(Luận văn thạc sĩ) principles of using english songs in teaching english to first year students at ho chi minh university of industry

VIET NAM NATIONAL UNIVERSITY-HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES -  - VŨ THỊ HỒNG VÂN PRINCIPLES OF USING ENGLISH SONGS IN TEACHING ENGLISH TO FIRST YEAR STUDENTS AT HO CHI MINH UNIVERSITY OF INDUSTRY CÁC NGUYÊN TẮC SỬ DỤNG BÀI HÁT TIẾNG ANH TRONG GIỜ DẠY TIẾNG ANH CHO SINH VIÊN NĂM THỨ NHẤT TẠI TRƯỜNG ĐẠI HỌC CƠNG NGHIỆP THÀNH PHỐ HỒ CHÍ MINH M.A MINOR THESIS Field : English Teaching Methodology Code : 60 14 10 Hanoi – 2012 VIET NAM NATIONAL UNIVERSITY-HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES -  - VŨ THỊ HỒNG VÂN PRINCIPLES OF USING ENGLISH SONGS IN TEACHING ENGLISH TO FIRST YEAR STUDENTS AT HO CHI MINH UNIVERSITY OF INDUSTRY CÁC NGUYÊN TẮC SỬ DỤNG BÀI HÁT TIẾNG ANH TRONG GIỜ DẠY TIẾNG ANH CHO SINH VIÊN NĂM THỨ NHẤT TẠI TRƯỜNG ĐẠI HỌC CÔNG NGHIỆP THÀNH PHỐ HỒ CHÍ MINH M.A MINOR THESIS Field : English Teaching Methodology Code : 60 14 10 Supervisor : Dr Tô Thị Thu Hương Hanoi – 2012 TABLE OF CONTENT DECLARATION ACKNOWLEDGEMENTS ABSTRACT iii TABLE OF CONTENT iv LIST OF CHARTS AND TABLES vii PART A: INTRODUCTION 1 Rationale Aims of the study 3 Scope of the study Method of the study Design of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW Reasons why English songs should be used as teaching materials Materials in foreign language learning and teaching Principles of developing teaching materials 3.1 Materials should achieve impact 3.2 Learner’s attention should be drawn to linguistic features of the input 3.3 Materials should provide the learners with opportunities to use the target language to achieve communicative purposes 3.4 What is being taught should be perceived by learners as relevant and useful 3.5 Materials should take into account that learners differ in learning style and affective attitude 3.6 Materials should help learner feel at ease and develop confidence 10 Previous studies on using songs to teach English 11 4.1 Teaching grammar 11 4.2 Teaching Vocabulary 13 4.3 Teaching Pronunciation 13 4.4 Teaching listening 14 iv 4.5 Teaching speaking, writing and reading 16 CHAPTER 2: A STUDY ON USING SONGS AS TEACHING MATERIAL IN TEACHING ENGLISH TO FIRST YEAR SUTDENTS AT HUI AND SUGGESTED PRINCIPLES OF USING SONGS TO TEACH ENGLISH 17 Research approach and questions 17 Participants 17 Data collection instrument 18 Procedures of data collection 18 Data analysis 18 Results of data analysis 19 Discussion 23 Suggested principles of using songs in teaching English 24 CHAPTER 3: PRINCIPLES OF USING SONGS IN TEACHING ENGISH TO FIRST YEAR STUDENTS AT HUI: AN APPLICATION AND EVALUATION 32 Putting the principles into use: teaching English to first year students at HUI 32 1.1 Some description of the pilot classes 32 1.2 Procedure 33 1.3 The application of the principles of using songs 33 A SAMPLE LESSON PLAN 34 Evaluation of the feasibility and suitability of the proposed principles in teachingEnglish at HUI 36 3.1 Procedure and data collection instrument 36 3.2 Data analysis and discussion 37 PART C: CONCLUSION 40 Summary Error! Bookmark not defined Limitation of the study 41 Suggestions for further study 41 REFERENCES .41 APPENDIX VII APPENDIX IX APPENDIX X v LIST OF CHARTS AND TABLES Pie chart 1: The usefulness of English songs in language teaching Pie chart 2: The frequency of using English songs in language classroom Pie chart 3: The effect of teaching English with songs on students‟ language proficiency Pie chart 4: The effect of using English songs on students‟ learning motivation Pie chart 5: The degree of language improvement thanks to the use of English songs Table 1: Aims of using songs in language classroom Table 2: Activities with songs Table 3: Difficulties when using songs to teach English Table 4: Language components and skills improved thanks to the use of English songs vi PART A: INTRODUCTION Rationale As a result of the globalization, English nowadays is playing a more and more important role in helping people to communicate with others from all over the world As the common language of the whole world, English is an essential requirement for those who want to study abroad, work in a foreign country or company, or even to find a good job in local companies English is also the key for our country to integrate into the world and to catch up with developed countries in terms of economy, education, science and technology Being aware of this importance of English, all schools in our countries are putting more and more emphasis on teaching this language Like other universities, English is being taught at our university