Some experiences in teaching skills of speaking english for primary students

MỤC LỤCOF EDUCATION AND TRAINING THANH HOA DEPARTMENT THANH HOA DISTRICT DEPARTMENT OF EDUCATION AND TRAINING ========*****======== INITIATIVES SOME EXPERIENCES IN TEACHING SKILLS OF SPEAKING ENGLISH FOR PRIMARY STUDENTS Implementer: Nguyen Thi Thom Position: A teacher of English Work unit: Tao Xuyen Primary & Secondary School Subject: English THANH HOA 2019 INDEX Content Page I INTRODUCTION 1 Rationale Aims of the study Scope and object of the research Methods of the research New points of the initiatives II CONTENT Theoretical background The reality of the issue 3 Solutions 3.1 Types of practising are used for developing speaking skills 3.2 Give students a quick way to reflect in English 13 3.3 Train pronounciation for students 14 3.4 Teach students to use stress and intonation when speaking 15 Achieved results 15 4.1 Assess the implementation process 15 4.2 Research results 15 4.3 Lessons learned 16 III CONCLUSION AND RECOMMENDATIONS 17 Conclusion 17 Recommendations 17 I INTRODUCTION Rationale English is very important for morden life It is mainly through the English language that we gain access to the various sources of knowledge English is a language which is spoken and understood by many people in most country of the world Following the continuous development of international exchanges, English universalization has become an indispensable thing Not only adults want to be able to speak fluently with foreigners, but even young children want to communicate in English with international friends Therefore, the Education and Training sector has conducted a comprehensive renovation of teaching programs and methods to improve the quality of teaching and learning Previously, Vietnam did not integrate with other countries in the world, so the investment for students to improve English was still limited But today with the general momentum of human development, learning foreign languages is essential Seeing this importance, the Education and Training sector has taken English teaching and learning right at the primary level Currently all primary schools across the country have taught English programs starting at the rd grade and many schools have taught English programs from the 1st grade The majority achieves a level of international language Most children in the country from urban to rural areas are familiar with English early through teaching in schools Four skills: listening, speaking, reading and writing are taking place simultaneously in the process of teaching and learning foreign languages For primary students, they initially get acquainted with English program so they are limited in how to communicate whether they still understand lessons, understand sentences, structures but they are shy, nervous to talk To meet this requirement, students must use the corpus that has been learned to communicate activities effectively Speaking English is a prerequisite for learning languages, in order to give them confidence in communicating in English So how to help them communicate in English in a natural way? How to pass English to help them develop the communication skills of the children? After studying textbooks, reference materials thematic learning for English teachers and teaching practices in the past few years, I chose the "Some experiences in teaching skills of speaking English for primary students” initiative as the subject for my experience This is the premise for the direction of the quality of teaching and learning, attracting students passionate about this subject and to devise effective instructional experiences that I have applied in the past time activities Aims of the study As a teacher of English, I must impart knowledge to my students in a positive way and have the highest efficiency "Some experiences in teaching skills of speaking English for primary students” has been applied by me in the time teaching English for students at Tao Xuyen Primary School and I realized the advantages of this teaching activity is: - Make lessons more active, happier and more productive - Build communicative competence, ability to speak English for primary students - Help students feel more confident in their ability to communicate English Scope and object of the research - The main content of studying is about teaching skills of speaking English for primary students - The object of studying is students from grade to grade at Tao Xuyen Primary School Methods of the research To implement the content of the subjects, I used some following basic methods: - Reseach and find out English material taught at primary school - Synthesis of reasoning through references, textbooks, the reality of teaching and learning at Tao Xuyen Primary School - Observe, visit classes, interview students - Draw on the experience through the research process - Survey on school academic year 2018 - 2019, apply the methods of the research to provide the most objective results New points of initiatives Based on the foundation of the old initiatives and the experience gained in this school year, I have added the following new points to this initiatives of teaching English speaking skills: - Give students a quick way to reflect in English - Train pronunciation for students - Teach students to use stress and intonation when speaking - In addition, I have corrected my initiatives to match the current textbook program of the Ministry of Education and Training II CONTENT Theoretical background Primary level of education is a solid foundation for the development of knowledge