Promoting the effectiveness of pair and group activities in the process of teaching english

PART ONE: INTRODUCTION A Rationale: I have been teaching English in Nhu Xuan high school for years Of course, I always try my best to teach effectively However, I have encountered a lot of difficulties due to the level of students, and we have not found any successful sollution yet, which make me think a lot During my teaching time I have noticed that: - Pair work and group work are the main activities in teaching English at schools - Teachers at high shools are in the period of getting used to new English textbook Pair work and group work did not use to be organized in class, so a lot of us –teachers of English at high school – get stuck in organizing pair work and group work effectively - Some teachers have not been clearly aware of the roles of pair work and group work in teaching and learning a foreign language So I believe that the purpose of Promoting the effectiveness of pair and group activities in the process of teaching English, which is necessary part of Enghlish for Specific Purposes, is to help students find that learning English is easy And, I hope that my own experiences in Nhu Xuan high school can give you some ideas in teaching grammar as well as ways of organizing the class B Aims of the study: - To introduce pair work and group work and to show the advantages and disadvantages 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 - 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 C Scope, object and researching method: - Scope: Researching in the process of teaching English at 11C1, 11C4,12B5,12B6 classes at Nhu Xuan 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 TWO: DEVELOPMENT I GENERAL INTRODUCTION What are pair work and group work? 1.1 Pair work: Pair work is learners working together in pairs One of the main motivations to encourage pair work in the English language classroom is to increase the opportunities for learners to use English in the class Example The learners are answering comprehension questions in pairs after reading a text 1.2 Group work: Group work involves students working collaboratively on set tasks, in or out of the classroom Group work includes: - any learning and teaching tasks or activities that require students to work in groups - any formal assessment tasks that require students to work in groups Group sizes can vary from pairs to large groups of students This guide deals with small groups (pairs and small teams of three to six) While the focus is on the face-to-face environment, much of the content also applies to larger groups or the online context Main advantages, disadvantages and tips to improve working in a pair or group: 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 disadvantages: Advantages and Disadvantages of working in a pair or a group: Advantages of Working in a Pair and a Disadvantages of Working Group in a Pair and a Group More Productive Unequal Participation More Resources Intrinsic Conflict More Reliable No Individual thinking Learn Things Decision making takes time New Method Easy to avoid work Information Exchange Loss of Creativity Team Commitment Time Consuming 2.1: Advantages of working in a pair or a group: One might opt to work in a group and a pair, due to many reasons What one needs to see is what works best for the lesson as well as the person So if you are confused on why work in groups or positives or advantages of teamwork then here are some points on the positives and advantages of working in a group * More Productive: It is been found that one of the main benefits of working in a group is that it helps to raise the complete output If working in a group, everyone works together making use of the best of their skills to make sure of quality output It will also guarantee that there has not been any compromise on the quality of the production, whilst working as a team This is one of the best benefits of team working * More Resources: One thing to realize is that more the number of people that joins the group, the resources also increase alongside it This is one of the pros of teamwork For example, as more people are added, the total ability of the person also increases Other than the skills, the experience of each new person is as well added to the group If the person is working individually, he will not have the support from the other people in the group * More Reliable: One good thing about working in groups is that if in case someone is not keeping well or if they miss the work for some reason, the job can still be done properly and efficiently by the rest of the people in the team Since working in a group there are people who are aware of what’s happening at work This is not possible if a person is working alone or individually If one works in a group, they can also ensure that the ideas or suggestions, which are not at par, are rejected at the very beginning This is one of the benefits of group work * Learn Things: It is seen that more often that, people in a group can go on to learn new things from the others They get the option to learn from each other All people while working in groups have their own ideas, from which another person can learn so many things On the other hand, when one is working