A number of measures to help the fifth form students of dong tien b primary school confidently practise english through songs and chants

I - INTRODUCTION
1. The reasons of choosing topic
The goal of education is to train people develop a comprehensive and
humane response to meet the technical requirements of the country today . In
which language is considered to be a powerful and effective tool in the process
of integration and development with other countries in the world . English is an
international language , so the Party and State are particularly interested in the
national foreign language project of the government until 2020 with the
common goal: " Comprehensive renovation of the teaching and learning of
foreign languages in the national education system ... " In which elementary
students have to listen, understand, speak, read and write simple instructions on
topics that are related to themselves and their school. Primary English now also
attaches great importance and interest. Teaching English from small steps will
help the children have a good start for the long journey later. However, the
children's language learning is completely different from adults, they are very
playful, not respected to academic tasks. To help students acquire good basic
knowledge of elementary English program, toward active learning activities,
against passive learning habits, creating a solid foundation of knowledge for
children. The teacher has to know how to inspire them learning by "Helping
children confidently practice English through songs and chants".
2.The purpose of study:
As a teacher of English at primary school, I myself constantly research
and innovate teaching methods. Hopefully this topic will contribute to reduce the
difficulties and obstacles, as well as be small contribution to improving the
quality and effectiveness of teaching and learning English in primary schools.
3. The object of study:The fifth form students of Dong Tien B Primary School
4. The methods of study: To research a topic, people often choose many
different methods. With this topic, I use the following methods:
1 / Theoretical research method : I read the conducting
material issues related to my research needs.
2/

Learning experience from my colleagues :Attend the

colleagues’ lessons to follow their good method.
3/ Experimental matching method.
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4/ Observation method.
II - THE CONTENT
1. Theoretical basic:
The views of the Party is to improve foreign language skills for the
majority of the young generation of the country, and propose innovative
solutions to address the pressing issues faced in the rapidly improving language
resources for students. So far English is considered as a subject to be focused
and get a lot of attention at the primary level. To meet the requirements of
national renewal, each teacher must have completed myself teaching career. To
do well the teaching and learning of foreign languages in elementary school , the
teachers must understand clearly the children’s psychology in elementary school
as well as their characteristics and abilities when learning language:
+ Children are very active so that they can not afford to sit obediently and listen
to the teacher's lecture.
+ In addition, children do not have the ability to concentrate for a long time
about 5-10 minutes to think and acquire knowledge. So in the foreign language
classroom, children have been involved in many different learning activities.
+ Children need the repetitive elements. I know that children absorb and imitate
very fast but forget very quick, too. Therefore, materials must be practised as
much as possible. In English classes, the teacher should create opportunities for
the children to further practice through physical exercise (listen and repeat),
replaced exercise. To meet the specific characteristics of children in the process

of learning a foreign language, we have used the techniques and forms of
communicative exercises to facilitate formation of a language learning
environment. Also in these environments where students are exposed more.
Using visual items for children to be exposed to English native speakers through
audio / DVD. Students become active elements of lectures.
+ Children learn through listening, watching, imitating. Children acquire
knowledge in a completely different way from adults. Adults acquire knowledge
in a sense, analysis, young acquire naturally through intuition. So what exercises
to strengthen the observation of children through the audio-visual and
mechanical imitation as well as modeling activities of teachers to introduce the
new materials must ensure the accuracy of the language, especially
pronunciation.
+ The ability of children are curious, energetic and creative in a very natural
way. Children always need to explore their surroundings and interact with
people, so that children establish an understanding of the world children live.

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+ Children would love to communicate. When we monitor children talk, we'll
all enjoy the talk, though not as something important. When we meet the
children who we do not know, through the first minute they might be shy, but
after a few questions of our encouragement, they will tell us about their selves,
their parents, interests, including saying bad things that their friends do, and
would love to ask questions back.
With the above characteristics, we can see that, in order to help them get a
better ability to practice languages well, we need to have a reasonable solution.
We can not teach children like to teach an adult. This shows that the teacher must
have a high technical level to enter the world of young children to eventually
lead to new concepts, to a deeper understanding of concepts that children

