本科毕业设计（论文）-On the Effects of English Animation in Improving Primary School StudentsListening Ability

ContentsTOC\o"1-3"\h\uAbstract I摘要 IIIntroduction 11TheoreticalBasis 31.1CurrentSituationofEnglishAnimations 31.2CurrentSituationofEnglishListeningComprehensionandLearningforPrimarySchoolStudents 41.3RelevantResearchesonEnglishAnimationsandPrimarySchoolStudents’EnglishListeningLearning 52ApplicationofEnglishAnimationsinEnglishListeningClassforPrimarySchoolStudents 82.1SelectionofEnglishAnimations 82.2SituationsofUsingEnglishAnimationsinPrimarySchool’sListeningClass 102.3After-classConsolidationofEnglishAnimations 133AdvantagesofUsingEnglishAnimationsinPrimarySchool’sListeningClass 163.1ImprovementofListeningSkillsandLanguageSense 163.2ImprovementoftheInterestinListening 193.3ImprovementofVocabularyandSelf-ConfidenceinListening 21Conclusion 25Bibliography 27Acknowledgments 29AbstractNowadays,withthedevelopmentoftheglobalization,Englishplaysanincreasinglyimportantrole.However,listeningasanimportantEnglishlanguageskill,hasnotreceivedenoughattentioninprimaryschool’sEnglishclassesthatitdeservesto.TheprocessofEnglishlisteninglearningisrepetitiveanddull,butprimaryschoolstudentshavethecharacteristicsofcuriosity,hyperactivityandcannotconcentrateononethingforalongtime.Therefore,thereisaproblemofinsufficientlisteningabilityinthecurrentEnglishlearningofprimaryschoolstudentsinChina.Moreover,learningEnglishwellisdifficultforprimaryschoolstudentswhohavejuststartedtolearnEnglish.Therefore,teachersshouldadoptsomeinterestingteachingmethodsaccordingtothecharacteristicsofstudents.Englishanimations,asanaudio-visualmaterialwithsimplelanguageandclearpronunciation,aretheoreticallyandpracticallyapplicabletoEnglishteachinginprimaryschools’listeningclasses.Englishanimationsareacombinationofwords,videos,imagesandsounds,whichareathree-dimensionallanguageenvironment.Thisthree-dimensionalEnglishlanguageenvironmentenablesstudentstomakefulluseoftheirvisionandhearing,whichcouldhelpthemlearnEnglishbetterandimprovetheirlisteningskill.Meanwhile,inprimaryschool’sEnglishclasses,usingEnglishanimationstolearnEnglishcanstimulatestudents’learningenthusiasmandinterest,andalsohelpsexpandstudents’vocabulary,improvetheirlanguagesense,pronunciationandintonation.Thispaperisdividedintothreeparts,anditmainlytalksaboutthebenefitsofusingEnglishanimationsinprimaryschool’slisteningclass.Throughthispaper,theauthorhopesthatmoreandmorepeoplecouldrealizetheimportanceofenhancingEnglishlisteningskills.Itcouldhavecertainreferencevaluewiththepurposeofimprovingstudentslisteningability.Keywords:Englishanimation;primaryschool;listeningability摘要在经济全球化不断发展的今天,英语扮演着越来越重要的作用。但是听力作为一种重要的语言技能在小学英语课堂中没有受到应有的重视。因为英语听力学习的过程是重复而枯燥的，但是小学生具有好奇、好动和注意力不能长时间集中的特点，所以目前我国小学生英语学习中存在听力能力不足的问题。而且，对于小学生来说,刚刚接触到英语这门学科,学习起来也有难度,所以老师要根据学生的特点,采取有趣的教学方法教学。英语原版动画片就比较适合小学生,也被广泛应用于小学英语教学中。

