Một số biện pháp tổ chức trò chơi trong tiết tiếng anh ở trường tiểu học nhằm nâng cao hiệu quả giờ dạ

A. INTRODUCTION
1. Reasons to choose the topic.
In the present time, English is one of the general communicative
languages of great importance in the current renewal period of the country, in
the general trend of global integration because the whole world is a common
house. Particularly, in elementary schools, the level of education contributes
significantly in laying the foundations of the formation and the development of
students' personality. English at primary level as well as other subjects provide
initial knowledge and awareness of the use of foreign language.
Therefore, English is considered as an international language. In Vietnam,
in recent years English language has begun to be introduced into the curriculum
of elementary schools, so it is necessary to have simple, close words which are
suitable for students' cognitive activities.
English is also capable of a great deal of education in practicing
persistence and memorization, from the process of thinking needed to
approaching and forming new languages. Besides, some students are not aware
of the importance of the subject in their life, so they are not interested in
learning this subject. Therefore, as a teacher, the teacher always find the most
suitable methods to apply in the lesson, help learners understand lessons quickly,
remember good lessons and especially have a passion for the subject.
For elementary students to learn English well, each teacher of English is
not just about communicating and explaining the knowledge in the textbook
materials, in the manuals and in the design of the lectures but adding more
interesting activities like games in the lesson well. Molds, machines based on
textbooks make students learn passively. If you just teach such learning, the
learning of students will be monotonous, tedious and the quality of learning will
be not effective. It is one of the causes that hinder the training of children into
dynamic, confident, creative people ready to adapt to the changes that take place
daily.
In recent years, the requests of education now expect the innovation of
teaching methods in all subjects and at all levels, in order to improve the quality

of teaching and learning. Therefore, the English language in general and English
in primary schools in particular also need to have more powerful innovation to
promote the positiveness, creativity of students, student-centered. Therefore, the
teacher must create a passion for students' study by engaging children in
learning activities. The game is rich in content, with the use of interesting and
useful language in accordance with their perception. Through games, children
will acquire the knowledge and ability to use the language easily, consolidate
and deepen their knowledge in a solid way, giving them the passion and
excitement in study as well as in work. When we have games in English lessons
in a regular and scientific way, it is certain that the quality of teaching English
will improve. Because of the above reasons, I have selected the theme of the
initiative: " Measures of game organization to improve the effectiveness of
teaching hours in primary schools". This is a topic that is not new, but it is
what I myself have been interested in.
1


2. Purpose of the study.
In teaching English, helping students learn words, remember words is an
important activity in class. Learning and remembering words not only help
students remember the meanings, but also helps them hear words, pronounce
words correctly, and apply words in English communication. Therefore, finding
out ways to help children learn and remember is a teacher's job for the purpose
of helping students understand the words, using the words in the sentence.
Students are weak at using model sentences to make a conversation.
Teachers encourage students to learn words because it is a subject that is
considered new and difficult, so the introduction of a game of to English classes
is important to students and English words into the game, so that they are not
bored with the subject which are too new, have the feeling of learning and
playing. Games during learning hours not only help them gain knowledge but

also help them consolidate and deepen their knowledge. At my school, students
begin to learn English from grade 1 to 5, and the curriculum is a new one by the
Ministry of Education and Training. The textbook has many beautiful pictures,
there are not a number of new words so it is easy to attract the children. In
addition, to help them have more excitement in the study, I often use lively
visual aids in combination with a cassette to give my students more excitement
in learning English. In addition to the vivid visuals, I also organize game
activities to help them learn the lesson better. But the games for kids that I used
before were familiar and easy to cause boredom (I often let them play games
"clap the board, noughts and crosses, lucky number or matching ...). So I often
change the games to help them feel strange and more interested in learning.
Using games in learning English is to form new knowledge, skills or
reinforce the knowledge that skills learned.
In fact of teaching, teachers often organize learning games to strengthen
knowledge, skills. However, organizing games in an effective way is very
important.
3. The aims.
In the school year 2015 - 2016, I was assigned to teach grade 3 of the
school so we decided to select students of the third grade to research and perfect
this experience. Initially keeping a close watch on class 3A learning situation, I
found the children very hesitant to speak, very passive to learn English.
Therefore, I tried applying new games in teaching and learning English. Then
this brings me good signals. After that, I have applied this study to the students
of the whole grade 3. Learning a foreign language requires exciting games to
help us do this. Teachers and language learners should not think that playing
games is a waste of time. Even the mother tongue - the Vietnamese language
will also make a lot of progress through the use of the games. Students will learn
very good foreign languages through games. Games help change the study
atmosphere in the classroom and make lessons less stressful and easier to
understand. Sometimes games also helps learners to remember and gain

