(Sáng kiến kinh nghiệm) using some games in teaching english in grade 3

1. INTRODUCTION
1.1 The reasons of choosing topic:
Nowadays with the trend of development and economic integration
between the countries in the region and the world, the use of English in
communication has become extremely popular and important. In recent years
English has been taught in most schools as an elective subject. Yet, it is the
basis, the premise for children to learn these subjects well in secondary school
and higher levels.We want the primary students to be good at English, each
teacher not only impart, explained according to the documents available in
textbooks, in the manual and the design of a lecture We make students learn
passively. With such teaching, the learning of students will take place very
monotonous, boring and the learning results will be limited. It is one of the
causes obstructing their training into the dynamic, confident, creative people
which willing to adapt to the new change on a daily occurrence.
Language acquisition for primary school learners is an important step in
becoming effective students and communicators. Educaters cannot offord to
oversee the significance of acquired and used by primary students if teachers
include games and play in their teaching .
Through games,teachers can enhance motivation and stimulate further
interest. Also, using appropriate games , teachers can help students build selfesteem and self- confidence , such important elements when dealing with second
language learning .Children are said to be natural learners of a foreign language
because they can learn it quickly and easily . But for teachers who have taught
children this is not completely true : children are able to pick up language
quickly; however they are likely to forget it quickly , too.The reason for this
could be that a young child faces and has lots of new things and experiences
each day .A child is thought to operate pragmatically: she or he only remembers
the important things . When a child gets to live in a foreign community she or he
needs to learn the languge quickly for communicating and making friends .
Games can focus on various skills , grammar, listening , speaking,
writing,reading, pronunciation, so they can be extremly complex. Games also
help the teachers to create contexts in which the language is useful and

meaningful.
In recent years, the requirements of today's education requires to change
the teaching methods at all levels of education, to improve the quality of
teaching and learning. Therefore, in general in English and English in primary
school in particular should have a stronger innovation, promote positive,
creative initiative of students, student-centered. So the teacher has to make
attraction to learning for children by attracting them to participate in learning
activities.
Learning game is an activity that interests children most. The game has
the rich content, using interesting and rewarding language suitable with their
awareness. Through the game they will comprehend the knowledge and ability
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to use language to communicate easily, consolidate, deepen knowledge in a firm
manner, giving them the passion, excitement in learning as well as in working.
When we give the game in English class regularly, then surely scientific
quality in English teaching will more improve. Because of these reasons I chose
the subject innovative experience "Using some games in teaching English in
grade 3".
1.2 The purpose of the topic:
To contribute to innovating English teaching methods in primary schools
following the direction of promoting a positive, creative initiative of students,
enhance individual coordinate activities with academic exchanges. Formating
and drilling skills to apply knowledge to perform the communicative
process.Create interest in learning English for students. To insert games in
learning not only helps students comprehend knowledge, word, but also help
them strengthen and deepen knowledge further. The more variety we can
introduce into teaching, the more likely we are to meet the needs of all the
different learners. What is more, as children need to be motivated, exciting and

relevant classroom exercises appear to be necessity if real understanding and
acquisition is to take place. For games are activities with rules, a goal to achieve,
and an element of fun; they seem to be challenging and interesting enough to
keep the young students occupied and eager to complete the task. The majority
of activities, which are found in resourceful materials for teachers, are based on
the belief that the games children enjoy and are interested in playing outside the
classroom can be adapted and exploited for use in the English language classes.
Furthermore, as they use English for real purposes, they make the children play
and learn at the same time. Moreover, games help to create a context in which
children’s attention is focused on the completion of a task without realising that
language items are being practised. As a result, language learning takes place in
a context that children can directly relate to. However, it is always necessary to
keep in mind the interests and needs of the learners. Games can provide a
valuable learning experience in which the children practise and revise language
only if they are carefully chosen, according to students’ styles of learning.
On the other hand, it is noteworthy that games like any other activity or tool can
be overused when exploited too much so that the motivating element disappears
rapidly.
1.3 The object of the topic:
Students in grade 3 at Thi Tran Primary School .Choose class 3A and 3B
with 75 students
1.4 Researching methods of the subject :
To research a topic, people often choose many different methods. With this
topic, I use the following meth
1 / Theoretical research method :I read the conducting material issues related to
my research needs.

