Organizing pair work and group work in speaking lessons

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA TRƯỜNG THPT YÊN ĐỊNH SÁNG KIẾN KINH NGHIỆM ORGANIZING PAIR WORK AND GROUP WORK IN SPEAKING LESSONS Người thực hiện: Đỗ Thị Thủy Chức vụ: Giáo viên SKKN thuộc môn: Tiếng Anh THANH HÓA NĂM 2017 Table of contents Introduction ……………………………………………………… 1.1 Reasons for choosing the topic ………………………… 1.2 Purposes of the study……………………………………… 1.3 Objects of the study…………………………………… 1.4 Methods of the study……………………………………… Contents ………………………………………………………… 2.1 Theoretical background…………………………………… 2.1.1 Definition of pair work and group work……………… 2.1.2 Pair and group activities in a speaking lesson………… 2.1.3 Advantages and disadvantages of pair work and group work…………………………………………………… 2.2 The use of pair work and group work in speaking lessons at Yen Dinh High School ……………………………… 2.3 How to organize pair work and group work effectively… 2.3.1 Preparation for pair or group work …………………… 2.3.2 Steps in the classroom………………………………… 2.3.3 Steps for organizing pair or group work in a speaking lessons………………………………………………… 2.3.4 Sample speaking lesson plan applying pair work and group work…………………………………………… 2.4 Effects of the study on teaching and learning…………… Conclusion ……………………………………………………… 3.1 Conclusion ………………………………………………… 3.2 Recommendation ………………………………………… References …………………………………………………… Appendice Page 2 3 4 4 9 11 12 14 16 16 16 18 INTRODUCTION 1.1 Reasons for choosing the topic In recent decades, it is undeniable that English has become a primary medium of international communication in commerce, transportation, banking, tourism, technology, aviation, diplomacy, scientific research etc, As a result, Vietnamese Ministry of Education and Training has adopted English as a compulsory subject at schools, colleges and universities since 1990s However, most of the students have still been confused with the demand of communicative competence, which derives basically from the lack of the opportunities to practice, the limited exposure to the real language interferences, and especially the lack of suitable teaching and learning methods They are mainly taught with the traditional method – Grammar Translation Method which focuses on academic study of grammar; subsequently, students are discouraged from promoting their overall communicative competence Since the onset of the communicative era, speaking has been perceived as the most fundamental skill to acquire and also the ultimate goal of language training; therefore, its development has become the focus of attention of both teachers and students However, helping students to achieve proficiency in English language speaking in such Vietnamese classroom conditions faces a number of difficulties Fistly, classes are at large size Secondly, most students have low motivation to learn English Besides, materials not fulfill students’ need because many topics for speaking in the course book not relate much to students’ everyday conversations and hardly reflect the variety of oral communication in real life situations Moreover, many students are too shy to speak in English lessons They may have difficulty taking part in the conversations because they suffer from saying something wrong or incomprehensible and losing face in front of their teacher or peers Last but not least, students find it easier to express themselves in their mother tongue than in English, so if they are not instructed carefully, they will not try to express their ideas in English According to Nunan (2003), one of the main principles for teaching speaking skill is that ‘teacher increase students’ talking time by letting students practice in pair or group and limit teacher’s talking time’ Pairwork and groupwork has long been applied in teaching but in fact the majority of students are still afraid of speaking lessons So what is the main cause for this – that is also the reason why I choose the topic “ Organizing pairwork in speaking lessons” to study with the hope of trying to find out the better way to teaching speaking lessons effectively 1.2 Purposes of the study This study is aimed at: - Investigating the use of pair work and group work in speaking lessons at Yen dinh High School - Pointing out the benefits and challenges of using pair and group work activities - Suggesting some effective ways of using pair and group work in speaking lessons 1.3 Objects of study As mentioned above, the study focusses on finding out the frequency of using pair and group work in speaking lessons as well as the methods applied to improve students’ speaking skill in the speaking lessons Besides, the researcher makes an attempt to find out the advantages and disadvantages of pair and group work in speaking lessons as well as suggest the effective ways and methods of using pair and group work to teach this skill The study is carried out on forty two grade – ten students at Yen Dinh High School in Yen Dinh district and four English teachers there 1.4 Methods of the study To realize the aims of the study, the reseacher has used both