Listening skill practice through english songs for grade 5

PART I: INTRODUCTION
1. The reason for choosing the subject:
With the general growth of society, English is becoming popular for all
of people in over the world. Teaching and learning English is a problem that the
Vietnam educations care about.
Learning to communicate a foreign language is a very complex process
which involves the development of the four skills: listening, speaking, writing
and reading. The aim of this article is to focus on teaching of two skills:
listening and speaking to young learners of Viet Nam. Of the four skills,
listening is naturally the first skill young learners need to develop before they
feel ready to speak, read and write.
However, listening skill is one of the most difficult language skills for
students learning English. In a recent survey of individuals, I noticed that:
"More than 60% of my students think that listening skill is one of the biggest
obstacles in learning English." In particular, many of them practiced listening in
many different ways, but all failed. When being asked, "How do you practice
listening?", most of them answered that: listen every day, listen whenever they
have free time, watch movies, listen to music, listen to the news, listen to the
audio clip in English books...And the overall result received, "I practice
listening too much but can’t improve it”.
Causes include both objective and subjective ones. The objective reason is
that: Listening skills is relatively difficult in comparison with the three
remaining skills, requiring high accuracy in pronunciation (Pronunciation) and
intonation (intonation).... Furthermore, listening is a passive activity that
listeners have received information from other people, who may have different
pronunciation, intonation, and expression, which also leads to state mentality to
the listener (passive character)
Besides the objective reasons, we cannot fail to mention the subjective
reasons such as: listening activities are much less accessible and less diverse,
the pronunciation or vocabulary practice, structures should not be mastered
during listening comprehension and the ways children use vocabulary are

inaccurate. This leads to low self-esteem, lack of interest in participating in the
listening activities of underdeveloped students. So, as a teacher, what we need
to do to help students pronounce correctly - listen vocabulary, sentences,
structures exactly in the listening activities, practice listening skills well, apply
to real life in a funny and entertaining way. This is the reason why I have
studied, applied and written the initiative: "Listening skill practice through
English songs for grade 5".
In this paper, I choose some English special, effective English songs, which
I have applied in some lessons with the desirousness of practicing and
developing students' listening skills better.
1


2. Research purposes :
By successfully researching the subject, the initiative will help teachers
get the following experience:
1. How to design listening exercises through English songs
2. The steps to teach listening effectively through English songs
3. Instruct students to train themselves to have the skills and techniques of
listening through English songs.
3. Research objects :
Elementary students in general and students in grade 5 in particular.
4. Research methods:
4.1. Observation Method: self-researching, conducting class attendance of
colleagues.
4.2. Method of exchange and discussion: After attending the writer and other
colleagues’ teaching lessons, the colleagues and the writer will carry out the
subject, discuss to get the experience for the lessons.
4.3 Experimental Methods: Teachers conduct experiential instruction that
requires specific lessons of instruction.

4.4. Method of investigation: Teacher interviews students
5. The new points of experience initiative.
In this experience initiative, in addition to continuing to apply some songs
to classroom lessons as I did in the previous experience initiative, I have
incorporated a number of songs for the new 5th grade program and for some of
the outdoor activities of the school English club.
PART II: THE CONTENT OF EXPERIENCE INITIATIVE
1. The theoretical basis
Listening skill is foundation for other skills. Students should develop their
listening skill when learn foreign language. By listening, students are preparing
to imitate the sounds when they speak. In addition, listening skills can lay
foundation for reading instruction by developing good listening skill, students
match the sounds with corresponding symbols. The teaching of listening plays
an important role in every English teachers.
The important question that should be answered is : how do I teach
listening? Actually the activity of teaching listening must not rely on tape
recorder. A teacher`s speech will be a teaching material, somehow the teacher
must have good pronunciation. In addition, teacher must set the teaching and
learning well (pre listening-while listening - post listening). The creative
teacher should be able to have motivational and stimulation technique that
found to be effective in classroom.
Listening is the language modality that is used most frequently. It has
been estimated that adults spend almost half their communication time
listening, and students may receive as much as 90% of their in-school
2


information through listening to instructors and to one another. Often, however,
language learners do not recognize the level of effort that goes into developing
listening ability.

