EXFERIENCE IDEA COMBINING EFFCTIVE METHODS OF TEACHING ENGLISH GRAMMAR FOR PRIMARY STUDENTS

Category
A. INTRODUCTION
I. Why choose the topic
II. The purpose of research
III. The objects of research
IV. Research methods
B. CONTENT
I. Theoretical basic of teaching
II. Reality of teaching and learning English for primary school students
III. Implemented solusions
IV. Effectiency of experience.
C. CONCLUSIONS AND RECOMMENDATIONS
I. Conclution
II. Recommendation

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A. INTRODUCTION
I. WHY CHOOSE TOPIC:
Today, the trend of international integration in many fields, including
the education sector, has put English in a very important position. English as a
communication tool is the key to humanity's treasure. On the other hand, the
widespread use of information technology makes learning English an
imperative and indispensable. Therefore, learning English is particular
interested to students, parents, teachers in the education sector and the whole
country. English becomes one of the core subjects in the student's program.
English not only helps students develop language thinking but also helps them
integrate with human civilization.
However, to learn this subject is not easy. Therefore, in the process of
teaching English, teachers must think about using suitable teaching methods
with each skill and language knowledge to promote the positive and creative of
each student simultaneously. The children understand deeply, remember and
know how to use to expand the knowledge. Learning and using English
requires a practice that requires the creativity of both the learners and the
instructors. Elementary education is a solid foundation for the development of
knowledge and skills for higher education. For elementary school, school
children are approached with a wealth of new and varied knowledge. Abundant
knowledge that the child's perception is just at the simplest level. All
knowledge of terminology, concepts, names are new, difficult to understand.
Therefore, the acquisition of scientific knowledge for children are difficult. At
present, in order to catch up with the development of the country, the education
and training sector needs to improve comprehensively the quality and quantity
of subjects. Elementary school students are educated comprehensively through
subjects to the child’s perception is not one-sided.
Elementary English instruction gives children the ability to use the

English words, forming in their child a basic understanding of English and
proficiency in using English. Throughout the teaching lessons, English allows
students to develop their minds and to shape their students with healthy and
pure sentimental thoughts and to create good qualities for their children: loving
and kindness.... love humanity.
Understanding English Language, students have the opportunity to
accumulate vocabulary and grammar to develop their language skills through
daily communication. Thus, English grammar is specially importance. In
elementary school, grammar is important aspect of language besides other
aspects such as phonetics, vocabulary, style. Grammar consists of the entire
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rules of word formation, word conversion, word combination, phrase - the
smallest unit of language that can communicate. The grammar governs the use
of linguistic units to form words that make language function in social life.
Grammar plays an important role in the creation and attainment of language,
teaching students to listen, speak, read and write.
Based on the English grammar of the student at the beginning of the
familiarity to provide students with some basic grammar knowledge needed.
Grammar equips students with some notion of understanding the structure and
function of it. Specifically: English grammar in elementary school helps
students understand the rules of word composition, catch rules using sentence
and create text to use in communication. Through the current situation of
teaching and learning English grammar in primary school does not meet the
requirements of English. The ability to use words to write sentences, sentence
analysis into the words of students also encounter many limitations, errors. In
fact many teachers have difficulty in teaching English grammar, also
controversy when deciding the answer to a grammar test, forcing students to
memorize the sentence pattern, unknown extension.

Derived from the role and position of English grammar, especially the
reality of teaching - English grammar study in some primary schools today is
not practical effect. I also choose the topic of research: "Combining effective
methods of teaching English Grammar for primary students"
II. THE PURPOSES OF RESEARCH
Derived from the fact of teaching English in primary schools today,
especially the situation students do not remember grammar. I study this topic to
help students remember and apply grammatical structure well in class. Help
them learn the subject and love the English subject. This is to help improve the
quality of teaching and learning in the school, especially the quality of teaching
and learning English today.
III. THE OBJECTS OF RESEARCH:
The effective methods of teaching English Grammar.
IV. RESEARCH METHODS
In this topic I have used some of the following methods:
1. Theoretical research methodology.
Read some textbooks, reference books and some grammar topics
2. Method of survey observation.
- Primary school survey of grammar instruction:
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- Teacher interviews and attends (a combination of professional groups and
school administrators)
3. Method of product research of activities.
- Student Quality Survey.
4. Methodology of experimental teaching.
- Teach a grammar lesson in class.
5. Methodology for teaching experiences.
6. Method of summarizing experience.