2

2. Learning experience from my colleagues
Attend the colleagues’ lesson to follow their good method.
3. Experimental matching method.
4. Observation method.
2. CONTENTS
2.1 The theoretical basis of the subject:
We can say: playing is a necessity for students in primary school, it is as
important as eating, sleeping, studying in their lives. Therefore, they are always
find the ways to spend time and in any condition playing. When they join the
games they will try the best voluntarily and proactively. At that time they
express their feelings very clear, They feel happy with victory and sad with
failure.
Glad to see the team to complete the task, they personally do not feel
guilty when good is his duty. Because of a collective they overcome difficulties
and try their best to bring victory to the team, including their group. This
characteristic is very high emulation of the game. So when joined the
game,students often use their best effort, focus attention, intelligence and their
creativity.
Learning games is the game that its laws includes rules associated with
the knowledge and skills have been in learning activities, close to the lesson
content, which helps students to explore their own experience to play . Through
playing students are applied the knowledge and learned skills in the situation of
the games and therefore students do a practice to consolidate and expand
knowledge and skills learned. Thus in the learning games, learning skills of
English are included in the games.
Learning game changes forms of children’s activities, help students
acquire knowledge in a positive voluntary way. It helps students to practice and
consolidate knowledge and develop experience through playing activities.
Learning games train skills, promote intellectual activity, Thank to using
learning games the teaching process to become a fun activity and more

attractive, learning opportunities more varied.
The learning game is not only the means but also the methods of
education.
So I have used the method "Using some games in teaching English in grade
3" in the teaching process in the past year.
2.2 Reality matters:
Being a teacher, I love my job, love my children so I always study the
psychology of primary school age children (especially pupils in grade 3). They
are also at the age of eating, sleeping and the giddy. They remember fast but
forget quickly, especially with English subject which is a fascinating subject but
different from their mother tongue, so they do not have the help when they do
not understand at home. They can only study with teachers and friends in class,
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the fact that I teach in rural schools, many parents do not understand deeply the
importance and necessity of the English subject and only focus on natural
subjects like Mathematics, Vietnamese ...
The majority of students do not pay to foreign languages, they prepare
the lesson very sparingly, to deal when they learn this subject very bad. Since
then, a number of children with psychological bored with learnning English.
During school hours, the majority of them are usually passive, lack of flexibility,
afraid of reading - saying English and participate in learning lessons very little.
Therefore making interest and consolidating students' knowledge is an
extremely important and regular work. Because this affects a lot of to the
students, a fundamental factors affecting the process of learning a language:
To having the learning quality of the children achieve the best results, it is
not an easy thing. So how do they form and develop learning skills most
comprehensive? How do they love, deepen their knowledge of the lesson? By
any way to help students understand the lesson but not boring, I think that the

lesson must be really charismatic, atmosphere during school hours interesting
and relaxing.
Since then I checked the quality survey the first semester of third graders,
and the results showed that:
Excellent
Satisfied
Unsatisfied
Class

Total of
students

Mark 9-10

Mark 7-8

Mark 5-6

Mark under
5

Amount % Amount % Amount % Amount %
3A
36
5
14
10
28
10
28

11
30
3B
39
8
20.5
12
30.7
11
28
8
20.8
After that I conducted the survey to interest in their learning.
Therefore, the role and responsibilities of teachers not only teach English
but need to continuously study and apply the methods of innovation and
creativity. Teachers should build a learning English environment friendly.
Students can participate in meaningful comunicating activities through the
intresting game activities.
Teaching to the communicating method encourages students to practice
lessons under the situation that learning is playing, playing is learning. This
view makes them see learning English as a game, they will remember the lesson
very quickly.
2.3 Solution and organizing the implementation:
2.3.1 The general solution:
- Observe the actual situation of students.Talk with them to find out the feeling,
aspirations, problems ... they meet in the process of learning English.
- Study materials, books, magazines newspapers education ... read textbooks,
teacher ‘s books... and prepare the suitable games.
- Attend and exchange experiences with colleagues.
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- Summasize and draw experience in the teaching process.
- Interview directly pupils after the lessons they are participated in the games
with the lessons which they are not joined the games.
- Consult closely with the school:The attention of the school facilities ... to
create conditions for teachers and students can participate in the games ..
- Encourage children to participate in computer games such as crossword in
English, wordsquare in English…or watch cartoons in English on TV to attract
them into the process of game organization during class hours in a natural and
effective way.
2.3.2 Design the learning games in English:
Organize learning games to teach English in general and in English in
primary school in particular, we have to rely on lesson content, conditions of
time in each specific class put the game accordingly co. Song is also intended to
organize games in teaching English to be highly effective, each teacher must
have a plan prepared, thoroughly and ensure the following requirements:
+ Games meaningful education.
+ The game aims to strengthen and deepen the lesson content.
+ Games to fit psychology, student performance, consistent with the ability of
the guidelines and conditions of the school facilities.
+ Mode to a rich, diverse, and must be prepared carefully, meticulously.
+ Games to be stimulating and passion for student learning.
2.3.3 How to organize games.
Step 1: The teacher introduces the name and purpose of the game, playing time.
Step 2: How to Play. This step includes the following jobs:
- Organization of participants Game: Number of participants, number of
participating teams (those teams), management game, the referee.
- The instrument used to play (flipchart, cards, magnetic cards, chess ...)
- How to play: Each job's specific player or team play, play time, the players do

