英语长江大学毕业论文开题报告-英语歌曲歌谣在小学英语课堂教学的应用
英语歌曲在小学英语教学中的应用
英语歌曲在小学英语教学中的应用【摘要】小学英语是小学教学的重点科目，英语教学中培养学生学习兴趣十分重要，教师需要为学生创造一个良好的学习氛围来提高学习英语的兴趣。
歌曲能够舒缓情绪和增强记忆，具有韵律感与节奏感，能够轻松走入人心。
因此，教师可以巧妙运用英语歌曲教学，加强学生学习英语的动力，提高教学效率。
【关键词】英语歌曲；小学英语；课堂教学一、使用英语歌曲教学的妙处（一）提高学习动力音乐天赋是每个儿童与生俱来的，在学生小学时期推行英语歌曲教学方法，既能改善以往单调的英语教学形式，又能遵循孩子们心理发展规律。
运用美妙的音乐美化语言，很容易让学生拥有愉悦的心情，进而产生学习的动力。
（二）加强对语言的领悟力英语歌曲中的韵脚、韵律对学生学习英语单词重音和发音有极大的帮助，众所周知，大部分歌曲中有很多的重复性歌词与句子结构，学习一首歌学生就能熟练运用一个句型，加强对语言的理解。
例如，在进行动词be语法的教学时，要教会学生如何在各类人称后灵活运用be动词和帮助学生懂得第三人称单数是什么，这时就可以创造一首相关的歌谣：I am sad.you are happy.He is sad.she is happy.The girls are happy.The boys are sad，我是am，你是are，单数is，复数are。
这样中英文相融合的歌谣，既可以加深学生的印象，又有节奏感，尤其是后半部分能有效地提高学生的解题能力。
（三）加深对国外文化的了解语言是文化交流的一大工具，而歌曲既结合了音乐还包含了文化和语言。
各国的节日是了解他国文化的最好途径，于是，我们在进行国外节日文化的学习时就可以利用学习相关歌曲作为入门。
跟着音乐节奏旋转跳跃，边玩边唱，既活跃了课堂氛围，同时学生能在开心时有了学习国外文化的意识，经过国外文化的陶冶，扩展自身的知识面和眼界。
二、英语歌曲优化课堂教学（一）曲目的恰当选择课堂上师生之间的交流可以以英语歌曲来连接。
英语歌曲在小学英语教学中的应用
英语歌曲在小学英语教学中的应用一、启发学生学习英语的兴趣学生们对音乐的接受程度非常高，他们能够通过歌曲中的音乐旋律和歌词表达情感，因此英语歌曲可以起到启发学生学习英语的兴趣的作用。
通过欣赏和学唱经典的英语歌曲，学生们可以在愉快的氛围中感受到英语语言的美妙之处，激发他们对英语学习的兴趣。
为了达到这一目的，教师可以选择一些旋律易记，歌词简单的英语歌曲，帮助学生轻松地跟着节奏学唱。
风靡一时的《Old MacDonald Had a Farm》是一首很受小学生欢迎的英语歌曲，歌词简单易记，可以帮助学生快速掌握动物和动作词汇。
而且，学生们在学唱的过程中会不知不觉地记住歌词中的单词和表达方式，辅助他们巩固所学的语言知识。
二、丰富教学内容，激发学生学习英语的热情英语歌曲可以丰富教学内容，激发学生学习英语的热情。
通过欣赏和学唱英语歌曲，学生们可以了解到来自不同国家的音乐风格和文化内涵，拓展他们的视野，丰富他们的英语学习体验。
教师可以选择与学习内容相关的英语歌曲，如介绍动物的单词时，可以选择与动物有关的英语歌曲，如《Swan, swan, swan》等。
这样学生们不仅能够掌握单词，还能够了解动物的种类和生活习性。
这样一来，学生们学习英语不再是枯燥的课堂内容，而是与生活紧密联系的有趣体验。
三、提高学生的听力和语感英语歌曲的音乐旋律和韵律可以帮助学生提高听力和语感。
学生们通过欣赏和学唱英语歌曲，可以从中感受到英语语言的声音和韵律，培养学生对英语语音的感知能力。
《Twinkle Twinkle Little Star》是一首广为人知的英语歌曲，旋律简单，歌词易记，非常适合小学生学习。
学生们通过学唱这首歌曲，不仅可以锻炼嗓音，还可以提高他们对英语发音和语音的认知能力。
这对于提高学生的发音准确性和语音美感非常有帮助，有助于培养学生的英语语感。
四、促进学生语言技能的发展英语歌曲不仅可以帮助学生记忆单词，还可以促进学生语言技能的全面发展。
小学英语论文歌曲在小学英语教学中的作用
小学英语论文歌曲在小学英语教学中的作用一、引言近年来，教育界对于音乐在教学中的应用价值越来越重视。
音乐，尤其是歌曲，以其独特的韵律和节奏，能够有效地提高学生的学习热情，增强记忆，促进语言技能的发展。
尤其在小学英语教学中，歌曲的运用对于提升学生的学习兴趣和英语能力具有显著的影响。
本文旨在探讨小学英语论文歌曲在小学英语教学中的作用。
二、歌曲在小学英语教学中的情感价值歌曲以其优美的旋律和独特的节奏，能够引起学生的情感共鸣。
当学生们在欣赏和理解歌曲的同时，他们不仅能够学习到新的词汇和表达方式，还能够体验到英语语言的韵律和节奏。
这种情感连接可以增强他们对英语的好感度，激发他们的学习兴趣。
三、歌曲在小学英语教学中的认知价值歌曲在小学英语教学中还具有重要的认知价值。
研究表明，音乐能够刺激大脑的多个区域，包括语言处理区域。
因此，通过歌曲学习英语可以增强学生的语言记忆能力，提高他们的语言理解能力。
同时，歌曲还可以提供一种新的学习方式，通过歌曲中的歌词和旋律，学生可以更好地理解和记忆新的词汇和表达方式。
四、歌曲在小学英语教学中的社会价值歌曲在小学英语教学中还具有重要的社会价值。
通过歌曲，学生可以学习到如何在社交环境中使用英语。
例如，许多英文歌曲都包含了友谊、爱、感恩等主题，这些主题可以帮助学生理解并学习如何在日常生活中使用英语进行交流。
五、结论小学英语论文歌曲在小学英语教学中发挥了重要的作用。
它不仅激发了学生的学习兴趣和热情，还提高了他们的语言记忆能力和理解能力。
歌曲还提供了在社交环境中使用英语的机会，帮助学生更好地掌握英语技能。
因此，教师应该充分认识到歌曲在小学英语教学中的价值，将其有效地融入到教学过程中。
随着全球化的不断深入，英语教育在我国变得越来越重要。
为了激发小学生学习英语的兴趣，提高他们的英语学习效果，英语歌曲在小学英语教学中发挥了重要作用。
本文将探讨英语歌曲在小学英语教学中的运用，旨在分析其意义、作用及具体实施方法。
英语歌谣在小学英语教学中的运用-教育论文
英语歌谣在小学英语教学中的运用-教育论文马克思说：“音乐是人类的第二语言”。
而唱歌是用人声唱出与语言结合的音乐。
所以说，音乐歌曲是一种语言，它是用来表达思想感情的特殊艺术手段。
英语歌谣是一种音乐。
歌谣轻快的节奏、简单的文字，能深烙在孩子脑海里，让孩子自然琅琅上口并反复吟唱，所以它正是低龄孩子练习说话、学习运用语言的好素材。
因此，恰当运用英语歌谣是小学英语教学的重要手段之一，是教学中必不可少的好助手。
歌谣是一种生动有趣的教学形式，它用歌唱的方式让学生在游戏中学习。
如在对raise your arms的教学过程中，教师可先让学生做一套体操，边做边唱：然后再引导学生学习有关课文句子“touch your toes; raise your arms...”。
教师要引导学生把raise your arms等动作插入歌曲，从而进一步让学生自己创作歌曲。
在课堂上学生把shake the hips/touch your nose/touch your face等一系列学过的词组和可以“touch”，或“raise”的单词编入歌词中变成新的歌曲，表演出来。
虽然整堂课学生都在编歌这一游戏中，但却在不断地自觉地操练新知识，从玩中学到了知识，运用了知识。
因此在教学中使用歌谣，只要教师加以引导，学生就会把自己感兴趣的动作、单词编入歌谣。
借助歌谣传授语音、语法与词汇在教学中总有一些令学生困扰的概念，句型，语音，单凭讲又难以理解，歌谣就为此提供了一种解决的方法，就是让学生唱，玩，从中得出区分的方法。
比方语音方面用歌谣“i’m a little snowman”: “i’m a little teapot, short and stout. here is my handle, here is my spout. when th e water’s boiling, hear me shout,‘tip me over, pour me out!’”来操练字母组合“ou”的读音/au/，在这首歌中出现stout，spout，shout，out，它们共同的特点是：有“ou”字母组合，而它们都发/au/音。
标准论文--英文歌曲在小学英语教学中的应用
英文歌曲在小学英语教学中的应用On the Application of English Songs in Primary SchoolEnglish TeachingAbstract: Since quality education advocated, some achievements have been made in English teaching in China. However, listening is the week point for the students. With the rapid social development in China, the traditional language teaching method cannot fit the requirements of the society and need to be improved, especially in listening. In the four skills, listening, speaking, reading and writing, listening makes the first place, which tells it significance. The poor listening of the students makes it hard for them to improve their communicative ability. Although the traditional teaching methods also sometimes pay attention to the listening aspects, it cannot fit the new situations and new changes during the new times, especially on the aspects of listening content and listening skills. This paper, based on the famous Lozanov’s suggestive Teaching theory, music and songs can be used as an effective technique in foreign language teaching. Songs can arouse students’ interest towards language study and help to form their linguistic sense. This essay gives a brief introduction to the reasons why English songs can be used in primary school English class, and how they are effectively used. Therefore through this thesis research the English listening teaching can be improved as well as the entire English teaching of our nation.Key Words:foreign language teaching English songs teaching method[摘要] 提倡素质教育以来，我国英语教学取得了很大的成就。
浅谈歌曲与歌谣在小学英语教学中的应用（共5篇）
浅谈歌曲与歌谣在小学英语教学中的应用（共5篇）第一篇：浅谈歌曲与歌谣在小学英语教学中的应用浅谈歌曲与歌谣在小学英语教学中的应用英语，对我国小学生来说是外语。
英语同我们的母语—汉语有很大的区别，我们又不具备学习英语的真实语境，这使英语的学习困难重重。
小学阶段是儿童获得语言的关键时期，而学习的成效很大程度取决于他们对学习的兴趣。
小学生活泼好动，注意力易发生转移，但模仿能力强、爱唱爱跳。
歌曲与歌谣节奏感强，琅琅上口；形象生动，激发想象；简单易记，容易背诵；语言精练，响亮押韵，这些特点符合儿童的认知特点和身心发展的要求。
它们使教学变得生动、丰富，使枯燥的语言知识变得有趣。
在教学中充分利用歌谣和歌曲来激发他们的学习兴趣，并帮助他们记忆新知识，突破学习中的难点，能收到很好的教学效果。
1、歌曲与歌谣在小学英语教学中的作用具体表现（1）提高学生的兴趣，调动学生的积极性。
小学生生性好动，注意力易发生转移，要避免这种不利因素的影响，最好的良师就是兴趣。
而且从儿童心理特征来讲，学生唱歌时随着旋律的起伏变化，在感到松弛、愉快、满足的同时，会产生兴奋情绪。
因此，歌曲和歌谣是提高学生的学习兴趣，调动学生积极性的有效手段。
帮助学生掌握正确的语音、语调, 增强学生的语感和节奏感。
由于大部分的歌谣都具有押韵的特点，因此它们具有帮助学生训练语音语感的特点。
由于汉语和英语的差别很大，掌握英语的节奏感历来是我国学生英语学习中的一个难点，因此从一开始就加强这方面的训练已经成为我国英语教学界的共识。
而节奏鲜明的歌谣是训练儿童语言节奏感的绝佳材料。
（2）启发学生的思维，激发学生的想象力。
“培养学生的观察、记忆、思维、想象力和创新精神。
”是基础教育阶段英语课程的任务之一。
而歌曲和歌谣能培养学生这些能力。
例如：在教学At a Music lesson时，当学生会唱了课本上的“We can sing and dance”这首歌时，就应鼓励他们根据这首诗进行自由改编，学生的思维一下活跃起来，小学生的想象力很丰富，往往他们的改变成果都很好。
英语歌曲在小学英语教学中的应用
