SKKN a number of collective actions inspride students to learn english for grade 3 at ngoc phung 1 primry school, thuong xuan district

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Contents

Pages

1. INTRODUCTION
1.1. The reasons of choosing topic:
1.2. Research purposes
1.3. Research objects
1.4. Research methods
2. PROBLEM SOLVING
2.1. The theoretical basis of the subject
2.2. The reality of the matter
2.3. Solution and organizing the implementation
2.3.1.Teach students sing or dance to replace the gym transfer
details
2.3.2 Organize the class as the weather outdoor fitness activities or
team.
2.3.3. To organize club activities English
2.3.4 Organize playground English:
3. CONCLUSIONS AND PROPOSALS
3.1. Results
3.2. Proposals
REFERENCES

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1. INTRODUCTION
1.1. The reasons of choosing topic
Today, English has become the lingua franca of international, many countries
use English as an official language. To catch up and exchange with other
countries in the world, it requires a level that language is English. Therefore the
English department in Viet Nam was put into the national education system from
the university, college, high, secondary and even in primary school.
However, the use of English from the generations, from civil servants, students,
pupils and other strata of society are very much confused, the ability to
communicate in English is limited. This is because each individual selves are not
really aware of the importance of language learning, sometimes learning to
cope, perfunctory. For students with language learning program was heavy
textbooks should easily be boring lead to low academic performance.
Furthermore, because the concept is old English courses so difficult when

students fear this program.
Recently, the awareness of people about the
importance of learning foreign languages, especially English has improved
somewhat, but the teachers are still confused in how to organize teaching, no
breakthrough , not really dare to think, dare to make new teaching methods and
modern teaching aids, and more particularly no strong direction from superiors
for this course.
Moreover, the primary interest in learning and teaching English was not really
high, sometimes the idea that elementary students are too young to learn a
foreign language. In my opinion this is not true, because a new baby could talk,
ability to learn and remember words quickly. According to research by scientists
abroad, children aged 3 to 4 years old learning to speak a foreign language is
most effective. According to my own experience, I think that elementary school
students acquire better language in the other age groups. Because of this age
students reach their native language, are interested in studying and analyzing the
language, the language code to thinking that they can apply to language
learning. The longer you remember all because due to the excitement, curiosity
and novelty, and especially the language of the other.
In recent years the Department of Education and Training has launched a pilot
program to teach English in primary school specifically grade 3, 4, 5. The book
was compiled under the direction of communication, the first step to help


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students establishment and development of communicative competence in
English, through the four skills: listening, speaking, reading and writing,
including development priorities both listening and speaking skills. According to
elementary English program, the student is the subject of the teaching process in
culture and learning conditions suitable for ages physiological interest, taking

into account the international exchange. So, how to teach effectively bring new
issues to be concerned. For each age group have the linguistic knowledge
content and form of teaching different age for junior and high school students,
the imparting of knowledge more easily. Elementary students must do so to the
transmission of knowledge is simple and easy to understand, easy to remember.
Can not teach classic method is to guide students to read from and teach
grammar giving formula to student self-assembly. For awareness of elementary
school students are learning in the model, the formula is not effective, but
learning how to "learn through play, learning to play that”. But how to play
effective learning, it must depend on the organizational form of teaching. As
well as teaching Mathematics and Vietnamese, English for Primary School
students are required to inspire the students in class to deepen their knowledge
to help you remember all the longer. There have been many forms of
organizational learning games, but usually only in the short game lessons to
integrate into the curriculum to reinforce the lesson. For a long time I concern
myself and thinking of organizing an English rewarding playground for
elementary school students in order to increase student interest in learning in
English. Especially developed implementation skills: listening - speaking
impetus for the progress of students in learning English. Because of all these
reasons that I boldly chose the theme: 3.2.1 Organize the class as the weather
outdoor fitness activities or team.
1.2. Research purposes
- From studying the status of the classes at Ngoc Phung 1 primary school
to find out measures to improve teaching methods more suitableeach student
object.
- Study the theoretical basis of building an effective lesson.
- Research on the practical basis of the lessons. From there, compare with
the results achieved after applying the solutions and measures new teaching
methods. Draw some useful lessons after research.
1.3. Research objects

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- This theme I apply the solutions and measures of excitement among students of
grade 3 at Ngoc Phung 1 Primary school School.
1.4. Research methods
- Read the document on research-related issues.
- Use general problem analysis method.
- Use survey method to get opinion.
- Method of pedagogical observation: organizing activities, playgrounds in the
classrooms and outdoors.
2. PROBLEM SOLVING

