Using cooperative learning to motivate the 10th form students at mai anh tuan high school to speak english

USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

TABLE OF CONTENTS
PAGE
I. ABSTRACT

02

II. AIMS OF THE RESEARCH
1. Research questions

02

2. Definitions of specific terms

02

III. RATIONALE AND JUSTIFICATION

03

IV. LITERATURE REVIEW

04

V. METHODOLOGY AND RESEARCH SCHEDULE
1. Independent and Dependent Variables

06

2. Research Design

06

3. Data Collection Procedures

07

3.1. Selection of subjects

08

3.2 Interviews

08

3.3. Lesson plans

08

3.4. Classroom observation

10

3.5. Teacher’s diaries

11

3.6. Students’ questionnaire

11

4. Data analysis

11

5. Research Schedule

12

VI. RESULTS OF EXPERIMENTAL GROUP

15

VII. EXPECTED FINDINGS

16

VIII. CONCLUSION

16

IX. REFERENCE

17

X. APPENDIX

18

Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016


USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

I. ABSTRACT
This paper aims at research carried out with 10 th graders at Mai Anh Tuan
High School. The main objective of the research was to establish strategies to
help students to improve their oral ability in English. Instruments used to collect
the data were: lesson plans, student questionnaire, teacher’s notes and diary and
interviews. Considering the data gathered, this research prompted a more
cooperative environment among students in the oral process. Finally it was a way
to motivate other teachers in the school to work with these kinds of strategies.
II. AIMS OF THE RESEARCH
1. Research questions
This study is carried out to find the answer to the following questions:
1. Why do my students become unmotivated in oral communication
classroom?
2. What benefits of cooperative learning can my students accomplish?
3. What can we do to improve their motivation in oral communication
classroom?
2. Definition of specific terms
+ Cooperative Learning: The instructional use of small groups so that students
work together to maximize their own and each other’s learning (Johnson &
Johnson, 1993).
+ Motivation: Motivation is defined as the impetus to create and sustain
intensions and goal seeking acts (Ames & Ames, 1989)
III. RATIONALE AND JUSTIFICATION
Improving teaching methods is seriously considered as an essential part in

the whole process of teaching development strategies. There is no doubt that
motivation is at the heart of successful language learning, but how to motivate a
learner to learn a language effectively seems to be a difficult question for all
teachers of English. A common problem for EFL teachers is to deal with a passive
class, where students are unresponsive and avoid interaction with the teacher and
even among themselves.
Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016


USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

During our working time as a teacher of English at Mai Anh Tuan High
School , we realized that our students have met difficulty in oral communication
classes. This is, as recognized, due to their little motivation in the English oral
classes. Many of our students usually find no interest in speaking English even
they are asked to do and some, in other cases, feel less confident when they use
English to interact among class members because of their language ability.
Therefore, we have tried lots of possible teaching methods in oral class so as to
probably change the current situation. Among many teaching techniques for
speaking skill we found out that cooperative learning strategy, as group-work
learning, has lots of interesting activities from which our students can benefit in
English oral classes, for they will get more confidence and chances as well to
express their ideas and opinions among group members. Our students will feel
more motivated when they have chances to engage in a variety of speaking
activities such as round robin, three-step-interview (Spencer Kagan), team jigsaw
(Sikes and Snapp 1978) or group investigation, etc. By using teaching method of
this kind, we hope that our students’ attitude towards English oral class will have
a lot of positive changes. They, to large extent, become more activated and ready
to work hard to master their speaking skill in all oral communication classes.

Therefore, we decided to apply “Using cooperative learning to motivate the 10 th
form students in oral communication classrooms at Mai Anh Tuan High
School ” as the topic of our research.
IV. LITERATURE REVIEW
According to Cohen (1994) and Weidner (2003: 33), Cooperative learning
can be characterized as a social process in which knowledge is acquired through
the successful interaction between the group members. Also, Slavin (1995: 2) said
cooperative learning refers to variety of teaching methods in which students work
in small groups to help one another learn academic content. In cooperative
classrooms, students are expected to help each other, to discuss and argue with
each other, to access each other’s current knowledge and fill in gaps in each
other’s understanding.
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USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

