(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 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 Contents Contents The reason for selecting topic 2 The purpose of research this topic 3 The object of research .4 Research Methodology B PROBLEM SOLVING I BASIS OF REASONING II STATUS OF THE RESEARCH PROBLEM To the teacher: .5 To the pupils: To the parents: .7 III ORGANIZING PAIR WORK AND GROUP WORK Group and pair work organization Organization steps: Demonstration: Suggestions for some popular kinds of practice 13 APPLYING THE RESEARCH IN TEACHING 15 IV TESTING 18 C CONCLUSION: 18 Lesson learned: .18 Recommendations and proposals 19 REFERENCE BOOKS 21 A BACKGROUND 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 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 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 Research Methodology - Reading reference books - Discussing with other teachers - Applying in teaching - Observing and drawing out experiences B PROBLEM SOLVING I BASIS OF REASONING The views of the party and the State, we have identified the goal of education is to train people to meet the General requirements of the countryindustrialization and modernization In particular, foreign languages-English is one language that acts as a positive means the most efficient support for the process of deeper integration of the country So to enhance the quality of education in General and the quality of the English in particular is one of the top concerns of today’s educational career And it is especially more emphasis for the audience of students in Primary school-beginners approach to foreign language - 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 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, 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 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 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 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 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 not like learning English, in particular through the 2021 – 2022 school year survey in block students as follows: Class Students The class population ratio The ratio of students of students to master the have yet to master the knowledge (%) 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 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 Organization steps: 2.1 Presentation: The instructions that are given at the beginning are crucial If the students 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 only brief guidelines; It is Lannly the first time of doing something with a class that such care needs to be invested in instructing Try to foresee what language will be needed, and have a preliminary quick review of appropriate grammar or vocabulary Finally before giving the sign to start tell the class what the arrangements are for stopping: If there is a time limit, or a set signal for stopping, say what it is; if the groups simply stop when they have finished, then tell them what they will have to next It is wise 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 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 Demonstration: 3.1 Example of pair work: Example 1: A teacher has an intermediate class She presented “like/don’t like” and then she uses this exercise for free practice in pairs: 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 ” - Some questions for us: Do you think the activity was successful? What you think might have gone wrong? What could she to make it more successful? *Discuss why the activity was not successful, and what the teacher could 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 - 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: 10 Teacher presented “can / cannot + infinitive” (Unit 5, Lesson – English 4) and then used the following exercise for free practice in pairs Exercise: Work in pairs, ask what your friends can and cannot (Ask about games, sports, daily activities …….) Or teacher presented “should/ shouldn't + infinitive” (Unit 11, Lesson – English 5) and then used the following exercise for free practice in pairs Exercise: Work in pairs, ask what your friends should and shouldn't do.( ask about the health, accident prevention, ) A possible procedure: * Introduce the exercises and show what questions and answers students can give: Teacher: Now you are going to talk about things you can and things you cannot Look at the exercise What question can you ask? 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: 11 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 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 - Good job! (And so on) 3.2 Example of group work Lesson and Lesson – Part 3- Let's talk (English 3and English 4) Lesson and Lesson – Part - Talk (English 5) This is a free activity and aims to develop fluency in speaking The procedure may be: Divide students into groups of seven or eight Read through the instructions and make sure that each group understands what to Choose one “secretary” in each group to write the list but emphasis that everyone in the groups should agree on what to write While the activity is going on, move from groups, but not interrupt more than is necessary When some groups have finished their discussion, stop the activity, ask one person from each group to report on what they decided Give feedback: - Content 12 - Popular mistakes 3.3 Example of dividing the class: First, draw a plan of your own class of 39 students Show how you would divide the class for a pair work or a group work activity and what instructions you would give: Here are five groups of a class of 39 students The desks are fixed and the students sit on chairs Group Group Group3 Group4 Group5 For group work: Students could work in eight each group This would be easy to organize The first few times that you try pair or group work, you need to give careful instructions and know exactly how you will divide the class Pair work and group work can become a routine Once students are used to it and have regular working partners, it can be organized quickly and easily For pair work: Most students could work with the person next to them Suggestions for some popular kinds of practice Pair work and group work are not “teaching methods”, but ways of organizing the class They can be used for many different kinds of activity, and are naturally more suitable for some activities than for others Before deciding what kind of activity will be used teacher should answer the following questions: 13 - Could you use pair work or group work for part of the activity? - If so, exactly what would students in pairs or groups? - What would you need to before the pair /group stage? - Is there anything you would after it? - Is there anything you would after it? Here are suggestions for some popular kinds of practice: *Pattern practice: This can be done in pairs in the same way as practicing structure with “can” mentioned in part - Demonstration Any controlled oral practice can be done first with the whole class, and then in pairs * Practicing short dialogues: Acting out short dialogues can very easily be done in pairs, with little chance of making mistakes It can be done first with pairs of students in front of the class and then with all students working in pairs at the same time * Reading a text and answering questions: Students can discuss questions in pairs or groups and then read the text or they can read the text silently and then ask and answer questions in pairs or groups This is a good way of involving the whole class in answering questions * Short-writing