Luận văn thạc sĩ VNU ULIS using group work to improve teaching and learning quality for the students in the communal police chief class at the people’s security college i

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES -o0o PHẠM THỊ THU NGÀ USING GROUP WORK TO IMPROVE TEACHING AND LEARNING QUALITY FOR THE STUDENTS IN THE COMMUNAL POLICE CHIEF CLASS AT THE PEOPLE’S SECURITY COLLEGE I Sử dụng phương pháp nhóm để nâng cao chất lượng dạy học học viên lớp trưởng công an xã, trường Cao đẳng an ninh nhân dân I M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code : 60140111 Hanoi, 2015 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES -o0o PHẠM THỊ THU NGÀ USING GROUP WORK TO IMPROVE TEACHING AND LEARNING QUALITY FOR THE STUDENTS IN THE COMMUNAL POLICE CHIEF CLASS AT THE PEOPLE’S SECURITY COLLEGE I Sử dụng phương pháp nhóm để nâng cao chất lượng dạy học học viên lớp trưởng công an xã, trường Cao đẳng an ninh nhân dân I M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code : 60140111 Supervisor : Dr Trầ n Thi Thu Hiền ̣ Hanoi, 2015 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com DECLARATION I certify that this minor thesis entitled: “Using group work to improve teaching and learning quality for the students in the Communal police chief class at the People’s Security College I” is submitted in partial fulfillment of the requirements for the degree of Master of Arts is the result of my own work I have provided fully documented references to the work of others The material in this thesis has not been submitted for any other formal course of study January12th, 2015 Phạm Thị Thu Ngà i LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ACKNOWLEDGEMENTS First of all, I would like to express my gratitude to all those who gave me the possibility to complete this thesis I want to thank the Faculty of Post Graduate Studies, University of languages and international studies, Vietnam National University, Hanoi for giving me permission to commence this thesis I am deeply indebted to my supervisor Dr Tran Thi Thu Hien, whose stimulating suggestions and encouragement helped me in all the time of research for and writing of this thesis I would like to take this opportunity to express my gratitude to all my lecturers at the Faculty of Post Graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi, whose lectures and support have laid foundation for my thesis My colleagues from the Department of foreign languages and informatics at the PSCI and the students in the CPC class at the PSCI have greatly supported me in my research work I want to thank them for all their assistance, support, interest and valuable hints Especially, I would like to give my special thanks to my husband, my family and my friends who encourage me to complete this work ii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ABSTRACT It is widely admitted that teaching English in the Communal Police Chief class has a lot of disadvantages over other classes at the People‟s Security College I such as: students in the class are very crowded They are different level The class lacks of material foundation However, teaching in a large multilevel class is a popular mode being used in most schools and universities in Vietnam There exist many constraints on effective English teaching in such environment When teaching as well as learning English in these classes, teachers and students have to face a lot of problems and difficulties Thus, to improve this situation, I applied group work for teaching and learning four skills for the students in the CPC class at the PSCI The paper then explores how to use group work of the teachers in the CPC classroom handle their lessons to attract attention of the learners On the basis of the brief analysis, a few suggestions, in the light of current education thinking to enhance classroom practice, are presented to see that skills teaching in the CPC class can be successful and students can develop their language skills iii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com List of abbreviations BE: Basic English CPC: Communal Police Chief DFLI: Department of Foreign Languages and Informatics ESP: English for specific purposes FPGS: Faculty of Post Graduate Studies PSCI: People‟s Security College I MA: Master of Arts VNU: Vietnam National University iv LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF TABLE Table 2.1: Students’improvement in English speaking (p.21) v LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv LIST OF TABLES v PART A: INTRODUCTION Rationale Aims of the study Significance of the study Research question Method of the study Scope of the study Design of the study 10 PART B: DEVELOPMENT 11 CHAPTER I: LITERATURE REVIEW 11 1.1 The role of group work in English language learning 11 1.1.1 Definition of group work 12 1.1.2 Advantages and disadvantages of group work 12 1.1.3 Types of group work 15 1.1.4 Group formation 16 1.2 How to organize group work activities effectively in the classroom 16 1.2.1 Common activities for group work 16 1.2.2 Principles to apply group work 17 1.2.3 Teacher’s