PAGE10PAGE1OntheApplicationofEnglishSongsinPrimarySchoolTeaching英文歌曲在中學(xué)教學(xué)中的應(yīng)用AcknowledgementsIwouldliketotakethisopportunitytoexpressmygratitudetoallthepeoplewhohaveeverhelpedmeinthispaper.MydeepestgratitudegoesfirstandforemosttoMs.Ma,mysupervisor,forherconstantencouragementandguidance.Shehaswalkedmethroughallthestagesofthewritingofthisthesis.Withoutherconsistentandilluminatinginstruction,thisthesiscouldnothavereacheditspresentform.Second,IwouldliketoexpressmyheartfeltgratitudetoMr.Lee,wholedmeintotheworldoftranslation,itismyhonortobenefitfromhispersonalityanddiligence,whichIwilltreasuremywholelife.Iamalsoextremelygratefultoallmyfriendsandclassmateswhohavekindlyprovidedmeassistanceandcompanionshipinthecourseofpreparingthispaper.Inaddition,manythanksgotomyfamilyfortheirunfailingloveandunwaveringsupport.Finally,Iamreallygratefultoallthosewhodevotemuchtimetoreadingthisthesisandgivememuchadvice,whichwillbenefitmeinmylaterstuPAGE11AbstractThetaskforEnglishcurriculumistostimulateinterestinginEnglishlearning.Inordertoachievethegoal,manyexpertsdomucheffort,thisarticlediscussestheEnglishsongstobeusedasaneffectiveandtheoreticalteachingaids,firsttointroducethemanypositiveroles,andhowtoapplyinlanguagelearning,suchaslistening,speaking,reading,writingskills，thentoshowEnglishsongshelpcultivatethestudents’enthusiasm,learningeffectandfun.Intheend,introducehowtoselectandchooseasonginEnglishteachingasasupplementaryteaching,andwhatshouldbeattention.TheresultsshowedthatEnglishsongs,ifskillfullyappliedtoEnglishteaching,canbeusedasateachingaidinEnglishteaching.ItcannotonlycanimprovethequalityofEnglishteachingandhavethepurposeofeducatingstudents,butalsocanstimulatestudentstolearnEnglishwithfun.Keywords:Englishteaching;Englishsongs;languagelearning;fun;principles摘要英語課堂任務(wù)是激發(fā)學(xué)生學(xué)習(xí)英語興趣，為了實(shí)現(xiàn)這一目標(biāo)，許多專家做了很多努力，本文從英語歌曲被用作一種有效的教學(xué)輔助的理論依據(jù)入手，介紹其被運(yùn)用的諸多積極作用,以及如何正確運(yùn)用在語言學(xué)習(xí)（聽說讀寫）技能上，然后介紹其對(duì)培養(yǎng)學(xué)生的積極性、學(xué)習(xí)效果、文化意識(shí)、培養(yǎng)樂趣等的幫助，最后介紹英文歌曲作為輔助教學(xué)如何選擇，以及選擇英文歌曲教學(xué)的注意事項(xiàng)進(jìn)行初步探討。其結(jié)果表明，英文歌曲是可以作為一種教學(xué)輔助手段應(yīng)用到英語教學(xué)中的。英文歌曲如果巧妙地運(yùn)用到英語教學(xué)中，不僅可以提高英語教學(xué)質(zhì)量，還具有育人的目的，更為重要的是它能激發(fā)學(xué)生學(xué)習(xí)英語的無限樂趣。關(guān)鍵詞:英語教學(xué)；英文歌曲；語言學(xué)習(xí)；樂趣；原則ContentsAbstract……………………..……...………..……….i摘要…….………………..……iiⅠ.Introduction1Ⅱ.TheFeasibilityofApplyingEnglishSongs……..….………...………………..22.1OntheMeetofStudent’sPsychologicalCharacteristics………...……...……22.2OntheMeetoftheStudent’sCognitiveRules….……………..…………22.3OntheMeetoftheTeachingTheory….22.4OntheMeetoftheLinkingbetweenLanguageandMusic……………..……………….…..2Ⅲ.TheFunctionofEnglishSongs…………...…………...……..…43.1StimulatingEnthusiasmforEnglishLearning………….……………...…43.2StrengtheningCulturalAwarenessforEnglishLearning……………..……………….…43.3DiggingtheMoralFactorstoEducateStudents………………...…………53.4CultivatingFunforEnglishLearning………...………….…...5Ⅳ.TheEnglishSongsinTeachingtheBasicSkills74.1TheApplicationofEnglishSongsinListening……………...…………74.2TheApplicationofEnglishSongsinSpeaking…………...…….84.3TheApplicationofEnglishSongsinReading.……..…84.4TheApplicationofEnglishSongsinWriting…………...………….…….…..8Ⅴ.ThePrincipleofSelectingEnglishSongs………..…………………..