Helf the students of grade 3 use the correct personal pronouns and possessive adjectives

1. INTRODUCTION
1.1 REASON FOR CHOOSING THE TOPIC

No one denies the importance of English language in the present time as
global language. It is clear that English has become more and more dominant
around the world. Actually, in some countries it is used as the mother tongue
but, other countries learn it as second language in their schools. There is no
doubt that English is language of communication between the people from
different cultures. Moreover, English is the language of science and technology.
It is also the language of computers that help to integrate the people around the
world via Internet technology and e-mail. Needless to say, people who know
English can deal with the Internet. Therefore, the need of mastering a foreign
language especially English, is becoming more and more necessary. English is
one language serves as a means of actively supporting the most efficient process
of deeper integration of the country. Communicative languages becomes an
effective tool in every aspects of life. Besides the mother tongue, the Vietnamese
consider English as the second communicative language and the major subject
in the school course. To meet the growing demand as well as communication
needs of society, the Ministry of Education and Training has put English into the
progam at Primary School. The English program in Primary Schools is to form
and develop for students the knowledge and basic skills in English, through
learning English, students gain knowledge and their love for the Vietnamese.
Learning English not only contributes for the development of personality and
learning style but also provides students with basic knowledge and help students
understand initially the knowledge about the people and culture of English
speaking countries .
At Primary School, English is a subject which has its own characteristics.
Therefore teachers are like an artist , he or she need to be creative and cheerful
in order to involve students in learning English excitingly. As a teacher of
English at Primary School, I am always awared of researching the specific
methods in teaching English, 'Language learning is hard work ... Effort is

required at every moment and must be maintained over a long period of time.
Games help and encourage many learners to sustain their interest and work.
Games also help the teacher to create contexts in which the language is useful
and meaningful. The need for meaningfulness in language learning has been
accepted for some years. So improving the quality of education in general and
the quality of English department in particular is one of the top concerns of
today's educational career.That focuses more specifically for those students at
the primary level and beginner's approach to foreign language.For primary
school students are at the early stage of learning language programs as well as
learning Vietnamese.Vietnamese is children’s native language, but they only
learn initially. Nevertheless, from Grade 1 students had to learn a new language
and it is always parallel to the native language of the children.This makes them
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embarrased when using English to communicate in practising and doing
exercises . For that purpose, in order to respond the demands of teaching and
learning, I will offer one of the skills that I have applied in teaching personal
pronouns and possessive adjectives. Actually, the use of these measures helps
primary school children use the correct personal pronouns and possessive
adjectives in English.
After exploring and accumulating the experiences from colleagues and
myself, I have some experiences in teaching using the correct personal pronouns
and possessive adjectives in English and achieved quite effective results. The
students are more interested in learning English and more confident in doing
their exercises. This improves that my methods are right. With the passion and
the love for teaching English, I have studied and developed the research:
" Help the students of grade 3 use the correct personal pronouns and
possessive adjectives”
1.2 THE PURPOSE OF THE RESEARCH.

- The research applies the methods of teaching using the correct personal
pronouns and possessive adjectives in English to involve students in learning
English well.
- Creating the language circumstance to communicate in English and
promote students to actively participate in communicative activities; offering
some solutions and methods for teaching using the correct personal pronouns
and possessive adjectives in English.
- Exchanging and sharing some experiences in teaching for colleagues as
well as primary students.
1.3. RESEARCH OBJECTS
- Systematizing some theoretical issues about the procedures and
activities in teaching using the correct personal pronouns and possessive
adjectives in English Primary program according to the communicative
approach.
- Exploring the present situation of teaching using the correct personal
pronouns and possessive adjectives at Primary School and suggesting some
techniques in teaching to develop skills for primary students, helping them be
more confident to communicate in English.
- Research Time : School Year 2016-2017.
- Research Location: Nguyen Van Troi Primary School
Research Object: " Help the students of grade 3 use the correct personal
pronouns and possessive adjectives”
The respondents of the research: With this research I focused on the
primary student, especially the students of grade 3.
1.4. RESEARCH METHODS
- Theoretical research method :

