Some tips for reviewing, testing and teaching english vocabulary through game activities

1 INTRODUCTION 1.1 REASONS FOR CHOOSING THE TOPIC Aims of the educational in the present time focus on the positive, dynamic and creative development of the students To achieve this aim, It is necessary to renovate the teaching method of taking students as teaching subjects, encouraging active learning activities, active and creative Teaching and learning English in secondary school at the present is a practice for students to be able to communicate through four skills such as Listening - Speaking - Reading and Writing.The Ministry of Education and Training has reformed the education of English textbooks in secondary schools.This program focuses on developing creative thinking, exploration and dynamics student In addition, the innovation of teaching methods aims to promote students' activeness, initiative, creativity and self-learning ability.While learning a foreign language, the vocabulary is the most important part It is the brick that builds the house of language.At secondary school from the grade to grade 9, The student had to use large vocabulary In order to help students remember and use good vocabulary, I have applied many test methods such as: Rubout and remember , ordering, matching, jumbled words, wordsquare, gapfill, subsituation, what and where, The change of textbooks and renovate of the teaching method has been for fifteen years But the communication of students in secondary school especially remote areas such as Son Ha is still a matter to talk about I realize the communication constraint of Son Ha school students is for the following reasons: The children live in the mountainous areas and They are not learning English from primary school Moreover,They not practice speaking English in local.So they don't remember vocabulary Students want to communicate in English requires they practice all four skills such as Listening-SpeakingReading and Writing Especially they have to have a certain vocabulary to practice communicating These reasons make me to think and find ways helping children learn vocabulary, review words and remember long to improve learning efficiency.So I wrote the initiative: "Some tips for reviewing, testing and teaching English vocabulary through game activities" 1.2 AIMS OF THE TOPIC From this fact, I have constantly studied, researched and experimented with some tips for reviewing, testing and teaching English vocabulary for the purpose of finding the most effective teaching methods and suitable for teaching styles in the junior English program At the same time, We help students to consolidate their vocabulary to develop their language skills such as Listening Speaking - Reading and Writing 1.3 RESEARCH OBJECTS I am teaching English at Son Ha secondary school I am always concerned with your vocabulary So I choose all grades 6,7,8,9 to study the topic with the aims of improving English teaching method 6,7,8,9 in order to develop vocabulary for students and applying new methods to improve the quality and effectiveness of teaching for the students are in grade 6, 7,8,9 at Son Ha Secondary school 1.4 RESEARCH METHODS TOPICS To carry out his measures effectively, I combines the use of the folklowing measures: Exploitation of scientific information on methods of efective teaching through books,related materials and internet Especially through regular refresher courses Department of Education and Training - Methods of observation: Direct exchange with students in class ,outside of class to find out information - Research methodology product : Through the review, test results and check the process of working teams or group of students in the class - Regular time attendance colleagues : Regularly attend a colleague's time to find out the current status of teaching and learning English vocabulary in secondary school Learn from experience as well as learn methods from colleagues Listen to the opinions of colleagues, draw experience through the hours to select appropriate teaching methods Reference materials on teaching methods: Textbooks, Teachers, Book replacement materials, English language handbook, Lecture design Use the Internet regularly to keep up to date on the latest news PROBLEM SOLVING 2.1 THEORETICAL BASIS The Ministry of Education and Training has reformed English books in secondary school This program focuses on developing creative thinking, exploration and student dynamics Innovate teaching methods to promote students' activeness, initiative, creativity and self-learning ability This helps them to be able to identify and solve problems in the learning process as well as apply them in real life in a quick and skillful way While learning a foreign language, the vocabulary is the most important part It is the brick that builds the house of language At junior-level in grades 6-7 students had to capture and use a fairly large vocabulary In grade 8.9, most of them have been able to communicate with foreigners To help students remember and use good vocabulary I have applied a variety of test methods such as: Rubout and remember , ordering, matching, jumbled words, wordsquare, gapfill, subsituation, what