(SKKN mới NHẤT) how to design games and songs in english lessons at primary school effectively

THANH HOA EDUCATION&TRAINING DEPARTMENT

NGOCLAC EDUCATION &TRAINING OFFICE.

EDUCATIONAL EXPERIENCE INITIATIVES.

HOW TO DESIGN GAMES AND SONGS IN ENGLISH LESSONS
AT PRIMARY SCHOOL EFFECTIVELY

Writer: Tran Thi Viet Huong.
Job: Teacher.
Working place: Minh Tien primary school.
Experience initiatives’ subject: English.

THANH HOA, YEAR 2019.

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CATALOGUE

Number
1
1.1
1.2

Contents
INTRODUCTION
THE PURPOSE OF CHOOSING THE TOPIC
RESEARCH PURPOSE.

Page
1
2
3
3

1.3

RESEARCH SUBJECTS

1.4

RESEARCH METHODS

3

1.5

NEW CHANGES IN THE INITIATIVE
EXPERIENCE

3

CONTENTS OF THE INITIATIVE
EXPERIENCE

4

THEORETICAL BASIS OF INITIATIVE
EXPERIENCE

4

THE SITUATION OF THE PROBLEM.

4

THE SOLUTION USED TO SOLVE
PROBLEMS

7

EFFECTIVENESS OF INITIATIVE
EXPERIENCE.

18

2
2.1
2.2
2.3

2.4
3
3.1
3.2

CONCLUSION
CONCLUDE.
SUGGEST.

REFERENCE MATERIALS
CATALOGUE OF THE INITIATIVE
EXPERIENCES WERE QUALIFIED IN THE
PAST FEW YEARS.

20
20
21
22
23

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1. INTRODUCTION
It has been common knowledge that English plays an important part in
our life. Due to English, we can widen our knowledge to communicate with
people all over the world. Because of its importance, our education and
training department decided that English is a main subject from primary to
university grade. However, It is very difficult to teach and learn English in
primary school, especially in the countryside and mountainous places.
For most of things, I know the importance of inspirating desires of
learning English for our fresh men, so I have always tried to find the best
ways of teaching to stir my lessons by using some suitable games and songs
which make our pupils be keen on their new language and lead them to
achieve their new knowledge through lessons actively. Through games and
songs children are easy to learn, Team games and songs encourage children to
work together. Moreover, they use all their senses when they play games or

listen to the rhythm of songs, Children can use the knowledge they already
have about rules and their roles in a game. Besides, they can easily create a new
song from a familiar song with the same rhythm through their new own
language.
Furthermore, music can stimulate strong feeling that can be channeled to
enrich the language learning experience. Songs can be a fun way of exploring
new culture and language. Music helps promote a relaxed, stress-free
atmosphere in the classroom because songs are sung at a reasonably fast speed
they contain natural phonological structure like linking and weak form that
students learn to recognize and be comfortable with. Songs often include of
repetition that helps to make language memorable. Moreover, Songs contain
chunks of language then Learners can remember and use.
Last but not least, listening to music can help children visualize a
situation that stimulates their imagination, they should be encouraged to speak
to each other.
With those criterias, during the past few years, I have successfully
applied my experienced initiatives which I courageously write and show out
to share with my honorable readers about the topic: “How to design games
and songs in English lessons at primary school effectively”. In the course of
research, I believe that there will still be some errors, I hope to receive
comments and advice from my leaders as well as colleagues .
1.1. THE PURPOSE OF CHOOSING THE TOPIC.
In real life, children learn through playing, especially they like singing.
Therefore, using games and songs in English classes can help children’s
language learning. Moreover, games create a child - friendly learning
environment which help Teachers have more chance to develop
pupils’speaking skill. Besides, through songs they become more eager to learn
and remember their lessons naturally ,they can widen their field of language
after creating new song after each lesson, so they have an other chance to learn
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more their new language and it makes them be able to master English well.
From my thoughts and experiences above I research this topic.
1.2. RESEARCH PURPOSE.
When I write this idea, I would like to contribute my small part to
motivate Primary pupils feel like learning this second language and gain better
grade.
1.3. RESEARCH SUBJECTS.
In my topic, I just focus on how to use games and create songs suitably in
each unit of knowledge, such as: some games focus on vocabulary & fluency,
some reinforce accuracy or build up model sentences……and create new songs
with the same rhythm and similar contents to the ones they are heard
1.4. RESEARCH METHODS.
1.4.1. Research, kinds of English tests to find out which can assess the
qualifications and the knowledge of the students without any pressure.
1.4.2. Research based on observation methods: attending workshops
about techniques of teaching primary pupils, Or classes of my colleagues.
1.4.3. Research based on practice: Teaching with the attendance of some
colleagues then discuss to learn from each other.
1.4.4. Research based on studying materials related to designing games
for primary lesson.
1.4.5. Research based on songs related to their lessons in their textbooks.
1.5. NEW CHANGES IN THE INITIATIVE EXPERIENCE.
During a long time of applying the initiative experience: “How to
design games in English lessons at primary school effectively ” I discovered
that children also learn better through chunks of language in songs, They are
stimulated to concentrate on learning. Moreover, music helps children

