Vài kinh nghiệm gây hứng thú học tiếng anh cho hoc sinh lớp 3 qua việc sáng tác các bài hát ngắn

PART I: INTRODUCTION
1. The reason for choosing topics:
As we know, English is an important language, commonly used
worldwide and is used in different fields. In the national construction,
development and integration with the world, English has become a vital tool,
work tool and communicative tool between all of the modern people, it is an
important second language after their mother tongue. Teaching English from
primary schools is very necessary and contributes to the education of the
younger generation to become comprehensive people. English learners have the
opportunity to learn, access to the rich, fascinating culture of oldest countries in
the world. In our country, English is considered the language of transaction in
economics, politics, culture, and has been teaching at the elementary, secondary,
college, university ... In process of learning English, we know more in another
language, a different culture and also more love Vietnamese and Vietnamese
culture. Since English has become an international language, more and more
people learn English. The importance of English as a world language has made
people to learn English as early as possible. Teaching English as a foreign
language to young learners need special approach since young learners have
special characteristics, they have their own way of learning. The forms of fun
activities for children are songs and rhymes. The main objective of this
experience initiative is to emphasize the importance of using short songs in
teaching of English as a foreign language to young learners. Their functions,
criteria for election and the way of presenting them to the class will also be
analised. Song and rhymes are amazing tool for teaching language, especially to
children. Young learners pick up pronunciation, vocabulary, grammatical
structures and rhymes of language. English has become the main language of
communication all over the world and early learning of English in the school
context is becoming more common. Teaching of English from primary education
is very common in many countries, including Viet Nam. Learning English starts
at the age of 5 and 6. Teaching children can be immensely rewarding, teachers
who has experienced that can tell about it. But it’s not fun and games all the

time, and sometimes it’s just not that easy. English teachers who wish to teach
children must be aware of the challenges and difficulties they may encounter,
and prepare accordingly. But still the young age is different, children learn
language faster than adults, they do not learn through traditional language
teaching methods. Through fun activities children can learn a language better as
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learning becomes natural for them since these activities do not make them
conscious that they are learning a language.
Children can learn better through interesting activities and for this reason
short songs are very useful tools for teaching them a foreign language. Actually
these are the tools that help children learn in an enjoyable environment without
making them feel the pressure of learning a foreign language.
Songs are full of lexicon, they are authentic language and students can take
advantage of their repetition and musicality, contributing to the learning of
expressions. When students listen to them again and again they acquire and
receive a great language input unconsciously. They also help to create a relaxing
and pleasant atmosphere, motivating students in the learning and introducing fun
and happiness in the foreign language classroom.
Songs and rhymes work wonderfully as a part of an ESL program for
children, for a non-native speaker at the beginning stage it is clearly easier to
sing or recite a rhyme in English than it is to communicate personal information,
wants or needs. The rhythm and rhymes naturally appealing to a child, the child
is a eager to be a part of the rhythm and to participating in reciting the rhyme. A
class in which every child feels welcomed as a participating member is a vital
factor in effective teaching. A class in which every child feels welcomed as a
participating member is a vital factor in effective teaching. Sharing songs are
easy to memorize, the children derive visible satisfaction and confidence from
this newly acquired fluency that comes so quickly.

Most primary school teachers generally use songs as a teaching technique
and Cameron (2001) claims that the use of short songs is also important for
young learners in foreign language classrooms. Likewise, Johnstone (2002)
claims that teachers of young learners may make an important contribution to
children’s early language education by introducing their classes to recorded
songs, and Demirel (2004) claims that the most effective way to teach listening
comprehension, pronunciation, and dictation to young leaners is through
teaching songs.
After exploring and accumulating the experiences from colleagues, I have
some experiences in teaching songs and achieved quite effective results. The
students are more active and interested in learning English and more confident
in speaking before the class. This improves that my methods are right. With the
passion and the love for teaching English, I have studied and developed the
research: "Some experiences to interest the grade 3 students in learning
English by creating short songs.”
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2.Purpose of the study:
- The research applies the methods of teaching songs 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 songs and chants.
- Exchanging and sharing some experiences in teaching songs for younger
learners
3. Objects of the study:
Research Time: School Year 2019-2020.
Research Object: "Some experiences to interest the grade 3 students in
learning English by creating short songs."