and skills for higher education For elementary age children to school as they reach out to a new knowledge - rich and diverse, teaching English in is to teach students how to use good English, to be effective The school's goal of teaching English for Primary children is teach a basic understanding of English and using English skills to communicate Now teaching English is enabling students to develop their thinking, forming ideas, healthy emotions, clarity, with the good qualities Teaching English language as well as teaching other languages, teaching process is a combination of the skills: listening, speaking, reading and writing and focus on teaching listening and speaking skills to achieve the purpose of the communication From many years of teaching English programs for primary students, from the reference program of teaching advanced English online, I found to help primary students communicate in English quickly and effectively, the teaching speaking skills to students is very important, it helps them feel more confident when communicating in English The reality of the issue * Advantages In recent year, the teaching and learning of English by the method of innovation is concerned by Thanh Hoa Education and Traning Department and Thanh Hoa Education and Traning Office Every year, the education sector has organized the contest of good students through the written tests and tests through Internet There are contests of good teachers, visit classes, schools to get experiences, promote innovative teaching methods to achieve higher results In addition, the Department also facilitates for teachers of English participated in approaching the thematic changes in curriculum and teaching methods I myself was fostered professional knowledge and participated in training on teaching method innovation, attending planned teaching of colleagues and friends For the students, with the curriculum and new textbooks, they access to new methods of teaching and new ways of learning, many students have loved this subject * Difficulties Many students not pay attention to foreign languages, prepare lessons a sketchy way to deal with when they learn this subject So they have boring psychology in learning English During school hours, the majority of them are usually passive, lack of flexibility, they have problems in reading English, speaking and participating in speaking lesson Primary students are the children, the level of their awareness is low, the quality of academic disciplines asynchronous Many students have not focused on English, they think that this is elective subject so students themselves and even parents are not interested in this one Moreover, they not cultivate the knowledge has learned in class and the majority of students not apply what they have learned and cannot develop their listening and speaking skills Some family conditions are not sufficiently material to foster self-learning and more Many parents are not really interested in their children's learning and the majority of parents not know English subjects to tutor and help children Difficulties with teachers in the teaching process, which is mostly in the rural school facilities conditions are scarce Teaching aids of English are limited with less visual aids, facilities using for teaching and learning The school lacks of function classrooms, sound, pictures English classes not meet the requirements for all students to learn English English in primary school holds a significant role in the learning process of the children It equips them minimal vocabulary, basic grammar and sentence patterns, simple theme about friends, family, school, the world around them Therefore, to inspire and reinforce students' knowledge is an extremely important and often work Because this affects very much motivated by the children, a basic factor affecting the process of learning a foreign language: No children will not learn the engine and the consolidation of knowledge, also inculcate more the corpus of the lessons learned in a systematic way, as a solid foundation to help them learn better, more confident in the learning process later For the quality of their courses to achieve the best results the school had truly charismatic, playful comfortable atmosphere, inspire students to absorb foreign culture that they themselves have not been known So how to make effective teaching methods, given the actual lectures and lively and charismatic student is not an easy question to answer to each of our teachers Based on actual situation of learning in grades 3, 4, 5; the levels of all students acquire after a few weeks of the school year with conventional teaching methods I tested students by interviewing and classify objects of students, comparing the initial results of teaching, as a basis for comparison of experimental with results after teaching by this methods THE TABLE OF SURVEY RESULS (September 2018) Grad e Numbe r of student s Excellent Good Average Weak 60 12 Ss (20,0%) 16 Ss (26,7%) 25 Ss (41,7%) Ss (11,6%) 54 11 Ss (20,4%) 14 Ss (25,9%) 24 Ss (44,4%) Ss (9,3%) 48 Ss (18,7%) 12 Ss (25,0%) 21 Ss (43,8%) Ss (12,5%) Solutions 3.1 Types of practising are used for developing speaking skills To learn more gently, and effectively attract the attention of young English language learners, teachers require to invest in furniture and teaching methods to indoctrinate students Pronunciation, vocabulary, grammar relationships form close together to practise the speaking skills for students Description Talk is the kind of exercise undertaken after catching target language (topics, vocabulary