as a compulsory subject; therefore English counts for as many credits as the majored subjects Right when entering the university, freshmen are required to take a placement test to classify the level of English, and then they will be placed in different classes according to their English level, namely A1, A2, basic English 1, basic English Among those, A1 and A2 take 90 periods for each class, basic English takes 60 periods and basic English counts for 45 periods For students whose result at the placement test is below mark will have to study from the lowest level - A1 This means they have to study at least 285 periods Contrary to the long duration of learning English is the lack of motivation as well as interest in learning English of the students at our university This is quite easy to understand because most of the students at our university are non-majored English students Their English proficiency is quite low as a result of the passive, test-oriented learning style at their high school that is just focusing on the main subjects taken in the entrance examination to the university In addition, teaching and learning method is also a cause of the students‟ demotivation of learning English Regarding the teaching methods, most of the English teachers still keep the traditional teaching approach which focuses on grammar and translation Not many communicative activities are organized in class The traditional class – teacher centered still remains, hence students just sit silently and listen to teachers The English lessons are said to be boring, tiring and sometimes even tense Being aware of this negative learning and teaching condition, many teachers in our university are trying to change their teaching method by integrating different teaching approaches and using more interesting teaching aids such as pictures, flashcards, PowerPoint, games, stories and songs Among those, songs seem to be the most popular to students and also more frequently used by teachers than others However, the effectiveness gained through using songs is still not high as expected Although songs have been proved to be a very interesting teaching materials and have been applied in teaching in many European countries, this method still seems to be a new one for Vietnamese teachers in general and the teachers at Ho Chi Minh University of Industry (HUI) in particular Most teachers still meet difficulties in working out the way to exploit the maximum benefits of songs in English classroom It seems that teachers just spontaneously use English songs as an entertaining tool to relax students not a teaching aid Teachers fail to set a particular pedagogical aim or follow a specific rule of using songs Generally, songs are often played at the end of the lesson when teaching and learning is finished and students are sitting to wait for the bell rang Sometimes teachers also let students listen to English songs at break time; hence not all students pay attention to the songs Sometimes songs are also put in the course books as an extra task such as listen to the song and fill in the blanks However, teachers tend to have different ways of carrying out this task While some teachers ignore this task and just let students sit and enjoy the music, other explain the instruction and let students listen to the song, get them to finish the task and then check as an exercise They rarely explain what students can learn from the songs or have no further activities or tasks for the students after having students listened to music Therefore students often forget the song right after listening or even if they are interested in the song, they not know what to with it In short, for most of the students at my university, they just regard songs as a means of entertainment not a useful tool/source of learning English For teachers, most of them have not succeeded in exploiting the pedagogical benefits of English songs except for the entertaining and relaxing benefits As a teacher of English at the university, I am also very interested in using songs as a teaching aid in English lessons Learning that at present, songs are not effectively used in teaching English at HUI, I myself realize that in order to get optimal benefits from using English songs as a teaching tool, there should be some principles of using songs to teach English to guide teachers Aims of the study The study aims at helping teachers to exploit the pedagogical benefits of English songs to teach English at HUI To achieve this aim, the research is designed to obtain the two following objectives: (1) setting out the principles of using English songs to teach English to first year HUI students