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B. CONTENT
I- THEORETICAL BASIC OF TEACHING GRAMMAR.
"Grammar is a system of rules that combine words while speaking or
writing to make the correct sentences and eliminate the wrong sentences, while
creating the ability to understand the sentences spoken by native speakers in
the context of communication "
Likewise, English grammar is the rule that combines English words
into larger units. If you do not understand the rules, you will not understand the
words, and will not be able to say things, the words that you want to say, want
to express in communication, if students do not hold grammar rules they can
not understand texts and can not produce effective speech in communication.
Because the characteristics of grammar are abstract, generalized, it
contributes significantly to develop students’ thinking. Thus teaching grammar
is also teaching thinking in cognitive development for students.
Grammar provides students with a basic understanding of how to use
the words and the sentence, set up the paragraph to form, strengthen the
writing skills, students can not write when they don’t understand the rules of
speech.
Grammar helps students learn other subjects, especially speaking and
writing skills. Thus, grammar is an indispensable part of learning a language.
Grammar helps students understand the structure of the word, concept of word
type, concept of sentences, sentence structures. On the basis of grammar,
students learn the rules of spelling, punctuation, grasp the standard speech
culture.
II. REALITY OF TEACHING AND LEARNING ENGLISH FOR
PRIMARY SCHOOL STUDENTS.

1. Teaching and learning English in primary schools:
Because grammar is general, abstraction, many parents said that
teaching English grammar for children early will create more pressure for
children, easy to depressed children lose English dynamics. But that does not
mean they do not need to learn grammar early. It is important that children
learn grammar correctly and in the right way, suitable with the psychology and
ability of the child.
Teaching is a challenging job, with every new challenges emerging
year as the world changes day by day and teachers are ready to receive and
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impart new knowledge to students. A problem that many teachers worry about
is how to introduce patterns so that they will not only understand but also feel
interesting. They will be extremely pressured by methods of referral and
testing by way of recording, cramming and memorization. If there are no
interesting and teaching methods, they will consider learning as a response to
examinations.
Grammar has a strong relationship to create a good foundation for
learning English: Grammar training for students to correct skills, writing the
correct sentences, to write the paragraph smoothly. Grammar helps students to
practice English in real life.
In English, most of the lessons have a vocabulary and grammar
introduction. For high-achieving lessons, students must understand the
sentence patterns and how to use the sentence patterns. So teachers have to
choose the appropriate teaching methods to make students easy to understand,
easy to remember, easy to use.
In fact, in primary school, very few students practise the pattern
smoothly. Because teachers only stop at the theory. This means that the teacher
must do all the knowledge of the lesson, but the practice is less. This makes

learning English grammar much more limited in helping students achieve
practical results. So students say, write wrong grammar, because the method of
knowledge acquisition, some students do not know how to write sentences,
especially in the sentence and composition analysis sentences, leading to write
missing sentence components, misspelled words in the sentence.
2. Reality of teaching and learning English grammar in Nga Tan primary
school.
2.1. Reality:
Most students are introduced to English at an early age. Listening, speaking,
reading, and writing skills are taken simultaneously in the teaching and
learning of foreign languages. Elementary school students are limited in
communication because they do not remember the grammar so they are shy,
embarrassing when speaking.
* Advantages :
- Students with innocent nature are willing to participate in the activities of the
lessons.
- Students are always cared by parents and teachers during their studies.
- Teachers are learning, exchanging experiences from colleagues through
lectures, exchanging experiences, special topics, professional activities of
clusters.
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- Get the attention and support of school administrators, professional groups
and colleagues.
- Students are introduced about information technology, they are soon exposed
to computers, to the Internet and get a lot of information from here.
* Advantages :
- English is a new and very difficult subject for elementary students. Moreover,
for rural students, the conditions of contact and proximity of reality are limited.

