Some activities work in pairs or in groups effectively in speaking lesson (english 10 basic)

THANH HOA EDUCATION AND TRAINING DEPARTMENT HAU LOC HIGH SCHOOL -o0o - EXPERIENCE INITIATIVE SOME ACTIVITIES WORK IN PAIRS OR IN GROUPS EFFECTIVELY IN SPEAKING LESSON ( ENGLISH 10 - BASIC ) Implementer : PHAM THI CHUYEN Position : Teacher Field : English THANH HOA YEAR 2018 CONTENT TABLE CONTENTS PART I: OPENING I Reason for choosing the research II Aims of the research III Scope, object and researching method PART II: STUDY CONTENTS I Thoery basic II The actual subject III Solutions General introduction a What are pair work and group work b Main advantages, problems and solution to the problems Organizing pair work and group work Some activities work in pairs or in groups effectively IV Demonstration: Example of pair work: Example of group work Example of dividing the class: Suggestions for some popular kinds of practice V Applying the research in teaching VI Result after applying the research in teaching PART III: CONCLUSIONS AND PROPOSALS Conclusion Proposals PAGES 1 2 2 3 7 9 10 18 18 19 PART I: OPENING I REASON FOR CHOOSING THE RESEARCH With the speedy development of the world today, English is widely used in every field of life It is not only the native language of many countries but also the most popular comunication language of people around the world.The goal of education is currently focused on the development of dynamic, The creative and active of students enable them to identify and solve problems To achieve this goal, changing teaching methods towards learners seriously - considered to be the subject of student activities to encourage active learning activities, and creativity of the children in teaching process is essential In foreign language teaching, this view is especially true because no one can replace learners in language learning and use them in active communication with the energy of their communication Foreign language teaching methods is selected to communicate broad guidelines, communicative competence is the basic teaching, as communication is both a purpose and a means of teaching In the process of fact teaching at Hau Loc Upper Secondary School, fact teaching in classes , I find that most students are lazy in giving ideas and answering the questions If the teachers apply traditional teaching methods in the lessons, students will be more and more passive in learning So, through the form pairs or groups can support forms of work or working class individual The training activities in pairs, two-way nature of the group, strengthening the exchange of information over the student or give the activities of communication practiced in class so students can communicate in confidence English Through several years teaching English communication perspective I found the learning pair of practices really effective team To so, this teacher should study the content of each lesson in the textbook, study subjects and suitable students, with teaching experience of ourselves, observe, talk to friends and colleagues in and outside of schools to choose and organize students to work in pair or group for suitable lessons, with cognitive abilities of the children and attract their attention, giving the atmosphere more lively lessons, relieved stress To promote the initiative and creativity of students in acquiring knowledge So I choose the theme: “Some activities work in pairs or in groups effectively in Speaking lesson (English 10- basic)." with the aim to exchange some experiences of myself in the process of teaching “ Speaking lesson” I am very glad to receive the sharing and contributing ideas of collogues so that I can perfect in the process of applying and teaching facts II AIMS OF THE RESEARCH - To introduce pair work and group work and to show the advantages of working in pairs and groups - To show how to organize pair and group work effectively and how to deal with initial problems that may arise 2 - To show how pair and group work can be used for various classroom activities - To give teachers confidence in using pair and group work themselves III SCOPE, OBJECT AND RESEARCHING METHOD - Scope: Researching in the process of teaching English at Hau Loc high school - Object: This subject is concerned with ways of organizing activities in the class - Researching method: Reading reference books , discussing with other teachers, applying in teaching, observing and drawing out experiences PART II: STUDY CONTENTS I THEORY BASIC: The nature of the new teaching theory is promoting a positive, creative initiative of students, , student is the subject of learning activities, teacher organizes and guidances to students receiving new knowledge, language training through a variety of communication forms such as personal activities, pair work, group In the teaching process, to promote actively the activities of the student pairs,it is a form of good group learning activities Through this form of learning conditions they have presented, discussed and expressed their thoughts about the information about lessons that they understand The information of each student can be right or may be wrong part Through pair or group, they returned to their teacher Since then teacher can know their understanding This process is taking place in accordance with the two-way relations In terms of learning theory, this is a dialectical