SKKN Phát huy hiệu quả hoạt động cặp, nhóm trong quá trình dạy học tiếng anh ở trường thpt

 SỞ GIÁO DỤC VÀ ĐÀO TẠO HÀ NỘI Sáng kiến kinh nghiệm Phát huy hiệu quả hoạt động cặp, nhóm trong quá trình dạy học tiếng Anh ở trường THPT Người viết: Nguy ễ n Th ị Vi ệ t Hoa Tổ : Xã Hội Trường THPT Ngọc Hồi Năm học: 2009 - 2010 CONTENTS  A. REASONS FOR CHOOSING THE RESEARCH B. AIMS OF THE RESEARCH C. SCOPE, OBJECT AND RESEARCHING METHOD D. MAIN CONTENT  1. What are pair work and group work? 2. Main advantages, problems and solutions to the problems.  1. Group and pair work organization. 2. Demonstration. 3. Suggestions for some popular kinds of practice. E. RESULT AFTER APPLYING THE RESEARCH IN TEACHING F. CONCLUSION G. REFERENCE BOOKS A. REASONS FOR CHOOSING THE RESEARCH   !"#$"%&#'#"(#"&$)($# (&$)( "&$"(#$$(&$)("#$"!"*"## ("#")($ #"+#, !-# ("#,"."&)((/()#* ( 0#"&$"(*)($#$$(&$)0"#(# &.! ! "**"&#'")1 2%"#"&$"($'"-#,""&)")1"*#$")"(*! ! #"&$)"*") " B. AIMS OF THE RESEARCH -  # &"  !  !   #($ #$"  '#"( * !( !( ($$#."! !"**"&#'")1$#") #$#)!,)"%(#$#%1("     ($  $  !     !    &  ,"  ("  *  ' (  &)((% &#'#"( '"#"&$"(&*"&" (! !#$"%(")'"( C. SCOPE, OBJECT AND RESEARCHING METHOD  Scope "("&$#$"!&"((*#"&$)($#&3$$ (&$) Object$(( ,4"&#(&&""#$1(*.&#'#"(#$" &)((  Researching method  "  "*""&"  ,(  /  (& ((  #$  #$" #"&$"(/!!)1#"&$/,("' #"+!""&"( D. CONTENT I. GENERAL INTRODUCTION 1. What are pair work and group work?  $"#"&$""'&"(#$"$)"&)((#!('"1(# "#(#$$( $"!"))#$"!(##$"(%"#%"$"#"&$")( /)(#"( #"'""()##)"*"&"((1  !  2# "#((%)) !(5** *'"6#((#$#"#)#"&# &'"1*%#/*"+%!)"/ !"&(%))#$" !(# #$"(%"#%"$"#"&$")( )(#"/#"'""()##)"*#)) 2. Main advantages, problems and solution to the problems. 7 8  &"#  #1!"(  *  &#'#1/  !     !  $'"   %,"  * '#"('"#$#$"$)"&)((#"#$""&$"(($ )#$$# #$"%'#"("/)($#!,)"%(%$#,"')'"!/  !#$"() #(*#$"(" 3"""(%"%'#"(!,)"%( '#"( ,)"%( 9") "!&#&" 2# "#("%"')'" 2# "#(*"")("& "/&*"# 2# "#($")!"#$" 2'"#%" (" 2# "#(%"%(#"( **& )##&#) ::::::: 5*& ("/1 '#"(!,)"%(%1)()$#)1 **""#*% #$"("/, #%(##"&$"(( "(#())!,,)1*# "#$"("$"(6 /"))(& (("&$$"%""#)8(#/)"#-((###$#$"'#"( *More language practice  !'"(# "#(*%"&$&"#(!")($8 "+%!)"/(# "#("'""+"&("*%("#"&"(5; "(#<("6/ !/"&$(# "#%"((%1("#"&"((#$"1&*#$""+"&(" """= #$"&)((-/(# "#( ))1(1"("#"&""&$/ )"&)((%1(# "#( )(1#$#)) * Student are more involved 2%"&#'#"())!,,)1,"%#",1*"(# "#(#$"( ) )("#""(#*#$"1"& &#"#$#$"$)"&)((#"#$"!(  !("& "((# "#(#,"%"')'"#&&"##"#$"#( * Students feel secure 2# "#(*""))"((+"#1$"#$"1"!'