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1、 英文歌曲在教學中運用 [摘　要] 將英文歌曲運用到英語教學中也存在其理論依據(jù)。英語教學中，把學唱英語歌曲作為一種教學手段時，應科學地選擇和運用英語歌曲，方能達到預期的教學目的和教學效果?，F(xiàn)在很多學校在英語教材中都有說唱（chant）和 歌唱（sing）兩種形式來輔助教學。這種教學就是激發(fā)學習的興趣，興趣是推動學習的內(nèi)在力量，是學生學習的強大動力，我們在教學過程中最關鍵的就是要培養(yǎng)學生們的興趣。 [關鍵詞] 英語教學；英文歌曲 興趣 教學效果 音樂可以增強英語學習的趣味性。歌曲不但是一種音樂形式，而且是一種很重

2、要的教育方式。把英文歌曲與英語教學密切 結(jié)合起來，可以激發(fā)學生的學習興趣，陶冶情操，全面提高學生 素質(zhì)。英文歌曲教學，可以把所教英語知識或當天所學的英語單 詞、句子填入樂曲中。樂曲有新曲，有舊調(diào)。用什么樣的曲調(diào)， 視內(nèi)容而定，靈活機動。各樂曲的旋律應簡單易學且為學生所熟 悉。 借助歌曲獨特的文化內(nèi)涵和藝術魅力，將其運用于英語教學 中，可以使學生在快樂的旋律中得到審美的愉悅，增進情感的體 驗，接受藝術的感染，加強記憶，極大地提高學習英語的興趣和 效果。 在英語教學中運用英文歌曲能讓學生從側(cè)面更多地接觸外國文化；同時，這種特殊的教學手段在實際教學運用中，可以創(chuàng)造 輕松愉快的學習環(huán)境，在激發(fā)學生學習

3、興趣方面有顯著作用。運 用生動循環(huán)的韻律，把學生的感情帶入到歌曲的特定情境中，學 生的感情與歌詞的內(nèi)容產(chǎn)生共鳴，進而獲得情感的愉悅。英語歌 中蘊涵著巨大的語言潛能和英語實踐機會，使學生感知力、記憶 力、理解力、想象力和創(chuàng)造力都能夠得到提高。 一 英語歌曲作為教學資源的優(yōu)勢 1. 符合學生的認知規(guī)律 將英語歌曲引入教學符合從感知到理解的認識規(guī)律。它把語言知識融合于有趣的歌詞中，將知識與趣味、抽象與形象緊密地結(jié)合起來，為學生提供更多的感性知識和形象材料；用旋律為學生架起了由感性認識通往理性認識的橋梁，使學生在學習過程中保持著高昂的斗志和濃厚的興趣；在聽、唱英語歌的過程中加深對所學內(nèi)容

4、的理解與鞏固。 2. 輕松激發(fā)學習者的熱情與興趣 愛因斯坦說：“興趣是最好的老師?！庇⒄Z歌曲能以聲情并茂的表現(xiàn)手段，極大的提高學習者的學習興趣和熱情，使學生在有限時間里達到輕松快樂學習、自然習得的目的。特別是對于中小學生而言, 興趣是不可缺少的內(nèi)在動力。在實際教學過程中, 教師到底應該怎樣更好的培養(yǎng)學生的興趣呢? 針對小學生“坐不住, 坐不久, 愛動愛玩、愛唱、愛模仿、愛表現(xiàn)”的特點, 我認為小學英語教學不必像成人學習英語那死板枯燥, 應該讓小學生知道原來英語課上是可以唱歌, 可以表演, 可以跳舞做游戲的方式來學習英語的。 3. 英語歌曲素材豐富，選擇余地大，而且容易獲得。 英語歌曲素

5、材較為豐富，磁帶、書籍、VCD、DVD、MP3、電視和網(wǎng)絡上各種現(xiàn)成的歌曲等都可以作為學習的素材，而且隨著社會、科技的發(fā)展，這些資源也變得容易獲取。 4. 學習在聽唱過程中增強對文化的認知 文化是語言產(chǎn)生的土壤，在傳統(tǒng)的英語教學中，教師往往比較重視語言的外在形式和語法結(jié)構(gòu)，而忽視了語言的文化。致使學生難以透徹地理解語言，正確地使用語言。英語歌曲本身就是一種文化，它是人類生活、情感的反映。這種生動鮮活的學習方式更貼近生活，更容易激起學生的學習積極性，也更容易接受。 5. 利用英語歌曲能提高英語鑒賞能力 英語歌詞大都簡潔優(yōu)美，節(jié)奏或明快激昂或舒緩抒情，語法結(jié)構(gòu)工整對仗，具有極高的欣賞和模

