(Sáng kiến kinh nghiệm) selecting and organizing games to enhance the quality of teaching and learning english ​​in primary school

1 BACKGROUND 1.1 Rationales Most of students like scoring, especially elementary school children The organization of language games in teaching is one of the effective methods to help them learning while playing Through this game, students can review what they have learned or they can study the new knowledge in excitement The comfortable and relaxed atmosphere is the real place for student to receive the new knowledge and use the language they have learned and practiced before It is true to say that, the age of elementary school students are the first age of getting acquainted to English in school It is the new subject, the new language, the first impressions which follow them throughout the school year later Therefore, making students excited right from the first day of learning English contributed an important part of their favorite subjects In fact, in the foreign languages lessons, games can help to eliminate the boredom of the lesson, create the comfortable learning atmosphere, and increase the interest of the students in learning Many language games that requires students to work in pairs, in groups or require the participation of the whole class to make the requirements of the game and score as many points as possible Using games in teaching language is the positive teaching methodology of learner-centered To achieve the goals of the game, each individual must communicate, discuss and find a solution to achieve the purpose of the game However, in practice, some teachers are not aware of the importance of the games in teaching, or there are some teachers have used the games as a teaching tool, but they can not promote all the functions of the game, so that the lesson becomes hard and boring 1.2 The Purpose of research In order to contribute innovative approaches to teaching elementary English courses under the direction of promoting a positive, creative initiative of students, enhance the coordination of individual activities with academic exchanges Formation and skills training to apply the knowledge to make the process of communication Create professional interest in learning English to students, a subject that is considered new and difficult, making the game interface to manipulate the English learned from inside the game, aim for the I'm not depressed subjects so new, feel learning the game, playing the school Games during school hours not only helps them acquire the knowledge, words but also help them consolidate and further deepen knowledge Primary school students want good English subjects, each of the teacher of English is not only communicated, explained in the documents available in textbooks, manuals and books in designing a lecture stereotypes, machines make students passive learning If only such teaching, the learning of the students will take place very monotonous, tedious and learning outcomes will not be effective It is one of the causes hindering the training of the children of the people active, confident, creative willing to adapt to the innovation occurring daily In recent years, the education requirements of today require innovative approaches to teaching in all subjects and levels of education, to improve the quality of teaching and learning Therefore, in general English courses and English primary monTieng in particular need to have stronger innovation, promote positive, creative initiative of students, student-centered Therefore, teachers must inspire their learning by engaging them to participate in learning activities The game features rich content, using language rather exciting and rewarding consistent with their perceptions Through the game you will acquire the knowledge and ability to use language to communicate with ease, improve and deepen knowledge in a sustainable manner, provide them with passion, excitement in education, in employment When we launched the game in English class on a regular basis, science is certainly the quality of teaching subjects in English will increasingly improve Because of the above reasons, I have chosen the theme: "Selecting and organizing games to enhance the quality of teaching and learning English in Primary School" 1.3 The object of research In this project I applied alternately to the lessons and has performed for students in grades of primary school 1.4 Research Methodology In order to implement this initiative I have chosen some of the following methods: Read documents the research-related issues Using research methods, synthesis problem Survey methods for comments Method conversation Pedagogical observation method The method of assessment 2 SOLUTION 2.1.Literature review & Theoretical background 2.1.1 Psychological of the age of Primary students The body: the nervous system is in the way of completing the function, their minds change from visual action to figurative thinking, abstract thinking Therefore, they are interested in the intellectual games such as quizzes, contests The perception: Perception of elementary students is unstable and it is not very detail At the start of primary school age, perception is often associated with the visual action In the late age of primary students, the perception are emotional nature, children love to observe the colorful and interesting objects Their perception has identifiable purposes, clear direction So children will be attracted by the new, colorful actions, or the activities which are different from the others They will stimulate the positive perception and the accuracy The imagination: At the beginning of primary school age, the fantasy was simple, unstable and easy to change At the end of primary school age, from the old images, they can re - create the new image