英语歌曲在小学英语教学中的应用【摘要】英语歌曲在小学英语教学中的应用具有重要意义。
通过英语歌曲可以提高学生学习兴趣，激发他们学习英语的热情。
英语歌曲可以帮助学生记忆词汇和句型，使学习更加生动和有效。
学生通过唱歌还能培养语感和语调，提升自己的语言感知能力。
英语歌曲还可以促进学生的听力和口语能力的发展，使他们在实际交流中更加流利。
通过唱歌，学生还会增加与外国文化交流的机会，扩展自己的视野和认知。
未来，英语歌曲在小学英语教学中将继续发挥积极作用，促进学生英语能力的全面提升。
英语歌曲在小学英语教学中的应用是不可或缺的，可以为学生的语言学习带来更多的乐趣和成果。
【关键词】英语歌曲, 小学教学, 应用, 学习兴趣, 记忆词汇, 句型, 语感, 语调, 听力, 口语, 文化交流, 重要性, 展望, 总结.1. 引言1.1 英语歌曲在小学英语教学中的应用英语歌曲在小学英语教学中扮演着重要的角色，它不仅能够激发学生学习的兴趣，提高他们的学习动力，还可以帮助他们更好地记忆词汇和句型，培养语感和语调，促进听力和口语能力的发展，增加文化交流的机会。
通过欣赏和学唱英语歌曲，学生不仅能够感受到不同语言和文化的魅力，还能够在轻松愉快的氛围中提升自己的英语水平。
英语歌曲的旋律使学习过程更加生动活泼，让学生在学习中享受音乐的愉悦，激发学习兴趣。
在小学英语教学中，教师应该充分利用英语歌曲这一教学资源，创造出更加丰富多彩的教学方式，帮助学生更好地掌握英语知识，提高他们的语言表达能力和交流能力。
英语歌曲在小学英语教学中具有重要的意义，对学生的英语学习起着不可或缺的作用。
2. 正文2.1 提高学生学习兴趣One of the key benefits of using English songs in primary English teaching is that it can greatly enhance students' interest in learning. Music has a unique way of capturing students' attention and engaging them in the learning process. When students are exposed to catchy tunes and meaningful lyrics, they are more likely to be motivated to participate actively in the lesson.2.2 帮助记忆词汇和句型英语歌曲在小学英语教学中不仅可以提高学生学习兴趣，还可以帮助他们记忆词汇和句型。
歌曲歌谣助力小学英语课堂
（歌曲歌谣助力小学英语课堂）引言：在小学英语教学中，教师需要寻找有效的教学方法，激发学生对英语的兴趣和积极性。
歌曲歌谣是一种具有趣味性和生动性的教学手段，可以让学生在愉快的氛围中学习和掌握英语知识。
本文旨在探讨歌曲歌谣在小学英语课堂中的应用及其优势，并提供实践方法和建议。
一、歌曲歌谣在小学英语课堂中的应用优势1.增强学习兴趣：歌曲歌谣的旋律和节奏可以吸引学生的注意力，让他们更加积极主动地参与课堂活动。
这种教学方式可以激发学生的学习热情，提高他们对英语的兴趣。
2.培养语感：歌曲歌谣中的韵律和节奏有助于培养学生的语感，让他们在不知不觉中掌握英语的发音和语调。
这种语感的培养对于提高学生的英语口语表达能力具有重要意义。
3.增强记忆：歌曲歌谣的歌词通常富有韵律和重复性，这有助于学生记忆单词、短语和句型。
通过反复吟唱，学生可以在轻松愉快的氛围中加深对英语知识的印象，从而提高记忆效果。
4.促进语言交流：歌曲歌谣的歌词通常与日常生活相关，这有助于学生在实际生活中运用所学英语知识进行交流。
通过歌曲歌谣的练习，学生可以逐渐克服语言障碍，提高英语口语表达能力。
二、实践方法1.选择适合的歌曲歌谣：教师在选择歌曲歌谣时，应考虑学生的年龄特点和英语水平，选择旋律优美、歌词简单易懂的曲目。
同时，教师应关注歌曲歌谣的文化背景，确保所选内容符合教学要求和学生实际。
2.合理安排教学时间：教师在课堂上应合理安排歌曲歌谣的教学时间，确保学生有足够的时间学习和练习。
教师可以在课前或课中适当穿插歌曲歌谣的欣赏和表演，以激发学生的学习兴趣和参与度。
3.组织多样化的教学活动：为了提高学生的学习兴趣和参与度，教师可以组织多样化的教学活动，如小组合作表演、歌曲比赛等。
这些活动可以帮助学生更好地理解和掌握歌曲歌谣的内容，同时也有助于培养学生的合作精神和竞争意识。
4.注重歌曲歌谣的延伸：除了课堂教学，教师还可以鼓励学生将所学歌曲歌谣延伸到日常生活中。
英语歌曲在小学英语教学中的应用
英语歌曲在小学英语教学中的应用1. 引言1.1 背景介绍英语歌曲在小学英语教学中的应用越来越受到重视，因为它在教学中起着非常重要的作用。
随着教育教学改革的不断推进，越来越多的教师开始尝试利用英语歌曲来激发学生学习英语的兴趣，提高学习效果。
英语歌曲具有简单易记、生动活泼、易于吸收等特点，适合小学生的接受能力。
通过唱歌，孩子们可以轻松地掌握英语单词、句型和语法知识，培养语感和语音语调，提高听力和口语表达能力。
英语歌曲也能激发学生学习英语的兴趣，让学习变得更加有趣和愉快。
英语教师们越来越重视在课堂教学中引入英语歌曲，使学生在欢快的音乐中学习英语，提高学习效果。
在接下来的将详细介绍英语歌曲在小学英语教学中的作用、如何选择适合的英语歌曲、如何利用英语歌曲进行教学、英语歌曲教学的注意事项以及实例分析。
【2000字】1.2 重要性The importance of using English songs in elementary English teaching can not be underestimated. Music has the magical power to stimulate children's interest and motivation in learning, making the learning process more enjoyable and effective.1.3 目的The purpose of incorporating English songs into primary school English teaching is to create a fun and engaging learning environment for young students. By using songs, teachers can help students improve their listening, speaking, and pronunciation skills in a more natural and enjoyable way. Songs also provide cultural exposure and can enhance vocabulary retention. Additionally, music can stimulate students' creativity and memory, making the learning process more effective and memorable. Ultimately, the goal of using English songs in primary school English teaching is to foster a love for the language and motivate students to continue their language learning journey with enthusiasm and confidence.2. 正文2.1 英语歌曲在小学英语教学中的作用英语歌曲还可以拓展学生的视野，让他们了解不同国家的文化和习俗，培养跨文化交际能力。
英语歌曲在小学英语教学中的应用策略
英语歌曲在小学英语教学中的应用策略随着全球化的发展，英语作为国际通用语言，对学生的学习越来越重要。
小学阶段是学生接触英语的最佳时期，因此在小学英语教学中，如何引导学生更好地学习英语成为了教师们亟需解决的问题。
针对这一问题，本文将探讨英语歌曲在小学英语教学中的应用策略，并提出一些可行的方法和建议。
一、英语歌曲在小学英语教学中的重要性1.培养学生对英语的兴趣小学生天性活泼好动，他们对新事物很容易产生兴趣。
通过欢快的英语歌曲，可以让学生在愉快的氛围中接触英语，从而培养他们对英语的兴趣，激发学习的动力。
2.帮助学生记忆单词英语歌曲通常有简单易记的歌词，并且通过音乐的旋律和节奏可以帮助学生更容易地记忆和掌握单词。
通过反复听歌曲，学生可以在不知不觉中记住和掌握大量的单词。
3. 提高学生的语感通过学习英语歌曲，学生可以更好地感受英语的语言韵律和语音腔调，培养他们的语感，提高他们的语言表达能力。
二、英语歌曲在小学英语教学中的应用策略1.选取适合小学生的英语歌曲在选择英语歌曲时，教师应该根据学生的年龄和英语水平来选择适合的歌曲，歌曲的内容应该简单易懂，节奏明快，旋律优美，能够吸引学生的注意力。
2.加强与实际情境的结合在教学过程中，教师可以通过歌曲的歌词和内容来引导学生了解一些实际生活中的情境，比如介绍家庭、学校、食物、动物等，让学生在歌曲中了解一些常见的日常用语和词汇。
3.结合动作和表演在教学过程中，教师可以要求学生跟着歌曲的节奏做一些简单的动作或表演，让学生通过动作和表演来加深对歌曲的理解，提高他们的学习兴趣，并且锻炼他们的语言表达能力。
4.利用多媒体设备辅助教学教师可以通过多媒体设备播放英语歌曲的视频，让学生通过视频的图像和音频更好地理解歌曲的内容，增强学习效果。
5.开展歌曲演唱比赛或表演活动为了增强学生的学习兴趣和提高学习效果，教师可以组织学生进行英语歌曲演唱比赛或表演活动，让学生通过表演来展示自己的英语学习成果，激发他们学习英语的动力。
课题论文：使用英语歌谣,促进小学英语教学
课题论文：使用英语歌谣，促进小学英语教学马克思说：“音乐是人类的第二语言”。
而唱歌是用人声唱出与语言结合的音乐。
所以说，音乐歌曲是一种语言，它是用来表达思想感情的特殊艺术手段。
英语歌谣是一种音乐。
歌谣轻快的节奏、简单的文字，能深烙在孩子脑海里，让孩子自然琅琅上口并反复吟唱，所以它正是低龄孩子练习说话、学习运用语言的好素材。
一、歌谣教学的作用。
1、英语歌谣能唤起儿童学英语的热情。
兴趣是最好的老师。
英语歌谣节奏明快，语句简洁，小孩唱起来琅琅上口。
如果小孩在歌唱时再配上简单的动作，他们就会又唱又跳，觉得学英语是一件好玩的事情，从而对英语产生浓厚的兴趣，学英语的热情也就大大提高。
歌谣中含有描述景象、塑造人物，以及表现情节，它常是一些幽默的故事，可为小孩带来无限的快乐，Old MacDonald Had a Farm;This Little Pig Went to Market;Star Light,Star Brigh t.等儿歌都蕴含生动情节，迷人景象。
学生在欢唱的同时也似乎在听动人的故事。
这样，小孩就会觉得学英语生动有趣，并不是一件枯燥乏味的事情。
2、英语歌谣能增进小孩英语语感，使其能以优美、流利的语调说出自然的英语。
学习一种英语，或多或少受到自己母语的影响或干扰，中国人学习英语，由于英语的发音部份与汉语不同，常常会碰到一些发音上的问题，如重音（stress）、节奏（rhythm）、连音（linking）、语调（intonation），而英语儿歌的唱诵对正确语音能力养成了重要作用。
英语语调的曲折升降犹如音乐曲调的委婉起伏，英语语音中的重读与轻读又象乐曲的轻拍与弱拍。
现代课程改革另一项内容就是要求教学内容接近学生生活，而英语歌谣通常取材于儿童日常生活的点滴，都是以儿童的自然语言写成。
应用歌谣教学与课程改革要求不谋而合。
3、英语歌谣能增进小孩对英美文化的了解。
语言依存于文化，不能脱离文化而单独存在，语言在学习也不能单是分析语法、记忆单字、朗诵课本，还需了解当地人民的生活习俗、社会价值和种种禁忌，这样的学习才能可持续进步。
英语专业毕业论文——英文歌曲歌谣在小学英语教学中的运用
