TABLE OF CONTENT
I. INTRODUCTION...............................................................................................1
II. CONTENT..........................................................................................................3
1. Theoretical background.........................................................................................3
2 . The practical background.....................................................................................3
3. The solutions of implementation...........................................................................5
3.1. Solution 1- Improve the sudents’ awareness about learning how to
communicate in English............................................................................................5
3.2. Solution 2- Teacher should communicate in English much more than in
Vietnamese in the English classes.............................................................................6
3.3. Solution 3- Create a friendly learning environment between the teacher and
students......................................................................................................................7
3.4. Solution 4- Use pictures.....................................................................................8
3.5. Solution 5- Practise activities in pair and groups.............................................10
3.6. Solution 6- Play games.....................................................................................14
3.7. Solution 7- Write the English songs based on Vietnamese songs’ melodies
close to Vietnamese children...................................................................................17
4. The effect of the experienced initiative...............................................................19
5. The learned lessons.............................................................................................20
III. CONCLUSION AND SUGGESTIONS........................................................22
1. Conclusion...........................................................................................................22
2. Suggestions..........................................................................................................22
REFERENCES......................................................................................................24


“Some solutions to improve English- speaking skill for students in grade 5”
I. INTRODUCTION
In the modern life, the trend of international integration in many areas
including the field of education has brought English up a very important
position. English as a means of communication is the key to the treasure of
humanity. On the other hand, the wide application of information technology has

made learning English become urgent and indispensable, so learning English of
Elementary School students is particularly concerned by students, parents, all
the teachers of education in our country. English has become one of the main
subjects in the curriculum of students.
Learning and using of English require a diligent process of creative
practice of both learners and teachers. Especially in the situation of education
reform as currently, teaching English in view of communication methods is
widely supported. According to this method, students have many opportunities
to communicate, to practise language and to participate in practical situations
“Learning coupled with practice”.
Primaries level English program has been implemented in all regions
across the country. Innovation prominent feature of the content of this program
is to provide maximum opportunities for students to practice four skills of
listening, speaking, reading and writing on the topics and situations,
communication contents related to environments living at home and abroad. The
change in facilitating the teaching and learning of English in secondary schools
becomes teaching living language instead of teaching words as many years ago.
However, in practical English skills forged for students, teachers confronted
with many difficulties, especially listening, speaking skills. When students
started to learn foreign languages, most of them were very interested in English,
but eventually they fell tired of it. Most of them are very bad at speaking skill.
It’s difficult for them to understand the content of an essay or dialogue they hear.
In my opinion, the purpose of learning English is to communicate it with
the speakers. Speaking is the most difficult skill of all, especially for students
living in the countryside or in the remote region. Through the years of teaching
English in elementary school, I found that English communication skills of the
students are still limited. To overcome this situation, I have researched some
experiences to improve the speaking skill of primary students. 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.This
is why I choose the theme of experience initiative: “Some solutions to improve
1


English- speaking skill for students in grade 5”. I hope I will get more and
more my colleague’s ideas which I can complete my knowledge and my subject.
It can help my students improve the communication.

2


II. CONTENT
1. Theoretical background
Speaking skill is one of four key skills in teaching English to students
with the ability to communicate quickly and practice achieving the highest
efficiency.
Elementary students, who have just entered the first grade, find it very
difficult to learn how to speak and write Vietnamese well. They face many
difficulties at school and most of them are weak at four skills listening,
speaking, reading, and writing. Especially they are afraid of speaking English at
school due to many causes such as being psychological shy, cautious, afraid of
being laughed when they are wrong. There are too many students in the class,
teachers do not have enough time to help students develop their speaking skills
for each student. It is said good training will help to overcome the limitations on
less.
Developing speaking skill helps students with more practice conditions in
the class, a foreign language class. It is necessary to review old and then

introduce new lesson. Much new knowledge is suggested gradually from the
basic knowledge they have learned in the previous lessons. Therefore, students
aren’t afraid of making new posts.
Through practicing speaking, teachers help students acquire knowledge in
an active way, overcome the inhibition of only certain classes of gifted students
participate in speech, so it will attract all students in participating classes’
activities including moderate or week children.
Enhancing the ability of students to behave in different situations, so
students are interested and boldly confident when they practice communicating
in English. School will become fun, funky and highly efficient.
2 . The practical background
Currently, using English communication is very important and necessary.
Just as children learn to read and write, they must speak first. "Speaking" is one
of the fours important skills to teach English for students to have ability to
communicate quickly and most effectively.
2.1. Advantages
Elementary students with innocent nature are willing to participate in the
activities of the class when having been drawn into the activity.
Teachers have learnt from exchange of experiences between colleagues
through faculty conferences, exchange of experiences, topics.

