SKKN Teach lead-in stage for some lessons in Tieng Anh 10 at Do Luong 2 Upper Secondary School

 gained a lot of benefits in many 
aspects. In our lesson today we will know more about this. 
 * Sample application 
UNIT 8: NEW WAYS TO LEARN 
Lesson 4: Speaking 
 Time limited: 7 minutes 
 Objectives: 
 Knowledge: 
- Use lexical items related to online learning. 
- Get general knowledge about advantages and disadvantages of online learning. 
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 Core competences and language skills 
- Improve listening and teamwork skills. 
- Be collaborative and supportive teamwork. 
- Set a relaxing atmosphere for students and motivate them to join class activities 
actively. 
 Personal qualities: 
- Be active to take part in activities. 
- Be responsible for their study. 
 Type of work: Teamwork 
 Preparation: Computer connected to the internet, TV, video 
 Procedure: 
 Step 1: Give the task 
- T introduces the task to St: 
+ T divides the class into 2 teams: ADVANTAGES and DISADVANTAGES 
+ T plays the video 
+ Sts watch the video and take notes of the advantages and disadvantages of online 
learning. 
 Step 2: : Play the video 
- T plays the video. 
Video link: 
- Sts watch the video and take notes 
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 Step 3. Carry out the game 
- T invites Sts to write advantages and disadvantages of online learning on the 
board in 3 minutes. 
- T checks the answers. 
- The team that has more correct answers is the winner. 
 Step 4: Lead in the lesson 
- T leads in the lesson: Online learning is one of the most popular types of 
learning today. It is becoming a useful new way to learn. However, it has some 
certain disadvantages beside advantages. In our lesson today we will find more 
about good points and bad points of online learning. 
 * Sample application 9 
UNIT 9: PROTECTING THE ENVIRONMENT 
Lesson 3: Reading 
 Time limited: 7 minutes 
 Objectives: 
 Knowledge: 
- Get general knowledge about the topic: environmental problems. 
 Core competences and language skills 
- Improve listening and teamwork skills. 
- Be collaborative and supportive teamwork. 
- Set a relaxing atmosphere for students and motivate them to join class activities 
actively. 
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 Personal qualities: 
- Be active to take part in activities. 
- Be responsible for protecting the environment 
 Type of work: Teamwork 
 Preparation: Computer connected to the internet, TV, video 
 Procedure: 
 Step 1: Give the task 
- T introduces the task to St: 
+ T plays a video. 
+ Sts watch the video and write down what are happening to the environment. 
 Step 2: Play the video 
- T plays the video. 
Video link: 
- Sts watch the video and take notes 
 Step 2: Carry out the game 
- T divides the class into 4 teams. 
- T delivers a paper and a pen for each team and ask them to write down the 
envoronmental problems mentioned in the video. 
- Sts stick their answer on the board. 
- T checks and gives feedback 
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- The team having more correct answer is the winner 
 Step 4: Lead in the lesson 
- T leads in the lesson: Our life has been influenced seriously by global issues. 
Among them, environmental problems are alarming because they are becoming 
worse and worse. The lesson today will help us know more about 4 
environmental problems: causes and consequences. 
 * Sample application 10 
UNIT 10: ECOTOURISM 
Lesson: Getting started 
 Time limited: 7 minutes 
 Objectives: 
 Knowledge: 
- Get general knowledge about the topic: Ecotourism 
 Core competences and language skills 
- Improve listening and teamwork skills. 
- Be collaborative and supportive teamwork. 
- Set a relaxing atmosphere for students and motivate them to join class activities 
actively. 
 Personal qualities: 
- Be active to take part in activities. 
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- Be proud of national hesitates, responsible for protecting and popularizing them. 
 Type of work: Teamwork 
 Preparation: Computer connected to the internet, TV, video 
 Procedure: 
 Step 1: Give the task 
- T introduces the task to St: 
+ T plays the video about a famous wonderful landscape in Viet Nam 
+ Sts watch the video and then play a game 
 Step 2: Play the video 
- T plays the video. 
Video link: 
- Sts watch the video and take notes. 
 Step 3 : Carry out the game 
- T divides class into 2 teams 
- T shows 5 questions about Phong Nha cave. 
- Each team takes turns to choose the colour they like and answer the question 
hidden in that colour. 
- The team with more correct answers will win the game. 