through empirical research, i.e HUI English teacher survey and student evaluation; (2) finding out the feasibility of applying these suggested principles of using songs to teach English to first year students Scope of the study The study mainly focuses on finding out the principles of using songs to teach English to first year students at Ho Chi Minh University of Industry It, therefore, does not focus on exploring the effectiveness of the principle application Method of the study The study followed qualitative approach and used mixed methods to collect data The following data collection instruments were used: Teachers‟ questionnaire Evaluation questionnaire for students The questionnaire was designed for 20 English teachers from the Basic Science and Technology Department at Ho Chi Minh University of Industry The evaluation form was designed to elicit the evaluation from 100 first year students at HUI who had involved in the English classes with the teachers applying the principles to use songs to teach English The data collection process lasted weeks (teacher questionnaire) and in the last week (student evaluation) during the first term of the academic year 2012- 2013 Design of the study This study contains three main parts as follow: Part A is the introduction in which I would like a present the rationale of choosing this topic, the aim of the study, the scope of the study and the methods to be applied Part B is the development which includes three main chapters:  Chapter is about the theoretical background related to the purpose of the study  Chapter deals with investigating the situation of using English songs in teaching at HUI and finding out the principles of using songs to teach English for first year students at Ho Chi Minh University of Industry  Chapter is concerned with applying the proposed principles of using songs in teaching English at HUI and then evaluating the feasibility of these principles when applied in real teaching at HUI Part C is the summary of the major findings in Part and suggestions for further study This part also contains the List of References and Appendices PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW Reasons why English songs should be used as teaching materials According to Larry M Lynch (2005), there are reasons why songs are used to teach English as a foreign language such as the authentic and natural language, easily controlled time length and easy obtainment Besides, learning with songs students can have the chance to learn a variety of vocabulary contained in the songs and be exposed to many different accents as well as different cultures Moreover, songs are considered to be fun and easily meet the need as well as interest of the students Kevin Schoepp (2001) discusses the reasons that make songs become a useful tool of teaching English by compiling other researchers‟ point of view on this issue Three main reasons are: Affective reason Sharing the same point of view with Larry M Lynch on the matter that songs make students feel fun and interested, Steven Krashen (1982) gives out a deeper explanation based on his own hypothesis called The Affective Filter Hypothesis Basically Krashen‟s hypothesis explains how language learning is affected by affective factors This helps teachers understand why some students are interested in learning while others are not Not only Krashen but also many other teachers have long recognized that learner‟s positive attitude toward learning decide how much learners can improve their language proficiency Krashen (1982) explains that for optimal learning to occur the affective filter must be weak This hypothesis gives teachers a suggestion that they should provide a positive atmosphere conductive to language teaching Songs are one tool to achieve a weak affective filter and promote language learning Supporting for this idea, Lo and Li (1998) add that songs can blow into classroom a refresh and relaxing atmosphere in which learners can develop their language skills listening understanding of the song‟s meaning (5 minutes) - Check and explain the meaning if - Listen necessary - If there are some time left, teach the - Sing after the whole class to sing the song teacher Evaluation of the feasibility and suitability of the proposed principles in teaching English at HUI 3.1 Procedure and data collection instrument After applying the principles of using songs to teach English to two classes at HUI, the researcher delivered an evaluation form to students in two classes to check out whether these principles are suitable and useful or not Although the evalation form was written in English, it‟s quite easy for the students