Some effective ways to teach new model sentences for class

A. INTRODUCTION
1. Reason to choose the topic:
Nowadays, English has been popular not only in the world but also in Viet
Nam and it becomes an important subject in all schools in Viet Nam today.
Therefore, the teaching and learning of English has major changes in the content
and teaching methods to meet the objectives and requirements for this subject in
the reform programs. This will help students improve their creativity and
dynamism and develop the skills in using the language to communicate in
English, especially in developing skills for reading and writing. With these
perspective requests, the teacher can use the tips and classroom activities which
are suitable for requirements of the program and all students.
2. Study purpose
As an English teacher working in a primary school for ages, I have ever
faced with a variety of difficulties, especially in introducing new model
sentences for children in grade 3. In fact, this is the first year children are
acquainted with this new models. Therefore, to remember and write the correct
words is very difficult, but to understand the form is more difficult. However,
teaching model sentences is very really important because we can not
communicate with each other without using words and sentences, so it is all
right if it will be possible to answer these questions: How to help children
remember and make use of the new models effectively? How to help them love
and have passion for this subject and use the language for communicative
purposes? That is why I wish other colleagues to think about.
In the process of teaching English, I have been consulted by other
colleagues, lectures as well as from reference books and useful websites to apply
in this topic “Some experiences in teaching new model sentences in English
for class 3 effectively”.
3. Research object: Pupils for class 3
4. Study measure
I have used ways such as: story telling, creating close situations in
everyday life with children, using games, songs and so on to both give children

interesting motives to learn English and make them more enjoyable and easy to
remember new models without having boring feelings.
B. CONTENT
I. The basis of reasoning:
With the development of using English in the society these days, it is
increasingly becoming a communicative language in everyday life. Moreover, it
is an important key for the Vietnamese people in exchanging and developing
economics with foreign countries. For these reasons, learning English at an
elementary level is very essential for children to have a solid foundation in the
next grades. This requires each teacher to find out the best way to teach children
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the knowledge, skills of a new language, but to teach the elements of a new
culture of both the similarities and differences from the background culture of
our country.
For grade 3 pupils who are too young to absorb the complicated
definitions or structures. In this age, they just know simple and familiar things,
so it is very important for teachers to know their children’s characteristics. They
are children that pick up languages in chunks. They focus on meaning rather
than form and they learn through directly from experiences. From these, we
should give them more suitable techniques to teach them best. The teacher ought
to help them to acquire the meanings and the way to use new models to
communicate without going into the grammar. In addition, children are very
active, creative and they often like acting. Hence, we must use TPR, songs,
chants, story-telling, meaningful situations, pictures or games into teaching new
models. It will make class fun. Pupils feel exciting and involved in lessons.
That’s why I choose the topic “Some experiences in teaching new model
sentences in English for class 3 effectively”.
II. Basis, time and research subjects:

1. Background.
To conduct this study based on the theme:
- casting the experience through actual teaching time.
- referring a number of documents in English.
- using textbooks and teachers of English 3.
- giving results of the survey from the English quality of school.
- exchanging and learning from the colleagues in professional groups of
English inside and outside the district.
- participating in training courses, workshops for primary school English
teachers organized by the office.
2. Study time: From January 2015 to March 2016
III. Implementation measures:
Currently, I am teaching at a local school where people make living by raising
cattle and planting rice. People’s life is so hard so many parents do not really
care about the education of their children. The preparation of books and school
appliances for their students is not still enough, even none. Besides, English at
an elementary level is not attached special importance, even less important for
some parents. For a few parents, it is not as important as other subjects like
Math, literature and so on. Moreover, very few parents know English, so it is
very difficult for them to check their study. As for me, it is not very easy to
share ideas or ways to solve these problems in teaching with beginners because I
am the only teacher of English in my school. I only refer to other comments with
colleagues in other schools. Another reason is that there is a lack of the
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equipment to use in teaching English in my school. This affects children’s
English learning and the quality of the lectures. I can really see this matter and
try to make the quality go up at the same time, help children like this subject.
Therefore, I decided to carry out an oral test to check the speaking ability of

