How to enliven the classroom atmosphere —— Notes on Teaching Well-off Ballads 32

Xiao Kuang: Hello! Today, I thought of my own attempt to enliven the classroom atmosphere and adjust students' learning mood and motivation by singing in the Chinese class of Grade Three, especially during recess, and shared it with you and discussed it together. Or from last week's "Song of the Olympics" and "Olympic Spirit". First of all, in the afternoon of New Jinshan Weekend School, I have a newly added VCE (Victorian High School Diploma Examination) Chinese class, with a non-native background, grade 1 1- 12. There are nine students of China descent and three foreign students of pure Australian descent in the class. In the main course, we all learn and practice the four major language skills according to the requirements of the Victorian syllabus. In order to cope with the exam, we mainly focus on writing, listening and translation, and do a lot of exercises. There are three classes every weekend afternoon. It is precisely because of the long class time, boring content, rigid writing format and "rules and regulations", not to mention that students can't sit still, that is, teachers, and after three classes, they will feel monotonous and uninterested! Originally, we tried our best to finish class 15 minutes earlier, and everyone would like to have a rest. But in practice, it is obvious that those students who are usually active can't sit still at all. After a while, they can't help chatting in twos and threes. As soon as the chatterbox is opened, they will talk endlessly! So, I thought, why don't we do something different between the two classes and let them sing the songs that our junior students learned in the morning, especially because many recent songs are related to festivals. Linguistically, it doesn't matter whether they are juniors or seniors. As long as you are learning a language, every song has more or less fresh words and neat expressions, such as idioms or idioms, as well as sentence patterns in poetic format. In addition, the unique literary color and cultural connotation of these songs may not be a new way of learning and experiencing for senior students. Take the spread of Olympic songs and Olympic spirit as an example, there are at least forty or fifty words and sentence patterns (please refer to my teaching notes for the first two times). Fortunately, senior students have a strong understanding and grasp it quickly. With the help of English notes, they can understand the lyrics themselves without my detailed explanation! Moreover, it is not the content of their classroom teaching, but appreciation, and everyone does not feel any burden. So, I took a short break of a few minutes and asked them to read it after me twice, and then played the two animations on the big screen of the whiteboard. Everyone enjoyed it and sang along, just like a relaxed "concert"! I not only adjusted my mood, but also relaxed my body and mind. I also learned the ideological content and language components in the songs. What a kill two birds with one stone! I asked everyone if they liked the music and lyrics of these two songs, and everyone said they did, especially Nick and Josh, two big Australian boys sitting in the back row with smiles on their faces. They were sure: Yes! These two people sing seriously and happily, and they are more devoted than those China students around them! I believe it is a greater sense of accomplishment for them: how amazing it is to be able to sing in Chinese! It can be seen that the joy is from the heart! Judging from the beaming expressions on their faces, it goes without saying. You know, even the seniors in the graduating class need to show off. When they achieve something, why not show it off? Think of the old soldiers we learned to sing last semester, the Dragon Boat Festival, the song of Wenchuan, Children's Day and other songs. During the break, everyone involuntarily threw themselves into it, laughing and spending the boring college entrance examination course, which also inspired me: singing is not necessarily for teaching, but can also be used to enliven the classroom atmosphere and enrich the break, even if it is just listening. If some parents think that the cram school for college entrance examination has to keep doing homework with a straight face every minute, "singing is a waste of time", then they really have to come to our classroom to see for themselves which study effect is better! In fact, what I saw in the Chinese class of our school 12 is not true: every time we have a break, everyone tries to turn on the music or songs in their computers or iPod, either by plugging their ears with earplugs or turning on the radio to enjoy them, but they only like some popular songs at present. It can be seen that after intense study, everyone needs to relax and enrich themselves with music or songs, right? Students and adults, all the same! This reminds me of an interesting story more than twenty years ago. From 1985 to 1987, I taught the course "Introduction to Linguistics" in the Chinese Department of Hangzhou University at that time. This is a lecture for more than 200 undergraduates in the whole department, and the big classroom is full. During the break, many people are too lazy to walk around, just sitting in their original seats and chatting. I am a young lecturer who graduated from the English Department with a master's degree. Although I am not "full of classics", I am full of English songs. Therefore, I suggested to my classmates to learn some English songs during recess, and everyone responded enthusiastically. Therefore, whenever I am free, I will teach you to sing an English song. Everyone worked really hard, and even learned twenty or thirty English songs in one semester! That's everyone's enthusiasm. No one is allowed to go out during recess! This boring linguistics course is "full of enthusiasm" and "thriving"! In the building of Chinese Department, students' English songs can be seen everywhere. I remember at the end of the semester, I designed a teaching feedback questionnaire to solicit your views and opinions on linguistics and my teaching methods. Almost every student publicly replied: linguistics is too boring, but English songs are great, which is also called "complementarity" (a concept in linguistics)! Some students say that I like this course best because I can learn to sing English songs from you! Some students are even more outspoken: I don't like this course, but I like coming to your class because I want to sing English songs with you! Some students simply said: I came to this class to learn English songs from you! You must say: this is not putting the cart before the horse! Ha ha! That's the truth. Some students said that I forgot all the concepts of linguistics after the exam, but I remembered all those English songs! Even funnier, several students (must be boys) wrote in unison on the questionnaire: "If it weren't for the age gap, I would have fallen in love with you!" Ha ha! My singing must have conquered them! Now that I think about it, this anecdote that I taught linguistics in the Chinese Department of Hangzhou University must be "unprecedented". How lovely and clever we were then! How creative! This time, I met Cui Xiliang, an old classmate of President beijing language and culture university in Melbourne. He said: The efforts and struggles of our generation, our achievements and wealth at that time, cannot be copied. It seems reasonable. However, today, after so many years, in the Chinese class in Australia, I have made a fierce impact on the "ballad teaching method" and composed my own lyrics. I am busy! Listening to those foreign students say that they came to the Chinese class to learn singing from Mr. Zhou seems to confirm a simple truth: singing and learning, entertaining and entertaining, the best of both worlds! Stop here for the time being, and have a good time editing! Teacher Zhou 12/8/09