TABLE OF CONTENT Page

SECTION A: INTRODUCTION
1. Reasons for choosing the presentation 2
2. The aims and tasks of studying the project 2
3. The research object, the research scope of the topic 3
4. The research time 3
5. Study methods 3

SECTION B: CONTENTS

I. Theoretical basic and practical basic

1. Theoretical basic 3
1.1. From the requirements of innovations in teaching methods 3
1.2. From the specific characteristics of the subject: 4
2. Factual basic 4
2.1. About the curriculum and textbook 4
2.2. About students 4
2.3. About teachers 4
II. Solution
1. What is presentation? and What is presentation skill? 6
1.1 What is presentation? 6
1.2. What is presentation skill? 6
2. The importance of presentation skill 6
3. Requirements for presentation skill 6
4. Steps to carry out the solution
SECTION C: CONCLUSION
1. Evaluate how the progress is being made 14
2. Results and effectiveness of the topic in improving the teaching quality
at my school 15

3. Plan to improve and develop the topic in the coming time 16

APPENDIX 1 17
REFERENCE 20

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 SECTION A: INTRODUCTION
1. Reasons for choosing the presentation
We are living in the global world in which English language has rapidly become an
international language. In the trends of (Along with the) integeration and
development of our country as well as the current education, English plays an
important role in training of human resource,(human resource training) meeting the
requirement of the country in the new era. Thus, English is taught in the primary
schools as a compulsory subject. We learn this language through four skills:
listening, speaking, reading and writing. How to help students to master and use
English meaningfully is a problem that is concerned by all teachers of this subject.
However, speaking of English correctly and fluently has become a major problem
for many learners of English, especially for primary students. This is because
English is a foreign language and hence most of the students are new to it. (it is
new for most students)
As a primary school teacher, based on (with) my observation and teaching
experience, I have identified that during the English speaking lesson, classroom
interaction is restricted. Few students get involved in the activities conducted by
the teacher while others keep silent and unconcerned. This attitude leads to a
challenging question: “Why do not many students get involved actively in
speaking activity?”
In my opinion, speaking is the most difficult skill compared with others among all
of the four, it often makes students feel unease. Most students are not often willing
or active to speak English even though some of them are very good at grammar,
others may have good ideas but their vocabulary is not rich enough to express
those ideas, so they are shy to speak English and have the negative perception
towards it, thinking it is a difficult topic. I think this is the common stuation of
almost every students. I always think about the solution and about how to make
students feel free and confident to speak English. I have tried some ways to
improve this problem with an to aim to help my students improve their speaking
skills so that they can speak English more actively and effectively.
Beside that, many primary school teachers now are teaching English in traditional
method. They only focus on supplying knowledge about grammar for students
without focusing on practising speaking. As a result, many students finish English
primary programme but they cannot communicate. In fact, it is extremely difficult
for students to say what they have learned without measures to help students
practice. Within the scope of this topic, I would like to share my small experience
that I have applied in (put into) practice in my school on: “Helping the 5th grade
students improve their speaking skill through short personal presentations about
learned topics”.

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2. The aims and tasks of studying the project
2.1. The aims
The aims of studying this topic is express (finding) ways to help students improve
their speaking skill.
2.2. The tasks:
- Study and do some researches on specific characteristics of the subject (English)
in general.
- Determine the limitations, steps to apply the method mentioned.
- Determine the effectiveness of applying this method in improving students’
speaking skill, which will definitely help upgrade the quality of teaching and
learning English.
3. The research object, the research scope of the topic
3.1. The research object of the topic
Rationale of the problem, the status of the problem and its solution.
3.2. The research scope
- Scope of knowledge: English programs for grade 3, grade 4 and grade 5.
- This experience has been studied and experimented at my school and expanded
into some neighboring schools.
4. The research time
This topic has been studied seriously and effectively applied at my school since the
school year 2021-2022 for grades from grade 3 to grade 5.
In this school year 2022-2023, my topic has been introduced and applied to
students in grade 5 at Quynh Nghia Primary School, and students in grade 4 at
Quynh Minh Primary School.
5. Study methods
To solve the scientific tasks of the topic, we have used a number of methods such
as: surveys, statistics, research and experiments.
SECTION B: CONTENT
I. Theoretical basic and practical basic
1. Theoretical basic
1.1. From the requirements of innovations in teaching methods:
- Students now need to have 21st century skills: Critical Thinking and Problem
Solving; Collaboration; Communication; Creativity and Innovation.
- Turn knowledge from books into real experiences of students.
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- Cultivate (stimulate) students' sense of self-study and self-confidence.
- Create opportunities for students to use English.
1.2. From the specific characteristics of the subject
The aims of presentation are (is) to allow students to demonstrate the personal
abilities and skills required to produce (brainstorm) and present an idea, a topic
which they have learned.
2. Factual basic
2.1. About the curriculum and textbook
“Tiếng Anh 5” is compiled in a communicative way, helping students initially
form and develop their ability to communicate in English, through the four skills of
listening, speaking, reading and writing, in which priority is given to developing
listening and speaking skills.
There are 20 units in the Student’s Book (Tiếng Anh 5). Each unit has three
lessons, each lesson is taught in two periods. Each period lasts in 35 minutes. Each
Unit has its own speaking topic but time for speaking activity is not very long
(About from 10 to 12 minutes). Time is not enough for all the students to practise
speaking in the class.
2.2. About students
- Many students are very good at skills: reading, listening and writing but they are
not very good at speaking skill. Their communication skill is limited. They are not
really bold and confident when speaking English both inside and outside of the
classroom.
- Many students speak very softly and quietly because they are afraid of saying the
wrong things.
- Some students are not aware of the importance of learning English and have a
slight attitude towards the subject.
- There are not many environments and chances for students to practise speaking
English.
As a result, many students finish English primary programme but cannot
communicate simply.
2.3. About teachers
- In fact, that there are many primary school teachers who are still teaching English
follow the with traditional method, heavy on theory. They do not focus on teaching
communication skill, especially speaking skill for students.