to understand and the researcher was at presence during the process of completing the evaluation form with the students whenever they needed support and explanation The researcher herself reflected on the feasibility of the application, then discussed with the head of EFL section and other fellow teachers for their confirmation Evaluation form for students The evaluation form was created for students with the aim of checking whether the applied principles of using English songs in language classroom work or not Students are expected to express their attitudes and opinions on the effect of using English songs in language classroom on their language learning motivation as well as language proficiency in the three first questions The next two following questions aim at finding whether teachers have applied the principles of choosing songs and designing songs properly or not and the last one asks about the students‟ general opinion on the lesson with the use of English songs: whether they satisfy or not and why (See appendix 2) 36 3.2 Data analysis and discussion a The effect of using English songs on students’ learning motivation 15% 26% Very much Much Not much 25% Not at all 34% Pie chart It can be seen from pie chart that using English songs in class room has positive effect on students‟ learning motivation with 85% of students agreeing that using songs motivate them to learn English Among 85 %, there are 26% choosing very much, 34 % choosing much, and 25 % choosing not much There is still a considerable percentage of students gaining no motivation when learning English with songs – 15% b The effect of using English songs on students’ language proficiency 29% 10% Very much Much 38% Not much Not at all 23% Pie chart 5: The degree of language improvement thanks to the use of English songs 37 When being asked about the effect of using songs on learners‟ language proficiency based on the top down degree: very much, much, not much and not at all, 28% choose very much, 38% choose much while 13 % choose not much and other 21% claim that the interference of English songs in class has no effect on their language development Among 79 students agreeing that learning with English songs help them improve the language components and language skills, 66% of them state that listening is the skill that is enhanced most through songs Ranking the second is pronunciation with 66% of them choosing Following vocabulary is pronunciation with 62% Grammar is also enhanced quite much through songs with 59% of the students Although speaking, writing not have high percentage like others, they are still claimed to be improved with the use of songs with the percentage respectively, 29 %, 12% The only skill that seems not to get much positive effect from songs is reading with 10% of the learners choosing Table 4: Language components and skills improved thanks to the use of English songs language skills and components Percentage grammar 59% vocabulary 62% pronunciation 66% listening 83% speaking 29% writing 12% reading 10% 38 c Choosing songs and designing tasks from songs Question investigates whether the teacher has applied the principles of choosing songs to choose suitable songs or not and result gained though the evaluation form show that songs were chosen properly with 84% of students answering “yes” to the question “ are the songs chosen properly” Question asks whether the teacher has designed songs properly or not and there were 79% of the students saying that most of the tasks were designed suitably with their level as well as the aim of the lesson d Students’ general attitude toward the use of English songs in the class Generally, most of the students (77%) being asked showed their satisfaction with the lessons using songs as teaching materials They felt more relaxed and motivated when learning with songs Besides, they added that learning grammar and vocabulary with English songs makes them more interested in learning English and help them remember the structure and new words more easily However, the other 23% of the students claimed that their English proficiency has been improved much due to both subjective and objective reasons Firstly, these students said that they are not good at singing English songs; therefore they often neglected these songs Besides, some students added that there is a lack of chance for them to be exposed to English songs outside the class Just some minutes listening and learning to sing the song in the class is not enough for them to remember They suggested that teachers should organize more outside classroom activities so that they can have more opportunities to practice and sing them 39 