Using visual aids in teaching english for students in grade 4 at vinh thanh primary school to improve their activities

A. INTRODUCTION
I. The Reasons for choosing topics.
Today society is growing, learning, absorbing, perceived knowledge
human knowledge is an urgent need of every person. For each person easily
access to abundant sources of knowledge which means English is
indispensable. Therefore learning English is increasingly more social concern,
especially generation children. Because English is the most common language
used and exchanges each subjects with the teaching methods, its own
characteristics. For teaching general foreign language courses in English and in
particular with the methodology and teaching aids in teaching is the matter
should be placed on top. For a lesson in English is good quality, giving students
a excited to absorb the lesson, the teacher must apply the method toxic unique
and attractive. Also utensils visualization tools are important and indispensable
in each lesson to help English teachers impart new knowledge, to help students
easily understand and absorb the knowledge that the teacher communication
achieved. Hence the use of visual media such as tapes, disks, projectors,
paintings image, the real object model ... is indispensable for the transmission
of information and teaching teach new knowledge to students. Starting from
this issue, I think the use map visualization solution is very necessary to create
a centralized tracking of students into the issues presentation, create excitement
and arouse curiosity to discover new problems. Since then, teachers will have
the opportunity to transmit and students will field a foul knowledge actively
and effectively. Since the actual use map visualization solution in teaching and
was taught many good results.
I boldly launched an innovative business experience: "Using visual aids
in teaching English for sudents in grade 4 at Vinh Thanh Primary school to
improve their activities ".
II. Research purposes.
With the successful research topics and initiatives of experience will help
teachers get the experience the following:
1. How to organize a lesson using visual appliances efficiently.

2. The steps to conduct a quality lesson.
3. Guide the student self practice, practice to have a certain vocabulary to
communicate basic.
III. Research subjects.
Study subjects of the study are measures used visual appliances in
teaching in elementary school and the students learn in 4A and 4B at Vinh
Thanh Primary school.
Total students: 53 students.
IV. Method of study.
For the study achieved good results, I used several research methods,
which are mainly the following methods:

1


1. Method of observation: The implementation of self-exploration theme
study, conducted attend classes visiting hours of your colleagues in the field.
2. The method of exchange, discussion: After the hour of colleagues, coworkers who take time to implement the project, colleagues and people to
implement the project to conduct exchanges.
3. Experimental Methods: Teachers conduct teaching purposes expressed
in each specific request some lessons.
4. Methods of investigation: Teachers ask questions to check
understanding of content assessment of student lessons.
B. CONTENTS
I. Theoretical basis.
Innovation teaching methods "Student-centered" teaching is studentactors in the process of understanding the exploitation of knowledge. In the
innovation of teaching methods, the visual appliances have a very important
role in helping students with high-level thinking skills, focused observation and
research to find out through the channel shape, build up is informal lessons.
The teacher serves as a guide, designed learning activities collection

allows students to gather information and information processing, selfdiscovered topics and content knowledge of new lessons. Organize students to
fully exploit the knowledge, build knowledge through channel formation
scenarios. Visual appliances available to collect new information through the
diagram, real objects, models are available around us to draw conclusions or
etched structure, semantics and so deep.
Students actively participate in the study and learn knowledge, no love
state students sit passively absorb the knowledge lesson by the teacher
presented in textbooks that actively participate in the learning process,
receiving knowledge and discovery of content, knowledge lesson. Besides the
teacher needs to understand the psychological characteristics of new students
find optimal methods in the teaching process. Elementary students have a
specific way of thinking, a formality, not sustainable. In addition to general
characteristics, the psychological elementary students also bring psychological
insecurity, anxiety fear because of pressure homework, teachers, friends,
pressure from family relatives.
II. Status of the problem before applying experience.
1. Advantages:
- There is concern in the sector level, school board, parents and teachers.
- Students are progressively more aggressive look with this subject and
most of them very eager to learn.
- The staff of teachers, ensuring the development needs of each school;
copper the teachers are trained in the preparation, enthusiasm, energy and
accumulation experience.

