The 17 Most Engaging Review Games for Primary School Students

Objective: To reinforce the knowledge learned in various subjects such as science, health, ethics, and more. At the same time, it helps develop quick thinking and enhances enthusiasm for studying.

How to Play:

• The teacher provides a crossword with 15 horizontal words and one vertical word (this may vary depending on the teacher). Each horizontal word corresponds to a topic learned, with hints given for each.
• Each team must raise a flag to claim the right to answer.
• The first team to answer quickly and correctly earns 10 points.
• If a team answers incorrectly, the right to answer is passed to the next team.
• The team that discovers the vertical word gets 20 points.
• The game ends when the vertical word is correctly guessed.
• The team with the most points at the end is the winner.
• The teacher will tally the points and reward the winning team with praise or a prize.

Objective:

• The teacher can use this for review sessions to reinforce knowledge learned in the section on Vocabulary and Sentences.
• To deepen the understanding of the function of commas.
• To develop focus and attention skills.
• To enhance higher-order thinking skills such as analysis and synthesis.

Preparation: A set of cards with three labels: A, B, C (each corresponding to a color) representing the functions of the comma:

• A: Separates parts of equal function in a sentence.
• B: Separates adverbial phrases from the subject and predicate.
• C: Separates clauses in compound sentences.
• Some word cards containing sentences for students to analyze.

How to Play:

• The teacher divides the students into teams based on seating arrangement and gives each student a set of letter cards.
• When the teacher reads and places a card with a sentence to analyze for comma usage on the board, students must select the corresponding letter card and raise it.
• After each round, the teacher or a designated student referee will count how many people in each team answered correctly.
• Once the game ends, the teacher will tally the number of correct answers. The team with the highest number of correct answers wins the game.

Objective: Helps students learn multiplication and division (targeted for 3rd-grade students).

Playing Time: 7 to 10 minutes.

Game Rules:

• Divide the class into two teams for competition.
• The teacher will start by calling out a math problem, such as 5 x 9, and point to a student from either team. The student must immediately provide the correct answer.
• If the answer is correct, the student earns the right to "zap" an opponent from the other team by giving them another math problem, such as 50:10. The opposing student must immediately respond with the correct answer (e.g., 5) and can then "zap" another opponent in return.
• Continue this back-and-forth, with the teacher and two secretaries keeping track of each team's score. The team with the most correct answers at the end of the time limit wins.

Note: If a student hesitates or fails to answer correctly, they lose the right to respond and "zap" another player, and the teacher will select someone else to begin.

Objective: Helps students review previously learned knowledge in the most effective way, especially in math problem-solving.

Preparation: The teacher should prepare math problems with solutions that contain mistakes in some steps on a board (preferably with common errors students often make in such problems).

How to Play:

• The teacher presents the math problems with mistakes on the main board (at an appropriate point in the lesson).
• Teams will have a few minutes to discuss and identify the errors in the solutions while proposing how to correct them.
• The team that identifies and suggests the quickest correction will present their answer. If it is incorrect, other teams may offer their solutions until the correct answer is given, at which point the game ends.
• The teacher will ask the correct team to explain the errors and emphasize key points to help the entire class learn from the mistakes.
• The winning team is the one that identifies the mistakes, explains the reasons behind them, and corrects them the fastest.

Objective: Quickly assess students' understanding of new vocabulary through effective lessons that help rapidly expand their vocabulary.

Preparation: At least two players are required, and a dictionary may be helpful. The teacher can divide the class into two groups, with the teacher or a student acting as the judge.

How to Play:

• The teacher divides the class into groups based on different sections. Select a random English word (the teacher can do this). For example, "yesterday". Using the letters of this word (in this case, y, e, s, t, e, r, d, a, y), players must form as many new words as they can. The person who creates the most words wins. In the example, words like "yes", "trader", "year", "steady", and "state" can be formed.
• Students must try to recall as many words as possible from memory, which helps them learn new vocabulary and also reinforces words they may have forgotten from previous games.
• The teacher selects words whose letters can form other words that students have studied, or to assess their vocabulary knowledge.
• The winning group is the one that can form the longest chain of related words.

Objective: Test students' word recall and introduce new vocabulary related to various themes.

Preparation: At least two players are needed, and a dictionary may be helpful.

How to Play: This game is similar to the famous TV game show 'Wheel of Fortune'.

• The teacher or a student selects a word or phrase based on a particular theme and draws the corresponding number of squares representing the letters of the word.
• With the provided clue, players take turns guessing one letter at a time. If the guessed letter is in the word, the teacher writes it in the correct place on the board.
• The first player to correctly guess the word wins.
• If, after 5 incorrect guesses (the number of allowed guesses is decided by the teacher), the word is not correctly guessed, the player loses.
• Multiple students can take turns being the game host. The player with the most wins is declared the overall winner.

Objective: Improve students' mental math skills and help them identify errors quickly.

Preparation:

• Two flower pots labeled 1 and 2
• A number of paper flowers with white fronts containing mathematical problems
• Colored chalk
• A timer
• Select three top students to serve as judges and recorders

How to Play:

• Divide the class into two teams. When the teacher signals the start, each team will take turns sending a player to pick a flower from the teacher's desk. The player must solve the math problem on the flower as quickly as possible and then pin it to their team's flower pot.
• Once a player finishes and places the flower on their team's pot, another player takes their turn. This continues until the two-minute timer runs out.
• When time is called, each team will send one representative to read out the math problems on their flowers and show them to the class.
• The judges will assess the answers, and the recorder will keep track of the results.

Note: The math problems should be related to the lessons covered earlier.

Objective:

• Develop the ability to correctly write words containing tones such as asking tone or falling tone, while also reinforcing and expanding vocabulary through dictation exercises focusing on sounds and rhymes.
• Practice quick reflexes in recognizing correct or incorrect spelling (asking tone/falling tone).

Preparation:

• Divide the class into 3 groups, with 10 students from each group participating.
• The class board will display the group's results.
• The teacher will act as the referee, along with the remaining students.

How to Play:

• Each group will take turns playing. After one group finishes, the next group will play.
• The participating group forms a circle, with the referee standing in the center.
• The referee will begin the game by loudly reading a word with either asking tone or falling tone, then pointing to a student. This student must shout "asking" if the word has an asking tone, or "falling" if the word has a falling tone.
• If the student answers correctly, they can read another word with either asking tone or falling tone and point to another student to correctly pronounce the word they just said.
• This continues until all students in the circle have been given the chance to "pass the message" and shout the word. Then, the group will stop and allow the next group to play.

Note: The students who call out the words cannot repeat words previously used by others. If anyone calls out the wrong tone or an incorrect word, they must step out of the circle, and the referee will continue as the one to "pass the message" next. Students outside the circle are not allowed to assist the players.

Objective:

• Practice writing words containing sounds that are similar in structure, which local students often misspell, while expanding vocabulary with these specific rhymes.
• Develop quick reflexes when reading and writing the above rhyming words.

Preparation:

• Cut 20 paper flowers in bright colors, approximately the size of an adult hand, with adhesive on the back to stick on the board. Each flower will feature a word containing one of the above-mentioned rhymes.
• 10 flowers with correctly spelled words using the rhymes
• 10 flowers with incorrect spellings of the words
• A device to produce a noise mimicking a firecracker explosion.
• Two paper boxes, each assigned to one team, to hold the flowers considered as fireworks that miss their target.

How to Play and Scoring:

• Each team is given 10 flowers (5 flowers with correct words, 5 flowers with incorrect words).
• Draw lots to determine the first team to play.
• When the referee shouts “start” and mimics a firework sound, the referee's assistant will attach one flower to the board and count “one... two... three.”
• After the count, if the word on the flower is correct, the team must shout “fireworks explode,” and if the word is incorrect, they must shout “fireworks fizzle.”
• If the team shouts “fireworks explode,” the assistant will place the flower on the scoreboard for the team, and if they shout “fireworks fizzle,” the assistant will place the flower into the designated box for that team.
• If after three counts the team doesn't shout, the flower will be placed in the box and considered a missed firework.
• When the first team finishes, the second team will play. After both teams are done, the referee will calculate the scores, with each correctly spelled flower counting as one correct answer.
• The team with the most correct answers wins.

Note: After the game, ask students to write the correctly spelled words on the flowers.

Objective:

• Help students visually identify and recognize letters and syllables with tonal marks (acute, grave, hook, tilde, and dot).
• Differentiate these letters from similar-looking ones and distinguish tonal marks from other similar signs.

Materials Needed: 3 signal flags, 1 large mounting board, 3 small mounting boards, 24 letter cards, and cards labeled with either letters or tonal marks.

How to Play:

• Select the letter or tonal mark card from the pile that contains similar-looking letters. Attach it to the mounting board of the team.
• Each player from the team, holding a signal flag, runs up to the large mounting board, selects the correct letter card, and returns to attach it to their team's board. They then pass the signal flag to the next player, and the process continues until all cards are placed.
• The team that successfully and quickly arranges 4 correct letters on their board wins.

Objective: To improve the ability to read aloud clearly and quickly, foster agility and focus, and ensure smooth coordination within the team as they read aloud each sentence in succession.

Materials Needed: A stopwatch (to time the game) and one student acting as the referee.

Team Selection:

• Game Setup: Choose 3 teams, each consisting of 5 students. Each team stands in a row facing their classmates, holding an open textbook (the assigned reading passage).
• When the referee calls “Start,” the first student (at the far right or left) must read the first sentence clearly, accurately, and quickly. Once they finish the last word of the first sentence, the second student can start reading the second sentence. This continues until the last student in the group reads their part. If the reading is not completed, the first student will begin again, and this continues until the whole passage is read. The referee tracks the time taken and records the reading time for each group.
• The referee and teams listen to the reading, providing feedback and awarding 1 point for each correctly read sentence.
• Once all teams finish, the referee announces the results based on time and accuracy. The team with the most points (with few or no errors) and the shortest time wins the “Relay Reading” contest.

