Using songs to teach some English vocabularies and structures for grade 6 students at Luan Thanh Secondary School

INDEX
Contents
Page
1. Preamble.
1
 1.1. Reasons for choosing the theme.
1
 1.2. The purposes of research.
1
 1.3. Subject of research.
2
 1.4. Research methodology.
2
2. Contents.
2
 2.1. Theoretical background.
2
 2.2. The status of the problem.
3
 2.3. Solutions and implementation.
3
 2.4. Achievements.
11
3. Conclusions and recommendations.
12
 3.1. Conclusions
12
 3.2. Recommendations.
12
References 
14
A list of teaching experience initiatives
15
1. Preamble
1.1. Reasons for choosing the theme.
English has been chosen as the international language and many countries use the most. It becomes the native language of more countries, the language of human beings’ communication worldwide.
	With the trend of international integration, Vietnam is increasingly promoting the availability of its all abilities in all fields. Today, English plays an increasingly important role. Therefore, Vietnamese education attaches great importance and puts the English program as a core subject in the education level courses in the education system.
	We also see the position of the course for the development of the whole society: as a tool to facilitate integration with the international community and the region, access to information and advance science and technology, access to other cultures as well as an important international event. English program in secondary level to the formation and development of students with the knowledge and basic skills in English and intellectual qualities need further studying or traveling higher up into working life.
	As we see the magic of human beings is to use language not only to communicate but also to combine language sounds to create something that stirs the heart and mind that we called music. Thus, in the native language teaching in general and teaching foreign languages ​​- English in particular will be very interesting and effective if we use some songs fit into the specific class.
	I myself, in the position of a teacher of English in secondary school, through several years of working, I know the method characterized by their respective departments track. I always research, improve the quality of teaching and studying English, especially with distant regions and with many difficulties as Luan Thanh, a mountainous commune of Thuong Xuan district.
	I noticed at this psychology age, most of these children are very fond of singing, it was demonstrated in the details of their favorite music lessons. Especially if they can sing a song in English language not only brings excitement of learning that language knowledge but it is also etched forever in their minds. Because of these concerns, I have boldly choosen the theme, that is: "Using songs to teach some English vocabularies and structures for grade 6 students at Luan Thanh Secondary School” in order to help students learn and remember vocabularies together with new structures more easily.
1.2. The purposes of research. 
From the current status of teaching new English vocabularies and structures over the years at secondary school where I am working, I have improved a positive teaching method appropriate to each lecture and student. But the scale of this subject I have no ambition and not enough time to make all the methods of teaching and learning English vocabularies, with the hope that this approach can help the students learn, practice and hone another to make some necessary vocabularies. Thereby, they gain experience easier in learning and practicing their vocabularies.
1.3. Subject of research.
Because of limited time, I just mentioned applies the method of teaching and revising new vocabularies and structures in a number of lessons in grade 6 for Luan Thanh secondary school’s students in this topic.
1.4. Research methodology.
	- Theoretical research methods: Research documents and curricula related to research problems by means of analysis, synthesis, comparison to draw the theoretical issues-oriented nature as a basis for solving problems and tasks study.
	- Survey method: Find out the status of teaching and learning of teachers and students acquire specific knowledge in order to detect the problem to be solved, determine the popularity, in preparation for the next research step.
	- Conversational method: Talking to colleagues about the advantages and difficulties in teaching and using new methods available today.
	- Observation method: Through the project more time colleague, his own lessons in school, good teachers’ competitions at district and province to be able to directly observe the situation of students. Thereby, learnable ability to acquire all, capture knowledge through lectures. Besides, learning receptive colleagues in the district as well as other areas through the Internet and found out the limitations of teaching.
	- Test method evaluation: Through the lessons of myself, of positive test career and student surveys.
2. Contents.
2.1. Theoretical background.
In current socialization, learning English is a huge demand of students, especially in the period of integration, the need to communicate in English is essential. The goal of education is currently focused on the development direction of the dynamism, creativity and positive in order to enable students to identify and solve the problem for them. How students can confidently apply an effective way the knowledge they have learned in their life? This is the goal that the education is always towards to.