and where 2.2 THE STATES OF THE RESEARCH TOPIC In the process of teaching and learning English Revising and examining vocabulary as well as vocabulary instruction is an indispensable activity to periods Revising and testing are not just about helping students to remember the meaning of a word, but also helping them to hear and pronounce correctly And apply the word into the language interface The tips in this topic have also been covered in many of the instructional materials taught in English or other experience initiatives However, how to apply these tricks effectively requires teachers to know how to select and organize them effectively, flexibly There is trick that suits for this unit but does not suit for another lesson It also depends on the teaching materials of each lesson as well as the flexibility of the teacher to make each revision activity and check the vocabulary into interesting games to entice students to study and remember words longer Games will be more attractive if teachers teach using PowerPoint presentations 2.3 IMPLEMENT SOLUTIONS In order to review and learn vocabulary, students are receptive.Teacher should choose games and tricks that suit each lesson Teacher should organize students to play and learn effectively, creating excitement for students while still sticking to the content and save time, ensure teaching hours In the process of teaching, attending classes, learning experiences, and studying book materials, I noticed a lot of types of games that could fit into the specific textbooks Since then, I have used the games in the revising,testing and teaching vocabulary such as: Bingo, Jumble words, Chain game, Noughts and crosses, Kim’s game, Brainstorming, Categozing, Hidden words, Cross words, Riddles, Guessing Game,Guess the picture, Hangman, Lucky Numbers, Rub out and Remember, Slap the Board, Matching … Throughout the process, it is clear that the classroom atmosphere is much more vibrant 2.3.1 Play "Jumble words" This game is used to check vocabulary to help students practice new words and spell correctly This cheking technique helps Ss remembering deeply the words they’ve leant.The teacher writes upset letters on the board, asking students to rearrange them properly Students compete between groups, pairs (The winner will be the team that got the job done the best and the soonest.) Example 1: English 6: Unit 5: Lesson C: Classes To check the day of the week The teacher writes upset these letters on the board: Daytues, Newsdeday, Tursaday, Daysun, Modyan, dyafri, urthayds (Ask students to rearrange their meaning), Tuesday (thứ ba), Wednesday (thứ tư), Saturday (thứ bảy), Sunday (chủ nhật), Monday (thứ hai), Friday (thứ sáu), Thursday (thứ năm) Example 2: Unit 4- Part Read -English eculr = cruel ; vetshar = harvest ; tespu = upset ; apeaper = appeare Example : Unit 6: Places, part A1, English JUMBLE WORDS lake hote l flowers aelk dray ohtel retes river trees yard vrier loerfws Example : Ex: Unit 10 –English 8-Period 61 - T sticks flashcards with jumbled words on the black board - T asks Ss to rewrite the words in the right order prenstreteive ropttce - Ttnotancc tells Ss the first two groups cereseru with the rightralnatu word will get two pointscyrecle a - T corrects them - T asks Ss to read again * Answer keys: Contact ; Representation; Resource ; Natural ; Protect ; Recycle 2.3.2 Play "Slap the board" In order to help students review words and remember words, help teachers test and review the pronunciation and semantics of words for students - Teacher puts the new words in English on the black board in bubbles - not in a list - If you want to check the understanding , put the Vietnamese translation of the new words or picture on the blackboard - Teacher divides the class in to two teams of five or six to front of the class - Teacher choose a student from each team and they stand at equal distance from the blackboard - Teacher calls out one of the new word in a low voice in Vietnamese - Two students must runs forward and slap a word the word in English on the board - The one who slaps the correct word first is the winner.If students are playing in teams ,the win team gets a mark - Then teacher ask two more students to come forward … etc Example: English 9-Unit –Period 28 Checking vocabulary: slap the board interactiv e crier benifit remote control channel Example: English 6: Unit 10 Part B5: Food and drink meat fish chicken vegetables fruits rice milk orange juice Example : English6: Unit 6: Lesson A: Our house Write words or stick pictures on the blackboard Lake River Hotel Yard Park Rice paddy 2.3.3 Play " Guessing game" Example : Unit 7, Part “Read” English Teachers define and ask students to find words A place where you can buy everything ( Supermarket / Market ) A .vegetable and fruit ( Grocery ) books ( Bookstore ) come and eat ( Restaurant ) come to see the movies ( Movie theater ) Aperson who comes to the store and buys something ( Customer ) Example : English 6: Unit 9: Lesson B-Faces Teacher says: She is tall She has a round face She has long hair She has full lips She has big nose Teacher asks : Who is she? - Student A guess: Is that Lan? - Teacher answers: No, she isn't - Student B guess: Is that Linh? - Teacher answers: Yes, she is 2.3.4 Play "Bingo" T.draw box on black board and asks Ss to copy T Asks Ss to rewrite newwords they’ve learnt in the box Example 1: A packet A destination A bay Medicine flu A doctor T tells Ss that she/ he will say some words (8-10-12-15) If Ss hear the word, they cross it out Like this: A bay When Ss cross out all six words, shout “ bingo” Who say “bingo”first will be the winner Example 2: Unit 13: festivals, Part Read in English 8, Teacher can use play “networks” to introduce new words.This activities can be used to check and revise the newwords you have introduced during the week 2.3.5 Play "What color" Ex: Unit B-Faces Part B2 to test students' understanding of color Students can play this games Sky blue hair Go black green Stop red Leaves green Hair black In other situations, When teaching Unit - B Faces - English 6, to teach a color such as red, yellow, purple, , we can collect images in color, printed on paper A4 (can color or color printing is too good) and to introduce an born In Figure 3, you can identify the color; Figure children attached to a specific color scheme, under the guidance of thinking of teachers (Figure 3) (Figure 4) In addition to the use of visual appliances to introduce new vocabulary, themes or situations of all, the teacher can use them to reinforce lessons to help students deepen and content of classes more animated To combine the vocabulary and structures, ask them to observe, then practice in pairs, such as Unit – B Faces (2,3)- English 6: Unit 9-Part B-English 6, after finishing training lessons, teachers can reinforce vocabulary learning by using the diagram only thinking about the parts of the face, they observe fast and would love to voice their opinions After students observe fast diagrams, teachers ask them to close the books, look at pictures and talk about body parts diagram based on English with Vietnamese 2.3.6 Play "Chain Game" The purpose of this game is to memorize the students, giving the students a focus when they help them remember for a longer time In addition, students have the opportunity to speak, pronounce clearly the words learned Divide the class into groups; The first student in the group repeats the teacher's sentence The second student repeats the sentence of the first student and adds another word The third student repeats the sentence of the first student, the second and adds the next one and continues the same until Back to the first student in the group The group that sets the more accurate sentences wins Example 1: Teacher uses “Chain game” to check food in Unit 10: Staying healthy and Unit 11: What you eat ? English - Teacher: I go to the market, I buy some apples - Group 1: I go to the market, I buy some apples and bananas - Group 2: I go to the market, I buy some apples, bananas and fish Example : Unit 7- Part A -English Teacher: In my village, there is a park Student 1: In my village , there is a park and a hotel Student 2: In my village , there is a park ,a hotel and a lake Student 3: In my village , there is a park ,a hotel, a a lake and a river… Example 3: Unit5 My day Teacher : Every day, I get up at six Student Every day, I get up at six Student Every day, I get up at six I get dressed Student Every day, I get up at six I get dressed Example 4: Unit – Speak – English 8) - Teacher asks students practice in order to remember some verbs( get up, have, live, work ) with model sentence: I used to live the country Student 1: I used to get up late Student 2: I used to have short hair Student 3: I used to live in a small house Student 4: I used to work hard all time - Work in pair ask and answer about have done Student 1: Where did you live in the past? Student 2: I used to live in the country Student 3: What did your mother have in the past? Student 4: She used to have short hair - Free practice Student 1: What did you in the past? Student 2: I used to get up late Student 3: I used to get up late and morning exercises Student 4: I used to get up late, morning exercises and take a shower Student 5: I used to get up late, morning exercises and ride a bike to school 2.3.7 Guess the picture Teacher uses picture to introduce new words S1: What is this? S3: What is this? S2: It is a table S4: It is a lamp When introduce Unit9: My body English 6: Head, shoulder, chest, arm, hand, finger, leg, foot, toe This is my head This is my hand This is my shoulder 2.3.8 Matching: The Teacher helps students revise words by combining new vocabulary with definitions, semantics, or through pictures to save time in word instruction Depending on the purpose of each lesson, the teacher may design lesson accordingly - T writes the newwords in the list on the left hand side of the black board - T writes the definitions, translation or draws pictures on the right hand side of the black board - T asks the Ss to come to the black board to match the items on the left with those on the right by drawing a line between them Example : Unit 6- Part Read- English Match each word in column A to its definition in column B A B junk-yard a a row of things forming a fence end up b people treasure c a piece of land