SKKN một số biện pháp tổ chức hoạt động cặp, nhóm nhằm nâng cao chất lượng dạy học môn tiếng anh theo chương trình hệ 10 năm ở trường THCS thọ trường

1 INTRODUCTION 1.1 The reason for choosing the topic In the past years, the reality of education quality has always been a topical issue of interest to many levels of education management, teachers as well as parents Especially, from the school year, the program of replacing textbooks for grade and grade has been left, leaving many questions for researchers, education managers, and many concerns for teachers, students and parents the student From the reality of the quality of education, major campaigns have been launched and implemented such as: The campaign "Every teacher is an example of self-learning self-creation" (2005); The movement: "Say no to negativity in exams and achievement in education" (2006); Campaign: "Building a positive student friendly school" (2008) ; Experimental education programs are studied and implemented in many localities; The innovation of teaching methods is carried out deeply and widely in each educational institution and is considered one of the important solutions in improving the quality of education However, changing the quality of education has not been synchronized and clear There are many factors that affect the quality of education, in which the implementation of innovative teaching methods towards learners has a particularly important role One of the important highlights in the learner-centered teaching method is the teaching of couples and groups; By teaching couples, the group will create a lively atmosphere in the classroom, help students be more active in performing tasks and comprehending knowledge, enhance communication, exchange, cooperation and help Students' interactions help students to form and practice their academic and life skills, while enabling teachers to work as mentors and counselors for students With the advantages of pair teaching, the group is very suitable for the characteristics of English in general and teaching English in secondary schools, because this is a heavy vocabulary, difficult to grammar, right associated with communication, learning must go hand in hand with practice Concerned about how students can actively implement the task of learning comprehension knowledge, meet the subject's listening, speaking, reading and writing skills, especially communication skills; During my teaching, I learned to apply pairing, group teaching and achieved important results through every study Each school has different conditions so there will also be different ways in the process of organizing pair and group activities in teaching English But I also boldly present some measures to organize pair and group activities in my own English teaching at secondary schools through the topic: "Some methods to organize pair and group work to improve the quality in teaching English at Tho truong secondary school ” 1.2 Research purposes Helping themselves and colleagues to master the knowledge of organizing pair and group activities in teaching and forming skills on organizing pair and group activities in teaching Secondary school English, specifically as follows: 1.2.1 Master the concept and nature of teaching couples and groups 1.2.2 Five ways to organize; steps in pairing and group activities in teaching junior high school English 1.2.3 Knowing the content, the right time to organize the group teaching activities 1.2.4 Train and improve students' teamwork skills 1.2.5 Train your ability to use English in actual communication for students 1.2.6 Contribute to improving the quality of teaching English 1.3 Research object Some methods to organize pair and group work to improve the quality in teaching English at Tho Truong secondary school 1.4 Research Methodology 1.4.1 Observation method: The person who implements the topic selfstudies and conducts the class visit time of his colleagues 1.4.2 Methods of exchange and discussion: After studying the colleague's time, the colleague now expects the subject, colleagues and implementers to exchange and discuss from which to draw experiences for lesson 1.4.3 Experimental method: Teachers conduct experimental teaching for each purpose, specifically require some lessons to apply the form of activities in groups and pairs 1.4.4 Methods of investigation: Teachers ask questions to check and assess the content of students' lessons THE CONTENT OF THE EXPERIENCE 2.1 The theoretical foundation of the experience The current educational goal is focused on developing students' dynamism, creativity and positivity to create the ability to identify and solve problems for them To achieve this goal, changing teaching methods towards attaching importance to learners - considering students as subjects of activities, encouraging their active, proactive and creative learning activities in The process of teaching is essential In foreign language teaching, this view is more and more correct because no one can replace learners in learning foreign languages and use them in communication activities with their own communication skills The method of teaching foreign languages to choose communication is the main direction, communication capacity is the basic teaching unit, considering communication as both a purpose and a teaching medium The form of working in pairs or groups has recently