Một số biện pháp tổ chức hoạt động cặp, nhóm nhằm nâng cao chất lượng dạy học môn tiếng anh theo chương trình hệ 10 năm ở trường THCS thọ trường

1. INTRODUCTION
1.1. The reason for choosing the topic.
In the past years, the reality of education quality has always been a topical
issue of interest to many levels of education management, teachers as well as
parents. Especially, from the school year, the program of replacing textbooks for
grade 1 and grade 6 has been left, leaving many questions for researchers,
education managers, and many concerns for teachers, students and parents. the
student.
From the reality of the quality of education, major campaigns have been
launched and implemented such as: The campaign "Every teacher is an example
of self-learning self-creation" (2005); The movement: "Say no to negativity in
exams and achievement in education" (2006); Campaign: "Building a positive
student friendly school" (2008) ...; Experimental education programs are studied
and implemented in many localities; The innovation of teaching methods is
carried out deeply and widely in each educational institution and is considered
one of the important solutions in improving the quality of education.
However, changing the quality of education has not been synchronized and
clear. There are many factors that affect the quality of education, in which the
implementation of innovative teaching methods towards learners has a
particularly important role.
One of the important highlights in the learner-centered teaching method is
the teaching of couples and groups; By teaching couples, the group will create a
lively atmosphere in the classroom, help students be more active in performing
tasks and comprehending knowledge, enhance communication, exchange,
cooperation and help. Students' interactions help students to form and practice
their academic and life skills, while enabling teachers to work as mentors and
counselors for students. .
With the advantages of pair teaching, the group is very suitable for the
characteristics of English in general and teaching English in secondary schools,
because this is a heavy vocabulary, difficult to grammar, right associated with
communication, learning must go hand in hand with practice.

Concerned about how students can actively implement the task of learning
comprehension knowledge, meet the subject's listening, speaking, reading and
writing skills, especially communication skills; During my teaching, I learned to
apply pairing, group teaching and achieved important results through every
study.
Each school has different conditions so there will also be different ways in
the process of organizing pair and group activities in teaching English. But I also
boldly present some measures to organize pair and group activities in my own
English teaching at secondary schools ... through the topic:
"Some methods to organize pair and group work to improve the quality in
teaching English at Tho truong secondary school. ”


1.2. Research purposes.
Helping themselves and colleagues to master the knowledge of organizing
pair and group activities in teaching and forming skills on organizing pair and
group activities in teaching Secondary school English, specifically as follows:
1.2.1. Master the concept and nature of teaching couples and groups.
1.2.2. Five ways to organize; steps in pairing and group activities in
teaching junior high school English
1.2.3. Knowing the content, the right time to organize the group teaching
activities.
1.2.4. Train and improve students' teamwork skills.
1.2.5. Train your ability to use English in actual communication for
students.
1.2.6. Contribute to improving the quality of teaching English.
1.3. Research object.
Some methods to organize pair and group work to improve the quality in
teaching English at Tho Truong secondary school.
1.4. Research Methodology.

1.4.1. Observation method: The person who implements the topic selfstudies and conducts the class visit time of his colleagues.
1.4.2. Methods of exchange and discussion: After studying the colleague's
time, the colleague now expects the subject, colleagues and implementers to
exchange and discuss from which to draw experiences for lesson.
1.4.3. Experimental method: Teachers conduct experimental teaching for
each purpose, specifically require some lessons to apply the form of activities in
groups and pairs.
1.4.4. Methods of investigation: Teachers ask questions to check and
assess the content of students' lessons.
2. THE CONTENT OF THE EXPERIENCE
2.1. The theoretical foundation of the experience..
The current educational goal is focused on developing students'
dynamism, creativity and positivity to create the ability to identify and solve
problems for them. To achieve this goal, changing teaching methods towards
attaching importance to learners - considering students as subjects of activities,
encouraging their active, proactive and creative learning activities in The
process of teaching is essential.
In foreign language teaching, this view is more and more correct because
no one can replace learners in learning foreign languages and use them in
communication activities with their own communication skills. The method of
teaching foreign languages to choose communication is the main direction,
communication capacity is the basic teaching unit, considering communication
as both a purpose and a teaching medium. The form of working in pairs or
groups has recently become popular in foreign language classes from a
communication perspective. Forms of activities in pairs or groups can support
the forms of working class or personal work. The pair or group practice