knowledge deeply.
2


4. Research methodology.
1. Observation method: conductor of the research project: self-study, attend
colleagues' lectures.
2. Method of exchange, discussion: attend lectures, exchange with colleagues
about the content of the games to use in elementary school.
3. Experimental Method: Teachers conduct an experiential instruction that
requires specific teaching hours for game organization.
4. Survey methodology: The teacher asks questions to check and evaluate
students' understanding of the lesson.
5. Methods to study student work products. See the results of each group after
the game.

3


B. CONTENT
I. The rationale of the problem.
Starting from the purposes and requirements based on the theoretical basis
of teaching - learning elementary English, foreign languages in the educational
environment in general, regulations of the essential contents in the fields of
education are thoughts, ethics, cultural knowledge and training communicative
skills in English in particular. These content areas are closely related to each
other, through the use of game-based instruction to create a good communication
skill in English for each student, good communication through the topic of each
lesson. The correlation between the fields of content is a characteristic of the
English subject that teachers and learners need to be aware throughout the

course of study.
II. Real situation of the problems.
1. Real situation:
Most of the students in my school only live in the countryside. They lack
their living conditions so they do not have a high sense of learning. Students
have not realized the importance of the English language yet. English lessons
are not enthusiastic enough to learn. Actually when I enter the class I feel so
hard to finish an effective English class.
The English communication of children in rural areas is still limited. In
process of the change in books, renovation of teaching and learning methods, I
find that the restriction on students' communication in rural areas is due to the
low level of communication in English. In order to communicate in English,
teachers require students to practice skills along with the amount of certain
vocabulary. At elementary level, students do not have many of the contents and
sentence patterns to learn, but it requires them to have a certain amount of
vocabulary to practice and participate in some games. Elementary English is still
an optional subject, so some parents and students do not care that their children
learn less vocabulary or memory less. It is a reason that makes me concern
finding out a best way to help them learn the word, remember for a long time
and use more words for conversation.
English is a subject that gives students excitement, explores and compares
the differences between the languages, the cultures as well as the society and
economy of the country they are learning.
Having taught elementary English in the past few years, I find that the
quality of this subject is still low. Through the surveys, consultation with
students, I noticed some of the causes of the restriction are as follows:
a. Teaching equipment is also limited:
With curious nature, eagerness to learn, and the ability to feel the world from the
visual to the dynamic.
b. The opportunity to practice little English:

They do not have the opportunity to communicate with foreigners so that they
can give some formal English greetings. The study and practice in English is
only in the classroom. That is why students feel compelled to learn to get high
4


marks. They are not aware of learning English so that they can use it as a means
of communication later.
c. Limited time and game form:
Elementary students are still young so their writing speed is slow. This is
one of the main reasons for not having lots of time to organize games. Besides
that the game form is still not well- organized. Especially elementary students
are interested in learning English that is related the game. It is very good for
teachers to do the job: learning - playing - learning.
d. Motivation of learning is not high:
Elementary English is still an optional subject so some parents and
students are not aware of the importance of this subject. Some students go to
class because they have to go without any learning motivation. The students are
so weak that they are afraid to practice speaking, because of the slow learning
ability, fear of wrong practice, fear of the teacher's bad comments.
Others are quite good at this subject, but they are afraid to communicate
because they do not have the ability to absorb and they are psychologically
limited, reserved to practice in front of the crowd. At this age they are very
playful so the sense of learning is not high. In addition, they focus less on
studying and are lazy to learn English vocabulary.
On the school's assignment I teach class 3. So in order to evaluate the
specific effect of the game on the student learning outcomes, I have applied the
game for grade 3. I choose 3A and 3B, and there has been remarkable change in
the results. I realize that these games give them a good way to learn, play and
learn not only in class but also everywhere. Students are very excited to come to