The respondents of the research: With this research I focused on the primary
students, especially the students of class 3A, 3B, 3C. Some theoretical issues
about the procedures and activities in teaching songs in for young learners
according to the communicative approach and explore the present situation of
teaching short songs at Primary School and suggest some techniques in teaching
songs to develop speaking and listening skill for elementary students, help them
be more confident to communicate in English.
4.Methodology of the study:
- Method of literature review.
- Method of survey (Questionnaire).
- Method of secondary data.
- Method of statistical analysis.
PART II: CONTENTS
I. The basis issues.
Along with the trend of social development, English has become a
popular language in everyday life. Learning English well for primary school is a
solid stepping stone for students to study well in this subject in the next grades.
Teaching foreign languages to young children is not only about teaching the
knowledge and skills of a new language, but also teaching elements of a new
culture with similarities and differences from the Vietnamese culture. Music
plays an important role in learning foreign languages in general and English in
particular, especially for children. When singing an English song over and over,
children will memorize words, phrases and model sentences in a gentle,
interesting way and help children speak English more naturally, practice
pronunciation more. We know that for elementary school students, it is easy to
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arouse interest in learning, but it is also difficult to maintain that interest in
them. The fact that students sing the same song over and over in several periods

reduces the attractiveness of the songs themselves. The diverse use of short
songs in multiple classes helps students Primary school in general - 3rd graders
in particular love and love to learn English. Therefore, I boldly apply the topic
"Some experiences to interest the grade 3 students in learning English by
creating short songs.”
II. The reality of the research
1. Reality:
Teacher of young learners use music, namely songs ubiquitously in the
English classroom. Though songs are commonly used, teacher may not fully
aware of the benefits of music in the young learner classroom. The Vietnamese
educational system believes in a well-balanced education for all, cooperative
behavior, group discipline, and conformity to standards. General Education for
Children Education is widespread in Vietnam. The Vietnam Ministry of
Education is instrumental in developing and maintaining national curriculum
guidelines as well as supporting materials. It is common for Vietnamese children
to participate in additional activities not provided by the public
school.
Vietnamese children also participate in many arts or sports activities such
as music lessons, commonly, dance, rhythmic gymnastics, swimming and
painting. These activities create greater motivation for students and a broader
school experience. Music is part of the educational system from kindergarten
through high school level, with several private and public schools focusing on
arts training. The Ministry of Education provides arts education in the schools,
museums, libraries, and other institutions, providing the most official support
and patronage of the arts. Though music books boast a variety of musical genres,
the ministry favors traditional arts and crafts and "high culture. "Music
education in Vietnam begins with its youngest children. Before children enter
school, many are exposed to music through TV programs. Vietnamese
Broadcasting Corporation provides publically funded programming. They have
many educational TV programs for children. One of their most popular

programs, The Vietnamese Voice Kids has been running for many years. Hosted
by many children, the program invites many young learners to participate in
singing songs and dancing. Vietnamese culture and the educational system are
unique in many ways. By understanding of the educational system, the power of
groups, the challenge of developing independence, individuality, and creativity,
the influence of perfectionism, the perception of Vietnamese uniqueness and its
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influence on language and the importance of music, both Native English
speaking teachers and Native Vietnamese speaking teachers might be able to
teach English language to children more effectively. Analysis of my school’s
result in teaching and learning English in recent years showed that our average
score in speaking and listening has been consistently lower than those schools in
urban areas. It was a situation that was of concern and
motivated the
examination of the school’s approach to the teaching of speaking and listening.
Our school is a public primary school in a rural area in Thanh Hoa province. It is
a large school with around 500 students, ranging from 6 to 10 years old. There
are three to four classes in each year levels, meaning that collaboration among
teachers is extremely important to ensure consistency in learning programs.
Songs are taught in Lesson 1, Lesson 2 and Lesson 3 in English 3, 4, 5. After
several years of teaching the book Tieng Anh 3, I found that many students
cannot speak or listen well. However, they like singing and dancing during the
lesson. Songs and use melody, strong rhythm and simple vocabulary to arouse
children's interest and attention. They set up a situation where children learn and
remember the target language unconsciously.
From those factors, I find that songs use melody, strong rhythm and
simple vocabulary to arouse children's interest and attention. They set up a
situation where children learn and remember the target language unconsciously.

