Some experiences in teaching skills of speaking english for primary students

MỤC LỤCOF EDUCATION AND TRAINING
THANH HOA DEPARTMENT

THANH HOA DISTRICT DEPARTMENT OF
EDUCATION AND TRAINING
========*****========

INITIATIVES

SOME EXPERIENCES IN TEACHING SKILLS OF
SPEAKING ENGLISH FOR PRIMARY STUDENTS

Implementer: Nguyen Thi Thom
Position: A teacher of English
Work unit: Tao Xuyen Primary & Secondary School
Subject: English

THANH HOA 2019


INDEX
Content

Page

I. INTRODUCTION

1

1. Rationale

1

2. Aims of the study

1

3. Scope and object of the research

2

4. Methods of the research

2

5. New points of the initiatives

2

II. CONTENT

3

1. Theoretical background

3

2. The reality of the issue

3

3. Solutions

5

3.1. Types of practising are used for developing speaking skills

5

3.2. Give students a quick way to reflect in English

13

3.3. Train pronounciation for students

14

3.4. Teach students to use stress and intonation when speaking

15

4. Achieved results

15

4.1. Assess the implementation process

15

4.2. Research results

15

4.3. Lessons learned

16

III. CONCLUSION AND RECOMMENDATIONS

17

1. Conclusion

17

2. Recommendations

17


I. INTRODUCTION
1. Rationale
English is very important for morden life. It is mainly through the English
language that we gain access to the various sources of knowledge. English is a
language which is spoken and understood by many people in most country of
the world.
Following the continuous development of international exchanges,
English universalization has become an indispensable thing. Not only adults
want to be able to speak fluently with foreigners, but even young children want
to communicate in English with international friends. Therefore, the Education
and Training sector has conducted a comprehensive renovation of teaching

programs and methods to improve the quality of teaching and learning.
Previously, Vietnam did not integrate with other countries in the world, so the
investment for students to improve English was still limited. But today with the
general momentum of human development, learning foreign languages is
essential. Seeing this importance, the Education and Training sector has taken
English teaching and learning right at the primary level. Currently all primary
schools across the country have taught English programs starting at the 3 rd grade
and many schools have taught English programs from the 1st grade. The majority
achieves a level of international language.
Most children in the country from urban to rural areas are familiar with
English early through teaching in schools. Four skills: listening, speaking,
reading and writing are taking place simultaneously in the process of teaching
and learning foreign languages. For primary students, they initially get
acquainted with English program so they are limited in how to communicate
whether they still understand lessons, understand sentences, structures but they
are shy, nervous to talk. To meet this requirement, students must use the corpus
that has been learned to communicate activities effectively.
Speaking English is a prerequisite for learning languages, in order to give
them confidence in communicating in English. So how to help them
communicate in English in a natural way? How to pass English to help them
develop the communication skills of the children? After studying textbooks,
reference materials thematic learning for English teachers and teaching practices
in the past few years, I chose the "Some experiences in teaching skills of
speaking English for primary students” initiative as the subject for my
experience. This is the premise for the direction of the quality of teaching and
learning, attracting students passionate about this subject and to devise effective
instructional experiences that I have applied in the past time activities.
2. Aims of the study
As a teacher of English, I must impart knowledge to my students in a
positive way and have the highest efficiency. "Some experiences in teaching

skills of speaking English for primary students” has been applied by me in the
time teaching English for students at Tao Xuyen Primary School and I realized
the advantages of this teaching activity is:
1


- Make lessons more active, happier and more productive.
- Build communicative competence, ability to speak English for primary
students.
- Help students feel more confident in their ability to communicate English.
3. Scope and object of the research
- The main content of studying is about teaching skills of speaking English
for primary students.
- The object of studying is students from grade 3 to grade 5 at Tao Xuyen
Primary School.
4. Methods of the research
To implement the content of the subjects, I used some following basic
methods:
- Reseach and find out English material taught at primary school.
- Synthesis of reasoning through references, textbooks, the reality of teaching
and learning at Tao Xuyen Primary School.
- Observe, visit classes, interview students.
- Draw on the experience through the research process.
- Survey on school academic year 2018 - 2019, apply the methods of the
research to provide the most objective results.
5. New points of initiatives
Based on the foundation of the old initiatives and the experience gained in
this school year, I have added the following new points to this initiatives of
teaching English speaking skills:
- Give students a quick way to reflect in English.