Stemming from the above requirements, we may find that the importance of offering courses taught in English in education is undeniable. But how can students acquire language in the most effective way, especially when catering facilities for teaching and learning this subject has not yet been fully met? This requires a lot of factors but the most important is still students’ passion to English and teachers must have appropriate, attractive and charismatic teaching methods to students.
2.2. The status of the problem.
	Each the school's English Department has its own characteristics, causing amorous curiosity of many students learning but also inevitably cause difficulties dampened apprentice position. Therefore, teachers must pay attention to all of students interested in learning English.
	Stemming from the point '' learner-centered '', methods of teaching and learning have made fundamental changes. The teacher is not the only one who holds the knowledge and imparts knowledge that is only a guide, facilitator, mentor and checkers. Learners no longer a passive acquisition of knowledge which is the center of the teaching process, initiatives and creativity in the learning process to achieve high results in learning and know how to apply in real life.
General language teaching, teaching English in particular the renewal of teaching methods is crucial. To master the language knowledge, implement 4 skills of listening, speaking, reading and writing was very difficult for them, especially for the 6th grade students to be acquainted with the discipline department. Because they do not have many new vocabularies and structures to use.
	From the point on the use of appropriate songs for the lessons to help the students are extremely interested in the subject, especially help them much easier to memorize new words and structures.
2.3. The solutions and implementation.
	Basing on the above concerns, I thought and found out a number of measures for the implementation of the project.
Firstly, I carefully selected the songs and did not use them widespread. I considered the time of each lesson and students of each class to use a suitable song. I borrowed the music songs may be familiar to children's Vietnamese music, the music can also be the English Children’s music or US such as “Behold gold butterfly”, “If you're happy and you know it”, or the music that I have collected from textbook "English time 1, 2, 3, 4, 5, 6", or through the Internet. On the other hand, I will change their words which are suitable to the content structure of sentences or vocabularies in each lesson. Especially, after each song in the book, I can give it to them to replace the song with the vocabularies of the same theme, as this may help them create and expand vocabularies naturally. 
	Secondly, I copied the entire lyrics of the songs and composed them into a song to teach in the order as arranged in the CDs.
	Thirdly, depending on the specific songs, I chose the right equipment so as not to waste time preparing. Sometimes, I used the projector for students to see the pictures vividly. At times, only a set of mini speakers and USB, wired phone jack available, or a personal laptop and a personal mini speaker, or sometimes I did not use a device at all.
	Finally, I improve my music skills, so I can confidently sing the sample song in front of my students if they ask.
	The method of using songs is really exciting for students, so the teacher should create the conditions for many children to participate in singing in front of the class especially for the poor students. We can call each group, each pair or each student to sing, then give them points for encouragement.
We can also ask students to listen to the songs, together with singing along, performing the movements following the melody of the songs.
Depending on the knowledge in the songs, it is necessary to deliver the songs at the suitable time of the lessons, may be at the beginning of the period, in the middle or in the end of each lesson. Here are some examples that I have successfully applied.
 - Example 1: Unit 1: Greeting 
	To review or practice for students the greetings, name question, or question about one’s health, I used the following songs:
“The hello song”
Hello, hello, hello!
What's your name? 
Hello, hello, hello!
My name is Nam.
My name is Nam.
Hello, Nam
Hello, Nam!
Hello
	Basing on the below song, students turn in turn to sing his/her name in order to drill and sample salutation name questions. 
Hello, hello, hello!
What's your name? 
Hello, hello, hello!
My name is Lan.
My name is Lan.
Hello, Lan!
Hello, Lan!
Hello
After that, I let students listen to the song “How are you?” 
Hello, Peter. How are you?
I’m fine, thank you. How are you?
Thank you , Peter. I’m fine, too.
Let’s go to school together. 
How are you Ba, Lan and Nga?
Thank you, Miss Hoa, we’re fine.
 - Example 2: Unit 1: B. Good morning.
	I used the song: “Good morning”
Good morning.
Good morning to you.
Good morning to you. Good morning dear children.
Good morning to you.
Good morning to you. Good morning to you.
Good morning dear teacher. Good morning to you.
	Then I got them replacing the lyrics on the phrase with “Good afternoon; good evening or good night" to practice the greetings.
 - Example 3: Unit 1: C. How old are you?
