Motivating students to learn english through english songs at yen dinh 1 high school

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA

TRƯỜNG THPT YÊN ĐỊNH 1

SÁNG KIẾN KINH NGHIỆM

MOTIVATING STUDENTS TO LEARN ENGLISH
THROUGH ENGLISH SONGS
AT YEN DINH 1 HIGH SCHOOL

Người thực hiện: Trịnh Đình Lan
Chức vụ: Giáo viên
SKKN thuộc lĩnh mực (môn): Tiếng Anh

THANH HÓA, NĂM 2021


TABLE OF CONTENTS
PART 1: INTRODUCTION.................................................................................1
1. 1. Reasons for choosing topics..........................................................................1
1. 2. Aims and objectives.......................................................................................1
1. 3. Scope and subject..........................................................................................1
1. 4. Methodology of the experience initiative......................................................1
PART 2: DEVELOPMENT...................................................................................2
2. 1. Theoretical basis of the experience initiative................................................2
2. 1. 1. Advantages of the use of songs in English classes................................2
2. 1. 2. Definition of songs................................................................................2
2. 1. 3. Why were songs chosen to teach?.........................................................3
2. 1. 4. What kind of songs should be chosen in lessons?.................................3
2. 2. Present situation of teaching and learning English........................................3
2. 3. Some solutions...............................................................................................4

2. 3. 1. Using English songs to lead in new lessons..........................................4
2. 3. 1. 1. Unit 10 Conservation - Reading - English 10...............................4
2. 3. 1. 2. Unit 12 Music - Speaking - English 10. ......................................5
2. 3. 1. 3. Unit 13 Films & Cinema - Writing - English 10..........................5
2. 3. 1. 4. Unit 14 The world Cup - Reading - English 10............................5
2. 3. 1. 5. Unit 1 Friendship - Reading - English 11.....................................6
2. 3. 1. 6. Unit 8 Celebrations - Reading - English 11..................................6
2. 3. 1. 7. Unit 6 Future job - Reading - English 12.....................................6
2. 3. 1. 8. Unit 13 Sea Games - Reading - English 12.................................7
2. 3. 1. 9. Unit 15 Woman in Society - Reading - English 12......................7
2. 3. 2. Songs used to practise using vocabulary...............................................7
2. 3. 2. 1. Exercise 1: Fill the gaps with the antonyms of the given words.. .9
2. 3. 2. 2. Exercise 2. Fill the gaps with the missing words..........................9
2. 3. 2. 3. Exercise 3. Choose the right words...............................................9
2. 3. 3. Songs used to introduce related grammar points.................................10
2. 3. 3. 1. Unit 8 Language focus - Conditional sentence type 1
English 10...................................................................................10
2. 3. 3. 2. Unit 1 Language focus - Infinitive with to - English 11..............10
2. 3. 3. 3. Unit 1: Language focus - Infinitive without to - English 11........10
2. 3. 3. 4. Unit 7 Language focus - Conditional sentences - English 11.....11
2. 3. 3. 5. Unit 5 Language focus - Subjunctive - English 12......................11
2. 3. 3. 6. Unit 13 Language focus - Comparatives - English 12...............12
2. 3. 3. 7. Unit 2 Language focus - English 12 - Verb Tense Review..........12
2. 3. 3. 8. Unit 5 Language focus - Present Perfect - English 10.................13
2. 3. 3. 9. Unit 3: Language focus - English 11- Passive Infinitive.............13
2. 4. The effectiveness of the experience initiative.............................................13
2. 4. 1. From the survey...................................................................................13
2. 4. 2. From teaching process.........................................................................14
2. 4. 3. Experimental lesson plan.....................................................................15
PART 3: CONCLUSION.....................................................................................20

I


3. 1. Conclusion...................................................................................................20
3. 2. Recommendations.......................................................................................20
REFERENCES....................................................................................................21

II


PART 1: INTRODUCTION
1. 1. Reasons for choosing topics
English has become a really important tool in order to succeed
professionally in our society; it is the language for business, research, public
relations and the Internet. For this reason, teachers are looking for better
strategies to teach this subject. For language educators and practitioners, how to
effectively motivate students to learn has long been a crucial concern issue.
Among all the factors that affect learning motivations, teaching styles and
teaching materials might be regarded as the most essential elements to be taken
into consideration for achieving a more successful teaching and learning. The
objective of this study was to explore whether English songs can enhance school
students’ motivation for learning English. Songs in common, and English songs
in particular, play an important role in the development of students learning a
foreign language. Using English songs in the classroom is a very easy tool to
motivate students. It works as an ice-breaker against the routine. English songs
could be an essential part of English teaching, because it makes the students feel
more receptive to the language. Teachers may adopt songs in the EFL classroom
for many reasons and they mainly come from three different aspects: affective,
cognitive and linguistic. Due to the above mentioned reasons, I have chosen the
following topic: “Motivating students to learn English through English songs at