2


2. Difficulty:
- English is a difficult subject for students in grade 4 so to attract students
interested in learning this subject is so difficult to teach the children get the

skills and coordination skills a mature way even harder for many reasons such
as: students do not understand the importance of the subject so they are
ignored, and learn coping mood; equipment in service of teaching and learning
English in general and in particular to hear more limited, even teachers
sometimes have to create teaching aids teachers even longer as the 'Artist' in the
lessons due to lack of space intuitive map. Especially teachers have to work as
a "speaker" or in other words to do the replacement of tapes of the hearing
lesson. In the process of teaching, some teachers teach according sticky reside
always important how to complete the lesson, complete all objectives, students
master the knowledge without paying much attention to how to acquire
knowledge easiest way. Led to some concern and fear children learn English
from the results that affect learning English subjects.
For students, the skills that the difficult and often the children have
psychological boredom, inattention and almost let go, some other students deal
with the teacher in the class by copying the your results or copy available
answers.
- And a few students had difficulty in reaching and grasping new
language. Since then, there is little impact on the quality of teaching and
learning.
- Most students in rural areas, local pronunciation of English should read
not ready, tend to pronounce the English way of Vietnam. Specifically, students
are often afraid to learn English because the attention of parents is limited.
Even many parents work away from you should have to live with the
grandparents, the external factors are affecting learning problems lead to low
academic performance. On the other hand, the majority of parents do not know
English; So just to remind you mostly work hard.
Although conditions are not guaranteed or has been met no matter what
part of the teachers we need to explore, create and overcome difficulties to
make every lesson own skills and teaching process say general enjoyable,
charismatic passion of student learning. When teaching it myself perform the

following steps:
- Lead before (make students understand the requirements of the post).
- Guess the event.
- Out-specific mission requirements of all, determine the focus.
- Conduct training all in 3 steps: before, during and after.
- Use the appropriate procedure in the lesson, the visual aids in the post
(if available and necessary)
With the full implementation of such steps have yet lessons effectively.

3


3. The results of status:
In school year 2015- 2016, I was assigned to teach management board
English in grade 4. As soon as I receive a positive level survey of students
studying in 4A and 4B. Offer a detailed inspection as follows:
Question I: Odd one out.
1. A. Speak
B. Song
C. Play
D. Swim
2. A. Countryside B. City
C. Street
D. Map
3. A. Milk
B. Chicken
C. Bread
D. Fish
4. A. August
B. November C. May

D. Match
5. A. Maths
B. English
C. Science
D. Vietnam
Question II: Choose the best answer.
1.Where are you today?
A. I’m at home.
B. I’m from Vietnam.
C. I’m ten years old.
2. How many students are there in Mai’s class?
A. There are 30 students
B. There is a teacher
C. There are 30 student
3. Can your mother speak English?
A. Yes , I can.
B. No , she can’t.
C. No , he can’t
4. What day is it today?
A. It's Friday
B. an Monday
C. a Monday
5. When is your birthday?
A. It’s on the fifth of March. B. It’s in September 2nd. C. of September
6. Can you play volleyball?
A. No, I can
B. No. I can't
B. Yes, I can't
7. What can you do?
A. I can dance

B. Yes, I can
B. No, I can't
Question III: Read and answer the questions.
Hi. My name is Peter. I’m nine years old. This is my friends, Mary. She is
I am a student. I am in class 3 in Oxford ten years old. She is a student, too.
Primary School. I am from America.
She is from Australia.
1. What’s his name?
____________________________________
2. How old is he?
___________________________________
3. What does he do?
___________________________________
4. Where is he from?
___________________________________
5. What’s her name?
___________________________________
6. How old is she?
___________________________________
7. What does she do?
___________________________________
8. Where is she from?
___________________________________

4. Results:

4


Classes

Class 4A

Total

27

Survey results first test
Marks ( 9 -10) Marks( 7- 8) Marks(56)
SL
%
SL
%
SL
%
7
25,9
6
22,2 11 40,8

Under 5 marks
SL
3

%
11,1

6

23,1

Survey

Class 4B

26

5

19,2

7

26,9

8

30,8

Experiment

Through statistical tables on I noticed: The result is not very good
student. Percentage of students achieving good grades are not high, there are
still many students only low-level or unsatisfactory.
I understand the reasons that: The number of students with low scores in
English by subject:
- Do not boldly say to the class.
- They have not mastered the knowledge, not from memory, no method
of learning, not working hard.
- Teachers do not have the optimal method to help mentor students.

