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1、 英文歌曲在教學(xué)中運(yùn)用 [摘　要] 將英文歌曲運(yùn)用到英語(yǔ)教學(xué)中也存在其理論依據(jù)。英語(yǔ)教學(xué)中，把學(xué)唱英語(yǔ)歌曲作為一種教學(xué)手段時(shí)，應(yīng)科學(xué)地選擇和運(yùn)用英語(yǔ)歌曲，方能達(dá)到預(yù)期的教學(xué)目的和教學(xué)效果?，F(xiàn)在很多學(xué)校在英語(yǔ)教材中都有說唱（chant）和 歌唱（sing）兩種形式來輔助教學(xué)。這種教學(xué)就是激發(fā)學(xué)習(xí)的興趣，興趣是推動(dòng)學(xué)習(xí)的內(nèi)在力量，是學(xué)生學(xué)習(xí)的強(qiáng)大動(dòng)力，我們?cè)诮虒W(xué)過程中最關(guān)鍵的就是要培養(yǎng)學(xué)生們的興趣。 [關(guān)鍵詞] 英語(yǔ)教學(xué)；英文歌曲 興趣 教學(xué)效果 音樂可以增強(qiáng)英語(yǔ)學(xué)習(xí)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(yǔ)教學(xué)密切 結(jié)合起來，可以激發(fā)學(xué)生的學(xué)習(xí)興趣，陶冶情操，全面提高學(xué)生 素質(zhì)。英文歌曲教學(xué)，可以把所教英語(yǔ)知識(shí)或當(dāng)天所學(xué)的英語(yǔ)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(jī)動(dòng)。各樂曲的旋律應(yīng)簡(jiǎn)單易學(xué)且為學(xué)生所熟 悉。 借助歌曲獨(dú)特的文化內(nèi)涵和藝術(shù)魅力，將其運(yùn)用于英語(yǔ)教學(xué) 中，可以使學(xué)生在快樂的旋律中得到審美的愉悅，增進(jìn)情感的體 驗(yàn)，接受藝術(shù)的感染，加強(qiáng)記憶，極大地提高學(xué)習(xí)英語(yǔ)的興趣和 效果。 在英語(yǔ)教學(xué)中運(yùn)用英文歌曲能讓學(xué)生從側(cè)面更多地接觸外國(guó)文化；同時(shí)，這種特殊的教學(xué)手段在實(shí)際教學(xué)運(yùn)用中，可以創(chuàng)造 輕松愉快的學(xué)習(xí)環(huán)境，在激發(fā)學(xué)生學(xué)習(xí)

3、興趣方面有顯著作用。運(yùn) 用生動(dòng)循環(huán)的韻律，把學(xué)生的感情帶入到歌曲的特定情境中，學(xué) 生的感情與歌詞的內(nèi)容產(chǎn)生共鳴，進(jìn)而獲得情感的愉悅。英語(yǔ)歌 中蘊(yùn)涵著巨大的語(yǔ)言潛能和英語(yǔ)實(shí)踐機(jī)會(huì)，使學(xué)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(yǔ)歌曲作為教學(xué)資源的優(yōu)勢(shì) 1. 符合學(xué)生的認(rèn)知規(guī)律 將英語(yǔ)歌曲引入教學(xué)符合從感知到理解的認(rèn)識(shí)規(guī)律。它把語(yǔ)言知識(shí)融合于有趣的歌詞中，將知識(shí)與趣味、抽象與形象緊密地結(jié)合起來，為學(xué)生提供更多的感性知識(shí)和形象材料；用旋律為學(xué)生架起了由感性認(rèn)識(shí)通往理性認(rèn)識(shí)的橋梁，使學(xué)生在學(xué)習(xí)過程中保持著高昂的斗志和濃厚的興趣；在聽、唱英語(yǔ)歌的過程中加深對(duì)所學(xué)內(nèi)容