Creative imagination is developed relatively at the end of primary school age Children begin to develop the ability of writing, painting In particular, the imagination of the children in this stage is dominated strongly by emotions, feelings, images, events…which are associated with their emotional vibration Therefore, teachers must develop the mind and imagination of children by changing the hard knowledge to the emotional picture, giving them with suggestive questions, attracting the children by group activities for them to have the opportunity to develop their awareness in a comprehensive way The attention: At the beginning of primary school age, the attention of the child is weak; the ability to control is limited Children at this age only pay attention to the subjects or lessons which have many attractive pictures, teaching aids, games The memory: At the end of primary school age, the memorize and meaningful remembering are enhanced Intentional remember is developed However, the effectiveness of intentional remembering depends on many factors such as the level of positive concentration, attractiveness of the content of the lesson, the psychological factors, their emotion or excitement They can remember very fast but it is also easy to forget, it is easy for them to be attracted, and it is also become bored fast Therefore, teachers need to create a fun and open atmosphere, increase learning motivation… Sentiment: Sentiment of elementary students is specific and link directly to the phenomena which are vivid, brilliant At this time, the ability to control the emotion of children is limited, they are sensitive and innocent… they can laugh and cry easily Therefore, teachers should pay attention to promote their emotional functioning through specific activities such as role-playing games, play specific situations, the collective actions 1.2 Objectives of English subject in Primary school For students in the early stages of primary (1.2 graders), the first purpose of language learning is approach, get acquainted with the words and phrases in English which are basic, simple, close and familiar, easy to remember They are the songs, stories in English… So that, we can bring the habit for students, the excitement and basic foundation to help them have the standard pronunciation and they can learn English in the natural way The children's education is mainly begun by imitating, learning from following and having fun The aim of English for students in grades 3,4,5 is to equip them vocabulary, grammar and sentence patterns which are basic and simple around the closely themes such as: introducing ourselves, school, friends , family, the world around them to help them remember and use new English vocabularies in everyday life Thus forming and developing the basic skills: Listening, Speaking, Reading, and Writing especially Listening and Speaking In addition, students should be gradually expanded vocabulary and grammar at its higher levels so that they can read the simple comic books, watch the children’s TV programs, develop the communication skills, create favorable conditions for the children to exchanging and making friends 2.1 The role of games in teaching and learning foreign languages Games create a context for meaningful communication They help students to understand and acquire the new knowledge easily Games can help students to practice all the language skills Students who want to participate in the game have to learn to understand what the others are saying, what they are writing, and in return, they have to say or write their opinions and information So, the four basic skills: Listening, Speaking, Reading and Writing will be used and developed Games brings the moments of comfort and fun They help students feel less bored with the lesson Through the games, many students are involved The shy students who lack of the confidence are also attracted to these activities The good students can help the weaker ones So, they will become more confident and increase the solidarity in the class Games are activities that meet the demands of learner -centered Teachers no longer act as the controller and govern all activities in the classroom In the language games, the teachers only act as a guider, an organizer, provide the information, suggest and help students understand the problem better by using the other words to explain Games can make students' thinking move beyond the reach of the classroom, students will be more realistic, practical understanding Games stimulate students' intelligence 2.2 Current status of the problem 2.2.1 For the students Through practice teaching English in Dong Ve primary school, I found less exciting lessons and inspiration descending thud for students, memorizing vocabulary and sentence patterns have not achieved good results, they are passive to acquire knowledge, not inculcate the knowledge learned, most students not have an interest in specific subjects because in addition to home school the children can not learn Dong Ve Primary School is located in Dong Ve Ward, Thanh Hoa city With the number of 1035 students, Most of children are in the trade and agriculture family So it is obvious that the students were scarely received special attention to facilities for learning such as reference books, computers, internet, robot teacher Further, English is only the primary elective courses, the parents not pay attention to it very much, therefore, the learning conscious of some pupils are not good Many students are familiar with the content from the lesson before, it cause the depression and students are not excited to the lesson 2.2.2 For the teacher Students are confident, and excited to participate in the activities, especially the rivalry, scored game Thus, most teachers pay attention to the games Beside