activities are twofold, enhancing students' exchange of information or creating
communication activities in class so that students can confidently communicate

with English. Through some years of teaching English from a communicative
point of view, I found that teaching in the form of pair and group practice is
really effective.
2.2. Situation of the problem before applying experience initiatives.
English is a subject that requires high communication skills, learning must
go hand in hand with practice; Especially with the new English program, the
requirement for listening and speaking skills is higher. Therefore, the
implementation of innovating teaching methods towards learner-centered
learning, particularly organizing pair-teaching and group-teaching activities,
plays a particularly important role. However, the organization of teaching
English in the form of pair organization, the group has quite a form to greatly
affect the quality of teaching subjects.
Through teaching practice at the school and learning through colleagues
(through projections, cluster professional activities), I personally see that the
organization of group teaching is not effective because:
- Facilities do not meet the requirements of improving the quality of
teaching of the subject.
- Teachers' awareness about the organization of pair and group teaching is
not high, most teachers only stop at the level of grasping the theory of teaching
and learning steps in pairs and groups; not investing in research to apply
appropriately, the organization is not mature, so when the organization is still
confused, out of control, low efficiency (through professional activities of the
group of schools in the cluster); the organization of pair teaching, the group is
still heavy in form, sometimes coping with the problem (Mostly just giving
lessons, planning time)
- For students: Not yet formed habits and practical skills, so there is a lack
of confidence (pair communication), expectation, dependence (group activity).
So learning results are limited.
Below learning results English subject grade 6 school year 2015-2016 at my
secondary school .

Grade
level

6

Class
Year

Number
of
student

SL

TL
(%)

SL

TL
(%)

SL

TL
(%)

SL

TL

(%)

2015-2016

48

0

0

1

2,1

33

68,8

14

29,1

Good

Fair

Average

2.3. The solutions used to solve the problem:
2.3.1. Learn about pair work and group work:

2,3.1.1. Work in pair / pair work
- The role of teachers when students participate in practice in pairs

Weak


Previous teachers who have always held leadership and control roles in
the classroom now need to have a different perspective because their roles have
changed in these new stages of their learning. . Now the teacher has two
functions. The first function is the follower: The teacher goes from one group to
another listening and noting the repeated errors in the students but still letting
them speak naturally, desperately interrupting them unless absolutely necessary .
Critical errors will be resolved at other times that may be at the beginning of the
next session or at the end of the practice session. The second function is the
person providing, documenting, helping, and answering students with difficult
problems in language or general knowledge.
In the process of teaching, to promote students' activeness, pair and group
activities are a good form of learning activities. Through this form of learning,
they have the opportunity to present, exchange and express their thoughts about
the amount of information about the lesson they understand, I feel that the
amount of information each student can get is correct. or may be partially
wrong. From there, the teacher captures their level of thinking and
understanding. This process takes place in a two-way relationship. In terms of
teaching theory, this is a dialectical relationship. In addition, when exchanging
pairs, groups of students are further trained in skills and habits of thinking,
expressing and presenting a problem before a group. Through this activity,
students' listening, speaking, reading and writing skills are increasingly
improved.
- Introduce how to practice in pairs:
When using this type of exercise for the first time, explain to students the

advantages and reasons for using it. Explanations can be made in the student's
native language. In addition, the following principles should be agreed with
students:
1. Doing a pair exercise is not a time to chat.
2. After completing the assignment, students can change their roles and do
the exercises again.
3. If the time is up and the students have not finished, there is nothing to
worry about, because most importantly, they are allowed to practice, but not
necessarily a specific outcome of a task.
4. After finishing the lesson, teachers must check and evaluate the results
of the work they have done in pairs.
5. All students must participate in this activity in a certain pair. When they
are alone, the student can participate with the pair sitting closest to them. If the
assignment is to be exchanged between two people, the third person will be
watching, then join in the second round of training with one of the other two.
6. They can ask the teacher for help if needed. While students practice
asking and answering questions, the teacher must cover and monitor the class to
comment on each pair, listen and correct the students' mistakes, note pairs with
weak students.


- Steps to practice in pairs:
Step 1: Prepare
Need to be very careful through the introduction and practice of the
language, so that everyone is confident when using foreign languages. After the
introduction and practice of the language, you should save all the information on
the board.
Step 2: The teacher models with a student
Teachers, along with a good student in the class, serve as a package model
for all students to understand the requirements and know how to do it.

