Selecting and organizing games to enhance the quality of teaching and learning English in Primary School

1. BACKGROUND
1.1. Rationales
Most of students like scoring, especially elementary school children. The organization of language games in teaching is one of the effective methods to help them learning while playing. Through this game, students can review what they have learned or they can study the new knowledge in excitement. The comfortable and relaxed atmosphere is the real place for student to receive the new 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 new language, the first impressions which follow them throughout the school year later. Therefore, making students excited right from the first day of learning English contributed an important part of their favorite subjects.
In fact, in the foreign languages lessons, games can help to eliminate the boredom of the lesson, create the comfortable learning atmosphere, and increase the interest of the students in learning. Many language games that requires students to work in pairs, in groups or require the participation of the whole class to make the requirements of the game and score as many points as possible.
Using games in teaching language is the positive teaching methodology of learner-centered. To achieve the goals of the game, each individual must communicate, discuss and find a solution to achieve the purpose of the game.
However, in practice, some teachers are not aware of the importance of the games in teaching, or there are some teachers have used the games as a teaching tool, but they can not promote all the functions of the game, so that the lesson becomes hard and boring.
1.2. The Purpose of research
          In order to contribute innovative approaches to teaching elementary English courses under the direction of promoting a positive, creative initiative of students, enhance the coordination of individual activities with academic exchanges. Formation and skills training to apply the knowledge to make the process of communication.
         Create professional interest in learning English to students, a subject that is considered new and difficult, making the game interface to manipulate the English learned from inside the game, aim for the I'm not depressed subjects so new, feel learning the game, playing the school. Games during school hours not only helps them acquire the knowledge, words but also help them consolidate and further deepen knowledge.
 	Primary school students want good English subjects, each of the teacher of English is not only communicated, explained in the documents available 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 learning outcomes 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 the innovation occurring daily.
In recent years, the education requirements of today require innovative approaches to teaching in all subjects and levels of education, to improve the quality of teaching and learning. Therefore, in general English courses and English 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 learning activities. The game features rich content, using language rather exciting and rewarding consistent with their perceptions. Through the game you will acquire the knowledge and ability to use language to communicate with ease, improve and deepen knowledge in a sustainable manner, provide them with passion, excitement in education, in employment. When we launched the game in English class on a regular basis, science is certainly the quality of teaching subjects in English will increasingly improve. Because of the above reasons, I have 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 for students 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, abstract thinking. Therefore, they are interested in the intellectual games such as quizzes, contests ...
The perception: Perception of elementary students is unstable and it is not very detail. At the start of primary school age, perception is often associated with the visual action. In the late age of primary students, the perception are emotional nature, children love to observe the colorful and interesting objects. Their perception has identifiable purposes, clear direction. So children will be attracted by the new, colorful actions, or the activities which are different from the others. They will stimulate the positive perception and the accuracy.
The imagination: At the beginning of primary school age, the fantasy was simple, unstable and easy to change. At the end of primary school age, from the old images, they can re - create the new image. Creative imagination is developed relatively at the end of primary school age. Children begin to develop the ability of writing, painting ... In particular, the imagination of the children in this stage is dominated strongly by emotions, feelings, images, eventswhich are associated with their emotional vibration. Therefore, teachers must develop the mind and imagination of children by changing the hard knowledge to the emotional 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 of the child is weak; the ability to control is limited. Children at this age only pay 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 and meaningful remembering are enhanced. Intentional remember is developed. However, the effectiveness of intentional remembering depends on many factors such as the level of positive concentration, attractiveness of the content of the lesson, the psychological factors, their emotion or excitement ... They can remember very fast but it is also easy to forget, it is easy for them to be attracted, and it is also become bored fast. Therefore, teachers need to create a fun 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 control the emotion of children is limited, they are sensitive and innocent they can laugh and cry easily. Therefore, teachers should pay attention to promote their emotional 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 in English which are basic, simple, close and familiar, easy to remember. They are the songs, stories in English. So that, we can bring the habit for students, the excitement and basic foundation to help them have the standard pronunciation and they can learn English in the natural way. The children's education is mainly begun by imitating, learning from following and having fun.
The aim of English for students in grades 3,4,5 is to equip them vocabulary, grammar and sentence patterns which are basic and simple around the closely themes such as: introducing ourselves, school, friends , family, the world 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. In addition, students should be gradually expanded vocabulary and grammar at its higher levels so that they can read the simple comic books, watch the children’s TV programs, develop the communication skills, create favorable conditions for the 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 help students to understand and acquire the new knowledge easily.