quantitative and qualitative methods The theoretical background of the study comes from a lot of published books by famous researchers in the field The data for the charts has been collected through survey questionnaire and analyzed by SPSS software CONTENTS 2.1 Theoretical background 2.1.1 Definition of pair work and group work The definitions of pair work have been developed over the years with the contribution of a great number of linguistics and are brought together by Doff (1988): ‘In pair work, the teacher divides the whole class into pairs Every student works with his or her partner in pairs, and all the pairs work at the same time (it is sometimes called ‘simultaneous pair work’) This is not the same as “public” or “open” pair work, with pairs of students speaking in turn in front of the class.” The definition of pairwork in this case is an activity that gives students a chance to talk to each other, practice language together, study a text, research language or take part in information-gap activities They can write dialogues, predict the content of reading texts, or compare notes on what they have listen or seen In general, there are two main types of pairwork, fixed pairs and flexible pairs, suggested by Byrne (1983) The first type is when the students work with the same partner in order to complete task In this kind of pairs, they will deeply understand each other and know the other’s ability Meanwhile, the second one is when students keep changing their partners They can lift the chair freely to talk to any partner they like, which makes the activity more interesting In group work, the teacher divides the class into small groups of four or five students to work together and all the groups work at the same time just as in pair work (Doff 1988: 137) In this setting, students are assigned a task that involves “collaboration and self-initiated language” (Brown 2001:177), then students have opportunities to speak and altogether take the responsibility to pursue the common goals 2.1.2 Pair and group activities in a speaking lesson According to Brown (2001), appropriate pair activities include Dialogues, Questions and Answers, Drills, Quick Brainstorming Pair work enables teachers to engage students in interactive communication for a short period of time with minimum of logistical problems Typical group tasks are Games, Role – play and simulations, Drama, Projects, Interview, Brainstorming, Information gap, Jigsaw, Problem solving and decision making, and Option exchange Byrne (1991: 36-102) suggests some more activities for pair and group work In his opinion, pair work can be used for Controlled converstion, Questionnaires and Quizzes, Find a partner whereas group work for Discussion, Interpretation activities, Planning activities, Invention activities and Project activities Moreover, Doff (1988: 211) adds Exchanging personal information activity for pair work and Guessing games activity for group work Perhaps the list of activities for pair work and group work is still lengthened by many other researchers For the limitation of this study, some most popular ones will be focused on • Games A game could be any activity formalizing a technique into units that can be scored For example, students can practice twenty questions through a guessing game in whicj one member secretly decides he/ she is some famous person; the rest of of the roup has to find out who, within twenty yes/no questions, with each member of the group taking turns asking questions The person who is “it” rotates around the group and points are scored • Information gap In this activity, students are supposed to be working in pairs One student will have the information that other partner does not have and the partners will share their information This activity serves the purposes of solving a problem, collecting information etc, • Role play Role play involves giving a role to each member of the group and assigning an objective that participants must accomplish In pair, for example, student A is an employer; student B is a prospective employee; the objective is for A to interview B Or a group role – play might involve a discussion of a political issue, with each person assigned to represent a particular political point of view • Interview Students work in pairs or in groups of three or four to conduct interviews on a list of topics based on the theme and content in the textbook In each pair/ group, one is the interviewer and the other(s) will be the interviewee(s) Their tasks are to prepare questions for the interview and to answer them in a given period of time When time is over, each pair/ group will be called on to present their results to the class • Problem solving Students are requested to find out the solutions to a specified problem which might be relatively simple (such as giving direction on a map), moderately complex ( such as working out an itinerary from a train, plane, bus schedules), or quite complex ( such as solving a mistery in a crime story) • Discussion In group discussions, students should always be encouraged