role in group work 18 CHAPTER 2: METHODOLOGY 21 2.1 Action Research 21 2.1.1 Definition 21 2.1.2 Action research process 22 2.1.3 The rationale for choosing action research for this study 24 2.2 Context of the study 24 vi LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 2.2.1 People’s security college I 24 2.2.2 The English program and the teaching material .25 2.3 The students 25 CHAPTER 3: AN ACTION RESEARCH ON GROUP WORK AT PSC I 26 3.1 Problem identification 26 3.2 Preliminary investigation 26 3.3 Hypothesis formation 27 3.4 Intervention 27 3.5 Evaluation 27 3.6 Dissemination 33 3.6.1 Students’ benefits 33 3.6.2 Main issues that students confront in working in groups .34 3.7 Follow - up 34 PART C: CONCLUSION 35 Recapitulation 35 Concluding remarks 35 Limitations of the study and suggestions for further studies 35 REFERENCES 37 APPENDICES I vii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com PART A: INTRODUCTION In this part, the rationale, the aims and objectives as well as the research questions and research design are presented The structure of the thesis is also presented briefly in this Part Rationale Nowadays, the importance of English cannot be denied or ignored The common trend of the world today is integrating and developing together As this global - trend expands, the need for a global language that is recognized and understood by people everywhere in common and security students at the People‟s Security College I Besides, English is also necessary for the co-operation with others countries Their security force‟s mission is not only to protect national security but also to contribute to the peace of our world especially, in the current East Sea situation English is considered as a compulsory subject in the school curriculum However, students in the CPC class at the PSCI still are not aware of the importance of and make no efforts in learning this international language Moreover, students must be both good at professional knowledge and proficient in English after graduation Therefore, innovating teaching method is essential and urgent While CPC students are very crowded It is not effective if applying the traditional method: Teachers present and explain, students listen and write down How to help students to improve their learning is a big question for all the teachers Therefore, the author chose the thesis: “Using group work to improve teaching and learning quality for the students in the CPC class at the PSCI” Teaching English as a foreign language by using group work has been proven by researchers at various levels; from basic to advance over the past twenty years Many authors both in the world and in Vietnam the research about group work that can be applied to facilitate and promote the process of learning English such as ZdeněkPola (2008) shows the ways to maintain discipline in group work activities in EFL classes at Liberci technical university, Mai Thi Hang Phuong (2008) believes that it is very important for the teachers to organize group work in a class at Pham Van Nghi upper secondary school, Nam Dinh province, Dang Thi Kim Oanh (2010) observes writing skill for 10th form non English majors at Phan Boi Chau specializing LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com To check comprehension, the teacher let the students work in group and stop at the end of each section to review and check their predictions, restate the main idea and summarize the section or they could use the comprehension questions as guides to the text, stopping to answer them as they read Post-reading tasks are intended to verify and expand the knowledge acquired in the reading These last tasks also lead the learners to discuss in groups and analyze issues presented in the reading The teacher designed tasks in which learners, after interacting with the reading, reflected, argued and gave their points of view to other students in their groups and sometimes presented in front of the class 3.4.4 Writing skill In writing sessions, the students are taught to internalize the steps for producing a finished piece of writing These lessons include phases of pre-writing, drafting, revising, editing, and publishing When students internalize the process approach, they are prepared to produce logical and well written documents which convey an appropriate message for a specific audience in personal contexts presented in the course book Life-lines Elementary In pre-writing stage, the students worked in groups to expand (or narrow) focus, brainstorm and organize ideas It is the planning phase of the writing process In drafting stage, the students organize ideas into a coherent structure The goal of drafting is to translate ideas into written organization without being constrained by word choice, structures and presentation Informal discussions with peers occur during this phase to provide feedback to each students In revising stage, the students rethink, rework, and refine their writing Students apply their knowledge of language skills and sentence structure in order to become write better In this step, the students benefit