How to motivate students at lang chanh high school to learn english by using pairwork and groupwork in the lesson unit 6 an excursion part a reading, english 10 textbook

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ TRƯỜNG THPT LANG CHÁNH SÁNG KIẾN KINH NGHIỆM Title: HOW TO MOTIVE STUDENTS AT LANG CHANH HIGH SCHOOL TO LEARN ENGLISH BY USING PAIRWORK AND GROUPWORK IN THE LESSON "UNIT AN EXCURSION- PART A READING - ENGLISH 10 TEXTBOOK" Người thực hiện: Phạm Thị Nghị Chức vụ: Tổ trưởng chuyên môn SKKN thuộc lĩnh vực: Tiếng Anh THANH HOÁ NĂM 2020 THE TABLE OF CONTENTS Title: HOW TO MOTIVE STUDENTS AT LANG CHANH HIGH SCHOOL TO LEARN ENGLISH BY USING PAIR WORK AND GROUP WORK IN THE LESSON "UNIT AN EXCURSION- PART A READINGENGLISH 10 TEXTBOOK" PARTS I Introduction II Development III Appendices IV Conclusion V References CONTENTS Reasons for choosing the topic Aims of the study Scope of the study Theoretical background Practical background The solutions The discussion Surveys Observations General summary Recommendation Websites Textbooks PAGES 2-3 3 4-5 4-5 6-13 13-17 17 17-18 18-19 20 THANH HOA DEPARTMENT OF EDUCATION AND TRAINING LANG CHANH HIGH SCHOOL THANH HÓA, 2020 EXPERIENCE INITIATIVE Title: HOW TO MOTIVE STUDENTS AT LANG CHANH HIGH SCHOOL TO LEARN ENGLISH BY USING PAIRWORK AND GROUPWORK IN THE LESSON"UNIT AN EXCURSION- PART A READING - ENGLISH 10 TEXTBOOK" The writer: Phạm Thị Nghị Position: A teacher of English Experience initiative: English I INTRODUCTION Reasons for choosing the topic Nowadays, English, which is the most common language in the world, is an important subject in all schools Being thoroughly aware of the importance of this language in the international communication as well as in the development of international integration, Vietnamese educators should use English as the key subject English is essential for not only the tourism industry, foreign trade, foreign companies, computer users but also high school graduates Therefore, each student attending high school must have a certain level of English to prepare for exams and after graduating at least they are able to communicate, read and write some normal texts To this, we are constantly innovating teaching methods and curriculum to achieve substantive results for general English courses and forging some basic skills for students During English learning process, finding the way to obtain English knowledge is the most significant Teachers must possess many skills to be successful in the classroom A level of expertise is needed to translate subject matter into curricular goals for specific grade levels Teachers must understand how students develop and what motivates them to learn Teachers must also be able to implement pedagogical skills to make the subject matter applicable to all students, with the ability to assess for future learning In addition, the unpredictability of the classroom requires a level of organization that is imperative for successful learning to take place Organization is the foundation of any classroom and can be created and maintained through effective classroom management strategies The teacher, as manager, must oversee the learning environment while protecting instructional time, maintaining the flow of the class, and being attentive to the needs of each student When management strategies are in place, the classroom can become a successful learning environment for all students Conversely, when management strategies are not in place, several student concerns can result, including lack of student participation, excessive talking, and general misbehaviors The necessaryeffort to manage a successful learning environment often surprises new teachers; even those experienced with school-aged children are unprepared for the different challenges that arise, once in the classroom This has led many beginning teachers to doubt their abilities and choice of profession, as well as question the quality of their persevere preparation.One of the most important reasons is unsuitable methods in teaching and learning The teachers of English often meet difficulties in approaching new methods of teaching foreign languages communicatively How to organise groupwork or pairwork effectively is also the problem which they often meet Recognizing the importance of groupwork and pairwork, I’ve chosen this topic in the hope of finding out some useful measures in organising groupwork activities in the class 2.Aims of the study In this study, my main interests are: - To introduce how to groupwork and to show the advantages of working in pairs and groups - To show how to organise a groupwork effectively and how to deal withinitial problems that may occur - To show how groupworks can be used for various classroom activities - To offer teachers confidence in using groupworks during their lecture by themselves Scope of the study This study is only concerned with ways of organising activities in the class rather than with teaching techniques II CONTENTS Theoretical background: The