How to organize pair work and group work effectively in te aching english for 7th grade students

TABLE CONTENT
1. INTRODUCTION……………………………………………………………… 1

1.1. Reasons for choosing the topic ………………………………….. 1
1.2. Aims of the study ………………………………………………… 1
1.3. Objects of the study ……………………………………………... 1
1.4. Scope and research methodology ……………………………….. 1
1.5. New points of the study …………………………………………. 1
1.5.1. The formation …………………………………………………. 1
1.5.2. Some common activities for pair work and group work ………. 2

2. MAIN CONTENT ……………………………………………………………... 4

2.1. Theoretical background ………………………………………….. 4
2.2. Practical background …………………………………………….. 4
2.3. Solutions and methods for implementation ……………………… 4
2.3.1. Solutions ……………………………………………………….. 4
2.3.2. Methods for implementation …………………………………… 5
2.3.2.1. What are pair work and group work? …………………………5
2.3.2.2. Main advantages, problems and solution to the problems …… 6
2.3.2.3. The ways to organize pair work and group work activities
effectively …………………………………………………………………… 7
2.3.2.4. Procedures for pair and group work …………………………. 9
2.3.2.5. Some demonstrations for pair work and group work activities..10
2.3.2.6. Suggestion for some popular kinds of practice ………………. 13
2.4. Result after applying the study …………………………………….14
3. CONCLUSION ………………………………………………………………… 15
REFERENCE BOOKS …………………………………………………….. 16


1. INTRODUCTION

1.1. Reasons for choosing the topic
As we know, in traditional classroom, the teacher controls the class with
authority, there is no active role of students during teaching- learning process.
Therefore, the introduction of a new English textbook at secondary school in the
last few years has created some difficulties for teacher. This innovation demands
a move in the direction of a more learner- centered approach to teaching. The
main objective of teaching English is to have communicative lesson.
However, in fact, the teacher- student interaction is very limited in the
classroom. Many teachers have troubles adapting their teaching and the new
textbook to their own students’ learning needs. These difficulties include the use
of group and pair work.
As a teacher of English at secondary school, I myself always desire to find
out and apply the new methods of teaching in order to meet the educational
goals. I have been a teacher of English at secondary school for 10 years. From
my own experiences, I find that using pair work and group work is one of the
teaching strategies of collaborative language teaching which provides chances
for communication and interaction among students and between students and
teacher. Language classroom is the place where teacher and learners come
together for interaction and can learn in natural settings. The effective use of pair
work and group work in language class can provide a value experience to
students and give them the opportunity to practically experience the ideas
presented and strengthen their learning.
I have applied pair and group work activities in teaching English at
secondary school, especially for 7th grade students and got satisfactory results. I,
therefore, in this research, would like to share my own experience in how to use
and organize pair work and group work effectively.
1.2. Aims of the study
To introduce pair work and group work and show the advantages and
disadvantages of working in pairs and groups.
- To suggest how to organize pair and group work effectively and how to

deal with initial problems that may arise.
- To show how pair work and group work can be used for various
classroom activities.
- To help teachers be confident in using pair and group work themselves.
1.3. Objects of the study
Students in grade 7 at Hoang Dao Secondary school.
1.4. Scope and research methodology
- Scope: Researching in the process of teaching English at Hoang Dao
secondary school.
- Research methodology: making survey, reading reference books, applying in
teaching, observing and drawing out experiences.
1.5. New points of the study
1.5.1. The formation
We have to decide how to put individual students into pairs and groups.
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There are a number of factors we might consider when doing this. According to
Harmer (1999), I can base such decision on any of the following principles, and
I see they are quite effective.
Friendship: A key consideration when putting students in pairs or groups
is to make sure that we put friends with friends rather than risking the possibility
of people working with others whom they find difficult or unpleasant. However,
our observation may not always accurate and friendship can change from time to
time.
Streaming: Students can be streamed according to their ability.
The first suggestion is that pairs and groups should have a mixture of
weaker and stronger students. Therefore, the more able students can help their
less able students.
The second one is that we can create groups in which all the students are

