三、英語(yǔ)歌曲資源在英語(yǔ)教學(xué)中的具體運(yùn)用 一、 運(yùn)用歌曲，渲染情境 高中英語(yǔ)課本中許多文章雖貼近學(xué)生生活，選材多樣，知識(shí)性和趣味性并重，但學(xué)生因沒有親臨其境，感受不深，所以讀來甚感枯燥。如果在教學(xué)中適當(dāng)?shù)亟柚枨嫱小秩菊n文內(nèi)容，不僅能讓學(xué)生得到美的享受，還有助于學(xué)生對(duì)課文的理解。如教《Making Friends》這課，在以小對(duì)話的形式呈現(xiàn)課文內(nèi)容時(shí)，選擇“auld lang syne (友誼地久天長(zhǎng))” 作為語(yǔ)言描述情境時(shí)的配樂曲。隨著音樂的旋律，同學(xué)們被深深地吸引住了，仿佛看到人們?yōu)橛颜x或舉杯或?yàn)I的情景。既陶冶了情操，把學(xué)生帶入美的意境，又啟發(fā)學(xué)生進(jìn)行美的想象，讓學(xué)生受到美的熏陶，還加深了對(duì)文章的理解。再如“Moon Light”一文，靜心傾聽貝多芬的月光曲那幽雅而激昂的旋律，學(xué)生沉浸在三幅畫面所描述的意境里，更加深刻地理解了課文內(nèi)容。 二、 運(yùn)用歌曲，學(xué)記單詞 越是英語(yǔ)學(xué)不好的學(xué)生越怕記單詞，也越記不住單詞。通過唱英語(yǔ)歌曲,易于激發(fā)學(xué)生的情緒和想象力,在無(wú)意識(shí)狀態(tài)下可以收獲較好的教學(xué)效果。也因此避免了學(xué)生在學(xué)習(xí)和記憶語(yǔ)匯時(shí)感到枯燥乏味。如在教天氣 fine, cloudy, windy, snowy, rainy, foggy, typhoon, storm等單詞時(shí)，我先教歌曲“How is the weather?” 歌曲那輕松而又愉快的節(jié)奏深深地吸引了學(xué)生，同時(shí)用自制的一些圖片展示與歌詞匹配的天氣，就這樣，不知不覺中，學(xué)生就掌握了這些單詞的發(fā)音。在此基礎(chǔ)上，學(xué)習(xí)這些單詞就容易多了。 三、 運(yùn)用歌曲，學(xué)習(xí)語(yǔ)音 語(yǔ)音教學(xué)是英語(yǔ)教學(xué)的一個(gè)重要方面。通過語(yǔ)音教學(xué)，學(xué)生不但可以正確發(fā)出新學(xué)語(yǔ)種的語(yǔ)音，而且可以進(jìn)行言語(yǔ)交際。如在教學(xué)生元音字母“o”的發(fā)音時(shí)，可以利用以語(yǔ)音為內(nèi)容的歌曲。 Who stole the cookies from the cookie jar? Cindy stole the cookies from the cookie jar? Who me? Yes, you! Not me! Then who? Linda stole the cookies from the cookie jar? Yes, you! Not me! Then who? Sally stole the cookies from the cookie jar? Yes, you! Not me! Then who? 四、運(yùn)用歌曲，學(xué)習(xí)語(yǔ)法 英文教學(xué)中語(yǔ)法是難點(diǎn)，在教學(xué)中，運(yùn)用歌曲輔助句型教學(xué)，使之與句型教學(xué)互相補(bǔ)充，互相促進(jìn)，兩者密切結(jié)合。在句型操練的基礎(chǔ)上進(jìn)而學(xué)習(xí)詞法和句法，在學(xué)習(xí)詞法和句法時(shí)，又借助句型操練，變語(yǔ)法知識(shí)為運(yùn)用英語(yǔ)的能力。如我在教虛擬語(yǔ)氣時(shí)，我先教“If I were you”這首歌，讓學(xué)生先初步了解由if引導(dǎo)的真實(shí)條件句和非真實(shí)條件句的區(qū)別，在這基礎(chǔ)上，再學(xué)習(xí)掌握虛擬語(yǔ)氣。用學(xué)唱英語(yǔ)歌的方法，介紹和引入新句型。通過唱歌激發(fā)興趣，使學(xué)生在歡樂的氣氛中學(xué)習(xí)新知識(shí)，容易取得良好的效果。 五、課堂實(shí)例 Song Activity: Candles in the wind Goodbye Norma Jean Though I never knew you at all You had the grace to hold yourself While those around you crawled They crawled out of the woodwork And they whispered into your brain They set you on the treadmill And they made you change your name
And it seems to me you lived your life Like a candle in the wind Never knowing who to cling to When the rain set in And I would have liked to have known you But I was just a kid Your candle burned out long before Your legend ever did