- Some parents do not really care about them, they just learn in class
about the parents do not pay attention, do not remind.
From this situation, to work teaching English better efficiency, I boldly
offering solutions to all colleagues to consult and apply, making the quality of
the school's English courses increasingly enhanced.
III. The solution was used to solve the problem.
In the process of teaching in general, the role of teachers is of paramount
importance especially with the current trend of teaching, we should make
students aware that teachers are only the driver and guide, explain to the
children need to be aware of the lessons required, of the unit. And the student is
the subject of learning activities or who actively acquire knowledge.
More specifically we are now teaching English in view of communication
means enabling students to develop the ability to use language to communicate
useful items rather than the provision of language, or the language knowledge
plain language.
Consequently skill training for students is very important because this is a
link in the communication process. Want to communicate well and effectively
communicate the audiences to understand his interlocutors duocc're talking
about? what to ask? Or want? As an English teacher, we should firmly grasp the
essence of each section, each required in the program.
1. Preparation:
- To use good visual appliances in teaching English first Teachers must
know the kind of intuitive use and its effects in the explore and exploit
knowledge in each lesson.

5


- Supplies visualization in teaching include: real objects, models,
paintings...

+ Material really necessary things around us and very close to life daily
living or learning tools such as rulers, pencils, books, furniture...
+ Gadget cartoon images, tapes and disks.
+ Substitute that is the model of plastic or clay.
When using visual appliances teachers to study the lesson content prior
to preparation utensils suitable for lesson content and utensils must used
thoroughly, lessons that will be more effective. There are so utensils new visual
valuable to students exploitation and learn better knowledge on the observed
exchange group basis to inculcate knowledge. Use intuitive utensils to serve the
teaching of English to contribute student section as understandable and easier
to receive knowledge, create comfort for school students do not be afraid for
the children learning foreign languages in general and English speaking
Private. Using the intuitive use in teaching, the teaching role is only director,
students employed in observing and actively explore research topics as well as
knowledge of new lessons, create interest and stimulate curiosity, restless,
eager to learn from the students. After observing visual items, the instructor
teaches the students suggested to build content and towards the main focus of
all knowledge. Therefore, for teachers to prepare teaching materials is a
problem important indispensable, it decided to success for both lessons and
teaching process, teachers need to plan research programs in preparation
utensils.
The teaching is not possible to use the description. Teachers need to
strengthen regular use. Teaching materials is not merely an illustration, but also
a source of information is extremely important to help students interested in
exploring, discovering new knowledge. An English lesson without teaching
aids, the lesson that day will greatly reduce the crispness. Conversely, one thing
though very simple furniture but also attract students and make the school more
attractive. Utensils can be the illustration of lesson content. In a pilot project,
the Ministry has provided plenty of competition in English, this is a source of
supplies available, teachers can borrow regularly at room furniture. The

competitive part of the knowledge needed to illustrate that there is no furniture
in the room to borrow, teachers can be launched by assigning students to sing
learn to draw, just encourage them to use professional painters in fact, has been
used in many paintings again. Drawings to illustrate a communication
situations related content is about learning, teachers can use their existing
capabilities, drawing on the board of simple drawings. In this capacity
efficiency of the school also achieved quite high.
a) Teaching aids may be the cards. Teachers can cut about 12 cards hard,
one can chalk surface, a surface marker can be used, both sides can be easily
removed. Teachers are always available to the cards in the briefcase, any
appropriate lessons can be very convenient to use and also make lessons more

6


vivid. These cards can help students review the related knowledge from going
to school in the game "Pelmanism '', can help students practice applying the
grammatical structure of all.
b) Side table, or the poster is also very simple, easy to use. When
teaching reading, listening teachers can use pre-written posters in the students
guess the true- false before read or listen to the lesson. However convenient
side table than can be erased and used many times.
c) Teaching aids are things available in everyday life. When related to the
new post will teach in, or related to the lesson content: glass, plastic, rice, salt,
milk, flowers, small drinks or foods such as tubers, fruits ... etc . Teachers can
bring from home and thus help students relate to its name in English, which
will help students to remember the words right out of class. Will be much better
when the teacher just told in words, such as 'rice' 'in the English speaking
Vietnamese as "rice' ... etc.
d) Do teaching the radio, listening to tapes to teach listening skills to

understand, is the essential items to help teachers not just read, assist students
accustomed to listening by radio. If teachers are lazy use of radio listening
comprehension ability of students is limited.
e) Information technology is the modern alternative means for teaching
aids effectively. If you can often use this teaching equipment, the ability to
attract the attention of students in lessons and inspire student learning very
high. While the use of electronic lesson plans teachers can use more vividly
realistic images, stimulate curiosity, discovery of students. Help students more
actively in their learning activities.
2. The method uses visual items:
- This is a method of organizing teachers to observe students utensils
intuitive understanding through knowledge map for building situations,
judgments sense of the word, predicting phenomena, facts, information
gathering data to guide students on topics lessons or homework to process
information. Example: When I taught an introduction to the activities (Unit 5:
Can you swim? English 4) I used the pictures describe the activities ( skip,
skate, cook, swim):

skip

skate

cook

swim

7


In fact I always learn, to explore the creation of new visual aids to help

teaching job more effectively, and I have achieved much encouraging.
Example: Through photographs ( a dog, a cat, abird, a fish) students can
remember right sense of the word.