benefits of pairworks and groupworks In pairwork , the teacher devides the whole class into pairs Every student works with his or her partner, and all the pairs work at the same time ( it is sometimes called “simultaneous pairwork” ) Point out that this is not the same as public or open pairwork, with pairs of students speaking in turn in front the class In groupwork, the teacher divides he class into small groups to work together ( usually four or five students in each group ) As in pair group, all te groups work at the same time Pointed out that pairwork and groupwork are not reaching methods but ways of organnising the class They can be used far many different kinds of activities, and are naturally more suitable for some activities than for others One of the successful ways, if the teacher is resourceful and skilful enough, to motivate his/her students to participate in the lesson is to use “pair work” or “Group work” appropriately.Language is best learned through the close collaboration and communication among students This type of collaboration results in benefits for all or both learners In fact, learners can help each other while working on different types of tasks such as writing dialogues, interviews, drawing pictures and making comments about them, play roles, etc… The first advantage groupworks offers is that there is more language practice.Groupworks give students far more chance to speak English Refer to the request : working in groups, each student makes seven sentences ( either a question or an answer) If the excercise were done “round the class”, students would only say one sentence each, and in a large class many students would say nothing at all The second advantage is that students are more involved : Working in groups encourages students to be more involved and to concentrate on the tasks Refer to the above request : if this discussion were conducted with the whole class together, it would be dominated by a few students and the others would lose the interest An vital profit is that students feel secure Students feel less anxious when they are working “privately” when they are “on show” in front of the whole class Obviously, groupworks can help shy students who would never say anything in a whole-class activity to convey their ideas easily The last but not least is that pairwork and groupwork bring students a chance to help each other Groupworks encourages students to share ideas and knowledge In a reading activity students can help each other to explore the meaning of the text; in a discussion activity students can give each other new ideas In language focus lessons, better students can explain the main points to those who are not good enough (Source: https://www.tutorhunt.com/resource/3199) Practical background 2.1 Students’ Lack of Motivation One of the most common difficulties for students in learning English foreign language (EFL) is speaking, since the goal of the students in learning EFL is to communicate Yet, in fact Vietnamese students still get difficulties and often reluctant to speak because they are shy and are not confident to expressing themselves in front of other people, especially when they are being asked to give personal information or opinion Frequently, too there is a worry about speaking badly and therefore losing face in front of their classmates Based on this case, it can be identified that such students have a low motivation And this is the teachers’ duty to encourage the students to be brave to speak up and expressing their idea in front of their classmates The teachers of English should use the students’ own motives for joining the course, encourage students to be active in the class by giving chance to suggest or giving opinion to solve problems in an experiment activity for instance, ask the students what type of teaching and learning which motivate them most and what kinds of classes which are not motivated them, encourage students to focus on their improvement not only grade or examination The students can self-assessment of their own work and find out their strength and weaknesses, encourage the students to work cooperatively in groups without pressure, give feedback without judging their mistakes and errors Then, give reward which can establish their self-confidence and competence later 2.2.The reality of quality of English at Lang Chanh High School There are more than 1,200 students coming from various villages in Lang Chanh district Most of them are ethnic minority students, whose background is not good enough, and they have shy characteristics It means that teachers need to be enthusiastic and patient in order to find out the most suitable and effective teaching methods During the last ten years, the implementation of innovation of teaching method in lang Chanh High school in general, in Foreign Language group particularly has initially gained encouraging results The majority of teaching lessons are taught using active appropriate teaching methods for each skill lessons and different