Motivate students and reinforce the knowledge of english lessons through songs

THANH HOA CITY THANH HOA DEPARTMENT TABLE OF OFCONTENT EDUCATION AND TRAINING CHAPTER I INTRODUCTION 1.1 Rationale page 1.2 Objectives page 1.3 Sample page 1.4 Methodology page 1.5 Significance of the study page INITIATIVE CHAPTER II PROBLEM SOLVING 2.1 Literature review page 2.2 Procedures and activities to apply songs in the lesson page 2.3 The application of songs in actual classes page 11 MOTIVATE STUDENTS AND REINFORCEpage THE 2.4 Achievements 19 CHAPTER III CONCLUSIONS ANDLESSONS RECOMMENDATION KNOWLEDGE OF ENGLISH THROUGH SONGS page 21 REFERENCES page 22 Writer: Nguyen Thi Thuy Hang Position: Teacher School: Tran Mai Ninh Secondary School Subject: English THANH HOA - 2019 TABLE OF CONTENT CHAPTER 1: INTRODUCTION 1.1 Rationale page 1.2 Objectives page 1.3 Sample page 1.4 Methodology page 1.5 Significance of the study page CHAPTER 2: PROBLEM SOLVING 2.1 Literature review page 2.2 Procedures to apply songs in the lesson page 2.3 The application of songs in actual classes page 11 2.4 Achievements page 18 CHAPTER 3: CONCLUSION AND RECOMMENDATION page 21 REFERENCES page 22 CHAPTER I: INTRODUCTION 1.1 Rationale It is undeniable fact that in the era of globalization, English has gradually become the lingua franca, one of most important international languages in the world English so far has been used as the main language in business, scientific, technological, educational and diplomatic areas In this sense, English language teachers should perceive that English is taught to students not only to pass examinations but also assist them to communicate meaningfully in their daily life Therefore, teachers should make a great effort to figure out effective ways to deliver lessons’ goals while motivating students to learn with fun and entertaining ways One of the most efficient methods is that language teachers can and should use songs as part of their classroom teaching resources Songs contain authentic language, are easily obtainable, provide vocabulary, grammar and cultural aspects and are fun for the students They can provide valuable speaking, listening and language practice in and out of the classroom Some key reasons songs can work exceedingly well in the foreign language classroom include the following: - Songs almost always contain authentic, natural language This often contrasts the contrived, stilted language found in many student texts Of course, songs can also go to the other extreme by using overly crude, foul or otherwise objectionable language With careful screening, an extensive library of usable songs for language learning can be compiled - A variety of new vocabulary can be introduced to students through songs Looking to boost student vocabulary with useful phrases, vocabulary and expressions? Songs are almost always directed to the native-speaking population so they usually contain contemporary vocabulary, idioms and expressions - Songs are usually very easily obtainable Local sources may be available including the students themselves There’s always the internet which can connect people with songs, and they can find them with ease - Songs can be selected to suit the needs and interests of the students In English especially, so many songs are available that selection of songs with suitable themes, levels and vocabulary is not at all difficult Allowances can also be made for complexity or simplicity of language, depending on the students, by selecting and using suitable songs - Time length is easily controlled Whether teachers have an hour, 30 minutes, or only 15 minutes or so, a song can be used in the course of a planned lesson Use of songs is very flexible - Students can experience a wide range of accents A good thing about songs is that you can expose the students to many different kinds of English British English, American English, Australian English are all widely available through songs Accents too are well represented by songs from different regions and in a variety of types and formats Gospel, soul, R & B, Pop, Rock, Reggae, Jazz and other styles change not only accents, but vocabulary and usage too Song lyrics can be used in relating to situations of the world around us Songs have been used as vehicles of protest for civil rights, workers’ rights, even prisoners’ rights along with an untold number of other causes They’ve expounded on pollution, crime, war and almost every social theme or cause We won’t even mention how many songs are about, related to or explore the theme of sex - Students think songs are natural and fun Songs create a positive atmosphere Besides singing, students can dance or play, songs helps them to be more active In addition, after a short break or when students feel asleep, singing a song is the best way to motivate them Or ending the lesson, class can sing a song to practice and remember it These are only some of the many reasons songs are useful in the language learning classroom They contain authentic language, are easily obtainable, provide vocabulary, grammar and cultural aspects and are fun for the students They provide enjoyable speaking, listening, vocabulary and language practice both in and out of the classroom So EFL, English as a foreign language, ESL, English as a Second language and foreign language teachers should all consider using songs as a regular part of their classroom activities Accordingly, I am concerned and boldly propose the teaching initiative “Motivate students and reinforce the knowledge of English lessons by songs" to help students learn proactively, perceive knowledge and skills in an exciting and entertaining way as well as create a lively atmosphere in English lessons 1.2 Objectives The aim of the study is to explore to what extent the selected audio and/or video of the selected songs supported with written lyrics influence the acquisition of vocabulary items and the level of motivation that the use of songs creates For the purpose of this study, two eighth grade classes (three lessons each in the afternoon), consisting of students between the ages of 13 and 14, were taught Based on the theoretical part of the research and the advantages of the songs in the EFL classes, especially when they are supported with different visual and other aids, the present study seeks to answer the following questions: Does the use of songs in English language classes influence the level of motivation and interest and test results for learning English? 