Using english songs to help EFL high school students improve grammar knowledge

CHAPTER 1: INTRODUCTION Globalization and reform movements – as recently witnessed around the world – invite waves of change impacting aspects of human life, including the language and culture of communication and exchange (Canagarajah, 2005) With English becoming the lingua franca of the global community in major professional fields such as science, technology, commerce, and education, there is an increasing demand for effective teaching and learning of English in many world contexts Effective English language skills are seen as vital for the workforce of countries which seek to participate actively in the global economy and want to have access to the information that forms the basis of social, educational, and economic development (Burns & Richards, 2009) Even on the individual level, a good command of the English language has a major role in elevating an individuals’ socio-economic status and thus is key to success and prosperity In Vietnam, English teaching aims at mastering four basic skills of language, which include listening, speaking, reading, and writing skills Nowadays, based on our newest curriculum that is launched by the Ministry of Education and Training, the students are expected to master those four skills in order to be able to use English communicatively However, its aim will not be successfully achieved if the language teaching does not consider the language components such as grammatical structure, vocabulary, spelling, and pronunciation Therefore, grammar needs to be mastered by the students since it is the basic rule of language 1.1 Rationale Over the past few decades, grammar instruction has evolved as a major topic of concern in the field of second language During the long history of second language instruction, Savage, Bitterlin, and Prince (2010) stated that grammar was viewed as a body of knowledge to be studied and a set of rules to be memorized than as a skill to be practiced and developed Today, grammar is still taught and tested in this way in many parts of the world In particular, English language teaching (ELT) in Vietnam has for quite a long time followed the traditional path-teaching vocabulary and grammar textbooks, cramming students with a considerable amount of exercise and then evaluating their accomplishments through consecutive exams It is no surprise that ELF learners view English language learning as insipid and an unconquerable obstacle Based on information obtained from various English teachers, it was found that many students still had difficulties in mastering grammar Simple past tense, for instance, is important as the basic rule for the students to make and use sentences to communicate in daily life Based on the information given by the English teacher, some students even could not use the subject-verb agreement and usage; it was known that the ability of the students in using Past simple tense was low It seemed that the most significant reason of this was the teacher grammar teaching method influenced the students’ motivation in learning From the observation, the researcher found that the English teachers tended to teach the grammar deductively The teacher taught grammar by giving a note on the whiteboard, gave some examples, and then asked the students to take a note After that the students were only given limited time to some exercises As a result, it is inevitable for students’ learning motivation to be decreased since there were no interesting or attractive activities involved in their learning process Practically, the students would become not interested in learning if the technique used was monotonous which made the learning process not effective However, there is a great way which can strengthen the students’ learning motivation – utilizing music In fact, songs have been an amusing companion for human beings for as long as or even longer than we can speak As an integral part of our language experience, it can be of great value to foreign language teaching And the manyfaceted merits songs possess may enrich and activate our foreign language class GeorgiLozanov incorporates music into his teaching method – Suggestopedia, for music is instrumental in creating a relaxing and comfortable environment, which can propel language learning (Larsen- Freeman, 1985) Besides music, another indispensable of songs is lyrics which serve as a direct genuine source of teaching materials in foreign language classes, so why should songs be overlooked by the teachers? There have been abundant researches abroad on songs as an authentic teaching resources in language teaching (Maley, 1997; Eken, 1996; Gaston, 1968; Geoff, 2003), but a paucity of such studies are reported in Vietnam Stimulated by the inner urge of providing readers with deeper insight into this method, the researcher would like to carry on this study entitled “Using English songs to help EFL high school students improve grammar knowledge.” Hopefully, the results will serve as a useful source of reference for those who are concerned teaching and learning writing 1.2 Aims of study This paper endeavors to demonstrate the value of English songs in ELT in general and English grammar teaching in particular 1.3 Research questions This study was designed to answer three research questions: Will listening to English songs facilitate EFL high school students' retention of the grammatical items they learn in class? To what extent English songs help EFL high school students extend their grammar knowledge? 