2

Researching and reading legal documents, scientific literature and
textbooks which are related to researching problems by means of analysis ,
synthesis, comparison, to find the theoretical issues as a basis for solving
problems and researching tasks .
- Survey Method :
To survey the actual situation of teaching and learning English at Primary
School in order to discover new problems that need to be solved, determining
the common causes and preparing for the next procedures .
- Observation Method :
Observating the colleagues’ classes.
- Comparison Method :
During the researching and teaching in grade 3, I have used this method to
compare the survey results before and after applying the experiences of using
games .
- Checking and assessment Method:
Through the lessons and students’ test survey. From the test results of the
assessment I classified the students into groups and had suitable methods for
each kind of student.
- Group of complementary Methods :
- Methods of mathematical statistics .
- Methods of data analysis .
1.5. THE NEW POINTS OF EXPERIENCE INNITIATIVE
- Using games effectively in the lesson to help students remember new material
easily.
- Combine with Literature and Art in introducing the material of the lesson.
2. RESEARCH CONTENTS
2.1 THEORETICAL BASIC
The need for meaningfulness in language learning has been accepted for
some years. An useful interpretation of 'meaningfulness' is that the learners
respond to the content in a definite way. If they are amused, angered, intrigued

or surprised the content is clearly meaningful to them. Thus, the meaning of the
language they listen to, read, speak and write will be more vividly experienced
and, therefore, better remembered.
If it is accepted that games can provide intense and meaningful practice of
language, then they must be regarded as central to a teacher's repertoire. They
are thus not for use solely on wet days and at the end of term!
If you are looking to pursue a meaningful career as an educator, consider
choosing from a variety of courses in these online masters in education.
Language learning is a hard task which can sometimes be frustrating.
Constant effort is required to understand, produce and manipulate the target
language. Well-chosen games are invaluable as they give students a break and at
the same time allow students to practise language skills.
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Learning a foreign language is easy and varied but any form that learning
into 4 English learning skills: listening, speaking, reading and writing are very
important.To help students have self-confidence in writing and speaking skills,
the students not only need to have a rich vocabulary, but also understand how to
use them properly, especially knowing the correct use of personal pronouns and
adjectives basis in writing as well as speaking.
2.2. THE SITUATION OF THE PROBLEM
A significant base of research, developed over many years, is available to
inform educators about effective approaches to teaching children to learn
English. However, research on applying the methods of teaching material for
primary students is in its infancy. This reflects the fact that many teachers in
Vietnam are faced with the challenge of teaching children to approach to the
basic English. Making this a more critical issue, several researches suggest that
teachers are not receiving adequate professional development in effective
strategies to teach material for students. In order to make best use of the

information presented in this research, many teachers might want to consider the
following set of questions together in preparation for making decisions about
teaching English for primary students.
Normally when teaching English, teachers often focus on teaching
vocabulary, grammar or structure . However, grammar is not the final result of
the teaching and learning process. It is only a tool to help learner to
communicate more effectively. But in fact, there are some differences between
spoken English and written English. Written English requires the accuracy
statement of the structure, whereas spoken English needs the flexibility and the
intimacy in communication .
The beginning of grade 3, the students were familiar with the personal
pronouns as the subject in the questions in each lesson.They are: I,He,She,It
They ,We ,You. Attached to each pronoun is equivalent to possessive adjectives
like: My , His, Her, Its , Their , Our , your , ... But students always confuse
personal pronouns and possessive adjectives.
Example: Right writing:
This is my father. His name is Hung. He is tall.
Wrong writing:
This is my father. He name is Hung. His is tall
The more complex grammar, most students are not focused on learning
foreign languages, especially students in the suburbs. Lack of teaching facilities,
limited time. Most teachers is to try to be able to complete all the available items
in textbook. When the work is completed, it means that students can read
fluently,speak all the contents, make the questions with the new language, give
the meaning of the sentence in Vietnamese. Teachers feel satisfied with teaching
hours and think that was proving successfully.
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After reviewing the results of an actual teaching hours and some tests, the

students also confuse personal pronouns and possessive adjectives, they do not
remember how to use, so the result is not as teacher's wishes.
In the second week of October, I conducted the first term in English in
grade 3
Exercise1. Circle the odd one out.
I
She
her
you
Am
is
are
I
You
your
her
my
His
he
our
their
Exercise 2. Complete the dialouge.
She

my

his

A: Hello.
B: Hello. This is ........friends.