So if we use short songs in teaching English for young learners, the pupils will
understand and remember the lesson easily an defectively. Although, it might be
difficult to get the class used to the new songs, we will find that all children like
them very much. We have to take advantages of love to enrich the language –
teaching environment. There are numerous variations of activities and teachers
are advised to choose what best suits their learners.
2. Result and effect of the current reality
Based on the present situation of students in class 3, the level of all
students is acquired after a few weeks of the school year with the methods of
teaching songs to develop speaking and listening skill. I had 40 minutes to test
grade 3 students to survey and classify the students. The following will show the
result in the students’ speaking and listening skills:
Table 1: Results of the Classes 3A, 3B, 3C
School Year: 2019-2020 (September 2019)
Class

Total

Well- finished
Number

%

Finished
Number

Unfinished
%

Number

%
5


3A

32

5

15,6

15

46,9

12

37,5

3B

34

8

23,5

17

50

9

26,5

3C

34

6

17,6

13

38,3

15

44,1

After doing the survey, I have classified the students and immediately
applied the methods and experiences which I accumulated over the years to
improve the teaching and learning quality. . And I want to introduce with you "
Some experiences to interest the grade 3 students in learning English by
creating short songs” to consult with colleagues.
III. Measures carried out:
After thinking for a while to try to find more effective solutions to

improve students' learning status, I proceed as follows: 1. Select short songs
with cheerful, bustling tones, following familiar, easy-to-copy rhythms to teach
them. 2. To be more effective, I boldly organize a variety of singing styles (when
the children have already memorized the songs well) to increase the
effectiveness in using their songs. Students or teachers can preliminarily explain
the content of the songs as well as have students read the lyrics fluently once
before singing. Singing with a clear understanding of the song's content will
make the singer more enjoyable and memorable. Thereby the nested language
will be used many times and more flexible and engraved. Here are some of the
forms I have used very well:
* Always give them the habit of singing an English song at the beginning of
each class. Sometimes in order to avoid stress and fatigue in the middle of the
last class period I set them up to one or two short, gentle songs in a cheerful tone
- accompanied by double-beat applause beat one, the beat became faster and
faster then stopped, in order to return the excitement, excitement, joy, and
excitement in the classroom.
* Combine a few suitable movements or gestures while singing. Singing in
combination with play like "Exam singing" (do not sing again one of the words
of the topic that has been sung before as prescribed by the teacher).
* The form of chase singing is a very meaningful and fun way to sing, it attracts
the interest of the students. Chasing singing (with 2 or 4 groups) gives the
singers, groups, parts and even the listener a mess at first when the groups sing
differently (with different lyrics but the music still follows the same pattern. ),
and then the same thing again - sing the same line. If we can sing correctly, we
will help create confidence, independence for the children, not obeying, not
following other members. At that time, they will surely be very happy and even
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proud ... Thus, we know that the ways to support English lessons are not only

through playing games, storytelling, acting ... but also through short, fun songs
to encourage the use of language. English in a practical, creative way. Use more
English, learn as much English as possible for communication in daily life and
in modern society today.
The following is the content of some songs I apply in the lessons:
1. Hi.How are you?
A: Hi. How are you?
B: I’m fine.
This song was used in Unit 1: Hello. lesson 2 - part 4, 5, 6 in the warm-up
activity for 5 minutes to check the vocabulary first time and ask them to take
turns reading aloud the words they have learned.
-The teacher says:" Now, listen to the radio and call out the words you know one
by one".
- The teacher plays the CD.
- Student 1: Hi.
- Student 2: Fine
- Student 3: Thanks
- The teacher corrects students' mistakes and gives remarks.
-The teacher says:" Well, listen again and call out the model sentence you have
just learnt in the previous period".
- Student 1: Hi. How are you?
- Student 2: I'm fine, thanks.
- The teacher corrects students' mistakes and gives remarks.
- The teacher plays song twice more and asks children to sing along the
recording.
For this lesson, you can also replace the above song with the song "Hello,
teacher". with similar teaching steps.
2. Hello teacher.
(Hello teacher)2
(How are you?)2

(Very well ,I'm thankyou)2
(How are you?)2
3. Goodbye teacher
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(Good bye teacher.)2
(See you again)2
(Bye. See you tomorrow.)2 (Bye. Goodbye.)2
I used this song in Unit 2: Thank you Lesson 2 Part 1, 2, 3 after they
finished Lesson 2. This song was written on power point, with the Gap-fill
activity. With the above lyrics, with the blanks, where there are the same words,
I will type the same number, and at the same time will project the lyrics
numbered like the students on the screen.
(......1........teacher.)2
(....2... you again)2
(Bye...2.... you tomorrow.)2
(.......3....... ..........1..........)2
After that, I organized a game for the children to play in the form of
"ringing the golden bell" Tell them to listen to the lyrics 3 times, after each time
they will fill in the missing word in their child's board in order 1,2,3. The player
who writes correctly will continue the game, the student who writes the wrong
word will be disqualified. The winner is the one who correctly writes all 3 words
above. After praising the winner, I will have the whole class sing this song once
again with the complete lyrics shown on the screen.
4. Hello. What’s your name?
A:Hello, Hello. (What’s your name?)3
Hello, Hello. What’s your name?
B:My name is Peter
I used this song when they finished Lesson1 Part 3 -Unit 3: This is Tony.