to work into small groups of four or five to ask questions, paraphrase ideas, express support, check for clarification and so on This activity is often carried out after students have completed a content –based lesson under teacher’s control to gain the general knowledge of the topic 2.1.3 Advantages and disadvantages of pair work and group work • Advantages of using pair and group work activities Brumfit says that pair work and group work are the most effective techniques of classroom organiztion which combine aspect of communication learning and natural interaction in a stress free environment (Brumfit, 1984: 78) Pair work and group work give students more opportunities to speak English in classroom Students participate in the lesson much more actively because they are involved in talking to their friends, exchaging opinions, practising new stuctures more than listening to their teacher talking By dividing the class into groups, students get more chances to talk than in full class organzation, thus each student can say something Penny Ur recommends that teachers working with larger classes should divide them into five groups which is the most effective organization for practising speaking (Ur, 1996:232) Students may feel less anxious when they are working in a group with a small number of people Particularly, timid students find it hard to speak in front of the class and teacher in their eyes seem to be fear They become silent and cannot think of anything to say However, when participating in pairs or groups, they may find it easier to share their opinions Besides practising and consolidating the language, pair work and group work help to integrate the class Students learn how to cooperate with one another, make compromise, negotiate, and respect individual with different abilities and views, which is important for the class atmosphere and relationship with the teacher Instead of sitting alone passively listen to the others, they can help each other and contribute to the success of a lesson In such a class, the teacher is no longer a supervisor but become a resource center and advisor for the students • Disadvantages of using pair work and group work activities Gross (1993: 67) also points out clearly disadvantages of using pair work and group work activities as follow: Some teachers are reluctant to use pair or group work being afraid of noise or discipline problems which might occur particularly Indeed students make noise while working on the task; they discuss things, check words and communicate with one another However, it is so-called “positive noise” and it does not disturb the students They are concentrating on their task so they not hear it If an activity goes on for too long; students, especially the poor ones make noise because they become bored, they want to get the teacher’s intention and they become disruptive Another disadvantage of using pair or group work activities is making mistakes Some teachers neglect to use pair or group work saying that students make mistakes trying to express their own ideas Indeed, incorectness is a problem yet in real life, it is communicative fluency that matters not accuracy, so we should not be concerned too much with accuracy if we want to practice oral skills According to Doff (1998:141), when learners work in pairs, it is impossible for the teacher to listen and correct all the mistakes they make and it is also not the purpose of this activity However, he or she can reduce the number of mistakes before the students start working by demonstrating the activity to the class first and by asking pairs to perform in front of the class afterwards and discussing what they said and pointing out the most common mistakes 2.2 The use of pair work and group work in speaking lessons at Yen dinh High School I have conducted a survey to find out the real information about the application of pair work and group work in speaking lesson at Yen dinh High School through two survey questionnaires; one for four English teachers and one for 40 grade-ten students (see the Appendices) The followings are the results of the survey when I started carried out this survey Table Teachers’ frequency of using pair work and group work in speaking lessons The pie chart shows that half of the teachers often use pair work and group work activities to teach students Twenty percent always use this method and the rest often organize this activity Therefore, it is clear that, pair work and group work play an important role in teaching English at Yen Dinh High School Table 2: Kinds of pair work and group work activities used in speaking lessons With four options for the teachers to select in the survey questionnaire: Dialogue, Role play, Games and Other activities to answer the question about kinds of pair work and group work they often use to teach speaking skill, only two options have been selected Most of them use Dialogue and only one uses Role play and no one mentions any other kinds of pair work and group work So we can see that more activities should be applied to enhance the