initially approached. Children learn language depends heavily on incentives.
This totally depends on the style of the teacher. If teachers encourage young
children to create a good learning environment, children will learn a lot faster.
In many teaching methods to promote positive child, there are two methods
which are consistent and favorite for all ages are songs and chants. There are
many English songs for children but there are not many chants. Consequently,
the teacher must know how to combine the use of all available ones and promote
their abilities in self-composing songs and chants so that all class hours achieve
the highest efficiency.
2. The current situation:
Through practical teaching in Dong Tien B primary school I see, there are
some advantages following:
Administrators are very interested in foreign language teaching. The school
has two good teachers of English who always try to self-learn, self- upgrade
their skills, create and know how to apply the information technology in
teaching, innovate teaching methods appropriate for each kind of students in
order to help them quickly understand the lesson. Those are teachers who love
the teaching job, the kids and who are enthusiastic and responsible in the work,
ready to complete all assigned tasks.
During the past school years, English teachers’ group ensures the quality of
teaching and learning, ends the situation of letting students be in the class which
is not appropriate with their language ability. There are no longer students
dropping out and especially, the school has gifted students who have achieved
the high ranks in the exams for excellent students in Dong Son district.
On the other hand, it also has a certain number of difficulties:
+ There is a number of hard students who are the children of the poor families
or the families in which the parents are divorced...Therefore, the education of
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the children in these families are little cared for, which affects the children’s
learning outcomes.
+ A lot of parents do not know English, therefore, it is impossible for them to
help their children to learn English.
+ Some children have psychology of being shy when speaking in the public.
+ Because of circumstances, many children do not focus on learning foreign
language, they learn how to cope and some are bored with studying English.
+ They don’t speak English fluently because of no regular use.
*The survey results in early school year of class 5B Dong Tien B Primary
school
Class
5B

Total
30

Excellent
4

Percent
13%

Quality
Good Percent
9
30%

Average
15

Percent
50%

Weak
2

Percent
7%

So how to help the teaching and learning English achieve high efficiency?
Through teaching and research so I boldly launched "A number of measures to
help the fifth form students confidently practise English through songs and
chants."
3. Solutions and implementation:
Through practical teaching in Dong Tien B primary schools I have
researched and used the following measures to help students improve their
language learning in primary schools better:
3.1 Studying the textbooks:
The purpose of this method is to help the teachers master the English program of
grade 3,4,5 to find the most appropriate method for each particular lesson.
Currently the school is using the book Let's go of Oxford publisher for
grades 5. Through the book I find that the form of this book is suitable for
primary school age: pictures are colorful and vivid, the characters are fun and
accompany them from the first lesson for the rest of the books, give them the
curiosity through each lesson, help them see the characters as their friends. In
terms of the content of this book revolves around the topic, the topic is very
friendly, close to the lives of the children. Each topic focuses on phonics,
vocabulary and grammar with very short sentence patterns consistent with age.
The structure of all these books meets the aesthetic and content for elementary
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school children. As we know, to study well, students need to have a good set of
books and teachers have to know how to use the method correctly and flexibly to
transmit knowledge to the children. On the other hand, due to the requirements
of society and the demands of educational strategies, each teacher must improve
teaching skills that are suitable with school age. It means that when teaching in
the classroom we must take into account that:
+ Children do not have the ability to understand the rules of grammar, do
not understand the explanation of rules of language. Such rules on the use of the
verbs. [1]
If we explain that: the present simple used to express repeated daily
action, habits ... it is too abstract, children do not have the ability to imagine the
content of rules to understand, as well as remember sample sentences and
grammatical rules, so they just learn the prefabricated phrases without being
analyzed how to form these sentences.
+ Children have the ability to imitate very quickly what adults do so when
learning new things they will absorb very fast but also be easy to forget.
+ Children enjoyed singing and dancing as they enjoyed participating in
activities not like to sit silently long.
So the teacher in the classroom is only the instructor, the students’ role as
a positive factor, they voluntarily participate in activities that teacher provides in
a natural way, these activities are songs and chants. In the program Let's go, the
songs also appear in units of lessons with a less frequency, because each unit of
the Let's go is very long so each semester students only learn two units so there
are not many chants and songs. However, in order to make students love songs
and chants in English lessons, the teacher has to master how to teach songs and
chants, help students learn in the most effective way and create excitement for
the English language. So I boldly launch "A number of measures to help the
fifth form students confidently practise English through songs and chants" to