Firstly, I played the recording for them to listen once so they got used to the
melody, then I let the children sing line by line to the recording, while singing
while looking at their lyrics, I played the song a few more times, let the children
sing along the record. Finally, I let them practice singing in groups, and then
organize for the children singing competition in group. With flexible teaching
arrangements, similar to theme 1, in the next themes, I cleverly incorporate
different songs in order to give them excitement when studying English.
5. School song
This is my desk. This is my chair.
This is my bag. That I take every where.
Sit down. Stand up. One, two, three.
School, school, school for you and me.
This is my pencil. This is my pen.
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This is my ruler. This is my eraser.
Sit down. Stand up.One, two, three.
School, school, school for you and me
I used this song in warm up- lesson1 Part 4, 5, 6 (Unit 6: Stand up! ) to test
vocabulary about the school things. I divided the class into 3 groups, each group
assigned a group leader to write down the words I asked for in the extra-board
using learning and command words in the classroom. After the third listening, they
have 30 seconds to check, and then ask them to hang their extra-board on the board,
the team that scored the most correct words will win.
6. This is the way we go to school.
This is the way we go to school, go to school, go to school.
This is the way we go to school in this early morning.
That is the way we go to the classroom, the classroom, the classroom.
That is the way we go to the classroom in this early morning.

This is the way we go to the library, library, library.
This is the way we go to the library in this early morning
This song was used in Unit 6: Where’s your school, after they finished
lesson1. This is a song with a melody similar to the song “This is the way” they
have just learned in part 5 lesson1. I let them sing the first two lines of this song.
After that, I painted pictures of a room. Ask them to repeat the word in English,
and then ask them to replace the underline of the first line with the classroom,
the classroom, the classroom with the same music, the second line I ask them I
replaced the word school with the word the classroom. For the next two lines, I
also taught with similar teaching steps. I just showed up on the projector with
the first 2 lines of lyrics and the alternate underline. In the end I had the whole
class sing the whole song again with the full lyrics appearing on the screen.
7. Family song – My family song
I have a father and a mother.
I have a brother and a sister.
I have a grandma and grandfa.
And we all love each other.
This is my… This is my…
This is my family.
8. Ten Little numbers
One little two little three little numbers.
Four little five little six little numbers.
Seven little eight little nine little numbers.
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Ten little.
9. How old are you?
How old are you? I’m older than you.
How old are you? I’m older than you.

I’m one. I’m two. I’m three.
I’m four. I’m five. I’m six.
I’m seven years old.
I’m eight. I’m nine years old.
One, two, three, four, five.
Six, seven, eight, nine, ten.
10. The house song
Where’s your father? He’s in the bedroom.
Where’s your sister? She’s in the living room.
Where’s your brother? He’s in the bathroom.
Where’s your mother? She’s in the kitchen.
Bedroom, bathroom, living room, kitchen (not chicken)
It’s a kitchen.
With Using different forms of teaching organization, I used Family song
in Unit 11: This is my family. Lesson 2 Part 4, 5, 6. Before this lesson, I
introduced two new words for family members grandma and grandpa. I used
The Little numbers in Unit 4: How old are you ? after they have finished
Lesson 2 to help students to reinforce the words of numbers. I used How old are
you? In Warm up activity to test vocabulary about numbers and how to ask qand
answers about ages. The song The house Song was used in Unit 12 after the
students have finished Part 3 Lesson 1 to help them remember words that refer
to each room of the house easily.
11.The weather song.
(What is the weather like?)2
It is sunny and windy in my home town.
(What is the weather like?)2
It is cloudy and rainy in my home town.
12. How’s the weather?
How’s the, how’s the weather? How’s the, how’s the weather?
It’s sunny. It’s sunny. It’s sunny now. It’s sunny now.

