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.
1

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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 4 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.

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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 ...
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2. 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. 3. 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
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Through practice teaching English in Dong Ve 2 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 do not have an
interest in specific subjects because in addition to home school the children can not
learn

Dong Ve 2 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 do 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 2 Primary School
The result before I applied this initiative
According to survey of 78 students in class 4A and 4B of Dong Ve 2 Primary
School.

Time for researching of the survey from september to February

5

5


Grade

4A

4B

Total
number
of
student
s
39
students

39
students

Below
Average

Excellent

Average

Attitude

N

%

N

%

N

%

like

dislike

10

25,6
%

2
6

66.8
%

3

7.6%

29

10

9

23%

2
6

66.8,
%

4

10.2%

27

12

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 8 wrong letters, they lose, teacher gives the answer.
* Example: To introduce the new word "Elephant" (Unit 16: Zoo animals. Lesson 1.
English 4. Vietnamese Education Publisher)
Teacher: This is an animal which have 4 legs and big.
----- ----- ----- ----- ----- ----- ----- ----Students: Guess the letter "e"
1

Teacher: E ----- E ----- ----- ----- ----- ----Students: the letter "o"
Teacher :

2
3

Students: "m"
Teacher:

4
6

5

Students give 8 wrong letters, they lose, and teacher
gives the answer
6

7

8

6


2.3.1.2 .Magic crossword
* Rules of the game
This game is similar to “Hangman ", but the teacher will divide class into 2
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 2 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 1. English 3.
Vietnamese Education Publisher).
Teachers (Hint): This is a room in your house.

Team 1: (Guess letters): E
Teacher: Exactly. Team 1 gets 10 points
E
Team 2: L

Teacher: Not exactly. Turn to Team 1.
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

1

2
3
4
5
6

7

7


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 1. English3 Vietnamese
Education Publisher)
Teacher: There are 6 letters in this word. It is a kind of weather

----- ----- ----- ----- ----- ----Students: The "w"
Teachers: not exactly, you girls will be stepping down at 1

1
2
3
4
5
6

Students: Letter "C"
Teacher: Exactly
C ----- ----- ----- ----- ----Students: Letter "i"
Teacher: there is no letter "i", you have fallen girls in step 2
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
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8


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 do 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.
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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 4 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.
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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 2 pictures
Teacher calls student holding pictures (each student holds one picture),
Tell students to stand turning back each other
Teacher calls: "Start", 2 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 2 students turn against each other:

Teacher: 3, 2, 1 Start
Students: (Step)
Teacher: Pang Pang
Student: (Return).
Student 1: fish
Student 2: duck
Student 1 read first, so he is the winner.
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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 1. English 4.

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 1. English 4.
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):
12

12

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 3 lucky
numbers.
The lucky students who choose the lucky number will get two points instead of
answering the question.
If they choose the other numbers, they have to answer a question and get 2
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 Practice 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 1 (English 4. Let’s Learn English)
1

2

4

5

7

8

Lucky
number

1.What animal is that?
2. What animal is that?
3. Lucky number
4. Lucky number
5. What animal is that?
6. What animal is that?
7. What animal is that?
8. Lucky number
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9. 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 3
Noughts (O) or 3 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:
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 2 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 1
Nought or Cross
For example
Group Nought choose "Bedroom" and give the sentence: “My bedroom is
small”, they will have 1 nought.
Group Cross chooses “Classroom” and say: “There are 12 tables in my
classroom” the group will have 1 cross
O
X

The group which has 3 Noughts or 3 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.
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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
- 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
2. 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 2 Primary
School during 6 months I have a result after using ClassDojo:
Class

Total

4A
4B

39
39

6 months
6 months

Gra
de

Tota
l
num

Exce Aver Wea
llent age

k

15

Time of survey Positive behavior Needs work behavior

N

%

80%
75%

N

20%
25%

Attitude
%

N

%

like

dislike

hesitate

15


4A
4B

39
students
39
students

20

52%

19

18

46%

21

48
%
54
%

0
0

39
39

0
0

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:
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 3 games and each game limit from 5 - 7 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.

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3. CONCLUSION AND RECOMMENDATION
3.1 Conclusion
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

17

Thanh Hoa, March, 15th, 2019
(I hereby declere that this is my innitiatives.
Do not copy from any others.)
Writer

17


Vu Thi Thuy Ha

Le Thi Hoa

REFERENCES
1
2
3
4
5

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Students English book 3
Students English book 4
Students English book 5

Phonics LBUK book starter 1,2
Articles about language games from the website: http:// google. com.vn.

18


INDEX
Parts

Part 1

Part 2

Part 3

19

1.Content
1. Background
1.1 Rationales
1.2. The Purpose of research.
1.3. The object of research.
1.4. Research Methodology.
2. Solution
2.1.Literature review & Theoretical background
2.2 . Current status of the problem
2.3. The solution
2.4. Recapitulation
3. Conclusion and recommendation
3.1. Conclusion

3.2. recommendation

Page
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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 2 primary school

Subject

: English

20

20

THANH HOA 2019