Category Content Page I Introduction: Reason for choosing the topic Aims of the study Scope of the study II Content / Development Theoretical background Practical background The solutions 11 The discussion 17 III Conclusion 18 IV References 19 THE DETAILED OUTLINE Title: HOW TO MOTIVE STUDENTS AT LANG CHANH HIGH SCHOOL TO LEARN ENGLISH BY USING MUSIC IN THE LESSON "UNIT 12 PART A READING - ENGLISH 10 TEXTBOOK" I Introduction Reason for choosing the topic - Social development and national renewal is urgently required to improve the quality of education and training - The roles of English: playing a vital role in the development of our society - The curriculum - Problems students face - What the teacher have done to solve the problems - Effective solutions Aims of the study - To introduce the importance of music in daily life - To show many kinds of music in the world in general, in Viet Nam in specific - To bring teachers confidence in giving a lecture Scope of the study The qualitative and quantitave approach II Contents / Development 1.Theoretical background : The benefits of music Practical background : - The real situation in students' English leaning - The reality of quality of English at Lang Chanh High School The solutions 4.The discussion III Conclusion General summary: Suggested approaches to solve similar problems IV References - Websites V Appendices - Surveys - Observations THANH HOA DEPARTMENT OF EDUCATION AND TRAINING LANG CHANH HIGH SCHOOL THANH HÓA, 2019 EXPERIENCE INITIATIVE Title: HOW TO MOTIVE STUDENTS AT LANG CHANH HIGH SCHOOL TO LEARN ENGLISH BY USING MUSIC IN THE LESSON "UNIT 12 PART A READING - ENGLISH 10 TEXTBOOK" The writer: Hoàng Khắc Hạnh Position: Assistant Headmaster Experience initiative: English I INTRODUCTION Reason for choosing the topic English, which is the common language in the world, is an important subject in schools Being thoroungly awared of the importance of this language in international communication as well as in the development of international integration, Vietnamese educators should use English as the key subject English is essential for not only the tourism industry, foreign trade, foreign companies, computer users but also high school graduates Therefore, each student attending high school must have a certain level of English to prepare for exams and after graduating at least they are able to communicate, read and write some normal texts To this, we are constantly innovating teaching methods and curriculum to achieve substantive results for general English courses and forging some basic skills for students During English learning process, finding the way to obtain English knowledge is the most important Teachers must possess many skills to be successful in the classroom A level of expertise is needed to translate subject matter into curricular goals for specific grade levels Teachers must understand how students develop and what motivates them to learn Teachers must also be able to implement pedagogical skills to make the subject matter applicable to all students, with the ability to assess for future learning (Darling-Hammond & Baratz-Snowden, 2005) In addition, the unpredictability of the classroom requires a level of organization that is imperative for successful learning to take place (Emmer & Stough, 2008; Darling-Hammond & Baratz-Snowden, 2005) Organization is the foundation of any classroom and can be created and maintained through effective classroom management strategies (Freiberg, 1999) The teacher, as manager, must oversee the learning environment while protecting instructional time, maintaining the flow of the class, and being attentive to the needs of each student (Darling-Hammond & BaratzSnowden, 2005) When management strategies are in place, the classroom can become a successful learning environment for all students Conversely, when management strategies are not in place, several student concerns can result, including lack of student participation, excessive talking, and general misbehaviors (Blair, 2008; Jones, 2006; LePage, DarlingHammond, Akar, Gutierrez, Jenkins-Gunn, & Rosebrock, 2005) The effort necessary to manage a successful learning environment often surprises new teachers; even those experienced with schoolaged children are unprepared for the different challenges that arise, once in the classroom (Berg, 2004) This has led many beginning teachers to doubt their abilities and choice of profession, as well as question the quality of their preservice preparation (Anhorn, 2008; Conway, 2002; Hourigan & Scheib, 2009; Nahal, 2010; Roulston Aims of the study - To introduce the importance of music in daily life - To show many kinds of music in the world in the general, in Viet Nam in specific - To bring teachers confidence in giving a lecture by themselves Scope of the study : This study is only concerned with ways of organising activities in the class rather