Yen Dinh 1 high school”.
The reason why I have chosen this topic is to share my colleagues with a
few experiences aimed at improving the effectiveness of learning English for
students.
1. 2. Aims and objectives
The main concern of this study is to explore the use of songs as an
interesting teaching instrument in order to motivate students in learning English.
I want to describe how influential music can be in language learning and how
teachers can use songs in their lessons. Another aim is to provide various ideas
of using songs in EFL classes and to list several activities as examples.
The aims of the present study are hopefully able to:
- Find out whether English songs motivates students in learning English.
- Examine if English songs in lessons improve students’ language skills and
grammar.
1. 3. Scope and subject
This experience initiative is focused only on:

Motivating students to learn English through English songs.

123 Yen Dinh 1 high school students.
With the above mentioned aims and due to limited time and size for an
experience initiative, I would like to deal with written exercises only. The
exercises for students are taken out from books, textbooks, internet in English.
1. 4. Methodology of the experience initiative
In order to achieve the aims mentioned above, the experience initiative
uses the methods of observation, interview, questionnaire and summation of
teaching experience. The data can be recorded formally and informally. The
1

interview is used to record teachers’ information. The survey by written tests
with three classes of high school students will be conducted with questionnaire
to get information to support the experience initiative.
PART 2: DEVELOPMENT
2. 1. Theoretical basis of the experience initiative
The author chooses this topic to address a number of requirements in
terms of science and practice as follows:
2. 1. 1. Advantages of the use of songs in English classes
In this experience initiative, music has been chosen as a teaching media to
teach vocabulary and grammar to students. Music changes brain waves and
makes the brain more active and receptive for leaning.
Murphy (1992:15) takes into account teachers beginning by using songs in their
classes and advises them to start by using songs slowly and trying what works
for them and their classes. He suggests using “background music at the
beginning or end of class or while students are doing a composition” or “using a
song cloze exercise in the last five minutes” However, Griffee (1992)
emphasizes that it is crucial to choose the right piece of music as the song
should not be distracting but its purpose should be rather stimulating and
motivating.
According to Orlova (2003) these are some of the advantages for working in
class with songs:
•
Practicing the rhythm, stress and the intonation patterns of the English
language.
•
Teaching vocabulary, especially in the vocabulary reinforcement stage.
•
Teaching grammar. In this respect, songs are especially favored by
teachers while investigating the use of the tenses.
•

Teaching speaking. For this purpose, songs and mainly their lyrics are
employed as a stimulus for class discussions.
•
Teaching listening. Music can be helpful for comprehension.
•
Developing writing skills. For this purpose a song can be used in a variety
of ways; for example, speculation as to what could happen to the characters in
the future, writing a letter to the main character, etc.
2. 1. 2. Definition of songs
Merriam-Webster Dictionary defines a song as “a short piece of music
with words that are sung” and according to Oxford Paperback Dictionary and
Thesaurus, a song is a “set of words set to music” (2009:885). It is clear from
both of these definitions that defining song without music is truly impossible.
Both of these definitions also consider a song as a blend of music and words. A
song is a short musical composition with word.
A song is a relatively short musical composition for the human voice,
possibly accompanied by other musical instrument which features words
(lyrics).

2


It is typically for a solo singer, though may also be a duet, trio or more
voice (word with more than) one voice to a part, however, are considered choral.
The words of songs are typically of a poetic, rhyming nature, although they may
be religious verses of free prose song can be broadly divide into different many
forms depending on the criteria used, one division is between “art songs”,
popular songs and folk songs.
2. 1. 3. Why were songs chosen to teach?
Lyn Newton (2009) points out that “singing songs helps expose students

to various types of genres” and he also shows us the benefits of listening to
songs:
- Listening to songs is something people do in real life.
- The language in songs is authentic/real.
- They are interesting; they motivate learners.
- Repetition is not boring if it is in a song.
- Rhythm and stress are easy in a song.
- New vocabulary is learnt in context.
- Listening to songs is a good group activity.
- We can all sing alone.
What’s more songs not only make students relaxed but also help them improve
their pronunciation, intonation and some grammar points. I feel that songs are
therefore generally sources of authentic language used in the real world.
2. 1. 4. What kind of songs should be chosen in lessons?
Teacher should choose songs carefully to have a desirable effect. When
choosing an appropriate song, one should remember to especially consider the
levels of language proficiency of students. Teacher should decide whether it
should be a rock song, a pop song or something else. Besides, the content of the
songs must be clear and easy to understand. The content of the songs related to
the topics of the lesson is the best choice for teacher to review the lesson. For
example, songs about friendship, family or love can be acceptable. Teachers
should use songs that are interesting, humourous or something meaningful to
life.
2. 2. Present situation of teaching and learning English
Yen Dinh 1 high school is located in an economic area facing many
difficulties, the majority of students come from rural communes with low
limited educational conditions, so they are not aware of the importance of
learning, (especially English). This leads to the fact that the quality of the
school's English in recent years is very low. It must also be said that English is a
difficult subject for rural students. Although students have been studying English

