Презентация на тему The use of song and music materials at the lesson

the teacher to make learning not only fun, but

also productive. Music in the classroom creates a favorable psychological climate, it reduces psychological stress, activates the linguistic activity, increases the emotional atmosphere, and heightens interest in learning English.

classroom contributes to establishing a certain psychological atmosphere resulting

from the influence of music in the following ways:

increase of acoustical and visual sensitivity;
improvement of mental processes of attention, perception and storing;
improvement of learners’ short-term verbal memory;
removal of the psycho-emotional pressure;
acceleration of processing the information;
icrease of the intellectual working capacity, increase of brain’s ability to train.

English can begin at a very early age. G.A.

Chesnovitskaya believes that the method of teaching kids a foreign language is based on four types of work: game, movement, music and visualization. They help to improve the quality of training, to achieve better results with constant interaction between the learners.

must consider the age characteristics of the students, as

each age has its own characteristics of learning, and taking in information. Songs also contribute to the aesthetic education of students, more fully revealing their abilities.

foreign language lessons, we need to mind that the

songs must correspond to several principles, namely:

the principle of affordability – a song, its lexical and grammatical material should be clear to students, otherwise their use can not be considered appropriate;
the principle of integrity – as far as possible they should update as needed the lexical and grammatical material;
the principle of cultural conformity – it is unacceptable to use in educational purposes songs the lyrics of which contain too much slang, taboo words, obscene vocabulary, calls for violence.

songs are highlighted:
the criterion of linguistic value;
the criterion

of lexical, grammatical or phonetic value;
the criterion for considering the interests of students of the corresponding age group;
the relevance criterion;
the criterion of information of the song text.

include the following steps:
Before listening
While listening
After listening

vocabulary, anticipation of the theme, the development of language

guess and intuition

UNDERSTAND FINDING THE MAIN IDEA

the understanding answering some questions

BEATLES)

in the gaps with a word you hear:
In the

town where I was _________ (1)
_________ (2) a man who ___________(3) to sea
And he told us of his life
In the land of submarines.
So we __________ (4) on to the sun
Till we __________ (5) the sea of green.
And we lived beneath the ____________ (6)
In our yellow submarine.
We all live in a yellow submarine,
Yellow submarine, yellow submarine.
We all live in a yellow submarine,
Yellow submarine, yellow submarine.
And our friends are all aboard,
Many more of them live ____________ (7).
And the band __________
____ (8) to play…
We all live in a yellow submarine,
Yellow submarine, yellow submarine.
We all live in a yellow submarine,
Yellow submarine, yellow submarine.
And we live a life of _____________ (9),
Everyone of us has all we need,
Sky of __________ (10) and sea of ____________ (11)
In our yellow submarine.

Key: 1) born; 2) lived; 3) sailed; 4) sailed; 5) found; 6) waves; 7) next door; 8) begins; 9) ease; 10) blue; 11) green.

the topics mentioned in the song:
a)traveling;
B)Environment problems;
c) sea;
d) water

pollution;
e) undersea world;
f) life of a sailor;
g) modern art;
H) music.

Key: a; c; f; h

make a list of questions you will ask your

partner. Then work in pairs and practice the dialogues.
Exercise 4: Put the verbs in the correct tense form:
A sailor who (live) in Boston (sail) to the sea one summer day. The weather (be) good, hot and sunny. While he (sail), he (see) many ships passing by. Suddenly he (see) a small fishing boat with two young men. They (cry):”Help us, please!” -”What’s the matter?” – asked the sailor. “We (get) lost. Where are we?”–they asked him. So the sailor (answer): “Well, my friends, (not; worry). You (be) now almost fifty km from the sea shore. It’s not so far, really.”
Key: lives/lived; sailed; was; was sailing; saw; saw; were crying; got; answered; don’t worry; are

to complete the story in writing:
A man

called ____________ lived in __________. He worked as a ______________.
So one day he invited ________________ to a ________________. He was wearing _____, ____________, _________ and________. “Let’s sail to the far-away countries”, he made a suggestion. “Where to?” asked one of the men. “To ____________”, was the answer. They decided to set off on _______________ at__________________ in a _________.
On the ____________ day of their journey they saw a ________________. So they…

with other techniques make the lesson atmosphere light, interesting,

and memorable.
The use of songs brings the liveliness into the course of the lesson, creating an effect of novelty.
Any material gained by learners from the songs is remembered easier, faster, stronger and is kept more firmly in the long-term memory of the students.
And most importantly, the teacher must engage his students in the process of learning a foreign language, which is largely facilitated by the work on songs.