作为一种语言简单、发音清楚的地道英语视听材料,英文原版动画片从理论上和实践上都具备在小学英语教学中应用的可行性。英文动画片是文字、动画、影像和声音的有机结合，是一个立体的语言环境，这种全英文的立体语言环境能让学生充分利用视觉和听觉，帮助学生更好的学习英语，培养良好的语感，提高学生的听力能力。同时，在小学英语课堂中使用英文动画片来学习英语能够激发学生的学习热情和兴趣，在学生的词汇、语感、语音、语调上也有着巨大的帮助。本篇论文分为三个部分，主要研究了将英文原版动画片应用于小学英语听力课堂上的益处。通过本文，作者希望有越来越多的人能够意识到英文动画片对小学英语听力学习的积极作用，为之后小学英语教师选择英文动画片作为教学材料有一定的参考价值。关键词：英文原版动画片；小学；听力能力IntroductionListeningplaysanessentialrolewhetherfromtheperspectiveoflanguagedevelopmentorfromtheperspectiveofthecommunicativeformoflanguage.Itisalsoanimportantpartintheprocessoflanguagelearning.Inthisprocess,teacherscouldnotonlycheckstudents’proficiencyintheuseofEnglishknowledgeandskills,butalsounderstandthebasicsituationofstudents’developmentofthinkingability.Therefore,teachersshouldpaymoreattentiontothecultivationofstudents’Englishlisteningskill,andputthetrainingofstudents’Englishlisteninginanimportantpositioninteaching.Atthesametime,accordingtoresearches,childhoodisacriticalperiodforlanguagelearning.Englishlearninginprimaryschoolcanlayasolidfoundationforstudents’goodlanguagesense,pronunciationandintonation.However,thecurrentsituationofEnglishlisteninglearninginprimaryschoolinChinaisthatEnglishisacompulsorysubjectforprimaryschoolstudents,butitislessimportantthansubjectlikeChineseandmathematics,itslisteningaspectinparticular.ThemainformofeducationinChinaisexamination-oriented,whichpaysmoreattentiontostudents’readingandwritingabilitiesintheprocessofteaching,butneglectsstudents’listeningandspeakingabilities.Moreover,someteachersareinfluencedbythetraditionaleducationalconceptthatlisteningandspeakinglearningisfarlessimportantthanreadingandwriting.Therefore,theythinkitisunnecessarytoprovidestudentswithextralisteningtraining,whichisalsoamainreasonforthelowEnglishlisteningleveltoday.Somepeoplebelievethatthelearningabilityandenergyofprimaryschoolstudentsarelimited.Thestudyofreadingandwritinghasconsumedalloftheirlearningenergy,sothattheydonothavemoreenergytodevotethemselvestolisteningpractice.TheprocessofEnglishlisteninglearningisverytime-consuminganddull.However,beingactiveisoneofthemaincharacteristicofprimaryschoolstudents.Therefore,itisdifficultforthemtoconcentrateonlisteningpracticeevenforaveryshortperiodoftime.Meanwhile,studentshavefewerchancestolistentoanEnglishexpressionoutsidetheclassroom,becauseEnglishisnotthenativelanguageofourcountry.Itisonlyusedinasmallrangeexceptforaspecificscene,whichalsocausesprimaryschoolstudentstonothaveagoodlanguagelearningenvironment.Insummary,wecanlearnthattherearesomeproblemsinEnglishlisteninglearningforprimaryschoolstudentsthesedays.Therefore,itisimperativetostrengthenstudents’listeningtraining.However,itisunrealistictohaveprimaryschoolstudentstakeoutafixedtimeeachdaytolistentoanarticleornewslikemiddleschoolstudents.Tosolvethisproblem,Englishanimationsarestartingtoraiseresearchers’attention.Asweallknow,animationsareverypopularamongchildren,becausetheyarefuntowatch.EnglishanimationsarealsoverysuitableforstudentstolearnEnglishwhileentertainingthem.StudentscanlearntheauthenticBritishorAmericanaccents,andnativeexpressionsfromthecharactersintheanimations.ThisisexactlythelanguageenvironmentthatprimaryschoolstudentsneedfortheirEnglishlisteningpractice.Thus,itisveryfeasibletousetheEnglishanimationsinprimaryschool’sEnglishclasses.TheuseofEnglishanimationsinclassallowsstudentstopracticetheirEnglishlisteningandcouldstimulatetheirenthusiasmandinterestinlearning.ItcanalsocultivatetheirEnglishlisteningabilityandthesenseoflanguage.Itwillalsohelpstudentsimprovephoneticintonationandincreasevocabulary,andboosttheirself-confidenceinEnglishlearning.Inthisway,theywillhavefaithinthemselvesandwillnotshyawayfromusingEnglish.Thispapermainlytalksaboutthreeparts,includingtheoreticalbasis,applicationofEnglishanimationsinEnglishlisteningclassforprimaryschoolstudentsandthebenefitsofusingEnglishanimationsinprimaryschool’slisteningclass.Thelastpartisthecenterofthispaper.Throughthispaper,theauthorhopesreaderscanrealizethepositiveroleofEnglishanimationsinprimaryschool’sEnglishteaching.Asteachers,theycouldlearnhowtochoosethebestanimationsfortheirstudentsandhowtoconsolidatetheknowledgethatstudentshavelearnedafterusingtheanimations.Atthesametime,thereaderscanrecognizethecurrentsituationofEnglishlisteninginprimaryschoolsandtheimportanceofit.1TheoreticalBasisListeningplaysanimportantroleinEnglishlearning.Butforprimaryschoolstudents,itisimpossibleforthemtofocusonaboringlisteningmaterialforalongtime.Therefore,primaryschoolstudents’listeningabilityisinferiortotheirreadingandwritingabilities.However,accordingtosomeresearches,Englishanimationshavehadagreateffectonsomeprimaryschoolstudentsintermsoftheirlisteningskills.Thus,thefollowingissomebasicsituationsandrelevantresearches.1.1CurrentSituationofEnglishAnimationsMultimediaplaysanimportantroleinprimaryschoolEnglishclass.Itbreaksthroughallkindsofeducationalmediaindustryboundaries.Basedontheneedsofteaching,multimediacanhandletexts,graphics,videosandothermultimediateachinginformation[1].Itwillformanintelligentterminaltoprovideefficient,interactive,realtimeteachingandoperatingenvironment.WecanlearnthatthecurrenttechnologyenvironmentisparticularlysuitableforstudentstousemultimediatechnologytolearnEnglish.Englishanimationsaretheproductofmultimediatechnology’sdevelopment.TheearliestknownanimatedfilmwasmadeinFrancein1906,titledHumorousPhasesofFunnyFaces,andwasmadefromchalkpictures.Sincethen,othersmallanimationsweremade,butthefirstanimatedcartoonwithsynchronizedaudiowasmadebyWaltDisneyin1928,calledSteamboatWillie.Manyanimationslikethisfollowed,andwereusedtoentertainviewerswithgagsandcharadesofdrawncharacters.Nineyearslater,Disneyreleasedthefirstfull-lengthfuturefilm,SnowWhite.In1993,softwarefor3Danimationwascreated.Alloftheseeventsleduptotheanimationsandfilmsweseetoday.Animationshavebecomeapopularformofstorytellingthathashelpedshapethemodernworld.Inrecentyears,thereisagrowingdemandforEnglishanimations.Asaresult,animationshaveshownitsdiversifiedfeatures,withmoreandmoreanimationproductioncompaniesemerging.Thisalsomakesthethemes,formsandstylesofanimationsmorediverse.TheEnglishanimationsespeciallyattracttheattentionandinterestofprimaryschoolstudents,andareofgreathelpintheirEnglishlearning.Forprimaryschoolstudents,itisdifficulttolearnEnglishwellastheyhavejuststartedtolearnit.However,Englishanimationsareveryfunandenjoyable,whichcaneasilyattracttheattentionofprimaryschoolstudents,makingtheminterestedinEnglishlearningduringtheprocessofwatchingEnglishanimations.Therefore,accordingtothisfeature,teacherscanadoptthisuniqueteachingmethodofEnglishanimationsinprimaryschool’sEnglishlisteningclass,soastoattractstudents’attention.TheoriginalEnglishanimations,asasimpleandclearlypronouncedEnglishaudio-visualmaterial,canprovidestudentswithathree-dimensionalEnglishlanguageenvironmentandalsothemostauthenticEnglishaccentsandexpressionsfromnativespeakers.Theoreticallyandpractically,itiseffectivetoapplyitinprimaryschool’sEnglishteaching.Apartfromthat,animationsareofgreatsignificanceintheemotionaleducationandculturalknowledgeacquisitionofprimaryschoolstudents,sotheyarewidelyusedinprimaryschoolEnglishclasses.1.2CurrentSituationofEnglishListeningComprehensionandLearningforPrimarySchoolStudentsManyscholarsbelievethatEnglishplaysanincreasinglyessentialrolewiththecontinuousdevelopmentofeconomicglobalization.ListeningasoneofthefourelementsofEnglishlearninghasanimportantposition.Atpresent,therearesomeproblemsinprimaryschoolEnglishlisteningteaching,whichnegativelyaffecttheimprovementofstudents’Englishlisteningskills.PrimaryschoolisthekeyperiodtolayasolidfoundationofEnglish.Students’EnglishlearninginterestwillalwaysinfluencetheirfutureEnglishlearningpassion.Englishasaforeignlanguage,whatshouldbedoneinprimaryschoolistoboostpositiveinterests.ThemainissueofEnglishteachinginprimaryschoolsinChinaisthattraditionalteachingpaysmoreattentiontoreadingandwritingandneglectsthecultivationoflisteningandspeaking[2].Students’culturalfoundationandpsychologicalstatealsoaffectthedevelopmentoftheirlisteningskills.Thelackoflanguageenvironmentalsocausesthestudents’poorlisteningability.ListeningtrainingisstillaweaklinkinEnglishteachinginprimaryschool.Students’listeningskillsaregenerallyweak,whichaffecttheircomprehensivedevelopmentofspeaking,readingandwritingabilitiestovariousdegreesandcreatepotentialobstaclesforthesustainabledevelopmentofEnglishteachinginprimaryschools.Accordingtopsychologicalresearches,primaryschoolisthebesttimeforlanguagelearning.Inthisstage,studentshavethemostacutehearing,soprimaryschoolstageisundoubtedlythebesttimetocultivatestudents’listening.Therefore,whetherinnormalclassteachingorreviewteaching,teachersshouldputlisteninginthefirstplaceoflanguagelearning.Atthesametime,ifthereisonlyasimplereadingandwritingtask,itispossiblethatstudentsbecomeboredoflearningintheprocess,whichaffectstheirinterestinlearningEnglish.Therefore,schoolsshouldnotonlypayattentiontoreadingandwriting,butalsototheimportantrolethatlisteningandspeakingareplaying.Onthebasisofexamination-orientededucation,schoolsshouldtreatEnglishasacommunicationtool,whichcanbeusedbystudentstocommunicatewithotherEnglishspeaker.Thebasisofcommunicationistounderstandwhatyourinterlocutoristalkingabout,andyoucanreplyaccordingtowhatyouhavejustheardandasaresult,yourspoken-Englishwillbelargelyimprovedintheprocess.Primaryschoolstudents’Englishlisteningabilitynotonlyhashighpracticalvalue,butalsohelpstostimulatetheirEnglishpotentialofsucceedinginEnglish.Englishanimations,asasimplelanguagelearningmaterialwithclearpronunciationofauthenticEnglishaudio-visualcontents,areverysuitableforthem.Itcanimprovestudents’listeningability,pronunciationandintonation.Therefore,EnglishteachinginprimaryschoolsbasedonanimationswillbecomeaneffectivewayforEnglishteachers,whichcanbewidelyusedinclasses.1.3RelevantResearchesonEnglishAnimationsandPrimarySchoolStudents’EnglishListeningLearningAnimationsaremainlydesignedforkids.Theyareusuallybroadcastedontelevision.Animationswerepreviouslymadeforthepurposeofentertainmentonly.However,animationsthesedaysarebeingextensivelyusedforotherpurposesaswell.Forexample,animationsarenowbeingusedforeducationandspreadingawarenessamongpeopleinadditiontofunandentertainment.Mostparentsstillthinkthatwatchingtoomanyanimationscanaffecttheirchildren’shealth.Forinstance,itmayaffecttheireyesorbraindevelopment.However,thisviewpointisonlyfiftypercentright.Watchinganimationsinexcesswilldefinitelyaffectachild’shealthbutamoderateamountoftimespentonanimationswillhelpwiththechild’sdevelopmentandeducation.Itisalsobelievedthatifachildwatchesanimationsheorshewillstarttobehavelikeacartooncharacter,whichisnotalwaysreasonable.Watchingthesameanimationalldaylongmightcausesuchaneffect,butwatchingitforhalforonehouradaywillprobablynot.Thisalsodependsonthetypeofanimationsthechildiswatching,whichmeansifthecartooncharacterbehavespositivelyinhisroleitwillhaveagoodpositiveinfluenceonthechild[3].Moreover,animationscanalsobecomeagoodteachingtoolifusedproperly,assuchaninexpensivetoolhasnumerousadvantages.Itcannotonlyeffectivelycatchthestudent’sattention,butalsosetagoodexampleinmanyways.Frompre-schooltomiddleschoolstage,animationsplayaveryimportantrole.Insteadofcreatingastressedandmonotonousatmosphere,animationscreatearelaxedandenjoyableone.Manyoverseasresearchesshowthatanimationsplayapositiveroleineducation.Theusageoftechnologyineducationaffectstheenvironmentsofstudents’learningandteaching.Ithasbeensuggestedthatwiththeuseofanimationsineducation,thereisasignificantimprovementintheattitudesandacademicachievementsofstudentsinapositiveway.Ithasbeenshownthatanimationsastechnologicaltoolsusedineducationhavecontributedalottostudents.SomeChinesescholarsbelievethattheuseofEnglishanimationsinprimaryschool’sEnglishlisteningisateachingmethodwhichwasproposedbasedontheTheoryofMultipleIntelligences.Itsuggeststhatthetraditionalnotionofintelligence,basedonI.Q.testing,isfartoolimited.Instead,Dr.Gardnerproposeseightdifferentintelligencestoaccountforabroaderrangeofhumanpotentialinchildrenandadults[4].Therefore,theTheoryofMultipleIntelligencesistodevelopthepotentialofstudentsandmaximizeitcontinuously.ThevividscenesinEnglishanimationsenablethestudentstounderstandthelanguageinthemmoreeasily.Astheoldsayinggoes,“interestisthebestteacher”.BecauseofEnglishanimationshavethefunnypictures,catchymusicetc.,studentswillbenaturallydrawntothem.Pupilsthemselvesenjoywatchinganimations,whichcanstimulatetheirenthusiasmforEnglishlearning,satisfytheirenjoymentofhearingandvision[5].Onlywhenstudents’interestandemotionsarearoused,theycanlearnfasterandmoreefficiently.Atthesametime,watchingEnglishanimationscancreateagoodenvironmentforEnglishlearning,increasestudents’enthusiasmforlearningtoagreaterextent,andimprovestudents’self-confidenceinlearning.Basedonanalysisbythescholarsabove-mentioned,wecanseethattheyallaffirmtheimportantroleofEnglishanimationsinprimaryschoolstudents’Englishstudy.Itcanhelpstudentsnotonlyinthelisteninglevel,butalsoinoralEnglish,writingandotheraspects.Moreimportantly,theuseofEnglishanimationsforEnglishlearningcanbooststudents’interest;makethemfeelpleasedwhilelearningEnglish.Theycanreallyfunofitintheprocess,whichiswhattheauthorthinksthebestresultaswellasthebestrolethatEnglishanimationscanplay.Inanutshell,thiswholeparthasshownthecurrentsituationofEnglishanimationsandthesituationofprimaryschoolstudents’listeningcomprehensionandsomerelevantresearches.ThereaderscouldrealizethecurrentproblemsthatprimaryschoolstudentsarefacingandtheimportanceofusingEnglishanimationsinprimaryschool’sEnglishlisteningclassthroughthispart.TheycouldalsoseethatusingEnglishanimationsinprimaryschool’sEnglishclassisfeasibleaccordingtotherelevantresearches.2ApplicationofEnglishAnimationinEnglishListeningClassforPrimarySchoolStudentsItisundoubtedlythatusingEnglishanimationsinprimaryschool’sEnglishclassisfeasible.Therefore,itisimportantforEnglishteacherstochoosethemostsuitableresourcesfromthelargeamountofEnglishanimationresources.Duringtheclass,teachersshouldknowthesituationsofusingEnglishanimationsinclass.AfterusingEnglishanimations,teachersshouldknowthemethodstoconsolidatewhatstudentshavelearnedinclassthroughEnglishanimations.SelectionofEnglishAnimationAccordingtoaresearch,youngerschool-agedchildrencanfocusindirectinstructionforapproximately5-12minutes.Studentswillbetiredwithwatchingavideowhichismorethan12minutes[6].Therefore,whileateacherisusingEnglishanimationsinalisteningclass,heorsheneedstochoosetheanimationwhichisunder12minutes.Nomatterwhattypeofvideoischosen,childrenareunabletostayconcentratedononethingforlongerthanafewminutesafter10minutesofpassiveviewing.Therefore,ateacherneedstoselecttheanimationswhichcanbedividedintosmallerbutcompletesegments,accommodatingthestudent’sattentionspan.Thiskindofanimationscancatchstudents’attentionandattracttheirinterest.WhilechoosingEnglishanimationsforprimaryschoolstudents,ateacherneedstoselecttheanimationwhichisinteresting.Thissortofvideocaneasilycatchstudents’attentionandmakethemfocusonitwithoutfeelingbored.Accordingtotherecentresearches,wecanknowthatthevideowithfunnycharactersandinterestingplotcouldattractstudentsinterestingmoreeasily.Thesekindsofvideosareneededtobechosenbyteachers.Ateachershouldchoosethevideowhichispositiveandoptimistic.AslearningmaterialsusedinprimaryschoolEnglishlisteningclasses,Englishanimationsmustbepositiveandconformtothecorevaluesofthecontemporarysociety.Forexample,ateachercanchoosevideosthatarerelatedtoculture,communication,history,scienceandtechnology.WhileusingEnglishanimationsinprimaryschool’sEnglishclass,teachershouldavoidtheanimationswhichinvolvebloodandviolence.Becauseelementaryschoolstudentshavenotformedtheirowncompletevaluesyet.Theywillimitatethecontenttheyhaveseen.Therefore,thistypeofEnglishanimationsshouldbebannedfromEnglishclasses.TeachersshouldchooseEnglishanimationswhichareclosetothereallife.ThereasonisthatEnglishanimationsappearinprimaryschoolEnglishclassesaretohelpimprovetheEnglishlisteningabilityofprimaryschoolstudents.Atthesametime,primaryschoolisabasicstageforEnglishlearning.Inthisstage,students’EnglishlearningismainlyaimedatdevelopingtheirlanguagesenseandmakesthembemoreinterestinEnglishlearning.Theyarenotrequiredtomasterparticularlycomplexwordsandgrammar[7].Therefore,ateachercanchoosetheanimationswhicharemoreclosetothereallife.Thistypeofanimationisnotsodifficult,andlinkswiththereallife.Thiswillmakeiteasierforstudentstocreateapicturesense.Therefore,itcanletthestudentshaveafamiliarfeeling,whichcanmakethemputthecontentwhattheyhaveseenintheanimationsintothereallife.ItcannotonlyhelpthemtoimprovetheirEnglishlisteningabilitymoreeffectively,butalsocouldincreasetheirvocabularythroughwatching.TeachersshouldchoosetheEnglishanimationswithpracticallanguageandthewordsareeasytounderstand.Thoseanimationsarenottoodifficult,andstudentswillnotbeboredbecauseofthedifficultyoftheanimations.Iftheanimationlanguagechosenbytheteachersistoocomplex,itwillnothelptoomuchtotheprimaryschoolstudentstolearnEnglish.Thecapacityofelementaryschoolstudentstograspknowledgeislimited.Ifstudentsareshownanimationswhichgobeyondtheirlearningability,itwillleadtoboredomandresistance,whichisnotworththecost.Atthesametime,teachersshouldchoosevideoswithsimplewordsthatareeasytounderstand.Thiskindofanimationscouldattracttheinterestofstudentseasier.Whenwatchingthevideowiththepronunciationofsimplewords,thestudentswillunconsciouslyreadafterthem,whichhavegreathelpforthedevelopmentoftheiroralandlisteningskills.Ingeneral,teachersshouldpayattentiontothefollowingpointswhenchoosingEnglishanimationsusedinprimaryschool’sEnglishlisteningclasses.Firstly,theanimationsshouldnotbelongerthan12minutes.Becauseaccordingtotheresearch,theattentionspanofprimaryschoolstudentsislimited,usuallyaround5-12minutes.Beyondthatpoint,eventhemostinterestinganimationsarehardtoattracttheirinterest.Secondly,teachersshouldchoosetheanimationsthatareinlinewithstudents’interests,suchastheanimationswithinterestingcharactersandplots.Thistypeofanimationscanattractstudents’attentionforalongtimeandenhancetheclassroomlearningeffect.Thirdly,whentheteacherselectstheanimatedvideos,heorsheshouldchoosethevideoswithpositivecontentandavoidthebloodyandviolentimagesinthevideo.Asateacher,theyshouldcreateagoodlearningatmosphereandenvironmentforstudentstohelpthemstudybetter[8].Fourthly,teachersshouldchoosetheanimationmaterialsclosertothereallife,sothatstudentscanhaveasenseofresonance.Thisallowsthemtousewhattheyhavelearnedintheclassroominreallifeandhelpsthemtoconsolidatewhattheyhavelearned.Fifthly,teachersshouldchooseEnglishanimationswithpracticallanguageandsimplewords.Suchanimationsareusuallynottoodifficulttounderstand,sothatstudentscaneasilyunderstandthemeaningsofEnglishwordsinthevideosandcomparethemwithChinesewords.Atthesametime,studentswillunconsciouslyrepeattheverbalexpressionsfrequentlyspokenbythemajorcharactersinthevideo,whichcanhelpimprovetheirlanguagesenseandlisteningability.2.2SituationsofUsingEnglishAnimationinPrimarySchool’sListeningClassAsweallknow,EnglishoriginalanimationsarehelpfulfortheEnglishlisteninglearningofelementaryschoolkids.However,teacherscannotuseEnglishanimationsasteachingmaterialinallthesituations.TeacherscouldusetheEnglishanimationsinprimaryschool’sEnglishlisteningclassunderthefollowingcircumstances.Firstly,ateachercanplayanoriginalEnglishanimationaslead-inpartofanewlesson.PlayingtheoriginalEnglishanimationscanleadinthenewteachingcontentskillfullyandnaturally.Afterdeterminingtheteachingobjectives,theteachercanfindanEnglishanimationwhichisconsistingwiththeteachingobjectivesoftheclass.Theanimationsshouldalsocontainthewordsandsentencesthatstudentsarerequiredtomasterthisclass[9].Inthisway,studentscouldmasterthenewknowledgeeasily