ACKNOWLEDGEMENT
Foremost, I would like to express my sincere \gratitude to my advisor, M.A. Le Thi
Thu, for the support of my graduation paper, for her patience, enthusiasm and
immense knowledge. In addition, she suggested that I could try sight words method
together with my idea because that was also an interesting way to teach English for
young learners. She was also the one who wrote a reference letter to help me receive
a scholarship from Luong Van Can Fund, which motivated me so much.
Besides my advisor, I would like to express the deepest appreciation to Mrs. Truong
Thuy Mai Khoi for giving me a right to use the Brainmax method in this graduation
paper.
I must acknowledge my indebtedness to Directors, Professors and the staff of Luong
Van Can Fund for putting their trust in me. Without them, I will not be confident
enough to make any challenge decision.
I also would like to thank to the rest of professors and counsellors in Department of
English ofHochiminh University of Foreign Language and Information Technology
for their supports and instruction in the completion of this paper
I am extremely grateful to my fellow, Duong Dang Ngoc Tram in class BA1503, for
her deepest encouraging and helps. I can firmly announce that she takes an important
part in this research paper for she spent her precious time on reading it and gave
some recommendations.
I also give big thanks to Thanh Danh English centre, 14 young learners and 3
teachers for helping me with the data collection from the observation, tests and
practical teachings.


Finally yet importantly, lowe the greatest thanks to my family and my parents for
their love and motivation.
Once again, I would love to show my heartfelt appreciation to all.
NGUYEN MINH PHI

ABSTRACT
People nowadays choose English as a second or foreign language, and
speaking skills is the target of all learners. Through the global trend, in Vietnam,
a lot of people are learning English, and they also let their children study at very
young age. This paper aims to investigate the combination of Brainmax and sight
words to enhance speaking skills for young learners. According to the theory, each
side of the brain - left-brain and right-brain - specializes in different missions
(Nielsen

et aI, 2013).

(Dermatoglyphics

Brainmax,

a method

Multiple Intelligence

based

on DMIT

Science

Test, focuses on some activities to

exercise right brain. In addition, Hayes claims that through sight-words reading,
students are able to raise self-confidence and motivation (Hayes, 2016). Three
objectives of the study were to identify the effect of the combination between

Brainmax and sight words about enriching speaking skills, introduce a number of
activities of Brainmax, and illustrate the role of Brainmax in English learning
motivation. The writer used pre-test, post-test, observation and practical teaching
to conduct the data. The results presented the great effects that most of young
learners, from 5 to 8 age range, could respond correctly and confidently.
Furthermore, their attitude toward studying English changed positively. The
techniques used can support and encourage young learners to speak English
naturally. Generally, Brainmax and sight words could be combined to help young
learners enhance speaking skills.
Key words: Brainmax, sight words, children, English speaking skills


TABLE OF CONTENTS
CHAPTER

1

1. INTRODUCTION

1.1

Backgrounds

1

1.2

Literature

2


1.3

Objectives

2

1.4

Scope

3

1.5

Organization

3

CHAPTER

review

2. LITERATURE

REVIEW

4

2.1. Reasons for children to learn English at the early age

2.2. The ways to improve English-speaking

skills

2.3. Methods applied in teaching English in Ho Chi Minh City
CHAPTER

3. METHODOLOGY

.4
5
8
12

3.1. Research paradigm

12

3.2. Participants

12

and context

3.3. Research instruments

13

3.3.1. Observation


13

3.3.2. Pre-test and Post-test

13

3.3.3. Practical teaching

14

3.4. Data collection

14

3.4.1. Observations

14

3.4.2. Pre-test

15

3.4.3. Practical teaching

15


3.4.3.1. Brain-gym: A story of a hunter

22


3.4.3.2. Educational movies

22

3.4.3.3. Dongle music

24

3.4.3.4. Brain-gym: Dancing with music

24

3.4.3.5. Relaxation exercises: dancing with music

25

Picture 3.5: I'm a Gummy Bear- Source: Screen capture

26

3.4.3.6. Memory game

26

3.4.3.7. Imaginative stimulation

26

3.4.3.8. Practical teaching on December 15th, 2018


27

3.4.3.9. Practical teaching on March 2nd, 2019

28

3.4.4. Post-test
CHAPTER 4. RESEARCH FINDINGS

28
29

4.1 Observations

29

4.2

Pre-test:

32

4.3

Practical teaching

35

4.3.1 Practical teaching on December 15th, 2018


36

4.3.2 Practical teaching on March 2nd, 2019

37

4.4

Post-test

38

4.5

Chapter summary

47

CHAPTER 5. DISCUSSIONS AND RECOMMENDATIONS
5.1. Discussions
5.1.1. Objectives

.48
48
48


5.1.2. Review ofimportant findings and discussions


.48

5.1.3. Limitations

52

5.2. Recommendations

53


CHAPTER 1. INTRODUCTION
This chapter shows the introduction of the case study. First, the writer
mentions numerous studies related to this research in the backgrounds and
literature review. Next, the writer gives information about the scope. Finally, the
researcher presents the organization of this study.
1.1 Backgrounds
Widely people in the world nowadays are speaking English. Melitz claims
that English is the leading language when non-native speakers choose to learn as
a second or third language (Melitz, 2016). In more countries, the governments are
trying to apply "learning foreign language" at Elementary level. As indicated by
Eurostar survey (2008), about 98 percent of primary students in Spain are studying
foreign languages, and English is the most loved one picked by all understudies of
Primary and Secondary education. In France, English is always selected as a
second language (Alonso, 2012)
Albert and Thomas emphasized, "The English language of today reflects
many centuries of development". They also claimed in their research that the
political and social issues that have got in the course of English history
significantly influenced by the English individuals in their national life have
commonly


recognizably

affected their language

(Baugh & Cable,

1993).

Sneddon's point of view shows that English is a global language and it obviously
plays an important role in the international communication,

which includes

financial relationship among nations, international business relations, worldwide
trading, and others (Sneddon, 2003) One of the greatest variables influencing the
wide spread of English was obviously the advancement of the WorId Wide Web
1


in the U.S. The Internet was conceived in the U.S., (Leiner, et aI., 2017) thus, the
vast majority of everything is in English language. At present, English seems, by
all accounts, to be the most famous language on the Internet (Group, 2019).
Because of such importance and popularity, the vast majority of people learn
English as a second language or a foreign language.
In Vietnam, parents follow the global trends and let their children study
English at very young age. The children are able to learn English at home or in
English centres. The purpose of this research is to gain further findings of the
methods to improve English speaking skills for young learners.
1.2 Literature review

Several of studies, which were conducted, have referred to situations or
issues that are related to this research. Scovel (1988) mentioned the reason why
children might acquire native pronunciation and intonation. In addition, Zaremba
(2012) also concerned about speaking skills as a motivation and academic
certification for new recruitment for employment. Furthermore, story completion
was one of the effective methods to enrich speaking skills (Hamsia, 2018).
According to Leon and Cely (2010), games could encourage students to speak
more actively.
1.3 Objectives
The target of this research is to identify the effect of Brainmax method
together with sight. words to enhance speaking skills for young learners (5 to 8
years old). Furthermore,

in the study, the writer also introduces numerous

activities of Brainmax, which was copyright by Elite Global. Finally, the

2


researcher wants to illustrate the role of Brainmax in motivating young learners to
study English.
1.4 Scope
The study is conducted at Thanh Danh English Center (Tay Ninh), on
November 17th, 2018. We have got opportunity to work in this centre as a TFL
teacher, so we choose to apply Brainmax combining with sight words as
experimental teaching method. In this research, the writer focuses on observing
and recording the improvement of young learners' speaking skills. Fourteen
participants are children in the 5-8 age range.
1.5 Organization