- A small number of students have not paid attention and invested in foreign
languages, preparing the paper skilfully. During lessons, some students are
often passive, lack of flexibility, shy of reading and speaking English, and are
less likely to participate in speaking.
Therefore, teachers must have good methods, innovative initiative,
always improve the method of training in different forms, different types of
exercises appropriate for each lesson content to inspire and encourage all
students to practice hardly.
In the process of teaching English today, teachers have used the new
method effectively in the lessons, many teachers have used the method and
more creativity in the course of the lesson. However, in order to achieve high
effectiveness, teachers must use appropriate forms for students.
Facts at Nga Tan primary school:
- Students are not interested in learning grammar, because they have to
memorize many grammar rules, they learn just to deal with exams.
- Students also use many Vietnamese: During the lessons most of the children
said that only know the meaning of Vietnamese but few how to use the
template. During the lesson, students also use Vietnamese to communicate or
explain issues related to the lesson.
- Students forget the grammar: Many students often forget the grammar if they
don’t practice the sample again. It is difficult for students to remember verb
conjugation, using singular or plural nouns, using prepositions....
- Students are confused: Many sentences have complex grammatical
structures, and similar sentences can cause students to confuse.
- Applying speech in writing: In the trend of teaching English is aiming for
further education, it is still not possible to ignore teaching and learning
grammar by as education expert Gavan Lacono - General Director of
Education Language Link: "The over-reliance on English communication can
cause chronic errors in English language learning and is difficult to correct.
By learning English to communicate, the only goal of the child is to

communicate his message to the other person, who can ignore grammar rules.
This will negatively affect the long time when the child applies this method in
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writing, into the official documents later ... So children need to learn grammar
in a formal way from the litter, elementary school age. Grammar is the
backbone of language, the rails to convey the message of communication, if
there is no grammar as well as train without rail, communication will not be
able to perform completely.”
2.2. Survey results.
For elementary students who have difficulty to remember grammar in
the lesson, in the process of teaching, through practical teaching over the years,
I realize that the old method of teaching and learning grammar usually takes
place in style: The teacher put up the sample on the board and asked the
students to memorize it for the next lesson. That makes them boring and
stressful. Investigating the situation in Nga Tan Primary School, Nga Son
district, taught by the method, only 15-20% students understand sentence
patterns, the rest students remember mechanically and forget very quickly.
From the above situation, I have found ways to help students
understand and use grammar fluantly. Therefore, I have been able to offer
some methods to help students learn English grammar effectively.
III. IMPLEMENTED SOLUTIONS.
Grammar is one of the most important parts when learning a foreign
language, if you want to be good at English, any skill: listening, speaking,
reading, writing, you need grammar capital. Nowadays, with modern
equipment, we can apply and create many interesting, effective and attractive
grammar lessons, creating a colorful lessons in English.
Young children ( 6-7 years old ) learn grammar by learning
unconscious fixed phrases based on the context of the lesson activities they are

learning. As they grow older, they begin to translate these phrases into different
contexts to use them creatively. All of these activities occur spontaneously
without any explicit explanation or analysis of the grammar because this is
beyond the reach of the child.
However, when the perception of the child is better (8 years old and
above), the explanation and analysis of specific grammatical elements is
necessary for children to acquire rich and accurate language later.
But teaching grammar to primary students is not easy. I have come up
with effective solutions:
1. Teach students the rules of using English grammar.

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English grammar rules are incorporated into spoken or fun content that
students can easily recognize and remember. Have students learn as much as
possible to recognize the rules of English grammar.
a. Teach students what the subject is.
The subject in a sentence is "who" or "what" that the speaker is talking
about. Every sentence needs a subject. If no subject, no one knows what the
speaker is talking about. Give them short sentences to illustrate:
I am hungry.
My brother is very tall.
That computer is very expensive.
We are going to the store now.
My sister and I will be waiting here.
That school is very big.
b. Teach students what predicate is?
The predicate in a sentence is the ingredient used to tell what the subject is or
what it is doing. It can be a phrase or a verb. Verbs are always predicates.