remember their lessons willingly, children become more eager to start their
lesson , especially they like to show their abilities through new songs, More
importantly, They feel confident in using their new language, they feel English
so meaningful and interesting because knowledge of English is like a piece of
full music, they can use the knowledge they have learnt and easily create a song
of theirs taken from melody of an old song, so creating a similar song to the
songs in each lesson or other popular songs with children is one of the best
ways to give children interest of learning and love for English. From above
things, I would like to develop my new idea to change the old initiative
experience into a new one: “How to design games and songs in English lessons
at primary school effectively”.

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2. CONTENTS OF THE INITIATIVE EXPERIENCE
2.1. THEORETICAL BASIS OF INITIATIVE EXPERIENCE
The fact is that Children are not old enough to be able to understand or
analyze structure of a tense or other grammars that make them so confusing. In
the past I taught some primary classes about model sentences and ask them to
explain the usage again but it seemed to me that most of them couldn’t
acquire.
What I taught made my lessons rather boring. So I think Teachers
shouldn’t only teach basic knowledge in textbooks because learners will be
passive and they will not feel confident as well as not flexible to adapt with
changing daily life.
In the past few years methods of teaching have been changed to be with
the development of society and communicative method has been used .It means

that in lessons pupils are centered to develop their creations and activeness
through different activities. Therefore, suitable games in lessons are the best
choice .
Besides, It will be more exciting If children learn through songs because
song and music make children have strong personal preferences about what they
like.
In addition ,creating songs improves concentration, memory and balances
level in class which I was very surprised at benefits of songs.
2.2. THE SITUATION OF THE PROBLEM.
2.2.1. Advantages.
2.2.1.1. On the part of teachers.
- Nowadays, there are so many textbooks, tapes or videos that provide
kinds of games and songs to motivate children to learn English. Besides,
Teachers are sometimes attended workshops that encourage Teachers to use
games and songs to consolidate knowledge.
- Have to access and use of new methods in teaching.
- Creativity, learn some appropriate teaching compatible with the content
of the lecture.
- Teachers use modern equipment well such as computers, speakers,
projectors,...
-Teachers should use body language in teaching if necessary.
2.2.1.2. On the part of students.
- The majority of school students are eager to be taught this new
language.
- They are very active and so industrious.
- They are so much interested in singing.
2.2.2. Disadvantages.
Besides the above advantages, teachers and students exist back:
2.2.2.1. On the part of teachers.
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Teachers also use several methods that are not child –friendly for primary
pupils, so children sometimes don’t know the reason why they have to learn the
lessons which make teaching and learning no meaningful.
2.2.2.2. Teaching equipment.
Equipment used for teaching English is limited. Some equipments are
spoiled or outdated inconsistent with teaching. More importantly, there is no
function room which is also a challenge with Teachers to organize a game or
turn on music without any noise to other classes around.
2.2.2.3. On the part of students.
Pupils have no chance to practice at home because there is no English
environment around them. So school time to learn English is rather little.
Moreover, some children are shy to communicate in English.
Before applying games in lessons, I took a class survey to see the
differences. I chose class 4A at Minh Tien 1 primary school with total pupil is
31 to do a small test after learning theme 1(from unit 1 to unit 4):
This is the result before I apply the experience initiative:

Gr To
a
No
tal
d
e
1

4

A

31

Result of
before
applying
the
experience
initiative
attitude
Good
completi uncomp
completio
dislik Hesit
on
letion
like
n
e
ation
SL/
Sl/
Sl/ %
SL
%
SL %
SL %
%
%