The fIrst chapter of this case study is the introduction, from page 1 to page
3, where the researcher gives background information about how English language
influences some countries, including VN. With the purpose to fIgure out the
effectiveness of teaching method to enhance speaking skills for children from 5 to
8 years old, the writer spends much time to reads plenty of relevant studies, he
decides to apply Brainmax and sight words at Thanh Danh English Center in Go
Dau district, Tay Ninh Province. In the second chapter, the writer presents studies
related to this research, called Literature Review from page 4 to 11, consist of
reasons the parents want their children to learn English at early age. The second
chapter also explains numerous methods used in well-known English centre in
Saigon. The next chapter, which begins from page 12 to page 28, shows several
procedures utilized for collecting the data. After defIning the fIndings and results
in chapter four, the writer discusses and gives out the number of recommendations
through involvement page 47.
3


CHAPTER 2. LITERATURE REVIEW
This chapter mainly mentioned a review of literature related to the study.
Because of the various elements in this study, several issues are inspected. First,
the writer wants to find out the importance of English nowadays. The wide spread
of English includes several claims from other researchers and surveys on the
Internet. Then, the writer explores the purpose of his study is to improve English
speaking skills through common ways applied in other countries. Next, the writer
also mentions a few methods used in some English centres in Saigon as well as
the strong points and the weaknesses. Finally, the study, which is based on a
number of famous methodologies and other studies combining with the new one,
Brainmax, from Elite Global Language School, is examined.
2.1. Reasons for children to learn English at the early age
English, nowadays, plays a major role in international communication.

Therefore, most people consider the benefits of starting learning English at early
age. In a research of Keith Breene, a national journalist, by 2016, a number of
native English speakers are 400 million and approximately 1.1 billion people use
English as a second language or foreign language (Breene, 2016). Although there
are some arguments among the critical period hypothesis (CPR), children are now
learning English at young ages. English was taught compulsorily in the primary
grades in Croatia (Nicolov, 2009). Through their surveys on teachers from 55
countries, Shin and Randall (2011) found out that approximately 50 per cent of
those places shared that English was a compulsory subject for students since the
third grades. Reason why educators wanted children to learn English at young age

4


was about native-like pronunciation (Scovel, 1988). Having the same idea, Harley
(1998) claimed that children would be more confident in speaking to express their
ideas. Furthermore, children will have got many opportunities to get suitable jobs
if they know more than one language (Carreira, 2014)
At present in Vietnam, the number of students learning English becomes
younger and younger. To meet the requirements of parents, a large number of
English centres have founded, especially in Saigon. For example, Super Youth
Language school focuses on the children from 5 to 15 with 9 levels. VUS English
centre has got various curriculums, which fit for children of many ranges of age.
There are four important skills that learners are familiar with: listening, speaking,

..

reading and writing. However, the purpose to learn language from most learners
is to communicate with foreigners. Therefore, speaking skills seem to be the most
important skills required in communication (Zaremba, 2012). Since then, there

have been numerous of ways to elevate the speaking skills of English learners as
a foreign language based on basic methods of teaching speaking skills.
2.2. The ways to improve English-speaking skills.
Chaney and Burk claimed (1998) "Speaking is the process of building and
sharing meaning through the use of verbal and non-verbal symbols, in a variety of
contexts". Speaking skills was also emphasized to be a key to learning and
teaching a second language. Zaremba (2012) also emphasized that speaking skills
or communication skills were generally considered to be the priority over work
experience,

motivation and academic certification

for new recruitment

for

employment.

