Innovating the current method is aimed at directing students to learning activities in order to promote students' activeness, initiative and creativity, ensuring the principle "Teaching
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I INTRODUCTION 1.1 The reasons of choosing topic
Innovating teaching methods is one of the most urgent issues today in the comprehensive reform of the education sector Innovating teaching methods is that teaching is no longer in the traditional way "teachers teach and students absorb passively" Innovating the current method is aimed at directing students to learning activities in order to promote students' activeness, initiative and creativity, ensuring the principle "Teaching through the organization of learning activities of students ”,
at the same time to train and develop cooperative skills, communicative skills for students, all of these issues are becoming the concern of the entire education sector, schools and the whole teachers
Learning in "pairs", "groups" will promote the positivity of each individual
in performing assigned tasks in a better way Teaching in pairs and groups gives each individual student the opportunity to assert themselves and develop Working well with a group that encourages students to communicate with each other, helps those who are shy and lack confidence to have more opportunities to integrate into the classroom Thanks to the teaching in "pairs" - "groups", students have many opportunities to express and explore their ideas, students both promote their roles and personal responsibilities and have opportunities to learn Practicing from friends through collaborative working methods among members in the "pair" -
"group" Thus, the organization for students to work in "pairs" - "groups" is to create conditions for all students to participate actively in the lesson, creating conditions for them to exchange, learn, help each other and contribute to the comprehensive education of students' personalities These are the whole reasons for choosing this topic
1.2 The purpose of study
As a teacher of English at primary school, I myself constantly research and innovate teaching methods Hopefully this topic will contribute to reduce the difficulties and obstacles, as well as be small contribution to improving the quality and effectiveness of teaching and learning English in primary schools
1.3 The object of study:
The fifth form students of Dong Tien Primary School
1.4 The methods of study
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To research a topic, people often choose many different methods With this topic, I use the following methods:
- Theoretical research method: I read the conducting material issues related
to my research needs
- Learning experience from my colleagues: Attend the colleagues’ lessons to follow their good method
- Experimental matching method
- Observation method
1.5 New points of experience initiative
Teachers have clearly seen the effects of pair and group teaching in promoting students' activeness, initiative, and increased participation, as all students can show their views, students find knowledge by themselves , grasp the lesson more firmly, enjoy learning more and develop social skills for students such as listening, respecting the opinions of others, presenting their ideas to others and understand, agree on ideas For teachers, teaching in pairs, groups helps them not have to talk much in class but prepare the lessons more carefully, understand students' abilities
II THE CONTENT 2.1 Theoretical basic
The views of the Party is to improve foreign language skills for the majority
of the young generation of the country, and propose innovative solutions to address the pressing issues faced in the rapidly improving language resources for students
So far English is considered as a subject to be focused and get a lot of attention at the primary level To meet the requirements of national renewal, each teacher must have completed myself teaching career To do well the teaching and learning of foreign languages in elementary school , the teachers must understand clearly the children’s psychology in elementary school as well as their characteristics and abilities when learning language:
+ Children are very active so that they can not afford to sit obediently and listen to the teacher's lecture
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+ In addition, children do not have the ability to concentrate for a long time about 5-10 minutes to think and acquire knowledge So in the foreign language classroom, children have been involved in many different learning activities
+ Children need the repetitive elements I know that children absorb and imitate very fast but forget very quick, too Therefore, materials must be practised
as much as possible In English classes, the teacher should create opportunities for the children to further practice through physical exercise (listen and repeat), replaced exercise To meet the specific characteristics of children in the process of learning a foreign language, we have used the techniques and forms of communicative exercises to facilitate formation of a language learning environment Also in these environments where students are exposed more Using visual items for children to be exposed to English native speakers through audio / DVD Students become active elements of lectures
+ Children learn through listening, watching, imitating Children acquire knowledge in a completely different way from adults Adults acquire knowledge in
a sense, analysis, young acquire naturally through intuition So what exercises to strengthen the observation of children through the audio-visual and mechanical imitation as well as modeling activities of teachers to introduce the new materials must ensure the accuracy of the language, especially pronunciation
+ The ability of children are curious, energetic and creative in a very natural way Children always need to explore their surroundings and interact with people,
so that children establish an understanding of the world children live
+ Children would love to communicate When we monitor children talk, we'll all enjoy the talk, though not as something important When we meet the children who we do not know, through the first minute they might be shy, but after
a few questions of our encouragement, they will tell us about their selves, their parents, interests, including saying bad things that their friends do, and would love
to ask questions back
With the above characteristics, we can see that, in order to help them get a better ability to practice languages well, we need to have a reasonable solution We
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can not teach children like to teach an adult This shows that the teacher must have
