英语教学英文论文

英语教学英文论文（通用8篇）

英语教学英文论文 篇1

In my opinion, teachers have more influence on students, because it is teachers who have the knowledge, which plays an important part in personal development of students. For example, Socrates uses questioning and his dialectic way of thinking to inspire his students to think independently. It is hard to imagine the achievement of Plato would be like if Socrates were a mere snob who braggers about the abundant knowledge he possesses rather than enlighten Plato’s critical thinking aptitude. On the other hand, the classmates of the same age cannot offer better understanding of the world to one and another, and therefore, it is impossible to replace teachers’ function in the pass-on of knowledge.

英语教学英文论文 篇2

关键词：英文歌曲,优势,中学英语学习

I.Introduction

In middle schools, how to arouse the learners’interests to learn English has been a big problem for the teachers as well as for the students.In order to deal with this problem, teachers have to explore ways to arouse the learners’interest in English teaching.In recent years, many educators do lots of experimental study on English songs Wherever on developing learners’ability or psychology, they realize the importance of English songs.Compared with past teaching methods, we can understand the value of the English songs.Songs may take up the whole class period instead of old ways.English songs can be used not only for purposeful language practice, but also for motivating students interest and enhancing students’involvement in learning English.

II.The Advantage of Using English Songs in English Teaching

Arousing Students’Interest in Learning English

Einstein once said:“Interest is the best teacher”.The students wil not feel that learning is a burden if they are interested in studying, and they will put their hearts into learning actively.Arousing the interest of the students is the key to learn English well.English songs have the meaningful lyrics and beautiful tunes, which can arouse the interests of middle school students easily.It can promote the students to throw themselves into studying enthusiastically.It also can enrich the students knowledge, open the students’mind and make up for a weakness of intelligent development.

B.Improving Students’Ability in Pronunciation and Listening

Firstly, it is useful for pronunciation.There are syllables, word stress, intonation, sentence focus, linking, rhythm in English songs.On one hand, if we emphasize the correct syllable, it is easier for the students to understand the meaning of the song.For one instance, consonants such as I and R are difficult for some of the middle school students to distinguish and pronounce.However, if the stress is placed correctly, the students will probably understand the meaning from the songs even if the consonants are unclear.On the other hand, the word stress tells us, in some case, a word is a part of speech.There are many words which are nouns when the stress is on the first syllable and verbs when the stress is on the second syllable.For example, RE-cord is a noun, while re-CORD is a verb.In addition, intonation gives us important information about sentences.It tells us a lot about a speaker’s feeling or state of mind.In every sentence, most important syllables get the most emphasis.What’s more, it is necessary for English learners to find linking in the songs.When non-native speaks’English songs seems choppy, it is because they are not linking their words.Native speakers sometimes carry the sound at the end of a word over to the beginning of the next words.By element of English songs–syllables and words intonation sentence focus, and linking can better evaluate their own English pronunciation.

Secondly, English songs also can improve listening.Listening is one of the most challenging skills for our students to develop.Songs is the excellent way for training listening.Our aim is to cultivate students all-round ability to use English, with the special attention paid to listening ability.Listening is traditional practice.As well known, the cultivation of listening in English is a slow, long-process, and anyone who wants to deal with the English language through the textbooks al the time, people cannot really learn English.Every day there is another exciting emergence of the music album, which makes the choice.We have a huge space, different styles, different rhythm, different singers songs in English so that we can be in the“Instruction in listening”.

Broadening Students’Knowledge of English Culture

English songs are an important part of foreign culture, but also daily lives are more exposed to one of the English language corpus Songs is a description of the media and cultural knowledge.English songs are integral part of foreign cultural and an important embodiment If the teachers make songs described as a medium of cultura knowledge, it’s sure that students can be refreshed.And such a vivid way of learning is more close to life and easier to arouse the enthusiasm of students, but also more acceptable.

Increasing Students’Memory of English

Now, more and more scientists find that benefit of songs, which can increase human’s memory.In a song, there are many sentences which contain many words, and those words form into some of images with a specific sentence, which will make people have a good memory Then we will bring attention to the memory of the above sentences, you will find that you can write it down naturally.It is proved by the fac that most people can still remember the lines to their favorite primary school even after 20 or 30 years.Newham (1995-1996) suggests that the patterns produced through rhyme are known to aid memory and enhance language learning.He states that, “the primarily righ hemisphere-oriented process of music making can enhance the process of language acquisition and memory which place demands upon the lef hemisphere”.Thus songs presumably enhance and stimulate memory because dual coding leads to deeper processing and better memory.

Waking up the Students’Aesthetic Ability As a teaching style, which resulted in the crossing of two

subjects, its content is myriad.As a new teaching viewpoint, it prefers to unite subject and object harmoniously.Feelings are bound them together and unite them to form one.The subjects are teachers and students.The subject’s sense of participation is a key factor in class.Therefore, the class is carefully prepared for every student and full of resource.Language Teaching Humanities are responsible for training the students to awaken students’sense of respect to humanity and the people’s own sense of dignity.Such as:Hallelujah at the beginning of the piano is very shocking, singer Rufus Wainwright clear, and mellow voice, and its high-bass kind of comfortable with the transformation to the students to make sense of the soul to be promoted.“It’s not a cry you can hear at night.It’s not somebody who’s seen the light.It’s a cold and it’s a broken Hallelujah”.What a stirring lyrics!Thus, education is not the people have become trivial, but should respect people’s feeling of a sense of people’s souls become more noble.

Reviewing Knowledge

In learning in general in the future tense, the teacher can choose Boyz II Men to sing I Will Get There very rhythm of the song to enable students to appreciate at the same time review the tenses studied.Learning subjunctive mood, we can allow students to appreciate the song If I Never Knew You.In introducing some American slang, such as:What’cha=What have you, what do you, what are you gonna=going to, etc, can allow students to appreciate the song:I’m Gonna Get You Good.The lyrics are getcha=get you, wantcha=want you, betcha=bet you or you bet, wanna=want to slang and so on.Understanding these informal English language learners is not without a benefit.