not get ...
- How to confirm the results and scoring play, the solution of the game. (If any)
Step 3: Conduct game
Step 4: - End game :Teachers or arbitration commented on the attitude of each
participating team game, not good thing of the team to learn from experience.
Encouragements fine quibble, the Rules that accept players relaxed and
voluntarily make the game more attractive, stimulating students' learning. Purish
students with the game rules simple but fun form as: Applause, hop, sing a song,
or greet you win, ...
2.3.4 Introduction of the games in primary school.
I would like to introduce some typical games that I've applied in the teaching
process for primary school students.
Game 1: Slap the board.[3]
Example : Unit 9: This is my pen –Lesson 2-English book 3 [5]

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The goal: Practice and reinforce skills learned from listening to and identify the
typeface.
+ Train reflexes in piles .
- Preparation: No need to prepare any utensil.
- How to play: The children sit in place. Teachers introduce the name of the
game and draw a circle so bizarre board, and recorded a number of new learning
on the image above. Students stand in front of the table, listening to the teacher
read and palpitations in the letter.
- Rules of the game: Played in pairs, the teacher split the class into two teams
and each team's name, each team in turn sent out once you play with your team '.
Two stand before you board at a certain distance and then listen to the teacher
read quickly slapped the teacher has read the word is written on the board, who

beat rapidly and properly will bring his team 1 point. Continuing to play with
other couples. End game party sites that team win and be rewarded with
applause. Note that this game can also be appointed to a good friend to read
from any medium on the board for two you hear identify and slapped.

Pen
book

Ruler

Bag

Map
Desk
Pencil

Game 2: Lucky number [6]
Purpose: Create exciting atmosphere lively, highly concentrated in school.
Preparation: Teachers prepare some questions, answers sticking lesson content.
No need to prepare any utensil. How to play: Teachers who a board of 15
squares and write to them any natural number 15, which corresponds to the
number that is 12 questions that students must answer 3 questions lucky number.
Rules of the game: The teacher divided the class into 2 teams and name, each
team leader sent a friend to see who is an officer and group options before
deciding discuss how to choose the leader said, if selected believe the question,
the teacher read the questions and discussion group to find answers to the leader
read if the other side is wrong reply. Count 2 to the other side the box, if the box
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is lucky not to answer questions and congratulatory applause.Note: You can
change to improve competitiveness, create exciting atmosphere heated by
specified point: In 15 cells, the cell 12 has 5 points, 2 points and 1 box with 10
special cell for 20 points. End Game: Points team that won the team points, or
team selected the box number will be given a Lucky guy applause.

Game 3: The Hangman [7]
- Purpose: Create a lively atmosphere and excitement grind maze learning,
help students review and test their vocabulary.
- Preparation: No need to prepare any utensil.
- How to play: Divide the class into two or three teams and each team's name
on the foot cliff stock price that teachers draw on the board. Teachers specified
topic today is what then ask students to find a word with 5 letters, then each
team has a volunteer you should write from the table and read it aloud to the
class. Continue second series each team to choose a volunteer you should find
records of his request letters number of teachers.
- Rules: Must find the right from a sufficient number of letters as required
and correct spelling, wrong team will be writing a toilet to cross the neck of his
team, if in the wrong team is losing 7 times. Or losing team is the team who
were completing a form completed on the cross stock price before.
- End Game: Give a round of applause to congratulate the winner. Note that
each team plays no writing on the blackboard was a stroke

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Game 4: Bingo [3]
- Purpose: To strengthen and deepen knowledge, attracting passionate student
learning.
- Preparation: No need to prepare utensils.