51.
35, 11/ 6/
15/
4
13 16
11
36 19
45
5
5

QUESTIONS OF A SMALL TEST
PART - READING
Question 1: Read and match .1p
1. What nationality are you?
A. Yes, I can.
2. Can you cook?
B. It’s on the fifth of November.
3. What day is it today?
C. It’s Monday.
4. When’s his birthday?
D. I’m Vietnamese.
* Answer: 1 ;2; 3; 4.
PART -WRITING
Question 2: Fill in the blanks. 1p
1. Am _ rica
2. We _ nesday
3. M _ rch
4. s _ im
Question 3: Reoder the words to make meaningful sentences. 2p

1. is / today / What / date / the / ?
-> …………………………………
2. I / volleyball / can / play / .
-> ………………………………………
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3. What / you / on / do / Tuesdays / do / ?
-> …………………………..
4. from / Linda / is / England.
-> ……………………………………….
* After finishing this test I did a survey to ask their attitudes :
I ask:do you like this test?you tick “ x” in one of the squares :
 like
 dislike
 hesitation
*Comments after checking: the result of the survey showed that primary
pupils felt so bored to do exercises ,they were not keen on the subject, They had
difficulty in practising both at home and at school and it seemed to me that
they had no reason of learning .
Besides, when I didn’t ask my students to create songs from the old songs
in the text they seemed not to be active and creative. Before applying the
creation a new song from an old song in lessons, I took a class survey to see
differences. I chose class 5A at Minh Tien primary school with total pupil is
31 to compare the differences before and after creating a new song.
This is the result before I apply the experience initiative:
Result of
before

applying
the
experience
initiative
Gr
attitude
Good
a To
completi uncomp
No
completio
dislik Hesit
d tal
on
letion
like
n
e
ation
e
SL/
Sl/
Sl/
SL
%
SL %
SL %
%
%
%

5
32,
48,
19, 11/ 6/
14/
1
31
10
15
6
35,5 19,3
45,2
A
2
5
3
Let’s sing: How did you get there?
I went by bus,
I went by train,
I went by bus
I went by train
To my home town.
To my home town.
I had fun
I had fun
I had fun
I had fun
All the way home.
All the way home.
(Taken from English 5-Part 6: let’s sing- unit 3-lesson 2) .

*Students really enjoy listening and singing songs in each lesson.
However, not all the fields of knowledge are mentioned in the songs, they are
only rehearsed some parts of knowledge from a unit, so I think we can widen
more words or model sentences from the rhythm of the old songs to create new
songs which is one of the best ways to consolidate and memorize much more
language through music.

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2.3. THE SOLUTION USED TO SOLVE PROBLEMS
2.3.1.Using games and songs in lessons to build up students’ skills:
About games: The fact is that children love games and always invent
new games to amuse themselves. Using games in class is a natural way for
children to learn.
For example ,to practice vocabulary and pronunciation, we can play
games which focus more on accuracy. This type of game requires children to
remember and repeat words and phrases. These games are more controlled and
fluency practice games because we want the children to be more accurate in
their language use.
In both fluency and accuracy practice. It is important that games help
children to use chunks of language and not just single words or sounds.
Playing games really helps children improve vocabulary, pronunciation and
grammar in a fun way but it is important that your games have a clear language
focus. Before class, you need to prepare games carefully to make sure that they
provide good language practice.
About songs: Songs bring a sense of community to a group. children are
given projects for each team to create a new song and present in class, songs

help people absorb material, so children should be encouraged to speak to each
other, Moreover, words or sentences placed in songs are familiar to children.
they use body language together with the rhythm of music. For example, They
clap their hands, turn up, turn around, move backward or foreward, move right
or move left and there are many repetition words .
2.3.2. How to design games in English lessons:
It’s important that games must be suitable with the contents of each
lesson, it means that Teachers must choose which games focus on grammar,
vocabulary, Fluency, accuracy or so on
Games are so meaningful and create a child–friendly learning
environment.
Games are suitable with Teachers and Pupils as well as school’s facilities.
Games wake up all children’s senses, develop their creations, attract their
attention, And enhance learning.
2.3.3. How to create songs in English lessons:
It is suggested that content of new songs should be depended on tunes of
old songs. moreover, words or phrases must be easy, clear and they are related
to their lessons.
Songs must make them fun, relax children who are overwhelmed or
stressed, change the mood (liven things up or calm things down).
Songs teach and build vocabulary, model sentences or idiom in each
lesson, review material (background music improve memory ).

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Songs must inspire a class discussion and teach listening for details and
gist.

