Developing speaking and listening skills for students through the vietnames language for grade 1, books series ket noi tri thuc voi cuoc song

HANOI METROPOLITAN UNIVERSITY FACULTY OF EDUCATION NGO LAN NHI DEVELOPING SPEAKING AND LISTENING SKILLS FOR STUDENTS THROUGH THE VIETNAMESE LANGUAGE FOR GRADE 1, BOOK SERIES "KET NOI TR

HANOI METROPOLITAN UNIVERSITY

FACULTY OF EDUCATION

NGO LAN NHI

DEVELOPING SPEAKING AND LISTENING SKILLS FOR STUDENTS THROUGH THE VIETNAMESE LANGUAGE FOR GRADE 1, BOOK SERIES "KET NOI TRI THUC VOI

CUOC SONG"

GRADUATION THESIS Major: Primary education

Hanoi, 2023

HANOI METROPOLITAN UNIVERSITY

FACULTY OF EDUCATION

NGO LAN NHI

DEVELOPING SPEAKING AND LISTENING SKILLS FOR STUDENTS THROUGH THE VIETNAMESE LANGUAGE FOR GRADE 1, BOOK SERIES "KET NOI TRI THUC VOI

CUOC SONG"

GRADUATION THESIS Major: Primary education

Supervisor: Dr Ngo Thi Kim Hoan (Supervisor signs confirmation)

Hanoi, 2023

TABLES OF CONTENTS

INTRODUCTION 7

1 The reason for undertaking this study 7

2 The aim of the study 9

3 Research questions 9

4 Research objects and subjects 9

5 Research missions 9

6 The scope of the study 10

7 Research methods 10

8 The significance of the study 11

9 The organization of the study 12

CONTENT 13

CHAPTER 1: THE THEORETICAL AND PRACTICAL BASIS OF THE TOPIC 13

1.1 Literature review 13

1.2 The theoretical basis of the topic 15

1.2.1 Speaking and listening activities 15

1.2.2 Language communication activities 16

1.2.3 Psychological characteristics of students in grade 1 17

1.3 The practical basis of the topic 19

1.3.1 Vietnamese textbook grade 1, the book series "Ket noi tri thuc voi cuoc song” 19

1.3.2 Some common concerns of speaking and listening skills for grade 1 Vietnamese, the book series "Ket noi tri thuc voi cuoc song” 25

1.3.3 Current situation of teaching and learning speaking and listening skills for 1st graders through Vietnamese language book, series "Ket noi tri thuc voi cuoc song" 35

CONCLUSION OF CHAPTER 1 43

CHAPTER 2: SOME MEASURES TO DEVELOP SPEAKING AND

VIETNAMESE LANGUAGE FOR GRADE 1, BOOK SERIES "KET

NOI TRI THUC VOI CUOC SONG" 44

2.1 Some principles when developing listening and speaking skills for students in grade 1 44

2.1.1 Training students' speaking skills with enough sentences and ideas 44

2.1.2 Forming students' speaking skills in paragraphs 44

2.1.3 Practicing speaking according to each topic, each specific type of lesson 45

2.1.4 Classifying students 45

2.1.5 Motivating and encouraging students 46

2.1.6 Creating conversation needs and good communication situations for students 46

2.2 Methods of organization of teaching speaking – listening, book series "Ket noi tri thuc voi cuoc song" 47

2.3 Some measures to develop speaking and listening skills for students in grade 1 48

2.3.1 Conversation according to pictures 48

2.3.2 Speaking and listening according to the model 52

2.3.3 Group activities 56

2.3.4 Role-playing 60

2.3.5 Learning games 65

2.3.6 Worksheets 71

2.3.7 Storytelling 77

2.4 Relationship between measures 83

CONCLUSION OF CHAPTER 2 84

CONCLUSION 85

REFERENCES 88

APPENDIX 90

DECLARATION OF AUTHORSHIP

I hereby declare that the topic Developing speaking and listening skills for

students through the Vietnamese language for grade 1, book series "Ket noi tri thuc voi cuoc song” is my independent research work under the guidance of my supervisor:

Dr Ngo Thi Kim Hoan I pledge not to copy or use the research results of another previously published work References are fully cited and clearly stated the origin according to the regulations

Hanoi, May 2023 Author's signature

ACKNOWLEDGEMENT

First and foremost, I would like to extend my deep gratitude to Dr Ngo Thi Kim Hoan for her passionate guidance and careful feedback throughout the assignment so that I could finish this thesis

I also want to thank the teachers at the faculty of education at Hanoi Metropolitan University, for their enthusiastic instruction and commitment to providing me with opportunities to learn, practice, and assemble the necessary knowledge and abilities in order to complete the thesis

Because of my limited expertise and knowledge, the thesis's substance is tough

to write without mistakes I eagerly await your insightful opinions so that I can strengthen my study topic

I appreciate it

LIST OF FIGURES

Figure 1.1 The Vietnamese textbook 1, volume 1, series “Ket noi tri thuc voi cuoc

song” 20

Figure 1.2 The Vietnamese textbook 1, volume 2, series “Ket noi tri thuc voi cuoc song” 21

Figure 1.3 Speaking and listening according to the pictures following speech rituals, unit 21, page 55, volume 1 30

Figure 1.4 Speaking and listening according to the pictures following topics, unit 22, page 57, volume 1 30

Figure 1.5 Speaking and listening according to the pictures with given words, unit 4, page 76, volume 2 31

Figure 1.6 Speaking and listening according to the pictures with questions, unit 4, page 34, volume 2 31

Figure 1.7 Speaking and listening according to topics with games, unit 6, page 61, volume 2 32

Figure 1.8 Speaking and listening according to topics with painting, unit 1, page 125, volume 2 32

Figure 1.9 Speaking and listening according to topics with singing, unit 1, page 27, volume 2 33

Figure 1.10 Speaking and listening according to topics with naming for the picture, unit 2, page 151, volume 2 33