1.3 Sample The study was carried out among 100 eighth grade (13-14 years of age) secondary students of Tran Mai Ninh secondary school, in Thanh Hoa city during the academic year 2017-2018 The participating students learned English three periods per week in the morning and one extra English equivalent to periods in the afternoon every week In the afternoon, songs were applied to help students get involved in the lesson 1.4 Methodology The study is based on the results obtained from three types of tests: pre-test, mid-term test and post-test The tests aimed to get the results of the students’ previous knowledge of the words, the knowledge of the vocabulary - after one lesson, and the acquired knowledge at the end of the term It is important to mention that the pre-test was done in the earlier lesson before the lesson when the song was presented, whereas the post-test was done one lesson after the presentation The post test was done at the end of the term The lessons were taught by the author of this study 1.5 Significance of the study Although there have been numerous research studies on teaching English with the application of songs, there was no study in the specific context as in Tran Mai Ninh secondary school The study will be valuable in offering teachers a better understanding of using songs in the lesson to enhance the students’ motivation and test results CHPATER II PROBLEM SOLVING 2.1 LITERATURE REVIEW Hornby (1995) first defines a song as a short poem that is set with music and intended to be sung Further, Ratnasari (2007) defines a song as an artwork that is intended for singing with or without instrumental accompaniments El-Nahhal (2011) sees children’s songs as "music, instruments, tunes and rhymes, and it is not an ordinary message or ordinary words but according to specific rhymes, repetition and structure” (p.18) Though most of the previous definitions of researchers link songs with music, Ratanasari's definition gives a clear indication that songs can be used with or without instrumental accompaniments The main frame of this research study therefore, is to emphasize the use of songs in separation from musical instruments It considers songs to be words that rhyme perfectly to give a sense of melody that is repeated, as in the use of chants When primary school students are taught a language other than their mother tongue, they experience anxiety and fear They feel that they are unable to follow the teacher's instruction in the target language because they sense insecurity and boredom Combining the target language with melody can have several advantages in language teaching Songs have the power to reduce anxiety and provide a harmonious classroom Tseng (2012) mentions that in order to create a more relaxed classroom atmosphere, teachers should use activities like songs to decrease anxiety In addition, Keskin (2011) indicates that one of the most important advantages of using songs in the EFL classroom is that they increase students' motivation and save the lesson from being boring and monotonous Songs convey meaning and tell memorable stories Songs are active, short, and repetitive and contain vocabulary that enriches a child's linguistic input Shen (2009) also mentions that songs are rich with different topics and expressions that will "echo in the learner's heart" (p 88) Fras and Polona (2015) indicate that songs are a useful tool for adding variety to language classrooms Songs are used to teach vocabulary and grammar along with sounds and stress They also can be used in a variety of classroom activities such as listening comprehension, vocabulary and pronunciation practice, translation and discussion Teachers should be aware of the purpose of using songs inside their classes They are not teaching students how to sing but they are teaching a language Sevik (2012) mentions that teachers should not be carried away by the rhythm of the songs and its enjoyable atmosphere Using songs without a significant purpose will make students feel bored and lose their interest eventually Thus, when utilizing songs in EFL classes there are certain aspects to be considered Keskin (2011), mentions that the age of the students, their interests, their language level and the language of the songs should be taken into account before choosing songs There are plenty of activities that could be developed when using songs such as; information gap activities, finding synonyms and antonyms, learning vocabulary, creating discussion and clarifying doubts about abbreviations or slangs (Perez, 2013) These activities are carried out through three different stages The first stage is pre listening, in this stage students should be prepared for what they are going to hear and what are they expected to The second stage is listening activities, in this stage students control their comprehension skills and focus on listening to the text They find the answer to the given task for example, filling the gaps, matching, answering multiple choice or open-ended questions about the songs The last stage is post-listening, here students practice other skills besides listening At this stage, students may improve their speaking skills by talking about how they feel after listening to the songs (Keskin, 2011) It is proven that students