effect of the speaking lessons Moreover, with the last question in the survey for teacher, all of them confirm that pair work and group work are very effective in speaking lessons Table Students’ feelings when taking part in pair and group work in speaking Excited Nervous Timid Bored 25 14,3 59,5 19 7,2 Number Percentage (%) It is illustrated in the table that most of the students feel nervous when they are assigned tasks in the speaking lessons Nineteen percent are still timid and only 14,3 percent of the students are excited with pair or group activities The rest feel bored with these activities Table below illustrates the frequency of taking part in pair work and group work activities The majority of the students sometime join in these activities, which acounts for 85.7 percent Six of them often so and noone chooses ‘Always’ or ‘Never’ option Always Often Sometime Never Number 36 Percentage 14.3 85,7 Table 4: The frequency of participating in pairwork and group work among students Answering the last questions in the survey for the students about their attitude towards the frequency of pair and group work activities, most of them hope that pair work and group work will be organized more often so that they can practise speaking English better Through the survey, it is clear that pair work and group work have been used to teach speaking lessons However, very few kinds of these activities are applied and students are sometime involved in Besides, when taking part in pair or group work, many students still feel nevous or timid Therefore, the question is that how to enhance the effect of pair and group work in speaking lessons to improve students’ speaking ability 2.3 How to organize pair work and group work effectively 2.3.1 Preparation for pair or group work In order to prepare for pair or group work, according to Littlewood (1981) the teacher needs to the following: - Select the activity Prepare any physical material for pair or group work ahead of time Anticipate the size and the selection of pairs or groups Anticipate how students will be organized within the pairs or groups (tasks and roles) - Consider the timing of the pair or group work - Consider how the pair or group work will be shared with the entire class and linked with the overall curriculm 2.3.2 Steps in the classroom • Select the activity An activity that is best suited for pair work and group work may meet the following criteria: - The activity has multiple tasks that can be shared among pair or groupmembers or a single task, such as generating ideas, that benefit from the articipation of all individuals within a pair or group - The activity involves problem solving and discussion 10 - Examples of activities that may be suited for pair or group work are investigations of materials (newspapers, scientific specimens) and development of ideas or arguments • Preparation for materials The teacher will need to personally collect, or organize students to collect, physical specimens for investigation For example, if the teacher anticipates doing a lesson on the role of the media, she or he might ask the students to bring into class newspapers and magazines There should be materials sufficient for each pair • Size and selection of pairs or groups Pair size normally ranges between two students Group size can sometimes go larger although groups larger than not ensure that everyone will participate Pair membership can be determined in different ways A random selection might be done by “counting off” with students (go around th room systematically having students count 1,2, etc., with each number representing a pair or selecting pairs on the basis of birth date Sometimes pairs are organized for one activity Other times, teachers use pairs for series of activities, so that students get used to working with one another • Organize students within the pair A laissez-faire approach to pairwork would be that the teacher gives a general assignment to the pair - such as organize a research project on ‘qualities of a good leader’ – and the students are left to organize the pair or group work themselves A highly structured approach would be that the teacher assigns a specific role to each pair or group member Depending upon the task, the role might include ‘materials handler’, ‘scribe’, ‘reporter to the pair’ and so on A semi-structured approach might be that the teacher recommend certain roles, but leaves it to the pair or group to assign roles A more structured approach, with rotation of tasks within a pair or group, is often used with younger students A less structured approach can be used with students having experience in pair or group work or for simple tasks that not require students to take on different roles • Time the pair and group work The teacher should anticipate student questions about timing, the task results, sharing with the whole pair, and so on After giving clear instructions to the 11 students, the teacher should be available to answer questions, but not interfere with the pair or group’s activities It is common in many classrooms