2.1. The theoretical basis of the subject:
Students in grade 3 first introduced to the new course, a new language so
they're new, sometimes shy, afraid to speak English. Because they have not
really experienced in the study and consolidate knowledge was imparted, as well
as to communicate with you in English class, they are more afraid when I
mispronounce. That's why teachers can not teach the method machinery that
how to get them easier to understand and remember, to make them interested in
learning rather than forcing students into a rigid mold will have no effect or may
be counterproductive. Psychology of primary school students are very fond of
singing, dancing, reading poetry or participate in fun group activities, so the
language acquisition through collective action is very easy and improve the
efficiency of learning English.
2.2. The reality of the matter:
+ Advantage:
The attention of the school management committee for English courses,
classrooms have been invested in facilities suitable for learning English as a

projector, TV conect to the Internet, some furniture online vivid. Especially the
cluster level professional activities for teachers conditional mutual learning in
order to improve the quality of teaching.
For elementary school students are learning English are also new and
gently knowledge, they are first introduced, so very excited. Until now, the
awareness of the importance of the subject of English of parents were very
advanced students. The investment of time as well as economic subjects for this
study were somewhat changed in a positive direction so that the teaching was
somewhat less hard, all students have sufficient textbooks and maps learning.


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+ Difficulty:
For an audience of elementary school students should acquire all the level
is limited, they have not really experienced in the study and consolidate
knowledge was imparted. Do not be taught in a way that machines must be
simple to understand, easy to remember, to make them interested in learning
rather than forcing students into a rigid mold, it will not be effective as expected
want that can lead to counterproductive.
Some teachers also have many part-time work, leading to limitations in
expertise, not much time to invest, explore new methods, and stereotypes
machinery, heavy textbook program. There are also new teachers are introduced
to elementary school students should also embarrassing capture methods as well
as psychological age is not good. Moreover, there are some points about
teaching quam is also inconsistent unresolved, leading to difficulties for the
school day.
But the leaders were more interested in teaching this subject at primary
level, but there are still many difficulties in organizing exchanges exams in
English proficient students. A playground rewarding, exciting helps students

learn from each other and give them the motivation to learn and improve teacher
professional and proud of the achievements of their students, if not gain must
strive. Further details of regulations in a week is too high (21 periods per week),
this particular course many teachers have to pronounce many times, it should
not affect health. but to be organized for students learning vividly requires
teachers to invest a lot of time and effort, the new class really scientific and
effective.
From the above situation has caused significant impact on the quality of
teaching and learning in English of elementary school students. Some students
asked was afraid this subject for fear of hard to remember, difficult to learn,
difficult to write and teachers have no interest in teaching subjects and lead to
the next school year students will not be found steadily as desired skills.
After half a semester, the quality of students class 3: 3A, 3B before
applying themes:
No Class Students

Exellent
Sl
%

Poor
Sl

%

Sl

%

5

1
2

3A
29
5
17.2
16
55.2
8
27.6
3B
30
4
13.3
17
56.7
9
30
Looking at the table above we can see statistical learning outcomes of
block 3 is not high, there are many weak and average students, the number of
less gifted students.
2.3. Solution and implementation:
+ The solution:
Solution 1: Teach students to sing and dance to replace the transfer exercise
more.
Solution 2: Organization of outdoor learning more as the physical education
class or extracurricular hours ....

Solution 3: Organization of the club activities, group learning English.
Solution 4: Organization of the playground English to students.
+ The measures for implementation:
Looking at the results from the table above I always wondered about the
learning capacity of students in grade 3, I had to look for new materials, learning
through operational in many places and experiences drawn through the lesson to
boldly change teaching methods, specific applications in fact improve the
quality of teaching students, unleash the inherent capacity of the children. Today
I want to bring my own experience has experience to share with colleagues to
improve the quality of teaching and learning in English at the primary level to:
"Every day is a good day to go to school” for children .
Over time practical experience and psychological exploration elementary
student, I found most of them loved to sing and enjoy exciting activities.
Therefore, the organization of the games for the children while teaching English
is a very important method .This study practical experience and fun activities
will help students deepen their knowledge and excitement in learning more
collective. From that teachers can apply the correct method to teach in any form
suitable for particular subjects.
If teaching English through singing highly effective for primary school
students, the dancing - singing in English or organization playgrounds for
children under the topic, theme, clubs .... will work more and more effectively.
This is a playground to relieve stress after school hours for students and also
give them lessons interesting and helpful. From access to innovative teaching