6、仿價值。歌曲“Let It Be（順其自然）”中唱到“When Ifind myself in times of trouble,Mother Mary comes to me speaking words of wisdom let it be.And in my hour of darkness ,she is standing right in front of me , speaking words of wisdom let it be,let it be…… 。讀者可以看出這首歌曲歌詞行文流暢，確實是學生寫作的范例，欣賞這首歌曲，我們一方面被母親對兒女在人生道路上所給予的無私幫助，

7、深深的愛所感動，另一方面陶冶了我們的情操，同時又掌握了英語行文的語法結(jié)構(gòu)，從而提高了我們的英語鑒賞能力。再如在“Yesterday Once More”中，一開始就唱到When I was young ,I would listen to the radio waiting for my favourite song……，這里包含了一個When引導的時間狀語從句，和“waiting for my favourite song”這一現(xiàn)在分詞作伴隨狀語的語法現(xiàn)象。即使這樣的語法難點也在我們欣賞歌曲的同時被輕松掌握。 二 英文歌曲在英語教學中的運用形式 在英語教學中運用英文歌曲能讓學生從側(cè)面

8、更多地接觸外國文化；同時，這種特殊的教學手段在實際教學運用中，可以創(chuàng)造輕松愉快的學習環(huán)境，在激發(fā)學生學習興趣方面有顯著作用。但英文歌曲在英語教學中有哪些具體的運用呢?以下是我的一些體會： 1. 作為文章或討論話題的導入 傳統(tǒng)的導入是由教師直接引出一個話題或提出幾個問題讓學生展開討論，學生對這種導入方式也都習以為常且失去興趣了。課文的導入是課文講解的奠基石。而良好的開始是成功的一半，好的導入可以活躍課堂氣氛并調(diào)動學生的學習積極性，為課文的講解做好鋪墊。然而歌曲就是豐富課文導入方式的一種。而此時如果教師能找到相關的英文歌曲，先讓學生欣賞，然后以某句歌詞或這首歌所表達的內(nèi)涵等作為切入點，進而展開

9、討論，相信學生此時會興趣盎然。他們既感到熟悉，又有些新鮮，在輕輕松松中掌握了新知識。 2．復習舊課 復習舊知識更是學生大唱英文歌曲的好時機。一曲曲優(yōu)美、熟悉的旋律，把學生帶入到以往的日日夜夜，引發(fā)他們美好的回 憶，曾經(jīng)學過的單詞、句子如潺潺的溪水汩汩流出。在這種情 境氛圍中，那些先前學習暫時有困難的學生也沉浸在成功的喜 悅中。所以，在每次教說唱完成新內(nèi)容后，及時的復習可以鞏固記憶，避免遺忘。復習應在愉快、有興趣的情境下 進行，避免單調(diào)的重復練習，要多動腦筋，想辦法采用各 種吸引小學生的方法達到預想的目的。鞏固的形式可有跟唱、模仿唱、齊唱、領唱、部分輪唱、對唱、表演唱、說唱等，可靈活選用。

10、復習的時間一般應安排在課前、課開始時、課結(jié)束前、課外活動進行。復習的方法可采用邊唱邊表演、邊用教具邊唱歌，用游戲的方法、接唱的方法，扮演歌曲中的角色等。　　 3. 調(diào)節(jié)情緒 每節(jié)課上課前或下課前，根據(jù)教學內(nèi)容和學生的精神狀態(tài)， 讓學生唱英文歌曲或用錄音機播放英文歌曲。學生們隨著歌曲的旋律，耳中聽、口 中唱、腦中想，各種感官協(xié)調(diào)并用，既放松肢體，又舒緩腦力，從而精神振奮，注意力重新集中起來。要做到這一 點教師首先要做到教態(tài)和藹，儀態(tài)大方，語言語調(diào)規(guī)范，音量適中，語速也應快慢適度，努力創(chuàng)設問題情境，引趣動情，不斷誘發(fā)學生的好奇心，使英語歌曲教學變得充滿活力，引人入勝。這樣，上課前唱能使學生從下