individually, they have to things on their own You not have the time to learn anything from anyone else Learning new things is one of the benefits of group work * New Method: When working in a pair, a group, each one gets the opportunity to come out with their own ideas and suggestions, thus paving way for new methods on how to complete the job, properly Each one can work towards the success of the work Since it is a large group, there could be quite a few of the suggestions or ideas by some of the people that are innovative and novel, which could help the job to complete successfully * Information Exchange: While working in a pair, a group, everyone gets the opportunity to communicate with others well within the pair and the group Each idea or suggestions, whoever it is by is considered and thoroughly discussed before the group arrives at a conclusion Hence, we can find that the flow of conversation or communication is smooth and effortless within the people of the pair, the group This contributes a lot to the success of the lesson, given This can also be called as group discussion * Team Commitment: When one is committed to working in a team, the person can go on to encourage and support the performance as a group A person, totally dedicated to the job at hand and to the team, will also make sure to be present to the job This is known as total team commitment 2.2: Disadvantages of Working in a pair or a group: At the same time, working in groups is not without its disadvantages It may not work out for the best, all the time Trying to get our students in a pair, a group to work together is very strenuous and also takes up a lot of time At the same time, if students come together to work towards the success, there is nothing better than that Here are some negative points of working in a pair, a group or disadvantages for pair, group work * Unequal Participation: It is quite possible that while in a pair, a group some of the students may not that much work, while others may work hard This inequality in the work done could cause trouble between the people in the group It also causes bitterness amongst the members of the group, because some may be getting acknowledged for a work that they have not even done, at all, while others may have strived hard to get that honor Jealousy, in such a scenario, is without a doubt inevitable * Intrinsic Conflict: When a wide variety of students start to study in a pair, a group, disagreement is sure to arise between all the students in the pair and group Each pupil may have their own ideas which could conflict with what the other person has to suggest Some students in a pair, group might also find it difficult to accept suggestions or ideas from another person This conflict could as well put a stop to the flow of work until the issue is resolved * No Individual thinking: While working in a pair, a group, there is no place for individual or independent thinking It is by no means as one man show It is more of a pair, a group effort to complete a job properly Each idea and suggestions put forward by all the members of the group have to be taken into account for successful completion of the work * Decision making takes time: In view of the fact that it is a pair, a group effort, suggestions and ideas from all the people in a group have to be taken into account Prior to making any decision, all aspects are to be thoroughly discussed and considered, which consequently takes up a lot of time and energy * Easy to avoid work: When in a pair or a group especially a large one, it is very easy for the person to avoid work and leave it to others to complete It may take some time before someone actually pays attention to this fact One can work, in whatever way possible and can also get acknowledgment for work done by someone else, as it is teamwork and the person is part of the team * Loss of Creativity: Whenever you need to work as a pair or a group, the group or a pair thinking becomes more relevant Because of this reason, the creativity has been stumped One can never make a good decision, as each and every person of the group will have a say in it * Time Consuming: The whole process could be time-consuming while working in a pair or a group It takes a lot of time since there is the need for agreement and coordination from all members of the team * Inequality in getting work: If the person opts to work in a pair or a group, when the work is being distributed chance is not everyone gets an equal amount of work Some one might end up with more work, while other might get only little to This discrepancy in getting the work can also lead to conflict * People might loaf around: One other issue while working in a group, is that some of the people may just hang around, gossiping or loafing around without doing the work This could result in lesser productivity from their end 2.3: Tips to improve working in a pair or a group: To make the students understand more about the lectures I want to metion some tips: It is often found that students working in a pair or group can work better when they are comfortable with each other Engaging in social activities together can help one to overcome this problem Once, the role to be assumed by all is clearly marked out it becomes easier to work in