(Skkn 2023) diversifying pairwork activities and reordering two sections in some clil lessons in tieng anh 10 global success to better students’ communication skill

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING TEACHING EXPERIENCE DIVERSIFYING PAIRWORK ACTIVITIES AND REORDERING TWO SECTIONS IN SOME CLIL LESSONS IN TIENG ANH 10 GLOBAL SUCCESS TO BETTER STUDENTS’ COMMUNICATION SKILL SUBJECT: ENGLISH QUYNH LUU, 2023 NGHE AN DEPARTMENT OF EDUCATION AND TRAINING QUYNH LUU I HIGH SCHOOL TEACHING EXPERIENCE DIVERSIFYING PAIRWORK ACTIVITIES AND REORDERING TWO SECTIONS IN SOME CLIL LESSONS IN TIENG ANH 10 GLOBAL SUCCESS TO BETTER STUDENTS’ COMMUNICATION SKILL Subject Researcher Phone number Group : English : Cao Thi Hue : 0936.332.606 : English QUYNH LUU, 2023 TABLE OF CONTENTS CONTENTS PAGE PART I: INTRODUCTION I Reasons for choosing the topic II Aims of the topic III Scope of the topic PART II: CONTENT I Theoretical background Reordering 1.1 Definition 1.2 Principles of reordering 1.3 Benefits of reordering Pairwork Activities 2.1 Definition 2.2 Steps to carry out pairwork 2.3 Criteria to pair students 2.4 Benefits of pairwork 2.5 Tactics to pair students 2.6 Types of pairwork activities II Practical background An overview of Tieng Anh 10 Global Success Real situation of using pairing activities and reordering solution in teaching CLIL lessons in Quynh Luu High school III SOLUTIONS 10 Reordering 10 1.1 Explanation 1.2 Applying scale of the technique 10 10 1.3 Illustrative lessons 11 Techniques to diversify pairwork 2.1 Randomness 15 2.2 Lottery game 18 Similar current items 19 2.4 Similar interests 21 Level- based pairing 23 Self- pairing 24 Wheel of names 25 Survey on the urgency and the feasibility of the teaching experience 28 3.1 Aims of the survey 28 3.2 Content and Method to conduct the survey 28 3.3 Targetted survey paritipants 3.4 Results of the survey 28 PART III CONCLUSION 32 I A summary of the development of the study 32 II Limitations of the study 32 III Recommendations 33 REFERENCES APPENDIX 15 29 PART I: INTRODUCTION I Reasons for choosing the topic Teaching approach has been the central concern of numerous educators and managers in this domain in Viet Nam The method of training requires both innovation and suitability for targetted learners as well as learning conditions, especially in provinces in rural areas like Nghe An Adopting the education reform of the ministry of education and training from the year 2018, Nghe An high schools are utilizing Tieng Anh 10 Global Success version in teaching English to grade 10 students after a few months of argument and consideration among teachers and other related staff Applied in educational institutions at upper secondary level, Tieng Anh 10 Global success is proving its simplicity as well as fitness for students’ language ability at most of the schools in such a countryside region However, among the lessons provided in the textbook, several instructors have found teaching CLIL challenging, complicated and discrete as well The reasons may vary from its unfamiliar culture content which requires time and efforts to prepare to its difficulty in connecting the two given parts in not only a logical way but also a fascinating one In fact, all of the lessons are designed in the sequence of Communication- Culture, which is almost unsuitable and dull Therefore, it will be much more logical to change the order of the parts in several lessons To clarify, if students are supplied with more ideas and language about some cultural features first, then it will be much easier for them to apply this knowledge in producing speaking tasks given in Communication section, leading to much more productive students Thus, changing the order of the two sections may serve as a tool to enhance the effectiveness of the students’ reception, thereby enabling students to perform the tasks more easily The most concerning matter is that almost all communication parts require pairwork, in which one asks and the other answers, but they are designed just in forms of default dialogues which sooner or later drive lessons to the state of tediousness In other words, if this kind of task is not diversified, the lesson will end up being boring and repetitive and if the task is carried out without a wide selection of pairing techniques that contains something surprising, the lessons will be monotonous and fail to get the students’ motivation Hence, the need to employ flexible ways of pairing is worth being considered These above issues raise a question to me how to come up with a series of activities with a view to giving a help to my colleagues in the long-term teaching process and enabling my students to obtain a more exciting Communication and Culture lesson which can be presented in a much more vivid and proper manner Despite being a teacher for almost twenty years, with a great deal of teaching experience, I myself also find it rather daunting when exploring CLIL lessons due to the fact that much digital knowledge needs using to design a successful teaching period, two section- connected strategies must be adjusted and pairwork activities