Examples in the above sentences:
I am hungry.
My brother is very tall.
That computer is very expensive.
We are going to the store now.
My sister and I will be waiting here.
That school is very big.
In the short sentences above we identify the subject and predicate. In the most
basic sentences, there should be action associated with that subject.
c. Teach students what verb is.
- A verb is an action, existence, or occurrence. In simple sentences the verb is
mainly used with the form indicating existence. They are "am", "is", "are".
Other forms of verbs are action verbs such as
“Wash”
“Run”
“Jump”
“Dance”
“Learn”
“Teach”
“Read"
- To understand these verbs, put them in the sentences:
I wash my face.
He runs down the stairs.
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Miss Hien teaches me.
- A verb can also start with a sentence.
Throw the ball.
Run toward the finish line.

Learn by heart.
d. Teach students how to use the articles: "a", "an", "the".
Students only listen to and say:
She is a teacher.
He is a farmer.
I’d like to be an engineer.
I want to go to the book shop.
They do not know when to use and how to use the words. And to help them
understand that is the problem of teaching grammar. The teacher explains the
English grammar rules: "A", "An" has the same meaning as the indefinite
article. They differ only depending on the word or the sound after them.
- Use "A" when the word follow starts with a consonant.
“A dog”
“A boy”
“A buiding”
“A hamburger”
Use "An" when the word followed begins with a vowel. (U, E, O, A, I)
“An ant”
“An umbrella”
“An elephant”
“An architect”
...
"The" is a definite article. The distinction lies in whether the noun or subject
we are talking about is specific or not. If you say that students will be difficult
to understand. So use this example:
"I am going to a coffee shop" (not a specific coffee shop)
"I am going to the coffee shop" (a specific caffee shop that both the speaker
and the listener know)
2. Teach the grammar systematically.
The teaching must always be done in a certain order, especially for

young children. If teaching spontaneity, it will be easy to make children easily
bored, discouraged and no longer interested in learning again.

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Make a grammar practice plan for your students. Teach from simple
structures to complex structures according to age and effort. Grammatical
knowledge must be generalized to students to remember.
Grammar is one of the important parts of learning a foreign language.
Nowadays, with modern equipment, we can apply and create many interesting,
effective and attractive grammar lessons, creating a colorful playing field in
English.
To teach English grammar effectively, it requires perseverance and
effort to find and learn a lot. Having found the cause of low student
achievement, I have implemented innovative teaching methods. I have
combined English grammar methods for elementary school students to enhance
their memory for communication.
In order to implement these solutions effectively, I have studied and
applied effectively the following methods:
Method 1: Teach grammar through structures, rules and examples
according to situations.
Give specific formulas and rules explicitly for a grammar point and
explain its usage through example. But that is not the best way to learn
grammar because students are quite passive, not good application in practice.
Students memorize formulas mechanically without thinking about them in
depth. In this respect, students will memorize, easily forget and not develop the
thinking and systematize the grammar points. This is the most common method
of teaching grammar in Vietnam because teachers always give examples and
then analyze grammatical structures in the examples.

In such cases, the teacher's presentation of the problem or grammatical
structure in a specific practical situation will help students to grasp and
manipulate the structure faster and more efficiently. In addition, this method is
also useful in the process of later use because students will know how to use
the grammar structure in specific situations in real life.
The introduction of grammatical structures and rules in a specific and
meaningful context helps students to easily capture, memorize and manipulate
grammar points in the context of communication. Thanks to the specific
situation, students can guess how to use the grammatical structure. Students
will be able to memorize much longer when the grammar points are repeated
several times through the teacher constantly emphasizing the specific concepts,
rules, structures important in lectures and homework. After each lesson, the
teacher should help the student to revise the new grammar points as well as
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grammar points previously taught so that students can review their grammar
knowledge and create linkages between the grammar points.
Example: Teaching the simple present tense.
The teacher asks some questions:
- What do you do in the morning?
- What time do you get up?
- How often do you go to school?
- What is your mother doing in her free time?
After the students answer, the teacher asked the students what the tense is
used? The teacher emphasizes to the students the sentence using the simple
present.
And for students to understand the simple present tense, the teacher gives the
structure, rules and examples.
1. Grammatical structure of the simple present:

Affirmative
Negative
Question
Short answer
Yes

Short answer
No

I/You/We/They work

He/She/It works

I/You/We/They don’t (do not)
work

He/She/It doesn’t (does not)
works

Do I/You/We/They work ?

Does He/She/It work ?

Yes, I/You/We/They do.