than with teaching techniques II CONTENTS Theoretical background: The benifits of music The first step is to begin with making sure that teachers understand how important music is in daily life 1.1 Music plays a vital part in daily life We can experience music almost everywhere: on the street, at a concert, in our homes, on our phones or radios, in school, and even in classrooms It would be impossible for a day to go by without music It helps people release stress Regardless of our interests and talents in music, we can all greatly benefit from experiencing music, particularly in the school environment In fact, did you know that exposure to music can improve learning and increase positive classroom atmosphere During developmental stages, active engagement with music can impact the way that the brain can process information, enhancing the perception of language and speech, and subsequently improving our ability to communicate with others and learn to read Several studies on the effects of experiencing calm music have suggested that it can reduce aggressive behavior and regulate moods, particularly feelings of anxiety and stress 1.2 Music brings a lot of benefits to students in students' learning process When students are able to manage their emotions in more positive ways, students are able to enhance their learning potential Nearly everyone enjoys music, whether by listening to it, singing, or playing an instrument But despite this almost universal interest, many schools are having to away with their music education programs This is a mistake, with schools losing not only an enjoyable subject, but a subject that can enrich students’ lives and education Read on to learn why music education is so important, and how it offers benefits even beyond itself Musical training helps develop language and reasoning: Students who have early musical training will develop the areas of the brain related to language and reasoning The left side of the brain is better developed with music, and songs can help imprint information on young minds A mastery of memorization: Even when performing with sheet music, student musicians are constantly using their memory to perform The skill of memorization can serve students well in education and beyond Students learn to improve their work: Learning music promotes craftsmanship, and students learn to want to create good work instead of mediocre work This desire can be applied to all subjects of study Increased coordination: Students who practice with musical instruments can improve their hand-eye coordination Just like playing sports, children can develop motor skills when playing music A sense of achievement: Learning to play pieces of music on a new instrument can be a challenging, but achievable goal Students who master even the smallest goal in music will be able to feel proud of their achievement Kids stay engaged in school: An enjoyable subject like music can keep kids interested and engaged in school Student musicians are likely to stay in school to achieve in other subjects Success in society: Music is the fabric of our society, and music can shape abilities and character Students in band or orchestra are less likely to abuse substances over their lifetime Musical education can greatly contribute to children’s intellectual development as well Emotional development: Students of music can be more emotionally developed, with empathy towards other cultures They also tend to have higher self esteem and are better at coping with anxiety Students learn pattern recognition: Children can develop their math and pattern-recognition skills with the help of musical education Playing music offers repetition in a fun format Better SAT scores: Students who have experience with music performance or appreciation score higher on the SAT One report indicates 63 points higher on verbal and 44 points higher on math for students in music appreciation courses Fine-tuned auditory skills: Musicians can better detect meaningful, information-bearing elements in sounds, like the emotional meaning in a baby’s cry Students who practice music can have better auditory attention, and pick out predictable patterns from surrounding noise Music builds imagination and intellectual curiosity: Introducing music in the early childhood years can help foster a positive attitude toward learning and curiosity Artistic education develops the whole brain and develops a child’s imagination Music can be relaxing: Students can fight stress by learning to play music Soothing music is especially helpful in helping kids relax Musical instruments can teach discipline: Kids who learn to play an instrument can learn a valuable lesson in discipline They will have to set time aside to practice and rise to the challenge of learning with discipline to master playing their instrument Preparation for the creative economy: Investing in creative education