and sentence patterns), so it is the part to practice language in different situations There are many types of talk and here are all commonly used in primary textbooks: Let’s talk, Ask and answer questions about… With the title “Let’s talk”, example: Exercises for students practice questioning and answering about what students at break time, students will use the question What you at break time? And the answer is I (play basketball/ play table tennis/ play football/ ) Circumstance: At break time Unit 10 - Lesson - Grade With the title “Ask and answer questions about….”, example: Exercises for students practice talking about what happens in each picture Circumstance: The story of Mai An Tiem a b c d Unit 14 - Lesson - Grade The forms of speaking * Talk: - Aims: If Look, listen and repeat and Point and say (Point, ask and answer) are two kinds of exercises used to introduce new language, Talk is used to strengthen, extend and recycle the corpus in two parts above Therefore, all steps are not teaching vocabulary and grammar, but focus on building situations and what to say in situations - Steps: + Study the situation Students open the textbook, research contents of pictures They can the task independently or work in pairs or groups to describe the picture in Vietnamese + Picture description While identifying situations in Vietnamese, all the words are said in English In grades and 5, teacher can guide students to describe the picture in English Teacher notices to fix pronunciation (word stress, sentence stress and intonation) Important notice: not interrupt students talking to correct errors but correct when they finish speaking, if any + Role-play Example: Circumstance: Asking the way Unit 16 - Lesson - Grade Guide all students to act as a asker and a director Then call two students to act out: Student 1: Where’s the .? Student (Open the map): It’s on Depend on the situation that the picture given, teacher takes students on the role-play + Chaining: In the chain exercises, we use an object or picture elements to make suggestions Show pictures or things for the first student to ask questions involved Students answer Turn to the second student, ask this question but replace elements Just like that continue until everyone is asked and answered Divide the class into small groups of or students Perform the exercises in each group Example: Unit - Lesson - Grade Teacher: What subjects you have today? Student 1: I have Maths Student 2: I have Maths and IT Student 3: I have Maths, IT and Science Do like that until the last person in the group While practising, students who not remember the sentences of the previous speakers or cannot find the next sentence will lose turns + Drama: For the situation pictures, let students react the situation, or teacher bases on the requirement of exercise, the content of the picture to build a drama and guide students to perfrorm Important note: With description technique, teacher should ask students to review vocabulary and sentence patterns which are used to describe With question and answer technique, teacher also reviews vocabulary and identify sentence patterns, but mostly questions Teacher should pay attention to the picture content If the pictures are single pictures (Picture 1), the questions not need to link with each other But if the pictures are situation ones (Picture 2), the questions must be linked to create a story a b c d (Picture 1) Unit 18 - Lesson - Grade (Picture 2) Unit 18 - Lesson - Grade This exercise has a similar format: Ask and answer questions about what is happening in each picture * Look at the photo Tell the story - Aims: This exercise requires higher Students create their own speech, using new sentence patterns of the lesson in form of narrative or conversation to communicate in groups on this topic - Steps: For picture description, according to following steps: + Use flash cards, remind students of some words and sentences using to describe + Ask students to look at pictures as a hint Depend on levels of students to give requests (general, more detailed, description and comment, description and opinions, description and comparison) + Students work in groups to describe pictures + Call some groups to describe Other students listen and make questions For conversation, according to following steps: + Vocabulary: Use flash cards to memorize students words, phrases Teach students how to use new sentence patterns Do not analyze grammar but guide students to use sentence patterns as a ready-made unit Example: Teacher gives a situation: When you ask about time, you use the sentence: What time is it? The answer depends on specific time Use flash cards or sketch to teach So we use situations to teach how to use sentences, not translate Focus on stress and intonation Group work: Students describe pictures together Example: Student 1: There was a fox and a crow Student 2: The crow stood on the roof of a house with a piece of meat Student 3: The hungry fox was standing on the ground Student 4: The fox asked the crow “Can you give me some meat?” etc Unit 14 - Lesson - Grade - Describe by all abilities (Genenal description, detail description, description and comment, description and opinions, description and comparison) Pair work: Divide students into pairs, one asks and one answers about the picture Example: Student 1: Who are they? Student 2: They are Phong, Tony, Linda and Nam Student 1: Where are they? Student 2: They are in the living room Student 1: What’s Phong doing? Student 2: He’s watching TV Unit - Lesson - Grade Ask students to use all kinds of