5


Alonso (2012) showed his point of view in his study that speaking was
thought to be the most essential of the four skills. However, one disappointment
ordinarily commented by students was that they had spent years learning English,
but they still cannot speak. With that matter, Brown (2001) stated that English
pronunciation turned out to be the key to gain full communicative competence.
For the best effective oral communications,

the learners must also be


required to use the language accurately which makes most of them feel hard to
speak out their ideas (Richards & Rinandya, 2002). Therefore, Dian claimed in
her study "Speaking ability requires that learners not only know how to produce
specific points of language like linguistics competence but also they understand
sociolinguistics competence." (Shumin, 2002). In another study for improving
Student's Oral Communication Skills, Bashiruddin (2003) found out some reasons
of shortcoming of learners in communication were the English language teachers
(EL Ts) were certainly not capable in communicating in English and it also the
primary impediment in the way to teach English in Pakistan.
Dr. Madhavi's study (2013) used smartphones and multimedia language
labs as methods for college students. The scholar explained that using such
software such as "learn to speak English" and "Pronunciation power 2" in
combination with the use of smartphones in the learning process that yields
significant results. The smartphone was easy to carry and had the potential to store
much data. The research pointed out many positive changes from students: they
enjoyed various speaking activities, they developed confidence levels, they used
language appropriately and majority of students enjoyed themselves viewing their
videos. Furthermore, learning with Multimedia Language Lab and Smartphones,

6


understudies could also give instant feedback and reviews, which helped learners
to identify their mistakes and cope with the demanding situations.
In a related study by Akdemir, Barin, and Demiroz (2012), newspaper
articles were considered appropriate materials, which were used in speaking
activities. The materials could contain daily expression, particular language
through conveying news over the ways of life and cultures. However, there were
some limitations besides many advantages mentioned above. Teachers had to
prepare carefully about the news information and vocabulary. In conclusion, the

study gave out not only some benefits for learners such as culture, daily news, and
basic expression; but also advantages for the teacher like direct access to materials
and time and money saving. Generally, the study claimed that newspaper articles
are reasonable sources by many aspects to teach speaking in FLT classroom.
According to other research, story completion was one of the effective
methods to explore learners' ideas to enhance speaking skills (Hamsia, 2018).
With story completion, learners had got many opportunities to enjoy free talking
and that was the way for them to increase their imaginations and interesting
reasons for listening to each other. The conclusion indicated that most of students
were especially enthusiastic and cooperative in practicing through this method.
Furthermore, the students totally agreed that this way of learning was extremely
helpful to encourage them and help them overcome their difficulties to express.
Leon & Cely (2010) applied games to make English more fun and
interesting. The research experimented on twenty young boys and twenty young
girls from 14 to 18 years old coming from Federico Garcia Lorca School in
Columbia. The techniques used to collect data were video recording, teacher's

7


journal and questionnaires. The results showed that most of the understudies
considered speaking skills was the most difficult one to develop. However, games
motivated them to try speaking, encouraged them to feel more confident and they
could feel better when performing in front of classmates. Having the same
agreement Leon & Cely; Chirandon, Laohawiriyanon,

& Rakthong

(2014)


claimed that "games is one effective alternative treatment which encourages the
active learning atmosphere as well as stimulates students' interest in an English
class"
2.3. Methods applied in teaching English in Ho Chi Minh City.
In Vietnam, most students start learning English while they are in
Secondary

schools.

However,

six-year-Iearning

English

grammar

without

interacting with foreigners makes almost learners become passive and unable to
speak English. Many students said that they could understand what the foreigners
were speaking but they did not know how to respond. Therefore, some English
centres appear and bring a lot of new strategies and methods with the purpose of
learning language efficiently. There are some popular English centres with
particular methods, which are appropriate for each range of age in Ho Chi Minh
city.
Super Youth Language School founded in 2001, is well known for teaching
English for children from 5 to 14. The centre has applied "4 skills learning
method" with the aim of focusing on four English skills and "motivation method"
which means motivating students to be enthusiastic and hard working. Dornyei

(2001) claimed that "teacher skills in motivating learners should be seen as central
to teaching effectiveness".