3


Some students get acquainted with information technology, so they can
connect to the computers, the Internet sooner and received more information
from here.
Administrators of our school always care about and create favorable
facilities and professional documents serving as teaching subjects: smart
interactive screen,

2.2. Disadvantages
Our school is located in the mountainous area, almost the students’parents
are farmers. Thus, they are lack of investment for their children’s study
sufficiently.
The total number of students are overcrowded.(3 A, 3 B : 42 students: 5
A, 5 B: 32 students). Therefore, It is really difficult to control students’ attention.
To the parents, they are also difficult to check or guide children to learn a
foreign language at home by subjects, which parents do not know. They have
limited to communicate in English outside school hours.
In addition, English is a difficult subject, the knowledge is difficult but
takes less study time, and in the listening process they do not control what they
will be listened. Words in tape are too fast, not familiar. A lot of new words,
word stress, sentence stress, intonation are very different and difficult for
students to understand the content. The questions are how we overcome these
weaknesses in order to contribute to improve the learning quality of speaking
skill, help students communicate more confidently in using English as a second
language, be proficient in words, sentences, especially for students in grade 5 at
Nghia Thinh Primary School.
In order to solve this problem, the first semester of school year 2018 2019, I had a small survey with two classes of grade 5 as follows:
Result:

Well- done (%)

Completed (%)

Uncompleted (%)

Total

%


Total

%

Total

%

32

5

15,6

22

68,8

5

15,6

5B

32

6

18, 8


21

65,6

5

15,6

Sum

64

11

17, 2

43

67,2

10

15,6

Class

Total

5A


With this result we can see the results of students in inadequate. The
number of good students is low, while that one of weak students is high, so this
4


fact requires teachers to find remedies, to help them improve their learning
outcomes.
3. The solutions of implementation
Introducing the purpose of practice speaking English skill. There are
many ways to practice speaking English such as, speaking in individually, in
pairs or in groups. If students practice in pairs or in groups, teachers will have to
divide into pairs, speak in group prior to his students to practice with each other.
Teachers also have the discipline required to practice.
Practice speaking has to be systematic, on going and trould be followed
the guideline from easy to difficult.
Depending on the situations teachers should prepare the appropriate form
of exercise for many pupils to practice speaking in each part of the lessons such
as.
Speaking of freedom: Teachers creat contexts, themes for students to
practice speaking in pairs or groups. In this section teachers can use pictures,
photos in and out of textbook or close topics to them and teachers should ask
students to speak in real situations.
Speaking is creating opportunities for students to communicate closely to
real life. Teachers should encourage students to follow the guiderline test, accept
mistakes. They should not make pressure, they will bring severe fear of making
mistakes.
Teachers should make maximum use of classroom time, create
opportunities for students to be able to use the learning means efficiently.
Selecting a theme to develop, consistent with psychology, age and nature

of such period of daily life, or the people on movies watched on television, on
the favorite sport or someone they really love.
Teachers can question the nature of evil to students argue for exciting part.
3.1. Solution 1- Improve the sudents’ awareness about learning how
to communicate in English
Propaganda is the first method chosen to raise awareness for students.
As you know, some primary students don’t pay more attention to learn
and communicate English because it is only an optional subject in primary
schools. It is also a difficult subject at school. Therefore, I always persuade my
students about the importance of communicate English. If the students are good
at speaking English, they can communicate English with the speakers, they can
travel over the world, they can be easy to make friends with the foreigners, they
can chat with the foreigners on Facebook or Zalo, they can be easy to find a
5


good job or read newspapers, stories or watch films in English. Thank to my
persuasion, my students can understand why they should communicate in
English. When they understand the important role of speaking, they will be
hard- working to take part in communicating English effectively.
3.2. Solution 2- Teacher should communicate in English much more
than in Vietnamese in the English classes
To help students speak English well, teacher should encourage students to
use English as much as possible. Classes should provide opportunities for
students to communicate in a variety of forms: Teacher - Whole class, TeacherStudent, Student-Student. The teacher is the person who guides the children to
make simple situations and subject – based conversations.
Beginning of lesson:
- Good morning. How are you?
- Did you have a nice weekend?
- Have you done your homework?

