THANH HOA EDUCATION&TRAINING DEPARTMENT NGOCLAC EDUCATION &TRAINING OFFICE EDUCATIONAL EXPERIENCE INITIATIVES HOW TO DESIGN GAMES AND SONGS IN ENGLISH LESSONS AT PRIMARY SCHOOL EFFECTIVELY Writer: Tran Thi Viet Huong Job: Teacher Working place: Minh Tien primary school Experience initiatives’ subject: English THANH HOA, YEAR 2019 Number 1.1 1.2 CATALOGUE Contents INTRODUCTION THE PURPOSE OF CHOOSING THE TOPIC RESEARCH PURPOSE Page 3 1.3 RESEARCH SUBJECTS 1.4 RESEARCH METHODS 1.5 NEW CHANGES IN THE INITIATIVE EXPERIENCE CONTENTS OF THE INITIATIVE EXPERIENCE THEORETICAL BASIS OF INITIATIVE EXPERIENCE THE SITUATION OF THE PROBLEM THE SOLUTION USED TO SOLVE PROBLEMS EFFECTIVENESS OF INITIATIVE EXPERIENCE 18 2.1 2.2 2.3 2.4 3.1 3.2 CONCLUSION CONCLUDE 20 20 SUGGEST 21 REFERENCE MATERIALS 22 CATALOGUE OF THE INITIATIVE EXPERIENCES WERE QUALIFIED IN THE PAST FEW YEARS 23 INTRODUCTION It has been common knowledge that English plays an important part in our life Due to English, we can widen our knowledge to communicate with people all over the world Because of its importance, our education and training department decided that English is a main subject from primary to university grade However, It is very difficult to teach and learn English in primary school, especially in the countryside and mountainous places For most of things, I know the importance of inspirating desires of learning English for our fresh men, so I have always tried to find the best ways of teaching to stir my lessons by using some suitable games and songs which make our pupils be keen on their new language and lead them to achieve their new knowledge through lessons actively Through games and songs children are easy to learn, Team games and songs encourage children to work together Moreover, they use all their senses when they play games or listen to the rhythm of songs, Children can use the knowledge they already have about rules and their roles in a game Besides, they can easily create a new song from a familiar song with the same rhythm through their new own language Furthermore, music can stimulate strong feeling that can be channeled to enrich the language learning experience Songs can be a fun way of exploring new culture and language Music helps promote a relaxed, stress-free atmosphere in the classroom because songs are sung at a reasonably fast speed they contain natural phonological structure like linking and weak form that students learn to recognize and be comfortable with Songs often include of repetition that helps to make language memorable Moreover, Songs contain chunks of language then Learners can remember and use Last but not least, listening to music can help children visualize a situation that stimulates their imagination, they should be encouraged to speak to each other With those criterias, during the past few years, I have successfully applied my experienced initiatives which I courageously write and show out to share with my honorable readers about the topic: “How to design games and songs in English lessons at primary school effectively” In the course of research, I believe that there will still be some errors, I hope to receive comments and advice from my leaders as well as colleagues 1.1 THE PURPOSE OF CHOOSING THE TOPIC In real life, children learn through playing, especially they like singing Therefore, using games and songs in English classes can help children’s language learning Moreover, games create a child - friendly learning environment which help Teachers have more chance to develop pupils’speaking skill Besides, through songs they become more eager to learn and remember their lessons naturally ,they can widen their field of language after creating new song after each lesson, so they have an other chance to learn more their new language and it makes them be able to master English well From my thoughts and experiences above I research this topic 1.2 RESEARCH PURPOSE When I write this idea, I would like to contribute my small part to motivate Primary pupils feel like learning this second language and gain better grade 1.3 RESEARCH SUBJECTS In my topic, I just focus on how to use games and create songs suitably in each unit of knowledge, such as: some games focus on vocabulary & fluency, some reinforce accuracy or build up model sentences……and create new songs with the same rhythm and similar contents to the ones they are heard 1.4 RESEARCH METHODS 1.4.1 Research, kinds of English tests to find out which can assess the qualifications and the knowledge of the students without any pressure 1.4.2 Research based on observation methods: attending workshops about techniques of teaching primary pupils, Or classes of my colleagues 1.4.3 Research based on practice: Teaching with the attendance of some colleagues then discuss to learn from each other 1.4.4 Research based on studying materials related to designing games for primary lesson 1.4.5 Research based on songs related to their lessons in their textbooks 1.5 NEW CHANGES IN THE INITIATIVE EXPERIENCE