Learners, on the one hand, can gain such great achievements, social
benefits and economic benefits through cooperative learning, which is seen as
key changes in societies Weidner (2003: 18-25). Obviously, more learners can
probably become the winners by joining in cooperative learning and sharing the
success of achievements among them, Slavin (1984). Cooperative learning
produces greater student achievement than traditional learning methodologies
(Slavin 1984). Low achieving students when grouped with higher achieving
students tend to be more hard-working, for there is a competition among groups
in cooperative learning. Likewise, one of the essential elements of cooperative
learning is the development of social skills. Besides academic benefits, learners
can retrieve social benefits, which can be understood in a way that those who
collaboratively work can know how to cooperate with others. Much has been

learnt from others’ viewpoints other than from their own. Social interaction
improves communication skills that become a necessity to functioning in society.
Last but not least, cooperative learning requires fewer materials as learners can
share among other group members. Less equipment is necessary so learners can
save money without sacrificing the quality of education.
Teachers, as a role of a coach, a facilitator, and sometimes a spectator in
this approach, are also the beneficiaries from the cooperative learning. By
applying cooperative teaching method, teachers can probably save their time for
their target lessons. This is due to the fact that when the classrooms are well
organized students will work more effectively rather than one that is clutter. With
traditional teaching methodologies, students sit in pre-arranged rows. Class
members may be of oversize. Cooperative learning works best when group size is
of smaller clusters of about 3 or 4 students. Furthermore, teachers become more
interactive with each cluster during the class time. He/ she can easily manage
group work or monitor group actions and behaviors, for all activities are well
prepared in advance. Finally, teachers can no longer be under increasing pressure
to work with each individual, which possibly put them into stress in some way.
In summary, cooperative learning approach has far and away proved itself
Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016


USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

as an effective way to motivate learners in EFL classroom in comparison with
other teaching techniques or approaches. Thus, it is the teachers that should know
when and how to use it in their classrooms in order that the lessons are better
taught and the learners will benefit more from the teacher’s teaching.
V. METHODOLOGY AND RESEARCH SCHEDULE.
1. Independent and dependent variables

The use of
cooperative learning

To motivate students
in oral
communication
classrooms

Operational definition:

Operational definition:

Teacher uses the cooperative
learning approach to help
motivate students to speak
English in the class

Students get motivated and
more confident in English
speaking classes.

2. Research design
Research Questions
1. Why do our students

Research
Instruments
- interviews

become unmotivated in

Subjects

Tools for

- Grade 10

analysis
- Frequency

- Age: 16

count

oral communication

- Teacher’s lesson

- Level:

classroom?

plans

Pre-

2. What benefits of
cooperative learning can

intermediate
- class observations

my students accomplish?
3. What can we do to

- teacher’s diaries

improve their motivation
in oral communication

- Percentage

- School

- Critical

name: Mai

discourse

Anh Tuan

analysis of

High school classroom
- Student

Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016

observation.


USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

classroom?

questionnaires

- Sample
size: 42
students

3. Data collection procedures
The Data collection procedure is indicated in the following chart.
Pre-intermediate
10 graders

Interviews

Classroom observation

The use of cooperative learning

Classroom observation

Analysis of classroom observation notes

Students’ Questionnaires

3.1. Selection of the subjects:

Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016


USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

Our research is carried out to see how effectively our students interact in
English oral classes and how well they speak English when the cooperative
learning approach is applied in the teaching of speaking. Our subjects are 10 th
graders who are studying in Mai Anh Tuan High School. Our teaching is
conducted with 80 students from classes 10K, 10C, who are 15-16 years of age.
Although those students are best selected from the Entrance Examination, they
seem not to be good at speaking English. It is due to the fact that the annual
exams are designed to focus on only English grammar, reading and writing but
listening and speaking skills. As a result, they are in the state of being timid in
oral classes. For this reason, we decided to use cooperative learning approach as a
method to motivate our students to learn to speak English effectively in the
classrooms.
3.2. Interviews (See APPENDIX)
Interviews are carried out to see how our students feel about the English
oral classes and to find out what difficulties they are coping with. We
interviewed our colleagues and other 80 students to see their viewpoints from
which we probably choose a suitable method for our teaching.
Factors that prevent students from taking part in speaking activities
What factors prevents you from participating in speaking activities
Numbers
%

Factors
(100 Ss)
a. Speaking activities are difficult because I don’t have
60
60%
enough words to speak.
b. Be shy and fear of mistakes and derision
45
45%
c. Speaking activities are not interesting, the topics are
30
30%
boring
d. The teacher doesn’t encourage speaking
25
25%

3. 3. Lesson plans:

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USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

Lesson plans play an important role in the work of teaching. Teacher will
know what and how to teach his or her students. Hence, it is essential that we
need to collect lesson plans as a data source for our Action Research.
Basing on the textbook “Tieng Anh 10” (national English textbook issued
by MOET of Vietnam), we choose some of the speaking periods to design our

target lesson plans in a way that the cooperative learning can probably be applied
and easily observed. Below are some cooperative learning techniques to be
applied in our teaching of speaking.
UNIT 4
Activity 1. T. gives out the network below and asks Ss to think of the questions
used to ask about the information in it.