- How to play: Play style checkered flag. Teachers who on board 16 or 20
squares, 4 and 5 box vertical and horizontal cells teachers fill any 20 numbers,
20 of which have 20 questions corresponding predefined content lesson, Divided
into two teams and regulations Team A marked x, team B marked 0, first you do
each team sent a team leader who is an officer exam option before, then you
chief representative of the box How many teachers will be marked with the
symbol of the team in here, and read the questions within each cell to the other
side answers. Finally team that ranked 3 box symbol of his team line up is
Bingo.

Game 5: Electronic Communications [6]
- Purpose: To help students test their vocabulary and a change in learning.
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- Preparation: No need picky, do not need any preparation utensils.
- How to play: The children sit in place, teachers stated rules of the game and
started calling me A volunteer from a stand to speak to a verb in English, and
only fast on any one other friend to "electrify". At this point you have to say B
to a verb, if they're right back at you fast only to transmit power C any more.
Just do it if you do wrong, they must hop around the room. End of
commendation and reward applause for your right and fast.
* Note: Teachers should distinguish and analyze the types of students with
your first right (can be nouns, verbs or adjectives, ...) for grades good one, while
the average grade is not required distinguished from type. This game does not
need to be picky but still causing air fun, lively, excited during school hours for
children
Game 6: Bee find word.[8]
-Example : Unit 4 : How old are you? - Lesson 2 -English book 3 [5]
- Purpose: To consolidate knowledge, memory and application of skills in using

the form.
- Preparation: + 5 off two flowers, each flower color, flower petals on each of
the following record, magnets mounted on the back.
5

10

7

3

8

1

9

2
6

4

+ 10 bees can write letters on his back, the back has a magnet attached.
one

six

two
four

five

ten
seven

eight

nine
three
+ Coloured chalk.
+ How to play: Choose 2 teams of 5 students. Teacher divides into two
tables, each table inside a flower and bee 5 below in no particular order, and
introduce the name of the game.
He has two flowers, petals on the numbers, and bees carry on the
corresponding letters, their mission is guided put bees in terms of fit.

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The two teams lined up, to hear command 'start' then you should put one by
bees on the appropriate number. But first you continue your second and until the
end. Finally done fast and right team is the team that wins.
Game 7: Networks [7]
Example : Unit 16: Do you have any pets?- English book 3.
I checked the old lesson by getting the students play the game "networks"
with the topic "Pets" [5]
Purpose: Check the vocabulary knowledge of students acording to the topic,
creating exciting atmosphere for learning.
- Preparation: No need to prepare any teaching aids.
- How to play:

+Teacher draw the two networks on the board
Cat

Dog

Pets
+ Divide the class into two teams and give each team a unique chalk to write
on the board the words belonging to the topic on the board,
+ Each team completed more quickly from their networks by writing the
words belong to the topic I gave will win.
I usually use this game to check memorizing vocabulary from the students
because it helps students remember systematic and thematic words. Especially
after each topic I often ask students to list and add words or phrases to haved
learn that topic.
Game 8: Simon says [3]
- This activity helps students reinforce the imperative through simple actions
of teachers.
Example :
Unit 6- Stand up – Lesson 1 – English 3.[5]
- Divide the class into two groups.
- The teacher shouted imperative. Students just follow the orders of the teacher
if the teacher begin with the word "Simon says".
-The teacher said, "Simon says: Stand up." Students will have to stand up.
"Simon says: Close Your book". Students will close the book again.
-If the teacher just said, "Stand up" or "Sit down" Students do not follow this
order.
- The group with at least Students foul will win team.
Game 9: Picking flowers democracy [6]
- Purpose: Train listening skills and structured answer some simple sentence
patterns learned.

- Preparation: A bonsai flowers mounted on colored paper stating the questions
in English. For example: What is your name? .......