Figure 1.11 Storytelling with questions, unit 30, page 73, volume 1 34

Figure 1.12 Storytelling with narration words, unit 3, page 72, volume 2 35

Figure 2.1 Conversation according to pictures, unit 61, page 135, volume 1 50

Figure 2.2 Speaking and listening according to the model, unit 2, page 17, volume 1 54

Figure 2.3 Organizing group activities, unit 7, page 141, volume 2 58

Figure 2.4 Role-playing, unit 3, page 19, volume 1 63

Figure 2.5 Organizing learning games, unit 5, page 101, volume 2 70

Figure 2.6 Using worksheets, unit 3, page 153, volume 2 76

Figure 2.7 Storytelling, unit 45, page 103, volume 1 80

LIST OF TABLES

Table 1.1 Survey the importance of listening and speaking skills in 5 levels 36Table 1.2 Difficulties that teachers often face when teaching listening and speaking skills to students 37Table 1.3 Reasons why students love the types of speaking and listening in textbooks 39Table 1.4 Difficulties faced by students while learning speaking and listening skills 40Table 1.5 Activities that students are engaged in speaking and listening exercises 41

INTRODUCTION

1 The reason for undertaking this study

Every person's journey to success, regardless of era, substantially contributes

to communication operations It is more than just the process of exchanging, transferring, and receiving information; it is the relationship between people Moreover, people can use communication activities to generate products and promote societal progress

However, in order to communicate effectively, people must first be able to talk and listen well Many elements influence good speaking and listening, including linguistic skills and each person's level of awareness for each situation in life As a result, everyone has to develop and practice speaking and listening skills from a young age in order to better themselves and create possibilities for themselves to achieve Speaking and listening are two essential communication activities for every human being in daily life Communication activities are required for all persons and professions

Speaking and listening help students develop oral language in first grade, setting the groundwork for written language development throughout and beyond However, first-graders who have recently transitioned from kindergarten to primary school are exposed to a new educational setting, a completely different kind of access

to knowledge, and a new learning stage when compared to preschool Students’ perceptions of their competency to communicate themselves in language are sometimes still restricted; many of them speak ineffectively, are confused, and speak

to adults as if they are speaking to friends It is especially difficult for them to adequately describe the content of an issue while speaking about it, making it difficult for the audience to grasp and occasionally misunderstand the situation

Listening and speaking skills training for first-grade students is the process of strengthening their competency to utilize language as a communication and thinking tool, assist them in communicating with basic listening and basic speaking Practice listening and speaking abilities from a communicative standpoint, leading students to communication tasks such as receiving, perceiving, and making and producing speech One of the key goals of listening and speaking skills training in primary schools is to shape, train, and develop students' competency to communicate in

language - the ability to talk activities, including the ability to associate speech (listening) and speech reproduction (speaking) Developing listening and speaking abilities for primary school pupils in general, and grade 1 students in particular, including training them to utilize speech etiquette effectively in specific dialogues; assist students in practicing cultural interaction Developing students' listening and speaking abilities allow them to improve their conversational and communication skills in talks related to their studies and daily life

One of the most important and necessary subjects in primary school is Vietnamese Because Vietnamese is a subject that helps students learn new things and serves as a tool for students to study and learn other things Learning Vietnamese will help students shape and develop linguistic thinking in addition to developing logical thinking Students will learn how to communicate and express their thoughts and feelings in Vietnamese in an accurate and expressive manner Furthermore, the importance of Vietnamese at the primary level is related to the development of soft skills, which are necessary life skills for students Vietnamese will teach students how

to communicate and behave appropriately in relationships with family, community, and the natural environment, as well as how to live positively and proactively in all conditions and circumstances Thus, it can be stated that Vietnamese is an essential subject in the country's education system, particularly for primary school students - the age at which their personalities and thinking are forming Vietnamese is not only

a tool for thinking, but it also helps shape a child's personality

That is why, beginning in first grade, Vietnamese textbooks place a strong emphasis on teaching pupils the four abilities to listen, speak, read, and write Speaking and listening are two of the fundamental skills that must be developed and mastered in order to complete the Vietnamese curriculum in grade 1 Speaking and listening practice can help students become more assertive and confident communicators They understand how to use words in communicating effectively and abundantly, how to expand their imagination about language based on a topic or a specific communication scenario, and how to act and remark on objects and occurrences Through speaking and listening activities, the pupils will develop their Vietnamese language capital, speak the correct grammatical structure, expand their vocabulary, and serve as a foundation for later knowledge acquisition They will also form habits, be aware of preserving the purity and beauty of the Vietnamese language,

and contribute to the perfection of the Vietnamese human personality Because, in addition to teaching pupils a language, speaking, and listening system, it also teaches them to be cautious, confident in front of a crowd, accountable for themselves, and respectful to others participating in the communication

Because grade 1 is the first grade to implement new textbooks based on the general education curriculum in 2018, some book users are still perplexed For example, the pupils in kindergarten switched from their primary activity of playing

to learning activities, so they still faced many challenges Further to that, the book series “Ket noi tri thuc voi cuoc song” is one of the books recommended by teachers and chosen by many Hanoi schools

For the reasons indicated above, the topic of this graduation thesis is

Developing speaking and listening skills for students through the Vietnamese language for grade 1, book series "Ket noi tri thuc voi cuoc song"

2 The aim of the study

Proposing some measures to develop speaking and listening skills for students through the Vietnamese language for grade 1, book series "Ket noi tri thuc voi cuoc song", as helping students confidently enhance their communication and contributing

to improving the teacher's method of teaching speaking and listening skills in the Vietnamese language

3 Research questions

What measures should be used to develop speaking and listening skills for grade 1 students through the Vietnamese language, book series “Ket noi tri thuc voi cuoc song”?