pupils for class 3.
Class

Total

3A
3B

17
22

Bad
0
2

result
average
good
2
7
12
8

excellent
8
0

IV. The implementation process.
Beginning from the actual situation as described in section reason
initiatives proposed in my own experience teaching process, I tried to figure out

ways to help students be able to remember and understand the new models. I am
pleased to present the measures which I have applied in my school in recent
years, especially teaching new model sentences with steps as follows:
1. Revision:
It is an important part for teachers to consolidate the learned knowledge
and to provide a familiar base that integrate a new language. Children remind of
the knowledge they learned before. However, we often remind it in Warm-up
section. These techniques consist of:
- revise learned language by using pictures or ask questions.
- ask and answer.
- learn chants or songs.
2. Present model sentences.
For this stage, I will give some ways below:
- use pictures, photos of characters who relate to models
- use puppets or characters’ cards to tell stories.
- use TPR or gesture.
- make a real and meaningful situation.
- elicit the situation.
3. Control practice:
It is the step for children to use the language correctly and they try to
understand the meaning of the situation and they get a chance of hearing the new
language, then repeat it, so I often use the following techniques:
- work in pairs or groups.
- play games such as: survey, physical line-up, Chinese Whisper, passing
ball, Simon says. Find someone who and so on.
- use pictures or flash cards.
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- use chants.

4. Production/use:
Through this step, children can use the language in a communicative
situation where the focus is on exchanging meanings, it is also encourages them
to draw on the language they already know and monitor their attempts and give
feedback at a later stage. In this stage, children can use the new language in a
new or varied contexts. This purpose of this step is communication:
- techniques
- use pair-work or group-work.
- play games such as Noughts and Crosses, Passing Ball, Chain game ect.
5. Noticing language:
To draw children’s attention to the form of the language, pupils pay
attention to the form of the new model sentences. These techniques are:
- underline the words and explain the replacement then ask them to
practice.
- use gap-filling.
- chants
- song
These contents of some tips to teach new sentence patterns that I applied
to some units in English 3.
6. Some illustrations
Unit 1: Hello
Lesson 1: 1,2,3
This is the first unit in textbook I present pupils the way to greet others in
English.
I elicit the situation and use TPR to give the new models.
- First of all, the teacher raises the card of characters, Linda to the class
and introduces it to them.
- Teacher: now class, today I have n new friend and what will you say to
her?
- Pupils: “Xin chào”

- Teacher raises the character’s card, waves the hand and replies: Chào các
bạn,. Mình là Linda.
- Some pupils say “hello” and introduce their names in Vietnamese.
- Teacher: OK. Now we have just introduced ourselves, so to know how to
say greeting and introducing ourselves in English we change to section II.
Model sentence
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- Teacher waves the hand and says: hello
- Teacher asks them to listen and repeat in chorus then individuals/
- Teacher writes it on the board.
- Teacher puts one hand on the characters’ card and says: my name’s
Linda.
- Teacher asks them to listen and repeat in chorus then individuals (repeat
and put the hand on the chest)
- Teacher writes it on the board.
- Students copy.
- Teacher asks Ss to work in pairs to practice the model again.
- Students calls some pairs to practice.\
- Teacher underlines the name Linda and explains that: you can replace
with a different names.
- Teacher gives each pupil a piece of paper, there is a name on them and
asks them to work in groups of four to greet and introduces the names (say and
do action). They use the name that teacher gave them.
- Teacher calls two groups to practice in front of the class.
Unit 2: What’s your name?
Lesson1:1-2-3
For this unit 2, I use story telling to present models.
- Teacher: today I have a story for you, now listen to me please. Today

