英语教学中的素质教育论文英文

范文一：英语教学中的素质教育论文(英文版)

Quality education in English teaching

English as the basic subjects of basic education stage, it'll be the first to bear "to improve the ideological and moral qualities of the Chinese nation cultural and scientific qualities and physical psychological quality," the historical task. But, for a long time, our country's middle school English teaching as well as other disciplines under the influence of "exam-oriented education", single teaching goal, teaching method is relatively rigid, teaching content is old, the examination is given priority to with grammar knowledge. Seriously exist in teaching "light heavy knowledge, ability training, the students' ability to use the language more bad. Most of the students after learning English for years, still disappointed to find that they don't listen to understand, really can't say, read, write. It seems that the traditional English teaching mode is difficult to finish the task of quality education. To change the status quo and the implementation of quality education, must get rid of the fetters of the traditional teaching, improving teaching methods, achieve the goal of language knowledge into language skills, language skills, then converted into for the purpose of the ability to use the language.

So to optimize the classroom teaching mode, improving teaching methods, is implements the education for all-around development the main channel. The

implementation of English quality education, optimize the classroom teaching mode is the key. To optimize the classroom teaching, however, this requires that we teachers should optimize the teaching goal, the optimization design of classroom teaching and optimizing the combination of teaching methods, etc. By optimizing the classroom teaching mode, in order to achieve the purpose of the implementation of quality education.

A, optimizing classroom teaching mode is the key to the implementation of English quality education

The teaching of English quality education, optimizing classroom teaching mode is a key, is also a main channel of implementing quality-oriented education. To realize optimization of classroom teaching, however, this requires that we should optimize the design of the classroom teaching, optimize the combination of teaching methods, etc., through optimizing the classroom teaching mode, in order to achieve the purpose of the implementation of quality education.

1, the optimization of classroom teaching design

Classroom teaching should make efforts to guide students from passive to accept knowledge into active search for knowledge, and "society" to "to learn". To do this must be in training students' interest in learning and brain, saying, get to work, let them take the initiative to participate in teaching activities, to arouse their learning enthusiasm and subjective initiative. Form students' thinking as the core, ability as the goal, the quality of education for the purpose of education teaching mode.

Can be used in optimization design of classroom teaching, "heuristic", "learning guide type" teaching method. First of all, teachers should play their guiding role, do a simple, make the finishing point, nailed, play a guiding role, in order to achieve the goal of "guide" on the key. Secondly, preparation before class, the students difficult to draw, listen to the teacher with questions, or students encountered difficulties in the self-study, urgently needs the teacher out the answer, the teacher should guide in time, grasp the key moment, just right, then students' concentration, concentration, listening, can get the best result. ,

of course, to avoid teacher "holding", arranged to replace or a monologue, and should put the teaching focus from "teaching" to "learning", make the students become passive to active, truly become the main body of teaching activity. This is helpful to cultivate the students find their own laws, their conclusions, through independent thinking, discover problems, analyze and solve problems, true to the identity of the "master" actively participate in teaching activities.

The combination of 2, optimization of teaching methods

With the renewal of the teaching idea, the method of teaching English to also want to change, which requires the further optimization of the combination of teaching methods. What teachers adopt teaching methods in class, students are often adopt the corresponding learning methods, it directly affects the student's learning effect. Therefore, teachers in the classroom teaching should try to have a flexible and varied teaching methods, carefully designed each link in the process of teaching, around the development of the students' ability to quality teaching. Can use "knowledge skills, ability to learn, learning attitude" as to determine the characteristics of the learning state variables, so as to promote the comprehensive development of learning ability quality service.

To strengthen the teaching ideas, fully tap the teaching material content, education in teaching. And some students speak empty theory, it is difficult to achieve the purpose of carry on the ideological education. Therefore, in English teaching should pay attention to teaching art. Closely, appropriate supplementary teaching materials, reasonable play to make English teaching creative, innovative, passionate, to implement quality education, the development of the education teaching function fully. Each lesson of English teaching content is rich and colorful, is mostly composed of one or two instances which leads to the point of view and make sense. Teachers can guide students to layers of analysis as an example, which leads to the point of view, through the analysis of the surface characteristics of things, and to explore its background, analyze the thought character motivation. English has a lot of truth in the textbooks must be repeated, but "old" is taboo in teaching. To this end, we try to from a new Angle to the old topic, it is not only a new teaching method, and educational stronger.

Second, the great importance to the development of non-intelligence factors is the motive force of the implementation of English quality education

Non-intelligence factor is the source to promote students' motivation to learn English, it's fit and unfit quality directly decides the level of students' English. According to the principle of psychology, develop the students' non-intelligence factors, is one of the effective means of improving English teaching. We can obtain from the following several aspects:

1, enhance students understanding of the world culture, cultivate cross-cultural communication consciousness. Through English teaching, make students understand the cultural and social customs of english-speaking countries, can not only help them learn English well, to expand their horizons, also helps them to understand the national culture. Therefore, in the routine teaching, we should correctly handle the relationship between language and culture. In recent years, language educators and scholars has repeatedly called for: teachers should in teaching to help students to understand and respect other countries culture, guide students to love and carry forward the culture of the motherland.

The development and utilization of the existing teaching material, make full use of classroom teaching time, simultaneous implementation language and culture. Selection of extracurricular reading, in addition to the teaching material, we can also add some extracurricular reading material. A week in English newspapers or magazines carefully selected three articles, for students to read. The use of advanced English audio and video electron reading room. In this way, students can face-to-face direct experience of Chinese and western cultural differences, overcome the barriers in cross-cultural communication. To point with surface to enhance students' ability of listening, speaking, reading and writing.

2, develop the students' interest in learning. Interest is the best teacher. Once students interested in English, you can consciously to participate in various English learning activities, and fun. As long as those who have strong interest in foreign language learning, learning a foreign language as their own desires and needs, to make their own the whole understanding activity activates

3, set up the students self-confidence. For the student the intravenous drip progress, the teacher should give timely and fully affirmation and encouragement, this is very beneficial to cultivate the students' confidence, form directly promote the inner power of students' learning, and to cultivate students' self-consciousness and self-control, through persistent efforts, cultivate students' strong will. Which would be helpful to the development of students' healthy personality.

Third , Pay attention to the development of language communicative competence is a reflection of the implementation of English quality education.

Language communication is the core of English quality education. Students English quality is actually refers to the ability to use English communication. As a teacher, but also from the following several aspects:

1, adhere to the situational teaching. Adhere to the situational teaching in the teaching, is helpful to active classroom atmosphere, enhance classroom interesting, more can develop the students' ability of language communication. When the situational teaching form should also be varied as much as possible. Can be a slide show, TV, also can be using multimedia teaching. So, no doubt, the classroom into a small stage, making students exercise and practice constantly, so that they achieve the goal of communicative English, at the same time, learning is also in relaxed, entertainment environment, so that their interest in learning more strong.