love playing, singing songs, and experiencing English with their senses Therefore, Bourke (2006: 281) asserts that a syllabus for young second language learners should be experientially appropriate and certainly contain songs, rhymes, and chants Similarly, Martin (2000: 69) points out that songs and rhymes represent powerful features of primary language programs Having this in mind, teachers have to anything to make their learners happy, cheerful, and satisfied Consequently, they need to make sure to choose songs and activities which are fun but also fit the curriculum and the theme of their lessons Students learn best when they are exposed to real-life contexts (Paul, 1996: 6) This statement is explained by an assertion that children prefer doing things they like doing outside the classroom Teachers need to have in mind that some children love active participation and physical movement while others not like to be physically involved What also needs to be taken into consideration is whether or not songs are motivational and provide an emotional experience This is clarified by the fact that children need to be emotionally involved in the learning process which abounds in play-like activities which are likeable and fun, but promote learning Researchers agree (Jolly, 1975: 14; Shin, J.K., 2006) that songs are useful To recap, songs and rhymes are essential in young learners’ classroom for a number of reasons First of all, they are children’s favorite language activities which contain repetitive language and set phrases Furthermore, they develop listening comprehension, they teach pronunciation, intonation and stress in a natural way, and teach vocabulary and language structures of the song In addition, songs help children build their confidence by allowing them to join in no matter how good their English is They also build group dynamics And finally, if a song appeals to children they usually sing it on their own, outside the classroom (Roth, 1998: 53) According to Green (in Nelson and Son, 1986) the rhythm that verses of a song focus on pronouncing them correctly contain aids the development of children’s language fluency, while rhyming words of a song help children Everything that has been said so far can be extended with Sevik’s (2011: 10291030) list of the most remarkable characteristics of using songs with young learners He concluded that: Listening comprehension is best taught through songs Songs represent the strong feature of modern primary language programmes Songs may extend young learners’ attention span Songs are great tool for language learning at an early age Songs are regarded as an excellent memory tool Songs provide a variety of comprehensible input Songs create a safe and natural classroom ethos Songs are extremely repetitive and result in language fluency Songs abound in cultural content In addition, songs are beneficial for various reasons in English classes; Griffee (1988) identified the following reasons: Songs and music lower anxiety If they are introduced in the early years of language learning, songs and music tend to create enjoyable, anxiety-free environment Songs are useful for teaching vocabulary Songs serve as an excellent listening material Songs can be used as supplemental texts in the end of the lesson, on special occasions or as an additional component for vocabulary development Songs and music can be used to support grammar presentation, practice and revision Songs and music bring various cultures into the classroom Similarly, Murphy (1992) discusses the benefits of songs, and asserts that songs aid the development of language in young children and influence short- and long-term memory He adds that songs are short, self-contained texts and recordings which contain simple, repetitive, conversational language Due to their joyful nature they provide variety and fun and aid relaxation and group dynamics Therefore, it can be concluded that by listening to songs in English lessons children may benefit in many areas Being repetitive does not mean that songs are dull, but instead they offer children opportunity to drill and acquire the language in a fun way Furthermore, songs assist learners in developing their vocabulary and provide meaningful contexts for teaching vocabulary because they deal with relevant topics and include forms and functions that can reinforce common themes and structures that are being covered in the language program (Abbott, 2002) In addition, songs are a great opportunity to teach a foreign language culture This cultural element can be found in, for example, children’s songs, Christmas carols, and counting songs 2.2 Procedures to apply songs in the lesson Every teacher may have his/her own way of using songs in his/her lessons Regardless of the way it is taught, the key to successful use of a song is its application That is to say that the presentation and activities have to suit young learner’s characteristics, their mastery of the language and their interests The suggested, but flexible, procedure is as follows (Brewster et al., 2002): Set the context Use visual aids to introduce new vocabulary Play or sing the song to familiarize students with it Do further listening activity Practice pronunciation (intonation, rhythm and stress) Encourage students to join in and actions or mime Repeat the song several times Give students written text of the song The text can further be used for multiple activities, such as: gap-fill, listen and sequence, illustrate, match pictures with line, etc Invite students to compare the song with a similar one in their own language Sing the song with the whole class When using songs, it is of immense importance not to teach the target language structures but to let children learn and discover the language on their own In this process they need to get the feeling of success The language needs to be presented at an