units, such as: Pair-work, Group work, role-play, learnercentered learning, visual aids, etc How to choose the teaching methods depends on the topic of the lesson and the knowledge level of each group From what I have experienced in my teaching process, I have found out that one of the most practical methods at high Lang Chanh High School isgetting students to work in pairs or groups during the English lessons As a result, the quality of students' English learning at our school has been gradually ỉmproved for the last few years Furthermore, English lessons have attracted more and more students.Students are getting more and more active during the class in which they can discuss with their partners about the contents of the lessons It is obvious that pairwork and groupwork are the keys that support students However, applyingpairwork and groupwork into the lesson effectively is not simple Therefore, In this study I really want to discuss about how to use pairwork and groupwork in the lesson "Unit An excursion - part A Reading, English 10 textbook"effectively, which encourages students to be absorbed in the lecture Solutions 3.1 The lesson plan Date of preparing: 02/11/2019 Date of teaching: 07/11/2019 PERIOD 32 UNIT AN EXCURSION PART A: READING (Time allowed: 45 minutes) I AIMS OF THE LESSON: Knowledge : After the lesson students will be able to: - know about some famous places in Vietnam ; - know how to use the present progressive tense with a future meaning ; - broaden their vocabulary concerning tourism and conservation 2.Skills: Reading, Speaking, Listening and Presenting Attitudes: - To encourage students to work harder - To provide students some motivation Abilities: Self-studying, using language, pairwork, groupwork and communication II.PROCEDURE: * ACTIVITY WARM-UP ( minutes) Aims: Leading students into the topic of the lesson Teaching methods: Asking and answering the questions Ways to organize activity: Pairwork and groupwork Teaching aids: chalks, blackboard, pictures Teacher’s activities Students' activities - The teacher shows some pictures I Warm-up : Matching Picture 1: Match the photos with the information Keys: 1- d: Thien Mu pagoda (Hue) - b: Ha long Bay (Quang Ninh) - a: The One - Pillar pagoda (Hanoi) 4-c: Xuan Huong lake, Dalat (Lam Dong) - Work in pairs to match the picture with its name Picture 2: Teacher’s activities Students' activities Picture 3: Picture 4: - Give feedback to students' ideas ACTIVITY 2.PRE-READING (12 minutes) Aims: Leading students into the topic of the lesson and provide students the newwords Teaching methods: presentation Ways to organize activity: Presentation Teaching aids: chalk, blackboard, pictures Teacher’s activities Students' activities - The teacher asks two representatives - Two representatives go the board to go the board and present : and present : + One talks about the history of " + One talks about the history of " Thầy" pagoda Thầy" pagoda Thay pagoda situated on a hill in Teacher’s activities Students' activities Quoc Oai district, Ha Noi Thay pagoda was founded in Đinh dynasty However, it really became popular during the reign of Ly Nhan Tong, the founder of Ha Noi capital This site is a pagoda and a small bridge + The other talks about the history of "Hương" pagoda + The other talks about the history of "Hương pagoda" Position : Around 60 kilometers southwest of Hà Nội "Hương" Pagoda is one among the largest and unique religious sites in Huong Son Commune, My Duc District, old Ha Tay (or enlarged Hanoi), right banks of Day River, northern Viet Nam - The teacher leads students into the lesson - The teacher provides some new words related to their tasks * Vocabulary: - Picturesque /pikt∫ə'resk/ (adj): đẹp, gây ấn tượng mạnh - Students copy down the new words - Students practise pronouncing - Students volunteer to pronounce the new words Teacher’s activities Students' activities - Excursion /iks'kə:∫n/ (n): du ngoạn, chuyến tham quan - Suppose (v) /sə'pouz/: cho rằng, nghĩ - Campfire (n) /'kæmpfaiə/: lửa trại - Persuade (v) /pə'sweid/ = convince /kən'vins/: thuyết phục - Model the sounds ACTIVITY WHILE-READING( 20 minutes) Aims: - Students read and guess the meaning of words in contexts - Students read and answer questions about the texts - Students practise scanning specific information in the texts Teaching methods: Ways to organize activity: pairwork and groupworks Teaching aids: chalk, blackboard, handouts Teacher’s activities Students' activities Task 1: Choose the best answers - The teacher asks students to read - Work in pairs to task : Reading thought the letter and choose the best the letter and finding out the answer answers C (Lan wrote the letter to tell Minh about the plan for her class - The teacher asks for students’ trip) explanation for their choices A (The students decided to go on - The teacher asks students to read the an excursion because they wanted to passage again to answer the questions understand their geography lessons better) - The teacher corrects students’ answers B.