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Realizing that situation, right from the begining of the school year 2021-2022, I
conducted a survey with 5 multiple choice questions (Table 1) on my grade 5
students about students’ level of confidence when they speak English.

Table 1
Questionaire Option A Option B Option C
1. Do you like learning A. Yes. A lot. B. Yes. C. No, I don’t
English? Not a lot.
2. Is English a difficult A. No, it isn’t. B. Not very C. Yes, it is.
subject? It’s very easy. difficult. It’s very
difficult.
3. Are you shy to speak A. No, I’m not. B. Yes. But not C. Yes. I am
English in front of other I feel very very shy. very shy.
people? confident.
4. Do you talk in A. Yes. I always B. Yes, but not C. I rarely do it.
English with your do it. very often.
friends or teachers at
school?
5. How often do you A. Every day B. Sometimes C. Never
practise speaking
English at home?
And here is the result of the survey:

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Look at the chart, we can see the number of very confident students in speaking
English is only 21 students (account for 14 %) while the number of shy students is
much higher still high: 40 students (account for 26.7%). To help my students limit
the above weaknesses, I would like to share my experience in “Helping the 5th
grade students improve their speaking skill through short personal presentations
about learned topics’’
II. Solution
1. What is presentation?
Presentation is the process of presenting and conveying a topic to the audience in
order to inform, persuade, inspire, motivate, present an idea or a topic.
2. What is presentation skill?
Presentation skill is one of many basic communication skills. Therefore,
presentation skill, besides its own characteristics, have some features in common
with communication skills still has common characteristics of communication
skills. It is the ability to quickly recognize external manifestations and predict
internal psychological developments. At the same time, knowing how to use verbal
and non-verbal means, knowing how to navigate to adjust and control the
communication process continue to achieve the intended purpose.
3.The importance of presentation skill
Presentation skill helps students build communication skills, leadership skills, self
promotion skill, people skill.
Effective communication is the answer to reach academic goals. The American
billionaire said: “For some it is a valuable asset, but for those who cannot afford it,
it is a real burden. The ability to speak well in front of people can help your
business grow for 50 or 60 years.”
Presentation skill plays a very important role in life in general and in work in
particular.
4. Requirements for presentation skill
- Well prepared the presentation content
- Clearly define the purpose of the presentation
- Must be able to listen and receive and respond promptly
- Develop a layout of 3 parts of the presentation: introduction, body, conclusion
- Prepare well mentally and physically
5. Steps to help students practice short personal presentations about learned
topics.
The process of implementing the consists of 5 steps:
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Step 1: Choosing topics - Determining the content
Step 2: Layout - List ideas to express. (Build content framework)
Step 3: Instruct students how to speak and make videos at home.
Step 4: Assign tasks (Set the deadline)
Step 5: Collect results and comment.
5.1. Choosing topics - Determining the content
- Before starting the new school year, I study the content of the textbook, list
the topics for students to practise speaking. In English Class 5, each unit will
be a speaking topic. There are 20 topics corresponding to 20 units. These
topics are close to daily life so they are very easy for students to practise. Here
are the topics that I list from the textbook English Class 5.
Unit 1: Hometown Unit 11: Favourite story
Unit 2: Daily activities Unit 12: A visit to the zoo
Unit 3: Last holiday Unit 13: Free time activities
Unit 4: A birthday party Unit 14: Retelling a favourite story
Unit 5: Future plan Unit 15: Future job
Unit 6: School subjects Unit 16: Places
Unit 7: The way to learn English Unit 17: Favourite food and drinks
Unit 8: Favourite story Unit 18: Seasons and weather
Unit 9: A visit to the zoo Unit 19: A famous place
Unit 10: Festival Unit 20: Life in the city and life in the
countryside
- Besides the topics in the textbook, I also choose monthly topics for students
practice speaking:
January (Tet) November (Teacher’s Day)
March (Woman’s Day) December (Christmas).
5.2. Layout - List ideas to express. (Build content framework)
Giving a layout and listing ideas are necessary. The topic of the student's speech is
on the right track, the teacher needs to guide the students to arrange the layout and
identify the parts to be presented.
The presentation, no matter how simple or complex, needs to follow 3 parts:
introduction, body and conclusion. This is also a habit that teachers should forge
students so that they can apply when writing or presenting later.
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It is true that not every student is good and has enough ability to come up with
ideas for a speaking topic so after teaching students a topic in the textbook, I often
help my students to build a layout or a speaking content framework about that
topic. I often follow 5 steps:
Step 1: Give students a model writing.
Step 2: Elicit one student’s answer to complete the writing task as a model
by using guided questions.
Step 3: Highlight some key words in the suggested writing.
Step 4: Provide students more related vocabulary and structures to be
suitable to every students’ levels in the class.
Step 5: Ask students to refer the model writing and write about themselves
before speaking.
This sample writing is really useful for average and weak students.
Example 1:
Unit 2: I always get up early. How about you?
Topic: Daily Routines
* Objective: Help students build their ideas logically before speaking about their
daily routines.
* Procedure: When I help my students to arrange the layout and identify the parts
to be presented about this topic, I carry out these following steps:
- First of all, I give a content framework for students like this.

