音乐---英语课堂不可或缺的表现形式.doc

音乐-英语课堂不可或缺的表现形式 当前，在初中英语教师队伍中不时的会听到这样的声音：音乐在小学英语教学中较适用，对于初中学生而言实在是不敢恭维。特别是到了初三课堂上语言实践的量加大，词法、句法、语法另人头疼不已，加之中考指导应试教育如影随形，老师根本没有精力去考虑运用音乐手段来组织教学。还有部分“老”教师叹夕阳无限好-，又由于自身条件的束缚往往没有了自信。种种因素构成的各种原因使得音乐在英语课堂上悄然地消失了。 其实，这是个天大的误区。我们不防在核心期刊上查找或在互联网上搜索一下都不难发现这样的题目“让音乐走进小学英语课堂”“让音乐步入初中英语课堂”“让音乐走进高中英语课堂”更有“让音乐走进大学英语课堂”等等等等彼彼皆是。因此根据我自己对教学的反思以及我所看到的视频或阅读过的案例，我要大声说：初中阶段运用音乐手段组织教学不是“不适用”，而是大胆让音乐走进英语课堂的最佳时期，英语教学音乐手法不可或缺！ 说它不可或缺是有理论支持的。英语课程标准中有这样的描述：英语教学要从培养学生的兴趣出发，发展学生综合语言运用能力，根据初中学生生动活泼的特点把学习英语与歌曲联系起来，创设良好的语言环境和语用环境使学生在愉快和自信的情绪中保持积极的学习态度养成良好的英语学习习惯。再看洛扎诺夫的暗示教学理论能引起我们怎样的思考呢？“当我们舒舒服服地沉浸于音乐歌曲时，在我们身上就会同时展开着大量的生理和心理活动。这时候精神状态在形成，自由联想在奔驰，观念情绪在起伏，创造力在活跃，此时学到的知识记忆特别牢固特别持久。” 说它不可或缺是有典型案例来佐证的。在此我们特别感谢广东省-中学的-老师，在网上有幸看到她上传的两个music in english teaching案例。这是她2006年去英国培训学习时亲身经历并带回来的，非常难得，因为我们没有这样的机会。我这里引过来让大家欣赏和学习。课堂案例一教学地点：saint marys college学生：25名中国教师教学内容：口语课座位安排：分成五大组，每组五人围坐一张大课桌。教学过程：1.导入：你做过梦吗？梦分为很多种2.同学们在自己组内自由讲述自己做过的梦3.每组一名代表发言，把自己组员们的梦与全班其它组分享。4.两首小诗：“the impossible dream”5.老师边弹吉他，边教唱一首歌“the impossible dream”反思：老师整节课围绕一个“梦”的话题，用多种手段让学生开口讲英语，有分组讨论，有全班发言，有朗诵诗歌，音乐出现在课堂的升华部分。当老师边弹吉它边教这首与“梦”有关的励志歌曲的时候：“.to dream the impossible dream.to reach the unreachable stars.”我们对梦的理解有了深刻的情感体念，“dream”有时可引申为理想、抱负。课堂案例二教学地点：约克市语言培训中心学生：25名中国教师教学内容：听说课座位安排：分成五大组，每组五人围坐一张大课桌。教学过程：1.导入：“can music tell a story?”听一段音乐，闭上眼睛，自由想象出现在脑海中的画面。把你想象到的画面和想象可能的情景甚至故事描述出来，与小组同学分享。由此得出“音乐里面是包涵有故事情节的”。2.每名学生都有一张印有歌词的纸，看这首叙事歌的歌词并观看这首叙事歌的mtv，改正歌词中的错误。3.回答一个问题：who is telling a lie?以检测学生是否理解这首叙事歌的大意。4.分成三人一组，分别扮演证人、警察、杀人犯，根据歌词提供的故事情节，编对话并表演。5.小游戏：用歌词来回答问题interviewer：what do you usually do when you are free?film star：when i was young i listened to the radio.（歌曲“yesterday once more”）interviewer：would you like to talk anything about your family?film star：we have joy we have fun we have season in the sun.（歌曲“season in the sun”）反思：在这节听说课上，老师完全以音乐为材料，开发了学生的想象力，训练了学生的口语和听力，还通过表演短句培养了学生的创造力。最后的轻松游戏，都是把唱歌和口语对话结合起来，带来妙趣横生的效果。我由此得到启发，音乐里有故事、有口语、有对话，还有快乐，它可以作为英语教学的材料。到此，我们的思想或许已开始转变观念已有所更新，然而您可能要说：说起来容易做起来可就不那么随心所欲了。其实还是如何运用和设计的问题，接下来我根据本人在课堂上做过的尝试从技术层面给大家提出点参考。1、课堂应变。记得在教whos standing under the tree?（初一）whos taken my dictinary?(初二)and whos supposed to dance and sing at the party ?(初三)时，不论怎样变换语调，不管是范读还是领读，也不管是放录音还是多媒体cartoon,都会发现有那么一部分学生没精打彩不愿开口，甚而只作口形不吐气，蒙骗老师。怎么办？我很着急，索性脑子里闪现出那首：11 1 3/ 553 1./222 2 ./776 5 ./1 1 1 3/553 1 1/2 2 567/ 1 .1 0/ who is wearing yellow today ?读着whos supposed to 随之就唱起来whos supposed to dance and sing at the party ?就当我唱第二遍时，我惊喜地发现后排那几个学生干脆站起来学得极认真，声音洪亮，在他们的带动下没用多少时间学生就都会唱了。后来我从班主任那了解到原来那几个高个同学语数外不好但比较善常音乐，噢！原来如此。可想而知接下来的free talk 环节学生异常活跃。课后我想，一首小歌竟点燃了学生的学习热情，省时又省力，不同程度的学生都能参与其中，在师生、生生互动的交流中真的体现出平等、积极、有效。2、课前设计。课前设计至少有两大好处（1）能有所选择。根据用途选择歌曲也有学问，是用古典的还是流行的，是英文的还是中文的，是学生熟悉的老歌还是不熟悉的新歌，是用节奏欢快的还是旋律悠扬的，老师要有所选择力求最优即恰到好处又不失艺术效果。（2）能做到胸有成竹。如果说把本节课target language or grammar note 配上乐谱用唱的形式表达出来很有必要的话，那就要求老师一定要提前做好充分准备。虽然谱子比较熟，但是新歌词中有的单词音节发生变化且句子不一定都和仄压韵难度加大，所以只有课前反复练唱熟能生巧才能真正避免课上的尴尬或冷场。