(The students have changed their destination as it is impossible to visit caves near Thay Pagoda) Task Task 2.Answer the questions - The teacher has students work in groups of four students to task - The teacher guides students how to - Students work in pairs to task KEYS - Students underline keywords in They are going on a trip when they each question have some days-off after the 1st term They are visiting some caves because - Students find out the correct they want to understand their geography answers lesson better and many of them have never - Students present their ideas been inside a cave It’s only over 20 km They are going to make a two- day 10 Teacher’s activities Students' activities trip and have a night campfire They are bringing their own food and sharing - Students pay attention to the buses with some other classes to make teacher's comments the trip cheap Lan is anxious about her parents' permission because they may not want to let her stay the night away from home - The teacher gives feedback to students' answers ACTIVITY POST- READING( minutes) Aims: Encouraging students to know more about the beauty spots in Lang Chanh district and raising students' awareness of the need to preserve the historical places Teaching methods: Pairwork and groupwork Ways to organize activity: Presentation Teaching aids: chalk, blackboard, pictures Teacher's activities Students' activities - The teacher asks students to tell about one historical place in Lang Chanh he/she has known - A student shows some pictures of "Mèo" pagoda and tells other students about its history + " Mèo" pagoda was founded in the 13th century + In 2005, Thanh Hoa People's Committee recognized it as a historical and cultural vestige + Traditional festival happens on January 6th and 7th every year + In recent years, the festival has been regularly held- a place of cultural activities and beliefs of the people of ethnic groups in Lang Chanh district 11 Teacher's activities Students' activities * Consolidation: (3 minutes) - The teacher gives comments to students’ presentation 12 - The teacher asks students to keep in their mind that as a student, to protect and preserve historical sites, cultural heritages and places of interest they need to the following: + Keep cultural and local heritage clean + Visit, learn the historical relics, cultural heritage + Not to leave litter - The teacher asks students to prepare the next lesson:Period 33 Unit 6.B Speaking 3.2.Students' work Some pictures below show what our students during the lesson Picture 1: Student Thieu Ba Viet is talking about "Thầy" pagoda Picture 2: Student Pham Thai Lam is talking about "Hương" pagoda 13 Picture 3: Student La Yen Nhi is talking about " Mèo" pagoda, a beauty spot in Lang Chanh district Picture 4: Students work in pairs and groupsto the tasks in the lesson The discussion It can not be denied that on the one hand pairwork and groupwork bring a lot of benefits The first and foremost benefit of both pair work and group work is that they increase the amount of student practice It is known that lessons have limited time - usually only forty five minutes - and there are on average thirty students in the class, although nowadays there is a tendency to divide classes 14 into two groups to make them smaller and easier to teach Still, in a class of thirty students during a teacher-led activity, very seldom even fifty per cent of students take active part in the lesson The first thing that happens in such a class is that students get bored very quickly waiting for their classmates' answers As a result, instead of practicing English they start doing something different - talking, doing homework or even playing cards, for example In consequence, this leads to general chaos if the teacher is not quick enough to perceive and prevent it Needles to say, the teacher should involve the whole class in an activity During pair work twenty people are speaking, not just one person as it is in a teacher-led activity That is why the more pair work activity the students have, the more often they use the language and its new items As far as group work is concerned, it depends on the kind of the activity how much the students practice the language Even when the teacher divides the learners into groups of four or five, there will be at least ten or eight students speaking at the same time, providing that the class consists of forty people Another extremely important advantage of pair work and group work is the learner's confidence Certain grounds exist for believing that the students feel much more comfortable to speak in a foreign language to just one or two people rather than to the whole class and the teacher Especially timid students, or ones who are not good at manipulating the language yet, feel more relaxed and selfconfident trying to put their language abilities to a test during the activity and seeing how they use them This encourages students to cooperate with one another They feel that they are responsible for