- Train pronunciation for students.
- Teach students to use stress and intonation when speaking.
- In addition, I have corrected my initiatives to match the current textbook
program of the Ministry of Education and Training.

2


II. CONTENT
1. Theoretical background
Primary level of education is a solid foundation for the development of
knowledge and skills for higher education. For elementary age children to
school as they reach out to a new knowledge - rich and diverse, teaching English
in is to teach students how to use good English, to be effective. The school's goal
of teaching English for Primary children is teach a basic understanding of
English and using English skills to communicate. Now teaching English is
enabling students to develop their thinking, forming ideas, healthy emotions,
clarity, with the good qualities.
Teaching English language as well as teaching other languages, teaching
process is a combination of the 4 skills: listening, speaking, reading and writing
and focus on teaching listening and speaking skills to achieve the purpose of the
communication. From many years of teaching English programs for primary
students, from the reference program of teaching advanced English online, I
found to help primary students communicate in English quickly and effectively,
the teaching speaking skills to students is very important, it helps them feel more
confident when communicating in English.
2. The reality of the issue
* Advantages
In recent year, the teaching and learning of English by the method of
innovation is concerned by Thanh Hoa Education and Traning Department and

Thanh Hoa Education and Traning Office. Every year, the education sector has
organized the contest of good students through the written tests and tests through
Internet. There are contests of good teachers, visit classes, schools to get
experiences, promote innovative teaching methods to achieve higher results.
In addition, the Department also facilitates for teachers of English
participated in approaching the thematic changes in curriculum and teaching
methods.
I myself was fostered professional knowledge and participated in training
on teaching method innovation, attending planned teaching of colleagues and
friends.
For the students, with the curriculum and new textbooks, they access to
new methods of teaching and new ways of learning, many students have loved
this subject.
* Difficulties
Many students do not pay attention to foreign languages, prepare lessons a
sketchy way to deal with when they learn this subject. So they have boring
psychology in learning English. During school hours, the majority of them are
usually passive, lack of flexibility, they have problems in reading English,
speaking and participating in speaking lesson. Primary students are the children,
the level of their awareness is low, the quality of academic disciplines
asynchronous. Many students have not focused on English, they think that this is
elective subject so students themselves and even parents are not interested in this
3


one. Moreover, they do not cultivate the knowledge has learned in class and the
majority of students do not apply what they have learned and cannot develop
their listening and speaking skills. Some family conditions are not sufficiently
material to foster self-learning and more. Many parents are not really interested
in their children's learning and the majority of parents do not know English

subjects to tutor and help children.
Difficulties with teachers in the teaching process, which is mostly in the
rural school facilities conditions are scarce. Teaching aids of English are limited
with less visual aids, facilities using for teaching and learning. The school lacks
of function classrooms, sound, pictures. English classes do not meet the
requirements for all students to learn English.
English in primary school holds a significant role in the learning process
of the children. It equips them minimal vocabulary, basic grammar and sentence
patterns, simple theme about friends, family, school, the world around them.
Therefore, to inspire and reinforce students' knowledge is an extremely
important and often work. Because this affects very much motivated by the
children, a basic factor affecting the process of learning a foreign language: No
children will not learn the engine and the consolidation of knowledge, also
inculcate more the corpus of the lessons learned in a systematic way, as a solid
foundation to help them learn better, more confident in the learning process later.
For the quality of their courses to achieve the best results the school had truly
charismatic, playful comfortable atmosphere, inspire students to absorb foreign
culture that they themselves have not been known.
So how to make effective teaching methods, given the actual lectures and lively
and charismatic student is not an easy question to answer to each of our teachers.
Based on actual situation of learning in grades 3, 4, 5; the levels of all
students acquire after a few weeks of the school year with conventional teaching
methods. I tested students by interviewing and classify objects of students,
comparing the initial results of teaching, as a basis for comparison of
experimental with results after teaching by this methods.
THE TABLE OF SURVEY RESULS (September 2018)
Grad
e