2, to develop a variety of colorful extracurricular activities, training students' self-efficacy. Self-efficacy refers to the individual to perform a behavior before of in what level they can perform the activities of the faith, judgment or self grasp and experience, it can affect people's thinking mode and human emotional responses. Therefore, the cultivation of the self-efficacy should be an important content of foreign language teaching, but on pure classroom 45 minutes is difficult to receive a satisfactory effect and must be combined in outside class, complement each other, promote each other. We should actively open up the second classroom in English teaching, often design the following extracurricular activity, good results have been achieved. For example, lets the student oneself English radio, blackboard, according to the text content editing the English short play. Can also let the students take part in the English corner activity. And organizing all

kinds of festival English party, at the same time, please foreign teachers or other foreign friends to attend.

3, strengthen the reading. Reading is required and necessary for students. Through reading, we can expand the scope of knowledge, increase your vocabulary, and practice the knowledge, is reading an article, also cultivate the students' certain language ability, logical reasoning ability, analysis ability and the ability of rapid reading. For the more advanced study laid a good foundation.

All in all, quality education "people-oriented", paying attention to the development of students. We in the language teaching at the same time, more attention to the cultivation of student's thought, emotion as well as the quality, for students' lifelong learning and lay a good foundation for the sustainable development.. English quality education is dynamic, development of education, it needs us to study, to explore. We must earnestly summarize reflection, rapidly changing ideas, change teaching methods, strategies, and is thought to keep pace with The Times, create a new situation of the teaching of English education, so as to adapt to the request of the era and society.

范文二：思维导图在英语教学中的应用(英文版)

Acknowledgments

I would like to express my gratitude to all those who helped me during the writing of this thesis. First and foremost, I would like to show my deepest gratitude to my advisor Ms. Hou Yanxia, a respectable, responsible and resourceful scholar, who has given me consistent encouragement and valuable advice. She has been an excellent guide in the process of my writing. Without her enlightening instruction, impressive kindness and patience, I could not have completed my thesis. His keen and vigorous academic observation enlightens me not only in this thesis but also in my future study.

I shall extend my thanks to all the teachers in faculty, from whose devoted teaching and enlightening lectures I have benefited a lot and academically prepares for the thesis.

Last but not least, I want to thank my family for their love and encouragement. They always give me confidence to encourage me to pull through the difficulties.

题目：概念图在英语教学中的应用

摘要：在美国和其他许多欧洲国家，概念图已经被作为有意义学习的一种方式，被广泛的研究和应用。概念图是建立在奥苏贝尔的有意义学习理论之上的一种图解方法，它通常将某一主题的有关概念置于方框之中，然后用连线将相关的概念和命题连接以呈现主体内容。论文首先回顾了概念图的定义，特点和理论基础，然后分析了概念图在英语的词汇教学、语法教学、阅读教学的具体应用，及概念图在英语教学过程中的功能和局限性。与传统方法相比，利用概念图教学对提高学生英语学习能力具有更积极的影响。概念图的使用，不仅使教师的教学效率更高，而且更有利于学生养成良好的学习习惯。

关键字: 英语教学；概念图; 应用

Title : Using Concept Maps in English Teaching

Abstract : In America and many European countries, as a strategy of meaningful learning, concept maps are studied and applied widely. Based on Ausubel ’s Meaningful Learning Theory, concept maps are schematic devices for representing a set of concept meanings embedded in framework of propositions. This thesis first reviews the definition, the characters and the theoretical basis of concept maps, and then analyzes its use in vocabulary teaching, grammar teaching, reading teaching, the functions and the limitations in English teaching. Compared with traditional approaches using concept maps in English teaching has more positive effects on enhancing students’ studying proficiency. It is of help not only for the teachers to teach more efficiently, but also for students to develop the good studying habits.

Key Words: English teaching; concept maps; using

Contents

I. Introduction . .......................................................................................................... 1

II. Using Concept Maps in English Teaching .......................................................... 3

A .The Theoretical Basis of Concept Maps aiding English Teaching ............... 3

1. Ausubel’s Meaningful Learning . .............................................................. 3

2. Non-verbal Broadcasting Theory ............................................................. 3

3. Three Memory Systems of the Human Mind . .......................................... 4

B. Using Concept Maps in English Teaching .................................................... 5

1. Using Concept Maps in Vocabulary Teaching ......................................... 5

2. Using Concept Maps in Grammar Teaching . ........................................... 7

3. Using Concept Maps in Reading Teaching . ............................................. 8

III. The Functions of Concept Maps in English Teaching ..................................... 11

A. Auxiliary Tools of English Teaching Design............................................... 11

B. Auxiliary Tools of English Teaching Evaluation . ........................................ 11

IV . Conclusion ........................................................................................................ 12 Works Cited

I. Introduction

Nowadays, the education methods can’t be underestimated in students ’ learning life and growth. Generally speaking, the goal of English teaching is to assist students grasp the target language as soon as possible. By grasping the target language, students can have successful communication with others in English and improve the studying habits of the students.

Our comprehension of English teaching, both in terms of theory and practice has changed considerably. However, English teaching in China lacks the guidance with scientific theories for a long time. A lot of English teachers are neither knowledgeable about approaches, nor are they able to implement the latest scientific theories into their English teaching. Thus, the symptom “high input, low output” in English teaching has hardly changed. So class activity should be designed in a way that can stimulate students’ interest and teachers should take advantage of exercises that can assist students’ interest knowledge which affects comprehension properly (Harvey 183-186).Therefore, introducing concept maps is remarkably necessary.

Concept maps are techniques for representing knowledge in graphs. Knowledge graphs are networks of concepts. Networks consist of points and links. Points represent concept and links represent the relations between concepts. It has been proposed in 1984 by Joseph D. Novak, who is the professor of United Connell University and enjoys high reputation as having effective teaching strategies. Joseph Novak and his colleagues flourished concept maps in the early 1970, while they studied science concept learning in children (Gowin 7). Since then, concept maps have been served as a knowledge representation tool in the form of a graph which is comprised of boxes associated with labeled arcs.

Concepts, proposition, cross-links and hierarchical frameworks are the four chart characteristics of concept maps. Concept is the rule property of the perceive things, usually with a proper noun or symbol mark. Proposition is on phenomena, structure and rules of the state, in concept maps; the proposition is through a connecting words into meaningful relationship between the two concepts. Cross-links are relationships between concepts in different areas of knowledge. Hierarchical framework is a way of showing, in general, is the top general, the most general concepts in the concept maps, the subordinate concept in the following.

The researches, in this area, primarily concerned with using concept maps have been used

to a variety of situations. A study compared with different forms of lecture aids (Lambiotte and Dansereau 189-201). Hall, Dansereau, and Skaggs also assessed recall of information in the form of concept maps normal text (Hall, Dansereau, and Skaggs 5-6). And many researches on concept m aps have been done mainly in the context of the tool’s application in education. However, Domestic studies related to concept maps are still on the stage of introducing it from abroad. Zhu Xueqing pointed that concept m aps’ significance in science learning (朱学庆，31-34). Zhao Guoqing pointed that the concept maps’ significance in science assessment (赵国庆, 42-45) .They make an comparison with concept maps proposed by Buzan, who makes a further research based on the concept maps(Buzan 320). The utilization of the concept maps in teaching practice is a little, especially on English teaching.