at the same level. This may give us the opportunity to go to a group of weaker
students and give them special help they need. However, some of the values of
cooperative work may be lost.
Besides, we can stream students on the basis of participation. Students
less participating in the lesson may be put together in a group. However, the
teacher should observe and support them in order to make them concentrate
more on the lesson.
Chance: Students can be put in pairs and groups by chance. This is the
easiest way since it demands little pre-planning. We can have students sitting
next to or near each other work in pairs or groups. Also, students can be put in
pairs or groups at random based on the order of their birthday, or some similar
features such as wearing glasses, wearing black, or green, having the same
occupation, ect.
Changing groups: The group may change while an activity continues.
Students can first work in pairs then in groups of four, then groups of eight, or
even sixteen.
Free-grouping: Students make their own decision about who to work
with.
Same proficiency level grouping: Students of the same proficiency level
are grouped together.
Mixed proficiency level grouping: Students are grouped so that each
group has a mix of proficiency level.
Random grouping: Students are located to group in some random way
on the basic of who is sitting next to whom in the class.
Grouping based on other differences: In a mixed class, students are
grouped so that each group has a mix of some characteristics, e.g. sex, age,
nationality, mother tongue or ethnic origin.
In short, our paring and grouping decision is made based on a variety of
factors. We can put students in pairs or in groups differently according to our
own purpose or the class’s atmosphere or characteristic.

1.5.2. Some common activities for pair work and group work
A variety of activities can be applied in communicative English classes
through the use of pair work and group work. The list of some common
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activities is given below.
Role – play: the class is divided into pairs or groups. Then these pairs and
groups are given roles to act out.
Information gap activities: each participant in pairs or groups has
information not shared by any other but require to complete.
Problem – solving: students are given some problems in real-life which
need solving. Then they work in pairs or in groups to find out solutions to these
problems.
The lost twin: each student has a small card on which some features are
printed. There are two copies for each card. Students then have to go around the
class to find out who has the same card.
Picture card activities:
Kim’s game: students in groups look at the items on a table for about
thirty seconds. Then the items are recovered, the groups have to describe and
locate them.
Spot the differences: students are given two pictures, then they work to
spot the differences.
What is my line: students in groups have to ask questions of another
member within a limited time span and discover his or her occupation.

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2. MAIN CONTENT

2.1. Theoretical background
Language teaching came into its own as a profession in the last century.
Since the 1960s, there has been an increasing attempt in research on teaching
and learning and types and quantities of the relative amount of participation by
the teacher and students.
Group work and pair work started getting attention of educationists in the
70s. During the 1980s and 1990s, the development of communicative language
teaching brought an important change in the role of students. Working together
is worthwhile as “pair and group work immediately increase the amount of
students’ talking time” ( Harmer, 1991).
Researchers are convinced that the students who take the initiative in
learning learn more things and learn better than those who sit and passively wait
to be taught. They also claim that a teacher’s dominance in class makes it dull
and it kills the students’ interests.
I am myself of the view that students are more motivated to engage in
further communication when they have more opportunities to speak. Using pair
work and group work stimulates the learners’ experience of various types of
interaction and helps to generate a more relaxed and cooperative classroom
atmosphere. It is during group and pair work that a lot of real learning takes
place since the students can use language really to communicate with one
another.
2.2. Practical background
- There is a tendency of teacher- dominated lesson and students usually
get bored with teacher- centered presentation.
- Teachers at secondary schools are in the period of getting used to new
English textbook. Pair work and group work didn’t use to be organized in class,
so a lot of us – teachers of English at secondary school – get stuck in organizing
pair work and group work effectively.
- Some teachers haven’t been clearly aware of the roles of pair work and

