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
1. 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 do 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.”

1


2. 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.
3. Research subjects:
- Students in grade 3 in ….. primary school.
4. 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 do
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.
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- 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 do 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.

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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 3 - 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 do 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 do 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.

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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 3 B: 25 students
Number
1
2
3
4
5

content

Number of
students

The number of students likes their English lesson
6
The number of students can remember the words
6
they have learnt for the following lesson
The number of students feel confident in learning
7
The number of students is afraid of joining
18
activities
The number of students can speak a short
5
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.
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- 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, do not criticize when they do 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.
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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 2 (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.

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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 2
(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 1 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, ………….

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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 1 (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,
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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.
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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,
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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

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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!

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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?
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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?

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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.

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Sample lesson plan
Week 3

Date of teaching: 19/09/2016

UNIT 2: WHAT’S YOUR NAME?
Lesson 2: Part 1- 2-3 (Period 9)
I. Objectives:

1. Knowledge:
- By the end of this lesson, Students will be able to ask and answer questions
about how to spell one’s name.
2. Skills:
- Develop Ss speaking and listening skills.
3. Language focus:
- Sentence Partners: How do you spell your name? –L-I-N-D-A
II. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette, puppets.
2. Students’: books, notebooks, workbooks.
III. Teaching processes:
1. Class organization:
- Greeting
- Checking for the students' attendance.
2. Oral test:
- Ask Ss to greet to each other
3. 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 do the actions.
- Work in groups ( 4 or 6 Ss in group)
singing.
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- 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:
1. 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 do you spell your name?
L-I-N-D-A
2. 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 do 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.
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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.
3 - 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 do 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
1
2

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
3
The number of students feel confident in learning
20
80
4
The number of students is afraid of joining
3

12
activities
5
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 3
in district) obtain high results: Đỗ Anh Thư: 1820/ 2000
Đỗ Trung Đức: 1800/2000

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Trịnh Tuấn Tú : 1750/ 2000.

Part III: The conclusion and request
1. 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.
2. 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 do not copy the content of
other people..

Le Thi Huyen

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The references:
- Student’s book and teacher’s book.
- On youtube

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Category

Part I: Opening topic
1. Reason base
2. Researching purposes
3. Research subjects
4. 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
1. The conclusion.
2. The request.

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