become popular in foreign language classes from a communication perspective Forms of activities in pairs or groups can support the forms of working class or personal work The pair or group practice activities are twofold, enhancing students' exchange of information or creating communication activities in class so that students can confidently communicate with English Through some years of teaching English from a communicative point of view, I found that teaching in the form of pair and group practice is really effective 2.2 Situation of the problem before applying experience initiatives English is a subject that requires high communication skills, learning must go hand in hand with practice; Especially with the new English program, the requirement for listening and speaking skills is higher Therefore, the implementation of innovating teaching methods towards learner-centered learning, particularly organizing pair-teaching and group-teaching activities, plays a particularly important role However, the organization of teaching English in the form of pair organization, the group has quite a form to greatly affect the quality of teaching subjects Through teaching practice at the school and learning through colleagues (through projections, cluster professional activities), I personally see that the organization of group teaching is not effective because: - Facilities not meet the requirements of improving the quality of teaching of the subject - Teachers' awareness about the organization of pair and group teaching is not high, most teachers only stop at the level of grasping the theory of teaching and learning steps in pairs and groups; not investing in research to apply appropriately, the organization is not mature, so when the organization is still confused, out of control, low efficiency (through professional activities of the group of schools in the cluster); the organization of pair teaching, the group is still heavy in form, sometimes coping with the problem (Mostly just giving lessons, planning time) - For students: Not yet formed habits and practical skills, so there is a lack of confidence (pair communication), expectation, dependence (group activity) So learning results are limited Below learning results English subject grade school year 2015-2016 at my secondary school Grade level Number Good Class Year of student SL 2015-2016 48 Fair TL (%) SL Average TL (%) 2,1 SL 33 TL (%) 68,8 2.3 The solutions used to solve the problem: 2.3.1 Learn about pair work and group work: 2,3.1.1 Work in pair / pair work - The role of teachers when students participate in practice in pairs Weak SL 14 TL (%) 29,1 Previous teachers who have always held leadership and control roles in the classroom now need to have a different perspective because their roles have changed in these new stages of their learning Now the teacher has two functions The first function is the follower: The teacher goes from one group to another listening and noting the repeated errors in the students but still letting them speak naturally, desperately interrupting them unless absolutely necessary Critical errors will be resolved at other times that may be at the beginning of the next session or at the end of the practice session The second function is the person providing, documenting, helping, and answering students with difficult problems in language or general knowledge In the process of teaching, to promote students' activeness, pair and group activities are a good form of learning activities Through this form of learning, they have the opportunity to present, exchange and express their thoughts about the amount of information about the lesson they understand, I feel that the amount of information each student can get is correct or may be partially wrong From there, the teacher captures their level of thinking and understanding This process takes place in a two-way relationship In terms of teaching theory, this is a dialectical relationship In addition, when exchanging pairs, groups of students are further trained in skills and habits of thinking, expressing and presenting a problem before a group Through this activity, students' listening, speaking, reading and writing skills are increasingly improved - Introduce how to practice in pairs: When using this type of exercise for the first time, explain to students the advantages and reasons for using it Explanations can be made in the student's native language In addition, the following principles should be agreed with students: Doing a pair exercise is not a time to chat After completing the assignment, students can change their roles and the exercises again If the time is up and the students have not finished, there is nothing to worry about, because most importantly, they are allowed to practice, but not necessarily a specific outcome of a task After finishing the lesson, teachers must check and evaluate the results of the work they have done in pairs All students must participate in this activity in a certain pair When they are alone, the student can participate with the pair sitting closest to them If the assignment is to be exchanged between two people, the third person will be watching, then join in the second round of training with one of the other two They can ask the teacher for help if needed While students practice asking and answering questions, the teacher must cover and