TABLE OF CONTENTS TITLE PAGE A Introduction : I Reason for choosing the research……………………………………… 02 II Aim of the research…………………………………………………… 03 III Scope, object and researching method……………………………… 03 B Solving problems…………………………………………………… 03 I Theory baisic………………………………………………………… 03 II The actual subject …………………………………………………… 03 III: Solutions…………………………………………………………… 05 General introduction………………………………………………… 05 Organizing pair work and group work………………………………… 07 a Group and pair work depends on some extents……………………… 07 b Organization steps…………………………………………………… 08 Some activities work in pairs or in groups…………………………… 08 IV Demonstration……………………………………………………… 09 V The lesson planning uses activities to work in pairs or in groups Effectively……………………………………………………………… 14 VI The study results of problems……………………………………… 17 VII Conclusions and proposals……………………………………… 18 REFERENCES A INTRODUCTION: I.REASON FOR CHOOSING THE RESEARCH The goal of education is currently focused on the development of dynamic, The creative and active of students enable them to identify and solve problems To achieve this goal, changing teaching methods towards learners seriously considered to be the subject of student activities to encourage active learning activities, and creativity of the children in teaching process is essential In foreign language teaching, this view is especially true because no one can replace learners in language learning and use them in active communication with the energy of their communication Foreign language teaching methods is selected to communicate broad guidelines, communicative competence is the basic teaching, as communication is both a purpose and a means of teaching In the process of fact teaching at Hau Loc Upper Secondary School, fact teaching in classes , I find that most students are lazy in giving ideas and answering the questions If the teachers apply traditional teaching methods in the lessons, students will be more and more passive in learning So, through the form pairs or groups can support forms of work or working class individual The training activities in pairs, two-way nature of the group, strengthening the exchange of information over the student or give the activities of communication practiced in class so students can communicate in confidence English Through several years teaching English communication perspective I found the learning pair of practices really effective team To so, this teacher should study the content of each lesson in the textbook, study subjects and suitable students, with teaching experience of ourselves, observe, talk to friends and colleagues in and outside of schools to choose and organize students to work in pair or group for suitable lessons, with cognitive abilities of the children and attract their attention, giving the atmosphere more lively lessons, relieved stress To promote the initiative and creativity of students in acquiring knowledge So I choose the theme: “Some activities work in pairs or in groups effectively in Speaking lesson (English 11-basic)." with the aim to exchange some experiences of myself in the process of teaching “ Speaking lesson” I am very glad to receive the sharing and contributing ideas of collogues so that I can perfect in the process of applying and teaching facts II AIMS OF THE RESEARCH: -To introduce pair work and group work and to show the advantages of working in pairs and groups -To show how to organize pair and group work effectively and how to deal with initial problems that may arise -To show how pair and group work can be used for various classroom activities -To give teachers confidence in using pair and group work themselves III.SCOPE, OBJECT AND RESEARCHING METHOD -Scope: Researching in the process of teaching English at Hau Loc Upper Secondary School -Object: This subject is concerned with ways of organizing activities in the class -Researching method: Reading reference books, discussing with other teachers, applying in teaching, observing and drawing out experiences B: SOLVING PROBLEMS I.THEORY BASIC: The nature of the new teaching theory is promoting a positive, creative initiative of students, , student is the subject of learning activities, teacher organizes and guidances to students receiving new knowledge, language training through a variety of communication forms such as personal activities, pair work, group In the teaching process, to promote actively the activities of the student pairs,it is a form of good group learning activities Through this form of learning conditions they have presented, discussed and expressed their thoughts about the information about lessons that they understand, The information of each student can be right or may be wrong part Through pair or group, they returned to their teacher Since then teacher can know their understanding This process is taking place in accordance with the two-way relations In terms of learning theory, this is a dialectical relationship Working in pairs or in group is to practise the students' skills , thoughts and expression when they want to present their ideas before a class Through this activity, the skills of listening, speaking, reading and writing of students are improved better II The actual subject : Nowadays, the application