for 4 years at lower secondary schools, many students, when entering 10th
grade, do not understand the basic knowledge of English.
English is a compulsory test in the national examinations, but many
students do not try their best to learn, or just learn to deal with their teachers as
well as their parents.
Many students find English a difficult subject, so they are afraid of
studying English, just learn in class, and do not spend extra-time studying at
3


home. English subject requires learners to work hard, invest a lot of time, and be
methodical. However, most students only focus on studying subjects for
university exams, but pay little attention to improving English.
English teachers have made a lot of effort in applying new teaching
methods in the direction of positive students' activities. Partly, some teachers are
less willing to invest in the lessons, paying little attention to searching for
suitable teaching methods. Many active teaching activities have only been used
formally but have not been invested, properly prepared and implemented in the
right process. As a result, the quality and effectiveness of the subject are not
really as good as expected.
2. 3. Some solutions
2. 3. 1. Using English songs to lead in new lessons.
I have tried out a few different ways to introduce a lesson. So leading in
the new lesson by using song lyric is the best technique that is integrated skill.
Pre-listening questions
Griffee (1992) suggests providing students with some pieces of
information about the song and the author and also providing them with some
pictures. Then students can discuss several questions:
- What type of music do you think this song will be? Rock, country, folk, etc.
- Do you expect the singer will be man/woman; over thirty/under thirty; US,

British, etc.
- Will the song be fast, moderate or slow?
- What are some of the words you expect to hear?
- In one word or phrase, what is this song going to be about?
- Do you think you are going to like this song?”
Not only is this activity suitable to introduce the song to the students, but
thanks to this activity, students become more motivated and interested in the
song. The songs related to the topics of the lessons used to introduced the new
lesson and vocabularies in Units that follow:
2. 3. 1. 1. Unit 10 Conservation - Reading - English 10
Earth song – Michael Jackson
With this song, the teacher can
ask students the following
questions to lead in the new
lesson:
What is the song about?
How do you feel when you hear
this song?
What happened
to our
environment/forest/animals?
What have people done with our
environment?
And what are the sequences?
2. 3. 1. 2. Unit 12 Music - Speaking - English 10
Pop music: As long as you love me – The Backstreet boys
4


Classical music: Nocturnes - Op. 9, No. 2

Rock n’ roll: Ra khoi – Pham Anh Khoa
Folk music: Con Duyen – Thuy Huong
Jazz: Gap nhau lam ngo – Nhac Jazz
The following questions can be made:
What kind of music is this song?
What is folk music/Pop/Jazz/Classical music?
Tell me some other songs of pop/Jazz/folk music?
What kind of music do you like? Why?
When do you often to music?
2. 3. 1. 3. Unit 13 Films & Cinema - Writing - English 10
My heart will go on
- Celine Dion
What is the name of the song?
Which film is it played in?
Have you ever seen this film?
Who
is/are
the
main
character(s)?
What is he/she like?

2. 3. 1. 4. Unit 14 The world Cup - Reading - English 10
Hips don’t lie. (Bamboo) - Shakira
The Cup of Life - Ricky
Martin.
Wavin' Flag - K'naan.
La La La - Shakira feat.
Carlinhos Brown.
Tell me the name of the song.

In what occasion were these
songs sung?
What world cup was the song
sung in?
What are these songs about?
How do you feel when you
hear these songs?
2. 3. 1. 5. Unit 1 Friendship Reading - English 11
Seasons in the sun – Westlife
What is the song about?
5


How is the friendship in the song?
What do they often share with each other?
Do they have fun together?
Do you want to have a friendship like that?
2. 3. 1. 6. Unit 8 Celebrations - Reading - English 11
Happy new year – ABBA
When do you often hear this
song?
What is the song about?
When is Tet holiday?
What do people often do at Tet?
Do you like watching fireworks
at Tet?
How do you feel when you hear
this song?

