SKKN Measures of game organization to improve the effectiveness of teaching hours in primary schools

A. INTRODUCTION
1. Reasons to choose the topic.
	In the present time, English is one of the general communicative languages ​​of great importance in the current renewal period of the country, in the general trend of global integration because the whole world is a common house. Particularly, in elementary schools, the level of education contributes significantly in laying the foundations of the formation and the development of students' personality. English at primary level as well as other subjects provide initial knowledge and awareness of the use of foreign language.
 	Therefore, English is considered as an international language. In Vietnam, in recent years English language has begun to be introduced into the curriculum of elementary schools, so it is necessary to have simple, close words which are suitable for students' cognitive activities.
	English is also capable of a great deal of education in practicing persistence and memorization, from the process of thinking needed to approaching and forming new languages. Besides, some students are not aware of the importance of the subject in their life, so they are not interested in learning this subject. Therefore, as a teacher, the teacher always find the most suitable methods to apply in the lesson, help learners understand lessons quickly, remember good lessons and especially have a passion for the subject.
	For elementary students to learn English well, each teacher of English is not just about communicating and explaining the knowledge in the textbook materials, in the manuals and in the design of the lectures but adding more interesting activities like games in the lesson well. Molds, machines based on textbooks make students learn passively. If you just teach such learning, the learning of students will be monotonous, tedious and the quality of learning will be not effective. It is one of the causes that hinder the training of children into dynamic, confident, creative people ready to adapt to the changes that take place daily.
	In recent years, the requests of education now expect the innovation of teaching methods in all subjects and at all levels, in order to improve the quality of teaching and learning. Therefore, the English language in general and English in primary schools in particular also need to have more powerful innovation to promote the positiveness, creativity of students, student-centered. Therefore, the teacher must create a passion for students' study by engaging children in learning activities. The game is rich in content, with the use of interesting and useful language in accordance with their perception. Through games, children will acquire the knowledge and ability to use the language easily, consolidate and deepen their knowledge in a solid way, giving them the passion and excitement in study as well as in work. When we have games in English lessons in a regular and scientific way, it is certain that the quality of teaching English will improve. Because of the above reasons, I have selected the theme of the initiative: " Measures of game organization to improve the effectiveness of teaching hours in primary schools". This is a topic that is not new, but it is what I myself have been interested in.
2. Purpose of the study.
In teaching English, helping students learn words, remember words is an important activity in class. Learning and remembering words not only help students remember the meanings, but also helps them hear words, pronounce words correctly, and apply words in English communication. Therefore, finding out ways to help children learn and remember is a teacher's job for the purpose of helping students understand the words, using the words in the sentence. Students are weak at using model sentences to make a conversation.
        Teachers encourage students to learn words because it is a subject that is considered new and difficult, so the introduction of a game of to English classes is important to students and English words into the game, so that they are not bored with the subject which are too new, have the feeling of learning and playing. Games during learning hours not only help them gain knowledge but also help them consolidate and deepen their knowledge. At my school, students begin to learn English from grade 1 to 5, and the curriculum is a new one by the Ministry of Education and Training. The textbook has many beautiful pictures, there are not a number of new words so it is easy to attract the children. In addition, to help them have more excitement in the study, I often use lively visual aids in combination with a cassette to give my students more excitement in learning English. In addition to the vivid visuals, I also organize game activities to help them learn the lesson better. But the games for kids that I used before were familiar and easy to cause boredom (I often let them play games "clap the board, noughts and crosses, lucky number or matching ...). So I often change the games to help them feel strange and more interested in learning.
	Using games in learning English is to form new knowledge, skills or reinforce the knowledge that skills learned.
	In fact of teaching, teachers often organize learning games to strengthen knowledge, skills. However, organizing games in an effective way is very important.
3. The aims.
	In the school year 2015 - 2016, I was assigned to teach grade 3 of the school so we decided to select students of the third grade to research and perfect this experience. Initially keeping a close watch on class 3A learning situation, I found the children very hesitant to speak, very passive to learn English. Therefore, I tried applying new games in teaching and learning English. Then this brings me good signals. After that, I have applied this study to the students of the whole grade 3. Learning a foreign language requires exciting games to help us do this. Teachers and language learners should not think that playing games is a waste of time. Even the mother tongue - the Vietnamese language will also make a lot of progress through the use of the games. Students will learn very good foreign languages ​​through games. Games help change the study atmosphere in the classroom and make lessons less stressful and easier to understand. Sometimes games also helps learners to remember and gain knowledge deeply.
4. Research methodology.
   1. Observation method: conductor of the research project: self-study, attend colleagues' lectures.
   2. Method of exchange, discussion: attend lectures, exchange with colleagues about the content of the games to use in elementary school.
  3. Experimental Method: Teachers conduct an experiential instruction that requires specific teaching hours for game organization.
