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30УДК 373.1.02:372.8
USE OF SONGS IN TEACHING AND LEARNING ENGLISH
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Аннотация
Данная статья - об использовании песен в преподавании английского языка как иностранного. Показаны различные виды работы с песней, как для сильных классов, так и для начинающих на этапе аудирования. При каждом виде деятельности описаны инструкции учителя и обратная связь самих учащихся, а также имеется пример из учебника от издательства Express Publishing.
Annotation
The article focuses on using songs in teaching and learning English as a foreign language. Various kinds of activities are shown, both for strong students and for beginners for "listening" stage. Each activity is followed by a teacher's instructions and students' feedback, as well as an example from a textbook by Express Publishing.
Many teachers like to use music and singing in English as a foreign language in the classroom. Songs are of fun and relax, and they make teaching and learning amusing. Particularly with younger learners, songs are often used to teach new vocabulary with a natural method. Older and advanced students can analyze lyrics and explore songwriters' language choice and usage, along with cultural elements such as human relationships, patriotism [l,p,14]. This article will describe how to make the most of the natural advantages that songs have by extending basic
Abdrakhmanov A.K.,
English teacher, Timiryazevskaya secondary
school, Sarykolsky district
Hesi32i свздер: эидер, тыцдалым, Express Publishing, кыз-мет, тэстдер.
Ключевые слова: песни, аудирование, Express Publishing, деятельность, приемы.
Keywords: songs, listening, Express Publishing, activity, strategies.
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techniques and make students be aware of the language while engaging in an inherently captivating activity that a song is.
It is obviously that a song is an authentic resource. And it requires situating the listening activity within a coherent framework. All general listening activities are divided into 3 stages and they are transferred to songs easily and effectively:
1.The pre-listening stage: Students engage in activities that activate background knowledge of song's main theme. This stage may include various warm-up activities, questions to be discussed, presentation of key lexical units and etc.
2.The while- listening stage: Students listen to the song and complete an assigned task.
3.7'he post-listening stage: Students
analyze new vocabulary; they discuss lyrics and intended meaning. Engagement may be in speaking or writing activities.
Anyway, I'd like to focus your attention on while-listening stage. In a student books "Excel" there is revision named "Edutainment" (combination of words "Education and Entertainment"), which constantly has activities with songs. The lyrics are thoroughly related to the module students learn. And genres of songs are absolutely different: from pop till rock.
"The gap filling" - is a classic song activity, where a teacher whites out key word every line or so, students listen once or twice and fill in the blanks with the words they hear. This activity helps to engage students and it's very quick and easy to be done. The example is given.
Table 1. Example of Gap fill worksheet for "Every time that I go out" (Excel 7, p. 28 'Edutainment")
This task helps students improve their given in figure 2 as an example. The teacher
k; listening skills and identify particular may use gaps with "brief explanations" in
x information from lyrics. pre-listening stage, where students give
g But the task can be improved by means their predictions of what missing words will
^ of "hint words" in parentheses, which are be.
Oh
Fill in each (G) guess blank with a word you think completes the sentences, using the words in parentheses as hints. Then listen to the song and write correct word in the (A) answer blank
Every time that I go out
I take my mobile (the gadget of most people) (G)_, (A)_
And then, no matter where I am, I never feel alone
I can call or send a (A short text with some information) (G)_, (A)
Table 2. Example with gap filling, using "hint words "
Song pictures - is a type of activity where students listen to a song and draw pictures. It is necessary to draw the thing or actions -adverbs, verbs, nouns or even adjectives. For instance, students may draw a man, a dog, bones, home, hive and etc. As a post-listening stage, students can exchange papers and try to identify what their partner has drawn.
Re-order activity. This type activity can be used to pay students' attention to catching main ideas and key words without particular details. Other words, it is good for simple
vocabulary development. The teacher says the words loud, and students repeat them. It is necessary to prepare their ears to hear the words in the song. After that, they listen to a song and number the words in the order in which they hear them. Then, when the first listening is finished, they compare with a partner and the teacher plays the song again, so the students can check their answers easily. It is important that the words must be arranged alphabetically, as on the worksheet in Figure 3.
Number the words in the order you hear them.
Word 1st listening 2nd listening Answer
bee
early
key
raincoat
time
write
Table 3. Example of "Re- order activity"
Changing the text can be adapted to emphasize various aspects of language awareness or specific skills. The teacher can prepare a handout of the song lyrics where key words have been changed to the similar -sounding words. While the students are listening to a song, they are to hear words and rewrite the lyrics as possible as they can.
Song Strip Connections can be used in order to raise students' awareness of coherence elements. This activity will
be very useful if the teacher wants to pay attention on complex structures of sentences or conditionals. As an example we use the same song "Every time that I go out". The teacher must divide each line into two parts or clauses as in the table 4. It is important to colour papers: the first half of each line will be on one type of coloured paper (white), and the second half will be on another (blue) The teacher may use highlighters to mark the cards that display the first half of each line.
Every time that I go out
I take my mobile phone
And then no matter where I am
I never feel alone I can call or send a message
To say that I'm fine
And my phone has Internet
So I can go online
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Table 4. Song Strip Connections for "Every time I go out" (Excel 7, p. 28 "Edutainment ")
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Students can work in small groups. A teacher hands out the first half of the lyric cards (white) only and tells students to spread them out on the table. Plays the song, and the students arrange the cards in a column so that the lyrics are arranged in the correct order. Plays the song again so that students can check their work. Or distributes the blue cards to each group, and students complete each sentence in the correct ending. Then asks them to analyze the lyrics and introduce the class what they think the song is about.
Overall, there are a lot of creative and unusual ways to adapt song for the classroom. Jeremy Harmer said brilliant words: "Music is a powerful stimulus for student engagement precisely because it speaks directly to our emotions while still allowing us to use our brains to analyze
it and it effects if we so wish. A piece of music can change the atmosphere in a classroom or prepare students for a new activity." [3,p. 35]. That's because teachers can improve their lessons by means of listening which is both entertaining and educational for learners.
REFERENCES
1.Murphey T. 1992. Music and song, Oxford: Oxford University Press.
2.Griffee D. T. 1992. Songs in action, Hertfordshire, UK: Prentice Hall.
3.Harmer J. 2001. The practice of English language teaching, Harlow, England: Pearson Education.
A song used for activities:
1. Evans. V., Dooley J., Obee B., 2017. Excel for Kazakhstan, grade 7, Kazakhstan: Express Publishing, p. 28
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