From the studies mentioned above, it could be seen that most researchers have examined the meaning of using concept maps from limited angles and perspectives. This is especially the case when it comes to the issue of the concept maps. Besides, they tend to take the nature subjects as the object of study, and thus are likely to fail to go into great details in English. Therefore, separated and further studies on English teaching are needed. Such as more exploration of concept maps in word learning will be of great significance and value, because vocabulary is most likely to create great difficulty for foreign language learners. It is strongly believed that in-depth research into this area will finally cast light on the mystery of English learning; and what is more, this, in turn, is certain to benefit language teaching and make English language learning easier. This thesis first reviews the definition, the characters and the theory of concept maps, and then analyzes the position and problems of vocabulary, grammar and reading in English teaching, the specific use in vocabulary teaching, reading teaching, writing teaching, the functions and the limitations of using it. Concept maps have positive effects in English teaching. This paper intends to discuss the necessary and importance of using concept maps from those fields.

II. Using Concept Maps in English Teaching

In this chapter, the theoretical basis of concept maps and using concept maps in vocabulary teaching, grammar teaching and reading teaching will be introduced.

A. The Theoretical Basis of Concept Maps aiding English Teaching

There are three main theoretical basis of concept maps aiding English teaching.They are Ausubel ’s meaning learning, non-verbal broadcasting theory and three memory systems of the human mind.

1. Ausubel’s Meaningful Learning The theoretical foundation of Concept Maps is derived from the learning theory of Ausubel. As far as he concerned, learning is based on the kinds of super ordinate representational and combinatorial processes that occur during the reception of information. Human ’s learning is meaningful; the fundamental idea in Ausubel’s cognitive psychology is that learning takes place by the assimilation of new concepts and propositions with existing concepts held by learners. Ausubel ’s learning theory places central emphasis on the influence of students’ prior knowledge on subsequent meaningful learning. Learning is to set up a concept network, and then continually increases new content to it. Among the main factors affecting learning is that learner must relate new knowledge to the old one, new material must be related to relevant ideas in existing cognitive structure of learners. Reception learning and discovery learning can lead to meaningful learning and meaning learning can make learners recognize the relationship between the concepts. In accordance with Ausubel, concepts have different depths, which can either be an extremely general or be intensely specific. General concepts include specific ones; to the contrary, the specific concepts also include general concepts. In Ausubel ’s opinion, learners should recognize the level of new concept. According to different levels, we should put these concepts in their knowledge structure of the corresponding position; actually this process is constructing knowledge concept maps.

2. Non-verbal Broadcasting Theory

Dr. Mehrabian believed that the actual verbal content of our communication is relatively small compares to the power of the nonverbal (Mehrabian 248-252).

The following is the conclusion of Dr. Mehrabian’s classic study:

7% of meaning is in the actual words spoken (verbal).

38% of meaning is in the way words are spoken (vocal).

55% of meaning is derived from what we see, facial expression (visual).

The theory is particularly useful in explaining the importance of visual. Mehrabian ’s model is a potential piece of work, and it ’s not only amazingly helpful in explaining the importance of careful and appropriate communications, but also useful in applying to the English teaching. If the key material is represented in a visual model, the whole meaning can be more easily obtained than in a written way in most circumstances. Actually, the outstanding characteristics of the concept maps are that represents materials visually, which makes the meaning of materials obtained at a fast rate.

3. Three Memory Systems of the Human Mind

Another important advance in our understanding of learning is that the human memory is not a single “vessel” to be filled, but rather a complex set of interrelated memory systems (Anderson 1037). Three memory systems of the human mind is the following: sensory registers, short-term memory and long-term memory. While all memory systems are interdependent, the most critical memory system for incorporating knowledge into long-term memory is the short-term memory. When receiving new knowledge, in order to form the knowledge system, it must be ordered again between the short-term memory and long-term memory. Therefore, to structure large bodies of knowledge requires an orderly sequence of iterations between working memory and long-term memory as new knowledge is being received (Anderson 1050). Concept maps can powerfully promote meaningful learning, because it serves as a kind of template to help organize knowledge and structure it, ever though the structure must be built up piece by piece with small units of interacting concept and prepositional frameworks. Many learners and teachers are surprised to see how this simple tool facilitates meaningful learning and the creation of powerful knowledge frameworks that not only permit utilization of the knowledge in new context, but also retention of the knowledge for long period of time(Gowin 940).There is still relatively little known about memory processes and the way of knowledge finally gets incorporates into our brain, but it seems evident from diverse sources of research that our brain works to organize knowledge in hierarchical frameworks and that learning approaches that facilitate this process significantly enhance the learning capability of all learners. Concept maps

applied in English teaching course build and strengthen students’ long-term memory gradually. Of course, students need to be taught something about brain mechanisms and knowledge organization, and this instruction should accompany the use of concept maps.

As an overview, concept maps created by students can be used in several ways to facilitate meaningful learning. Now the concept maps, which take advantage of the theories stated above, is often adopted by English teachers.

B. Using Concept Maps in English Teaching

English teaching including vocabulary teaching, grammar teaching, reading teaching, writing teaching and so on. The writer will analyze the importance of vocabulary, grammar and reading in English teaching and the problems of them in the process of teaching English. At last, the specific use will be proposed.

1. Using Concept Maps in Vocabulary Teaching

V ocabulary teaching is the basis of English teaching, which is the key to improve students’ English level. Read said that the vocabulary learning is the foundation of the second language acquisition (Read 20).However, there are many problems in vocabulary teaching. In the in the teaching of English, the number of vocabulary and the ability to control vocabulary are the crucial factors to students’ learning. Besides, teachers usually teach new words in isolation. In fact, English vocabulary is not isolated. It is connected with pronunciation, grammar, sentence pattern and text. Moreover, it also shows in listening, speaking, reading and writing. Comprehensive teaching methods used in vocabulary teaching are important and necessary, but the majority of teachers insist only one unchangeable method to teach vocabulary，that is, firstly teaching pronunciation; secondly explaining the vocabular ies’ fo rmation; thirdly ,explaining the related grammar and listing its meaning and usage; finally, making sentence. This way costs too much time of ours in teaching process and the process seems that teachers just put a dictionary in class. It has been proven that this way will make students feel bored and they can’t master the new words. The homework about vocabulary is boring, too. Most of time, the homework is just to let students recite the new words repeatedly totally ignoring students’ need and interest, and the next day they will be checked. It is so boring and simple that makes students feel unpleasant. No doubt it will be effective at the very beginning, but after a long time, student will lose the interest, let alone the effect.

However, the new curriculum reform aims at cultivating students’ linguistic competence, at the same time more emphasis on the cultivation of students’ autonomous learning ability and creative spirit enable students to understand the differences between Chinese and Western culture, enhance the consciousness of the world (教育部, 21). Song Yueli held that using concept maps in vocabulary teaching, establishing the relationship between vocabulary is necessary(宋岳礼, 34). The vocabulary in the brain to form in semantic network rather than isolated existence, so in vocabulary teaching we can make the relationships between words into word concept maps, change the relationship between vocabulary from stealth to dominant, in order to facilitate students’ memory. For example, the concept maps of tree.

It can be seen from the example that the word “tree” to the green, from green can be associated with other colors, from red and can be associated with blood, fear, anger, Red Cross, carpet, flags and so on. And the word “tree” has a certain relationship with the bird, the leaves, and the environment. There is a semantic relationship between these words with other words. In this way, a word “tree” semantic relation, connected by semantic vocabulary, can activate the

spread to dozens of other related words, makes the efficiency of the word memory is growing

exponentially.