During a long time of applying the initiative experience: “How to design games in English lessons at primary school effectively ” I discovered that children also learn better through chunks of language in songs, They are stimulated to concentrate on learning Moreover, music helps children remember their lessons willingly, children become more eager to start their lesson , especially they like to show their abilities through new songs, More importantly, They feel confident in using their new language, they feel English so meaningful and interesting because knowledge of English is like a piece of full music, they can use the knowledge they have learnt and easily create a song of theirs taken from melody of an old song, so creating a similar song to the songs in each lesson or other popular songs with children is one of the best ways to give children interest of learning and love for English From above things, I would like to develop my new idea to change the old initiative experience into a new one: “How to design games and songs in English lessons at primary school effectively” CONTENTS OF THE INITIATIVE EXPERIENCE 2.1 THEORETICAL BASIS OF INITIATIVE EXPERIENCE The fact is that Children are not old enough to be able to understand or analyze structure of a tense or other grammars that make them so confusing In the past I taught some primary classes about model sentences and ask them to explain the usage again but it seemed to me that most of them couldn’t acquire What I taught made my lessons rather boring So I think Teachers shouldn’t only teach basic knowledge in textbooks because learners will be passive and they will not feel confident as well as not flexible to adapt with changing daily life In the past few years methods of teaching have been changed to be with the development of society and communicative method has been used It means that in lessons pupils are centered to develop their creations and activeness through different activities Therefore, suitable games in lessons are the best choice Besides, It will be more exciting If children learn through songs because song and music make children have strong personal preferences about what they like In addition ,creating songs improves concentration, memory and balances level in class which I was very surprised at benefits of songs 2.2 THE SITUATION OF THE PROBLEM 2.2.1 Advantages 2.2.1.1 On the part of teachers - Nowadays, there are so many textbooks, tapes or videos that provide kinds of games and songs to motivate children to learn English Besides, Teachers are sometimes attended workshops that encourage Teachers to use games and songs to consolidate knowledge - Have to access and use of new methods in teaching - Creativity, learn some appropriate teaching compatible with the content of the lecture - Teachers use modern equipment well such as computers, speakers, projectors, -Teachers should use body language in teaching if necessary 2.2.1.2 On the part of students - The majority of school students are eager to be taught this new language - They are very active and so industrious - They are so much interested in singing 2.2.2 Disadvantages Besides the above advantages, teachers and students exist back: 2.2.2.1 On the part of teachers Teachers also use several methods that are not child –friendly for primary pupils, so children sometimes don’t know the reason why they have to learn the lessons which make teaching and learning no meaningful 2.2.2.2 Teaching equipment Equipment used for teaching English is limited Some equipments are spoiled or outdated inconsistent with teaching More importantly, there is no function room which is also a challenge with Teachers to organize a game or turn on music without any noise to other classes around 2.2.2.3 On the part of students Pupils have no chance to practice at home because there is no English environment around them So school time to learn English is rather little Moreover, some children are shy to communicate in English Before applying games in lessons, I took a class survey to see the differences I chose class 4A at Minh Tien primary school with total pupil is 31 to a small test after learning theme 1(from unit to unit 4): This is the result before I apply the experience initiative: Gr To a No tal d e A 31 Result of before applying the experience initiative attitude Good completi uncomp completio disli Hesit on letion like n ke ation SL/ Sl/ Sl/ % SL % SL % SL % % % 51 35, 11/ 6/ 15/ 13 16 11 36 19 45 5 QUESTIONS OF A SMALL TEST PART - READING Question 1: Read and match 1p What nationality are you? A Yes, I can Can you cook? B It’s on the fifth of November What day is it today? C It’s Monday When’s his birthday? D I’m Vietnamese * Answer: ;2; 3; PART -WRITING Question 2: Fill in the blanks 1p Am _ rica We _ nesday M _ rch s _ im Question 3: Reoder the words to make meaningful sentences 2p is / today / What / date / the / ? -> ………………………………… I / volleyball / can / play / -> ……………………………………… What / you / on / / Tuesdays / / ? -> ………………………… from / Linda / is / England -> ……………………………………… * After finishing this test I did a survey to ask their attitudes : I ask:do you like this test?you tick “ x” in one of the squares :  like  dislike  hesitation *Comments after checking: the result of the survey showed that primary pupils felt so bored to exercises ,they were not keen on the subject, They had difficulty in practising both at home and at school and it seemed to me that they had no reason of learning Besides, when I didn’t ask my students to create songs from the old songs in the text they seemed not to be active and creative Before applying the creation a new song from an old song in lessons, I took a class survey to see differences I chose class 5A at Minh Tien primary school with total pupil is 31 to compare the differences before and after creating a new song This is the result before I apply the experience initiative: Result of before applying the experience initiative Gr attitude Good a To completi uncomp No completio disli Hesit d tal on letion like n ke ation e SL/ Sl/ Sl/ SL % SL % SL % % % % 32, 48, 19, 11/ 6/ 14/ 31 10 15 35,5 19,3 45,2 A Let’s sing: How did you get there? I went by bus, I went by train, I went by bus I went by train To my home town To my home town I had fun I had fun I had fun I had fun All the way home All the way home (Taken from English 5-Part 6: let’s sing- unit 3-lesson 2) *Students really enjoy listening and singing songs in each lesson However, not all the fields of knowledge are mentioned in the songs, they are only rehearsed some parts of knowledge from a unit, so I think we can widen more words or model sentences from the rhythm of the old songs to create new songs which is one of the best ways to consolidate and memorize much more language through music 2.3 THE SOLUTION USED TO SOLVE PROBLEMS 2.3.1.Using games and songs in lessons to build up students’ skills: About games: The fact is that children love games and always invent new games to amuse themselves Using games in class is a natural way for children to learn For example ,to practice vocabulary and pronunciation, we can play games which focus more on accuracy This type of game requires children to remember and repeat words and phrases These games are more controlled and fluency practice games because we want the children to be more accurate in their language use In both fluency and accuracy practice It is important that games help children to use chunks of language and not just single words or sounds Playing games really helps children improve vocabulary, pronunciation and grammar in a fun way but it is important that your games have a clear language focus Before class, you need to prepare games carefully to make sure that they provide good language practice About songs: Songs bring a sense of community to a group children are given projects for each team to create a new song and present in class, songs help people absorb material, so children should be encouraged to speak to each other, Moreover, words or sentences placed in songs are familiar to children they use body language together with the rhythm of music For example, They clap their hands, turn up, turn around, move backward or foreward, move right or move left and there are many repetition words 2.3.2 How to design games in English lessons: It’s important that games must be suitable with the contents of each lesson, it means that Teachers must choose which games focus on grammar, vocabulary, Fluency, accuracy or so on Games are so meaningful and create a child–friendly learning environment Games are suitable with Teachers and Pupils as well as school’s facilities Games wake up all children’s senses, develop their creations, attract their attention, And enhance learning 2.3.3 How to create songs in English lessons: It is suggested that content of new songs should be depended on tunes of old songs moreover, words or phrases must be easy, clear and they are related to their lessons Songs must make them fun, relax children who are overwhelmed or stressed, change the mood (liven things up or calm things down) Songs teach and build vocabulary, model sentences or idiom in each lesson, review material (background music improve memory ) Songs must inspire a class discussion and teach listening for details and gist Before creating a new song, Making sure that Students have to be listened to the song which they take the same or familiar tunes from it The stage of creating a song can be given at the consolidation time after listening a song in the text book or a project for groups in class to at home then Teacher asks the groups to present in the next lesson to review old lesson After finishing the Students’ task, Teacher should give reward such as a clap, a small gift …etc to the group with the best presentation Steps to create songs: Step 1: Select a topic It can be Names ,Days of week, the weather, Number, Colors, Food and Drink, Animals, Clothes, Sports, Seasons…Your choice depends on the need of your students Step 2: Write down useful