that a pair or group activity constitutes 20 minutes of a 40 minute – period, with 10 minutes allowed for sharing other pair or group work with the whole class • Share pair or group work with the whole class Usually the results of the pair or group work are shared with the class This sharing can be oral (reporting out), visual (written or graphic representation), or both It is highly interesting to contrast the results of pair or group work 2.3.3 Steps for organizing pair or group work in a speaking lessons Harmer (2001) divides pair and group work into three steps: Pre activities, While activities and Post activities • Pre activities We need to give instructions to let students understand what they are going to do, give them ideas of when they will have finished the task they ar going to get involved in Sometimes, we may ask them to repeat the instructions or to translate them into their first language so as to check their understanding In some cases, our instructions may involve a demonstration • While activities While students are working in pairs the teacher has a number of options They could, for instance, stand at the front or the side of the class (or at the back or anywhere else in the classroom) and keeps an eye on what is happening, noting who appears to be stuck or disengaged, or about to finish In this position we can ‘turn in’ to a particular pair from some distance away The teachers can then decide whether to go over and help that pair An alternative procedure is to go round the class watching and listening to specific pairs The teacher can stay (with their agreement) for a period of time and then intervene if we think it is appropriate or necessary, always bearing in mind what we have said about the difference between accuracy and fluency work When students are working in pairs, the teachers have an ideal opportunity to work with individual students whom would then feel benefit from their attention They also have a great chance to act as observers, picking up information about students’ progress • Post activities 12 When pairs or groups stop working together the teacher needs to organize feedback The teacher should let them discuss what occurred during the group sesson and, where necessary, their own assessments and make corrections Where pair or group work has formed part of a practice sesson, our feedback may take the form of having a few pairs or groups quicly demonstrate the language they have been using The teacher can then correct it, if and when necessary and this procedure will give both those students and the rest of the class good information and experience for future learning and action Finally, it is vital to remember that constructive feedback on the content of student work can greatly enhance students’ future motivation The feedback the teacher gives on languge mistakes is only one part of that process 2.3.4 Sample speaking lesson plan applying pair work and group work UNIT 2: SCHOOL TALKS (Tiếng Anh 10 – NXB Giáo dục 2006:25) Leson 2: Speaking Objectives: - Help students to practice and create small talks related to everyday topics - Students communicate with each other to create natural social relationship Requirements: - Students know how to start and close a conversation - Students can communicate through small talks basing on the topics given Teaching methods: communicative, mainly through pair and group work activities Teaching aids: a board, chalk, overhead projector Time : 45 minutes 6.Teaching procedure: Teacher’s activities Students’ activities 1-Warm - up: ( mins) - Aims: to focus sts on the topic of the lesson and to raise their interest - Introduces the situation and writes a - Look at the board and listen to the short dialogue on board: instruction "Suppose that you meet a friend at the supermarket You are very busy What will you say to open and end the conversation." A: ( 1) B: Hi Lan How are you? A: I’m fine Thank you And you? - Work in pairs to ask and answer B: I’m very well Thanks I haven’t seen you for a long time Let’s go - Some pairs stand up to report their somewhere for a drink work A: Sorry, ( 2) (1) Hello, Mai/ Hi Mai 13 - Asks sts to complete the dialogue in pairs - Asks some pairs to report "Today we will practice speaking conversation having starting and closing sentences." 2.Before you speak( 12 mins) Aims: Introduce phrases used to start or to close a conversation + Task 1: - Asks sts to look at the phrases in the book and to work in pairs to put the expressions in starting and closing a conversation - Makes sure that sts understand all the expressions = + How’s everything at school?