A: What’s your name?
B: .........name’s Hoa.
A. Hoa, this is my brother.
B:What’s........name?
A: His name is Dung. And this is my sister.
B. How old is she?
A: ...........is 17 years old.
Results of the survey are as follows:
Class Number of student
Time
3A
40
10/2016
3D
40
10/2016
3I
40
10/2016

Mistake
15 = 37,5%
17 = 42,5%
13 = 32,5%

her

Not mistake
25 =62,5%
23 = 57,5%

27 =67,5%

From reality that to work on better efficiency achieving , I boldly
innovative menthod to help students use the correct personal pronouns and
possessive adjective by using some methods lively, more energetic to inspire
students, make students more long remembered and use correctly, not to be
confused to achieve the desired results.
2.3 SOLUTIONS AND IMPLEMENTATION METHODS
2.3.1 Introduction using the form sentences.
For example: In grade 3 Unit 1 of the book introduces new sentences:
"Introduce your name", which uses personal pronouns “I”. I write the model
sentences on the board:
I am + name = I’m + name
=
And give some examples such as

5


I am Nam = I'm Nam

I am Mai. = I'm Mai

In Unit 4 has a model sentence: Introduces my name ,but using the independent
s“my” . In this lesson, I also offer the following sentences:
My name is + name
= My name’s + name
And give some examples such as

My name is Nam = My name's Nam

My name is Quan= My name's Quan.
Then I ask students to repeat the model sentences and I write them on the board.
My name is Peter. = I am Peter.
My name's Peter. = I'm Peter.
Explaining to students how to use the words “I and My” and I underlined
them. The word “I” is a personal pronouns subject in sentence, stand
independent before “To be” . But “My” is a possessive adjective clarify the
meaning of the noun. Therefore it is always standing in front of a noun, can not
stand alone to do as subject as personal pronouns.
I also explained the same to meet the personal pronouns You, He, She, It,
We, They and the possessive adjective equivalent to their ownership is Your,
His, Her, Its, Our, Their.
Example: He is Vinh. = His name is Vinh
She is Lan. = Her name is Lan
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It is La. = Its name is La.
We are Hoa and Lan. = Our names are Hoa and Lan
You are Tu and Thuy = Your names are Tu and Thuy
They are Son and Huong. = Their names are Son and Huong.
For example: When they talk to “We”, the teacher should explain: This
is the first person plural, the difference with the first person singular in that: “I”
say when only one person say but “we” say when they want to talk to 2 or more
people. So “To Be” is plural “Are”. Thus we have the following sentences:
We are + name + name + name.. = We’re + name+ name + name...
We correspond to a personal pronoun “we”, have a possessive adjective
“Our” and the word "name" here must have at least 2 names, so “To Be” “are”.
We have structured as follows:
Our names are + name + name+ name.....

Example:

We are Mai and Nam. = Our names are Mai and Nam.
Also explained similarly to the throne “You, They” and possessive adjectives
“Your , Their” .

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Example:

You are Linda and Quan
They are Peter and Mai.
= Your names are Linda and Quan.
= Their names are Peter and Mai
By explaining so meticulously, I have to help students to understand and
visualize using personal pronouns and possessive adjectives in English . After
finishing the lecture , I ask them to contact the Vietnamese what similarities and
differences in the use of personal pronouns and possessive adjective.
Example:

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The personal pronoun “I” is a first person in English but “I” in Vietnamese has
many meanings such as; grandfather, grandmother, father, mother,.......... The
possessive adjective “my” in English only one meaning. But “my” in
Vietnamese
has
many

meanings;
grandfarher’s,
grandmother’s,
father’s,.................. . The second person in English is “you”, It is grandfather,
grandmother, father, mother, sister,......................
The possessive adjective “your” in Vietnamese; grandfarher’s, grandmother’s,
father’s, sister’s, brother’s,........
In this comparison I help my students understand more thoroughly about
personal pronouns and possessive adjectives in English and Vietnamese.This
helps them to support more embarrassing when they use in comunication and
doing homework. So they are more interested in learning to acquire one new
language.
2.3.2. In practice pronunciation and communication.
After students have mastered the use of personal pronouns and possessive
adjectives in theory, immediately I ask them to use what they had just been
completed to practice pronunciation and communication with their classmates.
For example: When I finished teaching the personal pronoun “I” and the
possessive adjectives “My”, I asked each stduent to stand in front of the class
and introduce himself or herself about the name.

Example:

First student:
Hello! I am Tan.
Second student: Hi! I am Kien.
Third student:
Good morning! I am Tung. ...
The second time students have used possessive adjectives:
Example: First student:
Good morning! My name is Tan.

