Авторский сборник дидактических материалов обучению английскому языку с помощью песен

Сборник дидактических материалов по обучению английскому языку на основе песен.

(Для разных уровней)

Автор Любченко Я.М.

2016

Содержание.

1. Введение стр.3

2. Некоторые приемы работы с песней стр.4

3. A Day In The Life by The Beatles стр.6

4. The Killers by Mr. Brightside стр.7

5. Can’t Buy Me Love by The Beatles стр.8

6. Hakuna Matata by Elton John and Tim Rice's from

the The Lion King (Musical) стр.10

1. He lives in you from The Lion King стр.12

2. Love Profusion by Madonna стр. 14

3. Without You ft. Usher by David Guetta стр.16

4. Fields of Gold by Sting стр.17

5. Yesterday by The Beatles стр.18

6. Love Story by Taylor Swift стр.19

7. Give a Little Whistle from Disney's "Pinocchio" стр.20

8. They Don't Care About Us by Michael Jackson стр.22

9. Toms Diner by Suzanne Vega стр.24

10. Игра «Бинго» по песне Toms Diner by Suzanne Vega стр.25

ВВЕДЕНИЕ.

Думаю, что каждый творческий учитель ищет интересные и в то же время продуктивные пути обучения своих учащихся и студентов английскому языку. Многих детей невозможно заставить учиться, если он не заинтересован предметом. Поэтому я стала искать пути получения знаний, которые будут и полезны, и приятны самим учащимся и учителю в том числе. Я остановилась на работе с песней. Оказывается, песню не только можно слушать и петь, существует множество путей работы с ней. В этом сборнике я предлагаю собранный мною материал, который помогает учителю обучать учащихся английскому языку в рамках системно-деятельностного подхода. Данный материал развивает аудитивные способности учащихся, помогает отработать грамматический материал и узнавать его, слушая, а некоторые задания дают мотивацию и проблему, которую учащиеся с удовольствием обсуждают.

Надеюсь, что моим уважаемым коллегам данный сборник поможет разнообразить свои уроки с помощью музыки и песни.

Некоторые приемы работы с песней.

1. Мозговой штурм.

Учитель выписывает ключевые слова и словосочетания из песни, с которыми учащиеся составляют рассказ.

1. Исправь песню.

Вставьте неправильные слова в песню. Вы можете заменить их синонимами или антонимами. Вы можете представить две версии на парту с разными неправильными словами. Учащиеся работают в паре и выясняют правду.

1. Найди лишнее слово.

Как вы уже догадываетесь, учащийся должен найти лишние слова в тексте песни.

1. Поставь по порядку.

Разрежьте текст песни на несколько частей. Здесь можно работать в группе на скорость.

1. Работа с текстом песни.

Дайте учащимся предложения на правду и неправду на основе текста песни. Также предложите им найти синонимы и антонимы в тексте к некоторому списку слов.

1. Бинго.

Учащимся предлагается список из 20 слов песни. Они выбирают себе 9.

Затем вписывают их в таблицу 3клетки на три. Учитель включает песню, а учащиеся начинают вычеркивать свои слова пока не зачеркнут ряд, а затем всю таблицу. Смотрите кто выиграл.

1. Опрос.

Предложите своим студентам список вопросов к песне. Затем обсудите их. Это мотивирует сначала слушание, а затем желание говорить. Вот примерные вопросы:

Does this song make you feel happy? Does it make you feel sentimental? How would you rate the lyrics? How would you rate the tune? Will it be successful? Would you buy it? Would you want to listen again? Is it suitable for background music? etc.

Обзор песни.

Вы готовите около 20 вопросов по тексту песни. Учащиеся отвечают на них после прослушивания. А следующее задание – написать изложение песни. Можно дать его домой.

Догадайся.

Уберите некоторые глаголы, прилагательные, рифмующиеся слова. Пусть учащиеся попробуют догадаться до прослушивания, какие слова там стоят. А также можно дать на выбор несколько слов (multiple choice) по каждому пропуску.

Поиграем.

Учитель дает задание каждой парте: услышать и записать существительные, глаголы в определенном времени или окончанием, прилагательные, рифмующиеся слова и т.д.

Переделай песню.

Этот прием хорош для отработки косвенной речи. Попросите учащихся переделать песню в косвенную речь.