Before creating a new song, Making sure that Students have to be listened
to the song which they take the same or familiar tunes from it.
The stage of creating a song can be given at the consolidation time after
listening a song in the text book or a project for groups in class to do at home
then Teacher asks the groups to present in the next lesson to review old lesson.
After finishing the Students’ task, Teacher should give reward such as a
clap, a small gift …etc to the group with the best presentation.
Steps to create songs:
Step 1: Select a topic. It can be Names ,Days of week, the weather,
Number, Colors, Food and Drink, Animals, Clothes, Sports, Seasons…Your
choice depends on the need of your students.
Step 2: Write down useful words associated with the topic you have
chosen. (Select about 10 words that you think will be interesting, useful and fun
for your students to know).
Step 3: Group your words according to the number of syllables in each .
Eg: -Topic: clothing
One syllable: hat, coat ,
Two syllable: T-shirt,
Three syllable: pullover.
Step 4: Make a list of descriptive words that might be used with your
topic according to syllable count.
Topic: Clothes
Red, green(1- syllable adjective)
Yellow(2- syllable adjective)
Beautiful(3-syllable adjective)
Step 5: Pick up a familiar tune
- Put the words you have chosen into the tune to make a new version of
the song relating to the topic you choose.
Example :
Eg: The tune “The farmer in the dell”

I am wearing a dress
I am wearing a dress
Hi-ho a derry o
My dress is yellow
Example:
Where’re you going ?
Where’re you going ?
To grand mother
To grand mother
I’m taking her a basket
Of cookies
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Of cookies
2.3.4 Learning games’ structures:
- Name of the game
- Aims of the game:
To practice or revise which skill (vocabulary, fluency or accuracy…)
- Game’s materials: Describe kinds of things used to play games
- Number of players: how many people can join in a game.
- Rules of games:
*First of all, get your pupils’ attention before you start giving out the
instructions.
*Plan what you are saying.
*Give short instructions
*Make sure your instruction are in logical order, using such signposts
as first, second, next …..

*Always demonstrate what the students should be doing.
*Check that students understanding before starting, Short and simple
instructions together with gestures are more efficient.
2.3.5. How to play games:
- Allowed time :from 5 to 7 minutes.
- How to organize: First, Teacher introduces name of the game, guide
pupils to play by modeling the games(should be twice).This is a very good way
of helping children to learn and remember rules of the games so they don’t have
to remember long and difficult spoken instructions.
- Start playing game: Pupils are participants and Teacher plays as a
referee.
- Teacher gives comments about results of game: Pupils’attitudes,
mistakes should be avoided, or knowledge they have just practiced.
- After the game: Teacher should give reward for the winning team, it
may be a clap, points, songs, sweets, pens…Which motivate children to learn
better, besides If someone breaks rules of a game, Teacher should give them a
child –friendly punishment such as: run one leg, dance or sing a song…It’s
important that Teacher must be fair which makes children feel comfortable and
ready to receive any punishments if they lose a game.
2.3.6. Introduce some games for types of practicing skills at primary
classes:
I would like to introduce some games I have ever applied in my lessons:
Game 1: Body labeling
Materials:
- A white board
- 14 sticky labels (or ‘post-its’) for each group of 4 or 5 students.
- A3 size paper for each group (option-see below)
Head

eye

nose

mouth

body

toe

knee
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Arm
hand
finger
leg
foot
thumb
shoulder
Aims of the game: to build children’s pronunciation and grammar
Procedure:
1. Use flashcard to teach or review the target vocabulary. Check that the
children know the words to practice pronunciation.
2. Write the words from the box above on the white board, eliciting the
vocabulary from the children.
3. Put the children into team of 4 or 5.
4. Give each group 14 sticky labels. Students write one different word on

each label.
5. Option A One child from each group is selected to be the ‘body’. The
other children in the group put the sticky labels on the correct part of the body.
The winning team is the first to stick the label to all correct body parts. When
they stick the label to the body part ,the children have to say: here’s the mouth,
here’s the toe etc .
6. While the children are playing, monitor and check which words the
children can’t remember or any problems with pronunciation .
7. At the end of the game, check the meaning of the words and practice
pronunciation with the whole class .You can do this by having a drawing of a
body or skeleton on the whiteboard. Point to a body part and the class shouts out
what it is. Drill the pronunciation of the word. Then write the word next to the
body part. Repeat this for the words which children had problems with while
playing the game.
8. Recording: Ask children to draw a skeleton or body in their vocabulary
note books and label the body parts.
Important note:
This game is great fun, and good for energizing pupils. However, if you
feel that it’s not appropriate to use the children themselves as the body, then you
can use Option B for stage 5 of the game:
Option B: Give each group an A3 piece of paper and ask them to draw a
skeleton or human body (or prepare one for each group yourself before the
lesson). Each group sticks the labels on the correct part of the skeleton or body
on the piece of paper. The winning team is the first to stick the notes to correct
body parts.
After the game: Teacher congratulates the winner and gives reward for
the winner such as: a clap or candy…
Game 2: Kim’s game.
Materials: A piece of cloth, collect a group of items of the same type, e.
g. fruit.