How’s the, how’s the weather? How’s the, how’s the weather?
It’s rainy. It’s rainy. It’s rainy now. It’s rainy now.
How’s the, how’s the weather? How’s the, how’s the weather?
It’s cloudy. It’s cloudy. It’s cloudy now. It’s cloudy now.
How’s the, how’s the weather? How’s the, how’s the weather?
It’s windy. It’s windy. It’s windy now. It’s windy now.
13. I have a lot of pets
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I have a dog. I have a cat. I have a fish. I have a bird.
I have a lot of pets.
I like animals.I like pets.
14. Can I have a robot, please?
A: Can I have a robot, please?
B: Here you are. Here you are.
A: Hey. Thank you.
I used the song The weather song in Unit 19: They’re in the park after they
have finished Lesson 2. I applied How’s the weather in Unit 19 in Warm up
Lesson 3 to check the weather vocabulary, how to ask and answer the weather.
The song I have a lot of pets was used in Unit 17: What toys do you like? after
they have finished Lesson 1 Part 3. The song Can I have a robot, please? Was
used in Warm up Lesson 2 Unit 17.
With flexible forms of organizing lessons, I have applied the above songs
to each specific unit of lessons and have initially obtained good results. Below is
a lesson plan that I have applied in the lesson.
October 23rd 2019
Unit 4 :
How old are you?
Lesson 2 ( A 1, 2, 3) Page 26

I. Objectives
By the end of the lesson, students will be able to :
- Make acquaintaince with the numbers from 1-10.
- Ask and answer about ages.
II. Teaching method : Communicative method.
III. Teaching aids : Ss’books, tape, cassette, extra board
IV. Languages focus :
- Vocabulary : one, two, three, four, five…
- Structures : How old are you ? I’m eight
V. Time allowed : 40’
VI. procedure
Teacher and students’ activities
Language target
I. Warm up:(3’). * chatting:
1.Who is that?
- Students will be revised the
2.What is his name?
old vocabulary and they will
3.What is her name?
be able to find out what the
- Teacher introduces the new lesson: Today, lesson is about.
I will teach you the numbers from 1 to 10
and the way to ask and answer about your
friends’age.

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II. New lesson
1.Look,listen and repeat.

- Teacher sets the scene the dialogue.
- Teacher asks students to listen to the
dialogue.
- Teacher asks students to listen and repeat.
- Teacher asks students to work in pairs to
practice the dialogue.
2. Look and say.(picture drill)
. New words:
- One : 1
Six : 6
- Two :2
Seven:7
- Three : 3
Eight :8
- Four : 4
Nine : 9
- Five : 5
Ten :10
* Checking vocabulary
Matching
* Model sentences
- T gives a situation to present new
structure.
- T elicits students to pick out the model
sentence
Ex : How old are you ?

- Students will be able to
listen, practice the dialogue to
know pronunciation and

intonation.

- Students will be able to
pronounce correctly and
remember the meaning of the
vocabulary.

- Know their knowledge of the
new words.
- Students will be able to
pronounce correctly and
remember the model sentence.

I’m eight.
- T models the pronunciation.
- T asks students to repeat chorally, then
individually
- T asks some pairs to read aloud the model
sentence.
- T - Teacher gives two numbers: seven,
nine and asks students to practice the model
sentences.
- Teacher asks students to look at the
pictures(A2)
- Teacher asks students to discuss the
situation and their duties.
- Students work in pairs to ask and answer
using the model sentences.
- Teacher asks some pairs to perform in
front of the class.

*Game: passing balls
- Students listen to the music and pass the

- Students practice the model
sentences using the given word

- Students will be able to ask
and answer about ages using
the picture.

- Students will be able to ask
and answer freely about the
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two balls. When the music stop, the one
holding the blue ball asks the questions :
How old are you? And the one holding the
red ball answers about a day of week.
4.Production:(5')
- T says: to change the atmosphere the
lesson I will teach you a song named: Ten
little numbers?
- T asks students to tell the way to ask and
answer about their friends' age
How old are you?
I'm nine.
- T plays the song once to get children to
become familiar with the song.
- T presents the song line by line.

- T sings each line and have children repeat
after me.
- T has children look at the song (on hand
out)
- T plays the song again from the beginning.
- T plays the song several times, asks
children to sing along with the recording.
- T organizes the song competition in
groups
IV. Home work:(1’)
- Teacher asks students to learn by heart
new words and the new structures.

ages.

- Students will be able to sing
the song, review the numbers
from 1 to 10 , the model
sentence to ask and answer
their friends'age.

- Know what they have to do
at home.