1.4 Methodology This study was conducted in Thanh Hoa province, Vietnam It has 3,496,000 inhabitants (GSOV, 2014) In this province, the predominant native language is Vietnamese However, English is currently the most used language in the world (Michel, 2014) in different fields such as science, technology and education This is the reason why there are many bilingual schools and schools that teach ESL inThanhHoa province Here, there are a total of 798 high schools: 89.6 % public schools and 10.4 % private schools (GSOV, 2012) This study was carried out at a public high school that teaches ESL: Hoang Hoa high school, ThanhHoa province The participants were 10th grade students In total, 56 students took part in this study – 28 students in each of the two 10th grade classrooms This main methodology used in this method was experimental First, students’ English levels are evaluated via a standardized test Then, they will experience the learning process in which English songs are applied for teaching English grammar Finally, another test will be conducted to assess the influence of this method A computer program is designed for synthesizing and analyzing collected data During the process of researching, the author also consults with the professor for useful guidance, corrections, and comments The method of assessment will be based on correct sentences of multiple choice test (on total 100 score scale) in basic tenses of English: present simple tense, present continuous tense, past simple tense, past continuous tense, present perfect tense, future simple tense, etc The test also includes some external items from school curriculum such as idioms and phrasal verbs 1.5 Scope of study Due to the time allotment, experience, and source limitations, the author offers no ambition to cover the problem in a large number of populations She wishes to confine herself to studying the 10th grade students in Hoang Hoa high school, Thanh Hoa province 1.6 Thesis design The thesis includes four chapters as follows: Chapter is the introduction, which provides a brief introduction, rationale, the aims of the study, the scope of the study and the research questions Chapter provides a deep insight into the literature review, in which the previous studies about grammar and teaching grammar and some concepts as theoretical basis for the study will be discussed Chapter illustrates the experimental study, which describes the research methodology, participants, instruments for data analysis, pre-treatment test and posttreatment test, general test, grammar materials, research procedure, results, findings and discussions Chapter includes results, findings and discussions Chapter composes of finding summary, implications and limitations of the research CHAPTER 2: LITERATURE REVIEW 2.1 Definition of grammar Grammar, at its core, refers to the rules of language But how these rules are imagined and what these rules encompass can vary greatly from definition to definition As a result, the common understanding of grammar differs in subtle but important ways from the linguistic sense of the term The traditional understanding of grammar—the one we associate with the prescriptivism position—began in ancient Greece and Rome For hundreds of years, grammar was synonymous with the study of Greek and Latin These languages were regarded as perfect - or nearly so - and their grammatical structures were taken to be universal forms by which all "vulgar" languages should be judged It was not until the seventeenth century that writers began to turn their attention systematically to the grammar of English itself, and when they did so, they applied the structures that they had learned studying classical languages to English Original definitions of grammar not vary much Samuel Kirkham, author of one of the best-selling grammar books in nineteenth-century America, defines grammar as "the art of speaking and writing the English language with propriety" The first thing to notice is that grammar is seen as an art In other words, the overriding goal of traditional grammar is to produce aesthetically pleasing English Traditional grammar does not try to explain the most basic aspects of language - the point at which linguistics begins It takes the basics for granted Traditional grammar is not about speaking any old form of English, but one particular form - a proper one Kirkham's word "propriety" suggests that grammar is a form of social decorum and therefore that grammar involves following rules And so, as even cursory thought will show, language must Without some agreement as to the rules, there could be no communication So what is grammar? A question people rarely ever ask themselves when they speak their native language However, when it comes to learning a second language, it’s the first thing learners are introduced to When people contemplate this question, the first answer that comes to their minds is a set of rules that govern a language However, there is more to grammar than that Grammar is a system composed of many interconnected components that ensure accuracy and meaning It is the art of writing and speaking a language correctly It is “the mental system of rules and