Aim of the game: This is a memory game for revising vocabulary
Procedure:
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Teacher arrange the items on a desk and cover them with a piece of cloth,
without pupils seeing them. Have a brief discussion with the class on what
might be under the cloth, based on the shape and size of what they can see.
Divide the class into groups. Show the class the items under the piece of
cloth for 60 second. Then cover the items again and ask each group to write
down the names of as many objects as they can remember. Groups get a point
for each correct item. The group with the most points wins the game.
After the game: Teacher congratulates the winner and gives reward for
the winner such as :a clap or candy…
Game 3: The skeleton game
1
2

3

4

5

7

6

8

Materials:
- A white board
- A set of written instructions (see below ) and one dice for each pair of
children
- A4 size paper for each child. Children play this game in pairs.
Aims of the game: to build children’s pronunciation and consolidate
their vocabulary.
Procedure:
1. Prepare a handout with the following instructions and give one to each
pair of children (or show the constructions on the white board ):
Play this skeleton game with a friend :

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Instructions:
 Roll the dice. You must get 1= a body to begin
 When you get 1, draw a body on your paper.
 Take turns, roll the dice and draw the
different parts of the body on the skeleton.
Don’t forget! you must have a body before you
can draw the shoulders, arms, legs or neck; you must
have a head before you can draw the eyes, ears, nose
and mouth !
 The first person to finish his/her skeleton is the
winner !

1=body, ear
2= head, eye
3= neck, shoulders
4= arm, nose
5= leg, mouth
6=hand, foot

1. Read the instructions with the children. Model the game first and
check they understand what to do, eg. Demonstrate how to play the game to the
whole class, The children in each pair take turns in throwing the dice and then
drawing a body part. The winner is the first child to complete the skeleton with
all the body parts.
2. Before the children play, teach them useful functional language they
need to play the game and let them practice repeating this language. Eg. “you
start”, “It’s your turn “,”A five, good! I can draw a leg” , “ oh ,no! I can’t draw
anything.”, “I’ve finished!”
While the children are playing, monitor and note any problems with the
meaning of the words or pronunciation.
3. At the end of the game ,spend sometime checking meaning of words,
or practicing pronunciation .
After the game: Teacher congratulates the winner and gives reward for
the winner such as: a clap or candy…
Game 4: Bingo
Materials: A black board
Aims of the game: A great game for practicing/ reviewing almost any
language area, for very young children you could use this game to revise letters
of the alphabet.
For older learners, you could make it more challenging by giving
definitions of words instead of just the words.

Procedure:
1. Draw a word grid on the board and ask pupils to copy it
2. Have them the words they have learnt in their lessons.
3. Lists the words on the board.
4. Each pupil chooses nine words from the lists to copy into their grid.
While they are doing this, copy each word onto a piece of paper
5. Put the pieces of paper into a bag and mix them up.
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6. Select pupils to pick out a piece of paper and call out the word. Pupils
with that word in their grid can cross it out. The quickiest pupil to cross out an
entire row of words in their grid and call out Bingo is the winner.
Alternatively, you can continue the game until one pupil has crossed all the
words.
After the game: Teacher congratulates the winner and gives reward for
the winner such as: a clap or candy…
Important note :
A great game for practicing/reviewing almost any language area. For very
young children you could use this game to revise letters of the alphabet.
For older learners, you could make it more challenging by giving
definitions of words instead of just the words, Eg, teacher says “this shop sells
bread and cakes”. The children have to cross out “the baker’s”.
Game 5: Bees find words
Materials :
-Two flowers with 5 petals, each flower has different colours, each petal
has different numbers and sides behind sticked with magnet
1

4

1
0

6

3

7

9

8

2

5

+ 10 bees written words and sides behind sticked with magnet:
one

four

six

two

seven

five
nine

ten
eight

three

+ colourful chalks.
Aims of the game: To check children’s vocabulary, create exciting
atmosphere to learn in class.
Procedure:
- Choose two teams, each team has 5 members. Teacher divides the board
into two parts, each part has a flower and five bees arranged disorderly, then
introduce name of the game: I have two flowers, there are numbers on each
pental, there are words on each bee. Your task is to lead the bee go with the
word.
Two teams stand in two down lines, when you hear “start”, you quickly
match the bees with the words correctly. you do in turns until the last member.
The fastest team with the most correct matching is the winner.
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After the game: Teacher gives reward for the winner such as: A clap or
candy…
Notes: You can change numbers in pentals in English and vice verse.
Besides, There maybe a word not suitable on each pental and find the way for
bee to go with words and how to change.