class, and understand more deeply and more naturally, reduce the inherent
timidity. During the teaching process at the work unit, I realize that these games
give them a great learning style and especially when applying the game to the
lecture, I find students love class more. Class atmosphere is more exciting.
Students have the opportunity to practice English more. But although you are
applying any method, any way, there are two sides because nothing is really
complete. With the games I present, it is necessary to prepare, arrange
appropriate time, and have flexibility
2. Survey result of the problem.
Through the above situation survey, I have drawn a conclusion that the quality
of leaning English is not high.
result
Class
Total
Bad
average
good
excellent
3A
17
0
2
7
8
3B
22
2
12
8
0

III. Some solutions to these problems.
From the fact that I teach English, I offer a game that helps students learn
and remember words through the games for primary school students. These
measures in this initiative are also covered in the instructional materials in
English. However, to apply those measures effectively requires teachers to know
5


how to select and organize the implementation of the measures in a flexible way.
This technique may be appropriate for this lesson but is not effective for
another lesson. However, in order to apply in a appropriate, lively and effective
way, it depends on the teaching method of each lesson and the flexibility of the
teacher to turn each activity into an exciting game. It is easy to attract students,
giving them the excitement of learning and remembering words. Some game
measures will be more convenient and attractive if the teacher teaches with the
support of information technology. For traditional lessons, the teacher should
prepare more with visual aids such as extra tables, real objects, pictures, etc.
Each technique has its advantages when used by teachers in practice. The
selection of tips suits with each teaching purpose, each lesson, each teaching
aids to avoid boredom in the activity and that is an important content mentioned
in this idea.
1. Preparing before organizing games:
To teach and help students learn better, teachers must prepare the following:
- Planning and organizing games
- Selecting some games and techniques appropriate with the content in each
lesson.
- Preparing a number of teaching aids (extra-board to teach words, paintbrushes,
paintings, real things, cards , PowerPoint)
- Preparing, organizing classes to organize an effective number of games.
2. Designing games in English class:

Organizing learning games to teach English in common and English at
primary level in particular, we must rely on lesson contents, conditions of time
in each specific lessons to give suitable games. However, to organize games in
teaching English high effectively, each English teacher must have a thorough
and well-prepared plan , and make sure the following requirements:
+ Games having educational meaning.
+ Games aiming to consolidate and deepen the lesson content.
+ Games matching with the psychology, the student level, fitting with the ability
of the guidelines and conditions of facilities in the school.
+ Games being plentiful, various and being carefully prepared.
+ Games causing stimulation and passion for student's learning.
* The structure of the learning game
+ Name of the game.
+ Purpose of the game.
Describe the purpose of training, strengthening knowledge, skills.
The purpose of the game is to define the game of action designed in the
game.
+ Game Supplies: Describe game supplies used in the learning game.
Rule of play: Rule should be stated, indicating the rules of the game of action
specified for the player, the rules of the game win.
+ Number of players: It is necessary to specify the number of participants in
each game.
6


+ How to play: Neutral, specific and simple of each game.
* How to organize the game:
- Game Time: about 5 - 7 minutes.
- How to play: The first is the introduction of the game: name of the game,
instructions how to play and the rules of the game.