Step 3: Two students make samples
Call two good students to model before class again. If students are
allowed to stand on the spot, ask the students to speak loud enough for the class
to hear.
Step 4: Specify the time
Tell students how much time they will have to do this exercise (usually
only about 2-3 minutes).
Step 5: Students work in pairs
Sign orders for all students to start doing homework at the same time.
While students do their homework, teachers go from one pair to the other,
watching and helping them when needed but avoiding interfering with student
activities even though they may find them wrong.
Step 6: Check before class
At the end of the lesson, when most of the couples did it, signaled to all
students to stop. Choose a few pairs and ask the two students to present
themselves in front of the class. This test is very important because it makes
students work more seriously at the following training sessions. Students will
become more diligent, more self-aware when they learn that teachers will check
their assessment for their academic performance.
- Types of practice in pairs:
+ Conversation:
After learning a sample dialogue, the students are very structured and
understand the grammatical issues in it, the teacher may ask each pair of
students to play the part but only replace some of them. details (such as names,
hometowns, careers, interests, etc.) to turn their lines about themselves or about
issues they care about.
+ Alternative training lesson:
After introducing the sentences and practicing the exercises quickly, the
teacher writes the suggested words to replace on the board asking the students to
practice in pairs. A lot of space should be left in the suggestions section for

students to develop their creative abilities. Example written on the board:
A: How often do you have Math lesson?
(music, English, literature ...)
B: We have it four times a week
(three times, twice, once ......)


+ Practice grammar:
After the students have mastered the grammar problem and have practiced
collectively (with repeated exercises or conversions ...), divide the students into
pairs and ask them to talk to each other (pay attention to the choices). close,
familiar topics. For example, talk about yourself or real things related to
students' lives. Suggested words on the board are still ideal for this exercise.
+ Description of pictures:
Pictures can be used as stimuli for many types of exercises in pairs. For
example, looking at a picture that comes with a reading, a student in the pair
finds the right and wrong place in the picture and the student raises an opinion
of approval or opposition (comparing the picture to the reading). Or two
students have the same two panoramas but the details in the picture are different
(such as the position of the object in the painting, the color, the type of clothing,
the appearance of the person, ...). One student described the details of his
painting and the other found differences in the second picture.
+ Ask and answer:
At the end of the readings there are often questions. Students can discuss
finding answers to these questions in pairs. First students make their mouths,
then the teacher calls a few students to check. Or make this activity plentiful by
having students discuss their mouths and write answers out of paper, pairs of
students cross their answers to each other under teacher control.
+ Write an illustration sentence:
After teaching and practicing new words, at the end of the lesson, keep

the new words on the board, just delete the illustrated sentences and then ask the
students to rewrite the other illustrations for new words to check them. Did you
really understand the meaning and usage of those new words?
2.3.1.2. Work in group / group work:
In our classrooms the seats cannot move around the classroom so in this
situation it is only possible to ask students on the table to turn down to the table
to form groups to practice. It is best to form groups of 4 - 6 but sometimes the
number of students in each group depends on the number of students sitting at
each table.
After the group is finished, you should designate or let the group members
vote for the group leader or secretary. This person will directly contact the
teacher when the group has difficulty in fulfilling the requirements of the
exercise. This will make it easier and easier to control all the groups in the
teacher's class. It is advisable to designate or instruct students who are more
vocal and active to do this. But sometimes it also needs to change: choose a
pretty but shy student to facilitate that student to train to become more bold. Or
it is also possible for the members of the group to take turns as leaders. It is
important that this work needs to be done quickly and students must be informed
immediately who is their leader so they can get started, without wasting time.
- The role of teachers:
The teacher is the manager of all activities in the classroom. So they have
to plan it, organize it, start it, watch it, watch for it and end it. The most taboo is


that after asking students to work in groups, teachers go to the table to sit or do
their own work to see that it is done. It is necessary for teachers to manage,
monitor, urge and help students practice. Teachers can go from one group to the
other, check to see if the student has met the requirements of the exercise.
Teachers need to be active and sensitive to the classroom atmosphere as well as
the whole work's rhythm, remembering repeated errors in students to correct