Numbe

r of
student
s

Excellent

Good

Average

Weak

5

60

12 Ss (20,0%)

16 Ss (26,7%)

25 Ss (41,7%)

7 Ss (11,6%)

4

54

11 Ss (20,4%)

14 Ss (25,9%)

24 Ss (44,4%)

5 Ss (9,3%)

48

9 Ss (18,7%)

12 Ss (25,0%)

21 Ss (43,8%)

6 Ss (12,5%)

3
4


3. Solutions
3.1. Types of practising are used for developing speaking skills
To learn more gently, and effectively attract the attention of young
English language learners, teachers require to invest in furniture and teaching
methods to indoctrinate students. Pronunciation, vocabulary, grammar
relationships form close together to practise the speaking skills for students.
Description
Talk is the kind of exercise undertaken after catching target language
(topics, vocabulary and sentence patterns), so it is the part to practice language
in different situations. There are many types of talk and here are all commonly

used in primary textbooks: Let’s talk, Ask and answer questions about….
With the title “Let’s talk”, example: Exercises for students practice
questioning and answering about what students do at break time, students will
use the question What do you do at break time? And the answer is I (play
basketball/ play table tennis/ play football/....) Circumstance: At break time.

Unit 10 - Lesson 1 - Grade 3
With the title “Ask and answer questions about….”, example: Exercises
for students practice talking about what happens in each picture. Circumstance:
The story of Mai An Tiem.
a

b

c

d

5


Unit 14 - Lesson 1 - Grade 5
The forms of speaking
* Talk:
- Aims:
If Look, listen and repeat and Point and say (Point, ask and answer) are
two kinds of exercises used to introduce new language, Talk is used to
strengthen, extend and recycle the corpus in two parts above. Therefore, all steps
are not teaching vocabulary and grammar, but focus on building situations and
what to say in situations.

- Steps:
+ Study the situation
Students open the textbook, research contents of pictures. They can do the
task independently or work in pairs or groups to describe the picture in
Vietnamese.
+ Picture description
While identifying situations in Vietnamese, all the words are said in
English. In grades 4 and 5, teacher can guide students to describe the picture in
English. Teacher notices to fix pronunciation (word stress, sentence stress and
intonation).
Important notice: do not interrupt students talking to correct errors but
correct when they finish speaking, if any.
+ Role-play
Example: Circumstance: Asking the way.

Unit 16 - Lesson 1 - Grade 5
Guide all students to act as a asker and a director. Then call two students
to act out:
Student 1: Where’s the.......?
Student 2 (Open the map): It’s on.......
6


Depend on the situation that the picture given, teacher takes students on
the role-play.
+ Chaining:
In the chain exercises, we use an object or picture elements to make
suggestions. Show pictures or things for the first student to ask questions
involved. Students answer. Turn to the second student, ask this question but
replace elements. Just like that continue until everyone is asked and answered.

Divide the class into small groups of 3 or 4 students. Perform the exercises in
each group.
Example:

Unit 8 - Lesson 1 - Grade 4
Teacher: What subjects do you have today?
Student 1: I have Maths.
Student 2: I have Maths and IT.
Student 3: I have Maths, IT and Science.
Do like that until the last person in the group. While practising, students
who do not remember the sentences of the previous speakers or cannot find the
next sentence will lose turns.
+ Drama:
For the situation pictures, let students react the situation, or teacher bases
on the requirement of exercise, the content of the picture to build a drama and
guide students to perfrorm.
Important note:
With description technique, teacher should ask students to review
vocabulary and sentence patterns which are used to describe.
With question and answer technique, teacher also reviews vocabulary and
identify sentence patterns, but mostly questions.
Teacher should pay attention to the picture content. If the pictures are
single pictures (Picture 1), the questions do not need to link with each other. But
7


if the pictures are situation ones (Picture 2), the questions must be linked to
create a story.
a

