本科畢業(yè)設(shè)計(jì)（論文）-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摘要在經(jīng)濟(jì)全球化不斷發(fā)展的今天,英語(yǔ)扮演著越來(lái)越重要的作用。但是聽(tīng)力作為一種重要的語(yǔ)言技能在小學(xué)英語(yǔ)課堂中沒(méi)有受到應(yīng)有的重視。因?yàn)橛⒄Z(yǔ)聽(tīng)力學(xué)習(xí)的過(guò)程是重復(fù)而枯燥的，但是小學(xué)生具有好奇、好動(dòng)和注意力不能長(zhǎng)時(shí)間集中的特點(diǎn)，所以目前我國(guó)小學(xué)生英語(yǔ)學(xué)習(xí)中存在聽(tīng)力能力不足的問(wèn)題。而且，對(duì)于小學(xué)生來(lái)說(shuō),剛剛接觸到英語(yǔ)這門學(xué)科,學(xué)習(xí)起來(lái)也有難度,所以老師要根據(jù)學(xué)生的特點(diǎn),采取有趣的教學(xué)方法教學(xué)。英語(yǔ)原版動(dòng)畫片就比較適合小學(xué)生,也被廣泛應(yīng)用于小學(xué)英語(yǔ)教學(xué)中。

作為一種語(yǔ)言簡(jiǎn)單、發(fā)音清楚的地道英語(yǔ)視聽(tīng)材料,英文原版動(dòng)畫片從理論上和實(shí)踐上都具備在小學(xué)英語(yǔ)教學(xué)中應(yīng)用的可行性。英文動(dòng)畫片是文字、動(dòng)畫、影像和聲音的有機(jī)結(jié)合，是一個(gè)立體的語(yǔ)言環(huán)境，這種全英文的立體語(yǔ)言環(huán)境能讓學(xué)生充分利用視覺(jué)和聽(tīng)覺(jué)，幫助學(xué)生更好的學(xué)習(xí)英語(yǔ)，培養(yǎng)良好的語(yǔ)感，提高學(xué)生的聽(tīng)力能力。同時(shí)，在小學(xué)英語(yǔ)課堂中使用英文動(dòng)畫片來(lái)學(xué)習(xí)英語(yǔ)能夠激發(fā)學(xué)生的學(xué)習(xí)熱情和興趣，在學(xué)生的詞匯、語(yǔ)感、語(yǔ)音、語(yǔ)調(diào)上也有著巨大的幫助。本篇論文分為三個(gè)部分，主要研究了將英文原版動(dòng)畫片應(yīng)用于小學(xué)英語(yǔ)聽(tīng)力課堂上的益處。通過(guò)本文，作者希望有越來(lái)越多的人能夠意識(shí)到英文動(dòng)畫片對(duì)小學(xué)英語(yǔ)聽(tīng)力學(xué)習(xí)的積極作用，為之后小學(xué)英語(yǔ)教師選擇英文動(dòng)畫片作為教學(xué)材料有一定的參考價(jià)值。關(guān)鍵詞：英文原版動(dòng)畫片；小學(xué)；聽(tīng)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