Organizing for students the ways to learn and practice in pairs and in groups

I THE OPENING OF THE TOPIC: The reasons for the topic: The goal of English is to create and develop students with the basic skills in English and the intellectual qualities necessary to continue their studies or enter a working life In order to achieve the objectives of training and gradually improve the effectiveness of teaching, innovation is an urgent and necessary issue The new teaching method is to take students as subjects of learning activities, students have the right learning motives, active role play actively in the learning process Students are expected to participate in the practice of self-knowledge during the learning process, and students are engaged in practicing meaningful communication practice In order to well on the activities, the teacher must know the learning activities of the students and provide opportunities for students to practice the language through communication activities Especially teachers must know how to use textbooks and teaching aids, to harmonize appropriate methods in a lesson Through the process of teaching, I myself find that: to improve the effectiveness of training, the most important factor is to identify and organize the implementation in the teaching process center, "in the study should know the maximum use of the practice in pairs, groups Thinking about this is an important direction in teaching and it is the subject that I think myself practice in the teaching process and have achieved certain results As a teacher of English, I am always interested in finding the best solution to communicate my students in the most positive and effective way, to promote self-control and self-control Student activity during teaching hours Teachers must be the ones who engage them in a central role, teaching students in this form or other forms of teaching Most students in junior high school only know how to apply knowledge very early compared to English language programs Students spend only lessons per week so there is not much time for them to practice freely and fluently while the subject requires time to practice, pronounce well enough so that the children practiced met difficulties in communication Secondary school students generally ask them to practice a lot in order to remember for a long time, speaking loudly so that the speaker recognizes his or her mistakes through the pronunciation of words, the use of the sentence structure so that they can correct the mistakes for each other With this requirement, learning in pairs, the team solves a lot of problems In the lack of teaching materials, it is very difficult for a teacher to teach a foreign language or help students practice fluently Teachers must help them practice speaking, reading, and writing skills through activities and teaching aids To actively promote the activities of students, improve the quality in time with other subjects By monitoring the quality and learning of students, I find that students have not caught up with the requirements of the subject and Teachers also have difficulties in teaching students on this subject Through research, I try to find positive ways to improve the quality of my students' learning I monitor and conduct teaching in the classes which I undertake I find that learning in pairs and in groups is an effective solution to help students progress quickly, catch up with the requirements of the subject.The following are some good methods to implement "Organizing for students the ways to learn and practice in pairs and in groups." Research purposes : From the actual situation of teaching English in elementary school, we find that students have limitations in learning English, from students learning vocabulary, to the student's ability to communicate in a foreign language To help students get access to the new language naturally and easily, "The way to organize student learning in pairs, in groups, in the lessons of English in secondary school effectively" is a combination methods of observation, product research, document study, experience summation to identify and propose measures and tricks to improve the quality of teaching and learning English for junior high school students On the basis of the proposal, the teacher can choose appropriate method for each lesson, each student By successfully researching the topic, the initiative will help teachers gain the following experience: 1.Understand clearly about working in pairs and in groups How to organize for students to work in pairs and in groups effectively Steps for working in pairs and in groups effectively Instruct students to train themselves to have good skills in English communication Experienced when apply pairs work and groups work in teaching English at junior high Research subjects: Because of limited time, so in this topic, I just apply “ Organizing for students the ways to learn and practice in pairs and in groups ” for students in grade and grade of Yen Thai secondary school 4.Method of study: Observation method: The person conducting the research must study by themselves, take part in the lessons of colleagues Method of exchange and discussion: After taking the lessons of colleagues, colleagues should take part in the lessons of the implementation of the topic, then colleagues and the implementation of the topic discussed to draw lessons for the lessons Experimental method: Teachers conduct experiential teaching for each specific purpose requiring a number of lessons taught in the form of group activities Survey Method: Teachers ask questions to check and assess whether students understand the content of the lesson II CONTENTS (THE SOLUTIONS): 1.Basic Foundation: The essence of the teaching theory is to promote the positive, creative initiative of the students, student-centered, students are the subject of learning activities, the teacher is the organizer, teachers also guide students to receive new knowledge, practice language, through diverse communication activities in the form of individual activities, in pairs or in groups In the process of teaching, in order to