The Application of English Songs andBallads to Primary English Teaching inChina1. INTRODUCTIONAt present, most of Primary English teachers are using cramming teaching method to teach English. However, under the situation of cultivating the quality-oriented education, traditional cramming teaching method can’t meet students’needs. That is because the personalities of the pupils are very different from those of middle school students. They are naughty, lively and active, paying less attention on teachers . Therefore, it is very important to discuss how to make pupils be fully involved in the English class and be interested in English learning.Basing on The Theory of Multiple Intelligence, Situational Teaching Methodology and the characteristics of elementary school students, this paper aims to find an effective way to teach English so as to strengthen students' learning interests and stimulate their curiosity for knowledge with the help of the English songs and ballads. I will also focus on illustrating the example of how to design and use English songs and ballads in Primary English teaching and aim to give some suggestions to the Primary English teachers so that they can achieve fruitful teaching.2. LITERATURE REVIEWTo promote the effectiveness of students’English learning , many experts tried their best to find some solutions to make pupils fully involved in English class and be interested in learning English. Among them, the researches about the theory of multiple intelligence and situational teaching methodology are the best representatives.2.1. The Theory of Multiple IntelligenceThe Theory of Multiple Intelligence was put forward by Howard Gardner, a psychological development specialist of America in 1983. Dr. Howard Gardner (1983) pointed that human intelligence is diverse rather than single, which is mainly made up of linguistic intelligence, logical-mathematical intelligence, spatial intelligence, body-kinesthetic intelligence, musical intelligence, interpersonal intelligence, self-awareness intelligence and naturalist intelligence. Everyone has a different combination of intelligent advantages. That is to say, teachers should develop students’multiple intelligence to help pupils to fulfill comprehensive development.At the same time, the theory believes that teachers should learn to cooperate with pupils and use the cooperative teaching methodology which helps pupils to be fully involved in the English class, trains their learning interests and stimulates their curiosities for knowledge . Further to say, making pupils be fully involved in the English class is the basis of organizing class teaching, including rich and colorful teaching activities which can help pupils to develop multiple intelligence and fulfill comprehensive development. Thus, here comes the question: what can teachers do in order to help pupils develop their multiple intelligences?The answer to this question is putting the concept of multiple intelligence into English courses to develop multiple intelligence curriculum modes and teaching plans which is the best starting point that using the theory of multiple intelligence in English teaching practice.2.2. Situational Teaching MethodologyThe Situational Teaching Method was established and prevailed in England from 1930s to 1960s. In the 1970s, it was introduced to China and well-known in the foreign language field. It is a way that teachers create some vivid projection drawings according to the passages, supplemented with vivid literary language to reproduce some scenepresentations of the texts with the help of music which can make the students have the feelings of being personally on the scene. English Situational Teaching Methodology is based on the basic theory of situational teaching and achieve communication goals by creating situations and atmospheres of English learning. English Situational Teaching Methodology believes that teachers make full use of the images , creating the vivid situations, making the abstract form of language become vivid according to students' age characteristics and psychological characteristics and follow the law of reflection of cognition combined with the teaching content to create English language environment as much as possible and let the student come into contact with more English language and dominant behavioral ways in English. Then, why we use English Situational Teaching Methodology in English teaching, particularly in Primary English teaching?There are three theoretical foundations of using English Situational Teaching Methodology in Primary English teaching. On the first hand, it corresponds to students’age characteristics and psychological characteristics. Students, especially Primary School students have a strong desire for learning English knowledge. On the second hand, English Situational Teaching Methodology does good in cultivating students’emotions , enlightening their thinking abilities and developing their intelligences. The most important thing is that it is good for making classroom atmosphere active and vivid. On the third hand, English Situational Teaching Methodology can mobilize students' mental activities consciously, making students study English in a relaxing , happy and positive atmosphere. So far, we can draw a conclusion that using English Situational Teaching Methodology is an effective way in teaching. Therefore, to make Primary English teaching more effective, we may try to use English Situational Teaching Methodology in Primary English teaching.2.3. The Current Research SituationIn China, under the situation of the quality-oriented education and curriculum revolution , Primary English teachers are trying their best to find some effective ways tomake their classes interesting , active and vivid. Meanwhile, some teaching experts also do their best to find some solutions that can help Primary English teachers teach well in Primary English teaching. Lai Junping (2001) mentioned that students could benefit from using English songs in Primary English teaching in her thesis. Wang Qiang (2003) wrote a book called Teaching English in the Primary School from Theory to Practice..In her book , she has showed us that songs and rhymes are good for motivating children in learning .Ma Jingjing( 2010) has done a research which focused on how to use English songs in English teaching in the Primary School.Although, those experts have done a lot of researches about whether using English songs and ballads in Primary English teaching is an effective way to make English classes worthwhile or not, each expert gave some one-sided ideas. Namely they can’t give comprehensive interpretations about the reasons, the functions and the strategies of using English songs and ballads in Primary English