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

5、材較為豐富，磁帶、書籍、VCD、DVD、MP3、電視和網(wǎng)絡(luò)上各種現(xiàn)成的歌曲等都可以作為學(xué)習(xí)的素材，而且隨著社會(huì)、科技的發(fā)展，這些資源也變得容易獲取。 4. 學(xué)習(xí)在聽唱過程中增強(qiáng)對(duì)文化的認(rèn)知 文化是語(yǔ)言產(chǎn)生的土壤，在傳統(tǒng)的英語(yǔ)教學(xué)中，教師往往比較重視語(yǔ)言的外在形式和語(yǔ)法結(jié)構(gòu)，而忽視了語(yǔ)言的文化。致使學(xué)生難以透徹地理解語(yǔ)言，正確地使用語(yǔ)言。英語(yǔ)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(dòng)鮮活的學(xué)習(xí)方式更貼近生活，更容易激起學(xué)生的學(xué)習(xí)積極性，也更容易接受。 5. 利用英語(yǔ)歌曲能提高英語(yǔ)鑒賞能力 英語(yǔ)歌詞大都簡(jiǎn)潔優(yōu)美，節(jié)奏或明快激昂或舒緩抒情，語(yǔ)法結(jié)構(gòu)工整對(duì)仗，具有極高的欣賞和模

6、仿價(jià)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(shí)是學(xué)生寫作的范例，欣賞這首歌曲，我們一方面被母親對(duì)兒女在人生道路上所給予的無私幫助，

7、深深的愛所感動(dòng)，另一方面陶冶了我們的情操，同時(shí)又掌握了英語(yǔ)行文的語(yǔ)法結(jié)構(gòu)，從而提高了我們的英語(yǔ)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(gè)When引導(dǎo)的時(shí)間狀語(yǔ)從句，和“waiting for my favourite song”這一現(xiàn)在分詞作伴隨狀語(yǔ)的語(yǔ)法現(xiàn)象。即使這樣的語(yǔ)法難點(diǎn)也在我們欣賞歌曲的同時(shí)被輕松掌握。 二 英文歌曲在英語(yǔ)教學(xué)中的運(yùn)用形式 在英語(yǔ)教學(xué)中運(yùn)用英文歌曲能讓學(xué)生從側(cè)面

8、更多地接觸外國(guó)文化；同時(shí)，這種特殊的教學(xué)手段在實(shí)際教學(xué)運(yùn)用中，可以創(chuàng)造輕松愉快的學(xué)習(xí)環(huán)境，在激發(fā)學(xué)生學(xué)習(xí)興趣方面有顯著作用。但英文歌曲在英語(yǔ)教學(xué)中有哪些具體的運(yùn)用呢?以下是我的一些體會(huì)： 1. 作為文章或討論話題的導(dǎo)入 傳統(tǒng)的導(dǎo)入是由教師直接引出一個(gè)話題或提出幾個(gè)問題讓學(xué)生展開討論，學(xué)生對(duì)這種導(dǎo)入方式也都習(xí)以為常且失去興趣了。課文的導(dǎo)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(dǎo)入可以活躍課堂氣氛并調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性，為課文的講解做好鋪墊。然而歌曲就是豐富課文導(dǎo)入方式的一種。而此時(shí)如果教師能找到相關(guān)的英文歌曲，先讓學(xué)生欣賞，然后以某句歌詞或這首歌所表達(dá)的內(nèi)涵等作為切入點(diǎn)，進(jìn)而展開

9、討論，相信學(xué)生此時(shí)會(huì)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(shí)。 2．復(fù)習(xí)舊課 復(fù)習(xí)舊知識(shí)更是學(xué)生大唱英文歌曲的好時(shí)機(jī)。一曲曲優(yōu)美、熟悉的旋律，把學(xué)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(xué)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(xué)習(xí)暫時(shí)有困難的學(xué)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(shí)的復(fù)習(xí)可以鞏固記憶，避免遺忘。復(fù)習(xí)應(yīng)在愉快、有興趣的情境下 進(jìn)行，避免單調(diào)的重復(fù)練習(xí)，要多動(dòng)腦筋，想辦法采用各 種吸引小學(xué)生的方法達(dá)到預(yù)想的目的。鞏固的形式可有跟唱、模仿唱、齊唱、領(lǐng)唱、部分輪唱、對(duì)唱、表演唱、說唱等，可靈活選用。

10、復(fù)習(xí)的時(shí)間一般應(yīng)安排在課前、課開始時(shí)、課結(jié)束前、課外活動(dòng)進(jìn)行。復(fù)習(xí)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(xué)內(nèi)容和學(xué)生的精神狀態(tài)， 讓學(xué)生唱英文歌曲或用錄音機(jī)播放英文歌曲。學(xué)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(diǎn)教師首先要做到教態(tài)和藹，儀態(tài)大方，語(yǔ)言語(yǔ)調(diào)規(guī)范，音量適中，語(yǔ)速也應(yīng)快慢適度，努力創(chuàng)設(shè)問題情境，引趣動(dòng)情，不斷誘發(fā)學(xué)生的好奇心，使英語(yǔ)歌曲教學(xué)變得充滿活力，引人入勝。這樣，上課前唱能使學(xué)生從下