need to be diverse With the aforementioned reasons, perceiving the need to overcome this challenge, I am determined to write the teaching experience with the aim of proposing some ideas to produce effective CLIL lessons in Tieng Anh 10 Global Success named: “Diversifying pairing activities and reordering the two sections in some CLIL lessons in Tieng Anh 10 Global Success to better students’communication skill” II Aims of the topic The thesis is written with the aims of: - providing some ways to combine two given sections- Communication and Culture more effectively and flexibly after reordering them - Providing tactics to diversify pairing activities - Providing samples of dialogues which are more practical and related to Culture part - Providing some adapted pairwork activities to suit students’ needs and better the outcome of the lessons Overall, the ultimate goal of the study is to enhance grade 10 students’ communication skill III Scope of the topic: The study is written for the targeted students of grade 10 at Quynh Luu I High School and just centers on Communication section in CLIL lessons in Tieng Anh10 Global Success Moreover, the study mainly focuses on the ways to diversify techniques to pair students because reordering solution is the simple one that requires few strategies to be employed in teaching PART II: CONTENT I THEORETICAL BACKGROUND Reordering 1.1 Definition According to the Oxford English Dictionary, "reordering” means arranging in a different order or sequence; or rearrange "Reordering" generally refers to the process of rearranging the order of the components of a lesson or curriculum This could involve rearranging the order of topics, activities, assessments, or other elements in order to achieve specific learning goals or to better meet the needs of learners The goal of reordering is usually to improve the effectiveness of the learning experience by sequencing materials or activities in a way that maximizes comprehension, retention, and engagement This might involve changing the order of components to create a more logical or coherent progression, to build on prior knowledge, to cater to different learning styles, or to create opportunities for review and consolidation Reordering can be done at various levels, from individual lessons to entire curricula, and can involve different types of content or skills depending on the subject area or context It is a common practice in education, as teachers and curriculum designers are constantly seeking ways to improve the effectiveness of their instructional materials 1.2 Principles of reordering Claimed by Julie Dirksen in "Design for How People Learn" published in 2012 and by Abbie Brown "The Essentials of Instructional Design" first published in 2011, the following princples must be followed when we rearrange something - Logical Flow: Consider the logical flow of the lesson Make sure that the sections flow logically from one to the next When reordering sections, you want to ensure that the order still makes sense and that there is a clear progression of ideas - Importance: Consider the importance of each section Make sure that the most important sections come first, and that the less important sections come later This way, students will be more likely to remember the most important information - Engagement: Consider the level of engagement of each section If one section is particularly engaging or interactive, you may want to move it closer to the beginning of the lesson to grab students' attention early on - Familiarity: Consider the level of familiarity of the content If one section builds on knowledge from another section, it may be helpful to keep those sections together to help students make connections between the ideas - Feedback: Consider getting feedback from other teachers or students Sometimes, an outside perspective can help you identify potential issues with the order of sections that you may not have noticed By keeping these principles in mind, you can ensure that the reordering of sections in your lesson is done in a thoughtful and effective way 1.3 Benefits of reordering As stated in "Techniques and Principles in Language Teaching” by Diane Larsen-Freeman ( 2014) , here are some key advantages of reordering technique - To improve comprehension: If you notice that students are struggling to understand a particular concept or language structure, you may want to reorder the lesson to present that information in a different way or at a different point in the lesson - To accommodate different learning styles: Students have different learning styles and preferences, and some may benefit from seeing or practicing a concept before others Reordering the lesson to cater to different learning styles can help ensure that all students have the opportunity to engage with the material effectively - To provide more context: Sometimes, a particular part of the lesson may make more sense or be more engaging if it is presented in the context of another part For example, a grammar point may be more understandable if it is presented in the context of a reading or listening activity - To address student needs: Depending on the needs of your students, you may want to reorder the lesson to address specific areas of difficulty or to provide additional practice in a particular area In general, the decision to reorder two parts of an English lesson should be based on the specific needs and abilities of your students, as well as the goals and objectives of the lesson Pairwork activities 2.1 Definition Pairwork is defined in Oxford Advanced Learner's Dictionary (8th) Oxford, UK: Author.