Learning-English-through-English-Songs英语专业论文

PAGEPAGE26中国某某某某学校学生毕业设计(论文)题目：LearningEnglishthroughEnglishSongs姓名：000000班级、学号：00010000000系(部)：经济管理系专业：商务英语指导教师：000000开题时间：2009-4-10完成时间：2009-112009年11目录毕业设计任务书…………………1毕业设计成绩评定表……………2答辩申请书……………………3-5正文……………6-27答辩委员会表决意见……………28答辩过程记录表…………………29课题LearningEnglishthroughEnglishSongs课题(论文)提纲1．英语歌曲的特点1.1英文歌曲是一种听觉输入源1.2英文歌曲利于学习发音和节奏1.3英文歌曲含有大量的语言知识1.4英文歌曲反映西方人民的价值观和思维方式1.5英文歌曲，提供不同类型的主题英语口语2.英语歌与听力的关系2.1听英文歌对听力的好处2.2听英文歌时练习听力的策略3．英文歌与口语之间的关系3.1英文歌和英语口语节奏之间的相似性3.2听和说之间的密切关系4．如何使用英文歌曲提高英语口语4.1．选择良好的英语歌曲4.2当聆听和学习英文歌时4.3当与另一人或以上的人聆听和学习英文歌时4.4当在班上聆听和学习班英文歌时5.结论二、内容摘要音乐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。另外，英文歌和英语口语节奏具有相似性，且英文歌曲有不少的优越性，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口语和听力的提高起着很大的促进作用。因此，本文提出了一个设想，即充分利用英文歌曲提高英语听力和口语。参考文献[1]AlanDuan.如何有效地学习英语口语[J].新东方英语.2005.[2]歌曲教学与英语口语的提高[J].温州师范学院学报，2003.[3]辅助口语教学[J].外语电化教学.1997.[4]曲与英语学习[J].成都气象学院学报.1999，(14).LearningEnglishthroughEnglishSongs0000Abstract:Musiccannotonlycreateapleasantatmosphere,butalsohelpimprovethelearner'sinterestandenhancetheconfidenceoflearners,Additionally,TherearesimilaritiesbetweentherhythmofmusicandthatofspokenEnglishandtheadvantagesofEnglishsongs,Englishsongsplatanimportantroleinhelpingwithcorrectingthepronunciation,rememberingandaccumulatingvocabulary,learningforeignculture,anddevelopingsensitivitytoEnglishthatareallimportanttotheimprovementoflisteningandspokenEnglish.Sointhispaperbringsforthatentativeidea,thatis,toimprovelisteningandspokenEnglishbyusingEnglishsongs.Keywords:Englishsongs;Englishlistening;spokenEnglish0.Introduction1.CharacteristicsofEnglishsongsEnglishsongsarefullofrhythmsandemotions.Changeoftherhythmisobvious;asforvowels,theyshouldbegivenfullpronunciation,andtheycanbeprolonged,whileconsonantsareoftenpronouncedwithashortforce;andsomesyllablesarealsolengthened.TherearequitemanyadvantagesofEnglishsongs,whichwillbeconsideredanddiscussedinthefollowingparagraphs.1.1EnglishsongsareasourceofauralinputEnglishsongsareakindofespeciallygoodlisteningmaterial.ComparedwithotherEnglishlisteningmaterials,theyaremoreinteresting,motivating,attractiveandunforgettable.Theyareneverdull.Asismentionedinthispaper,listeningiscloselyrelatedtospeaking,andmorelanguageinputishelpfulformoreeffectivelanguageoutput.ListeningtoEnglishsongsasoftenaspossibleisinsomewaygoodfortheimprovementofspeakingability.Inaword,theultimatepurposeoflisteningtomoreEnglishsongsistoimprovespeakingability1.2EnglishsongsaregoodforlearningpronunciationandrhythmListeningtoandsingingEnglishsongsasmoreaspossiblecontributesmuchtolearningaccuratepronunciation,intonationandrhythmofspokenEnglish.RealEnglishsongssungbyforeignsingersalwaysofferidiomaticpronunciationandgoodrhythm.FromEnglishsongs,wecangetlotsofphoneticknowledge,suchas,changeoflengthofvowels,pausesplosives,loseofplosives,soundlinking,weak-forms,assimilation,co-articulation,elision,stress,rhythmandsoonandsoforth.FluentandclearspokenEnglishneedsthesephonetictechniquesbecauseoftheirgreatimportanceinconveyingmeaningseffectively.Fromtheearlyfolksongssungbytheblacktotheblues,thentojazzandfromtherhythmicbluestomodernrockmusic,allofthemrepresenttheinnerrulesofEnglishrhythm.ThestylesoftheseEnglishsongsatthesametimecorrespondtoagreatextenttotheexaggeratingmethodsortechniquesofpronouncing.Hereisasimplesonginwhichsoundlinkingisreflected:ComeandSeeMyFamily:“`Comeand`seemy`family,`Underthe`old`apple`tree!