Teachers in Super Youth School are also trained

carefully to understand the types of learners and the ways to deal with each
8


student's style. However, the learners in this school have to study English
grammars at an early age. Sometimes, there are some 8-year-old students reach to
level 6, a start of grammatical level, and they "struggle" with the grammar lessons.
Although some students having great aptitude for learning languages can speak
English fluently, there are a lot of learners find it hard to convey their ideas.
With four different courses of English for Juniors (Kindergarten, Primary,
Secondary, and IELTS), Apollo English classifies the range of age clearly and
properly. In each course, Apollo applies "LETS method" which means Learning
English Through Subjects to help students use English as a tool to study other
subjects. Therefore, in addition to the ability to use English confidently and
fluently, students are equipped with knowledge, developing thinking, and training
skills to be able to adapt, improvise and develop in all circumstances of the real
life.
As a TFL teacher at Thanh Danh English Center, the researcher wants to
find out the most effective way to teach English for young learners. According
to Phillips (1993), "young learners" means the children who are from the very
first year at elementary school (six years old) to twelve years old. Sarah also said
that there were various kind of factors influencing the learning attitude of
children such as gender, living environment and parents. Therefore, she claimed
that English should be taken as a guide, not a fast rule, although there was a
suggested age range for every activity.

Teaching a foreign language is vastly different from teaching adults.
Cameron (2001) pointed out that the children were the most enthusiastic and lively
learners. Children will do anything as long as they get attention and praise from

9


teacher for their job done. They are always eager to talk and they do not feel much
embarrassed like the adults always do. That is the reason why the children get
more native-like accent than the adolescents because of the lack of inhibition.
Cameron (ibid.) also claimed teachers should organize the lesson plan that is
suitable for students or they would not understand about teacher's presentation.
Thanh Danh English Center was established in Go Dau town, Tay Ninh
province in 2014. In spite of youth, Thanh Danh English Center is the very first
successful pioneer to focus on Cambridge certification and four English skills in
Go Dau town. The researcher has got an agreement about applying the Brainmax
method, sight words combining with the official course books Hangout starters
for teaching children who are from 5 to 8 years old. Brainmax method is based on
DMIT Science - Dermatoglyphics Multiple Intelligence Test - a new method of
analyzing brain potential based on the science of: Fingerprint biometrics; Medical
birth; Neurology; Genetics; Anatomy and Statistics. Brainmax program was first
franchised for Elite Global Language School in Vietnam with the purpose of
motivating young learners to study English.
According to the theory, each side of the brain -left-brain and right-brainspecializes in different missions (Nielsen et aI, 2013). Left-brain controls most of
the work on numbers, languages or analytical thinking while the right-brain
specializes in expressing emotions and imagination. Therefore, it is often said that
people with left brain often think logically and people with right brain often think
emotionally. Most of the time people use the left brain to think, work and study.
Hence, there is an imbalance between the two hemispheres of the brain and that is
the reason why people always feel headache and exhausted after studying or

working with papers, numbers and languages.
10


The program of Brainmax including some activities such as "brain gym",
"relaxation exercises", and "eyeball gym"; combining with watching emotional
movies and listening to Dongle music promises to awaken the habit to use the right
brain efficiently not only for studying English but also for all jobs related to
paperwork.
The sight words is a collection of words that a child ought to figure out
how to perceive without sounding out the letters. Children just need to read aloud
the words and the sentences through a simple story. By repeating many times,
children can naturally remember the sentences and new vocabulary. In order to
check students' improvement, the researcher decided to do the mini -experiment in
the pre-starters class with 14 students from five to eight year-old age. The level of
the learners was pre-elementary. The research started on November 3rd, 2018 and
usually on Saturdays and Sundays and ended on March 3Pt, 2019.
Previous studies above give a large amount of general information about
various teaching techniques utilized in some countries and in Vietnam. At Elite
Global, the method Brainmax is high evaluated and has got a lot of good comments
from young students. However, there is no report left about the improvement of
students' language speaking. That is the reason the writer wants to investigate the
combination between brain exercises and sight words for enhancing speaking
skills.

