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Методическая разработка «Реализация ФГОС в процессе преподавания английского языка в современной школе» Инновационная деятельность – методическая разработка упражнений к урокам английского языка по теме: «Использование музыки и песен на уроках английского языка в средней школе» | Горбачева Софья Вячеславовна. Работа №273696

Дата публикации:

08.06.2021

Автор:

Горбачева Софья Вячеславовна

Описание:

Автор: Горбачева Софья Вячеславовна
Методическая разработка предназначена для учителей английского языка.

Методическая разработка

«Реализация ФГОС в процессе преподавания английского языка в современной школе»

Инновационная деятельность – методическая разработка упражнений к урокам английского языка по теме: «Использование музыки и песен на уроках английского языка в средней школе»

Выполнила:

учитель английского языка ГБОУ школы № 519 Московского района

Горбачева Софья Вячеславовна

Санкт-Петербург 2020

CONTENTS

INTRODUCTION …………………………………………………………………3

CHAPTER 1. THE ADDITION OF MYSIC TO THE ENGLISH LANGUAGE……………………………………………………………………….5

1.1.The affects of music in the teaching English…………………………………..5

1.2. The using songs in English teaching ………………………………………….7

CHAPTER 2. CHANGES IN GRAMMAR AKTIVITIES IN ENGLISH…………………………………………………………………………10

2.1. The versions of books for the activity songs………………………………………………………………………………10

CONCLUSION …………………………………………………………………..12

APENDIX…………………………………………………………………………13

REFERENCES……………………………………………………………………22

Introduction

English is now the most important and widespread language in the world.

Learning a new language is often begun at a young age and, in some schools is continued throughout a person’s education.

Songs are part of daily life of most people also songs can be used to teach all aspects of English language.

This collection is designed for language lessons. All materials satisfy the level of language skills development at the middle stage. All activities are designed to be done in the classroom that’s why songs are catchy and fun and ESL pupils will feel happy to hear them many times till they can sing with other pupils.

Getting pupils acquainted with culture of the target language country thus acquiring sociocultural competence .According to the modern education needs teaching of English at the middle stage is related to culture and is understood as a process of enrichment and improvement of the spiritual world through the knowledge of the pupils and understanding of the new culture. Facts about culture were valuable for pupils. They get social, human and cultural value, become landmarks of activity and behavior. In accordance with modern education needs forming sociocultural competence at the meddle stage is an integral part of education .The USA is multinational country and it can serve well to show all the variety of cultures , traditions, habits, and ways people can have thus giving pupils at the middle stage the opportunity to develop their ability of intercultural communication .

Learning a new language is often begin at a young age and, in some schools is continued throughout a person’s education .While it may be easier to learn and retain a second language at a younger age those who are interested in learning a second language later on in life should not be discouraged .In fact, the older a person gets, the more apparent the need for the need for the English language becomes. Consider the following instances in which mastery of the English language is crucial for success.

Obtaining

a job

in an English speaking country

or having to frequency

int

eract

with English speaking colleagues overseas.

With trading between countries is at a high, people are expected to speak more than one language in order to ensure the completion of a transaction. This means that English as a second language is becoming more common and expected in the business community.

Anyone moving to a country that is predominantly English speaking will need to master the English language to complete daily tasks and communicate with others on a daily basis. Without having knowledge of the English language it may be very frustrating to complete simple tasks and interact with others.

For

arents new to an English speakin

g country

learning English will not only benefit the present,

but children as well. When children are exposed to

English in academic environment

they typically bounce back between speak

ing a primary language at home

and English in school. When parents commit to learning English as a second language

it provides a bonding experience between the parent

and English

speaking child, and makes communicating with the child’s school much easier.

CHAPTER 1

The addition of music to the English language

1.1 The affects of music in the teaching English.

You have emphasized the using song material in teaching English, because we think music listening is a meaningful activity for people throughout the world. Listening is central to music itself because the primary purpose of music is to be heard and shared. Recent research has proven that music affects the body. It appears to massage organs, entrain biorhythms alter hormone levels, reduce stress and increase learning. Music acts carries with it more than just feelings; it can be a powerful vehicle for information.

Music acts as a premium signal carrier whose rhythms, patterns, contrasts and varying tonalities encode new information. The use of music as a partner can be a powerful way to carry a large volume of content. In fact, music can do 60% of the teaching work in about 5% of the time.

The effects of music on the mind and body are best summarized in these eight areas:

the effects on muscular energy tones and scales;

an increase in molecular energy ;

the influence of rhythm on the heartbeat ;

changes in metabolism that affect physical energy;

a reduction from fatigue and low energy;

relief from fatigue and low energy;

the release of emotions, feelings and character ;

the

stimulation of creativity ,sensitivity and thinking.

Songs are part of daily life of most people .The benefits of songs in ELT have been well –documented by many researches. English language teachers can use songs to open and close their lessons, to illustrate themes and topics, to add variety present new vocabulary or recycle known language. Practically all grammar points can be found in music text, and the texts also offer a video wide variety of vocabulary, all of which can be utilized to practice the four communication skills. With some imagination, songs can be used to teach all aspects of English language.

Firstly, motivation is one of the things that can be gained by using songs in English language classroom. The addition of songs to the English language classroom as a teaching, method can be a way to focus pupils attention, and produce a more committed learner.

