One of the important highlights in the learner-centered teaching method isthe teaching of couples and groups; By teaching couples, the group will create alively atmosphere in the classro
Trang 11 INTRODUCTION
1.1 The reason for choosing the topic.
In the past years, the reality of education quality has always been a topicalissue of interest to many levels of education management, teachers as well asparents Especially, from the school year, the program of replacing textbooks forgrade 1 and grade 6 has been left, leaving many questions for researchers,education managers, and many concerns for teachers, students and parents thestudent
From the reality of the quality of education, major campaigns have beenlaunched and implemented such as: The campaign "Every teacher is an example
of self-learning self-creation" (2005); The movement: "Say no to negativity inexams and achievement in education" (2006); Campaign: "Building a positivestudent friendly school" (2008) ; Experimental education programs are studiedand implemented in many localities; The innovation of teaching methods iscarried out deeply and widely in each educational institution and is consideredone of the important solutions in improving the quality of education
However, changing the quality of education has not been synchronized andclear There are many factors that affect the quality of education, in which theimplementation of innovative teaching methods towards learners has aparticularly important role
One of the important highlights in the learner-centered teaching method isthe teaching of couples and groups; By teaching couples, the group will create alively atmosphere in the classroom, help students be more active in performingtasks and comprehending knowledge, enhance communication, exchange,cooperation and help Students' interactions help students to form and practicetheir academic and life skills, while enabling teachers to work as mentors andcounselors for students
With the advantages of pair teaching, the group is very suitable for thecharacteristics of English in general and teaching English in secondary schools,because this is a heavy vocabulary, difficult to grammar, right associated withcommunication, learning must go hand in hand with practice
Concerned about how students can actively implement the task of learningcomprehension knowledge, meet the subject's listening, speaking, reading andwriting skills, especially communication skills; During my teaching, I learned toapply pairing, group teaching and achieved important results through everystudy
Each school has different conditions so there will also be different ways
in the process of organizing pair and group activities in teaching English But Ialso boldly present some measures to organize pair and group activities in myown English teaching at secondary schools through the topic:
"
Some methods to organize pair and group work to improve the quality in teaching English at Tho truong secondary school ”
Trang 21.2 Research purposes.
Helping themselves and colleagues to master the knowledge of organizingpair and group activities in teaching and forming skills on organizing pair andgroup activities in teaching Secondary school English, specifically as follows:
1.2.1 Master the concept and nature of teaching couples and groups.1.2.2 Five ways to organize; steps in pairing and group activities inteaching junior high school English
1.2.3 Knowing the content, the right time to organize the group teachingactivities
1.2.4 Train and improve students' teamwork skills
1.2.5 Train your ability to use English in actual communication forstudents
1.2.6 Contribute to improving the quality of teaching English
1.4.3 Experimental method: Teachers conduct experimental teaching foreach purpose, specifically require some lessons to apply the form of activities ingroups and pairs
1.4.4 Methods of investigation: Teachers ask questions to check andassess the content of students' lessons
2 THE CONTENT OF THE EXPERIENCE
2.1 The theoretical foundation of the experience
The current educational goal is focused on developing students'dynamism, creativity and positivity to create the ability to identify and solveproblems for them To achieve this goal, changing teaching methods towardsattaching importance to learners - considering students as subjects of activities,encouraging their active, proactive and creative learning activities in Theprocess of teaching is essential
In foreign language teaching, this view is more and more correct because
no one can replace learners in learning foreign languages and use them incommunication activities with their own communication skills The method ofteaching foreign languages to choose communication is the main direction,communication capacity is the basic teaching unit, considering communication
as both a purpose and a teaching medium The form of working in pairs orgroups has recently become popular in foreign language classes from acommunication perspective Forms of activities in pairs or groups can supportthe forms of working class or personal work The pair or group practice
Trang 3activities are twofold, enhancing students' exchange of information or creatingcommunication activities in class so that students can confidently communicatewith English Through some years of teaching English from a communicativepoint of view, I found that teaching in the form of pair and group practice isreally effective.