( 2010) as pair or partner work, refers to a teaching method in which students work together in pairs to complete a learning task or activity In an English class, pairwork activities typically involve students practicing their language skills by engaging in conversation or completing language exercises together with a partner Pairwork activities can be structured or unstructured, and can involve a wide range of language skills, such as speaking, listening, reading, and writing Pairwork is often used as a way to promote collaboration, active learning, and individualized instruction in the language classroom 2.2 Steps to carry out pairwork The approach to conduct pairing activies plays a decisive role in the level of success of the tasks In a little more detail, the steps or process of guiding students to get ready for two- learners work must be set out clearly from the beginning According to Robert Slavin in "Cooperative Learning: Theory, Research and Practice"( 1980) , these are the steps of carrying out pairwork activities - Set the learning objective: Start by clearly defining the learning objective of the pairwork activity This will help students to understand the purpose of the activity and what they are expected to achieve - Provide clear instructions: Explain the task or activity clearly and provide any necessary instructions, such as time limits, materials needed, or specific language structures to focus on - Model the activity: Demonstrate the activity or task with a volunteer student to ensure that all students understand what they need to - Assign pairs: Assign pairs using one of the methods mentioned earlier (random pairing, skill-based pairing, shared interests pairing, self-selection pairing, or rotating pairing) - Monitor and assist: Monitor the pairs as they work, provide feedback, and assist them as needed - Wrap up and debrief: Once the activity is complete, bring the class back together for a debriefing session Encourage students to share their experiences and what they learned from working with their partners - Reflect and assess: Reflect on the success of the activity and assess whether the learning objective was met Use this information to inform future pairwork activities and adjust your teaching as needed In general, the key to a successful pairwork activity is to provide clear instructions, monitor and assist students as needed, and debrief and reflect on the activity afterwards to ensure that the learning objective was achieved 2.3 Criteria to pair students According to Penny Ur in “ A Course in Language Teaching”( 1991), there is a wide range of factors you may consider before pairing students These following criteria just serve as the most common ones - English proficiency level: Pairing students with similar English proficiency levels can help ensure that they can work together effectively and understand each other well - Learning style: Pairing students with similar learning styles can help ensure that they are able to work together effectively and benefit from each other's strengths - Gender: Pairing students of the same gender can be helpful in certain activities or discussions, especially if they involve sensitive topics or personal experiences - Interests and hobbies: Pairing students with similar interests or hobbies can help create a more engaging and enjoyable learning environment - Personality traits: Pairing students with complementary personality traits can help balance out their strengths and weaknesses and encourage more productive group work - Attendance and participation: Pairing students who have similar attendance and participation records can help ensure that they are able to keep up with each other's progress and stay motivated throughout the course Ultimately, the criteria for pairing students in an English class may vary depending on the teacher's specific goals and objectives for the course, as well as the individual needs and characteristics of each student Benefits of pairwork Claimed by Penny Ur in A Course in Language Teaching (1991), the benefits of pairwork are exclusively denoted They include: - Increased speaking practice: Pairwork activities allow students to practice speaking English with a partner, which can help to build their confidence and fluency in the language - Improved communication skills: Working with a partner requires students to listen actively and communicate effectively, which can help to develop their interpersonal skills in English - Personalized learning: Pairwork activities can be tailored to the individual needs and abilities of each student, allowing them to work at their own pace and level - Increased motivation: Pairwork activities can be more engaging and motivating than traditional teacher-centered activities, as students are actively involved in the learning process - Encourages collaboration: Pairwork activities can foster a collaborative learning environment, where students work together to solve problems and complete tasks - Provides feedback: Pairwork activities can provide students with immediate feedback from their partner, which can help them to identify areas for improvement and work towards mastering the language Overall, pairwork activities can be a valuable tool for English teachers to help students improve their speaking and communication skills, as well as foster a collaborative and engaging learning environment + Teacher invites some pairs to stand up and act out + Teacher gets some peer’s corrections and gives comments 2.5 Level- based pairing 2.5.1 Explanation: Level- based pairing is a technique which the teacher uses to ask students to work in pairs by basing on their competence in English There are two possible ways to pair students when the teacher applies this method The first one is mixed- level pairing in which a student with high proficiency collaborates with a low- level one, therefore, the inferior one can be bettered not only at professional but also personal aspects with the share of the superior one This should be used for some challenging tasks to make the most of its benefits The second option is similar- level pairing in which both of the students are at the same competence in English language This alternative offers students the sense of confidence because they may avoid the feeling of shyness which often appears when they work with a better partner 2.5.2 Illustrative lesson: Unit 6- Gender Equality Section: Commnunication-Expressing agreement and disagreement Activity: Debates a Preparations: a slide of different opinions about gender equality and pieces of paper containing one of these ideas b Procedure: + Teacher shows some images of gender inequality in turn and asks students to guess the coming topic 23 - Teacher leads in the lesson by saying: + “Do you think that gender inequality shoud be eliminated in all settings?” Expected answer: I agree with you It must be washed away completely + “Today I am going to hold a debate concerning gender inequality problem Now I would like you to pair first Uyen and Linh please, Chi and Binh can you, Bao and Nhat can you……………” OPINIONS ABOUT GENDER EQUALITY Married women should not go to work Extreme sports are not for women Doing housework is the responsibility of women only Female drivers are less careful than male ones Men are better at making decisions than women - Teacher shows slides containing different opinions about gender inequality - Teacher lets students choose the opinion randomly by supplying them with five pieces of paper bearing the given opinion - Teacher guides students to the task: “ Ok, pay attention, which pairs hold the first opinion? Ok, so, two of you are For, and You are Against Now you have minutes to outline the ideas to defend your view, at the same time, ideas to reject your rival’s view Let’s start” - Teacher invites around pairs to act out the debate - Teacher gives comments 2.6 Self- pairing 2.6.1 Explanation Self- pairing is the term referring to the activity in which the students involved are entitled to opt for their partner This method creates the sense of freedom for students because they are allowed to decide who is the most suitable one that can work in pair with them Self- pairing also brings the comfort to students, thereby increasing the effectiveness of the activity 2.6.2 Illustrative lesson Unit 10: Ecotourism Section: Asking for and giving advice Activity: Role play (a guide and a tourist) a Preparation 24 - a sample dialogue - pieces of paper containing some famous tourist attractions in Nghe An (Cua Lo, Bien Quynh, Lang Sen, ………………) b Procedure - Teacher asks students to work in groups and make a list of tourist attractions in Nghe An - Teacher introduces the task: “ Now I would like you to stand up and move round to choose your partner first Let’s go Ok, you get your half ? Now imagine you were a tourist guide and your partner were a visitor So, Linh, you will be a guide, right?, and Phuong, are you a tourist?” Other pairs, have you finished assigning your role?” - Teacher shows a sample dialogue Sample dialogue Tour guide: Good morning, sir/ madam On behalf of ABC company, I’d like to welcome you to our tour today Let me introduce myself My name is … I will be your tour guide Tourist: Good morning Nice to meet you What should I to get ready for the trip today, …………? Tour guide: You’ d better bring a wide range of clothes and sunscreen Tourist: Should I pack up any food? Tour guide: Our company just provides you with some snacks and water If I were you, I would take along some fruits Tourist: Sound nice As far as I know, we will have a trip to the beach What you think I should on the beach? Tour guide: Well, there are several choices Why don’t you take some photos first Then you should have a swim before enjoying some