Some activities work in pairs or in groups effectively in speaking lesson (english 10 basic)

To do so, this teacher should study the content of each lesson in thetextbook, study subjects and suitable students, with teaching experience ofourselves, observe, talk to friends and co

-o0o -EXPERIENCE INITIATIVE

SOME ACTIVITIES WORK IN PAIRS OR IN GROUPS

EFFECTIVELY IN SPEAKING LESSON

PART I: OPENING

I Reason for choosing the research

II Aims of the research

III Scope, object and researching method

PART II: STUDY CONTENTS

I Thoery basic

II The actual subject

III Solutions

1 General introduction

a What are pair work and group work

b Main advantages, problems and solution to the problems.

2 Organizing pair work and group work

3 Some activities work in pairs or in groups effectively

IV Demonstration:

1 Example of pair work:

2 Example of group work.

3 Example of dividing the class:

4 Suggestions for some popular kinds of practice

V Applying the research in teaching

VI Result after applying the research in teaching

PART III: CONCLUSIONS AND PROPOSALS

1 Conclusion

2 Proposals.

1 1 1 2 2 2 2 3 3 3 4 5 7 7 7 9 9 9 10

18 18 19

PART I: OPENING

I REASON FOR CHOOSING THE RESEARCH

With the speedy development of the world today, English is widely used inevery field of life It is not only the native language of many countries but alsothe most popular comunication language of people around the world.The goal ofeducation is currently focused on the development of dynamic, The creative andactive of students enable them to identify and solve problems To achieve thisgoal, changing teaching methods towards learners seriously - considered to bethe subject of student activities to encourage active learning activities, andcreativity of the children in teaching process is essential

In foreign language teaching, this view is especially true because no one canreplace learners in language learning and use them in active communicationwith the energy of their communication Foreign language teaching methods isselected to communicate broad guidelines, communicative competence is thebasic teaching, as communication is both a purpose and a means of teaching

In the process of fact teaching at Hau Loc 3 Upper Secondary School, factteaching in classes , I find that most students are lazy in giving ideas andanswering the questions If the teachers apply traditional teaching methods inthe lessons, students will be more and more passive in learning So, through theform pairs or groups can support forms of work or working class individual Thetraining activities in pairs, two-way nature of the group, strengthening theexchange of information over the student or give the activities ofcommunication practiced in class so students can communicate in confidenceEnglish Through several years teaching English communication perspective Ifound the learning pair of practices really effective team

To do so, this teacher should study the content of each lesson in thetextbook, study subjects and suitable students, with teaching experience ofourselves, observe, talk to friends and colleagues in and outside of schools tochoose and organize students to work in pair or group for suitable lessons, withcognitive abilities of the children and attract their attention, giving theatmosphere more lively lessons, relieved stress To promote the initiative andcreativity of students in acquiring knowledge

So I choose the theme: “Some activities work in pairs or in groups effectively in Speaking lesson (English 10- basic)." with the aim to exchange

some experiences of myself in the process of teaching “ Speaking lesson” I amvery glad to receive the sharing and contributing ideas of collogues so that I canperfect 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 todeal with initial problems that may arise

- To show how pair and group work can be used for various classroomactivities.

- 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 3 high

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

PART II: STUDY CONTENTS

I THEORY BASIC:

The nature of the new teaching theory is promoting a positive, creativeinitiative of students, , student is the subject of learning activities, teacherorganizes and guidances to students receiving new knowledge, language trainingthrough a variety of communication forms such as personal activities, pair work,group

In the teaching process, to promote actively the activities of the studentpairs,it is a form of good group learning activities Through this form oflearning conditions they have presented, discussed and expressed their thoughtsabout the information about lessons that they understand The information ofeach student can be right or may be wrong part Through pair or group, theyreturned to their teacher Since then teacher can know their understanding Thisprocess is taking place in accordance with the two-way relations In terms oflearning theory, this is a dialectical relationship Working in pairs or in group is

to practise the students' skills , thoughts and expression when they want topresent 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 notsuitable for the development of education The innovation of teaching andlearning 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 inthat period Foreign language teachers need to take advantages all chances tosuggest students practising speaking more than other subjects Therefore, theforeign language period is very different from other subject periods Students arealways willing to speak They speak a lot and understand what other peoplespeak, they can reach the aims of learning foreign language