attainable rate as well as to connect previous words and language structures to the ones that will be learned in the near future While doing this a “Questioning Cycle” (Paul, 1996: 7) occurs The questioning cycle explains how learners process the new language in a song They first recognize the new language forms, and then they want to learn them because they need them for the activity they like So, they try to understand the words by finding out their meanings After that, they use this new language and connect it with other words from the song In this way learners develop positive attitude and willingness to learn However, there are stages that need to be followed in order to achieve the learning goal, but also to satisfy intellectual and personal needs of each individual student The first stage is creating a purpose for listening which in turn can motivate students to participate in it Therefore, the pre-listening stage plays an important role In this phase, teachers introduce necessary language points and intrigue learners’ imagination Furthermore, children must not be bored while listening to the song, so they need to have a specific task to These are while-listening activities where learners process the information learned in the introductory part of the lesson Finally, they need to use this information and also increase the educational value of the song In this post-listening stage, the focus is normally on developing the skills Just as with any listening activity, songs are used following the three stages Sevik (2012: 13-14), in his recent article, however, suggests pre-teaching activities, while-teaching activities, post-teaching activities, and follow-up activities The proposed stages, nevertheless, can be used with children for any type of songs As Sevik (ibid.) explained, in order to raise children’s interest, in the introductory part of the lesson, teachers should show visuals related to the vocabulary in the song and ask them to predict the content Then, using visuals accompanied with actions, teachers read and explain the title of the song Next, teachers ask students to say any words in English that they can associate with the title of the song and write those words on the board Lastly, teachers use actions and pictures from the young learners’ books to explain the meanings of new words By learning and revising lexical items in advance, children are encouraged to concentrate more on these specific language items while listening to the song The comprehension of the song comes along with while-listening activities At this stage, students are required to participate actively while they listen to the song However, the song has to be played multiple (at least three to four) times so that students can learn the song and accompanying movements Children still not sing, but only the actions the teacher and the actions This stage can be repeated several times  When listening to the song for the first time, children not anything except listen to the music and the words  The second time children listen to the song, they watch the teacher singing and doing the actions  The third time they listen to the song children try to sing along with the recording or the teacher  And finally, while listening to the song the fourth time, children sing along with the recording or The final stage in the listening process usually leads into communicative activities At this point, it is a good idea to prepare activities in which students compete, play, or act In order to be able to activate and practice the knowledge in the lessons that follow, teachers need to prepare appropriate follow-up activities such as a handout with pictures of the vocabulary from the song and blank spaces for students to write the correct words or a set of flashcards with a key word on each for individuals, pairs, or small groups to listen carefully and pile up the flashcards in the order they hear Many studies have put forwards procedures to implement a song Generally, there are six steps for making a song the focus of the class * Listen to the song That’s it – start things off by just listening It’s important to remember that this is supposed to be a fun activity; don’t make it too serious or boring As an alternative, the teacher can show a video clip, as it will cater to more learners’ learning preferences Then the teacher asks learners if they’ve heard it before, and don’t overload them with tasks at this point; simply let them enjoy the music * Ask some questions about the title Here are a couple of examples of the types of questions teachers can ask: For John Lennon’s wonderful ‘Jealous Guy’:  ‘What is a ‘jealous guy’?’  ‘What are three things a jealous guy might do?’  ‘What kinds of jealousy are there?’ For Queen’s classic ‘We are the champions’:  ‘What is a champion?’  ‘What kinds of champions are there in the world?’  ‘What activities have champions?’ Such questions tend to work really well as conversation starters, so group three or four learners together and then get feedback from each group on their thoughts If the teacher think it would help, make this the first step, i.e., before the initial listening Alternatively, prior to having listened to the song the teacher can teach a couple of words and give a simple task for the first listening One of the favourite strategies is to give three or four words from the song and ask to them to listen out for the words that rhyme with them The teacher could also brainstorm possible rhymes before listening * Listen to the song again, this time with lyrics This time, the teacher should give learners the chance to read the lyrics to the song At this point the teacher might one or more of the following activities:  Learners can just read the lyrics while they listen They can possibly highlight unknown words for later discussion  The teacher can make a lyric worksheet as a gap fill; learners fill in the gaps as they listen  The teacher can make cut-out strips of selected missing words and again make a lyric worksheet as a gap fill; this time learners match the word strips to the gaps as they listen * Focus on a particular verb tense or aspect of grammar Virtually every song centres on a particular verb tense This is too good an opportunity to pass up in terms of uncovering the grammar It is a good idea to start with questions such as these:  How many examples can you find of the past simple in the lyrics?  