seafood Tourist: That sounds great Thank you - Teacher lets each pair to choose the destination and work in minutes - Teacher observes pairwork and gives help if necessary - Teacher invites some pairs to act out - Teacher gets some peer feedback and then gives her/ his own comment 2.7 Wheel of names: 2.7.1 Explanation: 25 “Wheel of names” has been a popular tool which is free used on the Internet It serves as a digital way to choose students randomly thanks to its exciting and unpredictable circles accompanied by rather amusing music With the help of “ Wheel of names”, many teacher may cut down on the amount of materials brought to school, and the most appealing feature of this technique is its simlicity, which means employing it easily in any English lessons Following these steps to apply “ Wheel of names” Step 1: Type “Wheel of names” in a search engine like Google, Cococ or Firefox Step 2: Click any address including “ Wheel of names” Step 3: Erase the names given on the board and replace them with your students’ names Step 4: Click the central circle https://wheelofnames.com/ 2.7.2 Illustrative lesson Unit 4: For a better community Section: Communication- Express feelings Activity: Emotional Interview a Preparations: a set of adjectives describing emotions b Procedure: - Teacher leads in the lesson by setting up an Emotion wheel with different feeling words in each section, then invites one student to the board, facing the other classmates Teacher spins the wheel and then asks the other students to use gestures to express the word which the wheel stops at while the representative has to guess the word 26 - Teacher introduces the topic of the lesson: “Today, we are going to practise expressing feelings.” - Teacher pairs students by using The wheel of names - Teacher gives each pair a set of feeling words and guides them to do: “You now have minutes to work in pairs, take turns to pick a word, one student gives questions and the other anwers, using the picked word.” - Teacher sets an example with a student by choosing a word like: “angry” Sample interview: (ANGRY) Student: Have you ever been angry? Teacher: Yes, for sure I was really angry when my husband betrayed me He made me feel disappointed and discouraged Student: What did you when you felt angry? Teacher: Well, I just kept silent and went out for a long walk What about you? Student: To be honest, I often get angry easily That’s why I usually feel nervous when coming up against something unpleasant I am afraid of losing my temper and making other peole sad Teacher: Don’t be worried You are still young and have much time to perfect yourself Student: Thanks so much, teacher - Teacher goes round to observe and gives help if necessary - Teacher calls some pairs to act out - Teacher gets some peer feedback and comments 27 SURVEY ON THE URGENCY AND FEASIBILITY OF THE TEACHING EXPERIENCE 3.1 Aims of the survey The survey was conducted with the aims of: - Evaluating the levels of urgency of the teaching experience in conducting some CLIL lessons in Tieng Anh 10 Global Success in Nghe An - Assessing the levels of feasibility of the teaching experience in teaching CLIL lessons in Tieng Anh 10 Global Success in the current conditions of several education institutions in Nghe An 3.2 Content and Method to conduct the survey 2.1 Content The survey focused on the two main aspects: Urgency: The survey centered on finding out whether the solutions put forward in the teaching experience were really necessary to be applied in teaching CLIL lessons in Tieng Anh 10 Global success to enhance students’ engagement in English and improve their communication skills or not and determining how urgent they were Feasibility: The survey also emphasized on clarifying the levels of feasibility of the solutions mentioned in the thesis and answering the question that whether these solutions could be applied widely and easily in teaching CLIL lessons in Tieng Anh 10 Global Success or not 2.2 Method and Mark Scales a Method: Based on the content of the thesis the survey was carried out by using questionaires with the answers ranked at four different levels of urgency and feasibility including: very urgent/ feasible, urgent/ feasible, somewhat urgent/ feasible and not urgent/ feasible (The Questionaire is enclosed at Appendix section) b Mark scales : - These four levels are equivalent to four, three, two and one point (s) respectively 3 Targetted survey participants The survey was performed with the participation of many teachers of English at high schools in Quynh Luu, Hoang Mai and Dien Chau All of them are my close friends as well as co- workers who have already heard, learnt, observed or applied this teaching experience to a certain extent They have actively done the survey with a high sense of responsibility and commitment 28 Synthesized table of targetted survey participants: Ordinal number Targetted survey participants Total number Teachers of English 19 Results of the survey 3.4.1 Overall findings collected from Google Form 4.2 Average marks calculated by using R software On the foundation of the figures gained from Google