teaching. The key point is that most of them seldom show a vivid example illustration of using original English ballads to us and do some investigations to students who they teaches about whether they are interested in the class. This paper will mainly focus on showing a vivid example illustration of using original English ballads to readers and some useful measures to improve the situation will be put forward according to the result of investigations to my students in Grade 5 of YuXi No.1 Primary School.3. THE NECESSITIES AND FUNCTIONS TO APPLY ENGLISH SONGS AND BALLADS IN PRIMARY ENGLISH TEACHING3.1. The Requirements of Primary English Curriculum StandardThe new Primary English Curriculum Standard was promulgated by Ministry of Education in 2010. It pointed out Studying is not the outer control, but an innerembodiment. Studying process should be started from the pupil’s interest, life experience and the cognitive level. The pupils’ability in using language should be developed. Therefore, the Primary English teaching which is under the idea of the Primary English New Curriculum Standard should be improved, then much emphasis should be placed on how to make students be the center of the classroom, and how to make the class more active.The Primary English New Curriculum Standard also suggested that the total goal of Primary English courses is to cultivate the abilities of students' comprehensive language application, and Primary English curriculum objectives are divided into two levels in the preliminary stage. At the first level, the Primary students are required to learn English from Grade 3. By the end of Grade 4, students are required to be able to sing 15 to 20 English songs and ballads or simple English poetries. At the second level, students are required to be able to sing 30 to 40 English songs and ballads by the end of Grade 6.3.2. Characteristics of Primary School StudentsThere is a saying that interest is the best teacher. R.Gardner and mbert find that the successful learners are those people who have both genius and great learning motivation in the second language studies. (Corder.S.P.1985) It seems to the English learners, especially young English learners, nothing but what they are really interested in can make them produce motivation and desire for studying English.That is because pupils who are at the age of 8-13 have strong curiosities about anything that they come into contact with. Generally speaking, pupils who are between 8 and 13 have less psychological burden, being filled with spirit of innovation and being eager to show themselves to others. They have strong desire to show off and want to be appreciated or praised. Therefore, pupils will think it is interesting and new that teacher teaches them to sing English songs and ballads in Primary English classes. Meanwhile, pupils not only have a strongly imitative ability and a good memory, but also have astrong thirst for knowledge. Nevertheless, pupils are active and lively, even paying less attention on teachers and doing anything that they want to do during classes, sometimes they break class discipline so that it is very difficult for teachers to seize pupils’attention. Because they don’t like mechanically memorizing anything. Therefore, using English songs and ballads in Primary English teaching accords with the nature of the children and can help stimulate their learning interest.3.3. The Functions of Using English Songs and Ballads in Primary English Teaching3.3.1. To Improve Students’ InterestsAs we all know that Primary School students usually like singing and pay more attention to playing. However, the main purpose of Primary English teaching is to cultivate students' interest in language learning. Applying English songs and ballads in Primary English teaching is one of the simplest and the most direct teaching methods. It gets rid of the idea of ‘teacher-center’or ‘textbook-center’in traditional Primary English teaching. It can help to improve class atmosphere and achieve active learning. At the same time, pupils can get a kind of achievement from English songs and ballads. Finally, they are interested in learning English.3.3.2. To Strengthen Cultural Knowledge of StudentsWhen the pupils appreciate English songs of different styles, they will have a lot of wonders about them. At the moment the teachers may show something about different culture, geography, history, ect. It is very necessary for pupils to understand foreign cultural knowledge, which may satisfy students’ natural curiosity about everything new besides strengthening their cultural knowledge. For example, when Christmas Day is coming, the teacher may teach some Christmas songs, like Jingle Bells , Silent night, Santa Claus is coming to Town, then tell the students some popular legend about Santa Claus and how the western people celebrate Christmas Day.3.3.3. To Improve Teacher-student RelationshipEnglish teachers may collect some relative materials which pupils are keen on according to pupils’ interests and hobbies, or motivate pupils to collect something that they are favorable to. Then teachers and students may share their materials and ideas each other , thus can create a harmonious atmosphere between teachers and students. It can also help to narrow the distance between them and make classroom atmosphere more active.Harmonious relationship is good for relieving pupils’ pressure in mind and make them relaxed. It does good to increasing the pupils’ enthusiasm and making them take part in class activities actively. It is also good for increasing the pupils’desire to participate in learning and producing fruitful teaching products.3.3.4. To Improve Students’ Language SkillsAt the beginning of leaning English, primary students may have many difficulties in learning English. Because they have no real English language environment, it is very difficult for pupils to memorize the words, understand the meaning of the sentences and master grammars