This study investigates the effect of teaching English using a model of writing English lyrics and singing based on students’ practical life experiences on elementary school students’ English communication ability and the affective domains. The study was carried out with a fourth-grade class of 25 elementary school students during the regular English classes for 18 weeks. The findings are summarized as follows. First, the teaching model made positive influences on learners’ English communication competence. This was made possible as the lessons were designed to integrate the four areas of language teaching (listening, speaking, reading, and writing). Second, writing lyrics related to learner’s actual lives provided them with useful contexts to use the target language more actively, and it contributed to the long-term memories of English expressions. Third, the model also made positive influences on learners’ affective domains(confidence, interest, and participatory attitudes). This is presumed to have strong relationships with the learner-centered class activities conducted in the class. Last, the teaching model was effective especially for the lower level learners of English. Various communicative situations with key expressions based on their real lives were helpful for them to acquire the target language. Also, the songs with familiar melodies are thought to have lowered the learners’ level of defense mechanism. Based on the results, several suggestions are made for the further research and implementation.