A Day In The Life by The Beatles.

1.Choose the correct word:

I read the news/blues today oh boy
About a lucky man who aid/made the grave
And though/beau the news was rather sad
Well I just had to laugh
I saw/draw the photograph.

2.Put the verb in past:

He ______(blow)his mind out in a car
He didn't notice that the lights had ______(change)
A crowd of people ______(stand) and ______(stare)
They'd _____(saw) his face before
Nobody ______(is) really sure
If he was from the House of Lords.

3.Choose the correct word:

I saw a film today oh joy/boy
The English Army had just won the war/floor
A crowd/cloud of people turned away
But I just had to look
Having lead/read the book
I'd love to turn you on.

4.Put the lines in the correct order:

A. Found my way downstairs and drank a cup,
B. And looking up I noticed I was late.
C. Dragged a comb across my head
D. Woke up, fell out of bed,

5.Match the sentences:

Found my coat and I went into a dream.
Made the bus and grabbed my hat
Found my way upstairs and had a smoke,
Somebody spoke in seconds flat

6.Write the missing word:

I read the news today oh …….
…….. thousand holes in Blackburn, Lancashire
And though the holes were …….. small
They had to ……. them all
Now they know how many holes it takes to …….. the Albert Hall.
I'd love to turn you on

The Killers by Mr. Brightside

1. Fill in the blanks using the verbs in parentheses
in the present continuous.

I'm _________ (come) out of my cage
And I've been doing just fine
Gotta gotta be down
Because I want it all

It started out with a kiss
How did it end up like this
It was only a kiss, it was only a kiss

Now I'm ________ (fall) asleep
And she's ____________(call) a cab
While he's _________ (have) a smoke
And she's ______ (take) a drag
Now they're _________ (go) to bed
And my stomach is sick
And it's all in my head
But she's ______________ (touch) his chest
Now, he takes off her dress
Now, let me go

2. Fill in the blanks with the verb to be + present continuous.

I just can't look __________________ (kill) me
And taking control
Jealousy, turning saints into the sea
Turning through sick lullabies
Choking on your alibis
But it's just the price I pay
Destiny is calling me
Open up my eager eyes
'Cause I'm Mr Brightside

I ________________ (come) out of my cage
And I've been doing just fine
Gotta gotta be down
Because I want it all

It started out with a kiss
How did it end up like this
It was only a kiss, it was only a kiss

Now I ________ (fall) asleep
And she ____________(call) a cab
While he _________ (have) a smoke
And she ______ (take) a drag
Now they _________ (go) to bed
And my stomach is sick
And it's all in my head
But she ______________ (touch) his chest
Now, he takes off her dress
Now, let me go

3. Organize the verse according to what you hear.

( ) And taking control
( ) Choking on your alibis
( ) Open up my eager eyes
( ) Turning through sick lullabies
( ) Destiny is calling me
( ) Jealousy, turning saints into the sea
( ) But it's just the price I pay
( ) 'Cause I'm Mr Brightside
( ) 'Cause I just can't look its killing me

Can’t Buy Me Love by The Beatles.

Can't buy me love, love,
Can't buy me love

1. Choose the right word:

I'll buy you a wedding/diamond/dollar ring my friend,
If it makes you feel right/akward/alright,
I'll get you everything/anything/something my friend,
If it makes you be/feel/see alright,
Cause I don't have/care/carry too much for money,
Money can't give/bring/buy me love.

I'll give/leave/save you all I've got to give,
If you say you love me to/too/tow,
I say/day/may not have a lot to give,
But was/what/that I got I'll give to you,
I don't care too match/much/munch for money.
Money can't buy me/my/mine love.

Can't buy me love, everybody tells/sells/falls me so,
Can't buy me love, no/now/know, no, no, no.

2. Fill the gaps with the word you hear:
Say you don't need no diamond ___________,
And I'll be _______________,
Tell me that you want the kind of ___________,
That money ________ can't buy,
I don't _________too much for money.
Money can't buy _____ love.

Can't buy me love, _____________ tells me so,
Can't buy me love, no, no, no, no.

