Using video, music to excitement and reinforce knowledge in learning english in grade 3

EXPERIENCE INITIATIVE Using video, music to excite and reinforce knowledge in learning English in grade 3.” Part I: Opening topic Reason base: Nowadays, education has been positively changed to meet the needs of an open economy policy Primary education plays an important role in laying the groundwork for developing personality of students Teaching English in primary school as well as other disciplines provides much initial knowledge, awareness of the English Therefore, improving the quality of education in general and quality of the subject English in particular is one of the problems which is concerned And it is especially important for students who are in elementary - beginners access to foreign language Teaching English in primary schools helps children improve the capacity of using English simple words The basic English skills helps students develop their thought as well as give them new ideas Moreover, the students have many chances to get emotional health and form the good qualities by themselves I not know how to help students have a rich vocabulary as well as create their passion for English courses? That's a question which I always pose after each lesson That is why I have been searching, reading and testing new ways to contribute to innovative methods of learning English in primary school As a result, We can enhance the coordination of individual activities with academic exchanges Learning vocabulary methods through pictures, music let the students learn- play, play- fun during their lessons, it can make them be able to remember and practice what they have learnt effectively Moreover, the songs can help children improve their listening skills and pronunciation, besides that it also helps them improve their speaking skills The songs are considered as a useful tool in learning vocabularies, sentence structures And perhaps the biggest benefit of using songs to teach is that brings joy to children The fun is an important part of learning a new language, the songs makes school become more interesting Researchers believe that music potentially profound mark on our brains, "the song can affect both the short and long term memory", "you can’t touch music, music can touch you" For the above reasons, I have decided to choose the topic:" Using video, music to excite and reinforce knowledge in learning English in grade 3.” Researching purposes: Using videotapes, music lessons helps English classes to become more interesting, effective In addition, It does not put pressure and tension on our students Otherwise, It gives the student so much excitement and enthusiastic in every lesson As a result it promotes children’s creative ability Therefore, the students not only have a plenty of vocabularies but also be able to make different sentences Research subjects: - Students in grade in … primary school Method of research: In this topic, I used the following methodology: - Theoretical research methods - Investigation, observation method - Experimental teaching methods - Method of summarizing lessons learned Part II:The content experience initiatives 2.1 Theoretical bases of experiences initiatives: The teacher's task is to find out the best ways to organize activities which are in the textbook so that the students can get basic knowledge in their grade The new mothods have shown that the role of teachers is largely controlled, leads students in active learning activities and actively in class (teacher is the instructor and academic institutions) The teacher have to make students interested in learning and become fond of their lessons This is not a new problem, but not easy to implement How students love English courses? How English became the subject be respected students like other subjects, is the problem posed to each teacher every school Therefore in the framework of this initiative experience I raise the issue and initially proposed measures to improve the quality of English lessons and help students enjoying this course My research project is based on the golden rules when teaching English for children in primary schools such as: - Play more than teach It is said it is the method of "teaching without teaching" While the teacher is in the class, They don't have to follow their teaching plans that they have prepared The teachers are free to organize plentiful and effective activities during their lessons These activities are mostly controlled by students While they are in the games, Their teacher is considered as an advisor - Students need images than theory The activities used by pictures, games, music, painting, theater That helps children use English with a natural way The various ones will bring them the best way to self study Additionally, their own style is the foundation of quality and effectiveness of learning English for children - Listening, speaking more than writing: By listening to the video images are the songs, chants or even films, help the studennts to imitate the pronunciation, intonation standards Speaking skills are easy to learn and imitate in learning foreign languages And when it is, the children has gradually built up confidence sentiment in using English In addition, focusing on speaking skills they also need to correct pronunciation This depends greatly on teachers, teachers help children correct pronunciation easy One drawback to teaching English for children cannot pronounce correctly, this program is to strengthen the pronunciation through tapes, television, music - Learning more specific curriculum: The use of high-tech devices such as music players, phones, TV or computer and