their lesson later. If most students find it difficult to perform the task of the
assignment, stop all groups, explain the requirements of the assignment,
structure or grammar issues, or the whole class. retrain the problem before
continuing to work in groups.
- Types of group practice:
Group activities tend to be more free and also more interactive than pairbased activities. There are many activities that are easy to implement, even for
the least experienced teachers.
+ Game
The guessing game information to question Yes - No. The simplest is
guessing What place am I thinking about? What’s my favorite food / drink? Or
Guess what I will do (tomorrow / on the weekend). Put the title of the game on
the board, provide some suggestions, vocabulary, background knowledge, then
model and then let students play by themselves.
+ Make a question
Ask the groups to read the text and then ask the question about it. After a
few minutes the groups folded the books, and the team leaders or the secretary
stood up to ask a few questions, the members of the other groups were tasked
with answering. In order for students to be more interested in activities, it should
be organized as a contest: The answers are graded based on language accuracy
and information.
+ Practice with instructions:
After using replacements so that students become familiar with its
structure and functions, organizing more meaningful exercises with game-based
and creative group activities.
For example, after teaching structure with should / should not be
interpreted as:
Teachers give some suggestive words? Let students work in groups. A
person raises his problem and others in the group give advice. A problem can
have many different tips. Allowing students to participate more actively should
turn this activity into a contest: see which group gives the most advice and has

the best advice that can't be refuted.
Examples of suggested words:
Wallet / lost
bad marks for science
Shirt / torn
have headache / toothache
Watch / broken etc.
It may take a few minutes for students to raise their own real problems in
their lives, and others in the group give advice. Or conversely, students in this


group read some of their advice and students in other groups have to try to guess
what the advice is.
+ Role play
After the class has practiced a structure with a certain function, roleplaying games work very well to reinforce students' understanding of the
function of the structure in more natural circumstances. For example, groups
may be asked to close a scene in which a person complains that he wants to
change into a new piece of clothing he bought the day before; or gather
information for a package holiday, ... With role-playing games, groups can set up
plays in which each member plays a role. While the group members play the
drama, the group secretary briefly notes the lines to then review and the group
will present them to the class.
+ Predict
This exercise is often used for students at relatively high levels. Before
reading a text, ask the groups to predict the content of the lesson or the
vocabulary that may be encountered in the lesson. For example, before reading a
lesson about student pollution, it is anticipated that the lesson will address issues
related to sea, forest, underground resources, smoke from car exhaust,
motorbike…
+ Answer speculative questions

After each reading, the teacher can ask some questions for students to
speculate about the details that occur in the lesson. The answer is based solely
on the students' inference and not in the lesson. Students in the group discuss
and come up with a common answer for the group.
+ Discuss:
For students with relatively high knowledge. Discussion allows students
to freely express their opinions and opinions, so the usefulness of this type of
exercise is no longer controversial. Teachers come up with a topic (what do you
think about women who work as politicians?) And let all groups discuss and
exchange views His points in minutes. Then a team member will report the
general opinion of the group (if there is agreement), or summarize the comments
(if there are differences). Next, let the whole class discuss the problem. The
teacher does not need to express his or her opinion, unless there are wrong ideas
and no one has objected.
+ Essay writing:
This form is not ideal for classes with a large number of students.
Teachers cannot follow and help a class or have about 40-50 students who write
different lessons. Moreover, reading, curing and marking 40 - 50 essays is not
light work. Some teaching method experts think that for students to write
without instruction, it is only harmful for students. Because students can get into
the habit of misusing language structures, using foreign languages? I follow the
way of my mother tongue.
If organizing students to work in groups, the teachers of the large classes
will be able to simultaneously control and guide all creative writing of students
in the class. You can guide an essay with questions on the board, pictures on the


wall or suggested words. For example, each group received a letter and they had
to answer it together. Students must know that when problems arise, they cannot
freely ask the teacher for help but must go through their leader. At the same

time, they must also be aware that everyone in the group must contribute to
building lessons and will enjoy the success of the lesson. The role of group
leaders is very important at this time. They must be appealing to encourage
members of the group to contribute ideas.
2.3.2. Determine when the exercises should be used for students to work in
pairs, groups:
2.3.2.1. Pair and group activities to learn about the content of new lesson .
Before introducing the new lesson content, teachers can ask students to
discuss in pairs or groups to answer some questions or match words and phrases
with appropriate pictures to guess the topic of the lesson. learn today.
Example: In Unit 6: The first University in Vietnam (A closer look 1)
Before entering the new lesson, the teacher asks students to work in pairs
to match the phrase to the appropriate picture. Then let students rely on pictures
to guess the topic of the lesson.