a pair or group The students need to have a proper ongoing exchange of ideas In Order to get the best of output, one needs to focus more on the benefits of working in a pair or group Thus, working together can prove to be advantageous for the lesson, as well as the job Major issues of the English teaching: Nhu Xuan district is a mountainous area It is considered a poor district As the school has 1250 students, but the quality is not very high Teachers used simple method, and did not know how to organize the whole class in learning Enghlish effectively Results before using games in teaching School year: 2017- 2018 Class 10C1 10C4 11B5 11B6 Number Good Rather Average Weak of Amoun (% Amoun (%) Amoun (%) Amoun (%) students t ) t t t 40 0.0 20.0 22 55.0 10 25.0 38 0.0 23.7 24 63.2 13.2 38 0.0 10 26.3 22 57.9 15.8 35 0.0 12 34.3 19 54.3 14.3 You can see the above table, good students accounted for zero percent for four classes in term of being interested in learning English, the weak students accounted for high percent ( from 13 to 25) II ORGANIZING PAIR WORK AND GROUP WORK Group and pair work depends on some extents: - 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 Organization steps: 2.1.Presentation: The instructions that are given at the beginning are crucial If the students not understand exactly what they have to do, therewill be timewasting, 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 2.2 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 2.3.Activities which lend themselves to pair work and group work: 2.3.1 Activities which lend themselves to pair work *Roll the ball This can be used to practise any language that requires a question/answer pattern They can roll the ball to each other and have to say the appropriate sentence as they roll the ball E.g 'Hello.' 'Hello.' 'What’s your name?' etc Remember the sentences they practise should be fairly short *I nformation gap Give each pair a picture The pictures should be nearly the same with two or three elements missing from each picture Without showing each other the pictures they should describe the missing objects They will practise colour, prepositions of place, and adjectives such as big, small, etc Then they can compare their pictures *Telephone conversations Sitting back to back they can practise telephone language or just simple exchanges that don’t have to be connected to the telephone itself Sitting back to back should arouse their interest and help train them with listening skills It’s a challenge, but a fun one! 2.3.2 Activities which lend themselves to group work *Posters Used to practise categorizing skills, reviewing colours and names of toys The children can be in charge of finding pictures of toys and grouping in terms of colour or type of toy and displaying their work * Cuisenaire rods If you can find a set of these wooden, colour coded rods you’ll find they come in handy for a whole host of activities Give a random selection to the small groups Together they must imagine a scene and build it to then describe to the class *Weather dressing Bring in a selection of items of clothing You can ask the children to bring in one item each the week before but bring a few extra yourself to account for those who forget Put the items in four piles around the room to make access easier and to avoid a scramble on one pile The class should be in four groups – one for each season They have a few minutes to collect a certain number of items that they could wear in that season Everyone must have at least one item But no-one in the group must have the same item as their other group members The language they use can be describing to their group what they’re wearing, using colours and clothing vocabulary, and saying in what weather conditions they would wear the item The other group members can say if they think it’s appropriate for their season or not 2.4 Ending: Draw the activity to a close at a certain point Try to finish the activity while the sudents are still enjoying it and interested, or only just beginning to flag 2.5 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 Demonstration: 3.1 Example of pair work: Example : A teacher has an intermediate class She presented “like/don‟t like” and then she uses this exercise for free practice in pairs: Likes and dislikes Pairwork: Ask what your friend likes and doesn’t like Ask about: Food Clothes Sport School subjects Things the teacher did before, during and after the activity Before: Teacher says “All right Exercise Work in pairs; ask and answer the questions” During: Teacher sits at one place and says nothing After: Teacher says “Everyone finished? Good Now look at exercise ” - Some questions for us: Do you think the activity was successful ? What you think might have gone wrong ? What could she to make it more successful ? * Discuss why the activity was not successful, and what the teacher could to make it more successful: - She could prepape for the pairwork by establishing what the questions and answers should be She could also demonstrate the pairwork by asking questions round the class, or by getting one pair of students to ask and answer in front of the class Then students would know exactly what to - She could be more active in starting the pairwork Instead of just