ⅢConclusion

英文电影对英文教学的辅助作用 篇3

关键词：英文电影 英文教学 学生

一、导论

高中英语教学结构和模式随着素质教育的实施而发生了翻天覆地的变化。培养学生学习英语，重中之重是学生能用所学的语言进行交际，促进学生全面发展。不仅是对书本知识的学习，而且是对语言实践的学习。老师要从实际出发，探索适合学生学习英语的最佳途径。在学生学习英语的过程中，畏难厌学情绪是导致学生英语成绩不好，不会运用英语的原因之一。为了帮助学生克服学习英语的困难，老师可使用循序渐进的方式来改善该问题。解决方法之一就是通过英文电影教学来辅助英文教学。英文电影辅助教学的过程中，充分利用了教学设备，如多媒体等，还原学生视听说的真实情境，加强对学生感官的刺激，充分调动学生兴趣，加强学生对英语的记忆能力。让学生在纯正的英语文化的熏陶下学习英语，扩大英语知识面，为将来的发展打下坚实的基础。

二、英文电影对英文教学的辅助作用

英文电影对英文教学的辅助作用非常之多，比如可以激发学生学习英语，提高学生英语成绩，让学生了解西方文化等。

（一）激发学生学习英语

英文电影题材丰富，情节引人入胜，优美的背景音乐。这都是学生的注意力所在。不论是《哈利波特》还是《阿凡达》，学生都能感受到，英语其实无时无刻不在我们身边。我们学习的都是能够学以致用的知识，是密切联系日常生活的实事。老师在用英文电影辅助教学时，跟学生进一步探讨观后感等等，更增添了老师与学生的互动，使学生的学习动力进一步加强。精彩的电影对白，使学生不由自主地跟着模仿。

（二）提高英语成绩

学生在学习英语中，最头疼的就是听力，听力得分不高，也成了学生成绩不高的拦路虎。那么，英文电影中流畅地道的对白，是学生练习听力与模仿发音的最佳模范。观看电影的同时，学生会注意到影片中动听的经典歌曲。如果学生兴趣浓厚，学生可能会去下载该片音乐，课后反复播送，甚至传唱。如此一来，学生的英文水平自然就更进一步。从电影对白，电影原声中，既学到了听力，又学到了口语，这两种能力的加强，对于学生学习语法也是很有帮助的。通过对电影对白和电影原声的模仿，学生融入到英语的学习中，渐渐形成语感，考试的时候自然不用愁。

(三)了解西方文化

从英文电影中了解与中国文化迥异的文化特征，在学习语言的过程中自然而然地从英语立场出发感受其文化。只有先理解对方的文化，然后才会站在该角色的立场来感受其文化。电影反映的是一个国家和民族的社会文化和生活。电影涵盖生活的方方面面，反映了社会生活的各个环节。不同的电影都体现了不同时期文化的细微差异。从影片中，学生可以了解到国外文化的整体发展趋势，把握文化的差异，真真正正地理解并且自然地运用到英语中。

三、结论

电影以它完整的故事情节和优美动听的主题音乐能给大家带来美的享受，通过欣赏英文电影，激发学生学习英语的兴趣，从而提高学生英语学习成绩，乃至学生了解英语文化。这种英文电影对英文教学的辅助教学法不仅帮助学生更好地理解原声，而且能够促使学生参与学习活动，由被动学习英语转变为主动学习，与电影人物，与同学，与老师互动，学到地地道道的英语。因此，用英文电影安排教学活动是一种可以尝试的“愉快教学”的新模式。英语教学应该与时俱进，合理地与现代教育技术结合，用英文电影辅助英语教学，可以提高学生的英语学习兴趣，摆脱枯燥单调的学习模式，为语言学习开拓一条生动有趣的学习途径，这需要我们每一位教育教学工作者的积极探索。

参考文献：

1.鲁子问 康淑敏 英语教学方法与策略[Ｍ]. 华东师范大学出版社.2008，7，1

2.王笃勤 英语教学策略论 [Ｍ]. 外语教学与研究出版社.2002，5，1

英文教学游戏 篇4

参考用语：when i read loudly, you must read softly ,and when i read softly ,you must read loudly.玩法（2）：根据图片的高低来读，如果老师高高的举起图卡，幼儿就大声读，老师将图卡变低位置，幼儿声音就随之变小，也可不用图卡，根据老师手势的高低来读。

参考用语：when i raise the card,you speak loudly,when i put down the card,you speak in a low voice.2.follow me

玩法（1）：类似“鹦鹉学舌”，完全模仿老师，老师大声读，幼儿也大声读，老师变换音色，幼儿也同样模仿变换音色：老师边读边做动作，幼儿也照做。

参考用语：let’s play a reading game,you should to follow my voice and my action,let’s have a try.玩法（2）：老师读单词并用手势出示所读次数，幼儿根据老师读出的次数和手势，跟读相应的次数。参考用语：follow me ,when i read apple once,you will read apple.when i read apple apple ,you must read the word twice,you have to listen very carefully and count how many times i have read.玩法（3）:老师读单词，但不配手势，幼儿根据老师读出的次数跟读相应的次数。

参考用语：follow me ,when i read apple once ,you will read apple,when i read apple apple.you must read the word twice，you have to listen very carefully and count how many times i have read.3.what’s missing? 玩法：首先，将单词图贴在黑板上，或将实物摆放在地上，老师带幼儿复习一遍后，请幼儿闭上眼睛，将贴在黑板上的词卡或实物抽走一个，藏在黑色神秘袋中，再请幼儿睁开眼睛，看一看，猜出哪个图卡或实物不见了。如回答正确将图卡或实物暂时送给幼儿并及时给予表扬。

参考用语：let’s play a game.look ,what on the blackboard, close your eyes.Open you eyes,oh my dear, what’s missing ,i don’t know, who can help me ?

4.drive the train 玩法（1）：老师手持方向盘，当火车司机，玩开火车的游戏（可以伴有歌曲the wheels on the train），当火车开到任意幼儿面前停下时，表演所学单词的动作，让幼儿儿来猜，或提问，请幼儿回答，幼儿回答正确可以上火车，火车再开往下一位幼儿面前，继续游戏。

参考用语：hello,i am a driver of the train,ok ,let go , the wheels on the train, go round round round ,round and round.....Who am i ?mommy, great ,get on the train ,let’s go.玩法（2）：老师头戴大盖帽当司机，手拿方向盘做转动姿势，边装火车的声音边绕着幼儿慢慢走动，然后停下来问幼儿，想坐我的小火车吗？只要你能回答我的问题就可以坐火车啦，当幼儿回答正确后，就可以上火车并和老师一起唱歌一起开火车。

参考用语：look,i am a train driver,i can drive the rain ,ha ha ,oho wants to go by train?but you need to answer my question first, if your answer is right ,you can go by train.5.passing game 玩法（1）：老师将幼儿所学单词卡放入一个盒子中，听音乐玩游戏，当音乐响起时，幼儿一个接一个地传递盒子，当音乐一停，幼儿必须停下，这时手持盒子的幼儿，在盒子中抽出一张图卡进行练习（可以说单词，也可以练习句子），老师对回答正确的幼儿给予表扬。参考用语：let’s pass the magic box,ok? Pass on by one listen to the music.Stop aha,you can take out a card, who is he ?he’s daddy, yes,great,let’s go on.玩法（2）：老师让幼儿围成圈坐好，把卡交给第一个幼儿，再请另一位幼儿，到前面来蒙眼，并敲鼓，其他幼儿听着鼓声从第一位幼儿开始向下一个传递，鼓声停，手持图卡的幼儿就要念出单词或句子，再交换，游戏继续。参考用语：listen to the drum and pass the card,when the drum stops ,you must stop passing the cards.who get the cards must say the words loudly or answer my question loudly,are you ready?