Students listen to the tape all the number from one to twenty, they repeat at the second listening, the third one, I let them listen to this song. They can sing along, clap the hands and jump up at the end of each sentence of this song: 
“Let’s count from one to twenty”
One, two, three, four, five, jump.
Six, seven, eight, nine, ten, jump.
One, two, three, four, five, jump.
Six, seven, eight, nine, ten, jump.
Eleven, twelve, thirteen, fourteen, fifteen, jump.
Sixteen, seventeen, eighteen, nineteen, twenty, jump.
Eleven, twelve, thirteen, fourteen, fifteen, jump.
Sixteen, seventeen, eighteen, nineteen, twenty, jump.
 - Example 4: Unit 2: A. Come in
I used the song "Open your book" to perform the movements illustrated below:
Open the book. (Use two hands to open the book.)
Close the book. (Use two hands to close the book.)
Open the door. (Use one hand to open the door.)
Close the door. (Use one hand to close it.)
Open the bag. (Use one hand to open the folder) (open horizontally)
Close the bag. (one hand using paired horizontally) (as opposed to open)
Open the window. (Use two hands to open the windows) (such as exercise hand movements.)
Close the window. (Use two hands to close the window) (as opposed to open.)
 - Example 5: Unit 2: B. Where do you live?(B3) 
After teaching how to pronounce all the letters from “a” to “z”, I let students listen and sing the song “The alphabet song”, then I called some students to sing the song in front of class.
“The alphabet song”
A B C D E F G
H I J K L M N O P
Q R S T U V
W X Y Z	
Now I know my ABCs.
 - Example 6: Unit 3: At home (A3,4,5)
	I used the song  "The family song", I encouraged students to replace the words of family members similar to these:
a/ Who’s he? He’s my father. Who’s he? He’s my brother.
Who’s he? He’s my grandfather.
This is my family.
b/ Who’s she? She’s my mother. Who’s she? She’s my sister.
Who’s she? She’s my grandmather.
This is my family.
 - Example 7: Unit 3: C. Families 
	I used the song “Two kind doctors”, I let the students listen to the song once, I divided class into groups and gave them the pictures of different jobs. The second listening, I replaced the lyrics with different words, students of the groups listened to the name of the group of occupations, they had to raise the right picture.
Two kind doctors meet in a land. (students raised this picture)
Hello, hello, What's your name?
How are you? How are you? How are you again?
Two kind farmers, meet in a land, (students raised this picture)
Hello, hello, What's your name?
 How are you? How are you? How are you again?
 Two kind of nurses, meet in a land. (students raised this picture)
Hello, hello, What's your name?
 How are you? How are you? How are you again?
Two kind of teachers, meet in a land. (students raised this picture)
Hello, hello, What's your name? 
 How are you? How are you? How are you again?
Two kind workers, meet in a land. (students raised this picture)
Hello, hello, What's your name?
 How are you? How are you? How are you again?
Two kind students, meet in a land. (students raised this picture)
Hello, hello, What's your name?
 How are you? How are you? How are you again?
	We can use variety of different vocations to make a long but easy-understanding song.
 - Example 8: Unit4: C: Getting ready for school.
So as to teach students some daily activities, I used the song: 
 “This is the way we go to school”. 
This is the way we go to school
Go to school, go to school.
This is the way we go to school
So early in the morning.
This is the way we brush our teeth 
Brush our teeth, brush our teeth
This is the way we brush our teeth
So early in the morning.
I asked students to use other vocabularies (such as: wash my face, have breakfast, get dressed, take a shower) to change the above song.
 - Example 9: Unit 5: C. Classes.
	I used the song:  “How many days in a week?” to help students practice the days in a week as well as revise the question of time.
How many days in a week?
How many days ?
How many days ?
How many days in a week?
Sunday, Monday
Tuesday, Wednesday
Thursday, Friday, Saturday.
What time is it? 
What time is it?
It's six o'clock.
 	 It's time to get up.
What time is it?
It's six fifteen.
It's time for breakfast.
What time is it?
It's six forty-five.
It's time for school.
