Buxoro davlat universiteti xorijiy tillar fakulteti "tasdiqlayman"

Conclusion
. The first purpose in presenting this paper is to state a case for 
developing songs from activities into language learning tasks. The second purpose 
is to highlight how, with a little initiative, teachers can adapt children’s songs to 
better suit their teaching goals. Songs can be used as a valuable teaching and 
learning tool. Using songs can help learners improve their listening skills and 
pronunciation; they can also be useful for teaching vocabulary and sentence 
structures. Probably the greatest benefit to using songs in the classroom is that they 
are enjoyable. Unfortunately, despite these advantages, simply singing songs will 
not teach learners how to communicate in another language. Using songs as tasks 
might be one way of helping transfer words from songs into use, and maximize the 
potential of songs as teaching and learning tools. Adapting existing children’s 
songs is one method that teachers can use to increase their repertoire of songs, thus 
giving them more opportunity to use songs in their teaching contexts.
Group 1 

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Group 2 
 
 
Group 3 
 
Group 4 
 
Task 2. Design activities using the following songs. (CD) 
Group 1.
Muffin Songs. Hello! Hello!
Group 2. 
What do you want to be? Jobs song
Group 3. 
I like…
Group 4. 
Healthy and unhealthy food 

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USING GAMES WITH YOUNG LEARNERS 
Task 3. Read the following information in small groups and present it to the 
whole class.
GROUP 1. WHY GAMES? 
Playing games is a natural part of childhood and growing up. It is the very 
natural way children explore the surrounding world and gain knowledge. Through 
games children are given real opportunities to discover and understand procedures 
and phenomena. 
Lewis and Bedson (1999) argue that games not only increase motivation, 
they also represent the primary and most important way of learning in case of 
young language learners. They claim the following: “(…) for many children 
between four and twelve years, especially the youngest, language learning will not 
be the key motivational factor. Games can provide this stimulus. The game 
context makes the foreign language immediately useful to the children. It brings 
the target language to life. The game makes the reasons for speaking plausible 
even to reluctant children.”. The above assumption suggests that to be able to use 
English properly is not necessarily a motivational factor for young learners. They 
will probably not be enchanted by the fact that they will be able to use the present 
simple in English. However, by giving them enjoyment, playfulness and creativity 
that games can provide, we can motivate them to practice and produce language 
structures. Carol Read (2007) claims that “Games are the stuff of life in the 
primary classroom”. She explains that games provide stimulation, variety, interest 
and motivation; they help to promote positive attitudes to language learning. 
She adds that games encourage active participation and improve children’s self-
esteem and confidence43. Games are enjoyable and funny; however, they also 
develop a wide range of social skills. Children have to play a game according to a 
certain set of rules that they have to respect and follow, they have to interact with 
others to reach several goals, and they have to cooperate, make compromises and 
learn what fair play means. Games help young children improve their memory and 

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concentration skills. It is very important that a game must be more than just 
entertaining. 
Though it is significant to make the lesson funny, entertaining and 
motivating, a game should always be purposeful from the point of view of 
language learning. It should have a clearly recognizable objective, e.g. to practice a 
certain language structure, to revise certain areas of vocabulary, to improve 
speaking skills, etc.