Far from passively receiving and recording aural input, listeners actively
involve themselves in the interpretation of what they hear, bringing their own
background knowledge and linguistic knowledge to bear on the information
contained in the aural text. Not all listening is the same; casual greetings, for
example, require a different sort of listening capability than do academic
lectures. Language learning requires intentional listening that employs
strategies for identifying sounds and making meaning from them.
Listening involves a sender (a person, radio, television), a message, and a
receiver (the listener). Listeners often must process messages as they come,
even if they are still processing what they have just heard, without backtracking
or looking ahead. In addition, listeners must cope with the sender's choice of
vocabulary, structure, and rate of delivery. The complexity of the listening
process is magnified in second language contexts, where the receiver also has
incomplete control of the language.
English in elementary school is an important step for the secondary
school. So they play an important role during the children’s learning process.
Given the importance of listening in language learning and teaching, it is
essential for language teachers to help their students become effective listeners.
In the communicative approach to language teaching, this means modeling
listening strategies and providing listening practice in authentic situations:
those that learners are likely to encounter when they use the language outside
the classroom.
2. The situation of problem
Achieving the best results for the quality of students’ courses is not an easy
thing. In the process of learning English, students often encounter difficulties in
the skill lessons , especially for students in grades 3, 4 and 5 because these are
the first years for students to get acquainted with the subject, with vocabulary
and structures, so their knowledge of the subject is meager.
Moreover, students are new to the lessons of skills, including listening. I
noticed that during the listening lessons, apart from students who understand

the requirements and perform activities well, there are many students with basic
mistakes. For example, in the listening activities to connect the concepts, the
equivalent sentences (Matching)..... sometimes they match by their emotion or
airiness (without base), so the results of the exercise are not correct.
Or in listening activities to fill in the blanks with the appropriate words,
their common mistakes are misspelling words or being confused with other
words such as: “one” and “want”; “five” and “fine”....
3


In a small number of cases, although teachers explained clearly about
the requirements of the listening activities, the results still do not satisfy all
requirements for activities that teachers have given. Thus the effectiveness of
listening lessons are not high and uneven among pupils.
Listening is one of the four key skills, not outside communication
purposes, it goes through all the parts of the lessons from grade 3 to 5, is
coordinated smoothly, inseparably with other skills. In communication we
speak to convey our opinions, but we also need to listen and understand the
others’ opinion to see what they say or what is new ..... It is offered to ensure
the meaning and achieve the purpose of communication. This is very important
and is also the destination of learning listening skills in particular and of the
subject in general.
Besides the above reasons, there are some other reasons that students are not
interested in listening lessons. They are:
1. Some topics in the textbook are not really close to the students because
the students’ knowledge of nature - society is limited.
2. Besides, the material base as well as support for the subject is poor.
The school does not have a standard room for English, some students also find
it difficult to purchase books, especially the children who do not have a
dictionary, do not equip themselves with listening books or tapes, discs, radio.

3. Especially, the students’ efforts are too little. Their efforts to improve
refresher vocabulary, pronunciation, intonation… are not regular, continuous.
So their listening ability is limited.
Having seen many objective and subjective causes of listening teaching
in primary schools, I tried to collect and write some songs with short and funny
rhythm which integrate into a number of questions, some words students have
learned to teach them sing and listen. Surprisedly, the children enjoyed singing
and sing very boldly. They are more open-hearted, not shy anymore, they also
participate actively in listening activities. Recently, students have been
improved in English subject. Although the results are not really high but the
first step makes me excited about my work. After class, one interesting thing is
that I have encountered my students singing the songs that I have taught them
in listening lessons. Indeed, it was a success.
At the beginning time of the first semester in the school year 2016 –
2017, I decided to examine the quality of English subjects for both grades 5:
5A, 5E by a listening test to make foundation and goal setting for my
initiatives.
Table 1: Quality survey
RESULTS
QUANTI
WEAK
FAIR
GOOD
EXCELLE
CLASS
TY
STUDENT
STUDENT
STUDENT
NT

4


quantit
%
y
5A

quantit
y

%

quantit
y

38

13

34
%

17

45
%

6

5E

41

12

29
%

17

41
%

8

TOTA
L

79

25

32
%

34

43
%

14

%
16
%
20
%
18
%

STUDENT
quantit
%
y
2

5%

4

10
%

6

8%

3. The implemented solutions
Here are some of the songs for students of grade 5 that I collect or selfdesigned and applied in my teaching process.

