Course work theme: the introduction of games in the study of foreign language

4. Singing songs in a foreign language 
Children love songs, and melody helps them memorize a number of words, which is why songs are a great memorization. Singing songs in the target language is a great and efficient way to help your child master a foreign language, but also a great opportunity to spend some time together and have fun. Find children’s songs on YouTube that your child may like and don’t be afraid to sing along. Before you know it, your child will learn the song by heart. 
5. Read books in a foreign language 
You will find a number of specialized books for learning different languages from an early age in bookstores. With your help in reading, writing and meaning of words, your child will soon master the meaning and pronunciation of foreign words. You can also read simple bedtime stories in a foreign language. Such stories usually contain common phrases so the child will easily memorize them. 
6. Include a foreign language into your daily activities 
In early childhood, children absorb everything like sponges, so you don’t need any special aids for learning. Simply, go to the park, shop, or the playroom and play a game by first naming the objects, shapes and colors you encounter in your native language, and then in the target language. This is the best way for a child to learn words of the target language, because they will associate them with the objects and phenomena in their surroundings, and thus they will be able to actually use them when necessary. 
This way, in addition to the foreign language, the child will also unconsciously strengthen their native language through play. 
7. Learn a foreign language online 
If your child has a second language at school, adopting a language in another, less formal way is a welcome distraction from classes, and a desirable and effective learning strategy. Learning a foreign language online is not only fun and often free, but also a good way for your child to further advance their language skills.
The great thing about learning a foreign language online is that it is completely in line with the children’s lifestyle: lessons are short and include tests, and children can solve these tests on their phone anywhere, between other activities. These sites and applications are packed full of engaging and fun that will hold your child’s attention much better than traditional classes. Acquiring a second language broadens our horizons, introduces us to other cultures and represents a valuable tool in our formation as a personality, and in our professional life. Parents have an important role in this process, just like school does. We hope the tips from this text will help you make the foreign language more relatable to your child.
First, three methodological innovations Content-based, Task-based, and Participatory Approaches which were dealt with in a single chapter in the previous edition, are each addressed in separate chapters in this edition. These three chapters allow for the more in-depth treatment that these enduring practices warrant. Content-based Instruction, or Content and Language Integrated Learning, has seen widespread adoption, both in the education of English language learners in the USA and in language education in other countries, particularly in Europe, where it is increasingly common for governments to encourage the teaching of language and other subjects in tandem in state schools¹. It was also important to expand the discussion of Task-based Language Teaching, which a new chapter has allowed us to do, as it is the method that has received the most support from second language acquisition research. The third new chapter, the Participatory Approach, has enabled us to elaborate on the political dimensions of language teaching, including how language study can influence a language learner’s sociopolitical identity. In addition, we have added a new chapter on technology. Technological aids to language teaching have been around for some time, of course, but in our opinion, technology has reached a point where it should be considered not only as a supplement to teaching or a resource for teachers, but also as an opportunity for autonomous learning. A technological approach to language teaching rests on its own unique set of principles, including a new understanding of the nature of language. First, we are using the term ‘method’ here not to mean a formulaic prescription, but rather a coherent set of principles linked to certain techniques and procedures. Anthony has made the case for a tripartite hierarchy. As he put it: ‘…techniques carry out a method which is consistent with an approach’.
Following Anthony, in certain of the chapters we will introduce a particular method by showing how it is an example of a more general approach to language teaching. However, not all methods discussed in this book conveniently follow from a general approach. They all do, though, have both a conceptual and an operational component, fitting the definition in the Dictionary of Language Teaching and Applied Linguistics, and thus justifying our use of the term. Admittedly, we have sometimes found it difficult to use the term ‘method’ with more recent innovations, such as learning strategies, cooperative learning, and technology². At such times, we have resorted to the term ‘methodological innovations.’ We have used the term ‘target language’ to mean ‘the language being taught’ for three reasons. First, we intend for this book to be useful to teachers of all languages, not only English teachers. Second, we acknowledge that many teachers and students are multilingual or plurilingual and so the use of the term ‘second’ language does not really apply. Third, we have avoided using the term ‘foreign’ language because this designation is relative to the speaker and mutable in the context. For instance, in the USA, Spanish has a heterogeneous identity: it could be considered as a ‘foreign’ language to those with little or no knowledge of it; as a ‘second’ language to those who use it in addition to their first language; or as a ‘native’ language to those for whom it is a home or heritage language. Although the term ‘target language’ is not without its problems, using this term seemed a reasonable compromise.
The first concept that defines the term "method" is the historical direction of foreign language teaching methods. In the second sense (teaching system - Palmer, West, Guen methods). The third aspect of the term "method" in the sense of teacher-student activity method is discussed below. There are three methods used in foreign language teaching: familiarization, practice and application. These three terms have been used under different names in methodological research. These methods, which are widely accepted and can be directly observed in teaching, are named from the point of view of the reader. The student's task in learning a foreign language is to get acquainted with the study material (ie language material), to practice in order to develop skills and competencies, and to express their opinion, that is, to communicate in language. use. As a foreign language teaching system, it involves two parties - the teacher and the learner. The teacher is responsible for organizing the student's learning activities. The teacher organizes the three tasks that the student does: acquaintance, practice, and application. In addition to the lessons, the teacher's organizational task is to develop skills and competencies for independent work.
Finally, although we have made every effort toward a faithful rendering of each method and methodological innovation, there will undoubtedly be those who would not totally accept our rendition. This is understandable and probably inevitable. Our description is, as it must be, a product of our own experience. It is our sincere hope that this book will both inform and stimulate its readers and that it will encourage them to reflect, inquire, and experiment³. If it meets these goals, then it may help to restore faith in the appropriate use of teaching methods in language teacher education.