1. PREAMBLE
1.1 Reasons for the topic
As you know, the teaching and learning English in the school has changed a
lot in terms of content as well as teaching methods to meet the goals and
educational requirements set for this subject. in the reform program. The most
fundamental point about the new approach is how to promote students'
activeness and initiative and create optimal conditions for them and improve
their language skills in communication in both oral and written forms. No matter
what kind of communication you have, you need to have strong knowledge, not
just the knowledge of pure language.
As an English teacher in elementary school for over 10 years, I always
worry about how to teach qualitatively and effectively. To do that requires the
teacher to apply methods into diverse and rich articles, making language lessons
always exciting, attractive, attractive children, help them to play “All teachers
are able to guide and guide students to become self-reliant in their study”. So
I’m pleased to introduce: “Effectively applying some methods of developing
English communication capacity for students in Nga Tien primary school ”
1.2 The aim for research
The primary environment is the fundamental place forming habits and
communication capacities. Frequent communication results in braveries for
students without fears of making mistakes in public speaking. As for students
lacking proficiency in the mother tongue language, they had a lot of difficulties
in getting access to a foreign language. Their timidity makes oral
communication limited greatly. and I also expect to contribute a part to English
teaching more effectiveness and attract more students in loving this subject.
1.3 Object of research
- The students of our school – Nga Tien primary school of the school year
2017 – 2018.

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2.1 The theoretical basic of problem
For years, the teaching method for kids has been similar to one for adults
apart from supplementing some songs and games into lectures. It’s clear that the
receptive process of our mother tongue language and the next process in the
school period are natural. Language capacity is generated by imitating,
unconscious learning through different forms such as communicating with
relatives, reading stories, connecting with communities, singing, reading poems,
painting, etc. The difference of children’s receptive process in comparison with
adults is that adults’ receptiveness is conscious and annalistic but children’s one
is natural via intuition.
There are two kinds of material languages which almost every learner needs
develop: receptive language and productive language. Receptive language is the
language factor possibly realized and not produced by learners. Productive
language is the language factor possibly used in speaking or writing. Students
will become familiar with realizing new factors through situations if those are
repeated many times. To practice using the receptive language, students have to
learn how to reflex with new words naturally. In curriculums, grammars are
sentences or questions and answers practiced more than once. It is essential that
samples are given clearly and fully for students to understand what they have to
do in some class activities.
2.2. The current situation of problem
According to the regulation of Ministry of Education and Training, every
child is permitted to study two lessons with 35 minutes per lesson. Several
qualified schools could have more lessons, four lessons per week. Hence, the
period for students to get access to English is obviously short in comparison
with the total communicating hours every week. Moreover, English environment
is restricted in classroom hours and students use Vietnamese when lessons end.

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Example: vocabulary, playground, baminton, interesting, difficult……..
- Students’ communication is not fluently due to fears of making mistakes.
Their ability to form a completed sentence is not still good. They still confuse
with the position of word class (verbs, preposition, adjectives, nouns and
questioning words, etc.)
Example:

I go to school.
There’s a chair in the room.
That is my new school.
What’s your name?

The statistic result at the beginning of this school year through directly
interviewing students at grade 3, 4 and 5 at Nga Tien Primary School.
Total No. of

Good
No.
%

Quite good
No.
%

Medium
No.
%

55.5 16
25.4
With the result above, from early school year, I always try to find the best
methods to design interesting lectures inspiring students so that they could turn
what they have learned into productive language via oral communication,
integrate with the developing tendency of foreign language subject: learning a
foreign language is learn how to communicate but not focusing on grammar as
in the past.
2.3. Solutions and implementing orgnization
2.3.1. Creating attraction from the beginning of the lessons with
interesting introduction:
A new lesson often starts with introduction regarded as a preparation which
generates a fresh mind for students. An emotional, imagery, vivid introduction
would make students become really eager for studying, discover and engaging in
the lesson. Perhaps, we accumulate attractive ways in the opening to contribute

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to the success of the lesson. I carried out several methods introducing a new
lesson as following:
Example: Unit 2: What’s your name? (English grade 3):
“Hello everyone, when we learned English from the very first day, the first
and basic task for us is to learn by heart the alphabet from letter A to letter Z.
And there are many ways we can apply to remember the 26 letters. You can
learn through lots of ways like songs, poems or playing games. And now, let’s
start our new lesson”.
2.3.2. Developing communication through team work
Team teaching is an active method in which, the number of students is
divided into groups in certain ways. In each group, students have chances to

activities at the same time.
Example:
+ According to the request of the above practicing exercise, a class is
divided into some certain groups (6 students per group) and is organized as
following:
+ The group leader assigns as:
- Pair 1 questions and answers about picture A and picture B:

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- Pair 2 questions and answers about picture C and picture D:
+ The group leader asks Pair 1 to practice and the rest of groups to listen.
- Then, take turn to group 2. Therefore, every member could listen and
practice the whole lesson.
- If any member in one group is confused and unable to practice fluently,
he/she will be supported by the group leaders and other members in the group.
* Teacher should divide the class into groups with students’ relatively equal
learning capacity. In each team, communication skill of members has to cover
all of 4 levels: good, quite good, medium and weak.
- Appointing students with very good English capacity to different groups
for controlling the practicing process.
* Teachers should care for, encourage students with weak learning capacity
and give complements, reward ones with good performance.

Ask and answer about zoo

Talk about the weather

animals (Unit 9, English 5).

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Whole class: “ red”

Whole class: “ blue”

Apart from the above way using vivid images, teachers possibly let
students observe one letter by one of a word.
Example: Unit 9: What colour is it? ( English grade 3).
Teachers use a word card with “yellow” but only reveal letter y first, then ask
students to think and guess the color word. As for students at lower learning
capacity, teachers could further reveal with e, then reveal l, then reveal l then
reveal o, and w.