3.1. The song: This is the time we do everything
*Used for Unit 2 – I always get up early (English 5)
This is the time I get up, six thirty, six thirty
This is the time I get up, six thirty in the morning.
This is the time I have breakfast, at seven, at seven.
This is the time I have breakfast, at seven in the morning.
This is the time I go to school, seven thirty, seven thirty.
This is the time I go to school, seven thirty in the morning.
This is the time I have lunch, eleven, eleven.
This is the time I have lunch, eleven in the morning.
This is the time I do my homework, three o’clock, three o’clock.
This is the time I do my homework, three o’clock in the afternoon.
This is the time I have dinner, seven o’clock, seven o’clock.
This is the time I do have dinner, seven o’clock in the evening.
This is the time I watch TV, watch TV, eight o’clock.
This is the time I watch TV, eight o’clock in the evening.
This is the time I go to bed, go to bed, ten o’clock.
This is the time I go to bed, ten o’clock in the evening.
Activity 1: Listen and tick.
* The objective of the activity:
This activity helps students listen to understand, select and tick in the best
picture.
After introducing some new words, teachers hang the paintings, which
was prepared on the extra-board. Each painting has two or three options A, B or
C. The teacher explains the task of the exercise, then open the tape 3 times.
Teachers ask students to Listen - tick.
* Active Content : Listen and tick.
a.
5

b.

c.

d.
Key:

1) 11.00
2) 3.00
3) 7.00
4) 8.00
Activity 2: Listen and answer
* The objective of the activity:
This activity helps students understand the song and write the answers.
After introducing some new words, teachers give the questions, which are
prepared in extra-board. Teachers explain the task of the exercise. Teachers play
the recorder 3 times then ask students to listen and answer.
* Active Content: Listen and answer
a. What time do you get up?
b. What do you do at 7 o’clock?
c. Do you go to school at 7.30?
c. Do you go to bed at 10.15 p.m?
*Key:
a. I get up at six thirty
b. I have breakfast at o’clock.
c. Yes, I do
d. No, I don’t. I go to bed at 10 p.m
3.2. The song: What I want to be
*Used for Unit 15 – What would you like to be in the future? (English 5)

What I want to be, what I want to be. When I grow up to be big me.
What I want to be, what I want to be. Is a doctor or a mail carrier.
Each day I work, what fun it would be.
I'll always do my responsibility.I'll do what I do so carefully
When I grow up to be big me. What I want to be, what I want to be
When I grow up to be big me. What I want to be, what I want to be
Is a farmer or a firefighter?
Each day I work, what fun it would be.
I'll always do my responsibility.I'll do what I do so carefully
6


When I grow up to be big me.
Doctor. Mail carrier. Farmer. Firefighter.
When I grow up to be big me.
* Active Content : Listen and tick the job you hear

Key:

3.3. The song: Let’s go to the zoo
*Used for Unit 9 – What did you see at the zoo? (English 5)

Let's go to the zoo. And jump like the kangaroos do. [Kangaroo gesture.]
Let's go to the zoo. And jump like the kangaroos do.[Jump around the room
like kangaroos.]
Let's go to the zoo. And swing like the monkeys do. [Pretend to swing from a
tree. Monkey gesture.]
Let's go to the zoo. And swing like the monkeys do.[Swing around the room
like monkeys.]
Let's go to the zoo. And waddle like the penguins do. [Penguin gesture.]

Let's go to the zoo. And waddle like the penguins do.[Waddle around the
room like penguins.]
Let's go to the zoo. And slither like the snakes do. [Snake gesture.]
Let's go to the zoo. And slither like the snakes do.[Slither around the room
like snakes.]
Let's go to the zoo. And swim like the polar bears do. [Polar bear gesture.]
Let's go to the zoo. And swim like the polar bears do.[Swim around the room
like polar bears.]
Let's go to the zoo. And dance like the animals do. [Do a silly dance!]
Let's go to the zoo. And dance like the animals do. ♫
* Active Content: Listen and write the animals you hear. Then read aloud
and do actions:
Keys:
1. elephants .
4. penguins
2. kangaroos .
5. snakes
3. monkeys
6. polar bears
3. 4. The song: What’s the matter?
*Used for Unit 11– What’s the matter with you? (English 5)

7


(What’s the matter?)3 – I am sick
What’s the matter? Are you OK? –I am sick today.
Oh, no
(What’s the matter?)3 - I am sad
What’s the matter? Are you OK? –I am sad today.