Hello. My name is …………………I am in class …….

Today I talk about my daily routines.
In the morning, I ……………………..……I……………………………..
In the afternoon, I……………………I …………...…………….………..
In the evening, I………………………I ………………………….. …….
That’s my day. What about your day?
Please tell me.
Good bye and see you.

- Then I will elicit students’ answer by asking one student questions to complete
the task: What’s your name? / What class are you in? / What do you do in the
morning?/ What do you do in the afternoon?/ What do you do in the evening?
- After that, I highlight some key words:
Hello. My name is Van Oanh. I am in class 5E.
Today I talk about my daily routines.
In the morning, I always get up early. I often go to school.
In the afternoon, I usually study at school. I sometimes help my mom.
In the evening, I usually do my homework. I often go to bed early. 8
That’s my day. What about your day?
Please tell me.
Good bye and see you.
Next, I provide more vocabulary and structures to students: Take a shower/ get
dressed/ walk to school/ prepare the lesson/ look after my little brother or sister…
Finally, I ask students to refer the above sample writing and write about
themselves before they practise speaking.
Example 2:
Unit 15: What would you like to be in the future?
Topic: Dream job
* Objective: Help students build their ideas logically before speaking about their
dreams.
* Procedure: When I help my students to build content framework, I often follow
these steps:
- First of all, I give a content framework for students like this.

Hello. My name is …………………I am in class ……………………..….

Today I will talk about my dream.
In the future, I would like to be………………. because I’d like …………..
I’d like to work in…………… ……………………………………………..
Now I’m studying hard at school. I hope my dream will come true one day.
What about you? What would you like to be in the future?
Please tell me.
Good bye and see you.

- Then I will elicit students’ answer by asking one student the following questions
to complete the abow table:
What’s your name?
What class are you in?
What would you like to be in the future?
Why would you like to be … ?
Where
Hello.would
My name you like to work?
is Dieu Linh. I am in class 5A.
- Today I willI highlight
After that, talk aboutthe
mycontent
dream.words as follow:
In the future, I would like to be a nurse because I’d like to look after patients.
I’d like to work in the hospital in a big city.
Now I’m studying hard at school. I hope my dream will come true one day.
What about you? What would you like to be in the future? 9
Please tell me.
Good bye and see you.
Finally, I ask students to refer the above sample writing and write about
themselves before they practise speaking.
I usually use activity 5 in Lesson 2 or 3 in every Unit to teach my students.
Example 3:
Unit 18: What will the weather be like tomorrow?
Topic: Seasons and weather
Lesson 3-Activity 5-Page 57
* Objective: Help students build their ideas logically before speaking about topic:
Seasons and weather.
* Procedure:
- First, I give a content framework for students