Linda will move to a new class, so she is a bit nervous because she doesn’t
know anyone in this class. When she comes into the class, all of the students are
very surprised. They want to know who the girl is and one of them ask. Teacher
stops and asks them: who knows what she asked
- Ss: “Bạn tên gì?”
- Teacher: right! and they say in English: “What’s your name?”
- Teacher says it again and asks them to repeat.
Ss repeat in chorus then individuals.
- Teacher continues the story and she replied . Teacher stops again and
asks them to guess what she said.
Ss: “Mình tên là Linda”
Teacher: “excellent”. That’s her answer. now listen: My name’s Linda
- Teacher asks them to listen and repeat. (in chorus then individuals)
- Teacher writes the sentence down.
- Ss copy.
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T: asks students to work in pairs to practice the model sentence again.
Ss: work in pair.
T: call some pairs to practice.
T: underlines the name Linda and explains that: you can replace with a
different names.
Teacher gives them some pieces of paper which contain a question
“what’s your name?” or some names like Nam, Peter, Tony, Hoa and ask them to
practice in two groups.
For example: when the teacher raises the question to group 1, they will
say: “What’s your name? ” and teacher raises the name Nam to the group 2, they
will say: My name’s Nam then teacher reverses…
Unit 4: How old are you?

Lesson 1: 1-2-3
For this lesson, I present the way to ask and answer about someone using
Who’s that? It’s ….I use a real situation to present this model.
T revises the word “mean” that they learnt.
T gives them a photo of Lan who they don’t know. They would be curious
and ask the teacher: Đó là ai vậy?
T answers: Đó là Lan
T leads them to this model. To know how to say these sentences in
English we change to section II. Model sentence.
T reads the question as a model and asks them to repeat.
Ss repeat in chorus then individuals.
Ss copy down.
T asks them to practice in pairs to practice this model sentence.
A: Who’s that?
B: It’s Lan
T calls some pairs to repeat.
Then T uses a game called Guessing game. Teacher calls a pupil to go to
the board and blindfold him and calls some other pupils to stand in font of him.
He has to touch them and guess who they are. When he touches each pupil, the
class will ask: Who’s that? and he has to guess and answer: It’s ….
Unit 8: This is my pen
Lesson 1: 1-2-3
In this lesson, I create a real situation in the class to present identifying
school things, using: This/That is …………..

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First, I ask some pupils to lend me some pens, then I raise them in front of
the pupils and ask: Whose these pens are they? The pupils sitting near me will

say: “Đây là cái bút của em”
T gives them back their pens and leads them to the model.
T: OK. We have learnt some school things in vocabulary so to know how
to say about identifying them in English, we change to II. Model sentence.
T holds a pen on the hand and point to the pen and asks them :Who knows
what I will say:
Pupils answer: Đây là cái bút của em
T: good! and in English we say: this is my pen.
T asks Ss to raise their pen and repeat after the teacher.
Ss raise their pens and repeat in chorus then individuals.
T writes the sentence on the board.
Next, teacher puts a pen on the table and stands far from them, point and
repeat.
Ss point to their own pens and say in chorus then individuals.
Teacher writes it on the board.
Teacher asks them to work in pairs to practice the model again.
Ss work in pairs to practice.
T calls some to practice.
Then teacher asks them to identify school things what we say.
Ss repeat the model sentence.
Teacher underlines the word pen and explain that we can replace it with
other things. Then teacher asks them to use learned school things in English and
practice the model again in groups of four.
Ss work in group point and say their own school things.
Teacher calls some of them to repeat.
Unit 10: What do you do at break time?
Lesson 1: 1-2-3
In this lesson, the teacher present the ways to ask and answer questions
about break- time activities, so I use eliciting situation to give model sentence.
After presenting new words about break-time activities, the teacher asks

them to play a game: Slap the board to check vocabulary which relate to the
model.
T: I’ve presented you some interesting activities and tell me: When do
you often play them?
Ss: we play them at recess.
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T: I see all of you play games and sports at recess but I don’t know what
each of you play so I ask: What do you do at break time?
t asks them to guess the meaning of the question.
Ss: answer: “Em làm gì vào giờ ra chơi?”
T: Good! Now listen again: What do you do at break time?
T asks them to listen and repeat (in chorus and individual)
T asks them on the board.
T: so how can you answer this question? Teacher calls some of them to
answer.
Pupils: Em chơi bong đá/ Em chơi cờ vua/ Em chơi nhảy dây…
Teacher: very interesting! and in English we say: I play football,….
Teacher asks them to listen and repeat(in chorus and individual)
T asks them on the board.
Teacher asks them to know other activities (check the meaning)
Pupils answer the question: What do you do at break time? and how to
answer.
Pupils: I play football
Teacher asks them to work in pairs to practice asking and answering about
the activities at break time.
Teacher calls some to repeat.
Teacher underlines the words – football and explain that we can replace it
with other games or sports: I play football.

