Organizing some games to improve the quality of english for students in grade 3

DEPARTMENT OF EDUCATION AND TRAINING THANH HOA

OFFICE OF EDUCATION AND TRAINING HOANG HOA

EXPERIENCE INITIATIVE

"Organizing some games to improve the quality of English for
students in grade 3”.

Written initiatives : Trinh Thi Tam
Position :
Teacher
Work place: Hoang Luu Primary School
Experience Initiative : English


THANH HOA YEAR 2017


INDEX
Contents
Pages
I. BACKGROUND...........................................................................................1
1. The reason for choosing the topic ................................................................1
2 Purposes of research.......................................................................................1
3.Research subjects...........................................................................................1
4.Research methodology...................................................................................1
5.The new point of experiences initiatives........................................................2
II. PROBLEM SOLVING................................................................................2
1.Rationale.........................................................................................................2
2. State of the research problem.......................................................................2

3.Solution and implementation..........................................................................3
4.Testing and results..........................................................................................11
III.CONCLUSION AND RECOMMENDATION ...........................................12
1.Conclusion .....................................................................................................12
2.Recommendation ...........................................................................................13
Confirmation of rector ......................................................................................13
References.........................................................................................................14


I.BACKGROUND
1.The reason for choosing the topic
Implement the policies of the Party and State secondary education reform
to bring educational development of the country in accordance with the
country's development and education in the world. In the English department
that plays a very important role and essential. Education Strategy 2010 -2020
specifies oriented General education since 2010 under the direction of a modern
nation. So the English department was included in the primary school level to
perform basic tasks : All students are expected to learn foreign language
program follow a uniform standard. Primary English program recently written to
meet the requirements of educational innovation country. To accomplish this
objective should be supported by the party, the state, the education sector,
especially the team of teachers and parents of students to contribute [1].
Currently the distraction condition, students learned to cope without self
rote learning, many poor students. How to overcome this? How to attract
students to focus on learning as the problem requires educators, and passionate
teachers, school pedagogical council primary concern, always working hard to
plan, programs, forms, methods to improve teaching and learning better,
improve the quality and efficiency of education [2].
For many practical reasons, objective and thus to stimulate student
motivation to learn, cause feeling of excitement before and during the study that

the use of games in each lesson is essential to study, how to apply for flexible fit
and proper purposes will contribute to supporting effective in appetite sensation,
pleasure of learning the English subject for all students, I decided to take the
initiative "organizing some games to improve the quality of English for
students in grade 3".
2. Purpose of research
How to apply for flexible fit and proper purposes will contribute to
supporting effective in appetite sensation, pleasure of learning the English
subject for all students, I decided to take the initiative "organizing some games
to improve the quality of English for students in grade 3"
Make students interested in learning. Help them reproduce the knowledge
system most easily.
3.Research subjects
Due to the limited time, , I decided to take the initiative "organizing some
games to improve the quality of English for students in grade 3". Make students
interested in learning. Help them reproduce the knowledge system most easily.
4. Research Methodology
Candidates should apply many research methods such as:
-Action of investigation.
-Experimental method.
-Research methodology for teaching language theory.

1


- Study methods of “ organizing some games to improve the quality of English
for students in grade 3".
5. The new point of experience initiatives
Encouraging learning English in elementary school students, teachers
have integrated the game in class to help students not discouraged subjects are

too new, the feeling of learning that play, play learning. Games during school
hours not only help them gain knowledge of words but help them consolidate
and deepen their knowledge. When teachers offer games in English classes on a
regular basis, the quality of teaching English will improve day by day.
II.PROBLEM SOLVING
1.Rationale
Today on the mass media appears a lot of games to attract television
audiences, especially young audience, such as pupils, students.
‘’All games, music and television programs, if asked: "Tell me the name of
the game, the television music show that you know ?" They will answer one rim
wall as a millionaire, games play music, we are soldiers…, because this is the
most loyal audiences [3].
From the current situation in order to improve the quality of English
courses I have taken the initiative boldly "Organizing a game to improve the
quality of English for students in grade 3" with the hope to contribute a small
part to improving the quality of learning in English for students in grade 3.
2. State of the research problem
The majority of students at Hoang Luu primary school are not pay attention
and investment to foreign languages, prepare a sketchy way, to deal in very
weak when they learn this subject. Since, They have some boring school
psychology department English. During school hours, the majority of them are
usually passive, lack of flexibility, problems reading – speaking English and
participating at speaking lesson to learn.
Some students at Hoang Luu primary school learn better, hardworking and
self learning, learning conscious, they are willing to learn and the ability to
acquire all requirement. Besides still having a significant number of students
have not learned their mother tongue well and still less attention to students in
English. Students may not complete documentation for self – learning and
fostering more.
However, Hoang Luu is located in the district, the majority of parents are

working away leaving their children at home with their grandparents. The
collaboration between parents and teacher is limited. Most parents are farmers
and workers. So educational level and economic are low. They are busy with
their works. They do not time to interest, mentoring, rubbing, urging their
learning and the parents said that :English in primary school is only electives