……95.1FortheStudentsinDifferentGrades……………….…….………………..…95.2FortheStudentsinDifferentLearningStages…………...…………….…...10Ⅵ.TheAttentionPaidonSelectingEnglishSongs………...…..………………..12Ⅶ.Conclusion…………….…………….……….13Bibliography………...…………………….………14OntheApplicationofEnglishSongsinPrimarySchoolTeachingⅠ.IntroductionInNewEnglishCurriculumStandard,thetaskforEnglishcurriculumisdescribedlikethis:…tolearnsoastobuildtheconfidenceinEnglishlearning.Thepresentstudytriestoachievethisgoal,whichmaybeofhelptoimprovethequalityofEnglishteaching.Howcanwehelpstudentslearninsuchachallengingsituation?Schoolsarecrucialtostudents’learning.However,toomanyofthemfocusstudents’mostattentionongrammaticalstructures,andpracticeinisolation.TeachinginsuchawaycannotleadstudentstodevelopinterestinlearningEnglish.Thesephenomenainlanguageclassattractmoreattentionfromeducatorshomeandabroadrecently.Itisquiteimportantforateachertoselectsuitableapproachestoteachtheprimarylearners.BringincreativeideasandimplementingtheminEFLclassroomcanmotivatestudentsandmaketeachingmorefun.IthasbeenfoundthatoneappropriatestrategytoencouragelanguageacquisitionisusingEnglishsongs.Manyscholarsagreedthatsongsinthelanguageclassroomhavebeenconsideredabetterwaytoarousetheinterestofthechildren,itcancreatealearningenvironmentandstrengthenlisteningcomprehension,speaking,reading,andwritingskills.What’smore,itcanexpandculturalknowledge.SodotheEnglishteachers.Moreandmoreteachersbegintocarryoutthismethod.Theyhaverealizeditsadvantages:theabilitytocapturestudents’attentionandlowerstudentsstress.Inrecentyears,theresearchofEnglishsongsinEnglishteachingofprimaryschoolhasgotachievements,butthereisstillroomforimprovements,forexample,thearticletaketheadvantageofEnglishsongstopromoteEnglishteaching,writtenbyChenYiqing,onlyexploreshowEnglishsongsappliedinphoneticskills,listeningskills,lexicalskills,translationskills.ThispaperanalysesthefeasibilityofEnglishsongsappliedinprimaryschoolintermsofstudents’psychologicalcharacteristicsandcognitiverules,discusestheimportanceandsignificanceofEnglishsongsinEnglishteachingofprimaryschool,exploresthefunctionofapplyingEnglishsongsinprimaryschool,showshowtoapplythemindifferentskillsanddifferentgrades,pointsouttheattentionshouldbepaidonthesongsselectionforEnglishteachers.Ⅱ.TheFeasibilityofApplyingEnglishSongs2.1OntheMeetofStudents’PsychologicalCharacteristicsThepsychologicalcharacteristicsofstudentsarethetransitionfromthethinkinginimagestoabstractthinking,theyarereliesoneachother.([4]HuRong,1998:116-117).ThestudentsliketomemorizeEnglishwordswithvisualwaybutnotdirectway.Otherwisecanstudentslearnwithhighspirit?WhileusingsongsinEnglishteachingmethods,youshouldcombinethelanguagewiththesituation,andcreatevividandlivelyatmosphereintheclassroomlearning,thenthestudentswillreceivepleasuremood.Atthesametime,morelearningpsychologydrivingforcewillbemotivated,andthebrainisfullofvigorandvitality,ifachievethese,can’tstudentslearnEnglishwell?2.2OntheMeetoftheStudent’sCognitiveRulesTheprogressofstudentgetknowledgeisfromperceptualknowledgetotherationalknowledge,([4]HuRong,1998:P211),andputtingtheEnglishsongsintotheteachingisinlinewiththecognitionlawwhichisfromperceptioncognitiontocomprehensioncognition.Thesongsputtheknowledgeintotheinterestinglyrics,soitcombinestheabstract/concreteknowledgeandfuntogether.Thenbuildabridgefromperceptualknowledgetorationalknowledgewiththemelodiesforstudents,sothestudentswillmaintainahighmoraleandastronginterest;Finally,theywilldeepenunderstandingandstrengthenthecontentintheprocessoflisteningorsingingEnglishsongs.2.3OntheMeetoftheTeachingTheoryLozanosuggeststhatwhenwearecomfortabletoimmerseyourselfinmusicorsongs,ourbodywillbeconductedsimultaneouslywithalargenumberofphysicalandmentalactivities.