rules. If teachers teach pupils in traditional teaching methods that require pupils to memorize new words and new structures mechanically, the result is that most of the pupils will lose interest in learning English and be afraid of having English classes so that they won’t learn English well. As we all know that English is constituted by vocabulary, some words are difficult to memorize and can be forgotten easily.When we try our best to help pupils memorize English words in the process of singing English songs and ballads, they will recite them easily. That is to say, applying English songs and ballads to teaching pupils creatively, we will help pupils ease their burden naturally.English songs and ballads may help pupils in listening. Listening tasks are also important in Primary English teaching. English songs and ballads are good materials for pupils to practise listening. Using English songs and ballads are an alternative to the traditional listening comprehension. At the same time, English songs and ballads caneven help pupils correct pronunciation and intonation.We have all noticed that children learn things better when learning is taking place indirectly. When children are singing English songs and ballads, they may be normally aware that they are enjoyable and having fun. Pupils may learn to sing English songs and ballads after tape recorder or their teacher naturally, thus there will be a great improvement in their pronunciation and intonation.In total, English Songs and ballads can help children with memorizing the new vocabulary, mastering the new structures, improving their listening comprehension ability and correcting their pronunciation and intonation.4. THE STRATEGIES OF USING ENGLISH SONGS AND BALLADS TO TEACHING ENGLISH IN PRIMARY SCHOOLIt is very necessary to put theories into practice for Primary English teachers. Primary English teachers may try to use English songs and ballads in Primary English teaching. Nevertheless, as an old saying: Look before you leap. It means that teachers should prepare very well . We not only have to use English songs in the textbooks, but also have to learn to create English ballads by ourselves.There are many English songs in PEP Primary English books. Therefore, Primary English teachers could try to make full use of them. I have been a trainee English teacher in No.1 Primary School of YuXi City for three months. In the beginning, when I taught them in traditional teaching method , I found that they didn’t seem to be interested in my teaching. They felt very tired and boring , doing whatever they wanted to do in the class. After class, I reflected on myself and did a lot of researches about some relevant teaching theories and teaching methodologies, I tried to use English songs in the textbook and created English ballads according to new expressions and structures in the textbook. After a period of time, I found that most of students could beinvolved in my class even though some of them were not interested in English class before. Next, I will share my ideas about how to teach Primary English with the help of English songs and ballads and give some suggestions to Primary English teachers4.1. Using English Songs in the TextbookIn PEP Primary English book 5, unit 2, there is an English song named My Days of the Week. (The key words were in bold face type)My Days of the WeekMonday Tuesday , Wednesday Thursday Friday.Days for school, Days for School.Saturday and Sunday, Days for fun.Happy time, fun time, for everyone.”4.1.1. Playing and Appreciating English SongsFor the purpose of setting a certain mood and relaxing my students, I broadcasted the English song once at the beginning of the class. Meanwhile, I wanted to draw back their attention from what they have done during playtime and to let the students know they were entering a different environment. During those first few minutes, I spoke to the students individually as usual. Then, I broadcasted the song once again and asked my students to listen to it carefully. After finishing listening to the song, I invited some of my students to share the main content of the English song and key words that they captured from the English song with us according to their understanding. Thus, I used the English song as a smooth lead-in naturally. And, it also helped my students to practise their listening skills unconsciously.4.1.2. Teaching Key Words and LyricTo make the students understand the English song better , I firstly gave them the main idea of the English song. Then , I led them to circle key words , included in the lyric , and read the key words and lyric several times. Just remember that when we tell the students the main meaning of the song, we had better not translate it sentence by sentence and analyse grammars which are included in the song.4.1.3. Singing the English SongStudents are required to sing the English song sentence by sentence following the sound recorder or teacher teaches students to sing the English song several times until the students could sing the English song by themselves. But, we must bear it in mind that the teacher must prepare it very well before the class. If not, the class will be out of control. When I taught my students My Days of the Week, I didn’t prepare it very well before the class. Therefore, I sung the song out of tune. The students laughed at me all the time and the class was out of order.4.1.4. Encouraging Students to Make Performance.To make students master the song well, the teacher can organize the students to perform in groups. After the students could sing the song fluently, I organized them to sing the song in groups. I divided all the class into four groups and held an English Songs Contest. Competitions among groups were good for promoting the enthusiasm of the students. They took part in the activities actively so that they could get an honor for their groups. It was conceivable that the classroom atmosphere was very active. 