group work in teaching and learning a foreign language.
- A few teacher reject the possibility of success of pair and group work.
They give different reasons for their belief, some of the reasons are lack of
resources, students use mother tongue during pair and group work , discipline
problem due to noise generated during pair and group work activities and so on.
As a result, despite being an important part of collaborative teaching and
learning, pair and group work generally neglected in teaching English at
secondary school.
2.3. Solutions and methods for implementation
2.3.1. Solutions
- Teacher should know well about what pair work and group work are,
their both advantages and disadvantages as well as solutions to their problems.
- Main advantages, problems and solution to the problems.
- The ways to organize pair work and group work activities effectively so
that we can make use of their benefits and limit their problems. In order to
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organize pair and group work well, teacher will need to do the followings:
1. Select the activity.
2. Presentation.
3. Prepare any physical materials for group work ahead of time.
4. Anticipate the size and the selection of groups.
5. Anticipate how students will be organized within the groups (tasks and
roles).
6. Control the class well.
7. Consider the timing of the group work.
8. Give feedback
- Some demonstrations for pair work and group work activities.
- Suggestion for some popular kinds of practice.

2.3.2. Methods for implementation
2.3.2.1. What are pair work and group work?
Pair work:
Pair work is a procession which “the teacher divides the whole class in
pair. Every student works with his of her partner in pairs, and all the pairs work
at the same time (It is sometimes called “simultaneous pair work”). This is not
the same as “public” or “open” pair work, with pairs of students speaking in turn
in front of the class” (Doff, 1988:137)
There are two main types of pair work: fixed pairs and flexible pairs,
given by Byrne (1983). In the former, students work with the same partner to
practice the target language. In the later, students keep changing their partners
they like. This may make the activity more interesting but the class noisier.
It can be seen that pair work can get students to practice the target
language more and increase students’ talking time in the class.

Group work :
Like pair work, group work also gives students more opportunities to
practice the target language in the whole class. In addition, students can work
independently and freely under the teacher’s control without the pressure of the
whole class watching what they are doing.

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2.3.2.2. Main advantages, problems and solution to the problems.
For certain types of activity, pair work and group work have a number of
advantages over working with the whole class together. Teachers should think
what the main advantages are, and also what problems might be involved in pair
work, group work and the solutions for these.
Here are some main advantages and problems:

Advantages
Problems
- More language practice
- Noise arrangements
- More speaking time
- Students make mistakes
- Students are more involved
- Lose control of the class
- Students feel secure, confident
………
- Students help one another
- Give students the sense of
achievement when reaching a team
goal.
Now, we will discuss each heading in more detail. First, let’s start with the
advantages
- More language practice:
Pair work and group work give students far more chance to speak
English. For example, students are given an exercise of making sentences
(question & answer), working in pair, each student makes as many sentences as
they can. If the exercise were done ‘round the class’, students would only say
one sentence each, and in a large class many students would say nothing at all.
- More speaking time:
Learners in a class that is divided into 9 groups of 5 or 22 pairs get six
times or fifteen times as many opportunities to talk as in full class organization.
- Students are more involved:
Some activities will probably be dominated by a few students and others
would lose interest if they are conducted with the whole class together. Working
in pairs or groups encourages students to be more involved and to concentrate
on the task.

- Students feel confident:
Students feel less anxiety when they are working privately than when they
are on show in front of the whole class. Pair work and group work can help shy
students who would never say anything in a whole class activity.
- Students help each other:
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Pair work and group work encourage students to share ideas and
knowledge. In a reading activity, students can help each other to explore the
meaning of a text; in a discussion activity, students can give each other new
ideas.
Now talk about the problems, and discuss the ways of recovering them:
- Noise arrangements:
Obviously pair work and group work in a large class will be noisy, and
this can not be helped. But:
- Usually the students themselves are not disturbed by the noise; it is more
noticeable to the teacher standing at the side or to someone in the next room .
- The noise created by pair work and group work is usually “good” noise.
“Group work, by its nature, is designed to generate noise” (Nunan and Lamb
p.14, 1996). Students use English or engage in a learning task. Teacher should
stop the activity when most groups or pairs have finished or prepare a “reserve”
task to occupy members of groups who finish earlier than expected.
- Students make mistakes:
During a pair or group activity, the teacher can not control all the
language used, and should not try to do so. When doing controlled language
practice in pairs or groups, the number of mistakes can be reduced by:
- Giving enough preparation, the activity can be done with the whole class
first, and pair work used for final stage.
- Checking afterwards. The teacher can ask some pairs or groups what