3. Match the lines:

Can't buy me love, love,
Can't buy me love    

Can’t buy me love

Oh, oh                                 

1. Answer the questions / Discuss:

1. Do you think the singer is generous or stingy?

2. Do you think money is important for him?

3. What are the things that “money just can't buy”?

4. There is an old saying, “money can’t buy love”. Sometimes people who are rich and famous don’t know if they are loved for what they are, or for the money they have. Do you think the singer feels this way?

5. Do you agree that money can't buy love? Why? Or Why not?

6. What about you, are you generous or not?

7. How important is money to you?

8. Could you live without money?

9. Do you save money or do you spend it easily?

10. What do you prefer, to be rich or poor? Why?

11. What kind of people do you think are happier, the rich or the poor ones?

1. There is a double negation in the lyrics:

"Say you don't need no diamond rings." 

This is non-standard English. Can you correct it?

………………………………………………………

……………………………………………………...

1. Complete the gaps in the following poem with the words from the box:

WHAT MONEY CAN BUY

Money can buy a ______ but not sleep

__________ but not knowledge,

Food but not ____________

A ____________but not time,

Finery but not __________

A ____________ but not a home,

Medicine but not ____________

A ____________ but not a friend,

Flattery but not _________.

Hakuna Matata by Elton John and Tim Rice's

from the The Lion King (Musical)

As we watched the movie, let’s do these exercises about it!

1. Describe the characters using the adjectives from the box:

1. Let’s Sing!

Hakuna Matata!

What a wonderful phrase

Hakuna Matata!

Ain't no passing craze

It means no worries

For the rest of your days

It's our problem-free philosophy

Hakuna Matata!

3- Interview a friend:

the circle of friendship

He lives in you from The Lion King.

1. Before you listen:

1. Revision of frequency adverbs. Answer the following questions:

1. How often do you eat chicken?

b) How often do you go shopping for clothes?

c)How often do you speak Chinese?

1. Now ask your partner a different question:

How often do you……?

1. Write sentences in Present Simple with the following verbs. Use one frequency adverb in each sentence:

Answer/ live/ watch/ see

I……………………………………………………………………………………………………………………………………………………………....

I…………………………………………………………………………………………………………………………………………………………………..

I……………………………………………………………………………………………………………………………………………………………………

I…………………………………………………………………………………………………………………………………………………………………..

1. Now transform these sentences into 3^rd person singular. Remember the –s ending!:

My mother………………………………………………………………………………………………………………………………………………………..

Peter…………………………………………………………………………………………………………………………………………………………………..

My grandma………………………………………………………………………………………………………………………………………………………

My best friend…………………………………………………………………………………………………………………………………………

1. While you are listening: NOW LISTEN TO THE SONG and fill in the blanks.

Night and the spirit of life calling mamela

And a voice just the fear of a child ……….. mamela

Ubu khosi bo khokho [This is the throne of our ancestors]

We ndodana ye sizwe sonke [Oh, son of the nation)]

Wait, there's no mountain too great

Hear the words and have faith

Have faith

He ………… in you

He …………. in me

He …………. over

Everything we ………..

Into the water

Into the truth

In your reflection

He ……… in you

He ……… in you

He ………. in me

He ………. over

Everything we see

Into the water

Into the truth

In your reflection

He ……….. in you

1. After you listened to the song: Writing exercise.

You are the Lion King. What is your daily routine?

Love Profusion by Madonna.

1. Write the suffixes -tion, -sion, -al, -ly, -ist to the right column

2. Change the parts of speech by adding the appropriate suffix.

3. While listening choose the correct word

There are too many/too much questions
There is not one/none solution
There is any/no resurrection
There is so little/so much confusion

4. Fill in the space

And the ____________ profusion
You make me _____________
You______________ me know
And the love ________________
You make me feel
You make it ______________

5. Delete the extra words

There are always too many options
There never is no consolation
I have lost all my interesting illusions
What I really want is an amazing explanation

6. Write the new words of the previous activity in the lyrics. Then, listen to the song and check your answers.

Madonna – Love Profusion

There are too many ………………….
There is not one ……………………
There is no …………………………..
There is so much …………………

And the love …………………………
You make me feel 
You make me know 
And the love ………………………….
You make me feel 
You make it shine 

There are too many ………………………
There is no …………………………………
I have lost my …………………………..
What I want is an ……………………..