promote the activeness of the students, teamwork is a good form of learning activity Through this form of learning, students have the opportunity to present, communicate and express their thoughts about the amount of information that they understand and feel It then returns the amount of information that the individual handles Each student's information may be correct or may be misleading Through discussion in pairs or in groups, students return information to the teacher Then, the teacher grasps the level of thinking, understanding of students This process takes place in a two- way relationship In terms of teaching theory, this is a dialectical relationship In addition to being exchanged in pairs or in groups, students are further trained in the skills and habits of thinking, expressing and presenting a problem in front of a collective Through this activity, the skills of listening, speaking, reading and writing of students are increasingly enhanced a.The purpose of this solution in the teaching process: Through the teaching process, teachers help students discover themselves on the basis of self-awareness, freedom of thought and argument to draw many useful lessons, to propose the problem is discussing and solving a problem more specific way Students are centered, allowing them to practice in pairs, allowing them to communicate with each other and help them practice and correct each other in time When practice in pairs or in groups, good students will help average students, weak students and poor students grasp the important knowledge of the lesson Gradually, students will learn how to learn and grasp the basic knowledge of the subject Practice in pairs or in groups to help them have the emulation and make an effort, from which the teacher discovers qualified students to foster and help them become excellent students on this subject At the same time, practicing in pairs and in groups helps students become selfconscious learners and confident, weak students can learn from their friends, self-learning methods under the motto: “ Better learn your friend than your teacher.” b Signs of the method: Teachers recognize, empathize, respect the needs of their students, gain credibility, convince and motivate their inner motives Based on the experience of the students and then exploit that experience, promote the positive self-awareness of students Current status of the problem before applying innovative experience Most students in junior high school only know how to apply knowledge very early compared to English language programs Students have only three lessons per week, so there is not much time for them to practice freely and fluently, while the subject requires time to practice, pronounce well enough , so that the children practiced met difficulties in communication Secondary school students generally ask them to practice a lot in order to remember for a long time, speaking loudly so that the speaker recognizes his or her mistakes through the pronunciation of the words, the use of the sentence structure so that they can correct the mistakes for each other With this requirement, learning in pairs, the team solves a lot of problems Under the condition of teaching materials is not rich, it is very difficult for a teacher to teach foreign languages to help students practice fluently Teachers must help them practice listening, speaking, reading and writing skills through activities and teaching aids Experience initiatives or solutions used to solve: 3.1 An overview of organizing for student how to work in pairs and in groups a.Time to work in pairs or groups The pairing style is appropriate for conversational activities between two students, so it will suit the types of exercises The teacher gives examples after introducing new new languages and after that practicing with the whole class (Teacher - class, half class- half class, open pair, closed pair) Practice short conversations: close the conversation, make similar conversations use the prompts The time for students to practice in pairs depends on the content of the exercises b.Communication exercises: Read the text, then ask and answer questions about the content of the lesson, this method has several ways to the following: Students discuss questions in pairs or groups, then read the text to find answers Students read the syllabus themselves and then ask and answer the content in pairs or groups Short-term exercises: Students work in groups, choose a secretary to write what the group is discussing, this activity can be difficult to organize in large groups but it is advantageous for the student to practice with each other and the teacher only grading of the group after the completion of the activity Discussion: The teacher explains the task clearly After discussing teacher calls the groups to present their exercises before the class Other communication activities are information gap, warm up, role play, interview, questionaire, survey, problem solving, communication games c Pairs or groups method: There are many ways to organize in pairs or in groups For example, the pair between the teacher and the student; close pairs and then open pairs In order to avoid the boredom of working in pairs, teachers can flexibly use the forms of organized pairs as above In the case of group work, if the class is tight, it is possible to organize two students sitting in two adjacent rows, facing each other, forming a group of four without moving the class in large groups, does not waste time When divide the group, it is necessary to ensure the quantity is appropriate Equalize the number of students for each group (good, pretty, average) How many students are in the class? The factor that affects in group work is the sitting position of the students in groups You can name the groups in English as numbers, colors, flowers, animals or adjectives that they like * A teacher and a student - Teachers can call students to practice with him as a model Then call the weaker student redo Teacher may ask easy questions to stimulate and engage all students in the activities and they must also think and answer the questions 