the included software will help accelerate the capture language - Imitating than grammar Imitation will help students a lots in developing the child's pronunciation Students close to the natives - More fun for points Typically, in our country after each lesson parents often ask them "how many points you have today ” more than asking them “how you feel at school” Because of this, children have to pay attention to get a high score without playing funnily - Need to combine with their parents at home : Parents should create an environment for children in the English language The loving of parents helps children learning English to learn well and make emotional return home sticking Planning a method for children learn English correctly and help children to learn more effectively Nowadays, information technology is developing so parents can guide their children learning English at home by taking part in online courses, or watching programs on TV or youtube Besides, their parents regularly exchange with their teacher so that they can achieve the best results 2.2 Status of the problem: Through years of teaching, There are many advantages and some significant difficulties in teaching English 2.2.1 Advantages: a Subjective factors have a positive influence in the topics: - I have been teaching English for many years and spent much time researching, vocational love for kids, - Personally, I always take the time to explore, research, reference materials, teaching methods, teaching forms to suit each lesson content - I have attended many courses of English b Objective factors positively affecting the subject: - Managing board has the proper depth encouragement and the help of colleagues at the same time with the cooperation of the parents in time - Students are gaining a more positive outlook for this course and the majority of the children are keen on learning - Since joining group activities Cluster English, I get a lot of supporting and learning from peers During the group meetings, I often talk to colleagues to form effective teaching 2.2.2 Disadvantages: a For student : For students grade - is the youngest pupils are not able to recognize the importance of learning a foreign language or the main purpose of language learning so they have not determined a motive, learning the right attitude: purpose of learning? How to learn? Are the biggest concerns of the students Therefore, these students faced many difficulties in getting used to the new educational environment, such as a new program, a new studying The new program focuses on listening and speaking skills, but new skills students are exposed to English in the first studying This has caused psychological insecurities, timid, passive with students These students are afraid when they said, not boldly asked the teacher about the problem that they not understand Environment to practice speaking and listening skills through daily communication is limited, so easy to forget the knowledge students In addition, a student's parents department undetermined purpose foreign language learning for children Also the communication on the importance of language learning is weak, the collaboration between the school and parents is limited because most of their parents are farmers c For schools and teachers : Schools not have special rooms for teaching English, the facilities for teaching not guaranteed: audio visual, not to serve in document, not a rich reference books Overall equipment for the teaching of English compare the program content and requirements of the subjects are poor Currently, teachers have to spend time on the system of records and books, in addition to taking a lot of competitions in various fields so spending time in writing and researching articles documents used for longer-term teaching are limited 2.2.3 The exploration, survey before adopting initiatives: Class B: 25 students Number content Number of students The number of students likes their English lesson The number of students can remember the words they have learnt for the following lesson The number of students feel confident in learning The number of students is afraid of joining 18 activities The number of students can speak a short sentences fluently percent 24 24 28 72 20 2.3 The contents and how to implement solutions and measures 2.3.1 Prepare: Utensils for teaching include: computers, projectors, speakers, disks Before teaching, teachers must study the lesson content to prepare lessons to suit the lesson and its content must be used in a radical way, lessons that will be more effective There is such a valuable new lessons to students and learn to exploit better knowledge on the basis of exchange observations to inculcate knowledge group Using videos, vivid images like the songs, chants, cartoons … for the teaching of English contribute to learn and absorb knowledge easier, create comfort for students Using this method of teaching, the teaching role is to direct and master students in observing and actively explore research topics, as well as knowledge of new lessons, create excitement and stimulation curious and eager to learn in students After the instructor's audio-visual to guide students towards building and the main content, the focus of all knowledge Therefore, for teachers to prepare teaching materials is an important issue, it is critical to success for both lessons and teaching process, teachers need to plan research programs in preparation utensils 2.3.2 Methods used utensils: To promote the use of best video combinations and flexibility needed to use some of the following basic methods: - Method entire physical responses (Total Physical Response - TPR) helps students