b

c

d

(Picture 1) Unit 18 - Lesson 2 - Grade 4

(Picture 2) Unit 18 - Lesson 1 - Grade 4
This exercise has a similar format: Ask and answer questions about what
is happening in each picture.
* Look at the photo. Tell the story.....
- Aims:
This exercise requires higher. Students create their own speech, using new
sentence patterns of the lesson in form of narrative or conversation to
communicate in groups on this topic.
- Steps:
For picture description, according to following steps:
+ Use flash cards, remind students of some words and sentences using to
describe.
+ Ask students to look at pictures as a hint. Depend on levels of students
to give requests (general, more detailed, description and comment, description
and opinions, description and comparison).
8


+ Students work in groups to describe pictures.
+ Call some groups to describe. Other students listen and make questions.
For conversation, according to following steps:
+ Vocabulary: Use flash cards to memorize students words, phrases. Teach

students how to use new sentence patterns. Do not analyze grammar but guide
students to use sentence patterns as a ready-made unit.
Example:
Teacher gives a situation: When you ask about time, you use the sentence:
What time is it?
The answer depends on specific time. Use flash cards or sketch to teach.
So we use situations to teach how to use sentences, do not translate. Focus
on stress and intonation.
Group work: Students describe pictures together.
Example:
Student 1: There was a fox and a crow.
Student 2: The crow stood on the roof of a house with a piece of meat.
Student 3: The hungry fox was standing on the ground.
Student 4: The fox asked the crow “Can you give me some meat?”
etc...

Unit 14 - Lesson 3 - Grade 5
- Describe by all abilities (Genenal description, detail description,
description and comment, description and opinions, description and
comparison).
Pair work: Divide students into pairs, one asks and one answers about
the picture.
Example:
9


Student 1: Who are they?
Student 2: They are Phong, Tony, Linda and Nam.
Student 1: Where are they?
Student 2: They are in the living room.

Student 1: What’s Phong doing?
Student 2: He’s watching TV.

Unit 7 - Lesson 1 - Grade 3
Ask students to use all kinds of questions they have known to ask and answer.
* Talk. (with guiding questions)
- Aims:
This is a kind of practicing with topic. This exercise is usually used in
grade 5. Guiding questions are suggested questions about content of a specific
topic, example: subjects, jobs, sports and games, traffic rules... There are two
ways of practicing: Narrative and conversation.
Narative: Base on guiding questions with understanding of topic to build a
monologue, tell what they know about the topic.
Example:
With the guiding questions and pictures about books, students have to talk
about observing traffic rules.
Conversation: Base on guiding questions with understanding of topic,
students ask and answer about that topic.

10


Unit 19- Grade 5
- Steps:
Elicitation (Class work): Students talk in English about what they know
about traffic rules.
Example:
- Must not go on the left side.
- Use the zebra crossing.
- Must not walk on the grass.

- When the red light is on you must wait for the green light to cross the
road…..
Teacher writes students’ ideas on the boad.
Group work: Students reseach on the signs together, point to each sign
and say aloud the sign that indicates whether or not to do.
Example:
- You must not go straight.
- You must turn left.
- You must not turn right.
- You must not ride a bike,….
Class work: Teacher gives some questions, calls some students answer,
write down the students’ answers on the board.
Now students have enough materials to talk about the topic, observe
traffic rules and build together a narrative about a street with some sings, or ask
and answer about this topic (base on contents of the signs and students’
understandings).
Drama: Teacher and students build a situation, for example: accidents or
traffic collisions on the street or take a scene of traffic on the street. Call a group
of student to role-play, for example: a scene of traffic on the street. (if the class
is large enough).
* Project: Draw (colour) and talk
Example:
- Colour the rainbow. Talk about it with your classmates. (Unit 9 - Grade 3)
- Draw your family. Tell your classmates about it. (Unit 11 - Grade 3)
- Draw your bedroom and describe it to your classmates. (Unit 13 - Grade 3)
- Draw a picture of your pet and tell your class about it. (Unit 16 - Grade 3)
- Draw and colour your toys or pets. Talk to your classmates about them.
(Unit 17 - Grade 3)
- Aims: This kind of exercise is used for small children. Exercises start by
drawing and then using that painting to learn to talk. Drawing and colouring are

two activities that young learners enjoy.
- Steps:
Materials: Papers and pencils (coloured pencils).
+ Draw (colour) a picture: Teacher gives students a assignment to draw
(colour).
Example: Colour the rainbow. Talk about it with your classmate.
11