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: * An open pair between two students who are not sitting next to each other Two students can play the role of the character in the conversation (one student on the left, one student on the right ) - Ask a student to ask questions and let him or her nominate respondents * Close pair between two students sitting side by side - In this form, the teacher must number the students in vertical or horizontal lines, give tasks to each student in pairs – ask and answer or role play - After discussing, the teacher should call some pairs of students to present their exercises before the class Steps - Controll students work 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 what questions and answers that students can give Teacher: Now, you are going to talk 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 sted - Ask a few students round the class to show the kind of conversation stuents 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 similar conversation while the others listen *3nd step: - Divide the class into pairs Teacher: Now, you are going to work in pair in minutes + Ask and answer the question, number answers asks number answers then change number asks, number answers If there is a group of three one asks all questions then change round turn *4th step: - Students work in pairs Teacher goes more quickly round the class, checking that everyone is taking but not try to correct mistakes It will be better for the teacher to silently takenote mistakes *5th step: - When most pairs finished, stop the activities call one by one pair *6th step: - Teacher remarks the activity Example: English 7: UNIT – Work and play A: Read then answer the question Work in groups of discuss to predict T/F statements True/ False statements Ba’s favorite subject is Electronics He is not good at fixing things In his free time, he learns to play the guitar He is not goods at drawing He can help his parent at home *1st step: - T introduces the requirements and asks students what they have to Teacher: Now, you are going to guess which are true, which are false about Ba Look at the satements? Who the statements say? Read about? S1 the 1st sentence?S1:……… Teacher: good, S2 the next, please?S2:……… *2nd step: - T asks some students again what have to - Teacher: Do you have to guess or to find out in the 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 their by pointing) on the left row: 1st line is 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 statements Ready? Now discuss in your group and leader or secretary tick down *4th step: Sts work in groups, Teacher goes round to check *5th step: When most groups finish, stop discussing ( Teacher asks about or groups to read out their predictions) Teacher: Now group A1, your secretary please read out your predictions S1:……… Teacher: Group B2, your S2:……… Do the same with group to compare these to your and whose are correct read the text and find out the keys *6h step: T gives feed back d.Organizing in pairs or in groups Working in pairs have many advantages, especially in speaking skill In fact, when students work in pairs or groups, teachers can not control their speech and not necessarily control it However, when teacher asks students to practice in pairs or in groups, it is important to note the following: Instruct the exercise or make a request explicitly Prior to working in groups or pairs, good preparation is required Specifically, there are samples or examples given, providing enough vocabulary needed for the assignment.A reasonable pair or group of students may be selected, or students of the same level, or different cognitive level to work together according to the intent and nature of the exercise Create a real bond in the team, nominate a team leader and clearly identify the team leader.It is necessary to specify the length of the assignment, depending on the level of the question or assignment that will be long or short Set convention of starting and ending activities (tap size, clap) There is an oversight of teachers Have timely support from teachers when students in the group have difficulty (teachers go around the class to listen and help, record common errors ) No need to wait for the students to finish their work, teachers take the initiative to stop group activities when necessary Once the student has completed the pair or group work and feedback timely When students carry out their group activities, teachers can incorporate a variety of methods to help students practice: repetition, substitution, change into form, and incorporating teaching aids such as projectors, pictures, school slides, guide e Carry out organizing pair work and group Introduce new sentences: Teachers open and make clear patterns Repeat the process Note correct pronunciation for students Replace sentences with suggestions: Suggestions can be written on the board or extra-board Ask the class to practice with the teacher and vice versa, so students know how to Choose two students who are not sitting close to each other and talk loudly to the class The teacher must number the students in vertical or horizontal lines and asks them to practice together Ask the students to change their roles at the end Teachers walk around the classroom controls and note errors Stop operation after most of the class is completed Choose - pairs without notice in front of the class Teachers correct common mistakes in practice, focus on pronunciation and grammar errors -Practice grammar exercises in the form of sentences Example: English Unit A4: page 43 Look at the pictures Ask and answer questions S1: What is Lan studying? S2: Lan is studying Physics S1: What time does Lan have it? S2: She has her Physics class at 8.40 -Practice short conversations, recreate brief conversations with practice prompts, make up similar ones using the prompts Example: English Unit A3 page 20 A3: Listen Lan: Excuse me, Flowers Flowers: Yes, Lan? Lan: What is your telephone number? Flowers: 8262019 Lan: Thanks I'll call you soon Now ask your classmate and compete the letter NAME ADDRESS TELEPHONE NUMBER -Discuss the answers to the questions of a reading or conversation Example:English Unit Lesson Read page 36 -Solve the problem as required by the training content Example:English Unit 11 B2 page 111 -Planning for a certain activity (makes plan) Example: English Unit B page 65 -Write about the positive, negative of a certain problem Example: English Unit Lesson Write page 44 Work in groups to write the benefits of the internet 3.2 Learning more about the activitites in pairs, in groups a Work in pair / pair work a.1.The role of the teacher when the student is practicing in pairs In the past, teachers who had been leading roles in controlling all classroom activities now need a different perspective as their roles change during these new practices At this point, the teacher has two functions The first function is the follower: Teachers move from one group to the other and listen to the students but let them speak naturally, without interrupting students unless it is necessary Serious errors will be resolved at other times, maybe at the beginning of the lesson or at the end of the lesson The second function is to provide materials, help, answer students' difficult language problems or general knowledge a.2.Introduce how to work in pairs When using this type of exercise for the first time, the teacher should explain to the student the advantages and the reasons for using it The explanation can be made in the mother tongue a.3 Steps for doing exercises in pairs Step 1: Preparation: Be careful with the introduction and practice of the language, so that everyone is confident when using foreign languages After the introductory step and practice the corpus should save all the information back on the board Step 2: Teacher modeling with a student The teacher and a good student play a role, practice an exercise completely so that all students understand the requirements and know how to it Step 3: Two students model Call two good students to model in front of the class again If students are allowed to stand in place, the teacher must ask the students to speak loudly to the class Step 4: Specify the time Tell students how much time they will have to complete the exercise (typically only 2-3 minutes) Step 5: Students work in pairs Sign and order for all students to start doing the work at the same time While students the assignments, the teacher goes from one partner to the other, monitors and helps them when they need but avoids interfering students’ activities, even though the teacher may find they have some mistakes Step 6: Check in front of the class At the end of the discussing time, when most pairs have done, signal for all students to stop Choose some pairs and ask them to present the exercise in front of the class This test is very important because it makes student working harder and harder Students will become more hard- working, more selfconfident when they know that the teacher will assess the grades for their presentation b Types of exercises in pairs b.1 Conversation ( dialogues): After learning a model dialogue, Students understand the structure of the dialogue and understand grammar problems in the dialogue Teachers may ask 10 some pairs of students to role play the dialogue and may substitute some of the details (eg names, hometowns, occupations, hobbies ) to change those dialogues into their own diaalogues or on matters of their own interest b.2 Alternative exercises: After introducing the model sentences and practicing with the whole class quickly, the teacher gives cue words which are usedd to replace on the board and asks students to practice in pairs Make plenty of room for suggestions to let students develop their creativity Example on the board: When you have history? (music, English, literature ?) b.3 Practice grammar After the students have mastered the grammar problem and have been practicing (with repetition or transition exercises ), divide the students into pairs and ask them to talk to each other (note the a familiar, familiar subject) For example, talk about yourself or things that are real about your own life The given words on the board are still ideal for this exercise b.4 Informal inspection Regular examinations are as effective as teaching When teachers allow students to collaborate to take a test, Teachers can encourage students’ learning because the weak students will be helped by the good students From time to time, the teacher should have a short test at the end of the lesson and then the teacher marks and points The test does not need to include all of the knowledge students have learned in the lesson that can focus on any aspect of using language.The requirements of the assignment should be very clear, write model sentences on the board and control time to help students have abilities to respond quickly and flexibly in the use of language When the students have finished, the teacher can check their exercises directly or let the students crosscheck each other in pairs b.5 Picture description: Pictures can be used as stimuli for many types of exercises in pairs For example, looking at a picture with a reading, a student in a pair finds the right spot in the picture and the student raises an objection or opposition (compare the picture with the reading) Or two students have two pictures all the same but the details in the picture are different (such as the location of objects in paintings, colors, clothes, appearance of people, ) A student describes the details of his painting while the other discovers the differences in the second picture b.6 Ask and answer At the end of the readings there are often questions Students can discuss the answers to these questions in pairs First the students discuss, then the teacher calls some students to check Or make this activity rich by having students discuss and write answers on paper, pairs cross-checked under the teacher's control b.7 Write illustrative sentences 11 After the teacher teaches and students practice the vocabulary, at the end of the lesson, the teacher keeps the new words on the board, just deletes the illustration and asks the students to re-write other