2


therefore both parents and students are not interested in this subject, they only
invest in raising their children learn Maths, Vietnamese.
Although English is the primary elective course, it has important properties
beginning in the next school year in grade 2. So it holds a significant role in the
learning process of the children. It equips them vocabulary, grammar and
sentence patterns minimal, basic, simplest revolves around the theme very close,
was their favorite and familiar, is the point of introducing all relatives, friends
school topics, family topics, and other topics (the world around them).
Therefore, to inspire and reinforce students' knowledge is an extremely
important work often. Because this affects a lot more motivated students, a basic
factor to impact the process of learning a language and the consolidation of
knowledge also inculcate over the corpus of the lessons learned in a systematic
way, as a solid foundation to help them learn better, more confident in the
learning process later.
For the quality of their courses to achieve the best results it is not an easy
thing. So how do they form and develop learning skills most comprehensive?
How do I love them, inculcate knowledge of foreign cultures? In any way to
help students understand that not all solid boring, to truly charismatic, playful
atmosphere in class comfort, inspire students to absorb foreign culture that they
themselves unknown.
Specifically,in the beginning of the year I have examined the quality of 67

students in grade 3 of Hoang Luu Primary School, results are as follow :
Completed
Total
67

Do not completed

Quantity

%

Quantity

%

55

82,1

12

17,9

After survey results, I have proposed and implemented solutions, the
following specific methods to improve the quality of teaching.
3. Solution and implemention
Stemming from my orientation on the proposed implementation of the
following measures :
- Instruct students to share knowledge recall reading – speaking practice
of the lesson learned.

- Strengthen the sense both sides as well as the form of words. Captures the
characteristics of each sample questions, first of all to achieve their best
performance in the semester, each school year.
- In addition, the small tracks are also used for entertainment in order to
create a playful, exciting learning or to teach them the lessons illustrate
vocabulary, accent, rhythm, and a points of English grammar, help them

3


memorize more easily. Thereby fostering pure soul, love of culture and beauty
of foreign languages in general and the beauty of the English subjects in
particular, to help them shape and personality development skills and
comprehensive better.
- Teachers read books and researched the problem I am about to make.
- Teachers refer to the organization of the game from those who have more
experience in the whole operation.
- Teaching aids that teachers must be prepared carefully and the game
content, so the teacher should summarize some vocabulary and basic structure of
each lesson topics to integrate into the game, along with research organizations
choosing appropriate forms.
- Depending on the purpose and characteristics of each lesson, the teacher
can select the mode of operation and specific procedures accordingly.
- Create a pleasant atmosphere between teachers and students, the initiative
creates confidence for students to focus attention, stable layer, causing
excitement started right by a certain activity, such as:
- Listen to a short song: for they hear a little song, fast, to put them in with
the topic or type of exercise you would recommend, or can listen via all
operators have the knowledge Posts related to old and new posts.
- Play a game with the contents suitable for them all to cause excitement of

learning and memory.
- There are many ways to help students remember long words and lessons.
However, each lesson has its own characteristics. Depending on the content of
each lesson the teacher can select appropriate manner. The teacher can make in
the warm up, practice or even free after finishing teaching vocabulary.
- Teachers implement reasonable game creation fun classroom atmosphere
and lively help for students with a psychological comfort to remember words
and lesson content. This can be done in the form of group games, groups,
couples or individuals. However, even if done in any way, teachers should be
held for all students in the class watched, I commented to the same
implementation.
- Here are some games that I have used in the process of teaching English
grade 3 of Hoang Luu Primary School.
1/ Guessing game.
The purpose of this game helps students practice speaking from a temperate and
efficiently.
- Draw a simple picture illustrates the need to review some of the words on
A4 paper and put into a stack. (You can use the stock picture from teaching).
- For a student to select a picture (not for the other students to see the
content of the picture).
- The other students guess what it is contested by asking questions:
"Is this a / an...........?"
- Students who guess correctly will be encouraged by point or clap cheer.

4


For example: on the location of the school. (Unit 7: That is my School)

S1: That is my school

S2: Is it big ?
S1: Yes, it is.

S1: What are they doing?
S2: They are skating

2/ Who can write?
Develope writing skill: Help students fill in personal checks or practice writing
in the language suggests.
- Get a picture and poem or story to describing about that picture.
- Divide the class in to small groups or pairs.
- Get 2nd picture and ask student to make a
poem or similar story.
Example 1: Unit 4 : How old are you?
This is a rabbit.
Her name is Round.
She is 20 days old.
She is small.
She likes carrots
3/ Jumbled Word ( for good students)
- The purpose of this game to help students practice vocabulary and
spelling of words. Write some words on the blackboard or on A4 paper with the
letters arranged in random order together.
- Ask students to rearrange the letters to form meaningful words.
- Students can make competition between groups, couples or individuals.