monitor the class to comment on each pair, listen and correct the students' mistakes, note pairs with weak students - Steps to practice in pairs: Step 1: Prepare Need to be very careful through the introduction and practice of the language, so that everyone is confident when using foreign languages After the introduction and practice of the language, you should save all the information on the board Step 2: The teacher models with a student Teachers, along with a good student in the class, serve as a package model for all students to understand the requirements and know how to it Step 3: Two students make samples Call two good students to model before class again If students are allowed to stand on the spot, ask the students to speak loud enough for the class to hear Step 4: Specify the time Tell students how much time they will have to this exercise (usually only about 2-3 minutes) Step 5: Students work in pairs Sign orders for all students to start doing homework at the same time While students their homework, teachers go from one pair to the other, watching and helping them when needed but avoiding interfering with student activities even though they may find them wrong Step 6: Check before class At the end of the lesson, when most of the couples did it, signaled to all students to stop Choose a few pairs and ask the two students to present themselves in front of the class This test is very important because it makes students work more seriously at the following training sessions Students will become more diligent, more self-aware when they learn that teachers will check their assessment for their academic performance - Types of practice in pairs: + Conversation: After learning a sample dialogue, the students are very structured and understand the grammatical issues in it, the teacher may ask each pair of students to play the part but only replace some of them details (such as names, hometowns, careers, interests, etc.) to turn their lines about themselves or about issues they care about + Alternative training lesson: After introducing the sentences and practicing the exercises quickly, the teacher writes the suggested words to replace on the board asking the students to practice in pairs A lot of space should be left in the suggestions section for students to develop their creative abilities Example written on the board: A: How often you have Math lesson? (music, English, literature ) B: We have it four times a week (three times, twice, once ) + Practice grammar: After the students have mastered the grammar problem and have practiced collectively (with repeated exercises or conversions ), divide the students into pairs and ask them to talk to each other (pay attention to the choices) close, familiar topics For example, talk about yourself or real things related to students' lives Suggested words on the board are still ideal for this exercise + Description of pictures: Pictures can be used as stimuli for many types of exercises in pairs For example, looking at a picture that comes with a reading, a student in the pair finds the right and wrong place in the picture and the student raises an opinion of approval or opposition (comparing the picture to the reading) Or two students have the same two panoramas but the details in the picture are different (such as the position of the object in the painting, the color, the type of clothing, the appearance of the person, ) One student described the details of his painting and the other found differences in the second picture + Ask and answer: At the end of the readings there are often questions Students can discuss finding answers to these questions in pairs First students make their mouths, then the teacher calls a few students to check Or make this activity plentiful by having students discuss their mouths and write answers out of paper, pairs of students cross their answers to each other under teacher control + Write an illustration sentence: After teaching and practicing new words, at the end of the lesson, keep the new words on the board, just delete the illustrated sentences and then ask the students to rewrite the other illustrations for new words to check them Did you really understand the meaning and usage of those new words? 2.3.1.2 Work in group / group work: In our classrooms the seats cannot move around the classroom so in this situation it is only possible to ask students on the table to turn down to the table to form groups to practice It is best to form groups of - but sometimes the number of students in each group depends on the number of students sitting at each table After the group is finished, you should designate or let the group members vote for the group leader or secretary This person will directly contact the teacher when the group has difficulty in fulfilling the requirements of the exercise This will make it easier and easier to control all the groups in the teacher's class It is advisable to designate or instruct students who are more vocal and active to this But sometimes it also needs to change: choose a pretty but shy student to facilitate that student to train to become more bold Or it is also possible for the members of the group to take turns as leaders It is important that this work needs to be done quickly and students must be informed immediately who is their leader so they can get started, without wasting time - The role of teachers: The teacher is the manager of all activities in the classroom So they have to plan it, organize it, start it, watch it, watch for it and end it The most taboo is that after asking students to work in groups, teachers go to the table to sit or their own work to see that it is done It is necessary for teachers to manage, monitor, urge and help students practice Teachers can go from one group to the other, check to see if the student has met the requirements of the exercise Teachers need to be active and sensitive to the classroom atmosphere as well as the whole work's rhythm, remembering repeated errors in students to correct their lesson later If most students find it difficult to perform the task of the assignment, stop all groups, explain the requirements of the assignment, structure or grammar issues, or the whole class retrain the problem before continuing to work in groups - Types of group practice: Group activities tend to be more free and also more interactive than pairbased activities There are many activities that are easy to implement, even for the least experienced teachers + Game The guessing game information to question Yes - No The simplest is guessing What place am I thinking about? What’s my favorite food / drink? Or Guess what I will (tomorrow / on the weekend) Put the title of the game on the board, provide some suggestions, vocabulary, background knowledge, then model and then let students play by themselves + Make a question Ask the groups to read the text and then ask the question about it After a few minutes the groups folded the books, and the team leaders or the secretary stood up to ask a few questions, the members of the other groups were tasked with answering In order for students to be more interested in activities, it should be organized as a contest: The answers are graded based on language accuracy and information + Practice with instructions: After using replacements so that students become familiar with its structure and functions, organizing more meaningful exercises with game-based and creative group activities For example, after teaching structure with should / should not be interpreted as: Teachers give some suggestive words? Let students work in groups A person raises his problem and others in the group give advice A problem can have many different tips Allowing students to participate more actively should turn this activity into a contest: see which group gives the most advice and has the best advice that can't be refuted Examples of suggested words: Wallet / lost bad marks for science have headache / toothache Shirt / torn Watch / broken etc It may take a few minutes for students to raise their own real problems in their lives, and others in the group give advice Or conversely, students in this group read some of their advice and students in other groups have to try to guess what the advice is + Role play After the class has practiced a structure with a certain function, roleplaying games work very well to reinforce students' understanding of the function of the structure in more natural circumstances For example, groups may be asked to close a scene in which a person complains that he wants to change into a new piece of clothing he bought the day before; or gather information for a package holiday, With role-playing games, groups can set up plays in which each member plays a role While the group members play the drama, the group secretary briefly notes the lines to then review and the group will present them to the class + Predict This exercise is often used for students at relatively high levels Before reading a text, ask the groups to predict the content of the lesson or the vocabulary that may be encountered in the lesson For example, before reading a lesson about student pollution, it is anticipated that the lesson will address issues related to sea, forest, underground resources, smoke from car exhaust, motorbike… + Answer speculative questions After each reading, the teacher can ask some questions for students to speculate about the details that occur in the lesson The answer is based solely on the students' inference and not in the lesson Students in the group discuss and come up with a common answer for the group + Discuss: For students with relatively high knowledge Discussion allows students to freely express their opinions and opinions, so the usefulness of this type of exercise is no longer controversial Teachers come up with a topic (what you think about women who work as politicians?) And let all groups discuss and exchange views His points in minutes Then a team member will report the general opinion of the group (if there is agreement), or summarize the comments (if there are differences) Next, let the whole class discuss the problem The teacher does not need to express his or her opinion, unless there are wrong ideas and no one has objected + Essay writing: This form is not ideal for classes with a large number of students Teachers cannot follow and help a class or have about 40-50 students who write different lessons Moreover, reading, curing and marking 40 - 50 essays is not light work Some teaching method experts think that for students to write without instruction, it is only harmful for students Because students can get into the habit of misusing language structures, using foreign languages? I follow the way