- Try to guide and emphasize on the rules of the game.
- Actual play: Students participate in the play and the teacher is the referee.
- Comment on the results of the game, attitudes of the participants, teachers can
add knowledge learned through the game and show mistakes to avoid.
- Finish the game: fine reward , clear rules to play so that players accept comfort
and self-consciousness to make games more attractive, stimulating learning of
students. Fine students who break the rules by playing simple forms such as
applauding, dancing, singing a song, or saluting you win ...
Below, I will introduce some of the typical game organization measures
that I apply in teaching curriculum for elementary students.
IV. Measures to implement the solution.
* Some games and waysto conduct.
1. Ball game.
- After introducing vocabulary, sentence patterns and conducting practice in
groups, students start to practice in pairs.
- In each group, the students will play one-two-three , the winner in one-twothree will point to pictures and ask, the other will look at pictures and answer .
- For the introductory sample, the winner will point and read aloud the words /
phrases in the picture, the other will have to put sentences with the words /
groups.
For example, for this sentence pattern. Merge sentences:
- Each member of the group will be given a card containing one sentence in the
dialogue. The task of each is to memorize the sentences and not let them look.
Then each member will read out his/her sentences to the whole group and put
them together in the correct order of the conversation.
1. What color is your box?
What colour are your
2. What color are your pencils?
3. It’s red
4. They’re green.
Answers: 1.3,2.4

The group of students can go up the board to stand with this order, or write the
answer in the paper or group table. After the game ends, each team also tries to
consolidate the old lesson's knowledge and teachers go on to introduce the new
lesson. Unit 10: What do you do at break time?
1. Look, listen and repeat. First of all, I let students observe the pictures and
then listen to the dialogue. Then I applied this game.
7


- Use this game to consolidate the pattern you hear in the conversation.

* Method:
- I prepare 4 balls (2 balls with question marks and 2 balls with answers).
Divide the class into two groups, giving each group two balls (1 with a question
mark and 1 with no).
- The class both listen to the CD and pass the ball. When hearing a teacher's
order, a student holding a ball with a question mark of a group of 1 will put a
question for the student have the answer ball of group 2 and vice versa. Then the
student of group 1 will ask the question: What do you do at break time, Mai?
And the student of group 2 repeat the answer: I play badminton.
Group 1: And what about you, Phong?
Group 2: I play football.
If the wrong group is lost and fined. The game keeps on until the students hear
the end of the conversation
After teaching the vocabulary, for the test of the words of, I apply the game for
students to remember the words just learned.
2. Guessing word.
This is a game similar to the "magic hat" program, which means guessing
words in letters, but slightly different. This game requires at least two players.
The master (teacher or student) takes a name or word on a given subject and

then writes on the board or paper with a number of squares corresponding to the
letters of the name or word, the player will guess one letter at a time, if the letter
is in the letter, then the owner will write the letter in the right place. Anyone who
finds out the name will win. In contrast, after five false guesses (a number of
times determined by the host and the player), the player loses. There may be two
or more students in charge of the game. Who wins multiple times will win the
game.

8


Example: Teachers own the game. The teacher say the crossword that the two
students play is an eight-letter crossword, which is the name of a game. Teacher
record.
Eight crosswords on the board.
For example: The player I predict that the character "k" is not the "k", so the
second person will turn, the second person guesses the letter "A" and write in the
correct position in the crossword.
A
Second player is further predicted, if guess the right owner will do as above, if
the wrong guess the I guess. It's like that you find the word. In case one of the
two players knows for sure that it is the player, then he/she can talk to the owner
immediately and win. Also if the wrong word guess will be removed from the
game and also will continue to guess. If both of you do not guess, then the "fan"
guess from the word. The game helps them recollect the vocabulary they have
learned in the song and is deeply engraved again.
This is a very fun and rewarding game, students will enjoy it because it is close
to them and can give them the ability to think.
play at break time chess, badminton, football, do, basketball, table tennis
B

a

d

m

i

n

t

o

n

F
o
o
t
b
a
l
l
3. Name calling.
Coming to the introduction of the new sentence of the article, I applied another
game to practice the sample sentence.
Model sentence: What do you do at break time?
I play football.

