IMPROVING QUALITY OF EFFECTIVE PAIR AND GROUP ACTIVITIES IN HIGH SCHOOL LESSONS scope level of grade english high school

DEPARMENT OF EDUCATION AND TRAINING OF THANH HOA PROVINCE HIGH SCHOOL MAI ANH TUAN TOPIC IMPROVING QUALITY OF EFFECTIVE PAIR AND GROUP ACTIVITIES IN HIGH SCHOOL LESSONS Scope/ Level of grade: English / High School Author: VŨ THỊ NGỌC Position: Teacher Working Place: Mai Anh Tuan High School Unit: Foreigner Language Initative from experience in field: English Nga Son, May 19th, 2021 GENERAL INFORMATION OF INTIATIVE Name of initiative: “Improving quality of effective pair and group activities in high school lessons” Scope / Level of grade: English / High School Applied time of initiative: from Jan 10th, 2020 to May 20th, 2021 Information of Author Full name: Vũ Thị Ngọc Year of Birth: 1980 Place of resident: Nga Yên Commune - Nga Sơn District - Thanh Hoa Province Qualification: University of training English as Foreigner Language Position: Teacher Working Place: High School Mai Anh Tuấn, Nga Sơn District, Thanh Hoa Province Working place to apply the initiative: Name of Location: Mai Anh Tuấn High School Address: Nga Thanh Commune, Nga Sơn District, Thanh Hoa Province A - QUESTIONING I CONDITIONS OF CREATING INNOVATIONS English plays an important role in our lives It has been and is becoming a necessary need in daily communication, in work and in the process of scientific research English is used as a universal language in the world Through this common language, people all over the planet understand each other, exchange scientific achievements, culture, sports, art, advanced civilization of mankind Our country is on the way of integration and development, so English is the key to open the door to integration between our country and other countries in the world Because English is so important, in recent years the Party, State, Government and the Ministry of Education and Training have always paid attention to and paid attention to innovating teaching methods, renewing textbooks for the most effective teaching and learning of English From the above basic reasons and bases, it shows that comprehensive education for students is very necessary Besides, teaching English is also an important task in the school The problem for each of us in general and teachers who directly teach English at high school level in particular is how to get good results in teaching Therefore, active teaching methods are always thoroughly and creatively implemented by teachers II PRACTICE BASIS In our Vietnamese situation, the class is often crowded with students, and the short class time is not enough for the majority of students to participate in the lesson Except for the practice of reading in unison, on average each student in the class only has a total of 10-15 seconds to speak To increase the time students practice speaking in class, they must organize activities so that everyone can speak Learners-centered people often think that if all students in the class participate in speaking at the same time, the class will become very noisy, disorderly, and difficult to control But the reality is not so: With guidance and control of teachers and establishment of rules when working in groups and pairs, the noise of foreign language exchange is positive noise, a manifestation of education In order to work in pairs and groups of students to be effective in teaching and learning foreign languages in general and teaching English in particular, it is necessary to understand what group and pair activities are; What principles need to be followed and what teachers and students have to do? In this topic, I boldly collect to suggest how to organize working in pairs and groups effectively III SCOPE OF RESEARCH Applying "Experience in organizing students to work in pairs and groups in effective English teaching" is an initiative of research experience in the scope of giving situations and some exercises suitable for activities act in pairs, or in groups At the same time, there are a number of ways to organize pairs, groups and control activities in pairs and groups With this scope of study can be applied in developing all skills of listening, speaking, reading and writing which are mainly communication activities IV RESEARCH PURPOSE With the successful research of the topic, the experience initiative will help teachers gain the following experiences: Understand the concept of pair and group activities How to organize effective pair and group activities Steps to conduct effective pair and group activities Guide students to self-practice and practice to have English communication skills and techniques Experience in applying pair and group activities in teaching English at high school level V RESEARCH METHODS Observational method: The subject conducts self-research, conducts class visits of colleagues Method of exchange and discussion: After attending the time of the colleague, the colleague observes the time of the subject, the colleague and the subject conducts the exchange and discussion in order to draw out the experience experience for the lesson Experimental method: The teacher conducts experimental teaching according to each purpose, and specifically requires a number of lessons to apply the form of group and pair activities Investigative method: Teachers ask questions to check and assess students'understanding of the lesson content B- CONTENT I- LEARN ABOUT PAIR /GROUP ACTIVITIES Work in pair/pair work 1.1 The role of the teacher when students participate in practice in pairs Teachers who used to be leaders and in control of all activities in the classroom need a different perspective because their roles have changed in these new stages of student practice Now the teacher has two functions The first function is the observer: The teacher goes from group to group listening and noting repeated errors in the students but still letting them speak freely, interrupting them as much as possible