Unit 9 - Lesson 3 - Grade 3
Students do the task independently to complete the colouring. Teacher
goes around and monitors the activity and offers help when necessary.
In case, students have difficulties in drawing or colouring, teacher should
photocopy some pictures. Students must complete the pictures if they are a part
of object/animal, or connect the dots/numbers/letters. After completing the
drawing, students have to colour the picture.
+ Description: Call each student to introduce his/her pet. For grade 1
students, just name the pet in English. For grades 3 students, use the phrases
which have learnt to introduce. If they know animals’ sounds, they can imitate
the sounds after naming.
- Cat. Miaow! Miaow!
- This is my cat. Miaow! Miaow!
- This is my dog. Woof! Woof!
- This is my blue bird! Chirp! Chirp! It’s small.
Important note: Correct mistakes for students when they complete their
introductions.
- Drama:
Drama 1: Guessing
Call a student to the board bring his/her pet but hid behind, do not let
class know. The student introduce what his/her pet is.

Student 1: This is my cat. Miaow! Miaow!
Then teacher calls some students to stand up to ask, using sentence
patterns have learnt: It it…? (big/small/tall/sort/white/black…).
Student 1 answers: Yes/No.
Continue such questions to have all the right answers.
Student 1 repeats: Yes. This is my cat. It’s small. It’s white.
Ater that, student 1 comes back his/her sit. Other students do the same.
Drama 2: A train
Call a sudent as a locomotive. This student does stoop bending
movement, hands push forward, backs to imitate train wheels (Socks-and-shoes!
12


Socks-and-shoes!).
Teacher says aloud: Stop!... Cat!
The train stops. Student 2 runs to bring the cat picture, runs and sounds
Miaow! Miaow! Then hugs the student 1’s back as a train. The train runs.
Teacher says aloud: Stop!... Dog!
The train stops. Student 3 runs and sounds Woof! Woof! then hugs the
student 2’s back. The train runs.
So on, the train is lengthened.
Do the same with other groups.
3.2. Give students a quick way to reflect in English
Even when you are familiar with English, although you do not have the
vocabulary if you have, it is very limited. However, teachers should still
strengthen speaking English in class, usually simple commands like:
Stand up , please.
Sit down, please.
Open your book, please.
Close your book, please.

Look at your book / the picture on page ...
Listen and repeat.
Come on.
Go to the board.
Raise your hands.
Let’s do it again.
Sing and do.
Make a circle.
Move around, etc...
In general, at first the students are bewildered but gradually, they understand
and follow the teacher's orders.
After the children have learned a new sentence pattern, teachers should
use it regularly in the classroom so that they have good reflexes.
Practicing for students should not understand Vietnamese underground
and then translate it into English. Teachers need to make them love and enjoy
learning English.
Specifically, through beautiful textbooks, animated films, games,
advertisements, common items ... make children interested in the words, sounds
different from Vietnamese; play games and practice singing along to the film,
follow the disc, follow the singer, follow the English songs.
Thus, their language ability will grow. We are creating stimulating
surroundings where we find that learning English is essential.
During school hours teachers should use drawings, gestures, etc. other
non-verbal actions to express a word. When speaking in English, try to express it
in any way possible, including using gestures.
Example:
13