`Thisismy`father.`Howdoyoudo?`Sitdownand`havea`cupof`teawithme.”Inthissong,thetechniqueofsoundlinkingissoobviousthatwecanmakeuseofittoachievefluencythatisanimportantfactorinspokenEnglish.1.3EnglishsongscontainamountsoflanguageknowledgeLanguageisnotstatic,butconstantlydeveloping.Englishsongsarealsothecharacteristicsofthetimes.Therefore,theEnglishsongsinadditiontoraisinginterestintoolsforlistenersoutsideofbringingthejoyofthesenses,orEnglish-speakingcountriesanintegralpartoftheculture,whichisrichinlinguisticknowledgeandculturalbackgroundknowledgeEnglishsongscontainalotoflanguageknowledgethatisquiteusefulforspokenEnglish.Thismainlyreflectsinwords,phrases,idioms,expressions,sentencepatterns,andalso“spokengrammar”[1]Actually,spokenlanguageisnotmerelyavariantof“correct”writtenforms.Rather,thespokenlanguage,particularlytheinteractivediscourseofnativespeakers,incorporatesformsthatarewidespreadandconsistentinusage,andmostimportantly,meaningful.Duetothedynamicinteractivenatureofthespokenlanguage,manyofthesefeaturesarenotorcannotberealizedinmorestandardizedwrittenforms.InspokenEnglish,wecanfindthewidespreadutilizationofellipsis.Forexample,wecanoftenhearsentencesinEnglishsongslike“Don’tknowwhy,don’tknowwhy…”whichhasnosubject.Thesubject(maybe“I”)isleftouthere.Thiskindofellipsisphenomenonoccursfrequentlyinoralcommunication.Asweknow,inEnglishstudy,therearesomanywords,expressions,andevenrulesofspokengrammartorememberandthentousefreelyandcorrectly;andusuallytheyseemtobesodullordifficult.Inspiteofthis,foreffectiveoralcommunication,itisstillquitenecessarytomasterasmanyaspossible.1.4EnglishsongsreflectvaluesandwayofthinkingoftheWesternpeopleAsweknow,wayofthinkinganddifferentvaluescangreatlyinfluencewhattosayandhowtosay.Inotherwords,spokenexpressionsusuallyreflectpeople’svaluesandwayofthinking.TheWesternpeopleandChinesepeoplethinkdifferentlyinmanyaspects.SotospeakidiomaticEnglish,weChinesehavetoknowhowtheWesternpeoplethink,howtheyorganizetheirwordsandsentencestoexpresswhattheywanttoconvey.1.5EnglishsongsprovidevarioustopicsforspokenEnglishManyEnglishlearnerscomplainthatwhentheyaretalkinginEnglish,theydon’tknowwhattotalkabouttheydon’thaveenoughcommontopics;andeveniftheyfindone,theycan’tfindenoughwordsrelatedtothetopic.Englishsongscanoffermuchhelpinwhattosayandinthevocabularythatisrelatedtothetopic,thatis,thematicvocabulary.Englishsongscontainavarietyofthemes,suchaslove,peace,hero,encouragement,friendship,etc..AllofthesearegoodthemesandcanbeusedastopicsinspokenEnglishpractice.2.TherelationshipbetweenEnglishsongsandlistening2.1ListeningtoEnglishsongsonthebenefitsofhearingFirst,theEnglishsongisthebestmaterialtolearnpronunciationskills.IfLianDu,incompleteorcompletelossofburstandvowelweakening,andassimilation.Second,canenhancesomecommonlyusedslangorspokenlanguageunderstanding,oftenappearinhislyrics,suchasgonna,wanna,ain'tsoon.Third,thesongisalsocommonlyusedtolearnvocabularyandgrammarofgoodinformation,songsoftenoccur,suchasthecompletionoftenses,clauses,subjunctivemoodsodifficulttomastergrammarpoints,throughthesongstolearn,theeffectismoreobvious,moreprofoundimpressionFourth,thesongsarealsoextendedbackgroundculturalknowledgeandagoodway.TolistentodifferentgenreofsongsindifferentcountriescanenjoytheuniquecharmofWesterncultureandcanunderstandthattheEast-Westculturaldifferences.2.2StrategiesofpracticinglisteningwhenlisteningtoEnglishsongsMusicissoothingmoodregulator,eachofusistogrowwiththemusic,AndmoreoftheclassicsinEnglishsongsthatwerewellreceivedbythepublicfavorite,theapplicationofthesefamiliarsongs,canenhancetheenthusiasmoflearningthatcanfullymobilizetheenthusiasmforstudydegree,becauseastrongersenseofrhythminEnglishsongs,ifnotcorrectlygraspthepronunciation,willaffecttherightwordstounderstandthelyrics,wecannotunderstandlyrics,andonlyunderstandinordertoimitate.Englishsongcontagious,dieplate,tobringtheUnitedStatestogivethelistenertheenjoymentoflisteningtoatthesametimeinspiringandlisteningcomprehensionability,weneedtohavetargetedstudentswithquestionsforstudentstolistento,sothatstudentswithpurposetolistenandunderstandthemeaningofthelyrics,inthecourseofpracticetoimprovelevelofknowledge,optimizetheknowledgestructure,thestudentsprobablyunderstandthelyricstotheeffect,youneedtosetupsamplingtestsandclassroomissues,studentoralpresentation,etc.totheclassroomforstudentstounderstandtheabilitytotest.Toaskquestionsinclass,studentsanswer,groupdiscussionsseveralwaystoenhancingthestudentsknowledgeandunderstandingoftheclassroom.DictationinEnglishwiththemosteffectivemeansofteaching,oneofdictationtrainingcaneffectivelystrengthentheclassroomknowledge,dictationcaneffectivelyovercometheknowledgeandforgotten,andtoimprovethelevelofhearing.Compounddictationmethodsaremainly:(A)simplesentencestosort,Listening,Reading.Dictationtrainingisfromsimpletodifficultandgradualprocess,thesentencecanbereversed,orlyricsdisruptedagainafterlisteningtopermutationsandcombinationstostimulatetheaccumulationofknowledge.(B)CrossarrangedforCloze.Whenastudentlisteninglevelwasraised,theelectioncanbeproperlyrecordedinoneormoreparagraphsparagraphsEnglishsongs,accordingtotheordercrossover,thelyricspartoftheword,phrase,sentence,etc.removed,willremovepartofthereplacementpartasatargetpractice.Thiscaneffectivelypromotetheleveloflisteningcomprehension,butalsoapositiveprocess.3TherelationshipbetweenEnglishsongsandspokenEnglish3.1ThesimilaritiesbetweentherhythmofmusicandthatofspokenEnglish“Musicandlanguageshareseveralfeatures.Ontheonehand,bothstemfromtheprocessingofsounds;ontheother,bothareusedbytheirauthorsorspeakerstoconveyamessage,althoughlanguageismuchmoreprecisethanmusic,whoseeffectismainlyemotional.Onanotherlevel,musicandlanguagehaveintrinsicfeaturesincommon,suchaspitch,volume,prominence,stress,tone,pausesandrhythm.”Soundsaretherootsofbothmusicandspeech.ThemelodicapproachtolanguagelearningismainlybasedontheevidencethatmusicalityofspeechhasaneffectnotonlyonthepronunciationskillsofEnglishlearnersbutalsoontheirentirelanguageacquisitionprocess.Firstlet’sseeasentenceoftheEnglishsong—RedRiverValley:51│3333│3323│21Fromthisval-leytheysayyouaregoing,