Hau Loc 3 Upper Secondary School belongs to six north west communes ofHau 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 alsonot good so teaching and learning of teachers and students are having manydifficulties The approaching with books, newspapers and moderncommunication media is limited Otherwise, the class is crowded Level isuneven Most students are in the status “losing basic knowledge” of Primary andLower Secondary School’s knowledge Besides, they consider English adifficult subject, so they are worried of learning In the English period , thestudents are not confident in communicating because they are worried ofspeaking wrong or pronouncing not very exactly Therefore, it is necessary forstudents to work in pairs or in group so as to interact each other and completetheir 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 observationsand teaching experiences the author notes that the students always feel boredwith working in each lesson On the other hand, I often hear a lot of complaintsfrom the colleagues: “Students seem so noisy and lazy and bad students don’t

do except for good ones Moreover, some of the teachers of English at Hau Loc 3 High School find

it difficult for them to organise the students working in pairs or in groupsuccessfully because of the class size, the students’ language level

Therefore, the idea of doing something useful for my colleagues andstudents has urged me to write the theme I can find relevant techniques alongwith activities to organise my lessons working in pairs or in group effectly atHau Loc 3 High School with the hope to make a little contribution to the quality

of teaching and learning for Grade 10th at Hau Loc 3 High School The study is narrowed down to the area of speaking lessaon for grade 10 students at Hau Loc 3 High School with the textbook English 10 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

1.2 Group work :

Students work in small groups (of four or five) on tasks that entailinteraction: conveying information, for example, or group decision making Allthe groups work at the same time The teacher walks around listening, interveneslittle if at all

b Main advantages, problems and solution to the problems.

For certain types of activity, pairwork and groupwork have number ofadvantages over working with the whole class together Teachers should thinkwhat the main advantages are, and also what problems might be involved inpairwork, groupwork and the solutions for these

Here are some main advantages and problems:

Advantages Problems More language practice

Students are more involved Students feel secure, confident Students help one another Save time

Noise Students make mistakesDifficult to control

………

( Of course, your own advantages and problems may look slightly differentfrom 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 theadvantages

*More language practice:

Pairwork and groupwork give students far more chance to speak English.For example, students are given an exercise of making sentences (question &answer), working in pair, each student makes as many sentences as they can Ifthe exercise were done ‘round the class’, students would only say one sentenceeach , 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 otherswould 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 theyare on show in front of the whole class Pairwork and groupwork can help shystudents who would never say anything in a whole class activity

*Students help each other:

Pairwork and groupwork encourage students to share ideas andknowledge In a reading actictivity, students can help each other to explore themeaning of a text; in a discussion activity, students can give each other newideas

Now talk about the problems, and discuss the ways of recovering them:

* Students make mistakes:

During a pair or group activity, the teacher can not control all thelanguage used, and should not try to do so When doing cotrolled languagepractice in pairs or groups, the number of mistakes can be reduced by:

- Giving enough preparation, the activity can be done with the whole classfirst, and pair work used for final stage

- Checking afterwards The teacher can ask some pairs or groups whatthey said , and then correct mistakes if necessary

*Difficult to control class:

The teacher has less control over what students are doing in pairworkand groupwork than in normal class To stop activities getting out control, it isimportant to:

- Give clear instructions about when to start, what to do 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 orgroups, and know exactly what to do

2 Oganizing pair work and group work

a, 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 itThe selection of an interesting and stimulating task whose performance iswell within the ability of the group 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

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 isadvisable to give the instructions before giving out materials of dividing theclass into groups; and a preliminary rehearsal or ‘dry run’ of a sample of theactivity with the full class can help to clarify things If your students havealready done similar activities, you will be able to shorten the process,givingonly brief guidelines;It is mainly the first time of doing something with a classthat such care needs to be invested in instructing

Try to foresee what language will be needed, and have a preliminaryquick review of appropriate grammar or vocabulary Finally before giving thesign to start tell the class what the arrangements are for stopping: If there is atime limit, or a set signal for stopping, say what it is; if the groups simply stopwhen they have finished, then tell them what they will have to do next It is wise

to have a reserve task planned to occupy members of groups who finish earlierthan expected

+ Process:

Teacher goes from group to group, pair to pair, monitor, and eithercontribute 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 difficultly;

