(SKKN 2022) Some of the methods taught in pairs and in groups for primary students to improve the English skills of students in primary education.

THANH HOA EDUCATION &TRAINING DEPERTMENTTUONG LINH EDUCATION &TRAINING DEPERTMENT EXPERIMENTAL INITIATIVE SOME OF THE METHODS TAUGHT IN PAIRS AND IN GROUPS FOR PRIMARY STUDENTS TO IMPROV

THANH HOA EDUCATION &TRAINING DEPERTMENT

TUONG LINH EDUCATION &TRAINING DEPERTMENT

EXPERIMENTAL INITIATIVE

SOME OF THE METHODS TAUGHT IN PAIRS AND IN GROUPS FOR PRIMARY STUDENTS TO IMPROVE THE ENGLISH SKILLS OF STUDENTS IN PRIMARY EDUCATION.

The implementer: PHAM THI TUYET Position: Teacher

School: Tuong Linh Primary School Subject: English

THANH HOA 2022

A BACKGROUND 1

1 The reason for selecting topic 1

2 The purpose of research this topic 2

3 The object of research 2

4 Research Methodology 3

B PROBLEM SOLVING 4

I BASIS OF REASONING 4

II STATUS OF THE RESEARCH PROBLEM 4

1 To the teacher: 4

2 To the pupils: 5

3 To the parents: 6

III ORGANIZING PAIR WORK AND GROUP WORK 6

1 Group and pair work organization 6

2 Organization steps: 7

3 Demonstration: 8

4 Suggestions for some popular kinds of practice 14

5 APPLYING THE RESEARCH IN TEACHING 16

IV TESTING 19

C CONCLUSION: 20

1 Lesson learned: 20

2 Recommendations and proposals 20

REFERENCE BOOKS 22

A BACKGROUND.

1 The reason for selecting topic

English is one of the important subjects, required urgency in the current era This course is the official subjects are taught in the middle school, high school, College and University For primary schools was only considered as electives We know that, in the process of integration and globalization, English and foreign languages in general have become a tool not just to own one, what profession level In the workshops of the Conference areas of Apec, Asem, annual Asean had about 300 contest in all areas are using English, not to mention the meetings, bilateral, multilateral negotiations, the research on the investment are enable to English Because English is the international language,

is nearly 1/3 of the population on this planet used as a communication tool However the English skills of students in schools in a problem in need of a table, can brief after graduating secondary school (even the Colleges, University) are still not enough capacity to use foreign languages in communication, learning and work.

Recently, Comrade Yuan Education Minister Nguyen Kim Son said:

“How to turn The English proficiency of the people of Vietnam in 10 – 15 years

to become a strong.” Why our English proficiency is not strong? First of all by the amount of time teaching English in schools is not yet adequate to the children reach a certain level The increase in the amount of time teaching and learning of English plays key role in order to improve the quality of teaching this subject.

Many countries around the world have taught English from Primary School, just as China edges we also teach English has tens of years.

The psychologist said that foreign language teaching: teaching for children as soon as possible! So that right from the first year of the 2002 -2003 book rather more elementary school has put English on teaching in the school And most recently: the draft development strange of education 2008 -2022 put learning English in Primary School is compulsory health certainly creates the premise power, creating the quality for this subject Is the media to have access

to information technologies and to integrate with the international community Thus, the formation and development in students the knowledge, communication skills in English are essential.

As a teacher of foreign language teaching in Primary school, I noticed his responsibility how to teach this subject better as well as help students to confident in working in pairs and in groups while learning That’s why I urge to

explore casting draws some of the methods taught in pairs and in groups for primary students to improve the English skills of students in primary

education

2 The purpose of research this topic

- Pair work and group work are the Lann activities in teaching English at schools.

- Teachers at Primary Schools are in the period of getting used to new English textbook Pair work and group work didn’t use to be organized in class,

so a lot of us – teachers of English at Primary Schools – get stuck in organizing pair work and group work effectively.

- Some teachers haven’t been clearly aware of the roles of pair work and group work in teaching and learning a foreign language.

3 The object of research

- To provide an overview on the Communicative Language Teaching

Approach and stages of speaking lesson.

- To present some general knowledge about motivation, speaking activities

- To help teachers and students be aware of some advantages of using speaking activities in pair work and group work.

- To indicate the effects of using speaking activities in pair wok and group work.

- 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.

4 Research Methodology

- Reading reference books.

- Discussing with other teachers.

- To implement this goal should be supported by the party, the State, the education sector, especially the team of teachers and parents of students to contribute.

- Current status wasting time learning, students learn to cope, rote learning, not students into the school’s problem requires the person doing the

education, the teachers to the profession, the Council of the school pedagogical attention, always working to a plan, program, form, improved methods of better teaching and learning, enhance the quality and effectiveness of education.

II STATUS OF THE RESEARCH PROBLEM

1 To the teacher:

Through many years of practice teaching in the area of Tuong Linh, I noticed the teaching and learning of English have advantages and difficulties after:

* Advantages:

+ Teaching and learning English today is the great interest of the ministries + English is the common language in the world so students can meet anywhere + This is the new subjects introduced into local Primary school program so students very interested school.

+ English is a language written with Latin letters should have the same form of the letter written by the Vietnamese, enabling easy access to students.

+ Extensive reference, newspaper print, newspaper news in English.

* Hard:+ The local infrastructure is also inadequate, do not meet the

requirements of the teaching and learning of the subject are taught according to new methods such as classrooms, multi-purpose projectors, pictures

+ English language have many syllables without in Vietnamese students should encounter difficulties in pronunciation.

+ Children.