#")1#$$"#$"1" ($*#*#$"$)"&)(( !&$")!($1(# "#( $ )"'"(11#$$)"&)((&#'#1 *Students help each other  !"& "(# "#(#($""()"" "&#&#'#1/(# "#(&$")!"&$#$"#"+!)"#$"%"*#"+#> (& ((&#'#1/(# "#(&'""&$#$"""( #), ##$"!,)"%(/(& ((#$"1(*"&'"#$"% ? * Noise ,' ()1! !)"&)(()),"(1/#$(& #,"$")!"@ # ( ))1#$"(# "#(#$"%(")'"("#(# ,",1#$"(">#(%" #&",)"##$"#"&$"(###$"("#(%""#$""+#% $"("&"#" ,1! ! ( ( ))1AB(" 2# "#( (")($"")"#("&$"($ )(#!#$"&#'#1 $"%(# !(  !( $'" *($"  !"!"A"("'"B #(# && !1 %"%,"(* !($*($")"#$"+!"&#" * Students make mistakes  ! !&#'#1/#$"#"&$"&#&#)))#$") " ("/($ )##1#($"&#))") "!&#&"!(  !(/#$" %,"*%(#"(&,"" &",1 '" $!"!#/#$"&#'#1&,""#$#$"$)"&)((*(#/ ! ("**)(#" $"&*#"($"#"&$"&((%"!( !($##$"1( /#$"&"&#%(#"(*"&"((1 *Difficult to control class $"#"&$"$()"((&#) '"$#(# "#("!  !#$%)&)(((#!&#'#"("## #&#)/#(%!## # '"&)"(# &#(, #$"#(##/$##$"#(#! '"&)")1"*"#(($&$-#&# "*#) 2"# ! #"/(#$#(# "#(&&"!##$""*!( !(/ "+&#)1$## II. ORGANIZING PAIR WORK AND GROUP WORK 1. Group and pair work organization $"( &&"((* !!"!"((%""+#"#( $"(  (&)&)%#" 3$,# #"#$"&)(((# (# $"(")"&#*#""(#(#% )##($("!"*%&"(")) #$#$",)#1*#$" !! 9"%%"#")1/#)("!"( **"&#'"&"* ).# C 2. Organization steps: 2.1. Presentation: $"(# &#(#$#"'"##$",""& &)*#$"(# "#( # "(#"+&#)1$##$"1$'"#/#$"")),"#%"(#/&* (/ )&*"**"&#'"!&#&"/!((,)")((*&#)2")"&##((#$#"(%!)"" $ # "(&,""()1> %) )&)(("(/ 1  %1 * #&(#"**"&#'" # "+!)  (%"    ))    #$"  (# "#(-%#$"  # "  #  (  '(,)"  #  '"  #$" (# &#( ,"*"  ' # %#")(  * '  #$"&)(( #   !(>    !")%1"$"()=1 -*(%!)"*#$"&#'#1#$#$"* ))&)((& $")!#&)*1#$(*1 (# "#($'")"1"(%)&#'#"(/1 ))," ,)"#($#"#$"!&"((/')1,"* ")"(>#(%)1#$"*(##%"* (%"#$#$&)((#$#( &$&"""(#,"'"(#"(# &# 1#*"(""$#) ")),""""/$'"!")%1; & "'"*!!!#"%%'&, )18))1,"*"'#$"(#(## #"))#$"&)(($##$""%"#("*(#!!*#$""(#%")%#/("# ()*(#!!/(1$##(>*#$" !((%!)1(#!$"#$"1$'"*($"/ #$"#"))#$"%$##$"1))$'"#"+##(("#$'""("'"#(!)" #&& !1%"%,"(* !($*($")"#$"+!"&#" 2.2. Process:  "&$""(*% !# !/!#!/%#/"#$"&#, #" ""! #*#$"1$&$"'"()")1#,"%"$")!* )*1 "&"# #"'""/1 &#, #%1#"#$"*%*  '"")!!')( !!#>  3")!(# "#($"$'**& )#)1> ""!#$"(# "#( (#$"#"#) "5%1&("(1 %"" !"("&"))"( "#$(D6    &#* ))1  " )#  !#&!#      (& ((  $""  1  *  (%" (# "#("'"%##$"(()"# 2.3. Ending: #$"&#'#1#&)("#&"#!#1#*($#$"&#'#1$)"#$" (# "#("(#))"41##""(#"/)14 (#,"#*) 2.4. Feedback: *"",&("(( ( ))1#"(!)&"#$"&#"+#** ))&)((#"&# *#"#$""*#$" !8"",&#$"#((%1#"%1*%(  '#$"$#() #/*#$""(" (#"#"') #( "(#(  )"(#$",  (!)1#$"%"#")(#$" !(E!($'"! &" ( F $"%,4"&#'"$""(#"+!"((!!"&#*#$""**##$#$(,"" '"(#"#("( )#(8"",&) "%1,"#"#"##$((& (( *#$"#(/!'"