THE MINISTRY OF EDUCATION AND SCIENCE OF

THE REPUBLIC OF KAZAKHSTAN

EURASIAN NATIONAL UNIVERSITY named after L.N.GUMILEV
“Foreign Philology” department

Term paper
The theme: “The methods of work on foreign language pronunciation
using songs and poems”

Major: 050119 “Foreign language: two foreign languages”

Student of the 3rd coarse group FL-31 ____________ N.Zh.Tuleuova
Supervisor: teacher ___________________________ G.K.Baimuldinova
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Astana 2008
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Contents
Introduction ….……………………………………………………………………3
I. The theoretical basic of work on acting of foreign language pronunciation ...…5
1.1. The role of songs and poems in language teaching…………………………...5
1.2. Suggestions on how to make children learn English with pleasure ...………..6
II. Practically – experienced work on using different methods of work on
pronunciation of English language lessons ……………………………………….9
2.1. Practicing particular difficulties in pronunciation, vocabulary and structure -
how songs and rhymes can help children who are learning English ...……………9
2.2 The song like a methodical way to work out English intermediate sonants ...12
III. Work out of the English language lesson …………………………………....15
Conclusion ……………………………………………………………………….20
Bibliography ……………………………………………………………………..22
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Introduction

The theme of our research work is “The methods of work on foreign

language pronunciation using songs and poems.”
The topicality of the work is in the fact that the presence of firmly
pronouncing skills ensure the right function of all (without exception) types of
speech activity.
The aim of research work is to reveal the most effective educational way
and methods to study the pronunciation at foreign language lessons.
To achieve our aim we have to solve the following objectives:
1. to expose the role of using songs and poems at foreign language lessons.

2. to expose different ways of studying paying attention to cultural

differences and the themes of songs.

3. to give a characteristic of effective methods and ways to work on

pronunciation.
4. to show during practice the effectiveness of using songs and poems in

development foreign language pronunciation.

The object of the work is the methods and educational ways of
pronunciation at foreign language lessons.
The subject is pronouncing skills during the process of studying foreign
language.
The scientific novelty of the investigation is in the use of songs and poems
approach at the lessons of foreign language
Usage of songs and poems as a nontraditional way to train pronunciation, to
learn vocabulary and gain fluency reveals the theoretical significance of the work.
The practical significance of the investigation is in the fact that this
material can be recommended for English language lessons.
So as to reach the objectives we used following method of researching:
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- Researching methodical literature, scientific articles, recent works of
methodology scientist, using such methods as analyzing manuals, textbooks and
books, educational magazines, training appliances, studying the experience of
schoolteachers.
The structure of our researched work consists of introduction, theoretical
part, practical part, work out of the English language lesson, the conclusion and
bibliography.
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I. The theoretical basic of work on acting of foreign language pronunciation

1.1. The role of songs and rhymes in language teaching

In education when the growing individual is in a center of educational
activity, many scholars, teachers pay attention to searching of effective methods
and ways of teaching, especially teaching of foreign language. One of the
effective methods of teaching it is using songs and poems on foreign language
lessons.
Actually all the teachers, who works with children in the different
stages of teaching pay attention for piece of verses and songs in studying foreign
language. Some of educational textbooks base on using poetic texts that are
written especially. The significance of this work is difficult to overestimate.
I.L.Sholpo gives some arguments of using poems.
At first, poems and songs are the text material which children love, which
are very interesting to them. The work with songs and poems are positive and
emotional for pupils. It plays a big role in rapidly learning material.
At second, authentic literary or folklore material assists to advance
language in a cultural context.
At third, poetical texts and songs are a good material to perfect a rhythm,
intonation of foreign speech, to perfect pronunciation.
At fourth, we solve the problem of multiple repeating by one model or
perception of the same word. Multiple reproductions of song and poem is not
apprehend like artificial.
According to T.P.Ragok, “Poetry gives an impulse to creative imagination
and possesses a great potential of emotional influence”.
According to V.Levy “Music is one of the effective methods to influence
upon pupils’ senses and emotions like “a strong psychological stimulus, which
penetrate in a center of consciousness.
 7
The famous teacher Yan Amos Kamenskii considered, that the person who
doesn’t know music like an illiterate. /5,16/
The question of using songs and poems troubled people for a long time. The
historians approve that in the Greece schools a number of texts learned by heart
by singing. In the primary schools of India alphabet and arithmetic learn with
singing even nowadays.
All of those facts define the theme of our research work “The method of
work on English language pronunciation using songs and poems”. We do not
apply to this theme occasionally, as it seems to us very interesting and urgent.
From our point of view, this theme deserves a proper attention on all stages of
teaching, beginning from the primary until the higher grades. A love to the poetry
and music should inculcate to children from early ages and accompany all of the
life.
The teachers do not use songs and poems frequently, as we can see on their
experiences. In the case of using, they apply only to traditional method of work,
which provoke neglect to songs and poems. For a great number of teachers all the
work of using songs and poems are limited only to “listening” and “learning by
heart”, thus the pupils don’t often understand the mean of learned poem.

