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 2

1.2. Objectives

page 3

1.3. Sample

page 3

1.4. Methodology

page 3

1.5. Significance of the study

page 4

INITIATIVE

CHAPTER II. PROBLEM SOLVING
2.1. Literature review

page 5

2.2. Procedures and activities to apply songs in the lesson

page 7

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
0


TABLE OF CONTENT
CHAPTER 1: INTRODUCTION
1.1.

Rationale

page 2

1.2.

Objectives

page 3

1.3.

Sample

page 3

1.4.

Methodology

page 3

1.5.

Significance of the study

page 4

CHAPTER 2: PROBLEM SOLVING
2.1. Literature review

page 5

2.2. Procedures to apply songs in the lesson

page 7

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

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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.
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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 3
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
-

3


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.

4


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).
5


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 do. 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 do 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 do 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.
6

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:
1. 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.
2. Songs are useful for teaching vocabulary.
3. Songs serve as an excellent listening material.
4. Songs can be used as supplemental texts in the end of the lesson, on special
occasions or as an additional component for vocabulary development.
5. Songs and music can be used to support grammar presentation, practice and
revision.
6. 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).

7


Encourage students to join in and do 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 do. 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
8


played multiple (at least three to four) times so that students can learn the song
and accompanying movements. Children still do not sing, but only do the
actions the teacher and do the actions. This stage can be repeated several times.

When listening to the song for the first time, children do not do 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
9


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 do 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 do 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 2.
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]
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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 do 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 2.
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
1. A: Did you like the movie “Start Wars?”
B: I don’t know. I (never/ see) …………………………….. that movie.
2. Sam (arrive) …………………………. in San Diego a week ago.
3. My best friend and I (know) ……………………….. each other for over
fifteen years. We still get together once a week.
4. 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.
5. I (have/ not) ………………… this much fun since I (be) …………….. kid.
6. 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.
7. I (tell) ……………….. him to stay on path while he was hiking, but he
(wander) ……………………. Off into the forest and (be) …………….. bitten
by a snake.
8. Listen Donna, I don’t care of you (miss) ………………….. the bus this

morning. You (be) ……………….. late to work many times. You are fired!
9. 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 2.
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 do
I (turn off)__________________ my phone
things for you even when
Tell everyone it's broken
you do 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.
1. Step One. I asked my students if they knew anything about the singer,
then introduced him to the students.
2. 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.
3. Step Three. After the first listening, I asked the students to fill in the
diagram with key words describing California as in the example:

4. 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.
5. 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 do you take care of the planet? What measures, if any, do 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!
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(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?
………?

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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
6
12,5 18
37,5 20
41.6 4
8,3
8C
52
10
19,2 20
38,5 17
32,7 5
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 1 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 3
6,25
8C

52
13
25
23
44,2 12
23
2
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 1
2.2
3 8C
52
15
28.8 25
48.2 12

23
0
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
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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
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