2. Using Concept Maps in Grammar Teaching

English grammar teaching has been occupying the important position, and also masters the important procedure of grammatical knowledge. How to teach grammar has always been a focus of debating in the field of foreign language teaching. However there are some problems in it. There has been a malpractice in English teaching because of the impact of grammar translation method: Teachers teach grammar mechanically towards students, and students just listen and remember it, which makes grammar teaching and learning boring. The traditional teaching of grammar goes too far, the reform of English teaching goes into another misunderstanding. It only emphasizes the importance of listening and speaking, without teaching grammar. Thus, there are more and more non-standard language. Besides, through the survey I also found that teachers do not have solid basic skills in English. In fact, teachers also often frustrates over how to teach in teaching grammar rules. It often found that students find the meaning in the dictionary, but they still can not understand the meaning of the whole sentence.

English grammar rules have more cumbersome, and once the students learn the rules more, previously learned knowledge are susceptible to interference. Using concept maps in grammar teaching can help students to clear the thinking and memorize them easily. For example, I n Unit 6 I like music that I can dance, attributive clause is introduced. Concept maps are very useful here.

3. Using Concept Maps in Reading Teaching

Reading is one of the four essential skills in English language learning, and has been a much-emphasized course in school learning and teaching in China. Reading comprehension is important in learning English. So the new English curriculum standard considers promoting the students ’ reading comprehension as one of the most important goals in English teaching. (教育部, 58) However, there are some problems in it. In the process of teaching English, reading is still in the entity of language teaching as the basis, however, the fact is that too much emphasis is put on the teaching of language knowledge, such as vocabulary, grammar. Reading is neglected. Chen Jingbo pointed out that students are generally limited by the way and the fixed place of passive acceptance of some vocabulary

and grammar knowledge. They ignored the cultivation of reading skills and reading ability(陈静波, 24).The concept maps are many graphs representation of knowledge technology, which is composed of points and links. Points represent concept and links represent the relations between concepts. So the concept maps can be effective in promoting students' overall understanding of the reading material, promoting students’ better memory, which can effectively improve the learning efficiency.

III. The Functions of Concept Maps in English Teaching

There are many functions of concept maps in English teaching; the main functions will be introduced in the following.

A. Auxiliary Tools of English Teaching Design

In the English curriculum and English teaching plan design, concept maps are widely used. Teachers put the main English materials in concise forms to teach. Its hierarchical structure provides a variety of material presentation order. For the basic characteristics of meaningful learning, the concept framework of integration is to learn new knowledge from existing. Generally speaking, more general and more specific concept of English knowledge teaching can often help and promote meaningful learning. Therefore, the establishment of holistic concept maps of English materials, the whole process of the main ideas presented. In the English study, many students often did not better understand the construction concept and discrimination the English grammar frame of proposition, just memorizing words and sentences. Using concept maps to design a specific topic in curriculum and teaching can help students smoothly concept “transplantation”. The researches Novak did in 1990 prove that if the English teacher can make the concept maps for teaching design and used it as a teaching strategy in class, and then require students to construct concept maps in the learning process. Students can successfully grasp the scientific significance; and can be successfully carried out for their own learning control (Novak 949).

B. Auxiliary Tools of English Teaching Evaluation

Concept maps for English teaching evaluation have two advantages: First, the hierarchy structure of English materials can reflect the students grasp the knowledge characteristics, the ability of searching for the output of new knowledge; second, from the clear and extensive examples can be informed students’ understanding of the significance of the vocabulary ’ concept. Zhao Jinbo believed that concept maps can be used for reflection and evaluation of students’ English learning(赵金波, 31). For example, students will develop the habit of drawing concept maps in English class, from that the teachers can know the progress and diagnose the learning problems of students, and then improving teaching, which is a good way of formative assessment. Concept maps are useful tools in the student’ self evaluation. The students encountered difficulties in the construction of concept maps himself, he will clearly

relate to what problems exist in their English study, besides he can find that he is lack of creativity, his imagine is insufficient, his knowledge is not flexible, those will encourage him to try to make up for the lack in his study. Moreover, the students put their concept maps with your classmates or teacher’s concept map s comparison and discussion, by using concept maps in their English learning, ambiguity problem will become clear. In addition, students using concept maps will naturally reveal the cognitive emotion; their emotion will be expressed in a variety of shapes and colors. Especially with the help of computer multimedia functions, you can create vivid and beautiful picture. Therefore, the concept maps not only can be used to evaluate the learning of knowledge, but also can understand their affective quality.

IV . Conclusion

This study emphasizes using concept maps in English teaching. This thesis first reviews the definition, the four characters and the theoretical basis of concept maps, and then analyzes the positions and the problems of vocabulary, grammar, and reading in English teaching, the use of concept maps in vocabulary teaching, grammar teaching and reading teaching. At last the functions of using it in English teaching are discussed.

Using concept maps in vocabulary teaching, we should establish the relationship between words and word concept maps, which can change the relationship among words from stealth to dominant. Using it can activate the spread to dozens of other related words, making word memory efficiency more efficient.

Given the English grammar rules have more cumbersome, previously learned knowledge are susceptible to interference .Using concept maps in grammar teaching can help students to learn the thinking and memorize grammar easily.

Using concept maps in reading teaching can be more effective in promoting students ’ overall understanding of reading material, promoting students ’ better memory, which can effectively improve the learning efficiency.

From the study above the conclusion can be made that concept maps have certain feasibility and effectiveness when it is used in English teaching. Concept maps have a high degree of recognition of the students. As a kind of independent learning activity, concept maps teaching can be cultivate the ability of self-study, and develop the learning skills of lifelong learning.

The concept maps as auxiliary means can effectively help the teacher to accomplish the task of teaching and improve teaching effect. For teachers, using concept maps is one important skill and teaching strategy that every teacher should master. For students, concept maps can promote students’ meaningful learning, cooperative learning and creative learning . But the process of drawing concept maps is complex, for example, concept maps activities require students to draw the concept maps with creativity; students sometimes spend too much time emphasis on the concept maps of entrepreneurship, but ignored the understanding of the content and the master of learning content. So a variety of strategies need to be used together to achieve

the best teaching and learning.

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京师范大学出版社, 2001.

宋岳礼. 大学英语词汇教学策略[J]. 陕西师范大学学报, 2003(10): 34. 赵国庆. “概念图”与“思维导图”辨析[J]. 中国电化教育, 2004(8): 42-45. 赵金波. 运用概念图促进读和写[J]. 中国电化教育, 2004(7):29-31. 朱学庆. 概念图的知识及其研究综述[J]. 上海教育科研, 2002(10):31-34.

范文三：英文歌曲对英语教学的意义(英文版)

Abstract

Since English songs have a positive effect on English learning. It can help create a relaxing atmosphere, increase learners? interest and build up learners ? confidence. Additionally, English song is an important role in helping with correcting the pronunciation, remembering and accumulating vocabulary, learning foreign culture, and developing sensitivity to English. So this paper brings forth a strategy, that is, to teach English by English songs.