the group and for each of its members This is widely seen during group competitions when the students work for the benefit of the whole group They have to cooperate and help each other, and there is no way of escaping or avoiding the cooperation for shy and weak students They are all involved in the activity and it is another important feature of pair work and group work Working in pairs or groups, students can learn from one another a lot In a class there are always weak and strong students Arranging the class into groups the teacher should remember that there can be a mixture of different ability levels in one group With this in mind he/she can predict which roles would be the most adequate for which students and what they could teach their classmates, and then give them the tasks What is more, they provide an enormous number of new items and expressions for their classmates The point the present writer is trying to make is simply that the students need to work together as often as it is possible to learn how to cooperate with other people and 15 get used to different ways of speaking in a foreign language Moreover, they improve their listening, speaking and understanding skills Pair work and groupwork also develop students' fluency As it has already been stated, students really not have too much possibility to practice the language in a traditional classroom The teacher presents new grammatical structures and then makes the students exercises or drills connected with the new material In fact, the learners it automatically, without thinking - if the drill is not meaningful - and can forget it easily after a week or a month It goes without saying that they not develop their speaking skills, let alone fluency in a foreign language On the contrary, pair work and group work influence these abilities The students can use the language freely and express their opinions and thoughts without any restrictions It is difficult not to get the impression that fluency can be improved only during constant speaking practice in the atmosphere of independence and in the state of relaxation There is another magnificent advantage of pair work and group work It is the variety of available activities It must be said here that a huge variety of activities influences the course of a lesson and its success The more different the activities the teacher uses during his/her lessons, the bigger their motivation towards learning the language It is true that in pair work and group work students' motivation increases because they are active and feel important during these activities In keeping with this, the teacher is going to experience success in his/her work because motivated students are usually good language learners and they always make progress Pair work and group work have advantages not only for the learners but also for the teachers First of all they save time Instead of asking individual students to practice a structure or answer the questions, he/she can divide the class into pairs and make them the exercise at the same time As a result students are able to practice the language more during the course When the time is saved, the teacher can take his/her students through much bigger material and many more activities This will be for sure appreciated by the students who will not have time to get bored because of the variety of activities and their own participation in the lesson As a result, the lesson will seem to be more interesting, the teacher will be liked by the students, and he/she will enjoy his/her work because it will bring him/her satisfaction, pleasure, and fulfillment Pair work and group work may be a good way of checking students' progress in learning The teacher can it without students' knowledge about the fact that they are observed and checked Walking round the class and listening to the speakers, the teacher can not only make notes of the most common mistakes to discuss them later, but also discover whether they are able 16 to communicate with each other in the foreign language or not Such discovery helps the teacher to decide which parts of material need to be repeated or explained later Another important advantage for the teacher is that pair work and group work give him/her time to consult the lesson plan and organize materials for the next stage of the lesson Although the teacher can be prepared for the lesson very well, sometimes it may happen that he/she simply forgets what he/she must next Pair or group activities are the best for looking up the lesson plan It is also good for organizing materials for the next activity, for example hanging pictures or pieces of a text on walls, writing something on the blackboard, etc On the other hand, some teachers can argue that pair work or group work also bring a lot of disadvantages, both for learners and teachers One of the problems is that students often speak in their native language This is difficult to eliminate if the class is really big and consists of forty students The teacher cannot listen