with a comprehensive response based movements the link between language and natural action, this approach helps students to think and remember longer - Method functionality (Functional Approach - FA) emphasizes the ability to use language in the sample sentences in context, specific situations and appropriate - Methods of communication: considered the language used in the classroom have to be notified to exchange ideas and feelings between teachers - students and students with students - Methods hear - say (Audio - lingual Approach - ALA) emphasizes the ability pronunciation Therefore teachers should: - Increase the use of English in the classroom as a main language in English (the salutation, visits, orders ) to give them the habit to hear and understand - More attention to the use of English as a medium of communication really precise towards phonetic and intonation - Encourage students use English more often - Create language environment to communicate in a foreign language to promote students to participate actively in communication activities - Help students overcome inferiority, shame, fear of failure by way of encouragement, instruction, correction rather gently interrupted when students are saying, not criticize when they wrong - Focus on communicative language teaching based on actions, not words pure grammar - Prepare a variety of activities to suit different objects - Provide students with these simples, easy to remember, easy to use Teachers can use pictures, real objects, gestures, speech or action to help students link between sound, voice recordings or own teachers This way teachers can inspire and direct their attention to the study, while the association of memories and remember what is heard 2.3.3 The specific contents of the initiative: a Greetings: - Objectives: By the end of this video, students can: + greet others, ask and respond to the question “ What’s your name?” + greet and respond to greeting, using “ How are you?” and “ I’m fine, thank you” + say goodbye - This video uses in teaching Unit 2: What’s your name? Period 7: Lesson 1(part 1,2,3) in consolidation In this cartoon is a dialogue between Tony, Jenny with Gogo They uses many sentences to greetings such as: Hello, … What’s your name?- My name’s…… How are you?- I’m fine ,thank you Goodbye,… It makes this lesson to be more interesting and it is easy to remember vocabulary and model sentences with funny images Addition, the first video will helps students to have the passion, excitement and favourite subjects in English b The alphabet song: - The lyrics ABC songs: (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 AND Z Now I know my ABCs )2 Next time, won’t you sing with me Thank you for singing with me - Objectives: + Introduces the alphabet in English for students by lyric ABC song + Helps students to recognize the alphabet and use them to spell their names - ABC song uses in teaching Unit 2: What’s your name? Period 9: Lesson (Part 1,2,3) in Warm up This activity is a good way to revise the previous lesson and to lead into the new After listening, students can sing the song and use a finger to trace the letters And then, a group of four or six goes to in the front of the class to give a demonstration This song is simple and catchy for students Finally, Students can spell their names in the new lesson c Numbers: Counting from 1-10 - The lyrics number song: (chorus) One, two, three Four, five, six Seven Eight Nine and ten Do you know? How to count? Yes I know How to count? - Objectives: By the end of this song , Students can count the number from 1-10 - The number song (1- 10) uses in teaching Unit 4: How old are you? Lesson (part 1,2,3) in teaching vocabulary for students Students can watch and listen to the lyric number song instead of writing new words on the board according to traditional way This song present "Counting from to 10", the first numbers song of a series dedicated to students "Counting from 1-10" is easy for children to learn numbers and basic counting skills - and the tune is very catchy I believe that children learn better through repetition, and fun This educational numbers song is structured in an intuitive call and response format, so that children are encouraged to repeat each line, in every chorus The music is energetic and engaging with a bouncy rhythm Specially, this song is like a nursery rhyme and students are easy to learn and remember - Checking song: Teacher asks students to fill numbers in the blank: One, …… ,Three,…………, five, ………, seven, ……… , nine, ………… d Classroom Commands: Sit down/Stand up - Communication Objectives: To learn to understand and respond to classroom commands - Language Objectives: To learn to give and follow orders using short phrases in the imperative form - Vocabulary: commands - sit, stand, hands, clap, stamp, feet, up, down - Sentence Structures: Sit down Stand up Clap your hands Turn around - Grammar: This lesson will focus on using imperative sentences for giving direct orders and requests They can end in a full stop (period) or exclamation mark depending on the intensity of the command - Classroom Commands uses in teaching Unit 6: Stand up! Lesson (part 1,2,3) in consolidation The classroom command is simple, clear and easy to remember This video uses TPR, it is a fun way to help students understand the language without putting too much emphasis on producing accurate English e.This is the way we go to school - The lyrics song: 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 dress ourselves, Dress ourselves, dress ourselves, This is the way we dress ourselves So early in the morning! This is the way we wash our hands, Wash our hands, wash our hands, This is way we wash our hands 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! This is the way we carry our books, Carry our books, carry our books, This is the way we carry our books So early in the morning! 