Some tips on how to organize class in a positive way when teaching lets talk and interview

1 THANH HOA DEPARTMENT OF EDUCATION AND TRAINING THUONG XUAN EDUCATION AND TRAINING ROOM EXPERIENCE INITIATIVE SOME TIPS ON HOW TO ORGANIZE CLASS IN A POSITIVE WAY WHEN TEACHING LET’S TALK AND INTERVIEW Writer: Dinh Quoc Toan Position: Teacher Working unit: Xuan Le Primary School Experience initiative of subjects: English THANH HOA YEAR 2020 TABLE OF CONTENTS Page CONTENTS Table of contents Introduction 1.1 The reason to choose a topic 2 1.2 Research purposes 1.3 Research subjects 1.4 Research Methods 3 3-4 Content 2.1 Basis for argument 2.2 Reality 4 4-5 2.3 Specific solutions to solve these problems 6-12 2.4 The effectiveness of experience initiative 12-13 Conclusion and requests 3.1 Conclusion 3.2 Requests 13 13 The list of references: 15 The list of topics has been graded 16 14 Introduction 1.1 The reason to choose a topic Today, when science and technology is growing, trade between the community is expanding, the demand for doing and international exchange is increasingly high Therefore, the universalization of English is indispensable Not only adults but also children today are eager to communicate with foreigners On this momentum, the Vietnamese education sector has moved the English curriculum from elective to compulsory for Primary education starting from grade and some schools have taught from grade On the ground In Thuong Xuan district, schools basically have enough conditions to teach English from grade Teachers in communes with special difficulties such as Xuan Le also have teachers to be ensured At Xuan Le Primary School, teaching from grade is conducted with the number of periods per week under the new program of the Ministry of Education and Training After many years of teaching English at the elementary school level, I realize that their communication skills are still limited, especially in ethnic minority areas To overcome the limitations and improve the positive in learning English, I have explored and summarized some experiences so that they can be strong in communication and know how to organize activities in small groups or pair when performing speaking operations Cooperative teaching, small group or pair teaching in which students of a class are divided into small groups or in pairs, within a limited time, selffulfilling groups of learning tasks on a differential basis Public and cooperative work Learning results are presented and evaluated in front of the class * The positive effects when group activities are most in the form of face to face - Enhancing motivation for learning, giving rise to new ideas and interests - Stimulate communication to share ideas, and how to solve problems - Enhancing the ability of expression, - Encouraging participants to learn from each other's experiences, develop close, solidarity and caring relationships Organizing for students to study in small groups or pairs to help timid students with limited expressive skills will have conditions to practice and practice, thereby asserting themselves Create conditions for each student to reach his or her full potential, make the division of teaching activities convenient How to make group discussion classes effective, avoid formalities, I myself have been thinking, researching, communicating with colleagues and successfully experimenting with the topic “Some tips on how to organize class in a positive way when teaching Let's talk and Interview ” 4 1.2 Research purposes With the goal of a teaching activity, most students in the class have the opportunity to work and communicate with each other Not only are fixed groups and pairs working, but groups and pairs always change flexibly so that a student can communicate with many other students to improve the listening skills of different voices from many student objects From there, improve listening and speaking skills of students - Pair activities are more necessary than ever Because teamwork can focus on the strengths of each person and complement each other - Pair teaching is one of the teaching methods that promote student's positive - Create a "face-to-face" cooperative environment in groups of students to tell each other - Cooperative group learning requires active interaction between the independent students in the group That is done when team members see each other in the exchange Interaction face-to-face, has a positive effect on students such as: Increase learning motivation, generate new interests, stimulate communication and sharing ideas, resources and problem-solving solutions, enhance attitudes, expressions, and feedback skills forms: words, eyes, gestures, encouraging all members to participate, developing close relationships, caring about each other - Through researching and understanding the organization of group activities, help yourself to draw experience from using method effectively teaching process - Help colleagues have more resources to refer to development Other teaching methods are more advanced and more effective 1.3 Research subjects - This initiative is researched and experimented effectively for students of Xuan Le Primary School, Thuong Xuan District, Thanh Hoa Province, when practicing group, pair and special skills to help students listen Many different voices - speak to a variety of students in a unit of lesson - There have been many types of group activities for English, but for this topic, I have gone into more depth about the flexibility of speaking activities so that one lesson can have student to communicate with students another and the whole class work for a while 1.4 Research Methods - Through direct experience teaching students objects - Through the