三、英语歌曲资源在英语教学中的具体运用 一、 运用歌曲,渲染情境 高中英语课本中许多文章虽贴近学生生活,选材多样,知识性和趣味性并重,但学生因没有亲临其境,感受不深,所以读来甚感枯燥。如果在教学中适当地借助歌曲烘托、渲染课文内容,不仅能让学生得到美的享受,还有助于学生对课文的理解。如教《Making Friends》这课,在以小对话的形式呈现课文内容时,选择“auld lang syne (友谊地久天长)” 作为语言描述情境时的配乐曲。随着音乐的旋律,同学们被深深地吸引住了,仿佛看到人们为友谊或举杯或洒泪的情景。既陶冶了情操,把学生带入美的意境,又启发学生进行美的想象,让学生受到美的熏陶,还加深了对文章的理解。再如“Moon Light”一文,静心倾听贝多芬的月光曲那幽雅而激昂的旋律,学生沉浸在三幅画面所描述的意境里,更加深刻地理解了课文内容。 二、 运用歌曲,学记单词 越是英语学不好的学生越怕记单词,也越记不住单词。通过唱英语歌曲,易于激发学生的情绪和想象力,在无意识状态下可以收获较好的教学效果。也因此避免了学生在学习和记忆语汇时感到枯燥乏味。如在教天气 fine, cloudy, windy, snowy, rainy, foggy, typhoon, storm等单词时,我先教歌曲“How is the weather?” 歌曲那轻松而又愉快的节奏深深地吸引了学生,同时用自制的一些图片展示与歌词匹配的天气,就这样,不知不觉中,学生就掌握了这些单词的发音。在此基础上,学习这些单词就容易多了。 三、 运用歌曲,学习语音 语音教学是英语教学的一个重要方面。通过语音教学,学生不但可以正确发出新学语种的语音,而且可以进行言语交际。如在教学生元音字母“o”的发音时,可以利用以语音为内容的歌曲。 Who stole the cookies from the cookie jar? Cindy stole the cookies from the cookie jar? Who me? Yes, you! Not me! Then who? Linda stole the cookies from the cookie jar? Yes, you! Not me! Then who? Sally stole the cookies from the cookie jar? Yes, you! Not me! Then who? 四、运用歌曲,学习语法 英文教学中语法是难点,在教学中,运用歌曲辅助句型教学,使之与句型教学互相补充,互相促进,两者密切结合。在句型操练的基础上进而学习词法和句法,在学习词法和句法时,又借助句型操练,变语法知识为运用英语的能力。如我在教虚拟语气时,我先教“If I were you”这首歌,让学生先初步了解由if引导的真实条件句和非真实条件句的区别,在这基础上,再学习掌握虚拟语气。用学唱英语歌的方法,介绍和引入新句型。通过唱歌激发兴趣,使学生在欢乐的气氛中学习新知识,容易取得良好的效果。 五、课堂实例 Song Activity: Candles in the wind Goodbye Norma Jean Though I never knew you at all You had the grace to hold yourself While those around you crawled They crawled out of the woodwork And they whispered into your brain They set you on the treadmill And they made you change your name
And it seems to me you lived your life Like a candle in the wind Never knowing who to cling to When the rain set in And I would have liked to have known you But I was just a kid Your candle burned out long before Your legend ever did
Loneliness was tough The toughest role you ever played Hollywood created a superstar And pain was the price you paid Even when you died Oh the press still hounded you All the papers had to say Was that Marilyn was found in the nude
Goodbye Norma Jean From the young man in the 22nd row Who sees you as something as more than sexual More than just our Marilyn Monroe I.What is a legend? II.Show a picture about Marilyn Monr III.Talk about for two minutes. IV. Show some words about American, Hollywood, sexy film star, movies, had an affair with John F Keneydey, mini-skirt, beautiful spot, died many years ago, 1960', actress, V.Give a piece of paper with 14 sentences about Marilyn Monroe. Judge the sentences true or false. VI. Listen and check. VII. Listen to a song, Candle in the wind sung by Elton John. 1) Introduction 2) Activity 3) Answer the questions. Who does he say goodbye to? Marilyn Monroe. What did Hollywood do to Marilyn Monroe? created a superstar and fame was the price. What does the expression "never knowing who to cling to when the rain set in? rain-----sophisticated political or other pressurecling----the way to go What would Elton John have liked? Had the grace to hold yourself while those around you fall. Loneliness. Was she just sexy? No. "Your candle burned out long before your legend ever did" What does this mean? It means your life is ended up. But your legend is spread everywhere around the world. VIII. Comments Songs are also helpful for reading comprehension and some other areas. IX. Sum-up 六、运用歌曲要适度 音乐节奏智力较强的学生通常是pop music, rock and roll的爱好者,他们能毫不费劲地学会多首流行歌曲和熟记歌词,象泰坦尼克号主题歌My heart will go on forever. 等等,会经常在耳畔回响.教师也可引导他们去搜寻一些与课堂题材相关的歌曲,在课上与大家共赏,教师还可创造他们在大家面前高歌一曲的机会.英语教师可搞一种每周一歌的尝试,即通过课间,中午休息时间放英文歌曲,争取让大家每周学一首英文歌,适时地搞一点英文歌比赛以活跃英语学习的气氛,而音乐智能较强的学生自然成为此类活动中的主角。 实践证明,音乐在英语课中的运用,是寓教于乐的好形式,也是提高英语课教学实效的有效途径。但要注意,选择歌曲要根据教学目的来确定;应结合教学内容和歌曲内容,设计问题让学生思考或讨论;课堂上运用歌曲的数量不要过多,防止把英语课变为音乐课。
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