categories that allows humans to form and interpret the words and sentences of their language.” There is no escape from using grammar if people want to improve our English or learn a new language Just as the latter, grammar is a living entity that evolves and undergoes a great deal of change over time Grammar of the 19th century is by no means the grammar of today These changes are due to several factors such as time, culture, literature and so on Grammar differs from one language to another and from one person to another Non-native English speakers may presume that the English language has less complicated grammar in comparison to French or Spanish and that grammar, as a concept, to a Spanish speaker, may not be the same to a German or a Japanese speaker Nevertheless, grammar, from a linguistic point of view, is the same in terms of complexity in all languages and they all share the same universal components Although the grammatical structure or the arrangement of words would differ, yet its role remains imperative and instrumental in all languages Definitions of grammar vary greatly according to one’s knowledge and expertise in the realm in question A laymen’s definition of grammar would be much distinct from a grammarian’s or a linguist’s This distinction is primarily on account of the extent of knowledge one possesses over the field or the orientation one has chosen to pursue A laymen’s definition would only scratch the surface of grammar while a grammarian’s definition would delve into More elaborate aspects like word class and part of speech As for a linguist, he would tackle the linguistics components of language such as phonology, semantics and so on Grammar is a tremendously vast field which could be approached from a myriad of ways In this part of the research we shall see how each of the aforementioned persons perceive grammar and in what ways their views are different? a Laymen’s definition Laymen’s definitions of grammar are usually succinct and superficial They give grammar an over general definition which makes it lose its significance An example of these definitions is “the rules and structure we use to make sentences, phrases and words logically.” Another example is “The study of how words and their component parts combine to form sentences.” These sorts of definitions don’t give grammar its actual worth and limit, in scope, the role grammar plays in governing the usage of language Nevertheless, these sort of simplified definitions come in handy when it comes to teaching native children or new learners of English about the basic concepts of grammar Namely, it encourages children and especially the adult learners, who usually quit due to the complexity of the grammatical rules, to embrace it and learn its rudiments until they reach a level where they could grasp more intricate notions Complicating grammar right from the start would only result in developing an aversion for the language and hence alienate the learners b Grammarians’ definition Grammarians’ definition of grammar is on a totally different level than the latter Their perception of grammar is much more profound and entails more elaborate entities which add to the multiple usage grammar can take They delve into more intricate details and tackle advanced components which would seem bewildering for the nonspecialist Some of these entities grammarians approach in view of grammar are like word class, clauses, part of speech etc and how they merge together to form accurate and meaningful sentences A grammarian’s definition would take such a form as “The science which treats the principles of language; the study of forms of speech, and their relations to one another.” Also “A normative or prescriptive set of rules setting forth the current standard of usage for pedagogical or reference purposes” Furthermore, grammarians have primarily two or rather three approaches in which they conceive the role of grammar The first approach is the descriptive approach The latter describes how a language is used As for the second approach, it is the prescriptive approach In this approach Grammar provides rules for correct usage The last approach is the generative approach It provides instructions for the production of an infinite number of sentences in a language c Linguists’ definition As regard the linguistic perspective Grammar is a branch of the vast field of linguistics “It’s the part of the study of language which deals with the forms and structures of words (morphology), with their customary arrangement in phrases and sentences (syntax), along with language sounds (phonology) and word meaning(semantics).” In addition to this, grammar of language should be thought of as “a device of some sort for producing the sentences of the language under analysis” (Chomsky 1957:13) It’s a system of rules implicit in a language, viewed as a mechanism for generating all sentences possible in that language 2.2 Classification of grammar Patrick Hartwell, author of "Grammar, Grammars, and the Teaching of Grammar", categorizes grammar into five groups, derived from the likes of W Nelson Francis and MathaKolln, summarized as follows: Grammar 1: a set of formal patterns in which the words of a language arranged in order to convey a larger meaning It is not necessary that we be able to discuss these patterns self-consciously in order to be able to use them