- Let’s play a game now, shall we?
- Are you ready?
Ask for repetition:
- Would you mind repeating your question?
- Could you say it again?
- Pardon?
Ending of lesson:
- Goodbye. See you later
- It’s time to finish.
- Let’s stop now.
- Stop now.
- Any questions?
- Pack up your books.
During English lessons, Teacher should speak English much more than
Vietnamese and use a mixture of the two languages.

English

Vietnamese

Both
6


Introducing the lesson

V

Checking attendance


V

Organizing

V

Classroom control/ discipline

V

Giving praise

V

Presenting new language

V

Introducing a new text

V

Asking questions on the text

V

Correcting errors
Setting homework

V

V

3.3. Solution 3- Create a friendly learning environment between the
teacher and students
The learning environment influences directly on students'learning,
including their engagement in what is being taught, their motivation to learn,
and their sense of well-being. Therefore, a friendly learning environment is not
only a completeness of facilities but also a good relationship between teachers
and students.
A close relationship between teachers and students will help teachers and
students interact, understand each other better and from that, create the
motivation and the comfort for them to share in the learning process. Because
English is a difficult subject, students are always shy and afraid to communicate.
The teacher’s friendly and caring will help learners be braver and more
confident in communication in English and create a good teacher-student
interaction.

7


3.4. Solution 4- Use pictures
Nowadays, modern teaching methodology encourages the use of as many
media, especially pictures as possible in a classroom. At the same time, the
innovation in English teaching at general education level demands that the
schools should provide students with a good communicative skill in English.
However, nowadays teaching English- speaking at many primary schools as well
as the using of pictures in English- speaking classrooms to motivate learners
haven’t been paid attention to. Therefore, these aims at researching the use of
pictures in English speaking classes at primary schools and put forward some
practical suggestions to improve the quality of English speaking teaching and

learning. I usually use the pictures to help my students practice communicating
in all of the lessons. Nowadays, modern teaching methodology encourages the
use of as many media, especially pictures as possible in a classroom. At the
same time, the innovation in English teaching at general education level
demands that the schools should provide students with a good communicative
skill in English. However, nowadays teaching English- speaking at many
primary schools as well as the using of pictures in English- speaking classrooms
to motivate learners haven’t been paid attention to. Therefore, these aims at
8


researching the use of pictures in English- speaking classes at primary schools
and put forward some practical suggestions to improve the quality of English
speaking teaching and learning. I usually use the pictures to help my students
practice communicating in all of the lessons. My students are very practical
when I use the pictures, my students can be easy to talk and understand. My
students are very practical when I use the pictures, my students can be easy to
talk and understand.
* Lesson plan and illustrative example
Unit 9: What did you see at the zoo?
Lesson 1- part 3- Let’s talk
I. Activity objectives
By the end of this activity, Students will be able to:
 Ask and answer about the animals in the zoo
 Improve speaking skill.
II. Language focus:
1. Vocabularies:
Python, peacock, gorrila, roar, crocodile
2. Sentence patterns:
What did you see at the zoo?

– I saw…………….
III. Resources:
Student’s book, the picture of animals in the zoo.
IV. Procedure:
Step 1: Pre- speaking
- Tell the class that they are going to look at the picture, list the names of
animals in the picture and then practise further by asking and answering the
questions about the animals in the zoo.
Step 2: While- speaking
- Ask students work in pair to do the task.
- Set a time limit for them to practise. Monitor the activity and help, if
necessary.
- Call on some pairs to act out the exchanges in front of the class. Others
pay attention and give comments.

9


What did you
see at the zoo?

I saw a
peacock, two
pandas...

Students in class 5A are practising
Step 3: Post- speaking
- Teacher gives feedback and correct the pronunciaion mistakes.
- Ask students what animals they saw at the zoo or park in their last
visiting.