Why did the writer of this song choose this verb tense? This acts as a springboard for discussing the function of a specific tense, as well as examining its form Furthermore, it often tends to raise awareness of grammatical flexibility and ‘poetic licence’ in the construction of song lyrics Students often expect songs to obey the grammatical rules that have been drummed into them In a surprisingly large number of cases, this can lead to the enlightening discovery that rules can be broken! * Focus on vocabulary, idioms and expressions We’ve noted that many songs bend the rules of grammar It’s also useful to focus on the creative and artistic use of vocabulary we encounter in lyrics Start with questions like these (again, for Queen’s classic song ‘We are the champions’):  What does ‘I’ve paid my dues’ mean?  What does ‘my share of’ mean?  What does ‘I’ve taken my bows’ mean? Go through the meanings, illustrating with other examples if necessary Songs often serve as really good contexts for phrases and idioms, but it’s good to make sure that the meaning is clear As with grammar, years of misunderstanding can come to light in this way! * Round things off with some creativity Creativity is an important part of maintaining motivation but it shouldn’t be limited to the teaching approach Depending on the factors highlighted in the first part of this post (age, language level, cultural specifics, etc.), teachers might want to try finishing things off with an activity that stimulates creative thought Here are a few examples of things teachers can to get the creative juices flowing:  Write another verse of lyrics, maintaining the same mood and style as the original This can be done individually or in groups These new lyrics 10 can be presented to the rest of the class Perhaps several groups can work on this to come up with a completely new set of lyrics for the whole song  A song tends to give students the perspective of the singer Write a response (this can be a paragraph, i.e., not necessarily in lyric form) from the point of view of the person the song is being sung about, or any other protagonist  Have the learners plan a music video for the song In groups they decide the location, the characters, and what happens Then each group explains their idea to the rest of the class and the learners vote on the best one The results can be surprising, as they frequently come up with an interpretation that hadn’t even occurred to the teachers!  Write a diary entry for a character in the song Get learners to examine the thoughts and feelings that inspired the story being played out in the lyrics 2.3 The application of songs in actual classes Model 1: The song “Count on me” by Bruno Mars is an effective activity for the introduction and revision of the first conditional sentence (1 st conditional) The worksheet contains the original lyrics in which different types of questions are designed to interest students I applied the song for Unit 7- Pollution; Lesson 3: A closer look First of all, I elicited students about the title of the song, its meaning and ask them to remember the frequently-used phrasal verb “count on somebody” and its synonyms Secondly, I let student read through the lyric of the song to get its meaning and asked them to identify verb forms in the future tense Thirdly, I played the songs twice and asked students to work in pairs to complete the tasks Then, I asked some of them to go to the board writing down the answers and checked together with the whole class After that, I called the students’ attention to the 1st conditional sentences, some structures and new words in the song Finally, I asked some of them to translate the song into Vietnamese and allowed students to sing in choir Count On Me Performed by Bruno Mars Fill in the blanks If you ever find yourself stuck in the _ of the sea with the missing I'll sail the world to you If you ever find yourself lost in the _ and you can't see words: - find - light I'll be the to guide you - middle - dark We find out what we're made of When we are called to help our friends in need Find a word/phrase that means “discover”: [Chorus] 11 Match the sentences that form the chorus: You can count on me I’ll _ And I know _ I can count on you _ And you’ll _ ‘cause that’s what friends _ a) be there b) are supposed to oh yeah c) like 4,3,2 d) be there e) like 1,2,3 f) when I need it If you're tossing and you're turning and you just can't feel asleep I'll sing a song behind you And if you ever forget how much you really need to me Every day I will forget you We find out what we're made of When we are called to help our friends in need [Chorus] You'll always have my shoulder when you cry I'll never let go Never say goodbye You know… [Chorus] You can count on me 'cause I can count on you There are some words that are not correct Underline and correct them Model 2: I've found out that this Adele's song is a perfect activity for the present perfect tense revision and introduction The worksheet contains the original lyrics where students have to fill in the blank spaces, some discussion questions and a small test for present perfect It's even suitable for elementary students I applied the song for Unit 8- English speaking countries; Lesson 3: A closer look First of all, I elicited students about the title of the song and the singer Adele is one