11、課10分鐘的活動(dòng)中迅速轉(zhuǎn)移到課堂教學(xué)中來；課中唱英文歌曲能消除學(xué)生的厭倦、疲憊心理，提高學(xué)習(xí)效率；下課前唱能使學(xué)生以飽滿的情緒結(jié)束一節(jié)課的緊張學(xué)習(xí)，為轉(zhuǎn)入下一節(jié)課的學(xué)習(xí)做好精神上的準(zhǔn)備。這種輕松愉快學(xué)習(xí)能充分發(fā)揮學(xué)生的智能潛力，使學(xué)生思路開闊， 思維敏捷。 4. 語(yǔ)音和語(yǔ)法的練習(xí)，可選擇適當(dāng)?shù)母枨鷮?duì)學(xué)生(尤其是新生)進(jìn)行語(yǔ)音練習(xí)。如，在聽Father and Son這首歌時(shí)，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(zhǎng)元音音素的發(fā)音。此外，英語(yǔ)連讀、弱讀等現(xiàn)象在英文歌曲中也大量存在，可以讓學(xué)生反復(fù)欣賞和跟

12、唱來培養(yǎng)英語(yǔ)語(yǔ)感。若英文歌曲運(yùn)用得當(dāng)，也會(huì)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(gè)語(yǔ)法現(xiàn)象:時(shí)間狀語(yǔ)從句、間接引語(yǔ)、名詞前加very可以起到強(qiáng)調(diào)、加強(qiáng)語(yǔ)氣的作用。又如歌曲《Auld Lang Syne》中重點(diǎn)句是“Shoud auld acquaintance be forgot?”用到的是被動(dòng)語(yǔ)態(tài)，可以借此次機(jī)會(huì)復(fù)習(xí)各種時(shí)態(tài)的被動(dòng)語(yǔ)態(tài)，并做些相關(guān)的練習(xí)加以鞏固。再如在學(xué)到分詞時(shí)，給學(xué)生教唱《Yesterday

13、 once more》。先讓學(xué)生聽歌曲兩遍并進(jìn)行歌詞填空?？梢哉f，這是一首優(yōu)美動(dòng)聽，百聽不厭的歌曲，學(xué)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(xí)是學(xué)生根據(jù)錄好的磁帶或光盤來完成聽力練習(xí)冊(cè)上設(shè)置好的練習(xí)。如果聽力材料枯燥，且聽的時(shí)間稍長(zhǎng)，學(xué)生就會(huì)昏昏欲睡。為了打破這種傳統(tǒng)的聽力練習(xí)方式和提高學(xué)生的學(xué)習(xí)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(xué)生學(xué)習(xí)的好幫手。英文歌曲教學(xué)簡(jiǎn)便易行，操作性強(qiáng)，效果顯著，能有效地激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的熱情，深受學(xué)生歡迎。如設(shè)置根據(jù)歌詞回答問題、判斷正誤或聽寫等練習(xí)，這樣學(xué)生就做到了在“玩”中學(xué)習(xí)，效果也會(huì)事半

14、功倍。當(dāng)然，英文歌曲要注意科學(xué)地選用，切忌濫用，才有助于教學(xué)。而教師能否得當(dāng)?shù)乩貌㈤_展歌曲教學(xué)，從而達(dá)到優(yōu)化英語(yǔ)課堂教學(xué)的效果，則是英文歌曲在英語(yǔ)教學(xué)中的又一重大貢獻(xiàn)。 三 英語(yǔ)歌曲的選擇和應(yīng)用要注意的問題 1、英語(yǔ)教師應(yīng)大量收集有關(guān)的材料，如歌曲、錄音帶及有關(guān)的計(jì)算機(jī)軟件，以便在教學(xué)中隨時(shí)提取。教師應(yīng)學(xué)會(huì)歌曲的創(chuàng)作?？梢岳脤W(xué)生熟悉的曲調(diào)，配上想要學(xué)習(xí)的材料輔助教學(xué)。 2、選擇英語(yǔ)歌曲應(yīng)考慮學(xué)生的年齡特點(diǎn)，注意難易知中。同時(shí)，要選擇思想內(nèi)容健康的歌曲，以利于對(duì)學(xué)生的教育。 3、利用英語(yǔ)歌曲進(jìn)行英語(yǔ)教學(xué)時(shí)要注意與目標(biāo)相結(jié)合，也就是說，英語(yǔ)歌曲的使用應(yīng)有明確的目標(biāo)。 4、英語(yǔ)