4 Research objects and subjects

In this topic, the research subject is Developing speaking and listening skills

for the 1st - grade student through Vietnamese language

Besides, the research object is The process of teaching Vietnamese to grade 1

students in primary school

5 Research missions

To achieve the above aims, the researcher needs to complete the following tasks:

Research overview on the problem of training speaking and listening skills for primary school students through searching and gathering references

Systematize the analysis of scientific theoretical bases of psychology, linguistics, and activities of forging speaking and listening skills for primary school students, thereby proposing organizational measures about the process of practicing speaking and listening skills for grade 1 students

Survey the reality of teaching and learning listening and speaking skills for grade 1 students through Vietnamese books, series "Ket noi tri thuc voi cuoc song"

Propose a number of measures to develop speaking and listening skills for students through the Vietnamese language for grade 1, book series "Ket noi tri thuc voi cuoc song"

6 The scope of the study

7 Research methods

7.1 Theoretical research methods:

Methods of analysis and synthesis of theories: is a method of dividing the

collected information into separate parts from the available documents From there, discovering the general trends or characteristics of the research object In this topic,

it is used for collecting information from other documents related to develop speaking and listening skills for students through the Vietnamese language for grade 1,

moreover, organizing these documents, theoretical information which has been obtained, thereby creating a premise, a theoretical system on the topic of the research

Methods of classification and systematization of the theory:

Theoretical classification is a method of arranging collected documents into a coherent system, then dividing them into units and specific scientific problems that share the same signs or develop in the same direction It is used in this topic to analyze speaking and listening activities, psychological characteristics and developing listening and speaking skills in class 1 Vietnamese by studying related documents

Systematization is a method of organizing scientific knowledge into a system Based on a specific theoretical model, making the understanding of the research object is more comprehensive and profound In this topic, propose some measures to practice speaking and listening skills for 1st-grade students and design some activities using techniques and positive methods to contribute to the development of speaking and listening skills for students in grade 1 by distilling and synthesizing analyzed information

7.2 Practical research methods:

Observation method is a method of perceiving purposefully and planning an

event, phenomenon, or process (or human behavior) in different natural circumstances in order to collect data and facts, as well as, specific characteristics of the course of that event or phenomenon For this thesis, specifically observing students' gestures and actions in learning activities and other activities to see what their communication difficulties are or what points need attention when practicing speaking and listening skills for students, and then there are measures and activities

to develop these two skills for them

7.3 Data processing methods

The qualitative data: Qualitative research is an approach to exploring,

describing and explaining based on surveying experiences, perceptions, motivations, intentions, behaviors, and attitudes In this topic, it is used to collect raw data, then translate it into usable information for explaining the difficulties of teachers and first-graders when teaching and learning listening and speaking skills

8 The significance of the study

Theoretical meaning: Research results contribute academically, theoretically

and methodically to related topics

Practical implications: Contributing to improving teachers' teaching activities

and practicing speaking and listening skills for grade 1 students, thereby helping them

to perform effective listening and speaking activities, giving them confidence and calmness, active listening - speaking in learning and communication

9 The organization of the study

The topic includes introduction, conclusion & recommendations, references and appendix Besides:

• Chapter 1: The theoretical and practical basis of the topic

• Chapter 2: Some measures to develop speaking and listening skills for students through the Vietnamese language for grade 1, book series "Ket noi tri thuc voi cuoc song"

CONTENT CHAPTER 1: THE THEORETICAL AND PRACTICAL BASIS OF

THE TOPIC 1.1 Literature review

Several worldwide studies on developing speaking and listening skills

Currently, in the world, there are many studies on the language ability of primary school students in general and the development of listening and speaking skills for primary school students

It can be argued that the mother tongue has a significant role in defining an individual's identity, fosters creativity and serves as a platform for cultural expression, all of which contribute to the healthy growth of society The use of the mother tongue provides children with an equitable opportunity to access and facilitate learning Studies assert that the use of a child’s home language is one of the most important factors in helping children learn to read and write and in learning academic content and other languages (Nishanthi, 2020) Besides, the importance of oral speech and how speaking and listening abilities should be emphasized from the very beginning

of the language-learning process This point of view has had a significant impact on how pupils learn to speak and develop their speech

According to the book "National Literacy Strategies: framework for Teaching", the literacy curriculum should focus on two speaking and listening skills Even though they are not specifically mentioned in the curriculum structure, these two abilities are thought to be a crucial component of what primary school pupils acquire (Skills, The National Literacy Strategy: framework for teaching 3rd ed., 2011)

The text "Speaking, Listening, Learning: working with children" values verbal exchange and exhorts teachers to plan additional activities to foster students' critical and analytical thinking by modeling conversational patterns (Skills, Speaking, Listening, Learning: working with children in Key Stages 1 and 2, 2004)

Several studies in Vietnam on developing speaking and listening skills

The authors of the book "Hoat dong giao tiep voi day hoc Tieng Viet o tieu hoc", Phan Phuong Dung and Dang Kim Nga, conducted research on a variety of

communication-related topics, including forms, functions, and skills of communication, language and communication factors, speech forms and communication activities, as well as the production and reception of speech in such

activities (Phan Phuong Dung & Dang Kim Nga, 2010)

The practice of communication-oriented speaking and writing skills has been covered by author Nguyen Quang Ninh in two works, “Mot so van de day hoc ngon ban noi va viet o tieu hoc theo huong giao tiep” (Ninh, 1998) and "Ren ki nang su dung Tieng Viet" (Nguyen Quang Ninh & Dao Ngoc, 2001) While highlighting the issue with conversation in terms of communication, the author also makes clear that dialogue is an oral communication activity between the characters involved in the conversation in order to exchange information or to exchange ideas and feelings

depending on the intended purpose

With the topic "Bien phap nang cao hieu qua ren ki nang noi cho hoc sinh tieu hoc trong mon Tieng Viet", author Tran Thi Hien Luong has identified a method of teaching speaking skills for students that comes from primary school student characteristics, from contemporary teaching theory, and towards increasing practice (Luong, 2015) The author of this item has suggested strategies to help students in primary schools improve their language proficiency as well as speaking abilities such

as pronunciation, monologue, and conversational speaking

As can be seen, the study papers written by the writers mentioned above have examined the objectives, subjects, and methods for improving students' speaking and listening abilities as well as the forging of skills in employing those abilities The authors of the study have so helped to create a theoretical basis on which I may base

my research and development of my issue However, the above studies have not gone deep into the development of listening and speaking skills through special Vietnamese with the system of exercises in the Vietnamese 1 textbook of the series