- Review the activity and encourage them to draw a zoo at home.
3.5. Solution 5- Practise activities in pair and groups
With this method, it is necessary for students to develop their ability to
learn in a positive, active and creative way. They have to show themselves, find
out and conquer the self. And in my opinion, through group work in some
activities, when students have learned how to work in groups, they have the
conditions to cooperate, learn from each other and take responsibility. Give
responsibilities for specially group members who self-dominate knowledge if
the teacher organizes and guides well. 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 boots listening and speaking skill and learn
from one another. They will be more confident in communicating in a foreign
language.
10


I always try to use not only the pictures to teach my students how to
communicate in the part speaking but also in the “pre and post” for reading,
listening and writing skills. This helps my students speak English everywhere
and every time.
* Lesson plan and illustrative example for working in pair
Unit 16: Where’s the post office?
Lesson 1- part 5
Look, read and complete by using : between, on the corner, opposite, next to
I. Activity objectives
By the end of this activity, Students will be able to:
 Choose the correct words and write in the blanks about directions
 Improve speaking, reading and writing skills.
II. Language focus:
1. Vocabularies:

Review: bus stop, pharmacy, theatre, museum, next to, opposite, between, on the
corner of the street.
2. Sentence patterns:
Review
Excuse me, where’s the+ place?- It’s next to/between,…+ place
III. Resources:
Student’ book, a map of the places in the city.
IV. Procedue:
Step 1: Pre- reading
- Tell the class that they are going to look at the map and the gapped sentences
with “between, on the corner, opposite, next to” and predict the correct answers.
- Ask students to discuss, review with their partners about location of the places
by using Where’s the+ place?- It’s next to/between,…+ place.
- Ask several pairs to go to the board and ask and answer about directions.
- Check student’s comprehension what they are going to have to do.

11


It’s on the
corner of the
street

Where’s the
stadium?

Students in class 5B are performing in pair
Step 2: While- reading
Between


on the corner

opposite

next to

1. The theatre is………...the stadium.
2. The cinema is……… .the theatre and the supermarket.
3. The stadium is……. …of the street
4. Bus stop 1 is……….... Bus stop 2.
5. The post ofice is…….Bus stop 1.
- Give students a few seconds to read again the sentences. Remind them to
focus on the context to select the appropriate words from the box.
- Set a time limit for Ss to do the task independently. Monitor the activity and
offer help, if necessary.
- Get them to compare their answers in pairs before checking as a class.
12


Step 3: Post-reading
- Correct and give the true answers.
Key:
1.opposite 2. Between 3. On the corner

4. Opposite

5. Next to

- Ask students the question” Where’s your house/ school?
- Ask students to draw a map how to get their house at home.

* Lesson plan and illustrative example for working in groups
Unit 15: What would you like to be in the future?
Lesson 1- part 3- Let’s talk
I. Activity objectives
By the end of this activity, Students will be able to:
 Ask and answer questions about what someone would like to be in the
future.
 Develop team working skill
 Improve speaking and writing skills.
II. Language focus:
1. Vocabularies:
Pilot, doctor, architect, writer.
2. Sentence patterns:
What would you like to be in the future?
- I’d like to be a/an......
III. Resources:
Student’ book, flashcards of the job.
IV. Procedue:
Step 1: Pre- talking
- Tell Students that they are going to practise more the questions about what
someone would like to be in the future.
- Ask students to discuss in group of four or five, ask and answer about their
jobs or their family members’ jobs that they would like to be in the future by
using What would you like to be in the future?- I’d like to be a/an……
Step 2: While- talking

13


Students in class 5B are working in group

- Set a time limit for them to practise. Monitor the activity and help, if necessary.
- Each group can discuss and copy down the jobs to remember more.
- Invite some groups to perform in front of the class. Others pay attention and
give comments.
Step 3: Post-Talking
- Teacher gives feedbacks and corrects the pronunciation mistakes.
- Ask students to practise more the new sentence patterns at home with their
family and relatives.
3.6. Solution 6- Play games
Learning games are a special kind of game, not only help the students to
entertain, but also to help them acquire knowledge through the game or
reinforce what they have learned. A new teaching method could create an
amount of inspiration and creativity for teachers. Each teacher has his own
unique creativity during teaching process. If teachers repeat the same method in
every lesson, students will get bored and even feel that lessons come as normally
without inspiration and expectation. Games are also considered to be an
important entertainment form. In fact, they could be used to consolidate material
languages as shown above by the method of attracting students. In all every
14