Oh, no
(What’s the matter?)3 - I am tired
What’s the matter? Are you OK? –I am tired today.
Oh, no
(What’s the matter?)3 - I am hot
What’s the matter? Are you OK? –I am hot today.
Oh, no
(What’s the matter?)3 - I am cold
What’s the matter? Are you OK? –I am cold today.
Oh, no
Activity: Listen and write
Listen and write:
* The objective of the activity:
This activity helps students listen - to understand and write in the blank to
complete the sentence and help them reinforce the pronunciation of words
through listening to their sounds.
After the introduction of the new words, the teacher gives the extra-board,
which contains the content of the song with the blanks and some pictures.
Teacher asks students to skim the contents to predict vocabulary.
Teacher opens the tape - Students listen to the song and write
* Active Content: Students listen to the song and write
1, What’s the matter? –I am …………. today.
2, What’s the matter? –I am …………. today.
3, What’s the matter? –I am …………. today.
4, What’s the matter? –I am …………. today.
5, What’s the matter? –I am …………. today.
Key: 1. sick
2.sad 3. Tired
4. hot
5. cold

3.5. The song: Wake up! (Daily routines song)
*Used for Unit 2 – I always get up early. How about you? (English 5)
I wake up, I wake up, I wake up, I wake up,
I wash my face, I wash my face, I wash my face, I wash my face
This is what I do, when I wake up in the morning. Yeah.
This is what I do, when I wake up. Yeah.
I brush my teeth. I brush my teeth. I brush my teeth. I brush my teeth.
I comb my hair. I comb my hair. I comb my hair. I comb my hair.
This is what I do, when I wake up in the morning. Yeah.
8


This is what I do, when I wake up. Yeah.
I eat breakfast. I eat breakfast. I eat breakfast. I eat breakfast.
I go to school. I go to school. I go to school. I go to school.
This is what I do, when I wake up in the morning. Yeah.
This is what I do, when I wake up. Yeah.
I wake up, I wake up. I wash my face, I wash my face.
I brush my teeth. I brush my teeth.
I comb my hair. I comb my hair.
I eat breakfast. I eat breakfast.
I go to school. I go to school. (Alright)10.
Activity: Listen and match half of sentence in column A with suitable one
in column B.
* The objective of the activity:
By activities, teachers add vocabulary for students. More importantly,
teachers help them to pronounce, understand and connect corresponding
phrases (clauses) to make up right sentences.
* Active mode:
+ The teacher writes the parts of sentences in two columns on the extra-board,

explains the request.
+ Students do and perform the task.
+ Students read and sing in chorus.
* Active Content: Listen and match half of sentence in column A with
column B.
A
B
1. I wake
a. my face
2. I comb
b. up
3. I wash
c. my hair
4. I eat
d. to school.
5. I go
e. breakfast
* Key:
1- b
3-a
2-c
4–e
5.d
While introducing a number of new words or phrases, teachers do not
need to insist on presenting form of the verb as for students in grade 4. The
important thing in Listening - Matching activity is that students can listen to the
pronunciation of words and phrases to match the equivalent clauses.
3.6. The song: Making comparisons.
*Used for Unit 20 – Which is more exciting, life in the city or life in the
countryside? (English 5)

(Bigger, smaller, higher, lower. Shorter, taller, faster, slower)2
Which one is faster? A cheetah or a snail? snail
9


Which one is taller? Louise or the Eiffel Tower?
Bigger, smaller, higher, lower. Shorter, taller, faster, slower
Which one is bigger? The USA or Thailand?
Which river is longer? The Missisippi or the Nile?
Bigger, smaller, higher, lower. Shorter, taller, faster, slower
Which one is hotter? Singapore or Norway?
Which one is colder? Moscow or Bombay?
(Bigger, smaller, higher, lower. Shorter, taller, faster, slower)2
Activity: Listen and do the gap – filling
* The objective of the activity:
This activity helps students listen - understand and fill in the blanks and
helps them reinforce the pronunciation of words by listening to their sounds to
practise listening skill.
After the introduction of the new words, the teacher hang the extra-board,
which contains the song with blanks, ask students to skim the contents of the
song to have initial prediction in order to complete the blanks.
Teachers play the tape - Students listen and fill.
* Active Content 1: Listen and fill in the gaps with words you hear.
(Bigger, smaller, higher, lower. Shorter, taller, faster, slower)2
Which one is (1) _ _ _ _ _ _ ? A (2) _ _ _ _ _ _ _ or a snail?
Which one is taller? Louise of the (3) _ _ _ _ _ _ _ _ _ _ _?
Bigger, smaller, higher, lower. Shorter, taller, faster, slower
Which one is (4) _ _ _ _ _ _? The USA or (5) _ _ _ _ _ _ _ _?
Which (6) _ _ _ _ _ is longer? The Missisippi or the Nile?
Bigger, smaller, higher, lower. Shorter, taller, faster, slower

