Selecting and organizing games to enhance the quality of teaching and learning english ​​in primary school

However, in practice, some teachers are not aware of the importance ofthe games in teaching, or there are some teachers have used the games as ateaching tool, but they can not promote al

1 BACKGROUND

1.1 Rationales

Most of students like scoring, especially elementary school children Theorganization of language games in teaching is one of the effective methods tohelp them learning while playing Through this game, students can review whatthey have learned or they can study the new knowledge in excitement Thecomfortable and relaxed atmosphere is the real place for student to receive thenew knowledge and use the language they have learned and practiced before

It is true to say that, the age of elementary school students are the first age

of getting acquainted to English in school It is the new subject, the newlanguage, the first impressions which follow them throughout the school yearlater Therefore, making students excited right from the first day of learningEnglish contributed an important part of their favorite subjects

In fact, in the foreign languages lessons, games can help to eliminate theboredom of the lesson, create the comfortable learning atmosphere, and increasethe interest of the students in learning Many language games that requiresstudents to work in pairs, in groups or require the participation of the wholeclass to make the requirements of the game and score as many points aspossible

Using games in teaching language is the positive teaching methodology oflearner-centered To achieve the goals of the game, each individual mustcommunicate, discuss and find a solution to achieve the purpose of the game

However, in practice, some teachers are not aware of the importance ofthe games in teaching, or there are some teachers have used the games as ateaching tool, but they can not promote all the functions of the game, so that thelesson becomes hard and boring

1.2 The Purpose of research

In order to contribute innovative approaches to teaching elementaryEnglish courses under the direction of promoting a positive, creative initiative ofstudents, enhance the coordination of individual activities with academicexchanges Formation and skills training to apply the knowledge to make theprocess of communication

Create professional interest in learning English to students, a subject that isconsidered new and difficult, making the game interface to manipulate theEnglish learned from inside the game, aim for the I'm not depressed subjects sonew, feel learning the game, playing the school Games during school hours notonly helps them acquire the knowledge, words but also help them consolidateand further deepen knowledge

Primary school students want good English subjects, each of theteacher of English is not only communicated, explained in the documentsavailable in textbooks, manuals and books in designing a lecture stereotypes,machines make students passive learning If only such teaching, the learning

of the students will take place very monotonous, tedious and learningoutcomes will not be effective It is one of the causes hindering the training of

the children of the people active, confident, creative willing to adapt to theinnovation occurring daily.

In recent years, the education requirements of today require innovativeapproaches to teaching in all subjects and levels of education, to improve thequality of teaching and learning Therefore, in general English courses andEnglish primary monTieng in particular need to have stronger innovation,promote positive, creative initiative of students, student-centered Therefore,teachers must inspire their learning by engaging them to participate in learningactivities The game features rich content, using language rather exciting andrewarding consistent with their perceptions Through the game you will acquirethe knowledge and ability to use language to communicate with ease, improveand deepen knowledge in a sustainable manner, provide them with passion,excitement in education, in employment When we launched the game inEnglish class on a regular basis, science is certainly the quality of teachingsubjects in English will increasingly improve Because of the above reasons, Ihave chosen the theme: "Selecting and organizing games to enhance the quality

of teaching and learning English in Primary School"

1.3 The object of research

In this project I applied alternately to the lessons and has performed forstudents in grades 4 of primary school

1.4 Research Methodology

In order to implement this initiative I have chosen some of the following methods:

Read documents the research-related issues

Using research methods, synthesis problem

Survey methods for comments

Method conversation

Pedagogical observation method

The method of assessment

2 SOLUTION 2.1.Literature review & Theoretical background

2.1.1 Psychological of the age of Primary students

The body: the nervous system is in the way of completing the function,their minds change from visual action to figurative thinking, abstractthinking Therefore, they are interested in the intellectual games such asquizzes, contests

The perception: Perception of elementary students is unstable and it is notvery detail At the start of primary school age, perception is often associatedwith the visual action In the late age of primary students, the perception areemotional nature, children love to observe the colorful and interesting objects.Their perception has identifiable purposes, clear direction So children will beattracted by the new, colorful actions, or the activities which are different fromthe others They will stimulate the positive perception and the accuracy

The imagination: At the beginning of primary school age, the fantasy wassimple, unstable and easy to change At the end of primary school age, from theold images, they can re - create the new image Creative imagination isdeveloped relatively at the end of primary school age Children begin to developthe ability of writing, painting In particular, the imagination of the children inthis stage is dominated strongly by emotions, feelings, images, events…whichare associated with their emotional vibration Therefore, teachers must developthe mind and imagination of children by changing the hard knowledge to theemotional picture, giving them with suggestive questions, attracting the children

by group activities for them to have the opportunity to develop their awareness

in a comprehensive way

The attention: At the beginning of primary school age, the attention ofthe child is weak; the ability to control is limited Children at this age onlypay attention to the subjects or lessons which have many attractive pictures,teaching aids, games