words associated with the topic you have chosen (Select about 10 words that you think will be interesting, useful and fun for your students to know) Step 3: Group your words according to the number of syllables in each Eg: -Topic: clothing One syllable: hat, coat , Two syllable: T-shirt, Three syllable: pullover Step 4: Make a list of descriptive words that might be used with your topic according to syllable count Topic: Clothes Red, green(1- syllable adjective) Yellow(2- syllable adjective) Beautiful(3-syllable adjective) Step 5: Pick up a familiar tune - Put the words you have chosen into the tune to make a new version of the song relating to the topic you choose Example : Eg: The tune “The farmer in the dell” I am wearing a dress I am wearing a dress Hi-ho a derry o My dress is yellow Example: Where’re you going ? Where’re you going ? To grand mother To grand mother I’m taking her a basket Of cookies Of cookies 2.3.4 Learning games’ structures: - Name of the game - Aims of the game: To practice or revise which skill (vocabulary, fluency or accuracy…) - Game’s materials: Describe kinds of things used to play games - Number of players: how many people can join in a game - Rules of games: *First of all, get your pupils’ attention before you start giving out the instructions *Plan what you are saying *Give short instructions *Make sure your instruction are in logical order, using such signposts as first, second, next … *Always demonstrate what the students should be doing *Check that students understanding before starting, Short and simple instructions together with gestures are more efficient 2.3.5 How to play games: - Allowed time :from to minutes - How to organize: First, Teacher introduces name of the game, guide pupils to play by modeling the games(should be twice).This is a very good way of helping children to learn and remember rules of the games so they don’t have to remember long and difficult spoken instructions - Start playing game: Pupils are participants and Teacher plays as a referee - Teacher gives comments about results of game: Pupils’attitudes, mistakes should be avoided, or knowledge they have just practiced - After the game: Teacher should give reward for the winning team, it may be a clap, points, songs, sweets, pens…Which motivate children to learn better, besides If someone breaks rules of a game, Teacher should give them a child –friendly punishment such as: run one leg, dance or sing a song…It’s important that Teacher must be fair which makes children feel comfortable and ready to receive any punishments if they lose a game 2.3.6 Introduce some games for types of practicing skills at primary classes: I would like to introduce some games I have ever applied in my lessons: Game 1: Body labeling Materials: - A white board - 14 sticky labels (or ‘post-its’) for each group of or students - A3 size paper for each group (option-see below) 10 Head Arm shoulder eye hand nose mouth finger body leg toe foot knee thumb Aims of the game: to build children’s pronunciation and grammar Procedure: Use flashcard to teach or review the target vocabulary Check that the children know the words to practice pronunciation Write the words from the box above on the white board, eliciting the vocabulary from the children Put the children into team of or Give each group 14 sticky labels Students write one different word on each label Option A One child from each group is selected to be the ‘body’ The other children in the group put the sticky labels on the correct part of the body The winning team is the first to stick the label to all correct body parts When they stick the label to the body part ,the children have to say: here’s the mouth, here’s the toe etc While the children are playing, monitor and check which words the children can’t remember or any problems with pronunciation At the end of the game, check the meaning of the words and practice pronunciation with the whole class You can this by having a drawing of a body or skeleton on the whiteboard Point to a body part and the class shouts out what it is Drill the pronunciation of the word Then write the word next to the body part Repeat this for the words which children had problems with while playing the game Recording: Ask children to draw a skeleton or body in their vocabulary note books and label the body parts Important note: This game is great fun, and good for energizing pupils However, if you feel that it’s not appropriate to use the children themselves as the body, then you can use Option B for stage of the game: Option B: Give each group an A3 piece of paper and ask them to draw a skeleton or human body (or prepare one for each group yourself before the lesson) Each group sticks the labels on the correct part of the skeleton or body on the piece of paper The winning team is the first to stick the notes to correct body parts After the game: Teacher congratulates the winner and gives reward for the winner such as: a clap or candy… Game 2: Kim’s game Materials: A piece of