to all pairs or groups at the same time, but it does not mean that he/she is unable to anything about it The teacher should establish certain rules at the beginning of the school year and be very strict about them He/she can play the role of the "English Police" and look for "offenders" - those who speak their mother language - giving them a punishment (for example extra homework) After some time the good habit of speaking only English may be established Another disadvantage is incorrectness During pair work and group work the teacher usually does not disturb the students, even if he/she notices some mistakes they have made, but lets them speak freely However after the activity, he/she should discuss the most common ones It is tempting to suggest that the learners may learn each other's mistakes or errors, but we should not forget that errors or mistakes are an indissoluble element of the process of learning Besides, students try to correct each other rather than learn the mistakes One of the main points of having learners speak to each other is to help them increase their confidence and reduce the anxiety that is often found in a purely teacher-centered classroom Pair work and group work activities are usually geared to fluency enhancement rather than accuracy practice One of the main disadvantages for the learners is that shy or weak students can be eliminated from the practice, because of individuals who always tend to dominate It is not a problem when they work in pairs, but as far as the groups are concerned, the teacher should assign roles to avoid one or two learners taking over the activity and others becoming passive observers The assignment of roles (for example "a secretary" who notes down what the group members say; "a leader" who governs the conversation; "a presenter" who reports on the final conclusions reached by the group, etc.) is often enough to act as a catalyst to get the group speaking 17 All teachers should remember that in a class there is always a very specific mixture of characters - from extroverts to introverts Usually teachers have no problems with extroverts who like taking an active part in a lesson, but with introverts and those who are independent types and prefer working alone However, given the reality of life, there are not many professions today that allow one to work in pure isolation Cooperation is a fact of life and students should understand it Pair work and group work in a classroom teaches them a very important life skill - how to work with other people (Source: http://lemill.net/methods/jigsaw-group-work/view) III APPENDICES With the same knowledge level, there is big diference among the students' attention and participation during the lesson in four groups Group 10A2 (in which I have students work in pairs or group during the lesson) Group 10A6 (in which I don't have students work in pairs or group during the lesson) Group 10A7 (in which I don't have students work in pairs or group during the lesson) Group 10A10 (in which I have students work in pairs or group during the lesson) The number of students of four groups is the same with 40 students During the lesson 10A2 10A6 10A7 10A10 38 20 25 37 Attention (95 %) (50%) (62,5 %) (92,5 %) 20 15 Inattention (5%) (20%) (37,5 %) (7,5 %) IV CONCLUSION AND RECOMMENDATION Conclusion In conclusion, pairwork and group work are effective ways of learning and cooperation with others, and the aim is to learn through group cooperation and encourage all students to participate in the learning process This approach is defined in the classroom as a group The members obtain useful information from each other to extend their knowledge and abilities through the cooperation Also this method can be helped by transferring implicit knowledge to explicit knowledge, and gain some satisfaction by self improvement and competence through the sharing This essay is going to explain some benefits held from the group work experience, and also introduce two important tips of being successful in group work Pairwork and groupwork require students to ask questions and explain their points of view to others This not only assists students to increase the opportunities to apply their knowledge, but also enhances their interest and ability of learning Moreover, it enables them to accept different opinions, 18 extends their insights, and promotes the sustainability and development of thinking Pairwork and groupwork help to improve learning efficiency That would refer to every member of the group to actively participate in the learning process and activities, each member should have great enthusiasm, and learn from tasks shared by everyone Also, it is encouraged that each member should brainstorm, and to express their point of views Everyone is also encouraged to share their efforts and their best with the energy created, so the problem can be solved Pairwork and groupwork can enhance the cooperative feelings among students, and develop students' interpersonal skills Group work is a process