exercises: Student can sit in groups and decide together what to write One student acts as “secretary” This can be difficult to organize but in a large class it has the advantages that students correct each others’ mistakes and the teacher only has a few papers to mark at the end Pair work can be used for correcting written work (example: homework)students sit in pairs and correct what their partner has written * Discussions: 14 With more advanced class, discussions can be conducted in group It is important to define the discussion clearly and to ask each group to report their conclusions afterwards * Grammar exercises: Student can grammar exercises orally in pairs; the teacher goes through the answers afterwards with the who class and students write the exercises for homework This is more interesting and productive than students doing exercises alone, in silence APPLYING THE RESEARCH IN TEACHING Unit 11: This is my family Lesson Teacher: Pham Thi Tuyet – Class: 3B I.Objectives: Aim: By the end of this lesson, Students will able to identify family members Develop speaking skill Languages input: * Sentence Patterns: Who’s that? He’s / She’s + family member Resources: Student book; Audio and visual aids; stickers, puppets II.PROCEDURES: 1.Warm up: (3 minutes) Hello How are you today? What you at break time? Do you like skating? 15 Students chant: What you at break time? Look, listen and repeat: (8 minutes) - tell pupils that they are going to practice giving and responding to class instructions Point to the first picture and elicit the name of friends Then explain what the characters say and the meaning of the new vocabulary - Teach the new vocabulary: Grandfather father Grandmother brother Mother sister - Do choral and individual repetition, using the pictures - Have pupils repeat the text in the bubbles a few times Repeat the procedure with the second picture - Do choral and individual repetition, pointing to the characters speaking - Play the recording for pupils to listen and say along Point and say: (8 minutes) - Tell pupils that they are going to practice asking and answering about family members (say this in Vietnamese if necessary) Point to each instruction and check comprehension - New model sentence: Who’s that? He’s / She’s my + family member - Get pupils to work in pairs Student A: Who’s that? Student B: She’s my mother 16 - Teacher moves quickly around the class, checking that everyone is talking but teacher does not try to correct mistakes, as this will interrupt the activity - call some pairs practice in front of the class - Give feedback * Games: Matching sister father mother brother grandfather grandmother - ask students to match the pictures with the given words in a minute - divide the class into two teams then call six of each group to go to the board - each person will match each picture, which group matches fast and correct, that group will win Let’s talk: (8 minutes) - Tell pupils that they are going to practice more with their friends Give a few seconds for pupils to look at the pictures - Students can bring the photos of their family to introduce - Elicit the answers Write the instructions on the board and get pupils to repeat them a few times - Get pupils to work in pairs Correct the pronunciation, if necessary - Call some pairs talk about family members in front of the class Reinforcement: (5 minutes) Role play Divides students into group - four Teacher gives some situations , such as : Meet at Phong’s house Homelink: (3 minutes) Say the consolidation & read the part again Learn & write new words & structures 17 Introduce your family members IV TESTING Over a long period with the solutions and remedies stated above, I find the results very satisfactory, quality hours of teaching and the knowledge of students is improved, more active students in a lesson, students no longer shy when learning the English • Results obtained are: Class Students The class population ratio of The ratio of students have yet students to master the to master the knowledge (%) knowledge (%) 3A 40 28 students =70% 12 students =30% 3B 39 29 students =74,3% 10 students = 25,6% C CONCLUSION: Lesson learned: In group or pair work, learners from a learning task through small group interaction Learners in a class that is divided into five groups or 15 pairs get six times or fifteen times as many opportunities to talk as in full class organization They also have other advantages: They foster learner responsibility and independence, can improve motivation and contribute to a feeling of cooperation and warmth on the class, so that organizing pair work and group work effectively helps improves learning outcomes Teaching method innovation is considered one of the high-efficiency innovation in teaching, teachers will France to command the computer active, initiative of the students so the wrong fixes for children will help the children more confident in speaking English, or also contributing to the renewal of teaching method for high efficiency in the work of teaching Previously, when not using these methods, I see students grasp knowledge passively with no creativity, lazy thinking and grasping knowledge a 18 superficial way Results after each test only reached about 40% of the students to master the knowledge In recent years I apply teaching methods according to Group folder, I found more effective in conveying that knowledge to students Students actively assimilate the language to take into his memory, make the students not feel inferiority that on the contrary, the student self-confidence fixes for her and for you Especially France command the positive properties of the pupils, the children grasp the deeper language knowledge know to apply practical knowledge rather than rote as before Recommendations and proposals Above are some of the experience itself, I would like to present to you colleagues refer to, additional comments to these methods improve And I’m also pleased to have a number of proposals with the relevant levels: *For the level above: The Organization of regular seminars for professional training for teachers of English in Primary School - Provide more references and appropriate teaching equipment to help teachers improve the quality of the lessons of this * For the school and the local: Create all favorable conditions for teachers teaching Multi-purpose classrooms Available for learning English Above are the small experience of myself and a number of proposals to help students improve their English skills I look forward to receiving the written opinions of the colleagues to the measure on more feasible I sincerely thanks Tuong Linh, March 13th, 2022 Confirmation of the heads of unit I assure you this is my experience initiative written, not copy other people's content The implementation 19 Pham Thi Tuyet 20 REFERENCE BOOKS A B C English 1,2,- Chủ biên Nguyễn Quốc Tuấn I Learn Smart Start 1,2 - chủ biên Võ Đại Phúc UK English Programme Learning Box Let's go - Nhà xuất Đại học Oxford Family and Friend - Nhà xuất Đại học Oxford Dyned Do công ty trách nhiệm hữu hạn E&D Việt Nam triển khai Next top Macmillian Công ty cổ phần giáo dục đào tạo Victoria triển khai BME - KID Cơng ty cổ phần Cơng nghệ Bình Minh triển khai Phương pháp dạy Tiếng Anh Tiểu học (Nguyễn Hạnh Dung) 21 ... 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. .. 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. .. support for the process of deeper integration of the country So to enhance the quality of education in General and the quality of the English in particular is one of the top concerns of today’s educational