In addition to pictures, objects real or miniature model prepared in a
number of lessons, we can also draw on the board the simple style image that I
think everyone is done easily, following is a some examples:
* The images depict the nouns:

a boy

an apple

a girl

bananas

a child

a carrot

a baby

an onion

8


* Adjectives:

Tall

short

Happy

fat

sad

thin

laghing

strong

crying

week

heavy

* Some pictures describe activities:

walk

run

sit

lie

swim

- To promote the use of best furniture intuitive and flexible to incorporate
operate using some basic methods below:
* Method to model (Model, Action, Talk - Mat) emphasizes modeling
and acting in accordance with the structure and form sentences and technical
training, help for students formed using English skills in a maximum amount of
time in the dark minimum. This method is relatively consistent with the
circumstances teaching English in Vietnam South because of the following
advantages:
+ Save time, students understood the content, whether through language
movement of teachers.
+ Students understand what to do when practicing.
+ Helps teachers use English to explain the whole structure, an active
action without resorting to the mother tongue.
* Method entire physical responses (Total Physical Response -TPR)
method called Listening (The Comprehension Approach fish) to help students
with a comprehensive response actions based on the link between language and
act naturally, how to help students think and remember long more.
+ Features of the TPR method:

9


- Help students develop the ability to understand language before
speaking that language.
- Ability to understand language through body gestures.
- Do not force students to tell if they are not ready.

+ Technical mainstream TPR method:
- Use the command to direct the behavior of students in the class.
- Change the role of communication: the students switch roles, follow
orders and set out command.
- Using the action sequence (the order related to each other).
* Method functionality (Functional Approach - FA) emphasized the to
use the language in the sample sentences in context, specific situations and
appropriate.
* Methods of communication (Communicative Approach - CM) as the
language of use in the classroom have to be notified to exchange ideas and
feelings between the teacher - student and student to student.
* Method of listening - speaking (Audio - lingual Approach - ALA)
emphasizes ability to pronounce and syntax of the language.
* Method grammar - structure (Grammatical Structural Approach)
emphasis on the acquisition of a grammatical system.
Besides the use of visual appliances teachers should emphasize
communication skills, student-centered, encouraging them to communicate in
groups, in pairs and class, environmentally friendly building cooperation.
Therefore, teachers should:
- Increased use of English in the classroom to advance to the possible use
English as an official language in the English language (the greeting, visit
questions, commands ...) told me as much English as possible to give them the
formed the habit of listening and understanding.
- More attention to the use of English as a medium of communication to
actually towards precision of language and intonation.
- Encourage students to use English more often (hello, ask, ask allows ...)
- Encourage students to switch into English what they say by
Vietnamese.
- Answering questions from students in English.
- Creating the environment for emerging language needs to communicate

in foreign languages to promote the active participation of students in
communicative activities.
- Helping students overcome inferiority, shame, fear of failure leads to
concerns say, by encouraging words, instructions, error correction rather gently
interrupted when students are saying, do not criticize when they do wrong.
- Only use Vietnamese to support the interpretation of a number of
difficult concepts abstract concept or a new grammar.
- Focus on communicative language teaching based on actions, not
words pure grammar.

10


- Preparation of diverse activities as appropriate with other objects each
other.
- Prepare communication situations related to each action words.
- Provide students with a minimum corpus, simple, easy to remember,
easy to use. To avoid the "translate" each word or each sentence one, the
teaching of language new teaching materials, audio - visual to be used in setting
up situations communication or introduction of new language semantics.
Teachers can use the pictures, real objects, gestures, speech or action to help
students link between negative audio, voice recordings or of the teacher. This
way teachers can inspire and direct their attention to the study, while the lie
thoughts and memories in mind of what was heard. Particularly for some
abstract corpus can not be used school supplies learning, hearing, seeing
teachers can use Vietnamese simple, concise to say equivalent means. But do
not abuse Vietnamese language teaching which should explain that through the
English, from simple.
IV. Effectives of experience initiatives for educational activities, to
ourselves, colleagues and schools