of the young talented artists which are well known to many Vietnamese teenagers Secondly, I let student read through the lyric of the song to get its meaning and asked them some questions about the gaps needed filling Thirdly, I played the songs twice and asked students to work in pairs to complete the tasks Then, I called some of them to go to the board, write down the answers and check together with the whole class After that, I drew the students’ attention to some structures and new words in the song Finally, I gave students some extra exercises to practice more the present perfect tense 12 Adele "Hello Performed by: Adele Hello, it's me, I was wondering If _ all these years you'd like to meet to go over _ They say that time's supposed to heal, yeah But I ain't done much healing Hello, can you me? I'm in California dreaming about who we used to be When we were and _ I've how it felt before the world fell at our feet There's such a difference _ us And a _ miles Hello from the other side I must've a thousand times To tell you I'm , for everything that I've But when I call you never seem to be home Hello, it’s me… Hello from the outside At least I can say that I've tried To tell you I'm sorry, for breaking your _ But it don't matter, it clearly doesn't tear you apart Hello, how are you? It's so typical of me to talk about myself, I'm sorry I hope that you're Did you ever make it out of that town where nothing ever happened? It's no _ That the both of us are running out of time So hello from the side I must've called a thousand times To tell you I'm sorry, for _ that I've done But when I call you never seem to be home Hello from the outside At least I can say that I've _ To tell you I'm sorry, for breaking your heart But it don't matter, it clearly doesn't tear you apart anymore Ooh, anymore Ooh, anymore Ooh, anymore Any more Hello from the other side I must've called a thousand times To you I'm sorry, for everything that I've done 13 But _ I call you never seem to be home Hello from the outside At least I can say that I've tried To tell you I'm sorry, for breaking your heart But it don't matter, it clearly doesn't tear you apart anymore Further practice A: Did you like the movie “Start Wars?” B: I don’t know I (never/ see) …………………………… that movie Sam (arrive) ………………………… in San Diego a week ago My best friend and I (know) ……………………… each other for over fifteen years We still get together once a week Stinson is a fantastic writer He (write) …………………… ten very creative short stories in the last year One day, he’ll be as famous as Hemingway I (have/ not) ………………… this much fun since I (be) …………… kid Things (change) …………………… a great deal at Coltech, Inc When we first (start) ………………… working here three years ago, the company (have/ only) …………………… six employees Since then, we (expand) …………… to include more than 2000 full-time workers I (tell) ……………… him to stay on path while he was hiking, but he (wander) …………………… Off into the forest and (be) …………… bitten by a snake Listen Donna, I don’t care of you (miss) ………………… the bus this morning You (be) ……………… late to work many times You are fired! Sam is from Colorado, which is hundreds of miles from the coast, so he (see/ never) ………………… the ocean He should come with us to Miami 10 How sad! Gorge (dream) ………………… of going to California before he died, but he didn’t make it He (see/ never) ……………………… the ocean Model 3: The song “If I were a boy” is really suitable for teaching students about the second conditional sentence (2nd conditional sentence) With the wonderful voice, Beyoncé performs successfully the great desire of a girl to become a boy in order to be free from prejudices and restrictions that society has applied for women This worksheet consists of two parts In the first part, students fill in some gaps with second conditional structures before watching the video In the second part, there are four questions to be discussed with the whole group, or in pairs, about their feelings on feminism, relationships I applied the song for Unit 8- English speaking countries; Lesson 3: A closer look If I Were a Boy Performed by Beyoncé A – Before watching the video, fill in the gaps with second conditional structures, using the verbs in parenthesis If I (be) _ a boy even just for a day 14 I (roll) _ out of bed in Glossary the morning and throw on what I wanted and go Drink beer with the guys and chase after girls I (kick) it with who I - kick it (verb)  to relax wanted or pass time idly And I (*never* get) _ confronted for it cause they stick up for me - stick up for (phrasal verb) Chorus: – stick up for someone or If I were a boy, I think I could _ something : to speak in (understand) support of a person or an How it feels to love a girl idea, belief, or plan, I swear I'd be a better man especially when no one else I to her (listen) will Cause I know how it hurts When you lose the one you wanted Cause he's taking you for granted - take someone for granted And everything you had got destroyed (phrase): to expect someone If I were a boy to always be there and I (turn off) my phone things for you even when Tell everyone it's broken you not show that you so they'd think that I was sleeping alone are grateful I (put) myself first and make the rules as I go Cause I know that she (be) _ faithful, waiting for me to come home, to come home [Chorus] It's a little too late for you to come back Say it's just a mistake, think I'd forgive you like that If you (think) , I (wait) for you You thought wrong But you're just a boy You don't understand and you don't understand, ohhhh How it feels to love a girl Someday you wish you (be) _ a better man You don't listen to her You don't care how it hurts Until you lose the one you wanted Cause you're taking her for granted And everything you had got destroyed But you're just a boy B – Watch the video and after that, in pairs, discuss