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methods and boldly applied to teaching I have found yourself the following
specific measures such as:
2.3.1. Teach students sing and dance to replace the gym transfer details:

At the end of each lesson, teachers spend 5 minutes for the students to
stand up exercise, a short exercise to transfer information. I had to replace this
activity with some dance songs or computer commands in English. The singing
and dancing at the same time help students deepen the words, sentences, and
better reflection activities. This is the teaching method TPR (Total Physical
Response).
They will have singing and dancing activities in English instead of
physical activities after the end of each lesson. Specifically:
a. Instructions for students singing and acting all: " One liitle finger”, We
just can sing out some simple activities that show lyrics. The lyrics are as
follows:
One little finger, one little finger, one little finger.
(Students must sing and point your finger).
Tap tap tap.
(Students must sing and clap your hands).
Point your finger up.
(Students must sing and point your finger up).
Point your finger down.
(Students must sing and point your finger down).
Put it on your head. Head!
(Students must sing and put your finger on your head).
One little finger, one little finger, one little finger.
Tap tap tap.
Point your finger up.
Point your finger down.
Put it on your nose. Nose!
One little finger, one little finger, one little finger.
Tap tap tap.
Point your finger up.
Point your finger down.

Put it on your arm. Arm!


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One little finger, one little finger, one little finger.
Tap tap tap.
Point your finger up.
Point your finger down.
Put it on your leg. Leg!
One little finger, one little finger, one little finger.
Tap tap tap.
Point your finger up.
Point your finger down.
Put it on your foot. Foot!
Put it on your leg. Leg!
Put it on your arm. Arm!
Put it on your chin. Chin!
Put it on your nose. Nose!
Now let’s wave goodbye. Goodbye!

Students sing and act: " One liitle finger”,
Purpose: To help the children be exciting through music and lyrics, help
Reduces the stress of the past lessons and create exciting atmosphere for
upcoming classes. At the same time it helps them exercised limb . Especially


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students remember reading as well as the meaning of phrase verbs: Point your

finger up, point your finger down, put it on your head, put it on your head, leg,
nose, arm, foot.
b. Or teach them to dance song "Head, shoulders, knees and toes".
Students sing to improve pronunciation and through which students remember
how to say the names of different parts of the body. The lyrics are as follows
Head, shouldes, knees and toes, knees and toes, knees and toes.
(Students sing and touch up parts: head, shoulders, knees and toes)
Head, shouldes, knees and toes, eyes, ears, mouth, nose.
(Students sing and touch up parts: head, shoulders, knees and toes,
eyes, ears, mouth, nose).
The goal:
When they sing both hands on the parts of his body when prompted to.
This helps children to relax, be sure to read and remember the parts of the body
more flexible: Head, shoulders, knees, toes, eyes, mouth, nose.
c. Teach students dancing and singing the song "Do it the way I do", to
express some normal activities, or simply use:
Clap your hands high above, do it the way I do.
(Students raise their hands high up and applause)
Clap your hands down below, do it the way I do.
(Students put down and clap their hands).
Roll your hands above, do it the way I do.
(A student raise their hands high and curl hands)
Roll your hands down below, do it the way I do.
(Students reach down and roll up hands.).
Wave your hands to the right, do it the way I do.
(Students wave to the right).
Wave your hands to the left, do it the way I do.
(Students wave to the left).
Point của hands to the right, do it the way I do.
(Students finger on the right).

Point của hands to the left, do it the way I do.
(Students finger on the left).
Purpose: Just sing and dance to help them be athletes, avoid stress fatigue and
help them develop listening – speaking skills and remember some of the only