Loneliness was tough The toughest role you ever played Hollywood created a superstar And pain was the price you paid Even when you died Oh the press still hounded you All the papers had to say Was that Marilyn was found in the nude
Goodbye Norma Jean From the young man in the 22nd row Who sees you as something as more than sexual More than just our Marilyn Monroe I．What is a legend? II．Show a picture about Marilyn Monr III．Talk about for two minutes. IV. Show some words about American, Hollywood, sexy film star, movies, had an affair with John F Keneydey, mini-skirt, beautiful spot, died many years ago, 1960', actress, V．Give a piece of paper with 14 sentences about Marilyn Monroe. Judge the sentences true or false. VI. Listen and check. VII. Listen to a song, Candle in the wind sung by Elton John. 1) Introduction 2) Activity 3) Answer the questions. Who does he say goodbye to? Marilyn Monroe. What did Hollywood do to Marilyn Monroe? created a superstar and fame was the price. What does the expression "never knowing who to cling to when the rain set in? rain-----sophisticated political or other pressurecling----the way to go What would Elton John have liked? Had the grace to hold yourself while those around you fall. Loneliness. Was she just sexy? No. "Your candle burned out long before your legend ever did" What does this mean? It means your life is ended up. But your legend is spread everywhere around the world. VIII. Comments Songs are also helpful for reading comprehension and some other areas. IX. Sum-up 六、運(yùn)用歌曲要適度 音樂節(jié)奏智力較強(qiáng)的學(xué)生通常是pop music, rock and roll的愛好者,他們能毫不費(fèi)勁地學(xué)會(huì)多首流行歌曲和熟記歌詞,象泰坦尼克號(hào)主題歌My heart will go on forever. 等等,會(huì)經(jīng)常在耳畔回響.教師也可引導(dǎo)他們?nèi)ニ褜ひ恍┡c課堂題材相關(guān)的歌曲,在課上與大家共賞,教師還可創(chuàng)造他們?cè)诖蠹颐媲案吒枰磺臋C(jī)會(huì).英語(yǔ)教師可搞一種每周一歌的嘗試,即通過課間,中午休息時(shí)間放英文歌曲,爭(zhēng)取讓大家每周學(xué)一首英文歌,適時(shí)地搞一點(diǎn)英文歌比賽以活躍英語(yǔ)學(xué)習(xí)的氣氛,而音樂智能較強(qiáng)的學(xué)生自然成為此類活動(dòng)中的主角。 實(shí)踐證明，音樂在英語(yǔ)課中的運(yùn)用，是寓教于樂的好形式，也是提高英語(yǔ)課教學(xué)實(shí)效的有效途徑。但要注意，選擇歌曲要根據(jù)教學(xué)目的來確定；應(yīng)結(jié)合教學(xué)內(nèi)容和歌曲內(nèi)容，設(shè)計(jì)問題讓學(xué)生思考或討論；課堂上運(yùn)用歌曲的數(shù)量不要過多，防止把英語(yǔ)課變?yōu)橐魳氛n。
參考文獻(xiàn)： １．《高中英語(yǔ)課程標(biāo)準(zhǔn)》 ２．宋金燕.以歌為伴學(xué)英語(yǔ)[J].英語(yǔ)周報(bào)（小學(xué)初中教師版），2001.5.16 ３．趙文輝.英語(yǔ)語(yǔ)音教學(xué)新探[J].外語(yǔ)電化教學(xué),2002(2). ４．Linda Campbell, Bruce Campbell, Dee Dickinson. Teaching and Learning Through MultipleIntelligence(多元智能教與學(xué)的策略)[M].北京:中國(guó)輕工業(yè)出版社,2001 ５．蘇玉潔. To Improve Students' Oral English by Teaching English Songs.溫州師范學(xué)院學(xué)報(bào),2003(3).
