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

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.

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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,
3


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

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.
4

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]

5


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

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

7


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]

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

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.

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 
Four 
One 

Eight 









5
1

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

2. vliignromo

3. debmoor

13


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:


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


15


Mark 9-10

3A
3B

36
39

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

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!

16


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

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.

[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
1

CONTENTS

Page

INTRODUCTION

1.1

The reasons of choosing topic

1.2

The purpose of the topic

1-2


Solution and organizing the implementation

4-5

2.4

Result afterapplying the researching teaching

15

3

3

CONCLUSIONS AND PROPOSALS

3.1

The general conclusion

15

3.2

Proposals
REFERENCE BOOKS

15-16
17