unless absolutely necessary… Serious errors will be resolved at another time, possibly at the beginning of the next lesson or at the end of the practice session The second function is to provide, document, help, and answer students' difficult problems in terms of corpus or general knowledge In the teaching process, in order to promote the activeness of students, pair and group activities are a good form of learning activity Through this form of learning, students have the opportunity to present, exchange and express their thoughts about the amount of information about the lesson that they understand or maybe partially wrong From there, the teacher grasps the level of thinking and understanding of the children 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 trained more in skills and habits of thinking, expressing and presenting a problem in front of a group Through this activity, students' listening, speaking, reading and writing skills are increasingly improved 1.2 Introducing 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 may be made in the student's native language In addition, it is necessary to agree with students on the following principles: Working in pairs is not the time to chat After completing the assignment of the exercise, students can switch roles and the exercise again If the time is up and the students still haven't finished, there is nothing to worry about, because the most important thing is that they get to practice, not necessarily the specific results of a certain task After the time is up, the teacher must check and evaluate the results of the work done by the students in pairs All students must participate in this activity in a pair When odd, that student can join with the pair closest to him/her If the exercise requirement is an exchange between two people, the third person will sit and watch, then participate in the second round of practice with one of the other They can ask the teacher for help if needed While students practice Q&A, the teacher must cover and monitor the class to comment on each pair, listen and correct them, notice to pairs of weak students 1.3 Steps to practice in pairs Step 1: Prepare It is necessary to prepare very carefully through the introduction and practice of the corpus, so that everyone is confident when using the foreign language After the introduction and practice the corpus should save all the information on the board Step 2: Teacher models with a student The teacher, along with a good student in the class, acts as a model for an exercise package so that all students understand the requirements and know how to it Step 3: Two students model Call on two pretty good students to model in front of the class again If students are allowed to stand in place, ask them to speak loudly enough for the whole class to hear Step 4: Set time Tell students how much time they will have to complete this exercise (usually 2-3 minutes) Step 5: Students work in pairs Signal all students to begin work at the same time While students work, teacher goes from pair to pair, monitoring and helping them as needed but avoiding interfering with the students' activities even though they may see their mistakes Step 6: Pre-class test At the end of the lesson, when most pairs have done the song, signal all students to stop Choose a couple of pairs and ask them to present them in front of the class This test is very important because it makes the students work harder in the next practice Students will become more diligent, more self-aware knowing that teachers will assess their learning activities Types of practice in pairs 2.1 Conversation After studying a sample dialogue, the students are familiar with the structure of the lesson and understand the grammar issues in it, the teacher can ask pairs of students to role-play the text, but with some substitutions details (e.g name, hometown, occupation, hobbies, etc.) to make their lines talk about themselves or about issues they care about 2.2 Substitute exercise After introducing the sentence patterns and giving them quick practice, the teacher writes the suggested replacement words on the board and asks the students to practice in pairs Should leave plenty of space in the suggestion section to let students develop their creativity Example on the board: What you think of horror film? (action films, thrillers films, war films…? 2.3 Grammar practice After students have grasped the grammar problem and have been practicing collectively (by repeating or converting exercises…), divide students into pairs and ask them to exchange with each other (pay attention to choose the familiar and close subject matter) For example, talk about yourself or real things related to the student's own life The suggested words on the board are still ideal for this exercise 2.4 Unofficial test Regular testing is just as effective as teaching By allowing students to collaborate on a test, teachers can encourage their learning because weaker students are helped by better students There should be a short test at the end of the hour once in a while and then give the score The test does not need to cover everything the student has just learned in the lesson, but can focus on any aspect of language use The requirements of the work should be very clear, write sample sentences on the board and control the time to train students to react quickly and flexibly in using language Finished work can be tested orally or by pairs of cross-checks and marks each other 2.5 Description of the picture Pictures can be used as stimuli for a variety of pairs of exercises For example, looking at a picture that accompanies a reading passage, one student in a pair finds out what is right and wrong in the picture and the student states their opinion for or against (compare the picture with the text) Or two students have two similar panoramas but the details in the picture are different (such as position of objects in the picture, color, type of