help children practice well the skills as well as use new words and modal
sentences exactly and smoothly.
3.2/ Methods of teaching songs and chants for primary students [3]
The purpose of these methods is to create excitement for students, create a
change in class activities, review the vocabulary and sentences, help students
practice the pronunciation, intonation, stress…Besides, they are used to switch
to a new or familiar topic, Specifically as follows:
a. Songs:[2]
Most of children, especially the primary students like singing very
much. Through the study of teaching songs as a kind of lively and attractive
exercises in order to teach children how to learn foreign languages. I can give
the benefits of teaching songs in a foreign language class.
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+ Help students improve memory , concentration, association .
+ Help bring motivation for them .
+ Help students relax after the stressful study .
+ Help the children get along with other students in the class .
+ Change the status of a classroom effectively, help the English
lessons more interesting, balance energy level in the class.
+ Especially, help students review as well as practice the materials such as
vocabularies, modal sentences, pronunciation and intonation effectively.
Sometimes songs are used to teach new materials.They are really sticky, make
children remember material very well.
However, in order to teach a song successfully, the teacher has to master
the basic steps to teach it:
* The process of teaching a song:[3]
+ Review or introduce the main structure in the song using pictures/ objects
when possible.

+ Play the recording, let children hear the whole song once . This step helps
them have a chance to access the melody of songs , create emotion and curiosity
for this tune . This is also a step which creates excitement for the children so
that they are ready to take part in.
+ Let children read the lyrics line by line. At this time, children have to
pronounce exactly the lyrics. They have to particularly pay attention to the sound
of wind because Vietnamese also have negative wind but its position is not the
same in English .
For example, the sound of wind in English appear a lot at the end of many
words such as : Piece / pi : s / , wish / wi∫ / and wind sounds in English is
difficult to pronounce, especially when they stand at the end such as: “chair /
t∫eə /, watch / w ‫ ס‬t∫ / , village / vilid / . Students often miss the sound when
singing. This makes our Vietnamese be turned , lack of tonal English .
+ When reading vocabulary, we need drill the children to read the stress
properly ('apple, 'every, 'beautiful) because in English songs, the word stress is
very important. However, the sentence stress doesn’t take any important roles
because it is dominated by songs. When training them to read the lyrics we
should pay attention to interrupt as the way the song breaks, do not interrupt as
the grammartical request. In this way, the children will be able to acsess the
rythym easily.
For example: In the song “ Where’s Melisa?...” the following sentence is
interrupted as the rythym below:
Where’s Melisa?....
I want to see..... Melissa every day.
So when practising the children to read, the teacher should teach them to
interrupt in this way so that they can sing the song in the correct rythym.
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In the process of teaching children to read, the teacher should explain to

children the meaning, content of the song. However the teacher only explains the
common sense without teaching each sample sentences appearing in the song.
We still provide for them corpus in principle as they are prefabricated units.
For example: When teaching the song “The little purple sneakers” we only teach
them know the numbers from 1 to 10 and know how to use them to count the
sneakers but we do not teach “little” as an adjective to describe small sneakers:
1 little, 2 little, 3 little sneakers
4 little, 5 little, 6 little sneakers
7 little, 8 little, 9 little sneakers
10 ittle purple neakers.....
(trích The Purple Sneaker Songs)
+ Let children sing each verse, teacher composes the movements fit the lyrics.
This step children often imitate fast melody and lyrics. Teachers can use CD or
DVD,get the children repeat each sentence. The reason for this requirement is
that the songs in the disk are sung by British, American children. The
intervention of the teacher's voice isn’t often as positively effective as the young
native voices.
+ Open tapes for children to sing along and make movements. When children
have grasped the whole ways to sing each verse, children need to be connected
to sing the complete song. Again CD / DVD gives opportunities for children to
adjust the sound and rythym
+ Have children sing in groups, combining both singing and making movements.
+ Call on some students to perform before the class.
After finishing teaching a song, the children will be very excited and the
lessons also become more interesting. By the way teaching English through
songs will be easier for the teacher to teach as well as for children to study.
These songs are often used in less controlled practice / Production, warm up or
checking the previous lessons. Along with songs, chants also play an important
role in practising children new words, modal sentences, intonation and stress.
B. Chants:[5]