In fact, all speakers of a language above the age of five of six know how to use its complex forms of organization with considerable skill Grammar 2: the branch of linguistic science which is concerned with the description, analysis, and formulation of formal language patterns Just as gravity was in full operation before Newton’s apple fell, so grammar in the first sense was in full operation before anyone formulated the first rule that began the history of grammar as study Grammar 3: linguistic etiquette The word in this sense is often coupled with derogatory adjective For example, it is said that the expression "he ain't here" is "bad grammar." Grammar 4: school grammar Literally, this is grammar which is used for teaching at school Grammar 5: grammatical terms used in the interest of teaching prose (1987: 352353) And, since stylistic grammars abound, with widely variant terms and emphases, we might appropriately speak parenthetically of specific forms of Grammar namely Grammar (Lanham); Grammar (Strunk and White); Grammar (Williams, Style); even Grammar (Christensen, as adapted by Daiker, Kerek, and Morenberg) From the classification above, it is noteworthy that Francis' Grammar is not quite related to grammar but usage One would like to assume that Joseph Williams' recent discussion of usage ("The Phenomenology of Error," CCC, 32 (1981), 152-168), along with his references, has placed those shibboleths in a proper perspective But it is inevitable that popular discussions of the grammar issue will be as flawed by the intrusion of usage issues as past discussions have been At any rate the author will make only passing reference to Grammar 3-usage-naively assuming that this issue has been discussed elsewhere and that her readers are familiar with those discussions It is also essential to make further discriminations about Francis' Grammar 2, given that the purpose of his 1954 article was to substitute for one form of Grammar 2, that "inaccurate and misleading" form "which is usually taught," another form, that of American structuralized grammar Here we can make use of a still earlier discussion, one going back to the days when PMLA was willing to publish articles on rhetoric and linguistics, to a 1927 article by Charles Carpenter Fries, "The Rules of the Common School Grammars" (42 [1927], 221-237) Fries there distinguished between the scientific tradition of language study (to which we will now delimit Francis' Grammar 2, scientific grammar) and the separate tradition of "the common school grammars," developed unscientifically, largely based on two inadequate principles-appeals to "logical principles," like "two negatives make a positive," and analogy to Latin grammar; thus, Charlton Laird's characterization, "the grammar of Latin, ingeniously warped to suggest English" (Language in America, p 294) There is, of course, a direct link between the "common school grammars" that Fries criticized in 1927 and the grammar-based texts of today, and thus it seems wise, as Karl W Dykema suggests ("Where Our Grammar Came From," CE, 22 (1961), 455-465), to separate Grammar 2, "scientific grammar," from Grammar 4, "school grammar," the latter meaning, quite literally, "the grammars used in the schools." Further, since Martha Kolln points to the adaptation of Christensen's sentence rhetoric in a recent sentence-combining text as an example of the proper emphasis on "grammar" ("Closing the Books on Alchemy," p 140), it is worth separating out, as still another meaning of grammar, Grammar 5, "stylistic grammar," defined as "grammatical terms used in the interest of teaching prose style." And, since stylistic grammars abound, with widely variant terms and emphases, we might appropriately speak parenthetically of specific forms of Grammar 5Grammar (Lanham); Grammar (Strunk and White); Grammar (Williams, Style); even Grammar (Christensen, as adapted by Daiker, Kerek, and Morenberg) Regarding these classification, the author will return to Francis' Grammar 1, admirably defined by Kolln as "the internalized system of rules that speakers of a language share" ("Closing the Books on Alchemy," p 140), or, to put it more simply, the grammar in our heads Three features of Grammar need to be stressed: first, its special status as an "internalized system of rules," as tacit and unconscious knowledge; second, the abstract, even counterintuitive, nature of these rules, in so far as we are able to approximate them indirectly as Grammar statements; and third, the way in which the form of one's Grammar seems profoundly affected by the acquisition of literacy This sort of review is designed to firm up her theory of language, so that we can ask what it predicts about the value of teaching formal grammar A simple thought experiment will isolate the special status of Grammar knowledge For example, the rule is that in English the order of adjectives is first, number, second, age, and third, nationality Native speakers can create analogous phrases using the rule- "the seventy-three aged Scandinavian lechers"; and the drive for meaning is so great that they will create contexts to make sense out of violations of the rule, as in foregrounding for emphasis: "I want to talk to the French four young girls." (So Grammar is eminently usable knowledge-the way we make our life through language but it is not accessible knowledge; in a