much from peer-review and group cross-check Publishing stage involves sharing the writing with an intended audience and may involve preparing a neatly handwritten or word processed copy of the final draft and the addition of illustrations or other graphic elements In most cases, the teacher asked the students to call for help from their friends in their group with document design, formatting and adding other components to make it easier for an audience to understand the writing 31 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com In post-publication stage, revisiting, based on the teacher direction, the students may return to the composition to “rework” language of the text The students are asked to worked in groups to revise and improve their writing before submitting to the class It is noted that, useful structures and vocabulary related to the topics are gradually presented in each unit The teacher designed simple tasks which are suitable to students of the CPC class (e.g the teacher gives a sample conversation about making arrangements ,then asks students to the same in groups or asks students to make new conversations about the topic Students can imitate the conversations with ease When working in groups, students must give and share their own ideas about the problem Therefore, students are more active and confident when they work in groups 3.5 Evaluation After 10 weeks, the students did the post-test in most skills (except listening) in order to evaluate students‟ level and their improvement (All tests of students at the PSCI don‟t mention to listening skill) Also, the researcher looked through all the data gained during this period, analyzed them and reflected on the results In general, the author recognizes students‟ progress in speaking and reading skills through the observation Students can communicate with the basic words and understand the meaning of some new words in each reading text, make some simple conversations Writing and listening skills are nearly not changed because of students‟ level and their age This is clearly shown through the post test Table 2.1 shows the students‟ improvement in English speaking in the classroom according to speaking in group of Students Pao Ta Sinh Tua Tam Vui Mua Do Before implementing group work seconds seconds 10 seconds seconds 14 seconds 13 seconds seconds seconds After implementing group work Time - raising 30 seconds 25 seconds 30 seconds 28 seconds 53 seconds 50 seconds 30 seconds 20 seconds 22 seconds 17 seconds 20 seconds 19 seconds 39 seconds 37 seconds 22 seconds 13 seconds Table 2.1 Students’ improvement in English speaking 32 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com The post-test results showed that students had the progress Number of the right answers increased and the wrong answers reduced (see appendix 2) The author decided to record speaking group of 10 students The result showed these students improve their speaking They can talk about the topics mentioned in the unit but they had some pronunciation and grammar mistakes (see appendix 3) The author will give some techniques or activities to improve two these skills in the next phase of the research in the second terms of the year Additionally, basing on the observation notes from my assistant, the teacher also found that from week 8-10, the students tried to encourage eachother to talk and discuss as well as make comment They tried to make their friend cooperate to find the answers exactly As I noticed, other participants in each pair got involvement enthusiastically in the activity They interacted with other members, gave their opinions and listened carefully while others talking After that, they discussed and seeked for the answer All of them made great contribution to the learning process 3.6 Dissemination After applying group work for CPC students, the result is generally reported with the department and in the thesis After conducting the action research in 10 weeks for CPC students at PSC I, The researcher has noted down the following things: 3.6.1 Students’ benefits Apart from their improvement in English, the students have gained the following from group work: - Learning how to work with others on a task or activity including time management, allocation of tasks within the group and making decisions by consensus; - Learning how to generate ideas and removing isolation of study; - Learning how to give and get feedback from peers on their progress,; - Somewhat developing their inter/intra personal skills by working as part of a group, stimulating through encounters with new ideas, experiencing of working with peers one hasn‟t chosen oneself; and - Increasing their confidence, communication skills, presentation skills, talking in groups, etc 33 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 3.6.2 Main issues that students confront in working in groupsIn the post course interview with some group leaders, they revealed that in 10 weeks their groups encounter some ore more of the following issues: - Students prefer to choose their friends to work with in the same group; - It is hard