A chant is simply vocabulary spoken over a background of music or
rhythm. They are useful because something about the music energizes the
students, and they have to pronounce the word in a rhythm. I found that a chant
is a lot easier to teach than a song. However, I also use chants often in my
regular weekly classes. Also, if you are not comfortable with singing in front of
your students, chants are useful.
In the process of learning a foreign language, we have used the nature of
this type of chant to train the students ability to speak English correctly with the
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sentence stress and sentence rhythm as well as remind students the grammar that
they were learned as sample sentences, vocabulary... Teach students the
language functions such as explanation, asking for information, developing
listening and speaking skills, creating a fun atmosphere in the classroom
appealing to help students learn to speak a foreign language easier. The chants
are all constructed on the basis of common everyday words, not poetry. Rhythm,
stress and intonation of the chant is a version of a natural language, a word of
those who have studied in. For example, when we read “Hi, how are you? Fine,
How are you? (chant) our reading must be the same as the words saying in the
society, although it echoes the rhythm of poetry. Chant for foreign language
classes often serve the purpose of teaching, grammar (sample sentence),
pronunciation (stress, rhythm sentence, consonant - vowel sounds). We call these
kinds of chants asVocabulary, Grammar chants or Phonics chants.To help the
students study well, the teachers must master the process of teaching a chant:
* The process of teaching a chant:[5]
- Have students listen to the teacher read the form once, the teacher says while
clapping to the beat all. Have students read new words. Teachers explain the
meaning of new words using pictures and illustrative movements without
translation into Vietnamese. Speaking content chant, teachers just explain to

children of all common sense chant, through images, gestures, situations. Not
taught phrases appear in all chants. We offer corpus for children in principle as
they are prefabricated units.
- Teaching reading the post chants. Teachers copied chants on the board then
marked * or underlined sentence stress for students to read properly. Read each
statement of post chant and clap in accordance with the accent and rhythm of
each sentence. Note repeatedly until drill their students to memorize. Teach
student the movement in post chant.
- Divide the class into two groups. A group repeats each sentence of the chant
while other claps their hands in the correct rythym of the chant then switch roles
to do the steps above.
- Call a student reread chants.
- The class read the chant again to review the entire phonics of the chant
* For example : Teaching a chant to practice the phrases and words in the Let's
learn - let's go 4 unit 2A (Grade 5)
+ Teacher shows someLook
pictures
and posts or writes the chant on the board:
at him
He can swim
Look at Nick
He can use chopsticks
Look at me
8
I can climb a tree


+ Listen though: Let students listen to the teacher reading the chant a few times
to create the impression of rhythm.
+ Teaching the meaning: Explain the main ideal of the whole chant, not translate

each sentence. For example: This chant tells us what Nam can do. He can swim;
and what you Nick? He can use chopsticks. And what about you? A friend said
that he could climb a tree
+ Read and beat: Let students read each sentence in the rythym, read while
clapping or tapping beat by beating hands down on the table :
- Look (clap) at him (clap)
- He (clap) can swim (clap)
- Look (clap) at Nick (clap)
- He (clap) can use (clap) chopsticks (clap)
- Look (clap) at me (clap)
- I (clap) can climb (clap) a tree (clap)
The rhythm falls on the accented syllable, bold letters. Teacher helps
students read and reread many times until memorized
+ Drama: Call a group of 3 students to the board: S1 takes the role of the boy;
S2 takes the role of Nick; S3 plays the role "Me". The whole class read the
chant while clapping their hands. Three Ss in turn do movements.
- The whole class clap their hands and point to the boy: Look (clap) at
him (clap). He (clap) can swim (clap)
 The boy makes the gestures of swimming
- The whole class clap their hands and point to Nick:
- Look (clap) at Nick (clap) . He (clap) can use (clap) chopsticks (clap)
 Nick makes the gestures of using the chopsticks

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- The class sit silently. The student who plays "Me" reads while making
gestures: “Look at me”then points at his chest and reads “ I can climb a
tree” at the same time making gestures to climb a tree.
- These are steps of teaching a chant to change the class atmosphere

effectively.They are very confident to read chants and chants help them
read better in English intonation
*Here are pictures of the students who are reading chants:

By teaching the songs and chants, the teacher helps students really enjoy
participating in performances, reading-speaking English. However, in the book
Let’s go there are not many songs because each unit has only one song while
there are 4 units in each book it means that Ss only study 4 songs per semester
(for the fifth form) and there is no chant. Therefore, we should have the best
solution that is improving the ability of composing songs and chants by
ourselves.
3.3/ Composing and guiding students to compose songs and chants:
A. Songs:[6]
In the book Let's go there is only one song per each unit and there are not
any chants so the teachers always have to look for songs and chants matching the
theme of the lesson. But there are too many English songs so sometimes it
seems difficult for the teachers to find a suitable song for their class. The
appropriate requires here involve many aspects: suitable for ages, suitable for the
topics that they learning, suitable for to the ability to acquire, and suitable for
children’s understanding. Sometimes we find a good song which is suitable
with the theme but its rythym is very difficult for the children to imitate
*For example : The song “Rock my soul”
I’m in the bosom of Abraham. Oh, rock my soul.
I’m safe in the shadow of the towering man. Oh, rock my soul
His bosom is dark and deep and wide. Oh, rock my soul
And I can feel the light shining from inside. Oh, rock my soul.
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Or the song below is not suitable for Vietnamese culture, so it’s difficult for the

children to understand its content.
Little Jack Horner
Sat in a corner,
Eating his Christmas pie:
He put his thumb,
And pulled our a plum,
And said: “What a good boy am I?”
Sometimes finding the song but its content is too familiar so it does not inspire
the children. For example:
The ABC song
ABCDEFG
HIJKLMNOP
QRSTUVW
XYZ oh well you see!
Now I know the ABC
To solve the above proble, the teacher must know how to compose a song at the
request of her. However, it’s impossible for teachers to compose the rythym of
the songs because they are not musicians and do not understand the basic music.
So teachers can use the melody of the songs that are familiar with the children,
or the songs are taken from English books for primary students or the songs in
the course of their own and then compose the new lysics. However, to do these
the songwriting, the teacher needs to master the following steps:[3]
+ Step1: Select the sample songs (with interesting melody but also easy to
remember)
+ Step 2: Select the topic, theme matching the content that the teachers are
teaching or teachers need to review.
+ Step 3: Find words related to the topic chosen for replacement (to do this step
students have to find the words that are suitable for both content and number of
syllables
+ Step 4: Merge the selected words in the lyrics to make a new song as the topics

that teachers select.
* For example: To practice Ss the modal sentence: “What’s the matter?” and the
vocabularies about the topic “ Physical states” in Unit 2 Let’s go 2A (for grade
5) I have done the following:
+ Step1: Choose the song “Brother John” for model. This is an interesting song
with familiar melody.

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(Teachers presents the song -> Let the Ss listen carefully to recognize the
melody of the song)
+ Step 2: Provide training requirements for students is learning phrases "What's
the matter?" And the topic of vocabulary is "Physical states"
+ Step 3: Find the related topic to replace such as "sick, OK, hot, tired ... .."
+ Step 4: Merge the selected word into the lyrics of a song to create new song

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What’s the matter ?

What’s

I

What’s the

I’m

the

mat -

am

sick

mat – ter

O

-

with

K

ter ? What’s the

I

mat -

am

sick

you ? What’s the mat – ter

I’m

O

ter ?

-

with you ?

K

For the teacher’s composing gets good effectiveness, the teacher also
guides students how to compose songs in order to promote the knowledge they
have learned. Teacher brings the topics for the students to discuss and they
compose the songs for themselves. That's the next extremely important step for
them to practice language effectively.
* Drill: Basing on the steps of composing a song and the sample song above.
Teacher gives a topic,some modal sentences and vocabularies, then asks Ss to
make new lyrics with this melody.
* Here are some students’new lyrics :
+ 1st song : Topic “ Family”
He’s my daddy. He’s my daddy
His name’s Trung. His name’s Trung
He’s forty years old. He’s forty years old
I love him. I love him
(brother/fifteen, sister/ten......)
+ 2nd song: Topis “The weather”
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Windy, rainy
Cloudy, sunny.
Wind and rain,
Cloud and sun.
Wind strong, rain heavy
Cloud thick, sun burning.
Wind and rain,
Cloud and sun.
* Here is a picture of Ss who are singing and dancing the song “The weather”

Example 2: To train the students some phrases describing daily activities in Unit
8 let's go 2B the teacher guides students to use the melody of the song "This is
the way I go to school" and replace these phrases into it to make new lyrics .
+Teacher presents the song “This is the way I go to school":
*This is the way I go to school
Go to school, go to school
This is the way I go to school
So early in the morning

