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

sa ng ki en ki nh NGHE AN DEPARTMENT OF EDUCATION AND TRAINING ng hi em w n lo ad th yj uy ip la an lu n va TEACHING EXPERIENCE ll fu m oi DIVERSIFYING PAIRWORK ACTIVITIES AND REORDERING TWO SECTIONS IN SOME CLIL LESSONS IN TIENG ANH 10 GLOBAL SUCCESS TO BETTER STUDENTS’ COMMUNICATION SKILL at nh z z vb k jm ht om l.c gm SUBJECT: ENGLISH QUYNH LUU, 2023 sa ng ki en ki nh ng NGHE AN DEPARTMENT OF EDUCATION AND TRAINING hi QUYNH LUU I HIGH SCHOOL em w n lo ad th yj uy ip la an lu va n TEACHING EXPERIENCE ll fu m oi DIVERSIFYING PAIRWORK ACTIVITIES AND REORDERING TWO SECTIONS IN SOME CLIL LESSONS IN TIENG ANH 10 GLOBAL SUCCESS TO BETTER STUDENTS’ COMMUNICATION SKILL at nh z z vb k jm ht om QUYNH LUU, 2023 l.c : English : Cao Thi Hue : 0936.332.606 : English gm Subject Researcher Phone number Group sa ng ki en TABLE OF CONTENTS ki nh ng CONTENTS PAGE hi I Reasons for choosing the topic em PART I: INTRODUCTION w n II Aims of the topic lo ad III Scope of the topic th PART II: CONTENT yj uy I Theoretical background ip n va ll fu 1.3 Benefits of reordering an 1.2 Principles of reordering lu 1.1 Definition la Reordering oi m Pairwork Activities at z 2.2 Steps to carry out pairwork nh 2.1 Definition z ht 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 om 2.6 Types of pairwork activities l.c gm 2.5 Tactics to pair students k jm 2.4 Benefits of pairwork vb 2.3 Criteria to pair students sa ng ki en 1.3 Illustrative lessons 11 ki nh 15 ng Techniques to diversify pairwork 2.1 Randomness hi 15 em 2.2 Lottery game 18 Similar current items w 19 n 2.4 Similar interests lo 21 ad Level- based pairing th uy 25 ip Wheel of names 24 yj Self- pairing 23 la 28 3.1 Aims of the survey 28 an lu Survey on the urgency and the feasibility of the teaching experience n va 28 ll fu 3.2 Content and Method to conduct the survey oi 29 at nh 32 z PART III CONCLUSION 28 m 3.3 Targetted survey paritipants 3.4 Results of the survey z om l.c gm APPENDIX 33 k REFERENCES 32 jm III Recommendations 32 ht II Limitations of the study vb I A summary of the development of the study sa ng ki en PART I: INTRODUCTION ki nh I Reasons for choosing the topic ng 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 hi em w 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 n lo ad th yj uy ip la an lu 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 n va ll fu oi m at nh z z vb k jm ht om 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 l.c gm 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 sa ng ki en ki 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 nh ng hi 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: em w n “Diversifying pairing activities and reordering the two sections in some CLIL lessons in Tieng Anh 10 Global Success to better students’communication skill” lo ad th II Aims of the topic yj The thesis is written with the aims of: uy ip - providing some ways to combine two given sections- Communication and Culture more effectively and flexibly after reordering them la an lu - Providing tactics to diversify pairing activities n va - Providing samples of dialogues which are more practical and related to Culture part ll fu - Providing some adapted pairwork activities to suit students’ needs and better the outcome of the lessons oi m at nh Overall, the ultimate goal of the study is to enhance grade 10 students’ communication skill z z vb III Scope of the topic: ht k jm 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 om l.c gm sa ng ki en PART II: CONTENT ki nh I THEORETICAL BACKGROUND ng Reordering hi em 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 w n lo ad th yj uy 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 ip la an lu va n 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 ll fu oi m at nh z 1.2 Principles of reordering z vb 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 k jm ht - 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 om - 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 l.c gm - 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 sa ng ki en ki - 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 nh ng hi 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 em 1.3 Benefits of reordering w As stated in "Techniques and Principles in Language Teaching” by Diane Larsen-Freeman ( 2014) , here are some key advantages of reordering technique n lo ad - 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 th yj uy ip la - 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 an lu n va fu ll - 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 oi m at nh z - 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 z vb jm ht k 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 l.c gm Pairwork activities om 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 sa ng ki en 2.2 Steps to carry out pairwork ki nh 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 ng hi em w - 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 n lo ad th - 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 yj uy ip - Model the activity: Demonstrate the activity or task with a volunteer student to ensure that all students understand what they need to la lu an - 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) n va fu ll - Monitor and assist: Monitor the pairs as they work, provide feedback, and assist them as needed oi m at nh - 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 z z vb - 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 k jm ht om l.c gm 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 sa ng ki en ki - Gender: Pairing students of the same gender can be helpful in certain activities or discussions, especially if they involve sensitive topics or personal experiences nh ng hi - Interests and hobbies: Pairing students with similar interests or hobbies can help create a more engaging and enjoyable learning environment em - Personality