that, due to the difference of the level of students in a class, the selection of suitable games for whole class is relatively difficult In addition, there are some shy, self-deprecating students in a class, so teachers will meet difficulty in appealing, enticing them into a whole class activities Sometimes teachers use unsuitable teaching aids, so it limits the effects of the game Some teachers are not fully aware of the importance of the game Some teachers use too many games in a lesson so they can not focus on teaching or other activities Teachers cannot control the classroom atmosphere while organizing games It leads to disorderly classes The time of playing games is not reasonable, too long, and too short or not at the right time For example: the game used to review vocabulary cannot be played before teaching new words 2.2.3 Current status of Dong Ve Primary School The result before I applied this initiative According to survey of 78 students in class 4A and 4B of Dong Ve Primary School Time for researching of the survey from september to February Grade 4A Total number of student s 39 students Attitude Average N % N % N % like dislike 10 25,6% 66.8% 7.6% 29 10 23% 66.8, % 10.2% 27 12 39 students 4B Below Average Excellent hesitate 2.3 Solutions 2.3.1 The game used to introduce vocabulary We can incorporate new vocabulary into the game in order to avoid the provision of new vocabulary for students in a framework, not lively Thus, it will help students understand, remember easily 2.3.1.1 Hangman * Rules of the game Teacher gives the number of letters of the word by drawing some short line on the board then gives the suggestion of the word Ask students to guess a letter If they give the wrong letter, teacher draws a line (in the order shown in the figure) If students give wrong letters, they lose, teacher gives the answer * Example: To introduce the new word "Elephant" (Unit 16: Zoo animals Lesson English Vietnamese Education Publisher) Teacher: This is an animal which have legs and big - - - - - - - Students: Guess the letter "e" Teacher: E - E - - - - Students: the letter "o" Teacher : Students: "m" Teacher: Students give wrong letters, they lose, and teacher gives the answer 2.3.1.2 Magic crossword * Rules of the game This game is similar to “Hangman ", but the teacher will divide class into teams to play and give the points to make the exciting atmosphere Teachers suggest the number of letters of the word by some short line on the table then give the suggestion of the word The teacher divided class into teams, each team will turn to guess one letter, and each correct letter is 10 points After finding out the word, the teams that have more points will the winning team * Example: To teach the new word “bedroom” (Unit 13 lesson English Vietnamese Education Publisher) Teachers (Hint): This is a room in your house Team 1: (Guess letters): E Teacher: Exactly Team gets 10 points E Team 2: L Teacher: Not exactly Turn to Team Two teams continue guessing letters, after finding out the answer, the team have more points is the winner 2.3.1.3Shark attacked * Rules of the game Teachers suggest the number of letters of the word by some lines on the board Give the suggesting data and draw the above picture on the board Tell a story about the girl who are going to fall into the sea and will be caught by the shark The task of the student is to guess the correct letters of the word Each right letter, they will keep the girl in her position But if they give the wrong letter, the girl will go one step on the side of the shark If they cannot keep the girl in the safe position, she will be crashed into the sea and shark attacked, students lose, teacher gives the answers * Example To introduce the word "Cloudy" (Unit 16 Lesson English3 Vietnamese Education Publisher) Teacher: There are letters in this word It is a kind of weather - - - - - Students: The "w" Teachers: not exactly, you girls will be stepping down at 1 Students: Letter "C" Teacher: Exactly C - - - - Students: Letter "i" Teacher: there is no letter "i", you have fallen girls in step If students can not guess the word before the girl is crashing into the sea, the lose, teacher gives the answer 2.3.2 Games used to test and review vocabulary The games like Hangman, magic Crossword or shark attach can also be used to check the vocabulary In addition, to make the lesson more lively, we could use more games: 2.3.2.1 Raising Your Voice * Rules of the game Teachers give a new word that they have learned by Vietnamese or take a picture Students repeat several times in English, raise their voice according to the high or low hand of the teaching * The aims of game Students can practice reading many times, the shy students The shy students who lack of the confidence are also attracted to this activities, so teacher can help students correct mistakes, create a more lively atmosphere for learning * Example: To review the word "apple" teachers perform actions: Teacher: Students: Apple Teacher: Students Teacher: (Small voice): Apple Students (Higher voice): Apple Teacher: Students (Highest voice): Apple 2.3.2.2 Flashing card * Rules of the game Teachers prepare the picture of vocabulary; however not let the students to see the picture content Teachers rotate the back side of the painting toward the whole class, then requires all students to pay attention to the picture on the teacher's hand Teachers rotate the front side of the picture quickly, through students' eyes only 1-2 seconds Students quickly see that picture and guess the word refers to that picture Student who gives correct word is the winner * The aims of game Students can practice their eyes fast; they can remember both the new words and pictures of words * Example: Teachers prepare weather pictures as follows: Teacher: (Action) Picture Picture Students: Sunny Teacher: Exactly Continue the same with the other pictures, each picture can be use several times 2.3.2.3 Slap the board * Rules of the game This game is quite familiar to teachers; it is mainly used to review the new words Besides that, the game can also be used in many cases and many ways to make lively atmosphere in the lesson Teacher writes some vocabulary on the blackboard Teacher read Vietnamese, students slap on the English word Stick the pictures on the board Teacher reads English, students slap on picture Teacher reads the definition of the vocabulary, student slap on the word Teacher reads the instructions, students slap in the numbers Teacher describes the picture, students slap on the picture Teacher reads the vocabulary, students slap on the abbreviated form Teacher spells the word, students slap on the word * The aims of game Generally, slap the board is quite diverse If teachers spend more time to think about this game, they will create more useful activity In addition to reviewing vocabulary, it also helps students practice listening and memory * Example: Teaching activities Teacher sticks some pictures on the board 10 Teacher: reading (In Vietnamese) The team that slaps on the picture "reading books" first will get 10 points After 5-6 turns, the winner is the team that gets higher points 2.3.2.4 Pang Pang * Rules of the game Teacher prepares pictures Teacher calls student holding pictures (each student holds one picture), Tell students to stand turning back each other Teacher calls: "Start", students step away from each other Teacher shouts: "Pang Pang" Students turn their back, read the word from his friend’s picture Student who read faster will be the winner * The aims of game: Train students react fast, quick eyes, mouth *Example: Review vocabulary: "fish" and "duck" Teacher asks students turn against each other: Teacher: 3, 2, Start Students: (Step) Teacher: Pang Pang Student: (Return) Student 1: fish Student 2: duck Student read first, so he is the winner 2.3.3 Games used to introduce structure 2.3.3.1 Find someone who * Rules of the game Teacher draws the table on the board For example: Unit 11(Lesson English 11 Find some one who has a… Totoise Rabbit Dog Cat Goldfish Teacher divides class into groups of 6-8 students Ask students questions and enter their name on the survey Totoise Rabbit Dog Cat Goldfish Find some one who have a… Mai, Lan Chi Dung, Cuong … … Based on the survey, teacher provides sample sentence: For example: Mai has a tortoise Students practice the sample sentence and based on the survey and sample sentence to make other sentences 2.3.3.2 We are singers * Rules of the game Teacher gives a song or a short verse which contains the new structure Teachers read, sing, students repeat and sing The student who sings properly and quickly will get good mark The teacher gives out the form of the sample sentence * Example: Unit 12 Lesson English Teacher: What color is it? It's green It’s green What color is it? It's yellow It's yellow (Gogo Disc 1) Students: (sing) Teacher: (Elicit the new structure): What color is it? It's green 2.3.4 Games used to review the structure 2.3.4.1.Luckynumber * Rules of the game Teacher divides the class into two groups A and B Teacher writes the numbers on the squares of the table There are lucky numbers The lucky students who choose the lucky number will get two points instead of answering the question 12 If they choose the other numbers, they have to answer a question and get points when they give the right answer If they cannot answer the question, the other team can answer and get points… * The aims of game Practice4 the structures that students have learned, create a funny atmosphere in the class, practice speaking, listening skills, and answering questions *For example: Unit 10: At the Circus Lesson (English Let’s Learn English) Lucky number Lucky number Lucky number 1.What animal is that? What animal is that? Lucky number Lucky number What animal is that? What animal is that? What animal is that? Lucky number What animal is that? 2.3.4.2 Noughts and Crosses * Rules of the game Teacher explains the game is similar to “Caro” game, the team which get Noughts (O) or Crosses (X) on a vertical, horizontal or diagonal row is the winner Teacher draw a table, each square contains one word, a number or a picture For example: 13 Bedroom House Kitchen Garden Classroom School Living room Bathroom Library Students will have to make sentences containing one word, or answers a question is numbered, or describe a picture on the table Divide students into groups, one group is a Nought and the other is Cross The groups choose a box in turn to make question, with each correct they get Nought or Cross For example Group Nought choose "Bedroom" and give the sentence: “My bedroom is small”, they will have nought Group Cross chooses “Classroom” and say: “There are 12 tables in my classroom” the group will have cross O X The group which has Noughts or Crosses on a vertical, horizontal or diagonal row is the winning group * The aims of game: Review various structures, help students to make sentences 2.3.4.3 Evidence * Rules of the game Teacher chooses one student to play as a detective, lets him urn his face to the board Teacher writes one word or one sentence on the board and then chooses one student explains the word or sentence For example: Teacher: Summer Student 2: It is hot in the Student 1: Summer If the detective guesses the correct word, he wins * The aims of game: Train the thinking ability, imagination 2.3.4.4 Simon says * Rules of the game 14 - The teacher shouts the imperatives, students follow the teacher if the imperative contains phrase: "Simon says" - If the teacher gives the imperative without "Simon says” and students