```“Itisobviousthatthethreewords:‘valley’,‘say’,and‘going’thesearestressedwordsallfallonthefirstorthethirdtimeofeachsection,thatis,onthebeatorsecondarybeat.Thewords:‘From’,‘this’,‘they’and‘are’arenotkeywords,sotheyoccupyonlyonetime.Whilethewords:‘valley’,‘say’,and‘going’alloccupytwotimes;thatistosay,whenwesingthesewords,wehavetoprolongthem,andwealsohavetogivethesethreewordsfullpronunciation.Forthesakeofthevarietyandrichnessofmelody,therhythmofasongoftenchangesalotfreely;however,nomatterhowitchanges,ifthelyricofthesonggoeswellwiththemusic,therhythmofthelanguagewillstillbebasicallyinaccordancewiththerhythmofthemusic.”Therhythmofmusicreferstoregularcombinationoflengthandstrengthofsounds;therhythmoflanguagereferstocombinationofalternatechangesinspeed,pitchandpausesinacertainperiodoftime.Differentlanguageshavedifferentrhythms.Therhythmofmusicsharemanysimilarfeatures.MasteryoftherhythmofmusiccanbegreatlyhelpfultothelearningoftherhythmofspokenEnglish.Theirsimilaritiesareasfollows:(C)Stressalternateswithnon-stress,andthusthereisastrikingcontrast.Inthemelodyofmusic,stressisrhythmwhichconstitutesthebasicelementofthemelody.And“Englishisastress-timedlanguage.”EachEnglishsentenceismadeupofrhythmgroups.Ineveryrhythmgroup,nomatterhowmanysyllables,thereisonlyonestressedsyllablesimilartobeatinmusicandthisstressedsyllableplaysakeyroleintherhythmofspokenEnglish.（D）RegularityoftheAppearanceofStressTherhythmofmusicisregularlyrepeated;andtherepetitionisverystrict.Thisisanimportantfeaturethatmakesmusicdifferentfromnoise.TherhythmofspokenEnglishalsohasthefeatureofregularity.StressinspokenEnglishappearsinaperiodicalway,whichisthemanifestationoftherhythm.(E)Stressisnotusedtomarkoffdifferentsensegroups.Inmusic,stressisrhythmbutitisusedtomarkoffsensegroups.InEnglish,stressisonlyusedtomarkoffdifferentrhythmgroups,notsensegroups.ManyEnglishlearnersconfuserhythmgroupswithsensegroupsinspokenEnglish.ThisinfluencestheirspokenEnglishbadly.(F)Pauseisanimportantfactorinthemakingofrhythm.BothmusicandspokenEnglishhavepauses.InspokenEnglish,therearemanykindsofpauses,suchasphoneticpause,grammaticalpause,etc..Inaword,thesesimilaritiesbetweenmusicandspokenEnglishtellusthatenoughattentionshouldbepaidtomusicinpracticingspokenEnglish.WecanmakefulluseofthesesimilaritiestopracticespokenEnglish.WeshouldnoticetherhythmicalbeautyofspokenEnglishandtrytomastertherhythmofspokenEnglishbyusingEnglishsongs.Thenthiswillbringtwicetheresultwithhalftheeffort.3.2CloserelationshipbetweenspeakingandlisteningInrealcommunication,actually,bothlisteningandspeakingbelongtooralactivities.Aslisteningandspeakingaretwodirectactivitiesandarethemainformsincommunication,theyarecloselyrelatedtoeachother.Listeningisaprocessofreceivinginformation,andthelisteneristryingtounderstandtheinformationreceived;whilespeakingisaprocessofgivingoutinformation,andthespeakerisexpressinghimself/herselfbyemployingwhathe/shehasstoredinhis/hermind.Listeningandspeakingbothdealwithacousticsignals.Theydependoneachotherandpromoteeachother.