Skkn teaching english effectively in a large class of students with different levels during the covid 19 pandemic at nhu xuan high school

PART ONE: INTRODUCTION
I. RATIONALE

1.Theoretical basis:
Vietnam is in the process of integrating into the world economy and
learning,keep pace with the development of science and technology of the world.
In that process, each student, in particular, and the Vietnamese people desperately
need to equip yourself with good English skills. That's the key to open the door of
human knowledge, promote success in international integration.
In fact, despite being aware of the importance of English, most all
Vietnamese students after graduation are not satisfied have English proficiency to
meet the requirements of the job. The majority of students Vietnamese students,
especially students in small provinces, rural areas,mountainous areas,they feel that
English is very difficult and afraid to learn.
The question is why is the English level of the Vietnamese people inferior to
the English level of the people in the region and in the world? There are many
reasons of which teaching method is one of the main reasons. Have we really got
the right program, applied active teaching methods to make students excited and
develop each individual's language ability?
Especially in Nhu Xuan district that is still poor in the 19 covid pandemic,
with inadequate facilities, English classes at all three levels range from 35 to 40
students with different language proficiency.
Stemming from the above reason, I bravely researched and experimented
with the topic: " Teaching English effectively in a large class of students with
different levels during the covid 19 pandemic at Nhu Xuan High School " with
the hope of contributing a small part in the adjustment of English language skills to
be more effective.
2. Practical basis:
In fact, in any classrooms at high school levels today, the difference in
English proficiency between students is inevitable. There are several reasons for
this difference:

- Differences in gender
- Different in personality
- Differences in cognitive ability
- Differences in the rate of development of cognitive stages
- Differences in background, family background and learning environment at
home
- The quality of English input in the same class is also quite different
- The ability to acquire foreign languages is not equal
- Different motivation and interest in learning
Understanding the students as well as analyzing and evaluating in detail about the
form and causes of that difference with the students in their class is an important
step in building an optimal plan for each teaching period, so that all students
achieve the best results.
II. AIMS OF THE STUDY

The experience initiative will help teachers gain the following experiences:

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- Procedures for setting up and stabilizing classroom operations.
- How to organize and apply activities suitable for students with different
levels of English.
- How to organize games to support learning
III. RESEARCH SUBJECTS
This subject will help students interested in accessing to teach English
effectively in a large class of students, lessons to improve their little skills now.
IV. METHOD OF STUDY
- Research in the teaching of English at Nhu Xuan High School.
- School year 2021- 2022

- Grade 11B2, 11B3
- Using some some active teaching methods to promote students’ skills and
some notes when organizing group activities in a large class.
- Using comparison in percent before and after studying to assess the quality
of teaching and study
- Using Intuitive method: self-study, study materials, experiment teaching,
observe students' progress, observe class time, visit class to learn from experience,
supplement and adjust teaching methods in a timely manner .
- Using Method of exchange and discussion: after attending class, discuss
with colleagues to have more and more effective teaching methods.
- Using Methods of testing and evaluation: using questionnaires to poll
students, design two groups of equivalent students, experimental group according
to new methods, conventional teaching group: test and evaluate the progress in
both skills and knowledge of grammar.
V. PARTICIPANTS
The subjects chosen for the research include students in class 11B2, 11B3
of Nhu Xuan High School with some active teaching methods some active
teaching methods to promote students’ skills and some notes when organizing
group activities in a large class , and 6 teachers who are currently teaching English.
Their experience of teaching English varied from 12 years to 20 years. The
research was carried out during the first term of the academic year 2021 – 2022 at
Nhu Xuan High School.
PART TWO: DEVELOPMENT
I.AN OVERVIEW
The most important thing in a large class with a gap in level is to create
interest in learning for students. For good students are new challenges to
overcome; For weaker students, there is a marked step-by-step progress. Therefore,
teachers' teaching and management methods should always be rich and flexible. In
this topic, I boldly propose some improvement measures to overcome the current
situation of crowded classrooms with many different levels of students. These

applications include:
- Build internal rules
- Flexible grouping technique
- Diversify, adjust tasks and exercises to suit students

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Skkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.school