of exchanging information and knowledge between students, which refers to the progress of directing the emotion and senses by communicating and helping others, and especially understanding the culture differences which refers to different backgrounds It should be learned that to take care and help each other by recognizing their merits and also be tolerant of their shortcomings Moreover, it is encouraged to listen with an open mind to learn from others and listen to their points of view This will allow each member to integrate themselves into a collective team, and enhance their collective consciousness Group work assists students to develop their self-learning ability Group work involves students to participate rather than be bystanders It encourages the student who has mastered a certain knowledge and skills to transfer and teach others who not have themselves Students who seek for an outstanding performance in group work must carefully learn the class material, and read through the text book analyzing its content Some contents may not be available in current text books, so it encourages students to find information by searching on the internet, and also makes some notes These initiatives improve student learning, so that it promotes their self-learning abilities (Source: http://howto design a lesson plan for teacher of English) Recommendation Based on what I have coped with during my teaching process, I have some practical recommendations as following: 2.1 For teachers: - The teacher should set ground rules for students working in groups - The teacher should encourage students to actively participate in helping the group reach its goals - When preparing for group work, the teacher should think carefully about how students will be physically arranged in groups - When designing the group activity the teacher should identify the instructional objectives and make the task challenging 19 To be successful in these objectives, teachers need to constantly self- study, cultivate in order that they will be able tokeep up with the innovation of society and education in the world 2.2 For educational managers The headmasters should encourageteachers to use active appropriate teaching methods for each skill lessons and different units, such as: Pair-work, Group work, role-play, learner- centered learning, visual aids, etc The headmasters should mobilize available funds to provide teachers with useful facilities such as radios, cassettes, computers, projectors, Internet, etc.in the hope that the quality of teaching and learning Englishwill be improved step by step I hope that this study will contribute to improving the effectiveness of teaching and learning English at high schools in remote areas in general, at Lang Chanh High School in specific Thanh Hóa, ngày 20 tháng năm 2020 XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Tôi xin cam đoan SKKN viết, khơng chép nội dung người khác NGƯỜI VIẾT SKKN Phạm Thị Nghị Nguyễn Đình Bảy 20 IV REFERENCES Websites ● https://www.tutorhunt.com/resource/3199 ● http://www.simonmidgley.co.uk/talklearn/groupwork.htm ●https://resilienteducator.com/classroom-resources/how-to-impart-thebenefits-of-students-working-in-groups/ ● http://lemill.net/methods/jigsaw-group-work/view ● https://www.cmu.edu/teaching/designteach/design/instructionalstrategies ● https://uwaterloo.ca/centre-for-teaching-excellence ● http://www.edukator.org.pl/2005a/work/work.html ● https://uwaterloo.ca/centre-for-teaching-excellence/teaching ● http://busyteacher.org/15791-group-work-6-fresh-activities.html ● http:// how to design a lesson plan for teacher of English The reference books ●Brookfield, S.D., & Preskill, S (1999) Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms San Francisco: Jossey-Bass Publishers ●Gross Davis, B (1993) Tools for Teaching San Francisco: Jossey-Bass Publishers ●Jaques, D (2000) Learning in Groups: A Handbook for Improving Group Work, 3rd ed London: Kogan Page ● The English 10 textbook (The seven - year curriculum) DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP SỞ GD&ĐT XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Phạm Thị Nghị Chức vụ đơn vị công tác: Tổ trưởng chuyên môn, Trường THPT Lang Chánh TT Tên đề tài SKKN Motivating and enhancing students at Lang Chanh High School to learn English by groupworks 21 Cấp đánh giá xếp loại Kết đánh giá xếp loại Năm học đánh giá xếp loại Cấp Sở GD&ĐT C 2017-2018 22 ... TRAINING LANG CHANH HIGH SCHOOL THANH HÓA, 2020 EXPERIENCE INITIATIVE Title: HOW TO MOTIVE STUDENTS AT LANG CHANH HIGH SCHOOL TO LEARN ENGLISH BY USING PAIRWORK AND GROUPWORK IN THE LESSON" UNIT AN. . .THE TABLE OF CONTENTS Title: HOW TO MOTIVE STUDENTS AT LANG CHANH HIGH SCHOOL TO LEARN ENGLISH BY USING PAIR WORK AND GROUP WORK IN THE LESSON "UNIT AN EXCURSION- PART A READINGENGLISH 10 TEXTBOOK" ... giving chance to suggest or giving opinion to solve problems in an experiment activity for instance, ask the students what type of teaching and learning which motivate them most and what kinds