“AccordingtoStephenKrashen,anAmericanpsycholinguist,‘Languageinputcomesbeforelanguageoutput.”Listeningisessentiallyaprocessofinformationinput;itisaprocessofreceivinganddecoding;whilespeakingisaprocessofinformationoutput;itisaprocessofcodingandtransmitting.Thereforelisteningisthebasisandpremiseofspeaking.Toimprovespeakingability,itis,aboveal,necessarytoimprovelisteningability.Theultimatepurposeofimprovinglisteningistoimprovespeaking--toenhancecommunicationability.’”Inshort,alargeamountofauralinputoflanguageisgoodforeffectiveoraloutputoflanguage.GoodspokenEnglishneedslotsofauralinputoftheEnglishlanguage.WehavetotryeverymeanstoreceiveasmucheffectivelanguageinputaspossibleinordertoimprovespokenEnglish.4.HowtoUseEnglishSongstoImproveOralEnglish4.1.SelectGoodEnglishSongsFirst,accordingtothetheme:Therearevariousthemesofsongs,suchaslove,peace,hero,encouragement,friendship,etc..InthefollowingparagraphstheauthorwillgivesomeEnglishsongsforchoice.Songsaboutlove:LoveMeTender,CandleInTheWind,CaliforniaGirls,TakeMeHome,CountryRoad,Superstar,TheWayWeWere,MoonRiver,RightHereWaiting,TieAYellowRibbonOnTheOldOakTree,UnchainedMelody,IWillAlwaysLoveYou,LoveStory,RiverofBabylon,HookedOnTheMemoryOfYou,Edelweiss,SpeakSoftlyLove,Don’tCryForMe,Argentina,SomewhereMyLove,MyOwnTrueLove,MyHeartWillGoOn,PromiseDon’tComeEasy,ThereYouWillBe,etc..Songsaboutpeace:Imagine,WhenAChildIsBorn,HealTheWorld,andtheveryfamousonesungbyagroupofsingers--WeAreTheWorld:“Therecomesatimewhenweneedacertaincallwhentheworldmustcometogetherasonetherearepeopledying,ohit’stimetolendahand```”Songsaboutencouragement:Hero,Reach,WhyWorry,Sing,LetItBe,Sailing,etc..Next,accordingtothestyle:Englishsongscanbecategorizedintomanyonesaccordingtodifferentstylesofsongs:theblues,jazz,rockandroll,countrysongs,classics,pops,songsfrommovies,Christmascarols,etc..Last,accordingtolevelofdifficulty:SomeEnglishsongsarelongerandmaybemoredifficult,sosometimesitisnecessarytochoosethosethataresuitableforlearning.PeopleofdifferentageshadbetterchoosedifferentEnglishsongs.Children’ssongs:ColorsOfTheWind,MyGoldenSun,MyLittleTable,etc.;Adults’songs:EyesOnMe,YesterdayOnceMore,BigBigWorld,etc..4.2WhenlisteningtoandlearningEnglishsongsaloneWhenanEnglishlearnerlistenstoandlearnsEnglishsongsalone,he/shecanfollowthefollowingsteps:Step1.Listenforthefirsttimeandtrytothinkaboutthethemeofthesong.Step2.Listenforthesecondtimeandthethirdtime;trytomakeouteverywordandphraseaswellaspossible,andatthesametimepayattentiontowordpronunciationandsoundlinking.Step3.Listenforthefourthtimebylookingatthelyricofthesongandthistimefocusontherhythm,especiallythewordsthatstressfallson.Step4.SingthesongbyfollowingthetapeorMTV;feelandlearntherhythm.Step5.SingthesongtothemusicaccordingtothesimilarcharacteristicsofmusicandtheEnglishlanguagewithoutlookingatthelyric.Step6.Readoutaloudthewholelyric,andespeciallypaymuchattentiontosomegoodwords,phrasesandsentencesandtrytolearnthembyheart.Step7.Singthesongwithfullpassionassimilartotheoriginalsingingaspossibleandtrytosingthewholesongcorrectlyandfluently.Step8.Evaluateorretellthesong;expressinnerfeelingsorintroducethesongtoothers.ThesestepsabovearesuggestedinordertoimproveEnglishpronunciation,tomasterEnglishrhythm,andthentoimprovespokenEnglish.Certainly,tomakemoreprogress,largeamountsoflistening,imitatingandpracticingisneeded.Itisbettertotakeoffalittletimefromthescheduletopracticeearnestlyeveryotherday,becausesuccessoftenresultsfrompersistence.Hereisanexample:Asisknowntoall,theUnitedStateshasfifty-onestatesexceptWashingtonD.C.,andmanyofthenamesofthesestatesarenotsoeasytopronounceaccuratelyandrememberwell.WhileSusanNipp“TheUnitedStates,theUnitedStates,IlovemycountrytheUnitedStates,There’sAlabama,Alaska,Arizona,Arkansas,California,Colorado,ConnecticutandDelaware,Florida,Georgia,Hawaii,andIdaho,Illinois,Indiana,IowaandKansas,Kentucky,Louisiana,Maine,Maryland,Massachusetts,Michigan,Minnesota,Mississippi,Missouri,```”Assongsarealwaysfullofemotionsandrhythm,singingaloudwiththehelpofthemelodyandthemusicalityoflanguageisusefulformemorizingwords,especiallytheirpronunciation.Justasismentionedinparttwoofthispaper,accordingtoMurphey,“song-stuck-in-my-head”phenomenonisamelodicDin.AndalsoaccordingtoMora,musicmayleaveaverydeeptraceinourmemories;melodyissimplylikeacuetobringtomindtheaccurateinformationwearetryingtorecall.Thatistosay,duringsingingthesongaloud,melodyandrhythmarehelpingwithrememberingauthenticandaccuratewordpronunciation,especiallythosedifficultones.Soafterlisteningtoandlearningthissongforseveraltimes,onecanatleastsayouthalfofthesestates’names.He/Shecansaysomethingaboutthesong.He/Shemayknowsomeofthestatesverywell,thushe/shecansaytohimself/herselflikethis:“IknowthatCaliforniais…”,or“IlikeFloridabecause…”etc..Ifpossible,he/shecanintroducethissongtoothersinEnglishthisisanopportunitytopracticespokenEnglish.Thus,whentalkingaboutAmerica,onewillfinditeasytosaysomethingaboutsomeofthesestates.4.3WhenlisteningtoandlearningEnglishsongswithanotherpersonormoreWhentwoormorepersonslistentoEnglishsongstogether,theycancarryonkindsofactivitiestopracticespokenEnglish,suchas,discussionorargument,retellingorstory-telling,performanceandsoon.Forexample,afterlearningthepopularoldsongAuldLangSynewhichisoftenplayedonTVorontheradioorinballrooms,thetopic“friendship”canbediscussed.AnothersongTieaYellowRibbonroundtheOldOakTreeisalsoagoodchoiceforpracticingspokenEnglish.Actually,thissongtellsamovinglovestory.WeknowthatstorytellingisaninterestingandeffectivewayofpracticingspokenEnglish.Soafterlearningthissong,thelearnerscantrytousetheirownimaginationtotellthelovestoryinEnglish.Ortheycansaysomethingabouttheheroininthislovestory.Theycanevenhaveafurtherdiscussionabout“love”.Forexample,thequestion“Whatistruelove?”canbediscussed.Tosumup,Englishsongsprovidelotsoftopicsfordiscussion.Solongastheyareusedinaneffectiveway,theywilldomuchgoodtotheimprovementofspokenEnglish.4.4WhenlisteningtoandlearningtoEnglishsongsinclassForEnglishteachers,EnglishsongsarealsoaverygoodaidofhelpingstudentstoimprovetheirspokenEnglish.SelectionofEnglishsongsissoimportantthatEnglishteachershavetochooseamongthatmanysongscarefully.WhenitcomestousingsongstoimprovespokenEnglish,therearethreepointsshouldbepaidattentionto,thatis,pre-listening,while-listening,andpost-listening,andpost-listeningcomesfirstastopracticespokenEnglish.Therefore,Englishteachersshouldputemphasisonpost-listening.Varietyoforalactivitiescanbeadopted:post-listeningquestions,post-listeningexplaining,post-listeningretelling,post-listeningdiscussion,post-listeningimitation,post-listeningperformance,etc..Inthefollowingparagraphs,twoexamplesaregiven:Example1:StorytellingisaveryusefulwayforpracticingspokenEnglish.