1997年我校对外开课，当时县教研室刘民老师及各学校英语教师代表也来参加了这次活动，可能还有印象吧时间很遥远了。我讲的是have you had your breakfast yet ?一课。我自己感觉grammar focus 那一环节比较有创意应该说是个小小的亮点。那是小结have already /havent yet 的用法，我选用了当时非常流行的心雨学生都会唱比较放心，我是这样设计的5 5 56 11 222 2165 5 55 5 6 3 - 665 3211 2 -23 216 616 53 5617 6 - 5 53 26 121 1- when we use the words have and already ,we are talking about something that happened in the past,but not a long time ago.when we use the words havent and yet ,we are talking about something that will happen in the future,but not a long time from now .that will happen soon .记得我是边弹琴边教唱的，效果非常好过程相当流畅。评课时刘民老师有过精彩点评：英语课用音乐这种表现形式很可取，学生喜欢，特别是本节课的活动设计很到位，有示范作用，但是琴还是不要弹了吧。3、学会用切分音或变化节奏来改编原曲以适应教学的需要。如1 1/ 2 2/5- / 可变成 1 .1 /22 2 / 5565 -/这里用实例说明：1=e3/4 what are you doing ?1 1 1 1 5 3 3 3 3 1 1 3 3 5 5 what are you do-ing? what are you do-ing ? what are you do-ing43 2 - 2 3 3 4 4 3 2 2 3 1 1 3 3 at home? im speaking to you . im speakingto you .im speaking2 5 7 2 1 0 to you at the phone. 1=f3/42/4 in the classroom1 1 1 5(35 35) 3 3 3 1(31 31) 1 3 in the classroom in the class-room theres a5 5 4 3 2 - 2 3 4 4 (42 42 ) 3 2 3 blackboard on the wall.thereare pictures there are 1 (3 1 3 1 ) 1 3 2 5 7 2 1 -flower in the classroom where we learn. 至于说什么时候使用最好的问题，我可以告诉你：在课堂教学的任何一个环节都可以使用，就是课外活动的组织也还是少不了音乐这一表现形式。在这方面我不准备多说因为介绍这方面的文章太多了，我只是想说绝不能只为作秀而勉为其难， 但完全可以借此展示自己，让学生敬拜你。通过歌曲或音乐拉近师生的距离从而实现灵与灵的碰撞，提高英语教学质量。我在此文开头说有为数不少的老师已没有了自信，这是我们要面对的现实。知难而让吗？不，挑战自我相信别人能做到的我也行。培根说：“深窥自己的内心，而后发觉一切的奇迹在你自己”nothing in the world is difficult for one who sets his mind to it .下面就把从人教版中小学英语教材中摘选的有代表性的歌曲呈现给大家，这些英文歌曲都是根据教材内容编写的，基本涵盖了七、八年级常见句型及四会词汇。直接拿来使用不用改动，很有帮助的，我们利用这个机会学唱一下，帮你找回自信。（1）1=a2/4 my new teacher 5 4 3 5 1 2 3 - 1 0 6 7 1 7 whos your english teacher at school?whos your englishwhos yourchinese teacher at school?whos your chinese1 6 5 - 3 0 55 54 3 5 12 3 3 32 teacher at school is she pretty or tall orteacher at school? is he funny or young or1 - 2 2 1 7 1 - short?tell me what you know .old ?tell me what you know .(2) 1=e2/4 my days of the week 3 32 1 1 2 2 2 4 3 2 1 5 mon-day tues-day wednes-day thurs-day fri-day days 54 3 - 21 23 2 - 3 32 1 1 for school days for school satur-dayand sun-day2 2 24 32 1 5 5 5 4 3 3 21 23 1 - days for fun happy time fun time for every-one.(3)1=be 3/4 what do you have for lunch ?5 5 5 5 5 5 3 6 5 3 1 2 2 2 2 -itstime for lun-ch i am hun- gry,whatdo you have 2 2 7 3 2 7 5 5 7 7 2 2 3 4 for lun-ch to-day? some-thing sal-ty ? some-thing5 - - 6 - 5 3 1 3 2 7 1 - - sweet? who have noodles beef,what a treat!第二段用dinner换lunch ,cabbage fish 换noodles beef .（4）1=g4/4 if you are happy5 5 11 1 1 11 71 2 0 0 5 5 if youre happy and you know it clap your hands if youre 2 2 2 2 2 2 1 2 3 0 0 5 5 3 3 3 3 happy and you know it clap yourhand if youre happy and you3 3 23 4 4 3 2 1 1 7 12 2 knowit thenyour face will really show it if yourre happy2 1 7 5 6 7 1 0 o and you knowit clap your hand.