Teacher give them some pictures of activities and asks them to work in
pairs to practice.

Pupils work in groups of four to practice using the model sentence and
pictures.
Unit 11: This is my family
Lesson 1: 1-2-3
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In this lesson, I present asking and answering questions about family
members, and use: Who’s that?- He’s/She’s……. I use photos to present this
model.
First, teacher reminds the language that children learned: Who’s that? It’s
…
Teacher: point to a pupil and calls another pupil answer.
Teacher: Who’s that?
Pupil: It’s Lan
Teacher: Good! We learned to ask and answer the question about
identifying the others using this for people, but it is clearer to identify the sex
what we answer.
Teacher gives a photo of Nam and has a pupil ask and the other answers
Pupil A: Who’s that?
Pupil B: It’s Nam
Teacher: Nam is male so we can also answer: He’s Nam.
Teacher asks them to listen and repeat (in chorus and individual).
Teacher writes it on the board.
A: Who’s that?
B: He’s Nam

.

Teacher makes them ask and answer the model in pairs.
Teacher calls some pairs to practice.
Teacher underlines the words – she and Nam then explain that we can
replace the word “he” with “she” when we talk about the female and Nam with
other names.
A: Who’s that?
B: He’s Nam
Teacher gives them another photo and asks: Who’s that?
Pupil: It’s Mai
Teacher: Right! She’s Mai
Teacher gets them to listen and repeat (in chorus and individual)
Teacher writes it on the board.
Teacher has them work in pairs to practice the model.
Teacher makes them play a game: Guessing game to guess the character.
Teacher gives some photos of Nga, Nam, Ba,… and hide them then asks
them to play in three groups and take a guess the names of them
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Cues: teacher calls pupil of each group to go to the board and gives a
photo of Linda, the class ask him or her: Who’s that? one of three pupils who
raises the hand the fastest will answer and who has one point with a right answer
, then teacher calls other representatives of three groups and gives different
photos
And the team will be the winner with the highest point.

Nga

Nam

Ba

Unit 19: They’re in the park
Lesson 2: 1-2-3
I use the character cards of Linda and Mai and story telling to present the
way to ask and answer about the weather.
Teacher asks them to play the game: Kim’s game to check vocabulary.
Teacher: Today Linda is in Ho Chi Minh City and Mai is in Ha Noi. Mai
is going to visit Ho Chi Minh City so she calls Linda to ask about the weather
there. Who knows what she says.
Pupils answer then the teacher raises the character card of Linda then says
it in English: What’s the weather like?
Teacher asks them to listen and repeat (in chorus and individual)
Teacher writes on the board then continues the story, the weather there is
sunny, so Linda answers: …. the teacher has them guess.
Pupil: Trời nắng
Teacher: It’s sunny (say and do some actions, put two hands around the
head)
Teacher underlines the word “sunny” and tells the way to replace.
Teacher makes them repeat the way to ask about the weather and answer.
Teacher asks them to sing a song: What’s the weather like? (based on the
rhythm of ABC song)
What’s the weather like today?
It’s cloudy and snowy.
What’s the weather like today?
It’s sunny and rainy.
What’s the weather like today?
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It’s stormy and windy.
Teacher asks them to sing along and do action: group 1 will sing the
question
Group 2 will sing the answer then reverse.
These are some ways I apply in some typical lessons in English 3. After
using the ways above, I find it very effective for primary pupils.
Below is a sample lesson plan which I have applied in innovative ways to
teacher English when carrying out this topic.
Unit 6: Stand up
Period 36: Lesson 2 *(1-2-3) Page 42
I. Objectives: By the end of the lesson, Ss will be able to:
- Ask for and give permission, using May I ..? answer Yes, you can/No,
you can’t.
II. Teaching method: Communicative method.
III. Teaching aids:
student’s book, tape, cassette, pictures
IV. language focus:
Vocabulary: come in, go out, speak
Structure: May I come in?
Yes, you can. No, you can’t.
V. Time: 40 minutes
VI. Procedure:
Teacher and student’s activities
I. Warm-up (3-4’) Simon says
- Teacher asks students to play the
game in groups.
T: Who wants to play the game?
Ss: answer