Games can help students to practice all the language skills. Students who want to participate in the game have to learn to understand what the others are saying, what they are writing, and in return, they have to say or write their opinions and information. So, the four basic skills: Listening, Speaking, Reading and Writing will be used and developed.
Games brings the moments of comfort and fun. They help students feel less bored with the lesson.
Through the games, many students are involved. The shy students who lack of the confidence are also attracted to these activities. The good students can help the weaker ones. So, they will become more confident and increase the solidarity 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 the language games, the teachers only act as a guider, an organizer, provide the information, suggest and help students understand the problem better by using the other words to explain. 
Games can make students' thinking move beyond the reach of the classroom, 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 found less exciting lessons and inspiration descending thud for students, memorizing vocabulary and sentence patterns have not achieved good results, they are passive to acquire knowledge, not inculcate the knowledge learned, most students do not have an interest in specific subjects because in addition to home school 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 and agriculture family. So it is obvious that the students were scarely received special 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 pay attention to it very much, therefore, the learning conscious of some pupils are not good
Many students are familiar with the content from the lesson before, it cause the 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, especially the 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, the selection of suitable games for whole class is relatively difficult.
In addition, there are some shy, self-deprecating students in a class, so teachers will meet difficulty in appealing, enticing them into a whole class activities.
 Sometimes teachers use unsuitable teaching aids, so it limits the effects of the 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 on teaching or other activities.
 Teachers cannot control the classroom atmosphere while organizing games. 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 be played 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 2 Primary School. 
Time for researching of the survey from september to February
Grade
Total number of students
Excellent
Average
Below
Average
Attitude
N 
%
N
%
N
%
like
dislike
hesitate
4A
39
students
10
25,6%
26
66.8%
3
7.6%
29
10
4B
39
students
9
23%
26
66.8,%
4
10.2%
27
12
2.3. Solutions 
2.3.1 The game used to introduce vocabulary
We can incorporate new vocabulary into the game in order to avoid the provision of new vocabulary for students in a framework, not lively. Thus, it will 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 short line 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 in the 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: Guess the letter "e"
7
1
3
8
6
4
2
5
Teacher: E ----- E ----- ----- ----- ----- ----- 
Students: the letter "o" 
Teacher : 
Students: "m" 
Teacher: 
Students give 8 wrong letters, they lose, and teacher
gives the answer
2.3.1.2 .Magic crossword 
* 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 for learning. 
* Example: To review the word "apple" teachers perform actions:
Teacher: 
Students: Apple
Teacher: 
Students (Small voice): Apple
Teacher: 
Students (Higher voice): Apple
Teacher:
Students (Highest voice): Apple.
2.3.2.2. Flashing card
* Rules of the game
Teachers prepare the picture of vocabulary; however do not let the students to see the picture content. 
Teachers rotate the back side of the painting toward the whole class, then requires 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 new words and pictures of words.
* Example: Teachers prepare 4 weather pictures as follows:
Teacher: 
(Action)
 Picture
 Picture
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 new words. Besides that, the game can also be used in many cases and many ways to make lively atmosphere in the lesson. 
Teacher writes some vocabulary on the blackboard. Teacher read Vietnamese, students slap on the English word. 
Stick the pictures on the board. Teacher reads English, students slap on picture.
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 form
Teacher spells the word, students slap on the word.
 * The aims of game
 	Generally, slap the board is quite diverse. If teachers spend more time to think about this game, they will create more useful activity. In addition to reviewing vocabulary, it also helps students practice listening and memory.
* Example: Teaching activities
Teacher sticks some pictures on the board.
Teacher: reading. (In Vietnamese)
The team that slaps on the picture "reading books" first will get 10 points. 
After 5-6 turns, the winner is the team that gets higher points.
2.3.2.4. Pang Pang
* Rules of the game
Teacher prepares 2 pictures 
Teacher calls student holding pictures (each student holds one picture),
Tell students to stand turning back each other 
Teacher calls: "Start", 2 students step away from each other. 
Teacher shouts: "Pang Pang". 
 Students turn their back, read the word from his friend’s picture. 
Student who read faster will be the winner. 
* The aims of game: Train students react fast, quick eyes, mouth. 
*Example: Review vocabulary: "fish" and "duck" 
Teacher asks 2 students turn against each othe