traits: Pairing students with complementary personality traits can help balance out their strengths and weaknesses and encourage more productive group work w n lo ad - 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 th yj uy ip 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 la an lu Benefits of pairwork n va Claimed by Penny Ur in A Course in Language Teaching (1991), the benefits of pairwork are exclusively denoted They include: fu ll - 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 oi m at nh z - 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 z vb ht k jm - 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 - 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 om - Encourages collaboration: Pairwork activities can foster a collaborative learning environment, where students work together to solve problems and complete tasks l.c gm - Increased motivation: Pairwork activities can be more engaging and motivating than traditional teacher-centered activities, as students are actively involved in the learning process sa ng ki en + Teacher invites some pairs to stand up and act out ki nh + Teacher gets some peer’s corrections and gives comments ng 2.5 Level- based pairing hi em 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 w n lo 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 ad th yj uy ip 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 la an lu n ll fu Unit 6- Gender Equality va 2.5.2 Illustrative lesson: m oi Section: Commnunication-Expressing agreement and disagreement at nh Activity: Debates z a Preparations: a slide of different opinions about gender equality and pieces of paper containing one of these ideas z vb b Procedure: ht k jm + Teacher shows some images of gender inequality in turn and asks students to guess the coming topic om l.c gm 23 sa ng ki en - Teacher leads in the lesson by saying: ki nh + “Do you think that gender inequality shoud be eliminated in all settings?” ng Expected answer: I agree with you It must be washed away completely hi em + “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……………” w n OPINIONS ABOUT GENDER EQUALITY lo ad Married women should not go to work th Extreme sports are not for women yj uy Doing housework is the responsibility of women only ip Female drivers are less careful than male ones la Men are better at making decisions than women an lu n va - Teacher shows slides containing different opinions about gender inequality ll fu - Teacher lets students choose the opinion randomly by supplying them with five pieces of paper bearing the given opinion m oi - 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” at nh z z k 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 om 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 l.c gm 2.6.1 Explanation jm 2.6 Self- pairing ht - Teacher gives comments vb - Teacher invites around pairs to act out the debate sa ng ki en - a sample dialogue ki nh - pieces of paper containing some famous tourist attractions in Nghe An (Cua Lo, Bien Quynh, Lang Sen, ………………) ng hi b Procedure em - Teacher asks students to work in groups and make a list of tourist attractions in Nghe An w - 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?” n lo ad th yj uy ip - Teacher shows a sample dialogue la Sample dialogue lu an 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 n va fu ll Tourist: Good morning Nice to meet you What should I to get ready for the trip today, …………? oi m z Tourist: Should I pack up any food? at nh Tour guide: You’ d better bring a wide range of clothes and sunscreen z vb Tour guide: Our company just provides you with some snacks and water If I were you, I would take along some fruits jm ht k Tourist: Sound nice As far as I know, we will have a trip to the beach What you think I should on the beach? om l.c gm 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 sa ng ki en ki “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 nh ng hi em Following these steps to apply “ Wheel of names” w n Step 1: Type “Wheel of names” in a search engine like Google, Cococ or Firefox lo ad th Step 2: Click any address including “ Wheel of names” yj Step 3: Erase the names given on the board and replace them with your students’ names uy la an lu https://wheelofnames.com/ ip Step 4: Click the central circle n va ll fu oi m at nh z z vb k jm ht l.c gm 2.7.2 Illustrative lesson om 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 sa ng ki en ki - Teacher introduces the topic of the lesson: “Today, we are going to practise expressing feelings.” nh ng - Teacher pairs students by using The wheel of names hi - 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.” em w - Teacher sets an example with a student by choosing a word like: “angry” n lo ad th yj uy ip la an lu n va ll fu oi m at z vb Student: Have you ever been angry? z (ANGRY) nh Sample interview: ht k jm Teacher: Yes, for sure I was really angry when my husband betrayed me He made me feel disappointed and discouraged 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 om l.c gm Student: What did you when you felt angry? sa ng ki en ki SURVEY ON THE URGENCY AND FEASIBILITY OF THE TEACHING EXPERIENCE nh ng 3.1 Aims of the survey hi The survey was conducted with the aims of: em - Evaluating the levels of urgency of the teaching experience in conducting some CLIL lessons in Tieng Anh 10 Global Success in Nghe An w n - 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 lo ad th 3.2 Content and Method to conduct the survey yj uy 2.1 Content ip The survey focused on the two main aspects: la an lu 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 n va ll fu m oi 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 at nh z z vb 2.2 Method and Mark Scales k jm ht 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 om l.c gm (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 sa ng ki en ki nh ng hi em w n lo ad th yj uy ip Synthesized table of