= How 's your studying? + Catch you later = See you later - Moves round to conducts the activity - Asks two sts to give answers - Gets feedback and gives remarks - Asks sts to read all the expressions aloud in chorus While you speak:( 12 mins) Aims: Sts can practise making a conversation using the suggested words + Task 2: - Asks sts to read through all the sentences and rearrange them into an appropriate conversation - Asks sts to the task individually and then discuss with their partners - Goes around to help sts - Gets feedback and give correct answers - Asks sts practise reading this dialogue in pairs - Asks some pairs to read aloud (2) I’m very busy now I really must go now, Perhaps another time - Work in pairs to put the phrases into the correct columns - Ask two sts to give feedback Starting a Closing a conversation conversation Good morning Goodbye See you later How’s Well, it’s been everything at nice talking to school ? you Hello How are Sorry I’ve got to you? go Talk to you later Hi How is Great I’ll see school? you tomorrow Hello What are Catch you you doing? later - Read and rearrange the sentences into a conversation - Share their ideas with their partners Answers : D - F - B - H - E - C - G - A - Practise reading in pairs - Some pairs stand up to read the dialogue aloud - Read all the words and phrases as well as the dialogue - Work individually ,then work in pairs 14 + Task 3: - Asks sts to read all the given expressions and the incomplete dialogue - Asks sts to complete the conversation with suitable words, phrases or sentences in the box - Asks sts to work individually first and then work in pairs - Gets feedback and gives correct answers - Asks some pairs to practise in front of the class - Listens and helps sts if necessary 4- After you speak:( 15 mins) Aims: Sts can make small talk on suggested topics + Task 4: - Introduces the topics: The weather Last night’s TV programmes Football Plans for the next weekend - Divides the class in to four groups Each group gets one topic and use the starting and ending of a conversation to practise - Asks sts to work in pairs to make small talks about the topic they are assigned - Goes round to help sts - Calls on some pairs to act out the dialogues in front of the class - Asks others sts to comment on their conversations - Gets feedback and correct any mistakes if there are 5- Homework:( min) - Learn all the structures they have learnt to start or close a conversation 2.4 - Some pairs read the dialogue aloud A: What’s the matter with you? B: I feel tired I’ve got a headache A: You’d better go home and have a rest - Listen to the teacher and try to brainstorm about the topics - Listen to the teacher - Work in pairs to make small talks - Some of sts act out in front of the class The weather: A: Hi, Lan How was your trip to Vung Tau? B: Hi Hung It was wonderful| I really enjoyed it A: What did you like most in Vung Tau? B: The weather A: What was the weather like in Vung Tau? B: It was warm I prefer the weather in Vung Tau to Nha Trang A: Oh, really? I love it, too B: By the way, you want to see my photos? A: Sure - Do this work at home The effect of pair work and group work in the speaking lessons After step by step carrying out the ways of applying pair work and group work in speaking lessons in Tiếng Anh 10 text book, I find out that my students 15 have become more confident in talking They not feel afraid of making mistakes as they used to Now I really feel happy and proud of my students Their attitude towards pair and group activities has changed significantly as shown in the table bellow Moreover, I also share my experience in applying pair and group work with my colleagues and they also agree that organizing pair work and group work in such a way as I mentioned above will be more effectively than the way they applied before Table Students’ feelings when taking part in pair and group work in speaking Number Percentage (%) Excited Nervous Timid Bored 35 83,3 11,9 4,8 Table &7 A comparision in the students feelings before and after the application of the new solutions Before After These charts show a change in the students’motivation before and after the study is carried out Obviously, the students no longer feel bored in the speaking lessons They are more excited and less nervous All of these facts mean that what the teacher applied in her class has brought about a good effect on the students CONCLUSION 3.1 Conclusion 16 Using pair work and group work is not a brand new way of teaching speaking in foreign languages However, how to apply this kind of activities effectively is still a challenge to many language teachers The result of teaching speaking can be seen in the attitude of students when taking part in a conversation or when speaking up in front of the class and the teacher With the purpose of finding out a better way of teaching English to students in speaking lessons through pair work and group work, I have tried to analyze the problems students encounter when they work in pair or group and I have also summarized a lot of literatures related to the topic which are written by famous researchers and educators all over the world With nearly a school year time has passed since I started applying the steps in teaching pair and group work in speaking activities to grade – ten students, I can now affirm that letting students work in pairs and groups under the control of the teacher is the best way to teach speaking skill What the students need is a proper guide of the teacher to make them