And the love ……………………..
You make me feel 
You make me know 
And the love ……………………..
You make me feel 
You make me shine 
You make me feel 
You make me shine 
You make me feel 

Chorus
I got you under my skin  (4x)

There is no ……………………..
There is real ……………………..
There is so much ……………………..
What I want is a ……………………..

And I know I can feel bad 
When I get in a bad mood 
And the world can look so sad 
Only you make me feel good 

Chorus 2x

And the love ……………………..
You make me feel 
You make me know 
And the love ……………………..
You make me feel 
You make me shine 
You make me feel 
You make me shine 
You make me feel 

Chorus
And I know I can feel bad 
When I get in a bad mood 
And the world can look so

Only you make me feel good 

Without You ft. Usher by David Guetta.

1) Fill in the gaps the missing words, look at the chart above with the words.

MISSING WORDS

Game - reign- run- rest- make- win

I can't ____, I can't ____.

I will never win this _____ without you, without you.

I am lost, I am vain. I will never be the same without you, without you.

I won't _____, I won't fly. I will never _____ it by without you, without you.

I can't _____, I can't fight. All I need is you, & I without you, without you.

Oh oh oh, you, you, you, without you.

You, you, you

Without you.

2. Put the verses in the correct order.

( ) Lost my heart, lost my mind without you, without you.

( ) I won't soar, I won't climb.

( ) I can't quit now, this can't be right.

( ) If you're not here, I'm paralyzed. Without you, without you.

( ) But I can't accept that we're estranged, without you, without you.

( ) I can't take one more sleepless night, without you, without you.

( ) I can't look, I'm so blind.

(1) I can’t erase, so I'll take blame.

3) Circle the correct Word you hear.

Oh oh oh, you, you, you. Without you, you, you.

Without you.

I am lost/ host , I am vain. I will ever/ never be the same/save without you, without you.

Without you

Fields of Gold by Sting.

1. Choose the right word.
   You'll remember me when the west _______ moves breeze/wind
   Upon the fields of barley
   You'll forget the sun in his ___________ sky jealous/angry
   As we walk in fields of gold
   
   So she took her ___________ man/love
   For to gaze ___________ for a moment/awhile
   Upon the fields of barley
   In his arms she fell as her ________ came down hand/hair
   Among the fields of gold
   
   Will you _______ with me, will you be my love stay/stand
   Among the fields of barley
   We'll forget the ________ in his jealous sky moon/sun
   As we lie in fields of gold
   
   See the west wind move ________ a lover so like/such
   Upon the fields of barley
   Feel her body rise when you kiss her __________ mouth/lips
   Among the fields of gold

I never made promises __________ serious/lightly
And there have been some that I've ___________ broken/building
But I swear in the days still ___________ loaf/left
We'll walk in fields of gold
We'll walk in fields of gold

Many years have passed since those __________ days summer/winter
Among the fields of barley
See the ____________ run as the sun goes down chicken/children
Among the fields of gold

1. Questions:

1. Where do the main characters of the song live? Is it a town or a country side?

2. What do the peasants grow in the fields?

3. Is it the beginning or the end of the summer? How can you identify?

4. What’s happened during that summer?

5. Does the man keep his promises?

6. Did they have a happy life after that summer?

7. Tell the story of these two people.

YESTERDAY by THE BEATLES.

Fill in the gaps with correct forms of the verbs.

Yesterday, all my troubles…………………………… (seem) so far away
Now it ……………………………. (look) as though they're here ……………………………………………. (stay)
Oh, I ……………………………………………………(believe) in yesterday

Suddenly, I'm not half the man I used…………………………….(be)
There's a shadow hanging over me.
Oh, yesterday ……………………………………….. (come) suddenly

Why she ………………………….(have) to go I don't know she wouldn't …………………………….. (say)
I ………………………………………. (say) something wrong, now I long for yesterday

Yesterday, love ……………………….. (be) such an easy game to play
Now I need a place to hide away
Oh, I ……………………………………………………(believe) in yesterday

Why she ………………………….(have) to go I don't know she wouldn't …………………………….. (say)

I ………………………………. (say) something wrong, now I long for yesterday

Yesterday, love ………………………………………(be) such an easy game to play
Now I need a place to hide away
Oh, I ……………………………………………..(believe) in yesterday
Mm mm mm mm mm mm mm

Disney's "Pinocchio" - Give a Little Whistle.