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USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

.

THE
THINGS
YOU DON’T
LIKE

NAME OF
THE
SCHOOL

HOMEWOR
K

SCHOOL
LIFE

THE
THINGS
YOU LIKE

TIMETABLE

TESTS &
EXAMINATIO
NS

SUBJECTS

- T. calls on some students to give their answers
Eg: 1. Which lower –secondary school did you go to?
What is the mane of the secondary school you went to?
2. What were your subjects then?
Can you name the subjects then?
3. What was your timetable?
Did you go to school in the morning or in the afternoon?
4. What about your homework?
Did you have to do a lot of homework?
5. Can you tell me about the tests and examinations at your school then?
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USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

What kinds of tests and examinations did you have then?
6. What did you like best about your school then?

What made you like best about your school then?
7. What part of the school life didn’t you like then?
What didn’t you like about your school?
Activity 2. Students work in pairs, one student plays the role of an interviewer to
ask the other the questions about his/ her school life, using the information in the
network. The interviewer will take notes the information for later reporting.
Activity 3. Using the network and the information in activity 2, the student who
plays the role of the interviewer will report what he/she has interviewed his/her
friend.
Eg: I’ve talked to Nam. He went to Truong Han Sieu lower-secondary school.
At school, he had to learnt 10 subjects such as: Maths, Literature, History,
English, Geography,…. Among these subjects, he like English best because
…………..

UNIT 5
TECHNOLOGY AND YOU
* Task 1 (Part B: Speaking - English 10)
Teacher makes small changes to the existing material in the textbook to stimulate
students to talk about the uses of modern inventions freely:
- Teacher asks students to work in group and fill the table:
TV
I pod
Mobil

Watch news/performances…
…
…

e
- Change the old invention

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USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

(Ex: people no long use Radio)
* Task 4 (Part B: Speaking - English 10)
This is a free activity and aims to develop fluency in speaking. The procedure
may be:
Divide students into groups of four or five.
Read through the instructions and make sure that each group understands
what to do. Choose one “secretary” in each group to write the list but emphasis
that everyone in the groups should agree on what to write.
While the activity is going on, move from groups, but do not interrupt
more than is necessary.
When some groups have finished their discussion, stop the activity, ask one
person from each group to report on what they decided
Give feedback: - Content
- Popular mistakes

Activity 1. T. gives out a real object (A CELL PHONE) and asks student the
question about its use.

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USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

Can/ Could you tell me what a cell
phone is used for?
- Well, it is used to talk to people
when you are away from home.

 Can/ Could you tell me what a
……..is used for?
- It is used to V.
- On the screen, T shows the pictures of some modern inventions and then
asks students to work in pairs, asking and answering about their uses.

UNIT 6
Activity 1. Teacher sets the scene: Imagine our class is going to have a boat trip
on West Lake in Hanoi. Please think of the seat you want to take on the boat.
Give the reason why you choose to sit on that place.
USEFUL LANGUAGES:
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USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

- on the sundeck.
- In the sun
- On a boat
- Get sunburn
- take photographs
- travel sickness
- have a good view
- In turn, students talk about their favorite seat on the boat. Other students listen

and take note for later reporting.
Eg; S1: I don’t want to sit on the sundeck because I don’t want to get sunburn.
S2: I often offer from travel sickness, so I’d like the seat where I can get a lot
of fresh air.
S3: I want to have a good view on the board, so that I can take photograph
S4: I’d like to be by myself.
S5:……………
S6:…………..
Teacher: ……………….
Activity 2. Students work in groups of two tables, studying the seat plan and
decide the best seat for each person. (Each groups has a copy of the seat plan to
fill in the names of the students)
After the groups have finished, T. asks one or two groups to present their
discussion in front of the class. After that the whole class to have a discussion to
make the final decision.
Activity 3. T. asks students to work in groups of the same table to talk about the
best seat for the six students mentioned in activity 2.
* Role-play activity: Applied to Unit 8: THE STORY OF MY VILLAGE
Procedure:
- The class is divided into groups. Group size is of smaller clusters of 3 students.
- Each member in the group is asked to play a role as a village planner. They are
going to
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USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

talk about the advantages and disadvantages of reconstruction plan of their
village.