- Applying games in teaching
1. Some active teaching methods for large classes of students with
different levels:
1.1. Develop internal rules:
Building internal rules is essential in a large class to maintain class
discipline and create a comfortable learning environment for all students.
Teachers themselves must be the pioneer in all regulations, instead of being
the judge of students. If a teacher asks students to work in groups but goes out or
works alone, the students will not comply with that request.
Teachers and students work together to create internal classroom rules where
consistency is key. Especially with large classes, the following rules are essential:
- Students must keep a listening order when the teacher or another student in
the class gives an opinion
- Students work in groups without speaking too loudly so as not to affect
other groups as well as other classes.
Teachers provide students with clear, fair punishments that are clear and
applied fairly to all students. In each specific case, a penalty should be applied
after the lesson so as not to affect the time of the lesson. It is essential for teachers
to find out the root causes of students' shortcomings
Discuss with students the internal rules appropriate to the class situation.

Have students write these rules on a poster and place it in a visible location.
1.2.Flexible grouping technique skill
The group teaching method contains an active process for learners to
actively and autonomously dominate scientific content. Through brainstorming and
group discussion, students have the opportunity to practice basic skills such as
listening skills, speaking skills, ability and defending ideas in English. Students
can learn test-taking techniques and develop new ideas from other team members.
2. How to make groups:
When thinking about groups like that, the question that must be asked is how
will teachers organize group activities? Is the group formed suddenly, on a whim,
or is it oriented and fixed? Big group or small group? And what is the arrangement
system for dividing the work in the team?
Depending on the content, nature, difficulty level of the learning task and the
level of students in the class, the teacher chooses the most appropriate form of
grouping. Usually, there are the following ways of grouping:
• Random grouping: Groups made up of students sitting close together (in
the same table, 2-3 tables close together).
Advantages: groups are organized quickly and easily. Only suitable for the
requirements of simple and short exercises.
Disadvantage: it is easy to have the phenomenon of students with poorer
grades sitting around and waiting for results from good students to do the results of
the whole group. The presentation of the task results is also assigned to the good
students. That makes the weaker students in the group become more and more
passive and fail to develop their English proficiency.
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• Grouping with different levels: The teacher checks and evaluates the
members of the group for a certain period of time. In each group, there will be a
number of students who are good, good, and poor in a certain proportion.
Advantages: create more competition between groups.
Cons: Just like the random grouping, the weaker students in the group are
easy to rely on and the better friends.
• Divide into groups of the same level: The teacher checks and evaluates
the members of the group for a certain period of time. The teacher classifies groups
and periodically evaluates and re-ranks them. Advantages: Team members have
equal roles and responsibilities in completing assigned tasks, reducing the
dependence of some students in the class. Disadvantages: teachers take time to
evaluate and classify groups to fix, rank groups as well as conduct evaluation
according to the process to upgrade groups.
• Grouping according to interests: At the beginning of a learning activity,
the teacher gives several choices and asks the students what activity they would
like to do. Students who enjoy doing the same activity will be assigned to a group.
Advantages: creating excitement for students, exciting class time.
Cons: Difficult to organize activities
In my experiment, in order to overcome the disadvantages of large classes
and disparity in student levels, I experimented with two methods of grouping:
Grouping at the same level and grouping according to interests.
3. Some notes when organizing group activities
For group activities, make specific requirements to force all members to
participate, for example: “write two sentences each, “submit one idea each,
“take turns to speak so that you all speak
Assign different students to answer the question. Don't always call the first
student to volunteer to answer the question as these will often be the top students,
so the lower performing students won't have much of a chance to answer. Teachers
can assign students first and then ask questions, easy questions for poor students

and more difficult questions for good students.
Use group leaders: designate faster and more capable students as team leaders so
they can support slower students. Give clear accountability to the group leader,
who will help the teacher maintain order in the classroom. Team leaders can be
assigned alternately so that each team member is accountable to his or her own
team.
4. Diversifying, adjusting tasks and exercises to suit students:
Method 1: Adjust the difficulty of the exercises:
With the same exercise, the teacher can adjust the difficulty level of the
exercise and give many types of exercises such as filling in words, filling in
phrases, choosing the right answer, choosing right and wrong, answering
questions…. to suit the needs of students. different levels of students
For example: Part E: Language focus – Unit 6- English book 11
Exercise 1 (page 74): Change indirect speech into reported speech. Begin each
of the sentences in the way shown
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With group C: group with weaker level, teachers can simplify the exercise
by giving the option to choose:
Question 1: “ I hear you passed your exams. Congratulations!” John said to
us
A. John congratulated we on passing your exams
B. John congratulated us on passing our exams
C. John congratulated us on passed our exams
D. John congratulated us to pass our exams

