A. Games
Celce and Hilles (1988) explain how and why games work for teaching grammar in an ESL classroom. They said that games and problem-solving activities have a purpose beyond the production of correct speech, and are examples of the most preferable communicative activities. They go on to explain that grammar games help children not only gain knowledge but be able to apply and use that learning. Additionally, games have the advantage of allowing the students to practice and internalize vocabulary, grammar and structures extensively (Linvolucri & Davis, 1992). They can do this through repeated exposure to the target grammar and because students are often more motivated to play games than they are to do deskwork. Plus, during the game, the students are focused on the activity and end up absorbing the grammar subconsciously. While games are motivating for the students, probably the best reason, according to Celce and Hilles (1988), to use games is that the use of such activities both increases the cooperation and competition in the classroom. Indeed games can be used to add excitement through competition or to create bonding between the students, and between the students and teacher. Learning a language requires constant effort and that can be tiring, but there are two good reasons why games should be included in the classroom: *Games that are amusing and challenging are highly motivating. * Games allow meaningful use of the language in context.
B. Songs
Since the meaning is an important device in teaching grammar, it is important to contextualize any grammar point. Songs are one of the most enchanting and culturally rich resources that can easily be used in language classrooms (Murphy, 1992). Songs offer a change from routine classroom activities. They are precious resources to develop students abilities in listening, speaking, reading, and writing. They can also be used to teach a variety
of language items such as sentence patterns, vocabulary, pronunciation, rhythm, adjectives, and adverbs. As stated by Lo and Fai Li (1998:8), learning English through songs also provides a non-threatening atmosphere for students, who usually are tense when speaking English in a formal classroom setting. Songs also give new insights into the target culture. They are the means through which cultural themes are presented effectively. Since they provide authentic texts, they are motivating. Prosodic features of the language such as stress, rhythm, intonation are presented through songs, thus through using them the language which is cut up into a series of structural points becomes a whole again. There are many advantages of using songs in the classroom. Through using contemporary popular songs, especially which are already familiar to children, the teacher can meet the challenges of the children needs in the classroom. Since songs are highly memorable and motivating, in many forms they may constitute a powerful subculture with their own rituals. Furthermore, through using traditional folk songs the base of the learners knowledge of the target culture can be broadened. Correctly chosen, traditional folk songs have the dual motivating attack of pretty tunes and interesting stories, plus for many students- the added ingredient of novelty (Hill, 1999:29). Most songs, especially folk songs, follow a regularly repeated verse form, with rhyme, and have a series of other discourse features, which make them easy to follow. According to Halliwell (1992), the best songs would be those that are either familiar to the children or those, though maybe not familiar, which have an international nature, such as Old MacDonald. Since there is not a strict teaching procedure, the teacher can mainly concentrate on what to teach rather than on how to teach. For instance, while teaching them individual letter sounds or spelling the words, the traditional camp song 'Bingo', or while teaching them counting 'Johnny Works with One Hammer' will be useful. In order to make the songs more meaningful and more enjoyable, motions can be added to the song which parallel the words of the song. Since most children enjoy singing fun and nonsensical lyrics, using easy children songs will be useful. Furthermore, choosing lively action songs through which they can dance or act while singing will ensure a lively atmosphere.