profound sense, we not know that we have it Thus neurolinguist Z N Pylyshyn speaks of Grammar as "autonomous," separate from common-sense reasoning, and as "cognitively impenetrable," not available for direct examination.10 In philosophy and linguistics, the distinction is made between formal, conscious, "knowing about" knowledge(like Grammar knowledge) and tacit, unconscious, "knowing how" knowledge (like Grammar knowledge) The importance of this distinction for the teaching of composition-it provides a powerful theoretical justification for mistrusting the ability of Grammar (or Grammar 4) knowledge to affect Grammar performance was pointed out in this journal by Martin Steinmann, Jr., in 1966 ("Rhetorical Research," CE, 27 [1966], 278-285) Further, the more we learn about Grammar 1-and most linguists would agree that people know surprisingly little about it the more abstract and implicit it seems 10 WRITI NG Part 1: You recently had a discussion in class about going abroad to improve your English Your teacher has asked you to write a composition giving your opinions on the following question What are the advantages and disadvantages of studying abroad? Write your composition in 140-190 words in an appropriate style on the opposite page Part 2: Your school wants to start some new after-school clubs and you see this announcement in your school magazine New Clubs wanted after School Table-tennis, basketball, guitar playing and cookery have been suggested as possible clubs Make another suggestion for a new club and explain why it would be a good idea and we will publish your article in next month’s magazine 106 Write your article in 140-190 words in an appropriate style 107 APPENDIX B PRE-TREATMENT TEST I Put the verbs in the brackets in the correct forms What Mr Brown (do) _in the garden? I (not sleep) _very well lately because of the noisy traffic I (try) to get a loan from the bank for eighteen months now The architect (finish) _ the plans for the new high school The yard (be) full of dead leaves I (wait) _ for Tom since ten o’clock The council (build) _ twenty new houses every month There (not be) any open fireplaces in this house The government (make) _ many laws about housing 10 The residents’ association generally (meet) once a month 11 Last week I(drive) to the office everyday 12 In hot weather, fresh milk quickly (turn) sour 13 How many lessons you (have) before you passed your test? 14 How _you (manage) to stop in time when that car shot out in front of you? 15 He ran over the cat as it (run) _ across the road 16 The front type bursts just as he (run) _the corner 17 The car was stolen because he (forget) to lock it 18 I (think) _ of going out when you (call) 19 The thief (take) the money when the staff (have) _lunch 20. _you (see) Jack at the party last week? 21 What _you(do) at p.m yesterday? 22 He (win) _ the gold medal in 2004 23 He(leave) home two weeks ago and we (not hear) from him since 24 While you (play) the guitar, I (write) a letter 25 We(not see) your father for ages 26. you(read) _that novel yet? 27 I think she (hear) all about it by the time I (see) her 108 28 Don’t phone them now They (not get) _home yet They (probably get back) at about half past eight 29 Ann is very tired She (work) hard 30 I think he (leave) as soon as he (know) the news 31 All of them (sing) _when I came 32 Up to then, I _never (see) such a fat man 33 Bill (work) at the university for 40 years before he(retire) 34 They (just lose) _way 35 Please not make so much noisy I (study) 36 Where _you(live) _? I (live) _in Xuan Hoa town 37 What _he (do) now? He(water) _flowers in his garden 38 What she (do) _? She (be) a teacher 39. you (be) in 4A? No, I (not be) _ 40 Where _you (be) from? 41 At the moment, my sisters (play) volleyball and my brother (play) _soccer 42 It is 9.00, my family (watch) _TV 43 In the summer, I usually (go) to park with my friends and in the spring , we (have ) Tet Holiday, I (be) happy because I always (visit) my grandparents 44. _your father (go) _to work by bus ? 45 How _your sister (go) _to school? 46 What time _they (get up) ? 47 What _they (do) _in the winter? 48 Today, we (have) _English 49 Her favorite subject (be) English 50 Now, my brother (eat) _a banana 109 APPENDIX C LESSON PLAN Name of the songs: Somebody that I used to know The one that got away Language level: Intermediate (B1) – Upper Intermediate (B2) Time: 60 minutes Activity: Listen to two pop songs, finishing a variety of applied exercises Grammar: Past simple tense, phrasal verbs Materials: Two pop songs PROCEDURE Step Show the music videos on the projector, ask students the following questions: What songs are they? Who sing these songs? Can you guess what these songs are about? Find the similarity among them Step If students haven’t come up with the answers, give them some clues Somebody that I used to know: It describes what happened in that relationship from each vocal’s point of view The one that got away: A girl recalled the memory with her boyfriend who had passed away All these events happened in the past Step Lead in the today lesson Revise some key points about the past simple tense: The past simple tense a Form: S + V(ed, column 2)+ O S+ did+ not + V(inf) + O Did + S + V(inf)? 