- Next, I will elicit students’ answer by asking one student the following
questions to complete the abow table:
Where do you live?
How many seasons are there in your place?
What seasons are they?
What’s your favourite seasons?
What’s the weather like in your favourite season?
- After that, I highlight the content words in the modal writing.
- Finally, I ask students to write on their own before they practise speaking
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Note: Teacher needs to encourage good students to develop their writing abilities.
They should adapt the expressions to fit their own circumstances. Some variations
for the first line could be given in advance.
5.3. Instruct students how to speak and make videos at home.
Students have different levels, some of them are very good at speaking. They
speak English naturally and fluently. However, most of them are not confident
enough to speak English. There are some students feel very confident and they
speak loudly when they sit below the class, but when the teacher invites them to
the board, they feel shy and do not remember anything to say. Others can speak but
do not know how to use body language while speaking, so their presentation is not
attractive to the listeners.
To ensure the effectiveness of the talk, teacher needs to guide students how to
speak.
- First, teacher does model in front of the class carefully. Teacher should repeat
the way to present many times.
- Then teacher guides students how to present. (Teacher needs to focus students on
the way to combine speech with body language.)
- Teacher asks one or two volunteers to perform the task in front of the class as
model.

5.4. Assign tasks (Set students a deadline) and check students' progress on
completing tasks

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A class has many students but a period has only thirty-five minutes. It is not
enough for teacher to organize a speaking activity in the class so after guiding
students how to speak, the teacher will assign task to the students at home and sets
a deadline: What will they do? and How will they do? When will they have to
complete the video?
During the time students complete the task. I often check students' progress. I
remind and help students if they need. I often remind my students to complete the
task. Sometimes I give comments in English, sometimes in Vietnamese because
some of my students are not good at English. They may not understand my
comments so they can not do the best. When I see the deadline for submissions is
approaching but only a few students have sent me their videos, I will send a
message into zalo group to remind them about assignment, I will praise students
who sent me the video early, then I will gently remind students that have not
finished yet.
This is an example of my feedback when my students send their videos to me:
“Đến hôm nay cô đã nhận được video của các bạn: Mai, Lan, Quan,…Cô khen các
bạn đã rất chăm chỉ, hoàn thành và gửi video sớm cho cô. Các bạn còn lại tếp tục
quay video và gửi để cô góp ý nhé. Các em nhớ ngày mai là hạn cuối cùng nạp bài
nhé.”
With nearly 20 years of teaching experience, I find that this way of reminding
students is very effective, encouraging their efforts.
5.5. Collect results and give comments.
Collecting results is done through Zalo or Facebook. After students make their
video, they will send it into the teacher’s zalo or messenger. Teachers will watch
and give feedbacks on the strengths that need to be promoted and the weaknesses
that need to be improved on the students' presentations.
The comments are often about: pronunciation, intonation, gestures, attitude,
confidence, fluency, presentation and background of the videos. The comments
may be in Engllish or Vietnamese. They depend on students’ level. With weak
students, I often give Vietnamese comments. With good students, I usually give
comments in English. I also record my comments and send them to students.
Students will hear, correct themselves, make video again then send back to the
teacher. When teacher see students’ videos are ok, teacher will send those videos
into the class zalo group.
These feedback are really necessary and helpful. They will help students have
positive changes for the next time.
Followings are some comments I give on my students presentation.
Example of my comment on my student’s presentation.

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This is my feedback after a school girl sends me a video talking about her father, I
watch and give her some feedbacks about the picture she drew her father and the
way she presented. Listening to my comments, that student has a positive change.
She draws picture again. It is more beautiful and the way she presents better.

Here are some other feedbacks which I comment on students’ videos:

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 SECTION C: CONCLUSION
As an English teacher, I always struggle to find new effective solutions to help
students improve their speaking skills step by step, helping them to be bolder and
more confident when communicating in English.
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Create a variety of learning forms so that students have the opportunity to train
themselves and develop a sense of self-study. They have more environment, more
time to practice English. In fact, with a duration of 35 minutes in class is not
enough for teachers to help all students in the class practice speaking English
fluently, so guiding them to practice their presentations at home and then recording
internal videos is not enough. It is necessary to re-read what you have learned.
1. Evaluate how the progress is being made:
a. Advantages
During the progress I apply the solution I see that:
- Students cooperate actively.
- Students are young, so they are very bold and natural when they speak English.
- The topics are familiar and close to daily life, so students can easily express them.
- Students’ parents are concerned and reminded, most the students complete the
task on time.
- Most students have smart devices such as: smartphones, computers, so making
their videos is convenient.
- Students have good performance skills, they know how to express their ideas in
the best way.
b. Difficulties
Beside the advantages, I also have some difficulties in carrying out the solution.
- Some students have limited vocabulary and structures which leads them to have
difficulty in expressing their ideas
- Many students are lack of confidence and presentation skills. They often feel very
shy when they speak.
- Some other students are not active in completing the task. Teacher usually
reminds them completing the task on time.
- Most students’ parents do not know English, so they hardly support their children
in learning.
- A small number of poor children do not have phones, ipad or computers to make
videos. A few others are because their parents work far away, so they don't have
the tools to do.
- Time is limited. A period only has 35 minutes, it is not enough for teachers to
held speaking activities right in the class, this makes teachers have to guide and
assign students to do the task at home.

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2. Results and effectiveness of the topic in improving the teaching quality at
my school
Finding a new measure to improve the quality of education is never easy. With my
effort, I have done some researches and find out the new measure to help students
study better.
After I have applied the measure, at the end of the school year 2021-2022, I
conducted a survey again with the same 6 questions (Appendix 1) on my the 5 th
grade students about their level of confidence when they speak English. The results
before and after applying the measure are shown in the following charts.

Comparing the result after I have applied the measure with the results before
carrying out the measure I notice students have had positive changes. The number
of very confident and confident students in communicating has increased
significantly while the number of shy students has decreased clearly (from 40
students to 15 students). With the speaking format that I have applied, the students
have had more environments and opportunities to practice and use English both
inside and outside of the class.
Since applying this measure to the 5th grade students at my school, I see :
- The students are more confident and bolder when speaking with friends and
teachers. Their communication skill is much improved.
- Students remember vocabulary and structures better.
- Students know how to use modern equipment.
- Students are more active and they know how to self-study.
- Especially, many weak students dare to stand before the class to talk about the
learned topics.
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These changes from students have shown a positive impact of the solution.
I enclose some links of students’ videos as evidence for my work:
Link 1: Viet Hoang-Class 5A-Before applying the solution
https://drive.google.com/file/d/1Nmv-PDg_dLkP1esq6T0oUKlRVQPyO_tL/view?
usp=sharing
Link 2: Viet Hoang-Class 5A-After four months applying the solution
https://drive.google.com/file/d/1xjhuKoEYH-AlnyxedQVrG12fCi2cPzKW/view?
usp=sharing
Link 3: Teacher’s Day: “Your favourite teacher”
https://drive.google.com/file/d/1O2Y_HrBgZUkmlHaDDSjtnVwz2OmN7qhV/
view?usp=sharing
Link 4: Woman’s Day
https://drive.google.com/file/d/1HvN4n40bPmAGYSD8DZOMmDu4GibPhUiP/
view?usp=sharing
Link 5: Seasons and weather
https://drive.google.com/file/d/14NDqzcNlArVrBMyEAKHVqGE-nBQzpvPB/
view?usp=sharing
3. Plan to improve and develop the topic to upgrade teaching quality in the
coming time
Helping students improve their speaking skill is very important to develop quality
and capacity for students and implement the 2018 General Education program.
My solution is quite new however the way to carry out it is easy. With its
effectiveness, I will continue applying this measure for grade 5 students during the
school year and to other grades at my school in the next school year. I will also
share this solution with my colleagues.
I hope that teachers of English will find more useful and meaningful initiates to
help students more confident in speaking, contribute to improve the quality of
education, try to make English become the second language in Vietnam.
I look forward to receive the comments from friends and colledges to make my
topic better.
Sincere thanks

April 14th 2023

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 APPENDIX 1
And below are some photos taken the moment of students practice speaking.
And some photos from students’ videos. They are considered as evidences for my
work.
Students talk about their teacher on Teacher’s Day

Students talk about their daily activities

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 Students talk about their food and drink

Students talk about their mother on Woman’s Day

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Students speak English with foreign teacher on English Speaking Festival

20
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REFERENCE

1. Tiếng Anh 3, 4, 5
(The ten-year program)
2. Hoang Thi Dieu Hoai – Phan Thi Nhu Y, English Practice Activities (2005)
3. Teaching English through project based learning (PBL)
Website https://busyteacher.org/24259-project-based-learning-7-tips.html
Website https://www.lexialearning.com/blog/project-based-learningbeneficial-
approach-english-language-learners
4. Doff- Adrian, Teaching English, Cambridge University Press (1998)

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