INTRODUCTION In view of the fact that the sense is a significant tool during teaching grammar,
it is imperative to contextualize any language rules tip. Songs are one of the most charming and ethnically prosperous resources that the teachers can easily use in verbal communication classrooms. Songs propose a change from habitual
classroom actions. They are valuable resources to expand students’ abilities in listening, speaking, reading, and writing. They can also be exercises to teach a variety of language matters such as sentence patterns, vocabulary, pronunciation, rhythm, adjectives, and adverbs. Learning English in the course of songs also affords a non-threatening ambiance for students, who usually are tense when speaking English in an official classroom location.
Songs also give new insights into the objective traditions. They are the means in the course of which educational topics are presented successfully. While they supply genuine texts, they are inspiring. Prosodic
features of the language such as stress, rhythm, intonation are presented through songs, thus from side to side using them the language, which is cut up into sequences of structural points, becomes an entire once more.
There are many advantages of using songs in the classroom. Through using modern trendy songs, which youngsters well know, the teacher can meet the challenges of the teenage needs in the classroom. Because songs are extremely unforgettable and motivating, in many forms they may comprise an influential subculture with their own rituals. Furthermore, through using customary folk songs the support of the learners’ knowledge of the target culture can be broadened. Appropriately, chosen traditional folk songs have the twofold encouraging assault of beautiful tunes and appealing stories, in addition for many students- the added component of originality. Most songs, especially folk songs, go after a frequently repetitive verse form, with rhyme, and have a series of other discourse features, which make them easy to follow.