The use of music and song materials in English at Chinese primary schools

Relevance. The preface to the Standards of the English language curriculum for primary schools in China states that the curriculum should develop comprehensive language skills, change the process of learning English to the process of actively forming learners’ English language skills. The purpose of the study is to characterize the introduction of music and song materials at English lessons to create an artificial environment in primary schools in China. The tasks of the research are to characterize the theoretical basis for the use of music and song materials; to give examples of modern possibilities of using digital resources from the British Council in China to create an artificial English-speaking environment; to provide practical tips for using music and song materials at English lessons from the British Council in China with “LearnEnglish Kids” digital resource. The results of the study confirm the theoretical justification of the use of music and song materials through the theory of multiple intelligences by H. Hardner, namely through linguistic and musical intelligences, as well as through the hypothesis of the affective filter by S. Krashen. The practical pieces of advice on creating an artificial English-speaking environment are based on the digital resources from the British Council in China, that has been working for 45 years, since 1979. The digital resource “LearnEnglish Kids”, from British Council is particularly useful for primary schools. The digital resources may be connected by using Chinese digital apps such as Weibo, Douban, Youku, WeChat. The practical principles of using music and song materials at English lessons in primary schools in China are outlined. It creates an artificial English-speaking environment. The examples are given with the specific songs for listening, speaking, reading; the songs are “People work”, “In my dreams”, “Feelings are feelings”, “Turkey Trouble”, “Happy New Year”, “Santa, Santa, high in the sky”, “Ramadan chant”. The conclusion is teaching English in primary schools in China becomes significantly effective when an artificial English-speaking environment is created with the help of music and song materials. It affects positively to the improvement of learners’ active listening, speaking, and reading skills, that contributes to their success in learning English. The use of digital resources becomes particularly useful, namely the resources from the British Council in China.