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Second student: Hello! My name is Kien
Third student:
Hi! My name is Tung. ...
By introducing 2 times, students will remember well the way to use “I and My”.
The personal pronoun “You” and the possessive adjectives “Your” . I asked 2
students to go to the board . One student pointed to other student and said: “
You are Ha”. Then I asked other student to say the sentence using “Your” and he
said: “Your name is Ha”. And then I asked students to practice speaking in
group and I corrected mistakes.
Example: When students learn the third person “He” and “His” or “She
“ and “Her”. Every time I call three students go to the board. A student plays
who is a passer , 2 students are chating with each other. Student A points to the
passer and said, student B responeds:

Student A: That is my friend.
Student B: What is his name?
Student A: His name is Phong.
Student B: Phong? He is Phong.
Similarly to the third person “She” and other groups in the class also practice.
When teaching the personal pronoun “It” and possessive adjective “Its”. I
brought some photos about animals as dog, cat, bird ... and sticked them on the
board, then called each pair to ask and answer about the names of these
animals.
Example: A: This is my dog.
B: What is its name?
A: Its name is Pluto.
B: Pluto? It is Pluto.

Similarly with the other animals.
When students have learned all personal pronouns, I asked them to practice with
a long conversation.
Example: A girl met the family of a friend in her class . Her family has 5
people. I asked 6 students to play role . Student A is a father , student B is a
mother, student C is a sister , student D is a brother, student E is the host,
student F is her friend. This is a conversation:
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F: Good afternoon.
E: Good afternoon. This is my friend.
C: What's your name?
F: My name is Dat
E: Dat, This is my dad.
F: What's his name?
E: His name is Hung. And this is my mum.
F: What's her name?
E: She is Anh. That is my sister.
F: What's her name?
E: Her name is Tu. And that is my brother.
F: What's his name?
E: He is Tien. ...
When the first group practiced, I copied the conversation on the board and
ask them to change the possessive adjective sentences into the personal pronoun
sentences. Then I ask them to practice conversation two times: first time using
personal pronouns to answer, second times using possessive adjective to
answer, practising group 6, the teacher went around the class and help students
to correct mistakes. Therefore students have been practicing very fluently, fun
and exciting. As a result, they absorb the lesson very fast, have a long memory

and more excited to wait for until the next lesson. The progress of the students
is more increasingly.
2.3.3. Doing the homework.
The progress of students are in solving the exercises that I deliver .
a) Giving the exercises at the beginning of class.
Firstly, in order to check the old lesson I ask students to answer questions by
writing to the questions:

What's your name?
Students answer and write 2 different sentences on the board:
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My name is Tuan = I am Tuan
What are their names?
They are Nam, Ba and Thuy. = Their names are Lan and Thuy.
Or I check by giving exercises and ask students to fill one word in the gap.
Example : Fill the words “His, Her, Your, My” in the gap.
1. What's ......... name? My name is Xuan.
2. What's .......... name? She is Huyen.
3. What's his name? .......... name is Thinh.
4. Hello. ...... name is Cuong. What's your name?
1- your, 2 - her, 3 - his, 4 – my
Then have students do transformation exercises
Example : Change given words into personal pronouns.
my
Your
His
Her
Its

Our

Their

Example : Fill the words “His, Her, Your, My,Their,Our,Its” in the gap.
I

hat is brown.

you

shirt is yellow.

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he

eyes are big.

she

cap is blue.

it

ears are pink.

we

eyes are small.

you

glasses are blue.

they

hair is green.

b) Giving the exercises in the middle of class.
When the theory completed, in the middle of class I can take out some
exercises to check their level of understanding.
Example: Reoder the words into the correct sentence.
1. is / my / this / brother /./ name / his / Ha / is. ( is / Ha / he)
2. is / dog / his / this / . / La / its / is / name. (is / it / La)
3. sister / this / my / is /./ is / name / Nga / this. (she / Nga / is)
1. This is my brother. His name is Ha. ( He is Ha).
2. This is his dog. Its name is La. (It is La).
3. This is my sister. Her name is Nga. (She is Nga).
Example: Choose one word to fill in the gap.
1. What is (his / he) name? (His / He) name is David
2. What is (she / her) name? (She / Her) is Linda.
3. What is (its / it) name? (Its / It) name is La
After finishing their homework,students will understand the theory more clearly.
c) Giving the exercises at the end of class.
At the end of the lesson, to reinforce the knowledge they have just acquired.
I've picked up some forms of exercise to check comprehension level of the
students as: Jumbled words, match, or choose the right sentences . etc. ..
Example: Reoder the letters into correct words.