Game 6: Pastimes.
Materials: There’s no need any preparation.
Aim of the game: To check children’s vocabulary, create exciting
atmosphere to learn in class.
Procedure:
Teacher draws two suns with rays of sunrise, divide class into two teams,
give each team a chalk to write on the board any word, then quickly give chalk
to an other member in team.
When children hear “start”, each member of the team quickly writes on
the board any word, only one word a turn, you can write two or more times.
Then move to other members of their team. The game finishes from 3 to 5
minutes.
After the game: Teacher congratulates the winner and gives reward for
the winner such as: A clap or candy…
Notes: If there are the same words in each team, they only get one word

Students of class 4A at Minh Tien primary school are playing the Game:
“Pastime”.
Game 7: Simon says……
Materials: There’s no need any preparation.
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Aim of the game: This is a classic and fun game. You can play this game
to revise the target grammar and /or vocabulary items with pupils.
Procedure:
The teacher (or a pupil) instruct the class to carry out actions by
saying ,for example, Simon says turn right or Simon says turn left. If the teacher

doesn’t begin the instructions with Simon says, pupils shouldn’t follow the
instruction.
Anyone who fails to follow an instruction preceded by Simon says, or
follows an instruction not preceded by Simon says, is out of the game. The last
pupil who remains is the winner.
After the game: Teacher congratulates the winner and gives reward for
the winner such as: A clap or candy…
Game 8: Slap the board
Materials: A black board or rolled – up newspapers.
Aim of the game: This is a fun game which reinforces the association
between written and spoken words.
Procedure:
Teacher divides class into pairs and line them up. Give three of the pairs
each a rolled –up newspaper .Put flashcashs of the target vocabulary on the
board, or write it on the board directly. Call out a word and the three pairs
should slap the corresponding word or picture on the board. The quickest pair to
slap the correct word/ picture stays in the game and will play with another two
pairs of pupils. The pair which remains till the end of the game is the winner.
After the game: Teacher congratulates the winner and gives reward for
the winner such as: a clap or candy…

Students of class 4A with Teacher at Minh Tien 1 primary school are playing
the game “ Slap the board ”.
Game 9: Physical line - up

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Materials: Slips of paper with target sentences on. Then cut each of them
into halves and put all slips into a box.
Aim of the game: This is a structure/ grammar game.
Procedure:
Teacher asks each of pupil to draw a slip of paper from the box.(The
number of pupils should equal the number of slips in the box). They should
show the paper to the others and try to find the matching sentences halves, stand
next to each other, and say the sentences aloud. The quickiest group to say the
correct sentence wins a point. You may ask pupils to put the slips of paper back
into the box and start the game again.
After the game: Teacher congratulates the winner and gives reward for
the winner such as: A clap or candy…
@ Progressions of teaching initiatives experience:
- To base on the result of a children’s test ,I’m aware of disadvantages
and restrictions of teaching and learning ,So I’ve studied to find new methods
to teach primary children and I try to gain my three main aims:
*First: To help students understand and remember easily.
*Second: Create children’s excitement and concentration.
*Third: Children can learn actively and creatively, they are centered to
practice more often in class.
-Here are some contents and guidelines to conduct some games in class:
Primary pupils are beginners to English, so Teacher should inspire the
excitement of learning English to them.
It means that every sentence should be so simple and child-friendly which
make them be keen on learning, be active and develop their intelligence. They
can learn through games. Therefore, it’s necessary to design games in lessons.
However, games must be suitable with contents of learning.
2.3.7 Introduce some songs created from the songs in the text books
at primary classes:
* Let’s sing: A happy family

Happy, happy, happy sister.
Happy, happy, happy brother.
Happy, happy, happy parents
Happy, happy, happy children.
Yes, Yes, Yes, Yes !
We are a happy family !
Yes, Yes, Yes, Yes !
We are a happy family !
(Created from the tunes in the song of Unit 11-lesson 1-English 3)
* Let’s sing: What’s the matter with you?
What’s the matter with you?
I have a backache.
You should go to the doctor
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You shouldn’t carry heavy things.
What’s the matter with you?
I have a stomachache
You should take a rest.
You shouldn’t eat too much sweet food.
(Created from the tunes in the song of Unit 11-lesson 1-English 5)
*Let’s sing: The weather song
What is the weather like ?
What is the weather like ?
It’s snowy and windy in my hometown .
What is the weather like ?
What is the weather like ?