1. Cross out the extra word.

When you get in trouble and you don't know what’s right from wrong,
Give a little whistle!
Give a little whistle!
When you meet food temptation and the urge is very strong,
Give a little whistle!
Give a little whistle!
Not just a very little squeak,
Pucker up and starting blow.
And if your whistle's totally weak, yell "Juminy Cricket!" “Right!”

Please, Take the straight and narrow path
and if you suddenly start to slide, 
give a little whistle!
Give a little whistle!
And always let your conscience be your full guide

Love Story by Taylor Swift.

We were both young when I first _______ you watched / saw / awed
I close my eyes and the flashback starts
I'm _______ there on a balcony in summer air standing / sitting / walking

_______ the lights, _______ the party, the ball gowns free / be / see (x3)
_______ you make your way through the crowd
And say hello

Little did I know
That you were Romeo, you _______ pebbles were sowing / mowing / throwing
And my daddy said, "Stay away from Juliet"
And I _______ on the staircase was sighing / crying / trying
Begging you, please, don't go

And I _______, bled / begged / said
"Romeo, take me somewhere we can be alone
I'll be ________, all that's left to do is run making / waking / waiting
You'll be the prince and I'll be the princess
It's a love story, baby just say yes

So I sneak out to the garden to see you
We keep quiet 'cause we're dead if they knew
So close your eyes, escape this town for a little while
'Cause you _______ Romeo, If was a scarlet letter wear / were / we’re
And my daddy said "Stay away from Juliet"
But you were everything to me,

I _______ you, please, don't go was telling / begging / asking

And I _______ bled / begged / said

Romeo take me somewhere we can be alone
I'll be _______, all there's left to do is run making / waking / waiting
You'll be the prince and I'll be the princess
It's a love story baby just say yes

Romeo save me, they're _______ to tell me how to feel frying / lying / trying
This love is difficult, but it's real
Don't be afraid, we'll make it out of this mess
It's a love story, baby just say "Yes"

I got tired of waiting
Wondering if you were ever coming around
My faith in you _______ was breaking / fading / shading
When I _______ you on the outskirts of town bet / saw / met

And I said
"Romeo save me, I've been _______ so alone feeling / kneeling / pealing
I keep waiting for you but you never come
Is this in my head? I don't know what to think"

He knelt to the ground and _______ out a ring and said filled / pulled / called
"Marry me, Juliet, you'll never have to be alone
I love you and that's all I really know
I _______ to your dad, go pick out a white dress spoke / walked / talked
It's a love story, baby just say yes"

Comprehension Questions:

1. Who are the characters in this song?

2. Who wrote the song? What nationality is she? What is the genre of her music?

3. Who are Romeo and Juliet?

4. What feelings are expressed in the song?

5. What problem is there in this relationship?

6. How does the song end?

7. Do you like or dislike this song? Why?

Grammar Questions:

1. Find three irregular verbs in the past simple.

2. Find three verbs in the past continuous.

3. Find a positive and a negative order (i.e. the imperative).

4. Find another word for:

   1. Ask

   2. Not with other people

   3. A royal man

   4. Disaster, unorganised situation

   5. To get away

"They Don't Care About Us" by MICHAEL JACKSON

mad jail aggravation allegation victim

bash ignore trepidation government break

Skin head, dead head
Everybody gone bad
Situation, ______________
Everybody ____________
In the suite, on the news
Everybody dog food
Bang bang, shot dead
Everybody's gone _________

All I wanna say is that
They don't really care about us
All I wanna say is that
They don't really care about us

Beat me, hate me
You can never __________ me
Will me, thrill me
You can never kill me
Jew me, sue me
Everybody do me
Kick me, kike* me
Don't you black or white me

All I wanna say is that
They don't really care about us
All I wanna say is that
They don't really care about us

Tell me what has become of my life
I have a wife and two children who love me
I am the _____ of police brutality, now
I'm tired of bein' the victim of hate
You're rapin' me off my pride
Oh, for God's sake
I look to heaven to fulfill its prophecy...
Set me free

Skin head, dead head
Everybody gone bad
_________, speculation
Everybody allegation
In the suite, on the news
Everybody dog food
Black male, black mail
Throw your brother in _____

All I wanna say is that
They don't really care about us
All I wanna say is that
They don't really care about us

