(SKKN HAY NHẤT) sử dụng hình thức dạy học theo cặp nhóm nhằm phát huy tích cực học tập của học sinh trường tiểu học đông tiến ( use pair and group teaching to promote learning positively of the stude

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 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 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 + In addition, children 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 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 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 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 * The result of testing skills in class 4A,5A before applying this method (at the end of the 1st term) Time 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 the models with him/her Then call the weaker student 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 you go to school? S1 : I go to school by bike T : What about you ( S2 )? How 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 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 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 add luanvanchat@agmail * 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 without moving many students in the class and 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 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 - 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 - 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 – UNIT 15 - LESSON : 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 – UNIT 11 - LESSON : LOOK, LISTEN AND REPEAT Tom: What time 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 – UNIT - LESSON : LET’S TALK (Ask and answer questions about where you live) HS1: Where you live? HS2: I live…………… HS1: What’s it like? HS2: It’s……………… HS1: Who you live with ? HS2: I live with ………………… Example 2: : ENGLISH – UNIT 17 - LESSON : 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) Mai: How many parrots you have? Nam: I have three Mai: How many goldfish you have? Nam: I have four Mai: How many dogs you have? Nam: I have one ………………… 4) Read the text then practise asking and answering the questions about the text Example: : ENGLISH – UNIT - LESSON / PART 4: READ AND ANSWER The text Hoa’s Day “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: What does Hoa in the morning ? What does she after school? What TV programme does she watch once a week ? 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 – UNIT 19 - LESSON 3: LET’S WRITE Where did you go last summer holiday? What places did you visit? What were they like? 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 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 people, maybe - 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 or more characters) Example : ENGLISH – UNIT - LESSON 1: LOOK, LISTEN AND REPEAT (Play the roles of characters to practice the dialogues) Nam: Hello! Welcome to my house Come in 10 Phong+Linda + Tony (đồng thanh) : Thank you Linda: Wow! You have a lot of books! Nam: Yes, I like reading Tony: I like reading, too Linda: I don’t like reading I like listening to music Tony: What you like doing, Phong? Phong: I like watching TV 2) Discuss about a problem Teacher gives a certain topic for all groups to discuss and exchange their views in a few minutes Then a group member will report on the group's general opinion (if there is agreement) or summarize the opinion (if there is a difference) Next, teachers let students in the class discuss it together Teachers not need to express their views, unless they have wrong opinions but no students object Ví dụ: ENGLISH – UNIT 11 LESSON 3: PROJECT Task: Talk about two health problems and give advice 11 (Teacher gives topic to discuss, students in groups discuss together and group leader presents their results to class) 3) Play game in teams Noughts & crosses / Lucky numbers / Slap the board / chain game (T divides the class into teams, gives the rules and guides Ss to play the games in teams/ groups) 4) Interview the classmate (Servey) Example: ENGLISH – UNIT - LESSON 3: Task: Interview three classmates about their Name Nam … The teacher divides the class into small groups, each group of members, one of the group leaders will in turn interview the other students about the title of the book / story that they like and the main character in that book / story With this method, it can be applied to many different interview topics such as: favorite food / drink; investigation of personal information; interests; ability… 5) Practice singing or chanting After Ss have memorized the song and melody of the chant, T divides the class into small groups to perform the songs and read the chants before the class 12 6) Write about a topic: 2.3.4 Some requirements when doing pair or group activities A/ For teachers + Instructions for exercises or outlining tasks and requirements must be clear Example: - When the T asks Ss to practice asking and answering about the distance How far is it from to ? ( It’s ) about “Work in pairs to practise asking and answering about distance” Teacher points to the students in raws and numbers them.One –two –one – two Number one asks and number two answers.Then change the positions number two asks, number one answers 13 Teacher points one student and asks : “ What is your number ? What you have to first? And then ?” + The teacher must prepare well.There must be the models or given example,at the same time provide all the necessary language for the exercise Example: (English – Unit – Lesson 1) - Ask and answer about your ability (What you can do) T does the model with a good student in the class T: What can you do? S: I can swim T: Can you ask me? S: What can you ? T: I can cook (T shows the promt words or pictures, Ss similarly) + Give the limited time for each activity + It is necessary to divide into pairs - group appropriately, teachers can choose students with the same or different levels to work together depending on the intentions and nature of the assignment Set out a convention for starting