2.2 Situation of the problem before applying experience initiatives.
English is a subject that requires high communication skills, learning must
go hand in hand with practice; Especially with the new English program, therequirement for listening and speaking skills is higher Therefore, theimplementation of innovating teaching methods towards learner-centeredlearning, particularly organizing pair-teaching and group-teaching activities,plays a particularly important role However, the organization of teachingEnglish in the form of pair organization, the group has quite a form to greatlyaffect the quality of teaching subjects
Through teaching practice at the school and learning through colleagues(through projections, cluster professional activities), I personally see that theorganization of group teaching is not effective because:
- Facilities do not meet the requirements of improving the quality ofteaching of the subject
- Teachers' awareness about the organization of pair and group teaching isnot high, most teachers only stop at the level of grasping the theory of teachingand learning steps in pairs and groups; not investing in research to applyappropriately, the organization is not mature, so when the organization is stillconfused, out of control, low efficiency (through professional activities of thegroup of schools in the cluster); the organization of pair teaching, the group isstill heavy in form, sometimes coping with the problem (Mostly just givinglessons, planning time)
- For students: Not yet formed habits and practical skills, so there is a lack
of confidence (pair communication), expectation, dependence (group activity)
So learning results are limited
Below learning results English subject grade 6 school year 2015-2016 at mysecondary school
Grade
level Class
Year
Numberofstudent
SL (%)TL SL (%)TL SL (%)TL SL (%)TL
2.3 The solutions used to solve the problem:
2.3.1 Learn about pair work and group work:
2,3.1.1 Work in pair / pair work
- The role of teachers when students participate in practice in pairs
Trang 4Previous teachers who have always held leadership and control roles inthe classroom now need to have a different perspective because their roles havechanged in these new stages of their learning Now the teacher has twofunctions The first function is the follower: The teacher goes from one group toanother listening and noting the repeated errors in the students but still lettingthem speak naturally, desperately interrupting them unless absolutely necessary Critical errors will be resolved at other times that may be at the beginning of thenext session or at the end of the practice session The second function is theperson providing, documenting, helping, and answering students with difficultproblems in language or general knowledge.
In the process of teaching, to promote students' activeness, pair and groupactivities are a good form of learning activities Through this form of learning,they have the opportunity to present, exchange and express their thoughts aboutthe amount of information about the lesson they understand, I feel that theamount of information each student can get is correct or may be partiallywrong From there, the teacher captures their level of thinking andunderstanding This process takes place in a two-way relationship In terms ofteaching theory, this is a dialectical relationship In addition, when exchangingpairs, groups of students are further trained in skills and habits of thinking,expressing and presenting a problem before a group Through this activity,students' listening, speaking, reading and writing skills are increasinglyimproved
- Introduce how to practice in pairs:
When using this type of exercise for the first time, explain to students theadvantages and reasons for using it Explanations can be made in the student'snative language In addition, the following principles should be agreed withstudents:
1 Doing a pair exercise is not a time to chat
2 After completing the assignment, students can change their roles and dothe exercises again
3 If the time is up and the students have not finished, there is nothing toworry about, because most importantly, they are allowed to practice, but notnecessarily a specific outcome of a task
4 After finishing the lesson, teachers must check and evaluate the results
of the work they have done in pairs
5 All students must participate in this activity in a certain pair When theyare alone, the student can participate with the pair sitting closest to them If theassignment is to be exchanged between two people, the third person will bewatching, then join in the second round of training with one of the other two
6 They can ask the teacher for help if needed While students practiceasking and answering questions, the teacher must cover and monitor the class tocomment on each pair, listen and correct the students' mistakes, note pairs withweak students
Trang 5- Steps to practice in pairs:
Step 1: Prepare
Need to be very careful through the introduction and practice of thelanguage, so that everyone is confident when using foreign languages After theintroduction and practice of the language, you should save all the information onthe board
Step 2: The teacher models with a student
Teachers, along with a good student in the class, serve as a package modelfor all students to understand the requirements and know how to do it
Step 3: Two students make samples
Call two good students to model before class again If students areallowed to stand on the spot, ask the students to speak loud enough for the class
to hear
Step 4: Specify the time
Tell students how much time they will have to do this exercise (usuallyonly about 2-3 minutes)
Step 5: Students work in pairs
Sign orders for all students to start doing homework at the same time.While students do their homework, teachers go from one pair to the other,watching and helping them when needed but avoiding interfering with studentactivities even though they may find them wrong
Step 6: Check before class
At the end of the lesson, when most of the couples did it, signaled to allstudents to stop Choose a few pairs and ask the two students to presentthemselves in front of the class This test is very important because it makesstudents work more seriously at the following training sessions Students willbecome more diligent, more self-aware when they learn that teachers will checktheir assessment for their academic performance
- Types of practice in pairs:
+ Conversation:
After learning a sample dialogue, the students are very structured andunderstand the grammatical issues in it, the teacher may ask each pair ofstudents to play the part but only replace some of them details (such as names,hometowns, careers, interests, etc.) to turn their lines about themselves or aboutissues they care about
+ Alternative training lesson:
After introducing the sentences and practicing the exercises quickly, theteacher writes the suggested words to replace on the board asking the students topractice in pairs A lot of space should be left in the suggestions section forstudents to develop their creative abilities Example written on the board:
A: How often do you have Math lesson?