The memory: At the end of primary school age, the memorize andmeaningful remembering are enhanced Intentional remember is developed.However, the effectiveness of intentional remembering depends on many factorssuch as the level of positive concentration, attractiveness of the content of thelesson, the psychological factors, their emotion or excitement They canremember very fast but it is also easy to forget, it is easy for them to beattracted, and it is also become bored fast Therefore, teachers need to create afun and open atmosphere, increase learning motivation…

Sentiment: Sentiment of elementary students is specific and link directly

to the phenomena which are vivid, brilliant At this time, the ability to controlthe emotion of children is limited, they are sensitive and innocent… they canlaugh and cry easily Therefore, teachers should pay attention to promote theiremotional functioning through specific activities such as role-playing games,play specific situations, the collective actions

2 1.2 Objectives of English subject in Primary school

For students in the early stages of primary (1.2 graders), the first purpose

of language learning is approach, get acquainted with the words and phrases inEnglish which are basic, simple, close and familiar, easy to remember They arethe songs, stories in English… So that, we can bring the habit for students, theexcitement and basic foundation to help them have the standard pronunciationand they can learn English in the natural way The children's education is mainlybegun by imitating, learning from following and having fun

The aim of English for students in grades 3,4,5 is to equip themvocabulary, grammar and sentence patterns which are basic and simple aroundthe closely themes such as: introducing ourselves, school, friends , family, theworld around them to help them remember and use new English vocabularies

in everyday life Thus forming and developing the basic skills: Listening,Speaking, Reading, and Writing especially Listening and Speaking Inaddition, students should be gradually expanded vocabulary and grammar at itshigher levels so that they can read the simple comic books, watch the children’s

TV programs, develop the communication skills, create favorable conditions forthe children to exchanging and making friends

2.1 3 The role of games in teaching and learning foreign languages

Games create a context for meaningful communication They helpstudents to understand and acquire the new knowledge easily

Games can help students to practice all the language skills Students whowant to participate in the game have to learn to understand what the others aresaying, what they are writing, and in return, they have to say or write theiropinions and information So, the four basic skills: Listening, Speaking, Readingand Writing will be used and developed

Games brings the moments of comfort and fun They help students feelless bored with the lesson

Through the games, many students are involved The shy students wholack of the confidence are also attracted to these activities The good studentscan help the weaker ones So, they will become more confident and increase thesolidarity in the class

Games are activities that meet the demands of learner -centered Teachers

no longer act as the controller and govern all activities in the classroom In thelanguage games, the teachers only act as a guider, an organizer, provide theinformation, suggest and help students understand the problem better by usingthe other words to explain

Games can make students' thinking move beyond the reach of theclassroom, students will be more realistic, practical understanding

Games stimulate students' intelligence

2.2 Current status of the problem

2.2.1 For the students

Through practice teaching English in Dong Ve 2 primary school, I foundless exciting lessons and inspiration descending thud for students, memorizingvocabulary and sentence patterns have not achieved good results, they are

passive to acquire knowledge, not inculcate the knowledge learned, moststudents do not have an interest in specific subjects because in addition to homeschool the children can not learn

Dong Ve 2 Primary School is located in Dong Ve Ward, Thanh Hoa city.With the number of 1035 students, Most of children are in the trade andagriculture family So it is obvious that the students were scarely receivedspecial attention to facilities for learning such as reference books, computers,internet, robot teacher

Further, English is only the primary elective courses, the parents do not payattention to it very much, therefore, the learning conscious of some pupils arenot good

Many students are familiar with the content from the lesson before, it causethe depression and students are not excited to the lesson

2.2.2 For the teacher

Students are confident, and excited to participate in the activities, especiallythe rivalry, scored game Thus, most teachers pay attention to the games

Beside that, due to the difference of the level of students in a class, theselection of suitable games for whole class is relatively difficult

In addition, there are some shy, self-deprecating students in a class, soteachers will meet difficulty in appealing, enticing them into a whole classactivities

Sometimes teachers use unsuitable teaching aids, so it limits the effects ofthe game

Some teachers are not fully aware of the importance of the game

Some teachers use too many games in a lesson so they can not focus onteaching or other activities

Teachers cannot control the classroom atmosphere while organizinggames It leads to disorderly classes

The time of playing games is not reasonable, too long, and too short or not

at the right time For example: the game used to review vocabulary cannot beplayed before teaching new words

2.2.3 Current status of Dong Ve 2 Primary School

The result before I applied this initiative

According to survey of 78 students in class 4A and 4B of Dong Ve 2Primary School

Time for researching of the survey from september to February

Grade

Total number of student s

Excellent Average Average Below Attitude

4A

39 students

4B

39 students

2.3 Solutions

2.3.1 The game used to introduce vocabulary

We can incorporate new vocabulary into the game in order to avoid theprovision of new vocabulary for students in a framework, not lively Thus, itwill help students understand, remember easily

2.3.1.1 Hangman

* Rules of the game

Teacher gives the number of letters of the word by drawing some shortline on the board then gives the suggestion of the word

Ask students to guess a letter

If they give the wrong letter, teacher draws a line (in the order shown inthe figure)

If students give 8 wrong letters, they lose, teacher gives the answer

* Example: To introduce the new word "Elephant" (Unit 16: Zoo animals.