10


- How to play: Let the children play in the classroom, turn each child to pick
flowers. What I was picking flowers, read the question to the class and present
the answers to the class. Everyone who answers correctly, be commended and
rewarded.
- Rules: Students volunteer on the board picking flowers questions and answers
- End game: To honor you answered correctly and quickly. Teachers review the
errors that students make.
Game 10: Noughts and crosses.[7]
- Example:
Unit 12: This is my house - Lesson 3 – English 3 [5]
The teacher explained to students this game like a game, "checkered" in
Vietnam but just 3 "O" or three "X" on a horizontal, vertical or diagonal is the
winner. Teachers who 9 squares on the board. Each box contains a word or a
painting. Teachers divide students into two groups. One group is the "noughts"
and a group that "crosses" (X). Two groups respectively selected from the box
and place in question. Groups will be a set of correct answers (O) or a (X). (The
teacher can make a sample sentence using any painting in a box).
o1
o2
o3
o4
o5
o6

x1

1) Do you have a living room ?
->Yes , I do

x2

1.You /play
sports/ yes

4.You / play
volleyball /
No

2.You / watch
/ TV / No

5.they /listen
to music / Yes

3.You / do/the
housework /
yes

6.they / read /
No

o9

n.t

x4
x5

o7
o8

x3

7.she/do her
homework / Yes
8.he/ play
soccer /No

x6
x7

9.Lan/play
football / Yes

x8
x9

n.g

n.d

x.t

x.g

x.p

x1

x2

The group with O or 3 X 3 in a horizontal, vertical or diagonal will win.
- Eg: S1:This is the kitchen.
S2: This is the livingroom.
S3: This is the diningroom

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Game 11 : Crossword [2]
Purpose : Help students review vocabulary .Preparation : The teacher prepares
the paintings or no need to prepare utensils. How to play: Divide the class into
two teams. Each team chooses from any horizontal line. The teacher takes
pictures or explains of the word. Students find words based on the data and the
number of letters in the crossword. Each correct answer is written in 10đ. If a
team can not answer, the other team can answer. At the end of any team
game,the team wins and is rewarded with a round of applause.

Game 12: “ Matching ” [4]
- 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 - numbers - pictures (Unit 4: How old are
you) [5]
Five 



4
12




Three 

5








Four 
One 

Eight 

1
3

8

Example 2: Matching the pictures and the words. (Unit 16 : Do you have any
Pets ) [5]

A

B

C

1)

rabbit

2)

dog

3)

cat

4)

goldfish

5)

Tortoise

6)

Parrot

D

E

F

Game 13 :Jumbled Word [6]
- 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 .
- Let the children read the words just arranged .
Example 1 : Rearrange the following letters into meaningful words .
( Unit 7 : That’s my school ) [5]
umics
 music
blirary
 library
lcssarmoo
 classroom
pucotrem
 computer

chsloo
 school.
Example 2: Order from under the picture: (Unit 12: This is my house ) [5]
1. sehuo

2. vliignromo

3. debmoor

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4.chkitne

5. thabmroo

6. garned

Game 14 : Guess the picture [1]
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.
For example: on the location of the school. (Unit 7: That’s my school ) [5]

S1:
S2:
S1:
S2:

Is this a computer room?
S1: Is this a classroom?
No, it isn’t.
S2: Yes, it is.
Is this a library?
Yes, it is.
Game 15 : What and Where [1]
- 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.
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(Unit 18: What are you doing ) [5]

For example:

reading

singing

running
cooking

Above are some games I often use in teaching English in grade 3 Thi
Tran Primary school. However, depending on the lessons that I have selected
some othe games to organiz for students to play. So the lesson becomes more
interesting, more attractive, student learning more exciting. I think with
elementary school age children, if lessons regularly used the game will inspire
students and make them see that this is an interesting subject.
2.4. Result afterapplying the researching teaching:
Since then I checked the quality survey the first semester of grade 3, and the
results showed that:
Excellent
Class

3A
3B

Total of
students

36
39

Mark 9-10

Satisfied
Mark 7-8

Mark 5-6

Unsatisfied
Mark under
5

Amount % Amount % Amount % Amount %
5
14
10
28
10
28
11
30
8
20.5
12
30.7
11
28
8
20.8

After conducting the experimental teaching the grade 3 with the above
method, I have obtained results as follows:
Excellent

Satisfied
Unsatisfied
Class

3A
3B

Total of
students

36
39

Mark 9-10

Mark 7-8

Mark 5-6

Mark under
5

Amount % Amount % Amount % Amount %
12
33,3
15
41,6
8
22,2
1

2,9
15
38.4
12
30.7
10
25.5
2
5.4

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The results showed that the application of methods to using the language games
in teaching English in grade 3 have brought good results. So the new methods of
teaching and learning English in the direction of cocentrating on students is very
important and necessary.
3. CONCLUSIONS AND PROPOSALS
3.1 The general conclusion:
After a period of experimental teaching "Learning English through
games," I see the quality and effectiveness of teaching hours clearly increase.
Students practice the lesson very interesting, the teaching hours are very
exciting, the learning atmosphere is not as boring as before. Students pay
attention to the lesson in learning and knowledge is deepened. It's interesting
that I had caught the pupils play the game in English in the break time, or talk,
greet each other with the sentences, the simple English words that have been
incorporated into the game activities in each lesson.
Creating English lessons friendly by the method "learning through play,
playing is learning" not only gives students a passion for learning, but also
consolidate the lesson lightly but profoundly and easy to understand.Students