110 b Usage: We use the past simple tense to denote an action happened and finished in the past with no relating to the present Step Ask students to exercise Handout Exercise Complete the table below Infinitive Addict Feel Get Happen Have Know Make Say Take Past simple tense Step Ask students to write down the answers on black board Give check and correction Step Go back to the first song “Somebody that I used to know” Let students listen to it again and list out all verbs used in past tense *Suggestion: was, were, said, felt, happened, addicted, found, used, screwed, could, had Step Come to the second song “The one that got away” Let students listen to it twice and fill in blanks to complete the lyrics Handout Summer after high school when we first We _out in your Mustang to Radiohead And on my 18th birthday we _matching tattoos _ to steal your parents' liquor and climb to the roof 111 Talk about our future like we a clue Never _ that one day I'd be losing you In another life I _ be your girl We keep all our promises, be us against the world And in other life I would make you stay So I don't have to say you were the one that _away The one that got away! I _June and you _my Johnny Cash Never one without the other, we _a pact Sometimes when I miss you, I put those records on, (whoa) Someone said you had your tattoo _ Saw you downtown singing the blues It's time to face the music, I'm no longer your muse In another life I _ be your girl We keep all our promises, be us against the world And in another life, I would make you stay So I don't have to say you were the one that got away The one that got away All this money can't buy me a time machine, (Nooooo) Can't replace you with a million rings, (Nooooo) I should've _you what you to me, (whoa) 'Cause now I pay the price In another life I would be your girl We keep all our promises, be us against the world And in another life, I would make you stay So I don't have to say you were the one that got away The one that got away Step Turn on two songs again Pause lyric when it has important idioms or phrasal verbs Explain their meanings: 112 - Cut somebody off: to prevent somebody/something from leaving or reaching a place or communicating with people outside a place - Hang up on somebody: to end telephones call by suddenly and unexpectedly putting the telephone down - Make out: to say that something is true when it may not be - Face the music: to accept and deal with criticism or punishment for something you have done - Tobe one’s muse: Tobe somebody’s great inspiration Step Get student to take some examples with these phrases Step 10 Get students to next exercise to practice with these phrases Handout Fill in the blank Use the phrasal verbs and idioms you have just learnt a The others all ran off, leaving me to b He that he had been robbed c He from all human contact d Don't _ me — we must talk! e He felt that he was no longer Homework Give students a link to some other songs used past tense to practice at home APPENDIX D POST-TREATMENT TEST 113 Put the verbs in brackets into the simple past or the past continuous tense I lit the fire at 6.00 and it (bum) brightly when Tom came in at 7.00 When I arrived the lecture had already started and the professor (write) on the overhead projector I (make) a cake when the light went out I had to finish it in the dark I didn't want to meet Paul so when he entered the room I (leave) Unfortunately when I arrived Ann just (leave), so we only had time for a few words He (watch) TV when the phone rang Very unwillingly he (turn) down the sound and (go) to answer it He was very polite Whenever his wife entered the room, he (stand) up The admiral (play) bowls when he received news of the invasion He (insist) on finishing the game My dog (walk) along quietly when Mr Pitt's Pekinese attacked him 10 When I arrived she (have) lunch She apologized for starting without me but said that she always (lunch) at12.30 11 He always (wear) a raincoat and (carry) an umbrella when he walked to the office 12 What you (think) of his last book? ~I (like) it very much 13 I (share) a flat with him when we were students He always (complain) about my untidiness 14 He suddenly (realize) that he (travel) in the wrong direction 15 He (play) the guitar outside her house when someone opened the window and (throw) out a bucket of water 16 I just (open) the letter when the wind (blow) it out of my hand 17 The burglar (open) the safe when he (hear) footsteps He immediately (put) out his torch and (crawl) under the bed 18 When I (look) for my passport I (find) this old photograph 19 You looked very busy when I (see) you last night What you (do)? 20 The boys (play) cards when they (hear) their father's step They immediately (hide) the cards and (take) out their lesson books 21 He (clean) his gun when it accidentally (go) off and (kill) him 114 22 He (not allow) us to go out in the boat yesterday as a strong wind (blow) 23 As I (cross) the road I (step) on a banana skin and (fall) heavily 24 I still (lie) on the road when I (see) a lorry approaching 25 Luckily the driver (see) me and (stop) the lorry in time 26 How you (damage) your car so badly? I (run) into a lamp-post yesterday I suppose you (drive) too quickly or were not looking where you (go) 27 As he (get) into the bus it (start) suddenly and he (fall) backwards on to the road 28 I (call) Paul at 7.00 but it wasn't necessary because he already (get) up 29 When he (mend) the fuse he (get) a very bad shock 30 When I (hear) his