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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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.


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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.

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.

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.

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.

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.

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.

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.


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
We

She

am

going to

play

badminton on

are
is

going to
going to

play table tennis

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
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.



Clever

-> cleverer

Example: - Now they are happier than they were before.

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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.
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

3. Her name is Hoa.
4. She is a student
5. My favourite subject is English.
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.
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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?

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

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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


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……...
…………………………………………………………….
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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