questions they have known to ask and answer * Talk (with guiding questions) - Aims: This is a kind of practicing with topic This exercise is usually used in grade Guiding questions are suggested questions about content of a specific topic, example: subjects, jobs, sports and games, traffic rules There are two ways of practicing: Narrative and conversation Narative: Base on guiding questions with understanding of topic to build a monologue, tell what they know about the topic Example: With the guiding questions and pictures about books, students have to talk about observing traffic rules Conversation: Base on guiding questions with understanding of topic, students ask and answer about that topic 10 Unit 19- Grade - Steps: Elicitation (Class work): Students talk in English about what they know about traffic rules Example: - Must not go on the left side - Use the zebra crossing - Must not walk on the grass - When the red light is on you must wait for the green light to cross the road… Teacher writes students’ ideas on the boad Group work: Students reseach on the signs together, point to each sign and say aloud the sign that indicates whether or not to Example: - You must not go straight - You must turn left - You must not turn right - You must not ride a bike,… Class work: Teacher gives some questions, calls some students answer, write down the students’ answers on the board Now students have enough materials to talk about the topic, observe traffic rules and build together a narrative about a street with some sings, or ask and answer about this topic (base on contents of the signs and students’ understandings) Drama: Teacher and students build a situation, for example: accidents or traffic collisions on the street or take a scene of traffic on the street Call a group of student to role-play, for example: a scene of traffic on the street (if the class is large enough) * Project: Draw (colour) and talk Example: - Colour the rainbow Talk about it with your classmates (Unit - Grade 3) - Draw your family Tell your classmates about it (Unit 11 - Grade 3) - Draw your bedroom and describe it to your classmates (Unit 13 - Grade 3) - Draw a picture of your pet and tell your class about it (Unit 16 - Grade 3) - Draw and colour your toys or pets Talk to your classmates about them (Unit 17 - Grade 3) - Aims: This kind of exercise is used for small children Exercises start by drawing and then using that painting to learn to talk Drawing and colouring are two activities that young learners enjoy - Steps: Materials: Papers and pencils (coloured pencils) + Draw (colour) a picture: Teacher gives students a assignment to draw (colour) Example: Colour the rainbow Talk about it with your classmate 11 Unit - Lesson - Grade Students the task independently to complete the colouring Teacher goes around and monitors the activity and offers help when necessary In case, students have difficulties in drawing or colouring, teacher should photocopy some pictures Students must complete the pictures if they are a part of object/animal, or connect the dots/numbers/letters After completing the drawing, students have to colour the picture + Description: Call each student to introduce his/her pet For grade students, just name the pet in English For grades students, use the phrases which have learnt to introduce If they know animals’ sounds, they can imitate the sounds after naming - Cat Miaow! Miaow! - This is my cat Miaow! Miaow! - This is my dog Woof! Woof! - This is my blue bird! Chirp! Chirp! It’s small Important note: Correct mistakes for students when they complete their introductions - Drama: Drama 1: Guessing Call a student to the board bring his/her pet but hid behind, not let class know The student introduce what his/her pet is Student 1: This is my cat Miaow! Miaow! Then teacher calls some students to stand up to ask, using sentence patterns have learnt: It it…? (big/small/tall/sort/white/black…) Student answers: Yes/No Continue such questions to have all the right answers Student repeats: Yes This is my cat It’s small It’s white Ater that, student comes back his/her sit Other students the same Drama 2: A train Call a sudent as a locomotive This student does stoop bending movement, hands push forward, backs to imitate train wheels (Socks-and-shoes! 12 Socks-and-shoes!) Teacher says aloud: Stop! Cat! The train stops Student runs to bring the cat picture, runs and sounds Miaow! Miaow! Then hugs the student 1’s back as a train The train runs Teacher says aloud: Stop! Dog! The train stops Student runs and sounds Woof! Woof! then hugs the student 2’s back The train runs So on, the train is lengthened Do the same with other groups 3.2 Give students a quick way to reflect in English Even when you are familiar with English, although you not have the vocabulary if you have, it is very limited However, teachers should still strengthen speaking English in class, usually simple commands like: Stand up , please Sit down, please Open your book, please Close your book, please Look at your book / the picture on page Listen and repeat Come on Go to the board Raise your hands Let’s it again Sing and Make a circle Move around, etc In general, at first the students are bewildered but gradually, they understand and follow the teacher's orders After the children have learned a new sentence pattern, teachers should use it regularly in the classroom so that they have good reflexes Practicing for students should not understand Vietnamese underground and then translate it into English Teachers need to make them love and enjoy learning English Specifically, through