clothes, appearance of people, ) One student describes the details in his picture and the other finds differences in the second picture 2.6 Find a title for the reading passage Before the whole class read a text, ask pairs of students to read, ask pairs of students to skim, then give the passage a question Depending on the length of the lesson, the time will be determined, but it should be noted that the time spent on this activity should not be too much because this is essentially a type of exercise to practice skimming for the main idea What's more, this activity is great because it gives students a chance to read with real intent, reading for real information Reading results can be checked orally with individual students or the whole class 2.7 Ask and answer There are often questions at the end of the reading passages Students can discuss the answers to these questions in pairs Students first make their mouths, then the teacher calls some random students to check Or enrich the activity by having students discuss their answers orally and then write their answers on paper, with pairs of pairs swapping their answers under the teacher's control 2.8 Write illustrative sentences After teaching and practicing new words, at the end of the lesson, still leave the new words on the board, delete only the illustrated sentences, and then ask students to rewrite other illustrated sentences for the new words to check if they have learned the new words and they can really understand the meaning and usage of the new words Work in group/group work In our classrooms the chair cannot be moved around the classroom so in this situation can only ask the students from the upper desk to turn to the lower table to form groups to practice It is best to form groups of 4-6 people, but 10 Before reading a text, ask the groups to predict the content of the lesson or the meaning of the vocabulary that may be encountered in the lesson For example, before reading an article about pollution, students may anticipate that the article will deal with issues related to the sea, forests, underground resources, smoke from car exhaust, motorcycle… • Answer speculative questions After each reading, the teacher can ask some questions for students to speculate about the circumstances that happened in the lesson The answer is only based on the student's inference, not in the lesson Students in groups discuss and come up with a common answer for the whole group • Discuss Used for students with relatively high language knowledge Discussion allows students to freely express their views and opinions, so the usefulness of this type of exercise is undisputed The teacher brings up a certain topic (What you think about women who work as politicians? What should be done about all the beggars on the streets?) and then lets all groups discuss and exchange ideas your score in minutes A group member will then report back on the group's general opinion (if there is agreement), or summarize the opinions (if there is a difference) Next, have students discuss the problem as a whole class Teachers are not required to express their views, unless there are false opinions that no one can disagree with • Essay writing This format is not ideal for classes with large numbers of students The teacher cannot monitor and help a class or have about 40 - 50 students and these students write different articles Moreover, reading, correcting, and grading 4050 essays is not an easy job Some experts in teaching methods argue that letting students write without supervision is only harmful to students Because students can develop habits of misuse of language structures, using foreign languages to express themselves in the manner of their mother tongue 14 If students are organized to work in groups, teachers of large classes will be able to simultaneously control and guide all students' creative writing in the class An essay can be guided by questions on the board, pictures on the wall or suggested words For example, each group receives a letter and they have to answer it together Students must know that when there is a problem, they cannot freely ask the teacher for help, but must go through their group leader At the same time, they must also be aware that everyone in the group has to contribute to the development of the article and will enjoy the success of the article The role of group leaders is very important at this time They must know how to attract team members to contribute ideas II- DETERMINATING TYPE OF EXERCISES THAT SHOULD GIVE STUDENTS TO WORK IN GROUP OR PAIR Pair work / Work in pair 1.1 Practice model sentences after the introduction of new material and a few minutes of practice for the whole class (Practise model sentences) 1.2 Practice exercises according to sentence patterns 1.3 Practice short conversations, role-playing sample conversations with given prompts (practice short dialogues, make up similar ones using the prompts) 1.4 Type of exercise read the text then ask and answer questions about the text (Read then ask and answer the questions about the text) 1.5a Students discuss the questions in pairs then read the text to choose the correct answer 1.5b Students read the text silently by themselves and then ask and answer about the content of the text in pairs 1.6 Students can practice the sentence pattern under the control of their friends in pairs Group work/ Work in group Working in groups of or more people, working at tables, in groups, in rows… 2.1 Discuss the answers to the questions of a reading or conversation 2.2 Solve problems according to the requirements of the exercise content 2.3 Make a plan for a certain activity (makes plan) 2.4 Write about the positive and negative side of a certain issue 2.5 Practice role-playing conversations in conversations with more than two 15 participants 2.6 Play team games: Slap the board, lucky number, nought and crosses… III- METHOD OF ORGANIZATION FOR EFFECTIVE GROUP ACTIVITY