Improving the quality of teaching english through students working in groups in the grade 10,11 at ha trung hight school

INDEX
N0

CONTENTS

1

1. Introduction …………………………………………..
1.1. The reason for choosing the topic……………………..
1.2. The purpose of research……………………………….
1.3. Study subjects………………………………………….
1.4. Research Methodology………………………………..

2
2
3
3
3

2

2. Contents of the initiative experience ………………..
2.1. Rationale of the initiative experience ……………….
2.2. Situation of the problem before applying the initiative
experience…………………………………
2.3. The solutions were used to solve the problem…….
2.4. The effect of initiative experience for educational
activities, with myself, the colleagues and the school……
2.5. Results after applying the initiative …………….

4

4
4
5
14

3. Conclusion and requests ……………………………….
3.1. Conclusion……………………………………………..

17
17
17

3

PAGE

15

3.2. Requests………………………………………………..

1


1. Introduction
1.1. The reason for choosing the topic.
Implementing the Resolution of the 11th Party Congress, especially the Central
Resolution 29- NQ / TW dated November 4 th, 2013 on comprehensive fundamental
reforms of education and training, meeting the requirements of Industrialization,
Modernizing in the socialist-oriented market economy and international integration,
general education in the whole country is implementing synchronous reforms in many

aspects, in which the most significant is innovation in teaching methods in schools.
Innovation on one-way communication method to active teaching method. But how to
reform and how to be effective are still difficult problems. One of the most focused
methods is to organize learning in groups for students.
On the other hand, in mordern times, when science and technology are
developing, the requirement of teamwork is more necessary than ever. Simply because
no one is perfect, teamwork can focus the strengths of each person and complement
and perfect others’ weaknesses. Group teaching is one of the teaching methods that
promotes students' positivity.
Teaching to learn in groups is also called in different names such as:
Collaborative working, studying in small group, in which the class is divided into
small groups, within a limited time, each group does their learning tasks by
themselves on the basis of work assignment and cooperation. The working results of
the group are then presented and evaluated before the whole class.
Group teaching enhances interaction among team members
This is the major element of group activity, usually in the form of "face to face". It has
positive effects on learners such as:
- Enhancing learning motivation, creating new interests
- Stimulating communication, sharing thoughts, resources and ways to solve problems
- Strengthening expressive and feedback skills by expressive forms such as words,
gestures ...
- Encourage all the participants to learn from each other's experiences, develop close
and caring relationships with each other
Through group activities, developping communication skills and social
ones.These are communication skills such as waiting for turns; summarizing and
processing information; knowing how to build trust such as expressing support
through smiling eyes, asking for explanations, help and willingness to help; ability to
resolve disagreements such as restraining anger, not offending others when disagreeing
The use of methods to learn in groups in teaching for teachers is not new
because from the beginning of the implementation of program innovation, teachers

are also trained to promote the the positive capability of students including methods to
work in groups and teachers have also applied in teaching. But how to apply this
method efficiency is that what I want to share, exchange and learn from my
colleagues' experiences.
1.2. The purpose of research.
Helping students at Ha Trung High school learn English better through the team
learning .
1.3. Study subjects.
Research subjects are students in grades 10 and 11 of Ha Trung High School,
school year 2017-2018 and 2018-2019.
2


1.4. Research Methodology.
Research methodology through the documents: Book of Applied Informatics,
Internet, textbooks 10,11, teacher books, exercise books and related documents.
Research Methodology of actual survey, gathering information and data
processing.
Research methods from the actual teaching and learning of each student object:
+ Chatting method: I use this method to chat with some teachers who are very skilled
in organizing group activities
+ Methods to find and study materials: Learn documents to collect ways to guide
group activities, how to design tasks for groups.
+ The method of experimentation: through the teaching practice in the class itself, and
the time of colleagues to find out what is, the limitations and the remedies.
+ Interviewing method: interviewing students, understanding their interest in group
learning.