(music, English, literature )
B: We have it four times a week
(three times, twice, once )
Trang 6+ Practice grammar:
After the students have mastered the grammar problem and have practicedcollectively (with repeated exercises or conversions ), divide the students intopairs and ask them to talk to each other (pay attention to the choices) close,familiar topics For example, talk about yourself or real things related tostudents' lives Suggested words on the board are still ideal for this exercise
+ Description of pictures:
Pictures can be used as stimuli for many types of exercises in pairs Forexample, looking at a picture that comes with a reading, a student in the pairfinds the right and wrong place in the picture and the student raises an opinion
of approval or opposition (comparing the picture to the reading) Or twostudents have the same two panoramas but the details in the picture are different(such as the position of the object in the painting, the color, the type of clothing,the appearance of the person, .) One student described the details of hispainting and the other found differences in the second picture
+ Ask and answer:
At the end of the readings there are often questions Students can discussfinding answers to these questions in pairs First students make their mouths,then the teacher calls a few students to check Or make this activity plentiful byhaving students discuss their mouths and write answers out of paper, pairs ofstudents cross their answers to each other under teacher control
+ Write an illustration sentence:
After teaching and practicing new words, at the end of the lesson, keepthe new words on the board, just delete the illustrated sentences and then ask thestudents to rewrite the other illustrations for new words to check them Did youreally understand the meaning and usage of those new words?
2.3.1.2 Work in group / group work:
In our classrooms the seats cannot move around the classroom so in thissituation it is only possible to ask students on the table to turn down to the table
to form groups to practice It is best to form groups of 4 - 6 but sometimes thenumber of students in each group depends on the number of students sitting ateach table
After the group is finished, you should designate or let the group membersvote for the group leader or secretary This person will directly contact theteacher when the group has difficulty in fulfilling the requirements of theexercise This will make it easier and easier to control all the groups in theteacher's class It is advisable to designate or instruct students who are morevocal and active to do this But sometimes it also needs to change: choose apretty but shy student to facilitate that student to train to become more bold Or
it is also possible for the members of the group to take turns as leaders It isimportant that this work needs to be done quickly and students must be informedimmediately who is their leader so they can get started, without wasting time
- The role of teachers:
The teacher is the manager of all activities in the classroom So they have
to plan it, organize it, start it, watch it, watch for it and end it The most taboo is
Trang 7that after asking students to work in groups, teachers go to the table to sit or dotheir own work to see that it is done It is necessary for teachers to manage,monitor, urge and help students practice Teachers can go from one group to theother, check to see if the student has met the requirements of the exercise.Teachers need to be active and sensitive to the classroom atmosphere as well asthe whole work's rhythm, remembering repeated errors in students to correcttheir lesson later If most students find it difficult to perform the task of theassignment, stop all groups, explain the requirements of the assignment,structure or grammar issues, or the whole class retrain the problem beforecontinuing to work in groups.
- Types of group practice:
Group activities tend to be more free and also more interactive than based activities There are many activities that are easy to implement, even forthe least experienced teachers
pair-+ Game
The guessing game information to question Yes - No The simplest isguessing What place am I thinking about? What’s my favorite food / drink? OrGuess what I will do (tomorrow / on the weekend) Put the title of the game onthe board, provide some suggestions, vocabulary, background knowledge, thenmodel and then let students play by themselves
+ Make a question
Ask the groups to read the text and then ask the question about it After afew minutes the groups folded the books, and the team leaders or the secretarystood up to ask a few questions, the members of the other groups were taskedwith answering In order for students to be more interested in activities, it should
be organized as a contest: The answers are graded based on language accuracyand information
+ Practice with instructions:
After using replacements so that students become familiar with itsstructure and functions, organizing more meaningful exercises with game-basedand creative group activities
For example, after teaching structure with should / should not beinterpreted as:
Teachers give some suggestive words? Let students work in groups Aperson raises his problem and others in the group give advice A problem canhave many different tips Allowing students to participate more actively shouldturn this activity into a contest: see which group gives the most advice and hasthe best advice that can't be refuted
Examples of suggested words:
Wallet / lost bad marks for science
Shirt / torn have headache / toothache
Watch / broken etc
It may take a few minutes for students to raise their own real problems intheir lives, and others in the group give advice Or conversely, students in this
Trang 8group read some of their advice and students in other groups have to try to guesswhat the advice is.