Example: In Unit 6: The first University in Vietnam (Skill 1)
Before entering the new lesson, the teacher asks students to work in
groups, relying on pictures in the pictures and answering questions.


2.3.2.2. Pair and group activities to support the practice of new grammatical
structures
+ practice sentence patterns after introduction of new materials and a few
minutes of training for the whole class (Practice model positions)
Example:
English 6: Unit: My new school (A closer look 2)
After introducing the current application, how to ask yes / no questions
and how to answer them at this time. The teacher asks students to work in pairs
based on the example sentence pattern and suggested words to ask questions and
answer.

Ex: you / ride your bicycle / to school.
A: Do you ride your bicycle to school?
B: Yes I do./ No, I don't. I walk to school.
1. bạn / đọc / trong thư viện / khi thoát thời gian.
2. you / like / your new school.
3. your friends / go to school / with you.
4. you / do your homework / after school
+ Practice grammar exercises according to sentence patterns.
Example:
English 6 Unit 2: My home (A closer look 2)


After introducing the sentence pattern with "There is .... / There are .......
The teacher can ask students to rely on the pictures in the previous section to
introduce the objects in the room. .
Ex: There is a lamp in the room.
Có nhiều tập tin trong phòng.
2.3.2.3. Pair and group activities to support memorizing vocabulary
Example:
English 6 Unit 4: My neighborhood (A closer look 1)
After introducing the adjectives used to describe the living area in
sections 1 and 2, the teacher asked the students to practice the question pattern
to better memorize these vocabulary words, while practicing the question form.
yes / no.
A: Is our neighborhood polluted?
B: No, it isn't.
A: Is it peaceful?
B: Yes, it is.
Teachers can ask students to expand the scope to ask (in another city or
area).

Ex:
A: Is Hoi An historic?
B: Yes, it is.
2.3.2.4. Pair and group activities to support the development of speaking,
listening and reading skills.
+ Practice short conversations, reread the sample dialogue with pre-set
suggestions (practice short dialogues, similar ones using using the prompts)
Example:
English 7 Unit 8: Films (Skill 1)
The teacher asks students to work in pairs, relying on the information
about the previous films to ask and answer with their friends information about
the films based on the sample dialog below.
Example:
A: I want to see Planet of the Jellyfish.
B: What kind of film is it?
A: It's a science fiction.
B: What is it about?
A: It's about ..................
+ Communication exercises, dialogue build
English 6: Unit 8: Sports and Games (Skills 1)
The teacher asks students to work in groups to ask and answer the
following information. (What kind of sports / games do you most often? Why?
Example: A: What kind of sports / games are you often most often?
B: I play football.
A: Why?
B: Because it's easy to play and it's very interesting.
............................................


+ Some kinds of reading exercises or listening to the following lesson to

ask and answer questions about the content of the lesson (Read then ask and
answer the questions about the text)
* Students discuss the questions in their pairs then read or listen to the key
to choose the correct answer
Example:
English 6: Unit 10: Our houses in the future (skills 1)
The teacher asks students to discuss the following questions in pairs.
1. What type of house do bạn think nó?
2. Where do you think the house is?
3. What can you see around the house?
4. What can you see in the house?
The teacher then asks the students to read the text quickly, comparing the
results with their friends.
*. Students read the text silently or listen to the lesson and then ask and
answer the reading or listening content in pairs or groups.
Example:
English 8 Unit 5: Festivals in Vietnam (Skill 2)
The teacher asks students to follow the questions, listen to the content
then discuss in groups to give the correct answer.
Listen and answer the questions
1. How different is from other heroes in Vietnam.
2. When do the preparations for the begin festival?
3. What kind of ceremony take place after the procession?
4. What happens when night falls?
5. How important is this festival?
2.3.2.5. Pair and group work to reinforce the lesson content.
+ Solve problems as required by the training content.
Example:
English 6: Unit 8: Sports and Games (Skill 1)
The teacher asks students to work in pairs to ask and answer the following

questions:
1. Do you like football?
2. Do you play football or only watch it?
3. What other sports do you play?
.................................
+ Write about a problem related to the lesson content ..
Example:
Unit 10: Sources of energy (Skill 1)
Work in groups
+ Practice says the dialogue plays in conversations with more than two
participants. To write a short passage about what we should do to save energy.
Example:
English 8 Unit 5: Festivals in Viet Nam (Communication)