of traditional methods – centered teachers- are not suitable for the development of education The innovation of teaching and learning method is affirming the advantages in the process of receiving lessons of students In fact, the last aim of learning foreign language is to communicate So in the period of learning , students don’t speak much , there is no effect in that period Foreign language teachers need to take advantages all chances to suggest students practising speaking more than other subjects Therefore, the foreign language period is very different from other subject periods Students are always willing to speak They speak a lot and understand what other people speak, they can reach the aims of learning foreign language Hau Loc Upper Secondary School belongs to six north west communes of Hau Loc, including Dai Loc, Thanh Loc, Cau Loc, Dong Loc , Chau Loc and Trieu Loc The economic condition is not good and the social learning is also not good so teaching and learning of teachers and students are having many difficulties The approaching with books, newspapers and modern communication media is limited Otherwise, the class is crowded Level is uneven Most students are in the status “losing basic knowledge” of Primary and Lower Secondary School’s knowledge Besides, they consider English a difficult subject, so they are worried of learning In the English period , the students are not confident in communicating because they are worried of speaking wrong or pronouncing not very exactly Therefore, it is necessary for students to work in pairs or in group so as to interact each other and complete their task in the lesson In fact, excellent students are less than bad ones in my school The feeling of boredom is commonly experienced by the students here From observations and teaching experiences the author notes that the students always feel bored with working in each lesson On the other hand, I often hear a lot of complaints from the colleagues: “Students seem so noisy and lazy and bad students don’t except for good ones Moreover, some of the teachers of English at Hau Loc High School find it difficult for them to organise the students working in pairs or in group successfully because of the class size, the students’ language level Therefore, the idea of doing something useful for my colleagues and students has urged me to write the theme I can find relevant techniques along with activities to organise my lessons working in pairs or in group effectly at Hau Loc High School with the hope to make a little contribution to the quality of teaching and learning for Grade 11th at Hau Loc High School The study is narrowed down to the area of speaking lessaon for grade 11 students at Hau Loc High School with the textbook English 11 Specifically, this theme deals with the present situation in working pairs or group, the activities motivate students to to share ideas and knowledge In a speaking actictivity, students can help each other to practise , students can give each other new ideas III: SOLUTIONS: GENERAL INTRODUCTION a What are pair work and group work? * Pair work: The teacher devices the whole class into pairs Every student works with his or her partner and all the pairs work at the same time The teacher walks around, listens and intervenes little if necessary * Group work: Students work in small groups (of four or five) on tasks that entail interaction: conveying information, for example, or group decision making.All the groups work at the same time The teacher walks around listening, intervenes little if necessary b Main advantages, problems and solution to the problems For certain types of activity, pairwork and groupwork have number of advantages over working with the whole class together Teachers should think what the main advantages are, and also what problems might be involved in pairwork,groupwork and the solutions for these Here are some main advantages and problems: Advantages Problems More language practice Noise Students are more involved Students make mistakes Students feel secure, confident Difficult to control Students help one another ……………… Save time (Of couse, your own advantages and problems may look slightly different from these, but most teachers suggestions will probably fit under these headings) Now, we will discuss each heading in more detail First, let‟ s start with the advantages * More language practice: Pairwork and groupwork give students far more chance to speak English For example, students are give an exercise of making sentences (question & answer), working in pair, each student makes as many sentences as they can If the exercise were done „round the class‟, students would only say one sentence each, and in a large class many students would say nothing at all * Student are more involved: Some activities will probably be dominated by a few students and others would lose interest if they are conducted with the whole class together Working in pairs or groups encourages students to be more involved and to concentrate on the task * Students feel secure: Students feel less anxiety when they are working privately than when they are on show in front of the whole class Pairwork and groupwork can help shy students who would never say anything in a whole class