6.one by one 玩法（1）：幼儿手拿单词卡片，在音乐的伴奏下，从一个幼儿的手中依次传给下一个幼儿。同时幼儿一定要大声朗读该单词卡片的内容。

参考用语：please pass the card one by one and tell us what it is when you are passing.are you ready?let’s begin.go!玩法（2）：一排幼儿中，第一个幼儿问第二个幼儿，请其回答，第二个幼儿再问第三个，以此类推，问答接龙。

参考用语：please answer my question first and then ask your neighbor the same question.7.puppet talks 玩法（1）：请幼儿闭上眼睛，老师布置小舞台来制造气氛，然后请幼儿睁开眼睛，并观看对话或短剧表演。表演者要装扮成手偶的声音。再让幼儿一起模仿表演。参考用语：everybody close your eyes.one two ,three ,open your eyes(开始表演）hello,i am midi,hello ,i am candy,how are you ,candy,i am fine,thank you.Read after me ,how are you ?i am fine ,thank you.8.London bridge 玩法（1）：请一位老师和幼儿手拉手高举起来当小桥，再请其它幼儿依次从小桥下经过，当唱到最后一句时，小桥落下，被套住的幼儿要说出单词，句子或回答老师提出的问题，之后继续游戏。参考用语：are you ready,let’s sing a song, London bridge is falling down............i catch you ,answer my question.9.TPR 玩法（1）：让幼儿上来听指令做动作。

参考用语：now ,listen to me ,when i say something,you must do the action, for example,when i say,sit down,you must sit down,when i say,cat,you must act like a cat.10.Simon says 玩法（1）：老师说单词或指令语，当老师在单词或指令语前加Simon says时，幼儿要做相应的动作，没有加时，幼儿就不用做动作，如，老师说Simon says ,come here时，幼儿就要走到老师跟前，如果老师只说了come here，幼儿就定着不动，幼儿可边做动作边说内容。参考用语：let’s play a game,listen to me carefully,when i say,.......玩法（2）：老师教孩子们读单词，句子及指令语，当老师在前面加simmon says则跟读，不加时可 以不用跟读

参考用语：let’s play a reading game,when i say Simon says.....,you must read after me ,when i say........you cant read,listen to me carefully,ok?

11.Two ups 玩法（1）：按座位顺序进行单词抢答比赛，每次两个幼儿同时站起来，抢答单词和句子，说得又对又快的幼儿为胜，继续和下一个幼儿比赛，输了的幼儿坐下。最后看看每个幼儿能打败几个对手，表扬打败对手多的幼儿。

玩法（2）：将幼儿分成两组，按座位顺序进行单词抢答比赛，每次两个幼儿同时站起来，抢答单词和句子，说得又对又快的幼儿为胜，站在原地等待，输了的幼儿坐下，然后，第二组的继续抢答，胜者站，输了的坐下，看哪组幼儿站着的最多，哪组胜利。

参考用语：you two answer ,you are out,sit down,you win ,go on please.12.Guessing game 玩法（1）：老师把实物放到袋子里，然后请幼儿猜出单词或实物，最先说对的幼儿胜出，可以取得实物或该单词卡，稍后还给老师。参考用语：what is in the bag?guess....玩法（2）：老师把实物放在黑色袋子里，然后请幼儿伸手进袋子触摸，根据感觉猜出实物并用英文说出来，说对的幼儿胜出，胜出的幼儿可以当小老师去问下一名幼儿。

参考用语：what is in the bag?use your hand to touch it.can you feel it?what is it?can you tell me? 玩法（3）：老师把let’s do 句子以身体动作的形式表现出来，让幼儿猜let’s do 的句子 参考用语：look at me ,what am i doing?can you tell me?

13.Touching game 玩法（1）：老师抟单词图卡摆放在地板上，幼儿分成3-4人小组进行游戏。每组幼儿手持小锤，听老师命令，当老师念到哪个词时，幼儿就快速地跟到图卡前，并用小锤子敲打，一边打一边大声说出来，看谁反应快，再换下一组幼儿游戏。

参考用语：are you ready?ok,let’s begin（全体幼儿大声读出命令中的单词）

14.Duck duck goose 玩法（1）：全体幼儿围成一个圈站好，老师手持单词卡，在圈外一个接一个的拍着幼儿的头走，同时，口中念Duck duck.....goose,当念到goose时，此幼儿要读出图卡上的内容，表扬答对的幼儿。参考用语：let’s play a game,let’s say duck duck goose,when you say goose,you must answer my question.玩法（2）：全体幼儿围成一圈站好，老师手持单词卡，在圈外一个接一个的拍着幼儿的头走，同时，口中念Duck duck.....goose,当念到goose时，老师把卡放在这名幼儿的身后，迅速沿圈跑回此幼儿的位置，这位幼儿要转身去追老师，如果能追到老师，并能说出图卡的单词，幼儿就赢了，否则先要说出单词卡内容，再扮成老师刚才的角色，继续游戏。

参考用语：let’s play a game,let’s say duck duck goose„„catch me ,if you catch me,answer the right question,you are win

15.Music chair 玩法（1）：请幼儿围成圆坐好，当音乐响起时，幼儿起立在教室里一边自由走动，一边唱歌，当音 乐停止时，幼儿与老师要尽快抢一把椅子坐下，请没有抢到椅子的幼儿出局并回答老师的问题，减少一把椅子，游戏继续，再慢慢减少椅子，直到最后只有一把椅子。

玩法（2）：老师在幼儿的面前放上五张椅子，排成一个圈，老师请六位幼儿来进行游戏（最好男生和女生各进行一轮）。当音乐响起时，幼儿们绕着排成圈的椅子走，当音乐停下时，6个幼儿开始抢椅子，并坐下，最后没有椅子的幼儿要回答老师的问题，再换另6名幼儿继续游戏。参考用语：ready,go(music),now ,stop stop,answer my question.16.Happy clock 玩法（1）：老师将单词卡片置于转盘上不同的位置，旋转转盘，当停下时，看指针指向哪个单词，请幼儿迅速读出所指的单词。

参考用语：now ,please look at the dial,i will turn it ,look carefully, What’s it?who can tell me ?

17.Whisper 玩法（1）：将幼儿分成两组，分别请各组的第一名幼儿上来，老师将句子悄悄告诉两名幼儿，两名幼儿返回后，用接力的方式一个接着一个传给同组的其它幼儿，各组最后一名幼儿听到句子后迅速跑到老师面前说出句子，哪组最快最准，哪组赢。参考用语：let’s play whisper game Listen to me carefully,you will hear a word or sentence ,please whisper it to your friend sitting next to you,are you ready?