eh / esh / hsi / erh / htye / ouy / ym / uory.
he / she / his / her / they / you / my / your.
With some exercises have given. I've strengthened students carefully and
skillfully about the way to use personal pronouns and possessive adjectives in
13


English so fluently. By this time students were able to use fluently and
correctly. So I have applied the personal pronouns and possessive adjectives to
organize some games for the students to encouraging, more exciting in studying
English.
2.3.4.Games
It is necessary for those who want to use games as a learning aid to be
concerned about how to use them. Hadfield (1990) suggested that "games
should be regarded to an integral part of the language syllabus, not an amusing
activity for Friday afternoon for the end of the term." Games can contribute to
students' skills if they are incorporated into the classroom, particularly if they
are used to reinforce or introducea grammatical rule or vocabulary. For example
in the games called "pelmanism?" , "Gather a team","Pass the secret"and ect….
students do not only have fun in class but they learn about some grammatical
rules or vocabulary.
These games I use very flexibly .Games can be organized at the beginning of
class, the middle class or even at the end of each class, depending on the
specific lessons.The game is also very varied and there are hundreds of games.
But in the scope of this article I only mentioned a few examples that I often use
when teaching in the classroom, related to personal pronouns and possessive
adjectives.
Example: . I organized for students to play a game called: "Gather a
team." I divided the class into four teams, each team was given to a
question.These questions to be cut into individual words, and each student

picked a word.Teams were talking to each other to see who the No. 1, No. 2 ...

14


In the order of words in sentences that they had.When the teacher commands ,
the team must lined up horizontally immediately and raised up the words into a
correct sentence.Which team will be the most rapid and correct winning team.
Example: The game is played in groups of four or five.Ask students to
line up in rows.Whisper a sentence to the first student in each row.The first
student then whisper the sentence to the second one.The last student in the row
says aloud the sentence she/he heard.The group that says the sentence correctly
in the shortest time wins the game.

1. My name is Lili.
2. His name is Smith.
3. Her name is Anne.
4.It is Donal
The students have played and reviewed the knowledge they have learned from
the previous lesson, instead of checking the old lesson.
They do not feel that they had been checking old lesson that have more fun,
more exciting in a new lesson to acquire new knowledge. In between class I can
give a game to encourage students to continue learning more exciting the rest
of the lesson.
Example : Play a game"Pelmanism".
my

he

she

I

your you

their it
his

its

they her

we
our

The teacher prepares fourteen cards with number on one side and personal
pronouns or possessive adjectives on the other. The teacher sticks the cards on
the board so that the Ss can only see the numbers. The teacher divides the class
into three groups and asks each team to choose two numbers at the same time
15


The teacher turns over the cards and see if they match . Any team that finishes
first and correctly as group winners.
By organizing the games in many different times so, I have caused to my
students a lot of excitement to learn and better understand new languages
different from the language of their native .
By organizing the games in many different times, I have caused to my
students a lot of excitement to learn and understand new languages different
from the language of their native . As a result, students are trying very hard

listenning to lectures, participate in the construction energetically and all
activities that teachers have organized in the class. Everyone is trying to absorb
the lesson good, complete the homework, understand thoroughly and participate
in the game more confident. The quality of their learning is progress.
2.4. RESULTS
From the experience of the last school year, this school year I conducted a
survey on the use of personal pronouns and possessive adjectives when students
start finishing at Nguyen Van Troi Primary school where I am teaching. The
survey carried out is done by the oral test, a test of 15 minutes and one period on
the paper. The forms and test time are also very variety, not stressful for
students.
The results were as follows:
Class Number of student
Time
Mistake
Not mistake
3A
40
03/2017
5 = 12,5%
35 =87,5%
3D
40
03/2017
6 = 15%
32 = 85%
3I
40
03/2017
5 = 12,5%

35 =87,5%
From these results, we can see that if these measures
implemented to teach personal pronouns and possessive
adjectives as that I mentioned above, students will be interseted in
learning English .
I feel very happy about these results because the efforts
of teacher and students were so successful.
3. COMCLUSIONS AND RECOMMEMDATIONS.
- Conclusions
Currently facilities, teaching aids were plentiful, pictures in textbooks is
pretty and clear.Teachers of foreign languages must have a well knowledge and
high creativity in teaching. During the classes, the teacher is who guiding and
organizing for learning.The teacher always gives clear questions, instructions
and activities for doing exercises.The teacher always have feedback, make
students understand and know the extent of their progress.Explaining ,reviewing
and guiding regularly. Organization learning environment so that students can
learn together and achieve the highest purpose. Organize the activities so that