activity * Students help each other: Pairwork and groupwork encourage students to share indeas and knowledge In a reading actictivity, students can help each other to explore the meaning of a text; in a discussion activity, students can give each other new ideas Now talk about the problems, and discuss the ways of recovering them: * Noise: Obviously pairwork and groupwork in a large class will be noisy, and this can not be helped But: -Usually the students themselves are not disturbed by the noise; it is more noticeable to the teacher standing at the side or to someone in the next room -The noise created by pairwork and groupwork is usualy”good” noise Students use English or engage in a learning task Teacher should stop the activity when most groups or pairs have finished or prepare a “reserve” task to occupy members of groups who finish earlier than expected * Students make mistakes: During a pair or group activity, the teacher can not control all the language used, and should not try to so When doing cotrolled language practice in pairs or groups, the number of mistakes can be reduced by: -Giving enough preparation, the activity can be done with the whole class first, and pair work used for final stage -Checking afterwards The teacher can ask some pairs or groups what they said, and then correct mistakes if necessary * Difficult to control class: The teacher has less control over what students are doing in pairwork and groupwork than in normal class To stop activities getting out control, it is important to: -Give clear instructions about when to start, what to and when to stop -Give clearly defined tasks which don‟t continue for too long -Set up a routine, so that students accept the idea of working in pairs or groups, and know exactly what to 2.ORGANIZING PAIR WORK AND GROUP WORK a Group and pair work depends on some extents: -The success of group or pair work depends on some extents: The surrounding social climate How habituated the class is to using it The selection of an interesting and stimulating task whose performance is well within the ability of thegroup or pair -More immediately,it also depends on: Effective and careful organization b.Organization steps: * Presentation: The instructions that are given at the beginning are crucial If the students not understand exactly what they have to do, there will be time-wasting, confusion,lack of effective practice, possible loss of control Select tasks that are simple enough to describe easily; and in monolingual classes, you may find it cost-effective to explain some or all in the students‟mother tongue It is advisable to give the instructions before giving out materials of dividing the class into groups; and a preliminary rehearsal or „dry run‟ of a sample of the activity with the full class can help to clarify things If your students have already done similar activities, you will be able to shorten the process, giving only brief guidelines; It is mainly the first time of doing something with a class that such care needs to be invested in instructing Try to foresee what language will be needed, and have a preliminary quick review of appropriate grammar or vocabulary Finally before giving the sign to start tell the class what the arrangements are for stopping: If there is a time limit, or a set signal for stopping, say what it is; if the groups simply stop when they have finished, then tell them what they will have to next It is wise to have a reserve task planned to occupy members of groups who finish earlier than expected * Process: Teacher goes from group to group, pair to pair, monitor, and either contribute or keep out of the way whichever is likely to be more helpful If you decide to intervene, your contribution may take the form of: -Providing general approval and support; -Helping students who are having difficultly; -Keeping the students using the target language (in manycases your mere presence will ensure this!) -Tactfully regulating participation in a discussion where you find some students are over dominant and others silent * Ending: Draw the activity to a close at a certain point Try to finish the activity while the sudents are still enjoying it and interested, or only just beginning to flag * Feedback: A feedback session usuallytakes place in the context of full-class interaction after the end of the group work Feedback onthetasks may take many forms: -Giving the right solution, if there is one -Listening to and evaluating suggestions -Pooling ideas on the board -Displaying the meterials the groups/pairs have produced And so on The main objective here isto express appreciation of the effort that has been invested and its results Feedback on language may be integrated into this discussion of the task, or provide the focus of a separate class session later Some activities work in pairs or in groups effectively 3.1 Interview: This is a common activity, a lot of teachers apply to the lessons, especially the section of Reading, Speaking The teacher asks students to work in pairs, ask and answer for each topic of each lesson after giving the sentence patterns Performing this activity requires teachers to pay attention to the bad pairs, encouraging them to participate 3.2.Arrange the events in order Arrange the events