Key Words: English teaching; English songs

摘要

英文歌曲对英语学习有着很大的帮助，它不仅能够创造一种轻松愉快的气氛，而且还有利于提高学习者的兴趣，增强学习者的信心，从而促进英语学习。另外，英文歌曲可以帮助矫正英语语音，牢记和积累大量词汇，学习外国文化和培养英语语感等等，而这些方面都对英语能力的提高起着很大的促进作用。因此，本文提出了一个策略，即充分利用英文歌曲教英语。

关键词：英语教学；英文歌曲

Contents

1. Introduction................................................................................................................... 1

2. Positive effects of music……………………………………………………………..1

3. Some connections between music and English learning……………………………….. …….......1

4. Some advantages of English songs………………………………………………………………..2

4.1 English songs can arouse interest and heighten confidence………………….. 2

4.2 English songs can strengthen memory and accumulate language materials…...3

4.3 English songs are good for learning pronunciation and rhythm…………….....4

4.4 English songs are good for students to controlling grammar………………......5

4.5 English songs are a source of aural input ……………………………………...6

4.6 English songs contain amounts of comprehensive language knowledge………6

4.7 English songs carry rich foreign culture………………………………………..7

5. The methodology of using English songs to teach English…………………………...8

5.1. The selection principles of English songs……………………………………...9

5.2 The steps of teaching English songs…………………………………………...10

6. Conclusion ……………………………………………………………………………11 References …………………………………………………………………………….. …12

1. Introduction

At the very beginning of human society, when there was a big harvest or while they were working, laboring people expressed their happiness, anger, grief and joy by means of talking and singing in their own language. The language later became the earliest simple folk tune. With the rapid development of human society, this kind of language art had been improved a lot, and it had been developed into songs. Now songs win great popularity among people. As we all know, most people love music and love songs. Then why not take advantage of English songs to teach English?

2. Positive effects of music

Music, as one of the oldest forms of art, has many positive effects. It is closely related to peoples ? life. First music is a great language package that bundles culture, vocabulary , listening, grammar and a host of other language skills. Second, music not only can control the rhythm of human body, but also has a direct influence on human brain. Music can cheer up a person, make a person full of high spirit, and even bring out a person?s active mood. So it can help the brain memorize things more quickly and help to keep them for a much longer time The third, as Duan Ruiling (1997) ever mentioned that “students? big attainment in music, or high music intelligence, has a positive influence on their pronunciation.”

3. Some connections between music and English learning

Music and language have some features in common. Such as stress, tone, pauses and

rhyme. Sounds are the roots of both music and speech. Both of them are from the process of sounds, and are used by their authors or speakers to convey a message. Beside music has a great positive effect on the development of English skills. “The higher one?s music intelligence is, the more sense of rhythm of spoken English he has. According to Fonseca Mora(2000)” , music nature of language influences an English learner?s pronunciation and even the whole process of his English study . Additionally, the relationship between listening and speaking can not be ignored. Language input comes before language output. Listening is a process of information input. While speaking is a process of information output. In other words, music is a kind of language input which helps the learner to store and convey all kinds of information.

4 Some advantages of English songs

4.1 English songs can arouse interest and heighten confidence

Everyone likes songs. English songs are enjoyable and attractive because of their affective power. Songs can create an atmosphere that makes people feel relaxed. So, the students will not feel so anxious or shy to speak English as they are attracted by the interesting music. As we know interest is the best guide. When students feel enjoyable, their interest can be easily stimulated. If in the course of learning, teachers teach some songs with part of the language rules, the students will participate in singing actively, therefore this kind of activity would help the students to memorize the language materials. By singing English songs, the interest to learn English is aroused. At the same time if those who are learning

English can sing in English, they will have the feeling of success. This success is just the motivation to learn English and drive them to learn more. It can also rise students? confidence. When teachers find some students are lacking of the confidence to speak English loudly , teachers can use this method to let these students sing English songs and to encourage them to speak out English bravely . Thus the confidence of the students would be more easily heightened.

4.2 English songs can strengthen memory and accumulate language materials.

In the language learning a lot of knowledge need to be remembered specially. It will take a lot of time to read and recite mechanically. After some time, the knowledge will all be forgotten. If we write songs with these language rules or choose suitable songs, we will find it is easy to remember. The language in the songs may be not written for particular language learning. But it provides more chances for the students to contact with English. The more English knowledge they contact, the better their spoken English is. When students learn the words or language points in a song, the words or language points will be very easier to be remembered for they appear in their brains again. In the revision lesson, we can strengthen students ? memory by singing songs and they will summarize language regularity.

Besides, singing English songs is the course of accumulating language materials. They learn words, phrases and all kinds of expressions from songs. In people?s daily life songs are more natural than language; songs like can come into people ?s hearts quietly and naturally and accompany people?s lives. When students listen to more songs they will speak or sing out without thinking and use these words, phrases and expressions fluently. Moreover the

language learning from the songs will not be forgotten. And even these songs will accompany students ? lives. With the improvement of language level, they will understand the lyrics and master the language naturally. Here is another example:

As is known to all, the United States has fifty-two states, and many of the names of these states are not so easy to pronounce accurately and remember well. While Susan Nipp?s song The United States can give some help because it contains all of the fifty-two states in the lyric: “The United States, the United States, I love my country the United States, There?s Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut and Delaware, Florida, Georgia, Hawaii, and Idaho, Illinois, Indiana, Iowa and Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri…” As songs are always full of emotions and rhythm, singing aloud with the help of the melody and the musicality of language is useful for memorizing words.

4.3 English songs are good for learning pronunciation and rhythm.

Listening to and singing English songs as more as possible contributes much to learning accurate pronunciation, intonation and rhythm of spoken English. From English songs, we can get lots of phonetic knowledge, such as, change of length of vowels, pauses plosives, lose of plosives, sound linking, weak-forms, assimilation, stress, rhythm and so on. Linguistic researches have already shown that every language has its own intonation and rhythmic. According to Fonseca Mora, music and language have common features; they are stress, tone, pauses and rhythm. Here is a simple song Come `and `See `My `Family in which sound linking is reflected.

︶

`Under `the `old `apple `tree!

︶

`This `is `my `father. `How do you do?

︶

`Sit `down `and `have `a `cup `of `tea `with `me.”

︶︶

In this song, the technique of sound linking is so obvious that we can make use of it to achieve fluency that is an important factor in spoken English.

4.4 English songs are good for students to control grammar

In English teaching, grammar is an important part and the students sometimes feel bored to learn grammar. So if teachers can combine some grammar principles with songs, it would be a good way for the students to identify and remember the principles. Take this English song “yours and mine” for example:

“Look at around and you will see,

All the things belong to you and me.

Look around and you will find,

This whole world is yours and it?s mine.

Every bird, every flower, every tree, they all belong to you and me.”

From this song students should understand how to use “me, you, mine and yours. And these words also can be changed to them, theirs, him his, her, hers, and so on. Then the students can use all of them.

4.5 English songs are a source of aural input

English songs are a kind of especially good listening material. Compared with some English test listening materials, they are more interesting, motivating, attractive and unforgettable. They are never dull. As is mentioned in this paper, listening is closely related to speaking, and more language input is helpful for more effective language output. Listening to English songs as often as possible is in some way good for the improvement of speaking ability.