full of rubbish foam d a flow of water 5.stream e mass of bubbles of air or gas hedge f valuable or precious things folk g reach a state of Answer: 1- c 2- g 3- f 4- e 5- d 6- a 7- b Example : Unit 7: Part B - English Match words with Vietnamese meaning 1- apartment a- bưu điện 2- bank b- phòng khám 3- post office c- ngân hàng 4- supermarket d- hộ 5- clinic e- siêu thị Answer: 1- d 2- c 3- a 4- e 5- b Example 3: Unit 13: A3 - English Match words with pictures * Matching A go fishing go jogging B play soccer go swimming C goes jogging D Example 4: English –Unit 11-Lesson 5-Period 72 1- common cold a-triệu trứng 2- disease b-chảy nước mũi 3- symptom c-bệnh cảm thường 4- runny nose d-ho 5- slight fever e-bệnh tật 6- cough f- hắt xì 7- sneeze g-sốt nhẹ 10 *Keys: 1-c ; 2-e ; 3-a ; 4-b ; 5-g ; 6-d ; 7-f 2.3.9 What and Where Teacher writes the new words in the cicles on the black board not in a list.When all the words are on the board , teacher asks the students to repeat the words in cicles.Teacher rubbed out one of the words but doesn’t rub out the cicles.Teacher gets the students to repeat the words including the rubbed out words by poiting at the empty cicles.Teacher rubs out another word but leaves the cicles Teacher point the word or empty cicles, students read and have to remember all the words Continues till the cycles are empty.Techer aks the students ( or at the time ) to come to black board and fill in the cicles with the correct words Example: Unit 7: Listen and read – English pancak e close by tasty try serve Example: English –Unit 9- Period 60 usefu l hobby try decid e made cushio n Sewing machine * Note: This check technique is good for leaners to memorise the newwords and also good for revisionof vocabulary Teacher presents or elicits the vocabulary and build up the list on the blackboard After each word teacher put the Vietnamese translation Teacher the students to copy in to their books and then close their books Teacher rub out the new word one at a time.Each time teacher rub out a word in English , point to the Vietnamese translation and aks “ What’s this in Vietnamese?” When all the Engkish words are rubbed out teacher go through the Vietnamese list and get the studends to call out the English words If there is time , teacher get the students 11 to come to the black board and write the English words again It helps leaners to memories new vocabulary Example : English - Unit 14 –Lesson 1………… : Kỳ nghỉ 5………….: Điểm đến 2………….: Thành nội, thành cổ 6………… : Thăm 3.………… : Vịnh 7………… : Bãi biển 4………… : Ở ( với) Example: Unit 1: Listen and read - English - correspond (v): trao đổi thư tín - mask (n): chiến đấu - atmosphere (n): khơng khí - impress (v): gây ấn tượng, để lại ấn tượng 2.3.10 Networks The purpose of this game helps students revise the vocabulary system according to the topic learned The teacher writes the topic on the board Students work individually or in pairs, looking for information about the subject Example: Unit 15- Part Write - English head arm shoulder parts of the body chest foot hand leg finger toe Example: Unit 6, Part1 “Getting started + listen and read”, English 9.Teacher uses play “ networks”, divide students into two teams and ask write about environment Garbage dump air pollution water pollution deforestation environmental pollution dynamite fishing spraying pesticides 2.3.11 Noughts and crosses The purpose of this game helps students put new words into sentences The teacher draws boxes with new words on the board or prepare on the extra 12 table; Divide students into groups: One is "Noughts", (O) and one is "Crosses" (X); The two groups in turn select the words in the box and make sentences with the word; The group that sets the correct sentence will be one (O) or one (X); Any team with "O" or "X" in a row horizontally, vertically or diagonally will win Example : Unit 12 Part C English Listen to music Go to school Watch TV Swim Play soccer Read a book Play tennis Do homework Play volleyball Example : Unit 4, Part “language focus” English To help students review all words in the past simple tense Teachers divide students into two teams, "noughts" and "crosses." Students in each team takes numbers and making sentences with a verb that they choose in the form of a past simple In these numbers have some luck, students not have to answer but still get points A team that scores the right number of points wins more points and wins the game 10 11 12 Do have run take be fly come lucky number eat 10 sit 11 ride 12 go Example: I did my homework last night 2.3.12 Guess the word The purpose of this game helps students guess words with questions to test the spelling, semantics, phonetics of words Teachers ask students to guess words through suggestions Example: Unit 5- English Part B + What word is it ? It is a verb.It has six letters RECESS It begins with “R” It is the same meaning with “break-time” 2.3.13 Pelmanism The purpose of this game helps students revise related words Teachers prepare to cover cards (or more depending on the preparation of the teacher) and the other side contains the content of the teacher who wants to test and review for the student; Stick the cards onto the