in order.Teachers prepare the content of the lesson but not the order in the post The teacher asks students to work in pairs or groups and rearrangethe story Representatives of the groups or pairs to tell the story after arrangement 3.3 Free Role play Role play, or real situations in class Students work in pairs or groups by role or character which they are assigned 3.4 Describing 3.5 Imagination: 3.6 Report 3.7 Information transmitting IV Demonstration: Practising some periods in speaking lesson (English 11-basic) Activity 1: Arrange the events in order Unit 2: Personal experiences Part B: Speaking (period 8) Requirement: Work in pairs A student is talking to her friend about one of her past experiences and how it affected her The lines in their conversation are jumbled Put them in the correct order, then practise the dialogue -Teacher’s guide: + Ask students to pay attention on the past tense when they talked about someone’s past experiences and how it affected her/him + Discuss in pairs both save time and order much more correct + If one of the students has difficulties in practising, the good one will help his/her collaborator understand Activity 2: Report -A representative of a group reports their answer * The jumbled conversation: The correct conversation a I was walking along Trang Tien street b Have you ever spoken English to a when an English girl came up to me and native speaker? asked me the way to Hoan Kiem Lake I d Yes I talked to an English girl last told her, then we stated talking about the summer lake h How did you meet her? b Have you ever spoken English to a a I was walking along Trang Tien street native speaker? when an English girl came up to me and c How did the experience affect you? asked me the way to Hoan Kiem Lake I d Yes I talked to an English girl last told her, then we stated talking about the summer lake e What did you talk about? e What did you talk about? f Well, it made me more interested in g Everything about the lake: its name, learning English the great turtle in it, ect g Everything about the lake: its name, f Well, it made me more interested in the great turtle in it, ect learning English h How did you meet her? - After checking the students’report Ask students to list the structutres used to talk about past experients in the dialogue Structures: Have you ever …? How did it happen? When did it happen? How did the experience affect you? Activity 3: Imagination From the model coversation Teacher asks students to tell or imagine about one of their past experiences and how it affected them Work in pairs - Students discuss and imagine the situaions in pairs - Teacher goes round the class and helps if necessary -Students present their conversation Suggested answer: Student A: Have you ever been seriously ill? Student B: Yes, I have ever had a bad stomatchache, and I had to be absent from school for nearly a week Student A: When did it happen ? Student B: Last summer Student A: How did it happen? Student B: One morning when I was leaving for school, I felt sick because I didn’t take my my doctor’s advice Student A: How did the experience affect you? Student B: It made me appreciate my health more Unit 4: Volunteer work B Speaking (period 23) Activity 1: Brainstorming: -Teacher asks students to brainstorm volunteer work activities 10 - Teacher gives them the beginning of a list and students have to add their ideas to it - Students work in groups of four or six and write them on a poster - The two or three groups which write more correct ideas will win the game Volunteer work *Suggested answer: -Helping people in moutainous areas or in remote - Helping old and sick people - Giving care and comfort to the poor and the sick -Providing education for disadvantaged children - Joining the Green Saturday Movement -Taking part in directing the traffic Activity 2: Information transmitting - Teacher divides the class into two teams then chooses volunteers from each team Get the volunteers to stand in two lines Show the first student in each line a sentence - Each team express the exact work which they in every volunteer activity on the board Turn in a member in a team to finish next to the second person …so on When time is over, the team lists many the exact work that they The team will win Example: Kind of volunteer work Exact work -Helping people in moutainous areas or + teaching the children to read and write in remote + Giving money + Listening to their proplem and sharing them + Giving care and comfort to them ……………… 11 - Helping old and sick people + Cleaning up their houses + Giving money + Cooking meals + Doing shopping Activity 3: Interview Basing on the the volunteer activities and the exact work which the teams have just listed Teacher asks students to interview in pairs.Dialogue is an example of this activity Dialogue 1: Student A: What kind of volunteer work are you participating in? Student B: We’re helping people in mountainous areas Student A: What exactly are you doing ? Student B: We are teaching the children to read and write Besides, we are listening to problem and sharing them Student A: Do you enjoy the work? Student B: Yes I like helping people -After the first pair finish, teacher calls the next one to practise Activity 4: Retelling Unit 8: Celebrations Period 44: Speaking 1.Activity 1: describing: Use your own words to describe the ao dai.