18.Treasure hunt 玩法（1）：老师站在宝物旁边（宝物装在大蓝子里），将幼儿分成两队，排列在离老师5米开外的地方（每队前面摆一个小蓝子），老师发指令come here时，幼儿跑过来拿一件物品，在宝物周围原地不动，老师接着说go back时，幼儿拿物品跑回去，放到本队的小篮子内，并说出所拿宝物的英文，再换下一个幼儿游戏。

参考用语：there are so much treasure, do you want to get my treasure? Yes Ok ,let’s play a game, are you ready? Yes Now,three two ,one begin

19.Who is speaking 玩法（1）：请一个幼儿上前蒙上眼睛，另一幼儿说出一个词，句子或唱首歌曲，之后，被蒙上眼睛的幼儿取下蒙眼布，根据声音判断，找到说话的幼儿，同时，所有幼儿一起说单词，句子或唱歌曲。参考用语：now ,let us listen and judge who is speaking?

20.Cross the river 玩法（1）：老师利用方块型的积木搭出一座小桥，并将单词图卡放在小桥旁边，幼儿每走一步都要通过一张图卡，说出其内容，说对了就通过，说错了就掉进水里，被鳄鱼吃掉。

参考用语：ok ,let’s cross the river,but if you cat say the word correctly,you will fall off the bridge and you will be eaten by the crocodile, are you ready?

21.Frozen man 玩法（1）：幼儿在教室的大空间随意站着，音乐一响幼儿就跟着音乐随意跳舞，做自己喜欢的动作或摆各种姿势，当听到FREEZE时，就要停下来，保持自己最后的一个动作不准动，直到音乐结束，那些不小心动了的幼儿，就要留下，请其回答问题，方能结束游戏。

参考用语：listen to the cd and let’s dance.when you hear FREEZE,you must stop moving.22.Echo

玩法（1）：老师读单词或句子一遍，全班幼儿读三遍，而且一遍比一遍小声，装成是老师的回声。参考用语：after i read the word for one time ,you must read it three times ,and the first time you read loudly,second time you read lower,third time you read lowest ,just like the echo of me ，23.Listen and mime 玩法（1）：老师说单词或let’s do 句子，让全班幼儿用动作或声音表现出来。如果该单词是动物就装动物叫声或标志性的动作，如果该单词是水果就把水果形状比划出来，如果let’s do 句子是drink some water那幼儿就做喝水状。

参考用语：i will say a word or a sentence,please try to act it out with an action, you cant say the word or sentence,listen to me carefully.24.Quick response 玩法（1）：老师从身后拿出单词图卡，看谁反应最快，最先说出单词。

参考用语：kid ,look at the picture,what’s this?who can say it as soon as possible,are you ready?begin!玩法（2）：老师迅速指到一个单词图卡，哪个幼儿最先读出，就为胜，并给予奖励。参考用语：what’s this,who an tell me ,good job,you are the first one.玩法（3）：两名幼儿背对背站好，听老师口令同时转身，说出对方拿的图卡内容，快者胜。参考用语：stand back to back ,when i say 1 2 go ,please turn back and speak out the word.玩法（4）：老师提一个问题，看谁答得又快又好 参考用语：who can answer my question first?

25.Bend down 玩法（1）：几名幼儿双手拿图卡站好，老师说单词或句子，拿着对应图卡的幼儿要蹲下再站起，同时说出相应单词或句子

参考用语：listen to me,when i say the word apple(老师举例，指到拿图卡的幼儿说)，you should bend down and speak out the word.26.Lip reading 玩法（1）：老师只做嘴形，不发出声音，让幼儿观察老师的嘴型，说出单词。参考用语：look at my mouth,speak out the word what i said

27.Ask and answer 玩法（1）：老师问幼儿问题，幼儿回答问题，要先说ask ask 再问问题answer answer再回答，也可以是幼儿问，幼儿答，可一个问一个答，也可一人问多人答。

参考用语：let’s play a game,the game is ask and answer ,if i say ,ask ask ,i’ll ask a question,you must say ,answer,answer and answer the question.28.Taboo

玩法（1）：老师拿出3-6张单词卡，放在白板或地上，制定一个词如cat为不能直接说出来的单词，幼儿轮流读其它的词，当读到cat时，不能说出该词，只能用其它有趣的声音或滑稽的动作代替，读错的幼儿去掉其组的积分，老师用手指着词让幼儿读，老师所指速度可渐渐加快，直到有幼儿出错再重新开始读，交换图卡顺序，或换另外图卡。

参考用语：let’s play a game,ok!cat is the word of taboo,when i point to cat ,you cant say cat but meow,follow me ,please ,are you ready,one two go!Ks:meow,dog rabbit ,bird ,fish........29.Role play 玩法（1）：请幼儿扮演各种不同的角色进行对话或情境表演，并配以表情及相应动作 参考用语：look,who is he?who wants to be coco?let’s enjoy the story and have a role play, Ks:you are candy ,and you are midi,ok ,act out the story now.30.Songs chain 玩法（1）：进行歌谣歌曲的句子接龙，练习对整个歌谣的把握，例如老师说第一句，幼儿说第二句，老师说第三句，幼儿说第四句。

参考用语：let’s play songs chain,i say the first sentence,you say the second sentence,are you ready? 玩法（2）：一排幼儿中，第一个幼儿唱歌曲的第一句，接着第二个幼儿唱歌曲的第二句，第三个幼儿唱第三句，以此类推，幼儿一个接一个的传下去，顾及全体幼儿，也可以边传小球边唱，参考用语：k1 sing the first sentence,k2 sing the second sentence ,k3 sing the third sentence,and pass the ball while singing,ok?

31.listen to the ring 玩法（1）：老师出示一张单词图卡，请幼儿听铃鼓声，老师拍铃鼓，拍一下幼儿说一遍，拍两下说两遍，谁反应快就请谁拍铃鼓，依次说完所有的单词。

参考用语：look at me ,i will play the drum,when i pat one,you say once,i pat two,you say twice,ok? 玩法（2）：老师准备打击乐器，幼儿和老师一起转成一圈坐在地止，游戏一开始老师用打击乐器敲打出声音，根据声音的次数，幼儿用英语说出数字，可以随时 更换打击乐器，提升幼儿参与的积极性。

参考用语：do you like the music?listen ,nice music Now ,let’s count,listen carefully.One two three,yes,you are great.32.A big hug 玩法（1）：幼儿手拉手围圈站好，一个幼儿站在中间，与外围的幼儿不同方向边唱边转动，歌声停，两个幼儿抱在一起，没有换到伙伴拥抱的幼儿，必须根据老师的指令说出相应的内容，或者作出相应的动作。

参考用语：stand up ,hand in hand,make two circles and sing the song ,when the music stops ,you should give another kid a big hug.33.Lucky dice 玩法（1）：老师把单词图卡贴在dice的六面，让一个上来扔，然后根据面朝上的单词图卡做出回答，在游戏的过程中可以替换图卡。