1.2. Suggestions on how to make children learn English with pleasure

Culture matters
Children who learn English as foreign language usually are not growing up
in an English environment. Some things are quite unknown to pupils in many
overseas countries where English is taught. Songs and rhymes often contain words
and expressions connected with history, culture or tradition of different nations, so
the teacher should explain the pupils necessary elements of the culture of Britain
and/or other English speaking countries first. These elements of foreign culture or
tradition can be sometimes strange or funny, but the more interesting and fun the
activity is, the easier the learners will remember every part of it.
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The length and complexity of the songs and rhymes should vary; certain
themes or vocabulary items should be familiar to the learners. In the early stages,
they should be short and easy to learn. Sometimes, the difficulty of a rhyme or a
song depends on how easily its meaning can be demonstrated. /3, 35/
Themes and language
The most popular themes are animals, parts of the body or familiar daily
activities. Almost all children love singing and will be drawn in even if they do
not want to learn English. It encourages children to know that they can do in
English something they do in their own language. Each rhyme or song should be
thought of as an enjoyable piece of verse in its own right. The learner's attention
should be spontaneously drawn to the use of language in them and to its
expressiveness. The poems and songs are intended to be enjoyed for their own
sake, even if some of them have specially been composed for drilling structures or
vocabulary and can be used in remedial work on pronunciation with learners of all
ages. The teacher need not make the young children aware of these particular
aims, although it is sometimes necessary to tell the older learners what they are
practicing and what results they are supposed to achieve. /1, 132/
Sustaining the learners' interest
The learner's sustained interest in the rhymes derives from the pleasure of
reciting familiar and meaningful material. Some rhymes are more suitable for
younger children, some for older children or adults. The teacher must decide what
is best to suit the class, sometimes experimenting is the only way to learn this.
Sometimes children like rhymes or songs which seem to be above or below their
age level. But we should be aware of the fact, that what an English child might
consider beneath his/her dignity may still delight a foreign learner of the same
age. /6, 34/
The children should understand what they are singing about and it should
be an enjoyable experience. The teacher usually knows which words may cause
difficulty to his/her learners and should teach them by using pictures, mime,
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gestures or translation, especially for ideas, which are difficult to put across. The
learners should listen to the recording and try to sing along. If the song has a
chorus, it is sometimes easier to begin with it, especially if the learners know the
tune of the song or are familiar with its theme. Teaching small children is usually
accompanied by additional activity games, miming to the words and using some
aids. These can also be used with the older learners. They may think it amusing to
behave like small children, especially when the teacher is performing along with
the group. Some of the activities can be given to do at home. Children are usually
eager to teach their younger brothers or sisters what they have just learnt during
the lesson. This will give the teacher less control over the situation, but allow the
learners to become more independent, maybe to break down the fear of speaking
in public. A lot will depend on the children's enthusiasm and imagination, which
should be encouraged by the teacher. All activities should seem like games, not
like exercises, although older children should be aware that they are learning
English in this way. If the learners find this method pleasant and interesting, they
will look forward to the next step, which may be preparing a performance and
acting it in front of the class, recording the performances and observing their own
progress or inviting friends to a party and singing popular English songs.
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II. Practically – experienced work on using different methods of work on
pronunciation of English language lessons