scheduled hours, visit the class of colleagues not only unit but many units in the district and province - Research documents, search for information on the internet - Practical application method - Interview method: Interview students, learn inspiration their interest in group learning, pairing 5 - Check, compare and statistic results - Self-assessment and peer evaluation of results Content 2.1 Basis for argument In a small group or pair approach, a student-student relationship arises Through discussion, collective debate, the opinions of each individual are adjusted, thereby learners take themselves to a new level Activities in a small group will make each member familiar with the division of cooperation in social labor, friendship development, sense of organizing discipline, sense of community This model is to prepare students to adapt to the social life in which each person lives and works as assigned, in cooperation with the community of elementary school students whose activities have been change in quality, change from fun activities to learning activities, they have to receive a new form of learning compared to kindergarten so they are easily distracted, not confident Studying in small groups or pairs allows them to be more comfortable, more brave and create a friendly and friendly atmosphere as if they were talking and not learning Children who like to observe, be curious, like to comment, compare, like to have fun, compete to become the winner 2.2 Reality *Advantages: In the previous school years as well as this school year, the attention of the branches and localities to the unit, along with the aspirations of the students' parents want their children to focus on the main area to improve student's academic ability Teachers who are assigned to prepare classes with many levels of competence have also been enthusiastic in the teaching process, dedicated to the profession, dedicated to students, and hard to overcome difficulties during the implementation process mission The school's facilities are relatively guaranteed for the learning and teaching process of teachers Students study relatively orderly, forming study habits in each level of education - English is a relatively new subject for students of the unit, so they are very eager to learn and equip the equipment for this subject * Hard Besides the above advantages, there are also many difficulties that myself and my colleagues have encountered such as: - This method is limited by the narrow space of the classroom, because the time is limited for a lesson, teachers spend a lot of time preparing equipment and designing tasks for groups and organizations Reasonable and students are familiar with this activity for good results 6 - So teachers are afraid to innovate, afraid to teach in groups Having teachers organize group activities only formality, not suitable with the lesson content, resulting in low results Some young teachers responded enthusiastically but did not have much experience in organizing group activities - For the English subject, students in individual schools have not been approached while students at the main school have been studying for a while and currently studying at grades and 4, there are even students in Another school has moved to reach the level of 5th grade Therefore, when teaching in class, there are many different levels of competency, so the task of assigning tasks to students is quite difficult Nearly 100% of school pupils are children of ethnic minorities, many of whom have yet to read or write fluently in Vietnamese, leading to difficulties in learning English Most students study English for listening and re-pronunciation but cannot master the knowledge themselves Many students will forget the next class immediately, not to mention that they not have the conditions to practice when leaving the class home Through the process of teaching by traditional methods, the learning results of students are not as expected * Overall evaluation results when surveyed are as follows: Good Completed Non-completed Amount Grade of Note Amoun % Amount % Amount % pupils t 60 13 21.7 39 65.0 13.3 69 17 24.6 42 61.0 10 14.4 78 13 16.7 60 76.9 6.4 Total 207 43 20.8 141 68.1 23 11.1 * Survey results for students' speaking skills are as follows: Good Completed Non-completed Amount Grade of Amoun % Amount % Amount % pupils t 60 10 16.7 35 58.3 15 25 69 13 18.8 40 58.1 16 23.1 78 11.5 55 70.6 14 17.9 Note Total 207 32 15.4 130 62.9 45 21.7 From the meaning and reality above I along with a number of colleagues in other disciplines, have studied, exchanged, planned and directly taught Through class visits of school leaders, colleagues in the school and colleagues in the same subject I have taught well to accomplish the goals of the lesson and especially the student's results have been improved significantly 2.3 Specific solutions to solve these problems From the content discussed above as well as with characteristics of Xuan Le Primary School The school orientates a number of solutions to implement the seminar "how to organize classes" * Teaching process in small groups or pairs (face to face) - Planning for group activities: This is the first stage, important teachers need to prepare carefully before conducting teaching in small groups As soon as preparing lesson plans to prepare for the lesson, teachers need to fully design the group activity steps from determining the time of conducting group teaching in the lesson, defining tasks, forms of group work , assign roles, organize implementation, test and evaluate + Define objectives, lesson content: The explicit identification of the goals that students need to achieve, clearly identifying the main content of