"Ket noi tri thuc voi cuoc song" Therefore, studying the content to find ways to develop the skills of using listening and speaking skills for primary school students

is a necessity to help teachers improve their teaching methods

1.2 The theoretical basis of the topic

1.2.1 Speaking and listening activities

Listening is the perception, reception, and processing of sound that influences human hearing Because learning a language typically starts with learning to listen, followed by speaking, reading, and writing, listening is the first crucial language skill Infants learn language by observing how their parents or other family members speak They then begin to mimic the sounds they hear, which eventually leads to their speaking in full phrases in their native tongue This demonstrates the significance of listening in the process of learning a language Any field of study, not just languages, benefits greatly from active listening Students are expected to absorb and remember the material from lectures when they attend classes The main purpose of listening abilities in language learning and acquisition

is to make it easier for people to speak with one another This implies that someone who is proficient at hearing in a given language may not experience fundamental difficulties talking with others and can readily understand what is conveyed (University, 2016) Therefore, it is essential to place the proper emphasis on listening, one of the key skills when teaching language skills

Speaking is the activity of employing sound to express one's ideas, opinions, and words in order to express one's opinions, converse, and communicate with listeners (University, 2016) Pronunciation, enunciation, clarity, pace, projection and expression are speaking skills, as is learning to use eye contact when speaking Powerful speakers are straightforward speakers who carefully choose their words and use the proper expression refers to being aware of the audience and exhibiting appropriate volume and voice projection, the pace of speaking, variation of pitch and tone, and enunciation of words

Additionally, speaking and listening skills complement one another It is simpler for kids to utilize language to communicate when they hear and comprehend what others are saying Children will be better able to use grammar, vocabulary, and sentence structure correctly and talk more confidently if they hear and comprehend them Students can then practice listening in order to practice speaking Additionally,

as youngsters speak, they will need to listen and comprehend what they are saying in order to change and rectify their actions When children talk, they will also need to

listen to the responses of others, so they can comprehend what they are saying and reply appropriately Thus, speaking exercises might help pupils improve their listening abilities

Listening - speaking is used in schools as a communication method to enhance thinking and facilitate learning Listening and speaking are two actions in school that are developed as skills under the careful guidance of teachers This practice is extremely vital in assisting students in doing better in normal communication tasks,

as well as adding to students' improvement of Vietnamese practical skills, thinking, and abilities

1.2.2 Language communication activities

The act of communicating through language includes both listening and speaking Speaking and listening are both forms of verbal communication These are the coding activities: generating and decoding speech, receiving speech with the engagement of mind and perception As a result, in order to fulfill the goal of teaching listening and speaking skills to primary school students, it is required to rely on the viewpoints and outcomes explored by the theory of communication activities Verbal communication is important not only for information but also for impact Language aspects are always evolving and changing from the standpoint of communication The efficiency of communication in communication activities is directly related to the knowledge of the aim of communication

The nature of language communication is firstly a social activity, through communication each individual expresses thoughts, feelings and things being talked about In particular, communication activities are not only structured activities, consisting of many different levels, but communication activities need a specific audience In the process of acting on the object, it changes the object and transforms the object (the object of teaching is language)

To perform the function, each communication consists of 2 activities: the activity of creating (or producing) speech (transmission - speaking), and the activity

of receiving (or) speech perceiving (receiving - listening) Communication activities are influenced by communication factors: communication purpose, communication method or communication situation (Nam, 2023)

Thus, communication is crucial in daily life People use language to convey information on a daily basis to build and sustain relationships with one another Communication is an essential human requirement Additionally, after a long day of work, people benefit from rest and entertainment provided through communication activities So, it makes sense to train pupils' speaking and listening abilities in the direction of communication Pupils can improve their listening and general language abilities through communication exercises, which also provide them the opportunity

to express themselves in real life

1.2.3 Psychological characteristics of students in grade 1

Different personalities can be found in a class; some students are extroverted, vivacious, and gregarious, while others are more reserved and take longer to adjust

to new surroundings First-graders frequently exhibit shy dispositions when speaking with adults or their pals (Huong, 2022) They may struggle to communicate and feel awkward when speaking as a result Teachers must therefore exercise patience and constantly remind kids to share with those around them In order to encourage students to speak up, teachers must set an example for them and provide them with guidance Many students are terrified of saying the wrong thing and provoking laughter or criticism

Some 1st graders have naughty personalities and love to explore and learn This can make the student easily distracted and unable to focus on the conversation Teachers need to give clear commands and ask them to give answers to prompts and check their listening Behavior control during this time is still poor, so some 1stgraders have competitive personalities, wanting to dominate and become the main talker This can prevent students from listening to others and effectively engaging in conversation Therefore, teachers need to set rules of communication, besides having clear rewards and punishments

At this stage, their thinking is mainly visual thinking Therefore, many students when talking about a certain issue often imitate adults but do not know how

to arrange expressions and often speak curtly Furthermore, 1st graders are developing language skills, they may not have mastered communication skills or how to express their opinions verbally, so they may have difficulty using vocabulary and grammar

to convey their meaning

Some first-graders may experience anxiety when they meet new people for the first time or are making the transition from kindergarten to primary school, which makes them wary of engaging with peers or adults First-graders often have good short-term concentration skills and are often very curious about their surroundings, which might make them easily distracted and uneasy and unable to concentrate on the conversation's topic

The first reason is that the perception of primary school students, in general,

is less detailed and unstable At the beginning of primary school, perception is often associated with intuitive actions (Ly, 2018) Therefore, teachers need to attract students with new speaking and listening activities, incorporating special colors and qualities that are different from usual, which will stimulate students to feel and perceive positively and exactly

