Abstract: From the perspective of musical intelligence among multiple intelligences, and mainly based on English songs, this thesis aims to explore the feasibility and clarify the effectiveness of applying musical intelligence to English listening and pronunciation teaching in junior high school。Then，the author concretely analyzes the preparation before class and operation steps of the application, with the combination of some teaching cases. Meanwhile, the author points out that the teacher should notice differences of students’ original musical intelligence while utilizing English songs, and focus on cultural differences between English-speaking countries and China. The paper draws a conclusion that musical intelligence, taking English songs for example, can greatly arouses students’ interest, enrich their vocabularies, cultivates their listening and pronunciation skills and improve the monotony atmosphere of the traditional listening classroom, and so forth.
Key words: musical intelligenc；English songs；junior high school English listening and pronunciation teaching
CONTENTS
Abstract
摘要
1. Introduction-7
2. Theoretical Basis-8
2.1 Definition of Multiple Intelligences Theory-8
2.2 Definition of Musical Intelligence Theory-8
3. Feasibility of Applying Musical Intelligence to Junior High School English Listening and Pronunciation Teaching Based on English Songs9
4. Application of Musical Intelligence Theory to English Listening and Pronunciation Teaching in Junior High School-9
4.1 Rules of Choosing Songs in English Classroom9
4.1.1 Relevant Context-10
4.1.2 Acceptable Melody-10
4.1.3 Acquired Lyrics-11
4.2 Application in English Pronunciation Teaching11
4.2.1 Recognizing Phoneme-11
4.2.2 Singing and Correcting12
4.3 Application in English Listening Teaching-13
4.3.1 Pre-listening Activities: Guessing and Predicting13
4.3.2 While-listening activity: Listen and Fill-14
4.3.3 Post-listening Activity: Dictogloss-15
5. Implication of the Application16
5.1 Implication of the Application in Pronunciation Teaching-16
5.1.1 Developing Students’ Intonation and Rhythms-16
5.1.2 Enhancing the Awareness of Cross-cultural Communication-17
5.2 Implication of the Application in Listening Teaching17
5.2.1 Enriching Students’ Vocabularies-17
5.2.2 Cultivating Students’ Listening Interest-17
5.2.3 Making Up for Single teaching Means and listening material in textbooks18
6.Conclusion-18
Bibliography-19
Acknowledgements-20
