SKKN apply some games to check english vocabulary in grade 3 at dong hoa primary and secondary school

DEPARTMENT OF EDUCATION AND TRAINING THANH HOA DONG SON EDUCATION AND TRAINING CENTER EXPERIENCE INITIATIVE APPLY SOME GAMES TO CHECK ENGLISH VOCABULARY IN GRADE AT DONG HOA PRIMARY AND SECONDARY SCHOOL Teacher : Mai Thi Thao School : Dong Hoa Primary and Secondary School Experience idea : English THANH HOA 2021 CONTENTS Page Introduction:…….……………………………………………… … ……1 1.1 Reasons to choose the study:……………… …………………………… 1.2 Purpose of the study: 1.3 Object of study: 1.4 Research methodology .2 Content: …………………………………………………………….………3 2.1 Theoretical background of the experience initiative………………… …….3 2.2 Situation of the problem before applying the study ……………………… 2.2.1 Advantages of the study:…………………………… …………… ……3 2.2.2 Difficulties to implement experience idea theme:……… ……… …….3 2.3 Solutions used to solve the problem…………………………………… …….4 2.3.1 Bingo: ….5 2.3.2 Jumbled words……………………………………….……….… … ……6 2.3.3 Network………………………………………… ………………… …6 2.3.4 Matching: …8 2.3.5 Network: ………………………………………………….……… … 10 2.3.6 Word squares……………………………………………… ……… 12 2.4 Efficiency of the study………………………………………………… 13 Conclusion and recommendations:……………………………………….17 3.1 Conclusion:…………………………………………………………………… 17 3.2 Recommendations:……………………………………… …………………… 17 Introduction 1.1 Reasons to choose the study: As the society develops, the growing need to expand international relations requires a common language to communicate So learning a foreign language is really necessary For learning any language, learning vocabulary is very important Because vocabulary is the basis, the foundation for good skills: listening, speaking, reading and writing Students who want to introduce themselves to others, want to hear what they say, want to write a passage, and want to read out any information must be based on learning and mastering the basic vocabulary Learning vocabulary is so important, but students who are motivated and memorize vocabulary, in the process of teaching, teachers need to use vocabulary checking techniques or games to excite students, not only help students remember quickly but also methodically It is more important to create a habit of learning vocabulary for students, and see it as a task that must be done regularly and continuously It is easy to find vocabulary as a new language in any lesson a teacher introduces to students Therefore, students are very easily bored to memorize While there are students who have little time to homework Requires the teacher to be flexible in using techniques or games to test vocabulary, especially to prepare well before using a trick So students remember new words better With grade students, they find it very difficult to access a new textbook program that is completely different from grades and Therefore, I have found the most suitable method to help them enjoy learning Practice, create a useful playground for them, help students not feel pressure, can learn while playing while still absorbing a full amount of knowledge That is, I have integrated games into the lessons to help students remember words and sentence patterns in class Through the teaching process, I would like to propose the measure "Applying some games to check English vocabulary in grade at Dong Hoa Primary & Secondary School " to perform different teaching purposes in the teaching period English effectively 1.2 Purposes of study: Applying some games to check English vocabulary to promote creativity in learning and improve the quality of teaching and learning for grade 3of Dong Hoa Primary & Secondary School 1.3 Object of study: Students in grade of Dong Hoa Primary & Secondary School 1.4 Research methodology: To study this topic, I have conducted the following research techniques: Research method to build theoretical basis: reading and analyzing, systematizing, generalizing documents related to the topic Group research and observation techniques: I follow and actively observe the teaching and learning of English subjects of Dong Hoa Primary & Secondary School students Interview and chat techniques: I and my colleagues and students talk to find out about the teaching and learning situation in Dong Hoa Primary & Secondary School Experiences on summarizing experiences: exchanging experiences with teachers and colleagues Experimental technique: is conducted according to a defining process comparing two techniques: traditional teaching techniques and active teaching techniques Content 2.1 Theoretical background of the experience initiative: Active teaching technique is a shortened term, used to refer to teaching techniques to promote student activeness, initiative and creativity Active teaching techniques aim to positively promote learners' cognitive activities, focus on promoting student activeness, not focus on student activeness However, in order to teach in a positive direction, teachers must make more effort than passive teaching Active teaching techniques are teaching techniques that have a special meaning in promoting students' active participation in the teaching process, thought-provoking, creative and collaborative The active teaching techniques outlined here are used in a favorable way in team work However, they can also be combined in the form of classroom instruction to boost