The imagination is still simple, unstable and easy to change at the start of primary school Through this, teachers must develop children's thinking and imagination by turning "arid" knowledge into emotional images, and asking them questions that are suggestive and attractive Students participate in group activities,

so that they have the opportunity to share ideas, in order to develop listening and speaking skills

The student's intentional attention is still developing at this point, and his or her competency to regulate and focus attention is still limited Unintentional attention

is outmatched by intentional attention (Truong, 2017) Students at this age solely focus on their lessons, and there are games, vibrant and appealing visual aids, and other activities during class hours Their attention spans are still not strong enough to last, thus they get easily distracted while learning and communicating as well as having trouble staying concentrated for extended periods of time Therefore, exercises to develop speaking and listening skills need to be limited in time In addition, teachers pay attention to the individuality of the child

The feelings of primary school students are concrete and direct and are always associated with vivid and brilliant phenomena, At this time, their ability to control emotions is still immature Moreover, they are easily emotional and also easy to get angry The specific expression is that students cry easily but also laugh quickly, very innocent and carefree Therefore, in communication, teachers need to educate them

about emotions in skillful and delicate primary school students They should be led by vivid and attractive visual images, and especially should always pay attention to strengthening their feelings through specific speaking and listening skills development activities such as role-playing, learning games, group activities at school, etc so that students can recognize and adjust their emotions to communicate appropriately

In conclusion, first-graders' psychological traits can have an impact on their communication, thus providing them with the right education and assistance can help them improve their communication skills and engage in activities with confidence and effectiveness Additionally, appreciating and understanding children's personalities will enable adults to interact and speak with kids effectively In order for children to learn properly, adults must motivate and inspire them When children receive timely support and encouragement from adults, they become more self-assured and exhibit good psychological attributes If adults don't give them the support when they need it, students could feel low self-esteem

1.3 The practical basis of the topic

1.3.1 Vietnamese textbook grade 1, the book series "Ket noi tri thuc voi cuoc song”

1.3.1.1 Overview of Vietnamese textbook for grade 1, series “Ket noi tri thuc voi cuoc song”

Vietnamese textbook 1 consists of two volumes, published by Vietnam Education Publishing House The editor-in-chief is Bui Manh Hung (Bui Manh Hung, Le Thi Lan Anh, Nguyen Thi Ngan Hoa, Vu Thi Thanh Huong, Vu Thi Lan,

Vu Kim Bang, Trinh Cam Lan, Chu Thi Phuong, Tran Kim Phuong, Dang Thi Hao Tam, 2020)

Volume 1: Includes the authors: Le Thi Lan Anh, Nguyen Thi Ngan Hoa, Vu

Thi Thanh Huong, Vu Thi Lan

Figure 1.1 The Vietnamese textbook 1, volume 1, series “Ket noi tri thuc voi cuoc song”

Vietnamese textbook 1 - Volume 1 will instruct students how to pronounce, write and put together the letters in the Vietnamese table As well as helping to teach them the ability to write and read a sentence

This book, in particular, contains not only the fundamental information of the first-grade Vietnamese curriculum, but also several illustrated examples with pictures

to assist pupils in swiftly acquiring knowledge

Volume 2: Includes the authors: Vu Kim Bang, Trinh Cam Lan, Chu Thi

Phuong, Tran Kim Phuong, Dang Thi Hao Tam

Figure 1.2 The Vietnamese textbook 1, volume 2, series “Ket noi tri thuc voi cuoc song”

Continuing on from Volume 1, Vietnamese Textbook - Volume 2 will cover

the following topics: Me and you; Family home; Dear school; What you need to know;

Life lessons; Amazing nature; The world in your eyes; Country and people

There will be several lessons in each topic, and each lesson will require students to learn how to read a text and answer questions about that passage There are also some visuals to assist learners improve their rhyming skills

The Vietnamese 1 book series incorporates the core innovative thinking throughout the Vietnam Education Publishing House textbook compilation:

connecting knowledge with life Knowledge in textbooks is vital not just for

understanding and memorizing, but also for helping students develop and nurture the characteristics and abilities they will need in life

The book series integrates the most recent advances in language teaching textbook compilation from developed countries, as well as the experience of teaching Vietnamese in Vietnam, to support teachers and students in effectively implementing language teaching through communication activities in natural and close-to-life contexts

Vietnamese 1 has made significant strides in lesson design: Separate rhyming instruction concludes in semester 1, and less frequently used rhymes are transferred to semester 2 and integrated into full reading materials By structuring such lessons, the book helps students not only acquire communication skills fast, but also the competency to observe, imagine, think The book series captures learners' attention with new materials, innovative methods of utilizing corpus, and bright and colorful graphics

1.3.1.2 Basic new points of the textbook

a Beginning with the first lesson, the book incorporates the acquired syllables into sentences that is related to a certain event or state, and the book teaches phonics that are instantly associated with sentences (communication units) To recognize phonics and rhymes, start with whole sentences, then go on to syllables, compound rhymes, words, sentences, and paragraphs Furthermore, Vietnamese 1 allows students to read sentences on their own from the first lesson (the simplest sentence is A!) Students not only learn communication skills fast, but they also have the chance

to improve their competency to observe, imagine, reason, and so on

Example: Lesson 1: A, the book has been put phonic “a” into sentences in the

Recognition and real-life situations in part 4: Reading

The book has week 0 for students to get acquainted with school, friends, school supplies, and familiarize themselves with reading and writing posture, speaking, listening, basic writing strokes, numbers and tone marks, and the alphabet

The teaching of individual rhymes ends in the first semester The pupils learn the entire texts in the second semester Vietnamese 1 employs the following solutions

to accomplish the concept:

Less common rhymes, particularly those that are both less common and difficult (27 rhymes), are included in volume two, integrated into the reading text,

which means rhyming with the word containing that rhyme and adding the word containing that rhyme to the communication context, rather than taught separately as

in volume one This is the fundamental solution

Build several lessons using 3 rhymes (sometimes 4 rhymes) 3 or 4 rhyming lessons frequently consist of simple rhymes (easy to read and write), pronounced close together, and written identically Because all the letters in the rhymes have been trained to write in the phonics section, pupils no longer have a tough time writing letters in the rhymes Placing 3 easy rhymes (often 4 rhymes), pronounced close to each other and written identically in one session encourages pupils to use analogy while spelling, reducing the time required to learn individual rhymes Vietnamese 1 designed the number of compound rhymes and words to be written in 3 or 4 rhyming lessons, not more than 2 rhymes, to avoid putting strain on teachers and pupils The book also advocates that student do not necessarily have to read and write fluently the rhymes immediately after learning those rhymes Within 2 periods of a lesson, students read and write rhymes, to what extent depending on the ability of each child The ability to read and write the rhymes in the lesson will be reinforced and developed

in 2 additional practice periods each week, in the weekend review and repeated in the remaining lessons of Vietnamese 1

Vietnamese book 1, volume one has 112 rhymes, and volume two has 27 rhymes (total: 139 rhymes) The Vietnamese 1 book 2002 has 89 rhymes in volume one, 34 rhymes in volume two (total: 123 rhymes) Thus, the new Vietnamese 1 book has 23 more rhymes in volume one than the Vietnamese 1 book 2022 (while the time for Vietnamese grade 1 in the 2018 program increased by 36 hours compared to the Vietnamese program 2002), 12 periods per week compared to 10 periods per week), and 16 more syllables in both volumes (while the extra time for the whole school year

does not design teaching content according to minor subjects, but after practicing communication on the basis of the center of the lesson is the text, Students will meet all of the quality and competence goals defined in the lesson Lesson design based on the axes of reading, writing, speaking and listening skills is a common trend for language teaching textbooks (mother tongue as well as foreign languages) of developed countries today

c The corpus ensures a balanced and harmonious ratio between literary and informational texts Increase the rate of informational text and reduce the rate of literary text compared to the old Vietnamese textbooks The corpus is carefully selected, the content is suitable for the learners' understanding and experience, and the language is clear, standard and has high aesthetic value; helping students have the opportunity to connect with personal experiences, develop healthy personality and independent thinking

d Lesson content is designed in the form of activities, starting with statements that express the requirements that learners need to perform As a result, students can use books for self-study, parents can help their children study at home, and teachers are convenient in organizing teaching activities

e According to the requirements of the new program, Vietnamese 1 pays attention to spending time on extended reading activities This is an activity that gives students the opportunity to find more books to read according to their own interests with the guidance, support and testing of teachers Volume one focuses on helping students develop reading skills of letters, rhymes, compound rhymes, words, sentences, and short paragraphs, so the requirement for extended reading has not yet been set In volume two, extended reading is mainly designed in the review part of the lessons (topic) The content of the extended reading text is oriented on the basis

of the topic of the lesson that students have just completed Requirements for reading skills are also reasonably increased, from general requirements such as “talk about what you have read” to more specific requirements such as “say your thoughts”, and

"say what you know more”

From there, students may share their knowledge, experience, excitement, and

so on in receiving the lesson; form groups, engage in interactive activities; voice their thoughts before the difficulties generated by the lesson;

f In addition to the unique content, the book also has a vivid and attractive presentation and illustrations Students will feel excited about learning Vietnamese when holding this book in their hands and gradually discovering the lessons written for them in it At the end of the book, there is an explanation of terms to help students understand some words during the reading process

g Students not only learn Vietnamese but also form and develop their aesthetic and literary abilities Students are also formed and developed the main qualities and general competencies specified in the new general education program (Hung, 2021)

1.3.2 Some common concerns of speaking and listening skills for grade 1 Vietnamese, the book series "Ket noi tri thuc voi cuoc song”

1.3.2.1 The necessity of developing listening and speaking skills for 1 st graders

Developing listening and speaking skills for 1st graders is crucial, as it helps them to communicate effectively with others and express themselves clearly Because the 1st-grade stage is the period when children are developing language quickly and are not much affected by other factors In addition, students in grade 1 before going

to school already "listen and speak" Vietnamese, but they are still not really proficient and in fact, their speaking activities are still limited Therefore, not only teachers but also parents need to pay attention to developing these two skills for their children, to help them communicate in the best way As a result, communication is a necessary skill to live and work in society, so students can speak and listen well, they can communicate effectively, create good relationships and solve problems in their lives

Students with good listening skills are essential to problem-solving Listening

to other people's perspectives and ideas can help children find solutions to problems and work collaboratively with others It can be said that listening and speaking skills are very important in social situations Effective communication allows children to express their needs, wants, and feelings, and helps them form relationships with others When a child is able to communicate effectively with others, they feel more confident in themselves and their abilities

Developing listening skills enables students to understand the intentions and content of others when speaking, working in groups, or participating in class This will help them learn more effectively Students who can listen attentively and express

themselves coherently are more likely to understand and retain information in class Developing listening and speaking skills will help them accumulate new knowledge

In addition, speaking skills help students confidently present their opinions and views

in front of the class, creating initiative in learning and developing presentation skills Listening and speaking skills are the basis for developing reading and writing skills

If students already know how to listen and speak well, they will have an easier time reading and writing and can develop these skills more quickly To acquire new knowledge, it is very important to listen and use that language

Overall, the development of listening and speaking skills in 1st graders is critical to their personal, social and academic development

1.3.2.2 The significance of Vietnamese language textbook in developing listening and speaking skills for 1 st graders

The Vietnamese language textbooks play a crucial role in developing listening and speaking skills for 1st graders They set out a clear framework for teaching listening and speaking skills to 1st graders In addition, they provide a systematic approach to language learning and provide a range of activities that help students engage with the language in a meaningful way