Teacher-organizer who plays the role of controlling the activity, it is necessary 1.1 The assignment or assignment instructions need to be very clear 1.2 Before working in pairs, the group of teachers should have good preparation, given samples or examples, and provide enough material for the exercise 1.3 In the process of students' performance, teachers need to have general supervision, not interrupt when students are practicing, go around the class to listen and help timely support when needed Teachers record typical mistakes to point out to students and help students correct them later 1.4 Teachers need to set a specific time for each activity Example: Teacher: work in pair practice asking and answering about distance in minutes (After teacher gives the requirements and duties to the Ss and does the model on the board) Teacher: Now, time begins, work in pairs please (after minutes) Teacher: Now, time is up Stop asking and answering 1.5 Teachers should be flexible in pairing, reasonable groups can choose students of the same level to work together depending on the intention and nature of each exercise and sentence pattern This grouping should be prescribed to students according to habit For example, in pairing a student may work in two or three different pairs and this must be done from the very beginning and each pair has its own number or name convention Example 1: Pairing for some simple exercises, we often pair up with two students sitting close to each other (close pairs) Example 2: Student A is a good student; Student D is a good student; Student B is an average student; Student E is an 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 themselves to work on Teachers should assign students A and D to carry the number 1; Students B and E carry the number 2; Students C and F carry the 16 number This example is for simple exercises like substitutions or word cues 1.6 After students practice the exercise in pairs, the group needs to have timely inspection, comments and suggestions from their friends in other groups Correct errors or provide correct samples 1.7 Encourage students to boldly work in pairs or groups Students - who perform activities to actively acquire knowledge through this form of activity need to build a habit of following a number of necessary rules 2.1 Need to listen to the requirements of the assignment - This requirement is shown in the textbook, which is a part that is mostly the instructions and requirements of the teacher, the operator of the activity For example: It is possible to request activities, operation time, tasks of each group or individual in the group 2.2 Need to work self-consciously without making too much noise 2.3 The activity should be started and stopped immediately when requested by the teacher Do not attempt to finish the part in progress Method of organizing activities in pairs and groups 3.1 Pair work 3.1a The pair between a teacher and a student (teacher and a student) - Teachers can call students who are quite practicing with them as models Then call on the weaker student to it again For weak students, teachers can ask easy questions, to stimulate and engage all students in activities that everyone has to think and answer Example: T: Where was the first World Cup held? S1: It was held in Uruguay T: Which teams played in the final match? S2: Uruguay and Argentina 17 T: What team became the champion? S3: 3.1b An open pair is between two students who are not sitting next to each other - Can call two students to play the role of characters in the conversation (1 student on the left, student on the right ) - Can call a student to ask a question and allow him or her to designate an answerer 3.1c A close pair is between two students sitting next to each other - With this form, the teacher has to number students in a vertical or horizontal row, assigning the task of each student in the pair - question and answer and vice versa or A - B and vice versa - After the teacher takes the initiative, the teacher should call on a few pairs to tell the class what they have accomplished Example: The steps of controlling a pair work Task: prefer Pair work: Ask what you prefer detective films or action films? Ask about: film * 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 prefer Look at Task A what you prefer detective films or action films? B Well, it’s difficult to say But I suppose I prefer action films to detective film ones - Teacher writes the basic question the board *2nd step - Ask a few students round the class to show the kind of conversation stuents might have *3rd step: - Divide the class into pairs 18 Teacher: Now, you are going to work in pair in minutes *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 take ansew note mistakes *5th step: - When most pairs finished, stop the activities call one by one pair *6th step: - Teacher remarks the activity - For example: Steps to organize group activity Example: English 10: UNIT 12: Music A: Read then answer the question Work in groups of discuss to ask your partners questions to get information to complete the table below Example: kind of music A What kind of music you like? B I like classical music A Why you like it? B Because it is relaxing Partner Kind of music Partner Classical music Reasons for listening to music Favourite band /musicain Favourite song /piece of music When listen to music *1st step: - T introduces the requirements and asks students what they have to 19 *2nd step: - T asks some students again what have to - Teacher: Do you have to guess or to find out in the text? *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) Teacher gives the header of each group a sheet of the statements Do the same with group to compare these to your and whose are correct read the text and find out the keys *4th step: T gives feed back IV- ADVANTAGES AND LIMITATIONS OF TEAM AND GROUP ACTIVITIES 1.Advantages 1.1 Language is practiced a lot: Group and pair practice gives students