these questions - Have you ever wished that you were someone else? 15 - Do you think relationships are now more balanced than they used to be in our mother’s time? - In your opinion, is being a man easier than being a woman? Model 4: This song is perfect for practicing topical vocabulary “Landscape” It is also a good activity for warming up and developing listening and comprehension skills I applied this song when teaching Unit 8- English speaking countries Step One I asked my students if they knew anything about the singer, then introduced him to the students Step Two I asked my students to listen to one of his songs but did not mention the title Then I asked them to guess the title during the first listening If they had doubts, I gave them a hint Step Three After the first listening, I asked the students to fill in the diagram with key words describing California as in the example: Step Four I also designed some games E.g 1) Find the rhyme: - mountains – fountains; - skies – size; - reaches – beaches; - love – above; - grow – snow – know – show; 2) I divided the lines of the song into several pieces and hang them out to the class While listening the student who had the line stood up 3) I asked them to fill in the gaps Step Five Finally, I could ask them to write a composition about a beautiful landscape, make up dialogues or write an illustration to the song California Performed by Frank Sinatra I've known her _, I've known her _ Her _ and her _ and her _ The giant _ towering in the skies of her That grow as though as they know they show the size of her I've often wandered her farthest reaches Her _and her _ and, yes, her _ 16 A land that paradise could well be jealous of That's California, California, blessed by heaven from above That's California, land I love (I've known her _, I've known her _) (Her _ and her _ and her _) (The giant _ towering in the skies of her) (That grow as though as they know they show the size of her) I've often wandered her farthest reaches Her _ and her _ and, yes, her _ A land that paradise could well be jealous of That's California, California, bless'd by heaven from above That's California, the land I love Model 5: “Earth song” is the eternal song of the pop king Michael Jackson The song is about the human destruction on natural environment such as deforestation, overusing of pesticides and herbicides or dumping waste and chemicals into river It is appropriate to apply in the Unit 7: Pollution and Unit (: Natural disasters Here are my steps to teach the song: Pre- listening activities: I asked students some questions: a What words can you remember connected with: Weather The sun People (gender, ages): Nature and Animals (wild, pets, farm) b How you take care of the planet? What measures, if any, you take? c Do you participate in any environmental organization? Why? Why not? d Look at the pictures and complete the missing gaps in pencil with the word(s) you believe may be suitable in that context While-listening activities: I asked students to listen to the song and check whether your predictions were right or wrong Write the correct versions in pen Earth song Performed by Michael Jackson What about ………? What about …… ? What about all the things that you said we were to gain? 17 What about killing …… ? Is there a ………? What about all the things that you said ºwas …… and …… ? Did you ever stop to notice all the ………… we've shed before? Did you ever stop to notice this ……… Earth, these …… ? Aah, ooh What have we done to the … ? Look what we've done! What about all the only ……… that you pledge your …………? What about flowering ………? Is there a ………? What about all the things that you said “Was yours and mine?” Did you ever stop to notice all the Did you ever stop to notice this … … … from , these …… …… ? Aah, ooh, Aah, ooh I used to …………; I used to glance beyond the …… now I don't know where we are although I know we've drifted far Aah, ooh! 18 (What about us) Hey, what about yesterday? What about ……? … …… are falling down I can't even ……… What about the ……… Earth? Can`t we feel its wounds? What about nature`s worth? It`s out planet`s …… What about …… What about about crying ………? We`ve turned kingdoms to ……….? Have we lost their trust? What …… ?We are ravaging ….trails …… What about …….despite our pleas What about the … …….? Torn apart by creed What about the common … ? Can`t we set him free? What about Can`t you hear them …….? Where did we go …… dying? ………? 19 2.4 Achievements Academic year 2016-2017, when there was no initiative of putting songs into English in the teaching hours, the atmosphere of the classroom was monotonous and quiet and the students were not interested in the lesson Result of the pre-test Excellent Good Average Weak Quantity % Quantity % Quantity % Quantity % 8B 48 12,5 18 37,5 20 41.6 8,3 8C 52 10 19,2 20 38,5 17 32,7 9,6 In the academic year 2017 -2018, I boldly apply English teaching methods in English lessons and results achieved as follows: - Lessons become more interesting, and students learn excitedly; - Students capture the tone and say in a more natural way; - Students can memorize and focus more the structures; - Shy students become more confident and they actively take part in different activities with their classmates Therefore, the results of English test and at the end of the st semester were also markedly enhanced Specifically as follows: Class Total Result of the mid-term test Excellent Good Average Weak Quantity % Quantity % Quantity % Quantity % 8B 48 10 20,8 20 41,6 15 31,2 6,25 8C 52 13 25 23 44,2 12 23 3,85 Result of the post test Excellent Good Average Weak Class Total Quantity % Quantity % Quantity % Quantity % 8B 48 11 22,9 22 45,8 14 29.1 2.2 8C 52 15 28.8 25 48.2 12 23 0 Through research and application of the initiative “Motivate students and reinforce the knowledge of English lessons by songs", I have gained some practical