4.1.5. Evaluation and FeedbackEvaluation is a very important part of English teaching. Appreciation and encouragement have an extraordinary significance and function for students, especially for pupils who are willing to be praised extremely. When I had my class, I used to say with smile: ‘Don’t be nervous.’‘Try again.’‘Take it easy.’‘Never mind.’When the pupils had a good performance , I said ‘Excellent.’‘You did a good job.’‘Well done.’‘You look sharp.’and so on. In that way, the pupils’tension will be eased, their confidence will be increased. It is worthy of being mentioned that it is necessary for teachers to give pupils some awards. Even though it is a sticker, pupils want to get it very much. It was my great honor that I was chosen to be an advisor of pupil’s English Community of YuXi No.1 Primary School.. The members were those who came from different classes in Grade 5. As far as I was concerned that it was a good opportunity for me to check what they have learned during the class. So, I organized them to hold anEnglish Songs Party, students from different classes could show their singing. Then, I awarded those pupils who were excellent and an honorary certificate to the most excellent class. From then on, they were very interested in my class and they tried their best to take part in the activities . To draw an conclusion that it is very necessary for teachers to give them evaluations and feedbacks immediately according to what pupils have done. It can enhance pupils’ confidence in speaking English.4.2. Using English Ballads Created by TeachersAs an result of applying English songs in the textbook to Primary English teaching, most of my students were interested in my class. Therefore, I tried to create English ballads by myself to teach Primary English . As far as I am concerned, the most important thing is that the English ballads created by teachers can be be more suitable for the students.4.2.1. Creating English Ballads in Accordance with Practical TeachingTo create one or more excellent and useful English ballads, it is vital for teachers to analyse the materials and contents well. At the same time , it is very necessary to follow some principles during collecting materials so that we can create some good English ballads. For one thing, materials that we are going to collect should be very easy and the music should be very wonderful so that pupils can understand them easily . For another thing, the lyrics that we collect which should be equal to students’ cognitive level. When we create ballads, teachers should consider learners' learning motivation, and learning attitude. In PEP Primary English book 5, unit 4, the topic is What Can You Do ? . When I taught my students new expressions in that unit. I firstly tried my best to analyse the text. That unit mainly focus on the expressions about what somebody can do. So, I tried to collect some useful expressions and some fashionable music that were fit for the theme , then on the basis of pupils’ cognitive level and text understanding. I created the ballad as following: (The key words were in bold face type)The happy songTeacher: If you are happy and you know it,Students: Sweep the floor.Teacher:If you are happy and you know it,Students: Sweep the floor.Teacher: If you are happy and you know it and you really want to show it , Together: If you are happy and you know it, and you really want to show it , sweep the floor.Teacher: If you are happy and you know it,Students: Cook the meals.Teacher: If you are happy and you know it,Students: Cook the meals.Teacher: If you are happy and you know it and you really want to show it , Together: If you are happy and you know it, and you really want to show it, cook the meals.Teacher: If you are happy and you know it,Students: Clean the bedroom.Teacher: If you are happy and you know it,Students: Clean the bedroom.Teacher: If you are happy and you know it and you really want to show it , Together: If you are happy and you know it, and you really want to show it, clean the bedroom.Teacher: If you are happy and you know it,Students: Water the flowers.Teacher: If you are happy and you know it,Students: Water the flowers.Teacher: If you are happy and you know it and you really want to show it ,Together: If you are happy and you know it, and you really want to shoe it, water the flowers.Teacher: If you are happy and you know it,Students: Empty the trash.Teacher: If you are happy and you know it,Students: Empty the trash.Teacher: If you are happy and you know it and you really want to show it , Together: If you are happy and you know it, and you really want to show it, empty the trash.4.2.2. Teaching Ballad by Showing Pictures and Doing RoleplayThe main purpose of creating English ballads is to make English class vivid and active. According to Situational Teaching Methodology and the Theory of Multiple Intelligence, I designed a lot of activities to make my class interesting and made all activities seem like games, not exercises. The teaching objective in unit 4, book 5 is to let students master these five expressions: sweep the floor, cook the meals, clean the bedroom, water the flowers, empty the trash. Therefore, the most important thing was that the English ballad which I created was to teach students new expressions in the forth unit. Therefore, I firstly used pictures to show these English expressions which are related to housework. Then, I designed some class activities to strengthen students’words-memorizing. I took five objects: broom, pan, flowers, watering can, dustbin to the class so that we could use them to play the game named ‘Let’s do together’. We spoke out the expressions and did actions which accorded to the expressions. Because almost each student was interested in the objects that I took to the class. I invited some of students to go to the front of the class and do actions and I ordered the rest of the class to do actions following with the student in the front of