the opportunity to speak more English and a large number of students speak at the same time 1.2 Students focus more on their tasks 1.3 Students find it more secure than working individually especially with shy students 1.4 Encourage students to be able to help each other, and to share ideas and insights In reading activities, students can help each other understand the meaning of the text During the discussion, students can come up with many new ideas together Students can also correct each other's mistakes 1.5 Students complete work together and use language more creatively Limitations and Methods to overcome 2.1 Noise, time: Usually working in pairs, groups cause noise but students themselves are not interested in this issue This noise is useful noise that encourages students to practice speaking English, performing tasks Group or pair practice may take longer Therefore, teachers need to be agile in their operations to save maximum time for a lesson The teacher is the person who plays the role of guiding students in learning activities, so it is necessary to avoid the perfunctory form 20 2.2 Students make mistakes during group and pair work because the teacher cannot control all the words used To avoid these mistakes, teachers need to: + Be well-prepared, use equipment (picure cue, word cue, posters ) should make the most of the supplies in each pair or group To make it more vivid and easy to role-play, students can be asked to prepare simple and close pictures and utensils for each practice period + Check several pairs/groups and correct errors if necessary Teachers understand that students are the central object, let them practice in pairs or groups so that they can communicate with each other to help them practice easily and correct each other's mistakes in a timely manner 2.3 The class teacher is more difficult than usual Teachers need: + Give clear instructions: when to start, what to do, and when to stop + Clearly state the main mission + Create a work schedule so that students know how to work in groups/pairs and they know exactly what they have to 2.4 Some groups/pairs have weak students who can't voluntarily use their mother tongue or work on their own Teachers need to control, help and encourage them to their tasks Creative dynamism in grouping students into pairs ensures in a group of students including weak students, average students, and good and good students V- RESULTS ACHIEVEMENT AFTER IMPLEMENTATION OF THE TOPIC Using this experience, I myself have achieved some very positive results First of all, these experiences are very suitable for the new curriculum and textbooks Students are more interested in learning, actively creative to expand their knowledge, and are also very flexible in performing the task of acquiring knowledge and developing skills The atmosphere of learning is vibrant and gentle Students have the opportunity to assert themselves, no longer 21 embarrassed, afraid when entering class The number of students who communicate in dialogue has been increased, especially the weak students can partly understand and use some of the teacher's commands, babble and exchange with you some common everyday sentences, but that's not enough This is also a good sign for them These are also the reasons for the relatively positive results of the last semester I survey, namely: Quantity of student Qnt % Qnt % Qnt % Qnt % Qnt % 10N 43 11.6 13 30.2 35 81,4 18.6 0 11G 36 16.7 22.2 31 86,1 13.9 0 Grade Exellent Good Medium  Weak Very weak Through the practice in pairs, the group of students in the classes I tested were bolder and more active in the classroom lessons Each time I gave a set of information and asked to work in pairs, the group was able to enhance and execute it quite successfully During practice, the students self-correct each other's pronunciation, sentence structure, intonation When organizing students to practice in pairs, groups, teachers have conditions to grasp the amount of knowledge The knowledge that students acquire from that, there are measures to promote the strengths as well as to overcome the negative aspects in the student's practice, to meet the dialectical relationship in the teaching process VI- IMPLIED ISSUES In this topic, with little teaching experience and limited research time, most of them focus on new programs and new methods Moreover, I have difficulty in finding study materials and tutorials, so I have not mentioned the issue in depth and with a variety of examples Through professional application, I find that I still have limitations that have not been overcome I always think about how to improve the quality of learning for children Performing group and pair activities requires teachers not 22 only to be proficient in using methods and tricks, but also to require flexible and skillful organization VII- RECOMMENDED ISSUES: Stemming from the theoretical and practical basis, the teaching purpose as well as the successes and limitations in the implementation of the topic, to contribute to the teaching of English in general, the group/pair activities in particular are of high quality My salary is increasingly improving myself, and I have the following recommendations: 1.For teachers - Teachers need to invest, analyze and explore each lesson to find out what is good and new in teaching methods, helping students understand the task of the activity from the very beginning - Teachers must be familiar with the techniques and methods of organizing groups and pairs - Teachers must always create a foreign language environment during class time and must use English as the main language for communication Depending on the grade and audience, teachers can use short, simple, easy-to-understand, easyto-remember and memorize English sentences - Teachers must always encourage students to use the knowledge they have learned to use in communication - Teachers should not pay too much attention to students' mistakes while speaking Let the