a high technical level to enter the world of young children to eventually lead to new concepts, to a deeper understanding of concepts that children initially approached Children learn language depends heavily on incentives This totally depends on the style of the teacher If teachers encourage young children to create a good learning environment, children will learn a lot faster In many teaching methods, teaching in groups and in pairs is one of the most effective methods to promote the positivity of learners
2.2 The current situation of the problem before applying the measure
a Advantages
- Students are always cared about and supported by their parents and teachers
in the learning process
- Teachers can learn and exchange experiences from colleagues through lectures, exchange of experiences and seminars
- With the attention and support of the school administrators, professional groups and colleagues
b.Disadvantages
- The facilities, equipment are inadequate, the classrooms do not have enough space to flexibly arrange students in the classroom into small groups in the way of creating direct interaction between the members
- Over the years,teaching in pairs - groups for all subjects, classes, and teachers in general has only been considered one of many teaching forms for teachers to
choose and organize It is still formalistic and has not developed the effectiveness
of this teaching method in teaching and educating students yet
- In the early grades, the children are still not aware of learning, many still prefer playing to learning Some children still take advantage of private conversations, work separately, invite other students to talk together while studying
in pairs or groups
- They are not aware of their learning, leading to a low learning spirit, not spending much time reviewing old lessons and preparing new ones
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* The result of testing 4 skills in class 4A,5A before applying this method (at the end of the 1 st term)
Time Class Test 4 skills: listening, speaking, reading, writing
The result
in the end
of the 1st
term
2.3 The measures used to solve the problem:
2.3.1 The forms of teaching in pairs and groups
*Teaching in pairs:
a- Between teacher and students
The teacher might call the good students do the models with him/her Then call the weaker student do again For weak students, teachers can ask easy questions to excite and engage all students in activities that everyone must think and answer
This is often used as a model before having students practice new language
in open or closed pairs
Example : T : How do you go to school?
S1 : I go to school by bike
T : What about you ( S2 )? How do you go to school?
S2 : I go to school by bus
T : What about ?
S3 :
(T and Ss work in pairs before the class ) b- Open pairs: (Between the two students do not sit close together)
- The teacher can call two students to play the roles of characters in the conversation
(One student in the left row, one student in the right row )
- May call a student to ask a question and allow him or her to point out the answerer
This is usually organized for students who practise the dialogues or practice new materials before they work in closed pairs
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c- Closed pairs: (Between the two students sit close together)
- In this form, the teacher must number students in rows along or horizontally, specify the tasks of each student in the Question-Answer pair and take turn or role A - role B and take turn
- This form is usually organized for students activities when teachers assign students to mark papers, correct each other's papers (through study cards or exercises in books), or after assigning to individuals, study students must use their existing experiences to think, finally exchange experiences with their neighbors in order to solve a given situation, or have students practice new language after being introduced, or practice communication skills according to the content of the lesson The advantage of this form is that it does not take time to organize, does not mix seats but still mobilizes many students to work together
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* Teaching in groups:
In the case of group work, if the class is not large enough, the teacher can arrange for two students to sit in two adjacent rows with their heads facing each other to form groups of 4 without moving many students in the class and do not waste time
- When dividing groups, teachers must ensure quantity is appropriate
- It is necessary to equalize the number of students to each group (excellent, good, average)
- The number of students in a group depends on the size of the class
- The factor that affects the grouping is the student's seating position in the group
- You can name groups in English such as numbers, colors, flowers, animals or adjectives that they like
For example: Student A is a good student, student D is a good student Student B is the average student, student E is the average student Student C is a weak student, student F is a weak student
We can combine the following pairs: Each student can have at least 2-3 pairs for themselves to work The teacher should prescribe the students A and D named Rabbit; students B and E named Parrot; students C, F named Cat
2.3.2 Steps to take and control pair-group activities
a Pair activities
- The 1st step : Teacher introduces the exercise and shows what questions and answers that students can give
- The 2nd step : Ask a few students around the class to show the kind of conversation students might have
- The 3rd step : Divide the class into pairs then give instructions If there is a group of three one asks all questions then change round in turn
- The 4th step : Ss work in pairs Teacher goes more quickly round the class , checking that everyone is talking but do not try to correct mistakes It will be better for the teacher to take answer note the mistake silently
- The 5th step : When most pair finished, stop the activities call one by one pair
- The 6th step : Teacher remarks the activity
b Group activities
- The 1st step : Teacher introduces the requirements what students have to do
- The 2nd step : Divide class into groups
- The 3rd step : Give instructions – check Ss’ understanding
- The 4th step : Ss work in groups Teacher goes round to check and take notes
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- The 5th step : When most groups finished , stop the activities Each group
report their answers
- The 6th step : Teacher gives feedback
2.3.3 Types of exercises are suitable for teaching in pairs - groups
A / The form of working in pairs is suitable for conversation between two people,
so it will be applied with the following types of exercises:
1)Practise model sentences after presenting the new materials
Example: ENGLISH 5 – UNIT 15 - LESSON 1 : POINT AND SAY
Phong : What would you like to be in the future ?