- Each group is given some suggestions for their talks.
- Students are required to present in front of the class after their practicing in the
groups.
* Information gap activity: Applied to Unit 12: MUSIC
Procedures:
- The class is divided into groups of 4
- Each student is delivered a paper in which teacher designs a table. (See
appendix).
- Students have to interview their partners to get information as indicated in the
given table.
- After that, students are asked to report what they have got from partners in front of the
class.
* Group investigation activity: Applied to Unit 16: HISTORICAL PLACES
Procedure:
- The class is divided into groups of 5
- Students are required to prepare a presentation on a historical place they wish to
talk about. They are allowed to have one week for their preparations.
- Groups present their work in front of the class.
3.4. Classroom observation
We got our colleagues to observe my speaking lessons and give us
observation notes as well as their feedback/(comments) to see how our teaching
of speaking activities motivates our students so that we can get objective ideas for
our lessons and their reflection on the students’ motivation. Also, we asked our
colleagues for observing their teaching speaking lessons.
3.5. Teacher’s diaries
Diaries are used to write down special notes and comments after each
speaking lesson to see what has been done effectively and what has not. By doing
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USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

this, we can know how well our teaching approach benefits our students so that
we can apply suitable strategies for our teaching methods.
3.6. Student questionnaire (See APPENDIX)
Through students’ questionnaire, we want to confirm the effectiveness of
our teaching approach. Students’ feedback is of great value from which we can
choose the most suitable methods to apply in our teaching and to help our
students learn better in all speaking classes.
4. Data analysis:
Both quantitative and qualitative data are collected to support my research.
For the qualitative method, we will do critical discourse analysis of teacher’s
classroom observation notes, lesson plans and diaries. Also, the quantitative
method is used to deal with students’ questionnaires which are analyzed and
reported in a table as frequencies and percentages.
5. Research schedule
Below is the timetable showing the exact time and stages when this study
is put into practice:
No.
1

Activities
Keeping the traditional teaching method for

Date to carry out
September, 2015 - week 1

oral classes without using cooperative
2

learning approach
Prepare major focuses to interview

October, 2015 - week 1-2

3.

colleagues and students
Interviewing

October, 2015 – week 3 -4

4

Observing my colleagues’ classes and asking November , 2015 – week 1-

5

colleagues to observe my classes.

2

Using cooperative learning approach in

November , 2015- week 3,

teaching speaking

4

December,2015 - week 1,
2, 3, 4

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USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

6

Continuing the class observation to see the

January, 2016- week 3, 4

students’ motivation in speaking classes with March, 2016 – week 1, 2, 3,
cooperative learning strategy.

4

7

Data analysis

April, 2016 – week 1, 2
April, 2015 – week 3

8

Designing and running a questionnaire to see April, 2015- Week 4

students’ attitudes towards cooperative

10

learning strategy in oral classes.
Writing a report on how cooperative learning May, 2016-Week 1
can motivate students in oral communication

classrooms
VI. RESULTS OF EXPERIMENTAL GROUP’S PARTICIPATION
+ Group 1: Control group
+ Group 2: Experimental group
1. Teacher’s talking time and students’ talking time in control

and

experimental group before the experiment.
Time of speaking lesson
(45’)

Experimental
Control group

group

(10K + 10C)

(10K + 10C)

(84 students)

(84 students)
Teacher’s talking time
21 = 44,4%
23 = 55,6%
Students’ talking time
12 = 22,2%
10 = 22,2%
Silence
17 = 33,4%
11 = 22,2%
From given table we know that the students’ participation in classroom
speaking activities was very poor. When talking with our students, we realized
that only about 10% of them were always willing to speaking in the class and
they are always shy when speaking English. They said that some speaking topics
in the textbook are too difficult and not communicative to them. They want to
take part in speaking activities with easier and more interesting topics.
2. Teacher’s talking time and students’ talking time in control
experimental group after the experiment.

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and


USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

Time of speaking lesson
(45’)

Teacher’s talking time
Students’ talking time
Silence

Experimental
Control group

group

(10K + 10C)

(10K + 10C)

(84 students)
18 = 40%
17 = 33,4%
12 = 26,6%

(84 students)
10 = 22,2%
34 = 66,7%
5 = 11,1%

The data from the table shows that students’ talking time in experimental
group considerably increased compared to that figure of control group and
teacher’s talking time in trial group was reduced in comparison with that number
of the control group. The observation also reveals that the way we applied in
speaking lesson attracted a large number of students. They are not shy when
participating in speaking activities and interested in the games, pictures that
teacher gave them. The students are able to speak English in a real competitive

and friendly atmosphere. They are encouraged to speak English. They were
excited in some speaking activities such as role play, interview….From these
activities they can speak and understand English better.
VII. EXPECTED FINDINGS
We do hope that the teaching strategy of using cooperative learning in oral
communication classrooms will much benefit my students as they have more
chances to engage in speaking activities. Students who are timid, shy and feel less
motivated when joining in speaking classes of this kind will feel more confident.
More importantly, Competition among the groups was an important factor to
motivate students to work as a group, because it is important for them to be the
best and to be recognized. Students will be aware of their responsibility in the
speaking process. They should understand that one way to improve speaking
is practicing with others, interacting with others, and learning from others.
VIII. CONCLUSION
In this proposal, we have identified the problem and reviewed literature
related to my research field. Also, we have conducted data collection procedures

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USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

from different sources to support my study. we have planned out the timetable to
carry out my work in sequence. Having analyzed and worked through this
research project, we have concluded that cooperative learning strategies
helped students to improve oral production and interaction, but it was a
gradual process. We confirmed that speaking is a productive skill and it involves
many components.
Although this research work has successfully been conducted and has

helped to deal with the problems mentioned well, there are some limitations. The
first limitation is the scale of the study. This research work is only carried out in
my school. In fact, it could be conducted in a large scale with the same
knowledge and researching procedure. The next one is concerned with the scale
of survey questionnaires and observation with the enrollment of nearly a half of
the 10th from students and only 5 teachers of English at our school.
Moreover, in terms of data collection instruments, only two set of survey
questionnaires and observations are used. Without interview, we will not have
chance to listen directly to both the teachers and student’s ideas, so some
problems related to group work as perceived by them have been exploited.
In conclusion, we hope that my research work will contribute a small part
to the teaching and learning English at school in general, especially the approach.
we hope it will help the teachers of English at school to teach and promote
student’s speaking ability.
Xác nhận của hiệu trưởng
trường THPT Mai Anh Tuấn

Thanh hóa, ngày 25 tháng 05 năm 2016
Tơi xin cam đoan đây là SKKN
của mình viết, khơng sao chéo
nội dung của người khác.
Người viết SKKN

Lê Hồng Phong

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USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

REFERENCES
VIII. REFERENCE
Artz, A. F., & Newman, C. M. (1990). Cooperative Learning. Mathematics
Teacher, 83, 448-449.
Gardner, R, Moorcroft, M. and Evers, F. 1987. Second language-attrition: the
role of motivation and use. Journal of Language and Social Psychology.
Johnson, D. W. (1991). Circles of learning. Cooperation in the classroom. M.N.
Interaction Book Company.
Johnson, D. W. (1988). Cooperation in the classroom. Edina: Interaction Book
Company.
Johnson, D., & Johnson, R. “Cooperative Learning.”
(Online) from />Kagan, S. (1986). Cooperative learning and socio-cultural factors in schooling.
California: California State University.
Nunan, D. (1989). Understanding language classrooms. New Jersey: Prentice
Hall.
Slavin, R. E. (1990). Cooperative learning: Theory, research and practice. New
Jersey: Prentice Hall
The text book of English 10.

IX. APPENDIX
1. Factors that prevent students from taking part in speaking activities
What factors prevents you from participating in speaking activities
Numbers
%
Factors
(100 Ss)
a. Speaking activities are difficult because I don’t have
60
60%

enough words to speak.
b. Be shy and fear of mistakes and derision
45
45%
c. Speaking activities are not interesting, the topics are
30
30%
boring
d. The teacher doesn’t encourage speaking
25
25%
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USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

2. Phiếu đánh giá kỹ năng Nói:
Nhóm được đánh giá: ...........................
Nhóm đánh giá: ....................................
Giải pháp phù hợp: ................................
Tính chính xác (ngữ pháp, phát âm, cách dùng từ): ......................
Tính lưu lốt (vd: có bị nói lắp, ngập ngừng): ................. .............
Điểm mạnh (vd: sử dụng ngôn ngữ cử chỉ) .................................. ......
Điểm yếu: ............................. ........................... ...........................
Nhận xét chung: ............................ ............................. ................
Điểm đánh giá: .............................................................
Assessor group: ...........................
Performance group: ....................................
Relevant to situation? ................................

Accuracy (grammar, pronunciation, word choice): ...........................
Fluency (hesitation, pauses, repetition): ...................
Strong points: .................................. ...........................
Weak points: ............................. ........................... ...........................
Comments: ............................ ............................. .............................
Total score: .............................................................
3. Interview
Ask your partners questions to get information to complete the table below:
Names

Partner 1:

Partner 2:

Partner 3:

Things to ask
Kind of music
Reasons for
listening to music

Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016

Partner 4:


USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

Favorite band/

musician
Favorite song
When

listen

to

music

---The end---

Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016