+ When putting the word "a dog", the teacher can draw a quick sketch of

the dog, or the mouth simulates the sound of the dog, or combine both hands to
make the dog's ears. So they remember longer.
For students, to quickly remember and understand English, they must use
it. The way to copy and rewrite one sentence, one new word is no longer useful.
But when you learn a new word, a new sentence pattern, you must use it right
away in everyday practical situations.
Therefore, the practicing method is very important. They should use
English in many places, not just in the classroom.
Do not make students afraid or afraid to speak English because they are
worried that they are wrong. Encourage them to never be afraid to make
mistakes when speaking in English.
It is the boldness that learns English well. Teach children how to ask again
or ask the person to repeat it if they do not understand the meaning. For
example:
+ Can you say it again?
+ Can you repeat your question?
On the other hand, English learning hours are always lively and create
gentle psychology that does not constrain the scores of learning outcomes.
Teachers always praise students, happy about students.
Teaching English through communication is the best. Teach children to try
to guess the meaning of the word, sentence by basing the content of the reading,
listening or communication situation.
+ Can you guess the content of the dialogue?
+ How do you answer it?
+ How do you say when?
The role-play method is very important in this stage. It is the best to
organize English training during class hours for students in groups: groupwork
or pairwork.
3.3. Train pronunciation for students
In the process of communicating in English, others want to understand

what they say. Students need to pronounce words and sentences clearly.
So when introducing the language, teachers need to read the standard of
both phonetic and accentual intonation so that they can imitate because this is
the basic element in teaching and speaking.
Of course, it is impossible to standardize as native English speakers but in
order to have the most accurate pronunciation results we should listen hard to
native speakers.
Teachers should persist in pronouncing pronunciation for students to
make them have a habit of correctly pronouncing and having to pronounce
correctly. Because if you first learn English and your pronunciation is not
correct, it will become a habit of bad influence in the process of learning and
communication later.
Pronunciation forms: Listen and repeat, Point and say, Let’s chant.....
14


Example:
+ Stand at the beginning of the word: Tony, yes
+ Stand in the middle of the word: kitchen, bathroom
+ Stand at the end of the word: played, painted
3.4. Teach students to use stress and intonation when speaking
Intonation is simply understood as the rise and fall of the voice. The
listener may misunderstand the meaning of the speaker completely if the speaker
uses the wrong language, because the intonation is compared with the soul of the
sentence. Actually intonation has a small effect on acquiring and understanding
information in communication. Especially with English, intonation not only
helps listeners understand what we are saying, but also shows the attitude, the
profound meaning of the words. If you understand correctly, practice good
accent and standard intonation, you will both speak English well, listen well and
understand all of the deep meaning of the speaker in communication. Therefore,

while teaching speaking skill, teachers combine intonation training for students so
that students have the habit of saying the right intonation.
Example: Unit 12 - Grade 5
- 'Don’t 'play with the 'knife! ↷
'OK, I 'won’t. ↷
- 'Why 'shouldn’t I 'play with the 'stove? ↷
Be'cause you may 'cut your'self. ↷
4. Achieved results
4.1. Assess the implementation process
- During the past school year, teaching combines many positive elements
which have always motivated me to explore, improve teaching methods, creative
flexibility in each class really effective.
- Organize for the children to participate in games to create a deep
impression on vocabulary and sentence patterns, most of them are active
learning, enthusiasm, help them feel more confident in their abilities to
communicate English.
+ For the teacher:
- Create the inspiration for teaching.
- Impress for students, help students creative while communicating.
+ For the student :
- Love to see teacher’s teaching.
- Speaking skill is more developed.
- There is an inspiration in classes, making them always look forward to
the next lesson.
- Students inculcate the sentence patterns and vocabulary in lessons.
- Teachers with students and students with students are closer, more
friendly and create fun classroom atmosphere, more comfortable.
4.2. Research results
The presence of the subject not only helps to familiarize myself in the
field of scientific research, but also to penetrate, discover, be able to take

15


measures which I have presented in this initiative. Thereby the quality of
teaching and learning is increasing, language learning skills of students is
growing.
THE TABLE OF SURVEY RESULTS (March 2019)
Grad
e