2 To the pupils:

Through many years of teaching practice, especially through the near Thirteen years teaching in Tuong Linh Primary School, I noticed the section most of the children experiencing embarrassing when it comes and the difficulty

in writing because they fear the saying wrong and write wrong Moreover, my students are the difficulty, in the stricken town of the coastal district of Nong Cong , the economic life of many family households is still difficult Lannly

thanks to the seafood source, so a very precarious life depends very much on the nature, to cover daily to make a living to care for their child’s education is still very much limited Moreover, foreign language subjects specialized subjects are yet to have the attention, importance of the parents, so the reach of the children for the Division or not yet active More English in primary schools is elective, so the students themselves and even parents are also not interested in the subject, they only invest for their children to study advanced Mathematics, Vietnamese Also in English as a subject has very distinct characteristics, quite complex leading to the students is very easy to make an error as no self-esteem, shame and non-cooperation, lead to students often getting the following error:

- Error about superfluous words.

- Error about missing form.

- Error on the order of words in sentences.

- Error of grammar.

- Error about rhythm.

3 To the parents:

- The parents most live in rural areas, life is still tough so interested in virtually

no family Individually parents because the family circumstances are going to eat away should care for the children are also inconsistent.

- English is the choice, so many parents do not invest for their children, which only invest for their children to study Math and Vietnamese.

* The result status:

From the real situation on I see the result last year of English is not high, particularly in English communication skills through the skills: listening, speaking, reading and writing So aware always myself is what to do for students to use English well up Through practical teaching in the school is more than four years, as well as surveys in a number of grades in the school, I found most of the pupils are not confident, even they do not like learning English, in particular through the 2021 – 2022 school year survey in block 2 students asfollows:

Class Students The class population ratio

of students to master the knowledge (%).

The ratio of students have yet to master the knowledge (%)

3A 40 17 students =42.5% 23 students = 57.5%

3B 39 15 students = 38,4% 24 students = 61,6%

* Hit the price findings on the situation, I find the ratio of students to master the knowledge still low compared with the proportion of students have yet to master the knowledge From there I would be given some of the following solutions:

III ORGANIZING PAIR WORK AND GROUP WORK

1 Group and pair work organization

- 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 the group or pair.

- More immediately, it also depends on:

- Effective and careful organization.

2 Organization steps:

2.1 Presentation:

The instructions that are given at the beginning are crucial If the students

do 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

to have a reserve task planned to occupy members of groups who finish earlier than expected.

2.2 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

do decide to intervene, your contribution may take the form of:

- Providing general approval and support;

- Helping students who are having difficulty;

- Keeping the students using the target language (in many cases your mere presence will ensure this!)

- Tactfully regulating participation in a discussion where you find some students are over dominant and others silent.

2.3 Ending:

Draw the activity to a close at a certain point Try to finish the activity while the students are still enjoying it and interested, or only just beginning to flag.

2.4 Feedback:

A feedback session usually takes place in the context of full-class interaction after the end of the group work Feedback on the tasks may take many forms:

- Giving the right solution, if there is one

- Listening to and evaluating suggestions.

- Pooling ideas on the board.

- Displaying the materials the groups/ pairs have produced.

And so on.

The Lann objective here is to 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.

Exercise 3: Likes and dislikes

Pair work : Ask what your friend likes and doesn’t like

Ask about:

Food Games Sport School subjects

- Things the teacher did before, during and after the activity.

Before: Teacher says “All right Exercise3 Work in pairs; ask and answer the questions”

During: Teacher sits at one place and says nothing.

After: Teacher says “Everyone finished? Good Now look at exercise 4 ”

- Some questions for us:

Do you think the activity was successful?

What do you think might have gone wrong?

What could she do to make it more successful?

*Discuss why the activity was not successful, and what the teacher could do to make it more successful:

- She could prepare for the pair work by establishing what the questions and answers should be She could also demonstrate the pair work by asking questions round the class, or by getting one pair of students to ask and answer in front of the class Then students would know exactly what to do.

- She could be more active in starting the pair work Instead of just saying

“work in pairs”, she could show students who to work with, check that everyone had started working in pairs This would be very important if the class were not used to pair work.

- During the activity, she could move quickly round the class to check that students were talking and to see when they finished.

- Instead of waiting for everyone finished, she could stop the activity Then there would be no chance for students to get bored and start talking about other things.

- After the pair work, she could ask some pairs what they said, or ask a few pairs to repeat their conversation in front of the class.

Example 2:

Teacher presented “can / cannot + infinitive” (Unit 5, Lesson 1 – English 4) and then used the following exercise for free practice in pairs.

Exercise: Work in pairs, ask what your friends can do and cannot do (Ask

about games, sports, daily activities …….).

Or teacher presented “should/ shouldn't + infinitive” (Unit 11, Lesson 3 – English 5) and then used the following exercise for free practice in pairs.

Exercise: Work in pairs, ask what your friends should do and shouldn't

do.( ask about the health, accident prevention, )

What about sports?

Student A: What sport can you play?

Student B: I can play football.

(And so on)

*Write the basic question on the board:

What (sport) can you play?

*Go around the class to show the kind of conversation students might have: Teacher: Oh! I have a headache.

Student: You should see the doctor.

Teacher: Thank you.

(And so on)

If teacher likes, ask two students to have similar conversations, while the others listen.

* Divide the class into pairs:

Teacher: Now You’re going to work in pairs (Indicate by pointing If there are single students left without a partner, make groups of three) Ready? Ask and answer the questions First, one person asks all the questions then change round Start now.

* Students work in pair Teacher moves quickly round the class, checking that everyone is talking (but do not try to correct mistakes, as this will interrupt the activity)

* When most pairs have finished, stop the activity Ask a few students what their partners said:

Teacher: Now, stop talking Lan, tell me about Hoa What can she do?

Student: She can sing and dance but she can't play the guitar.

* Give feedback

- Well done!

- That’s great.