PART C: CONCLUSION This study aims at establishing some principles of using English songs to teach English to first year students at Ho Chi Minh University of Industry To find out the suitable principles, a survey questionnaire was designed for 20 teachers to investigate how English songs are used at HUI, what difficulties teachers have to cope with while using songs in the class as well as their solutions to these problems Based on the previous studies, the principles of developing teaching materials of Brian Tomlinson as well as the real situation of using songs at HUI, the researcher has draw out some principles of using songs to teach English to first year students at HUI The principles mainly focus on three issues: setting out the goals before using songs, choosing suitable songs and designing appropriate tasks from songs The effectiveness of these principles was tested by an evaluation form delivered to 100 students after the principles had been applied in real teaching in two English classes: basic English one and basic English two at HUI The results show that these principles are quite suitable with the real teaching and learning condition at HUI and have brought about certain effects to both teachers and learners For teachers, the principles play as an important guideline for them to use songs effectively Therefore, learners‟ motivation and language proficiency has been clearly improved, especially listening, pronunciation, vocabulary and grammar This suggests teachers some other interesting ways of teaching English, especially teaching grammar because grammar is often considered as a boring and challenging aspect by most of the students However, the evaluation form also revealed some existing limitations of using songs There is still a considerable number of students finding that songs not help much in language learning and teaching The reason given is that these students are unable to sing English songs and they are rarely exposed to English songs out side the class Therefore, they often forget the songs quickly after the lesson To deal with this problem, teachers should create much more chances for learners to be exposed to the songs that teachers have introduced to them Teachers can play the music at the break time or 40 even organize some singing contests or music festivals to inspire learners to listen and sing English songs Limitation of the study Although the study has fulfilled all its proposed aims and found out the principles of using songs based on both theory and real teaching situation at HUI, it still has some unavoidable short comings Firstly, there should have been a group discussion between teachers to collect their opinions on suggested principles of using songs to study (whether they agree or disagree with the researcher‟s ideas) and call for some other recommendations on the use of English songs If this had been done, the principles would have been more objective and related to the real teaching at HUI Secondly, the evaluation of the feasibility of principles of using songs at HUI would have been more exact and reliable if the researcher had got the pilot classes a pre-test and post-test However, the limitation of time and experience did not allow the researcher to so Suggestions for further study As mentioned earlier, this study just aims at establishing the principles of using songs to teach English to first year students at HUI The researcher really believes that the principles can offer more valuable implications to a wider range of students, not only the first year students at HUI Therefore, there should be a further study on the principles of using English songs to teach English to students in general The researcher also suggests a deeper study on the principles of using English songs to teach a particular aspect of language such as: listening, speaking, grammar, vocabulary, pronunciation and so on 41 REFERENCES Adamowski, E (1997), The ESL songbook, Don Mills, ON: Oxford University Press Bechtold, J (1983), Musical ESL, TESL Talk, 14, 180-184 Chen, Y C C a P C (2009), The Effect of English popular songs on Learning Motivation and Learning Performance, Whampoa - An Interdisiplinary Journal, 13-28 De Kock, D (1989), Music for learning Cape Town, Maskew Miller Longman, (Pty) Ltd Domoney, L & Harris, S (1993), Justified and ancient: Pop music in EFL classrooms, ELT Journal, 47, 234-241 Dulay, H , M Burt and S Krashen (1982), Language Two, New York: Oxford University Press Ellis, R (1990), Instructed Second Language Acquisition Oxford: Basil Blackwell Fiveash, D (1995), Music as an educative enrichment medium for the remediation of children with reading