15、歌詞一般不需要詳細(xì)講解，只要學(xué)生能大致理解其意思即可，更不要作語(yǔ)法分析。 5、教唱歌時(shí)最好加動(dòng)作，讓學(xué)生邊唱邊跳邊演，充分調(diào)動(dòng)他們的各種感官，這樣會(huì)收到更好的效果。 結(jié)語(yǔ) 正是由于英文歌曲在英語(yǔ)教學(xué)中的運(yùn)用符合學(xué)生的年齡心理特征和認(rèn)知規(guī)律，也符合生理學(xué)原理，因此很多教師都已經(jīng)把英文歌曲引入英語(yǔ)課堂且運(yùn)用形式多樣?？傊?，利用英文歌曲教學(xué)可以充分發(fā)揮學(xué)生的主體性，激發(fā)他們的學(xué)習(xí)興趣，使他們?cè)跉g快的氣氛中掌握知識(shí)，享受到學(xué)習(xí)的樂趣，促進(jìn)對(duì)難點(diǎn)的理解和運(yùn)用。音樂是無國(guó)界的，它能激發(fā)人們無限的潛能，英語(yǔ)又被稱為是“通向世界的橋梁”。只要兩者有機(jī)結(jié)合起來，就能使英語(yǔ)的教學(xué)方法豐富多彩，學(xué)生們就可

16、以在英語(yǔ)的世界里快樂地馳騁！ 參考文獻(xiàn)： [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(yǔ)中的作用[M]．吉林大學(xué)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(xué)英語(yǔ)》，《英語(yǔ)周報(bào)（小學(xué)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(guó)教育部制定《普通高中英語(yǔ)課程標(biāo)準(zhǔn)》（實(shí)驗(yàn)）人民教育出版社 ２．莫若健編著《唱歌學(xué)語(yǔ)法》　　四川少年兒童出版社 ３．何雁“讓英語(yǔ)課堂充滿音樂之聲” 《中小學(xué)英語(yǔ)教學(xué)與研究》　中華人民共和國(guó)教育部主管　華東師范大學(xué)主辦 參考文獻(xiàn): 1、胡立家 《美國(guó)著名歌曲及其文化背景知識(shí)》 上海外語(yǔ)音像出版社.1991 2、謝榮福 《如何在外語(yǔ)教學(xué)中使用歌曲和音樂》 國(guó)外外語(yǔ)教學(xué).1995 3、汪國(guó)華 《英語(yǔ)歌曲在英語(yǔ)教學(xué)中的作用》 淮北煤師院學(xué)報(bào).1997 4、張建華 《歌曲在英語(yǔ)教學(xué)中的應(yīng)用》 遼寧教育學(xué)院學(xué)報(bào).1995 5、柴韻敏 王燕波

18、《Do Re Mi 與ABC——論音樂在小學(xué)英語(yǔ)教學(xué)中的魅力和運(yùn)用》 英語(yǔ)周報(bào)小學(xué)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(yùn)用到英語(yǔ)教學(xué)中也存在其理論依據(jù)。英語(yǔ)教學(xué)中，把學(xué)唱英語(yǔ)歌曲作為一種教學(xué)手段時(shí)，應(yīng)科學(xué)地選擇和運(yùn)用英語(yǔ)歌曲，方能達(dá)到預(yù)期的教學(xué)目的和教學(xué)效果?，F(xiàn)在很多學(xué)校在英語(yǔ)教材中都有用說唱（chant）和 歌唱（sing）兩種形式來輔

21、助教學(xué)。這種教學(xué)的目的就是激發(fā)學(xué)習(xí)的興趣，因?yàn)榕d趣是推動(dòng)學(xué)習(xí)的內(nèi)在力量，是學(xué)生學(xué)習(xí)的強(qiáng)大動(dòng)力，我們?cè)诮虒W(xué)過程中最關(guān)鍵的就是要培養(yǎng)學(xué)生們的興趣。 關(guān)鍵詞: 英語(yǔ)教學(xué)；英文歌曲；興趣；教學(xué)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