([5]XieJingrong,2008:70-72).Atthistime,thementalstateisforming,andthecreativityisacting,thentheknowledgelearnednowcanbememorizedparticularlydeepandlasting.Thetest’sresultsshowedthatteachingaccompaniedbymusicismoreeffectivethannomusictoteaching,whichtherateis2.17-2.50timeshigh,sowecanseemusichasanimportanteffectforlanguagelearning.2.4OntheMeetoftheLinkingbetweenLanguageandMusicThemostfascinatingofhumanlanguageisnothingbutmusic.Languageproductionoriginatesfromthemusicandrhythmsinthelaborprocess,theyhaveanaturallinkedintrinsically.Languagehasrhythm,sodosethemusic.([6]SongJinyan,2000:178).TherhythmofEnglishplaysasimilarbeatwithmusic.Musicbeatsinalternatinglightandheavybeats,eachbeathasanequallengthoftime,andthecycleappearsregularly.Inordertochangeandgetrichinmelody,therhythmofasongisoftenchangeable.Ifthetextfitswiththemusicperfectly,nomatterhowtheychangetheoriginallanguage,itwillstillbebasicallyconsistentwiththerhythm.Inaddition,theskillsofsingingandspeakingarecloselylinked;theyhavethesamephysiologicalbasis.Namely,peoplearealsosingingwithlung,larynx,vocalcords,pharynx,oralcavity,mouth,tongueandotherspeakingorgans;Ontheotherhand,musicandlanguagehasthesameintrinsiccharacteristics,suchaspitch(tone),volume,stress,intonation,rhythm,pause,re-read.Therefore,theroleofmusicinpromotingEnglishteachingcannotbeignored.Ⅲ.TheFunctionofEnglishSongsEnglishsongscannotonlyimproveourlevelofEnglish,butevenhelpstudentsformanenthusiasmandintereststowardsEnglishlearning,inaddition,therearesomeculturalelementsandmoralefactorsconveyedbythesongs,theycanpresentavividforeignpicturetostudents,theycaneducatethemwiththelyricsitshowtostudents,too.3.1StimulatingEnthusiasmforEnglishLearningIntheInternationalMusicTherapyConference,awell-knownAmericanmusictherapyexpert,JiLanderSisterspointedoutthatthesongsmelody,rhythmandtonecantriggeremotionalresponsethroughthebrain,andcanaffectthephysiologicalstatefurther,iftheyknewhowtocontrolthereactionprocess,thencanrelaxeffectively.([7]LiMin,1994:P168).Thecharmofmusicisendless.Whenstudentsfeelthemusic,thebodycellscanrelaxatthesametime,thenanxietywasreduced,theinterestwasincreased.Changingfromapassivelisteningtoactivelistening,Englishlisteningisnolongertasteless.Sotheabilityoflisteningcomprehensioncanbeenhancednaturally.3.2StrengtheningCulturalAwarenessforEnglishLearningLanguageisinseparablefromculture.Cultureisrelyingonlanguageandtherelationshipbetweenthemisveryclose.Ifwereallywanttolearnalanguage,wemustbefamiliarwiththelanguageandculturalbackgroundknowledge.Songsoftenreflecttheaspirationsofanationandpeople’semotions,itcanshowdifferenttimesanddifferentgeographicalculturalstyles.StudentsincreasetheirknowledgeofBritishorAmericancountriesandculturalbackgroundbyEnglishsongs,becauseitinvolvesknowledgeoflanguageandculture,theycanreducetheobstacleswhichwerebroughtbythelackofknowledgebackground,andthentheEnglishthinkingcanbecultivated.Languageisthecarrierofculture.Thewesterncultureisanecessaryconditionforlanguagelearning.