the lesson and forming the questions to answer is very important for the selection select goals, content, tasks and time to use the group teaching during lessons The choice of group teaching method must be given priority when the teaching goal is to formulate communication skills and work collectively, forming a method of organizing activities in a group Either learning tasks or questions that not have direct or relatively complicated answers for the majority of students in class, tasks that require mobilization of experience, knowledge of many people, or need organize students to debate, discuss on a problem but students also have many different interpretations, diverse opinions, etc + Determining the objectives of group activities: The goals of group activities must include two basic goals: the objectives of the lesson; Specific goals for skill development in group activity However, it is not possible at the same time and at the same time be able to educate students in all skills but should select a few necessary skills, suitable to the task, the lesson content, with the actual level of the student Based on the basic skills required for students in group work, teachers should have a plan for the whole process of forming teamwork skills - Organize and perform group learning tasks during class hours: + Organizing and arranging working groups: + Arranging working groups: The division of study groups depends on a number of factors such as: specific teaching objectives and tasks of the lesson; conditions for conducting school hours; depend on the teamwork skills of students; depends on the level of familiarity among students in class about grouping There are several ways to form a study group: + Form a group according to the learning task + Form learning groups according to random rules + Divide the group into tables or several study tables close together, or use the student's unit to make one or several groups 8 - For the form of organizing classes to practice speaking in English class, I have arranged the following specific pairs so that they can all work at the same time and when changing groups, it is not disorderly and does not cost much time when forming pairs and especially through these activities they will practice with many friends and not in specific pairs in the table * First round 1 9 7 5 3 1 * Second round 1 9 7 5 3 1 * Do the same for the pairs - Try each lesson of "Let’s talk." We hold rounds - The following lessons we serial to enough rounds - After all round for row of tables - We continue to change the odd numbers (1,3,5 ) of table with row - Table with row of table and row of table with row of table * If you so during a term, student can practice speaking directly with all students in a class Arrangement of seats for students to work in groups: Arrangements of seats for students must be suitable for group activities as well as working group sizes The arrangement of seats for students must ensure the convenience of students when working as well as on the move, while ensuring the interaction between the students in the group as well as between the groups + Assigning tasks and time for group work: teachers need to give very specific instructions, such as: + List tasks for each group in the form of a question or a problematic situation + What is the time for group discussion? + Ask the groups to explain their group's tasks to make sure the student understands what the teacher asks for * Observe and control group activities, including: + Control groups and individuals who have mastered the learning task or not? + Control the collaborative working process among team members + Control the work results of the groups During the observation and control of group activities, if it is found that any group has members who not work together to perform the task, teachers should not stop the group even if the group requests Let the group teach itself how to deal with interactions between non-cooperative members * Evaluate teamwork results: - Students self-assessing results of the group: Need to create opportunities for members of each group to self-assess the results of their own groups The first thing to keep in mind when leaving students to self-assess is that the teacher must direct them to assess in both aspects: the awareness and the way the team works (the active participation of members, cooperation with each other, listening to each other's opinions, resolving disagreements, etc.) - The groups evaluate each other's work results: After the evaluation, internal comments in the group - Teachers evaluate and comment on the results of the groups' work: This work can be conducted in parallel or after the evaluation of groups Should teachers and students check the evaluation results of groups correctly? Where 10 the assessment is not correct, it is necessary to show the whole class where wrong and why wrong Team results can be used by teachers to score team members Regarding how to grade for teamwork results, there is still debate Some people rated the same score for all team members when doing group tasks They argue that inadvertently evaluating each student will lead to rivalry within the group and thus undermine the benefits of teamwork Some give points based on each child's contribution based on each child's test scores or based on the group's evaluation of each member's work However, when evaluating student scores, teachers need to take into account the multi-purpose of group teaching: firstly, assess the knowledge or task completed by students after working in groups The second is the skill needed to work in a team * Steps to practice in pairs (face to face) Step 1: Preparation Need to be very careful through introduction