relationship Working in pairs or in group is to practise the students' skills , thoughts and expression when they want to present their ideas before a class Through this activity, the skills of listening, speaking, reading and writing of students are improved better II THE ACTUAL SUBJECT : Nowadays, the application of traditional methods – centered teachers- are not suitable for the development of education The innovation of teaching and learning method is affirming the advantages in the process of receiving lessons of students In fact, the last aim of learning foreign language is to communicate So in the period of learning , students don’t speak much , there is no effect in that period Foreign language teachers need to take advantages all chances to suggest students practising speaking more than other subjects Therefore, the foreign language period is very different from other subject periods Students are always willing to speak They speak a lot and understand what other people speak, they can reach the aims of learning foreign language Hau Loc Upper Secondary School belongs to six north west communes of Hau Loc, including Dai Loc, Thanh Loc, Cau Loc, Dong Loc , Chau Loc and Trieu Loc The economic condition is not good and the social learning is also not good so teaching and learning of teachers and students are having many difficulties The approaching with books, newspapers and modern communication media is limited Otherwise, the class is crowded Level is uneven Most students are in the status “losing basic knowledge” of Primary and Lower Secondary School’s knowledge Besides, they consider English a difficult subject, so they are worried of learning In the English period , the students are not confident in communicating because they are worried of speaking wrong or pronouncing not very exactly Therefore, it is necessary for students to work in pairs or in group so as to interact each other and complete their task in the lesson In fact, excellent students are less than bad ones in my school The feeling of boredom is commonly experienced by the students here From observations and teaching experiences the author notes that the students always feel bored with working in each lesson On the other hand, I often hear a lot of complaints from the colleagues: “Students seem so noisy and lazy and bad students don’t except for good ones Moreover, some of the teachers of English at Hau Loc High School find it difficult for them to organise the students working in pairs or in group successfully because of the class size, the students’ language level Therefore, the idea of doing something useful for my colleagues and students has urged me to write the theme I can find relevant techniques along with activities to organise my lessons working in pairs or in group effectly at Hau Loc High School with the hope to make a little contribution to the quality of teaching and learning for Grade 10th at Hau Loc High School The study is narrowed down to the area of speaking lessaon for grade 10 students at Hau Loc High School with the textbook English 10 Specifically, this theme deals with the present situation in working pairs or group, the activities motivate students to to share ideas and knowledge In a speaking actictivity, students can help each other to practise , students can give each other new ideas III SOLUTIONS: General introduction a What are pair work and group work? 1.1 Pair work: The teacher devices the whole class into pairs Every student works with his or her parner and all the pairs work at the same time The teacher walks around, listens and intervenes little if necessary 1.2 Group work : Students work in small groups (of four or five) on tasks that entail interaction: conveying information, for example, or group decision making All the groups work at the same time The teacher walks around listening, intervenes little if at all b Main advantages, problems and solution to the problems For certain types of activity, pairwork and groupwork have number of advantages over working with the whole class together Teachers should think what the main advantages are, and also what problems might be involved in pairwork, groupwork and the solutions for these Here are some main advantages and problems: Advantages More language practice Students are more involved Students feel secure, confident Students help one another Save time Problems Noise Students make mistakes Difficult to control ………………… ( Of course, your own advantages and problems may look slightly different from these, but most teachers suggestions will probably fit under these headings) Now, we will discuss each heading in more detail First, let’s start with the advantages *More language practice: Pairwork and groupwork give students far more chance to speak English For example, students are given an exercise of making sentences (question & answer), working in pair, each student makes as many sentences as they can If the exercise were done ‘round the class’, students would only say one sentence each , and in a large class many students would say nothing at all * Student are more involved: Some activities will probably be dominated by a few students and others would lose interest if they are conducted with the whole class together Working in pairs or groups encourages students to be more involved and to concentrate on the task * Students feel secure: Students feel less