([8]HuZhuanglin,1998:267).ItisdifficulttoimaginethepeoplewhoevendidnotknowwhattheMITisandwheretheBritishcapitaliscanlearnEnglishwell.Becausetheydidnotknowthewestculturaltaboos,whendealingwithforeigners,theembarrassmentoccurredtobothsides.LearningwesternculturehasbecomeoneoftheelementstotestthestudentsEnglishlanguageproficiency.Asthedifferenttimespeoplewillcreatedifferentsongs,whilereflectedinthecontentswhichwerelinkedwiththeirbackgroundsclosely,sowhenyouteachculturebysongsis,afterall,agoodway.Forexample,inthe1960s,theAmericanyoungpeoplewerecalled“LostGeneration”,andtheconfusedstateofmindcanbeseenfromalotofsongs.3.3DiggingtheMoralFactorstoEducateStudentsThepresentstatusofEnglisheducationispayingattentiontomoraleducationinourcountry.Since1990,educationproposedthegoal“strengtheningthefoundation,cultivatingthecapacity,developingtheirpersonality,improvingacomprehensivehighquality”,whichstartsfromtheexamination-orientededucationtoquality-orientededucation,inordertoguidestudentstoestablishacorrectoutlookonlifeanddeveloptheirloftyspiritualrealmandperfectmoralcharacter,whilethelyricsofEnglishsongsareclassicandwiththought-provokingwords,it’shelpfulforeducationtoprimaryschoolstudents,studentswillknowhowtodealwiththethingsurroundedthem.（[9]YuZhengjing,1999:P301）.AugustHouseAudiooftheUnitedStatespublishedTheAnimalsCouldTalkisbasedonAesop’sFables.Itsingsstorieswiththeformofsongs,notonlyunique,butalsoeasytoaccept.Inthetwopots,thecopperpothasadialoguewithajar;itrevealsthetruthhowtobeamanandhowtodefendaman.Thestudentswillnotforgetwiththerhymesoflyrics.Twopotsfloateddowntheriveroneday,Onewasmadeofbrassandtheotherwasclay,Asthepotswentbyrockyrapidsinthewater,Thebrasspotsaid“staysclosetome,Myshinysidesarestrongwhileyourclaysidesarefragile,I’llprotectyoufromthoserockswesee.”“Stayback!”saidtheclaypot,tillwereachcalmwater.You’reasdangerousasthoserockswesee,Yourbestofintentionsarekind,myfriend,Butkeepasafedistancefromme.Youcanprotectmebothfrombreakingonthoserocks,Yoursidesarestrong,that’strue,Buthowcanyouguaranteethatyoucanprotectmefrombumpingintoyou.Thethoughtsetsinthetextcondensatesinthesoundofacoustic,thetextskillsinmusic.Theroleofthissongiseducationalwithentertainment.3.4CultivatingFunforEnglishLearningAllgoodteachingrestspartlyontheabilitytoattractthelearner’sattention.([3]Raffini,J.P,1996).Englishsongsimmediatelydrawthelearner’sinterestandattention.Asidefromthis,theteachersenjoyedthelessons,theyhadfun,too.EnglishsongsprovideawaythatisfreeandemotionallywelcomingforchildrentolearnEnglish.Exceptfortheobviousappealwhichsongshavingforchildren,Englishsongscouldbeenjoyedinthewholesocialgroupsettings,andcreatestrongemotionalbondsbetweenstudentsandteachers.Theseexperiencescanpaintabeautifulpictureofschoolforyounglearners.Englishsongshavemagicappealforstudents.Seeminglyeffortlessly,theywilllearnmultipleversesofcomplicatedsongs.Tirelessly,theywillsingtheirfavoriteonesoverandoveragain.TherearemanywaystoteachEnglish,butEnglishsongsprovidesuchajoyful,inspiringwayforchildrentolearn.