they said , and then correct mistakes if necessary.
- Difficult to control class:
The teacher has less control over what students are doing in pair work and
group work than in normal class. To stop activities getting out control, it is
important to:
- Give clear instructions about when to start, what to do and when to stop.
- Give clearly defined tasks which don’t continue for too long.
- Set up a routine, so that students accept the idea of working in pairs or
groups, and know exactly what to do.
2.3.2.3. The ways to organize pair work and group work activities
effectively.
Steps in the classroom:
Select the activity
An activity that is best suited for group work may meet the following
criteria:
- The activity has multiple tasks that can be shared among group members
or a single task, such as generating ideas, that benefit from the participation of
all individuals within a group.
- The activity involves problem solving and discussion. Examples of
activities that may be suited for group work are investigations of materials
(newspapers, scientific specimens) and development of ideas or arguments.
Presentation.
It is advisable to give the instructions before giving out materials of
dividing the class into groups; and a preliminary rehearsal or ‘dry run’ of a
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sample of the activity with the full class can help to clarify things. If your
students have already done similar activities, you will be able to shorten the
process, giving only brief guidelines; It is mainly the first time of doing

something with a class that such care needs to be invested in instructing.
Try to foresee what language will be needed, and have a preliminary
quick review of appropriate grammar or vocabulary. Finally before giving the
sign to start tell the class what the arrangements are for stopping: If there is a
time limit, or a set signal for stopping, say what it is; if the groups simply stop
when they have finished, then tell them what they will have to do next. It is wise
to have a reserve task planned to occupy members of groups who finish earlier
than expected.
Preparation of materials.
The teacher will need to personally collect, or organize students to collect,
physical specimens for investigation. For example, if the teacher anticipates
doing a lesson on the role of the media, she or he might ask the students to bring
into class examples of newspapers and magazines. There should be materials
sufficient for each group.
Size and selection of group.
Group size normally ranges between 3-5 students. Group size can
sometimes go larger, although groups larger than 8 do not ensure that everyone
will participate.
Since groups often report their work back to the whole class, teachers also take
into account the total number of groups within the class.
Group membership can be determined in different ways. A random
selection might be done by "counting off" with students (go around the room
systematically having students count 1, 2, 3, etc., with each numbers
representing a group) or selecting groups on the basis of birth date.
In a nonrandom selection, groups will be selected based on the teachers'
prior knowledge. Usually, groups are selected to maximize diversity within the
group, since diversity enhances learning. Such groups often have a balance of
girls and boys, and students with differing ability levels. Teachers can also use
their best judgment about personality mixes that would enhance the work of the
group.

Sometimes groups are organized only for one activity. Other times,
teachers use the same small groups for a series of activities, so that students get
used to working with one another.
If the tables and chairs cannot be moved for group work, then students can
form groups by turning around in seats to face the children behind.
Organize students within the group.
A laissez-faire approach to group work would be that the teacher give a
general assignment to the group -- like organize a research project on 'qualities
of good leaders' -- and the students are left to organize themselves.
A highly structured approach would be that the teacher assigns a specific
role to each group member. Depending upon the task, the roles might include
'materials handler', 'scribe', 'reporter to the large group' and so on. A semistructured approach might be that the teacher recommend certain roles, but
9


leaves it to the group to assign roles.
A more structured approach, with rotation of tasks within a group, is often
used with younger children. A less structured approach can be used with
students with experience in group work or for simple tasks that do not require
that students take on different roles.
Control the class during students’ working time.
Teacher goes from group to group, pair to pair, monitor, and either
contribute or keep out of the way whichever is likely to be more helpful. If you
do decide to intervene, your contribution may take the form of :
- Providing general approval and support;
- Helping students who are having difficultly;
- Keeping the students using the target language (in many cases your mere
presence will ensure this!)
- Tactfully regulating participation in a discussion where you find some
students are over dominant and others silent.