can prepare students for the 21st century workforce The new economy has created more artistic careers, and these jobs may grow faster than others in the future Development in creative thinking: Kids who study the arts can learn to think creatively This kind of education can help them solve problems by thinking outside the box and realizing that there may be more than one right answer Music can develop spatial intelligence: Students who study music can improve the development of spatial intelligence, which allows them to perceive the world accurately and form mental pictures Spatial intelligence is helpful for advanced mathematics and more Kids can learn teamwork: Many musical education programs require teamwork as part of a band or orchestra In these groups, students will learn how to work together and build camaraderie Responsible risk-taking: Performing a musical piece can bring fear and anxiety Doing so teaches kids how to take risks and deal with fear, which will help them become successful and reach their potential Better self-confidence: With encouragement from teachers and parents, students playing a musical instrument can build pride and confidence Musical education is also likely to develop better communication for students Practical background 2.1 Students’ Lack of Motivation Teachers expect students to demonstrate interest in class activities by being engaged and persistent in accomplishing required tasks (Pintrich & Schunk, 1996) When they not, several behaviors become evident, including lack of participation, general apathy, and disinterest, as well as poor or no completion of tasks (Allen, 1986; Pintrich & Schunk, 1996; Roehrig, Pressley, & Talotta, 2002) High school students in particular can frequently be lethargic and possess an overall negative attitude towards school, presenting a greater motivational challenge for high school teachers than teachers in the elementary and juniorhigh grades (Price, 1997; Roehrig et al., 2002; Veenman, 1984) While participation in music ensembles has been found to motivate students in their academic performance, motivation decreased as students got older, affecting individual achievement and success of the music ensembles (Conway, 2002) Students' negativity towards school exacerbates their disinterest in each class setting, creating a challenging situation, especially for beginning teachers (Roehrig et al., 2002) This 21 negativity may in turn cause teachers to treat those students inequitably (Pintrich & Schunk, 1996; Skinner & Belmont, 1993) For instance, students who were perceived as emotionally and behaviorally engaged received more attention from the teacher (Skinner & Belmont, 1993) This in turn encouraged those students to continue with demonstrated behavior On the other hand, teachers felt incompetent and disliked by students who were passive and unengaged, causing the teacher to neglect those students by providing less attention and assistance to them This can become a cyclical pattern between teacher and student, which can disrupt the academic growth of the student (Skinner & Belmont, 1993) 2.2 The reality of quality of English learning at Lang Chanh High School There are more than 1,200 students coming from various villages in Lang Chanh district Most of them are ethnic minority students, whose background is not good enough, and they have shy characteristics It means that teachers need to be enthusiastic and patient in order to find out the most suitable and effective teaching methods During the last ten years, the implementation of innovation of teaching method in lang Chanh High school in general, in Foreign Language group particularly has initially gained encouraging results The majority of teaching lessons are taught using active appropriate teaching methods for each skill lessons and different units, such as: Pair-work, Group work, role-play, centered Learner, visual aids, etc How to choose the teaching methods depends on the topic of the lesson and the knowledge level of each group From what I have experienced, I found that one of the most practical methods at high Lang Chanh High School is using visual aids during the English lessons The quality of English learning at school has been gradually ỉmproved Furthermore, English lessons have attracted more and more students Students are getting more and more active during the class in which they can discuss with their partners about the content of the lessons In fact, using visual aids in class sometimes is not practical and appropriate Therefore, I want to talk about how to use music in the lesson "Unit 12 Music - part A Reading, English 10 textbook" effectively, which encouages students to be absorbed in the lecture I hope that this study will contribute to improving the effectiveness of teaching and learning English at high schools in remote areas in general, at Lang Chanh High School in specific Solutions 