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! - Objectives: By the end of this song , Students can sing to the tune - “This is the way we go to school” uses in teaching Unit 7: That’s my school Lesson 1( part 4,5,6) in consolidation In this song, melody is the sentence patterns and vocabulary that is repeatable many times It helps students easily to inculcate into their minds and help them memorize a natural way Students sing the songs: “This is the way we go to school.” f School things: pen, pencil, bag - The lyrics song: This is my table This is my chair This is my bag That I take everywhere Sit down Stand up One, two, three School, school, school for you and me This is my pencil This is my pen I use my school things again and again Sit down Stand up One, two, three 10 School, school, school for you and me This is the window This is the door This is the ceiling This is the floor Sit down Stand up One, two, three School, school, school for you and me - Objectives: simple fun song helps students to learn the English words for school objects, along with the grammar 'This is my ' Students love school objects - This song uses in teaching Unit 8: This is my pen Lesson 1( part 1,2,3) in cosolidation Melody is the sentence patterns and vocabulary that is short repeatable many times easily to understand After listening, Teacher asks students to identify school things ( pen, pencil, bag) and use the sentence pattern: This is my……… to introduce about school things g Color song - The lyrics song: What color is it? What color is it? It's red It's red (repeat with yellow, pink, green, blue, orange, purple, brown, black, grey, white) - Objectives: By the end of this song, Students can : + use the words about color + ask and answer questions about color - Before learning this song, teacher asks students to prepare school objects in many colors - This song uses in teaching Unit 9: What color is it? Lesson 2( part 1,2,3) It use instead of part 3( Let’s talk) In this fun song learn 11 colors, question and answer “ What color is it? – It’s ……… ” As the students sing the song, they can go around the room and touch the color object which they are singing Students sing along and challenge as it gets faster Classroom tested and improved! - This action makes students more active and easier to remember h, "Rainbow, Rainbow! - The lyrics song: Rainbow rainbow, high and bright Rainbow rainbow, made of light From the clouds down to the ground, 11 I see colors all around Red, orange, yellow, green, blue, Indigo and violet too Red, orange, yellow, green, blue, Indigo and violet too Rainbow rainbow, high and bright Rainbow rainbow, made of light From the clouds down to the ground, I see colors all around Red, orange, yellow, green, blue, Indigo and violet too Red, orange, yellow, green, blue, Indigo and violet too A rainbow A rainbow - Objectives: Students can learn the colors of rainbow by watching this funny song - This song uses in teaching Unit 9: What color is it? Lesson 3( part 4,5,6) in part 6( project), This video teaches students the various colors of the Rainbow which is violet, indigo, blue, green, yellow, orange and red before coloring the rainbow The best nursery rhymes makes students to enjoy, sing, dance to the foot tapping awesome music and engaging animation This combination of great music and colorful visuals have fun time All the nursery rhymes contain original classic tune which helps them to relate easily with around the world Here's the most enjoyable rhymes After students color the rainbow, teacher calls some groups to the front of the class to present their rainbows Ex: This is my rainbow It is…… (color) Rainbow song makes this lesson more interesting and not put pressure to pupils i, I love my 12 family - The lyrics song: I have a family, A family of six, Grandpa, Grandma, Papa, Mama And a little Sis Grandpa takes me for a walk, Grandma feeds me ladoos, They play with me They both love me, And I love them too Papa goes to office, Mamma cooks yummy food, They take me out We sing aloud And they love me too, Yes! they love me too - Objectives: Students can learn the simple family members vocabulary and pattern practicing video “I love my family” is our original song for kids to teach them values of family and cultivate love for the parents, grandparents - This song uses in teaching Unit 11: This is my family, Lesson 1( part 4,5,6) in part Warm up A family song teaches and learns names of the family members with this soft and simple English song Students will hear children’s singing voices and it's great for teaching, learn the words: grandma, grandpa, mom, dad This song will help learners review family members vocabulary and help them remember key phrases and sentences used when talking about family Students enjoy fun-filled rhyme - "I love my family" They can learn a lot from watching nursery rhymes animations with educational video and music j, How old…… - The lyrics song: How old are you? How old are you? I’m five I’m five years old How cute! How cute! Yeah Yeah! How old is he? How old is he? He's fifteen He's fifteen years old How smart! How smart! Yeah Yeah! 13 How old is she? How old is she? She's twenty She's twenty years old How wonderful! How wonderful! Yeah Yeah! - Objectives: By the end of this song, Students can revise words and expressions used when talking about age - This song uses in teaching Unit 11: This is my family, Lesson 2( part 4,5,6) in Warm up Melody is the sentence patterns “ How old are you?