutineproceduresoflanguagepresentationandpractice.Manyteachershaverealizedthatsongscanserveasmagicteachingtoolstodeveloplearners’languageabilities.

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.

Phillips（1998）alsomentionsthatasageneralrule,theyoungerthechildrenarethemoreholisticlearnerstheywillbe.Unlikeadultlearners,theyounglearnersrespondtothemeaningunderlyingthesentencesbuttendnottomakeanalyticalstudiesofthelanguage.Theyareusuallypreparedtoenjoytheactivitiesthattheteacherhaspreparedforthem.Thesefactorsmea