board, showing students the numbered faces; Divide the class into two groups Each group chooses numbers; Flip the two student cards selected if they match, then they will have 13 mark If it does not match, it will flip the card back and resume the game until the cards are overturned Which group is more than the winner This game will be more suitable in the articles with related words such as conjugation in past tense Example : Unit 9- English go or Unit 11 English A bottle of Toothpaste A tube of A kilo of see went Water saw Tea A packet of beef did English 7: Do - did , go -went , see - saw English 6: A bottle of Water, A tube of Toothpaste , A kilo of beef , A packet of Tea 2.3.14 Group the words The purpose of this game helps students remember the meaning of the word and understand which group of words belongs to Teacher writes some words on the board and ask the students to work in groups to arrange the words Example: Unit 10 – Part C- English Tea, cofee, rice, apple, chicken, pork, fish, beer, wine, tomato, meat, lettuce, nuts, butter, cabage, beef, milk, lemonade, beans, orange juice, carrots,iced tea, beans, onion, fish, soda, water, bananas, apple juice FOOD DRINKS FRUIT VEGETABLES Fish ……… Milk ……… nuts ……… Carrots ……… 2.3.15 Play “ Kim’s game” To help students quickly remember what they are looking at: Example : Teacher uses “ Kim’s game” in Unit 9, part “ Getting started + listen and read” English Teacher asks students to look at the picture There 14 are four people to need first aid, within 30 seconds Then the teacher asked the students some questions How many people are there in the pictrure ? (four) How many boys and how many girls? ( Two boys, two girls ) What’s the matter with each person? ( a girl has a burn on her arm, a boy has a bad cut on his leg, a girl has a nose bleed, a boy has a bee sting ) 2.3.16 Play “Board race” Example : Unit 3, part “Write” English Each student in each of the three teams write the words on the board Within minutes the team with the most words will win the game Objects in a bedroom Objects in a kitchen Prepositions of position Desk, bed, Sink, refrigerator, In, on, 2.3.17 Play “ categorizing”: Unit 6, part “Speak”, English Ask the students to put the given phrases in a way that matches the request form and response to the request Can/ could you help me, please? What can I for you? Let me help you I need a favor Can / could you me a favor ? Do you need any help? How can I help you? I’m sorry I’m really busy Yes/No, thank you Yes, that’s very kind of you No, thank you I’m fine May/Can I help you? Certainly/ Of couse/ Sure Asking for favor Can/ Could you ? Responding to favor Certainly/ of couse/ sure 15 Responding to assistance No, thank you I’m fine 2.3.18 Visuals Use a picture or draw on black Ex1: The one pillar pagoda Ex 2: Picture of Ha Long Bay 2.3.19 Realia: Use real things( teacher brings clock , chair , telephone, an apple, flowers……… Into the class ) 2.3.20 Symnonym and antonym: The purpose of this game helps students review vocabulary, and help students expand their vocabulary and remember words faster Teachers can offer words to ask students to look for antonyms or synonyms Students work in pairs, groups to find words Example: Unit in English Give the antonym of the words Tall # short ; fat # thin; thin # thick; light # heavy; strong # weak Example: Unit in English Give the symnonym of these words take part in = join; enroll = register; enjoy = like 16 Use the questions - What’ s another word for “ holiday”? > Holiday= Vacation - What’ sthe opposite of “ happy”? > Happy # Sad 2.3.21 Translation: Teacher: How you say “Điểm đến" in English? Ex : A destination 2.3.22 True or False statements: Teacher gives some statements and asks students to choose the best answer Ex :A carpenter T says: a- Carpenter takes care of a forest b- Carpenter often works with wood c- Carpenter uses many tools 2.3.23 Example: Ex1: rice , meat ,and fish are food Ex2: bananas , apples oranges …are fruits Ex3:shirts ,trousers,jeans,shorts,dressesare clothes Ex4: beds, tables chairs are furniture 2.3.24 Recording vocabulary: You can see the following symbols with synonyms, antonyms , traslations and pictures Example; Is the same as # Is the same opposite ; good = nice; good # bad - You can see the following words or abbreviationsfor the part of sentence + "To" - for verbs example : to visit + (adj ) - for adjectives example : excited + a/an - for countable noun example: a destination + (unc) - for uncountable noun example : rice ( unc ) + ( adv) - for adverbs example : quickly(adv) 2.3.25 Ordering: T writes the vocabulary on the board randomly T have Ss to copy the words in to their exercise books T read the paragraph aloud 17 Example : English –Unit 12 –period 77 “Mrs Quyen & her husband visited many places in the USA while they were First, they went swimming at Waikiki Beach situated on the Hawaiian Island of Oahu There they could see the lava pouring out of the Kilawea Volcano when they flew over head They also saw the the head of American President carved in to the rock of the Mount Rushmore 2.4 EFFECTIVENESS OF THE EXPERIENCE INITIATIVE Some tips for reviewing, testing and teaching new