It’s stormy and rainy in my hometown.
(Created from the tunes in the song of Unit 19-lesson 2-English 3)

Students of class 3A with Teacher at Minh Tien primary school are performing
“The weather song ”.
* Let’s sing: Where are you from ?
Hi. I’m Lan from Viet Nam
Hello, Lan.Nice to meet you
Hello, I’m Tom from America
Hello. Tom .Nice to meet you
Hi,I’m Tony from Australia
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Hello, Tony. Nice to meet you
Hello. I’m Peter from England
Hello, Peter .Nice to meet you.
(Created from the tunes in the song of Unit 2-lesson 1-English 4) .
* Let’s sing: How did you get there?
I went by car
I went by taxi
I went by car
I went by taxi
To my hometown.
To my hometown
I had joy,
I had joy
I had joy

I had joy
All the way home.
All the way home.
(Created from the tunes in the song of Unit 3-lesson 2-English 5)

Students of class 5A at Minh Tien primary school are performing the song:
“How did you get there?”.
2.4. EFFECTIVENESS OF THE INITIATIVE EXPERIENCE.
2.4.1. Effectiveness of the initiative experience after using games in
class:
During the process of teaching English through games, I have realized
effectiveness of an English lesson ; Children become absorbed in the games
really enhance learning, playing games gives children a real reason to use
language to communicate with each other, children use all their senses when
they play games, Using different approaches makes learning more memorable
and appeals to different ways of learning, children can use the knowledge they
already have about rules and their roles in a game. Moreover, team games
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encourage children to work together and communicate with each other ; again
helping to increase fluency. The fact is that games have a final outcome – this
means children are using language to do some thing which is more motivating
and memorable than practicing language for its own sake .Besides, games are
easy to learn –children can usually learn and remember the rules of games
easily. This means you can use the same game again to practice different
language and the children will remember how to play the game .
The effectiveness of teaching initiatives is assessed through the survey of

children’s learning result and their attitudes.
Please see below the result of evaluation before and after applying games
in English lessons in class 4A- at Minh Tien 1 primary school :
Result of after applying the experience initiative
Gr
a To
No
d tal
e

Attitude
Good
completion
SL

1

4
A

31

24

%
77,
4

completion
SL

6

uncomplet
ion

%

SL %

19,
4

1

3,2

like
SL/
%
27/
87

dislik
e
Sl/
%
2/
6,5

Hesit

ation
Sl/
%
2/
6,5

After choosing and applying some games in my lessons, I saw their
excitement and absorbability in learning, they feel more confident in
communicating in English. Especially, They are eager to wait for my English
lessons.
2.4.2. Effectiveness of the initiative experience after creating new
songs in class:
Creating a new song from the tunes which students have known
stimulates their imagination. Specially, It’s easy for Teacher to teach
pronunciation and intonation. Moreover, Music can break ice in a class where
students don’t know each other or are having difficulty in communicating
because students work in groups. I see that the activity is very exciting, funny
and child- friendly. Students used the melody of other songs to make new
versions of many topics. During the time of creating new songs, my students
worked very hard and lively, each group showed a very nice song. More
importantly, the songs of all groups are very great and suitable for them to
memorize, all students are attracted with new songs, all of them are relaxed and
motivated to learn more and consolidated better after each lesson because they
are encouraged to apply words and model sentences they have just learnt into
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the new versions of their songs. It’s common knowledge that Music is the

universal language of mankind Students seem to get together closer and I see
they really expect to be given a task of creating a new song, Especially each
group wants to show their best project in front of their class which is so
competitive and creative.
The effectiveness of teaching initiatives is assessed through the survey of
children’s learning result and their attitudes.
Please see below the result of evaluation before and after applying the
tactic of creating new songs from the tunes of the familiar ones in English
lessons in class 5A at Minh Tien primary school:
Result of after applying the experience initiative
Gr
a Tot
No
d al
e