2.1. Practicing particular difficulties in pronunciation, vocabulary and

structure - how songs and rhymes can help children who are learning English
Other language speakers speak in English not adequate because they can’t
choose the right timbre of English vowels. We can see on a practice that if the
pupil strictly follows all the instructions, the positive of tongue, all the same he
extremely rare can pronounce the English vowel.
In order to pronounce the vowel in “English” manner the pupil should
“see”, “feel” this vowel, to imagine it in all the volume, with all possible acoustic,
visual and spatial associations. Such emotional “picture” of vowel the teacher
must paint at first acquaintance with letters, sounds. /5,45/
Let us give a more detailed explanation:
When the teacher describe and pronounce a new vowel he gives to the pupil
an emotional estimation, we should try to imagine that the sounds are animated.
These estimations should be quality or comparable (for example, “dreamy”,
“cold”, “free-and-easy”, “nice”, “strike”, “boring”, “vivid”, “red”, “yellow”, “like
a chicken”, “like a nut”, “like a velvet”). We will have the accomplished image of
the vowel only after listening to a song. It’s difficult to overestimate improving
English pronunciation at the role of singing in children’s or adult auditory. But we
have objections that the English pronunciation will improve only by singing
songs. The using of songs is only like an emotional bright influence to perception
and adequate reproduction of sound. The songs and poems should successfully
use to develop such difficult phonetic combinations (for example, [s], [z], + [θ ], [
∂]; [η ] + vowel) and to work on rhythm.
We will particularly detach the songs, which devoted for concrete sound.
There are the songs which devoted to monophtongs [ ⊃ ] [a:] [ ⊃
]; diphtongs [ei], [әu]; [ ε ә]; and contrast vowels like [i] – [i:], [ Λ] – [a:]
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The vowel [ ⊃ :] – is “kid’s”, “nice”, “yellow like a chicken”. The song
devoted to this sound sings by little girl, her sound is “pretty”, “round like a sun”.
The sound [a:], “beautiful”, “juicy”, “resonantly”; we can compare it with
dark-red velvet or rose. This vowel shines from inside. /8,16/
When the pupil pronounce [a:] he or she should imagine that he/she is in a
good mood. And he/she should sing the song which devoted to this sound also in a
good mood.
I am Paula, Charles, Bart, Barbara,
I am Mrs Porter’s daughter Arthur, Martha, Margaret,.
I am Paula, Sanders, Frances, Martin, Mark –
And I am never naughty. They are all now in the park.
I am Paula,
I’m already four.
I am Paula,
I love Walter Crawl…
But, oh Lord!
He says I am small.
I am Paula.
The vowel [ ⊃ ] open, resonant, “proud”, “haughty”, its color cold, blue. The
song devoted to the sound [ ⊃ ] sings an owner of a dog. He proudly tells about the
dog’s dignities.
My dog’s called Spot
He knows quite a lot.
He never does wrong,
And he is good at ping-pong, ping-pong, ping-pong.
He’s good at ping-pong.
Diphtong [ei] “cheerful”, “pleasant”, “graceful” when we pronounce this
sound we remember the easy blowing of sea wind. The colour of diphthong is
 12
light-blue. The children sing the song devoted to diphthong [ei]. They sincerely
glad to good weather, because they can play more outside.
Rainy day…
Rainy day is not today,
And we say,
“Oh, it’s great to play all day!”
And we say,
“Oh, it’s great to play all day!”
The diphthong [әu] is “sad” and “dark”. When we pronounce it, we can
imagine the offended child who is ready to cry. The colour of diphthong [әu] is
dark-grey. The song devoted to this sound “sing” an unlucky “homeless puppy”.
My coat is old,
I feel cold.
No one seems to know
How wretched the dog is! Oh!
The “character” of every vowel is seen in contract pairs as [i] – [i:], [ Λ] –
[a:], [ ⊃ ] - [ ⊃ ]; [u] − [u:]
When work off contrast vowels we should mention that these sounds differ
from one another not only by length, but also by timbre.
At the time of training brief vowel [i] if we need show its “vividness”,
“energy”, “vitality”, we should notice such qualities as “dynamic”,
“cheerfulness”, “optimism” during the work off long vowel [i:].
At the time of training brief vowel outlines its “strictness”, “restraint”,
“precision”, “concentration”, and during the work off long vowel [a:], such
qualities inherent to that sound as resonant, “riches”, “velvet”.
In pupils’ view, such thematic songs help to see a “character” of vowel, to
catch its timbre. May be that is why children and adults like every new song. /
8,13/
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It is proper to state that listening and singing songs are effective in the case
of further improving English pronunciation, not only to perfect one vowel.
Informally with it:
- Training of a vowel in a song is without any purpose.
- Correct the mistake of pronouncing the vowel by singing song.
- Just singing to relax as absolutely necessary moment on the lesson.
According to the experiences, children enjoy singing song in choir; they
want to perfect their pronouncing skills.

