Kilicheva Mehriniso Rajabovna Ataboyev Nozimjon Bobojon o’g’li

part of the song. So, it is essential that the teacher should approach 
this situation step by step. Firstly, the teacher asks students to listen 
the song and to find some nouns as they hear. While listening, 
students should note the nouns they have heard. Then the teacher 
should focus on critical thinking. In that case, he asks students to find 

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some adjectives which best suit the nouns. This time students should 
find relevant adjectives without listening to the song. Then the teacher 
puts the song again and asks them to pay attention to whether or not 
the adjectives they have already found are the same as the ones in the 
song. Students should circle the adjectives on their notebook if these 
adjectives are sung in the song. And the teacher counts all adjectives 
which students found and circled then writes new adjectives on the 
blackboard. Then students mach adjectives with nouns relying on their 
quality and their meaning. Finally they listen the song by putting 
adjectives simply within the structure "as...as". After the students 
learn the adjectives and the structure, the teacher asks them to make 
sentences by using these patterns in order to practice and consolidate.
In conclusion, we can say that teaching grammar through songs 
is very useful as well as very interesting. It supplies the high spirit of 
the atmosphere. Besides, students learn easily in this way. We can 
teach not only adjectives but also other grammar rules with the help of 
songs. And the most significant key point is to choose proper and 
suitable songs.
Comprehension questions: 
1.
 
How does the use of contextual passages effect language 
learning? 
2.
 
What are situational passages? 
3.