2. 3. 1. 7. Unit 6 Future job - Reading - English 12

People song – English with Korean Subtitles.
I see a fire fighter fighting fire.
I see a car mechanic changing
tires.
I see a pilot flying through the
air.
I see a barber cutting people's
hair.
I see the people in my town.
and I say... "Hey brother! What's
going down?"
I see a postman with the mail.
I see the police putting folk in
jail.
I see a life guard at the swimming pool.
I see the teacher in the local school.
- Ask students to work in groups and write all the jobs they hear in the songs as
much as possible on their extra board.
2. 3. 1. 8. Unit 13 Sea Games - Reading - English 12
For the world of tomorrow –
Nguyen Quang Vinh
What is the name of the
song?
What event was it?
Where do think the event
took place?
6


What is the logo of the event?

2. 3. 1. 9. Unit 15 Woman in Society - Reading - English 12
Woman in love - Barbara
Joan Streisand
What is the name of the
song?
What is the song about?
What is the right of woman
in the song?
Do you think women
nowadays are as equal as
men? Why?
2. 3. 2. Songs used to practise using vocabulary
Songs are alternative way to increase English and give students
opportunities especially on vocabulary. Songs also give students the opportunity
to enrich vocabulary by vocalizing the language.
Gap-fill exercise is probably the most popular, well-known, and
commonly used song activity all over the world. Teachers hands out copies of
the lyrics with several missing words. It is always important when doing an
exercise like this, to let students read the lyrics before listening to get a general
gist of the song and to have an opportunity to ask any questions. Students also
have time to look at the blanks trying to guess what words might fit there or at
least to guess what word class should fill the gap. Teachers then plays the song
and students should write the correct word into the gap according to what they
hear. This activity can serve as a great practice of listening skills.
The procedure is to write the target words on the board, replay the
sentences containing them, and ask learners to work out their meaning.”
Before the listening, I will ask the students to go quickly through the text so that
they have at least a rough idea what it is about. While the listening, they will be
asked to underline the correct words they hear will in the lyrics.
Then followed the listening activity with the song aimed at focused listening. I

told the students that they were going to listen to the song. I handed out the
copies of the worksheet with the lyrics, telling the students to listen to the song
and try to choose the correct word they would hear in the song. By practising
vocabulary, teacher asks students to choose the words that have the same
meaning or opposite meaning with the given ones as exploited through the
following song:

7


2. 3. 2. 1. Exercise 1: Fill the gaps with the antonyms of the given words:

8


Teacher plays the tape (the song), and asks students to listen to and complete
filling the gaps with the antonyms of the given words.
1. The club isn't the ………… (worst) place to find a ………….. (hater)
2. So the bar is where I …………..(come)
3. Me and my ………………(enemies) at the table doing shots
4. Drinking …………...(slow) and then we talk ……………...(fast)
5. …………(Go) over and …………….(end) up a conversation with just me
6. And ……………..(distrust) me I'll give it a chance now
7. ……………(Give) my hand, ………………(start), put Van the Man on
the jukebox
8. And then we …………….. (stop) to dance, and now I'm singing like.
Teacher gives feedback
Keys: 1, best; 2, go; 3, friends; 4, faster - slow; 5, come - start; 6, trust
7, Take - stop; 8, start.
2. 3. 2. 2. Exercise 2. Fill the gaps with the missing words:

Teacher plays the song again and asks students to listen to and complete
filling the gaps with the missing words.
1. I'm in ………… with the ………….. of you
2. We ………. and ………… like a magnet do
3. Although my …………… is falling …….
4. I'm in love ………… your …………
5. And last …………. you …………. in my room
6. And ………. my bed sheets ……………. like you
7. Every day ……………………… something brand new
8. I'm in love with your …………...
Teacher gives feedback
Keys:
1, love - shape; 2, push - pull; 3, heart - too; 4, with - body
5, night were; 6, now - smell; 7, discovering; 8, body
2. 3. 2. 3. Exercise 3. Choose the right words:
Once again, teacher plays the song and asks students choose the right words
1. One weak/week/wick in we led/left/let the story begin
2. We're/were/where going out on our first did/date/day
3. You and my/me/mine are thrifty, so go all you can need/it/eat.
4. Fill/feel/fear up your bed/bag/beg and I fill up a plait/plate/pleat.
5. We talk for ours/hours/auras and hours about the suit/sweet/seat.
6. And the sore/sour/sure and whole/how/who your family is doing okay.
7. Live/leave/levee and get in a taxi, that/than/then kiss in the backseat.
8.
that/then/tell the driver make the radio play, and I'm
thinking/sinking/singing like.
Teacher gives feedback.
Keys:
1, week - let
2, We're - date