10 3.1 Some types of Vietnamese music Mark Swed, the music critic for the Los Angeles Times, said that "Vietnam probably has more musical styles per square mile than any other nation Forms of Vietnamese music include court music, hat cheo (traditional folk opera), hat tuong (classical drama), hat cai luong (modern theater), quan ho (folks songs, with dialogues sung between women and women), dân ca (folk music with strong regional variations), ca tru (declamation songs), he songs, hat doi (men and women love duet songs of the hill tribes) and ho chants [Source: Music of Vietnam , a two CD set assembled by Eckart Rahn, Celestial Harmonies] Hat cheo , hat tuong , and hat cai luong resemble Beijing Opera About 70 percent of the drama is portrayed with songs with climatic high notes sung by the actors and accompanied by an orchestra on the side of the stage Cai Luong was developed in the 1920s It is a uniquely Vietnamese form of drama based on characters from real-life The art form is fading as the younger generation becomes more interested in Western-style pop music There are three main styles of Vietnamese music: 1) the Hue style (with an emphasis on solo pieces); 2) northern professional style (often accompanied by a lute); and 3) southern amateur style (incorporates more western instruments such as violins and Hawaiian guitars) Vietnam has a genre of music specifically created for the dead and is traditionally only played at funeals and cereomies hnoring tehd ead The art of playing has traditionally been handed throygh families and lmost died out in the realy Communist erea It has come back Before teaching the lesson "Unit 12 MUSIC - PART A READING Period 75, English 10 textbook", I asked my students to prepare the lesson at home : "Finding out some types of Vietnamese music as much as possible" Group 1: "Huế" Court Music 11 Hue Court Music is the last vestige of Vietnamese Court Music It contains all the elements of of Vietnamese Court Music that have been established and developed over 1,000 years Ttherefore Hue Court Music is synonymous with Vietnamese Court Music Hue Court Music is large scale and highly professional As the official music of the state, it consists of many large scale orchestras and many music and dance pieces performed by instrumentalists, singers and dancers Moreover, this music genre has a high degree of improvisation and variation of the melodious scheme Group 2: "Ca Trù" Ca Tru is a 600-year-old form of sung poetry that is kept alive by a few eldery people and is in danger of dying out It was hugely popular at one time The songs—about mandarins and courtesans, love and loneliness—once filled the courts of Hue and drew large crowds at singing contests Now many of the singers that keep it alive are in their 80s Ca tru singing was inscribed on the list of Intangible Cultural Heritage in need of Urgent Safeguarding in October 2009 Group 3: "Xoan" singing Xoan singing in Phu Tho Province was inscribed as a UNESCO Intangible Cultural Heritage in Need of Urgent Safeguarding in 2011 According to to UNESCO: Xoan singing is practiced in Phú Tho Province, Viet Nam, in the first two months of the lunar year Traditionally, singers from Xoan guilds performed songs in sacred spaces such as temples, shrines and communal houses for the spring festivals There are three forms of Xoan singing: worship singing for the Hùng kings and village guardian spirits; ritual singing for good crops, health and luck; and festival singing where villagers alternate male and female voices in a form of courtship Each Xoan music guild is headed by a leader, referred to as the trùm; male instrumentalists are called kép and female singers, Đào Group 4: "Quan họ" singing 12 Quan ho singing is a folk art of a highly collective nature Those who sing are not entertainers, but all are part of the performance, and anyone is welcome to join The birth place of quan ho folk songs is Bac Ninh Province During village festivals, which are held every year, particularly in spring, young men and women gather in the yard of a communal house or pagoda, on a hill or in a rowing boat, and sing quan ho This is a style of singing where songs alternate from group to group In 2009, Quan ho Bac Ninh folk songs were inscribed on the list of Representative List of the UNESCO Intangible Cultural Heritage of Humanity for its cultural value, social custom preservation, performing arts, style of contact, lyric and costume Group 5: "Then" singing The then song is the religious music of the Tay, Nung minorities This type of song can be considered a religious performance of Long Poems which depict a journey to the heavens to ask the Jade Emperor to settle trouble for the head of the household Group 6: "Chầu văn" singing Hat van or hat chau van, a traditional folk art which combines singing and dancing, is a religious form of art used for extolling the merits of beneficent