Lesson 1 English 4 Vietnamese Education Publisher)

Teacher: This is an animal which have 4 legs and big

Students give 8 wrong letters, they lose, and teacher

gives the answer

* Rules of the game

This game is similar to “Hangman ", but the teacher will divide class into

2 teams to play and give the points to make the exciting atmosphere

Teachers suggest the number of letters of the word by some short line on the table then give the suggestion of the word

The teacher divided class into 2 teams, each team will turn to guess one letter, and each correct letter is 10 points

After finding out the word, the teams that have more points will the winning team

* Example: To teach the new word “bedroom” (Unit 13 lesson 1 English 3.

Vietnamese Education Publisher)

Teachers (Hint): This is a room in your house

Team 1: (Guess letters): E

Teacher: Exactly Team 1 gets 10 points

E

Team 2: L

Teacher: Not exactly Turn to Team 1

Two teams continue guessing letters, after finding out the answer, the team have more points is the winner

2.3.1.3Shark attacked

* Rules of the game

1 2

3

4

5

6

Teachers suggest the number of letters of the word by some lines on the board

Give the suggesting data and draw the above picture on the board

Tell a story about the girl who are going to fall into the sea and will be caught by the shark The task of the student is to guess the correct letters of the word Each right letter, they will keep the girl in her position But if they give the wrong letter, the girl will go one step on the side of the shark If they cannot keep the girl in the safe position, she will be crashed into the sea and shark attacked, students lose, teacher gives the answers

* Example To introduce the word "Cloudy" (Unit 16 Lesson 1 English3

Vietnamese Education Publisher)

Teacher: There are 6 letters in this word It is a kind of weather

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

1 2

3

4

5

6 Students: Letter "C" Teacher: Exactly C - - - - -

Students: Letter "i"

Teacher: there is no letter "i", you have fallen girls in step 2

If students can not guess the word before the girl is crashing into the sea, the lose, teacher gives the answer

2.3.2 Games used to test and review vocabulary

The games like Hangman, magic Crossword or shark attach can also be used to check the vocabulary In addition, to make the lesson more lively, we could use more games:

2.3.2.1 Raising Your Voice

* Rules of the game

Teachers give a new word that they have learned by Vietnamese or take a picture

Students repeat several times in English, raise their voice according to the high or low hand of the teaching

* The aims of game

Students can practice reading many times, the shy students The shy students who lack of the confidence are also attracted to this activities, so

teacher can help students correct mistakes, create a more lively atmosphere forlearning

* Example: To review the word "apple" teachers perform actions:

* Rules of the game

Teachers prepare the picture of vocabulary; however do not let thestudents to see the picture content

Teachers rotate the back side of the painting toward the whole class, thenrequires all students to pay attention to the picture on the teacher's hand

Teachers rotate the front side of the picture quickly, through students'eyes only 1-2 seconds

Students quickly see that picture and guess the word refers to that picture.Student who gives correct word is the winner

* The aims of game

Students can practice their eyes fast; they can remember both the newwords and pictures of words

* Example: Teachers prepare 4 weather pictures as follows:

Teacher:

(Action)

Students: Sunny

Teacher: Exactly

Continue the same with the other pictures, each picture can be use several times

2.3.2.3 Slap the board

* Rules of the game

This game is quite familiar to teachers; it is mainly used to review the newwords Besides that, the game can also be used in many cases and many ways tomake lively atmosphere in the lesson

Teacher writes some vocabulary on the blackboard Teacher readVietnamese, students slap on the English word

Stick the pictures on the board Teacher reads English, students slap onpicture

Teacher reads the definition of the vocabulary, student slap on the word.Teacher reads the instructions, students slap in the numbers

Teacher describes the picture, students slap on the picture

Teacher reads the vocabulary, students slap on the abbreviated formTeacher spells the word, students slap on the word

* The aims of game

Generally, slap the board is quite diverse If teachers spend more time tothink about this game, they will create more useful activity In addition toreviewing vocabulary, it also helps students practice listening and memory

* Example: Teaching activities

Teacher sticks some pictures on the board