Question 2: “I am sorry, I didn’t phone you earlier,” Mary said
A. Mary apologised for not phoning you earlier
B. Mary apologized for not phoned you earlier
C. Mary apologized didn’t phone me earlier
D. Mary apologized for not phoning me earlier.
With group B: The group has a good level, the teacher can design a lesson
to find and correct mistakes with the same content above:
Question 1: “ I hear you passed your exams. Congratulations!” John said to us
John congratulated us on passed our exams
A
B
C D
Question 2: “I am sorry, I didn’t phone you earlier,” Mary said
Mary apologized for didn’t phone me earlier
A
B
C
D
With group A: Good study group: The teacher can increase the difficulty of
the exercise that requires students to memorize the structure and have good English
thinking to rewrite equivalent sentences or give a suggested word for students to
rewrite sentences:
Question 1: “ I hear you passed your exams. Congratulations!” John said to us
John …………………………………………………………………………
Question 2: “I am sorry, I didn’t phone you earlier,” Mary said
Mary ……………………………………………………………………
Question 3: “I’ll drive you to the station, I insist,” Peter said to Mary (ON)
………………………………………………………………………
Question 4: “You didn’t pay attention to what I said,” the teacher said to the boy
(OF)

…………………………………………………………………………
Method 2: futher exercises:
Teachers should prepare some extra assignments for the better students as
these students usually finish the classwork before the weaker students.
Example: Part A- Reading- Unit 6: Competitions- English textbook 11Standard program- Part 3 task (page 68)
Group C: Ask students to write the suggested words into complete
sentences based on the content of the reading passage
1. Activity 5,/ Hung/unable/recite/poem
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2. Having/highest/score/,/ Group B/70 points/and/winner.
3. Group C/ lost/game/they/got/points.
4. Nga/encouraged/group/saying/important/thing/their
participation/competition/and/enjoyment/had/it.

Group C is working
Group B: Ask students to read the passage again and complete the
sentences
1. In activity 5, Hung was unable ………………………………………….
2. Having achieved the highest score, Group B ……………………………
3. Group C lost the game …………………………………………………..
4. Nga encouraged her group ………………………………………………

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Group B is working
Group A: Ask students to play the role of a character in the reading to
present to the whole class the progress of the competition, this type of exercise
requires students to concentrate to remember the content of the lesson, and at the
same time develop skills of synthesis and grammatical accuracy.
1.Supposing you were Hung, tell us about your team’s performance and
your feelings.
2.What did Nga tell Hung? What would you say if you were Nga?
3. Supposing you were a member of Group B, what would you like to tell us?

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Skkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.school

Group A is working
Applying games in class:
Usually, in classes with disparate students, if teachers are not flexible
enough to adapt their lessons to increasingly difficult lessons, the gap in
proficiency will widen. Students with lower English proficiency often feel less
confident, withdrawn, do not dare to speak and therefore cannot improve their
level.
Organizing games is an effective way to excite students, remove guilt for

weaker students, and help students absorb and use English easily. I would like to
suggest some of the following games, which teachers can modify to make students
feel new and more interested.
Jumbled words
- The teacher writes some jumbled words on the board
- Ask students to rearrange them into meaningful words
- Teachers can modify this game when they want to test or let students
practice grammar structure by having students find and arrange sentences with
correct grammar.
Word square
- The teacher writes the crossword on the board or prepares it on the cover
- State the topic of the word and the number of words to find in the
crossword
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Skkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.school

- Divide the class into 2 groups: Each group sends a representative to the
board to circle the words found (in horizontal, vertical, diagonal)
+ This game can be applied when teaching one or several topics
Lucky numbers:
- Teachers should organize this game on power point. Teacher
- Divide the class into 2 groups
- The teacher writes on the board a few numbers, including the lucky
number that the teacher designed under each slide the number is a reading content
question, a question about grammar structure, or a lucky symbol and bonus
points. . The group that answers and chooses the lucky number will be added