(5) 1=a4/4 head ,shoulder- 5 6 5 4 3 4 5 2 3 4 3 4 5 head and shoulder knees and toes kneesand toes kneesandtoe 5 6 5 4 3 4 5 2 5 3 1 0 headand shoulders knees andtoes eyes ears mouth nose.(6) 1=g2/4 books and pencils 5 6 6 5 4 3 4 5 2 3 4 3 4 5 how many books do you have do you have do you have?how many pencils do you have do you have do you have? 5 6 6 5 4 3 4 5 2 5 1 - how many books do you have big and small .how many pencilsdo you have?short and long.(7) 1=b2/4 i can help 3 3 3 2 1 2 3 5 1 1 1 7 6 - 5 5i can set the table, i can sweep the floor,i can5 6 5 3 1 2 2 2 3 2 - 3 3 3 2 wash my clothesand count to forty-four i can wash 1 2 3 5 1 1 1 7 6 - 2 1 7 6 5 4 dishes and clean my bed - room . theres so much i can3 2 1 1 1 7 1 0 do now i ask you .(8) 1 = d2/4 my small bedroom 5 3 3 4 2 2 1 2 3 4 5 5 5 in a small small house,theres a small small bed-room5 3 3 4 2 2 1 3 5 5 3 3 3 in a small smallbed-room,theresa smallsmall closet,2 2 2 2 2 3 4 3 3 3 3 3 4 5 besidethesmallsmallclos-et,theres a small small bed5 3 3 4 2 2 1 3 5 5 1 - -on the smallsmall bed, theres a smallsmall me . (9) 1 = d4/4 the panda1 1 2 3 3 2 1 2 3 1 5 3 3 4 5 5high in the mountain,deep in the forest.where the air is4 3 4 5 3 5 1 1 1 2 3 3 3 2 1 fresh and clean,the panda eats bam-boo the panda2 3 1 5 1 1 1 1 6 5 2 2 3 1 0eats bam-boo chomp chomp, chew chew ,yummy bam-boo.(10) 1=c2/4 we can help our planet 1 2 2 3 4 5 - 5 5 5 3 4 5 -how can you help our earth? how can you helpour earth? 5 6 5 3 5 6 5 3 5 5 3 4 we can plant some trees and flowers we can help our 5 5 5 2 4 3 2 1 - planet just me and you . (11) 1= 4/4 what would you like ? 1 3 5 1 6 6 1 5 - 4 4 4 5 dumplings dumplings noodles or rice hambur- gers 3 1 2 2 3 2 - 1 1 3 3 5 5 1 hot dogs would be nice french fries frech fries, 6 1 5 - 4 4 4 5 3 1 2 2 1 - bread or pies , chicken or vege-table would be nice. (12) 1 = bb4/4 old macdonald 1 1 1 5 6 6 5 - 3 3 2 2 10 5 old mac-don-ald had a farm e i e i o and 1 1 1 5 6 6 5 - 3 3 2 210 5 5 on that farm he had some ducks e i e i o with a 1 1 1 5 5 1 1 1 -1 1 1 1 1 quackquack here and a quackquack there here a quackthere a1 1 1 1 1 1 1 1 1 1 5 6 6 5 0 quack every where a quackquack oldmacdonald had a farm3 3 2 2 1 o o e i e i o (13) 1= f 2/4 how do you go to school 0 5 1 1 1 1 1 2 3 3 3 3 3 - i go to school by bus,i go to school by bus how do you go to school?how do you go to school?5 5 5 6 5 3 1 2 3 3 2 2 1 - i can go to school on foot but it is very far .can you go by ship or train how do you go to school?(14) 1=d 2/4 what are you going to do ?5 5 1 5 3 4 5 3 4 5 5 5 what are you going to going to what im going to the park to the park im1 5 3 4 5 6 3 2 1 - areyou going to do on sa tur day?going to the park on sa tur day? (15)1= f 3/4 my pen pal 5 5 3 2 1 2 1 6 5 3 - 3 5 5 my pen pal lives far a- way.