beautiful textbooks, animated films, games, advertisements, common items make children interested in the words, sounds different from Vietnamese; play games and practice singing along to the film, follow the disc, follow the singer, follow the English songs Thus, their language ability will grow We are creating stimulating surroundings where we find that learning English is essential During school hours teachers should use drawings, gestures, etc other non-verbal actions to express a word When speaking in English, try to express it in any way possible, including using gestures Example: 13 + When putting the word "a dog", the teacher can draw a quick sketch of the dog, or the mouth simulates the sound of the dog, or combine both hands to make the dog's ears So they remember longer For students, to quickly remember and understand English, they must use it The way to copy and rewrite one sentence, one new word is no longer useful But when you learn a new word, a new sentence pattern, you must use it right away in everyday practical situations Therefore, the practicing method is very important They should use English in many places, not just in the classroom Do not make students afraid or afraid to speak English because they are worried that they are wrong Encourage them to never be afraid to make mistakes when speaking in English It is the boldness that learns English well Teach children how to ask again or ask the person to repeat it if they not understand the meaning For example: + Can you say it again? + Can you repeat your question? On the other hand, English learning hours are always lively and create gentle psychology that does not constrain the scores of learning outcomes Teachers always praise students, happy about students Teaching English through communication is the best Teach children to try to guess the meaning of the word, sentence by basing the content of the reading, listening or communication situation + Can you guess the content of the dialogue? + How you answer it? + How you say when? The role-play method is very important in this stage It is the best to organize English training during class hours for students in groups: groupwork or pairwork 3.3 Train pronunciation for students In the process of communicating in English, others want to understand what they say Students need to pronounce words and sentences clearly So when introducing the language, teachers need to read the standard of both phonetic and accentual intonation so that they can imitate because this is the basic element in teaching and speaking Of course, it is impossible to standardize as native English speakers but in order to have the most accurate pronunciation results we should listen hard to native speakers Teachers should persist in pronouncing pronunciation for students to make them have a habit of correctly pronouncing and having to pronounce correctly Because if you first learn English and your pronunciation is not correct, it will become a habit of bad influence in the process of learning and communication later Pronunciation forms: Listen and repeat, Point and say, Let’s chant 14 Example: + Stand at the beginning of the word: Tony, yes + Stand in the middle of the word: kitchen, bathroom + Stand at the end of the word: played, painted 3.4 Teach students to use stress and intonation when speaking Intonation is simply understood as the rise and fall of the voice The listener may misunderstand the meaning of the speaker completely if the speaker uses the wrong language, because the intonation is compared with the soul of the sentence Actually intonation has a small effect on acquiring and understanding information in communication Especially with English, intonation not only helps listeners understand what we are saying, but also shows the attitude, the profound meaning of the words If you understand correctly, practice good accent and standard intonation, you will both speak English well, listen well and understand all of the deep meaning of the speaker in communication Therefore, while teaching speaking skill, teachers combine intonation training for students so that students have the habit of saying the right intonation Example: Unit 12 - Grade - 'Don’t 'play with the 'knife! ↷ 'OK, I 'won’t ↷ - 'Why 'shouldn’t I 'play with the 'stove? ↷ Be'cause you may 'cut your'self ↷ Achieved results 4.1 Assess the implementation process - During the past school year, teaching combines many positive elements which have always motivated me to explore, improve teaching methods, creative flexibility in each class really effective - Organize for the children to participate in games to create a deep impression on vocabulary and sentence patterns, most of them are active learning, enthusiasm, help them feel more confident in their abilities to communicate English + For the teacher: - Create the inspiration for teaching - Impress for students, help students creative while communicating + For the student : - Love to see teacher’s teaching - Speaking skill is more developed - There is an inspiration in classes, making them always look forward to the next lesson - Students inculcate the sentence patterns and vocabulary in lessons - Teachers with students and students with students are closer, more friendly and create fun classroom atmosphere, more comfortable 4.2 Research results The presence of the subject not only helps to familiarize myself in the field of scientific research, but also to penetrate, discover, be able to take 15 measures which I have presented in this initiative Thereby the quality of teaching and learning