illustrations for the words The purpose is to test whether the student has truly understood the meaning and usage of the new words c Work in group/ group work c.1 The role of the teacher The teacher is the manager of all classroom activities So they have to plan the class, organize the class, start the class, observe the class The most abstinence is that after asking the students to work in groups, the teacher on the desk or working alone considers this to be the end of the job Necessary teachers must manage, monitor, urge, help students practice Teachers can go from one group to another, checking whether the student has met the requirements of the assignment Teachers need to be positive and sensitive to the class atmosphere as well as the rhythm of the group work, remembering repetitive errors in students to revise their lessons later If most students find it difficult to perform the task of the exercise, stop all groups, explain the requirements of the assignment, the structure or grammar problem, or the whole class Refresh the problem and then continue to work in groups c.2 Types of group practice Group activities tend to be more liberal and also more interactive than pairwise activities There are many easy-to-implement activities, even for the most inexperienced teachers *Game: Information games to practice question Yes - No The easiest is guessing who am I thinking of? What's my profession? Or guess what I did (last night / during the weekend) Title the game on the board, provide some hints, vocabulary, background knowledge, then model and then play for themselves *Make a question: Ask the groups to read the text and then ask questions about it After a few minutes the groups folded the book, in turn the group leader or secretary stood up to ask a few questions, the members of the other group are responsible for answering For students to be more excited about their activities, organize it as a competition: the answers are scored based on language accuracy as well as information *Guided practice: After using substitute exercises to familiarize students with their structure and function, more interactive exercises should be organized through teambased and creative activities For example, after teaching the structure with should / should not with the meaning of advice: You should / should not + verb- (You should eat more fruit) *Role-playing games: When the whole class has practiced a structure with a certain function, the role playing game is very effective in reinforcing students' understanding of the function of that structure in more natural situations For example, a group may 12 be asked to place a scene in which a complainant wants to change a new item purchased the previous day; Or to gather information for a holiday package, etc With role playing games, groups can set up plays where each member plays a role While the group members were acting, the group secretary briefly recorded the lines for review and the group then presented them to the class * Predict: This exercise is usually for good students Before the students read a text the teacher asks the group to predict what the lesson will be or the meaning of vocabulary in the lesson For example, before reading a lesson on pollution, students can predict that the lesson will be about issues related to the sea, forests, underground resources, the exhaust fumes from cars and motorbikes Results I have applied that teaching methods into my lessons, the exams organized by the school faculty and the application of that new methods have been appreciated by the school education board and colleagues I drew the attention of the students in my lectures and I have reaped positive results I would like to share the lesson that I have prepared and applied some methods of "Organizing for students the ways to learn and practice in pairs, in groups." in class 7A and 7B of Yen Thai secondary school where I am teaching Period 26: UNIT 4: AT SCHOOL B.THE LIBRARY (B3,4) I OBJECTIVES Knowledge: After the lesson,the students can: + Know how to arrange kinds of books in the library through the listening text + Reading a text about the largest library in the world 2.Skills: - three skills: speaking, listening, and writing skills Attitudes - Students like English and use it regularly 4.Ability : - Students use English correctly II PREPARATIONS 1.Teacher : -Lesson plan , materials, extral board 2.Students : -Preparing lesson , note book III THE STAGES OF THE LESSON Get students’ attention + greeting -ask students some questions +Nice to see you How are you today? Procedure 13 ACTIVITY 1: Warm up a Method: - communication b The stages of activity - Network c Teaching aids: - blackboard Teacher’s and students’ activities Contents Stage 1: To the right of - Teacher divides the class into two groups - Students: listen to the teacher Stage 2: Next to Prep of place - Teacher: asks students to write about the prepositions of place they have learned - Students: answer the questions by doing the network turn by turn To the left of in front of Stage 3: - Teacher: listens students’ ideas and takes notes on the blackboard - Students: observe and feedback Stage 4: - Teacher: corrects what students have said students: listen to the teacher Adjustment: ……………………………………………… ACTIVITY 2: Presentation a Method: - communication b The stages of activity - group work c Teaching aids: - blackboard, paper Teacher’s and students’ activities Stage 1: -Teacher: leads in the lesson by asking some questions (Do you often read books?/where you read/borrow books?