Роль музыки и песен в обучении взрослых и подростков. Орипова Оминакxон Абдулхашим кызы

Preparation stage. Given the goal of the task is singing the song in the core activity stage, it is useful to activate the vocabulary and to form basic sentence structures in the preparation stage. This could be done using a number of methods, depending on the resources available to the teacher or the size of class.
Core stage. To involve the students and maximize interest, it would be advantageous to sing the song many times in the core, each time varying the pace or volume and having the students perform actions and sing along chorally.
Follow-up stage. The follow-up stage should attempt to build on the successful completion of the core stage. In other words, the learners have sung the song and now should be encouraged to utilize the vocabulary or sentence structures from the song. Again, it depends on the circumstances of the teacher. The follow-up stage could be used to develop written production, either through writing sentences or gap-fill activities, role-play or oral production where new words learned is used in a situational role-play.²
It is found many reasons why songs are used in foreign language classes, especially English and Russian:
• Songs are easy to memorize as well as sing as a habit. They stick in the head with their common rhythm and repetitive patterns whole day. Students remember the lyrics and melody for a long time on their mind.
• Songs are funny as well as joyful. They give fun and make students relax between more exercises
• Songs accommodate pupils with variety of learning styles and intelligence
• Songs are considered as integrated into all language skills and components (listening, speaking, reading, writing, grammar, pronunciation, vocabulary, and spelling)
• Songs can be used in any stage of a lesson plan (pre, while, and post stages) and they can be used as a review, a reinforcement, or a transitional stage (for preschool and kindergarten) from one activity to another activity.
• Singing songs can build learners’ confidence. Students lose their inhibition as well as anxiety, and they are eager to participate in the musical and singing activities together with their peers and classmates.
The first aim of writing this report is to state a case for developing songs from activities into language learning tasks and make learners adapt to the second language easier than lessons which are based on grammar translation methods. And another purpose is to highlight how, with a little initiative, teachers can adapt children’s songs to better suit their teaching goals and achievements. 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 of using songs in the classroom is that they are enjoyable. Unfortunately, despite these advantages, simply singing songs cannot teach learners how to communicate in another language. Using songs as tasks is definitely one way of helping transfer words from songs into use, and maximize the potential of songs as teaching and learning tools. Adaptation of existing children’s songs is one way that teachers can use to increase their repertoire of songs, thus giving them more opportunity to use songs in their teaching contexts.
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