The game is called "name calling" (also known as shooting, shipwreck)
* Scope of application:
- Practice sample question and answer / sentence form in new language class.
Example: What do you do at break time?
I play football.
* Method:
- Divide the class into two teams. Play a role of the character in the picture to
perform the sentence. Each team is a boat. The task of each crew member is to
answer questions and then ask questions and name a member of your team to
answer. If your team answers, the process continues. If your team does not
respond, they will see that the team's boat has a hole. For a certain period of
time, the teacher specifies, which boat has fewer holes, then the team wins.

9


Team 1; Question: What do you do at break-time?
Team 2: I play football.
Team 1: What do you do at break-time?
Team 2: I play basketball.
After the game ends, the teacher tries to correct the phonetics and finish the
practice.
4. Demon Flower Picking.
Coming to content: 3. Let't talk
I use the new game to consolidate all the knowledge throughout the game.
Game: Demon Flower Picking
This game can be applied to the whole class.
- Purpose: Practice listening and answering structures in some simple sentence
patterns.
- Preparation: A bonsai with colored paper flowers in which questions are

written in English. Words from the sentences of the lesson
Example: What do you do at break time?
The answer can be: I play football/ basketball/ chess/ table tennis/ badminton…
- How to play: Let the children play in the classroom, in turn to pick up flowers.
Those who pick flowers, read the question to the class and then respond in front
of the class. Those who answer correctly are rewarded and given a reward.
- Rules of the game: Students volunteer on board the questionnaire on the
flowers and answer.
- Ending the game: Bring back the correct and fast answers
These contents of some tips to teach new sentence patterns that I applied to
some units in English 3.

UNIT 10: WHAT DO YOU DO AT BREAKTIME?
10


Lesson 1: (1-2-3)
I. Objectives:
By the end of the lesson students will be able to:
- ask and answer questions about break-time activities.
- develop speaking and listening skills
- educate students to love subjects
II. Language Focus
- Sentence partners: What do you do at break time? – I play badminton.
- Vocabulary: do, at break time, play, badminton, football, basketball, chess,
table tennis
III. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students: books, notebooks, workbooks.
IV. Teaching processes:

1. Class organization:
- Greeting
- Checking for the students' attendance.
2. Oral test:
- Have pupils greet and introduce their names and their health.
3. New lesson
Teacher’s activities
Students activities
1. Look, listen and repeat.
- Ask Ss to identify the characters in the picture
- listen
a, b on page 64 and what they are saying.
- Set the scene “you are going to listen to Mai
and Linda and Phong ask and answer questions
about break time activities.
- Play the recording and asks Ss to listen to the
tape.
- Call on one pair.
- Have whole class repeat all the phrases a few
times to reinforce their pronunciation. And do
the same with the dialogue between Linda and
Mai.
Reinforcement of the conversation I organized
the ball game
Game content.
Use this game to reinforce the pattern you hear
in the conversation. . . . . . . . . .

11

- listen

* Method:
- I prepare 4 balls with two balls with a
question mark for the two balls to answer
Divide the class into two groups of two groups
(one with a question mark).
- The class listen to the CD and pass the ball;
When a teacher's mark is typed, the size of the
student holding the ball with the question mark
of group 1 will ask the question you have the
answer ball of group 2 and vice versa. When
you first grouped the question to you, the
second group reply: What do you do at break
time?
I play badminton.
Group 1: And what about you, Phong?
Group 2: I play foot ball.
Follow up if the wrong word from that group
will lose. And punish the game until the
students listened to the conversation
2. Point and say
- Have pupils look at pictures on Page 64.
Elicit the characters in the pictures and their
names.
Teach vocabulary:
Play
at break time
chess

Badminton
football
do
Basketball
Table tennis
- Check vocabulary: I applied Guessing Word