deities or deified national heroes Its music and poetry are mingled with a variety of rhythms, pauses, tempos, stresses and pitches Hat van, in essence, is a cantillation where the tunes and rhythm depend on the contents of the sung text The tunes and rhythms may be linked together into a suite, used in relation to a mythical occurrence with hints of features from modern life The art of hat van originated in the Red River Delta and dates back to the 16th century, later spreading to the whole country It has also adopted the essential beauty of folk songs from the uplands and highlands of the North, Center and South Hat van requires both a learned and a folksy character, and it has attracted musicologists at home and abroad 13 3.2 Teaching procedure Date of preparing: 06/3/2019 Date of teaching: 13/3/2019 Period 75 UNIT 12: MUSIC PART A READING I Objectives Education aims: Students know more about the role of music in our life Knowledge: a General knowledge: Knowledge about music b Language: The present simple tense Vocabulary concerning music: rock 'n 'roll, mournful, solemn Skills: - Speaking : talk in pairs and in groups - Reading comprehension: better sts' reading skill through sentence completing and answering questions II Anticipated problems - Students may not have enough words and knowledge about some kinds of music - There would be many words that Ss not understand - Some students won’t understand when the teacher gives instructions in English Solutions: - The teacher teaches some new vocabulary and instructs students to guess the meaning of other new words based on the contexts - The teacher gives instructions as clearly as possible and checks understanding carefully or the teacher may use Vietnamese to clarify the instructions - Students find out more about some types of music and the role of music in our life III Teaching aids: board, textbook, chalk, tape 14 IV Procedures Teacher’s activities Warm-up (5') Students’ activities - Play the tape with pieces of music and ask sts to guess what types of music they are - Listen to the tape and guess - Get feedback and check - Stand up and say aloud the names Before you read:( 10') of the types of music Aims: To provide sts with words/phrases .… … … about music a Matching - Ask sts to work in pairs to match the descriptions to the types of music given in the - Work in pairs to match part: - Give answers orally - For each type of music, sts from pairs 1- b are required to give their match orally 2- e 3- d 4- a 5- c - Others listen - Listen and help sts to give correct match b.Vocabulary - Provide sts with the new words/phrases: + Emotion (n) a strong feeling + Convey (v) = Show, express - Listen and repeat + Integral part (n) = necessary part - Write down these words into their + Lull sb (v): >< wake sb up notebooks + Delight (v): To make somebody happy + Funera l (n): a funaral is celebrated when someone dies + Solemn (adj): serious, not happy + Mournful (adj): sad - Read each word/phrase times and ask sts to repeat it - Leave sts minute to self-practice 15 - Ask 4-5 sts to read all the word/phrases aloud in front of the class - Listen and help sts to read the words/phrases correctly While you read (15') Aims: Read for information to the sentence completing, and answering - Work individually excercises - Report their answers sentence by + Task 1: Sentence completing sentence - Ask sts to read the passage indepently then Communicate use the words/ phrases in the box to complete Lull the sentences delights - Tell sts to refer to Vocabulary for help and integral part encourage them try to guess the meanings of solemn the words in the context of the reading emotion - Call on 7-8 sts to read and explain their mournful answers aloud in front of the class - Feedback and give remarks + Task 2: Questions answering - Ask sts to work in pairs to read the passage more carefully and find the answers to the - Students the work in pairs questions given - Some pairs report their answers - Ask sts to highlight or underline the while others watch information in the passage that helps them to Language and music find the correct answers It can express ideas, thoughts and feelings - Listen and help the students to give correct answers It adds joyfulness to the atmosphere of a festival and make a funeral more solemn and mournful 16 It makes people happy and excited It delights the senses After you read ( 15') It is a billion-dollar industry - The teacher asks the representative of each group to introduce some kinds of Vietnamese - Present about some kinds of music Vietnamese music Group 1: Hue Court Music Group 2: "Ca Trù " Group 3: "Xoan" singing Group 4: "Quan họ" singing Homework Group 5: "Then" singing - Write about the roles of music in our daily Group 6: "Chầu văn" singing life The discussion Teaching aids are an integral component in any classroom The many benefits of teaching aids