feel confident to work on their own 3.2.Recommendation - To teachers: As I once heard from Asso Pro Dr Le Van Canh, a famous and experienced lecturer at ULIS ‘there is no stupid student, there are only teachers who not know how to teach’, teaching is a hard job and it requires a lot of knowledge and skills Therefore, every teacher should try their best to find suitable teaching method to their own students Teachers should encourage students to take part in learning activites, especially in pair and group work to help them communicate better - To students: As an English saying: ‘ You can lead a horse into the water but you can not force it to drink’ , your teachers can only help students to learn if they are willing to Learning any foreign language is really a big challenge to any learner, which requires motivation and hard work Therefore, try your best to learn English because it is very useful in your life Every students should actively participate in learning activities during class hour as well as other activities outsides classroom to acquire knowledge on their own On important thing to help English learners to be successful is that they should take chances of getting their teacher’s help Ask them whenever you encounter difficulty Headmaster’s confirmation I strongly assure that this is the work of my own and not the copy of any other’s Yen Dinh, May 16th, 2017 17 Nguyễn Hữu Tuấn Đỗ Thị Thủy REFERENCES Brown, H.D (2001) Teaching by principles: An Interactive Approach to Language Pedagogy, Longman 18 Byrne, D (1983) Teaching oral English London: Longman Byrne, D.(1991) Techniques for classroom interaction Cambridge: Cambridge University Press Doff, A (1988) Teaching English – A training course For Teachers, Cambridge University Press in Association with the British Council Gross, B (1993) Tools for Teaching San Francisco: Jossey – Bass publisher Harmer, J (2001) The practice of English Language Teaching Longman Van Hoang Van et als (2006) Tieng Anh 10 Giao Duc Publisher Littlewood, William (1981) Communicative Language Teaching: An Introduction Cambridge: Cambridge University Press Nunan, D (1991) Language Teaching Methodology UK: Prentice Hall International Nunan, D (2003) Practical English Language Teaching NY: McGraw- Hill DANH MỤC SÁNG KIẾN KINH NGHIỆM ĐÃ TỪNG ĐẠT GIẢI - “Một số phương pháp giúp học sinh xây dựng trường từ vựng theo chủ đề học” – Xếp loại C, năm học 2008 – 2009 Vào sổ số 12/ QĐ-SGD&ĐT ngày 05 tháng 01 năm 2010 19 APPENDIX SURVEY QUESTIONNAIRE (For teachers) This survey aims at finding out some information about the frequency and the use of pair work and group work in speaking lessons of the English teachers at 20 Yen Dinh High School Please help me to complete it by putting a tick (√) to your answer(s) How often you use pair work and group work in speaking lessons? A Always B Often C Sometimes D Never What kinds of pair work and group work you often use in teaching speaking? A Dialogue B Role play C Games D Others (Please specify) …………………………………………… What you think of the effect of using pair and group work in teaching speaking skill A Very effective B Not very effective C Ineffective Thank you very much for your cooperation APPENDIX SURVEY QUESTIONNAIRE – BẢNG CÂU HỎI KHẢO SÁT (For students – Dành cho học sinh) This survey aims at finding out some information about the frequency and the use of pair work and group work in speaking lessons of the English teachers at 21 Yen dinh High School Please help me to complete it by putting a tick (√) to your answer(s) Mục đích khảo sát tìm hiểu số thông tin hoạt động cặp, nhóm học nói tiếng Anh em Hãy giúp cô hoàn thành cách em đánh dấu tick (√) vào phương án trả lời em lựa chon phía câu hỏi How often you use pair work and group work in speaking lessons?Em có thường xuyên tham gia vào hoạt động cặp, nhóm học nói không? A B C D Always – Luôn Often – Thường xuyên Sometimes – Thỉnh thoảng Never – Không What you feel when you take part in pair work or group work in speaking lessons? Em cảm thấy tham gia vào hoạt động cặp, nhóm học nói? A B C D Excited – Hào hứng Nervous – Lo lắng Timid – Rụt rè Bored – Chán How you want the pair or group work activities should be carried out in speaking lessons? Em mong muốn hoạt động cặp nhóm tổ chức học nói? A More often – Thường xuyên B The same as they are now - Giống C Less often - Ít D Others (Please specify) …………………………………………… Ý kiến khác (Vui lòng nêu cụ thể) Thank you very much for your cooperation Cám ơn hợp tác em 22 ... Do this work at home The effect of pair work and group work in the speaking lessons After step by step carrying out the ways of applying pair work and group work in speaking lessons in Tiếng... of pair work and group work in speaking lessons at Yen dinh High School I have conducted a survey to find out the real information about the application of pair work and group work in speaking. .. pair work and group work in speaking lessons at Yen dinh High School - Pointing out the benefits and challenges of using pair and group work activities - Suggesting some effective ways of using