Forms, these results were analyzed to calculate the average marks by using R software, including these following steps 29 Step 1: Down load R software using the link https://cran.r-project.org/bin/windows/base/ Step 2: Install and open the R software Image of R after opening Step 3: Enter the number of teachers taking part in the survey and the points equivalent to the figures shown on the Google form into R software to calculate the average marks 𝑋̅ Images of calculating the average mark 30 From the average marks calculated by R software, two tables denoting the levels of urgency and feasibility were formed as follow Table 1: Levels of Urgency Scores Ordinal number Solutions 𝑋̅ Level Diversifying pairing activities in teaching Communication section in CLIL lesson in Tieng Anh 10 Global Success 3.5 Urgent Reordering the two sections in teaching CLIL lessons in Tieng Anh 10 Global Success 3.32 Urgent Table 2: Levels of Feasibility Scores Ordinal number Solutions 𝑋̅ Level Diversifying pairing activities in teaching Communication section in CLIL lesson in Tieng Anh 10 Global Success 3.32 Feasible Reordering the two sections in teaching CLIL lessons in Tieng Anh 10 Global Success 3.42 Feasible 4.3 The conclusion drawn from the survey Based on the figures gained from the survey, it can be seen that the solutions put forward in the study are marked above 3.0 in terms of both urgency and feasibility Therefore, it can be concluded that these solutions needed to be adopted as well as were easily to be applied in teaching Communication section in CLIL lessons in Tieng Anh 10 Global Success, which is the foundation for the author to be sure that it is essential and feasible for these suggested ideas to be employed to enhance students’communication skill in particular and their English competence in general 31 PART III CONCLUSION I A summary of the development of the study As mentioned in the first part of the study, the primary purpose is to suggest some solutions to diversify pairwork in Communication part of CLIL lessons as well as change the sequence of two sections to make them more logical, thereby helping students sharpen their communication through many adapted activities In general, the aim of the study has been achieved thanks to deep analysis of related theories and real situations, together with diverse methods used in desiging pairwork activities for some CLIL lessons To complete the study, many reliable material sources including reference books as well as the Internet were exploited and several surveys were conducted carefully before and after applying the solutions at Quynh Luu I high school to assess their effectiveness Moreover, experimental teaching periods were performed with thorough preparations and were highly evaluated later by colleagues and students Their favourable attitudes toward the study were also conveyed in the survey on the urgency and feasibility of the solutions From the results obtained, it can be seen that the solutions put forward in the study definitely brought about a certain number of benefits to both teachers and learners Firstly, students were more inspired and engaged to carry out the tasks With a variety of techniques and different types of activities, students could get rid of borebom of a repeated task in CLIL lessons Secondly, for teachers, the study benefitted them greatly in two ways The most prominent one was its versatility, which meant that they could apply these suggestions in numerous lessons requiring pairwork Another strong point of the study was its simplicity, the feature that attracted the attention of many teachers, which helped trainers prepare the lessons more easily even if they were not skilful at digital technology In conclusion, diversifying pairwork and reordering two sections in teaching CLIL lessons are of great neccessity Teachers should take these solutions into account when planning a lesson to create an exciting learning environment for students II Limitations of the study Apart from the possitive results stated above, admittedly, there are some existing drawbacks of the study The first limit is that the study covers Communication part, the one that needs spontaneous responses which may be hinderances for low- academic learners, requires students to have a rather wide range of knowledge to accomplish the given assingments Thus, these solutions might not be effectively applied to classes at the bottom of the rankings What’s more, only about 100 students and nearly 20 teachers were involved in the study, hence, it is unplausible to consider the suggestions made in the study the best ones for all education institutions 32 III Recommendations With aforenamed strengths and weaknesses, I would propose applying the study in pairing students not only for Communication part but also for all lessons at all grades to create an inspiring atmosphere for English classes About reordering solution, it can be harnessed and adapted flexibly depending on the needs of the students and the requirement of the tasks in Tieng Anh 10 Global Success The study conducted also carries some implications that the author does hope