problems, Unpublished M Mus Scription, University of Cape Town Gatbonton, E & Segalowitz, N (1988), Creative automatization: Principles for promoting fluency within a communicative framework, TESOL Quarterly, 22, 473-492 Griffee, D.T (1992), Songs in action, Herfordshire, England: Phoenix ELT Gugliemino, L M (1986), The affective edge: Using songs and music in ESL instruction, Adult Literacy and Basic Education, 10, 19-26 Ha, P T T (1999), A study on using songs and roleplay to teach grammar to 11th form students in the communicative approach, Unpublished BA thesis, Vietnam National University, Hanoi Horn, C A (2007), English second language learners: Using music to enhance the listening abilities of grade Ones, Unpublished M.A thesis, University of 42 South Africa Huyen, N T T (2006), A study of using English songs as a kind of supplementary material in teaching listening skill for first-year non-major students at Phuong Dong University, Hanoi National University, Hanoi Huyen, V T N (2002), Using songs as a teaching aid to enhance English acquisition of pupils at gifted high schools, Unpublished BA thesis, Hanoi National University, Hanoi Jalongo, M., & Bromley, K (1984), Developing linguistic competence through song, The Reading Teacher, 37 (9), 840-845 James, S.L (1990), Normal language acquisition, New York Anon Krashen, S D (1983), Principles and practices in second language acquisition, Oxford, England: Pergamon Press Larsen-Freeman, D and M Long (1991), An Introduction to Second Language Acquisition Research, London: Longman Lems, K (1996, March), Music across the ESL curriculum, Paper presented at the annual meeting of the TESOL, San Francisco, CA Little, J (1983), Pop and rock music in the ESL classroom, TESL Talk, 14, 40-44 Lo, R & Li, H.C (1998), Songs enhance learner involvement, English Teaching Forum, 36, 8-11, 21 Lynch, L M (2005), reasons why you should use English songs to teach English as a foreign language, from http://ezinearticles.com/?9-Reasons-Why-YouShould-Use-Songs-to-Teach-English-as-a-Foreign-Language&id=104988 Lynch, L.M (1993), Using Popular Songs to improve Language Listening Comprehension Skills, The internet TESL Journal, from http: //iteslj.org/Techniques/Lynch-Songs.html Mai, T T T (2010), Using English traditional songs to imrpove students' pronunciation: An action research at Duy Tien C high school, Unpublished M.A Minor programme thesis Martin, M (1983), Success! Teaching spelling with music, Academic Therapy, 18 43 (4), 505-506 Mitchell, M (1983), Aerobic ESL: Variations on a total physical response theme, TESL Reporter, 16, 23-27 Monreal, M E (1982), How I use songs, English Teaching Forum, 20, 44-45 Murphey, T (1992), Music and Song, Oxford, England: Oxford University Press Rosova, V (2007), The use of music in teaching English, Unpublished Diploma thesis, Masaryk University, Brno Schoepp, K (2001), Reasons for using Songs in the ESL/EFL Classroom, 2012, from http://iteslj.org/Articles/Schoepp-Songs.html Shen, C (2009), Using English songs: An Enjoyable and Effective Approach to ELT Siskova, D (2008), Teaching Vocabulary through Music, Unpublished Diploma thesis, Masaryk University in Brno, Brno T.Millington, N (2011), Using songs effectively to teach English to young learners, 2012, from http://www.camtesol.org/Download/LEiA_Vol2_Iss1_2011/LEiA_V2_I1_1 1_Neil_Millington_Using_Songs_Effectively_to_Teach_English_to_Young _Learners.pdf Thornbury, Scott (2002), How to teach vocabulary, Essex: Pearson Education Limited, 185 s SBN 0582 429668 Thu, B T M (2005), Exploiting songs to motivate Hanoi non-gifted upper secondary school students in learning English grammar, Unpublished BA thesis, Vietnam National University, Hanoi, Hanoi Tomlinson, B (1998), Materials Development in Language Teaching: Cambridge University Press Trang, N T (2006), Using songs to teach listening comprehension to 10th form students, Unpublished BA thesis, Hanoi National University, Hanoi 44 APPENDIX QUESTIONNAIRE FOR TEACHERS This survey questionnaire is designed with the aim of finding out the principles of using English songs to teach English to first year students Your assistance in completing the following items is highly appreciated All the information provided by you is of great use and solely for the study purpose Thank you! Please circle or write your answer where necessary Do you find English songs useful for teaching English to first year students at your university? a Yes b No How often you use English songs to teach English? a always b usually c often d seldom e never Do you set out the aims of using songs before using them in language classroom? a Yes b No If yes, please circle the