“LemonTree”isagoodchoiceforpost-listeningactivity.Theactivityfollowsthefollowingprocedures:（G）Preparealistofquestionsbasedonthelyricsofthesongtoguidetheactivity.(H)Dividethestudentsintogroupsandgiveeachgrouponecopyofthequestions.Letthemdiscussfreelyandusetheirownimagination.Eachgroupshouldhaveonegroupleadertotakenotesoftheirdiscussion,andthenmakeupastorytogether.(I)Askeachgrouptoreadtheirownstorytothewholeclass.(J)Letthewholeclassjudgewhichsongisthebest.Questionsfor“LemonTree”:(K)Whendidyourfatherwarnyounottoputyourtrustinlove?(L)Whydidhewarnyou?(M)Didyoulistentoyourfather?Why?(N)Howdidyoufallinlove?(O)Whathappenedoneday?(P)Whydidsheleaveyou?How?(Q)Didyoudoanythingwrongtoher?(R)Howdidyoufeelaftershehadleftyou?(S)Whathaveyoulearnedfromthisloveaffair?Example2:MTVisalsoakindofresourcethatcanbemadefulluseoftolearningEnglishsongs.Recently,MTVisbecomingmoreandmorepopular.SomegoodMTVmadeinEnglishcanbringlotsofbenefitsforEnglishlearners.AsMTVcarrieslotsofinformation,itishelpfulforstudentstolearnforeignhistory,culture,sociallife,art,etc.,whichcanbegoodtopicsoforalactivities.Besides,MTVshowsmanyattractingpicturesanddifferentcharacters,sothesequestionscanberaisedfordiscussion:

(T)IntheMTV,whatplaceshaveappeared?(U)IntheMTV,howmanyandwhatkindofpeoplehaveappeared?(V)Whatdoyouthinkaboutthecolorsofthepictures?Howmanycolorshaveyoufound?(W)Doyouthinkthepicturesareproperlyusedtotellthestoryinthesong?(X)Doyouthinkthemusicmatchthepictures?AlltheseactivitiesmaybeofbighelpforimprovingstudentsspokenEnglish.Oncetheirinterestisarousedandtheirconfidenceisbuilt,openingthemouthasoftenaspossibletospeakEnglishbecomespossible.5.ConclusionEnglishlearningisreallyalonghardprocessthatrequiresalotofeffortsandtechniques.Duringthisprocess,asweallknow,thebiggestproblemishowtospeakfluentandidiomaticEnglish.ThesimilaritiesbetweenmusicandspokenEnglish,andthecharacteristicsandadvantagesofEnglishsongstellusthatusingEnglishsongstoenhancelisteningandspokenEnglishcanbereallyanotbadchoice.Fromtheaboveanalysis,weknowhowEnglishsongshelpimprovespokenEnglishinmanyaspects,suchaspronunciation,vocabulary,senseofrhythm,etc..VariousthemesandrichcontentofEnglishsongsofferagoodmanytopicsforthepracticeoflisteningandspokenEnglish.AlltheadvantagesmakeusbelievethatextensivelisteningandimitatinganddiscussingcanbringlotsofbenefitsfortheimprovementofspokenEnglish.FeelbeautifulEnglishinbeautifulmelody;EnglishsongsasanaidofimprovinglisteningandspokenEnglishwillgainmoreandmoreattentionandwinmoreandmorepopularityinthenearfuture.Bibliography: [1]AlanDuan.如何有效地学习英语口语[J].新东方英语.2005.[2]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.[3]任玉琴.听力课辅助口语教学[J].外语电化教学.1997.[4]郑景.英文歌曲与英语学习[J].成都气象学院学报.1999.基于C8051F单片机直流电动机反馈控制系统的设计与研究基于单片机的嵌入式Web服务器的研究MOTOROLA单片机MC68HC（8）05PV8/A内嵌EEPROM的工艺和制程方法及对良率的影响研究基于模糊控制的电阻钎焊单片机温度控制系统的研制基于MCS-51系列单片机的通用控制模块的研究基于单片机实现的供暖系统最佳启停自校正（STR）调节器单片机控制的二级倒立摆系统的研究基于增强型51系列单片机的TCP/IP协议栈的实现基于单片机的蓄电池自动监测系统基于32位嵌入式单片机系统的图像采集与处理技术的研究基于单片机的作物营养诊断专家系统的研究基于单片机的交流伺服电机运动控制系统研究与开发\t"_blank