- Teacher divides the class three
teams and guides them to play.
- Teacher says classroom instructions
that students learned in lesson 1.
Ss play in groups
T introduces the new lesson today.
T: we have just revised classroom
instructions and today I will teach
you how to ask for permission.
II. Presentation (10’)

Language focus
- Ss will be revised the old
vocabulary and they will be
able to figure out what the
lesson is about.

- Ss will be able to pronounce
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1. Vocabulary:
Teacher: give pictures, TPR to
introduce new words.
+ come in: (picture)
+ go out : (TPR)
+ speak (TPR)
* Checking vocabulary: Game –
Mime and Guess
- Teacher divides the class into two

teams and guides them to play.
- Some of each team go to the board
and mime the action and the other has
to guess it.
* Model sentence:
-Teacher gives a real situation to
present new structure.
-Teacher shows a picture and ask:
Teacher: look at the picture and tell
me who they are and what the girl is
doing.
Ss: They are students and a teacher.
The student is asking her teacher to
come in.
Teacher: What will she say in
Vietnamese?
Ss: she will say “Thưa cô, cho em xin
vào lớp”
Teacher: In English we say: May I
come in?
Teacher asks Ss to listen once then
listen and repeat.
- Ss repeat in chorus.
-Teacher calls some of them to read
aloud.
-Teacher writes the sentence on the
board.
- Ss copy.
- Teacher: so students! look at the
picture again and tell me what the

teacher will say in Vietnamese.
Ss: Mời em vào lớp.
Teacher: right! in English we say:
Yes, you can.
Teacher reads the sentence again and
asks them ton listen and repeat.

correctly and remember the meaning
of the vocabulary.

- check Ss’ understanding.

Ss can acquire and use asking for and
replying classroom permission.
- Ss can know and when and
how to use this model.

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- Ss repeat in chorus.
Teacher: calls some of them to read
aloud.
Teacher: when the teacher agree she
says:
“Yes, you can” but when she doesn’t
agree what she will say:
Ss: Không được
Teacher: Good! and we say: No, you
can’t.

in English.
- Teacher reads the reply again and
asks them to listen and repeat.
Ss repeat in chorus.
-Teacher calls some of them to read
aloud.
Teacher writes the sentence on the
board.
- Ss copy.
-Teacher asks them to read aloud
asking for and replying and asks
group 1 to read asking. group 2to read
permission and group 3 to read
disagreement and take turn
- Ss read in groups.
Teacher underlines the action (come
in) and explain: you can replace with
different actions.
May I come in ?
Teacher: For example: I will say:
May I go out? when I want to go out.
Teacher –Ss: when I want to come in,
I can say: Do I come in?
Ss: No, you have to say: May I come
in?
- Teacher: Right!.
-Teacher asks them to work in pairs to
ask for and give permission, using
this model and the phrasal verb (stand
up, speak) or other ones.

- Ss work in pairs
- Teacher calls some pairs to practice

- To help them acquire the form
of this model.

This is the way to help Ss remember
the meaning of this model.
-Ss practice the model using the given
words

Ss will be able to listen , practice the
dialog to know pronunciation and
intonation.