Role - play in groups of three. One of you is a reporter, two of you are
locals. Do an interview about a local festival.
A: Good morning. Can I ask you some yêu cầu này này.
B: Yes, of course.
A: What là tên ảnh festival?
B: It's ................. It's held in ......................
A: Who do you worship at the festival?
C: We worship ..................
+ Play team games: Find someone who, Chain game, Around the world,
.........
2.3.3. The method to organize students to work in pairs and groups.
- For teachers - organizers who play the role of operating controllers need:
+ Teaching instructions or setting tasks should be clear.
Example 1:
Teacher: Work in pairs to practice asking and answering about 2 minute

printing time:
S1: What time do you ...?
S2: I …… at ... .o’clock.
Teacher: number one hand up ... number one hand up ... ok number two
hand up ... Number one ask, number two answers.
Teacher points one student and asks: What is your number? What do you
have to do first? And then?
... Then change the positions Number two ask, number one answers.
Example 2: Unit 5: English 8( Skill 2)
Use the notes to write an article about this festival for the school website.
Teacher asks students to work in group of 4 -8 to write. Teacher asks each
group to write outline then write a full artical and each group has a secretary to
write the note.
Teacher controls 4 groups in the class and go around to help them.
+ Before asking students to work in pairs, groups the teachers need to
have the good preparations, given samples or examples and provide enough
language for the exercise.
+ In the process of students' implementation, teachers need to have a
general supervision, do not interrupt when students are practicing, walk around
the class to listen and support in time when needed. Teachers record typical
errors to indicate to students and help students correct later.
+ Teachers need to specify a specific time for each activity.
Example:
Teacher: work in pair practice asking and answering about distance in 2
minutes.(After teacher gives requirements and duties to the student and does the
model on the board )
Teacher: Now, time begins, work in pairs please
Teacher: Now, time is up. Stop asking and answering.(after 2 minutes).
+ Teachers should be vivacious to divide pairs and groups logically. The
teacher can choose students at the same level to work together depending on

each idea and the nature of each exercise, sentence pattern. This grouping should
be prescribed to students according to their habits.
For example, pairing a student can work in two to three different pairs and
this regulation must be done at the beginning and each pair has a convention for
their own number or name.
Example 1:
Pairing for some simple exercises we often pair with two students sitting
close together (close pairs)
Example 2: Student A is a good student, student D is a good student.
Student B is the average student, student E is the average student. Student C is a
weak student, student F is a weak student.
We can combine pairs as follows: Each student can have at least 2-3 pairs for
them to work. Teachers should specify students A and D with number 1; students
B and E are number 2; students C and F are number 3.
This example is used in simple exercises like replacement or word cues.
+ After the students practice the exercises in pairs, the team needs to have
a check, comment, and timely feedback from their friends in another group.
Cure errors or provide correct samples.
+ Encourage students to work in pairs and groups confidently .
- For the students who perform activities to actively acquire knowledge through
this activity need to develop a habit of following some necessary regulations.
+ Need to listen to the requirements of the exercise:
This requirement expressed in the textbook is a part that is largely guided
and required by teachers and operators.
For example: Specific requirements for operation, operation time, tasks of
each group and individual in the group.
+ Need to work self-consciously does not cause too much noise.
+ Need to start and stop activities immediately when teachers ask.

Do not try to complete the unfinished part.
- Methods of organizing activities in pairs, groups:
+ Pair work.
The pair between teacher and student (teacher and a student).
- Teachers can call good students to practice with them as models. Then
call the weaker student to do it again. The weak students can make easy
questions, to stimulate and attract all students to work, everyone must think and
answer.
Example:
T: How do you go to school?
S1: I go to school by bike.
T: What about you S2? How do you go to school?
S2: I walk to school.
T: What about ...................?
S3: ................................