of my mother tongue If organizing students to work in groups, the teachers of the large classes will be able to simultaneously control and guide all creative writing of students in the class You can guide an essay with questions on the board, pictures on the wall or suggested words For example, each group received a letter and they had to answer it together Students must know that when problems arise, they cannot freely ask the teacher for help but must go through their leader At the same time, they must also be aware that everyone in the group must contribute to building lessons and will enjoy the success of the lesson The role of group leaders is very important at this time They must be appealing to encourage members of the group to contribute ideas 2.3.2 Determine when the exercises should be used for students to work in pairs, groups: 2.3.2.1 Pair and group activities to learn about the content of new lesson Before introducing the new lesson content, teachers can ask students to discuss in pairs or groups to answer some questions or match words and phrases with appropriate pictures to guess the topic of the lesson learn today Example: In Unit 6: The first University in Vietnam (A closer look 1) Before entering the new lesson, the teacher asks students to work in pairs to match the phrase to the appropriate picture Then let students rely on pictures to guess the topic of the lesson UNIT 6.THE FIRST UNIVERSITY IN VIETNAM LESSON A CLOSER LOOK 1 Match the words with the pictures 5.KhueVan Pavilion 4.Van Mieu Gate Thien Quang Tinh Well 1.The temple of Literature Doctor stone tablets 1.The temple of Literature Thien Quang Tinh Well Doctor stone tablets 4.Van Mieu Gate 5.KhueVan Pavilion Example: In Unit 6: The first University in Vietnam (Skill 1) Before entering the new lesson, the teacher asks students to work in groups, relying on pictures in the pictures and answering questions 1 Before you read, work in groups and answer the questions: Do you think the Temple of Literature – the Imperial Academy is a good English name for Van Mieu – Quoc Tu Giam? - Yes, I Why many students pay a visit to the Temple of Literature – the Imperial Academy before their exams? - Because they want to be lucky in the exam What you think will happen to this historic place in the future? - There will be more and more visitors in the future 2.3.2.2 Pair and group activities to support the practice of new grammatical structures + practice sentence patterns after introduction of new materials and a few minutes of training for the whole class (Practice model positions) Example: English 6: Unit: My new school (A closer look 2) After introducing the current application, how to ask yes / no questions and how to answer them at this time The teacher asks students to work in pairs based on the example sentence pattern and suggested words to ask questions and answer Ex: you / ride your bicycle / to school A: Do you ride your bicycle to school? B: Yes I do./ No, I don't I walk to school bạn / đọc / thư viện / thoát thời gian you / like / your new school your friends / go to school / with you you / your homework / after school + Practice grammar exercises according to sentence patterns Example: English Unit 2: My home (A closer look 2) After introducing the sentence pattern with "There is / There are The teacher can ask students to rely on the pictures in the previous section to introduce the objects in the room Ex: There is a lamp in the room Có nhiều tập tin phịng 2.3.2.3 Pair and group activities to support memorizing vocabulary Example: English Unit 4: My neighborhood (A closer look 1) After introducing the adjectives used to describe the living area in sections and 2, the teacher asked the students to practice the question pattern to better memorize these vocabulary words, while practicing the question form yes / no A: Is our neighborhood polluted? B: No, it isn't A: Is it peaceful? B: Yes, it is Teachers can ask students to expand the scope to ask (in another city or area) Ex: A: Is Hoi An historic? B: Yes, it is 2.3.2.4 Pair and group activities to support the development of speaking, listening and reading skills + Practice short conversations, reread the sample dialogue with pre-set suggestions (practice short dialogues, similar ones using using the prompts) Example: English Unit 8: Films (Skill 1) The teacher asks students to work in pairs, relying on the information about the previous films to ask and answer with their friends information about the films based on the sample dialog below Example: A: I want to see Planet of the Jellyfish B: What kind of film is it? A: It's a science fiction B: What is it about? A: It's about + Communication exercises, dialogue build English 6: Unit 8: Sports and Games (Skills 1) The teacher asks students to work in groups to ask and answer the following information (What kind of sports / games you most often? Why? Example: A: What kind of sports / games are you often most often? B: I play football A: Why? B: Because it's easy to play and it's very interesting + Some kinds of reading exercises or listening to the following lesson to ask and answer questions about the content of the lesson (Read then ask and answer the questions about the text) * Students discuss the questions in their pairs then read or listen to the key to choose the correct answer Example: English 6: Unit 10: Our houses