Category
Content

Page

I. Introduction:

4

1. Reason for choosing the topic

4

2. Aims of the study
3. Scope of the study

5

II. Content / Development
1. Theoretical background

6

2. Practical background

9

3. The solutions

11


- Effective solutions
2. 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.
3. Scope of the study
The qualitative and quantitave approach
II. Contents / Development
1.Theoretical background : The benefits of music
2. Practical background :
- The real situation in students' English leaning
- The reality of quality of English at Lang Chanh High School.
3. The solutions
4.The discussion
III. Conclusion
1. General summary:
2. Suggested approaches to solve similar problems
2


IV. References
- Websites
V. Appendices
- Surveys
- Observations

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING
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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
2. 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.
3. Scope of the study :
This study is only concerned with ways of organising activities in the
class rather than with teaching techniques.

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.
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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

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.
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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.
2. 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 do 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

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.
3. Solutions
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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 2 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

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

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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

life.
2. Knowledge:
a. General knowledge: Knowledge about music.
b. Language:

The present simple tense.

Vocabulary concerning music: rock 'n 'roll, mournful, solemn......
3. 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 do 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.
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- Give answers orally.

- For each type of music, 2 sts from 2 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.



+ Task 1: Sentence completing.

sentence.

- Ask sts to read the passage indepently then 1. Communicate
use the words/ phrases in the box to complete 2. Lull
the sentences.

3. delights

- Tell sts to refer to Vocabulary for help and 4. integral part
encourage them try to guess the meanings of 5. solemn
the words in the context of the reading.

6. emotion

- Call on 7-8 sts to read and explain their 7. 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 do 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 1. Language and music.
find the correct answers.

music

Vietnamese music.
Group 1: Hue Court Music
Group 2: "Ca Trù "
Group 3: "Xoan" singing
Group 4: "Quan họ" singing

5. Homework

Group 5: "Then" singing

- Write about the roles of music in our daily Group 6: "Chầu văn" singing
life.
4. 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

XÁC NHẬN

Tôi xin cam đoan đây là SKKN của mình viết,
không sao chép nội dung của người khác.

18


CỦA THỦ TRƯỞNG ĐƠN VỊ

NGƯỜI VIẾT SKKN

(Đã ký)

(Đã ký)

Nguyễn Đình Bảy

Hoàng Khắc Hạnh

IV. REFERENCES
● />● />● />● />● />● />● />● English 10 textbook (The seven - year curriculum).

V. APPENDICES
1. Some images and results
Some pictures below show what I have done.

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25
(62,5 %)

37
(92,5 %)

Inattention

5
(12,5%)

18
(45%)

15
(37,5 %)

3
(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.

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