11、課10分鐘的活動中迅速轉(zhuǎn)移到課堂教學中來；課中唱英文歌曲能消除學生的厭倦、疲憊心理，提高學習效率；下課前唱能使學生以飽滿的情緒結(jié)束一節(jié)課的緊張學習，為轉(zhuǎn)入下一節(jié)課的學習做好精神上的準備。這種輕松愉快學習能充分發(fā)揮學生的智能潛力，使學生思路開闊， 思維敏捷。 4. 語音和語法的練習，可選擇適當?shù)母枨鷮W生(尤其是新生)進行語音練習。如，在聽Father and Son這首歌時，利用know，old，tomorrow；down，now；away，same；fault，talk這四組單詞來鞏固、糾正雙元音和長元音音素的發(fā)音。此外，英語連讀、弱讀等現(xiàn)象在英文歌曲中也大量存在，可以讓學生反復欣賞和跟

12、唱來培養(yǎng)英語語感。若英文歌曲運用得當，也會收到事半功倍的效果。如歌曲《The Sea Is My Home》中有句歌詞“When I was young ,Mama told me (that) my home was the very sea.”這句話分析起來有三個語法現(xiàn)象:時間狀語從句、間接引語、名詞前加very可以起到強調(diào)、加強語氣的作用。又如歌曲《Auld Lang Syne》中重點句是“Shoud auld acquaintance be forgot?”用到的是被動語態(tài)，可以借此次機會復習各種時態(tài)的被動語態(tài)，并做些相關的練習加以鞏固。再如在學到分詞時，給學生教唱《Yesterday

13、 once more》。先讓學生聽歌曲兩遍并進行歌詞填空?？梢哉f，這是一首優(yōu)美動聽，百聽不厭的歌曲，學生一聽就十分著迷。 5. 作為聽力材料使用 傳統(tǒng)的聽力練習是學生根據(jù)錄好的磁帶或光盤來完成聽力練習冊上設置好的練習。如果聽力材料枯燥，且聽的時間稍長，學生就會昏昏欲睡。為了打破這種傳統(tǒng)的聽力練習方式和提高學生的學習效率，教師可以把英文歌曲作為聽力材料使用。 音韻優(yōu)美和諧、節(jié)奏輕快鮮明的英文歌曲，是學生學習的好幫手。英文歌曲教學簡便易行，操作性強，效果顯著，能有效地激發(fā)學生學習英語的熱情，深受學生歡迎。如設置根據(jù)歌詞回答問題、判斷正誤或聽寫等練習，這樣學生就做到了在“玩”中學習，效果也會事半

14、功倍。當然，英文歌曲要注意科學地選用，切忌濫用，才有助于教學。而教師能否得當?shù)乩貌㈤_展歌曲教學，從而達到優(yōu)化英語課堂教學的效果，則是英文歌曲在英語教學中的又一重大貢獻。 三 英語歌曲的選擇和應用要注意的問題 1、英語教師應大量收集有關的材料，如歌曲、錄音帶及有關的計算機軟件，以便在教學中隨時提取。教師應學會歌曲的創(chuàng)作?？梢岳脤W生熟悉的曲調(diào)，配上想要學習的材料輔助教學。 2、選擇英語歌曲應考慮學生的年齡特點，注意難易知中。同時，要選擇思想內(nèi)容健康的歌曲，以利于對學生的教育。 3、利用英語歌曲進行英語教學時要注意與目標相結(jié)合，也就是說，英語歌曲的使用應有明確的目標。 4、英語

15、歌詞一般不需要詳細講解，只要學生能大致理解其意思即可，更不要作語法分析。 5、教唱歌時最好加動作，讓學生邊唱邊跳邊演，充分調(diào)動他們的各種感官，這樣會收到更好的效果。 結(jié)語 正是由于英文歌曲在英語教學中的運用符合學生的年齡心理特征和認知規(guī)律，也符合生理學原理，因此很多教師都已經(jīng)把英文歌曲引入英語課堂且運用形式多樣。總之，利用英文歌曲教學可以充分發(fā)揮學生的主體性，激發(fā)他們的學習興趣，使他們在歡快的氣氛中掌握知識，享受到學習的樂趣，促進對難點的理解和運用。音樂是無國界的，它能激發(fā)人們無限的潛能，英語又被稱為是“通向世界的橋梁”。只要兩者有機結(jié)合起來，就能使英語的教學方法豐富多彩，學生們就可