5


- Let the children read the words just arranged.

Example 1 : Rearrange the following letters into meaningful words.
( Unit 7 : This is My School )
umics
 music
blirary
 library
lcssarmoo
 classroom
pucotrem
 computer
chsloo
 school.
Example 2: Order from under the picture: (Unit 13: Where is my book ?)
1 .reospt

4. tirucpe

2. ebd

3. ahcir

5. toac

6. llab

4 / Chain game
- This game for memory training for students. Student participating in this
game to really focus which helps students remember long over. In addition,
students have the opportunity to speak, articulation, vocabulary.
- Divide the class into small groups to sit face to face

- Students in the first group of teachers repeating.
- Students of 2nd group repeating the sentence of first group and added
another word
- Students of 3rd group repeating the sentence of second group and added
another word to follow, so keep coming back to the first student in the group.
For example : ( Unit 14 : Are there any posters in the room?)
Mary and Linda are in the room.
- Mary: This is my picture of my room.
- Linda: Are there any chairs in the room?
- Mary: Yes, there are.

6


- Linda: Are there any posters in the room?
- Mary: No, there aren’t.
5 / What and Where
- The purpose of this game is to help students remember the meaning of
words and reading. This procedure applies to all words in all, the word is often
long and difficult to read.
- Write some words on the board does not follow an orderly and circle them
again.
- After each reading teacher to delete a word but not delete circle.
- Have students repeat the words after the words were removed.
- When cleared from teachers to students rewrite the words to the old place.
- If the form of a competition between teams, teachers need to be prepared
table side table from the same position on teacher has removed the table and
play for the team can do on the side panel.
For example: (Unit 15: Do you have any toys?
6/ Bingo

- This is the game to help students practice, review of connectivity through
sounds with their spelling words.
- Teachers require class 8 to 10 thoughts from a certain topic that requires
teachers and write them on the board.
- Ask students to choose from 6 or 9 from any and write in their notebooks
or paper.
- Teacher reads from arbitrary words wrote on the board.
- Students tick if you hear from teachers chose to read.
- Students who have 6 or 9 words from the reading teacher wins first game
play and shouted "Bingo".
Example 1: Unit 8: This is my pen.
BINGO


5


6


4

2


7

1
book



9

4
backpack

7
Pencil

7


2
rubber
3
pen

5
pencil sharpener
6
Ruler

8
Pencil case
9
school bag

7/ Simon say
- The purpose of this game is to help students remember words and is often

used for short imperatives.
- The teacher shouted orders.
- Students just follow the orders of the teacher if the teacher read the
imperative sentence beginning with " Simon says ".
- Teacher reads imperative, no question:
" Simon says." Students may not perform that command. If a student does will
be removed from the game.
- This game is applied to the whole class, not by group or pair.
For example :( Unit 9 : In My Classroom)
If the teacher says " Simon says : stand up ! " Students will stand up.
If the teacher says : " Stand up ! " Students are not made orders that, if the
student will be removed from the stand up game.
8/ Group the words
- The purpose of this game is to help students remember and understand the
meaning of the word attributes.
- Teacher writes some words on the blackboard.
- Students work in groups to arrange the words in each topic the teacher has
requested.
- In certain intervals, groups sorted quickly and properly will be
encouraged by point.
Example 1 : Arrange the following words into the corresponding column :
(Unit 17: What toys do you like?)

Group the words into right column:
Trucks, doll, kite, cat, dog, yo-yo, bird, rabbit,
goldfish, doll, ball, parrot, tortoise, ship,

Pets
parrot, cat……..

Toys
kite, Robot,………

8


9/ Who can read?
Reading comprehension: Helping students develop reading skills through
painting, observing the activities or read short stories.
Example 1: ( Unit 7: That is my school )
* Students study the picture and write the answers to the following questions.
1.What is this?................................................................................................... .
2.What school is it ?.......................................................................................... .
3.Is it big or small?............................................................................................ .
10/ Matching
- Aim to help students review from combining the words and pictures, from the
sense, or from the number.
- Depending on the purpose of each article, teachers can design activities
accordingly. Can be used in part to teach from, or in consolidation from the
game.
Example 1: Matching the words - furnitures – pictures
(Unit 12: This is my house)

kitchen

living room

garden

9

dining room

Example 2: Matching the pictures and the words.
(Unit 19 : they are in the park ).