Yes, He/She/It does.

No, I/You/We/They don’t.

No, He/She/It doesn’t.

In question, we put the auxiliary verb do / does before the subject.
We can replace work with any other verb (play, live, watch ...) and create new
sentences. Have students practice again by making five new sentences to test
whether the students understand and apply well.
2. How to use the simple present.
Understanding the structure is great, but need to understand how to use, so
students remember.
Usage of the simple present
Expressing a habit or repetitive action in

Example of the simple present
I usually go to bed at 11 p.m.
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the present
Expressing the truth, the obvious truth.

The sun rises in the East and sets in
the West.

Expressing What happens in the future.
This is usually used to talk about a
timetable, schedule, or schedule that has
been fixed in a timetable.

The plane takes off at 3 p.m. this
afternoon.

3. Signal to identify the simple present:

Everyday , usually , often , never , hardly , in the morning , on Mondays , at
weekends , in spring , summer,…
Just met these words, surely we need to use the simple present.
4. Commonly errors when using the current single: S or ES?
Many students are confused in the verb conjugation in the present simple? Do
not know if you should use "s" or "es"? With singularities, in the affirmative
sentence, the verb is divided in singular form according to the following
formula:
- Add s to most verbs: Live - Lives, Work - Works
- Add es to the verds following ch, sh, s, x: Watch - Watches, Finish - finishes
- Subtract y and add ies to the verb ending in a consonant + y: Study - Studies
- Irregular verbs: do - does, go - goes, have - has
* Some simple present tense exercises in English
1. Read the following and choose the correct answer:
a. I catch/catches robbers.
b. My dad is a driver. He always wear/wears a white coat.
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c. They never drink/drinks beer.
d. Lucy go/goes shopping seven times a month.
e. She have/has a pen.
f. Mary and Marcus cut/cuts people’s hair.
g. Mark usually watch/watches TV before going to bed.
h. Maria is a teacher. She teach/teaches students.
2. Write the verb in parentheses in the appropriate form.
a. I usually (go) to school.
b. They (visit) us often.

c. You (play) basketball once a week.
d. Tom (work) every day.
e. He always (tell) us funny stories.
f. She never (help) me with that!
g. Martha and Kevin (swim) twice a week.
h. In this club people usually (dance) a lot.
Students will be easy to understand, memorize, and apply well.
Method 2: Use animated images to introduce grammar problems.
For some grammar problems, the use of images is an optimal choice
for teachers to lay out the structure vividly, directly and clearly in a particular
situation. Using visual aids in teaching helps teachers teach visual grammar
will be more effective than verbal teaching. Images will help students to access
and capture information faster because students can visualize the context
clearly. With the development of information technology, especially Internet,
teachers will easily find the appropriate image to support the grammar. If
necessary, teachers may use animations to teach as well as ask students to use
the grammatical structure to put sentences in the given image.
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Example: One or Many: Singular and Plural Nouns.
Nouns carry information about number. When a word refers to one person or
thing, it is singular in number. When it refers to more than one of the same type
of thing, it is plural in number.
One

More Than One

Singular

Plural

The number of a noun is indicated by its ending.The final letters of a noun
determine how its plural is formed.
The following examples illustrate how to change from the singular form of a
noun to the plural form of a noun.
The plural of most nouns is formed by adding -s.

ball

balls

For nouns ending in s, x, z, sh, and ch, add -es.

watch

watches

Nouns ending in f or fe form their plurals by changing the f or fe to v and
adding -es.

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shelf

shelves

Nouns ending in y form their plurals by changing the y to i and adding -es.

family

families

The way to introduce grammar through pictures is quite interesting. Students
are more likely to understand and they enjoy learning grammar.
Method 3: Use the method of thinking
Most students learn grammar by memorizing the mechanically the
structure as well as how it is used. This is one of the reasons why students
always find difficulty to learn grammar. Teachers should help students use and
develop their thinking ability when learning grammar. Teachers help students
distinguish between information that needs to be memorized and information
that needs to be remembered. In addition, teachers should help students apply
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grammar rules to specific contexts. In this way, students will gradually develop
their ability to think, reason and acquire new knowledge easily.
For example, when teaching the simple past, teachers aks students to
memorize irregular verbs. However, when teaching how to use this, teachers
can help students develop thinking by asking students to apply to situations in
the past: As teacher asked students: “What did you do yesterday?"; "Did you
play football last week?"; "Where were you last summer?"
In addition, the teacher should also help students compare grammatical
structures to help students distinguish grammatical structures clearly and
understand how to use them to avoid confusion. By way of comparison,
students will develop their thinking ability and the relationship of grammar
points. If students can relate old knowledge, learning new knowledge will be
easier and more convenient.
Method 4: Create comfortable atmosphere in teaching.