 - Example 10: Unit 9: The body 
	I used the song "Ten fingers on my hands”, then they replaced the lyrics with words such as the following:
Ten fingers on my hands, on my hands, 
Ten fingers on my hands, on my hands, (Students sing out with spreading ten fingers, clap their hands)
Two eyes, one nose all on my face. (pointing to the eyes, pointing to the nose then pointing to the face)
Ten fingers on my hands, on my hands.
	Students replaced the underlined words into a new post with the above gestures.
Ten toes on my feet, on my feet.
 Ten toes on my feet, on my feet. 
Two legs, two knee all on my body.
 Ten toes on my feet, on my feet.
 - Example 11: Unit10: A. How do you feel? 
	I used the song: “ If you’re tired and you know it”.
If you're happy and you know it, clap your hands (clap clap) 
If you're happy and you know it, clap your hands (clap clap) 
If you're happy and you know it, then you really ought to show it 
If you're happy and you know it, clap your hands. (clap clap) 
After singing the song, we can replace “happy” by different feeling words such as hungry, thirsty, cold, tired, so the song will continue to be lengthened and the vocabularies are also easier to remember.
 - Example 12: Unit 10: C. My favorite food. 
After teaching new vocabularies and new structure, I let students listen to the song: “My favourite food and drinks”  
What's your favourite food? What's your favourite food?
Hey ho hey ho, my favourite food is beef.
What's your favourite drink? What's your favourite drink?
Hey ho hey ho, my favourite drink is milk.
Beef and milk, beef and milk.
Hey ho hey ho, they’re my favourite food and drink.
	Basing on the song above, students turn in turn change the names of the food and drinks which have been taken on to sing in order to drill a questionnaire and the vocabularies.
 - Example 13: Unit 14: A. Vacation destinations.
To help students to remember the near future structure quickly, I used the song: “You are happy in Summer holidays!”   
When are you going to have a holiday?  
In summer, in summer.  
Where are you going to visit?  
 Ha Long Bay, Ha Long Bay.
Where are you going to stay?  
In a hotel,  In a hotel,
What are you going to eat? 
Nice food, delicious food. 
What are you going to do?
I'm going to visit the Bay.
Then I ask them to replace the various sites in the song in order to remember the structures quickly.
 - Example 14: Unit 15: Countries.
To practice the sample question "Where are you from?" And the name of some countries in English, I let students listen to the song: 
“Where are you from?”
Where are you from? Where are you from?
Where are you from?
And where are you from?
I’m from America. I’m from Australia
I’m from England. I’m from China
Where are you from? Where are you from?
Where are you from? And where are you from?
I’m from Canada. I’m from Korea
I’m from China. I’m from Japan
Where are you from? Where are you from?
Where are you from? And where are you from?
	In general, almost each lesson we can choose a suitable song and we can change words to create a new song based on the original song that enriches the vocabularies for students to remember easily and quickly. 
2.4. Achievements.
After a period of deep concern with my chosen method: “If the students understand the lessons well?” By checking the quality of students, I got positive results than before applying the new method.
These are the results of quality survey in 2015- 2016 school year at Luan Thanh secondary school.
I took two classes to survey then compared the results.
* At the beginning of the school year:
Class
Total
Excellent
Good
Fair
Poor
Fail
Nb
%
Nb
%
Nb
%
Nb
%
Nb
%
6A
34
2
5,9%
8
23,5%
22
64,7%
2
5,9%
0
0%
6B
33
0
0%
3
9,1%
26
78,8%
3
9,1%
1
3%
* At the end of the school year :
Class
Total
Excellent
Good
Fair
Poor
Fail
Nb
%
Nb
%
Nb
%
Nb
%
Nb
%
6A
34
8
23,5%
15
44,1%
11
32,4%
0
0%
0
0%
6B
33
2
6,1%
5
15,2%
25
75,7%
1
3%
0
0%
3. Conclusions and recommendations.
3.1. Conclusions.
After applying these methods for teaching and revising new vocabularies and tructures, the results are much higher than when I didn’t improve teaching methods, it has motivated me to constantly strive to achieve results further in teaching.
I have had my small contribution to the achievements of my school, put my school get the targets that we had set.
I will try to maintain the aforementioned methods and constantly learn and exchange with colleagues to take time to teach more effectively. In this project, I tried to exploit and explore methods of teaching vocabularies and structures in secondary school and go on analyzing the