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*Expected answer: 
 Step 4: Lead in the lesson 
-T asks Ss: 
+ Have you ever been to Phong Nha Cave? 
 + Do you want to pay a visit to Phong Nha? 
+ As a visitor, what can you do there? 
- T leads to the lesson: Phong Nha-Ke Bang is one of the most popular destinations 
for both domestic and international visitors. It seems that more and more people 
have ecotourism in Phong Nha. Our lesson today will help us know more about 
this place. 
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V. RESULTS AND COMMENTS 
1. Results 
In order to know students’ attitude toward learning the lead-in stage with 
videos, the researcher conducted the second survey in the middle of the second 
term for 164 students from four classes: 10A1, 10A2, 10B2 and 10B3. (Appendix 
3). 
Some photos illustrating the survey process: 
Photos of sending the survey to students 
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Photo of participants 
Chart of the students’ attitude toward lead-in stage after using videos 
Generally, the research results show that students at Do Luong 2 high school have 
positive attitudes toward the use of video to teach lead-in stage in English lessons. The 
average percentage of the students who choose the option "Strongly agree" and 
"Agree" is more than 85%. Their answers are reconstructed and analyzed as 
follow: 
Obviously from the result, most of the students (97%) agree that starting a 
lesson with an activity using video is interesting and attractive. With the use of 
different audio and video aids, the lessons become more interesting to students. 
Over 90% of the students agree that activities using video at the beginning of the 
lesson make it livelier, more interesting. This technique, therefore, makes 165 
students (accounting for 92,2 %) easier to get the topic of the lesson. 
0
10
20
30
40
50
60
70
80
90
100
The lead-in stage
is an important
activity.
Your class always
starts in a
relaxing and
interesting
atmosphere.
The lead-in stage
hepls you get the
topic of the
lesson easily.
The lead-in stage
motives you to
join the lesson
The lead-in stage
improve your
language and
teamwork skills.
You want videos
to be used more
in the English
lessons.
Strongly agree Agree Disagree Strongly disagree
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The responses received from the statements 4 and 5 reveal that activities using 
videos not only motivate most of the students to take part in the lesson, but also 
help them to improve their language and teamwork skills. Only 4 students (2.4%) 
are not completely interested in English. 
However, the number of students who disagree or strongly disagree is still 
many (11.5%, 9.7% respectively). Perhaps, these activities have not satisfied all 
students’ needs and desires. In fact, several students do not feel confident enough 
to use English in the class. 
Nearly 80% of the students are stimulated to use English when participating in 
the activities. During the application of leading in the lesson with a video, the 
researcher finds that most of the students are eager to join the activities not for the 
purpose of fulfilling teacher's requirements but to enjoy the excitement of warm-
up activities. Clearly, this result proves that there has been an attitudinal change 
toward learning English among students. As a result, 152 students (accounting for 
92,1%) want video to be used more often in other activities of the lesson, which 
proves that this is really a worthwhile method. Thus, the objective of the study seems 
to be met. 
2. Comments 
In short, the findings of this study show that using video in the lead-in stage could 
be quite a good technique in teaching and learning English. What can be seen from 
findings for three surveys can show this? The teachers and students’ attitudes towards 
video in leading in the lesson, which is implemented, are in general positive. Most 
teachers and students found it necessary and important to apply lead-in stage in 
English teaching and learning. Language skills could be improved and developed 
through activities using video, partly and they felt interested in applying video to lead 
in the lesson. However, they had difficulties in carrying out this because of the short 
time and lack of teaching facilities. In my opinion, the biggest problem is the students’ 
background knowledge and their activeness. A lot of students are lazy and 
unqualified for the task. Therefore, teachers’ duty is to choose suitable video and 
design activities which motivate all students to join in the lesson. 
PART III. CONCLUSION AND SUGGESTIONS 
1. Conclusion 
 Lead-in, as the first teaching step of a lesson, is one of the most basic and 
important steps in an English classroom and contributes to having a smooth and 
successful class. It is obviously a short period but can not be underestimated. If 
lead-in is well designed, it can quickly attract students’ attention, stir up their 
learning interest, help them to clarify the purpose of the lesson and make them take 
an active part in class activities. 
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 Recently, using video for teaching has become a popular technique 
exercised by many educators in the classrooms and recommended by 
methodologists. Many sources, including the ones quoted in this study, list the 
advantages of the use of video in language classrooms. Using a video as a stage to 
lead in the lesson is considered one of the most effective ways of teaching English. 