3, me - eat
4, Fill - bag - plate
5, hours - sweet
6, sour - how
9


7, Leave - then
8, Tell - singing
2. 3. 3. Songs used to introduce related grammar points
This activity does not have to develop only listening skills. It can be
easily adapted to practise vocabulary or grammatical structures as well. Teachers
can focus either on particular vocabulary in the lyrics or a specific word-class
(e.g. verbs, adverbs, prepositions,…) This gives the teacher a variety of options
from which he or she can choose and therefore can practise different
grammatical structures with students.
Songs can be used as a great source for practising not only the four basic
skills, but also to practise grammatical structures that can be sometimes difficult
for students. Songs can make it easier and turn it into fun activities where
students actually learn the grammar unconsciously.
Teachers may let students listen to the songs at the beginning or at the end
of the lesson so that students could recognize the structure or grammar points
used in the songs.
2. 3. 3. 1. Unit 8 Language focus - Conditional sentence type 1 - English 10
You can win if you want - Modern Talking
You can win if you want.
If you want it, you will win.
On your way you will see that life is more than fantasy.
Take my hand, follow me.
Oh, you've got a brand new friend for your life.

2. 3. 3. 2. Unit 1 Language focus - Infinitive with to - English 11
Sorry - Justin Bieber
You gotta go and get angry at all of my honesty.
You know I try but I don't do too well with apologies.
I hope I don't run out of time, could someone call a referee?
Cause I just need one more shot at forgiveness.
I know you know that I made those mistakes maybe once or twice.
By once or twice I mean maybe a couple a hundred times.
So let me, oh let me redeem, oh redeem, oh myself tonight.
Cause I just need one more shot at second chances.
Yeah, is it too late now to say sorry?
Cause I'm missing more than just your body.
Is it too late now to say sorry?
Yeah I know that I let you down.
Is it too late to say I'm sorry now?
2. 3. 3. 3. Unit 1: Language focus - Infinitive without to - English 11
Let Me Love You – DJ Snake, Justin Bieber
Say, go through the darkest of days.
Heaven's a heartbreak away.
Never let you go, never let me down.
Oh, it's been a hell of a ride.
Driving the edge of a knife.
Never let you go, never let me down.
10


Don't you give up, nah-nah-nah.
I won't give up, nah-nah-nah.
Let me love you.
Let me love you.

Don't you give up, nah-nah-nah.
I won't give up, nah-nah-nah.
Let me love you.
Let me love you.
Oh baby, baby.
2. 3. 3. 4. Unit 7 Language focus - Conditional sentences - English 11
Hero - Enrique Iglesias
Would you dance, if I asked you to dance.
Would you run, and never look back.
Would you cry, if you saw me crying.
Would you save my soul tonight.
Would you tremble, if I touched your lips.
Would you laugh, oh please tell me this.
Now would you die for the one you love.
Hold me in your arms tonight.
2. 3. 3. 5. Unit 5 Language focus - Subjunctive - English 12
If I Were A Boy – Beyonce
If I were a boy.
Even just for a day.
I’d roll outta bed in the morning.
And throw on what I wanted and go.
Drink beer with the guys.
And chase after girls.
I’d kick it with who I wanted.
And I’d never get confronted for it.
Cause they’d stick up for me.
If I were a boy.
I think I could understand.
How it feels to love a girl.
I swear I’d be a better man.

I’d listen to her.
'Cause I know how it hurts.
When you lose the one you wanted.
'Cause he’s taken you for granted.
And everything you had got destroyed.
If I were a boy.
I would turn off my phone.
Tell everyone it’s broken.
So they’d think that I was sleepin’ alone.
2. 3. 3. 6. Unit 13 Language focus - Comparatives - English 12
Stronger - Inez
11


Once Again I’m longing, for your hungry touch.
Picturing you on me, I’m missing you so much.
You turn on my imagination, doe you’re far away.
And in my fantasy you crave my body; I need you back to stay.
I got my Inside out, and my headache won’t stop.
I fail to not look back, as I’m bouncing down the wrong track.
Half way up, feels like going down, but I’m getting stronger and stronger.
Uhoo Uhooo (uhoo uhoo).
I’m getting stronger and stronger.
Uhoo Uhooo (uhoo uhoo).
I’m getting stronger and stronger.
While advanced students will usually have seen quite a few different verb
tenses in their day, they may have yet to encounter the subjunctive, and that’s
where “If I Were a Boy” comes in. Use this song to introduce a lesson on the
subjunctive, asking students what they think this mood implies in English.
2. 3. 3. 7. Unit 2 Language focus - English 12 - Verb Tense Review