- Listen and play

- listen

- Listen and play

12


game.
* Rule
This is a game similar to the "magic hat"
program, which means guessing words in
letters, but slightly different. This game
requires at least two players. The master
(teacher or student) takes a name or word on a
given subject and then writes on the board or
paper a number of squares corresponding to the
letters of the name or word, the player Will
guess one letter at a time, if the letter is in the
letter, then the owner will write the letter in the
right place. Anyone who finds out the name
wins. In contrast, after five false guesses

(number of times determined by the host and
the player), the player loses. There may be two
or more students in charge of the game. Who
wins multiple times will win the game..
Example: Teachers own the game. The teacher
said the crossword that two students play is a
letter composed of letters, this is the name of
the letter. Teacher record
Swap letters on the board.
For example, the player I guesses is the letter
"k", the owner says there is no "k", so the
second person will turn, the second person
guesses "A" And write in the correct position in
the crossword.
Second student is further predicted, if guess the
right owner will do as above, if the wrong
guess the I guess. It's like that until you find the
word. In case one of the two players knows for
sure what the word is, then you can talk to the
owner immediately and win. If guessing the
whole word will be removed from the game
and the other will continue to guess. If both of
you do not guess, then the "fan" guess from the
word. The child's wind blows back from the ice
rink in the hut and is again tucked away. This is
a very fun and rewarding game, students will
enjoy it because it is close to the children and
promote
their
thinking

ability.
Play at break time chess Badminton
football do Basketball
Table tennis

- Listen and play

- Listen

-

Pupils

to

guess

and
13


B
F

a
o

d

i

m
o

t

n
b

t
a

o
l

n

complete the speech bubbles.

l

I applied a new game called. Name calling
(also known as shooting, shipwreck)
Model sentence: What do you do at break
time? I play football.
I applied a new game called. Name calling
(also known as shooting, shipwreck)
Scope of application:
- Practice sample question and answer /
sentence form in new language class..

Example: What do you do at break time?
I play football.
Method of operation:
- Divide the class into two teams. Play as the
character in the picture. Each team is a boat.
The task of each crew member is to answer
questions and then ask questions and name a
member of your team to answer. If your team
answers, the process continues. If your team
does not respond, they will see that the team's
boat has a hole. For a certain period of time, the
teacher specifies, which boat has fewer holes,
then the team wins.

Group1: Question
What do you do at break-time?
Group2: I Play football.
Group1: What do you do at break-time?
Group2: I play basketball.
After the end of the game, the teacher fixes the
vocabulary of the vocabulary

- Listen and play

- Listen
14


3. Let’s talk
I use the new game to reinforce the knowledge

learned throughout the whole thing.
- Listen and Play
Game: Demon Flower Picking
The game applies to the whole class
- Purpose: Forging the listening and speaking
skills are structured into some simple sentence
patterns learned.
- Preparation: An ornamental bonsai with
colored paper flowers in which questions are
written in English. Words from the sentences
learned.
Patterns: What do you do at break time?
- Listen
I play football.
How to play: Let the children play in the
classroom, in turn to pick up flowers. Those
who pick flowers, read the question to the class
and then answer the class. Those who answer
correctly are rewarded and given a reward.
- Rule of play: Students volunteer on the board
to draw questions on the flowers and pay
Student 1: What do you do at break time?
S 2:
I play basketball.
S3 : What do you do at break time?
S4:
I play chess.
S 5:
What do you do at break time?
- The rest of the class

S6 :
I play badminton.
observe and give comments
4. Consolidation
- Do exercises in the
Summary the lesson
workbook
5. Homework
- Do exercises in workbook, learn by heart the
new words
* Experience idea effect
The above are measures to organize the game in a class of my school that I
applied
1. For teachers:
- Teachers can fully exploit the pictures available in the textbook, so it does not
take much time for preparation work.
- Teaching aids are not very expensive, and they can be used for a long time.
- Learning activities that involve the active participation of all students in the
class.
2. For the school:
It saves a lot of expensive teaching aids. At the same time, this way improves
the quality of students. It does not cost a lot of time for them.
15


3. For students:
- Motivation is a surprise in the division of tasks and answers, because if
students ask every question and answer as usual, they will know in advance the
question to ask (or answer), therefore they will not pay attention to what her/his
friend say.