+ Role play
After the class has practiced a structure with a certain function, playing games work very well to reinforce students' understanding of thefunction of the structure in more natural circumstances For example, groupsmay be asked to close a scene in which a person complains that he wants tochange into a new piece of clothing he bought the day before; or gatherinformation for a package holiday, With role-playing games, groups can set
role-up plays in which each member plays a role While the grorole-up members play thedrama, the group secretary briefly notes the lines to then review and the groupwill present them to the class
+ Predict
This exercise is often used for students at relatively high levels Beforereading a text, ask the groups to predict the content of the lesson or thevocabulary that may be encountered in the lesson For example, before reading alesson about student pollution, it is anticipated that the lesson will address issuesrelated to sea, forest, underground resources, smoke from car exhaust,motorbike…
+ Answer speculative questions
After each reading, the teacher can ask some questions for students tospeculate about the details that occur in the lesson The answer is based solely
on the students' inference and not in the lesson Students in the group discussand come up with a common answer for the group
+ Discuss:
For students with relatively high knowledge Discussion allows students
to freely express their opinions and opinions, so the usefulness of this type ofexercise is no longer controversial Teachers come up with a topic (what do youthink about women who work as politicians?) And let all groups discuss andexchange views His points in minutes Then a team member will report thegeneral opinion of the group (if there is agreement), or summarize the comments(if there are differences) Next, let the whole class discuss the problem Theteacher does not need to express his or her opinion, unless there are wrong ideasand no one has objected
+ Essay writing:
This form is not ideal for classes with a large number of students.Teachers cannot follow and help a class or have about 40-50 students who writedifferent lessons Moreover, reading, curing and marking 40 - 50 essays is notlight work Some teaching method experts think that for students to writewithout instruction, it is only harmful for students Because students can get intothe habit of misusing language structures, using foreign languages? I follow theway of my mother tongue
If organizing students to work in groups, the teachers of the large classeswill be able to simultaneously control and guide all creative writing of students
in the class You can guide an essay with questions on the board, pictures on the
Trang 9wall or suggested words For example, each group received a letter and they had
to answer it together Students must know that when problems arise, they cannotfreely ask the teacher for help but must go through their leader At the sametime, they must also be aware that everyone in the group must contribute tobuilding lessons and will enjoy the success of the lesson The role of groupleaders is very important at this time They must be appealing to encouragemembers of the group to contribute ideas
2.3.2 Determine when the exercises should be used for students to work in pairs, groups:
2.3.2.1 Pair and group activities to learn about the content of new lesson
Before introducing the new lesson content, teachers can ask students todiscuss in pairs or groups to answer some questions or match words and phraseswith appropriate pictures to guess the topic of the lesson learn today
Example: In Unit 6: The first University in Vietnam (A closer look 1)Before entering the new lesson, the teacher asks students to work in pairs
to match the phrase to the appropriate picture Then let students rely on pictures
to guess the topic of the lesson
1 Match the words with the pictures.
UNIT 6.THE FIRST UNIVERSITY IN VIETNAM
LESSON 2 A CLOSER LOOK 1
1.The temple of Literature
2 Thien Quang Tinh Well
3 Doctor stone tablets
4.Van Mieu Gate.
5.KhueVan Pavilion 1.The temple of Literature
2 Thien Quang Tinh Well
3 Doctor stone tablets
4.Van Mieu Gate 5.KhueVan Pavilion
Example: In Unit 6: The first University in Vietnam (Skill 1)
Before entering the new lesson, the teacher asks students to work ingroups, relying on pictures in the pictures and answering questions
Trang 101 Before you read, work in groups and
answer the questions:
1 Do you think the Temple of Literature – the Imperial
Academy is a good English name for Van Mieu – Quoc
Tu Giam?
2 Why do many students pay a visit to the Temple of
Literature – the Imperial Academy before their exams?
3 What do you think will happen to this historic place in
the future?
- Yes, I do.
- Because they want to be lucky in the exam.
- There will be more and more visitors in the future.
2.3.2.2 Pair and group activities to support the practice of new grammatical structures
+ practice sentence patterns after introduction of new materials and a fewminutes of training for the whole class (Practice model positions)
Example:
English 6: Unit: My new school (A closer look 2)
After introducing the current application, how to ask yes / no questionsand how to answer them at this time The teacher asks students to work in pairsbased on the example sentence pattern and suggested words to ask questions andanswer
Ex: you / ride your bicycle / to school
A: Do you ride your bicycle to school?
B: Yes I do./ No, I don't I walk to school
1 bạn / đọc / trong thư viện / khi thoát thời gian
2 you / like / your new school
3 your friends / go to school / with you
4 you / do your homework / after school
+ Practice grammar exercises according to sentence patterns
Example:
English 6 Unit 2: My home (A closer look 2)