and practice of materials, so that everyone is confident when using foreign languages After introduction and practice of grammar, all information should be saved on the board Step 2: Teacher models with one student The teacher, along with a decent student in the class, acts as a model package for an assignment so that all students understand the requirements and know how to perform them Step 3: Two students model Call two pretty good students to model in front of the class again If students are allowed to stand still, they should be asked to speak loudly enough for the whole class to hear Step 4: Time regulation Tell students how much time they will have to this exercise (usually only about 1-2 minutes) Step 5: Students in pairs tell the students to start working at the same time While students are doing their homework, the teacher goes from one pair to the other, watching and helping them as needed but avoiding interfering with the student's activities even though they may see them in the wrong places Step 6: Check in before the class is up for discussion time, when most couples have done it, signaling for all students to stop Choose any few pairs and ask the two students to present them to the class This test is very important because it makes students have to work more seriously at later practice sessions Students will become more diligent, more self-conscious when they know that teachers will assess their academic performance * Examples: - All "Let’s talk" sections in English textbook 3,4,5 - The Project sections have an "interview" section (If you have time) * Steps for "Let’s talk" activity 11 Each of the books' Unit has this Let’s talk section Therefore, with this initiative, we can apply the organization flexibly, forming a habit that every child can operate - Specific examples when conducting teaching of Let’s talk: Unit 8: What subjects you have today? Lesson 2- "Let’s talk" (page: 54) English episode Step 1: Practice the sentence pattern after the introduction of the new grammar and a few minutes of practice for the whole class (Practice model sentences) What subjects you have today? I have………… When you have……………? I have it on ……… Who is your …… teacher ? My……… teacher is …./ She(he) is… Step 2: Teacher models with students (Each practice sentence with student) (Specific image) Step 3: Call a pair of pretty students to make a model again (Photo of students modeling in front of the class) Step 4: Ask students to practice for minutes (1 minute / sentence) * Note: for practice in pairs and moving pairs by sentence, we will spend an additional 10 seconds on the move - After each sentence, students practice with their pairs Step 5: Students in pairs tell the students to start working at the same time While students are doing their work, the teacher goes from one pair to the other, 12 watching and helping them as needed but avoiding interfering with the student's activities even though they may see them in the wrong places (Photo of students to discuss within a time limited) Step 6: Check the class before the end of the discussion time, when most of the pairs have done it, signaling for all students to stop Choose any few pairs and ask the two students to present them to the class - After the discussion, the teacher chooses any pair standing at the practice site (choose about 3, pairs to make) (photos of students in class 4A, Xuan Le Primary School) - Continue moving the pair and perform the steps like round 13 * Specific examples when conducting teaching of Interview part: Unit 2: I always get up early How about you? Lesson 3- "Project" (page:) English volume Interview two of your classmates about their daily routines Step 1: Practice the sentence pattern after the introduction of the new grammar and a few minutes of practice for the whole class (Practice model sentences) What you in the morning/ afternoon/evening? I always/usually/often/sometimes _ Step 2: Teacher models with students (Each practice sentence with student) (Specific image) Steps 3, 4, and are similar to the “Let’s talk.” Above are the two most typical examples that I have researched, implemented and taught directly during a lecture at Xuan Le Primary School which are highly appreciated by the Board of Directors and the professional team 2.4 The effectiveness of experience initiative How to design a plan: Although it takes more time than the old plan because it must give specific goals, methods and utensils for each activity But the quantification of knowledge is more specific, therefore, requires students not too high thereby helping students to confidently explore, be more confident in communication + Implementation of teaching: Teachers are just instructors and make specific requirements for each activity, manage the classroom, assist students in need, observe inactive students This helps all students have to work + Especially the student results when evaluated after application are very positive, specifically as follows * Survey results for students' speaking skills after the experiment: Good Completed Non-completed Amount Grade of Note Amoun Amoun Amoun % % % pupils t t t 60 20 33.3 40 66.7 0 69 25 36.2 44 63.8 0 78 22 28.2 56 71.8 0 Total 207 67 32.3 140 67.7 0 - In the process of guiding students to explore, discover and dominate new knowledge, it should be noted: + Ways to suggest and raise problems to attract students' attention 14 + How to strengthen old knowledge, raise capital for students to solve problems by themselves + Organize and guide independent students to think and discuss effectively + Observe and monitor the process of students' self-discovery, discovery and attention to signs that identify whether or not students are actually