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activities: clap hands, roll hands, wave hands , point hands and prepositions:
right, left, high, above, down, below.
2.3.2. Organize the class as the weather outdoor fitness activities or team.
Students enjoyed participating in the activities and the activities that we
give students experience in English. Aim to teach students some of the activities
are not only limited to the teaching of reading, but also to give them the real
operation efficiency of the new unit high.
For example, the command for the students lined up to make a circle, stand up,
sit down, left turn, right turn, run, jump .... Students will need to have a level
playing field for students to learn and play activities:
Make a line. // Make two lines.
Make a circle. // Make two circles. // Make a big circle. // Make a small
circle.
Stand up, Sit down //Turn left // Turn right // Run fast .//Run slow //Jump//
sing// Touch your head, shoulders, knees, toes ....
How to organize activities: According to the release MAT (Model 
Action  Talk). The teacher models, shouted orders and the students to follow
orders. Then the teacher tells students each activity. It can be arranged in a
variety of forms, changing the organizational form of the game to avoid
boredom, every game activities students have acquired some knowledge of
languages. The student said, just to hear you say and activities. Can mix both
English dance activities as sports activities. Students sing, dance and play

traditional games using computer commands in English ... through which
students develop skills of listening, speaking, reading and better.
For example:
+ When training is complete Unit 4 - English 3 - Lesson 2-6: Let's sing: To
recall the students count from one to ten I can teach well and then teachers
model for students to follow through that students remember from 1 to 10 and
learn the verb "Jump". Lyrics: Let's count from one to ten.
One, two, three, four, five, jump.
Six, seven, eight, nine, ten, jump.
One, two, three, four, five, jump.
Six, seven, eight, nine, ten, jump.
+ Or after finishing Unit 9: In my classroom (English 3) the students had
been requested to invite others to stand up (Stand up, please), sit down (Sit


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down, please) ... We can expand teaching some other commands like: make a
line// make two lines // Make a circle// Make a big circle // Turn right// Turn left.
When most of the lesson the teacher for students to play 10 minutes, you will
have to learn through play activities useful.
First, teachers must form, chanting the simple imperative (the next layer
can let students take turns heads or coral):
- Make a line. (Students quickly form a line)
- Make two lines. (Students stand in two rows).
- Turn left, // Turn right. (students turn left, turn right).
Then all students dance: "Head, shoulders, knees and toes".
Head, shouldes, knees and toes, knees and toes.
Head, shouldes, knees and toes, knees and toes.
And eyes and ears and mouth and nose.

Head, shouldes, knees and toes, knees and toes.
Head, shouldes, knees and toes, knees and toes.
We could turn from only the position of the body parts in the lyrics to make
them better reflexes for listening as:
Head, shouldes, knees and toes, knees and toes.
Replace by: Head, shouldes, knees and toes, knees and toes.
- Make a big circle. (Students form a large circle)
Then the teacher for the children to play games. The teacher models the
imperative coral:
- Sit down. (Students sit down).
- Stand up. (The en rose.
- Touch your head// Touch your knees// Touch your shoulders…
(They touch the body parts: head, knees, shoulders ...)
Purpose: This activity helps students with practical experience, they say the
practice is imperative: Stand up, sit down, touch Your Head, knees, shoulders,
make a line, make two lines, turn left, turn right .... Simultaneously with
interactive activities hear - say. While playing we can commend those who do
well and apply some punishment those who do not satisfy the requirements such
as: your child must sit down, stand up under your command of the rest. Through
penalty that students also have to remember words and reflections follow
commands, too.


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+ Or after completion of Unit 4 (English 3) students have been learning
numbers, we can apply the above and more in action points from 1 to 10.
Teachers give students classified into 3 rows and for the exercise of the scores:
- Make three lines. (Students arrange in three rows)
- Let's count from one to ten (student scores started from 1 to 10).

- Let's chant: How old are you? Three, three
I'm three.
How old are you? Five, five.
I'm five.
How old are you? Six, six.
I'm six.
And when students read the chant teachers can raise the number of
students according to their own answers.

Let's chant: “ How old are you?’

After finishing chant scores and students can play the game as the top activity.
Purpose: This activity helps students get practical experience, students practice
speaking the commands that can operate simultaneously interact. Through play
their part is to review the pronunciation of words necessary depending on the
activity, each teacher all that apply. in this section they are counting the number
of proficient, say and do the imperative: make three lines, let's count, let's chant,
especially review questions - and answers about age: how old are you?
2.3.3. To organize club activities English:
We can organize under the theme, theme activities by month, week.
Students can participate by mass or class. Each month we have a theme for