 4. Survey methodology: The teacher asks questions to check and evaluate students' understanding of the lesson.
 5. Methods to study student work products. See the results of each group after the game.
B. CONTENT
I. The rationale of the problem.
	Starting from the purposes and requirements based on the theoretical basis of teaching - learning elementary English, foreign languages in the educational environment in general, regulations of the essential contents in the fields of education are thoughts, ethics, cultural knowledge and training communicative skills in English in particular. These content areas are closely related to each other, through the use of game-based instruction to create a good communication skill in English for each student, good communication through the topic of each lesson. The correlation between the fields of content is a characteristic of the English subject that teachers and learners need to be aware throughout the course of study.
II. Real situation of the problems.
1. Real situation:
	Most of the students in my school only live in the countryside. They lack their living conditions so they do not have a high sense of learning. Students have not realized the importance of the English language yet. English lessons are not enthusiastic enough to learn. Actually when I enter the class I feel so hard to finish an effective English class.
	The English communication of children in rural areas is still limited. In process of the change in books, renovation of teaching and learning methods, I find that the restriction on students' communication in rural areas is due to the low level of communication in English. In order to communicate in English, teachers require students to practice skills along with the amount of certain vocabulary. At elementary level, students do not have many of the contents and sentence patterns to learn, but it requires them to have a certain amount of vocabulary to practice and participate in some games. Elementary English is still an optional subject, so some parents and students do not care that their children learn less vocabulary or memory less. It is a reason that makes me concern finding out a best way to help them learn the word, remember for a long time and use more words for conversation.
	English is a subject that gives students excitement, explores and compares the differences between the languages, the cultures as well as the society and economy of the country they are learning.
	Having taught elementary English in the past few years, I find that the quality of this subject is still low. Through the surveys, consultation with students, I noticed some of the causes of the restriction are as follows:
a. Teaching equipment is also limited:
With curious nature, eagerness to learn, and the ability to feel the world from the visual to the dynamic.
b. The opportunity to practice little English:
They do not have the opportunity to communicate with foreigners so that they can give some formal English greetings. The study and practice in English is only in the classroom. That is why students feel compelled to learn to get high marks. They are not aware of learning English so that they can use it as a means of communication later.
c. Limited time and game form:
	Elementary students are still young so their writing speed is slow. This is one of the main reasons for not having lots of time to organize games. Besides that the game form is still not well- organized. Especially elementary students are interested in learning English that is related the game. It is very good for teachers to do the job: learning - playing - learning.
d. Motivation of learning is not high:
	Elementary English is still an optional subject so some parents and students are not aware of the importance of this subject. Some students go to class because they have to go without any learning motivation. The students are so weak that they are afraid to practice speaking, because of the slow learning ability, fear of wrong practice, fear of the teacher's bad comments.
	Others are quite good at this subject, but they are afraid to communicate because they do not have the ability to absorb and they are psychologically limited, reserved to practice in front of the crowd. At this age they are very playful so the sense of learning is not high. In addition, they focus less on studying and are lazy to learn English vocabulary.
	On the school's assignment I teach class 3. So in order to evaluate the specific effect of the game on the student learning outcomes, I have applied the game for grade 3. I choose 3A and 3B, and there has been remarkable change in the results. I realize that these games give them a good way to learn, play and learn not only in class but also everywhere. Students are very excited to come to class, and understand more deeply and more naturally, reduce the inherent timidity. During the teaching process at the work unit, I realize that these games give them a great learning style and especially when applying the game to the lecture, I find students love class more. Class atmosphere is more exciting. Students have the opportunity to practice English more. But although you are applying any method, any way, there are two sides because nothing is really complete. With the games I present, it is necessary to prepare, arrange appropriate time, and have flexibility
2. Survey result of the problem.
Through the above situation survey, I have drawn a conclusion that the quality of leaning English is not high.
Class
Total
result
Bad
average
good
excellent
3A
17
0
2
7
8
3B
22
2
12
8
0
III. Some solutions to these problems.
	From the fact that I teach English, I offer a game that helps students learn and remember words through the games for primary school students. These measures in this initiative are also covered in the instructional materials in English. However, to apply those measures effectively requires teachers to know how to select and organize the implementation of the measures in a flexible way. 	This technique may be appropriate for this lesson but is not effective for another lesson. However, in order to apply in a appropriate, lively and effective way, it depends on the teaching method of each lesson and the flexibility of the teacher to turn each activity into an exciting game. It is easy to attract students, giving them the excitement of learning and remembering words. Some game measures will be more convenient and attractive if the teacher teaches with the support of information technology. For traditional lessons, the teacher should prepare more with visual aids such as extra tables, real objects, pictures, etc. Each technique has its advantages when used by teachers in practice. The selection of tips suits with each teaching purpose, each lesson, each teaching aids to avoid boredom in the activity and that is an important content mentioned in this idea.