Attitude
Good
completion
SL

1

5
A

31

25

%
80,
6

completion

SL

5

%

uncomplet
ion
SL %

16,
1
2

3,2

like
SL/
%
27/
88,2

dislik Hesit
e

ation
Sl/
%
1/
3,2

Sl/
%
3/
9,6

3. CONCLUSION
3.1. CONCLUDE.
From my point of view: “How to design games and songs in English
lessons at primary school effectively ” is a process to use some tactics to help
children consolidate their knowledge and improve their English kills as well
as enhance their inspiration in English. However, Teachers should be flexible to
adjust their lessons to make it suitable with each class, Besides Teacher should
give clear explanations, keep it so short and simple which will bring the best
result.
However, My initiative experience is likely to have some mistakes, I have
still adjusted during my teaching, and I need to learn from my colleagues, so It
will be grateful if I receive any comments from my honorable readers.
I hope my initiative experience will be an effective method to motivate
primary pupils to learn English better. This will help Teachers apply the
communicative method successfully and creating new songs from the songs in

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the text books or from the other popular songs with children is necessary and
essential in the process of mastering a new language.
3.2. SUGGEST.
3.2.1. For the school managing board.
- English is a typical subject, Teachers need to be equipped enough
teaching materials such as: function room, cassette, tapes...So I hope school
leaders and local authority will pay attention to our teaching conditions much
more, This will help teaching as well as learning English more and more
effectively.
- Organize English club once a week with different topics to attract pupils
to learn English through songs ,chants, games.....
- A worthy reward for teachers to teach effectively and the prizes in the
contest good students at district level, provincial level.
3.2. 2. For the Department of Education and Training
- Organize workshops, improve the professional skills of teachers
throughout the district at the beginning of every school year.
- Organize the meeting English speaking students to schools create new
inspiration in learning, and motivation for students.
-Our colleagues’ experience initiatives of grade A in districts which are
chosen from the educational scientific department need to be widely
popularized, this will help us learn different good methods from each other to
make our lessons more suitable and more interesting.
Thanks a lot and best wishes!

Principal’s signature

Vuong Thi Hang

Ngoc Lac, March 6th, 2019.
I declare this is my own work and
works of others. I am liable for any
copyright and plagiarism problems
related to this work.
Written by

Tran Thi Viet Huong

REFERENCE MATERIAl
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1. HUNG ANH –LAM UYEN Learning English through games (Educational
publishing house).
2. NGUYEN THI MAI HOA-Teaching English for Children through
themes(Educational publishing house).
3. NGUYEN QUOC TUAN-some of basical parts in teaching and learning
English (Educational publishing house).

4.British council learn English kids
website: />5.British council teach English (www.teaching english.org.uk)
And learn English ( />6.British council .(2009). Motivating learning .
7.Cameron,L.(2001)Teaching languages for Young learners.
Cambridge:CUP.
8.Carolyn,C(2006).Creating chants and songs.Oxford:OUP.
9.Hancook,M.(1998).singing grammar.Combridge:CUP.
10.Moon,J.(2000). Children learning English-A guidebook for language

teachers.MacMillan Publishers Limited.
11.Pasigna,L.A.,(1997).Tips on how to manage a large class,Institute for
International Research,Inc.
12.Read,C.(2007).500 Activities for the primaryclassroom.MacMillian
13.Scott,W.A&Ytreberg,LH.(1990).Teaching English to
children.Newyork:Longman.
14.Chin,J.(2009). Primary Teacher Traning Materials,US
Embassy,HaNoi.
15.Wright, A.(1995).storytelling with children.Oxford:OUP.
16.website: />17.website: />
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CATALOGUE OF THE INITIATIVE EXPERIENCES WERE
ASSESSED FROM C -CLASSIFICATION BY EDUCATIONAL
GRADES IN THE PAST FEW YEARS.
Name of the writer: Tran Thi Viet Huong
Position of working place: Teacher of English at Minh Tien primary school.

No

1.

2.

3.

4.

Name of the initiative
experiences
Some methods of warmup stage at secondary
school.
Some methods of
practice speaking
English well for grade 3
students.
Some methods of
practice speaking
English well for grade 4
students.
How to design games in
English lessons at
primary school
effectively.

Educational
grades of
assessment
Ngoc lac
education &
training office.
Ngoc lac
education &
training office.
Ngoc lac
education &
training office

Ngoc lac
education &
training office

Classification
School
s of
years of
the
assessment(A,
assessment
B, or C)
B

2010-2011

A

2013-2014

A

A

2015-2016

2017-2018

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