in the future (skills 1) The teacher asks students to discuss the following questions in pairs What type of house bạn think nó? Where you think the house is? What can you see around the house? What can you see in the house? The teacher then asks the students to read the text quickly, comparing the results with their friends * Students read the text silently or listen to the lesson and then ask and answer the reading or listening content in pairs or groups Example: English Unit 5: Festivals in Vietnam (Skill 2) The teacher asks students to follow the questions, listen to the content then discuss in groups to give the correct answer Listen and answer the questions How different is from other heroes in Vietnam When the preparations for the begin festival? What kind of ceremony take place after the procession? What happens when night falls? How important is this festival? 2.3.2.5 Pair and group work to reinforce the lesson content + Solve problems as required by the training content Example: English 6: Unit 8: Sports and Games (Skill 1) The teacher asks students to work in pairs to ask and answer the following questions: Do you like football? Do you play football or only watch it? What other sports you play? + Write about a problem related to the lesson content + Practice says the dialogue plays in conversations with more than two participants To write a short passage about what we should to save energy Example: English Unit 5: Festivals in Viet Nam (Communication) Role - play in groups of three One of you is a reporter, two of you are locals Do an interview about a local festival A: Good morning Can I ask you some yêu cầu này B: Yes, of course A: What tên ảnh festival? B: It's It's held in A: Who you worship at the festival? C: We worship + Play team games: Find someone who, Chain game, Around the world, 2.3.3 The method to organize students to work in pairs and groups - For teachers - organizers who play the role of operating controllers need: + Teaching instructions or setting tasks should be clear Example 1: Teacher: Work in pairs to practice asking and answering about minute printing time: S1: What time you ? S2: I …… at o’clock Teacher: number one hand up number one hand up ok number two hand up Number one ask, number two answers Teacher points one student and asks: What is your number? What you have to first? And then? Then change the positions Number two ask, number one answers Example 2: Unit 5: English 8( Skill 2) Use the notes to write an article about this festival for the school website Teacher asks students to work in group of -8 to write Teacher asks each group to write outline then write a full artical and each group has a secretary to write the note Teacher controls groups in the class and go around to help them + Before asking students to work in pairs, groups the teachers need to have the good preparations, given samples or examples and provide enough language for the exercise + In the process of students' implementation, teachers need to have a general supervision, not interrupt when students are practicing, walk around the class to listen and support in time when needed Teachers record typical errors to indicate to students and help students correct later + Teachers need to specify a specific time for each activity Example: Teacher: work in pair practice asking and answering about distance in minutes.(After teacher gives requirements and duties to the student and does the model on the board ) Teacher: Now, time begins, work in pairs please Teacher: Now, time is up Stop asking and answering.(after minutes) + Teachers should be vivacious to divide pairs and groups logically The teacher can choose students at the same level to work together depending on each idea and the nature of each exercise, sentence pattern This grouping should be prescribed to students according to their habits For example, pairing a student can work in two to three different pairs and this regulation must be done at the beginning and each pair has a convention for their own number or name Example 1: Pairing for some simple exercises we often pair with two students sitting close together (close pairs) Example 2: Student A is a good student, student D is a good student Student B is the average student, student E is the average student Student C is a weak student, student F is a weak student We can combine pairs as follows: Each student can have at least 2-3 pairs for them to work Teachers should specify students A and D with number 1; students B and E are number 2; students C and F are number This example is used in simple exercises like replacement or word cues + After the students practice the exercises in pairs, the team needs to have a check, comment, and timely feedback from their friends in another group Cure errors or provide correct samples + Encourage students to work in pairs and groups confidently - For the students who perform activities to actively acquire knowledge through this activity need to develop a habit of following some necessary regulations + Need to listen to the requirements of the exercise: This requirement expressed in the textbook is a part that is largely guided and required by teachers and operators For example: Specific requirements for operation, operation time, tasks of each group and individual in the group + Need to work self-consciously does not cause too much noise + Need