4.6 English songs contain amounts of comprehensive language knowledge

English songs contain a lot of language knowledge. This mainly reflects in words, phrases, idioms, expressions, sentence patterns, and also spoken grammar. Actually, spoken language is not merely a variant of “correct” written forms. In spoken English, we can find the widespread utilization of ellipsis. For example, we can often hear sentences in English songs like “Don?t know why, don?t know why…” which has no subject. The subject (maybe “I”) is left out here. This kind of ellipsis phenomenon occurs frequently in oral communication. As we know, in English study, there are so many words, expressions, and

even rules of spoken grammar to remember and then to use freely and correctly; and usually they seem to be so dull or difficult. In spite of this, for effective oral communication, it is still quite necessary to master as many as possible. Then learning English songs may be a not bad choice, because lyrics of English songs contain a large vocabulary, sentence patterns and spoken grammar.

Besides, words in English songs are often simple and vivid, and most of them are those used in daily life of the western people. Last but not the least, as lyric embodies the development of society, we can get new words and expressions easily and quickly. New words often come along with the progressing of society. Some words are given more meanings or an entirely different meaning; some are not used any more or are used just on a few special occasions. As new age brings new things, by learning pop songs, we will be able to get the newest and most modern words and expressions.

4.7 English songs carry rich foreign culture

Introducing songs into language learning has incomparable effects in introducing social backgrounds and cultures of English speaking countries.

“As Laroy said, ?songs are a very traditional learning aid. Learning through songs can actually be described as being very natural. This naturalness is demonstrated by the fact that in all cultures singing songs has always been one of the most wide spread ways for children to learn. Songs have always accompanied important events in life and have transmitted a good deal of traditional culture…” Many English songs have existed for a long time, they can tell

us much information about the culture of a country and the history. Speaking good English needs some background knowledge of English-speaking countries. Take the English songs Silent Night Holy Night for example: “Round you ng virgin m other and child!” “Shepherds quake at the sight!” “Christ the Savior is born!” “Jesus, Lord, at Thy birth.” All these sentences tell us the famous foreign holiday---Christmas Day. From this song, we can learn many useful words about Christmas such as “Virgin Mother”, ”shepherds”, “Christ the Savior”, “Jesus”, etc.. So we can remember all of them easily and keep them in mind for a long time.

In the song Dance Carol, there is such a sentence: “Easter would come when Christmas is done if lent…” From this sentence, we can know the holiday---Easter, and the important knowledge: Easter comes after Christmas. Thus we can remember this very easily and keep it in mind for a long time.

From another song Rain, Rain, Go Away, we can learn that the special geographical position of England leads to large amounts of rainfall and changeable weather. So, the English greet each other like this, “Lovely day, isn?t it?” Once we know about thi s, when we greet people in English we will never say like Chinese , “Have you eaten?” or “Where are you going?”. Therefore, to speak more authentic English, we have to know much about western culture, which can help to avoid making stupid mistakes in real communication with the Western people.

5. The methodology of using English songs to teach English

5. 1 The selection principles of English songs

In modern world, music is everywhere; songs are available almost everywhere. So it is very easy to touch English songs. When we use English songs to serve teaching. We should pay attention to some aspects

First, the lyrics should connect with the content of teaching. For example, when we teach the English number, the song “ten little Indians” would be the best choice.

Second, choosing songs should accord to the character of age and psychology of learners. Only when we choose songs by thinking about these factors can the learners receive the great achievement in English learning. Teachers should choose the songs according to the students? English level. Some English songs are longer and more difficult, which is not good for low level learners. Like c hildren?s songs Colors of the Wind, My Golden Sun, My Little Table, etc. is good for children to learn. And songs like Eyes on Me, Yesterday Once More, Big Big World, etc. is good for adults to learn.

Thirdly , teaching English songs should be timely and in the right quantity. In addition, teaching songs should have distinct aims, after singing a song the students would know what language point they can learn from the song. For example the song “Head and shoulders” is a good example. The lyrics are: “head and shoulders, knees and toes, knees ands toes. Eyes and ears and mouth and nose, head and shoulders knees and toes, knees and toes.” After learning this song the students should understand what a countable noun is and what is an uncountable noun. So the aim of learning is obvious.

5. 2 The steps of teaching English songs For English teachers, English songs are also a very good aid of helping students to improve their English ability. Teachers can use different teaching aids like: the tape recorder, the computer and etc. to teach the new song. Before teaching the song teacher could ask some questions according to the lyrics such as: “What words can you hear from the song?” “What is the theme of the song?”. “What happened to the people?” Teachers also should give students some background information about the song which would help students to understand the song. Here introduce some steps of teaching English songs. The steps are:

Step1. Listen for the first time and try to think about the theme of the song.

Step2. Listen for the second time and third time, try to make out every word and phrase as well as possible. And at the same time pay attention to word pronunciation and sound linking.

Step3. The forth time, looking at the lyric of the song and this time focus on the rhythm, especially the words that stress falls on.

Step4. Sing the song by following the tape or MTV; and learn the rhythm.

Step5. Read out aloud the whole lyric, and especially pay much attention to some good words, phrases and sentences and try to learn them by heart.

Step6. Sing the song with full passion as similar to the original singing as possible and try to sing the whole song correctly and fluently.

Step7. Evaluate or retell the song; express inner feelings or introduce the song to others. These steps above are suggested mainly for improving English pronunciation, to master English rhythm, and then to improve spoken English. But in order to make more progress, large amounts of listening, imitating and practicing is needed.

6. Conclusion

From above, English songs play an important role in memorizing, pronunciation. And It helps arouse learners? interest. It has a great effect on the development of English skills. Using English songs to enhance English skills can be a good choice. Various themes and rich background knowledge in English songs offer a good source for learning English. Also songs enrich students? knowledge about English speaking countries, such as the history, culture and their value. Therefore, it is an effective way to make use of English songs to get rid of students ? “Chinese accent”. With English songs as a teaching aid, the learners will be able to improve their English. And it ?s a kind embodiment of teachers ? comprehensive teaching skills.

References

1．赵颖、李爱华. 音乐和英语单词记忆 [J]. 大学英语，2003，6，P40

2．Fonseca Mora. Foreign language acquisition and melody singing [C]. ELT Journal 54, 2000, 2, P150

4．裴正薇. 音乐智力对英语听说的影响 [J]. 西安外国语学院学报，2004年第12卷，第3 期，P37

5．石兰. 英语口语节奏分析 [J]. 江苏教育学院学报（社会科学版），2001年第17卷，第3 期，P89

6．苏玉洁. 英文歌曲教学与英语口语的提高 [J]. 温州师范学院学报，2003年24卷，第3期，P89

7．Alan Duan 如何有效地学习英语口语 [J]. 新东方英语， 2005，6，P40

8．朱华明. 百唱不厌英文歌曲 [M]. 四川人民出版社， 1998，P157

范文四：高中英语教学论文语法教学有挑战性的活动（英文版）

高中英语教学论文:语法教学有挑战性的活

动(英文版)

A Challenging Activity in Teaching Grammar

in High School in China

Mark Mao(毛加添)

Introduction

Grammar teaching has often been regarded as a structure based, formal activity. After the integration of several sources and techniques, which are mainly based on communicative activities, the teaching of grammar gained a new insight (Arif Saricoban and Esen Metin). In the teaching of grammar in senior middle school in China, most teachers use the deductive and the inductive approach, especially the

1 用心爱心专心

deductive approach. The teacher present the rules and the language is also based on the rules. Students feel bored in remembering the rules. In order to make a grammar lesson effective, beneficial, and interesting I use some

well-developed and fascinating

techniques in the classroom. In the present paper, a challenging activity in teaching grammar – using poems - will

be discussed and examples will be provided.

