Samarkand state institute of foreign languages english faculty II course paper

CONCLUSION

This paper has attempted to indicate how songs and poetry-related activities might enhance English language learning at middle school and high-school level. It is suggested that a focus on the beauty of the words of the target language and on their student-directed use in non-grammatical as well as in grammatical contexts, can promote meaningful and relevant expression of personal meanings, in addition to focusing on particular aspects of structure and syntax. A great depth of poetic expression can be found in pop-song scripts, which voice the hopes and fears of artists who are often seen as role-models by secondary students. By using these scripts as linguistic and affective templates, language students can interact with the target language, while exploring issues which have deep meaning to them.
So far, the usage of songs, poems, games, and problem solving activities are clarified. The advantages and some key points are explained. It is now more apparent that the teaching of grammar can be supported effectively by using such resources. According to the needs analysis of a classroom, several techniques can be integrated with such resources. Since teaching is a developing art, which requires innovative and creative ideas to enrich its effectiveness, we must not hesitate to use such resources in our classrooms. These resources can assist our teaching of grammar while providing a relaxed atmosphere and motivated students. Such activities are student centred, hence, by using them we give a chance to our students to express themselves, enjoy themselves during learning, and use the reserves of their minds. As, it should be born in mind that all these resources require the activation of both left and right hemispheres. Thus, we let our students use their long-term memory and learn effectively during such activities. So there is an undeniable fact that if our concern is to provide a successful and beneficial teaching, we must not hesitate to use songs, poems, games, and problem solving activities, which bring the structural, pragmatic, prosodic and communicative aspects of language together, in our language classrooms. Over the past decade much has been said about the changing concepts of education, the development of innovative teaching methods, use of new technologies in the learning process. Currently, teachers are open to opportunities to learn the theoretical and practical disciplines using different techniques. Many higher educational establishments can boast of language laboratories, multimedia classrooms, videohalls. The classes are widely used audio-visual equipment, computer technology, including Internet access, projectors of various types (overheads, digital projectors, etc.), interactive whiteboards.
However, the technique of using a modern fleet of means, apparently, can not be developed until the end. Often working in videoklasse reduced to watching the film and discuss the problems raised in it. However, the possibility of using video clips is much wider. In other words, it is necessary to develop a technique using various means, including video, in the process of teaching.
Let us consider the possibilities of feature films, various movies, including promotional trailers, as well as video recording.
Viewing Movies in the study of foreign languages ​​are actively used in the higher and secondary education for decades. Video over the past few years has undergone a number of improvements and widespread. At the disposal of teachers have DVD-players, digital cameras, multimedia classes. On the one hand, it holds great promise and possibilities of using video in practical classes. On the other - access to the above facilities and limited class time teachers confront new challenges. Need to develop a technique using fragments of feature films, and additional materials.