The Vietnamese language textbooks come with audio resources that allow students to hear native speakers pronouncing words and phrases correctly Moreover, they include a range of listening activities that help students develop their listening comprehension This includes listening to stories, dialogues, and songs This helps them develop their listening skills and learn to understand spoken Vietnamese Besides, the textbooks include a range of speaking activities that provide students with opportunities to practice their speaking skills This includes activities such as question and answer sessions, role plays, and presentations

The textbooks include a range of vocabulary activities that help students learn new words and phrases This is essential for developing their speaking and listening skills as they need to understand the language in order to use it Moreover, they offer

a variety of activities that help children develop their listening and speaking skills These activities include listening exercises, speaking prompts, and role-playing activities… that allow children to practice their language skills in a fun and engaging way The Vietnamese language textbook also includes cultural materials that help

students learn about the culture and customs of Vietnam This is important for developing their communication skills, as they need to understand the cultural context

in which they are using the language

The textbooks encourage active participation from students They provide opportunities for them to speak and listen to the language in a supportive environment, which helps build their confidence and motivation to learn Besides, they provide students with the tools they need to study independently They can use the textbooks

to review what they've learned in class, practice their skills, and reinforce their knowledge Not only that, textbooks support teachers in their efforts to teach the language effectively They provide guidance on how to teach the language, including lesson plans, teaching strategies, and assessment tools

In conclusion, Vietnamese language textbook is an important tool for developing listening and speaking skills for 1st graders

1.3.2.3 Teaching listening and speaking for students in grade 1 in the orientation of competency development

Achievable requirements for Vietnamese listening and speaking skills according to the content of general education in primary school

Speaking skills: comprising demands for volume, speed, continuity,

expression, presentation, attitude, a variety of gestures, means of support when speaking, etc

Listening skills: these requirements include things like how to listen, how to

take notes, how to ask and answer questions, how to act, how to combine gestures with listening, how to listen through technology, etc

Interactive speaking and listening skills: including the need for a positive

attitude, adherence to conversational norms, and knowledge of rules for conversations, interviews, etc (Training, Chuong trinh giao duc pho thong tong the

2018, 2018)

Requirements for listening and speaking skills for students in grade 1

following specific grade content

Speaking

- Speak clearly and in sentences Know how to look at the listener when speaking

- Ask simple questions and answer them correctly

- Speak and respond to greetings, excuses, thanks, and apologies, appropriate to the audience

- Know a short introduction about yourself, your family, and your favorite objects based on suggestions

- Can retell a passage or a simple story that has been read, watched or heard (based on the illustrations and prompts under the pictures)

Listening

- Have a habit and attitude of paying attention to what others say (look at the speaker, have an appropriate listening posture) Ask a few questions to rephrase the unclear things

- Listen and understand the announcements, instructions, requirements, and rules in the classroom

- Listen to a story and answer the questions: Who? What? When? Where?

Interactive Listening

- Know how to raise your hand to speak, and wait for your turn to speak

- Ability to communicate in groups to share simple ideas and information (Chuong trinh giao duc pho thong mon Ngu Van, 2018)

1.3.2.4 Types of speaking and listening lesson in Vietnamese textbook grade 1, book series “Ket noi tri thuc voi cuoc song”

The content of practicing listening and speaking skills in conversations has two major forms: practicing listening and speaking skills in communication situations,

as well as, practicing listening and speaking skills according to etiquette such as greetings, thanks, apologies, request, and invite Monologues can be divided into two major types The first form is an introductory monologue, speaking (and listening) according to speech etiquette or on topics associated with the content of the lesson

The second form is a monologue with elements of narrative (about activities witnessed, participated) of narration, of description

The content of the lessons in those subjects is concerned with the practice and practice of listening, speaking, reading and writing skills in addition to the goal of providing the knowledge to be acquired The content of listening and speaking skills training is shown in many lessons in Vietnamese grade 1 The content of listening and speaking skills is given to practice through the use of speech etiquette form, question and answer, storytelling, comments, evaluation, etc

Many opportunities for students to practice speaking and listening skills have been established by the system of exercises linked to themes and the teaching methodology used in the current Vietnamese textbook program This has helped students review their coursework and complete their assignments To develop skills

of speaking by topic, specifically: encouraging students to talk about a picture (freely), and applying communication-oriented teaching methods to create an active, flexible, friendly and positive learning atmosphere in order to debate, comment, evaluate and defend opinions, etc

The system of exercises helps students practice listening-speaking skills for grade 1 students from simple to complex The system of listening and speaking exercises is always directed to the goals and requirements set forth, promoting the initiative and positive spirit of cooperation of students, gradually forming and developing listening and speaking skills for 1st-grade students

The first type of lesson is "Speaking and listening according to the pictures"

In volume 1, for exercises to practice some speech rituals, from week 1 to week 10, lesson 1 and lesson 3 of each week, the speaking part is for students to practice basic speech rituals prescribed in the program, helping them develop skills

of greeting, introduction, thanks, apologies, and asking for permission

Figure 1.3 Speaking and listening according to the pictures following speech rituals, unit 21, page

55, volume 1

For a topic-based talk, the selected speaking topics are usually associated with the content read immediately before, without being constrained by the phonics or rhymes in the lesson

Figure 1.4 Speaking and listening according to the pictures following topics, unit 22, page 57,

volume 1

In volume 2, the listening and speaking exercises by topics will add more requirements such as using the words given in the box to speak according to the pictures or based on the pictures and the given words to answer the questions, instead

of observing the pictures and speaking freely as before The requirement has also increased in difficulty

Figure 1.5 Speaking and listening according to the pictures with given words, unit 4, page 76,

volume 2

In addition, the beginning of the lesson is a warm-up activity to mobilize experience, and understanding and create a mood for students to read and understand the text better This activity is usually organized in the form of students observing pictures showing events and characters related to the content of the reading text, then exchanging, discussing and answering questions

Figure 1.6 Speaking and listening according to the pictures with questions, unit 4, page 34, volume 2

The second type of lesson is "Speaking and listening by topics"

This exercise has taken on many different forms to engage students in addition

to combining speaking with pictures related to the lesson's topic today, such as games, painting, singing, solving puzzles, responding to questions, gathering information, exchanging, sharing (without pictures), naming pictures, etc