children listen and speak naturally Never force a student to stop speaking while he or she is trying to express his or her meaning in English, doing so will make them feel afraid of making mistakes when listening and speaking - Teachers should integrate English listening and speaking activities with the form of "playing - learning" - Teachers need to choose, use and flexibly coordinate methods and techniques in the course of the lesson In addition to textbook exercises, teachers need to give appropriate exercises with high practical communication features - The use of teaching aids should be increased - Context needs to be clearly introduced For students - In order for the class to achieve high results, you should watch the upcoming lesson Strengthening members, helping each other in learning Regularly listen to radio tapes to learn how to pronounce and speak English correctly - Voluntarily practice the situations requested by the teacher Promote synchronously the four skills of listening, speaking, reading and writing Actively practice speaking English from simple to complex sentences Do not be 23 impatient or discouraged for fear of being wrong - Give your best ability to access knowledge, form yourself a habit of group practice, pairing so that after the teacher points out the hand signal and says the command (work in pair/ work in group), the I turned myself around, assembled flexibly and performed it skillfully and everyone did it - Build your own foreign language style Create a foreign language atmosphere in the classroom to see that the foreign language subject has its own characteristics - Practice according to each sentence pattern and then apply it to the exercises in the workbook, improve, write sentences, write paragraphs For superior leaders - It is necessary to direct experts and core teachers to plan teacher training, create conditions for teachers to have the opportunity to exchange and learn from experiences through seminars - As a foreign language environment, skills must be practiced according to the characteristics of the teaching method, so it is necessary to have a subject room to avoid making noise in neighboring classes as well as not being affected by the teaching staff noise from outside (can be combined with other departments) - Introduce relevant documents for teachers to refer, learn and apply C - CONCLUSION Organizing students to work in pairs or groups creates many opportunities to practice and use foreign languages creatively in situations close to the students' real lives What's more, variation in learning activities and communication patterns helps maintain the attention of children Through these activities, students are also more aware that they have autonomy and are responsible for their own progress 24 The organization of foreign language practice in pairs/groups also helps students be more active in using foreign languages Weak students are often afraid of making mistakes in front of their teachers, but if it is only with classmates, that fear will be much less, students will overcome their own character weaknesses to learn better In addition, students also have the opportunity to help and learn from each other more The results obtained from observing, listening and marking the writing will be extremely valuable as they help to deepen the understanding of the student's learning process The teacher will understand the weaknesses and strengths of the students, the issues that need to be added to the following lessons, the places that need to be adjusted in their syllabus and lesson plans Teachers also learn to be tolerant of unimportant mistakes that not affect the meaning of words and encourage students to be bolder when using a foreign language In this topic I have only given some initial experiences I look forward to receiving suggestions from colleagues to improve this topic I sincerely thank! Teacher: Vũ Thị Ngọc REFERENCE English language Teaching Methodology Bộ GD-ĐT 2003 The ELTTP Methodology course Teach English – A training course for teachers- Adrian Doff A course in TEFL- NXB ĐHSP HN Bồi dưỡng phương pháp dạy Tiếng Anh- NXB GD 25 MỤC LỤC A- QUESTIONING I Conditions of creating innovations II Practise basis 3 III Scope of research IV Research purpose 26 V Research methods B- CONTENT I Learn about pair/group activities Work in pair / pair work Type of practice in pairs Work in group / group work 11 II Determinating type of exercises that should give student to work in group or pair 15 Pair work / Work in pair 15 Group work/ Work in group 15 III Method of organization for effective group activity 16 Teacher - organizer 16 Students 17 Method of organizing activities in pairs and groups 17 IV Advantages and Limitations of team and group activities V Result achievement after implementing of the topic VI Implied Issues 20 22 23 VII Recommended issues 23 C- CONCLUSIONs 26 Evaluation of school – level council of scientists UNIT APPLIED IDEA (Validation, assessment and grading) 27 (Signed and sealed) Assesment of sectoral council of scientists (Validation, assessment and grading) (Signed and sealed) Evaluation of school – level council of scientists UNIT APPLIED IDEA (Validation, assessment and grading) (Signed and sealed) Assesment of sectoral council of scientists (Validation, assessment and grading) (Signed and sealed) 28 ...GENERAL INFORMATION OF INTIATIVE Name of initiative: ? ?Improving quality of effective pair and group activities in high school lessons? ?? Scope / Level of grade: English / High School Applied time of initiative:... pairs and groups effectively III SCOPE OF RESEARCH Applying "Experience in organizing students to work in pairs and groups in effective English teaching" is an initiative of research experience in. .. trained more in skills and habits of thinking, expressing and presenting a problem in front of a group Through this activity, students' listening, speaking, reading and writing skills are increasingly