Using Poems

Since the meaning is an important device in teaching grammar, it is important to contextualize any grammar point. Poems are one of the most attractive and rich resources that can easily be used in language classrooms. Poems can contextualize a grammar lesson effectively. Since poetry is often

2 用心爱心专心

spoken, repeated, dealt with, and considered, it acts as an effective tool for practicing a specific grammatical structure. Through repeating and considering the poem, the grammatical structures become more specified. Thus, poetry not only provides a worthy resource for structured practice of grammar, but also a proper basis for practice, review and model writing. If a poem that exemplifies a particular structure is also a good poem, it engages the eye, the ear and the tongue simultaneously while also stimulating and moving us; this polymorphic effect makes poetry easier to memorize than other things for many students

(Celce-Murcia and Hills, 1988).

Poems may bring the use of

creativity and the rhythm into the language classroom, though they may also

3 用心爱心专心

bring some difficulties. Poems are not constructed in a simple way and syntactically, thus it might be very difficult for my students to comprehend them completely. As stated by Povey (cited in Celce-Murcia and Hills, 1988) there are three main barriers for literature including poetry. They are linguistic, cultural, and intellectual barriers. Linguistic difficulties are the problems caused by the syntax or the lexicon of the poem. Cultural

difficulties include imagery, tone, and allusion. At the intellectual level, the students should be intellectual and mature enough to understand the theme of the poem. These difficulties could be easily removed if the teacher provides a poem which is syntactically and thematically appropriate to the level, age and the interests of the students. Thus, by removing or minimizing the

4 用心爱心专心

potential problems, poetry can provide a rich, enjoyable and authentic context for my students.

In the selection of a poem, I should first consider the grammatical

structure to be presented, practiced, reviewed or modelled, then the level and the age of the students, next the theme and the length of the poem and its appropriateness to the classroom objectives. It is advisable to select a contemporary poem. Poems, which reflect cultural themes, universal features, humanistic values, or emotional aspects, will be more relevant to my students. Finally, through taking the classroom objectives into consideration, I should effectively benefit from poems as teaching aids.

Teaching Procedures

1. Teaching a poem

5 用心爱心专心

At the teaching stage of a poem, it is not advisable to talk about the meaning of the poem in advance. Since they offer a reading and listening activity, poems could be presented through a reading plan. At the

pre-reading stage, students might be motivated through some enthusiastic talks about poetry or the poet. Some necessary vocabulary can also be handled at this stage. At the reading stage, in order to create images , I may want the students to close their eyes while he/she is reading the poem. After the poem has been read at least twice, it is better to elicit the primary responses of the students about the poem. Next, after distributing the poem to students, I ask students to read it either loudly or silently. In order to practice the determined grammar point, I ask students to paraphrase the poem. After students

6 用心爱心专心

reading, comprehending the vocabulary, paraphrasing the poem, students get an idea about the theme of the poem.

2. Discussing

A follow-up activity is a discussion. After paraphrasing the poem and providing some questions, the students will eventually discover the deeper meaning of the poem. But I always avoid telling the meaning. After each student grasps his or her own meaning, it is proper to discuss the depth of the poem. In this procedure, my aim is to support the students in their attempts to understand the poem and make it relevant to their lives. Once they have

understood it and perceived its relevance, they will have no objection to practicing the poem or even

memorizing it, for it will have become

7 用心爱心专心

special for them (Celce-Murcia and Hills, 1988).

3. Model Writing

At this stage, firstly, I often provide the determined structure. Secondly, I ask students to write a poem about anything they want according to the model poem. In such a procedure students can practice or present any grammar point. In this way students grasp and use the grammar structure.

Since every class is different, the teaching procedure can be different. It is not advisable to apply one procedure too strictly. A teacher should adopt the activities according to the needs of the learners. However, it might not be very useful to use poems for young students or for beginners. Instead of poems, using nursery rhymes or songs would be more helpful since they provide more

8 用心爱心专心

joyful and easier contexts. From pre-intermediate to advanced levels, it is really beneficial to use poems.

9 用心爱心专心

范文五：英文歌曲对英语教学的意义(英文版)

www.showdoc.cn

Abstract

Since English songs have a positive effect on English learning. It can help create a

relaxing atmosphere, increase learners? interest and build up learners? confidence.

Additionally, English song is an important role in helping with correcting the pronunciation,

remembering and accumulating vocabulary, learning foreign culture, and developing

sensitivity to English. So this paper brings forth a strategy, that is, to teach English by English

songs.

Key Words: English teaching; English songs

摘要

英文歌曲对英语学习有着很大的帮助，它不仅能够创造一种轻松愉快的气氛，而且

还有利于提高学习者的兴趣，增强学习者的信心，从而促进英语学习。另外，英文歌

曲可以帮助矫正英语语音，牢记和积累大量词汇，学习外国文化和培养英语语感等等，

而这些方面都对英语能力的提高起着很大的促进作用。因此，本文提出了一个策略，即

充分利用英文歌曲教英语。

关键词:英语教学;英文歌曲

www.showdoc.cn

Contents

1. Introduction................................................................................................................... 1 2. Positive effects of music……………………………………………………………..1 3. Some connections between music and English learning………………………………..…….......1 4. Some advantages of English songs………………………………………………………………..2

4.1 English songs can arouse interest and heighten confidence………………….. 2

4.2 English songs can strengthen memory and accumulate language materials…...3

4.3 English songs are good for learning pronunciation and rhythm…………….....4

4.4 English songs are good for students to controlling grammar………………......5

4.5 English songs are a source of aural input ……………………………………...6

4.6 English songs contain amounts of comprehensive language knowledge………6

7 4.7 English songs carry rich foreign culture………………………………………..5. The methodology of using English songs to teach English…………………………...8

5.1. The selection principles of English songs……………………………………...9

5.2 The steps of teaching English songs…………………………………………...10 6. Conclusion ……………………………………………………………………………11 References……………………………………………………………………………..…12

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1. Introduction

2. Positive effects of music

help the brain memorize things more quickly and help to keep them for a much longer time The third, as Duan Ruiling (1997) ever mentioned that “students? big attainment in music, or high music intelligence, has a positive influence on their pronunciation.”

3. Some connections between music and English learning

Music and language have some features in common. Such as stress, tone, pauses and

www.showdoc.cn

rhyme. Sounds are the roots of both music and speech. Both of them are from the process of sounds, and are used by their authors or speakers to convey a message. Beside music has a

great positive effect on the development of English skills. “The higher one?s music intelligence is, the more sense of rhythm of spoken English he has. According to Fonseca Mora(2000)” , music nature of language influences an English learner?s pronunciation and even the whole process of his English study . Additionally, the relationship between listening and speaking can not be ignored. Language input comes before language output. Listening is a process of information input. While speaking is a process of information output. In other words, music is a kind of language input which helps the learner to store and convey all kinds of information.