Counting stars - Ryan Tedder
Lately, I've been, I've been losing sleep.
Dreaming about the things that we could be.
But baby, I've been, I've been playing hard.
Sitting, no more counting dollars.
We'll be counting stars, yeah we'll be counting stars.
I see this life like a swinging vine.
Swing my heart across the line.
And my face is flashing signs.
Seek it out and you shall find.
Oh, but I'm not that old
Young, but I'm not that bold
I don't think the world is sold
I'm just doing what we're told
I feel something so right
Doing the wrong thing
I feel something so wrong
Doing the right thing
Could lie, could lie, could lie
Everything that kills me makes me feel alive
By the time students have reached an advanced level, they’ll usually have
seen pretty much every verb tense there is, but that doesn’t mean they’ve
mastered them all. “Counting Stars” is a fantastic way to do a general verb
review using the same fill-in-the-blank exercise.
The reason why this song is so perfect for this exercise is that “Counting
Stars” features the present perfect progressive (“I’ve been losing sleep”), future
progressive (“we’ll be counting stars”), simple present, (“I see this
life”), present progressive (“I'm just doing”) and that’s all just in the first two
stanzas.
12

2. 3. 3. 8. Unit 5 Language focus - Present Perfect - English 10
I still haven’t found what I’m looking for
I have climbed highest mountains
I have run through the fields
Only to be with you
Only to be with you
I have run
I have crawled
I have scaled these city walls
These city walls
Only to be with you
But I still haven't found what I'm looking for
But I still haven't found what I'm looking for
I have kissed honey lips
Felt the healing in her fingertips
It burned like a fire
This burning desire
I have spoken with the tongue of angels
I have held the hand of a devil
It was warm in the night
I was cold as a stone
2. 3. 3. 9. Unit 3: Language focus - English 11- Passive Infinitive
Love to be loved by you – Marc Terenzi
Baby, tell me how can I tell you
That I love you more than life
Show me how can I show you
That I'm blinded by your light
When you touch me I can touch you

To find out the dream is true
I love to be loved by you
2. 4. The effectiveness of the experience initiative
2. 4. 1. From the survey
To understand the improvement of students’ abilities through English
songs, a questionnaire was designed by the researcher. A total of 10 survey items
were designed to investigate whether students were motivated to learn English
through English songs. Moreover, this study also examined how students felt
after learning English through songs. All the survey items were designed in
positive statements. 123 participants indicated the extent to which each item was
true for them on a 4-point scale. The scoring system was “strongly agree (SA)”,
“agree (A)”, “disagree (DA)”, and “strongly disagree (SD)”.
Table 1: Questionnaires on appreciation of English songs
No

Survey Items

SA

A

D

SD

13


1
2

3
4
5
6
7
8
9
10

I am very interested in learning English
through songs.
I can learn the vocabulary and
pronunciation in the lyrics.
I feel that English songs are helpful for my
English learning.
I feel that English songs help students to
understand grammar better.
I feel that English songs help students
improve listening skills.
I feel that English songs help students
improve speaking skills
I feel that English songs help students
improve reading skills.
I feel that English songs help students
improve writing skills
I want to spend more time learning English
songs.
I want to learn more English songs in
English lesson

101

13

9

0

79

33

11

0

91

31

1

0

56

59

8

0

68

49

6

0

45

62

16

0

41

56

26

0

47

58

18

0

80

41

2

0

83

39

1

0

We can see from table 1 that the majority of students agreed that learning
English songs was useful and helped them improve listening, speaking, reading,
writing and grammar.
Based on the results above, the major findings were summarized. We find
that overall class motivation has significantly increased after creative teaching.
Students were motivated to become more active learners. According to students’
responses, it could be elicited that most of the students were fond of learning
through English songs and they were interested in learning more after this
activity. It was also important to note that students’ English skills have been
improved. Therefore, the purpose of using English songs is just to create a more

interesting learning environment to engage students in learning English.
2. 4. 2. From teaching process
After a school year using the method “Motivating students to learn
English through English songs at Yen Dinh 1 high school”, the author has
gained very positive results as illustrated in the following tables:
Table 2: Before application
Learning
Proficient
Average
Weak
capacity
No
%
No
%
No
%
Class, No
10A13 (40)
6
15
19
47.5
15
37.5
11B7 (42)
5
11.9
22
52.4

15
35.7
14


12C1 (41)
5
12.2
23
56.1
13
31.7
Total: 123
16 13%
64
52%
43
35%
As it can be seen from table 2, the total number of proficient students is
only 16, accounting for 13 percent, and that of average students is 64 (52
percent) whereas the sum of weak students is 43, accounting for 35 percent.
Table 3: After application
Learning
Proficient
Average
Weak
capacity
No %
No
%

