This thesis is divided into a theoretical overview and an empirical part. The theory section offers some general information on relevant issues and basic terms. First, the Common European Framework of Reference for Languages (CEFR) and the educational standards are introduced. Theoretical input on the new standardized school-leaving examination, which is regarded as an objective measure of student achievement and language competences, is also provided. Based on a song it is demonstrated, what kinds of methods can be useful in extending a certain competence and in which learning stage they are effective.Following this general introduction, music and songs are analysed from a neuroscientific and didactic point of view. In addition, their significance in modern language teaching, which focuses on four skills and the standardized formats, is addressed. The empirical part representing the core of this thesis is devoted to the proper selection and use of songs in foreign language teaching. Based on theoretical concepts, teaching units for the three language levels A2+, B1 and B2 are presented. All of them cover topics of the new standardized school-leaving examination. Authentic Russian songs are chosen and exercises focusing on the cognitive, receptive and productive language skills as well as the formats of the new examination provide the learners with testing practice.Thus, teaching material for teachers of Russian as well as other languages, which was created on the basis of theoretical insights, is presented.