/is there a library in your school?) Introduces some new words and new structure -Students:Answer the questions listen and write down the words Listen to the teacher and take note Contents *New words: Congress: Quốc hội Receive: nhận Copy: phô tô Contain: chứa đựng Employee: nhân viên Study area:khu học tập *Grammar: Asking about the place: Where + be + S ? S + be……………… 14 Stage 2: EX:Where are the books ? - Teacher: Orient,suggest the students, They are on the table correct the students’pronunciation *Slap the board: - Students: read the words Take note how to ask the place contain Stage 3: Congress - Teacher: observes and controls the activity - Students: Remember the words and the way of asking the place Stage 4: receive - Teacher asks the student to play “slap copy employee the board” - students: correct others’ work Then listen and take notes Play game Teacher correct and give feed back.Control the game Adjustment: ……………………………………… ACTIVITY 3: Practice a Method: - communication b The stages of activity - pair work c Teaching aids: - blackboard Teacher’s and students’ activities Stage 1: - Teacher hangs out the picture and asks students to stick Asks the students to listen to the text and check the place of the books in the library - Students: ask and answer about the place of the books in the library -Let the students listen to the text about the largest library in the world times and read aloud Students Check T/F statements and answer the questions Stage 2: - Teacher: asks students to work in pairs Contents *Checking where some kinds of books ảe 1.Study area 2.Science and math 3.History and geography 4,5.Newspapers and magazines 6,7.English 8.Librarian’s desk *Ask and answer about Where are the English books? They are on the shelf behind the desk Where are the science books? They are on the shelf next to the study aere Where are the newspapers and magazines? They are on the shelf in the center of the room ……………………………… *T/F statements: a.The library of congress is in Washington DC 15 - Students: work in pairs T Stage 3: b.the shelves are about 300 km long F - Teacher: asks some students to c.There are over 100 million books T answer the questions d.because it receives copies of all English - Students: work before class books F Stage 4: *Answers: - Teacher: asks students to correct a.it is in Washington DC their friends’ work and then show b.It has over 100 million books the answers c.the shelves are about 1000 km long - students: listen and correct d.about 5000 employees Adjustment: e.because it receives copies of all American ………………………………… books ACTIVITY 4: Production a Method: - communication b The stages of activity - group work c Teaching aids: - lucky number Teacher’s and students’ activities Stage 1: Contents LUCKY NUMBERS 1.How many books does it have? It has 100 million books 2.Why is it so large ? Because it receives copies of all American books 3.Lucky number 4.Where is the library of Congress ? it is in Washington DC 5.How many people work there? 5000 people 6.How long are its shelves ? the shelves are about 1000 km long 7.Lucky number - Teacher: Gets the students to play the game:”lucky number” - Students: Play the game Stage 2: -Teacher suggests the students to play -Students: work in groups Stage 3: - Teacher: controls the game - Students: give feedback Stage 4: - Teacher: decides the winner - students: get free Adjustment:…… IV Consolidation and homework: Consolidation: Remind students what they have learn in the lesson Homework: - review some new words - Prepare new lesson : unit 5(A1) After applying methods of "Organizing for student learn and practice in pair, in group." in grades 7A, 7B I obtained the following results: Most of the students are interested in participating in the lesson * Results 16 7A ( 25 students) 7B (25students) N0 % N0 % Before applying 14/25 56,0 13/25 52,0 After applying 21/25 84,0 22/25 88,0 III THE CONCLUSION AND SUGGESTIONS: Conclusion: Organizing for students how to learn in pairs and in groups creates good opportunities for students to practice and use foreign languages creatively In addition, changes in learning activities and communication patterns help maintain their attention Through these activities students are also more aware that the perfection they themselves have the autonomy and responsibility for the progress of their own Organizing for students how to learn in pairs and in groups helps students more bold in their use of foreign languages Poor students often fear mistakes when they are in front of their teachers, but when they study with their classmates, they will be less hesitation, the students will overcome the weaknesses of their character to learn well They also have the opportunity to help and learn more from each other 17 The results of the observations, listening and marking of articles will be very valuable as they help to better understand the learning process of students Teachers will grasp the weaknesses and strengths of students, the problems that need to be supplemented in the following, the places to adjust in the curriculum, their lesson plans Teachers also become tolerant of students when they make minor mistakes, not affect the meaning of words and encourage students to be braver when using foreign languages In this topic I have only given some initial experience I am looking forward to the comments of colleagues to complete this topic 2.Suggestions: To have contribution to improve the quality of the subject English, I would suggest some following suggestions: Firstly, teaching devices such as discs, tape, other types of reference books, audio-visual room should be equipped Secondly, regular thematic classes should be held to help teachers have the opportunity to interact, learn, exchange experiences in teaching Last but not least, The Education Department should organize seminars Experience initiative regularly for teachers have the opportunity to share how to write and their experiences together THE SCHOOL HEADMASTER’S CONFIRMATION Yen Dinh, April 9th , 2018 I assure you this is my assignment Writer’s signature: Le Thi Thao 18 ... groups How to organize for students to work in pairs and in groups effectively Steps for working in pairs and in groups effectively Instruct students to train themselves to have good skills in English... several ways to the following: Students discuss questions in pairs or groups, then read the text to find answers Students read the syllabus themselves and then ask and answer the content in pairs. .. c Pairs or groups method: There are many ways to organize in pairs or in groups For example, the pair between the teacher and the student; close pairs and then open pairs In order to avoid the