*This is the way I go to school
Go to school, go to school
This is the way I go to school
So early in the morning

+ Students make new lyrics
*This is the way I brush my teeth
Brush my teeth, brush my teeth
This is the way I brush my teeth
So early in the morning

*This is the way I brush my teeth
Brush my teeth, brush my teeth
This is the way I brush my teeth
So early in the morning

+ And other similar phrases can be replaced such as: “wash my face; comb my
hair…”

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Example 3: Teachers can take any songs in the textbooks and asks them to
compose new lyrics as the topic that the teacher requires.
For example, basing on the song "I like yellow" in the unit 8 of let's go 1B
students write more new lyrics about animals, colors, school supplies, food drink ...
*Here is the students’lyrics that is composed basing on the sample song “I like
yellow”:
I like hot dog
Yes I do
I like hot dog
Yes I do
I like hot dog, I do too
I like hot dog , too.
Similarly, Ss can sing a lot of songs by replacing suitable words in above
sample
Through this part of composing songs I realize that students are really
proactive and creative in the use of vocabulary, they can improve their
vocabulary significantly, and especially remember phrases well. One little more
methods that students need to do similarly is Chants

B. Chants
I know children would love to read poetry and singing. So that teachers
can avoid boring atmosphere when teaching children to learn words, phrases and
pronunciations by using the above chants. However, sometimes it is not easy for
the teacher to find out the suitable chants with the requirement that the teacher
is teaching. For example, there are words that we need to teach for Vietnamese
children such as “Chopsticks”, or difficult English sounds that Vietnamese Ss
often make mistakes such as / s /, / ∫ /, / t∫ /, / δ /,/θ/ are difficult to find in the
chants used to teach for the Western children. So the challenge for teacher is to
build himself/herself an ability of making chants. Besides, an other reason is
that we could not find many but could find only some chants with a theme, a
sample sentence . Capacity of making chants helps teachers enhance the number
of chants in a topic, for a purpose. The method is mainly based on an available
chant and change its elements according to their own. But the most important
thing while composing chants is to keep the beat of the original chant. To ensure
this we need to note about the number of sounds ( not words because in
English, there may be one or more sounds in each word).
->There is no chant in the book Let’s go so the teacher herself/himself has to
make chants for the Ss to practice
For example: The teachers can change its elements according to their own..
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Original sentences
Meet my friends
Peter and Mary
Meet my friends
Tom and Tony
Play with my friends
Yeah! Yeah! Yeah!

Compositions
There’s a dog
I like dogs
There’s a frog
I like frogs
What do you like?
Dogs and frogs

So from an original chants teachers themselves can compose a similar
chants with slowly and humming rythym of reading that makes students very
easy to remember.
For the teacher’s composing gets good effectiveness, the teacher also
guides students how to compose chants in order to improve the knowledge they
have learned. Teacher brings the topics for the students to discuss and they
compose the chants for themselves. That's the next extremely important step for
them to practice language effectively.[5]
*Here are some chants that the students compose basing on the teacher’s
“original sentences”.
+ 1st chant: Topic “ Happening activities”:
What are they doing?
She is skipping in the garden
He is skating in the garden
They’re playing in the garden
They’re very happy and fun
+ 2nd chant: Topic: “Household objects”
This is my room. It’s large
This is my bed. It’s small
This is my chair. Near the bed.
Next to the table. It’s brown

What about your room? What about your room?
+ 3rd chant: Topic: “ The weather”
The weather is fine today.
The weather is fine today.
It’s sunny.
It’s sunny
Let’s go fishing
Let’s go swimming
Oh we have a lot of fun
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There are many chants that the students compose are very funny. However they
have known how to compose chants by themselves, this helps them develop
language as well as be interested in the subject alot.
* Here are the pictures of the students practising chants under the teacher’s
guide.

* The students practice composing the
chants in groups.

* Each group perform before the
class

*Students perform individually.