to start and stop activities immediately when teachers ask Do not try to complete the unfinished part - Methods of organizing activities in pairs, groups: + Pair work The pair between teacher and student (teacher and a student) - Teachers can call good students to practice with them as models Then call the weaker student to it again The weak students can make easy questions, to stimulate and attract all students to work, everyone must think and answer Example: T: How you go to school? S1: I go to school by bike T: What about you S2? How you go to school? S2: I walk to school T: What about ? S3: Open pairs between two students not sit close to each other - Teacher can call two students to play the character in the conversation (1 student on the left, student on the right ) - Can call a student to ask questions and allow him or her to assign the respondent Close pairs between two students sitting side by side - In this form, teachers must number students in vertical or horizontal lines, assigning the tasks of each student in pairs - asking for answers and vice versa or A-role B and vice versa - After the teacher actively takes control, the teacher should call a few pairs in advance to practice what they have completed Example: Implementation steps - control an activity in pairs: Exercise: Likes and dislikes Pair work: Ask what your friend likes and doesn’t like Ask about: food, sport, music, school subjects * 1st step - Teacher introduces the exercise and show questions and answers that students can give Teacher: Now, you're not talking about things you like and things you don't like Look at exercise What question can you ask? What about food? Ss: What food you like? T: Good, what answer could you give? Ss: I like chocolate I like eating fruit I like rice (and so on) - Teacher writes the basic question the board "What (food) you like? * 2nd step - Ask a few students round the class to show the kind of conversation students might have Teacher: What kind of music you like? Students 1? Students 1: I like pop music Teacher: pop music - which singer you like best? If you like, ask Students to have the conversation while the others listen * 3nd step: - Divide the class into pairs + Ask and answer the question, number answers ask number answers then change number ask, number answers If there is a group of three one asks all questions, ask them to change round turn * 4th step: - Students work in pairs Teacher goes more quickly round the class, checking that every one is talking but not try to correct mistakes It will be better for the teacher to silently take ansew note mistakes * 5th step: - When most pairs are finished, stop the one by one pair call activities * 6th step: - Teacher remarks the activity - Example: Steps to organize a group activity: Example: English 8: UNIT ( Skill 1) ( Reading) Work in groups of 4, read the text again and fill in the missing words from the text The Thai are good They grow different crops They can make household items from the tree The Thai live in houses They have a rich culture including folk and games Many festival and are held by the Thai people every year * 1st step: - Teacher introduces the requirements and asks students what they have to Teacher: Now, you're going to read the text again and complete these sentences Look at the sentences and what's the content in each sentence S1 the 1st sentence? S1: ……… Teacher: good, S2 the next, please? S2: ……… * 2nd step: - T asked some students again what have to - Teacher: Do you have to guess or to find out in text? S3: guess * 3rd step: - Divide the class into groups - Teacher: Now you are going to work in groups of in minutes (name groups of theirs by pointing) on the left row: 1st line A1: 2nd one is A2, 3rd is A3,4th is A4, and on the right, similar group B1, B2, B3, B4 Teacher gives the header of each group a sheet of the sentences Ready? Now discuss in your group and the leader or secretary tick down * 4th step: Sts work in groups, T goes round to check * 5th step: When most groups finish, stop discussing (Teacher asks about or groups to read out predictions) Teacher: Now group A1, your secretary please read out your answers S1: ……… Teacher: Group B2, your S2: ……… Do the same with the group to compare these to your and who are correct * 6h step: T gives feed back 2.3.4 The effectiveness of experience initiatives for educational activities, with themselves, school colleagues After nearly years of studying, applying English teaching organization in the form of pairs and groups on the same student object , I myself realized that the form of organizing pairs and groups of teaching according to the above contents is very suitable for the new textbook program, the application has achieved very positive results, Specifically: - Students are interested in the subject, the learning atmosphere is lively, the students are more proactive in performing their tasks and acquiring knowledge, enhancing communication, exchanging, cooperating and helping each other's students thereby help students form and practice their academic and life skills - For myself: After nearly years of learning how to apply the organization of teaching English subject in pairs, the group itself has trained the skills in organizing teaching as a guide and private for students, thereby better performing the training and improving the skills of working in