2.2. The song like a methodical way to work out English

intermediate sonants
The song like a methodical way to develop English phonetics. It is
known that consonants are clear vocal cord, tangible then the vowels. Consonants
are well controlled by the energy of the air-stream coming under pressure from the
lungs. But the mentioned above is only for common description of consonants in a
whole like a sounds; which are opposed to define attitude towards the vowel. So
we can define the peculiar group of sounds among the consonants, which form
place distinctively combined and easy to control like in a form place of bilabial
sounds [p], [b], [m] or labiodentals [f], [v]. We talk about the intermediate
sonants, which called semi-vowels [w], [j] and noiseless length [r]. /7,65/
In our opinion, the sound [r] is vocal and resonant, and we can treat it to
semivowels. The semivowels [w], [j], [r] are more tone. Moreover, they haven’t
easy sensible place to articulate. That is why they are difficult to pronounce at
once. They need to have practical experience for pronouncing them distinctively.
And songs and poems are the best way to perfect them.
From our point of view, we need not describe the articulation of every
semivowel sound. There are several songs, which could help to train sounds, and
some methods to eliminate the mistakes.
There is a song devoted to semivowel [w]:
 14
It’s used in a “question”,
In “Sweden” in “West”.
It’s used
In “what”
In “why”
In “when”
In “request”.
To pronounce [w] with [ә:] vowel has two problems. The first one is
changing [ә:] to more rounded [ ⊃ ], it leads to misunderstanding. We have a task
to elude it:
[ә:] [⊃ ]
It’s a word – It’s a ward
It’s a whirl – It’s a wall
It’s a worm – It’s a warm
Let’s set to work – Let’s take a walk
Next song to develop [w] + [ә:]
[wә:] is in “work”, in “worker” and in “working”
[wә:] is in “word”, in “wordy”, and in “wording”
[wә:] is in “worse”.
[wә:] is in “worth”
[wә:] is in “worm”, in “worthy” and in “world”
The song to the sound [r]
Rain, rain, rain, rain’s everywhere –
Rain’s on the roofs,
Rain’s on my shoes.
Rain’s in the street,
Rain’s on my feet.
Rain, rain, rain, rain, rain, rain, rain.
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The song to the sounds [w], [r], [j]
Yesterday ‘t was so nasty, windy, stormy, cold, it rained all day.
Yesterday I had a headache, toothache, stomachache, my liver hurt.
Yesterday I felt depressed, unhappy, wretched, broken-hearted, crushed.
But that was yesterday. Yesterday. Yesterday. /4,247/
Children usually like singing, role playing, and acting out dialogues and do
not think this is learning. Making them sing or playa game in a foreign language is
a very important part of their education. They pay attention to playing, not to
learning. Even if a teacher decides to correct some important mistakes, they do not
feel uncomfortable, because the game is the most important.
Pupils who start learning an English language meet barriers. Many of them
are too shy to repeat the same words many times in the presence of other pupils in
the classroom. So, they would rather not say a word than be wrong or incorrect.
They do not practice and do not improve their language. Finding ways to break
down their fear is very important, for it makes it possible to teach them a foreign
language and make them learn all by themselves. /13,68/
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III. Work out of the English language lesson
The theme: “The journey to the English alphabet”.
The aims:
Educational: To perfect the pronunciation of children using songs and
poems.
Up-coming: to develop listening, reading, writing, speaking skills.
Upbringing: to teach working in a group, to teach to listen each other, to
inoculate the love to English language.
Equipment of the lesson: the blackboard, the chalk, the balloons, the poster
with the inscription “The journey to the English alphabet”, the cards with the
