Keyword: «songs»

The article deals with the last year of his life and work of Tchaikovsky, which is interpreted as a nonlinear process involving a "cascade" of bifurcations and is divided into three stages: the order - chaos - a new order. We are talking about fractals processes elementary, middle and final stages of development, as well as the presence of "the point of the golden section", which is characteristic of non-linear systems of different origin having similar processes of self-organization. From the standpoint of synergy version of the composer's death appears in a different light. It becomes clear contours, as synergistic simulation is based on real and specific facts of the biography of the composer. It becomes clear that Tchaikovsky himself "create" their own future, leading to a restructuring of his mind. Feeling the fear of death disappears, and a tired soul finds peace.

Teaching English in primary school is planned by age qualities of primary students. There is a great place for songs, rhymes and tongue-twisters. At this age the children’s attention is not stable. So the teachers are ought to use kinds of class works which can interest children and cause positive emotional feeling. Working over rhythm, intonation of foreign language and perfection of pronunciation is a great material to use rhymes, songs and tongue-twisters at English lessons. It is that material interesting for children and that’s why it is positive to study. Using rhymes, songs and tongue-twisters at English lessons is one of effective ways of teaching. This is a simple, not boring and effective way which allows to develop good pronunciation, learn to speak, study well.

Music is known as one of the main and most widespread art directions in any country and culture. The article is devoted to the usage of songs in the settings of an EFL lesson. The authors list the purposes of playing songs in the EFL classroom and describe the prerequisites of an efficient listening task. Besides, the article includes examples of songs and tasks that can assist language instructors in improving learners’ understanding of the aspects of spoken speech, teaching vocabulary and grammar, encouraging creative thinking, and initiating pair or group discussion by giving learners an incentive to speak. The authors also point out that there is more than one way of working with a song in class. EFL instructors are free to modify listening tasks to suit their lesson goals and learners’ proficiency level.