11


CHAPTER 3.METHODOLOGY
In this chapter, the writer presents the methods used for this study. At first,

the researcher has got the inspiration ofDMIT Science (Dermatoglyphics Multiple
Intelligence Test) together with the study about sight words (Hayes, 2016). Next,
the writer mentions the participants, the context, and the research instruments.
Finally, the data collection and analysis methods of the study are shown.
3.1. Research paradigm
Working as a TFL teacher in Thanh Danh English Center, the writer desires
to fmd the most appropriate way for his students to learn and enjoy English
language. Hayes (2016) claimed in his research, "Sight word instruction can also
raise students'

self-confidence

and motivation while reading". This thought

captures my essence. With the background of DMIT Science through Brainmax
method and the interest in the study by Hayes, the researcher decides to employ
these paradigms for his study.
3.2. Participants

and context

The research took place at Thanh Danh English Center, a school located in
a small town belonging to Tay Ninh province, which is not really far from Saigon
City. For the purposive sampling, 14 students from 5 to 8 years old were selected
as participants for this study. The participants have been studying English about 6
months. The learners have had opportunity to study with native speakers along
with Vietnamese teachers.

12



3.3. Research instruments
This research is descriptive qualitative in a form of a case study which used
observations, practical teachings and some questions for pre-test and post-test.
3.3.1. Observation
Observation is ultilizied in the sociologies as a strategy for gathering
information about individuals, processes, and societies. It is likewise a device,
which is used normally to collect information by educator researchers in their
classes. Marshall & Rossman (2014) defined observation as "the systematic
description of the events, behaviours, and artifacts of a social meeting." As a
researcher as well as TFL teacher who was interested in studying social science,
the writer strongly believed that observation was a useful tool to help him collect
data effectively.
The observations were done at Thanh Danh English Center in Go Dau town.
The last observation was on November 4th, 2018. In the observations, the writer
used observation sheets (appendix 1, 2 and 3) and a smartphone to record the
interactions in English classes used by the local teachers, how the learners were
taught and put into practical situations and what could be improved.
3.3.2. Pre-test and Post-test
With the purpose of investigating the students'

improvement on oral

communication, some questions were used as a pre-test and post-test. The pre-test
consisted of four popular simple questions that almost students have been asked

13


for many times before. The writer wanted to re-check the reflex of each learner

before he started the study. The questions in the both tests are based on the lessons
and the daily expressions that the students have been taught. The time for pre-test
was about 30 minutes. The post-test, which took approximately 75 minutes to do,
was conducted after the researcher had completed the last practical teaching in the
class on March 3 Pl, 2019. There were nine questions in the post-test including
four questions in the pre-test.
3.3.3. Practical teaching
The practical teachings were applied because the writer had chance to work
in this English centre as a teacher and he had agreement from the general manager
for doing this study. The researcher started the first practical teaching on
November 17th, 2018 with the class Pre-starters 1. Hangout starters was the main
course book. This class is upgraded from the class Kinder 6.
3.4. Data collection
The writer conducted some pre-test and post-test, observations and practical
teaching to collect data for this case study.
3.4.1. Observations
The observations were conducted on November 3rd and 4th, 2018. The writer
observed three classes to investigate the other teachers'

methods and class

management as a groundwork for further research. One of those classes was the
class which is used for this case study. He spent one hour and thirty minutes in
each class. The observation sheets model (Kumrija, 2015) found in APPENDIX
1, 2, 3 were employed to take note. The last observation was made and finished
on November 4th, 2018.