the class and spoke out the expressions loudly . The students were very active and the class atmosphere war very harmonious.After finishing teaching them new words, I led them to practise those fiveexpressions with the help of the English ballad which I created. As the lyric was a little difficult for students in Grade 5, I sung the song twice while the students only listened to me. They not only began to understand and to absorb the tune and the rhythm or hum the tune, but also practised their skills of listening comprehension. The key points of that English ballads was those five expressions. Therefore, I asked some of my students to tell me the key words and the main idea of this English ballads after listening to the English ballad. Then we did role playing games according to the lyric above. I ordered my students to shake their bodies after me following with the rhythm. They might think it amusing to behave like small children especially when I was performing along with the group. They were very exciting so that they looked forward to preparing a performance in front of the class in turns . Then , I organized pupils to practise the ballad in group 4. At last, I checked, inviting them to make a performance in front of the class in turns. Because of pupils’ competitive psychology, they were very active.By asking students to sing the ballad along with doing actions, students combined the abstract English words with daily housework so that they experienced the enjoyment and applicability of learning English in the process of making performance and singing the ballad.There was another example, once I helped another English teacher to have class of grade one at YuXi No.1 Primary School. I planned to teach pupils four new words about animals. Before the class, I prepared four animals pictures and created a very easy ballad. That is :Group one: Pig pig, it is a pig.Pig pig, lu lu lu.Group two: Cat cat, it is a cat.Cat cat, mew mew mew.Group three: Dog dog, it is a dog.Dog dog, wang wang wang.Group four: Cow cow,, it is a cowCow cow, meng meng mengDuring the class, I taught them how to read four words with the help of pictures firstly. Then, we played the game named ‘little train’to practise reading those four words. They liked that game very much. For those excellent students, I gave them stickers as awards. Then, I began to teach them the English ballad that I created to further practise those four words. I taught them to read the ballad and do actions. Finally, students were divided into 4 groups to do the role-playing and compete for top one.These words were a little difficult for students in Grade one, but when they made performance vividly, they remembered them quickly and easily.4.3. My Reflection and Suggestion of Using English Songs and Ballads in Teaching English in the Primary SchoolAfter the classes, I had some reflections according to students' performances . Firstly, I must admit that using English songs and ballads in Primary English teaching is an effective way. But, to improve my teaching effects, I designed a questionnaire and took a simple investigation on my classes. According to the result of investigation, there will be some suggestions about Primary English teaching.4.3.1. My Reflection of Teaching ResultsBasing on the teaching results above, I took a simple questionnaire investigation about the effect of applying English songs and ballads to Primary English teaching on 220 students. After analyzing the investigation results, I found that almost every student including a few students who didn’t like English at all before thought that studying English with the help of English songs and English ballads was very useful.They liked this teaching method very much. They said that it made class very interesting , active and vivid. Meanwhile, appreciating music and being praised was the best enjoyment. They thought that they not only learned what they should learn, but also。
英语歌曲在小学英语教学中的应用
英语歌曲在小学英语教学中的应用英语歌曲在小学英语教学中的应用对于词汇学习有着重要的作用。
学生在学习英语的过程中，往往会遇到大量的单词，而且这些单词可能是他们第一次接触到的。
在这种情况下，学生很难记住这些单词。
而通过学习英语歌曲，学生可以在轻松愉快的氛围中了解单词的含义，并且通过歌曲的重复，记忆单词更加轻松自然。
英语歌曲的节奏感和韵律感可以帮助学生更好地记忆和理解单词的发音和意义。
在课堂教学中，老师可以选择适合学生年龄的英语歌曲，让学生跟着音乐一起唱，通过歌曲来学习和记忆单词，这样不仅能够提高学生的学习效果，还可以培养学生们对英语的兴趣，增加他们学习的动力。
英语歌曲在小学英语教学中的应用还可以帮助学生了解英语国家的文化和习俗。
在学习英语的过程中，学生也需要了解英语国家的文化和习俗，来更好地学习和理解英语。
而英语歌曲可以很好地展现出英语国家的文化和生活，通过歌词和歌曲中的故事情节，学生可以了解英语国家的人文风情，增加他们对英语国家的兴趣和了解。
通过学习英语歌曲，学生还可以接触到英语国家的传统音乐和民间艺术，培养他们对英语文化的认知和理解。
在教学中，老师可以选择一些富有地方特色和民间文化的英语歌曲，让学生通过歌曲了解英语国家的文化和生活，从而更好地学习和理解英语。
我深信，在教学实践中，英语歌曲一定会为小学生的英语学习带来更多的灵感和乐趣，同时也会让学生更加热爱英语学习，更快地掌握英语知识。
希望广大教师和学生们能够充分认识到英语歌曲在小学英语教学中的重要作用，善于运用英语歌曲来丰富教学内容，激发学生学习英语的兴趣和热情，让英语学习变得更加轻松愉快。
英语长江大学开题报告英语歌曲歌谣在小学英语课堂教学的应用
备注：原题是论英语专业外教口语课堂中的问题及对策，我查了相关的文献资料，发现本论题的研究资料很有限，而且文献的篇章字数很少，不足以为本课题的研究提供理论上的依据。
故酌情微调了选题，望理解！Yangtze University College of Arts and Sciences毕业设计开题报告题目名称英语歌曲歌谣在小学英语课堂教学的应用系部外国语系专业班级学生姓名指导教师开题报告日期2016年10月日毕业设计（论文）开题报告英文题目英语歌曲歌谣在小学英语课堂教学的应用中文题目The Application of English Songs in Primary School English ClassroomTeaching一．题目来源结合教学二．研究目的和意义英语歌曲歌谣是指适合儿童年龄特点的儿歌、歌谣、短诗等的统称。
这些英语儿童歌曲歌谣通常具有以下的特点：结构简短、节奏明快、旋律优美、形象鲜明、语言生动、富于童趣、易学易唱。
新颁布的《英语课程标准》明确提出了歌曲、歌谣教学的目标与要求：一级（三、四年级）要求能唱简单的英文歌曲15-20首，说唱歌谣15-20首；二级（五、六年级）要求能表演歌谣或简单的诗歌30-40首，能演唱英文歌曲30-40首。
可见，歌曲歌谣在小学英语教学中占有重要的地位。
因此歌曲歌谣同时也是我国小学英语课堂教学中一种重要的常用方法和手段。
英语歌谣歌曲是激活课堂的有效方法，教师可以真正做到寓教于乐，学生真正体会到学习英语的乐趣，更好地培养学生对英语的兴趣和信心，最终使小学生的英语综合能力得到更好地发展。
实践意义：（1）对于小学英语教师而言，现状和问题的分析将促进他们反思自己的教学实践提高对教学的认识。
而策略的提出则可以为教师的教学提供建议和指导，从而有利于提高他们的教学效能，更好地培养学生对英语的兴趣和信心，最终使小学生的英语综合能力得到更好地发展。
而且区域上的研究将使现状、问题和策略的分析更具有地方特点，因此有着更高的针对性和可操作性。
谈英语歌曲歌谣在小学英语教学中的合理运用
谈英语歌曲歌谣在小学英语教学中的合理运用摘要]英语歌曲歌谣具有旋律优美、节奏鲜明、朗朗上口、通俗易学等优点，把歌曲歌谣引入小学英语教学中早已不是什么新鲜事，但是如何在小学英语教学中灵活、合理地运用，使其更好地服务于教学，却是一个永恒的话题。
本文结合教学实例，详细论述了英语歌曲歌谣在小学英语教学中的合理运用。
[关键词] 小学英语英语歌曲歌谣合理运用优化课堂英语作为一门语言学科，单调的听说读写训练是必要的，但对于活泼好动，爱唱爱跳的小学生来说，难免显得乏味枯燥，学习积极性势必受到影响。
巧妙地将歌曲歌谣和小学英语教学有效结合，不仅可以激发学生的学习热情，活跃英语的课堂氛围，而且能加深学生对英语字、词、句等理解和运用，使教学达到事半功倍的效果。
歌曲歌谣具有旋律优美，语言浅显，内容生动，节奏明快、韵律响亮等特点。
它能让学生通过聆听、唱诵的形式，将所学内容易于理解和巩固；它能将学生的学习兴趣充分激发出来，并将学习动力不断得以保持；它能让学生的语感和语言素养带来很大的帮助和提高。