- Sentence-matching activities help children to master in dialogue activities to
create confidence in the children in the process of communication later.
- Activity diversion ball, activity "Calling name" (also known as shooting,
shipwreck)
Create a surprise to create interest in learning activities.
In addition to reinforcing teamwork for students, name calling (shooting, boat
wrecking) makes them more aware in helping you weaker because if you can
not answer then the whole team will lost. This is the most successful point in
this game activity.
After a period of experiential teaching, "Learning English through
Games," I saw the quality and efficiency of my English lessons increase
dramatically. Students have lots of time to practice very lively. Classes are
intensive, learning atmosphere is not as boring as before. Students are excited
about learning and their knowledge is deepened.
Experimental results are also assessed through quality tests and
exploration of student interest.
Results before and after the incorporation of games into English language
classes:
result
Class
Total
Bad
average
good
excellent
3A
17
0
0
4

13
3B
22
0
11
9
2
After choosing to manipulate some of those games on the lesson. At the
end of class I found that not only did the students grasp the lesson but also
remembered the knowledge of that lesson. They were quick and skillful and
made their children more confident and confident.
The best thing is that the children learn very excitedly, expect coming
lessons, love the English subject.

16


C. CONCLUSION
1. Conclusion:
Learning games is a type of fun activity that has many effects during the
primary school hours. Learning games creates a joyful, innocent and lively
atmosphere during school hours. It also stimulates the mind, the hat, the
understanding in the student. Organizing a good learning game not only makes
them more interested in learning but also helps them to be more confident. Have
the opportunity to assert themselves and evaluate each other in learning.
Organizing games during English lessons is extremely necessary. We
should not overuse this method. Every lesson we should organize for children to
play from 1 to 2 - 3 games in the period from 5 to 7 minutes is the same.
Therefore, the teacher needs to have organizational skills, guide the children to
play rationally and in sync, to maximize the role of students.

When organizing learning games in general and elementary English in
particular, we need to rely on the content of the lessons, the physical conditions
of the school and the time of each lesson. Or design suitable games.
However, to organize some effective games, it is required that each teacher
plan, prepare thoroughly for each game.
Apply effectively to all 3rd grade students in the elementary school where I
work and achieve marked improvement.
2. Recommendations:
It is very important to teach English successfully. It makes them
understand the language, the country, the people and the culture of some
countries. By learning English, students have more knowledge and love for
Vietnamese, English teaching also contributes to the development of learning
methods and development of personality and intellect of students. So in my
opinion, the teacher needs to see the importance of the method of teaching
English in general and "Some learning methods and methods of organizing
games in particular. In fact, I applied "Some of these measures - In order for
English classes to be highly effective, I also have some ideas for the following
leaders:
- Need to invest in adequate facilities, equipment for teaching such as tape,
radio, functional areas, multi-function projector.
- Provide additional reference materials for teaching and learning.
- Organizing more meetings of professional groups, thematic activities.
Bring out well-thought-out educational initiatives for schools for teachers
to refer and learn.
- Hold good student examinations.

17


Thọ Xuân; ngày 20 tháng 03 năm 2017

Tôi xin cam đoan đây là SKKN của mình viết, không
sao chép, copy của người khác
Xác nhận của Hiệu trưởng
Người viết

Đỗ Thị Hà

18


TÀI LIỆU THAM KHẢO
1. Sách giáo khoa Tiếng Anh lớp 3.
2. Sách giáo viên Tiếng Anh lớp 3.
3. Chuẩn kiến thức, kĩ năng lớp 3
4. Sách bài tập Tiếng Anh lớp 3.
5. Văn bản số 03/VBHN- BGDĐT: Ban hành quy định đánh giá học sinh
tiểu học.
6. Thông tư 22/2016/TT- BGD&ĐT: Về việc hướng dẫn đánh giá học sinh
tiểu học.

19