and ending the activity (tap the ruler, clap your hands) + Teachers monitor, cover and provide timely support when students in groups have difficulty (teachers who walk around the class listen and help weak students and answer students' questions) + After students complete group assignments, there should be timely feedback check such as making comments, making suggestions, correcting mistakes or providing correct samples + When working in groups, teachers can combine many methods to help students practice such as repetition, substitution, change into form and combination of teaching aids such as projectors, pictures, study cards, supplement boards to guide B/ For students + Need to listen to the requirements of the exercise: This requirement shown in the textbook is part of the majority of the instructions and requirements of the teacher, the operator For example, requirements about activities, time, tasks of each group, members in the group + Need to work voluntarily, not make too noisy + Need to start and stop activities immediately when the teacher asks 2.4 Effect of the measures: 14 After using these methods in the practical process of teaching foreign languages at school, I see that the quality of teaching has improved significantly They are more interested in the subject, always try their best to achieve high academic results Organizing for students to work in pairs - groups allows many students to participate in speaking at the same time, so they have more opportunities to speak English That helps them to be more daring in using foreign languages Weak students are often afraid of making mistakes in front of their teachers, but if there are only classmates, that fear will be much less, they overcome their weaknesses in character to learn better In addition, students have the opportunity to learn, to help each other more when they participate in practice 2.5 Result: After applying the above methods in teaching English at Dong Tien Primary School, I found the above methods feasible, based on the results at the end of the first term of the academic year 2019-2020 and compared with the result of the end of the second semester in the same school year, I see that the teaching quality has been improved, students have changed their learning attitudes in a positive way QUALITY STATISTICS BEFORE AND AFTER APPLICATION OF TEACHING METHODS (TEST ON SKILLS: L-S-R-W) Time Result of the 1st term Result of the 2nd term 15 From the statistics we see that after applying these teaching methods, the quality of students' learning is significantly increased The number of good students has increased sharply and the number of completed and uncompleted students has decreased significantly III CONCLUSION AND RECOMMENDATION 3.1 Conclusion - The organization for students to work in pairs and groups creates many opportunities to practice and use foreign languages creatively in real-life situations of students Moreover, the change in learning activities and communication style helps to maintain the attention of the students Through these activities, students are also more aware that perfecting themselves is responsible for their own progress The organization of practice in pairs and groups also helps students to be more daring and confident in using foreign languages The results obtained from observing, listening and evaluating students will help teachers to gain a deeper understanding of students 'learning processes, understand students' strengths and weaknesses, and issues that need to be addressed To supplement the following lessons, where to make adjustments in your lesson plan Teachers also learn to tolerate minor mistakes that not affect the meaning of words and encourage students to be more bold when using language 3.2 Recommendation Those are my experiences of using pair and group teaching in English lessons at primary school I hope that you will read and give me more advice I always try my best to find out the best way of teaching to improve the quality of learning English A part from that, I hope the authorities will pay more attention to the facilities, educational equipments, reference books…give us more chances to improve the quality of teaching English to meet today educational goals 16 CONFIRMATION OF THE LEADER OF THE GROUP Dong Son, March 15th 2021 I assure that this is my experience initiative I not copy other people’s content Writer: Le Thi Huong 17 THANH HOA EDUCATION & TRAINING DEPARTMENT DONG SON EDUCATION AND TRAINING OFFICE ==================== EXPERIENCE INTIATIVE USING PAIR AND GROUP TEACHING TO PROMOTE LEARNING POSITIVITY OF THE STUDENTS AT DONG TIEN PRIMARY SCHOOL Writer : Le Thi Huong Position : Teacher School : Dong Tien Primary School Subject : English THANH HOA 2021 18 INDEX I - INTRODUCTION The reasons of choosing topic The object of study The methods of study New points of experience initiative II THE CONTENT 2.1 Theoretical basic 2.2 The current situation 2.3 The measures used to solve the problem: 2.3.1 The forms of teaching in pairs and groups 2.3.2 Steps to take and control pair-group activities 2.3.3 Types of exercises are suitable for teaching in pairs - groups 2.3.4 Some requirements when doing pair or group activities 2.4 Effect of the measures: 2.5 Result: III CONCLUSION AND RECOMMENDATION Recommendation Conclusion 19 REFERENCES Sổ tay người dạy tiếng Anh – nhiều tác giả Phương pháp dạy tiếng Anh trường phổ thông – Nguyễn Hạnh Dung Phương pháp dạy tiếng Anh tiểu học – Nguyễn Quốc Hùng Teach English – Cambridge University Press Teach young learners English – Nguyen Quoc Hung, MA Sách giáo khoa Tiếng Anh 4,5- NXB Giáo dục Việt Nam Sách giáo viên Tiếng Anh 4, - NXB Giáo dục Việt Nam 20 ... 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... 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 the models with him/her Then call the weaker student... about their Name Nam … The teacher divides the class into small groups, each group of members, one of the group leaders will in turn interview the other students about the title of the book / story