exploring + Encouraging students to persevere, overcome difficulties and actively study + Use teaching equipment appropriately, promote students' activeness and initiative + Pay attention to the common difficulties of students and find ways to overcome them Teacher's teaching is a scientific and artistic activity Therefore, helping teachers organize good classes is a very important and necessary requirement in every successful lesson Conclusions and requests 3.1 Conclusion Through the time I have been taught new methods for the past school year, with my creativity and active student activities and some sensible methods of organization, I myself have found that the results are very good being very positive with the percentage of students who love the subject meeting specific requirements is very positive, which proves that the achievement achieved through the experience is absolutely convincing The figures shown in the statistics table below make it very clear: With the above measures, after nearly years of implementation in grades 3,4,5 Xuan Le Primary School, Thuong Xuan District, Thanh Hoa Province, I found: - English lesson, especially speaking practice becomes more natural and effective - The quality of lessons is significantly improved Students are proactive and creative in acquiring new knowledge - The students showed their intelligence and talents while doing the exercises, games, puzzles - Student's vocabulary becomes richer The ability to express when speaking and writing better - The ability to use English is relatively confident, the children are so naturally in communication that it is one of the essential skills in life - Teachers themselves have a better grasp of the content of the “Let’s talk and Interview” section, use the forms of teaching organization, teaching methods in a more flexible and effective manner Lessons Learned: - Through the implementation of this project, I have drawn some lessons from the following: - As a teacher, first of all be devoted to the profession, seeing speaking as teaching children "capital" for them to study and communicate rather than deal 15 - Must try to explore, create, constantly learn to improve your expertise and competence Since then, it has the best effect in teaching 3.2 Requests + For professional groups - Apply this topic to all classes eligible to study English - Organize a discussion to supplement the completed topic + For the school Need to create conditions for both funding and time for children to visit practically places in the commune and in the district, so that they have the opportunity to interact with reality, increase communication skills - Collaborate with the Team to organize exchanges so that the children have the opportunity to learn and improve their own abilities Because of this, we realize that incorporating flexible methods in a lesson is a very important issue not only in but also in other subjects It is not only suitable for the current situation, teachers are the active instructors but also stimulate their learning spirit, help them better understand the knowledge As a result, it leads to higher efficiency and the results are quite good students, weak students significantly reduced Above are a few small experiences but contributed a lot in organizing classes in the direction of promoting students' activeness to help students love the subject and help teachers create more credibility with students like parents, colleagues and school administrators This is the topic "Some tips on how to organize the class towards promoting positive when teaching Let’s talk (practice speaking) and interview (interview)" by me with the help of the school administration, the professional colleagues, and the students of grades 3,4,5 of Xuan Le Primary School, Thuong Xuan District, Thanh Hoa Province, We look forward to the sincere suggestions of the administrators and colleagues to improve and apply the topic more widely From the above achievements, in our opinion, we should expand the incorporation of education in breathing prevention skills for students into outdoor educational activities to help students gain a broader understanding deeper Should be combined with classroom lessons to achieve more practical results./ CONFIRM OF THE HEAD OF UNIT Thuong Xuan, July 2020 I swear this is my experience initiative, Do not copy the content of others / (Sign and write full name) 16 Dinh Quoc Toan The list of references: English textbook 3, 4, (the Ministry of Education and Training and Macmillan) Teaching English to young learners a training course for primary English teachers.(Hanoi National University of Foreign Languages) Motivating learning (British council) giaoan.violet.vn 123.doc.net tailieu.vn 17 The list of topics has been graded Organize the preparation and lecturing of "Pre-listening" in each listening category of 8th grade English program (C district level ) Plan - Instructor towards promoting positivity in feces in English for Grade (A district level) Some tips to help students complete the assigned exercises in subjects listening to English class (C district level) ... ? ?Some tips on how to organize class in a positive way when teaching Let's talk and Interview ” 4 1.2 Research purposes With the goal of a teaching activity, most students in the class have the... organize the class towards promoting positive when teaching Let’s talk (practice speaking) and interview (interview) " by me with the help of the school administration, the professional colleagues,... Education and Training and Macmillan) Teaching English to young learners a training course for primary English teachers.(Hanoi National University of Foreign Languages) Motivating learning (British