Open pairs between two students do not sit close to each other.
- Teacher can call two students to play the character in the conversation
(1 student on the left, 1 student on the right ....)
- Can call a student to ask questions and allow him or her to assign the
respondent.
Close pairs between two students sitting side by side.
- In this form, teachers must number students in vertical or horizontal
lines, assigning the tasks of each student in pairs - asking for answers and vice
versa or A-role B and vice versa.
- After the teacher actively takes control, the teacher should call a few
pairs in advance to practice what they have completed.
Example: Implementation steps - control an activity in pairs:
Exercise: Likes and dislikes.

Pair work: Ask what your friend likes and doesn’t like.
Ask about: food, sport, music, school subjects.
* 1st step.
- Teacher introduces the exercise and show questions and answers that
students can give.
Teacher: Now, you're not talking about things you like and things you
don't like. Look at exercise.
What question can you ask? What about food?
Ss: What food do you like?
T: Good, what answer could you give?
Ss: I like chocolate.
I like eating fruit.
I like rice (and so on)
- Teacher writes the basic question the board
"What (food) do you like?
* 2nd step.
- Ask a few students round the class to show the kind of conversation
students might have.
Teacher: What kind of music do you like?
Students 1?
Students 1: I like pop music.
Teacher: pop music - which singer do you like best? If you like, ask 2
Students to have the conversation while the others listen.
* 3nd step:
- Divide the class into pairs.
Teacher: Now, you are going to work in pair in 3 minutes.
+ Ask and answer the question, number 1 answers 1 ask number 2
answers then change number 2 ask, number 1 answers. If there is a group of
three one asks all questions, ask them to change round turn.
* 4th step:

- Students work in pairs. Teacher goes more quickly round the class,
checking that every one is talking but do not try to correct mistakes. It will be
better for the teacher to silently take ansew note mistakes.
* 5th step:
- When most pairs are finished, stop the one by one pair call activities.
* 6th step:
- Teacher remarks the activity.
- Example: Steps to organize a group activity:
Example:
English 8: UNIT 3 ( Skill 1)
( Reading)
Work in groups of 4, read the text again and fill in the missing words from
the text
1. The Thai are good................They grow different crops.
2. They can make household items from the ................... tree.
3. The Thai live in ............................houses.
4. They have a rich culture including folk ............................... and games.
5. Many festival and ..................... are held by the Thai people every year.
* 1st step:
- Teacher introduces the requirements and asks students what they have
to do.
Teacher: Now, you're going to read the text again and complete these
sentences .
Look at the sentences and what's the content in each sentence.
S1 the 1st sentence?
S1: ……… ..
Teacher: good, S2 the next, please?
S2: ……… ..

* 2nd step:
- T asked some students again what have to do.
- Teacher: Do you have to guess or to find out in text?
S3: guess.
* 3rd step:
- Divide the class into groups.
- Teacher: Now you are going to work in groups of 5 in 2 minutes (name
groups of theirs by pointing) on the left row: 1st line A1: 2nd one is A2, 3rd is
A3,4th is A4, and on the right, similar group B1, B2, B3, B4.
Teacher gives the header of each group a sheet of the sentences.
Ready? Now discuss in your group and the leader or secretary tick down.
* 4th step: Sts work in groups, T. goes round to check.
* 5th step: When most groups finish, stop discussing (Teacher asks about
2 or 3 groups to read out predictions).
Teacher: Now group A1, your secretary please read out your answers.
S1: ……….


Teacher: Group B2, your.
S2: ……….
Do the same with the group to compare these to your and who are correct
* 6h step: T. gives feed back.
2.3.4. The effectiveness of experience initiatives for educational activities, with
themselves, school colleagues.
After nearly 3 years of studying, applying English teaching organization
in the form of pairs and groups on the same student object , I myself realized
that the form of organizing pairs and groups of teaching according to the above
contents is very suitable for the new textbook program, the application has
achieved very positive results, Specifically:
- Students are interested in the subject, the learning atmosphere is lively,

the students are more proactive in performing their tasks and acquiring
knowledge, enhancing communication, exchanging, cooperating and helping
each other's students thereby help students form and practice their academic and
life skills.
- For myself: After nearly 3 years of learning how to apply the
organization of teaching English subject in pairs, the group itself has trained the
skills in organizing teaching as a guide and private for students, thereby better
performing the training and improving the skills of working in pairs, groups and
the ability to use English in real communication for students.
- The quality of learning English for students has been clearly improved
through each specific school year:
Grade
level