Which one is (7) _ _ _ _ _ _ _? Singapore or Norway?
Which one is (8) _ _ _ _ _ _? Moscow or Bombay?
(Bigger, smaller, higher, lower. Shorter, taller, faster, slower)2
* Key:
1 – faster
5 - Thailand
2 - cheetah
6 - river
3 - Eiffel Tower
7 - shorter
4 – bigger
8 – colder
* Active Content 2: Answer the questions:
1.Which one is faster? A cheetah or a snail?
2. Which one is taller? Louise or the Eiffel Tower?
3. Which one is bigger? The USA or Thailand?
4. Which river is longer? The Missisippi or the Nile?
5. Which one is hotter? Singapore or Norway?
6. Which one is colder? Moscow or Bombay?
*Key: 1. A cheetah is faster than a snail
10


2. The Eiffel Tower is taller than Louise
3. The USA is bigger than Thailand?
4. The Nile is longer than Mississippi.
5. Singapore is hotter than Norway
6. Moscow is colder than Bombay
3.7. The song: Food song
*Used for Unit 17 – What would you like to eat? (English 5)

Hello, friends. - Hi.
I’m hungry. - Me too. How about you?
Let’s go get something to eat. - Good idea. Let’s read the menu
Hamburger, chicken sandwich, pizza, egg, onion ice cream, cup of soup, hot
dog, salad, bowl of rice, broccoli cake, juice, milk, water, lemonade, fish juice.
(Can I take your order? )3 . What would you like to eat?
(I would like a hamburger. )2 .(I would like a chicken sandwich)2
(I would like a pizza)2 .(I would like an egg)2
And I would like an onion ice cream. Ewwww! Yucky
(I would like a cup of soup)2 . (I would like a hot dog)2
(I would like a salad)2 . (I would like a bowl of rice)2
And I would like a broccoli cake. Ewwww! Yucky
(Can I take your order? )3 . What would you like to drink?
(I would like a juice )2 . (I would like a milk )2
(I would like a water)2 . (I would like a lemonade )2
And I would like a fish juice. Ewwww! Yucky. One more time! Faster.
Activity: Listen and tick T or F
* The objective of the activity:This activity is often used for paragraphs, texts,
dialogues, or songs. It helps students listen - understand and tick True or False
column. It also helps them reinforce the pronunciation of words by listening to
their sounds to practise listening skill.
After the introduction of the new words, the teacher hangs the extra-board,
which contains the sentences of the song in the table, some are true but some
are false. Teacher asks students to skim the contents to have initial prediction in
order to tick in the columns.
Teachers play the tape - Students listen and tick True or False.
Sentence
T
F

1.I would like a chicken hamburger
11


2.I would like a lemonade
3.I would like a meat juice
4.I would like a honey ice cream
5. I would like a bowl of rice
Key:
Sentence
T
F
1. I would like a chicken hamburger
v
2. I would like a lemonade
V
3. I would like a meat juice
v
4. I would like a honey ice cream
v
5. I would like a bowl of rice
V
3.8. The other songs for outdoor activities: Listen - sing, and practice the
alphabet, ordinal numbers, The weather, days of the week, months of the year,
…
* The objective of the activity:
This activity helps students to reinforce the pronunciation of letters in the
English alphabet, syllables and sentence intonation. Besides, students also
practice the numbers, names of the weekdays and learned structures... Teachers
both reinforce the lesson content (in 5th grade program they have learned) and

create a comfortable, cheerful, lively atmosphere by the melody of the songs.
Teachers record the songs on the computer, show them on the projector,
then sing and model their rhythm for students.
Teachers incorporate singing test in groups - encourage individuals,
attract the students’attention, and select English songs or games for school
English clubs to create playgrounds and English communication environment
for students, help them understand more about the country and people of
Vietnam in particular and other countries in the world in general.
In this article, I would like to offer some songs and outdoor activities that
teachers and students in the school English club have done. That is the English
Festival with the topic: “Traditional Tet and festivals”.
The teachers and students of grade 5 perform the song: Happy
New Year