Ⅳ.TheEnglishSongsinTeachingBasicSkillsTherearefourbasicskillsoflanguageintermsofourEnglishlearners:theyarelistening,speaking,readingandwriting.WhilelearningEnglishsongscanhelpyouimprovethebasicskills,itcanbeexplainedasfollowing.4.1TheApplicationofEnglishSongsinListeningListeningisoneoftheprerequisiteandbasisforlinguisticcommunication.Therefore,strengtheningthelisteningtraininghasbecomethemostimportantpartoflearningEnglish.Ithasshownthatthepsychologicalbarrierisarisenbecauseoftoomuchtension,fear,anxietywhenstudentsdotrainingoflisteningcomprehension,ashearingacomplexanddynamicprocess,itismomentaryandnoroomforduplication.([2]Harmer’J,2000).EnglishSongshasthecharacterofeasy-listeningmelodiesandbeautifulrhythm,itcaneasethetensionofstudentsandstimulatethemtheinterestoflistening.Peoplewereexcitedandunderstanditeasily,sointerestsandconfidencewerearoused,whenit’shardtounderstand,theconfidencewaslost,resultinginanxietyandpanic.Thenthegraspoftheentirehearingwilllose.Thusteachershouldcreatearelaxedandenjoyableenvironmentforstudents.①Dictationoflyrics.Someshorter,gentlerrhythmsofthesongsorparagraphcanbeusedforentiredictation.Songsareplayedthreetimes,anddoitingroupstoseewhichgroupsdothebest.Themoretheydothemoresenseoflanguagetheywillbedeveloped.ForExampleEdelweiss’sBigBigWorldcanbeusedasdictationtrack.②Listeningoflyrics.Whenplayingmusic,thelyricscanbeshowedforstudent,butyoucandredgesomekeywordsemergingintheparagraph,andthenaskthestudentstolistenthreetimestocompletethemissingwords,phrases.Forexample:NeverHadaDreamComeTrue:Everybodygotsomethingtheyhadtoleave().Onefromyesterdaythatjustseemsto()withtime.There’snouseor()wondering.③Theorderoflyrics.Providinglyricstostudentswhileplayingmusic,butthelyricsarenotintherightorder,whichcanbeasentenceorwords,askstudentstosort.④Understandingthegeneralidea,judgingtrueorfalse.Askthemtounderstandthemusicgeneralideaafterseveraltimesrepeatingeffect,andmakesuretheyareabletomakeaTrueorFalse.Forexample,accordingtotheSeasonintheSun,teacherscangivetheT/Fquestions:(Howmanypeoplewerementionedinthesong?Andwho?Howdoyouunderstandthewords“theblacksheep”?).4.2TheApplicationofEnglishSongsinSpeakingEnglishandChineselanguagesarenotonlydifferentinstructureandexpression,butalsoinvoiceandtone.Theybelongtodifferentfamiliesoflanguages.EventheChinesepeoplehaveacorrectexpression,however,theforeignersdonotfeelauthenticandnature,andthevoiceortonearenotintherightplace,soit’sanimportanttasktotrainstudentsinagoodvoiceandtoneinprimaryandsecondarystage.FluentandclearspokenEnglishisbasedongoodvoice,whilesimplevoicetrainingmakesstudentsboring.Therefore,teachersshouldletthestudentstojointhemeaningfulinteractionactivitiesasmuchaspossible;besides,teachersshouldcultivatethestudents'interestsofEnglish-speaking.Songs,whicharealsocoveredbyartformsofpoetryandmusic,theyaregivenawealthofcontent,artisticandsymbolicsignificance,sosongscanstimulatethepositiveaccumulationoflanguagelearning.TherearealargenumberofauthenticspokenwordsinEnglishsongs;theyareclear,popularandeasytounderstand.Forexample,Wanna=wantto;Gonna=goingto;Ain’t=amnotorarenot;Cause=because;Gotta=gotto.ThesewordscanhelpusgraspEnglishwell,sothatexpressionofEnglishisfluent,rich,andmoresenseofthetimes.4.3TheApplicationofEnglishSongsinReadingEnglishlyricscanbeusedasreadingmaterials.