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students to grasp and exploit. The theme can mix together and arrange
themselves teachers to suit.
Example: The first month we test different students learn in the theme of
"Alphabet"
We can set for each student or each group learning a name corresponding

to a letter to the children themselves remember his subject and classmates. The
following month we continue to name them according to different themes:
“School subjects”, “Toys”, “Weather”, “numbers”, “family members” ....... Each
operation of the game, we called them by name theme and students also have to
remember your name. In doing so they are really eager to learn and easy to
remember emulation words, deepen their knowledge. English clubs can attract
primary pupils participated many times as we teach English songs. Each of these
topics we teach them to apply one or two songs in English.
* For example: here is a club meetings English for about 30 minutes:
After completing Unit 2: My name is ... (English 3). The student has
read the English alphabet from A to Z we named each student with a letter and
student introduced his name: I'm A, I'm B .... other students remember their
names.
Then teach them songs: “ABC song”. Give them singing group,
individual song. When they sing fluently and teachers for students to play “
Apple pass”.
Students put into a circle. The teacher shouted: ‘Let's sing”, students
began to sing and hand each apple. When the teacher shouted “stop” to stop
singing. Now who do the hand holding an apple on his name introduces his
subject: “Hello, I'm K” the rests responded: “Hello, K. Nice to meet you”.
Finally, for the children to play games “Question – Answer”. A student
comes to the front layer, the other children ask and He has to this answer:
For example: S1 : Hi, How are you?
S2: Hi, I’m D
S : I’m fine.Thanks
S : Hi, D. I’m H. Nice to meet
you.
S3: Goodbye.
S : Goodbye, see you later.
We can give them turns to the board in order to response to the questions. Once

more content, more questions than students more questions for dialogue. For


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each article we have additional questions and answers as questions and answers
name, age, number, weather, toys ....
S4: How old are you ?
S5: What’s your name
S: I’m eight years old.
S: My name is C.
S6: What’s the weather like?
S7: What toys do you have?
S: It’s sunny .
S: I have a robot and a
truck.
Purpose: They review the letters read, how to greet and introduce their name,
acquainted when they met, how to ask health questions about age, weather,
toys ... At the same time help them reflectance better communicate in English,
especially the ability to speak better in front of the crowd.
* After finishing the topic of school supplies in Unit 8: This is my pen (English
3)
Teacher held for the children to play games, “Go to the Bookshop”. Students
will be named after the only school supplies: book, pen, ruler, pencil. Consists of
five groups, each with 4 or 5 children. Each group is named respectively in the
above-mentioned items, as they were named, each of them have to remember
their name correctly. Teachers stated rules and model once, then the students
play, teachers also observed playing, refereeing, If someone is called but he
doesn’t come or came without being called, he would be penalized the hop a
round the classroom.

Teachers want to buy a book, the teacher will say: “I want a book”.
Students named “book” will run alongside the teacher.
Teachers want to buy two dimensions exam will say: “I want two rulers”.
Two students have named the “ruler” will run again next teacher.
After the teacher called all the school supplies, One student will replace the
teacher to call “Go to the Bookshop”. Students also put the question as teacher
modeling, “I want ....” To the others do as the teacher did before.
Purpose: One in doing so, students take turns role shoppers map “Go to the
Bookshop” and called the name of the only school supplies. But other students
named shall be heard and reflected the word. This gives them deepen vocabulary
and speak fluently than from just school supplies: book, pen, ruler, pencil.
2.3.4. Organize playground English:
For each school year, teachers can self-organize to exchange their English
exam grade school once or twice. It can be organized according to the block or


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blocks crane students, classes have the opportunity to learn from each other
exchanges.
In the competition, students will participate in the contest contest learn English
knowledge by answering questions like the entertainment program on TV: The
magic hat, who is a millionaire, Road to Olympia , Golden Bell, The Three Star
Furniture, or Mystery gift box ....
In addition to participating teams contest, the contest participants also
have the participation of the audience, which encourages all students interested
and engaged learning, deepen the knowledge learned, supplementing the lacking
knowledge.
Integrating the program is indispensable talent contest singing, dancing,
recitation, drama .... in English. The goal is to make students more confident

when communicating in English. Students immersed in the environment to not
be embarrassed to practice communicating in English.
Here is an illustration English exchange program for students on the
occasion of 26-3 for grade 3, Ho Chi Minh Communist Youth Union established
date, time is 60 minutes.
Preparation: The teacher preparation program content, questions, answers,
preparation of equipment: speakers, radios, projectors, system question and
answer presentation. Prepare rewards to encourage students. Students participate
in reviewing their knowledge, sing songs or songs learned close to the program.
Students players divided into two teams of 6 members.
Step 1: Execute individual:
Each child have 5 minutes: hello and introduce himself: Hello, I'm .... I'm
in
class .... I'm .... years old. I have ... ..
- Then She/ he will sing songs in English, and dance illustration.
- Each student will visit the questions asked by selecting the numbers on the
screen. In the form of multiple choice questions - like the “Who is a
millionaire”. Each correct answer is 10 points. If teams choose question but they
can’t give the answer, this question can be answered by the other team , this
team answer is 8 points.
Question 1: How do you respond when someone greeted me by saying "Good
morning"?
A. Good evening.
B. Good morning.