14



3.4.2. Pre-test
After the observations,

the researcher

started doing the pre-test

on

November 10th, 2018. The pre-test took about 30 minutes to complete. Each
participant was interviewed, from two to three minutes, through four basic popular
questions that most Vietnamese and foreign teachers employed them to teach or
talk. The questions for interviewing were based on the structures in the learners'
course books and the daily expressions. The students' answers were recorded with
a smartphone for data collection.
3.4.3. Practical teaching
The writer began the first practical teaching on November 17th, 2018 and
ended on March 16th, 2019. The class had upgraded from level "Kinder 6" to "Prestarters 1". There were 2 sessions per week; one session for Vietnamese teacher
and the other for foreign one. The course book Hangout starters was applied for
this level. The researcher prepared the lesson plans appropriately using Brainmax
and sight words for this case study. The course outlines listed below.
Table 3.1. Course outline
Brainmax
Date

Lesson

Sight words
activities
_ How are you?

Brain-gym

November

Pre-test ,

17th , 2018

Welcome

A

story of a hunter

I'm ..... (ok, good, sad, so
so ..)

(first half)
_ My name is ....

15


_ I'm ... years old
I like to eat ....

How

are


you?

I'm ..... (ok, good, sad, so
Brain-gym: reVIew so..)
November
Unit 1

24th, 2018

the story and the _ My name is
exerCIse.

_ I'm ... years old
-

I like to eat ....

-

I have a/one/two ... + school

things + in my backpack.
_

How

are

you?


I'm ..... (ok, good, sad, so
so..)
December 1st,
Educational mOVIe _ My name is ...
Unit 1

2018

- The dream

_ I'm ... years old
- I like to eat ....

_Do you have a ..... (school
thing)?
How

you?

I'm ..... (ok, good, sad, so

th

December 8

are

Brain-gym

,


so..)

Unit 1 (dancing

2018
reVIew

music)

with

_ My name is
I'm ... years old
I like to eat ...

16


I have a/one/two ... +

-

things

school

+ m

my


backpack.
Do you have a ..... (school
thing)?
are

How

-

you?

I'm ..... (ok, good, sad, so
so..)
_ My name is
Dongle music and
December
15th, 2018

braingym

Unit 2

_ How many students in the

with
class?

mUSIC
There are ...

-

Who is he/she?
He/she

IS my + family

members
How

-

are

you?

I'm ..... (ok, good, sad, so
Educational mOVIe so ..)
My name is ....

- My dad is a liar

December
Unit 2

How many students in the

22nd , 2018
Dongle music


class?
There are ...

January
2019

5th , Unit
Review

2-

-

How

are

you?

I'm ..... (ok, good, sad, so

17


Brain-gym

A so..)

story of a hunter _ My name is ...
_ I'm ... years old


(last half)

- I like to eat. ..

I have a/one/two ... + school

Dongle music with

-

soft melody

things + in my backpack.
_ Do you have a ..(school
thing)?
_ How many students in the
class?
There are ...
Who is he/she?
He/she

IS

my + family

members
January

12th ,

OFFICIAL MIDTERM TEST

2019
How

-

are

you?

I'm ..... (ok, good, sad, so
January

19 ,

so..)

Brain-gym

th

Unit 3

(dancing

My name is ....

with


2019

I'm ... years-o ld

music)
-

I like to eat. ..
Is it a ... ?Are they ... ?

18


How

-

are

you?

I'm ..... (ok, good, sad, so
so ..)
January

Memory

26th ,

game

_ My name is

Unit 3

(there

are,

there
_ I'm ... years old

2019
is)(elite starter)

-

I like to eat. ..

-

Where

IS

the ... ?

(inion/under/next to)
How

-


are

you?

I'm ..... (ok, good, sad, so
so ..)
_ My name is
-

Relaxation

February 16th, Unit 3 - exerCIses.

2019

Review

_ I'm ... years old
-

I like to eat ...

(dancing)

_ How many students in the

_ Dongle music

class?

There are ...
Where

-

IS

the ... ?

(inion/under/next to)
-

Where is she/he?
How

-

Brain-gym

are

you?

I'm ..... (ok, good, sad, so

February 2yd,
Unit 4

(dancing


with so..)

2019
music)

_ My name is
_ I'm ... years old

19