letters A-Z, stimulatory presents, discs with songs.
1. Introductory talk.
- Good morning, our guests and teachers!
- Good morning, dear boys and girls!
Now, you may sit down. Today we are going to have a journey to the
English alphabet. And the reason is not only to show how we know English
alphabet, how we can read and write, play and sing English songs and poems. The
reason is that we are taking enjoyment studying English. It is our first steps, it is
not so difficult and I’m sure that you’ll really enjoy it. That is fine. Now, Letters,
welcome to our journey!
2. Presentation of the ABC.
A is for apples and apple-trees. You can see apples on apple-tree.
B is for books and for bookcase. I have many books in my bookcase.
C is for cat. My cat is grey. And with me it likes to play.
D is for dog and for doggy. I have a dog, not a doggy.
E is for elephant. This is an elephant blowing its trunk.
F is for flowers: red and blue, white and yellow and rosy too.
G is for girl and also for garden. I see a girl going to garden.
H is for hands. I have two hands. This is the way I clap my hands.
 17
I is for I. I’m a boy. I’m 8. I like to play with my sister Kate.
J is for jam. This is apple-jam. Jimmy likes it and so does Sam.
K is for kite. Kate has a kite. It is little and it is white
L is for letter. This letter is for me. It is from my sister as you can see.
M is for May and for May Day, for March and for Mother’s Day.
N is for 9, 90 and 99. Children how much is 90 and 9?
O is for ocean. It’s deep and blue.
P is for pencils, with them I can draw: a red pen, a green tree or a pink door.
Q is for questions: How are you? How old are you? and How do you do?
R is for red. Many things are red. What can be red? Do you know Fred?
S is for street. This is my street. There are a lot of trees in my street.
T is for tick and tock. “Tick-tock” says the clock.
U is for under but not for at. “I’m under the tree”-says Pat.
V is for Vacuum cleaner. We use it to clean the floors and carpets.
W is for winter, when it is cold. And I like winter, I like cold.
X is in six. Let’s count up to 6. 1, 2, 3, 4, 5, 6!
Y is for yard where children play. They play in the yard every day.
Z is for Zoo. Let’s go to the zoo! /15,13/
3. Song ABC
A-B-C-D-E-F-G,
H-I-J-K-LMNOP,
Q-R-S, T-U-V,
W-X, Y-and-Z,
Now I know my ABCs;
Next time won't you sing with me?/16,43/
- O’k, my clever letters! You have presented yourself. Now I think that at least one
of you knows another song of alphabet, it calls “Backwards song”. Who knows?
Oh, do you know? O’k! Let the letter “A” to recite.
 18
“A”: Z Y X W V and U
T and S and R and Q
P O N M L K J,
IHGF,EDCBA
Now I know my Z Y Xs
Next time we'll sing down in Texas. /16,44/
- Well done, children!!! Look, the letter “D” wants to say us something. He wants
to pronounce the sound which dogs do. -
“Bow-wow”! And “Woof-woof”
- Can you transcribe it?
- [bau-‘wau] [wuf-wuf] Also I know a song to this sound. May I sing?
- Of course you may!
“D”: My Dog
I have a dog who barks all day,
And all he ever has to say
Is "Woof! Woof! Woof!" and "Bow-Wow-Wow!"
I wish my dog could talk somehow!
If he could talk, I'm sure he'd say,
"Woof, Woof! Have fun at school today!
I'll wait right here 'til you come home.
Bow-Wow! Then I won't be alone." /12,34/
- How clever you are! Let’s the letters sing a song in a small group. Who is ready?
Ok! Letters “O”, “M”, “T”, “C”, “L”, go ahead!
What the Animals Say
Little pup, little pup,
What do you say?
"Woof, woof, woof!
Let's go and play."
 19
Kittycat, kittycat,
How about you?
"Meow, meow, meow!
And I purr, too."
Pretty bird, pretty bird,
Have you a song?
"Tweet, tweet, tweet!
The whole day long."
Jersey cow, Jersey cow,
What do you do?
"Moo, moo, moo!
And give milk, too."
Little lamb, little lamb,
What do you say?
"Baa, baa, baa!
Can Mary play?" /9, 16/
- It’s clear! Now let’s song one song all together in choir! Does everybody know
the song “My Bonnie”?