- I’m ……” , “ How old is she/ he?- She/ He is……… ” and vocabulary that is short repeatable many times easily to understand Tune in this song helps students to revise more expressions when talking about age Students enjoy watching fun and exciting English animation and the tune is very catchy k, Where are you? - The lyrics song: Where are you, Suho? I'm in the kitchen Where are you, Hana? I'm in the garden Where are you, Klin? I'm in the living room Where are you, Jenny? I'm in the bedroom - Objectives: By the end of this song, Students can revise words and phrases related to the topic My house - This song uses in teaching Unit 11: This is my house, Lesson 1( part 4,5,6) in Warm up This song is simple and catchy for students Besides, it helps students to revise correct pronunciation and vocabulary After listening this song, teacher can check the previous lesson by asking students the question: show these words related to the topic My house It’s not difficult for students to give answer(kitchen, garden, living room, bedroom) Finally, Students can sing the song in chorus l, What are you doing? - The lyrics song: What are you doing? What are you doing? I’m walking I’m walking What are you doing? What are you doing? I’m running I’m running What are you doing? What are you doing? 14 I’m jumping I’m jumping What are you doing? What are you doing? I’m dancing I’m dancing What are you doing? What are you doing? I'm reading I'm reading What are you doing? What are you doing? I’m eating I’m eating What are you doing? What are you doing? I’m drinking I’m drinking What are you doing? What are you doing? I’m sleeping I’m sleeping What are you doing? What are you doing? I’m putting on my shoes I’m putting on my shoes What are you doing? What are you doing? I’m putting on my hat I’m putting on my hat What are you doing? What are you doing? I’m saying goodbye I’m saying goodbye Goodbye! - Objectives: By the end of this video, students can: + use the words and phrases related to the topic indoor and outdoor activities + ask and answer questions about what someone is doing “ What are you doing?I’m ……” - This song uses in teaching Unit 18: What are you doing? Lesson 1( part 1,2,3) to introduce new words and sentence pattern Students can watch and listen to the lyric song instead of writing new words on the board according to traditional way Students can learn better through engagement, repetition, and fun They can sing, read, and move together in this fun action learning video At the same time, it is a fun way to help students understand the language without putting too much emphasis on producing accurate English m, How's the weather? - The lyrics song: How's the weather? How's the weather? How's the weather today? Is it sunny? Is it rainy? Is it cloudy? Is it snowy? How's the weather today? 15 Let's look outside How's the weather? Is it sunny today? Let's look outside How's the weather? Is it rainy today? Let's look outside How's the weather? Is it cloudy today? Let's look outside Is it snowy today? How's the weather? How's the weather? How's the weather today? Is it sunny? Is it rainy? Is it cloudy? Is it snowy? How's the weather today? - Objectives: By the end of this video, students can: + use the words and phrases related to the topic the weather + talk about the weather and practice making sentences describing the weather ex: sunny - rainy - snowy - cloudy - This song uses in teaching Unit 18: What are you doing? Lesson 2( part 1,2,3) in consolidation This is a fun song for students to learn about the weather, which can be used every day in class or at home, it includes key vocabulary: sunny, rainy, snowy etc The repetition allows students to practice and the melody helps them remember, as well as some sound effects which your kids can make themselves which accompany basic actions The music is energetic and engaging with a bouncy rhythm 16 Sample lesson plan Week Date of teaching: 19/09/2016 UNIT 2: WHAT’S YOUR NAME? Lesson 2: Part 1- 2-3 (Period 9) I Objectives: Knowledge: - By the end of this lesson, Students will be able to ask and answer questions about how to spell one’s name Skills: - Develop Ss speaking and listening skills Language focus: - Sentence Partners: How you spell your name? –L-I-N-D-A II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette, puppets Students’: books, notebooks, workbooks III Teaching processes: Class organization: - Greeting - Checking for the students' attendance Oral test: - Ask Ss to greet to each other New lesson: Teacher’s activities Students’ activities A.Warm up(8’): Sing the alphabet song - Tells Ss that they are going to sing The - Listen carefully and look at the board alphabet song - Reads the lyrics and check - Observe the alphabet comprehension - Asks Ss listen to the song the first - Plays the recording again and asks Ss to sing the song and using a finger to trace the letters - Gets groups of Ss to sit face to face and practise singing - Listen - Sing and the actions - Work in groups ( or Ss in group) singing 17 - Sing in front of the class - Calls a group to the front of the class to sing - Some SS spell names - Asks Ss using the alphabet to spell Nam: N- A – M their names Tú: T- U Lan: L – A - N B New lesson: Look, Listen and repeat( 10’) - Asks Ss to look at the book at page 14 - Elicits the character and asks Ss guess what they are saying Who are they? What are they talking about? - Set the scene: we are going to review phrases What’s your name? My name’s Mai - Asks Ss listen to the recording as they read the lines in the speech bubbles - Plays the recording again for Ss to repeat the lines in the