saying „work in pairs‟, she could show students who to work with, check that everyone had started working in pairs This would be very important if the class were not used to pairwork - During the activity, she could move quickly round the class to check that students were talking and to see when they finished - Instead of waiting for everyone finished, she could stop the activity Then there would be no chance for students to get bored and start talking about other things - After the pairwork, she could ask some pairs what they said, or ask a few pairs to repeat their conversation in front of the class 3.2 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 student into groups of four or five Read through the instructions and make sure that each groupunderstands 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 3.3 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 40 students The desks are fixed and the students sit on chairs 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 33 34 35 36 37 38 39 40 32 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 Or student could move to work with student 4, 11,12,2 For group work: Students could work in 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 regularworking partners, it can be organized quickly and easily Suggestions for some popular kinds of practive 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 on groupwork for part of the activity? - If so, exactly what would students in pairs or groups? - What would you need to before the pair/ group stage? - Is there anything you would after it? Here are suggestions for some popular kinds of practice * Pattern practice: This can be done 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 be 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 whole class and students write the exercises for homework This is more interesting and productive than students doing exercises alone, in silence D APPLYING THE RESEARCH IN TEACHING Unit 12: the Asian games The 77th period Grade 11 Educational aim: Students could talk about sports results Knowledge: - General knowledge: - Through this unit, students can ask and answer about the Asian Games and sports - Language: Ask and answer questions about the Asian Games and sports Skills: Fluency in expressing opinion and expressions about the Asian II Method: Integrated, mainly communicative III Teaching aids: Pictures, English textbook 11, handouts IV Procedures: Teacher’s activities Student’s activities Warm-up:(6 munites) - Listen to the teacher - Ask students close the book and arrange these jumbled words to make - Find out the words the complete questions by putting the - Suggested answer: words given in the right orders When and where were the 14th- Asian - were, the ,where, Asian, held, Games held? games, when, and ,14th- ? How many countries took part in the - countries , in how , the part, many, games? took, Games ? Today, we will practice speaking about the Asian Games Pre-reading: (5 minutes) Task 1: - Ask students to read the dialogue and ask them what points are mentioned in the dialogue - Ask student to work individually then work in groups - Call on some pairs to act out the dialogue - Give suggestions While –speaking :(24 minutes) Task 2: - Ask students to look at the pictures and talk turns to talk about the sports results of the Vietnamese athletes at 14 asian games ,using the information from the table below - Ask students to work individually then in pairs - Walk around the class to help student when necessary - Check and give suggestions - Ask student to practice it with a partner - Corrects students’ pronunciation if necessary Post-reading: (13 minutes): - Ask students to talk about the Asian games and sports in which Vietnamese athletes took part in - Give the meaning of some words when necessary - Ask students to work individually then work in pairs - Walk around the class to help students when necessary - Check and give suggestions - Ask students to practice this conversation - Correct their pronunciation when necessary - Give comments Homework(2 minutes): -Write about the Asian games their like and prepare the next lesson - Read individually and then work in pairs - Listen to the friend and give comments -Listen to the teacher Compare the answer with the partners Ask the teacher if necessary -Some groups present their answer in front of the class -Answer : 1,in bodybuilding, the Vietnamese athletes won one gold medal and one bronze medal ………… - Do the task - Compare the answer with the partners - Work in groups - Ask the teacher if necessary - Some groups present their answer in front of the class - Copy in their notebooks - Take notes Unit 15: space conquest The 94th period Grade 11 Unit 15: Writing I Objectives: Educational aim: By the end of this lesson, Students can get to know the content and structure of one’s person biography Students can write the biography of one identified person, based on the given information Knowledge: General knowledge: Students learn about the content and structure of a biography of a person - Language: The Simple Past Tense and Simple Present Tense Skills: Writing a biography II Method: Interagrated, mainly communicative III Teaching aids: Chalk, textbook IV Procedures: Teacher’s activities