vocabulary through game activities, the children were excited during the lessons They can practice and remember for a long time.Before many students were shy , not dare to speak in front of the class Now they are confident in communication With wordprocessing skills through games Combining both thinking and practicing writing and speaking, so many students speak and write very standard English words I combine teaching projectors should make the lesson more lively, attract students' attention, help them to progress faster and they love English very much So the results are markedly improved Grade First term Second term 18 Total students 29 34 14 22 29 34 14 22 Good fairly average weak/poor 10,5% 16,8% 18% 21,5% 12% 18% 20,5% 23% 36,5% 40% 38% 38,5% 38% 32% 40,5% 40% 37% 33,2% 35% 36% 46% 45% 36% 35% 16% 10% 9% 4% 4% 5% 3% 2% THE ACHIEVED RESULTS AND THE RECOMMENDATIONS 3.1 THE ACHIEVED RESULTS Through the time apply the game into the lessons in the last semester I find that the use of games play an active support role in teaching foreign languages in general and English in particular It is one of the effective measures, motivate students to actively participate in learning, research, brainstorm lessons They create situations, contexts,helping students to focus on fast acquisition Stimulate the passion for learning, study in each student The above is the experience of how to review and check vocabulary through games in English that I have studied, research and application I realize that it helps students to expand and deepen their English vocabulary At the same time promote positive, active, creative of students when using English Thus, this experience idea has implemented language teaching method of the Ministry of Education and Training The problems above are just a small idea, subjective opinion of my own in using the games in English classes in secondary school, I hope to contribute their colleagues to help me get better teaching methods, to improve professional qualifications 3.2 THE RECOMMENDATIONS The years of teaching, I found textbooks from grade to grade It is written by large and clear topics, close to everyday life The book has many lessons for developing skills in which speaking and listening skills are focused This is the most successful in the path of educational reform in general and the innovation of teaching methods in particular The paintings are very beautiful, diverse and rich, helping them learn the lesson easily and enjoy learning However, teaching new textbooks in mountainous areas, teachers face many difficulties as well 19 - Students in the area of mountainous conditions for learning foreign languages barely invested Moreover, they have not learned English at primary school, so it is more difficult to communicate with this subject - Students are not self-conscious to reinforce and learn vocabulary at home - Students need to promote dynamism, sensitivity, timidity - Teacher did not practice writing powerpoint lesson mastering, using the effect is limited - Facilities of the school three years school downgrade, have to go to Primary school The second semester must attend shack, so their learning is also affected - Support, create a useful playground for learning English - Investigate additional reference books for teaching and learning English - The school does not have classrooms reserved for foreign language classes so it is very limited when organizing games or group - Enhance group activities, so that English teachers exchanged experience using the game in the startup - In addition, it is possible each teacher to compose this section in each specific post, then share it with other teachers of the group to increase the effectiveness of composing We wish the superior interest to consider facilitating the school in general and himshelf in particular to facilitate the teaching Above are some of my experiences about " Some tips for reviewing, testing and teaching English vocabulary through game activities" Which I have learned in the process of learning, researching and teaching directly with students This is my own experience but It is not the optimal method In the process of innovating experience inevitable shortcomings Through this I would like to sincerely thank my colleagues language phrases district the teacher in the school comrade and comrade in secondary school administrators Son helped me make this topic I woulkd like to thank ! THE HEADMASTER'S CONFIRMATION Son Ha , April 22nd, 2017 I commit that this is my research topic,not copying from others The implementation Do Thi Thao 20 21 ... in general and himshelf in particular to facilitate the teaching Above are some of my experiences about " Some tips for reviewing, testing and teaching English vocabulary through game activities" ... INITIATIVE Some tips for reviewing, testing and teaching new vocabulary through game activities, the children were excited during the lessons They can practice and remember for a long time.Before many... textbooks Since then, I have used the games in the revising ,testing and teaching vocabulary such as: Bingo, Jumble words, Chain game, Noughts and crosses, Kim’s game, Brainstorming, Categozing, Hidden