(Teacher can hang a picture of Tet for students to describe easily.) 12 Activity 2: Discussion - Work in groups of four and discuss about these questions 1/ What have you known about Tet holiday? Or What is Tet? Or What time of the year is it ? 2/ What spesial dishes or foods are prepared on Tet ? 3/ Tell about Tet’s decoration 4/ What activities people usually during Tet ? *Suggested answers: It’s time when Vienamese people celebrate the beginning of spring It’s also the start of the lunar New Year Many traditional foods are prepared such as Banh Chung, Mut…so on Homes are often decorated with plants and flowers Peach blossom is traditional at Tet in the North while apricot blossom is in the South.Every family has a fivefruit tray on the ancestral altar and a dish of fruits, a tray of candied fruits and a Banh Chung on the table People visit their relatives and friends, they exchange New Year’s wishes Children receive their”lucky money inside red envelopes Many people go to the pagoda to pray a lucky year for themselves and their family Activity3: Report - Work in groups of four or five to report what you have known about Tet holiday You can use the following given words: + It/time/Vietnamese/celebrate/ spring.It/also/start/lunal New Year + Many/tradition/foods/prepare/as/ Banh Chung/Mut…/so on +Homes/decorate/plants/flowers Peach blossom/tradition/Tet/North/While/apricot blossom/South + Every/family/ five-fruit tray/ ancestral/altar/and/dish/fruits/,/tray/candied fruits/Banh Chunng /table + People/visit/relatives/friends/,/they/exchange/New Year/wish Children/lucky money/red/envelopes.go/pagoda/pray/luck/year/themselves/family 4.Activity 4: Situation and Role play Situation: A foreigner wants to know something about Tet holiday The foreigner: I want to know more about Tet holiday Can you help me? You: Sure It’s time when Vienamese people celebrate the beginning of spring It’s also the start of the lunar New Year The foreigner: What spesial dishes or foods are prepared on Tet ? You: Many traditional foods are prepared such as Banh Chung, Mut…so on 13 The foreigner: What activities people usually during Tet ? You:People visit their relatives and friends, they exchange New Year’s wishes Children receive their”lucky money inside red envelopes Many people go to the pagoda to pray a lucky year for themselves and their family V The lesson planning uses activities to work in pairs or in groups effectively Unit 9: The post office Period57 B SPEAKING I Objectives By the end of the lesson Ss will be able to: Taking part in a conversation about registering the services of the post office Making a free conversation about registering the services of the post office II Teaching aids Textbook, handouts,pictures ………… III Anticipated problems Ss may have limited linguistic resources for discussion, so T should be ready to assist them IV Procedure Teacher Warm up(7m) Students Network Brainstorming Ask Ss to work in group of to complete the network about some services of the post office Following Network Flower telegram service group work Find out some services of the post office facsimile service 14 Telephone & fax service Post office Mail &Pacel service EMS Phone cards&internet cards Postal savings There is a post office and some services of it -feed back -Lead to the new lesson Activity 1(10m) Role-play Task 1: T asks Ss to act out the dialogue and then answer the questions: What service is the customer taking in the D? - Call students to read the dialogue and answer the question A Excuse me? B Yes, what can I for you, sir? A Could you help me to send this document to my office by fax? B Certainly What’s the fax number, please? A It’s 0373503034 B Ok.I’m sending it now A Thank you Oh How much is that? B It’s five thousand dongs You can see the rates on the table A Yeah I see Here you are Thanhk you Work in pairs Answer the question Base on the sentense: to send this document to my office by fax Suggested answer: facsimile service Activity 2(10m) Situation , discusion and free role-play Task T sets the scene: Make a conversation from the suggestions The conversation takes place at the post office between a Pair work A: Good morning Can I help you? 15 clerk(A) and a custom(B), who wants to have a telephone line installed at home Ask Ss to work in pairs to make a converstion After they finish T calls on some pair to practice before class Listen and correct their mistakes B: Yes, I would like to have a telephone line installed at home? A: Ok, where you live? B: I live in Ngoc Ha Street When can you install it? A: We can install it one week afer you register B: Can you come on Friday? A: Yes, that’s fine Have you got a telephone yet? B: Yes, I have a telephone already How much is the installation fee and monthly fee? A: The installation fee is 600 thousand Dong and the monthly fee is 27 thousand Dong Could you please fill this form? Activity 3(15m) Imagination Task Imagine that one of you is a clert at the post office and the other is a customer, make a dialogue for each of the situations Ask Ss to work in groups Situation 1: You want to subscribe to the Lao Dong Daily for a year and have the