How to motivate students at lang chanh high school to learn english by using pairwork and groupwork in the lesson unit 6 an excursion part a reading, english 10 textbook

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁTRƯỜNG THPT LANG CHÁNH SÁNG KIẾN KINH NGHIỆM Title: HOW TO MOTIVE STUDENTS AT LANG CHANH HIGH SCHOOL TO LEARN ENGLISH BY USING PAIRWORK AND GROUPWORK IN T

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ

TRƯỜNG THPT LANG CHÁNH

SÁNG KIẾN KINH NGHIỆM

Title: HOW TO MOTIVE STUDENTS AT LANG CHANH HIGH

SCHOOL TO LEARN ENGLISH BY USING PAIRWORK AND GROUPWORK IN THE LESSON "UNIT 6 AN EXCURSION- PART

A READING - ENGLISH 10 TEXTBOOK"

Người thực hiện: Phạm Thị Nghị

Chức vụ: Tổ trưởng chuyên môn

SKKN thuộc lĩnh vực: Tiếng Anh

THANH HOÁ NĂM 2020

THE TABLE OF CONTENTS

Title: HOW TO MOTIVE STUDENTS AT LANG CHANH HIGH

SCHOOL TO LEARN ENGLISH BY USING PAIR WORK AND GROUPWORK IN THE LESSON "UNIT 6 AN EXCURSION- PART A READING-ENGLISH 10 TEXTBOOK"

I Introduction 1 Reasons for choosing the topic 2-3

III Appendices 1 Surveys2 Observations 17

V References 1 Websites

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

LANG CHANH HIGH SCHOOL

THANH HÓA, 2020

EXPERIENCE INITIATIVE

Title: HOW TO MOTIVE STUDENTS AT LANG CHANH HIGH

SCHOOL TO LEARN ENGLISH BY USING PAIRWORK ANDGROUPWORK IN THE LESSON"UNIT 6 AN EXCURSION- PART A.READING - ENGLISH 10 TEXTBOOK"

The writer: Phạm Thị NghịPosition: A teacher of EnglishExperience initiative: English

I INTRODUCTION

1 Reasons for choosing the topic

Nowadays, English, which is the most common language in the world, is

an important subject in all schools Being thoroughly aware of the importance ofthis language in the international communication as well as in the development

of international integration, Vietnamese educators should use English as the keysubject English is essential for not only the tourism industry, foreign trade,foreign companies, computer users but also high school graduates Therefore,each student attending high school must have a certain level of English toprepare for exams and after graduating at least they are able to communicate,read and write some normal texts To do this, we are constantly innovatingteaching methods and curriculum to achieve substantive results for generalEnglish courses and forging some basic skills for students

During English learning process, finding the way to obtain Englishknowledge is the most significant Teachers must possess many skills to besuccessful in the classroom A level of expertise is needed to translate subjectmatter into curricular goals for specific grade levels Teachers must understandhow students develop and what motivates them to learn Teachers must also beable to implement pedagogical skills to make the subject matter applicable to allstudents, with the ability to assess for future learning In addition, theunpredictability of the classroom requires a level of organization that isimperative for successful learning to take place Organization is the foundation

of any classroom and can be created and maintained through effective classroommanagement strategies The teacher, as manager, must oversee the learningenvironment while protecting instructional time, maintaining the flow of theclass, and being attentive to the needs of each student When managementstrategies are in place, the classroom can become a successful learningenvironment for all students Conversely, when management strategies are not inplace, several student concerns can result, including lack of studentparticipation, excessive talking, and general misbehaviors The necessaryeffort

to manage a successful learning environment often surprises new teachers; eventhose experienced with school-aged children are unprepared for the differentchallenges that arise, once in the classroom This has led many beginningteachers to doubt their abilities and choice of profession, as well as question thequality of their persevere preparation.One of the most important reasons isunsuitable methods in teaching and learning The teachers of English often meetdifficulties in approaching new methods of teaching foreign languagescommunicatively How to organise groupwork or pairwork effectively is alsothe problem which they often meet Recognizing the importance of groupworkand pairwork, I’ve chosen this topic in the hope of finding out some usefulmeasures in organising groupwork activities in the class.

2.Aims of the study.