cloth, collect a group of items of the same type, e g fruit 11 Aim of the game: This is a memory game for revising vocabulary Procedure: Teacher arrange the items on a desk and cover them with a piece of cloth, without pupils seeing them Have a brief discussion with the class on what might be under the cloth, based on the shape and size of what they can see Divide the class into groups Show the class the items under the piece of cloth for 60 second Then cover the items again and ask each group to write down the names of as many objects as they can remember Groups get a point for each correct item The group with the most points wins the game After the game: Teacher congratulates the winner and gives reward for the winner such as :a clap or candy… Game 3: The skeleton game Materials: - A white board - A set of written instructions (see below ) and one dice for each pair of children - A4 size paper for each child Children play this game in pairs Aims of the game: to build children’s pronunciation and consolidate their vocabulary Procedure: Prepare a handout with the following instructions and give one to each pair of children (or show the constructions on the white board ): 12 Play this skeleton game with a friend : Instructions: • Roll the dice You must get 1= a body to begin • When you get 1, draw a body on your paper • Take turns, roll the dice and draw the different parts of the body on the skeleton Don’t forget! you must have a body before you can draw the shoulders, arms, legs or neck; you must have a head before you can draw the eyes, ears, nose and mouth ! • The first person to finish his/her skeleton is the winner ! 1=body, ear 2= head, eye 3= neck, shoulders 4= arm, nose 5= leg, mouth 6=hand, foot Read the instructions with the children Model the game first and check they understand what to do, eg Demonstrate how to play the game to the whole class, The children in each pair take turns in throwing the dice and then drawing a body part The winner is the first child to complete the skeleton with all the body parts Before the children play, teach them useful functional language they need to play the game and let them practice repeating this language Eg “you start”, “It’s your turn “,”A five, good! I can draw a leg” , “ oh ,no! I can’t draw anything.”, “I’ve finished!” While the children are playing, monitor and note any problems with the meaning of the words or pronunciation At the end of the game ,spend sometime checking meaning of words, or practicing pronunciation After the game: Teacher congratulates the winner and gives reward for the winner such as: a clap or candy… Game 4: Bingo Materials: A black board Aims of the game: A great game for practicing/ reviewing almost any language area, for very young children you could use this game to revise letters of the alphabet For older learners, you could make it more challenging by giving definitions of words instead of just the words Procedure: Draw a word grid on the board and ask pupils to copy it Have them the words they have learnt in their lessons Lists the words on the board 13 Each pupil chooses nine words from the lists to copy into their grid While they are doing this, copy each word onto a piece of paper Put the pieces of paper into a bag and mix them up Select pupils to pick out a piece of paper and call out the word Pupils with that word in their grid can cross it out The quickiest pupil to cross out an entire row of words in their grid and call out Bingo is the winner Alternatively, you can continue the game until one pupil has crossed all the words After the game: Teacher congratulates the winner and gives reward for the winner such as: a clap or candy… Important note : A great game for practicing/reviewing almost any language area For very young children you could use this game to revise letters of the alphabet For older learners, you could make it more challenging by giving definitions of words instead of just the words, Eg, teacher says “this shop sells bread and cakes” The children have to cross out “the baker’s” Game 5: Bees find words Materials : -Two flowers with petals, each flower has different colours, each petal has different numbers and sides behind sticked with magnet + 10 bees written words and sides behind sticked with magnet: one four six two seven five nine ten eight three + colourful chalks Aims of the game: To check children’s vocabulary, create exciting atmosphere to learn in class Procedure: - Choose two teams, each team has members Teacher divides the board into two parts, each part has a flower and five bees arranged disorderly, then introduce name of the game: I have two flowers, there are numbers on each pental, there are words on each bee Your task is to lead the bee go with the word 14 Two teams stand in two down lines, when you hear “start”, you quickly match the bees with the words correctly you in turns until the last member The fastest team with the most correct matching is the winner After the game: Teacher gives reward for the winner such as: A