Завдяки музиці
створюється сприятливий психологічний клімат на уроці, підвищується
емоційний тонус. Однак слід пам'ятати про те, що музика - не самоціль і не
розвага на уроці іноземної мови. Вона повинна природним чином вплітатися в сюжет уроку і сприятливо
впливати на мотиваційну
сферу учнів.
Учні надзвичайно захоплюються піснями. Я своїм учням пропоную такі види роботи над текстовим матеріалом пісень:
- Назву пісні записано на дошці, учням пропонується здогадатися про її зміст.
- Читаю (пишу на дошці, диктую) ключові слова й знову ж таки даю завдання здогадатися про зміст цілої пісні.
- Пропонується прослухати пісню і заповнити пропуски, або розбити текст на слова (тобто відокремити слова, які написані разом), або розташувати куплети в правильному порядку, або знайти і виправити граматичні помилки.
- Слухаємо пісню в запису декілька разів, щоб учні запам’ятали мелодію та переконалися, що розуміють зміст пісні.
- Учні співають разом з аудіозаписом окремі куплети або приспів, потім – від початку до кінця.
- Хоровий спів.
- ін.
Ось декілька прикладів завдань,
які можуть бути використані як у середніх класах, так і у старших.
I. Listen, fill in
the gaps and sing all together.
Jingle Bells
Chorus:
…...…………………!
………………….! Jingle
all the way!
Oh! What fun it is to ride in
………………………………….!
1) ………… through the ………., in ……………………………...,
Through the fields we go, ………………… all the way.
Bells on ……………….. ring,
………………………………..…,
What fun it is to ride and
sing a …………………….. tonight.
Chorus.
Jingle, bells! – Дзвеніть, бубенці!; laughing [ la:fiŋ] –
сміючись; snow – сніг; a one-horse open sleigh [slei] – відкриті сани, що запряжені одним конем; sleighing song – пісня, яку співають у санчатах; dashing [dæʃiŋ] - розбиваючи; a bob-tail
– кінь з коротким підстриженим хвостом; making
spirits bright – піднімаючи настрій.
II. Listen to the song and divide the text
into words and sentences.
The
Beatles. Michelle (Lennon/McCartney)
Michellemabelle.
Thesearewordsthatgotogetherwell,
MyMichelle.
Michellemabelle.
Sontlesmonsquivonttresbienensemble,
Tresbienensemble.
IloveyouIloveyouIloveyou.
That’sallIwanttosay.
UntilIfindaway
IwillsaytheonlywordsIknowthat
You’llunderstand.
IneedyouIneedyouIneedyou.
Ineedtomakeyousee,
Ohwhatyoumeantome.
UntilIdoI’mhopingyouwill
KnowwhatImean.
Iloveyou.
IwantyouIwantyouIwantyou.
Ithinkyouknowbynow
I’llgettoyousomehow.
UntilIdoI’mtellingyouso
You’llunderstand.
IwillsaytheonlywordsIknowthat
You’llunderstandmyMichelle.
III.
Listen to the song “Tom’s Diner” by Suzanne Vega.
The matter is that this song was typed in a rush and as a result some
mistakes were made. Some auxiliary verbs were missed or put by mistake. Each
line has one mistake of this kind. The first two lines have been corrected as
an example. You’ll listen twice, so your task is to find and correct mistakes.
Verse 1: I am sitting in the morning
At the diner on the corner.
I waiting at the counter for
the man
Is to pour the coffee.
And he is fills it only half
way,
And before I am even argue
He looking out the window
At somebody is coming in.
Verse 2: “It always nice to
see you”,
Says the man is behind the
counter
To the woman who come in.
She shaking her umbrella.
And I am look the other way
As they kissing their hellos,
And I pretending not to see
them
And instead I am pour the
milk.
Verse 3: And I am open up
the paper.
There a story of an actor,
Who had died while he
drinking.
It no one I had heard of.
And I turning to the
horoscope,
Is looking for the funnies,
But I feeling someone watching
me,
And so I am raise my head.
Verse 4: There a woman on
the outside,
Looking inside. She see me?
No, she not really see me,
Cause she does sees her own
reflection.
And I trying not to notice
That she hitching up her
skirt,
And while she straightening
her stockings,
Her hair gotten wet.
Verse 5: Oh this rain, it
continue
Trough the morning as I
listening
Is to the bells of the
cathedral.
I thinking of your voice.
After
correcting mistakes teacher can divide the class into two groups and suggest
the first group sing even verses and the second group – odd verses. The last
verse will be sung by all students.
Answer the questions.
1. Who is the main character of the song?
2. Where was s/he sitting? What was s/he doing?
3. What kind of mood do you think s/he was in? Why?
4. Did the weather influence her/him?
5. What was s/he thinking about?
6. Who was s/he watching? With what purpose?
7. Whom did s/he see through the window? What was she
doing?
8. Do you often feel alone or blue in rainy weather? How
do you usually spend your time?
9. What grammar tense is most frequently used in the
song? Why?
10.
What is the song
about?
I see them bloom, for me and you And I think to myself What _____________________ I see _________________, and ________________, The bright blessed ________, The dark sacred __________ And I think to myself, What __________________. The _____________________________, So pretty in the sky Are also on the ________, Of people going by I see ____________ shaking hands, Saying "How do you do?" They're really sayin': "___________________". I hear ___________ cry, I watch them grow, They'll learn much more, Than I'll ever know And I think to myself, What _______________________ Yes, I think to myself, What _________________________
- Read the lyrics. Check up the words you’ve inserted.
-
What is the song
about?
(можливі відповіді)
* About nature
* About people who are friends and must be
friends
* About the beauty of our world, and we must
protect this world
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