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C. Goodbye.

D. Good afternoon.

Answer: B
Question 2. What do you ask your friend to close the book?
A. Close Your book, please.
B. Open Your book, please.
C. Sit down, please.
D. Stand up, please.
Answer: A
Question 3: When the answer: “He's thirty years old”, what you would ask
is:
A. What's your name?
B. How are you?
C. How old is he?
D. How old is SHE?
Answer: C
Question 4: How do you respond when others say “Nice to meet you!”
A. Thanks.
B. See you later.
C. I'm fine, thank you.
D. Nice to meet you, too.
Answer: D
Question 5: Do you ask how you respond “I'm nine years old”.
A. What are you doing?
B. How are you?
C. How old are you?
D. What pets do you have?
Answer: C
Question 6: When asked: “What are you doing?” What will you answer ?:
A. I'm reading.

B. She's reading.
C. She's reading.
D. They're reading.
Answer: A

The students play game “Who is a millionaire”


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Step 2: For the audience.
Teachers put pictures on the screen and ask students to read in English the
word for that image, and then spell the word. If someone reads and spells the
letters in the word correctly, will receive prizes. Time for this exam is 10
minutes. The words are suitable with participating students, it does not challenge
them more. The picture given is the picture of school supplies such as books,
pen, pencil, school bag ... or pictures of family members such as father, mother,
brother, sister .... Photos of the rooms in your house such as living room,
bedroom, bathroom, kitchen .... Photos of some activities at breaktime as: Play
badminton, chat with friends, play hide and seek, play football ... . Photos of
school facilities as : library, class room, gym, playground.... that is to follow the
theme that they have learned. Teachers make the image, the question suggests,
the number of letters in words, this is the way to play the “Magic hat”.
Example:
Question 1: This word has seven letters, talk about a room in the house.
Teachers put up slide images.
INCLUDEPICTURE " />B E D R O O M

q=tbn:jRO5mCYYKl45zM: />ducts/18042008155949BR-513.jpg" \*
MERGEFORMATINET INCLUDEPICTURE

" />q=tbn:jRO5mCYYKl45zM: />ducts/18042008155949BR-513.jpg" \*

Question 2: This word has nine letters, about a thing they often bring to the
MERGEFORMATINET
school. Teachers put up slide images
S

C H O O L B A G

Question 3: This word has seven letters, about a family member. Teachers put
up slide image
B R O T H E R


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Question 4: This word has fifteen letters, talk about an activity they usually do
during recess. Teachers put up slide images.

P L A Y H I

D E A N D S E E K

Question 5: This word has seven letters, talk about school facilities. Teachers
put up slide images.

L

I

B

R

A

R

Y

After students give answers, teachers give specific answers and there will be
prizes for the audience right answer. Depending on situations where teachers can
choose some questions according to different themes. This contest has many
questions there are more and more students participating, of course, depending
on the time to organize.
Step 3: Test team:
Each team sends three children.
Teacher prepared for each team playing a board, chalk, a box that contains
school supplies such as: pen, pencil, ruler, book, rubber (Box 1) and the toy
as: boat, doll, car, ball, robot (box 2). Each team has time is ten minutes,
playing the game like “Three stars, the interior”.
Each team has a children's recording secretary read from his friend, a
blindfolded en touching the box and guess what it was, and say the name of it,


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you will be left to support the objects you guessed ratings right to the side and
his friend wrong things aside. And so within 10 minutes of the game is stopped.
Each correct guess gets 10 points.