III. Practice (20’)
1. Look, listen and repeat.
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- Teacher sets the scene the dialogue.
Teacher: Look at two pictures and
answer: Who are they/ Where are
they? and What are they doing?
Ss: they are Mr Loc and his students.
They are in the classroom.
A girl is asking Mr Loc to come in in
picture a) and another girl is asking
him to go out in picture b)
Teacher: Good! we are going to listen

to a conversation between Mr Loc
and the class. And now listen to the
CD to know what they say.
- Teacher plays the CD once.
- Ss listen.
- Teacher plays it again and asks them
to repeat
-Ss repeat
-Teacher asks Ss to work in pairs to
practice the dialogue
-Teacher calls some of pairs to
practice the dialogue again.
2. Point, say and do the action
(picture drill)
Teacher asks students to look at the
picture (A2)
Teacher asks students to discuss the
situation in each picture.
Teacher: give a model sentence.
A: May I speak?
B: No, you can’t.
Ss work in pairs to ask and answer
using the model
Teacher asks some pairs to perform in
front of the class.
3. Let’s talk.
Teacher asks them to play a game:
Role play
Teacher: now I want you to play in
group of four. one of you is the

teacher and the others are students to
give asking and replying the
classroom permission then take turn
-Ss play in groups to role play.
-Teacher calls two or three groups to

Ss will be able to ask and answer
about where their friends’ age using
the picture

Ss will be able to ask and reply the
classroom permission.

Ss will be able to sing a song , review
the new words and new structure.

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give their performance in front of the
class.
4. Production (5’)
Teacher says: to change the
atmosphere of the lesson, I will teach
you a song named “May I ……..,
please?”
Teacher asks Ss to tell the way to give
asking and replying the classroom
permission.
Ss answer.

Teacher plays the dong once to get
children to become familiar with the
song
Teacher presents the song line by line.
May I ………..?
May I come in? May I go out?
- know what they have to do at home.
Yes, you can. Yes you can.
And may I speak now? And may I
speak now?
No, you can’t. No you can’t
Teacher sings each line and have
children repeat after the teacher.
Teacher has children look at the song.
Teacher plays the song again from the
beginning and the action.
Teacher plays the song several times
and ask Ss to sing along .
Teacher organizes the song contest in
groups.
IV. Homework
-Teacher asks Ss to learn by heart
new words and the new structure
C. CONCLUSION
Above are some of the ways and tricks that I have accumulated and
explored in a time of teaching, research and accumulated experience, but it is
not the optimal solution but also gives a positive result in teaching at my school.
It not only helps improve the quality of teaching, but also helps my students love
and have a lot of passion with English. Moreover, in the process of
implementing this topic, I myself have learned a number of good experiences in

teaching my pupils.
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- Always have the spirit of self-learning, self-study to innovate to improve
the quality of teaching hours.
- Prior to class fully prepared plans of each article, equipment, furniture,
pictures … for each unit and in accordance with the pupils.
- Diversify appropriate procedure for each article, each subject students to
inspire students such as singing, story telling, reading the contract, TPR or
games.
- Always praise and reward students who are gifted , motivated, interested
students weak medium and help them improve.
1. The result of achievement.
After applying the tips such as story telling, songs, chants, games or
application of specific situation to the new teaching model sentence, I see my
students have interpersonal obvious changes. Most of them don’t feel shy when
they speak English any more and don’t find leaning model sentence difficult,
either.
Gradually, they become interested in speaking and learning English.
Moreover, they also improve speaking skills and no longer withdraw as before.
However, the results are not really high, but the progress of the children makes
me more enjoyable in teaching.
After a while applying the above tips to teach the new model sentences, I
bravely held a survey again to check the quality of the listening and speaking in
English. The results obtained are as follows:
Class

Total

3A
3B

17
22

Bad
0
0

result
average
good
0
4
11
9

excellent
13
2

With the results obtained from the second survey to students in grade 3 in
this school year I really feel very good because the percentage of weak students
was no longer available, the number of average students reduced and the rate of
excellent students increased. This shows that they have no difficulty in using the
English language any more but are actively involved in English lessons,
especially when participating in games or singing songs in English they find
interesting.
2. The petition

Through the process of teaching and research, I am facing some
difficulties and boldly raised the following recommendations.
We have to propagate pupil’s parents to concern about English studying of
their children.

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- Equipped with separate classroom for English. the necessary teaching
equipment such as DVD, TV, posters, cards ect. to improve the quality of
teaching hours.
Tho Xuan; May 25th, 2016
Author

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