knock I (go) to the door and (open) it, but I (not recognize) him at first because I (not wear) my glasses 31 When I came in they (sit) round the fire Mr Pitt (do) a crossword puzzle, Mrs Pitt (knit), the others (read) Mrs Pitt (smile) at me and (say), 'Come and sit down.' 32 While the guests (dance) thieves (break) into the house and (steal) a lot of fur coats 33 The next day, as they (know) that the police (look) for them, they (hide) the coats in a wood and (go) off in different directions 34 She was very extravagant She always (buy) herself new clothes 35 Her mother often (tell) her that she (spend) too much money but she never (listen) 36 Whenever the drummer (begin) practicing, the people in the next flat (bang) on the wall 37 Mr Smith never (wake) up in time in the mornings and always (get) into trouble for being late; so one day he (go) to town and (buy) an alarm clock 38 To get home he (have to) go through a field where a bad-tempered bull usually (graze) 39.This bull normally (not chase) people unless something (make) him angry Unfortunately, as Mr Smith (cross) the field, his alarm clock (go) off 40 This (annoy) the bull, who immediately (begin) to chase Mr Smith 41 I (see) the accident when I was waiting for the taxi 115 42 What you (do) when I phoned? 43 They (not visit) their friends last summer holiday 44 It (rain) heavily last July 45 While people were talking to each other, he (read) his book 46 Chris (eat) pizza every weekend last month 47 While we (eat) in the park, Mary fell over 48 You (find)your keys yesterday? 49 Who she (dance) with at the party last night? 50 They (watch)football on TV all day 116 APPENDIX E SONGS’ LYRICS SOMEBODY THAT I USED TO KNOW Gotye feat Kimbra Now and then I think of when we were together Like when you said you felt so happy you could die Told myself that you were right for me But felt so lonely in your company But that was love and it's an ache I still remember You can get addicted to a certain kind of sadness Like resignation to the end, always the end So when we found that we could not make sense Well you said that we would still be friends But I'll admit that I was glad that it was over But you didn't have to cut me off Make out like it never happened and that we were nothing And I don't even need your love But you treat me like a stranger and that feels so rough No you didn't have to stoop so low Have your friends collect your records and then change your number I guess that I don't need that though Now you're just somebody that I used to know Now you're just somebody that I used to know Now you're just somebody that I used to know Now and then I think of all the times you screwed me over 117 But had me believing it was always something that I'd done But I don't wanna live that way Reading into every word you say You said that you could let it go And I wouldn't catch you up on somebody that you used to know But you didn't have to cut me off Make out like it never happened and that we were nothing And I don't even need your love But you treat me like a stranger and that feels so rough No you didn't have to stoop so low Have your friends collect your records and then change your number I guess that I don't need that though Now you're just somebody that I used to know 118 THE ONE THAT GOT AWAY Katy Perry Summer after high school when we first met We made out in your Mustang to Radiohead And on my 18th birthday we got matching tattoos Used to steal your parents' liquor and climb to the roof Talk about our future like we had a clue Never planned that one day I'd be losing you In another life I would be your girl We keep all our promises, be us against the world And in other life I would make you stay So I don't have to say you were the one that got away The one that got away! I was June and you were my Johnny Cash Never one without the other, we made a pact Sometimes when I miss you, I put those records on, (whoa) Someone said you had your tattoo removed Saw you downtown singing the blues It's time to face the music, I'm no longer your muse In another life I would be your girl We keep all our promises, be us against the world And in another life, I would make you stay So I don't have to say you were the one that got away The one that got away All this money can't buy me a time machine, (Nooooo) Can't replace you with a million rings, (Nooooo) I should've told you what you meant to me, (whoa) 'Cause now I pay the price In another life I would be your girl We keep all our promises, be us against the world And in another life, I would make you stay 119 So I don't have to say you were the one that got away The one that got away And in another life I would make you stay So I don't have to say you were the one that got away The one that got away! 120 ... to English songs facilitate EFL high school students' retention of the grammatical items they learn in class? To what extent English songs help EFL high school students extend their grammar knowledge? ... readers with deeper insight into this method, the researcher would like to carry on this study entitled ? ?Using English songs to help EFL high school students improve grammar knowledge. ” Hopefully, the... help to improve listening skills because they provide students with practice listening to different forms of intonation and rhythm English has a stress-timed rhythm, for which songs can help to