is increasing, language learning skills of students is growing THE TABLE OF SURVEY RESULTS (March 2019) Grad e Number of students Excellent Good Average Weak 60 18 Ss (30,0%) 25 Ss (41,6%) 16 Ss (26,7%) S (1,7%) 54 17 Ss (31,5%) 23 Ss (42,6%) 14 Ss (25,9%) S (0%) 48 14 Ss (29,2%) 20 Ss (41,6%) 13 Ss (27,1%) S (2,1%) 4.3 Lessons learned After applying successfully my initiatives in this school year, I have achieved remarkable results and have valuable experiences for myself as follow: - Encouraging and motivating students is also a very important factor to make children focus on practising speaking English - Teachers need to choose appropriate teaching methods for each student, flexibly coordinate methods, teaching techniques and key knowledge in the process of teaching hours - Teachers need to be engaged, attract students to the content of the lesson and encourage them to apply creatively during the practice - Teachers must always create an English language environment during class hours depending on their grades and students so that they will become familiar with the learning language environment - Teachers should instruct them to practice in groups, instructing them to build learning partners to have the opportunity to practice regularly 16 III CONCLUSION AND RECOMMENDATIONS Conclusion To get good results, each teacher always explores, harness creativity and relentless efforts, to combine harmonious, ingenious between the layers to step up to the amount of knowledge in textbooks, know intergrade transplantation procedures for teaching each lesson and the teacher is important to understand each student to make appropriate amount of knowledge that they understand that not all subjects are boring Teaching methods are abundant, knowledge is extremely vast immensity In fact, I have used these measures and integrated with the games to teach students at Tao Xuyen Primary School recently learned that they play, play school which makes learning English is no longer tedious air and the result is quite satisfactory They were from the feeling of afraid to speak, the enthusiasm gradually to practice speaking and listening interested Students grasp the knowledge that the teacher wants to convey In particular, they have become favourite subjects and academic performance has progressed Recommendations Through this research topic I would like to suggest a few ideas as follows: In order to contribute to improve the quality of teaching English for primary students, the department, the leaders are interested in facilitating the teaching of English Specifically, invest much more in the means of tutors for foreign language subject as: Paintings, illustrations, radios, tapes to attract more students Education Department should regularly organize specialized workshops for English teachers across the city so that we can facilitate the exchange, learn, learn from experiences in the teaching process Above are a few experiences that I draw is in the process of teaching English in Primary School and also has achieved certain success Hopefully, through this small initiative will help each of us has a little more experience with which to contribute to transform the quality of teaching-learning speaking skills in English today This is also the opinion of the individual I should not avoid these restrictions, I boldly state to the Scientific Council, school management committee, professional groups, friends and colleagues review and supplement, comment to me to have more experiences in teaching in order to improve the professional qualifications and contribute to improve the overall quality of education for students 17 CERTIFIED BY THE PRINCIPAL Thanh Hoa, March 30th 2019 I assure, this is my initiative, not copy from any other’s Nguyen Thi Thom 18 REFERENCES 1- English Students’ book - Grade - Viet Nam Educational Publisher 2- English Students’ book - Grade - Viet Nam Educational Publisher 3- English Students’ book - Grade - Viet Nam Educational Publisher 4- Teach Children English - Cambrige University Press 5- Drama with Children - Oxford University Press THE LIST OF INITIATIVES WAS ASSESSED BY THE COUNCIL OF DISTRICT DEPARTMENT OF EDUCATION & TRAINING, PROVINCIAL DEPARTMENT OF EDUCATION & TRAINING No Name of initiatives Some solutions to mobilize and encourage primary students to have an interest in learning English Some tips for teaching vocabulary for elementary students Methods of organizing English communication activities for primary students Grade of rating Level - District Department of A Education and Traning - Provincial Department C of Education and Training - District Department of A Education and Traning - District Department of Education and Traning - Provincial Department of Education and Training Experiences in teaching - District Department of skills of speaking Education and Traning English for primary - Provincial Department students of Education and Training School year 2004-2005 2007-2008 A C 2010-2011 A B 2015-2016 ... learning for English teachers and teaching practices in the past few years, I chose the "Some experiences in teaching skills of speaking English for primary students initiative as the subject for. .. combination of the skills: listening, speaking, reading and writing and focus on teaching listening and speaking skills to achieve the purpose of the communication From many years of teaching English. .. Department of Education and Traning - Provincial Department of Education and Training Experiences in teaching - District Department of skills of speaking Education and Traning English for primary