to involve everyone and make them come to an agreement; - Managing time and tasks to meet a deadline is really challenging; - When group work is assessed the issue of students who not make an equal contribution to the work 3.7 Follow – up With the findings from the research, the author intend to apply project-based approach to improve students‟ listening and writing in the second and the third semester with the hope that this method can help them better in their study of English In brief, this chapter provides information about the study, its design, procedures and the findings The results of the study were also discussed in this chapter In part C that follows, the conclusions as well as the plan for the next action research will be presented 34 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com PART C: CONCLUSION Recapitulation As presented above, with a large multilevel class as Son La CPC, it‟s very difficult to improve learning quality of the students in the CPC class at the PSCI The author applied group work with the research‟s aim was to find out how group work affects the CPC student‟s ability in learning English There were some given problems such as: the class was very crowded Students‟ proficiency was low Even many students did not speak Vietnamese well Group work is supposed to be effective in this situation to improve teaching and learning quality for the students of CPC class at the PSCI One research question was formed as: “How does group work affect CPC students’ ability to use English?” To answer this question, the author chose to apply group work to Son La CPC class at the PSCI with 96 students in 10 weeks The results of the research illustrated that group work had positive effects on developing students‟ language skills especially in speaking and reading However, teachers need to concern with the listening and writing lessons to make them more successful Concluding remarks Based on the findings of this action research, there are the following conclusions a “Group work” helps the teachers lessen stressfulness and tiredness in their teaching It also helps students increase motivation, confidence and create more opportunities to practice and speak fluently b Action research is a good way for teachers to solve the large and heterogeneous classroom‟s problems By doing action research, teachers will understand more about their teaching methods, their students‟ strengths, weaknesses and interests and thus helps them find most suitable and effective solutions for their students‟ problem, better assist and motivate their students in their learning of English Limitations of the study and suggestions for further studies Although the researcher has made efforts toward carrying out this study and the results are positive, the study has some limitations such as: the limitation of time; lack of 35 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com resources and the researcher‟s ability Moreover, not all the students in CPC classes at the PSCI involved in the research Also, the study only applies group work to improve English learning for the students of the CPC at the PSCI All the other methods of teaching and the different researches with other types of students at the different facilities haven‟t been applied yet The results thus, may not be generalized for all students at PSC I In the study, the author recognized that Lifelines - Elementary textbook is too old Therefore, there should be a further study on materials used to teach English for students at CPC Also, other methods to improve teaching and learning of English at CPC should also be researched to help both the teachers of English and students reach the expected outcomes of the college in particular and the Police in Vietnam in general Despite of the unavoidable limitation, the researcher believes that this action research is beneficial to the teaching language skills in the CPC class at the PSCI and this can create students‟ progress 36 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com REFERENCES A Books Brown, H.D (2001) Teaching by Principles: An Interactive Approach to Language Pedagogy Addison Wesley Longman Burns, A (1999) Quantitative and Qualitative Collaborative Action Research for English Language Teachers.Cambridge University Press Canh, L.V (2004) From ideology to inquiry: Mediating Asian and Western values in ELT practice The Journal of Asia TEFL, I(1) 167-183 Canh, L.V (2004) Understanding Foreign Language Teaching Methodology Hanoi: Hanoi National University Publishing House Cohen E.G (1994), Designing Group Work: Strategies for the Heterogeneous Classroom (2nd edition), Teachers College Press, New York Chen I-J (2004), Utilizing Group Work Effectively in the English Language Classroom, TESL Reporter Christison, M A.: Cooperative Learning in the EFL Classroom In Teacher Development: Making the Right Moves Kral, T Washington: English Language Programs Division, 1994, p139-147 Doff, A.