speech bubbles two times - Divide the class into two groups One repeat Mai’s part and the other repeat Nam’s part - Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation - Elicits the structures How you spell your name? L-I-N-D-A Point and say( 8’) - Asks Ss look at the pictures on page 14 Elicit the characters in the pictures and their names - Ask Ss to guess and complete the speech bubbles T models/ allocates the parts of characters Linda and Nam to Ss - Asks Ss repeat the letter - Look at the pictures in the book - Ss observe the pictures and answer ( answer the questions in Vietnamese): Mai and Nam They are introducing yourself - Listen - Listen carefully - Listen and repeat - Read in groups - Work in pairs - Listen and practise to spell their names - Look at two pictures They are Nam, Linda, Quan and Peter - Work in pair to guess T: How you spell your name? S: N- A- M - Repeat the letters in focus ( L, I, N, D, A, Q, U, P, E and R) - Point to the pictures and practise - Asks Ss practice acting out the dialogue in pairs, using the pictures 18 Monitor the activity and offer held - Corrects pronunciation errors (stress, assimilation of sounds, intonation) when necessary - Calls on some pairs to perform the task at the front of the class - Checks and gives remarks - Let’s talk( 6’): - Shows picture and give task - Asks Ss work in pairs to ask and answer questions about how to spell one’s name - Checks and gives remarks 4.Consolidation( 2’) - Summary the lesson - Listen carefully - Some pairs ask and answer before the class - Other Ss give comments Work in pair practice talking Nam: How you spell your name? Quan: Q – U- A - N - Repeat the asking and answering questions about how to spell one’s name - Do exercises in the workbook 5.Homework( 1’) - Do exercises in workbook, learn by heart the new words and structure 2.4 The effectiveness of initiatives experience: From reality, The applicable results initiative "Using video, music to excite and reinforce knowledge in learning English in grade 3” is the number of students with good and excellent marks at the end of the year to be increased significantly Most students love English lesons and enthusiasm, excitement building as well as all extra-curricular activities Teachers feel an elated teaching, students are interesting in learning The specific results: Number Content Number percent of students 22 88 20 80 The number of students likes their English lesson The number of students can remember the words they have learnt for the following lesson The number of students feel confident in learning 20 80 The number of students is afraid of joining 12 activities The number of students can speak a short sentences 19 76 fluently Students take part in the school-level network(not organize students in grade in district) obtain high results: Đỗ Anh Thư: 1820/ 2000 Đỗ Trung Đức: 1800/2000 19 Trịnh Tuấn Tú : 1750/ 2000 Part III: The conclusion and request The conclusion: Through the practical application of innovative experiences in schools has brought positive results significantly Teachers participates in lectures- Students learn the initiative, to be interested in learning and actively explore new ones Although the results are not as expected, but this is the premise of helping me to continue studying and further improve teaching methods in the next school year The request: - For the office of education and training in district: Vigorous implementation of the application of innovative subjects experienced high award of provinces and districts into reality - For the school: + Should facilitate further time as well as budget for the organization of professional activities richness and more effective + Built room with full audiovisual equipment to serve in teaching and learning Above are some solutions to gradually improve the quality of teaching that I myself have researched, applied and effective experience over the past two years During the application process at the school we always have additional adjustments The solution initially contributed to the quality of the school's teaching However, in the process of research to find out the solution can not avoid the weaknesses and limit I’m looking forward to the participation of the council reviews the scientific and colleagues to complete this experience initiative better and contribute to improving the quality of English subjects CERTIFIED BY THE PRINCIPAL Thanh hoa , May 25th, 2017 I pledge that my subject experienced initiative not copy the content of other people Le Thi Huyen 20 The references: - Student’s book and teacher’s book - On youtube 21 Category Part I: Opening topic Reason base Researching purposes Research subjects Method of research Part II:The content experience initiatives 2.1 Theoretical bases of experiences initiatives 2.2 Status of the problem 2.3 The contents and how to implement solutions and measures 2.4 The effectiveness of initiatives experience Part III: The inference and request The conclusion The request page page page page page page page page page page 19 page 20 page 20 page 20 22 ... pronunciation, intonation standards Speaking skills are easy to learn and imitate in learning foreign languages And when it is, the children has gradually built up confidence sentiment in using English In. .. to sit face to face and practise singing - Listen - Sing and the actions - Work in groups ( or Ss in group) singing 17 - Sing in front of the class - Calls a group to the front of the class to. .. are you doing? I'm reading I'm reading What are you doing? What are you doing? I’m eating I’m eating What are you doing? What are you doing? I’m drinking I’m drinking What are you doing? What