student motivation, depending on the application of the individual teacher 2.2 Situation of the problem before applying the initiative: 2.2.1 Advantages of study: Dong Hoa Primary School & Secondary School is one of the schools with a large number of teachers The whole school has 36 staff members, including teachers of English School administrators and professional groups always pay close attention to the expertise of each comrade, organize tests, assess and learn from teaching experience I am not only self-taught but also taught by experienced teachers about "New teaching techniques", so I should also boldly apply this topic 2.2.2 Difficulties to implement experience theme: In fact, in the teaching process, teachers' application of collaborative teaching techniques faces many difficulties such as: - Focus group discussion options are not always on focus, or the problem is unfamiliar to the student - English is a compulsory subject right from primary school, but this subject is not easy, so the passion and interest in the subject is not high Moreover, Dong Hoa is an agricultural commune of Dong Son commune Most of the students have parents who work far away from home, so their children's interest in education is not high That is the main reason leading to the quality of English learning of students is not as expected Below are the results of surveys and tests on vocabulary memory levels of grade students at the beginning of the 2020-2021 school year Total number students grade Excellent Good Poor of Amount Percent (%) Amount Percent (%) Amount Percent (%) 10 12.5 47 54 30 34.5 87 2.3 Solution used to solve the problem: I usually test students' understanding and memory after introducing a new language and checking old papers before learning a new one In each English unit there are lessons, each lesson has a new language, vocabulary and sentence pattern After introducing vocabulary, I often check again to see if students understand the vocabulary that I just introduced or not use appropriate methods Since most of the measures are games, students are very excited and enthusiastic, and some even remember from the very beginning So they practice together very actively, when I check the old lesson I often use the games so the students are very excited and hard to learn new words With the right measures, in about 5-7 minutes I was testing many students at once Games are not always a form of entertainment It can actually be used to reinforce the vocabulary introduced in the unit in an organized and fun, engaging way Therefore, teachers need to know how to apply games in class so that students can both learn and play for the lesson to take place smoothly and reduce stress However, depending on each specific lesson, teachers can choose games that suit the purpose of the lesson Here are the games and game organization that I use often 2.3.1 Bingo: - Teacher prepares letters or numbers - Ask students to draw the board with squares - Students write words or any number in those squares - Teacher reads aloud pre-prepared words / numbers - Students listen to and mark the words / numbers that the teacher has just read - Students have straight, horizontal or diagonal squares saying aloud The first "Bingo" will be the winner Example 1: Unit 8- Lesson pen pencil book notebook ruler pencil case School bag pencil sharpener rubber Example 2: Unit 10- Lesson badminton volleyball chess football chat hide and seek skipping skating blind man’s bluff Example 3: Unit 15- Lesson puzzle doll car yo- yo teddy bear ship robot plane kite 2.3.2 Jumbled words: Teachers prepare jumbled words - Divide the class into teams - Ask students to write down the correct words - The student who writes the more correct words, that team will win Example 1: Unit 14 - Lesson irormr → m agrdne → g nowdwi → w pituerc → p fna → f Example 1: Unit 17 – Lesson palne → p orbto → r oatb → b ktei → k hsip → s rac → c dlol → d trcku → t pzuzel → p 10 blal → b 2.3.3 Matching: Example 1: Unit 6- Lesson Teacher asks students to match the words in column A with the words in column B to form a verb phrase: A B Sit talk come your book be here close up stand quite don’t down Example 2: Unit 17- Lesson Teacher prepares the pictures, divides the board into columns, one is for the picture, and the other is to stick the words, then ask students to match up the words matching each picture Parrots Cats Goldfish Dogs Example 3: Unit 2- Lesson Example 4: Unit 19- Lesson Example 5: Unit 16- Lesson 2.3.4 Slap the board: - Teacher writes some words in circles on the board, or sticks pictures on the board - Have students play a game of tapping on the correct word in the circle or picture after listening to the teacher - Students - The play a group game student who pats right and fastest will be the winner Example: football badminton chess table tennis basketball Example 1: Unit 1- Lesson Example 2: Unit 10- Lesson Example 3: Unit 10- Lesson Example 4: Unit 12- Lesson 2.3.5 Network: - Teacher writes topics of words on the board - Divide the class into groups and ask students to prepare for 1-2 minutes to list related words - Represent each group on the board to write the correct words - The group with the most correct and fastest words will be the winner Example 1:: Unit 14 - Lesson grandfather sister father family mother grandmother