1. Preparing before organizing games:
To teach and help students learn better, teachers must prepare the following:
- Planning and organizing games
- Selecting some games and techniques appropriate with the content in each lesson.
- Preparing a number of teaching aids (extra-board to teach words, paintbrushes, paintings, real things, cards , PowerPoint)
- Preparing, organizing classes to organize an effective number of games.
2. Designing games in English class:
	Organizing learning games to teach English in common and English at primary level in particular, we must rely on lesson contents, conditions of time in each specific lessons to give suitable games. However, to organize games in teaching English high effectively, each English teacher must have a thorough and well-prepared plan , and make sure the following requirements:
+ Games having educational meaning.
+ Games aiming to consolidate and deepen the lesson content.
+ Games matching with the psychology, the student level, fitting with the ability of the guidelines and conditions of facilities in the school.
+ Games being plentiful, various and being carefully prepared.
+ Games causing stimulation and passion for student's learning.
 * The structure of the learning game
+ Name of the game.
+ Purpose of the game.
       Describe the purpose of training, strengthening knowledge, skills.
       The purpose of the game is to define the game of action designed in the game.
+ Game Supplies: Describe game supplies used in the learning game.
Rule of play: Rule should be stated, indicating the rules of the game of action specified for the player, the rules of the game win.
+ Number of players: It is necessary to specify the number of participants in each game.
+ How to play: Neutral, specific and simple of each game.
 * How to organize the game:
- Game Time: about 5 - 7 minutes.
- How to play: The first is the introduction of the game: name of the game, instructions how to play and the rules of the game.
- Try to guide and emphasize on the rules of the game.
- Actual play: Students participate in the play and the teacher is the referee.
- Comment on the results of the game, attitudes of the participants, teachers can add knowledge learned through the game and show mistakes to avoid.
- Finish the game: fine reward , clear rules to play so that players accept comfort and self-consciousness to make games more attractive, stimulating learning of students. Fine students who break the rules by playing simple forms such as applauding, dancing, singing a song, or saluting you win ...
	Below, I will introduce some of the typical game organization measures that I apply in teaching curriculum for elementary students.
IV. Measures to implement the solution.
* Some games and waysto conduct.
1. Ball game.
- After introducing vocabulary, sentence patterns and conducting practice in groups, students start to practice in pairs.
- In each group, the students will play one-two-three , the winner in one-two-three will point to pictures and ask, the other will look at pictures and answer .
- For the introductory sample, the winner will point and read aloud the words / phrases in the picture, the other will have to put sentences with the words / groups.
For example, for this sentence pattern. Merge sentences:
- Each member of the group will be given a card containing one sentence in the dialogue. The task of each is to memorize the sentences and not let them look. Then each member will read out his/her sentences to the whole group and put them together in the correct order of the conversation.
1. What color is your box? 
 What colour are your pencils? – They’re green 
2. What color are your pencils? 
3. It’s red
4. They’re green.
Answers: 1.3,2.4
The group of students can go up the board to stand with this order, or write the answer in the paper or group table. After the game ends, each team also tries to consolidate the old lesson's knowledge and teachers go on to introduce the new lesson. Unit 10: What do you do at break time?
1. Look, listen and repeat. First of all, I let students observe the pictures and then listen to the dialogue. Then I applied this game.
- Use this game to consolidate the pattern you hear in the conversation.
* Method:
- I prepare 4 balls (2 balls with question marks and 2 balls with answers).
Divide the class into two groups, giving each group two balls (1 with a question mark and 1 with no).
- The class both listen to the CD and pass the ball. When hearing a teacher's order, a student holding a ball with a question mark of a group of 1 will put a question for the student have the answer ball of group 2 and vice versa. Then the student of group 1 will ask the question: What do you do at break time, Mai? And the student of group 2 repeat the answer: I play badminton.
Group 1: And what about you, Phong?
Group 2: I play football.
If the wrong group is lost and fined. The game keeps on until the students hear the end of the conversation
After teaching the vocabulary, for the test of the words of, I apply the game for students to remember the words just learned.
2. Guessing word.
	This is a game similar to the "magic hat" program, which means guessing words in letters, but slightly different. This game requires at least two players. The master (teacher or student) takes a name or word on a given subject and then writes on the board or paper with a number of squares corresponding to the letters of the name or word, the player will guess one letter at a time, if the letter is in the letter, then the owner will write the letter in the right place. Anyone who finds out the name will win. In contrast, after five false guesses (a number of times determined by the host and the player), the player loses. There may be two or more students in charge of the game. Who wins multiple times will win the game.
Example: Teachers own the game. The teacher say the crossword that the two students play is an eight-letter crossword, which is the name of a game. Teacher record.
Eight crosswords on the board.
For example: The player I predict that the character "k" is not the "k", so the second person will turn, the second person guesses the letter "A" and write in the correct position