Example 3: (Unit 12: This is my house )
* Have students read the sentences on the left, then connect them with the
right picture. Then teacher give key (1c; 2d; 3b; 4a).
Look at this house.
There are six rooms in the house:
a living room, three bedrooms,
a kitchen, and a bathroom.
1. My friends and I are in
the living room now.

a

b

2. I sleep in the bedroom.
c
3. I bathe in the bathroom.

10


4. And I eat in the kitchen

d

Example 4: ( Unit 18: What are you doing?)
* Students read passages and answer questions.
My name is Quan. Today my family is at home. We are in the living room.
My father is watching TV. My mother is playing piano. My brother is listening
to music and I am singing.
1. Where is Quan’s family?...............................................................................
2. What is his father doing now?.......................................................................
3. What is his mother doing now?.....................................................................
4. What is his brother doing now?.....................................................................
5. What is Quan doing now?.............................................................................
*Have students read and fill in the blanks.

She is (1) ___________

in the kitchen .

And he is (2)_______

in the livingroom.

My son is (3) _______

in the bedroom.

and my sister is (4)_____

in the floor.

4.Testing and results
Through the application of game content integrated into lessons in the
process of. teaching English at Hoang Luu primary school this school year, I
noticed a visible change in the attitude of students learning in lessons English.
Recently, I have examined the learning outcomes for their own English
department and got better results.

11


Thankfully, students completely overcome their difficulties in reading English-speaking and from which they actively participate in the activities in the
lesson. Students eager, excited, excitement in learning more, all prepared at
home more thoughtful. Therefore, results tracking quality English courses
students improved markedly.
Specifically,in the end of the year I have examined the quality of 67
students in grade 3 of Hoang Luu Primary School, results are as follow :Year
2015-2016.
Completed

Do not completed

Total
Quantity
67

67

%
100

Quantity

%

0

0

With much effort and effort, with plate enthusiasm for the job, and I always
strive to find new ways to teach students to engage more days a love of English,
learning English is good. Above are some small experience that I have done and
achieved good results in the past time teaching. Still not good, but also partly to
help my students learn more and love and intimacy with the subject. I sincerely
look forward presentation and your contribution teachers and colleagues to my
topic is more complete supplement for teaching English lessons to achieve
higher quality
Through research and application topic " Organizing several games to
improve the quality of English courses for students in grade 3 ," I have learned
after some experience :
- To improve the quality of teaching, teachers must be passionate, be
responsible with your lessons, subjects of interest to students and teaching
quality, the new flexible method of choice in the direction innovation suit their
students.
- Prepare thoughtful lesson plans, detailed meticulous. Increased use of
available teaching aids or self- enrichment, practical and effective.
- Use games, compose a short song or collection, or organize games
enhance vocabulary and sentence structure practice to provide students with
course affinity. System for students adequate knowledge focus simple, easy to
remember, easy to use.
- Encourage students to change into English what they say in Vietnamese

and English used more often in class, or group learning at home.

12


- Awards honored those who are gifted, progress and participation
statements. Also, need regular help motivate them weak and timely correction of
the language you gently, so that they are not guilty, ashamed, afraid of saying the
wrong lead to problems or lazy school.
III. CONCLUSION AND RECOMMENDATION
1.Conclusion
Learning to play, play, learn to make them more excited and interested in
English than I mentioned in the beginning of English 3 is relatively difficult to
make children bored, sluggish in learning. . That is why in the teaching process
at the work unit. I realize that these games give them a useful, effective way to
learn new lessons.
Especially ,when applying language games to the lecture also makes the students
practice speaking English more. However, during game play, the teacher needs
to master the excitement, noise of the students, the noise of the students
avoiding influencing the surrounding layers. The language games that I present
are certainly inevitably unreasonable things. I look forward to learning,
evaluating and peer feedback.
2.Recommendation
To achieve high results in teaching and learning English I have a number of
proposals as follows:
- Adding references to serve the teaching and learning new programs.
- There should be separate classrooms function provides full picture, video
channels, radio, tape recorder serving teaching and learning.
- So let us see some innovative educational experiences are judged reach
provincial and district levels. Should organize regular thematic lessons and have

now taught us samples to consult and learn from experience.

13


CONFIRMATION OF RECTOR

Thanh Hoa , May 14th 2017.
No copy agreement.
Writter
Trinh Thi Tam

References
1.
2.
3.
4.
5.
6.

English Language Teacher Training Project: The Methodology Course.
Book one & two.
Doff, A. (1988). Teach English. Cambridge: Cambridge University Press.
An English Teaching Guide For Vietnamese Teacher.
Forseth, R. (1994). Methodology Hand book for English Teachers in
Vietnam. America: English Language Institute.
Widdowson, HG. (1990). Aspects of Language Teaching. Oxford :Oxford
University Press .
Nunan, D. (1991). Language Teaching Methodology. London Prentice.

14


15