Good

Fair

Average

Weak

Number
of
students

SL

TL
(%)

SL

TL
(%)

SL

TL
(%)

SL

TL
(%)

6

2016-2017

48

1

2,1

3

6,3

35

72,9

9

18,7

7

2017-2018

48

3

6,3

5

10,4

36

75

4

8,3

8

2018-2019
(Semester I)

48

4

8,3

12

27,1

29

60,4

2

4,2

3. CONCLUSION AND RECOMMENDATIONS
3.1. Conclusion:
Teaching method towards learner-centered and important point is pair
teaching activities, the group has a lot of outstanding advantages, helping
students be more active in performing tasks and acquiring knowledge , enhance
the communication, exchange, cooperation and mutual help of students, thereby
helping students to form and practice skills in study as well as in life, while

facilitating teachers working as a mentor, advising students. However, it does
not avoid the limitations in the implementation process. Through the study and
application of self-study topics to successfully apply the form of pair


organization, the group of teachers in general and teaching English at lower
secondary level in particular:
- Always search carefully for the content, appropriate time for each
lesson, each specific student to apply.
- Always motivate and encourage special students who have weak
academic ability, lack of confidence to participate in activities.
- Flexibility but principles for students to develop habits to follow some
of the necessary regulations in organizing pair and group activities during school
hours. .
- Good management, monitoring, urging and helping students to
implement.
With the results achieved after nearly 3 years of study at secondary schools,
especially through the intensive clusters of professional meetings have discussed
with colleagues in the cluster so basically in the school year 2018-2019 schools
Secondary school in the cluster has applied some content of the topic.
3.2. Recommendations:
After nearly 3 years of studying at junior high school, I found that the
topic really fit with the current English curriculum. However, the application is
only within the scope of students at the school, so in order to effectively apply
the topic, I have some recommendations:
- For the Department of Education and Training: Should direct schools to
establish English clubs, annually organize exchanges between clubs in the
cluster and the whole district.
- For schools: Need to regularly supplement the equipment for teaching
English subjects.

- For colleagues: It is necessary to study the contents and situations
suitable to the students to implement.
The above are some of my first personal experiences about measures to organize
pair and group activities to improve the quality of teaching secondary school
English. Because of its own capacity, there are limitations, teaching experience
is not much, the presentation process should not avoid shortcomings. Therefore,
we hope to receive sincere and valuable instructions from the leaders of the
school, the Department of Education and Training and the constructive
feedbacks from the colleagues to make the topic more complete. .
I sincerely thank !
Tho Xuan, May 25, 2019
The writer
Nguyễn Thanh Hoa


REFERENCES
1. SGV, textbooks of grades 6,7,8,9 of the Ministry of Education and Training.
2. Teachimg Methodology English language of Ministry of Education and
Training 2003.
3. The ELTTP Methodology course.
4. Teach English - Atraining couse for teachers- Adrian Doff.
5. A couse in TEFL- HNSP University Publishing House.
6. Book "Some issues on innovation of secondary school teaching methods in
English ..... of the Ministry of Education and Training"
7. Training materials for renovating English language methods for grades
6,7,8,9.
8. Fostering English teaching method - GD Publishing House.


Category

Section

Content

Page

I

Introduction

1

1

The reason for choosing the topic

1

2

Research purposes of the topic

2

3

Reseach objects

2

4

Reseach methods

2

II

Contents of experience initiatives

2

1

Rationale

2

2

Current situation before applying initiative

3

3

Solutions used to solve problem

4

Learn about pair work, group work

4

3.1
3.1.1

Pair work

4-6

3.1.2

Group work

6-9

3.2

Identify the timing of the types of exercises so that students
work in pairs or groups.

9

3.2.1

Pair and group work to learn about the new lesson content.

9-10

3.2.2

Pair and group work to support the practice of new
grammatical structures

3.2.3

Pair and group work to support memorizing vocabulary

10-11

3.2.4

Pair and group work to support the development of speaking,
listening, reading comprehension skills

11-12

3.2.5

Pair and group work to reinforce lesson content.

12

3.3

Methods of organiging pair work , group work

13-17

3.4

Effectiveness of the experience initiative

17

III

Conclusion of recommendations

17

1

Conclusion

2

Recommendation

10

17-18
18