参考用语：let’s play lucky dice,throw the dice and speak out the word

34.Hot music 玩法（1）：幼儿围坐成一圈并小声唱歌谣，老师在中央赵兰劝并用hammer轻轻敲一名幼儿的头或身体，被敲到的幼儿需要站起来大声接唱歌谣部分。如此加快速度敲幼儿增强趣味性，同时训练幼儿反应能力

参考用语：let’s make a circle and sing the chant together,when i touch you ,you should stand up and speak out the chant loudly,are you clear

35.Choose the cards 玩法（1）：老师带上礼帽变成魔法师，请幼儿上前抽图卡，然后让幼儿读出单词或回答相关问题，如果回答正确，则将图片暂时送给幼儿，如果错误，幼儿必须把正确答案说5遍才可解除咒语。参考用语：look here ,there are many cards,you can choose any card you like,but you must answer my questions.36.Yes or no 玩法（1）：老师把单词图卡放在幼儿面前的地板上，老师提问或说一个句子，请两名幼儿抢答并在地板上找出正确的图卡，放在相应的座位上，没有迅速回答并拿到正确图卡的幼儿出局。参考用语：do you like the cat,yes(找出cat并放在yes椅子上)no(找出cat并放在no椅子上)

37.Dancing carpet 玩法（1）：请一名幼儿站在集体前，将五张单词卡放在地上，摆在这名幼儿的周围，老师说一个单词，这名幼儿用一只脚踩向相应的图卡，幼儿不要踩到图卡上，以免踩坏图卡，同时说出英文单词，老师说单词的速度可以越来越快，可越来越快或由一个单词变两个增加难度和趣味性，幼儿踩图卡动作类似跳跳舞毯。

参考用语：ready?go,rice,soup.......38.Robot

玩法（1）：老师准备两个纸箱，在纸箱上开洞，让幼儿套在身上扮演机器人，老师手持遥控器，发出动作指令时，指挥机器人做出相应的动作，幼儿要模仿机器人僵硬，直挺挺的样子做出动作，可以做的有趣一些。

参考用语：stand up ,walk to the door ,turn on the light ,turn off the light,walk to your seats,turn left ,jump,read ,sleep

39.Counting game 玩法（1）：让幼儿报数，把幼儿分成两组，从1开始，一直报到19，轮流进行报数比赛，老师计时，看哪组用的时间短。

参考用语：let’s play the counting game,you count from 1 to 19one by one ,let’s see which group is faster,ok?

40.I spy

玩法（1）：老师把手放在额头，左右移动，做仔细寻找，查看的动作，说出自己看到的东西（挑幼儿学过的，数量在1-20之间的）看看幼儿是否也能看到，说出准确的数字。参考用语：i say some bags,how many bags are there? Let’s count ,yes ,i spy 20 bags，41.Listen to the order 玩法（1）：幼儿围坐成一圈并小声唱歌谣，老师在中央走动并用hammer发指令，被敲到的幼儿需站起来大声接唱歌谣部分，如此加快速度敲打幼儿增强趣味性，同时训练幼儿反应能力。

参考用语：listen to the chant and act it out ,when i touch you ,you should stand up and say the chant loudly

42.Throw the ball 玩法（1）：老师先请配课老师示范，一边把球扔给配课老师，一边说good morning，同时，配课：good morning teacher,接下来，老师把球扔给其他幼儿，边扔球边问，good morning,接到球的幼儿回答good morning teacher!参考用语：look,a ball,do you want to play ball with me?yes Ok ,let me see,good morning(一边抛球一边说，接球的老师同时也回复)

43.Who is the best commander 玩法（1）：可让幼儿发指令，分组进行操练，A组的幼儿一起发指令，B组的幼儿一起做动作，然后B组的幼儿一起发指令，A组的幼儿一起做动作，评选最佳小指令员。

参考用语：group a say sentence,group b do the actions,let’s see who is the best commander.44.Run run run

玩法（1）：将单词图卡放在教室不同的位置，当老师发指令是，参加游戏的幼儿跑向对应的图卡，并说出句型，其余的幼儿判断正误。

参考用语：when i say boy ,you should run to the card,and say the word loudly.45.the wolf and the rabbit 玩法（1）：老师扮演大灰狼，幼儿为小兔子，请幼儿离开座位指定一个地方为他们的家，大灰狼装成兔妈妈敲门，小兔子开门，发现大灰狼后逃跑，被大灰狼抓住的幼儿回答问题，回答正确可在回家，回答错误就被大灰狼吃掉。

参考用语：knock,knock,knock(who is it)It;s mommy ,open the door(come in,please,oh ,no run run run)

46.I am a commander 玩法（1）：请幼儿上桌，每个幼儿发3-4个桌面玩具雪花片，幼儿听老师的口令，幼儿将桌面玩具当自己的小士兵。

T:stand in a line.幼儿将雪花片排成一队。

T:walk one by one幼儿将雪花片一个一个移动。幼儿熟练句子后，自己给玩具发指令。参考用语：let’s be commanders,are you ready?

47.Jump jump jump 玩法（1）：老师在地板上划出多个连在一起的大方格或者呼拉圈，把单词卡片按顺序摆放在方格里面，将幼儿分成两组，每组各派一个幼儿出来跳方格，其他幼儿齐声说are you ready,jump jump jump,跳方格的幼儿边念出图卡的单词边跳方格，念得 对跳得快的幼儿获胜。参考用语：you are team a,you are team b,let’s have a match,who wants to try? You should jump jump jump into the square and read the word out.48.Go fishing 玩法（1）：老师用卡纸制作一些热带鱼，在每条鱼下面写着一个单词，背后贴上一个磁铁，另外制作两支钓鱼秆，尾端绑上磁铁，分别让幼儿上来玩钓鱼的游戏，钓上来的鱼要读出它身上的单词，比一比谁最快钓到鱼及读出单词

参考用语：let’s go fishing,you should catch the fish quickly and read the word out.49.Trick game 玩法（1）：老师说的和做的一致，幼儿们要跟读模仿，不一致时，幼儿们不能出声也不跟着表演动作。

参考用语：if i am right,follow me ,if i am wrong,keep silent,are you clear，50.Listen and circle 玩法（1）：请幼儿根据听到的单词将对应的图卡用手画个圈出来。参考用语：listen to the word or sentence,and circle it out.51.Find out the card 玩法（1）：老师把一单元所有的单词卡片放在一起，教师说一个单词，请幼儿马上从单词图卡堆里找出对应的单词图卡，谁先找出并找对为赢。参考用语：listen to the word and find out the card.52.One two three 玩法（1）：老师扮演魔鬼去抓幼儿，当幼儿说ghost时，鬼就被定住，同时魔鬼开始数数，数到three又可以继续抓幼儿了 参考用语：now,i am a ghost,i will catch you ,when you say ghost,i can;t move,and after i finish saying 1 2 3,i can move again,are you clear?