This study focuses on using videos as supplementary material to start the lesson in 
English classes. It is hypothesized that video material can be used as authentic 
material input and as a motivational tool. In general, most students find the 
experience of using video material to be interesting, relaxing, relevant, 
beneficial, motivating and easy to understand and get the general topic of the 
lesson. In addition, video makes the lectures go more smoothly and naturally. 
Video can help in promoting the language learners’ listening comprehension 
also. The structure of language is in the form of ungrammatical features that 
are not similar to the written language, which can enhance learners’ 
comprehension as well as entertain them. The connection between the 
classroom and the real world encourages students to understand the 
relationship between learning and practicing. Video is widely accepted as more 
powerful and more comprehensible than other media for second and foreign 
language students. As a result, it may be suggested that both teachers and 
students can be involved in creative ways to incorporate different video 
materials in a variety of classroom activities to enhance learning outcomes and 
provide a positive and effective classroom environment. 
 In fact, it cannot be said that using video is always better and easier to 
cope with for everyone. However, we have a lot of success after using video to 
start a lesson. The results of this research suggest that videos are used not only 
for warming up, but more importantly, for the useful practice and beginning of 
language lessons, thus leading toward the goal of improving learners' 
communicative ability. 
 2. Suggestions 
 Although the use of video in many EFL classrooms is not something new 
anymore, more positive responses are still addressed by the students. However, 
the teachers are challenged to be able to deploy the video effectively due to 
numerous types of video that can be found and presented in the classrooms. In 
this case, the teachers as facilitators have to be able to prepare appropriate 
videos based on the students’ need and design some ways to make it effective, 
especially in encouraging the students to be active viewers. So, the teachers 
have to be able to run some effective ways to involve the students during the 
teaching and learning activities by using video. Actually, there are many ways 
that can be implemented by the teachers, they are; fast forward, partial 
viewing, active viewing, repetition and role play, follow up activity, silent 
viewing, picture less listening, prediction, reproduction activity, freeze 
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framing, picture or speech, sound on and vision off, dubbing activity. In this 
paper some of the ways were classified into three phases to provide more 
meaningful ways for the teachers in deploying the video. 
 Video must be an integral teaching aid to start a lesson, providing the 
possibility of guessing while at the same time immensely enjoyable for both 
students and teachers. Our research has produced some evidence, which shows 
that using video to lead in a lesson is more useful and successful than other 
techniques. 
 Having such evidence in hands, we wish to recommend the wide use of 
video in many other parts of teaching and learning English process as a 
successful way of acquiring language competence. 
 In conclusion, from my deep heart, I would like to express my gratitude to 
my dear students and colleagues giving assistance to me to complete this 
teaching experience. It is hoped that this research will benefit English teachers.
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REFERENCES 
1. Gower, R. & S. Walters.1983. Teaching Handbook. London: Heinmann. 
2. Berk, R. A. 2009. Multimedia teaching with video clips: TV, movies, 
YouTube, and mtvU in the college classroom. International Journal of 
Technology in Teaching and Learning, 5(1), 1–21. 
3. Bell, L., & Bull, G.2010. Digital video and teaching. Contemporary Issues in 
Technology and Teacher Education, 10(1), 1-6. 
4. Cruse, E. 2006. Using Educational Video in the Classroom: Theory, Research 
and Practice. 
5. Brame, C. J. 2016. Effective Educational Videos: Principles and Guidelines for 
Maximizing Student Learning from Video Content. CBE-Life Sciences Education. 
15(6): 1-6. 
6. Pearson, Tieng Anh 10 Global Success, Viet Nam Education Publish House 
Limited Company. 
7. Mohammed, Rania. 2013. The effectiveness of using subtitled video to teach 
grammar ( Dissertaiton). Ann Arbor:Proquest LLC. 
8. Webside: youtube.com 
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APPENDICES 
Appendix 1: The survey on the students’ attitude toward lead-in stage before 
using video 
Link: 
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Result of the survey 
 48 
Appendix 2: The survey on the urgency and feasibility of suggested solutions 
Link: 
cPgpaZTClFx97Tc6fBeA5cbRRIWKwj3SrgMPlK8/edit 
 49 
 50 
Appendix 3: The survey on the students’ attitude toward lead-in stage after 
using video 
Link: 
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Result of the survey