newspaper delivered to your home every morning before 6.30 Your address is 67 Ngoc Street, Hanoi Situation 2: Your best friend’s birthday is on 16th May You want to use the Flower Telegram Service provided by the post office to send her a greetings card and a bunch of red roses on her birthday T goes around the class and offer help Call on some pairs to practice before Work in groups The representatives present the situation Dialogue A: Good morning Can I help you? B: Yes, I would like to suscribe to Lao Dong daily newspaper A: Yes, how long would you like to get the newspaper? B: for a year please A: where would you like to get the newspaper? B: At home I live at 67 Ngoc Ha Street A: Ok B:Oh, can I get the newspaper every morning before 6:30? A: Before 6.30? Well, it might be a little bit too early? How about 7.30? 16 class B: Ok, That’s fine Thank you! A: All right Could you fill in this form please Consolidation and homework(3m) The whole class Summarise the main points of the lesson Ask Ss to complete the second dialogue in task VI.THE STUDY RESULTS OF PROBLEMS Working in pairs or in groups in lessons textbook 11 really have its effects because the students are active, enthusiastic, excited to learn By using this method, the students who are always afraid, shy, lazy now are active and confident in learning , makes the speaking period more and more exciting In the school years of 2014-2015 and 2015-2016 I carried out my theme in 11 grades at Hau Loc Upper Secondary School , the general results of students when they the English tests are following: Kind excellent good average weak Bad Object Don’t apply in 20% 45% 35% 0% grade 11 in the school year of 2014-2015 Apply in grade in 10% 30% 50% 10% 0% the school year of 2015-2016 VI CONCLUSIONS AND PROPOSALS This is suitable theme for teaching and learning of teachers and students This theme can apply to all students but if it is applied to good students , the effect is better Learning English , communication atmosphere is very important If the 17 students can approach the facts, always use what they learn , their communication and knowledge are more and more stable So I personally draw the following experience: Lesson learned: - I always close to the students so that I can discover their abilities - I need to divive subgroup in a group of students with weaker students, average students, good ones - I need to control the maximum time for a lesson - From reality itself, through theoretical study and learn from colleagues , I have some experience in teaching method " The organization for method students practises in pairs and groups effectively In this theme there are defects, these are the issues that I concern much From the fact that I draw the lessons and experiences in order to have the best method in teaching English They are some my above experiences through process of teaching in the last school year 2015-2016 However, due to limit of documents and time, there will be some shortcomings I look forward to receiving sincere advices from leaders and collogues Some proposals: For school managers, it is necessary to invest more consulted documents for teachers, to have abundant library for students to study documents, to have expenditures to help and encourage teachers - Giving time condition to train weak, bad students; improve excellent and good students In order to that , the theme can be applied widely and give better results - Organizing more special subjects to innovate teaching methods for all teachers of English to attend and they can have themselves the best teaching method At the same time , those special subjects should have concrete teaching period in each grade for us to learn - Especially, it is vital to have both a suitable classroom and ensuring enrollment.I suppose that this theme will be very effective Thank you for your attention to my study 18 REFERENCES - SGK THPT mới, Bộ GD ĐT, Nhà xuất giáo dục - Chương trình THPT mới, Bộ GD ĐT, Nhà xuất giáo dục - Tài liệu Bồi dưỡng giáo viên môn tiếng Anh, Bộ GD ĐT, Nhà xuất giáo dục - Những vấn đề chung đổi giáo dục THPT môn tiếng Anh, Bộ GD ĐT, Nhà xuất giáo dục - Brown, Principles of Language Learning and Teaching, Prentice Hall - Nunan, David 1991 Language Teaching Methodology, Prentice Hall - Truong Vien, Bao Kham, Learning and the learner, Hue College of Pedagogy 1998 - Tạp chí English Now, Bộ GD ĐT Hội đồng Anh The head master’s confirmation Thanh Hoa, 4th June , 2016 I hereby acknowledge that this study is mine The date and findings discussed in the thesis are true, used with permission from associates and have not been published elsewhere Author: Bùi Thanh Hiền 19 ... education The innovation of teaching and learning method is affirming the advantages in the process of receiving lessons of students In fact, the last aim of learning foreign language is to communicate... teaching and learning for Grade 11th at Hau Loc High School The study is narrowed down to the area of speaking lessaon for grade 11 students at Hau Loc High School with the textbook English 11. .. effectively in Speaking lesson (English 11- basic)." with the aim to exchange some experiences of myself in the process of teaching “ Speaking lesson” I am very glad to receive the sharing and contributing