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students can share information, opinions, discussion, and thinking about a
certain numbers of problems. Encouraging to clarify or resolve their concerns.
Through the study of measures to help primary school students to use
correct personal pronouns and possessive adjectives and it helped me form the
appropriate steps during introduction the model sentence. In my opinon, this
method is also an important step and necessary for each teacher. Common
purpose is that the students won’t confuse personal pronouns and possessive
adjectives.
These are some of my personal thoughts about measures to help students

use the correct pronouns and possessive adjectives.
- Recommendations
I would like to encourage Vietnamese teachers to have more confidence
and experience in teaching use the correct pronouns and possessive adjectives
even though we are not native speakers of English. With full advanced
preparation, including practicing and designing effective teaching activities, we
can all be experts in teaching English. Hence, I would like to have proposals to
the leaders that …
+ To the leaders
I hope that the leaders ought to organize the training courses for the English
teachers more regularly to enhance the capacity of teachers in teaching
English.Through the training courses, teachers have the opportunity to exchange
and learn experiences.
+To the teacher:
The teacher need to help children learn and use aspects of language associated
because the teachers play a critical role in supporting language development.
Beyond teaching children vocabulary and grammar. They need to understand
how language works well enough to select materials that will help expand their
students' linguistic horizons and to plan instructional activities that give students
opportunities to use the new forms and modes of expression to which they are
being exposed.
I know that my thoughts still have many shortcomings, I look forward to
receiving the suggestions of colleagues, building and adding to my initiative.
Thanh Hoa City, April 10 th 2017.
I swear this thesis is written by me without copy content from others.
Headmaster’s signature

Written by
Kieu Thi Hoa

17


Reference documents.


Student’s English book.



New language teaching methods.



Methods of teaching English in the school level.



Biber,

Douglas, et

al. (1999) Longman

Grammar

of

Spoken

English. Harlow, Essex: Longman. ISBN 0-582-23725-4.


Jespersen, Otto. (1949) A Modern English Grammar on Historical
Principles. Part 2 (Syntax, vol. 1). Copenhagen: Munksgaard; London:
George Allen and Unwin.



Payne, John, and Rodney Huddleston. (2002) "Nouns and Noun Phrases."
Chap. 5 of Rodney Huddleston and Geoffrey K. Pullum. The Cambridge
Grammar of the English Language. Cambridge: Cambridge University
Press. ISBN 0-521-43146-8.

18




Quirk, Randolph, et al. (1985) A Comprehensive Grammar of the English
Language. Harlow, Essex: Longman. ISBN 978-0-5825-1734-9.

INDEX
CONTENTS

PAGE

1. INTROCDUCTION.

1

1.1 REASON FOR CHOOSING THE TOPIC

1

1.2 THE PURPOSE OF THE RESEARCH.

2

1.3 RESEARCH TASKS

2

1.4 RESEARCH METHODS

2

1.5 THE NEW POINTS OF EXPERIENCE INITIATIVE

3

2. CONTENTS.

3

2.1 THEORETICAL BASIC

3

2.2 THE SITUATION OF THE PROBLEM

4

19


2.3 SOLUTIONS AND IMPLEMENTATION METHODS

5

2.3.1.THANH
Introduction
the form sentences.
HOAusing
EDUCATION
&TRAINING DEPARTMENT5

THANH
HOApronunciation
CITY EDUCATION
& TRAINING OFFICE
2.3.2.In
practice
and communication.
8
2.3.3. Doing the homework.

11

2.3.4. Games.

13

2.4 Results

15

3. CONCLUSION AND RECOMMENDATIONS

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- Conclusions

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- Recommendations

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REFERENCE DOCUMENTS
EXPERIENTAL INITIATIVE

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HELP THE STUDENTS OF GRADE 3 USE THE CORRECT
PERSONAL PRONOUNS AND POSSESSIVE ADJECTIVES

Writer:
Job:
Office:

Subject:

Kieu Thi Hoa
Teacher
Nguyen Van Troi Primary school
English

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THANH HOA 2017


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