No
%
Class, No
10A13 (40)
17
42.5
21
52.5
2
5
11A14 (42)
17
40.5
23
54.8
2
4.8
12C1 (41)
18
43.9
21
51.2
2
4.9
Total: 123
52
42.3% 65
52.8% 6
4.9%
As illustrated from table 3 that after application, the total proficient

student number is 52, accounting for 42.3 percent, and 65 is the number of the
average student. Especially, the number of week students is only 6, accounting
for 4.9 percent.
Overall, the result showed that students are interested in learning, absorb
the lessons fast and deeply; they no longer feel afraid or scared, of course, when
learning English. The number of pretty good students increased remarkably. In
contrast, the number of poor students declined sharply. The fact that the majority
of students like singing and listening to English songs, that they enjoy the songs
presented during the research period, that they love watching them on TV or
dancing along, that they learn language items, as well as that they sing these
songs outside the classroom are clear indicators that songs positively influence
students’ attitudes and motivation for English learning.
2. 4. 3. Experimental lesson plan
With limited time, the author introduces only one experimental lesson
plan as follow:
Unit 13 : THE 22ND SEA GAMES - A. READING
(Period:73; Date of preparation: 10/3/2021)
I. OBJECTIVES
1. Knowledge:
- Vocabulary on the topic
- Information about the 22nd Sea Games
- Further skill development: communication skills, reading skills, skills of
working in pairs and groups
- Awareness of the need to understand more about the 22nd Sea Games
2. Targted competences:
- Increasing students’ communication, self-study skills, critical thinking,
problem- solving and creativeness.
3. Qualifications:
15

- Increasing students’ hard work, science awareness, self-study spirit,
enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and
overcoming difficulties.
II. TEACHING AIDS
1. Equipments: computer, televion connected with the internet.
2. Learning materials: textbook, pictures, videos.
III. TEACHING PROCESS
1. Class organization:
Class
Date of teaching
Attendance
12 C1
13/3/2021
41/41
2. Checking: During the lesson
3. New lesson:
ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu)
a) Objectives
Introduces the topic of the lesson and raises students' interest
(Mục tiêu)
b) Content
- Asks students to look at the screen, listen to the song of The
nd
(Nội dung) 22 Sea Games and answer the following questions:
For the world of tomorrow - Nguyen Quang Vinh
1, What is the name of the song?
2, What event was it?
3, Where do think the event took place?
4, What is the symbol of the event?

c) Products
(Sản
phẩm)

- Sts listen to the song and answer the questions
1, For the world of tomorrow - Nguyen Quang Vinh
2, It was The 22nd Sea Games
3, It took place in Hanoi
4, The symbol of the event is the Golden Buffalo
d)Implementation
- Asks students to look at the screen, listen to the official song
(Tổ chức
of The 22nd Sea Games and answer the questions:
thực hiện)
- Leads in new lesson: Unit 13 : The 22nd Sea Games
- A. Reading
ACTIVITY 2: KNOWLEDGE BUILDING
(Hoạt động 2: Hình Thành Kiến Thức)
a) Objectives Teacher introduces: - lexical items of the lesson
(Mục tiêu)
- information about the 22nd Sea Games
16


b) Content
(Nội dung)

c) Products
(Sản

phẩm)
d)

- Students write down new words and phrases
- Students practise new words and phrases
- Students know more about the 22nd Sea Games

Teacher: - shows the pictures, reads aloud the words or phrases
Implementation equivalent, explains their meaning.
(Tổ chức
- monitors; helps; tutorials
thực hiện)
- reviews; gives commendation reported results
- gives conclusion; emphasizes knowledge to
remember.
Students listen, answer the questions if available, repeat the
words or phrases and write down.
ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập)
a) Objectives - Skills: scanning for specific ideas, passage comprehension
(Mục tiêu)
b) Content
Task 1 :
(Nội dung)
- Asks students to try to guess meanings through the passage
or look up dictionary
Task 2:
- Asks students to scan the passage and find information to
complete the sentences
Task 3: - Asks students to find answers for all questions in the
passage in pairs

c) Products
- Helps students to know clearly about the 22nd Sea Games
(Sản
- Students read the text, develop extensive skills: scanning for
phẩm)
specific ideas, passage comprehension.
- Teacher gives feedback
Task 1 :
- Students present their products

17


Task 2:
- Students go to the board and write their answer:
1. the 5th to 13th December, 2003
2. 90 golds
3. the Swimming and Shooting Events
4. some point in the future
Task 3:
- Students write the answers for all questions on the board
1. It was solidarity, co-operation for peace and development.
2. 444 gold medals were won at the Sea Games.
3. The Vietnamese Women’s Football team successfully
defended the Sea Games title.
4. The Thai Men’s Football team won the gold medal.
5. It was because firstly, to prepare for the 22 nd Sea Games,
Vietnam carried out an intensive programme for its athletes,
which included training in facilities, both home and abroad;
secondly, with the strong support of their countrymen, the