anxiety when they are working privately than when they are on show in front of the whole class Pairwork and groupwork can help shy students who would never say anything in a whole class activity *Students help each other: Pairwork and groupwork encourage students to share ideas and knowledge In a reading actictivity, students can help each other to explore the meaning of a text; in a discussion activity, students can give each other new ideas Now talk about the problems, and discuss the ways of recovering them: * Noise: Obviously pairwork and groupwork in a large class will be noisy, and this can not be helped But: - Usually the students themselves are not disturbed by the noise; it is more noticeable to the teacher standing at the side or to someone in the next room - The noise created by pairwork and groupwork is usually “good” noise Students use English or engage in a learning task Teacher should stop the activity when most groups or pairs have finished or prepare a “reserve” task to occupy members of groups who finish earlier than expected * Students make mistakes: During a pair or group activity, the teacher can not control all the language used, and should not try to so When doing cotrolled language practice in pairs or groups, the number of mistakes can be reduced by: - Giving enough preparation, the activity can be done with the whole class first, and pair work used for final stage - Checking afterwards The teacher can ask some pairs or groups what they said , and then correct mistakes if necessary *Difficult to control class: The teacher has less control over what students are doing in pairwork and groupwork than in normal class To stop activities getting out control, it is important to: - Give clear instructions about when to start, what to and when to stop - Give clearly defined tasks which don’t continue for too long - Set up a routine, so that students accept the idea of working in pairs or groups, and know exactly what to Oganizing pair work and group work a, Group and pair work organization - The success of group or pair work depends on some extents: The surrounding social climate How habituated the class is to using it The selection of an interesting and stimulating task whose performance is well within the ability of the group or pair - More immediately, it also depends on: Effective and careful organization b, Organization steps: + Presentation: The instructions that are given at the beginning are crucial If the students not understand exactly what they have to do, there will be time-wasting, confusion, lack of effective practice, possible loss of control Select tasks that are simple enough to describe easily; and in monolingual classes, you may find it cost-effective to explain some or all in the students’mother tongue It is advisable to give the instructions before giving out materials of dividing the class into groups; and a preliminary rehearsal or ‘dry run’ of a sample of the activity with the full class can help to clarify things If your students have already done similar activities, you will be able to shorten the process,giving only brief guidelines;It is mainly the first time of doing something with a class that such care needs to be invested in instructing Try to foresee what language will be needed, and have a preliminary quick review of appropriate grammar or vocabulary Finally before giving the sign to start tell the class what the arrangements are for stopping: If there is a time limit, or a set signal for stopping, say what it is; if the groups simply stop when they have finished, then tell them what they will have to next It is wise to have a reserve task planned to occupy members of groups who finish earlier than expected + Process: Teacher goes from group to group, pair to pair, monitor, and either contribute or keep out of the way whichever is likely to be more helpful If you decide to intervene, your contribution may take the form of : - Providing general approval and support; - Helping students who are having difficultly; - Keeping the students using the target language(in many cases your mere presence will ensure this!) - Tactfully regulating participation in a discussion where you find some students are over dominant and others silent + Ending: Draw the activity to a close at a certain point Try to finish the activity while the students are still enjoying it and interested, or only just beginning to flag + Feedback: A feedback session usually takes place in the context of full-class interaction after the end of the group work Feedback on the tasks may take many forms: - Giving the right solution, if there is one - Listening to and evaluating suggestions - Pooling ideas on the board - Displaying the meterials the groups/ pairs have produced And so on The main objective here is to express appreciation of the effort that has been invested and its results Feedback on language may be integrated into this discussion of the task, or provide the focus of a separate class session later Some activities work in pairs or in groups effectively 3.1 Interview: This is a common activity, a lot of teachers apply to the lessons, especially the section of Reading, Speaking The teacher asks students to work in pairs, ask and answer for each topic of each lesson after giving the sentence patterns Performing this activity requires teachers to pay attention to the bad pairs, encouraging