follow her, they will lose * The aims of game: Practice the quick reaction, remembering * Example: Teacher: Simon says stand up Students: Stand up Teacher: Turn Around Students: keeping position 2.4 Recapitulation 4.1 The results The lesson is not boring or hard any more, instead it is a fun atmosphere, it is comfortable for both teacher and students Students are interested in English They also become more confident, more active, especially the shy students can give their opinions confidently and participate in the various games Some students also give some changes to the rule of games to make it more interesting Moreover, to bring achievement for the whole team, group, students help and support each other to progress * Practical results According to survey of 78 students Grade 4A, 4B of Dong Ve Primary School during months I have a result after using ClassDojo: Class Total 4A 4B 39 39 months months Total number of students Excellent Grade 4A 4B Time of survey Positive behavior Needs work behavior 39 students 39 students 80% 75% Average 20% 25% Weak N % N % N 20 52% 19 18 46% 21 48 % 54 % % Attitude like dislike 39 39 hesitate 2.4.2 Experience When using games in teaching English, I have got some experience to improve the quality of game’s organization in the classes: 15 Teachers must prepare the lesson content, organizational game skills and teaching aids so that we can know how to anticipate all situation that may occur in the lesson In addition, teachers must be gentle, cheerful, friendly to make vibrant and lively atmosphere Depending on the level of students to use the suitable game from easy to difficult Teacher should use various games in a lesson to bring something new and exciting for students Teacher must control time and the number of activities in a lesson Each lesson should only use maximum of games and each game limit from - minutes, so teachers can control the classroom atmosphere better, and we can inculcate and use every aspect of the game While organizing games, teacher should give the rivalry factor, it not only creates interesting atmosphere for students, but teacher can also control the order of the class For example, when a member of a team too noisy, we may demerit points of that team Games start at the beginning of the class is essential to create friendly atmosphere CONCLUSION AND RECOMMENDATION 3.1 Conclusion 16 After a period time of application game in teaching, I found that using games in language teaching is one of the effective methods which can increase learning motivation for students They help and encourage students interested in learning They also motivate students to actively participate and brainstorm in learning They are the decisive factors for success in learning foreign language They create excitement to help students focus on the lesson, improve the quality of student learning and increase the teaching effectiveness of teachers Students who want to participate in the game must understand what others are saying or writing and they have to say or write to present their own views or give the information to others to understand, so games can be used to develop all four skills: Listening, Speaking, Reading and Writing Besides, there are some other games help to develop the vocabulary, and improve pronunciation In summary, using games in teaching is a way that meets the demand of learner-centered teaching methods We need use game as a helpful activity for students, it not only creates fun learning environment, but also creates the opportunities for students to be active so that they can be more confident on communication activities It also increase learning motivation for students, enhances the cooperation and competitiveness and provides feedback immediately 3.2 Recommendation Teachers have chances to access the latest software for language teaching Organizing extracurricular English or English club in which use of the language game In the professional activities, English teachers exchange the experience of using games Teachers can assign tasks to each member to edit games in each specific lesson to share each other Give my sincere thank you ! Headmaster’s signature Thanh Hoa, March, 15th, 2019 (I hereby declere that this is my innitiatives Do not copy from any others.) Writer Vu Thi Thuy Ha Le Thi Hoa REFERENCES 17 12345- Students English book Students English book Students English book Phonics LBUK book starter 1,2 Articles about language games from the website: http:// google com.vn INDEX 18 Parts Part Part Part 1.Content Background 1.1 Rationales 1.2 The Purpose of research 1.3 The object of research 1.4 Research Methodology Solution 2.1.Literature review & Theoretical background 2.2 Current status of the problem 2.3 The solution 2.4 Recapitulation Conclusion and recommendation 3.1 Conclusion 3.2 recommendation Page 1-2 1 2 4-17 15 17 17 17 19 THANH HOA EDUCATION AND TRAINING DEPARTMENT THANH HOA CITY EDUCATION AND TRAINING OFFICE ==================== INITIATIVES SELECTING AND ORGANIZING GAMES TO ENHANCE THE QUALITY OF TEACHING AND LEARNING ENGLISH IN THE PRIMARY SCHOOL The implementer: Le Thi Hoa Position : Teacher School : Dong Ve primary school Subject : English THANH HOA 2019 20 21 ... improve Because of the above reasons, I have chosen the theme: "Selecting and organizing games to enhance the quality of teaching and learning English in Primary School" 1.3 The object of research... to teaching in all subjects and levels of education, to improve the quality of teaching and learning Therefore, in general English courses and English primary monTieng in particular need to have... stimulate the positive perception and the accuracy The imagination: At the beginning of primary school age, the fantasy was simple, unstable and easy to change At the end of primary school age, from the