Warm up(3 minutes) *Show a short video clip /picture about Neil Armstrong and ask students some questions about him: - Who is he? - What does he do? - Is he Russian or American? - When did he walk on the moon? - Ask students to work in pairs to answer Pre -writing (12 minutes) - Divide sts into four groups, ask one from each group to the board to write down information we need to write one’s biography Others in the same group can help by shouting the needed words or phrases - Give feedback and marks to the group with correct information - Choose five words/phrases and explain the meanings (if necessary): career, place of birth, Students’ activities *Work in pairs *Suggested answers: - He is Neil Armstrong - He is an astronaut - He is American - In 1969 - Work in groups - Brainstorming for needed words/phrases to write one’s biography - Suggested answers: job, address, hometown, career, place of birth, date of birth, quote, marital status, family, education… date of birth, quote, Whilewriting(20minutes) Task 1: - Work individually, then check with their -Ask sts to read the information about Neil Armstrong, the first partners human to set foot on the moon, - Take notes on difficult words then put each of the headings in the box in the appropriate blank - Suggested answers: - Show some pictures relating to Birth the career of Neil Armstrong: Place of Birth NASA, the moon, space shuttle, Known as United States Navy Career - Explain the meaning of some Quote difficult words: resign, appoint, vice chairman, committee, investigate, disaster, leap) Task 2: - Teacher divides students into - Students works in groups and write the groups of four biography on a piece of paper card - Asks sts to write a biography - Suggested answers: of Neil Armstrong from the Neil Armstrong is an American astronaut He information given in task is known as the first person to walk on the - Ask sts to pay attention to these moon He was born on August 5th, 1930 in points: Wapakoneta in Ohio From 1949 to 1952, he + Prepositions: at-on-in-from-to- worked as a pilot in the United States Navy with Armstrong received his B.S from Purdue + Articles: a-an-the University in 1955 He joined the NASA + Words/phrases used to write astronaut program in 1962 Neil Armstrong biography: be known as- work became the first human to step on the moon’s as- resign from- surface on July 20th, 1969 He was joined by + Simple past tense Buzz Aldrin forty minutes later Armstrong +Simple present tense and Aldrin spent two and a haft hour on the - Move around to supervise moon’s surface Armstrong received his M.S and give help when from the University of Southern California necessary He resigned from NASA a year later and from 1971 to 1979, he taught at the University of Cincinnati In 1986 Armstrong was appointed vice chairman of the committee that investigated the Challenger shuttle disaster He is also well-known for Post writing (10 minutes) what he said when he stepped on the moon’s - Ask sts to exchange their surface:” That’s one small step for man, one paper card to correct giant leap for mankind” - Ask one group to show their - Students pick out the mistakes then correct biography on the board - Give comment and correct in them front of other students, ask them - show their biography on the board to pay attention to some basic grammatical mistakes Homework - Write their own biography at home - Ask sts to write their own biography at home Unit 12: WATER SPORT Period 70 Grade 12 LESSON 1: READING I Objectives Educational aim: Through the lesson Sts will be able to know more about sports, water polo Knowledge: - General knowledge: Sport - Language: + New words Words related to water polo such as opponent, penalize, eject, foul, tie + Grammar Skills: + Read and guess the meaning of the words + Read and find the characters of water polo + Read and answer the questions II Methods: - Individual, pair work, group work III Teaching aids: - Textbooks, pictures in the book, posters IV Anticipated problems: Sts may get trouble in understanding some new words V Procedures: Teacher’s activities Warm up: 5’ Using the picture of the book - Teacher asks Sts some questions: Can you name the sport in the picture? Where is it played? How many people play it? How people play it? - Teacher corrects mistakes and - Lead in the new lesson Pre-reading: 10’ * Pre- teach Vocabulary Students’ activities Whole class Sts look at the picture and answer the questions water polo in a pool seven players Real aloud Individual work - vertical sport(n) - crossbar(n) - advance (v) = more forward - interfere with Sth (v) - punch (v) - Rub-out and remember - T: Feedback *True – False prediction ( handout) - T: asks Sts to work in group to predict these sentences are True or False a Water polo is played in a pool 1.8 metres and 3.5 metres b players can hold the ball with both hands c A game is divided into four ranging d A player is ejected after commiting five personal fouls - Collects groups’ opinions While-reading : 10’ T/ F correction : - Asks STs to read the passage and correct T/F prediction and give in evidences Sentence s a b c d predic t T/ F T/ F T/ F T/ F correc t F F T T evidences 30 m long No player, except the goalie Task : 10’ Complete the flollwing sentences, using the