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

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

+ Ending:

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

+ Feedback:

A feedback session usually takes place in the context of full-classinteraction after the end of the group work Feedback on the tasks may takemany 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 is to express appreciation of the effort that hasbeen invested and its results Feedback on language may be integrated into thisdiscussion of the task, or provide the focus of a separate class session later

3 Some activities work in pairs or in groups effectively.

3.1 Interview:

People’s background

This is a common activity, a lot of teachers apply to the lessons, especially thesection of Reading, Speaking The teacher asks students to work in pairs, askand 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 notthe order in the post The teacher asks students to work in pairs or groups andrearrangethe story Representatives of the groups or pairs to tell the story afterarrangement

3.3 Free Role play.

Role play, or real situations in class Students work in pairs or groups by role orcharacter which they are assigned

Practising some periods in speaking lesson (English 1 0 -basic)

1 Example of pair work.

Activity 1: Imagination Unit 3:People’s Background Period 14: Speaking

Activity 1: Brainstorming:

-Teacher asks students to brainstorm about people back’sground

- Teacher gives them the beginning of a list and students have to add their ideas

to it

- Students work in pairs write them on a poster

- The two or three pairs which write more correct ideas will win the game

Basing on the words family, education, experience make questions with them.Work in pairs to discuss the questions.

Family:

- How many people are there in your family?

- What does your father/ mother do?

Education:

- Where did you study at primary school/ junior secondary school?

- What subject do you like best?

- What degree do you have?

Experience:

- How long have you been a member of our school's speaking club?

- Have you ever won any prizes?

Activities 3Ask sts to imagine they are journalists and ask them to work in pairs to interviewtheir partners about his/her background or that of a person he/ she knows well

- Ask them to follow the stages in the textbook

- Go around to suggest the questions if necessary

- Ask one pair to report

- Give remarks so that other pairs can correct their mistakes

- Work in pairs to ask and answer

- One pair stand up and report:

S1: Hello Can you tell me something about yourself?

S2: Oh, of course What do you want to know?

S1: When and where were you born?

S1: How many people are there in your family?

S2: There are four: my parents, my sister and I.

S1: What do your parents do?

S2: my dad is a doctor and my mum is a nurse.

2 Example of group work.

Task 4 (Unit 5 – Part B: Speaking - English 10)

This is a free activity and aims to develop fluency in speaking The proceduremay be:

Divide students into groups of four or five

Read through the instrutions and make sure that each group understandswhat to do Choose one “secretary” in each group to write the list but emphasisthat everyone in the groups should agree on what to write

While the activity is going on, move from groups, but do not interruptmore than is necessary

When some groups have finished their discussion, stop the activity, askone person from each group to report on what they decided

Give feedback: - Content

- Popular mistakes

3 Example of dividing the class:

First, draw a plan of your own class of 5 students Show how you woulddivide the class for a pair work or a group work activity and what instructionsyou would give :

Here are two rows of a class of 42 students The desks are fixed and thestudents sit on chairs

For pair work: Most students could work with the person next to them.

Student 8 could turn round and work with student 4 and students 9, 10,11 and 12work as four together Or student 4 could move to work with student 7 and thesecond row could be divided into two pairs and one three

For group work: Students could work in threes and fours along each

row This would be easy to organize but would make it difficult for students towork well as a group, as they would be in a straight line Or Students in the firstrow could turn round and form groups with those behind

The first few times that you try pair or group work, you need to givecareful instructions and know exactly how you will divide the class Pair workand group work can become a routine Once students are used to it and haveregular working partners, it can be organized quickly and easily

4 Suggestions for some popular kinds of practice

Pairwork and groupwork are not “teaching methods”, but ways oforganizing the class They can be used for many different kinds of activity, andare naturally more suitable for some activities than for others Before decidingwhat kind of activity will be used teacher should answer the followingquestions:

- Could you use pairwork or groupwork for part of the activity?

- If so, exactly what would students do in pairs or groups?

- What would you need to do before the pair /group stage?

- Is there anything you would do after it?

- Is there anything you would do after it?

Here are suggestions for some popular kinds of practice:

This can be done in pairs in the same way as practicing structure with

“used to” mentioned in part 2 - Demonstration Any controlled oral practice can

be done first with the whole class, and then in pairs

* Practising short dialogues: