CURRENT TEACHING METHODS USED FOR ENGLISH LANGUAGE TEACHING IN UPPER ELEMENTARY SCHOOL AND THE PREFERRED ONES FOR THE LOWER GRADES

Demkovets O. CURRENT TEACHING METHODS USED FOR ENGLISH LANGUAGE TEACHING IN UPPER ELEMENTARY SCHOOL AND THE PREFERRED ONES FOR THE LOWER GRADES. [Бакалаврська робота]

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Анотація

As a result of studying scientific literature, the observation of Methodology of teaching English for senior pupils and the practical development of a model for teaching foreign languages on the basis of authentic songwriting texts of a regional nature, the following conclusions were proposed.
Teaching of the development of listening skills of pupils of the senior level at secondary schools on the basis of authentic English texts of song nature is and remains an actual problem of nowadays. Successful study of foreign language material by pupils is possible only by ensuring a close and constant connection between a practical mastery of linguistic material and the acquisition of foreign culture, primarily through the use of authentic local lore material of a song nature.
In this research we found that teaching a foreign language has certain peculiarities that a teacher must take into account in the process of teaching different types of foreign language material, as well as a differentiated approach, which takes into account as much as possible the speech skills that need to be developed.
In modern teaching methods, the main attention is paid to the development of skills and requirements of the use of linguistic forms in real life situations. Therefore, the use of a communicative approach in teaching and learning foreign languages, in particular English, becomes of no significance.
The communicative approach requires a teacher to create an atmosphere of co￾operation with pupils actively involved into the learning process in a classroom when children willingly express their thoughts. The communicative approach covers the use of problem tasks, various games, quizzes, interviews, discussions, dialogues and other types of work, the selection of which depends on the age of the students, their linguistic possibilities and the goal set before the teacher.
Among this diversity of different types of activity at the English lessons we would like to dwell on one that deserves general attention, because in a case of a successful approach to it all types of speech activity are practiced: listening, speaking, reading and writing. Use of songs and music in the scheduled series of tasks must be performed in the classroom. Teachers use songs from many affairs, the most important of which are the presentation of a certain topic (vocabulary), the practice of grammatical structures (lexical units), attentive listening in order to understand the general (detailed) content, control the understanding of the listener with guidance questions, discussing and expressing the feelings that arose when listening to the song, enriching students with the cultural component of another country, developing the written language (from filling in passes to the construction to the most independent types of activities based on prose texts), development of imagination, creating a creative atmosphere in the classroom, introducing an element of diversity and entertainment in the learning process.
When studying English as a foreign language, we used the Keynes method, based on the use of songs. Songs emotionally enrich the lesson of a foreign language, diversify its course and change the pace of conduct, provide practice of listening, contribute to the formation of the aesthetic taste of those who study the language, attract them to the culture of the country, the language of which is studied, enrich their new linguistic and extra￾linguistic information, etc. When selecting the content of the national-cultural component from the entire diversity of linguistic-ethnographic material, one that has a pedagogical value is highlighted, which can contribute not only to teaching communication in a foreign language, but also to involve the language of studying in the study of the culture of the country.
Accordingly, in order to teach foreign-language material of high school pupils on the basis of authentic local lore texts of song nature, a set of exercises and tasks with the task of updating pupils’ training was developed. In particular, the song, as a special authentic text, reflecting close to high school pupils’ feelings, empathy, has a great artistic and aesthetic potential that stimulates speech and contributes to enriching the content of communication in a foreign language.
Thus, authentic lyrics allow to significantly expand and deepen the knowledge and representation of children about the surrounding world, to master the skills of using the methods of various scientific disciplines for the implementation of regional studies and other research. In turn, country studies as a didactic means in the process of teaching language and culture acts as a connecting element, which contributes to penetration into the studied culture.

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