I.
GOALS AND MOST POPULAR METHODS OF TEACHING GRAMMAR AND VOCABULARY.
1. Teaching vocabulary 1.1. The role of vocabulary in developing communicative competence.
Learning a foreign language, children should feel contented and protected. Immature learners necessitate
activities, which encourage group support, entertaining, and acquaintance so singing songs is a fine movement for them. It is significant for them to use their imagination and resourcefulness. That is why games, songs with actions, entirety physical response activities, and tasks that involves colouring, cutting, and sticking, simple, and recurring stories work excellent. If the actions are pleasurable, they will be unforgettable, children will have a sense of accomplishment, and this will expand inspiration for further education. Other fundamental features in the teaching words processes are establishing a trusting relationship with children, and encouraging them to do the same with their colleagues as well as giving children an occurrence of an extensive variety of English language in a non-threatening environment. We as teachers can accomplish something in teaching English only when these mentioned factors are present during classes. As we know, children learn words more rapidly than structures. That is because words have instantaneous, touchable meanings while structures are less perceptibly constructive. The best way of learning vocabulary is when the meaning of the words is illustrated, for example by a picture, an action, or a real object.
It is worthwhile to meet and use words in a pertinent circumstance as in this way children memorize them superior and ascertain their relationship to other words, so that a vocabulary network is built up. Teaching vocabulary to children, we should give them many opportunities to use the language in the classroom.
Students commit to memory best when they have actually done something with the words they are learning. Much more effectual and advantageous for learners are activities that activate their brains and make them choose, compare, and analyse.
Besides, when students practice, the amount of the material they learn increases simultaneously. There are also some more benefits of practicing vocabulary. Practice provides the opportunity for the scholar to notice his errors and to get his responses right. Practice allows students to expand routine improvement and shows learners their strong and weak points.
Using songs and music in practicing vocabulary with young learners.
Songs and music are very constructive in teaching language particularly as far as children are concerned. Providing songs a teacher grips students'' attention, their concentration might be aroused. By drawing their attention, a teacher sparks off the positive manner towards active contribution. Songs, with their no unapproachable character and with relaxed ambiance they introduce, offer a possibility for the students to revive. This is a constructive characteristic as children have natural feeling for communication and talk. Songs alter the pace of the lesson and create a feeling of energy, interest and expectation on the part of the learners and it is good for the reason that children need recurrent alter of activities as well as exciting ones.
Elements of melody help to focus students'' attention on the language and encourage them to express themselves impulsively and lastly make them talk and use English. Songs have their own uniqueness and they are still an exceptional structure. One of the characteristic features is that songs are quite simple.
Aer noteworthy characteristic of songs makes us react personally at once.
There is a teaching technique, suggestopedia that uses background music as an essential part of classes. That method has awakened teachers to the significance of music as a constituent of the relaxed classroom.
A relaxed state of mind achieved in this case, through music will facilitate learners to construct self-assurance and as we know, children must feel comfortable and need group maintain.