information from the passage Water polo is played in a pool (1 metres deep, (2) long ) and (3) wide The home team wears (1) , the visiting team and the goalies wears(2) wear(3) Both team sprints for the ball from (1 ) a free throw is awarded for minor Sts go to board and write Group work ( groups) Group work Work in individual (1) 18m; (2) 30m; (3) 20m (1) White caps; (2) Blue caps;(3) Red caps (1) Their own goalies (1) Holding or punching the ball (1) Five to light minutes Group work such as (1) A game is divided into quarters ranging from (1) in length - Teacher gets feedback Individual work Whole class Post- reading: Discussion: 7’ - Ss work in groups to scan the reading again to find a suitable sentence for each paragraph Homework: 2’ - Learn vocabulary by heart - Do exercise and again E Compared to the amount of the initial survey: Result before applying games to teach School year: 2017- 2018 Cla Number Good Rather Average Weak ss ofAmoun (% Amoun (%) Amoun (%) Amoun (%) students t ) t t t 10C1 40 0.0 20.0 22 55.0 10 25.0 10C4 38 0.0 23.7 24 63.2 13.2 11B5 38 0.0 10 26.3 22 57.9 15.8 11B6 35 0.0 12 34.3 19 54.3 14.3 Results after applying the research in teaching School year: 2018- 2019 Cla Number Good Rather Average Weak ss ofAmoun (%) Amoun (%) Amoun (%) Amoun (% students t t t t ) 11C1 40 10.0 14 35.0 20 50.0 5.0 11C4 38 2.6 10 26.3 26 68.4 2.6 12B5 38 10.5 16 42.1 27 71.1 2.6 12B6 35 5.7 20 57.1 15 42.9 0.0 The above tables disclosed that the good students accounted percent after applying the research in teaching helps students interested in increased 1% to 4%, rather students accounted from 8-12 percent increased 10-20 percent and bad students decreased just -2% PART THREE: CONCLUSION I IMPLICATIONS FOR MORE EFFECTIVE : To the teachers Choosing techniques is the day – to – day business of every English teacher Organizing activities play a very important role in lessons because if the teacher conducts this stage successfully, the classroom atmosphere will change and also the students’ performance will be much better Therefore, the teacher should make sure that the following things are done perfectly First of all, preparation is necessary for English teacher with a list in details of activities prepared with useful language knowledge, good time management for each activity, effective visual aids usages and clear instructions giving One more thing is that the teacher should know how to motivate the students by changing the activities day by day or take care of the quiet students in the class by using different activities in teaching To the classroom facilities In Vietnam, it is normal that there are 40 to 50 students in a language classroom at high school This makes the teachers meet many difficulties in conducting a language lesson However, the situation can not be changed in a short period of time so the teacher should get over all these difficulties by making sure that the classroom facilities are comfortable enough before the lessons II LIMITATIONS AND SUGGESTIONS FOR FURTHER RESEARCH The study still has some limitations First of all, this study is very small – scale, which focuses on Promoting the activities of pair work and group work effectively in the process of teaching Secondly, the study basically bases on one source of data, questionnaires, which might be subjective on the side of the informants, so the researcher can not guarantee the reliability of the information collected III CONCLUSION In group or pair work, learners from a learning task through small group interaction Learners in a class that is divided into six groups or 15 pairs get six times or fifteen times as many opportunities to talk as in full class organization They also have other advantages: They foster learner responsibility and independence, can improve motivation and contribute to a feeling of cooperation and warmth on the class, so that organizing pair work and group work effectively helps improves learning outcomes Thanh Hóa, ngày 10 tháng năm2019 XÁC NHẬN CỦA THỦ TRƯỞNG Tôi xin cam đoan SKKN ĐƠN VỊ viết, khơng chép nội dung người khác LÊ THỊ THƯƠNG REFERENCES Michel Maginn: Thúc đẩy làm việc nhóm hiệu quả, NXB Thành phố Hồ Chí Minh, 2007 According to Jo Betrand: The advangtages and disadvantages of pair work and group work Internet sources Oxford Dictionary Pairwork and Groupwork Multi-level Photocopiable Activities for Teenagers AUTHORS Meredith Levy, Nicholas Murgatroyd DANH MỤC CÁC ĐỀ SKKN MÀ TÁC GIẢ ĐÃ ĐƯỢC HỘI ĐỒNG CẤP GD&ĐT ĐÁNH GIÁ ĐẠT TỪ LOẠI C TRỞ LÊN STT TÊN SÁNG KIẾN Using games in teaching warm – up activities for non – major English students to improve their English language XẾP LOẠI B NĂM CÔNG NHẬN 2017 ... practise categorizing skills, reviewing colours and names of toys The children can be in charge of finding pictures of toys and grouping in terms of colour or type of toy and displaying their work *... describing to their group what they’re wearing, using colours and clothing vocabulary, and saying in what weather conditions they would wear the item The other group members can say if they think... for these Here are some main advantages and disadvantages: Advantages and Disadvantages of working in a pair or a group: Advantages of Working in a Pair and a Disadvantages of Working Group in