Linda: I’d like to be a nurse
(One S takes the role of Phong, and other takes the role of Linda to practice model sentence then take turn)
Linda : What would you like to be in the future ?
Phong: I’d like to be a pilot
2) Practise the short dialogues:
Example: (take the roles of the characters to practice the dialogues)
ENGLISH 4 – UNIT 11 - LESSON 2 : LOOK, LISTEN AND REPEAT
Tom: What time do you get up?
Linda: Six o’clock
What time is it now?
Tom: Seven fifteen
Linda: Oh no! We’re late for school
Tom: Let’s run
(One S takes the role of Tom, and other takes the role of Linda to practice the dialogue)
3)Practice speaking in a sentence pattern or given promts
Example1: ENGLISH 5 – UNIT 1 - LESSON 2 : LET’S TALK
(Ask and answer questions about where you live)
HS1: Where do you live?
HS2: I live………
HS1: What’s it like?
HS2: It’s………
HS1: Who do you live with ?
HS2: I live with ………
Example 2: : ENGLISH 3 – UNIT 17 - LESSON 2 : LET’S TALK
( One S takes the role of Mai to ask about the number of pets he/she has basing on the given picture, other S takes the role of Nam to answer)
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Mai: How many parrots do you have?
Nam: I have three
Mai: How many goldfish do you have?
Nam: I have four
Mai: How many dogs do you have?
Nam: I have one
………
4) Read the text then practise asking and answering the questions about the text
Example:: ENGLISH 5 – UNIT 2 - LESSON 3 / PART 4: READ AND ANSWER
“In the morning Hoa gets up early She usually goes jogging After breakfast, she rides her bike to school After school, she usually does her homework Then she often plays badminton and sometimes cook dinner In the
evening, she sometimes watches TV She watches English for Kid once a week
She usually goes to bed early She goes shopping twice a week’
*Read and answer the questions:
1 What does Hoa do in the morning ?
2 What does she do after school?
3 What TV programme does she watch once a week ?
4 How often does she go shopping ?
(Ss work in pairs to ask and answer the questions basing on the content of the text)
5) Write about a topic based on a suggested questions:
Example: ENGLISH 5 – UNIT 19 - LESSON 3: LET’S WRITE
1 Where did you go last summer holiday?
2 What places did you visit?
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3 What were they like?
4 What did you think of them?
(Ss work in pairs to discuss the answers for these questions before writing the topic)
6) Regular test:
Testing regularly is also as useful as teaching Teacher can organize for students to do a short test at the end of the lesson That test does not need to include all the knowledge students have learned in the lesson but can focus on any aspect of using language However, teachers need to control students in terms of time to train them to react quickly and flexibly in using language After completing the lesson, the pairs can swap test and mark each other
7) Practice singing or chanting
After Ss have memorized the song and melody of the chant, T asks Ss to perform the songs or read the chants in pairs before the class
B/ The form of teamwork requires more than 2 people, maybe 3 - 4 people or by table, team, in row it is suitable for the following types of exercises
1) Practise the dialogues: play roles in multi-participant conversations (with 3 or
more characters)
Example : ENGLISH 4 – UNIT 7 - LESSON 1: LOOK, LISTEN AND REPEAT
(Play the roles of characters to practice the dialogues)
Nam: Hello! Welcome to my house Come in