( 1991),Teach English: A Training Course for Teachers.1st edition Cambridge: Cambridge University Press, Folkestad, B (2008) Analysing Interview Data: Possibilities and challenges.Online Working Paper 13 10 Helping Teachers to Cope with Large Classes, Retrieved June from ELT Journal Volume 51/2 Oxford University Press 11 Hutchinson, T & Waters, A (1987), English for specific purposes, Cambridge: Cambridge University Press 12 Illingworth, V (2000), Groupwork Survey, University of Bradford 13 McDonough, J & McDonough, S (1997), Research Methods for English Language Teachers, London: Arnold 14 McDonough J and Shaw, C (2002) Materials and Methods in ELT Blackwell 37 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 15 Smart, G.D (2006) The Brighter Side of Teaching Large Multilevel Classes Cambridge University Press 16 Ur, P (1996) A Course in Language Teaching: Practice and Theory Cambridge: CUP B Electronic Sources Definition of group work (online): Oxford Advanced Learner's Dictionary: 2014 from https://www.google.com.vn Teaching Large and Multilevel Classes Retrieved 18 June 2007 from http://www.edsnet.na/Resources/TBCM/TBCM8/page1.htm Tickoo (1991:83) Group work‟s effective from http://www.edukator.org.pl 38 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com APPENDIX 2: POST - TEST OF ENGLISH Time allowance: 60 minutes I Read the passage carefully and answer the questions (2.0 points) Every morning I get up at six The first thing I is to wash the dishes my family dirtied the day before Then I cook breakfast We eat at about seven fifteen Usually we have bread with butter, sometimes we have rice, or boiled sweet potatoes It takes me about ten minutes to walk to school, and school begins with an assembly period at seven forty-five There are fifteen hundred children in our school and so we meet in three separate assemblies: the infant department, the middle department and the senior department We always listen attentively to the head mistress then different classes call the roll for the attendance We have seven periods from eight to one We study Mathematics, Geography, History, Music, Art and Crafts, and English like English best and next to that, Mathematics At ten we have a chance to eat an orange and some peanuts At noon, we not rest At one we clean up our classroom and close the school I go home for lunch, but this time, my sister Patricia gets the meal We often eat yams with soup and some other dishes After lunch, I usually sleep for half an hour In the afternoon, I often play netball I sometimes skip, run and jump with the other girls At about six or six thirty we have dinner Either my sister or I cook it The meal is simpler than the mid-day meal We eat fruit or rice, and sometimes we have bread and tea Then in the evening, I my homework and go to bed at about ten Questions: What is the first thing the girl does when she gets up? …………………………………………………………………………………… Do the members of her family eat bread with butter and rice more often for breakfast? …………………………………………………………………………………… Why are there three separate assemblies at school? …………………………………………………………………………………… Twelve o‟clock can be called mid-day What other word does the girl use to mean the same thing? ……………………………………………………………………………………… I LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com What is her second best subject at school? ……………………………………………………………………………………… II Choose the best answer A, B, C or D (2.0 points) He can play ………….guitar very well A: a B: an C: the D: - C: to walk D: walks Don‟t ……… slowly A: walking B: walk We learn …………….on Tuesday and Friday A: the French B: French C: a French D: France His grandmother usually ……….him stories in the evening A: talks B: tells C: tell D: repeats Lemonade, apple juice, soda and………….are cold drinks A: beans B: noodles C: vegetables D: iced tea Her lips aren‟t full They are…………… A: fat B: weak C: thin D: long My husband always has ………… coffee for breakfast A: some B: any C: a D: an C: warm D: cool It‟s never ………………in the winter A: hot B: cold 9………………I help you? Yes, I‟d like some beef, please A: B: would C: am D: can 10 What is your favourite………., Hang? I like fish A: drinks B: meat C: vegetables D: food III Mark the letter A,B, C or D on your answer sheet to show the underlined part that needs correction (2.0 points) 11 His job is very stress and difficult A B C D 12 How many languages you teacher speak ? A B C D 13 I work at an office with a computer A B C D II LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 14 How much is an orange and a miner A B C D 15 Do Mr Robert and her wife live in Viet Nam? A B C D 16 There are a lot of wild animal in the area A B C D 17 John teachs history in a high school A B C D 18 Do you study some other languages? A B C D 19.She lives in three of her children in the South American rainforest A B C D 20 I usually go to school yard to borrow books in my free time A B C D IV Choose the most appropriate way of forming meaningful sentences A, B, C or D (2.0 points) 21 not / work / they / hard / pupils / are A: They not work hard pupils are B: They aren‟t work hard pupils C: They aren‟t hard working pupils D: They aren‟t working hard pupils 22 in / work / father / company / their / a / travel ? A: Their father works in a travel company B: Their father works in a company travel C: Does their father travel to work in a company? D: Does their father work in a travel company? 