In this study, my main interests are:

- To introduce how to groupwork and to show the advantages of working inpairs and groups

- To show how to organise a groupwork effectively and how to deal withinitialproblems that may occur

- To show how groupworks can be used for various classroom activities

- To offer teachers confidence in using groupworks during their lecture bythemselves

3 Scope of the study

This study is only concerned with ways of organising activities in the classrather than with teaching techniques

II CONTENTS

1 Theoretical background: The benefits of pairworks and groupworks

In pairwork , the teacher devides the whole class into pairs Every student

works with his or her partner, and all the pairs work at the same time ( it is

sometimes called “simultaneous pairwork” ) Point out that this is not the same

as public or open pairwork, with pairs of students speaking in turn in front theclass In groupwork, the teacher divides he class into small groups to worktogether ( usually four or five students in each group ) As in pair group, all tegroups work at the same time

Pointed out that pairwork and groupwork are not reaching methods butways of organnising the class They can be used far many different kinds ofactivities, and are naturally more suitable for some activities than for othersOne of the successful ways, if the teacher is resourceful and skilful enough,

to motivate his/her students to participate in the lesson is to use “pair work” or

“Group work” appropriately.Language is best learned through the closecollaboration and communication among students This type of collaborationresults in benefits for all or both learners In fact, learners can help each other

while working on different types of tasks such as writing dialogues, interviews,drawing pictures and making comments about them, play roles, etc…

The first advantage groupworks offers is that there is more languagepractice.Groupworks give students far more chance to speak English Refer tothe request : working in groups, each student makes seven sentences ( either aquestion or an answer) If the excercise were done “round the class”, studentswould only say one sentence each, and in a large class many students would saynothing at all

The second advantage is that students are more involved : Working ingroups encourages students to be more involved and to concentrate on the tasks.Refer to the above request : if this discussion were conducted with the wholeclass together, it would be dominated by a few students and the others wouldlose the interest

An vital profit is that students feel secure Students feel less anxious when

they are working “privately” when they are “on show” in front of the wholeclass Obviously, groupworks can help shy students who would never sayanything in a whole-class activity to convey their ideas easily

The last but not least is that pairwork and groupwork bring students a

chance to help each other Groupworks encourages students to share ideas and

knowledge In a reading activity students can help each other to explore themeaning of the text; in a discussion activity students can give each other newideas In language focus lessons, better students can explain the main points tothose who are not good enough

(Source: https://www.tutorhunt.com/resource/3199)

2 Practical background

2.1 Students’ Lack of Motivation

One of the most common difficulties for students in learning Englishforeign language (EFL) is speaking, since the goal of the students in learningEFL is to communicate Yet, in fact Vietnamese students still get difficulties andoften reluctant to speak because they are shy and are not confident to expressingthemselves in front of other people, especially when they are being asked to givepersonal information or opinion Frequently, too there is a worry about speakingbadly and therefore losing face in front of their classmates Based on this case, itcan be identified that such students have a low motivation And this is theteachers’ duty to encourage the students to be brave to speak up and expressingtheir idea in front of their classmates The teachers of English should use thestudents’ own motives for joining the course, encourage students to be active inthe class by giving chance to suggest or giving opinion to solve problems in anexperiment activity for instance, ask the students what type of teaching andlearning which motivate them most and what kinds of classes which are notmotivated them, encourage students to focus on their improvement not onlygrade or examination The students can do self-assessment of their own work

and find out their strength and weaknesses, encourage the students to workcooperatively in groups without pressure, give feedback without judging theirmistakes and errors Then, give reward which can establish their self-confidenceand competence later

2.2.The reality of quality of English at Lang Chanh High School.

There are more than 1,200 students coming from various villages in LangChanh district Most of them are ethnic minority students, whose background isnot good enough, and they have shy characteristics It means that teachers need

to be enthusiastic and patient in order to find out the most suitable and effectiveteaching methods

During the last ten years, the implementation of innovation of teachingmethod in lang Chanh High school in general, in Foreign Language groupparticularly has initially gained encouraging results The majority of teachinglessons are taught using active appropriate teaching methods for each skilllessons and different units, such as: Pair-work, Group work, role-play, learner-centered learning, visual aids, etc How to choose the teaching methods depends

on the topic of the lesson and the knowledge level of each group From what Ihave experienced in my teaching process, I have found out that one of the mostpractical methods at high Lang Chanh High School isgetting students to work inpairs or groups during the English lessons As a result, the quality of students'English learning at our school has been gradually ỉmproved for the last fewyears Furthermore, English lessons have attracted more and morestudents.Students are getting more and more active during the class in whichthey can discuss with their partners about the contents of the lessons

It is obvious that pairwork and groupwork are the keys that supportstudents However, applyingpairwork and groupwork into the lesson effectively

is not simple Therefore, In this study I really want to discuss about how to use

pairwork and groupwork in the lesson "Unit 6 An excursion - part A.

Reading, English 10 textbook"effectively, which encourages students to be

absorbed in the lecture

PART A: READING

(Time allowed: 45 minutes)

I AIMS OF THE LESSON:

1 Knowledge : After the lesson students will be able to:

- know about some famous places in Vietnam ;

- know how to use the present progressive tense with a future meaning ;

- broaden their vocabulary concerning tourism and conservation

2.Skills: Reading, Speaking, Listening and Presenting.