16、以在英語的世界里快樂地馳騁！ 參考文獻： [1]曹理，何工．音樂欣賞與審美教育[M]．新教出版社，1996． [2]瑚蓉．音樂在英語中的作用[M]．吉林大學出版社，1998． [3]Jim Scrivener，Learning Teaching—A Guidebook for English language Teachers[M]．shanghai：shanghai Foreign Language,Education Press，2002． [4]．宋金燕，《以歌為伴學英語》，《英語周報（小學初中教師版）》，2001.5.16 [5]．曹理、何工，《音樂欣賞與審美教育》、《

17、課程教材教法》，2001.1 １．中華人民共和國教育部制定《普通高中英語課程標準》（實驗）人民教育出版社 ２．莫若健編著《唱歌學語法》　　四川少年兒童出版社 ３．何雁“讓英語課堂充滿音樂之聲” 《中小學英語教學與研究》　中華人民共和國教育部主管　華東師范大學主辦 參考文獻: 1、胡立家 《美國著名歌曲及其文化背景知識》 上海外語音像出版社.1991 2、謝榮福 《如何在外語教學中使用歌曲和音樂》 國外外語教學.1995 3、汪國華 《英語歌曲在英語教學中的作用》 淮北煤師院學報.1997 4、張建華 《歌曲在英語教學中的應用》 遼寧教育學院學報.1995 5、柴韻敏 王燕波

18、《Do Re Mi 與ABC——論音樂在小學英語教學中的魅力和運用》 英語周報小學教師版第23期，2002年 Abstract To apply English song to English teaching also exist theoretical basis. In English teaching, to achieve the desired teaching objectives and effectiveness, it should be a scientific way to choose and make use of English songs as a me

19、ans of teaching. Now there are chant and sing in two forms to complement the teaching of English in schools in many textbooks .This teaching method is to stimulate interest in learning since interesting, as the inner strength of study and the powerful driving force, could promote the learning. It is

20、 the most critical factor to cultivate the interest of students in the teaching process. Key words： English teaching；English song；interesting； learning performance 摘　要 將英文歌曲運用到英語教學中也存在其理論依據(jù)。英語教學中，把學唱英語歌曲作為一種教學手段時，應科學地選擇和運用英語歌曲，方能達到預期的教學目的和教學效果。現(xiàn)在很多學校在英語教材中都有用說唱（chant）和 歌唱（sing）兩種形式來輔

21、助教學。這種教學的目的就是激發(fā)學習的興趣，因為興趣是推動學習的內(nèi)在力量，是學生學習的強大動力，我們在教學過程中最關鍵的就是要培養(yǎng)學生們的興趣。 關鍵詞: 英語教學；英文歌曲；興趣；教學效果 I Introduction Music can enhance the fun of learning English. Song is not only a music form, but also is a very important form of education. That English songs and Englis

22、h language teaching are closely linked can stimulate students to learn, to cultivate virtue, and comprehensively improve the qualities of students. In teaching of English song, the knowledge or the English words, sentences can be filled in music. Music has a new song with the old tune. What kind of

23、tunes. Depending on the content, we should select tune flexibly. The melody of the music should be easy for students to learn and familiar by students. Songs with a unique cultural connotation and artistic charm are applied in English teaching, which can make students get aesthetic pleasure in happy

24、 melody and enhance emotional experience, accept the art of infections, strengthen the memory, greatly enhance the study of English interest and effectiveness. In addition ,it also give students more access to foreign cultures; At the same time, bringing to bear this particular teaching method to ac

25、tual teaching, we can create a pleasant learning environment, motivate students in the study. By exerting a lively rhythm of the cycle, we can put the feelings of students(students’ feelings) into specific situational songs to allow students the feelings and the content ﹖of the lyrics resonate and t

26、hen enable them to acquire emotional pleasure. Enormous potential and English language practice opportunities exist in the English songs, it can enable students to perceived ability, memory, understanding, imagination and creativity can be improved. II English songs as one of the advantages of tea

27、ching resources 2.1. Conforms to students cognition rule That English songs are introduced into teaching, from the sensation to the understanding, conforms to students cognition rule. Its knowledge of the language put into the fun lyrics, and it closely combine the knowledge and the interest

28、, abstract and the image to provides more perceptual knowledge and the vivid material for the student; Got up with the melody for the student frame by the perceptual knowledge path rational knowledge bridge, make students maintain the soaring fighting spirit and the strong interest in the learning p

29、rocess; In English listening and singing process, deepen the understanding and consolidation of the content of study. 2.2 Easily arouse the enthusiasm and interest of learners Einstein said: "The interest is the best teacher." English songs can, in extremely rich performance means, greatly enha

30、nce learner interest and enthusiasm of the study, so that students easily get the happiness of study in the limited time. Especially for primary and secondary school students, the interest is indispensable for the intrinsic power. In the actual teaching process, how should teachers cultivate student

31、s’ interest? For pupils, "unable to sit still, love moving and love playing, love to sing, love to imitate, love to perform theirselves" the characteristics of primary school English, in my opinion, English teaching in primary schools do not have to learn English as adults and that is rigid boring,

32、we should make pupils know that they can sing, perform and dance to make the game to learn English in the English classes. 2.3. Rich materials of English songs, big choice, but also easily accessible. There are abundant materials about English songs, such as tapes, books, VCD, DVD, MP3, and netwo

33、rk television on a variety of ready-made songs, these all can be used as study materials. Moreover, as the development of society, science and technology, these resources become easily accessible. 2.4. Learn to sing in the process of listening to enhance their cultural awareness Culture is the ba

34、se of language generated, in the traditional English teaching process, teachers tend to emphasis on the external form of language and grammar structure and neglect the language culture. As a result, students can hardly gain a thorough understanding of language and make proper use of language. Englis

35、h song itself is a culture; it is the reflection of human life and emotion. This vivid way of learning gets closer to life, easily arouses the enthusiasm of students, but also is more acceptable. 2.5. Make use of English songs to improve their English language ability to appreciate Most of Englis

36、h lyrics is beautiful simplicity, rhythm, or a crisp or relieve passionate lyrical, highly readable grammar structure and hold a very high value of appreciation and imitation. The song "Let It Be "sing that" When I find myself in times of trouble, Mother Mary comes to me speaking words of wisdom let

37、 it be. And in my hour of darkness, she is standing right in front of me, speaking words of wisdom let it be, let it be ... ....” .Readers can find the song lyrics of language Smooth and it can be an example of student writing, when we appreciate the song, on the one hand ,we are deeply touched by t

38、he selfless assist that mothers have given their sons and daughters on the their road in life , on the other hand it mold our character and we master the English languages grammatical structure increasing our ability to appreciate the English language. Another example is the song" Yesterday Once Mo

39、re" singing that “When I was young, I would listen to the radio waiting for my favorite song ... ...,” here, it includes the time adverbial clause, and "waiting for my favorite song" present participle be accompanied by the grammar adverbial situation. Even this is difficult grammar, we can also eas

40、ily grasp when appreciating our songs. III The form of English songs in English Teaching Teaching English songs in English class allows students more access to foreign cultures from the side ; At the same time, when this particular teaching method is used in actual teaching, a pleasant learning

41、 environment can be created, which make a great role in motivating students’ interests in the study . What is the specific use of English songs in English teaching? The following are some of my experience: 3.1. As an import into the topic of a discussion or an article. Traditional import are dire

42、ctly lead to a topic or raised some questions for students to initiate discussions by teachers, students are used to this approach of import and loss of interest. Import of a text is the cornerstone of it. A good start is half way to success; import can be active well into classroom atmosphere and t

43、o mobilize the enthusiasm of students studying for the text to pave the way to do a good job of explaining. English songs is the way the rich text into a. If at a time when teachers can find relevant English song, let the students enjoy, and then to a sentence of the lyrics or the song by the connot

44、ation of the expression as the starting point, and then to discuss, I believe students at this time would be immense. They are familiar with some fresh, easily obtained at the new knowledge. 3.2. It is a good time to sing English songs when review old lessons and old knowledge. One after another b

45、eautiful and familiar tune, put students into the past days and nights, they trigger a good memory, once-off study of words, sentences such as the stream gurgle gurgling outflow. In such an atmosphere, those who have difficult to study English also immerse in the pleasure of success. Therefore, afte

46、r the completion of new content, timely review is needed to consolidate the memory and to avoid forgetting. Review should be carried in happy and interesting contexts, and to avoid monotonous repetition of practice, it is necessary to rack their brains to find ways to attract pupils using a variety

47、of methods to achieve the desired purpose. The form of consolidation may be singing, imitating singing, singing in unison, singing, and some rounds of singing, duet, table singing, rap, etc, these can be flexibly chosen. Review time should generally be arranged before class, at the beginning of the