Number
of
students

Excellent

Good

Average

Weak

5

60

18 Ss (30,0%)

25 Ss (41,6%)

16 Ss (26,7%)

1 S (1,7%)

4

54

17 Ss (31,5%)

23 Ss (42,6%)

14 Ss (25,9%)

0 S (0%)

3

48

14 Ss (29,2%)

20 Ss (41,6%)

13 Ss (27,1%)

1 S (2,1%)

4.3. Lessons learned
After applying successfully my initiatives in this school year, I have

achieved remarkable results and have valuable experiences for myself as follow:
- Encouraging and motivating students is also a very important factor to
make children focus on practising speaking English.
- Teachers need to choose appropriate teaching methods for each student,
flexibly coordinate methods, teaching techniques and key knowledge in the
process of teaching hours.
- Teachers need to be engaged, attract students to the content of the lesson
and encourage them to apply creatively during the practice.
- Teachers must always create an English language environment during
class hours depending on their grades and students so that they will become
familiar with the learning language environment.
- Teachers should instruct them to practice in groups, instructing them to
build learning partners to have the opportunity to practice regularly.

16


III. CONCLUSION AND RECOMMENDATIONS
1. Conclusion
To get good results, each teacher always explores, harness creativity and
relentless efforts, to combine harmonious, ingenious between the layers to step
up to the amount of knowledge in textbooks, know intergrade transplantation
procedures for teaching each lesson and the teacher is important to understand
each student to make appropriate amount of knowledge that they understand that
not all subjects are boring.
Teaching methods are abundant, knowledge is extremely vast immensity.
In fact, I have used these measures and integrated with the games to teach
students at Tao Xuyen Primary School recently learned that they play, play
school which makes learning English is no longer tedious air and the result is
quite satisfactory. They were from the feeling of afraid to speak, the enthusiasm

gradually to practice speaking and listening interested. Students grasp the
knowledge that the teacher wants to convey. In particular, they have become
favourite subjects and academic performance has progressed.
2. Recommendations
Through this research topic I would like to suggest a few ideas as follows:
In order to contribute to improve the quality of teaching English for
primary students, the department, the leaders are interested in facilitating the
teaching of English. Specifically, invest much more in the means of tutors for
foreign language subject as: Paintings, illustrations, radios, tapes to attract more
students.
Education Department should regularly organize specialized workshops
for English teachers across the city so that we can facilitate the exchange, learn,
learn from experiences in the teaching process.
Above are a few experiences that I draw is in the process of teaching
English in Primary School and also has achieved certain success. Hopefully,
through this small initiative will help each of us has a little more experience with
which to contribute to transform the quality of teaching-learning speaking skills in
English today. This is also the opinion of the individual I should not avoid these
restrictions, I boldly state to the Scientific Council, school management
committee, professional groups, friends and colleagues review and supplement,
comment to me to have more experiences in teaching in order to improve the
professional qualifications and contribute to improve the overall quality of
education for students.

17


CERTIFIED BY THE PRINCIPAL

Thanh Hoa, March 30th 2019

I assure, this is my initiative, do
not copy from any other’s.

Nguyen Thi Thom

18


REFERENCES
1- English Students’ book - Grade 5 - Viet Nam Educational Publisher.
2- English Students’ book - Grade 4 - Viet Nam Educational Publisher.
3- English Students’ book - Grade 3 - Viet Nam Educational Publisher.
4- Teach Children English - Cambrige University Press.
5- Drama with Children - Oxford University Press.


THE LIST OF INITIATIVES WAS ASSESSED BY THE COUNCIL OF
DISTRICT DEPARTMENT OF EDUCATION & TRAINING,
PROVINCIAL DEPARTMENT OF EDUCATION & TRAINING
No
1

2

3

4

Name of initiatives
Some solutions to

mobilize and encourage
primary students to
have an interest in
learning English.
Some tips for teaching
vocabulary for
elementary students.
Methods of organizing
English communication
activities for primary
students.

Grade of rating
Level
- District Department of
A
Education and Traning
- Provincial Department
C
of Education and
Training
- District Department of
A
Education and Traning

- District Department of
Education and Traning
- Provincial Department
of Education and
Training

Experiences in teaching - District Department of
skills of speaking
Education and Traning
English for primary
- Provincial Department
students.
of Education and
Training

School year
2004-2005

2007-2008

A
C

2010-2011

A
B

2015-2016