Time the group work.
The teacher should anticipate student questions about timing, the task
results, sharing with the whole group, and so on. After giving clear instructions
to the students, the teacher should be available to answer questions, but not
interfere with the groups' activities.
It is common in many classrooms that a small group activity constitutes
20 minutes of a 40 minute-period, with 10 minutes allowed for sharing small
group work with the whole class.
Give feedback
A feedback session usually takes place in the context of full-class
interaction after the end of the group work. Feedback on the tasks may take
many forms:
- Giving the right solution, if there is one.
- Listening to and evaluating suggestions.
- Pooling ideas on the board.
- Displaying the materials the groups/ pairs have produced.
The main objective here is to express appreciation of the effort that has
been invested and its results. Feedback on language may be integrated into this
discussion of the task, or provide the focus of a separate class session later.
2.3.2.4. Procedures for pair and group work
Harmer (1999) suggests three stages in carrying out pair and group work
as follows:
Before: We need to give instructions to let students understand what they
are going to do, give them ideas of when they will have finished the task they
are going to get involved in. Sometimes, we may ask them to repeat the
instructions or to translate them into their first language so as to check that they
do understand. In some cases, our instructions may involve a demonstration.
During: While students are working in pairs or groups we have a number
of options. We could, for instance, stand at the front or the side of the class or
anywhere else in the classroom, and keep an eye on what is happening.

Therefore, we can “turn in” to a particular pair or group from some distance
10


away. We then decide whether to go over of to help that pair or group.
Instead, we can also go round the class watching and listening to specific
pairs and groups. Then we may stop and interview if it is appropriate or
necessary. We can give them support and suggestions but it is vital that we bear
in mind the most appropriate way to do so.
After: When pairs and groups stop working together we need to organize
feedback. We may have a few pairs or groups quickly demonstrate the language
they have been using. We can correct it, if and when necessary and this
procedure will give both those students and the rest of the class good
information for future learning and action. Constructive feedback can greatly
enhance students’ future motivation.
2.3.2.5. Some demonstrations for pair work and group work activities
Unit 1: My hobbies (Skills 2 - Writing)
Task 3: Work in pairs. Ask and answer questions about each other’s hobby. Take
notes below.
2. When he/she started
the hobby: ………..
1. Name of the hobby:
……..

………….’s
hobby

6. Future:
……………………..

3. Who he/she shares it
with: …………
4. To do this hobby
you have to: ……..

5. Feelings about the
hobby: ……………
- Students work in pairs and interview each other about their hobbies, using
word web as a way to organize their ideas.
- After 2 minutes, have some students present their friend’s answers or
write the answers on the board.
Unit 3: Community service (Looking back)
Task 5. Role-play. Student A is a reporter and student B is a volunteer. Student A
asks the questions and writes down student B’s answers. Then swap your roles.
Use the following questions as prompts:
- When did you start working for your organization?
- Why did you decide to volunteer?
- What have you done so far with (name of organization)?
- Was there anything that made you happy with your work last month?
Student A
You joined Our town 6 months ago because you
wanted to introduce Vietnamese culture to foreigners,
and to practice English. You have given tours in
English, and helped visitors to play traditional
Vietnamese games. Last month you felt happy when
you received a thank-you letter from two Australian
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visitors who liked the tours very much.

Student B
You joined Big Heart 2 years ago because you wanted
to help people in hospital. You have donated blood
twice, and given presents to sick children. Last month
you felt happy when you made a Mid-Autumn
Festival lantern yourself and gave it to a little girl in
hospital who loved it so much.
- Teacher divides students into pairs, tells students to read their role cards
and ask and answer questions with each other.
- Then students can role play the interview for the class.
Unit 5: Vietnamese food and drink (Getting started)
Task 5: Game: What’s your favorite food and drink?
Work in groups. One student describes his favorite food or drink. The rest of the
group tries to guess which food or drink it is.
Example:
A: It’s my favorite drink. It’s a bit sour, but it’s also sweet.
B: Is it lemonade?
B: Yes, it is./No, try again.
- Demonstrate the game to the class first: Teacher may describe one or
two favourite foods or drinks and ask some more able students to guess their
names.
- Then, when students know exactly what to do, ask them to work in
groups.
Unit 7: Traffic (A closer look 2)
Task 2: Work in pairs. Ask and answer questions about distances in your
neighborhood.
Example:
A: How far is it from your house to school?
B: It’s about a kilometer.
You can use these cues:

- your house – open-air market/ supermarket
- your house – playground
- your house – river
- bus station – your village
..........................................
- Teacher encourage students to talk about distances as much as possible.
- Teacher goes round the class to guide and suggest if necessary.
- Teacher corrects their answers, and their pronunciation and intonation.
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Unit 10: Sources of energy (A closer look 2)
Task 4: Work in pairs. Tell your partner what you will be doing at the following
points of time in the future.
Example:
this time tomorrow
I will be learning English this time tomorrow.
Or: This time tomorrow I will be learning English.
1. tomorrow afternoon
2. this weekend
3. this time next week
4. when you are fifteen years old.
- After 5 minutes ask some pairs to give their answers as a class.
- Teacher check the answers and write the correct answers on the board.
Unit 9: Festivals around the world (A closer look 1)
Task 2: In groups, choose a festival. Take turns to say the name of the festival,
then add an action.
Example:
A: I am going to Rio Carnival to watch performers dance.
B: I am going to Rio Carnival to watch performers dance, and musicians plays

samba music.
C: I am going to Rio Carnival to watch performers dance, and musicians play
samba music, and….
- In groups, students do the activity. They choose one activity and take
turns to lengthen their sentences by adding the activities. This can be organized
as a competition game. After five minutes, whichever group has the longest
sentence is the winner.
- They then write the sentence on the board. Elicit some more sentences
from other groups. Have one student underline all the festival activities in the
sentences. Remind students to take notes of those sentences in their notebook.
Unit 10: Sources of energy (Skills 1: Speaking)
Task 4: Work in pairs. Ask and answer questions about the advantages of each
types of energy sources.
Example:
A: What type of energy is oil?
B: It is a non-renewable source of energy, because it cannot easily be replaced.
A: What are its advantages and disadvantages?
B: It can be used to power machinery, but it also pollutes the environment.
- Teacher goes round and correct the answers if necessary.
- For weaker students, teacher should give them a handout to make it
easier.
Sources of energy
Advantage(s)
Disadvantage(s)
Fossil fuels (oil,
Create energy, generate
Non-renewable, harmful
coal, natural gas)
electricity, or drive big
to the environment.

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Hydro
Nuclear power
Sun and wind

machinery.
Renewable and plentiful
Renewable and plentiful
Renewable and plentiful

Limited
Dangerous

2.3.2.6. Suggestion for some popular kinds of practice.
Pair work and group work are not “teaching methods”, but ways of
organizing the class. They can be used for many different kinds of activity, and
are naturally more suitable for some activities than for others. Before deciding
what kind of activity will be used teacher should answer the following
questions:
- Could you use pair work or group work for part of the activity?
- If so, exactly what would students do in pairs or groups?
- What would you need to do before the pair /group stage?
- Is there anything you would do after it?
- Is there anything you would do after it?
Here are suggestions for some popular kinds of practice:
Pattern practice:
This can be done in pairs when practicing the structures . Any controlled
oral practice can be done first with the whole class, and then in pairs.