The effectiveness of teaching is also dependent on the teaching
environment. A comfortable, favorable environment that encourages students
to communicate directly with teachers on issues related to lessons, that will
help students become more active in learning and acquiring knowledge.
Teachers can stimulate the learning spirit of the students by counting the points
as well as completing assignments. This is an effective way to help students
have more motivation.
In fact, in teaching and learning a foreign language, students will learn
more effectively if they learn in a fun and relax environment, and have more
opportunities to communicate in the context of the real world. The use of
language games in foreign language teaching is one of the most effective
methods that can increase the learning motivation of students, one of the
determinants of success in learning a foreign language. At the same time, they
help and motivate students to maintain their learning and interest in learning.
In addition, they help teachers create contexts in which practical language is
useful and understandable to learners. Learners want to participate in the game,
they have to understand what other people are saying or writing, and they have
to say or write things to express their own views or to present information to
others. Language games can be used to develop all four skills for students:
Listening, Speaking, Reading and Writing. Besides games that develop
vocabulary, and improve pronunciation. The games are also used to check the
grammar.
1. Sort words games.
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This is a popular game, easy to play and the simplest rules. Teachers
can choose to play at the beginning of the lesson to test the previous lesson or
at the end of the lesson to reinforce the knowledge.
The way to play is as follows: The teacher can write the sample

sentences (using the correct structure, and add some parts of the sentence for
more difficult and interesting) on paper and then cut every word in the
sentence. Take words of each sentence divided by the team (note the length,
difficulty of the sentences must ensure the same to the game is fair). Which
team is ranked in the correct order of the fastest and most accurate score.This
game can be played in team or individual.
Example: After teaching Unit 10. English 5, to check the grammar struture of
the future tense. Teacher write three sentences for three groups. Which team
ranks in the correct order of the fastest and most accurate is scored.

I

am

going to

play

badminton on

Sports Day

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We

She

are

is

going to
going to

play table tennis
play
basketball

on Teachers’ Day
on Children’s Day

2. Finding the wrong bugs
This is an active game that should play 2-3 students. Accordingly, the
teacher will read the prepared sentences according to the grammatical
structures that they have learnt. Students have the task of thinking and deciding
whether the teacher's words are right or wrong to decide whether to stand or
jump first. If anyone can correct the mistake correct, will jump one more step.
Students who danced incorrectly will be disqualified. The game ends when the
teacher completes the list of preparation questions.
3. Acting Games
This game is held when the class has learned 5 to 6 basic grammar
structures.
In this game, teachers select from 4 -5 students for each group, ideally there
should be 2-3 groups in one session. The rules are simple: give each team 2-3
minutes to confer a scenario on a particular situation and communicate in
English. In this dialogue, not too high on difficult situations or new words.
Each team has about 5 - 10 minutes to show the script he thought before the
class. The rest of the students will listen and follow the dialogue of each team.
Criteria for scoring are based on which team uses more basic grammar

structures learned, natural acting and more engaging scenarios.
Summing up the game, each team will write on the board the group
structures they use in their performances. Underneath will pay attention and
comment. If there is a new structure, ask the teacher to review the knowledge
and then correct the whole class, if the wrong structure will find fault and
correct. The purpose of the game is to create a comfortable psychology for the
whole class, to review lightly the structures that they have learned and to be
able to use some new structure. This makes memorization more efficient.
Language practice games are very useful for students, especially for
elementary students, who have little English vocabulary. This game helps to
find errors and develop language elements such as pronunciation, spelling,
etc.... These factors are very important before students practice communication
skills. Interactive games give students the opportunity to communicate in the
real context of communication. At the same time, they help develop
communication skills, especially speaking skills.
In short, for the use of language games that are highly effective in
teaching and learning English, teachers should consider using games to have
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students participate in class, create a fun, relaxed, enthusiastic and cooperative
English atmosphere. In addition, teachers should focus on the selection of
games that match the level of the student. The game becomes difficult to fulfill
if its requirements or topics are inappropriate or out of reach of the students.
Method 5: Simple example, easy to understand.
When introducing a new grammar problem, teachers should use simple
words to explain the lesson as well as give examples that are easy to
understand so students can focus on the grammar. Teachers should avoid using
difficult words when teaching. Most importantly, teachers must know how to
simplify language as well as vocabulary when explaining a grammatical