The students of grade 3 sing and dance the song: Tet in our country
The students of grade 5 with the Halloween festival

The students of grade 4 with the song: Christmas

12


The students of grade 2 with the Lion Dances
The headmistress also takes part in the English Festivals

Our teacher, Mr.Tony joins the games with young students.
The headmistress praises the excellent students of English club.
4. The practical test
I applied the initiative: "Listening skill practice through English songs for
grade 5" to teach in the class 5E in review lessons or after teaching the new

words, new sentence patterns during the school year 2016 - 2017. I tracked,
observed, inspected and obtained positive results. During the listening lessons,
students are no longer timid, afraid of making mistakes. Instead, they become
more confident, and active. They join activities effectively. They do listening
tasks better.
After a nearly year of application to practical initiatives at school, I had
the following results:
For excellent and good students, they do not only listen and write exactly
the words they hear, but can also hear the phrases, can explain to prove the
chosen options, give the specific evidence, distinguish correctly the
pronunciation of the words. Students do the test quickly and get good results.
They are familiar with many multiform listening activities.
For fair students and weak students, they master the objectives of
listening activities to do the exercises, reinforce pronunciation, and distinguish
the difference when listening to the pronunciation of words.
In class 5A, I didn’t apply listening activities through English songs.
They have accessed to the basic activities in the textbook. Even after nearly a
year, students can progress, but the result is not high.
* Survey results after applying listening activities through English songs (class
5E) in comparison with not using this method (class 5A) are illustrated as
follow:
Table 2: Results
RESULTS
EXCELLEN
WEAK
FAIR
GOOD
T
CLASS QUANTITY
STUDENT

STUDENT
STUDENT
STUDENT

5A

38

quantit
y

%

quantit
y

%

quantit
y

%

Quanti
ty

%

4

10.5
%

8

21.1
%

16

42.1
%

10

26.3
%

13


5E

41

2

4.9
%

7

17.1
%

18

43.9
%

14

TOTAL

79

6

7.6%

15

19%

34

43 %

24

34.1
%
30.4
%

With the achieved results, I will use this topic for the next school year,
and hope to achieve better results.
PART III: GENERAL CONCLUSIONS AND RECOMMENDATIONS
1. General conclusions
English and other languages such as French, Chinese, Japanese ... help
students form development and ultimately achieve the purpose of
communication. Listening is one of the important skills to help students achieve
that communication purpose. So teachers need to establish, train and develop
good listening skills for students. In my opinion, we do not just apply each of
the listening in textbooks, as this is not enough. Listening activities are not
really rich, but sometimes confined to students. So in one way or another,
teachers can expand the listening activities more diversely, these activities are
easy to understand and implement. Under the teachers’control, the students are
more confident and excited about learning to promote their thinking ability and
develop their listening skills in a natural way with great results.
To achieve this requirement, teachers must be often self creative in teaching,
search reference material to synthesize knowledge, recognize the nature of
skills correctly in order to have the suitable methods and the ways to give
appropriate supporting activities for each skill, each student in each unit as well
as the characteristics of students’knowledge of the subject so that they can
receive this subject in general and skills in particular openly, funnily, and
effectively.
With my thinking and work, this initiative may also have drawbacks . I hope
to receive the valuable feedbacks from my colleagues, peers in order to
complete my initiative better.

I sincerely thank you!
2. Recommendations
English has become popular and necessary in modern life. Therefore it is a
very important subject for students at all levels including elementary level.
Thus I wish the competent leaders to pay more attention to infrastructure as
well as the necessary equipment for English subject such as standard rooms,
teaching aids, pictures ...so that the schools will have a suitable teaching
condition and students will be excited to learn the subject better.
Thanh Hoa, April 12th , 2017
14


HEADMISTRESS’ CONFIRMATION

I assure this is my initiative,
I do not copy the other’s contents
Written by

Le Thi Thuy Hang

REFERENCES
1. English song for children - Internet explorer.
2. Dictionary - Oxford University Press
3. Regular refresher Documentation courses for English teachers.
4. Textbooks English 5 - Publishing Education.

15


16