Accordingtothecontentsofthesongs,youcanaskthestudentstogiveaconclusiontothegeneralidea,ortodesignmultiple-choicequestionsforthem.Asthesongsareshort,itcannotonlyarisestudents’interestinreading,butalsotrainthestudents’readingskills.InlisteningtothesongFatherandSon,using“know,old,tomorrow”;“down,now”;“away,sanely”;“fault,talk”thesefourpairsofwordstoconsolidateandcorrectthesamepairspronunciation.Forexample,thesongKillyour’wndespair,“your’wn”isliaison,allowingstudentstoappreciateandfollowit,thentocultivateEnglishlanguagesense.4.4TheApplicationofEnglishSongsinWritingAsongwithbeautifultunesalsocontainsarichcontent.Peoplewhooftenlistentosongswillfindthatitcontainsalmostalloflife.Teacherscanaskstudentstoprepareanexcerptofthis.Forthegoodwords,youshouldcollectintime,andthengiveaclassificationofthedescription.Everytimeyouhearasong,youcandothese;yourwritingwillbeexcellent.Ⅴ.ThePrincipleofSelectingEnglishSongs5.1FortheStudentsinDifferentGradesDependingonstudents’levelofknowledge,theteachershouldselecttheappropriateEnglishsongs.Thestudentsindifferentgradeswithdifferentlevelsofknowledge,thesongsyouchooseshouldnottooeasynorhardforthem.([10]EnglishWeekly,26th)Englishsongsarecolorfulteachingmaterials,studentswillingtoimitateoriginalsingers’songsandpracticepronunciation.Insomeschools,studentsinseventhgradearealmostjuststartlearningEnglish.Afterlearningalphabetsongs,letstudentstomastertheproperpronunciationofwordsandrulesofthelettercombinations’pronunciation,andthenhelpthemwiththecorrectwaytorememberEnglishwords.Therefore,youcanselectanumberofstrongrhythmicsongs,teachingstudentstosing.Suchas:Rain,Rain,GoAway.Whensingthelyrics“Rain,rain,goaway.Comeagainanotherday.Littlechildren,littlechildrenwanttoplay.Rain,rain,goaway.”Cansing“rain,away,again”,practice“ai”and“ay”pronounce[ei].AnothersongtheMoreWeGetTogether,theMerrierwe’llbe,thesongrepeatedwiththepronunciationof[e],itisemergedinthesewords:“get”,“together”,“merrier”,“friends”.Thesesongshavelivelyandcheerfulmelody,thelyricsareeasytosing,andstudentsarenotonlyeasytolearnthecorrectpronunciation,butalsorememberthenewwordsandthepronunciationoflettercombination.Eighth-gradestudentshavemasteredthemethodofmemorywordsbasically;anumberofsentencegrammar,theunderstandingandapplicationoftheirlearninghavebecomethestumblingblock.Therefore,it’shelpfulforteacherstotheselectandadoptssomeofthesongstohelpstudentsunderstandthegrammarandmemorizesentence.IftheHappyNewYearlyricsadoptthestructure:“what’reyoudoingnow”?“We’resinging,we’redancing,we’relaughing,andwe’rerunning”.Studentsareveryeasytorememberthetensestructure(bepluspresentparticiple),presentparticipleofthethreeforms(singsinging,dancedancing,runrunning)andinterrogativeforms.Singasongsingsthat“singasong,andyou’llbefine.Singasong,andyouwon’tbesad”.Studentscouldeasilymemorizethe“Dosomethingandyouwill/won’t...”thissentencestructure.Fromthemorewegettogetherthestudentshavelearned“themorewegettogether,themerrierwe’llbe”.Wealsoencouragestudentstocreatelyrics,sosomeofthestudentsalsoreadthelyricslikethis“themorewelearn,themoreideaswewillhave,thebetterwe’lldoit”.Fortheninth-gradestudents,theteacherisallowedtofocusonguidingthemtoappreciatethedifferentstylesofEnglishsongs.Ifyouwanttointroducetheculturalbackgroundandknowledgetoenablestudentstoappreciatethebeautifulmelodyintheexoticcultures,andhaveaspecificunderstandingtowardsEnglish.Becauseoflearninglotsofsongsunconsciously,students’Englishproficiencyofcrossingculturalcommunicationknowledgehavebeenupgrading,whichisexactlywhatwearelookingfor.Forexample,whenwelearnthetopicofwesternfestivals,wecansingthesongJingleBellswehavelearned,inordertoallowstudentstoexperiencethepleasuretoChristmas,althoughtherearenotJesusorSantaClaus,buttherearethesnow,sled,smallhorse-drawnvehicles,ringtones,andthepeopleimmersedinthethickChristmaswithendlessfun.Learnedthesong,youcanmoldthesentiment,understandsomeofthetraditionalcultureofthewestandexpandcross-culturalknowledge.Inlearningwhatkindofmusicdoyoulike?Wearelearningtosingawell-knownsonginAmericanCountryTakeMeHome,CountryRoads.“CountryRoad,takemehome”.Whatadeepandsincereloveofthevillagepeople’snostalgia.ThestudentsnotonlylearnedaboutthestyleofAmericancountrymusic,butalsoinspiredthemtolovehome,lovethemotherland.5.2FortheStudentsinDifferentLearningStagesAccordingtoneedsofdifferentstagesofteaching,youshouldchoosetherightEnglishsongs.BecauseeverystageofEnglishteachingplaysdifferentroles,sotheteachershouldchoosedifferentsongstoliveupthegoal.WhentheteacherplayEnglishsongsinpre-class,studentswillhavegoodfeelings.Ithelpsformalivelyclassroomatmospheretoenablestudentstostudyfullofenergyandimprovetheefficiencyoftheclassroom.([1]JimScrivener,2002).Someknowledgecanbereviewedthroughsongs,suchasthenameoftheweeksandmonths,wecansingTheDaysoftheWeekfromSundaytoSaturday.SingingTheMonthsoftheYear,studentscanreviewfromJanuarytoDecember.SingHead,Shoulders,KneesandToestoreviewallpartsofthebody’sname.Inthelead-instage,wecanalsoappreciatetherelevantsongs.WhilelearningTheSoundofMusic,youcanplayandlearntosingDo-Re-Misongtoarousethestudents’memoriesonthemovieofSoundofMusic,Marywhoseemsbyyourside,andwecannotonlyappreciateherlivelypersonality,butalsostirupthestudentsabetterunderstandinganddesiretothefilmandculturalbackground.Therefore,thestudentsofthetextdiscussionandstudyontheperformanceareveryactive,entertaining,whichmobilizethestudentstolearn.Inthestageofpresentingnewknowledge,suchastheteachingofpasttense,ItaughtthesongTennesseeWaltz.Itsings:“Iwaswaltzingwithmydarling,whenanoldfriendIhappenedtosee...Andwhiletheywerewaltzing;myfriendstolemysweetheartfromme”.Learntosingthesongthatcontainsthetenseofpast,studentslearntheusageof“when,while”,ithelpsstudentstounderstandthistense.IntheSunshineonMyShoulders,makeasageneralverbanduseavarietyofcausativeverbs,appearsseveraltimesinthissong:(Sunshineonmyshoulderscan)makemehappy,(Sunshineinmyeyescan)makemecry.(Sunshinealmostalways)makesmehigh.(I’dtellataleto)makeyousmile.(I’dsingasongto)makeyoufeelthisway.(I’d)makeawishforsunshine,subjunctivemoodandtheattributiveclausearethejuniorsecondaryleveltounderstand,thesongusedtwofoursubjunctivemoodandattributiveclause,“IfIhadadaythatIcouldgiveyou,I’dgiveyouadayjustliketoday.IfIhadasongthatIcouldsingforyou,I’dsingasongtomakeyoufeelthisway.IfIhadatalethatIcouldtellyou,I’dtellatalesuretomakeyousmile.IfIhadawishthatIcouldwishyou,I’dmakeawishforsunshineallthewhile.”Thissongputthecomplexityonthesubjunctivemoodandtheattributiveclause;it’seasytounderstandinauthenticlanguageenvironment