Figure 1.7 Speaking and listening according to topics with games, unit 6, page 61, volume 2

Figure 1.8 Speaking and listening according to topics with painting, unit 1, page 125, volume 2

Figure 1.9 Speaking and listening according to topics with singing, unit 1, page 27, volume 2

Figure 1.10 Speaking and listening according to topics with naming for the picture, unit 2, page

151, volume 2

Speaking and listening as an extension of reading As a result, reading, speaking and listening effectively support each other Reading prepares content for speaking and listening Speaking and listening help students better understand the content of the reading section This is also a learning activity that helps students become more confident when communicating, creating a premise for presentation

skills in upper grades A short time at the end of each lesson for speaking and listening relatively freely also helps students reduce stress after nearly 2 lessons

The last type of lesson is “Storytelling”

In “Review and Storytelling” at the end of each week in volume 1, storytelling helps students develop skills of listening, speaking, imagining, reasoning, etc Students rely on suggested questions to be able to state the content of each picture

Figure 1.11 Storytelling with questions, unit 30, page 73, volume 1

In volume 2, the story-telling part is no longer prompting questions but instead narration words, which helps pupils to unleash their creativity but still needs to be reasonable in accordance with the story

Figure 1.12 Storytelling with narration words, unit 3, page 72, volume 2

1.3.3 Current situation of teaching and learning speaking and listening skills for 1 st

graders through Vietnamese language book, series "Ket noi tri thuc voi cuoc song"

Survey objects, content, survey area and survey organization

- Survey objects: The total number of survey participants is 119 people, including:

• 104 1st graders from 4 classes 1A1, 1A2 and 1B1 and 1B2 at Vinschool Times City T36 Primary School

• 15 teachers directly teach first-grade Vietnamese language at Vinschool Times City T36 Primary School

- Content: Investigating the current situation, collecting information on the speaking and listening skills of grade 1 students, and practice teaching speaking and listening skills in grade 1 at Vinschool Times City T36 Primary School

- Survey area: Vinschool Times City Primary School T36

- Survey organization: The survey was conducted in March 2023, for teachers surveyed by using Google form online, and for students surveyed by filling out a survey sheet (parents and teachers can assist students in filling out forms) There are 15 homeroom teachers in grade 1 who also teach Vietnamese in those classes The number of students surveyed was 104 students, of which 25 were in class 1A1, 26 were in class 1A2, 26 were in class 1B1 and 27 were in class 1B2 After collecting the survey forms and checking, 15 teachers' survey questionnaires and

104 students' survey questionnaires were received fully, and none had errors

Survey results

Current situation of teachers' teaching speaking and listening skills

The survey results show that teachers are generally aware of the importance

of listening, speaking, reading and writing skills, none of which are rated at level 1 and level 2

Table 1.1 Survey the importance of listening and speaking skills in 5 levels

Quantity Ratio Quantity Ratio Quantity Ratio

writing skills is 60% and 0% at level 3 It indicates that a certain number of teachers have overlooked speaking and listening skills and only focused on the other two

In terms of the amount of time that teachers usually spend to teach listening and speaking skills in each lesson, 6 teachers chose 15%, 9 teachers chose 35%, and 0 teachers chose 55% or 75% Given such results, it is evident that the time spent on teaching listening and speaking skills is insufficient Because the amount of knowledge

in each Vietnamese lesson in 1st grade is more significant than that of the old educational curriculum, it is inevitable that teachers will face difficulties in the teaching process in class to ensure that students can read and write fluently in accordance with the program’s requirements Therefore, there is little time to invest in practicing speaking and listening Thus, teaching speaking and listening is purely formal Moreover, students’ participations are few, and the instructions are also sketchy

For the question "What type of listening and speaking lesson according to the

textbook that teachers find difficult to teach?" The highest percentage is Storytelling with 47% and the type that teachers find the least difficult is Speaking and listening

according to the pictures with 27% In addition to the difficulties when teaching the

above types of lessons, there are other difficulties when teaching listening and speaking skills to students, which are listed as follows:

Table 1.2 Difficulties that teachers often face when teaching listening and speaking skills to students

Common difficulties

Number

of people surveyed

Number of people who agree

Ratio

1 Students have not paid attention 15 15 100%

2 Students do not voluntarily say full

sentences; answers are short and curt 15 15 100%

3 The language ability of some students is still

limited, it takes a long time to wait for them

to speak in sentences or express their ideas

4 Lack of time to teach fully and thoroughly 15 14 90%

5 The way to implement the exercise format is

6 The level of awareness and skills of students

7 Some topics have few pictures or difficult to

find videos for students to observe visually 15 6 40%

8 The student's memory of the details of the

9 Incomplete story and situation props 15 4 27% Based on the results of the table above, it can be seen that the difficulty that every teacher encounters is that students do not pay attention, focus, do not voluntarily say full sentences and the answers are short Therefore, teachers need to encourage students to practice listening and speaking skills and have new exercises

to develop listening and speaking skills to attract students

90% of teachers find there is a lack of time to be able to fully and thoroughly teach the issues of that listening and speaking skill development exercise Therefore, teachers will spend less time researching and guiding students, as well as being afraid to prepare teaching aids It is also because of such little time, that some teachers are confused about how to effectively teach listening and speaking skills, leading to 70% of teachers not deploying exercises in a rich manner and can use mold methods in patterns

Meanwhile, 60% of teachers found that it took a long time to wait for students

to speak in sentences or complete their sentences due to the limited language ability

of some children This caused some teachers to limit calling these children, for fear that it would take up a lot of class time Besides, most teachers also find it difficult when the students' detailed memorization of the story is limited Therefore, the story-telling activity takes a long time without reaching the goal of the lesson

With the difficulty, "The level of awareness and skills of students in the class

is uneven" accounting for 87%, it makes teachers take a long time to pay attention to the objects Therefore, teachers need to categorize students to put questions to suit