them to participate 3.2.Arrange the events in order Arrange the events in order.Teachers prepare the content of the lesson but not the order in the post The teacher asks students to work in pairs or groups and rearrangethe story Representatives of the groups or pairs to tell the story after arrangement 3.3 Free Role play Role play, or real situations in class Students work in pairs or groups by role or character which they are assigned 3.4 Describing 3.5 Imagination: 3.6 Report 3.7 Information transmitting IV Demonstration: Practising some periods in speaking lesson (English 10-basic) Example of pair work Activity 1: Imagination Unit 3:People’s Background Period 14: Speaking Activity 1: Brainstorming: -Teacher asks students to brainstorm about people back’sground - Teacher gives them the beginning of a list and students have to add their ideas to it - Students work in pairs write them on a poster - The two or three pairs which write more correct ideas will win the game Family Appreance People’s background *Suggested answer: - Family - education - experience Activity 2: Interview Basing on the words family, education, experience make questions with them Work in pairs to discuss the questions Family: - How many people are there in your family? - What does your father/ mother do? Education: - Where did you study at primary school/ junior secondary school? - What subject you like best? - What degree you have? Experience: - How long have you been a member of our school's speaking club? - Have you ever won any prizes? Activities Ask sts to imagine they are journalists and ask them to work in pairs to interview their partners about his/her background or that of a person he/ she knows well - Ask them to follow the stages in the textbook - Go around to suggest the questions if necessary - Ask one pair to report - Give remarks so that other pairs can correct their mistakes - Work in pairs to ask and answer - One pair stand up and report: S1: Hello Can you tell me something about yourself? S2: Oh, of course What you want to know? S1: When and where were you born? S2: I was born on September 11th, 1991 in Hai Duong S1: How many people are there in your family? S2: There are four: my parents, my sister and I S1: What your parents do? S2: my dad is a doctor and my mum is a nurse * Give feedback - Well done - Pay attention to… (And so on) Example of group work Task (Unit – Part B: Speaking - English 10) This is a free activity and aims to develop fluency in speaking The procedure may be: Divide students into groups of four or five 9 Read through the instrutions and make sure that each group understands what to Choose one “secretary” in each group to write the list but emphasis that everyone in the groups should agree on what to write While the activity is going on, move from groups, but not interrupt more than is necessary When some groups have finished their discussion, stop the activity, ask one person from each group to report on what they decided Give feedback: - Content - Popular mistakes Example of dividing the class: First, draw a plan of your own class of students Show how you would divide the class for a pair work or a group work activity and what instructions you would give : Here are two rows of a class of 42 students The desks are fixed and the students sit on chairs 10 11 12 13 14 15 16 For pair work: Most students could work with the person next to them Student could turn round and work with student and students 9, 10,11 and 12 work as four together Or student could move to work with student and the second row could be divided into two pairs and one three For group work: Students could work in threes and fours along each row This would be easy to organize but would make it difficult for students to work well as a group, as they would be in a straight line Or Students in the first row could turn round and form groups with those behind The first few times that you try pair or group work, you need to give careful instructions and know exactly how you will divide the class Pair work and group work can become a routine Once students are used to it and have regular working partners, it can be organized quickly and easily Suggestions for some popular kinds of practice Pairwork and groupwork are not “teaching methods”, but ways of organizing the class They can be used for many different kinds of activity, and are naturally more suitable for some activities than for others Before deciding what kind of activity will be used teacher should answer the following questions: - Could you use pairwork or groupwork for part of the activity? - If so, exactly what would students in pairs or groups? 