53.Rickety tickety 玩法（1）：老师把手放额头，左右移动，做仔细寻找，查看的动作用，并说：rickety,tichety,look at me 引起幼儿注意，再说出自己看到的东西，看看幼儿是否也能看到，并说出准确的数字，参考用语：rickety,tichety,look at me ,how many boys can you see? I can see 10 boys, yes ,can see 10 boys.54.Listen and seek 玩法（1）：将一名幼儿的眼睛蒙上，老师悄悄地把一张卡片藏在一个角落里，其他幼儿不能告诉他，只能用声音的大小提示他，幼儿睁开眼睛听声音找卡片，其他幼儿与老师不停地说单词，幼儿离图片越近，声音就越大，反之声音就越小，直到找到卡片为止。

参考用语：let’s play a game,i will hide a card in our classroom,you must find the card,we can help you ,when you close the card,the voice is high,far from the card ,the voice is low,who wants to try?

55.Change seats 玩法（1）：请5名幼儿坐下，其他幼儿在外面围着这5名幼儿按顺时针方向走动，大家一起唱儿歌，当老师叫停止后，坐着的与前面正对着站着的幼儿交换位置，看看每次哪5位幼儿最幸运。游戏再继续进行。

参考用语：ready,go ,now ,stop,please change your seats with the friends in front of you.56.Big wind blows 玩法（1）：让参加游戏的每位幼儿都拿一张卡片，T:big wind blows,K:blows what?T:blows the cup,这时拿杯子图片的幼儿立即交换座位，没有座位的幼儿代替老师发下一回的指令。参考用语：let’s play a game,big wind blows,ready,go,big wind blows K:blows what?T:blows the cup T:sorry,you are out,come here.57.jump and touch 玩法：老师将单词图卡举过幼儿的头顶，请幼儿跳起来并拍到此图卡，同时其余的幼儿一起说单词图卡上的单词。

参考用语：tell me the word and touch it

58.Wolf wolf ,what can you see? 玩法：让一句幼儿扮演狼，4-5名幼儿戴上头饰或拿着卡片扮演小动物，其余幼儿一起问大灰狼wolf wolf,what can you see?大灰狼用完整的句子说i can see a hen/......被大灰狼说到的小动物要跑到老师设置的房子里躲起来，动作慢的被大灰狼抓住吃掉。参考用语：let’s ask the wolf,wolf wolf what can you see?ok?i f the wolf say ,i can see a rabbit,all the rabbits should go home quickly,are you clear.59.Clap hands 玩法：老师将单词卡片贴在黑板上，请幼儿听老师念单词，并根据黑板上不同位置的单词图卡在相应的位置拍手。

参考用语：now,let’s play clap hands,when i say a word,you should run to the card of the word and clap your hands,ok?

60.Radio game 玩法：老师在黑板上画出录音机的播放，暂停，快进，快退，大小声键，请幼儿按老师所指的键用相应操作念单词。

参考用语：let’s play the radio game.look,this is a radio,when i touch this one ,you should say the word,sentence loudly,when i touch this one,you should say the word ,sentence slowly,are you ready

61.Memory game 玩法：空间记忆游戏，老师先带幼儿复习单词几遍，让幼儿认真观察并记忆各图卡排放的顺序，将图卡背面朝上，来猜出依次顺序，增大难度可再次移动，训练幼儿空间记忆力

参考用语：let’s play a game.open your eyes,look at my cards carefully,what’s no 1?remember te order,please，，do you still remember what is number one...62.I am a magician 玩法：老师扮演一个有趣的魔术师，她要把自己或幼儿不喜欢的东西变成喜欢的东西，她动作快时，可换成另一张卡，变完后给幼儿看，幼儿告诉魔术师图卡名称，有时她又变不出来，但只要幼儿能把相应的单词准确重复5遍，她就可变出来。

参考用语：（1）T:hi ,everybody ,i am back ,do you like the tiger? Ks:no,i don’t T:haha,turn turn turn ,look no more tigers ,what are these?Ks:now,they are lions ,you are a great magician.we love you.(2)T:i don’t like the parrot,turn turn turn ,aha,look ,what’s this?//parrot//T:ah(disappointed)turn turn turn,look,what is it?//great,it’s kangaroo//

63.Bowling 玩法(1)：老师将塑料玩具或塑料瓶，充当保龄球，摆成一排，每次请5-8个上来游戏，幼儿手持皮球，排队站在玩具对面4米的位置，当老师说开始的时候，幼儿就一个接着一个把球滚向对面的塑料玩具，打不中的幼儿要说出数字或回答老师所提的问题。参考用语：who wants to play the game?//i want to try// Ok, let’s begin,one two three go!玩法（2）：请一个幼儿上来戴上闹钟的头饰，用小皮球扔保龄球，如果他击中数字1，其他幼儿问excuse me,mr clock,what time is it?该幼儿回答，如果击中数字4，就可去抓其它幼儿提问。参考用语：excuse me,mr clock,what time is it.//it’s 1:00//

64.Stamp the shadow 玩法：天气好的情况下，带幼儿到户外踩影子，先将单词卡片，如不同的职业，发给5名幼儿，将图卡贴在幼儿的背上，幼儿听老师说职业，带着所说职业图卡的幼儿在老师规定的范围内跑动，其他幼儿2-5人去追带有此卡的幼儿，踩他的影子，之后老师再换其它卡片，注意安全。参考用语：stand up,stand in a line, attention,let’s go outside,don’t push,let’s go When i say,teacher,you find the kids with teacher and then run to stamp the kid’s shadow

65.Lucky window 玩法：准备一个A3大小的纸板，上面写上lucky window，中间开两个小窗口，窗口后贴上一个袋子，可以放上面或实物，将食物图卡放在小窗户的袋里，老师提问，请两名幼儿回答问题，然后每人打开一扇窗户，摸出一张图卡或一个实物，若正好与所答相符，则是幸运窗口。参考用语：what do you want to eat?//meat// Please open the window,yes or no,?yes ,meat!wow,it’s a lucky window,great,give me five,bingo

66.Hunting blocks 玩法：把积木放进一个大圈内，将幼儿分成两队，老师喊一个数字（1-12），两队各派出2名幼儿跑进圈内捡出与老师所说数目相符的积木，再跑回各自队伍中，其余幼儿大声重复老师所说数字，最后大家一起大声地数数看捡出的积木数目是否正确，正确的队伍便可得分。

参考用语：let’s work in pairs,are you ready?5 blocks..let’s check ,how many blocks are there?