include helping learners improve reading comprehension skills, illustrating or reinforcing a skill or concept, differentiating instruction and relieving anxiety or boredom by presenting information in a new and exciting way Teaching aids also engage students’ other senses since there are no limits in what aids can be utilized when supplementing a lesson As previously mentioned, it is important for teachers to reach all learners in a classroom Therefore, the use of teaching aids facilitates this objective by assisting teachers in differentiating instruction Using aids such as graphs, charts, flashcards, videos, provides learners with visual stimulation and the opportunity to access the content from a different vantage point This gives each learner the opportunity to interact with the content in a way which allows them to comprehend more easily III CONCLUSION 17 In conclusion, classroom management is defined as the orchestration of classroom life by means of the actions teachers take to create and maintain a successful learning environment Goals of a well-managed class include academic achievement, social and emotional development, repairing and restoring behavior, and character growth Instructionally, management includes well-planned and engaging lessons while physically developing safe and productive learning communities The strategies involved are versatile and thus complement the various teaching styles and class settings that exist Though there are many theories of management, several accepted principles are applicable to all teaching situations Teaching aids help to make the learning environment interesting and engaging As we move toward a more digital society, kids are being exposed to technology and digital devices at a younger age Video games and iPods are now what’s exciting to students, so when they come to school they have little patience for lecture style teaching Students are seeking constant excitement and simply have no tolerance for boredom Teaching aids are improving the quality of education in today’s schools while also providing students with the sense of excitement they desire Teaching aids are becoming the norm in the classroom As traditional classrooms with blackboard and chalk become a thing of the past, and smart classrooms become the norm, teaching aids are growing in popularity and advancement Blackboards are being replaced with white and smart boards TVs are being replaced with LCD projectors and screens And educators are becoming more focused on students growing with technology and integrating it into the curriculum Students are making podcasts, videos and even creating webquests All of which are sound teaching aids to incorporate into the classroom Thanh Hóa, ngày 20 tháng năm 2019 XÁC NHẬN Tôi xin cam đoan SKKN viết, khơng chép nội dung người khác 18 CỦA THỦ TRƯỞNG ĐƠN VỊ NGƯỜI VIẾT SKKN (Đã ký) (Đã ký) Nguyễn Đình Bảy Hồng Khắc Hạnh IV REFERENCES ● http://factsanddetails.com/southeast-asia/Vietnam/sub5_9e/entry-3431.html ● https://www.plymouth.ac.uk/uploads/production/document/path/2/2398 ● https://www.cmu.edu/teaching/designteach ● https://uwaterloo.ca/centre-for-teaching-excellence ● https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources ● http://busyteacher.org/15791-group-work-6-fresh-activities.html ● https://education.gov.gy/web/index.php/teachers/tips-for-teaching/item/2143why-are-teaching-aids-important ● English 10 textbook (The seven - year curriculum) V APPENDICES Some images and results Some pictures below show what I have done 19 Observations and Results With the same knowledge level, there is big diference among the students' attention in four groups 20 Group 10A7 (in which I used music in the lesson) Group 10A8 (The group I haven't applied teaching aids method in the lesson) Group 10A9 (The group I haven't applied teaching aids method in the lesson) Group 10A10 (in which I used music in the lesson) The number of students of four groups is the same with 40 students During the lesson 10A7 10A8 10A9 10A10 Attention 35 (87,5 %) 22 (55%) 25 (62,5 %) 37 (92,5 %) Inattention (12,5%) 18 (45%) 15 (37,5 %) (7,5 %) STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The date and findings discussed in the thesis are true, used with permission from associates and have not been published elsewhere 21 ... AND TRAINING LANG CHANH HIGH SCHOOL THANH H A, 2019 EXPERIENCE INITIATIVE Title: HOW TO MOTIVE STUDENTS AT LANG CHANH HIGH SCHOOL TO LEARN ENGLISH BY USING MUSIC IN THE LESSON "UNIT 12 PART A. . .THE DETAILED OUTLINE Title: HOW TO MOTIVE STUDENTS AT LANG CHANH HIGH SCHOOL TO LEARN ENGLISH BY USING MUSIC IN THE LESSON "UNIT 12 PART A READING - ENGLISH 10 TEXTBOOK" I Introduction Reason... high school graduates Therefore, each student attending high school must have a certain level of English to prepare for exams and after graduating at least they are able to communicate, read and