Students perform before the class individually

Through the application and composing chants and songs in the lesson in
English classes I see a lot more efficient than the conventional practice, the

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children participate actively and lively in lessons, they self-promote the
independence of their creativity in composing songs, chants and express
themselves through their work. The songs, chants are searched online and
composed thematic requirements in accordance with their young age. This
measure helps them not boring in English classes. This initiative also requires
the flexibility of teachers in the use of teaching methods.
4. The results:
Thanks to the combination of teaching methods and the organizational
form of teaching, especially the type of teaching that students are center
maximizes the capacity of each student. So their ability to learn English is very
good. The children learn English with a passion, excitement.
* In the class, the majority of students participate in group activities, and build
up the lessons excitedly.
* They read and speak English more naturally, they know how to use rising and
falling intonation as well as to interrupt and break better than they used to
before
* Through songs and chants,they are practised four basic skills: listening,
speaking, reading, writing effectively
* They are more fearless and self-confident in communication, dare to show
their opinions before the crowd
* Through the application songs and chants as well as teaching them how to
compose songs in the process of teaching English for the students at Dong
Tien B primary school, I see a visible change in learning attitude of students in
English classes. Students are eager to prepare the lessons before class so that the
quality of English has improved markedly.
The result of survey by the end of the first term
Class

5B

Total
30

Excellent
10

Percent
33%

Quality
Good Percent
12
40%

Average
8

Percent
27%

Weak
0

Percent
0

Looking at the statistics as a teacher I believe that: Measures to help
students improve their ability to practice English through songs and chants, will

help students develop the best language learning ability of themselves as well as
raising the level of teachers who always try their best to find the best methods
for teaching their students.
III - CONCLUSION AND SUGGESTIONS
18


1.Conclusion: Through research and application topics: “Several measures to
help the fifth form students confidently practise English through songs and
chants”. I've learned some lessons.
To improve the quality of teaching, the teacher must be dedicated to her craft,
take responsibility for their lessons, take care of all students in the class and the
quality of teaching to find flexible approaches towards innovation in line with
her students.
- Prepare lesson plans thoughtfully, meticulously. Increase use of available or
homemade teaching aids practically and effectively.
- Using methods of teaching flexiblly in English lessons, especially using
songs or chants that are available, composed or collected, combining with
organizing games to enhance vocabulary and practice modal sentences in order
to give students a keen subject. Consolidate for Students simple centre
knowledge which is easy to remember, easy to use.
- Encourage students to speak English more regularly in the class.
- Reward frequently gifted students who have progress and participation in
building lessons. In addition, regularly help and encourage the students who are
weak and immediately correct their mistakes of the foreign language gently, so
they are not guilt, shame, fear of failure leads to afraid to say or lazy learning.
With much effort, the heart of enthusiasm for the job I'm always striving to
find new ways of teaching to engage students and help them love English
language, learning English much better. Above is amount of little experience
that I have done and achieved positive results during the last teaching.

2. Suggestions:
To improve the quality of teaching and learning of English in primary
school I have some suggestions to management:
+ Request more on providing audiovisual equipment for effective school
+ Request more information on the subjects of English language for teachers
have more conditions to learn from each other
+ Suggest superior rooms to facilitate the teaching and learning of foreign
languages, audiovisual room and multimedia classrooms.
Above are some of the content and methods that I have drawn from actual
teaching of myself in teaching and learning in Dong Tien B primary schools. But
there are still certain restrictions so I look forward to the comments of colleagues
and superiors’comments to the subject for more complete days.
CONFIRMATION OF THE
Dong Son, March 15th 2018
LEADER OF THE GROUP

I assure that this is my experience initiative. I
do not copy other people’s content.
19


Writer: Le Thi Huong

References
1. Sổ tay người dạy tiếng Anh – nhiều tác gia
2. Phương pháp dạy tiếng Anh trong trường phổ thông – Nguyễn Hạnh Dung
3. Phương pháp dạy tiếng Anh tiểu học – Nguyễn Quốc Hùng
4. Teach English. – Cambridge University Press
5. Teach young learners English – Nguyen Quoc Hung, MA
20

6. Websites:
/>o/kid-song
Bai hat tieng anh
o/kid-songs/

INDEX
Page
I - INTRODUCTION

1

1. The reasons of choosing topic

1

2. The purpose of study

1

3. The object of study

1

4. The methods of study

1

II. THE CONTENT

2
21


1. Theoretical basic

2

2. The current situation

3

3. Solutions and implementations

4

3.1:Studying the textbooks

4

3.2:Methods of teaching songs and chants for primary students

5

3.3:Composing and guilding students to compose songs and chants

10

4. The results

18

III. CONCLUSION AND SUGGESTIONS

19

1. Conclusion

19

2. Suggestions

19

22