My Bonnie is over the ocean,
My Bonnie is over the sea,
My Bonnie is over the ocean,
My Bonnie, my Bonnie, my Bonnie.
Oh, bring back my Bonnie to me.
Refrain: Bring back, bring back
Bring back my Bonnie to me,
Bring back, bring back my Bonnie to me. /15,48/
- Oh, children! You have coped with everything. Was it interesting?
Your marks for today are “Excellent” for letters “A”, “D”, “O”, “M”, “T”, “C”,
“L”.
 20
Your hometask will be: to paint a favourite pet or animal and to transcribe its
sound. Thank you, children! Thanks to our guests! Good bye!
Resume of the lesson:
During that lesson, when children execute such kind of tasks, function all of
the four analisators: he hear sounds, pronounce them, put them down, transcribe
them and read, all of these assist to assimilate the material. The psychology of
assimilating foreign language applies to pupil’s imagination, fantasy and game.
It’s the effective method of teaching.
Children usually like singing, role playing, and acting out dialogues and do
not think this is learning. Making them sing or play a game in a foreign language
is a very important part of their education. They pay attention to playing, not to
learning. Even if a teacher decides to correct some important mistakes, they do not
feel uncomfortable, because the game is the most important.
 21
Conclusion
The work itself us to conclude that we have reached the main goal, which
we had researched in the work: we distinctively explored this problem, analyzed
and marked all the dignities and lacks, pluses and minuses. Also we have tried a
number of methods on the practice.
On the base of researched work, we come to conclusion that we need to use
the songs and the poems to develop the pronunciation of foreign language to
pupils of primary forms and high forms.
Children who learn English as their first foreign language usually are not
growing up in an English environment. Some things are quite unknown to pupils
in many overseas countries where English is taught. Songs and rhymes often
contain words and expressions connected with history, culture or tradition of
different nations, so the teacher should explain the pupils necessary elements of
the culture of Britain and/or other English speaking countries first. These elements
of foreign culture or tradition can be sometimes strange or funny, but the more
interesting and fun the activity is, the easier the learners will remember every part
of it.
We identified the way to get pupils interested in studying the subject when
teacher used the songs and the poems at the lessons in consequence of dates:
The poems as one of the effective way to work on phonetics, to work off
separate sounds, intonation, vocal cords, accent (stress), frequency of words,
phonemes, timbre, rhythm; the songs and the poems enrich the speech of pupils.
We could also see that it’s the best method to teach little children, who even
don’t know reading. Because the songs and the poems are melodically pleasant for
hear. And it’s easier to learn them by heart and also the songs are the firm
assimilation and widening method of lexical vocabulary as it consists of new
words and expressions, the already known vocabulary (lexicon) meets in a new
contextual encirclement which helps to activate it. Names, proper names,
geographical names are frequently used in the songs and the poems. It assists to
 22
develop pupils’ knowledge of stylistic peculiarities and to develop the sense of
language.
Music and recitation (declamation) made a favorable psychological climate
on the lesson, the psychological loading (work) reduced, the language activity
activated, the emotional tone increased, the interest to study the foreign language
raised up.
Moreover, the teacher is interested in the work. Challenged by professional
growth in the time of mastery new methods; he enjoys the work because the result
is seen after every lesson.
 23
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