clap or candy… Notes: You can change numbers in pentals in English and vice verse Besides, There maybe a word not suitable on each pental and find the way for bee to go with words and how to change Game 6: Pastimes Materials: There’s no need any preparation Aim of the game: To check children’s vocabulary, create exciting atmosphere to learn in class Procedure: Teacher draws two suns with rays of sunrise, divide class into two teams, give each team a chalk to write on the board any word, then quickly give chalk to an other member in team When children hear “start”, each member of the team quickly writes on the board any word, only one word a turn, you can write two or more times Then move to other members of their team The game finishes from to minutes After the game: Teacher congratulates the winner and gives reward for the winner such as: A clap or candy… Notes: If there are the same words in each team, they only get one word Students of class 4A at Minh Tien primary school are playing the Game: “Pastime” 15 Game 7: Simon says…… Materials: There’s no need any preparation Aim of the game: This is a classic and fun game You can play this game to revise the target grammar and /or vocabulary items with pupils Procedure: The teacher (or a pupil) instruct the class to carry out actions by saying ,for example, Simon says turn right or Simon says turn left If the teacher doesn’t begin the instructions with Simon says, pupils shouldn’t follow the instruction Anyone who fails to follow an instruction preceded by Simon says, or follows an instruction not preceded by Simon says, is out of the game The last pupil who remains is the winner After the game: Teacher congratulates the winner and gives reward for the winner such as: A clap or candy… Game 8: Slap the board Materials: A black board or rolled – up newspapers Aim of the game: This is a fun game which reinforces the association between written and spoken words Procedure: Teacher divides class into pairs and line them up Give three of the pairs each a rolled –up newspaper Put flashcashs of the target vocabulary on the board, or write it on the board directly Call out a word and the three pairs should slap the corresponding word or picture on the board The quickest pair to slap the correct word/ picture stays in the game and will play with another two pairs of pupils The pair which remains till the end of the game is the winner After the game: Teacher congratulates the winner and gives reward for the winner such as: a clap or candy… Students of class 4A with Teacher at Minh Tien primary school are playing the game “ Slap the board ” 16 Game 9: Physical line - up Materials: Slips of paper with target sentences on Then cut each of them into halves and put all slips into a box Aim of the game: This is a structure/ grammar game Procedure: Teacher asks each of pupil to draw a slip of paper from the box.(The number of pupils should equal the number of slips in the box) They should show the paper to the others and try to find the matching sentences halves, stand next to each other, and say the sentences aloud The quickiest group to say the correct sentence wins a point You may ask pupils to put the slips of paper back into the box and start the game again After the game: Teacher congratulates the winner and gives reward for the winner such as: A clap or candy… @ Progressions of teaching initiatives experience: - To base on the result of a children’s test ,I’m aware of disadvantages and restrictions of teaching and learning ,So I’ve studied to find new methods to teach primary children and I try to gain my three main aims: *First: To help students understand and remember easily *Second: Create children’s excitement and concentration *Third: Children can learn actively and creatively, they are centered to practice more often in class -Here are some contents and guidelines to conduct some games in class: Primary pupils are beginners to English, so Teacher should inspire the excitement of learning English to them It means that every sentence should be so simple and child-friendly which make them be keen on learning, be active and develop their intelligence They can learn through games Therefore, it’s necessary to design games in lessons However, games must be suitable with contents of learning 2.3.7 Introduce some songs created from the songs in the text books at primary classes: * Let’s sing: A happy family Happy, happy, happy sister Happy, happy, happy brother Happy, happy, happy parents Happy, happy, happy children Yes, Yes, Yes, Yes ! We are a happy family ! Yes, Yes, Yes, Yes ! We are a happy family ! (Created from the tunes in the song of Unit 11-lesson 1-English 3) * Let’s sing: What’s the matter with you? What’s the matter with you? 17 I have a backache You should go to the doctor You shouldn’t carry heavy things What’s the matter with you? I have a stomachache You should take a rest You shouldn’t eat too much sweet food (Created from the tunes in the song of Unit 11-lesson 1-English 5) *Let’s sing: The weather song What is the weather like ? What is the weather like ? It’s snowy and windy in my hometown What is the weather like ? What is the weather like ? It’s stormy and rainy in my hometown (Created from the tunes in the song of Unit 19-lesson 2-English 3) Students of class 3A with Teacher at Minh Tien primary school are performing “The weather song ” * Let’s sing: Where are you from ? Hi I’m Lan from Viet Nam Hello, Lan.Nice to meet you Hello, I’m Tom from America 18 Hello Tom Nice to meet you Hi,I’m Tony from Australia Hello, Tony Nice to meet you Hello I’m Peter from England Hello, Peter Nice to meet you (Created from the tunes in the song of Unit 2-lesson 1-English 4) * Let’s sing: How did you get there? I went by car I went by taxi I went by car I went by taxi To my hometown To my hometown I had joy, I had joy I had joy I had joy All the way home All the way home (Created from the tunes in the song of Unit 3-lesson 2-English 5) Students of class 5A at Minh Tien primary school are performing the song: “How did you get there?” 2.4 EFFECTIVENESS OF THE INITIATIVE EXPERIENCE 2.4.1 Effectiveness of the initiative experience after using games in class: During the process of teaching English through games, I have realized effectiveness of an English lesson ; Children become absorbed in the games really enhance learning, playing games gives children a real reason to use language to communicate with each other, children use all their senses when they play games, Using different approaches makes learning more memorable 19 and appeals to different ways of learning, children can use the knowledge they already have about rules and their roles in a game Moreover, team games encourage children to work together and communicate with each other ; again helping to increase fluency The fact is that games have a final outcome – this means children are using language to some thing which is more motivating and memorable than practicing language for its own sake Besides, games are easy to learn –children can usually learn and remember the rules of games easily This means you can use the same game again to practice different language and the children will remember how to play the game The effectiveness of teaching initiatives is assessed through the survey of children’s learning result and their attitudes Please see below the result of evaluation before and after applying games in English lessons in class 4A- at Minh Tien primary school : Result of after applying the experience initiative Gr a To No d tal e A 31 Attitude Good completion completio n uncomple tion SL SL % SL % 19, 24 % 77, 3,2 like SL/ % 27/ 87 disli ke Sl/ % 2/ 6,5 Hesit ation Sl/ % 2/ 6,5 After choosing and applying some games in my lessons, I saw their excitement and absorbability in learning, they feel more confident in communicating in English Especially, They are eager to wait for my English lessons 2.4.2 Effectiveness of the initiative experience after creating new songs in class: Creating a new song from the tunes which students have known stimulates their imagination Specially, It’s easy for Teacher to teach pronunciation and intonation Moreover, Music can break ice in a class where students don’t know each other or are having difficulty in communicating because students work in groups I see that the activity is very exciting, funny and child- friendly Students used the melody of other songs to make new versions of many topics During the time of creating new songs, my students worked very hard and lively, each group showed a very nice song More importantly, the songs of all groups are very great and suitable for them to memorize, all students are attracted with new songs, all of them are relaxed and 20 motivated to learn more and consolidated better after each lesson because they are encouraged to apply words and model sentences they have just learnt into the new versions of their songs It’s common knowledge that Music is the universal language of mankind Students seem to get together closer and I see they really expect to be given a task of creating a new song, Especially each group wants to show their best project in front of their class which is so competitive and creative The effectiveness of teaching initiatives is assessed through the survey of children’s learning result and their attitudes Please see below the result of evaluation before and after applying the tactic of creating new songs from the tunes of the familiar ones in English lessons in class 5A at Minh Tien primary school: Result of after applying the experience initiative Gr a Tot No d al e A 31 Attitude Good completion completio n uncomple tion SL SL SL % 25 % 80, % 16, 3,2 like disli ke SL/ % Sl/ % 27/ 88,2 1/ 3,2 Hesit ation Sl/ % 3/ 9,6 CONCLUSION 3.1 CONCLUDE From my point of view: “How to design games and songs in English lessons at primary school effectively ” is a process to use some tactics to help children consolidate their knowledge and improve their English kills as well as enhance their inspiration