points and have the opportunity to answer a second time.
1. Measurement (pedagogical experiment)
1.1.Purpose of Pedagogical Experiment:
I conduct pedagogical experiments according to the lesson plan prepared to
test the hypothesis of the topic to confirm or refute that hypothesis. After
completing the pedagogical experiment, there will be enough basis to answer the
following questions:
1. Does building internal class rules help classroom activities proceed more
efficiently?
2. Does the leveling technique create a good environment for students to
progress?
3. Does integrating more exercises as well as adjusting the difficulty of the
exercises create interest for students to study?
4. Have the included games stirred up the class atmosphere and made
students more confident?
Answering the above questions will help find out the shortcomings that need
to be adjusted and learned in time for the research project to achieve the best
results.
1.2.Experimental objects and methods:
• Experimental objects: To be objective, I chose 2 classes, divided into two
groups
Group 1 (experimental group): 11B2 class -Develop clear, consistent class
rules, group orientation, and adjust assignments to suit students
Group 2 (control group): 11B3 - Teaching in the usual way, randomly
assigning groups, without adjusting or supplementing assignment requirements,
without applying games in teaching.
The following is a sample of the pedagogical experiment:
No.
Class
Experimental/Control

Number of students
class
1
11B2
Experimental
40
2
11B3
Control
40
1.3. Experimental method of pedagogy:
- Choose an experimental class and a control class to ensure experimental
requirements
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- During the pedagogical experiment, I conducted parallel teaching in the
experimental class and the control class at the same time, with the same lesson
according to the program distribution.
- In the process of pedagogical experiment, I observe students' attitudes,
consciousness, students' progress in each skill and grammar part. After each lesson,
organize to draw experiences and evaluate teaching hours.
- At the end of the experiment, I checked both the experimental class and the
object class each part of skills and grammar.
III. Applying experiments and assessment tests on a lesson.
1.An illustration lesson:

Unit 1- Part A- Reading- English 11 - Page 13 (Lesson 1- Part A- reading
skills: Topic: Friendship)

Summary of the progress of the lesson based on the innovative method to
overcome the English proficiency gap in the same class:
Part I. Warm- up
- Divide the class into 4 groups: organize a game of “matching”: match
individual words into meaningful sentences: “friend, a, need, is, a, in, friend, in” =
“a friend in need is a” friend indeed”
Part II: Pre-reading:
Theme: Poem "You've got a friend"

Skkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.school

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Skkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.school

I apply grouping according to interests:
- Group A: Includes students who like to read poems expressively
- Group B: Students who like to translate poems
- Group C: Students who like to do grammar: arrange the order of confused
sentences.
When the groups complete the task, present the results to the class. Other
groups evaluate and supplement.
Part III: While reading
Task 1: Fill each blank with a suitable word/phrase
Ask students to work independently, present the results in front of the class, the
teacher and other students to critique.

Task 2: Which of the choices A, B, C, or D most adequately sums up the
ideas of the whole passage.
This is a small exercise, but it also needs analysis, evaluation, and group
discussion. Teachers should divide into small groups at random for students to
discuss and choose the correct option.
Task 3: Divide the group by level, adjust the difficulty of the exercise and
add more exercises for group A (good study group)
Group C: (weaker group) choose the best answer for the following questions:
1.What is the first quality for true friendship and what does it tell you?
A. Friendship which is two-side affair which can last long which is all give
on one side and all take on the other.
B.Unselfishness. It tells us that friendship is two-side affair which can last
long which is all give on one side and all take on the other.
C. Interest. It tells us that one person cannot be a good friend without the
same interest

Skkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.school

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Skkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.school

D.Feelings. It tells us that one person cannot be a good friend without the
same interest
2.Why are changeable and uncertain people incapable of true friendship?
A. They are unbelievable
B. They don’t like to have friends
C. They are soon tired of it and feel the attraction of some new object
D. They don’t believe each other

Group B (Group with better qualifications): : Answer the questions
1.What is the first quality for true friendship and what does it tell you?
2.Why are changeable and uncertain people incapable of true friendship?
3.What is the third quality for true friendship and what does it tell you?
Group A: Students do the same task of answering questions as group B
Further practice: Find and correct mistake
Groups present their results, other groups contribute ideas, teachers give
feedback.
*Part IV: After you read
Have students discuss in groups of the same level on the topic: “Why do we
need to have a friend?”
- The groups present their views, the other groups add ideas.
2. Processing experimental results:
- At the end of the pedagogical experiment, both the control and
experimental groups were assessed by a test
- Purpose of the test: The test is conducted after part A- Reading skills to:
Test on content knowledge
Test the ability to apply knowledge
Check the development of reading skills and combine the development of
other skills
Test content:
Choose the correct answer to the following questions:
1. What does the passage mainly discuss?
a. Everybody needs a close friend
b. friend is a good person
c. One needs many qualities to make friends
d. There are many indispensable qualities for true friendship.
2. The word “it” in line 11 (paragraph 3) refers to
a. Constancy
b. Friendship