experience to exploit songs effectively: - Prepare lesson plans carefully with detailed language points - Use different activities to create tasks for songs or organize games enhance vocabulary and sentence structure practice to provide students with opportunities to apply language in reality - Encourage students to participate in activities by using pair work, group work or team work - Give awards or bonus marks to students who are actively take part in activities Also, motivate weak and shy students by asking them to answer easy questions or work with better teammates to support each other Class Total CHAPTER III CONCLUSIONS AND RECOMMENDATIONS 20 The study examined the level to which visual and aural representation of language through songs influence acquisition in the eighth grade students of Tran Mai Ninh Secondary School, in Thanh Hoa Its aim was to reveal how students learn English with the assistance of songs in each lesson Furthermore, it also offered an insight into what learning conditions provide a better impact on learners Finally, the study revealed how songs motivate learners to learn English The results showed that songs have a positive influence on vocabulary retention of young learners Whatever setting is used, aural or aural/visual, the results prove that songs are suitable for different learning styles They encourage positive learning experience and enhance their knowledge The findings, furthermore, confirm the belief of many researchers that songs serve as an important motivator in the language learning process It becomes clear that it is crucial for language teachers to create inspiring and encouraging environments in order to increase learners’ motivation A universal appeal which songs have aids motivation and helps learners to develop love for language learning Students motivated in this way are imaginative, creative, and eager to learn and succeed The study proves these beliefs and shows that the second grade students were unquestionably motivated, enthusiastically participated and enjoyed singing activities To sum up, the research explains that the class atmosphere is very important It is easily achieved with the activities natural to a student’s development level, such as songs Songs can have a great impact on learners because of their multi-modal characteristics and may connect with the language in many different ways Singing helps practice listening skills, vocalize the words and expressions and practice their pronunciation, and if students dance along with singing then it connects the language with gestures and movements The readiness with which young learners accept songs helps teachers include them as their classroom routine and create an enjoyable and inspiring atmosphere Therefore, no matter what type of song representation or activity teachers choose, the research has proven that songs definitely influence language acquisition and enhance motivation Thus, they should be a main component of any young learner’s language program STATEMENT OF AUTHORSHIP I certify that the initiative entitled “Motivate students and reinforce the knowledge of English lessons by songs" is the result of my research Signed Confirmation from Tran Mai Ninh school Nguyễn Thị Thúy Hằng Dated: April, 2019 REFERENCES 21 Abbott, M (2002) “Using Music to Promote L2 Learning Among Adult Learners.” TESOL Journal 11 (1): 10-17 Abrate, J H (1983) “Pedagogical Applications of the French Popular Song in The Foreign Language Classroom.” The Modern Language Journal 67 (1): 8-12 Adkins, S (1997) “Connecting the Powers of Music to The Learning of Languages.” The Journal of the Imagination in Language Learning IV: 40 Baum, S., Viens, J., & Slatin, B (2005) Multiple Intelligences in The Elementary Classroom: A Teacher's Toolkit New York: Teachers College Press Brown, H D (2001) Teaching by Principles: An Interactive Approach to Language Pedagogy, 2nd ed Englewood Cliffs, NJ: Prentice Hall Regents Brown, H.D (2000) Principles of Language Learning and Teaching, 4th ed New York: Pearson Education Company Canning-Wilson, Christine (2000) Practical Aspects of Using Video in the Foreign Language Classroom The Internet TESL Journal (11) (accessed October 31, 2016) http://iteslj.org/Articles/CanningVideo.html Dȍrney, Z (2001) Motivational Strategies in the Language Classroom Cambridge: Cambridge University Press Edelenbos, P., Johnstone, R & Kubanek, A (2006) The Main Pedagogical Principles Underlying the Teaching of Languages to Very Young Learners Brussels: European Commission, Education and Culture, Culture and Communication Multilingualism Policy Ellis, G and Girard, D (2002) The Primary English Teacher’s Guide Harlow, England: Pearson Education Limited Failoni, J W (1993) Music as Means to Enhance Cultural Awareness and Literacy in The Foreign Language Classroom Mid-Atlantic Journal of Foreign Language Pedagogy 7: 97-108 (accessed October 31, 2016) http://files.eric.ed.gov/fulltext/ED355796.pdf Flowerdew, J and Miller, L (2005) Second Language Listening: Theory and Practice Cambridge: Cambridge University Press Gibbons, P (2002) Scaffolding Language, Scaffolding Learning Portsmouth, NH: Heinemann Griffee, D (1988) “Songs and Music Techniques in Foreign and Second Language Classrooms.” Cross Currents 15 (1): 23-35 22 ... (three lessons each in the afternoon), consisting of students between the ages of 13 and 14, were taught Based on the theoretical part of the research and the advantages of the songs in the EFL... tests aimed to get the results of the students previous knowledge of the words, the knowledge of the vocabulary - after one lesson, and the acquired knowledge at the end of the term It is important... concerned and boldly propose the teaching initiative Motivate students and reinforce the knowledge of English lessons by songs" to help students learn proactively, perceive knowledge and skills