#$"*& (*("!#"&)((("(()#" 3. Demonstration: 3.1. Example of pair work: Example 1: #"&$"$(#"%"#"&)((2$"!"("#"A)"E-#)"B#$" ($" ("(#$("+"&("**""!&#&"!( +"&("7"(()"( ($#1 *")"("(-)" (, # 8)#$"(2!#2&$)( ,4"&#( $(#$"#"&$","*"/ *#"#$"&#'#1 @"*""&$"(1(A))$#+"&("7!(>(("#$" ; "(#(B  "&$"(##"!)&"(1(#$ *#""&$"(1(A'"1"*($"G)#"+"&("?::B 2%"; "(#* ( 1 #$#$"&#'#1(( &&"((* )G $#1 #$%$#$'""G $#& )($"#%"#%"( &&"((* )G *Discuss why the activity was not successful , and what the teacher could do to make it more successful:  2$"& )!"!!"*#$"!,1"(#,)($$##$"; "(#( ("(($ ),"2$"& ))("%(##"#$"!,1(; "(#(  #$"&)((/,1"##"!*(# "#(#(("*#*#$" &)(($"(# "#( )"+&#)1$## 2$"& ),"%"&#'"(###$"!(#"*4 (#(1= !(-/($"& )($(# "#($##$/&$"&#$#"'"1"$(##" !($( ),"'"1%!##*#$"&)((""# ("#!  #$"&#'#1/($"& )%'"; &)1 #$"&)((#&$"&#$# (# "#(""#)#(""$"#$"1*($" (#"*#*"'"1"*($"/($"& )(#!#$"&#'#1$" #$"" ),"&$&"*(# "#(#"#,"(###), ##$"#$( *#"#$"!/($"& )((%"!($##$"1(/(*"!( #"!"##$"&'"(#*#*#$"&)(( Example 2: "&$"!"("#"A ("#E-# ("#H*5#?/!#0) "*& (6 #$" ("#$"*))"+"&("**""!&#&"!( I Exercise:!(/($#1 *"( ("#-# ("# 5(, #*/(!#/% (&/(&$)/( ,4"&#::6 A possible procedure: * Introduce the exercises and show what questions and answers students can give: "&$"1 "##), ##$(1  ("##$(1 -# ("###$""+"&("$#; "(#&1 (G $#, #*G Student A$#*1  ("#"#$"1 ""(%))G Student B ("#"#&"0&"% 5(6 *Write the basic question on the board: $#5*61  ("#"#G *Ask a few questions round the class to show the kind of conversation students might have: Teacher$#*% (&1  ("#)(#"/3 G Student ("#)(#"#!!% (& Teacher!% (&G$"1  ("#)(#"##G 5(6 *#"&$")"(/(#(# "#(#$'"(%)&'"(#(/$)"#$"#$"( )(#" * Divide the class into pairs: "&$"J -"#!(5&#",1!#*#$"""()" (# "#()"*##$ #!#"/%" !(*#$""6"1G(("#$" ; "(#(8(#/"!"((())#$"; "(#(#$"&$" 2## KStudents work in pair. Teacher moves quickly round the class, checking that everyone is talking (but do not try to correct mistakes, as this will interrupt the activity) * When most pairs have finished, stop the activity. Ask a few students what their partners said: "&$"/(#!#)9/#"))%", #3 $#($" ("#G 2# "#2$"(1(($" ("#"#&"&"%/)(#"#!!% (&(%#$" *#"/($")"%"#, #($"-# ("#"##2$"(**," '""$# * Give feedback - "))" 1##"##: 5(6 3.2. Example of group work. Task 4 (Unit 5 – Part B: Speaking - English 10) L $((*""&#'#1%(#"'")!*) "&1(!"$"!&" "%1," '"(# "#(# !(** *'" "#$ $#$"(# #(%"( "#$#"&$ ! "(#($## $(""A("&"#1B"&$ !##"#$")(#, #"%!$((#$#"'"1" #$" !(($ )""$###" $)"#$"&#'#1(/%'"*% !(/, ###" !#%" #$("&"((1 $"(%" !($'"*($"#$"(& ((/(#!