With the methods that I have adopted above, the quality of teaching
lessons is improved , more students are eager to learn English under the
guidance of teachers. Over a semester, academic results of students marked
progress especially. Children are excited and looking forward to more foreign
language lessons. Here are the lesson which I have applied :
Teaching date: 15 /01/2016
Week: 20
Period: 39
UNIT 12: WHAT DOES YOUR FATHER DO?
Lesson 1
I.Objectives: By the end of this lesson, students will be able to:
- Use the words and phrares related to the topic Classroom activities.
- Ask and answer questions about what someone is doing, using What does
your ….do? / He/ She’s a...
II. Teaching methods:
- Communicative approach.
- Techniques:
+ Ask and answer (say individually)
+ Work in pairs/ groups.
+ Discuss.
III. Teaching aids:
- Teacher’s aids: student’s and teacher’s book, recording, flashcards, sticky
tape.
- Students’ aids: books, notebooks, workbooks.
IV. Languages focus:
- Vocabulary: farmer, student, nurse, drive, factory worker, uncle, teacher

11

- Structures: What does your.....do ?
He’s/She’s a....
V. Procedures.
Time

Steps/Activities

I. Warm up:
3’
- Introduce the lesson by writing the title of the unit on the
board and check comprehension. Have pupils repeat the
title twice.
II. New lesson
1. Look, listen and repeat.
- Ask pupils to look at the four pictures and read the story.
- Ask a few questions to check comprehension: Who’s in
10’ picture a? What are they doing? Do you know the word
“interview”?...
- Play the recording more than once, if necessary, for pupils
to listen and repeat. Do choral and individual repetition,
pointing to the characters speaking.
- Play the recording again for pupils to listen and repeat.
- If time allows, call out three pupils to act out the story.
* Note: Use What does he/she do? Or What’s his/ her job?
To ask about jobs or occupation.
2. Point and say.
- Ask Ss to practice asking and answering questions about
someone’s job, using What does your…do? He’s/She’s a
14’
+ (name of job). Use the pictures to teach the words

farmers, nurse, driver and factory worker. Check pupils
understanding
- - Have pupils work in pairs to practise asking and
answering the question, using the speech bubbles and the
words under the pictures. Go around and offer help, if
necessary.
- - Call a few pairs to act out the dialogue.
- - Ask Ss to practise in pairs, using the prompts in the
bubbles.
- Set a time limit for the activity and ask pupils to write
notes their interviews for a class report later.
- Invite a few pupils to report their interview.
3. Listen and tick.
- Ask them to look at the pictures to identify.

Work
arrangement
Pair work

T- Whole
class

Whole class,
group and
individual.

T – whole

12

10’ - Play the recording a few times. Ask Ss to listen and tick
the correct pictures.
- Play the recording again for pupils to listen, do the task
and check their answers.
Key:
Father
V
Mother
V
Brother
Sister
V
2’
1’

III. Other activities.
- Consolidate the content of lesson.
IV. Reminder:
Encourage Ss to prepare for Unit 12 - Lesson 2.

class

T – whole
class
T- Whole
class

RESULT AFTER APPLYING THE RESEARCH IN TEACHING
After a period of application of the new method, in addition to guided

reading, students always diligent reading English, the learning of the children
has increased significantly. To check the results of their research have checked
interest in learning English in 4A and 4B:
1. Survey:
Part I: Listening (10 minutes )
Question 1: Listen and number.(1 point)

b. 

a. 

c.

0

e. 

d. 

Question 2 : Listen and draw the lines (1point)

A

B

C

13

D

1

0

2

E

4

3

Question 3: Listen and tick (2 poinst)

0 a.

b.

1a.

b.

2a.

b.

3a.

b.

4 a.

b.

Part II: Reading and writing (30 minutes)
Question 4: Look and read. Put a tick ( ) or a cross () in the box.(1 point)

0. I can’t draw a cat

X

1. My birthday is in February.
2. Nam can’t swim.

3.My favourite subject is Music

14


4. He is strong.
Question 5: Look at the pictures and the letters. Write the words. (2 points)

ruler

0. uerlr
1. lendagn

_________________

2. danymo

___________________

3. lkocc

___________________

4. cimus

___________________

Question 6: Fill in each gap with a suitable words from the box.( 1 point)
friend

English

January

tall

Vietnam

This is my (0) friend, Hoa. She is from (1)___________. She is ten years old.
She can dance and sing. Her birthday is in (2)____________. She likes
(3)_________ the most because it is interesting. She is (4)_______and pretty.
Question 7: Write about you( 2 points)
Yesterday, I was..........................................................................................
In the morning, I....................................................................................................

