标准论文英文歌曲在小学英语教学中的应用本科论文.docx
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标准论文英文歌曲在小学英语教学中的应用本科论文.docx
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标准论文英文歌曲在小学英语教学中的应用本科论文
英文歌曲在小学英语教学中的应用
OntheApplicationofEnglishSongsinPrimarySchoolEnglishTeaching
Abstract:
Sincequalityeducationadvocated,someachievementshavebeenmadeinEnglishteachinginChina.However,listeningistheweekpointforthestudents.WiththerapidsocialdevelopmentinChina,thetraditionallanguageteachingmethodcannotfittherequirementsofthesocietyandneedtobeimproved,especiallyinlistening.Inthefourskills,listening,speaking,readingandwriting,listeningmakesthefirstplace,whichtellsitsignificance.Thepoorlisteningofthestudentsmakesithardforthemtoimprovetheircommunicativeability.Althoughthetraditionalteachingmethodsalsosometimespayattentiontothelisteningaspects,itcannotfitthenewsituationsandnewchangesduringthenewtimes,especiallyontheaspectsoflisteningcontentandlisteningskills.Thispaper,basedonthefamousLozanov’ssuggestiveTeachingtheory,musicandsongscanbeusedasaneffectivetechniqueinforeignlanguageteaching.Songscanarousestudents’interesttowardslanguagestudyandhelptoformtheirlinguisticsense.ThisessaygivesabriefintroductiontothereasonswhyEnglishsongscanbeusedinprimaryschoolEnglishclass,andhowtheyareeffectivelyused.ThereforethroughthisthesisresearchtheEnglishlisteningteachingcanbeimprovedaswellastheentireEnglishteachingofournation.
KeyWords:
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
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