to transmit to co- workers and educators or experts in education field - For teachers, it is important for them to exploit their devotion and knowledge in planning lessons to customarize learning activities suitable and fascinating for students and avoid repetitive strategies that lead to a dull learning atmosphere to the most Thus, flexibility and creativity are two most important criteria to be taken into account when we design a lesson plan - For experts in education, a comprehensive investigation should be done to assess the real teaching and learning situations so that they can set up a more poper and scientific curriculum for both learners and teachers Last but not least, due to the limit of knowledge, experience as well as other objective factors, the author cannot fully cover the topic intensively, more research on the topic, therefore, needs to be done to offer more teaching approaches in performing CLIL lessons The author also would be grateful when receiving any constructive remarks from colleagues and all other people who are conerned with education domain 33 REFERENCES Ministry of education and training (2022) Tieng Anh 10 Global Success Viet Nam Education publisher Oxford, UK (2010) Oxford Advanced Learner's Dictionary (8th) Oxford University Press Robert Slavin (1980) "Cooperative Learning: Theory, Research and Practice" Pearson Education publisher David Nunan and Jane Willis (1989) "Designing Tasks for the Communicative Classroom" Cambridge University Press Sandra J (1991) Savignon."Communicative Competence: Theory and Classroom” Addison-Wesley Publishing Company Jill Hadfield ( 1990) "Communication Games" Cambridge University Press and (1997) "Intermediate Communication Games" Cambridge University Press Penny Ur (1991) "A Course in Language Teaching" Cambridge University Press Mario Rinvolucri (1998) "Roleplays for Today" DELTA Publishing Julie Dirksen (2012) "Design for How People Learn" New Riders Publishing 10 Abbie Brown (2011) "The Essentials of Instructional Design" Routledge Publishing 34 APPENDIX The questionaire of the survey on the real situation of using pairing activities and reordering solution in teaching CLIL lessons in Quynh Luu High school QUESTIONAIRE Question 1: Have you ever participated in pairwork activity? A Yes Question 2: Has your teacher ever changed the order of the two sections in CLIL lessons? A No B No B Yes A Usually Question 3: How often you work in pairs? B Sometimes C Rarely A Teacher’s selection Question 4: How are you often paired? B Self- pairing C Using games or apps A The student right by you Question 5: Who are you often paired with? B Teacher C Anyone you like A Boring Question 6: How feel about pairwork in CLIL lessons? B Normal C Exciting A Increased speaking practice Question 7: What are the benefits of pairwork activities in your opinion? B Opportunity to work collaboratively C Both of the above options A Finding a suitable partner Question 8: What are the challenges you face during pairwork activities? B Unequal participation C Lack of interest 35 The Questionaire of the survey on the urgency and feasibility of the teaching experience The survey on the urgency and feasibility of the teaching experience Question 1: How urgent are the solutions to diversify pairing activities in teaching Communication section in some CLIL lessons in Tieng Anh 10 Global Success? Solution 1: Randomness A very urgent B urgent C somewhat urgent D not urgent C somewhat urgent D not urgent Solution 2: Lottery game A very urgent B urgent Solution 3: Level-based pairing A very urgent B urgent C somewhat urgent D not urgent Solution 4: Similar current items A very urgent B urgent C somewhat urgent D not urgent C somewhat urgent D not urgent C somewhat urgent D not urgent C somewhat urgent D not urgent Solution : Similar interests A very urgent B urgent Solution 6: Self- pairing A very urgent B urgent Solution 7: Wheel of the names A very urgent B urgent Question : How urgent are the reordering solution in teaching Communication section in some CLIL lessons in Tieng Anh 10 Global Success? A very urgent B urgent C somewhat urgent D not urgent Question 3: How feasible are the solutions to diversify pairing activities in teaching Communication section in some CLIL lessons in Tieng Anh 10 Global Success? Solution 1: Randomness A very feasible B feasible C somewhat feasible D not feasible Solution 2: Lottery game A very feasible B feasible C somewhat feasible D not feasible Solution 3: Level-based pairing 36 A very feasible B feasible C somewhat feasible D notfeasible Solution 4: Similar current items A very feasible B feasible C somewhat feasible D not feasible Solution : Similar interests A very feasible B feasible C somewhat feasible D not feasible Solution 6: Self- pairing A very feasible B feasible C somewhat feasible D not feasible Solution 7: Wheel of the names A very feasible B feasible C somewhat feasible D not feasible Question 4: How feasible are the reordering solution in teaching Communication section in some CLIL lessons in Tieng Anh 10 Global Success? A very feasible B feasible C somewhat feasible D not feasible 37