easily apply the learned knowledge in life around them effectively.
3.2.Proposals
English is a new subject so the references are few. There are not enough
facilities, teaching aids for teaching such as a video, pictures. Therefore students
do not have much condition to access to English.
To achieve high results in the teaching and learning of English I have
some proposals as follows:
- Providing more the reference for English teaching and learning new
programs.
- Superiors provide more the facilities, equipment and teaching aids such
as pictures, radio, tape, CD player, projector ... for teaching and learning.
- Opening seminar classes to exchange experiences in the process of
teaching and learning among teachers in the district together
Because researching time is limited, I am looking forward to remarking
from experts and colleagues so that I have an experience initiative better.
Sincerely thank you!
CONFIRMATION OFHEADMASTER
Thanh Hoa June 5, 2017
I commit this initiative is mine. I do
not copy other’s work
I am responsible for mycommitment
Writer

Le Thi Hue

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NOTE ( EXPLAIN THE CITATION OF REFENCES IN THE
CONTENTS OF THE INITIATIVE AND THE EXAMPLES

MENTIONED ABOVE )
(1.1) This section was written by the author of this initiative.
( 1.2) This section was written by the author of this initiative
(1.3) This section was written by the author of this initiative.
( 2.1) This section was written by the author of this initiative.
( 2.2) This section was written by the author of this initiative.
(2.3) This section was written by the author of this initiative.
( 2.3.1) This section was written by the author of this initiative.
( 2.3.2) This section was written by the author of this initiative.
( 2.3.3) This section was written by the author of this initiative
( 2.3.4) This section was written by the author of this initiative
( 2.4 ) This section was written by the author of this initiative
-The examples of this initiative are consulted from reference No.[5] and No .[9]
-Game 1 ; Game 4 and Game 8 are consulted from reference No.[3] and No.
[10].
-Game 14 and Game 15 are consulted from reference No.[1] and No.[10].
- Game 2; Game 5; Game 9 and Game 13 are consulted from reference No.[6]
and No.[10].
-Game 3 ; Game7 and Game 10 are consulted from reference No.[7] and No.
[10].
- Game 11 is consulted from reference No.[2].
- Game 12 is consulted from reference No.[4].
17


- Game 6 is consulted from reference No.[8] and No.[10].
REFERENCE BOOKS
[1] . Let’s learn English book 3 . Teacher’s guide
( Ministry of education and training ) – Vietnam education publishing house
[2] . Let’s learn English book 1 . Teacher’s guide

( Ministry of education and training ) – Vietnam education publishing house
[3] . English book 3 . Teacher’s guide
( Ministry of education and training ) – Vietnam education publishing house
[4] . English workbook 3 . Student’s workbook 3
( Ministry of education and training ) – Vietnam education publishing house
[5] . English book 3 . Student’s book 3
( Ministry of education and training ) – Vietnam education publishing house .
[6] Websites : +http: // www. Teachingenglish . org.uk
+http://www. Teachemet.gov.uk
[7] Games to teach English ( Harold S. Madren) – Oxfoxd University press
(2003) .
[8] BridgeTEFL : Teaching English with Games ( 2007).
[9] Teaching Grammar and Vocabulary.
[10] English language teaching methodology for teachers in lower secondary
schools 2005- PVD ,Thanh Hoa department of education and training.
TABLE OF CONTENTS

Ordinal

CONTENTS

Page

INTRODUCTION

1
1.1

The reasons of choosing topic

1.2

The purpose of the topic

2

1.3

The object of the topic

2

1.4

Researching methods of the subject

2

1-2

2-3

CONTENTS

2.1

The theoretical basis of the subject

2.2

Reality matters

3
3-4
18


2.3

Solution and organizing the implementation

4-5

2.4

Result afterapplying the researching teaching

15

3

CONCLUSIONS AND PROPOSALS

3.1

The general conclusion

15

3.2

Proposals
REFERENCE BOOKS

15-16
17

19