67.What time is it,Mr wolf 玩法：老师前面走，孩子边走边问wolf wolf what time is it?当老师回答it’s dinner time时，幼儿往回跑，被抓到的幼儿出局。

参考用语：wolf wolf,what time is it?it’s...o’clock,.......it’s dinner time.68.Huge clock 玩法：玩法同飞腿指针，请幼儿将1-12的数字卡依照实际钟面位置摆在地上，并在外围以粉笔画一个大圆圈，圆圈半径为幼儿腿的长度，使之成为一个大钟面，请两幼儿站在钟面中心，用一只脚踩圆心，当老师说到2 o’clock时，幼儿另一只脚像时针一样指向2（踩在2的旁边，不要踩到图卡上），看谁反应快。

参考用语：look at the clock,you use one foot stamp here,listen carefully,when i say 1 o’clock,you use another foot to stamp 1 o’clock

69.What are you scared of 玩法：老师手持卡片在前面走，幼儿跟在后面问：what are you scared of?老师回答cat。Policeman.....当说到monster时，幼儿赶紧回座位，跟得慢的幼儿被monster抓回家。

参考用语：i ‘m scared of monsters,what are you scared of? Monsters are terrible,when we say monsters,the monsters will come to catch you ,you have to run back to your seats.70.Word web 玩法：让幼儿自由说学过的同类单词，先让幼儿轮流说，一个幼儿只说一个，说不出来时可给适量的帮助。

参考用语：we have learned a lot of animals ,what animals do you know?who can tell me?please tell me one by one.71.The big worm 玩法：幼儿排成两组，一组扮演毛毛虫，坐着提问题，一组扮演吃毛毛虫的鸟，站着回答问题，两组面对面，中间离2-3米远，一组问what’s your favorite animal?另一组看老师手上的图片回答正确后往前跳，回答若干次后看谁最先跳到坐着的幼儿面前，跳到目的地后，站着的幼儿要把坐着的幼儿吃掉，被吃的幼儿要装死，装成有趣或可怕的死状，直到大毛毛虫最后被 吃光，幼儿复活，游戏结束

参考用语：let’s play a game.i divide you into two groups,ok, group a come here and sit down,you are the big worm,group b can eat the worm,you must stand here.Group1:what’s your favorite animals?group2:my favorite animal is mouse

72.Magic box 玩法：老师扮成witch施展魔法变出糖果，当witch在变的，悄悄地把糖果从小口塞进盒子，当展示给幼儿看时，引出句子give me a candy，并引导幼儿集体说出，说的好的幼儿可以得到糖果，作为奖励。

参考用语：i am a witch,i have a magic box,do you know what is in the box?a car?an apple?candy?let’s see ,ha ha ,a candy,who wants this candy? //me//ok if you want ,you must say ,give me a candy //give me a candy,give me a candy//here you are,//thank you//you are welcome.73.Walk forward 玩法：幼儿分成两组，站成两排，面对面，在两队中间划一条线，老师出示单词卡片，哪组先说出来，全体幼儿向前走一步，看哪组先走到对方的区域为胜。参考用语：ok,if you can say the word or sentence as soon as possible,you can walk forward for one step,are you ready?

经贸英语英文简历 篇5

Zhang **

Gender: Female

Date of birth: 09/26/1988

Adress:Huaxin Street, Jiangbei District, Chongqing

Contact number :151****0873

Email：8278****@QQ.com

Self-evaluation

Have a good command of both spoken and written English

Have a sense of responsibility ,broad-minded ,careful, self-motivated and diligent

Familiar with Office applications such as Excel, Word and PowerPoint

Share the ability of team work and cooperation spirit

Attention to detail, accuracy and efficiency

Education

art bachelor ,Chengdu Institute SiChuan International Study University,conferred on June

Major: English

Minor: Economics and Trade

Second language：French

Related courses

main courses:

Intensive Reading ,Advanced English ,English Listening, Oral English English Writing, English Journal Reading, English Grammar, English Translation, English Interpritation, English Writing on Economics and Trade, and so on.

Compulsory courses:

Public Relationship, International Trade, Maketing, Import & Export Business, International Trade Law , and so on.

Optional course:

History &Anthology of English and American Literatrue, Linguistics of English, and so on.

Reward: - second-class Scholarship

2007-2008 Excellent Student Awards

2007-2008 Scholarship of nation’s encouragement

Certificates

Band 4certificate of College english test

Band 6 certificate of colleget english test

Band 4certificate of test for english majors

Band 6 cerrificate of test for english majors

Band 8 certificate of test for english majors

Assistant of international logistics manager certificate

Band 2 certificate of computer

Activetity

Reading, hiking, climbing, traveling , badminton, music,

英语教授英文信 篇6

to whom it may concern:

xxx is an extraordinary young woman. as her ap english professor, i have seen many examples of her talent and have long been impressed by her diligence and work ethic. i understand that xxx is applying to the undergraduate program at your school. i would like to recommend her for admission.

xxx has outstanding organizational skills. she is able to successfully complete multiple tasks with favorable results despite deadline pressure. as part of a semester project, she developed an innovative collaborative novel with her classmates. this book is now being considered for publication. xxx not only headed the project, she ensured its success by demonstrating leadership abilities that her classmates both admired and respected.

i must also make note of xxx’s exceptional academic performance. out of a class of150 students, xxx graduated with honors in the top10. her above-average performance is a direct result of her hard work and strong focus.

if your undergraduate program is seeking superior candidates with a record of

achievement, xxx is an excellent choice. she has consistently demonstrated an ability to rise to any challenge that she must face.

to conclude, i would like to restate my strong recommendation for xxx jackson. if you have any further questions regarding xxx’s ability or this recommendation, please do not hesitate to contact me using the information on this letterhead.

sincerely,

英文歌曲与中学英语教学 篇7

在中学英语教学中运用英文歌曲, 就是将英语学习与娱乐融为一体, 在听唱英文歌词的基础上, 把歌词中的单词、语法、句义等加以解释, 使学生在浓厚的兴趣中不仅记住了单词和语法, 实现教学的智育目的;而且理解体会了歌曲的深刻涵义, 学会了欣赏, 达到教学的美育目的。可以说, 将英文歌曲与英语教学有机结合, 不仅能够提高学生的学习兴趣, 而且能够提高课堂教学效率, 寓教于乐。

一、运用英文歌曲, 训练语音, 培养语感

让学生掌握标准的语音语调、说一口流利地道的英语是中学英语教学的重点, 也是难点。如何将语音教学变得生动有趣, 可以将英语儿歌运用到英语教学中。英语儿歌节奏感强, 经常吟唱有利于提高学生对语音的辨别力, 掌握重音、连读、节奏、语调等发音要领。而且唱歌时要求学生吐字准确、清楚, 既保证了发音的准确性, 加强了学生对语音现象的理解和记忆, 也培养了学生的语感。以新目标英语七年级的元音字母发音为例:

这段儿歌尽管简短, 但语言精炼, 包含了五个元音字母的发音, 而且押韵响亮, 朗朗上口。课堂上反复播放, 让学生一边听, 一边跟唱, 在优美的旋律中感受语言的美。语音练习不再索然无味。