c. Interest
d. Enthusiasm
3. Two friends should have sympathy with each other except
a. Aims
b. Sorrows
c. Pursuits
d. unselfishness
Use the suggested words to complete the following sentences
1. Both/friends/need/ qualities/ keep/friendship/close/lasting
………………………………………………………………………
2. Selfish/person/is/only/concerned/own/interest/feelings.
………………………………………………………………………
Skkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.school

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Skkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.school

- Write a short paragraph (5-10 lines) about the quality that you consider the
most important in friendship and tell about your personal experience.
Experimental results:
class

Number
of
students

Number of students scored/ percentage
1

3

5

6

7

8

9

10

23,8%

16

38%

12

2,8%

2

4,7%

1

0,25%

0,25%
1

15

35,7%

10

23%

9

21,4%

2

4,7%

1

0,25%

0%
0

0

10

0

0%

11,9%

0%

0

%

0

0%

5
0%

0%

42

4

0
0%

42

0

Control
(11B3)

2

0

Experi
mental
(11B2)

2.Experimental conclusion
- From the experimental results, even though it is only in lesson one of the
program distribution, I draw the following conclusions: The flexibility of teachers
in teaching methods to accommodate classes of students with different English
levels will has the effect of increasing students' interest in learning, gradually
reducing the gap in levels.
- Therefore, teachers need to be flexible and creative in their lectures and
classroom organization methods. That will be the secret to successful classes.
PART III: CONCLUSION
I.IMPLICATIONS FOR MORE EFFECTIVE
The problem of large classes and the relatively large gap in the English
proficiency of students in the class is still a big problem hindering the success of
the class. To help mitigate this obstacle, I boldly recommend the following:
1. To the teachers

- It is necessary to develop a clear, unified class rule and forge students the
habit of following the set rules
- It is necessary to persist in applying active teaching methods in
combination with traditional methods
- Spend time reading articles and references on active teaching methods to
choose the right problem to organize group discussion.
- Build discussion questions in order from low to high, from simple to
complex
- Create a friendly and open learning environment for students to actively
and actively cooperate in learning
- Make them understand the positive effects of cooperative teaching in both
theory and practice.
2. To the classroom facilities

Skkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.school

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Skkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.school

In Vietnam, it is normal that there are 40 to 50 students in a language
classroom at high school. This makes the teachers meet many difficulties in
conducting a language lesson. However, the situation can not be changed in a short
period of time so the teacher should get over all these difficulties by making sure
that the classroom facilities are comfortable enough before the lessons
II. LIMITATIONS AND SUGGESTIONS FOR FURTHER
RESEARCH
The study still has some limitations. First of all, this study is very small –
scale, which focuses on only the way students motivate the lessons. Secondly, the

study basically bases on one source of data, questionnaires, which might be
subjective on the side of the informants, so the researcher can not guarantee the
reliability of the information collected.
III. CONCLUSION
Here are a few ideas of initial results in the process of applying the
cooperative teaching method in English. I find that I have mastered the
requirements as well as the innovative teaching method, I am interested in the
cooperative teaching method and have implemented it in my teaching hours.
However, there are some confusions and limitations. Looking forward to
constructive feedback so that I can do better
XÁC NHẬN CỦA THỦ TRƯỞNG
ĐƠN VỊ

Thanh Hóa, ngày 10 tháng 5 năm2022
Tôi xin cam đoan đây là SKKN của
mình viết, khơng sao chép nội dung của
người khác
LÊ THỊ THƯƠNG

Skkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.school

skkn


Skkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.school

REFERENCES
1. Accoding to the opinion of Rabowle (1494-1533)
2. Makarenco Famous Russian teacher of the early twentieth century
3.Internet sources.

4.Oxford Dictionary.

Skkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.school

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Skkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.school

Skkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.schoolSkkn.teaching.english.effectively.in.a.large.class.of.students.with.different.levels.during.the.covid.19.pandemic.at.nhu.xuan.high.school