In the afernoon,I....................................................................................................
In the evening, I.....................................................................................................
2. Results:
Classes Total

Survey results Mid second term Test
Marks ( 9 -10) Marks( 7- 8) Marks(5Under 5 marks
6)

15


Class 4A

27

SL
7

%
25,9

SL
6

%
22,2

SL
12

%
44,5

SL
2

26

10

38,5

9

34,6

7

26,9

0

%
7,4

Survey

Class 4B
Experiment

Through table above shows the application of the measures which I have
presented, the number of students master all and complete the well has
increased considerably. I can see them eagerly participate in English lessons
which I have tought. This major helps students learn better, remember new
vocabulary, sentence structures longer and apply in practice well. This proves
that the initiative was actually feasible.
Above is the experience I have applied to teaching. It can not be
something new, but what I'm saying here is that interest students want to study
more attention from teachers and family. Such as the new help them have a
passion for English subjects.
C. CONCLUSION AND PROPOSALS
I. Conclusion.
Through the application of initiatives I learned some experience following:
- Introduction of new material through real or pictures.
- Teaching pronunciation by listening to tapes combined with the
simulated sound by manipulating sound, act of teaching.
- Supplies intuitive to diverse, lively, close to the children.
- When using visual appliances, teachers should pay attention to the
topic, to the pupils to set appropriate requirements. Instructions for students to
understand the content requirements. But to be logical, on the other hand
teachers must respect the independence, creativity of students. It makes sense
for both students and teachers. To the students:
+ Through the use of utensils, intuitive, creative, appropriate to each all I
see more exciting classes, the closeness between teachers and students is
significantly improved.
+ The children are no longer afraid and scared weak studied English
anymore. Children was bolder and conscious learning to build rich class,
exciting.
- For teachers:

+ Use of lesson time more reasonable.
+ The results gained from observing teachers will hold listening the
weaknesses, strengths of students.
- Apply topical information on teaching English have enough supplies
online and use the utensils thoroughly intuitive to exploit deeper knowledge,
practical rather, students will actively favorite subjects and more. English
teachers will gain these expectations, beliefs which themselves require for their
students.

16


- Students can practice the ability to observe and thinking through the
close to the real thing in the classroom, the environment around them. If
utilized effectively as the real thing on teacher availability can save pictures
investing unnecessary expenditure savings contribute to the school and the
teachers. Promote positive student, helping their favorite subjects than English.
Students will have the opportunity to study, explore and manipulate knowledge
in learning better. I myself would apply innovative experiences during his
teaching.
II. Proposals.
- With English subjects in Primary should provide more direct utensils
more vivid.
- Ensure sufficient textbooks, workbooks for students. (For channel
formation in textbooks varied and plentiful).
- Need to organize extracurricular sessions with the real thing as the
model plastic or clay ... promote positive student learning.
Above are some suggestions for implementation and application
experience initiatives be more effective. In presenting this initiative, I want to
promote positive of students in the acquisition of knowledge. I also look

forward to the comments Department of Education, the school management,
professional team to do better efficiency in research and teaching.
Sincere thanks!
CONFIRMATION OF THE
PRINCIPLE

Vinh Loc, March 24th 2016
I am sure this is my own writing, did not
copy other people's contents.
Written by

Le Thi Phuong

REFERENCE BOOKS
1. English 4 .

17


2. English’s teacher book .
3. A practical English Grammar -A.J Thomson and A.V Martinet.( Edition
1997).
4. Oxford Advanced Leaner’s Dictionary - New Edition 1991.
5. Cambridge University Press, 2007 Oxford Advanced Learners’ Dictionary,
OUP 7th Edition.
6. English language Teaching Method.

TABLE OF CONTENTS
THE PARTS
A

INTRODUCTION

PAGES
1

18


I
II
III
IV
B
I
II
III
IV

The Reasons for choosing topics.
Research purposes.
Research purposes.
Method of study.
Contents
Theoretical basis.
Status of the problem before applying experience.
The solution was used to solve the problem.
Effectives of experience initiatives for educational activities, to

1

1
1
1
2
2
2
5
11

C
I
II

ourselves, colleagues and schools
CONCLUSION AND PROPOSALS
Conclusion.
Proposals.

16
16
17

19