10 - What would you need to before the pair /group stage? - Is there anything you would after it? - Is there anything you would after it? Here are suggestions for some popular kinds of practice: *Pattern practice: This can be done in pairs in the same way as practicing structure with “used to” mentioned in part - Demonstration Any controlled oral practice can be done first with the whole class, and then in pairs * Practising short dialogues: Acting out short dialogues can very easily be done in pairs, with little chance of making mistakes It can be done first with pairs of students in front of the class and then with all students working in pairs at the same time * Reading a text and answering questions: Students can disscuss questions in pairs or groups and then read the text or they can read the text silently and then ask and answer questions in pairs or groups This is a good way of involving the whole class in answering questions * Short-writing exercises: Student can sit in groups and decide together what to write One student acts as “secretary” This can be difficult to organise but in a large class it has the advantages that students correct each others’mistakes and the teacher only has a few papers to mark at the end Pair work can be used for correcting written work (eg: homework)students sit in pairs and correct what their partner has written * Discussions: With more advanced class, discussions can be conducted in group It is important to define the discussion clearly and to ask each group to report their conclusions afterwards * Grammar exercises: Student can grammar exercises orally in pairs; the teacher goes throught the answers afterwards with the who class and students write the exercises for homework This is more interesting and productive than students doing exercises alone, in silence V Applying the research in teaching UNIT 8: THE STORY OF MY VILLAGE Period 46 : Speaking Class: 10C4, C7 I Objectives: By the end of the lesson, students will be able to talk about plans and their possible results IV Anticipated problems: - There are some new words 11 - Students usually know one way to raise plans Teacher can ask them to use different ways to talk III Teaching aids: Pictures, textbook, tapes, projector IV Procedure: Teacher’s activities Students’ activities * Warm-up: (3 minutes) Fill in each gap with one missing letter to make - Students in groups of meaningful words three or fours RO-D BRI-G3 SCH- -L FO-TB-LL GR-UND M-DIC-L C-NT-E - Others look at the screen - Asks the fastest one to write the answers on board and correct - Give the keys ROAD BRIDGE SCHOOL FOOTBALL GROUND MEDICAL CENTRE I Pre-speaking: ( minutes) - Shows a picture of Ha Xuyen village - Asks students to look at the pictures and suggestion to talk about Ha Xuyen village - Discuss in pairs - Take turns to talk about Ha Xuyen village The road is narrow The school is small and poor There is no bridge in Ha Xuyen village There is no medical centre in Ha Xuyen village There is no football ground in Ha Xuyen village 12 Road/ narrow School/ small and poor + There/ no bridge/ in Ha Xuyen village + There/ no medical centre/ in Ha Xuyen village + There/ no football ground/ in Ha Xuyen village - Raises the question: What should we to improve the life in the village? - Leads in new lesson: Let’s practice talking about the plans to improve the life in Ha Xuyen village and their possible results II While-speaking: (30 minutes) Task 1: (5 minutes) The villagers of Ha Xuyen are discussing plans to improve the life in the village Look at the pictures and say what they should - Practise speaking in pairs - Ask sts to practise in pairs before presenting in front of - Take turns to talk the class Now They should widen the road 13 In the future They should build a new school Now They should build a new bridge In the future 14 Now In the future They should build a medical centre In the future They should build a football ground 15 - Read the model in chorus - Practice in pairs In the future - Supposes students are Ha Xuyen villagers, give a model: A: What should we to improve the life in the village? B: I think we should widen the road - Gives more suggestion and asks students to produce the similar conversations + Widen the road + Build a new school + Build a bridge + Build a medical centre + Build a football ground Task 2: ( minutes) Match each of the plans with its possible result - Raise some plans and possible results: * Plans: Resurface the road Build a medical centre Build a football ground Grow cash crops Build a bridge Build a new school * Possible results: a Children will have better learning conditions; they will be more interested in learning b Villagers will have a shorter way to town; cars and lorries can get to the village c People’s health will be looked after better; the sick will be cured in time d Young people can play sports; people can hold festival there - Read the plans and results to find out new words - Work in pairs - Look at the screen to correct 16 e People can export the crops; they will have more money f Roads will not be muddy and flooded after it rains; people can get around more easily - Presents new words * Match each word with its Vietnamese equivalent Words Vietnamese equivalents Flooded a Trải lại (mặt đường) Cure b Lầy lội Export c Bị ngập lụt Muddy d Xuất Resurface e Chữa trị - Asks one student to write the answers on board - Give the keys * Keys: 1-c; 2-e; 3-d; 4-b; 5-a - Asks students to match each of the plans with its possible result - Show the keys and correct the answers on board * Keys: 1-f; 2-c; 3-d; 4-e; 5-b; 6-a Task 3: ( minutes) Produce conversations in groups of three or four - Gives model: A: What should we to improve the life in the village? B: I think we should resurface the roads C: That’s a good idea If we resurface the roads, they won’t be muddy and flooded D: Yes And people can get around more easily - Lets students produce conversations in groups - Asks some groups to present in front of the class IV Post-speaking: ( minutes) - Gives question relate to the fact What should we to improve our English? - Copy then read