form, games could perform functions of exercises of practicing skill because we
can review and introduce material languages in funny and well- organized ways
through games. The method takes effects when students learn new words and
sentence structures. On the contrary, games are often open-ended and studentcentered. There are various types of games. Several ones focus on vocabularies
or sentence structures. And there are games promoting both vocabularies and
sentence structures.
With the development of the smart equipment, besides the familiar games
I spend my free time on designing the games to give students a chance to
approach to the smart interactive screen because children always like the new

experience.
* Lesson plan and illustrative game
Unit 13: What do you do in your free time?
(Review the unit 13)
I. Activity objectives
By the end of this game, Students will be able to:
 Answer questions about what someone often do in his/her free time
 Remember the content of unit 13 better
 Improve speaking and reading skills.
II. Language focus:
1. Vocabularies:
Review: Surf the Internet, go to the cinema, clean the house, do karate, draw
pictures.
2. Sentence patterns:
Review:
+ What do you do in your free time?- I …………
+ What does he/she do in his/her free time?- He/She …………
III. Resources:
- Power Point slides.
IV. Procedue:
Step 1: Pre- playing
- Teacher tells students that they are going to play the game “Lucky stars” and
presents the rules of the game:
+ Divide students into two group of four.

15


+ Each member in each group selects the stars that they like in turn. If
they choose the lucky star, they don’t have to answer the question but get points

(2 points for one). If it is an unlucky star, the team must answer correctly to
score 1 point for each question. If the team chooses not to answer, the chances of
scoring for the opposing team (If both teams do not have the right answer, the
chance will be for the audience). The winner is the team with more points. (If
two teams score the same points, the winner will be the one with more lucky
stars).
Step 2: While- playing
- Each group plays in turn, choose and say aloud the answer

Student is choosing the star

16


Student is choosing and saying aloud the answer
Step 3: Post- playing
- Teacher gives feedbacks and corrects the pronunciation mistakes.
- Teacher summaries points and declares the winners team.
3.7. Solution 7- Write the English songs based on Vietnamese songs’
melodies close to Vietnamese children
As you know, the students want to learn English well, the first thing we
have to do for children to love it. Music is the communication that will help
them get closer to this subject. When they sing or read chants, they will feel
more comfortable. They are easy to remember the structures and improve
pronunciation and speed of speaking English.
Primary students are very active and enjoy singing, fun songs and that make
them interested. Through this, students will study English more. Teachers needs
to explain the meaning and content of the song so students understand,
appreciate the song. Since then, they are more interested in singing better.
Students sing in groups and groups and can let them choose their own songs.

When teaching new songs, I integrate into the class assignments to both reduce
stress and provide more songs for students. This also helps students remember
17


structures quickly. Because some songs on the program are difficult for children
to sing, I wrote some songs based on some Vietnamese songs’melodies
close to Vietnamese children to teach them.
* Lesson plan and illustrative song
Unit 8: What are you reading?
(Review the unit 8)
I. Activity objectives
By the end of this song, Students will be able to:
 Sing by heart the song.


Remember questions about what story/book someone is reading and what
the character in a story is like.

 Improve listening , reading, speaking skills.
II. Language focus:
1. Vocabularies:
Review: fairy tale, generous, kind, gentle
2. Sentence patterns:
Review:
+ What are you reading?- I’m reading…..
+ What ‘s the…..like?- He/She’s…..
III. Resources:
- Poster of the song
IV. Procedue:

Step 1: Pre- singing
- Teacher tells students that they are going to learn how to sing the song” What
are you reading?” written base on the melody of the Vietnamse song “ Chú voi
con ở bản Đôn” by teacher.
- Ask students look at the poster and answer the following questions:
+ What characters can you see in the poster?
+ What’s the ……like?

18


WHAT ARE YOU READING?
What are you reading now?
I’m reading a fairy tale.
What fairy tale do you like the most?
I like Alladin and the Magic Lamp
And what’s the Alladin like?
He’s generous and very kind
I like Tam and Snow White too
They’re beautiful, gentle and cute.