与语音有关的歌曲数量丰富, 只要教师肯于动脑, 善于挖掘, 有效利用, 把英文歌曲带进课堂, 学生学习音标的枯燥和疲劳就会随之消失, 学习语音会变得快乐, 成为享受。

二、运用英文歌曲, 巧记单词, 巩固语法

在英语授课时常会遇到一些生词, 使用频率不高, 学生学完不久就会忘记, 如果让这些生词跟英文歌曲联系上, 在歌声中不断重现, 就可以强化记忆, 收到较好的教学效果。如“Old Macdonald”, 在节奏欢快的歌曲中, 伴有各种动物的叫声, 幽默搞笑, 学生印象深刻, 记住这些新单词就容易多了。

英文歌曲主题多样, 涉及面广, 像一个丰富多彩的知识宝库, 大量的单词、习惯用语、固定句型以及语法结构在英文歌曲中出现的次数较多, 为学生学习英语提供了新的渠道。如新目标英语九年级有一个重点句型:“would rather…than…”, 学生不容易掌握它, 英文歌曲EL Condo Pasa中就有这种句型:“I’d rather be a sparrow than a snail, yes I would, if I could, I surely would……”学生随意地唱, 却得到意外的收获。

三、运用英文歌曲, 练习阅读理解

一些英文歌曲, 在简单的歌词字面下蕴含着深刻的含义, 教学中可以抓住歌曲的这一特点, 指导学生进行阅读理解练习。先在规定的时间里快读, 然后再精读, 之后针对一些细节, 如时间、地点、人物、事件或者“为什么”进行提问。如“Sunshine on my shoulders”是中学生们熟悉的旋律。歌曲中make me happy和make me cry分别体现了使役动词make后加形容词和动词原形作宾语补足语的用法;a day that I could give you中含有定语从句;jus like today中“like”是介词, 不要和动词混淆。

再如, 席琳迪翁 (Celine Dion) 是很多中学生的偶像, 教师就可以找到歌曲“我心依旧”和席琳迪翁的相关材料, 再编辑一些阅读理解题, 而后让学生在“My heart will go on”的歌声中答题, 并找出难懂的词汇和表达方式。最后教师讲解歌曲和文章, 并解答学生的问题, 在欣赏中不知不觉完成教学和学习任务。

可见, 短短的一首英文歌, 包含了许多英语基本功。如果会的英文歌曲多了, 英语学习中的很多问题便会迎刃而解, 不点自通, 而且记忆深刻, 不容易遗忘, 事半功倍。

歌曲可以“动于内”, “感人深”, “足以感动人之善也”。寓教于乐, 将英文歌曲学唱迁移到中学英语教学中, 通过听唱英文歌曲来学英语, 有利于增加课堂的趣味性, 提高学生的兴趣和积极性, 改善教学效果, 具有相当的可行性和可操作性, 不妨一试。

摘要：将英文歌曲运用于中学英语教学中, 可以训练语音, 培养语感;记忆单词, 巩固语法;也可以训练阅读理解。激发学生的学习兴趣和积极性, 提高英语教学效率, 事半功倍。

关键词：英文歌曲,中学英语教学

参考文献

[1]陈小花.寓英语教学于优美的旋律中[J].学科教学探索, 2004, (1)

[2]杨晓莉.论英文歌曲在英语教学中的有效应用[J].中国职业技术教育, 2003, (5)

[3]居加妹.英文歌曲在英语教学中的运用[J].上海商业职业技术学院学报, 2003, (3)

原版英文电影与初中英语教学 篇8

一、 创造最佳英语学习环境

原版英文电影融视、听、说于一体，它是西方社会生活的缩影，使学生仿佛身在国外，不仅可以接触地道的英语，还可以了解西方的文化、风土人情等，同时可以对英语的语言使用有全方位的认知，而不是仅仅停留在表面。

好的英语学习环境对学习英语尤为重要。学生通过原版电影不仅可以接触到故事情节、词汇，还可以学到地道的表达方式，扩大知识面，了解西方国家的文化。如电影《乱世佳人》（GONE WITH THE WIND）以女主角的爱情生活为主线，可以让学生了解到美国的南北战争时期的情况。原版英文电影中有纯正的发音、地道的生活用语、丰富的词汇以及真实可观的故事情节，学生可以根据特定的背景、情节揣测电影中对白的大意，摆脱母语的束缚。

二、 选择正确的影片

教学是一门艺术，如果教师没有精心准备，那么教学也许只会流于形式。因此，在运用原版英语电影进行教学前，教师要精心挑选能激发学生兴趣并且适合学生的阅历和理解能力的影片。具体来说，影片要有以下特点：

1.贴近生活、激发兴趣

影片首选校园生活片、喜剧等比较贴近学生生活的类型，故事情节不能太复杂，但要能引发学生的共鸣，激发学生的兴趣。如《阿甘正传》， 学生可以由阿甘联想到自身，还可以由阿甘母亲的话“Life is like a box of chocolates， Forrest. You never know what you’re gonna get.”展开讨论，练习英语口语。

2.语言适量、难度适中

由于初中学生词汇量有限，加上中西方文化存在差异，如果影片中的词汇量太大会让学生失去观看的兴趣，所以影片中语言含量不能太多，语法难度要适中，并有利于培养学生的英语语言能力。如影片《魂断蓝桥》中女主角重复的那句台词：“Roy， you’re alive.”内容简单易懂，更重要的是可以促进学生对英语语音、语调的学习，从而更好地掌握发音规律与技巧。

3.发音纯正、口语表达地道

影片中人物的发音要纯正、清晰，更要有助于学生摆脱母语的束缚，掌握地道的口语表达，使学生学会纠正发音、把握语速。如影片《乱世佳人》中女主角最后说的“Tomorrow is another day”这类日常生活用语不仅有助于训练学生的听力，还有利于加强学生的口语表达能力。

三、 利于写作、听说水平的提升

电影集声音、图像、形象、表演于一体，可以让学生从听觉、视觉、感官等多方面感受英语氛围。精彩的故事情节可以触发学生的灵感，使学生在英语写作时有充足的素材。要看懂影片还得听懂影片中人物的对白，对于精彩片段，教师可以反复播放，借助故事情节让学生揣测，以便提高学生的听力。此外，教师还可以在观看影片前提出问题，让学生带着问题观看；或是让学生在观影后谈谈自己的感受，然后设计讨论，增强学生的口语表达能力；还可以让学生根据自身的条件扮演剧中相应的角色，通过情境再现，加强对表达方式和内容的理解，使得学生在口语表达中的语速、语音都摆脱中式英语的束缚。

原版英文电影没有中文对白提示，需要学生在观看影片时注意力集中，细心听对白，在短时间内根据故事情节抓住影片大意、记住重点，这对提高学生的听力水平很有帮助。此外，学生还可以学习一些新的词汇，理解词汇在特定情境中的意义，对词汇有全方位的理解，不再停留在表面的“就词论词”。