in English However, Teachers should be flexible to adjust their lessons to make it suitable with each class, Besides Teacher should give clear explanations, keep it so short and simple which will bring the best result However, My initiative experience is likely to have some mistakes, I have still adjusted during my teaching, and I need to learn from my colleagues, so It will be grateful if I receive any comments from my honorable readers I hope my initiative experience will be an effective method to motivate primary pupils to learn English better This will help Teachers apply the 21 communicative method successfully and creating new songs from the songs in the text books or from the other popular songs with children is necessary and essential in the process of mastering a new language 3.2 SUGGEST 3.2.1 For the school managing board - English is a typical subject, Teachers need to be equipped enough teaching materials such as: function room, cassette, tapes So I hope school leaders and local authority will pay attention to our teaching conditions much more, This will help teaching as well as learning English more and more effectively - Organize English club once a week with different topics to attract pupils to learn English through songs ,chants, games - A worthy reward for teachers to teach effectively and the prizes in the contest good students at district level, provincial level 3.2 For the Department of Education and Training - Organize workshops, improve the professional skills of teachers throughout the district at the beginning of every school year - Organize the meeting English speaking students to schools create new inspiration in learning, and motivation for students -Our colleagues’ experience initiatives of grade A in districts which are chosen from the educational scientific department need to be widely popularized, this will help us learn different good methods from each other to make our lessons more suitable and more interesting Thanks a lot and best wishes! Principal’s signature Vuong Thi Hang Ngoc Lac, March 6th, 2019 I declare this is my own work and works of others I am liable for any copyright and plagiarism problems related to this work Written by Tran Thi Viet Huong 22 REFERENCE MATERIAl HUNG ANH –LAM UYEN Learning English through games (Educational publishing house) NGUYEN THI MAI HOA-Teaching English for Children through themes(Educational publishing house) NGUYEN QUOC TUAN-some of basical parts in teaching and learning English (Educational publishing house) 4.British council learn English kids website:http://www.britishcouncil.org/kids-song-scary-skeletonactivity.pdf 5.British council teach English (www.teaching english.org.uk) And learn English (http://www.britishcouncil.org/learnenglish/) 6.British council (2009) Motivating learning 7.Cameron,L.(2001)Teaching languages for Young learners Cambridge:CUP 8.Carolyn,C(2006).Creating chants and songs.Oxford:OUP 9.Hancook,M.(1998).singing grammar.Combridge:CUP 10.Moon,J.(2000) Children learning English-A guidebook for language teachers.MacMillan Publishers Limited 11.Pasigna,L.A.,(1997).Tips on how to manage a large class,Institute for International Research,Inc 12.Read,C.(2007).500 Activities for the primaryclassroom.MacMillian 13.Scott,W.A&Ytreberg,LH.(1990).Teaching English to children.Newyork:Longman 14.Chin,J.(2009) Primary Teacher Traning Materials,US Embassy,HaNoi 15.Wright, A.(1995).storytelling with children.Oxford:OUP 16.website: http://edition.tefl.net/ideas/music/using-music-in-the-eslclassroom/ 17.website: http://www.supersimplesongs.com/valentines/ 23 CATALOGUE OF THE INITIATIVE EXPERIENCES WERE ASSESSED FROM C -CLASSIFICATION BY EDUCATIONAL GRADES IN THE PAST FEW YEARS Name of the writer: Tran Thi Viet Huong Position of working place: Teacher of English at Minh Tien primary school No Name of the initiative experiences Some methods of warmup stage at secondary school Some methods of practice speaking English well for grade students Some methods of practice speaking English well for grade students How to design games in English lessons at primary school effectively Educational grades of assessment Ngoc lac education & training office Ngoc lac education & training office Ngoc lac education & training office Ngoc lac education & training office Classification School s of years of the assessment(A, assessment B, or C) B 2010-2011 A 2013-2014 A A 2015-2016 2017-2018 24 25 ... write and show out to share with my honorable readers about the topic: How to design games and songs in English lessons at primary school effectively In the course of research, I believe that... CHANGES IN THE INITIATIVE EXPERIENCE During a long time of applying the initiative experience: How to design games in English lessons at primary school effectively ” I discovered that children... children interest of learning and love for English From above things, I would like to develop my new idea to change the old initiative experience into a new one: How to design games and songs in English