In consequence, if preferred appropriately and adopted cautiously, a teacher should benefit from songs in all phases of teaching
grammar. Songs may both be used for the presentation or the perform phase of the grammar class. They may support widespread and concentrated listening, and inspire resourcefulness and use of imagination in an undisturbed classroom ambiance. Whereas selecting a song the teacher should take the age, interests of the learners and the language being used in the song into deliberation. To improve learner commitment, it is also advantageous to allow learners to take part in the selection of the songs.
The latest concern of the foreign language teachers is to make the children use the language communicatively. After the realization of
communicative competence,
activities, or techniques that are task-oriented and that guide children to use the language imaginatively have gained significance. Games and problem-solving activities, which are task-based and have a purpose beyond the production of accurate speech, are the examples of the most preferable communicative activities. Such activities highlight not only the competence but also the performance of the learner. Nonetheless, they are the indispensable parts of a grammar lesson, since they reinforce a form-discourse match. In such activities, the attention is on the discourse context.
Both games and problem-solving activities have a purpose. Games are organized according to rules, and they are enjoyable. Most games require choral responses or group works, whereas problem-solving activities (though they are structured) require individual response and creative solutions. Games and problem-solving activities are generally used after the presentation, in the practice part, because such communicative tasks can only be handled after mastering sufficient grammar and lexical points. Through well-planned games, learners can put into practice and internalize vocabulary, grammar, and structures extensively. Play and competition that are provided by games enhance the motivation of the young learners. They also reduce the stress in the classroom. At the same time as playing games, the learners’ attention is on the message, not on the language.