Practicing short dialogues:
Acting out short dialogues can very easily be done in pairs, with little
chance of making mistakes. It can be done first with pairs of students in front of
the class and then with all students working in pairs at the same time.
Reading a text and answering questions:
Students can discuss questions in pairs or groups and then read the text or
they can read the text silently and then ask and answer questions in pairs or
groups. This is a good way of involving the whole class in answering questions.
Short-writing exercises:
Student can sit in groups and decide together what to write. One student
acts as “secretary”. This can be difficult to organize but in a large class it has the
advantages that students correct each others’ mistakes and the teacher only has a
few papers to mark at the end.
Pair work can be used for correcting written work (eg: homework)students sit in pairs and correct what their partner has written.
Discussions:
With more advanced class, discussions can be conducted in group. It is
important to define the discussion clearly and to ask each group to report their
conclusions afterwards.
Grammar exercises:
Student can do grammar exercises orally in pairs; the teacher goes
through the answers afterwards with the who class and students write the
exercises for homework. This is more interesting and productive than students
doing exercises alone, in silence.
2.4. Result after applying the study
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After a year applying pair work and group work activities in teaching
English at Hoang Dao secondary school, I have got some satisfactory results.
Most of my students have become more interested in learning English and of

course their ability to use English in communication has been improved step by
step. Moreover, their learning results in English subject has got better (as
detailed in the following tables).
- At the beginning of the school year:
Students
Excellent-good
Average
Weak (bad)
7
20%
55%
25%
- At the end of the school year:
Students
7

Excellent-good
35%

Average
55%

Weak (bad)
10%

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3. CONCLUSION
This is the second year I have studied about the topic “How to organize

pair work and group work effectively in teaching English” but for 7 th grade
students. In my observation, students are more interested and less anxious when
they work in groups and in pairs. Moreover, pair work and group work can
increase the amount of talking for individual students; encourage boarder skills
and participation, cooperation, negotiation and so on. The fact is that the
students felt more confident, comfortable and relaxed in working in pairs and in
small group; the interaction between students were better as they could discuss
freely, and learn from each other as well.
However, there were some factors which needed considering when pair
work and group work activities took place. First of all, before asking students to
work in pairs and in groups, teachers should have given clear instructions, and
provided students with necessary vocabulary. Moreover, to get the whole class
involved in the lesson, the teacher should have moved around the class and
helped the students if necessary. Also, if the teacher had praised students
properly, they would have worked more effectively. In addition, the way of
grouping students should be suitable for the task given and might encourage
students to work more effectively as well. Students liked to work with the ones
who were at higher level of proficiency. Therefore, students with different
proficiency level should be arranged to sit together. Also, the number of students
in each group shouldn’t be too large. As found from the data collection, the
suitable number for a group was 4 or 5 students. To sum up, despite these
problems, the use of pair work and group work techniques really increased
students’ interest and participation in activities.
Surely, this study can not avoid having limitations and making mistakes.
Yet I hope it will be helpful for teaching English at secondary school and
suitable for communicative teaching approach.
Head master’s signature

Hoang Dao, May 10th 2017
I pledge that I do it myself.

Writer

Tran Thi Tuyen

16


REFERENCE BOOKS
1. English language teaching methodology ( Teacher 's work book)
2. Practical handbook of language teaching (David Cross)
3. Giáo trình giáo học pháp (Tổ ngoại ngữ –Khoa ngôn ngữ và văn hóa Anh - Mi
- Úc – Trường đại học quốc gia Hà Nội)
4. Berns M. (1984), Group Work Management, London.
5. Byrne D.(1983), Teaching Oral English, London; Longman.
6. Doff A. (1988), Teaching E: A Training Course for Teachers, Cambridge
University Press.
7. Harmer J.(1999), Practice of English Language Teaching, Longman.
8. Initiative experience: “How to organize pair work and group work effectively
in teaching English for 6th grade students” school year 2014 – 2015. (Writer:
Tran Thi Tuyen, Hoang Dao Secondary School).

17


APPENDIX
LISTS OF RECOGNIZED INITIATIVE EXPERIENCE
Writer: Tran Thi Tuyen
Position: Teacher
Work place: Hoang Dao Secondary School
Ordinal

Name of initiative
Place of
No.
experience
evaluation
1
Sử dụng tranh ảnh trong Department
các giờ dạy môn nói
tiếng Anh cho học sinh ở
tiểu học.
2
How to organize pair Department
work and group work
effectively in teaching
English for 6th grade
students.

Level School year

Work place

B

2009-2010

Hoang Yen
Primary
School

B

2014-2015

Hoang Dao
Secondary
School

18