Whole class: “ yellow”
Whole class: “ red”
- And the teachers use a word card with “red” but only reveal letter r first,
then ask students to think and guess the color word. As for students at lower
learning capacity, teachers could further reveal with e, and d.

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- In chain practice, we use objects or pictures as suggesting factors. A
picture or an object is shown for the first student with involved questions. The
student answers the questions. The turn belongs to the second students with the
same questions but some certain factors changed. The chain practice is done
until all the students have a chance to practice questioning and answering. The
class should be divided into small groups with from 3 to 4 students per group.

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exercises of practicing skills because we can review and introduce material
languages in funny and well-organized ways through games. The method of skill
practicing section often goes with repeating with teacher-centered. The method
takes effects when students learn new words and sentence structures. On the
contrary, games are often open-ended and student-centered.
There are various types of games. Several ones focus on vocabularies or
sentence structures. And there are games promoting both vocabularies and
sentence structure. Here are several games that I usually apply into my lecture in
my class:
* Games for Drilling Vocabulary
Example: Unit 11: What time is it?. (English grade 4).
The teacher reads “It’s eight twenty - five.”. Two students of two groups
run to the board, adjust the hands of the clock correctly with time as requested
and repeat
the sentence. The faster is the winner.

+ Charades

It’s eight twenty - five.
This activity could be implemented in different forms but all the forms are
aimed at expressing meaning through gestures. The simplest way to play the

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game is that word cards or pictures are upside down in a pile. One student takes
a card at the top of the pile without reavealing what the word is to the classmates

Classmates: You are a monkey.

Classmates: You are a hippo.

+ Concentration
This activity helps students construct memorizing capacity by themsleves.
Students are splited into pairs or 3-4 person gourps. Each group receives two

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sets of pictures and put the upside down without any order. In each time, one
student turns two pictures and has to look for the two same pictures and read the
words loud in the pictures. If the two pictures are matched, the student gets one
point and keeps the two pictures.
* Several games for practicing sentenstructures :
+ Column
In order to distinguish singular nouns, plural nouns; distinguish present
verbs, past verbs, ...
Example: Unit 8: This is my pen. (English grade 3).
To further distinguish about the sentences structures having been learned,
the teacher write to the board as following:
This is a…
pencil
…
…
Teacher selects five students to

These are …
rubbers

the same ballot with question makers.

Find your partner

Find your partner

+ Living Sentence or Dialogue
Teacher divides class into 2 teams; marks the line of beginning and 2 target
lines in the other side. When the signal “Go” of teacher is spoken out, each
student in each team quickly makes hopscotch (or runs) from the beginning line

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to the target line to take picture and then returns to give teacher. When giving
teacher the picture, student has to say about the picture-related content.

Living sentence

Living sentence

Living sentence

Living sentence

* Games for Drilling Vocabulary and Structures
+ Guessing Game
- Class is divided into two teams. Small learning tools (pencil, eraser, pen,
ruler, and book) are put in a bag or put on the table and cover them tightly). Call


“stop”, each pair has to stand at one ballot. Carry on question-answer activity,

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using the ballot as a suggestion. S1 (show the first ballot): what is this? S2: It’s a
(pencil). Then take the turn for the other one in the pair. S2 (show the second
ballot): what is this? S1: It’s a (pen).
* Games for Drilling Conversations
+ Step Away Lines
- The activity encourages students speaking loudly. Students divide into two
opposite ranks in pair. Each pair practices a dialogue. If a pair finishes the
dialogue, they will step away lines and conduct the second turn. Then, the
second turn is completed; the third turn is carried on. Doing in this way, the two
students in a pair will be more and more far from each other and they have to
speak louder so that their team-mates can hear what they say.
+ Conversation Lines
- Students divide into two opposite rank in pair. Each pair (S1+S2) has to
conduct question and answer activity.
- Then ask students to take one step on the left or on the right. Thus, one
student of each rank will be odd. As a result, each student has a new team-mate
for new dialogue
2.4. Result of research
- On the teacher side:
* Create the learning inspiration.
* Impress students; help students raise the creativity in communication
- On student’s side:
* To be interested in practicing and seeing classmate practicing.
* Enhance listening and speaking skills.
* Draw inspiration in the lesson and create the feeling of looking forward to

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24
28

50
51
50.8

40.8
43.6
44.4

Medium
No.
%
5
3
3

Weak
No.
%

9.2
5.4
4.8

0
0
0


Therefore, teachers can be further provided with knowledge and learn from
colleagues in order for improving profession skill.
- It is needed for entities, school board and parents to develop learning
facilities such as computers, projectors, photocopy machines, scanners, cameras
so as to help student enhance English communication capacity.
- Evaluation and merit is needed strengthening, and teaching creativity is
necessary to be encouraged in each lesson.
The above proposals, which must have included shortcomings are solutions
drawn by the real investigation and examination. I am very welcome to receive
suggestions and supporting ideas from higher entities, school Board and
colleagues in order that my solutions are more efficient.
I hope that the experience initiative will play a small part in improving
teaching-learning quality as well as the capacity of English communication in
Primary level.
Thanks so much!
COMFIRM OF UNIT LEADER

Nga Tien, April 16th 2018
I guarante that the experience innitiative is
written by myself without coppying.
Written by

Lai Duc Thien
CATEGORY
1. PREAMBLE……………………………………………...………….……01
1.1 Reasons for the topic……………………………………………...…….. 01
1.2 Research purposes……………………………………..………….……...01
1.3 Object of research …………………………………….………….……...01
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3. CONCLUSION AND PROPOSAL………………...…………………….19
3.1 Conclusion……………………………………………………………….19
3.2 Proposal…………………………………………………………………..20

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