targetted survey participants: la Targetted survey participants Teachers of English Total number 19 n va ll fu Results of the survey an lu Ordinal number oi m 3.4.1 Overall findings collected from Google Form at nh z z vb k jm ht om l.c gm 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 sa ng ki en Step 1: Down load R software using the link ki nh https://cran.r-project.org/bin/windows/base/ ng Step 2: Install and open the R software hi em w n lo ad th yj uy ip la an lu va n Image of R after opening fu ll 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 oi m at nh z z vb k jm ht om l.c gm Images of calculating the average mark 30 sa ng ki en ki From the average marks calculated by R software, two tables denoting the levels of urgency and feasibility were formed as follow nh ng Table 1: Levels of Urgency hi Scores Solutions em Ordinal number 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 𝑋̅ w n lo ad th yj uy ip Table 2: Levels of Feasibility la Scores Solutions Diversifying pairing activities in teaching Communication section in CLIL lesson in Tieng Anh 10 Global Success an lu Ordinal number Level 3.32 Feasible n va 𝑋̅ ll fu oi m nh 3.42 Feasible at z Reordering the two sections in teaching CLIL lessons in Tieng Anh 10 Global Success z vb 4.3 The conclusion drawn from the survey ht k jm 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 om l.c gm 31 sa ng ki en PART III CONCLUSION ki nh ng I A summary of the development of the study hi em 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 w n lo ad th yj 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 uy ip la an lu n va ll fu 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 oi m at nh z z vb k jm ht 32 om 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 l.c gm II Limitations of the study sa ng ki en III Recommendations ki nh 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 ng hi em w n The study conducted also carries some implications that the author does hope to transmit to co- workers and educators or experts in education field lo ad th - 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 yj uy ip la an lu - 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 n va ll fu 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 oi m at nh z z vb k jm ht om l.c gm 33 sa ng ki en REFERENCES ki nh ng Ministry of education and training (2022) Tieng Anh 10 Global Success Viet Nam Education publisher hi em Oxford, UK (2010) Oxford Advanced Learner's Dictionary (8th) Oxford University Press w n Robert Slavin (1980) "Cooperative Learning: Theory, Research and Practice" Pearson Education publisher lo ad th David Nunan and Jane Willis (1989) "Designing Tasks for the Communicative Classroom" Cambridge University Press yj uy Sandra J (1991) Savignon."Communicative Competence: Theory and Classroom” Addison-Wesley Publishing Company ip la an lu Jill Hadfield ( 1990) "Communication Games" Cambridge University Press and (1997) "Intermediate Communication Games" Cambridge University Press va n Penny Ur (1991) "A Course in Language Teaching" Cambridge University Press ll fu m oi Mario Rinvolucri (1998) "Roleplays for Today" DELTA Publishing at nh Julie Dirksen (2012) "Design for How People Learn" New Riders Publishing z z 10 Abbie Brown (2011) "The Essentials of Instructional Design" Routledge Publishing vb k jm ht om l.c gm 34 sa ng ki en APPENDIX ki nh 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 ng hi em QUESTIONAIRE A Yes w Question 1: Have you ever participated in pairwork activity? n B No lo ad Question 2: Has your teacher ever changed the order of the two sections in CLIL lessons? A No th yj B Yes uy ip A Usually la Question 3: How often you work in pairs? B Sometimes lu an C Rarely n B Self- pairing ll fu Question 4: How are you often paired? va A Teacher’s selection oi m C Using games or apps B Teacher at z Question 5: Who are you often paired with? nh A The student right by you 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 om l.c gm C Exciting k B Normal jm ht Question 6: How feel about pairwork in CLIL lessons? vb A Boring z C Anyone you like sa ng ki en ki The Questionaire of the survey on the urgency and feasibility of the teaching experience nh ng The survey on the urgency and feasibility of the teaching experience hi em 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? w n Solution 1: Randomness lo B urgent ad A very urgent C somewhat urgent D not urgent C somewhat urgent D not urgent th Solution 2: Lottery game yj B urgent uy A very urgent B urgent la A very urgent ip Solution 3: Level-based pairing C somewhat urgent C somewhat urgent n ll C somewhat urgent oi C somewhat urgent D not urgent C somewhat urgent D not urgent z vb jm ht B urgent z Solution 7: Wheel of the names A very urgent at B urgent nh Solution 6: Self- pairing A very urgent D not urgent m B urgent fu Solution : Similar interests A very urgent D not urgent va B urgent an A very urgent lu Solution 4: Similar current items D not urgent k Question : How urgent are the reordering solution in teaching Communication section in some CLIL lessons in Tieng Anh 10 Global Success? 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 om l.c gm A very urgent sa ng ki en A very feasible B feasible C somewhat feasible D notfeasible ki nh Solution 4: Similar current items B feasible ng A very feasible C somewhat feasible D not feasible hi em Solution : Similar interests B feasible A very feasible C somewhat feasible D not feasible w Solution 6: Self- pairing n B feasible C somewhat feasible D not feasible lo A very feasible ad Solution 7: Wheel of the names th B feasible C somewhat feasible D not feasible yj A very feasible uy ip Question 4: How feasible are the reordering solution in teaching Communication section in some CLIL lessons in Tieng Anh 10 Global Success? la C somewhat feasible D not feasible an B feasible lu A very feasible n va ll fu oi m at nh z z vb k jm ht om l.c gm 37