Step 2: While- singing
-Ask students read aloud the lyric of the song after the teacher.
- Students listen to the song twice.
- Ask students to sing line by line after the teacher.
- Ask students to sing whole the song.
- Ask students sing whole class and sing in groups.
- Call on some students perform in front of the class.

19



Students are performing the song
Step 3: Post- singing
- Teacher gives feedbacks and encourage students to should be more confident.
- Ask students learn by heart the song at home.
4. The effect of the experienced initiative
The survey was made in April’s end of the school year 2018 – 2019
in class 5A and 5B.
Result:

Well- done (%)

Completed (%)

Uncompleted (%)

Total

%

Total

%

Total

%

32


11

34,4

19

59,4

2

6,3

5B

32

10

31,3

21

65,6

1

3,1

Sum


64

21

32,8

40

62,5

3

4,7

Class

Total

5A

20


Basing on the above result, it is clear to see a better result of the present
survey comparison with the result of the past survey:
Well- done quality increases from 17,2 % to 32,8%.
Completed quality reduces from 67,2% to 62,5 %.
Incompleted quality reduces from 15,6 % to 4, 7%.
5. The learned lessons

From urgent strategic task of education reform education and careers
comprehensive reform program in accordance with the method of teaching
innovation and active learning to improve the quality of student learning.
Especially, training communication skills, confidently in English class to
develop the ability of students to practice. From the fact that I study and
improve English speaking skills for primary school students through some above
methods . To achieve high results in the teaching process itself has wrung the
following experience:
Teachers need to discover a fundamental deficiency of students in
order to have overcome.
Teacher need to choose a suitable skill for each student. Help
students have the best conditions to learn the subject, especially practice
speaking skills.
During the lesson, the teacher should take advantage of time to
guide students to practice speaking.
Need to know disadvantages in teaching time, class size, teaching
aids and material factors such as class sizes, teaching aids.
Teachers should encourage pupils to use English as much as
possible.

21


III. CONCLUSION AND SUGGESTIONS
1. Conclusion
In conclusion, learning English is hard long work for students. Thus,
teacher not only has to find ways to make lessons more effective but also attracts
the students’ attention. Guiding for children to have good learning methods is
very important, especially, it is necessary to encourage them to use English in
daily life. If we learn a foreign language, but we do not practice communicating

daily, our knowledge will be faded time by time, so I have made some slight
ideas to help myself find a method of teaching a speaking more effectively, help
students to achieve high quality learning.
In my opinion, training speaking skill for primary students is a positive
approach, optimal and efficient for students because this method has been
verified through actual teaching and members of professional groups who have
analysed, evaluated and consented.
2. Suggestions
In the era of development, it is the young generation who is the pioneers
to connect Vietnam with international friends, so they are the ones who need to
learn more, devote their best ability to a rich and flourish country, and help their
country to be equal with the great powerful countries in the world. And so, the
way to lead them to success is to learn, to hear, to speak, and to communicate in
English very well. With that importance, I strongly suggest as follows:
2.1. For teachers
In addition to teaching in the classroom, teachers need to visit class,
supervise colleagues not only in schools but also take time to visit colleagues in
school groups. Regularly organize their teaching subjects in accordance with the
actual situation of the school and classroom. It has to be evaluated, contributed
ideas and given honest and accurate comment often each lesson.
2.2. For leaders
Education Department should train the English specialists to help English
teachers share the teaching experiences each other.
School administrators should encourage, enable teachers to hold English
clubs annually. It's an interesting, useful playground for students. They can
communicate with each other, improve some English skills and widen their
knowledge.

22



Sincerely thanks!
Nghia Thinh, March 20th, 2020
Written by

Le Thi Minh

23


REFERENCES

1. Vietnamese Educational Publisher – Tiếng Anh 5 (2009). Ministry of
Education of Training.
2. Listeners Strategies in Collaborative Discourse of AAU 5 th Year
Students Unpublished M.A. Thesis.
3. Cambridge University Press. Rixon, S. (1986). Developing Speaking
skills.
4. Cambridge University Press. Yagang, F. (1993). Speaking: Problems
and Solutions. In Thomas Kral(ed).
5. Rost, M. (1990). Speaking in Language Learning.
6. Ur, Penny. 1984. Teaching Speaking Comprehension. Cambridge
University Press.
7. English Student’s book- Grade 5- Viet Nam Educational Publisher.

24