4 Some advantages of English songs

4.1 English songs can arouse interest and heighten confidence

www.showdoc.cn

English can sing in English, they will have the feeling of success. This success is just the motivation to learn English and drive them to learn more. It can also rise students? confidence.

When teachers find some students are lacking of the confidence to speak English loudly, teachers can use this method to let these students sing English songs and to encourage them to speak out English bravely. Thus the confidence of the students would be more easily heightened.

4.2 English songs can strengthen memory and accumulate language materials.

In the language learning a lot of knowledge need to be remembered specially. It will take a lot of time to read and recite mechanically. After some time, the knowledge will all be forgotten. If we write songs with these language rules or choose suitable songs, we will find it is easy to remember. The language in the songs may be not written for particular language learning. But it provides more chances for the students to contact with English. The more English knowledge they contact, the better their spoken English is. When students learn the words or language points in a song, the words or language points will be very easier to be remembered for they appear in their brains again. In the revision lesson, we can strengthen students? memory by singing songs and they will summarize language regularity.

Besides, singing English songs is the course of accumulating language materials. They learn words, phrases and all kinds of expressions from songs. In people?s daily life songs are

more natural than language; songs like can come into people?s hearts quietly and naturally

and accompany people?s lives. When students listen to more songs they will speak or sing out without thinking and use these words, phrases and expressions fluently. Moreover the

www.showdoc.cn

language learning from the songs will not be forgotten. And even these songs will accompany students? lives. With the improvement of language level, they will understand the lyrics and master the language naturally. Here is another example:

emotions and rhythm, singing aloud with the help of the melody and the musicality of language is useful for memorizing words.

4.3 English songs are good for learning pronunciation and rhythm.

www.showdoc.cn

“Come `and `see `my `family,

`Under `the `old `apple `tree!

`This `is `my `father. `How do you do?

`Sit `down `and `have `a `cup `of `tea `with `me.”

, ,

In this song, the technique of sound linking is so obvious that we can make use of it to achieve fluency that is an important factor in spoken English.

4.4 English songs are good for students to control grammar

“Look at around and you will see,

All the things belong to you and me.

Look around and you will find,

This whole world is yours and it?s mine.

www.showdoc.cn

Every bird, every flower, every tree, they all belong to you and me.”

From this song students should understand how to use “me, you, mine and yours. And

these words also can be changed to them, theirs, him his, her, hers, and so on. Then the students can use all of them.

4.5 English songs are a source of aural input

4.6 English songs contain amounts of comprehensive language knowledge

www.showdoc.cn

Besides, words in English songs are often simple and vivid, and most of them are those used in daily life of the western people. Last but not the least, as lyric embodies the development of

society, we can get new words and expressions easily and quickly. New words often come along with the progressing of society. Some words are given more meanings or an entirely different meaning; some are not used any more or are used just on a few special occasions. As new age brings new things, by learning pop songs, we will be able to get the newest and most modern words and expressions.

4.7 English songs carry rich foreign culture

Introducing songs into language learning has incomparable effects in introducing social backgrounds and cultures of English speaking countries.

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quake at the sight!” “Christ the Savior is born!” “Jesus, Lord, at Thy birth.” All these

sentences tell us the famous foreign holiday---Christmas Day. From this song, we can learn many useful words about Christmas such as “Virgin Mother”, ”shepherds”, “Christ the Savior”, “Jesus”, etc.. So we can remember all of them easily and keep them in mind for a long time.

In the song Dance Carol, there is such a sentence: “Easter would come when Christmas

is done if lent…” From this sentence, we can know the holiday---Easter, and the important knowledge: Easter comes after Christmas. Thus we can remember this very easily and keep it in mind for a long time.

people in English we will never say like Chinese, “Have you eaten?” or “Where are you

going?”. Therefore, to speak more authentic English, we have to know much about western culture, which can help to avoid making stupid mistakes in real communication with the Western people.

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5. The methodology of using English songs to teach English

5. 1 The selection principles of English songs

First, the lyrics should connect with the content of teaching. For example, when we teach the English number, the song “ten little Indians” would be the best choice.

English level. Some English songs are longer and more difficult, which is not good for low level learners. Like children?s songs Colors of the Wind, My Golden Sun, My Little Table,

etc. is good for children to learn. And songs like Eyes on Me, Yesterday Once More, Big Big

World, etc. is good for adults to learn.

good example. The lyrics are: “head and shoulders, knees and toes, knees ands toes. Eyes and ears and mouth and nose, head and shoulders knees and toes, knees and toes.” After learning

this song the students should understand what a countable noun is and what is an uncountable noun. So the aim of learning is obvious.

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5. 2 The steps of teaching English songs

For English teachers, English songs are also a very good aid of helping students to improve their English ability. Teachers can use different teaching aids like: the tape recorder, the computer and etc. to teach the new song. Before teaching the song teacher could ask some questions according to the lyrics such as: “What words can you hear from the song?” “What is

the theme of the song?”. “What happened to the people?” Teachers also should give students

some background information about the song which would help students to understand the song. Here introduce some steps of teaching English songs. The steps are:

Step1. Listen for the first time and try to think about the theme of the song.

Step2. Listen for the second time and third time, try to make out every word and phrase as well as possible. And at the same time pay attention to word pronunciation and sound linking.

Step3. The forth time, looking at the lyric of the song and this time focus on the rhythm, especially the words that stress falls on.

Step4. Sing the song by following the tape or MTV; and learn the rhythm.

Step5. Read out aloud the whole lyric, and especially pay much attention to some good words, phrases and sentences and try to learn them by heart.

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Step6. Sing the song with full passion as similar to the original singing as possible and try to sing the whole song correctly and fluently.

Step7. Evaluate or retell the song; express inner feelings or introduce the song to others.

These steps above are suggested mainly for improving English pronunciation, to master English rhythm, and then to improve spoken English. But in order to make more progress, large amounts of listening, imitating and practicing is needed.

6. Conclusion

From above, English songs play an important role in memorizing, pronunciation. And It helps arouse learners? interest. It has a great effect on the development of English skills. Using English songs to enhance English skills can be a good choice. Various themes and rich background knowledge in English songs offer a good source for learning English. Also songs enrich students? knowledge about English speaking countries, such as the history, culture and their value. Therefore, it is an effective way to make use of English songs to get rid of students? “Chinese accent”. With English songs as a teaching aid, the learners will be able to improve their English. And it?s a kind embodiment of teachers? comprehensive teaching

skills.

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References

1(赵颖、李爱华. 音乐和英语单词记忆 [J]. 大学英语，2003，6，P40 2(Fonseca Mora. Foreign language acquisition and melody singing [C]. ELT Journal 54,

2000, 2, P150

4(裴正薇. 音乐智力对英语听说的影响 [J]. 西安外国语学院学报，2004年第12卷，第3 期，P37

5(石兰. 英语口语节奏分析 [J]. 江苏教育学院学报(社会科学版)，2001年第17卷，第3 期，P89

6(苏玉洁. 英文歌曲教学与英语口语的提高 [J]. 温州师范学院学报，2003年24卷，第3期，P89

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7(Alan Duan 如何有效地学习英语口语 [J]. 新东方英语， 2005，6，P40

8(朱华明. 百唱不厌英文歌曲 [M]. 四川人民出版社， 1998，P157

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