structure.
For example: teach comparative sentence structure.
The teacher gives an illustration.

Make it easier for students to understand. The teacher called two students on
the board: one tall and one taller. Please compare their height. In order to
understand the comparison, give your students the best way.
- Usage: To compare this person (or object) with another person (or object)
- The structure of the comparison:
Short Adj: S + V + adj + er + than + Noun/ Pronoun
Long Adj: S + V + more + adj + than + Noun/ Pronoun
Ex:
- Nam is taller than Hung.
- She is more beautiful than her younger sister.
* Some things to keep in mind when using the comparative formula in
English
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- Some adjectives have two syllables, but the ending is "y, le, ow, er" when
used in comparative, it applies a comparative structure of short adjectives.
Ajective
comparative
Happy

-> happier

Simple

-> simpler

Narrow

-> narrower

Clever

-> cleverer

Example: - Now they are happier than they were before.
We see that "happy" is a two syllable adjective, but when using comparisons,
we use a comparative structure of short adjectives.
* Exercise: the correct form of adjective
1. My house is(big).............than yours.
2. This flower is(beautiful).............than that one.
3. Which is (dangerous).............animal, elephant or tiger?
4. A holiday by the sea is(good).............than a holiday in the mountains.
5. It is strange but often a coke is(expensive).............than a beer.
6. The weather this summer is even(bad).............than last summer.
7. My sister is ………………….. (good- looking) than I am.
8. A book is ……………………. (wonderful) than a comic.
9. Nina is ……………… (tall) than her father.
10. She is ………….. (happy) than I am.
11. This bike is…………….. (cheap) than mine.
12. This house is much …………………… (comfortable) than that one.
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13. A dog is ………………….. ( heavy) than a cat.
14. My pencil is…………. ( long) than yours.

15. New teacher is ……………… ( nice) than old one.
Method 6: Practice – further pracstice.
After teaching the basics, the teacher should give the students
immediate work based on the new knowledge. These exercises should be
simple and straightforward to help students master the basic concepts. After
that, students need to do more advanced exercises while increasing their
thinking and stimulating. However, exercises should not be too difficult
because weak students will feel daunting.
Teachers should also give homework assignments to the students and
spend time in class as well as explaining student questions. The more students
do, the more likely they are to remember the grammar. Students should be
grouped in groups. Each group should have good or excellent students to help
the weak students. Team work is a good way to learn because students will feel
comfortable exchanging lessons.
3. Grammar exercises:
Type 1. Fill in the blanks:
a. This is my ..................... Her name is Hoa. She is thirty- nine years old. She
is a teacher. She gets up at 5.30 in the morning. She has................... at 6.00
o’clock. She goes to work at 6.30. She works in a school from 7.00 o’clock
a.m...............
10.30. She arrives home .............. ..... 11.00. She has lunch at 11.30. In the
evening she has dinner and she .................. to bed at 11.00p.m.
b. Lan and her friends are (1)......................................... the circus now. They
(2)............. talking about the animals they(3)................... Lan likes monkeys
(4).................................. they can swing Huong likes bears beacause they can
climb. Huy (5)....................... elephants because they can dance. All of them
love the animal very much.
Type 2. Question for Underline:
1. She is twelve
2. That’s my sister