48、class, after class and in extra-curricular activities. The methods of review may be singing performances, side by side singing teaching aids, using the Games approach, the method of singing, playing the role in such songs. 3.3. Regulating emotions Before each lesson, according to the teaching cont

49、ent and the mental state of students, teachers enable students to sing the English song or use a tape recorder to play English songs. With the song melody, students listen in ears, sing with mouths, think in brain and a variety of sensory coordinate, in that way, they not only relax physically, but

50、also alleviate the brain, thus encouraging the spirit, re-centralize the attention. To achieve this arm,teachers should be taught kindly, generous deportment, language, tone of norms, moderate volume, speed should be moderate pace, and strive to create situational questions, constantly evoked the cu

51、riosity of students, so that English songs Teaching would become a vibrant and attractive. In this way, students singing before class will enable students rapidly transfer into classroom teaching from the school 10 minutes activities in the break; singing English songs in class can eliminate student

52、s mental fatigue, improve study efficiency; At school before, singing can make students full emotions ending a tense lesson study to do a good job in mental preparation for the study of next lessons. Relaxed and happy study can give full play to the potential of students and enable students to open-

53、minded, quick thinking. 3.4. Voice and grammar exercises We should choose the appropriate songs for the students (especially freshmen) voice exercises. For a example, the song “Father and Son”, impose” know, old, tomorrow; down, now; away, same; fault, talk” this group of four words to consolidate

54、, correct diphthong and long vowel phoneme pronunciation. In addition, the situation of linking and weak read in English are also substantial existence in the English songs, this can allow students to appreciate by singing repeatedly to cultivate a sense of English language. If English song is used

55、properly, we will have a multiplier effect. Songs such as "The Sea Is My Home", in the lyrics "When I was young, Mama told me (that) my home was the very sea." There are three grammar situations: time adverbial clause, indirect language and the addition of the word ”very” before the noun can stress

56、and strengthen the role of tone. Another song "Auld Lang Syne", in the key sentence "should auld acquaintance be forgotten?" the passive voice are used, so we can take the opportunity to review the various tenses of the passive voice, and do some related exercises to consolidate. Another example, wh

57、en learning participle, teachers teach students to sing "Yesterday once more". At first, they let students listen to song lyrics twice and fill in the blank. It can be said that this is a beautiful sounds, the songs worth hearing a hundred times, the students get fascinating. 3.5. As listening mate

58、rials According to the recorded tape or CD-ROM, students complete the listening exercise books on best practice settings in the traditional practice of hearing. If the hearing Materials are boring and take a long time, students will be drowsy. In order to break the traditional way of listening exer

59、cises and improve the efficiency of student learning, teachers can put English song as listening material. Phonology beautiful harmony, the rhythm of light distinctive English songs are the students good helper. English song teaching is simple, feasible, effective, and can effectively stimulate the

60、enthusiasm of students to learn English well received by the students. Such as set up in accordance with the lyrics to answer questions, to judge is incorrect or dictation exercises, etc., so that students do in the "play" in the study, the effect will be much more effective. Of course, the English

61、song to the attention of science to choose from, we must guard against abuse, to help teaching. And the ability of teachers to use and carry out a local music teaching, and thus optimize the effectiveness of classroom teaching English, the English songs are in English teaching at another major contr

62、ibution. IV Attention should be paid to the problem about selection and application of English songs 4.1．English teachers should collect a large number of relevant materials in order to extract at any time in teaching, such as songs, audio and related computer software. Teachers should learn ho

63、w to create songs and make use of familiar tunes to assist teaching with the material students want. 4.2. selecting English songs, the age of the characteristics of students and the moderate difficulties should be considered. At the same time, in order to facilitate the education of students, the

64、Content of thought songs should be Healthy Choice. 4.3. The use of English songs in English teaching should pay attention to combining with the aim, that is, The use of English songs have clear objectives. 4.4. English generally do not need to be elaborated on the lyrics, as long as students can

65、 generally understand the meaning, not for grammar analysis. 4.5 Action should tie in with songs, so that students can sing and dance his side to fully mobilize their various senses, it will get better results. V Conclusion It is because of English song in English in line with the students age

66、 and cognitive psychological characteristics of the law and the principles of physiology, a lot of teachers have put the introduction of English song and the English Classroom forms are various. In short, the main body of students can be gave full play by the use of English song teaching , and their interest in learning can also be stimulated so that they can acquire knowledge in cheerful atmosphere, enjoy the fun of learning, promote the understanding and applicat