Tell me what has become of my rights
Am I invisible because you _____ me?
Your proclamation promised me free liberty, now
I'm tired of bein' the victim of shame
They're throwing me in a class with a bad name
I can't believe this is the land from which I came
You know I really do hate to say it
The _________ don't wanna see
But if Roosevelt was livin'
He wouldn't let this be, no, no

Skin head, dead head
Everybody gone bad
Situation, speculation
Everybody litigation
Beat me, _____ me
You can never trash me
Hit me, kick me
You can never get me

All I wanna say is that
They don't really care about us
All I wanna say is that
They don't really care about us

Some things in life they just don't wanna see
But if Martin Luther was livin'
He wouldn't let this be, no, no

Skin head, dead head
Everybody gone bad
Situation, segregation
Everybody allegation

In the suite, on the news
Everybody dog food
Kick me, kike me
Don't you wrong or right me

* kike – amer. offensive name for “jew”

Toms Diner by Suzanne Vega.

1. Fill in the missing words.

I am sitting in the ________
At the diner on the corner

I am waiting at the counter
For the man to pour the ______

And he fills it only halfway
And before I even argue

He is looking out the _______
At ________ coming in

"It is always _______ to see you"
Says the man behind the counter

To the woman who has come in
She is shaking her _______

And I look the other way
As they are kissing their hellos


I'm pretending not to ______ them
And instead I pour the milk

I open up the _______
There's a story of an actor

Who had died while he was ________
He was no one I had heard of

And I'm turning to the horoscope
And looking for the funnies

When I'm feeling someone ________ me
And so I raise my head

There's a woman on the ________
Looking inside does she see me?

Игра «Бинго» по песне Toms Diner by Suzanne Vega.

This song pair activity focuses on ability to hear particular words in a song. It doesn´t matter what song you use. In class distribute the sets and students put them on their desks so that both from the pair can see them and reach them. Play the song and the purpose of this activity is to be the first who hears the word and picks it up from the desk. The one with more words wins. But if s/he picks up a distractor, loses a point. It is highly competitive and students like it. Very often they want to hear the song again but this time with the lyrics. It is good to be ready for it. However, even in this phase I don´t make it easy to them – I give them out the lyrics but with gaps to fill them in while listening.

РЕЦЕНЗИЯ

Представленная на рецензирование педагогическая разработка представляет собой дидактический сборник материалов работы с английской песней учителя английского языка Любченко Я.М. Актуальность данного методического пособия не вызывает сомнения, так как использование в современной школе активных форм обучения является неотъемлемой частью учебного процесса в соответствие с требованиями федерального государственного образовательного стандарта. В виду того, что целевой раздел федерального стандарта ориентирует всех участников образовательного процесса на «формирование общей культуры, духовно-нравственное, гражданское, социальное, личностное и интеллектуальное развитие, самосовершенствование обучающихся, обеспечивающие их социальную успешность, развитие их творческих способностей»^[ , проблема создания эффективной мотивационной среды и формирования универсальных учебных действий представляется крайне важной.

Данная работа пытается показать, что использование песен на уроках английского языка – один из методов, который, как нельзя, лучше позволяет достичь поставленной цели, так как изучаемая иноязычная музыкальная социокультурная среда, в которую погружаются школьники посредством иностранного языка, не только образовывает, но и воспитывает их.

Представленные материалы могут быть полезны не только начинающим учителям, а также и опытным. Данное методическое пособие показывает, как посредством погружения школьников в иноязычную песенную культуру на уроках английского языка учитель решает проблему создания эффективной мотивационной среды и формирует у них универсальные учебные действия. Пособие включает в себя подборку англоязычных песен по разным темам и лексико-грамматические упражнения.

Творческий характер заданий способствует лучшему запоминанию и усвоению различных грамматических явлений, расширению лексического запаса, развитию монологической и диалогической речи.

Практическая значимость данного дидактического материала в том, что учителем английского языка разработан и апробирован на практике материал, который способствует прочному усвоению тем программного материала в игровой форме по английскому языку.

Данный дидактический материал апробирован и успешно используется на практике учителем английского языка МБОУ лицей с.Кухаривка Ейского района Любченко Я.М. использован для проведения уроков, игр, конкурсов и соревнований.

Руководитель РМО учителей

английского языка Ейского района И.В. Соколова

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