（一）囊括新授内容，化解难点奔主题英语教学中的导入是展开教学最为关键的一步。
导入的效果直接关系到学生的学习积极性。
歌曲歌谣导入是教师常用的方式之一，这样的导入除了能有效调动课堂气氛外，还能温故知新，有效化解教学难点。
例如，在教学PEP五年级上册的方位词这一单元，学生对方位的理解难度较大。
in，on , under 是旧知，这个单元又增加了behind , in front of ,next to, between，over等较难新词汇。
教师可采用歌曲 Wher e’s the monkey? 直观引导学生学习。
(二) 饱含语音要素，渗透规则利拼读英语要说好，发音和节奏上关键。
歌谣的节奏明快，合辙押韵正是训练学生语感语流的绝佳途径。
在反复的吟唱诵读中自然地建立起字母和发音的联系，长此训练，便能很快提升“见词能读，听音能写”的能力。
例如在低段的语音教学中，把较难的/e/和/ ? /含有相同音素的单词编成歌曲或歌谣，不仅巩固了语音知识，而且加深了学生对某音素的记忆。
英语长江大学开题报告英语游戏歌曲在小学英语课堂教学的应用
英语长江大学开题报告英语游戏歌曲在小学英语课堂教学的应用1. 引言本开题报告旨在讨论英语游戏歌曲在小学英语课堂教学中的应用。
本文将介绍英语游戏歌曲的定义和特点，并探讨其对小学生英语研究的积极影响。
最后，将提出研究的目标和方法。
2. 英语游戏歌曲的定义和特点英语游戏歌曲是指结合游戏形式的英语歌曲，具有以下特点：- 歌曲节奏明快、旋律易于记忆；- 歌词简单、易于理解；- 搭配游戏形式，增强学生的参与度和兴趣。
3. 英语游戏歌曲在小学英语课堂教学中的应用英语游戏歌曲的应用对小学生的英语研究有以下积极影响：- 提高学生的英语听力能力：通过反复听歌曲，学生能够更好地理解和掌握英语语音和语调。
- 培养学生的语言表达能力：根据歌曲的歌词，学生可以积极参与歌曲演唱，提高口语表达能力。
- 激发学生的研究兴趣：英语游戏歌曲通过游戏形式和生动的旋律，能够吸引学生的注意力，增强研究的趣味性和互动性。
4. 研究目标和方法本研究的目标是探讨英语游戏歌曲在小学英语课堂教学中的应用效果，具体目标包括：- 分析英语游戏歌曲对小学生英语研究的影响；- 探索英语游戏歌曲的教学策略和方法；- 提出针对小学英语课堂教学的英语游戏歌曲应用指导。
研究方法包括：- 文献综述：对相关文献进行梳理，了解英语游戏歌曲在小学英语课堂教学领域的研究现状。
- 实地调研：观察和记录小学英语课堂中英语游戏歌曲的具体应用情况。
- 问卷调查：对小学生和教师进行问卷调查，收集他们对英语游戏歌曲在教学中的看法和体验。
5. 结论英语游戏歌曲在小学英语课堂教学中具有重要的应用价值。
本研究将通过对英语游戏歌曲的应用效果和教学方法进行研究，提出相应的指导方案，以促进小学生的英语研究效果和兴趣。
> 注意：以上为开题报告的初步内容，研究的具体过程和结果将在后续研究中进一步探讨和分析。
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备注：原题是论英语专业外教口语课堂中的问题及对策，我查了相关的文献资料，发现本论题的研究资料很有限，而且文献的篇章字数很少，不足以为本课题的研究提供理论上的依据。
故酌情微调了选题，望理解！Yangtze University College of Arts and Sciences毕业设计开题报告题目名称英语歌曲歌谣在小学英语课堂教学的应用系部外国语系专业班级学生姓名指导教师开题报告日期2016年10月日毕业设计（论文）开题报告英文题目英语歌曲歌谣在小学英语课堂教学的应用中文题目The Application of English Songs in Primary School English ClassroomTeaching一．题目来源结合教学二．研究目的和意义英语歌曲歌谣是指适合儿童年龄特点的儿歌、歌谣、短诗等的统称。
这些英语儿童歌曲歌谣通常具有以下的特点：结构简短、节奏明快、旋律优美、形象鲜明、语言生动、富于童趣、易学易唱。
新颁布的《英语课程标准》明确提出了歌曲、歌谣教学的目标与要求：一级（三、四年级）要求能唱简单的英文歌曲15-20首，说唱歌谣15-20首；二级（五、六年级）要求能表演歌谣或简单的诗歌30-40首，能演唱英文歌曲30-40首。
可见，歌曲歌谣在小学英语教学中占有重要的地位。
因此歌曲歌谣同时也是我国小学英语课堂教学中一种重要的常用方法和手段。
英语歌谣歌曲是激活课堂的有效方法，教师可以真正做到寓教于乐，学生真正体会到学习英语的乐趣，更好地培养学生对英语的兴趣和信心，最终使小学生的英语综合能力得到更好地发展。
实践意义：（1）对于小学英语教师而言，现状和问题的分析将促进他们反思自己的教学实践提高对教学的认识。
而策略的提出则可以为教师的教学提供建议和指导，从而有利于提高他们的教学效能，更好地培养学生对英语的兴趣和信心，最终使小学生的英语综合能力得到更好地发展。
而且区域上的研究将使现状、问题和策略的分析更具有地方特点，因此有着更高的针对性和可操作性。
（2）对于学生而可以降低学习压力，提高学习效率。
音乐是人类灵魂的语言，通过欣赏音乐可以避免反复操练的枯燥，消除学生在学习过程中出现的紧张、忧虑情绪，减轻学生的畏惧心理，从而降低学习英语的难度。
在教学中教师可以把音乐歌曲用来操练某一语言项目，如语音、语法和词汇等，以进一步掌握和巩固所学的语言知识，还可以运用音乐歌曲对听、说、读、写等语言技能进行综合训练，以提高语一言的综合运用能力。
例如，音乐歌曲在英语教学中的运用技巧有:课前欣赏—课前播放与课文背景相关的音乐片段，既能使学生把注意力集中到英语课上来，又令他们以饱满的状态投入到学习中。
三．阅读的主要参考文献及资料名称A诸光，夏桃珍.英语歌曲教学[J].国外外语教学，2011 (4) .B冯冰清.英语歌曲歌谣与小学英语课堂教学[J].中国校外教育·理论，2012(12).C陈丽艳. 浅谈小学英语教学中的歌曲教学[J].中山大学学报论丛，2015 (3) D范雷英.小学英语教学中英语歌曲运用现状的几点质疑和思考[J].海外英语，2010 (8)E周晓晓.英语歌曲在初中英语教学中的应用研究[D].山东:山东师范大学，2012.F E11is,R.1986. Understanding Second Language Acquisition[M],Oxford.G Grenough，Millie. Sing It! Learning English Through Song. Random House[M].New York.1996.H Fonseca Mora.Foreign Language Acquisition and Melody Singing[J].ELT Journa1,2000.I Eken,D.k.Ideas for Using Pop Songs in the English Language Classroom[J].English Teaching Forum,1996.J Griffee, D.Songs in action[J]. London: Prentice ha11.1992.四．国内外现状和发展趋势与研究的主攻方向（一）国内研究现状关于我国英语歌曲教学现状的研究。
诸光、夏桃珍在《英语歌曲教学》一文中分析了我国英语歌曲教学的现状，即英语歌曲己受到英语教学界的重视并在英语课堂教学中得到了广泛的应用。
冯冰清在其文章《英语歌曲歌谣与小学英语课堂教学》中通过小学英语课堂教学的热身活动的展开和导入等知识环节，系统讨论了英语歌曲歌谣在其环节的具体运用。
陈丽艳在《浅谈小学英语教学中的歌曲教学》一文中，对教材中的英语歌曲在课前、导入新课、巩固练习等环节的具体运用做了系统阐述。
范雷英在《小学英语教学中英语歌曲运用现状的几点质疑和思考》一文中提出了对于《小学牛津英语》中英语歌曲教学存在的问题:英语歌曲教学中学习停留在模仿的基础上;英语歌曲选择的目的性不明确;创编歌曲的语言准确性不够。
语歌曲教学来有效地调动起学生能动性、自主性的结论。
周晓晓在其硕士学位论文《英语歌曲在初中英语教学中的应用研究》中认为:1.英语歌曲有利于激发和培养学生学习英语的兴趣;2.运用歌曲教学不仅能提高学生的英语学习成绩而且还能够达到预期的教学效果;3.歌曲教学能够活跃英语课堂气氛、挖掘学生潜能。
（二）国外研究现状国外对此课题研究不多，但在以英语为第二语言及英语为外语的教学领域内有大量研究证实了歌曲对英语学习的重要作用。
关于第二语言习得的研究。
埃利斯将第二语言习得释义为“在自然的或有指导的情况下通过有意识学习或无意识吸收掌握母语以外的一门语言的过程”。
而在第二语言习得研究中成就最大、影响最广的是美国语言学家克拉申。
他对近二三十年来第二语言或外语学习研究进行了总结，并把各种研究成果加以理论化、系统化，使之成为自成体系的学说。
在其输入假设理论中，强调理想的输入应具备以下几个特点:1)可理解性(comprehensibility); 2)既有趣又相关(interesting and relevant);3)非语法程序安排(not grammatically sequenced); 4)要有足够的输入量。
而通过听英语歌曲学英语，正符合理想输入的四点要求。
关于歌曲在英语教学过程作用的研究。
研究者普遍认为歌曲在英语教学过程中有着不可忽视的作用。
Fonseca Mora曾指出:英语歌曲的音乐性能够影响学生的英语发音乃至整个英语的学习过程，故而需要在英语教学过程中推广使用英语歌曲这种“旋律方法”。
Eken提出利用歌曲教学有以下几个优势:1)能够创造一个轻松的课堂氛围;2)能够激发学习者的积极情感和态度;3)能够鼓励学习者充分地利用他们的想象力和创造力;4)可以帮助呈现并练习一个话题、词汇及语言点等;5)能够使语言学习变得多样化并且有趣味性。
关于课堂英语教学中歌曲具体运用的研究。
Dale T. Griffee和Tim Murphey 分别写了研究论文，从不同的方面介绍歌曲在英语教育中应用的方法、要求和实际的注意点，这在当时英语界起到了一个引领作用。
英语歌曲系列教材的出版。
美国ESl专家Millie Grenough在1996年编写了一套从初级至高级的六册系列教材(配有盒带)并冠以Sing It Learning EnglishThrough Song的书名。
这套有声系列教材的问世，不仅引起语言教学界的关注，而且立即受到ESL课堂的欢迎。
综上所述，国内外均有相关理论及研究证明音乐对外语学习有积极的影响,英文歌曲对英语教学起到促进作用。
多数学者对小学英语课堂中英文歌曲的选择、应用提出了自己的观点，也分析了其作用及优点。
然而并没有进行实地调查，整体显得空洞。
本文将通过文献研究法，结合归纳分析法，对其实施现状进行分析总结与归纳，分析出英语歌谣歌曲在小学英语课堂教学中实施的困难与问题，最终提出解决对策，使得研究更具有现实意义。
五．主要研究内容、需重点研究的关键问题及解决思路主要内容：一、课题研究背景（一）课题研究目的和意义（二）研究现状二、英语歌曲在小学英语课堂中的作用（一）提高学生口语能力（二）调动学生学习积极性，培养学生学习英语的兴趣（三）英语歌曲促进小学生英语学习三、英语歌曲在小学英语课堂中的应用方法（一）采取灵活的呈现方式改编英语歌曲（二）在边听边唱的韵律中，自然渗透语言知识（三）以学生为主体，教师为主导的师生互动关系四、英语歌曲在小学英语课堂中的应用的注意事项（一）明确英语歌曲教学目的（二）提升英语教师歌曲教学所需的音乐能力五、结束语参考文献研究的关键问题：1. 英语歌曲在小学英语课堂中的作用2. 英语歌曲在小学英语课堂中的应用的注意事项解决思路：采用先整理编制后总结，最后完成整篇论文。
文献研究法:通过查阅国内和国外相关的文献、中国优秀硕士和博士论文数据库、中国期刊全文数据库等，了解英语歌曲歌谣教学在小学英语课堂中的实施情况，做出现状分析。
归纳分析法:通过问卷调查法了解城区的英语教师对英语歌曲歌谣教学的认识和理解，在实际实施过程中的教学效果，教师和学生对英语歌曲歌谣教学提出的建议等。
六．完成毕业设计所必须具备的工作条件（如工具书、计算机辅助设计、某类市场调研、实验设备和实验环境条件等）及解决的办法1．所需工作条件：(1) 相关的中英文献资料；(2) 网络资源及计算机辅助设备；(3) 校内中英文图书期刊室；(4) 中英文图书期刊室及数字图书馆。
2．解决方法：(1)在学校图书馆、阅览室查阅相关的大量文献资料；(2)充分利用网络资源及文献检索系统，查阅和下载丰富的论文资料；(3)熟练使用计算机辅助设备。
七．工作的主要阶段、进度与时间安排1．2016年9月中下旬确定论文题目；2．2016年10月上旬查阅相关资料，阅读文献，翻译文献资料，撰写文献综述；3．2016年10月上中旬完成开题报告，10月13日参加开题答辩会；4．2016年11月10日之前完成论文第一稿；5．2017年3月10日之前完成论文第二稿；6．2017年5月2日之前完成论文第三稿；7．2017年5月15日前论文定稿、装订并交由相关教师评阅；8．2017年5月20日参加论文答辩。
八．指导教师审查意见指导教师签字________________2016年10月10日目录摘要 (9)Abstract (10)一、引言 (10)二、英语歌曲在小学英语课堂中的作用 (12)（一）提高学生口语能力 (12)（二）调动学生学习积极性，培养学生学习英语的兴趣 (13)（三）英语歌曲促进小学生英语学习 (13)三、英语歌曲在小学英语课堂中的应用方法 (14)（一）采取灵活的呈现方式改编英语歌曲 (14)（二）在边听边唱的韵律中，自然渗透语言知识 (15)（三）以学生为主体，教师为主导的师生互动关系 (16)四、英语歌曲在小学英语课堂中的应用的注意事项 (17)（一）明确英语歌曲教学目的 (17)（二）提升英语教师歌曲教学所需的音乐能力 (17)五、结束语............................. 错误！未定义书签。