Note:

• If a student accidentally starts reading the next sentence too early, the following student must begin their sentence from the start, which will extend the team's time.
• This game can be used in all reading sessions, and teachers can adjust the reading passages to fit the content and students.

Objective: To reinforce and deepen knowledge, while engaging students in a fun and exciting learning experience.

Materials: No additional materials are needed.

How to Play: The game is similar to tic-tac-toe.

• The teacher will draw a 16 or 20-square grid on the board, consisting of 4 columns and 5 rows, and will fill the squares with 20 random numbers. Each number corresponds to a pre-set question based on the lesson content.
• The class will be divided into two teams, with Team A using X and Team B using O.
• Each team will designate one member as the captain, who will choose a numbered square. The teacher will mark the square with the team's symbol and read the corresponding question for the opposing team to answer.
• The first team to line up three of their symbols in a row, either horizontally, vertically, or diagonally, calls out “Bingo!”
• The winning team is congratulated with a round of applause.

Objective: To reinforce students' understanding in moral education lessons.

Materials: One ball and a referee team consisting of three students.

How to Play:

• The groups will form a circle, and the ball will be passed slowly from one person to the next. Whoever catches the ball must sing, recite a poem, or tell a story on the assigned topic for the group to hear clearly.
• This continues until every member of the group has had a turn with the ball. Anyone who sings, dances, or tells a story incorrectly, or doesn't perform, will have to hop on one foot around the circle.
• The teacher and referees will observe and ensure the groups are acting quickly and following the rules.
• The teacher will evaluate the entire class as well as each group individually.

Objective:

• Enhance speed and sharpness.
• Provide fun and entertainment.

Preparation:

• Students should sit or stand in pairs, with one student holding a small stone, a marble, or a rolled-up piece of paper.
• If the whole class participates, have students stay in their original positions, and replace the stone with a candy or a plum.

How to play:

• Method 1: The teacher says, “Get ready… start!” After this command, students hold the stone behind their backs, skillfully hide it in one of their hands, and pretend to transfer it between their hands while the whole class sings the song Tập tầm vông.
• Method 2: The teacher holds a candy high for the class to see, then hides it behind their back, places it in one of their hands, and moves it forward as the class sings the song Tập tầm vông. Students are invited to guess the location of the candy.
• After each round, the teacher should offer feedback and praise students who played well.

Objective:

• Develop teamwork skills among students.
• Help students easily memorize multiplication and division tables.

Preparation:

• Two five-petaled flowers, each in a different color, with numbers written on each petal (representing the results of division or multiplication prepared by the teacher), and magnets attached to the back.
• 10 bees, each carrying an arithmetic operation, with magnets attached to the back.

How to play:

• The teacher selects two teams, each consisting of 4 students.
• The teacher divides the board into two sections, placing a flower and five bees on each side of the board, in no particular order.
• The teacher explains the rules: the flowers represent the results of the math operations, and the bees must find their corresponding results. The students’ task is to help the bees find the correct answers.
• The teams line up, and once the “start” signal is given, each student takes turns matching the math problems with their correct answers. The first student completes the first match and passes the chalk to the next. This continues until all problems are matched. The team that completes the task in one minute with the most correct matches wins.

Note: After the game, the teacher should assess the results and ask follow-up questions to reinforce the lesson.

Objective:

• Develop the ability to read aloud a passage clearly and accurately from the previously studied lessons.
• Enhance listening skills and improve memory for the titles of the reading exercises covered in class.

Preparation: The teacher asks students to review the lessons from the Vietnamese language textbook to prepare for the review sessions.

Procedure:

• The teacher arranges the students into two groups, seated across from each other, with a group leader overseeing the activities. The groups draw lots to determine which group will read first.
• The group chosen to read opens their textbook and selects a passage (from previously assigned reading exercises). The other group listens carefully to guess the title of the reading passage. Once a guess is made, the second group then reads a selected passage, and the first group makes another guess. Each group will alternate reading and guessing, with three rounds for each group.
• Points are awarded to each group based on their performance. At the end of the game, the teacher announces the team with the most points as the winner.

Note: During the guessing phase, both teams are not allowed to open their textbooks. The second group may use the passage read by the first group, but they must select a different part of the text, ensuring the passage is brief and concise.

Objective: Reinforce knowledge or test the memorization of poems.

Preparation: The teacher writes the first line (or middle) of each stanza or the first 2-3 words of each line of the poems to be memorized on individual slips of paper.

Procedure:

• The game consists of two teams, A and B, with the number of participants matching the number of slips of paper. Each team elects a leader to manage their 'poem throwing'. The teams play 'rock, paper, scissors' to decide who will throw the poem first, assuming team A wins.
• Each player in the team holds a slip of paper (kept hidden). When the teacher signals 'start', team A (the throwing team) sends a player to give a slip of paper to a member of team B. The recipient must then read the entire stanza (or line) that corresponds to the words on the slip. If they read it correctly, they score 10 points. The player then discards the slip. The teacher keeps track of the total points scored by team A.
• Afterward, the throwing role switches to team B, and they play in the same way. The teacher then calculates the total score for team B.
• The game ends with the teacher offering feedback and presenting a 10-point bouquet to the winning team.