aims that you set out when using songs a To motivate students to learn English b To enhance students‟ listening skill c To enhance students‟ speaking skill d To enhance students‟ writing skill e To enhance students‟ reading skill f To enhance students‟ pronunciation g To enhance student‟s vocabulary h To teach grammar i To make students relaxed j To kill the time n Others ……………………………………………………………………… I ………………………………………………………………………………… What you often with the songs? a Design tasks with songs (What tasks? ) b Play games with songs (what game? ) c Play the songs and let students listen only d Teach students to sing the songs e Others ……………………………………………………………………… ………………………………………………………………………………… To what extend your students improve their English proficiency with the use of English songs as a teaching material? a Very much b much c not much d not at all What difficulties you meet when using English songs to teach English? a It‟s hard to choose suitable songs b Students have low level of English c Students are uninterested in English songs d It‟s hard to design tasks with songs e Others ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… Could you please suggest some solutions to these above problems? ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ……… II APPENDIX EVALUATION FORM FOR STUDENTS This evaluation form is designed with the aim of finding out the principles of using English songs to teach English to first year students at Ho Chi Minh University of Industry Your assistance in completing the following items is highly appreciated All the information provided by you is of great use and solely for the study purpose Thank you! Please circle or write your answer where necessary To what degree does the use of English songs in the lessons motivate you to learn English? A very much B much C not much D Not at all To what extend English songs help to improve your language proficiency? A very much B much C not much D Not at all If songs help to enhance your English, circle the language components or skills that have been improved A grammar B vocabulary C pronunciation D listening E speaking F writing G Reading Are the songs chosen properly? A Yes B No Do you find that the tasks are designed from songs properly? A Yes B No Are you satisfied with the lessons using English songs to teach English? Why/ Why not? ………………………………………………………………………………… ………………………………………………………………………………… …… III APPENDIX WORKSHEET Exercise1 Use the words in the box to complete the lyrics of the song “Love concerto” Until, lonely, tenderly, true, gentle, wonderful, softly, bright, eternally, again Love concerto How 1……………….is the rain That falls 2………………… on the meadow Birds high up in the trees Serenade the clouds with their melody Oh! See there beyond the hills The 3………………… colors of the rainbow Some magic from above Made this day for us Just to fall in love Chorus **** “You hold me in your arms And say once 4…………… you love me And if your love is 5………………… Everything will be just as 6……………… !” Now, I belong to you From this day 7………………… forever Just love me 8……………… IV And I'll give to you Every part of me Oh! Don't ever make me cry Through long 9………………….nights without love Be always true to me Keep this day in your heart 10…………………… Chorus **** Key gentle wonderful softly until bright tenderly again lonely true 10 eternally Lyrics Love concerto How gentle is the rain That falls softly on the meadow Birds high up in the trees Serenade the clouds with their melody Oh! See there beyond the hills The bright colors of the rainbow V Some magic from above Made this day for us Just to fall in love You hold me in your arms And say once again you love me And if your love is true Everything will be just as wonderful! Now, I belong to you From this day until forever Just love me tenderly And I'll give to you Every part of me Oh! Don't ever make me cry Through long lonely nights without love Be always true to me Keep this day in your heart eternally You hold me in your arms And say once again you love me And if your love is true Everything will be just as wonderful! VI ... of using songs in teaching English 24 CHAPTER 3: PRINCIPLES OF USING SONGS IN TEACHING ENGISH TO FIRST YEAR STUDENTS AT HUI: AN APPLICATION AND EVALUATION 32 Putting the principles into... teaching of HUI teachers, we can come to conclusion that it‟s necessary to set out some principles of using songs in teaching English to first year students at Ho Chi Minh University of Industry. .. than to test them 31 CHAPTER 3: PRINCIPLES OF USING SONGS IN TEACHING ENGISH TO FIRST YEAR STUDENTS AT HUI: AN APPLICATION AND EVALUATION Putting the principles into use: teaching English to first