Example: The first, a boat you touch the box containing: pen, pencil, ruler, book,
rubber. When students blindfolded touch pen will be said pen. Students are cue
as secretary to write the correct word Pen. If students read a third false spend
Wrong box, and read and write correctly, properly placed in the box Right, so on
until the end of time.
After both teams finished, for all students to count the number of items
correct guess of the teams and players score points for the team.
Frist team: Right: one, two, three .........
The second team: Right: one, two, three ......
At the end of the contest , Teacher scored and gave prize for the teams.
Purpose: When organizing exchanges, they take the test and the children attend
have the opportunity to learn from each other very much. Each individual
introduce himself more confident when communicating in English, they have a
chance collision, contact with an English - speaking environment. And the
children attending will hear their friends say, supplementing the knowledge of
his missing. They are reviewing the words, sentences, questions and answers,
better reflexes than English. When you participate in dancing and singing in
English will make them more spiritual excitement, even love this subject more
than beore. Teaching organizations will give students an English environment is
extremely useful and interesting, learning efficiency will be increased many
times.
After each part of the contest, teacher gave the mark and remark, at the
end is always the individual and team gifts and motivation to their learning.
The application for each post, in part or in specific teaching learners
depends much on the organization of the teachers. With the perspective of a
small article I can not describe in detail each unit or each lesson is. Expect
colleagues refer and apply flexible to fit with each theme, the theme of his
teaching post in accordance with the conditions and their students.
3. CONCLUSIONS AND PROPOSALS

3. 1. Results
After a period of application of the new method to teach third graders, I
have organized assessment and comparison of the results of their study. To


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compare the results between the first semester, the results between the second
semester was highly variable, the number of students proficient, proficient
increased significantly, reducing the average students and special students no
longer weak. In addition, students from more memory, better pronunciation
especially interested to learn better.
Here are the test results between the second semester of third graders
2019 - 2020 school year:
No Class Students
1
2

3A
3B

29
30

Exellent
Sl
%
16
55.2
15

50.0

Pretty
Sl
13
14

%
44.8
46.7

Poor
Sl
0
1

%
0
0.3

From the comparison, comparing the learning outcomes of students with
monitoring the learning process in the classroom I noticed that his initiative is
feasible. In the experiment, the teachers and the students themselves are
interested in teaching and learning. Students learn in an active way, teachers are
organized, guided activities. So I wish that your initiative is widely used to
improve the quality of teaching and learning of English in Primary school. We
hope to welcome colleagues and sincere comments for me to initiatives
excellent.
3.2.PROPOSALS

Myself when researching this topic are looking forward to contribute a
small portion of his experience in teaching English Primary new approach. So I
hope your initiative known by many teachers and teaching applications.
However the research process alone should remain limited, fellow forward
comments and help. I would strongly recommend to the upper level to
implement
the
project
more
successful.
To Education Department: Every year, the contest should be organized
exchanges between students in English schools in the cluster and between
schools in the district for students to have the opportunity to exchange and learn
from each other on this subject, a subject relatively new school with primary
school students, in order to improve teaching effectiveness of the course.


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I sincerely thank the leadership and enthusiastic colleagues to help me finish this topic. I’m
looking forward to the review comments of the leaders and colleagues to my initiatives excellent.

The confirmation of the Principal

Thuong xuan, April 15 th, 2021
I swear this is my experience initiative
to write not copy other people's content
Written by

Hoàng Thị Thủy

Nguyen Thi Phuong

REFERENCES
1. Document capacity in English for Primary Teachers.
3. Textbook and workbook English 3.
2. English Teachers Book 3
6. OXFORD Let’s Chant Let’s Sing Activity Worksheets
4. Disc 3 English language.
5. Https:/quizlet.com/

DANH MỤC


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CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG
ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD & ĐT, CẤP CƠ SỞ GD & ĐT
VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả: Nguyễn Thị Phương
Chức vụ và đơn vị công tác: Trường TH Ngọc Phụng 1

STT

Tên đề tài SKKN

Cấp đánh giá

Kết quả

xếp loại

đánh giá

Năm học đánh

(phòng, sở,

xếp loại (A,

giá xếp loại

Tỉnh)

B hoăc C)

Phát huy tính tích cực của
1

học sinh trong sử dụng đồ

Phịng GD &

dung trực quan môn Tiếng

ĐT

C

2011- 2012

B

2013 - 2014

B

2016 - 2017

B

2018 - 2019

Anh
Một số biện pháp rèn kĩ
2

năng nói cho học sinh lớp 3

Phòng GD &
ĐT

How to promote students in
3

grade 4 to speak English
through

pairwork

and

Phòng GD &
ĐT

groupwork
Using some games in
4

teaching English grade 3 at

Hội đồng SK

Ngoc Phung primary school,

Huyện

Thuong Xuan district.


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