Example 2: Unit 19- Lesson sunny windy rainy weather cloudy stormy 10 Example 3: Unit 9- Lesson Example 4: Unit 19- Lesson 2.3.6 Word squares: - Draw the board with squares on the side board - Let students state the topic and number of words in the box - Students play group games 11 - Represent each group on the board to circle the correct words after 1-2 minutes of discussion - The group with the most correct words will be the winner Example 1: Unit - Lesson T B O O K H W X R U B B E R M N C E F G U R P E N C I L O E D I K M E Z N Q X W R R T S A E Y P S - Key: book, ruler, rubber, pens, pencil Example : Unit 8- Lesson Example : Unit 14- Lesson 12 2.4 Effectiveness of the study: Active teaching is an extremely important strategic task, and collaborative teaching is not out of our country's educational mission today Using games is also one of the active teaching techniques Through games, students know how to group discussions, not only know how to work individually but also know how to work in a team; Students are very interested in learning and memorizing vocabulary When students remember vocabulary, they will apply them to practice sentence patterns; gradually, students' vocabulary increases significantly Thanks to the rich vocabulary, students also develop all skills: listening, speaking, reading and writing In my teaching process, before applying games, students remember very little vocabulary and are afraid to learn words, but since applying games to teaching and learning their effectiveness increases dramatically - Students have more confidence in presenting their views to class - Likes to speak English when greeting, asking, asking for something and asking for permission - Reaction very quickly, remember many words - Fluently sing English songs in the program - The number of participants in post building is increasing from 50% to 80% - 75% of students understand the lesson in class and practice well the teacher's requirements Below are the results of surveys and tests on vocabulary memory levels of students in grade 3,in the middle of the second semester, school year 2020-2021: Total number of Excellent Good Poor students grade Amount Percent Amount Percent Amount Percent (%) 87 35 (%) 40.2 52 13 59.8 (%) 0 And here are some midterm tests of students in grade 3A: 14 15 Conclusions and recommendations 3.1 Conclusions: As a primary English teacher, I always wonder how to teach students to understand and grasp knowledge without feeling pressure That is why I think cultivating methods is not just for anyone but a common problem for all teachers The same problem, but the teacher must make it the simplest, easiest to understand, most interesting when communicating to the children, helping them to understand and deepen their knowledge Teachers should make each lesson simpler, easier to understand and more enjoyable Through my work at Dong Hoa Primary and Secondary School, I find that applying games to checking English vocabulary is very effective, suitable for 3rd graders who are new to the textbook program new faculty We hope to welcome and contribute comments from colleagues 16 3.2 Recommendations: Request the Education Department to annually compile the ranked experience initiatives for teachers to refer and use in order to increase the feasibility of research topics Schools need to attract investment resources, actively socialize education, support facilities and technology, and take appropriate measures, learning goals and can lead to deep changes identity in education relations with the present situation CONFIRMATION OF THE HEAD Dong Son, April 10th 2021 MASTER OF DONG HOA STATEMENT OF AUTHORSHIP PRIMARY& SECONDARY SCHOOL I assure this study is mine I not copy by anyone, and the study has been applied in my school Mai Thi Thao 17 REFERENCES Student’s book- Teacher’s book English - Educational Publisher Lesson design English - Hanoi Pedagogic University Press Frequently fostering materials in English - Publisher Education Doff, A (1988) Teaching English: Cambridge University Press Forseth , R (1994) Methodology Hand book for English Teachers DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP TỪ LOẠI C TRỞ LÊN Họ tên tác giả: Mai Thị Thảo Chức vụ đơn vị công tác: Giáo viên Trường TH &THCS Đơng Hồ Cấp đánh giá xếp loại Tên đề tài SKKN TT Some techniques to teach “warm up” Kết đánh giá xếp Năm học đánh (Phòng, Sở, loại (A, B giá xếp loại Tỉnh…) C) Phòng B 2008 -2009 Phòng B 2013- 2014 Phòng B 2017- 2018 Phòng B 2019- 2020 Apply some techniques to develop English listening and 6,7 speaking skills Apply some teaching new techniques active to promote the passiveness of students in studying English 9” Apply some techniques to teach and check English vocabulary  ... study: Applying some games to check English vocabulary to promote creativity in learning and improve the quality of teaching and learning for grade 3of Dong Hoa Primary & Secondary School 1 .3 Object... like to propose the measure "Applying some games to check English vocabulary in grade at Dong Hoa Primary & Secondary School " to perform different teaching purposes in the teaching period English. .. Dong Hoa Primary & Secondary School students Interview and chat techniques: I and my colleagues and students talk to find out about the teaching and learning situation in Dong Hoa Primary & Secondary