pairs, groups and the ability to use English in real communication for students - The quality of learning English for students has been clearly improved through each specific school year: Grade Number level 2016-2017 2017-2018 2018-2019 (Semester I) Good of students SL 48 48 48 TL (%) 2,1 6,3 8,3 Fair SL 12 TL (%) 6,3 10,4 27,1 Average SL 35 36 29 TL (%) 72,9 75 60,4 Weak SL TL (%) 18,7 8,3 4,2 CONCLUSION AND RECOMMENDATIONS 3.1 Conclusion: Teaching method towards learner-centered and important point is pair teaching activities, the group has a lot of outstanding advantages, helping students be more active in performing tasks and acquiring knowledge , enhance the communication, exchange, cooperation and mutual help of students, thereby helping students to form and practice skills in study as well as in life, while facilitating teachers working as a mentor, advising students However, it does not avoid the limitations in the implementation process Through the study and application of self-study topics to successfully apply the form of pair organization, the group of teachers in general and teaching English at lower secondary level in particular: - Always search carefully for the content, appropriate time for each lesson, each specific student to apply - Always motivate and encourage special students who have weak academic ability, lack of confidence to participate in activities - Flexibility but principles for students to develop habits to follow some of the necessary regulations in organizing pair and group activities during school hours - Good management, monitoring, urging and helping students to implement With the results achieved after nearly years of study at secondary schools, especially through the intensive clusters of professional meetings have discussed with colleagues in the cluster so basically in the school year 2018-2019 schools Secondary school in the cluster has applied some content of the topic 3.2 Recommendations: After nearly years of studying at junior high school, I found that the topic really fit with the current English curriculum However, the application is only within the scope of students at the school, so in order to effectively apply the topic, I have some recommendations: - For the Department of Education and Training: Should direct schools to establish English clubs, annually organize exchanges between clubs in the cluster and the whole district - For schools: Need to regularly supplement the equipment for teaching English subjects - For colleagues: It is necessary to study the contents and situations suitable to the students to implement The above are some of my first personal experiences about measures to organize pair and group activities to improve the quality of teaching secondary school English Because of its own capacity, there are limitations, teaching experience is not much, the presentation process should not avoid shortcomings Therefore, we hope to receive sincere and valuable instructions from the leaders of the school, the Department of Education and Training and the constructive feedbacks from the colleagues to make the topic more complete I sincerely thank ! Tho Xuan, May 25, 2019 The writer Nguyễn Thanh Hoa REFERENCES SGV, textbooks of grades 6,7,8,9 of the Ministry of Education and Training Teachimg Methodology English language of Ministry of Education and Training 2003 The ELTTP Methodology course Teach English - Atraining couse for teachers- Adrian Doff A couse in TEFL- HNSP University Publishing House Book "Some issues on innovation of secondary school teaching methods in English of the Ministry of Education and Training" Training materials for renovating English language methods for grades 6,7,8,9 Fostering English teaching method - GD Publishing House Category Section Content Page I Introduction 1 The reason for choosing the topic Research purposes of the topic Reseach objects Reseach methods II Contents of experience initiatives Rationale 2 Current situation before applying initiative 3 Solutions used to solve problem Learn about pair work, group work 3.1 3.1.1 Pair work 4-6 3.1.2 Group work 6-9 3.2 Identify the timing of the types of exercises so that students work in pairs or groups 3.2.1 Pair and group work to learn about the new lesson content 9-10 3.2.2 Pair and group work to support the practice of new grammatical structures 3.2.3 Pair and group work to support memorizing vocabulary 10-11 3.2.4 Pair and group work to support the development of speaking, 11-12 3.2.5 listening, reading comprehension skills Pair and group work to reinforce lesson content 10 12 3.3 Methods of organiging pair work , group work 13-17 3.4 Effectiveness of the experience initiative 17 III Conclusion of recommendations 17 Conclusion Recommendation 17-18 18 ... the new lesson content 9 -10 3.2.2 Pair and group work to support the practice of new grammatical structures 3.2.3 Pair and group work to support memorizing vocabulary 10- 11 3.2.4 Pair and group... organization of pair and group teaching is not high, most teachers only stop at the level of grasping the theory of teaching and learning steps in pairs and groups; not investing in research to apply appropriately,... thinking and understanding This process takes place in a two-way relationship In terms of teaching theory, this is a dialectical relationship In addition, when exchanging pairs, groups of students