23 an / knowledge / role / life / play / important / in A: Life play an important role in knowledge B: Knowledge plays an important role in the life C: Life plays an important role in the knowledge D: Knowledge plays an important life in the role III LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 24 can / the / please / speak / I / manager ? A: I can speak the manager please B: Can I please speak the manager? C: Can I speak to the manager please? D: Can I speak with the manager please? 25 Hoa / architecture / a / at / Ha Noi / is / student / university A: Hoa is a architecture at Ha Noi student university B: Hoa is a student at Ha Noi architecture university C: Hoa is a student at Ha Noi architecture of university D: Hoa is a student at Ha Noi university of architecture 26 twenty / day / Binh / often / cigarettes / smoke A: Binh often smoke twenty cigarettes one day B: Binh smokes often twenty cigarettes one day C: Binh smokes often twenty cigarettes a day D: Binh often smokes twenty cigarettes a day 27 Mrs Smith / washing / expensive / buy / machine A: Mrs Smith is washing expensive buy machine B: Mrs Smith buy a washing expensive machine C: Mrs Smith buys an expensive washing machine D: Mrs Smith buys an expensive machine washing 28 school / activities / many / there / my / students/ / in A: There are many students‟ activities in my school B: There are many activities students‟ in my school C: There are many schools in my students/ activities D: There are many students‟in my school activities 29 free / she / novels / read / her / time A: She novels her read in free time B: She reads novels in her free time C: She reads free time in her novels D: She read her novels in free time IV LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 30 useful / summer / very / health / is / swimming / your A: Swimming summer is very useful to your health B: Swimming in summer is very useful with your health C: Swimming in summer is very useful to your health D: Swimming summer is very useful for your health V Translate into English (2.0 points) Tôi thường nghe nhạc thời gian rảnh rỗi ………………………………………………………………………………………… Có phòng khách, ba phòng ngủ, hai phòng tắm và bếp ăn nhà ………………………………………………………………………………………… Mẹ phải làm vào ngày thứ bẩy và chủ nhật ………………………………………………………………………………………… Bạn gái anh trai tơi có đơi mắt màu nâu ………………………………………………………………………………………… Tơi ghét đàn ơng có râu ………………………………………………………………………………………… KEYS: I (2.0 points) The first thing the girl does is to wash the dishes her family dirtied the day before No, they don‟t Because there are fifteen hundred children in our school At noon Mathematics II, III, IV (6.0 points) C C 11 C 16 C 21 C 26 D B A 12 C 17 A 22 D 27 C B A 13.B 18 B 23 B 28 A B D 14 D 19 A 24 C 29 B D 10 D 15 C 20 B 25 D 30 C V LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com V (2.0 points) I usually listen to music in my free time There is a living room, bedrooms, bathrooms and a kitchen in my house My mother has to go to work on Saturdays and Sundays My brother‟s girlfriend has got brown eyes I hate men with beard VI LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com APPENDIX 3: TRANSCRIPT (speaking in group of students) Pao: What you eat in the morning? Vui: What would like for dinner? Ta: I have breakfast with milk and bread Tam: In the evening, I eat the rice and Sinh: I eat noodle chicken Tua: What‟s about you? Tam: Would you like some toast? Tam: I don‟t have breakfast because I stay Vui: Yes up late Tam: Would you like glass of orange? Vui: What you eat in the noon? Vui: No, thank you Mua: I eat rice and chicken Tam: Would you like some more? Do: I eat rice and soup Vui: Yes Pao: What drink you like in your Sinh: Do you usually have night meal? meal? Tua: Yes, I always eat noodle because I Ta: When eating, drink beer stay late Sinh: I like drinking lemonade Do: Sometimes when I go out with my Tua: In my meal, I don‟t want to drink friends any Mua: No, I can‟t eat that much because I Vui: What would you for breakfast? am fat Tam: In the morning, I have some water Tam: I have some water and some well and some more bread Vui: I don‟t like water mineral I have Vui: What would like lunch? coffee with my meal Tam: In the afternoon, I havesome more milk VII LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ... luanvanchat@agmail.com DECLARATION I certify that this minor thesis entitled: ? ?Using group work to improve teaching and learning quality for the students in the Communal police chief class at the People’s Security. .. How to help students to improve their learning is a big question for all the teachers Therefore, the author chose the thesis: ? ?Using group work to improve teaching and learning quality for the students. .. attention on finding that information while reading - Doing guided practice with guessing meaning from context or checking comprehension while reading It is interesting to note that pre-reading