3. Her name is Hoa.
4. She is a student
5. My favourite subject is English.
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6. Nam goes to school at half past six.
7. This T- shirt is one hundred thousand dong.
8. This is a pen.
9. Ninh and Hoa have Science on Wednesday and Friday.
10. I want to go to the post office because I need some stamps.
Type 3. Arrange words into sentences
1. is /my/school / this/ new.
2. How /today/ wearhter/ is / the?
3. nice/ bedroom/ my/ is / new/ an.
4. toys/ have / do/ many/ how / you?
5. I / ten / old/ am/ years.
6. Why/ the/ to / you/ to/ want/ go / post office/ do?
7. We/ the/ not go/ zoo/ Friday/ do/ on.
8. you / can/ ride/ and/ your/ a bike/ ?/ brother/
9. Mary/not/on/Sunday/does/to/go/school/
10. wants / a / Phong / footballer / to / be .
Type 4. Write complete sentences based on the hint:
1. that/ Lan’s /school /new.
2. how/ the weather /yesterday
3. His / bedroom/new / nice
4. how /many /dolls /you /have
5. Luong /ten/years
6.I/ never/ go/ school/ Sundays
7. What/ do / you/ breakfast?

8.What/ the matter/ you?
9.I/ be/ student.
10.We/ English/ Maths/ Music/ Friday
Type 5. Sentences.
a. Match questions and answers:
A

B
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1. Where are you from?
2. How often do you play football?
3. I like milk very much.
4. What did you do yesterday?
5. Are you going to ride a bike tomorrow?
6. Why do you go to the food stall?
b. Match questions and answers:
A
1. What did you do yesterday?
2. Where was the song festival?
3. Did you enjoy the festival?
4. When did they have the celebrations?
5. What did the students do?

a. Because I want a hamburger.
b. It’s my favourite drink.
c. I’m from London.
d. Yes, I am.
e. Sometimes.

f. We went to the cinema.

B
a. They danced and sang.
b. Last Saturday.
c. I drew a picture.
d. It was in the school yard.
e. Yes, we did. It was very
interesting

Type 6. Find and correct.
1. It is an waste basket.
ABC
D

6. We am fine, thank you.
A B C
D

2. Is that you teacher?
A B C
D

7. I am threeteen years old
A
B
C D

3. How are you spell it?
A B C D

8. I am very well, thanks you.
A
B
C
D

4. What do you live?
A B C D

9. I am twelve year old.
A B
C D

5. I live on a house on Nguyen Trai street.
A B
C
D

10. Where are you live?
A B C D

Type 7. Rewrite the sentence for same meaning.
1. Let’s go to the supermarket.
Would .................................................................................................................?
2. His favourite sport is football.
--> He ...................................................................................................................
3. What does he do ?
--> What is ..........................................................................................................?
4. Our house has six rooms.

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--> There .............................................................................................................
5. I like orange juice.
--> My .................................................................................................................
6. This school is big.
It’s…………………………………...................……………………...……...…
7. These books are small.
-->They’re…………………....………………………………………………….
8. There are seven hundred students in my school.
My school……………………...................................…………….....…........….
9. My class has ten desks.
-->There………………...............………………………….....………………
10. There is one television in my house.
-->My
house……...
…………………………………………………………….
In summary, here are some good ways to teach grammar. Students will
feel comfortable and easily absorb grammar knowledge more effectively than
traditional grammar teaching methods.
Teachers should combine teaching methods with flexible examples,
not necessarily using only one teaching method. Combining a variety of
teaching methods will help students feel less bored when they learn as well as
the teacher will easily transmit lessons.
IV. EFFICIENCY OF EXPERIENCE.
On the basis of the study and investigation of the grammar study of
elementary school students can say they still have basic difficulties to
remember the grammar longer. Through the experience of teaching in the past
years, through the process of exploring experience, learning from colleagues, I

have combined effective methods of teaching grammar for primary school
students. The ultimate goal is to help students understand the basics of the unit
so that a broader perspective can be learned in a creative and flexible way.
After applying the initiative with illustrative methods, most students have
made significant progress in their ability to remember and use grammar in real
situations. They can say many English sentences correctly and confidently.
Based on the results of the survey, students' understanding of grammar
is up to 50-60% of students understand and use the exercises well. This
demonstrates the application of the initiative " Combining effective methods
of teaching English Grammar for primary students" has brought about
positive effects. If teachers are willing to invest in pictures, time and
enthusiasm, I assure you that the English level of primary school pupils will be
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