Vietnamese athletes competed in high spirits
Teacher gives feedback
d)
- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ)
Implementation
States the requirements for each activity for the students.
(Tổ chức
Makes sure the students have a clear understanding of the tasks
thực hiện) for each activity before performing the tasks.
- Step 2- Perform tasks (Thực hiện nhiệm vụ):
Students work individually, in pairs, (or in groups) in the
process of performing tasks. Teacher does general observations
and helps if necessary.
- Step 3- Report, discussion (Báo cáo, thảo luận )
Asks a few students or group representatives to present their
answers. Other groups comment. Teacher gives general
comments.
- Step 4: Conclusion, judgment (Kết luận, nhận định):
18


Teacher presents specific learning products that students must
complete as required and clarifies the problem to be
resolved/explained; Learning tasks must be performed next.
ACTIVITY 4: APPLICATION (Hoạt động 4: vận dụng)
a) Objectives
Lesson comprehension
(Mục tiêu)
Vocabulary about sports
Students’ general knowledge about sports

b) Content
Post reading:
(Nội dung)
Teacher organizes a mini game: Guessing who she is.
Teacher shows three data one by one; students guess.
+ For a Wushu athlete.
1. She comes from Hanoi.
2. She is a beautiful athlete.
3. She won many gold medals in Wushu at the Sea Games.
+ For a football player.
1. He is a striker of the Vietnamese Football team.
2. He comes from Nghe An.
3. He is the goal scorer at the 29th Sea Games .
c) Products
Students speak out their answer:
(Sản phẩm)
+ The Wushu athlete:
+ The football player:
Thuy Hien
Nguyen Cong Phuong

d)

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ)
Teacher organizes a mini game: Guessing who she is.
(Tổ chức
Teacher shows three data: one by one; students guess.
thực hiện)
- Step 2- Perform tasks (Thực hiện nhiệm vụ):
Students work in groups and guess.

Teacher does general observations and help if necessary.
- Step 3- Report, discussion (Báo cáo, thảo luận )
Asks group representatives to present their answers. Other
groups comment. Teacher general comments.
Which group has the right answer in the earliest time will be
the winner.
- Step 4: Conclusion, judgment (Kết luận, nhận định):
Teacher gives feedback
4. Consolidation:
- Summarize the main points of the lesson.
Implementation

19


5. Homework:
- Review the points that have been covered in the lesson and learn by heart the
new words.
PART 3: CONCLUSION
3. 1. Conclusion
The results of our study led us to conclude that music significantly has a
positive effect on students’ language learning. It is also very beneficial that these
songs are not artificially created only for educational purposes and most of the
songs are not old. There are many modern and trendy songs which students may
be familiar from their everyday lives.
I believe that the solution of the subject not only perform well in
teaching English but well apply to other disciplines such as chemistry, physics,
geography, ect.
I look forward to receiving advices from our school staff as well as other
teachers, in order that the experience initiative should be better and better

completed.
3. 2. Recommendations
+ Schools should:
- Equip the video, tapes, clips, televisions connected with the internet to serve
the learning - teaching process.
- Organize some English singing contests in order to attract students to learning
English songs .
+ Teachers should:
- Regularly update new trendy songs in order to better their lessons.
- Spend time on their lesson plans applying new teaching methods.
- Paying much attention to searching for suitable teaching methods so that the
quality and effectiveness of the subject will be really as good as expected.
XÁC NHẬN CỦA
THỦ TRƯỞNG ĐƠN VỊ

Yên Định, ngày 10 tháng 5 năm 2021.
Tôi xin cam đoan đây là SKKN của
mình viết, khơng sao chép nội dung
của người khác.

Trịnh Đình Lan
REFERENCES
1. English 10 Text book - Education Publisher
2. English 11 Text book - Education Publisher
3. English 12 Text book - Education Publisher
4. Methodology (Curriculum Teaching Methodology - Qui Nhon University)
20


5. Methods of teaching English at high schools (Nguyen Manh Dung Education

Publisher - 2001)
6. Griffee (1992). Songs in Action, Prentice Hall International (UK) Ltd., 1992,
ISBN 0-13-950916-X
7. Murphy, J. (1998). Music and song. Oxford: Oxford University Press
8. Schoepp, K. (2001). Reasons for using songs in the ESL/EFL classroom. The
Internet TESL Journal, 7(2). Retrieved May 5, 2008, from
/>DANH MỤC CÁC ĐỀ TÀI SKKN ĐÃ ĐƯỢC HỘI ĐỒNG SKKN NGÀNH
XẾP LOẠI
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TÊN SKKN
XẾP LOẠI
1 Sử dụng đồ vật trong giảng dạy môn Tiếng
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2 Sử Dụng Giáo Cụ Trực Quan Trong Giảng
C
Dạy Môn Tiếng Anh Lớp 10
3 Integrating
environment
protection
C
education in teaching English at Tran An
Chiem high school

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