the new words in chorus - Read the model in group of four - Work in groups - Look at the pitures and suggestion to ask and answer in pairs A: What should we to improve our English? B: We should practice English everyday A: What should we to improve our English? B: We should speak to foreigners 17 A: What should we to improve our English? B: We should listen to English tapes Practice English everyday - Work in pairs Speak English to foreigners Listen to English tapes - Gives suggestions and asks students to complete the conversation PLANS RESULTS 18 - Practice English everyday - Speak English to foreigners - Listen to English tapes - Read many English books - Get good marks in English - Speak English more fluently - Widen our English vocabularies - Do English tests better * Complete this conversation: A: We are not very good at English What should we to ………………………….? B: I think we should ……………………………… C: Yes, if we …………………, we can …………… D: That’s a good idea - Asks two or three pairs to present V Homework: ( minutes) - Learn all new words by heart then make sentences with them - Write four conversations in the notebook - Prepare new word for listening lesson VI Result after applying the research in teaching Working in pairs or in groups in lessons textbook 10 really have its effects because the students are active, enthusiastic, excited to learn By using this method, the students who are always afraid, shy, lazy now are active and confident in learning , makes the speaking period more and more exciting In the school year 2017-2018 I carried out my theme in 10 grades at Hau Loc Upper Secondary School , the general results of students when they the English tests are following: Kind excellent good average weak Bad Object Don’t apply in 20% 45% 35% 0% grade 10 in the school year of 2016-2017 Apply in grade in 10% 30% 50% 10% 0% the school year of 2017-2018 PARRT III: CONCLUSIONS AND PROPOSALS Conclusion This is suitable theme for teaching and learning of teachers and students This theme can apply to all students but if it is applied to good students , the effect is 19 better Learning English , communication atmosphere is very important If the students can approach the facts, always use what they learn , their communication and knowledge are more and more stable So I personally draw the following experience: - I always close to the students so that I can discover their abilities - I need to divive subgroup in a group of students with weaker students, average students, good ones - I need to control the maximum time for a lesson - From reality itself, through theoretical study and learn from colleagues , I have some experience in teaching method " The organization for method students practises in pairs and groups effectively “ In this theme there are defects, these are the issues that I concern much From the fact that I draw the lessons and experiences in order to have the best method in teaching English They are some my above experiences through process of teaching in the last school year 2017- 2018 However, due to limit of documents and time, there will be some shortcomings I look forward to receiving remarks and contributions from other co-workers in order to better this study Proposals I would like school leaders to create better conditions for teaching and learning activities such as installing projests in classrooms, buying more reference books and documents I also expect to receive the understanding and sympathy from school’s leaders and other teachers because when students take part in group work in speaking lessons , it can’t help being noisy In order to avoid this disturbance to other classes, I would expect to have a separated area for speaking lessons The head master’s confirmation Thanh Hoa, 25th May , 2018 Undertaking not to copy Phạm Thị Chuyên 20 REFERENCE BOOKS Textbook 10 (basic program) ( Vietnam Education Publishing House) Teacher’s book 10 (basic program) ( Vietnam Education Publishing House) Practical handbook of language teaching (David Cross) A course in language teaching - Practical and Theory (Penny Ur) Cambrige university press Giáo trình giáo học pháp (Tổ ngoại ngữ –Khoa ngôn ngữ và văn hóa Anh - Mi - Úc – Trường đại học quốc gia Hà Nội) 6.Phương pháp dạy tiếng Anh Trung học phổ thông (Nguyễn Hạnh Dung Vietnam Education Publishing House ) 21 DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ và tên tác giả: Phạm Thị Chuyên Chức vụ và đơn vị công tác: Giáo viên Trường THPT Hậu Lộc TT Tên đề tài SKKN Kết Cấp đánh đánh giá giá xếp loại xếp loại (Phòng, Sở, (A, B, Tỉnh ) C) Năm học đánh giá xếp loại “ How to present vocabulary effectively to increase motivation for grade 12 students in reading and speaking lessons ( basic) at upper secondary school ” Sở GD&ĐT Thanh Hóa B 2014- 2015 ... methods in the lessons, students will be more and more passive in learning So, through the form pairs or groups can support forms of work or working class individual The training activities in pairs, ... introduction a What are pair work and group work b Main advantages, problems and solution to the problems Organizing pair work and group work Some activities work in pairs or in groups effectively IV Demonstration:... four conversations in the notebook - Prepare new word for listening lesson VI Result after applying the research in teaching Working in pairs or in groups in lessons textbook 10 really have its