Many researches recommended recent pop songs to enhance motivation in the younger generation. Songs deal with the whole realm of human emotions and pupils are often willing to sing a song in a foreign language even if they do not fully understand the meaning of the words.

Secondly, the use of songs creates an atmosphere of interest in the study of English and can lead from a «teacher centered» to a «pupils centered» class. Using music can lift the atmosphere in class, or develop a non –threatening classroom atmosphere, bring in a boost of energy and capture the children’s attention. Besides, English songs can motivate them in their quest to learn English.

In the third place, songs can be catchy and reusable. Songs are catchy and fun and ESL students will feel happy to hear them many times till they can sing along. If the teacher plays the recording of a dialogue the second time, pupils may get bored with it.

Fourthly, songs can introduce students to the music and culture of particular interest to them in the target language community. While listening to a song, pupils begin to recognize the words and notions easily understood by native speakers but which may present difficulty for foreigners.

Another important benefit of songs is that the learning process does and when the bell rings at the end of the lesson. When pupils subsequently actively even in a supermarket (pop music is, after all, everywhere today), they subconsciously reflect on the language used, which helps to consolidate this.

But the idea to use songs in ELT is not new. The, majority of publications books, magazines report the using of song material in English lessons.

1.2 The using songs in English teaching

Everyone likes songs- you just put on a CD or find it on YouTube and press «play», don’t you? All you’d then need would be a «fill – in- the-blanks» worksheet and you’ve got a dead-easy to prepare listening exercise. But, in fact it’s not quite as easy as all that.

Choosing a suitable song « Probably the most important thing about choosing a song to do with a class is to make sure that the lyrics are clear».

«It can be very frustrating for learners not to understand a word». Chose a singer with a nice clear voice, like Frank Sinatra .The recording should also be a good one: a studio album is probably going to be better than a live version, if you have a choice.

There’s also the issue of whether or not the language is a suitable level of difficulty. And the language (and the subject matter) itself should be suitable, we might add. The suitability of the subject matter is a particularly important issue if you are teaching young learners.

It’s also a question of whether your pupils are going to like the song. «I’ve found that’s it’s difficult to find songs they like which are actually useful language-wise».

Money, as an example, of that one with both an interesting lexical field and the second conditional in it.

Phrasal verbs tend to be plentiful in songs, if you are working on them- Kate Bush’s Don’t Give up was the example. What do you do with a song?

Apart from just pressing «play» and doing a «fill –in-the-blanks» type exercise, what else can you do with a song? «Well, you certainly don’t want to do only that».

« Doing a song is not just a question of pressing «play». It’s a bit like doing any listening exercise – in planning what you are going to do with a song you want to think about productive pre-, during- and post –listening tasks that are going to be language-rich.» «If anything», «the build –up to the listening is really the most important stage».

The pre-listening activity in other words. «You also want to consider whether or not you need to pre –teach some of the vocabulary, and how you are going to deal with it».

When it comes to the «during listening» stage you could provide the lyrics but include in them either information that is wrong, which has to be corrected, or multiple-choice type answers. If you do want to do « fill-in-the-blanks», not that you will find it a question of trial –and –error: some of the things you pick out will prove impossible for your learners to catch. Blanking out the words at the end of alternate lines, but not the words that they rhyme with is one fun alternative.

You could also try giving them, 12 chunks of the song, and get them to do it (before listening) as a «jigsaw reading» exercise, which they could then confirm during listening .You have also used songs for dictionary work, and also used them as the basis for an exercise in getting her learners to teach each other vocabulary. A song you can respond to in some way. Songs that work best are almost invariably those that produce some sort of response to the music. There is the question of whether or not your class like the song but you really want something a bit more than just that.

Songs with a good story line, make a good choice, apart from anything else because pupils can then agree (and disagree) on what happened, and perhaps why it happened (and who was to blame). Examples would include a number of Bruce Springsteen songs. A song which requires you to actually work out what is going on is also a good choice- because then learners can discuss that. You Don’t Know My Name (Alicia Keys) as an example of that.

« A song like Coldplay’s Shiver, for instance». We get them not only to talk but also provides an opportunity to use modals and other language of speculation: what kind of woman is she, what does she look like? »

At a high level, of course if your lyrics are more poetic, discussion of what the writer actually meant can sometimes work well. Bob Dylan’s She Belongs to Me is an example (does he like her or hate her, we might ask).

Follow up activities

You had a number of suggestions for follow-up activities songs:

-planning a video for it

-actually making the video

- writing a letter (or a mobile phone message) from one of the characters in the song

-writing a diary entry for one of the characters

Other ideas

Two versions of same song can sometimes work well: Father and Son, of which there are versions by both Cat Stevens and Boyzone. Which do you prefer?

You could also use the different versions simply for the sake of variety (do pupils really want to listen to the same recording of the same song again?)

Doing two different songs on the same theme (growing up, or love, for example) can also work well. If you look YouTube you can often find the promotional video that goes with many songs. Many have a storyline and you can stop the video and make up the dialogue, speculate about exactly what the story is, and so on.

More of Ellie’s other favorite songs for ELT

Natural Woman ( Aretha Franklin)

Boy Named Sue (Johnny Cash)

Bang Bang (Nancy Sinatra)

Up the Junction (Squeeze)

Checklist for choosing songs

Clear recording

Interesting to learners (will they like it?)

Suitable level of difficulty

Suitable subject matter

Useful language content

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