#$"&#'#1/(" !"(*%"&$ !#"!#$##$"1"&" '"*"",&#"# ! )%(#"( 3.3. Example of dividing the class: 8(#/!)*1 &)((*CM(# "#(2$$1  ) '"#$"&)((*! !&#'#1$#(# &#(1  )'" 3"""#(*&)((*CM(# "#($""(("*+"#$" (# "#((#&$(   7  ? C F  I L N  M   7 For pair work9(# (# "#(  & )   #$#$"  !"(  "+## #$"% 2# "#F& )#  #$(# "#7(# "#(I/L/N( #$""#"#$"(# "#7& )%'"##$(# "#?#$"("& & ),"'"##!("#$"" For group work2# "#(& )#$""(* ()"&$$(  ),""(1#.", # )%"#**& )#*(# "#(#"))(  !/(#$"1 ),"(#$#)"2# "#(#$"*(#& )#   *% !(#$#$(","$ $"*(#*"#%"(#$#1 #1! !/1 ""#'"&"* ) (# &#("+&#)1$1 ))'"#$"&)((  ! &,"&%" #"&"(# "#(" ("##$'"" ) !#"(/#&,"."; &)1"()1 4. Suggestions for some popular kinds of practice N  !"#A#"&$%"#$(B/, #1(*. #$"&)(($"1&," ("*%1**""#(*&#'#1/"# ))1 %"( #,)"*(%"&#'#"(#$*#$"(@"*""&$#*&#'#1 ))," ("#"&$"($ )("#$"*)); "(#(  )1  ("! !*!#*#$"&#'#1G *(/"+&#)1$# )(# "#(!( !(G  $# )1 ""#,"*"#$"!E !(#"G  (#$""1#$1  )*#"#G (#$""1#$1  )*#"#G Here are suggestions for some popular kinds of practice: *Pattern practice  $(&,""!(#$"(%"1(!&#&(# &# "#$A ("#B %"#"!#"%(##1&#))")!&#&"&,""*(# #$#$"$)"&)((/#$"!( * Practising short dialogues: &# #($#) "(&'"1"()1,""!(/#$)##)"&$&"* %%(#"(#&,""*(##$!(*(# "#(*#*#$"&)(( #$"#$))(# "#(!(##$"(%"#%" * Reading a text and answering questions: 2# "#(&((& ((; "(#(!( !(#$""#$"#"+##$"1 &"#$"#"+#()"#)1#$"(("; "(#(!( !($(( 1*')'#$"$)"&)((("; "(#( * Short-writing exercises: 2# "#&(# !("&"#"#$"$###""(# "#&#(( A("&"#1B$(&,"**& )##(", #)"&)((#$(#$"'#"( #$#(# "#(&"&#"&$#$"(-%(#"(#$"#"&$")1$(*"!!"(# %##$"" &," ("*&"&###"5"$%"6(# "#((# !(&"&#$##$"!#"$(##" * Discussions: #$  %"  '&"  &)((/  (& (((  &  ,"  & &#"     !  #  ( %!## #  "*" #$"  (& (( &)")1  #( "&$ ! #"!# #$" &&) ((*#"( * Grammar exercises: 2# "#&%%"+"&("())1!(>#$"#"&$""(#$ $##$" ("(  *#"(  #$  #$"  $  &)((     (# "#(  #"  #$"  "+"&("(  * $%"$((%"#""(#! &#'"#$(# "#("+"&("( )"/()"&" E.APPLYING THE RESEARCH IN TEACHING M [...]... 2 A course in language teaching - Practical and Theory (Penny Ur) Cambrige university press 3 Giao trinh giao hoc phap (Tổ ngoại ngữ –Khoa ngôn ngữ và văn hóa Anh - Mĩ - Úc – Trường đại học quốc gia Hà Nội) 4.Phương pháp dạy tiếng Anh Trung học phổ thông (Nguyễn Hạnh Dung) 19 .  SỞ GIÁO DỤC VÀ ĐÀO TẠO HÀ NỘI Sáng kiến kinh nghiệm Phát huy hiệu quả hoạt động cặp, nhóm trong quá trình dạy học tiếng Anh ở trường THPT Người viết: Nguy ễ n. ở trường THPT Người viết: Nguy ễ n Th ị Vi ệ t Hoa Tổ : Xã Hội Trường  THPT Ngọc Hồi Năm học: 2009 - 2010 CONTENTS  A. REASONS FOR CHOOSING THE RESEARCH B.