3 Attitudes:

- To encourage students to work harder

- To provide students some motivation

4 Abilities:

Self-studying, using language, pairwork, groupwork and communication

II.PROCEDURE:

* ACTIVITY 1 WARM-UP ( 3 minutes)

1 Aims: Leading students into the topic of the lesson.

2 Teaching methods: Asking and answering the questions

3 Ways to organize activity: Pairwork and groupwork

4 Teaching aids: chalks, blackboard, pictures

Teacher’s activities Students' activities

- The teacher shows some pictures

1- d: Thien Mu pagoda (Hue)

2 - b: Ha long Bay (Quang Ninh)

3 - a: The One - Pillar pagoda (Hanoi)4-c: Xuan Huong lake, Dalat (LamDong)

- Work in pairs to match the picturewith its name

Teacher’s activities Students' activities

Picture 3:

Picture 4:

- Give feedback to students'

ideas

ACTIVITY 2.PRE-READING (12 minutes)

1 Aims: Leading students into the topic of the lesson and provide students

the newwords

2 Teaching methods: presentation

3 Ways to organize activity: Presentation

4 Teaching aids: chalk, blackboard, pictures.

Teacher’s activities Students' activities

- The teacher asks two representatives

to go the board and present :

+ One talks about the history of "

Teacher’s activities Students' activities

+ The other talks about the history of

"Hương" pagoda

- The teacher leads students into the

lesson

- The teacher provides some new

words related to their tasks

* Vocabulary:

- Picturesque /pikt∫ə'resk/ (adj): đẹp,

gây ấn tượng mạnh

Quoc Oai district, Ha Noi

Thay pagoda was founded in Đinh

dynasty However, it really becamepopular during the reign of LyNhan Tong, the founder of Ha Noicapital This site is a pagoda and asmall bridge

+ The other talks about the history

of "Hương pagoda"

Position : Around 60 kilometers

southwest of Hà Nội "Hương" Pagoda is one among the largest and unique religious sites in Huong Son Commune, My Duc District, old Ha Tay (or enlarged Hanoi), right banks of Day River, northern Viet Nam

- Students copy down the new words

- Students practise pronouncing

- Students volunteer to pronounce the new words

Teacher’s activities Students' activities

- Excursion /iks'kə:∫n/ (n): cuộc du

ngoạn, chuyến tham quan

- Suppose (v) /sə'pouz/: cho rằng,

nghĩ là

- Campfire (n) /'kæmpfaiə/: lửa trại

- Persuade (v) /pə'sweid/ =

convince /kən'vins/: thuyết phục.

- Model the sounds

ACTIVITY 3 WHILE-READING( 20 minutes)

1 Aims: - Students read and guess the meaning of words in contexts.

- Students read and answer questions about the texts

- Students practise scanning specific information in the texts

2 Teaching methods:

3 Ways to organize activity: pairwork and groupworks

4 Teaching aids: chalk, blackboard, handouts

Teacher’s activities Students' activities

- The teacher asks students to read

thought the letter and choose the best

answers

- The teacher asks for students’

explanation for their choices

- The teacher asks students to read the

passage again to answer the questions

- The teacher corrects students’ answers

Task 2

- The teacher has students work in

groups of four students to do task 2

- The teacher guides students how to

do

KEYS

1 They are going on a trip when they

have some days-off after the 1st term.

2 They are visiting some caves because

they want to understand their geography

lesson better and many of them have never

been inside a cave.

3 It’s only over 20 km.

4 They are going to make a two- day

Task 1: Choose the best answers.

- Work in pairs to do task 1 : Reading the letter and finding out the answer.

1 C (Lan wrote the letter to tell Minh about the plan for her class trip)

2 A (The students decided to go on

an excursion because they wanted to understand their geography lessons better)

3 B.(The students have changed theirdestination as it is impossible to visit caves near Thay Pagoda)

Task 2.Answer the questions

- Students work in pairs to do task 2

- Students underline keywords ineach question

- Students find out the correctanswers

- Students present their ideas

Teacher’s activities Students' activities

trip and have a night campfire They are

bringing their own food and sharing

buses with some other classes to make

the trip cheap.

5 Lan is anxious about her parents'

permission because they may not

want to let her stay the night away

ACTIVITY 4 POST- READING( 7 minutes)

1 Aims: Encouraging students to know more about the beauty spots in

Lang Chanh district and raising students' awareness of the need to preserve the

historical places

2 Teaching methods: Pairwork and groupwork

3 Ways to organize activity: Presentation

4 Teaching aids: chalk, blackboard, pictures.

Teacher's activities Students' activities

- The teacher asks students to tell

about one historical place in Lang

Chanh he/she has known

- A student shows some pictures of "Mèo" pagoda and tells other students about its history

+ " Mèo" pagoda was founded in the 13th century

+ In 2005, Thanh Hoa People's Committee recognized it as a historical and cultural vestige

+ Traditional festival happens on January 6th and 7th every year.+ In recent years, the festival has been regularly held- a place of cultural activities and beliefs of the people of ethnic groups

in Lang Chanh district