IV. The efficiency of the experience initiative
After applying successfully the methods and procedures to teach songs,
the students’ improvement in speaking and listening skills can be seen clearly.
The result in the second semester of the school year 2019-2020 shows the
increase in the percentage of students who can improve listening and speaking
skills successfully. What is especially pleasing is the impact of pronunciation in

class 3 as there are fewer students who cannot pronounce correctly than the
beginning of the first semester. The significance of the methods of teaching
songs can be seen when examining the percentage of students with a reading age
above their chronological age since the program’s implementation. Comparing
with the result survey at the beginning, I find that the recent result is better than
the old one.
Table 2: Results of the Classes 3A, 3B, 3C
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Class

School Year: 2019-2020 (April 2020)
Well- finished
Finished
Total
Number
% Number
%

Unfinished
Number

%

3A

32

17

53,1

15

46,9

0

0

3B

34

20

58,8

14

41,2

0

0

3C

34

18

52,9

16

47,1

0

0

Reconciliation between Table 1 with Table 2 I see the quality has
increased significantly, the number of weak students reduce, the number of
strong students increase, learning attitude of the children is very good. The
English classes are very fun. Many students not only read aloud, clearly but also
have very nice reading voice.
To sum up, the improvement of the students’ skills has been a resounding
success. The consistency and clarity it has afforded in teaching songs for
primary students has been worth the time and effort. My students are capable
and ready for explicit teaching of songs are highly motivated by their success in
learning English. Just as we take great care in decorating our classrooms to
make them warm and conducive to learning, we should think about how we are
decorating our classrooms with audio. Learning a foreign language can be
stressful for anyone, especially young learners. Fun, simple English songs
playing as students enter the classroom help create a welcoming environment.
The following photographs are linked with the class’s atmosphere of which the
photographs are to be found in the appendix.
PART III: CONCLUSION

I. The results of research
With a lot of effort and effort, with a passion for the job, I always strive
and find a suitable teaching method to attract more and more students to love
English and learn English well. . The above are some small accumulations that I
have made and achieved great results during the past teaching time. Although it
is not an optimal solution, it also partly helps my students love this subject more
and more. During the process of implementing the topic, I have learned some
lessons for myself:
- To improve the quality of teaching, teachers must be enthusiastic about their
jobs, be responsible for their teaching hours, pay attention to students and the
quality of teaching to find suitable methods for students. mine.

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- Prepare a thoughtful, detailed and meticulous lesson plan. Increasing the use
of existing teaching aids or enriching, practical and effective by themselves.
- Use short self-composed or collected songs, or organize many games to
increase vocabulary and practice sentence structure to make students interested
in the subject.
- Commend and praise gifted and progressive students who have participated in
speaking. In addition, it is necessary to regularly help motivate weak children
and promptly correct their foreign language mistakes gently, so that they do not
suffer from guilt, embarrassment, fear of wrong that leads to fear of speaking.
II. Suggestions:
1. For teachers:
- Apply flexibly teaching methods, use thorough teaching aids, apply actively
information technology in teaching and learning English.
- Consult with the School Menagement to build more facilities, buy more
equipment and reference material for the teaching and learning English.

2. For the School:
The school strive for achieving the National Standard School Phase 2, the
school should consult with local leaders to build foreign language classrooms.
3. For the Department of Education and Training:
Need more regularly organize professional training courses, seminars
exclusively for English teachers across primary province, the district so that we
can exchange experiences and learn from each other for the purpose of
enhancing teaching results.
There are some my personal ideas above. I hope that through this article I
can contribute a bit of experience in innovating teaching methods and learning
English at primary schools. My experience initiative must also many
shortcomings, so I’m looking forward to getting the opinions from the Scientific
Council and the colleagues. From there, I will be adding valuable experiences in
teaching process in order to improve the quality of education.
I sincerely thank you.
Thanh Hoa, March 15th 2021
I assure that I wrote this experience initiative, do not copy other people’s.

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THE TABLE OF CONTENTS
Topic: "Some experiences to interest the grade 3 students in learning
English by creating short songs."
Part I. Introduction
1. The reason for choosing topics
Pages 1-2

2. Purpose of the study
Page 3
3. Objects of the study
Page 3
4. Methodology of the study
Page 3
Part II. Content
I. The basis issues
Pages 3-4
II. The reality of the research
Page 4
1. Reality
Pages 4-5
2. Result and effect of the current reality
Pages 5-6
III. Measures carried out
Pages 6-13
IV. The efficiency of the experience initiative
Pages 13-14
Part III. Conclusion
I. The results of research
Page 14
II. Suggestion
Pages 14-15

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