2. Contents of the initiative experience
2.1. Rationale of the initiative experience

3


As we all know teamwork is not a new activity. Since ancient times our
grandparents have learned experiences through collective activities:
“Together we can change the world”
Thus, essentially the group activities in learning is to bring the social
cooperation model into the school, making students familiar with the assignment in
labor. With the characteristics of physiological and cognitive levels of students, the
organization of group cooperation in learning activities is very convenient. This can be
done easily and bring high efficiency in the process of teaching in high school even in
all different circumstances (urban or rural, deep-lying, remote areas ...).
And in fact, before textbooks were only a presentation of the knowledge
available for students to answer the questions that teachers gave the class to memorize
knowledge and to test. Currently, textbooks are compiled in the direction of innovation
and communication in order to bring good conditions for teachers so that they can
organize students to study voluntarily, actively and independently.
In addition to providing knowledge, the new textbooks also focuses on the
process that leads to knowledge, how to work, and forms of activities to self-discover
and comprehend that knowledge. Thus, the ability to use the organization in groups
should be more focused. Therefore, in each lesson, normally the learner has to go
through the activities: start up the problem; forming lesson knowledge; systematize
knowledge and practice; apply knowledge into practice and explore and expand.
So, through group learning, they can express themselves, to raise themselves to
a new level. In particular, through group activities, helping students form important
skills such as organization, effective communication, cooperation and more important
leadership skills.
However, in fact, many teachers are still not boldly applying group working
method to students. This situation has many causes, in which I would like to mention a
few main reasons such as:

- Large class sizes make it difficult to organize learning in groups
- Group activities are often noisy which will affect the neighboring classes
- Learning facilities are not really adequate, usually only textbooks.
- Some children are timid but have not really integrated into activities.
However, I myself and the teachers in the team are aware of the importance of high
school activity through students' groups, so we boldly apply and also very encouraging
results.
2.2. Situation of the problem before applying the initiative experience.
2.2.1. For the teacher:
Most teachers understand the importance and benefits of team working ,
especially for high school students. But until now there remain many teachers who are
fearful of using this method because they think it will take time to prepare a period of
teaching and it is costly and complex.
Most teachers feel that they can not control the atmosphere in classrooms so that it
does not affect the other ones, which means that it makes so much noise that the
principle will criticise them.
2.2.2. For the students:
Many students also said that, they did not have enough confidence to participate
in team learning. Besides, they also find it difficult to present their ideas.
4


Besides equipments for the service of studying English at their home are not available
to use. Let us observe the statistic table of the second 45 minute test results, school
year 2016 - 2017 by the students of grade 10, 11 at Ha Trung High school as follows:
Class
10B
10D
11H
11K

Sts’
number
42
42
40
41

Very
much
SL
%
0
0
0
0
0
0
0
0

Much
SL
1
2
1
1

%
2,4

4,8
2,5
2,4

A little
SL
5
6
4
4

%
11,9
14,2
10,0
9,6

Not at all
SL
36
34
35
35

%
85,7
81,0
87,5
88,0

2.3. The solutions were used to solve the problem.
2.3.1. Forming learning teams
For group activities to be really effective, teachers should learn in the beginning
how to classify students on the basis of awareness, competence, circumstances and
qualities as a premise for grouping.
When grouping, 6-8 students can be selected in a group to be suitable for the
conditions of the class; Arrange members into a group so that the group members can
be as diverse as possible.
The effective group is a group whose members possess diverse capacities:
High, medium and low cognitive ability, diverse in composition, economic conditions,
living environment ... With such groups, each issue to be addressed will contain a more
comprehensive consideration.
In the first phase, teachers try to achieve the following requirements: Each group
has a leader who has the ability to operate (which will alternately change later), with
one member of the learning committee. If possible, have enough members of the
board, balance the number of men and women in the group; 2 pairs of tablemates can
help each other improve.
2.3.2. Assign tasks to team members
Team members need clear roles and roles. After each group activity, the
members need to change roles for each other, avoiding the situation that each member
only plays a role for too long. The role of members in a group includes:
- Leader: The person who receives the task from the teacher, runs the group's
activities, clearly explains the group's operational tasks, summarizes, examines the
understanding of the group's issues of exchange and agreement, building a warm
atmosphere, resolving "conflicts" during group activities, being on behalf of the group
to contact teachers and asking for help.
With this role, students need more capacity, especially the ability to manage,
supervise and guide you. The leader works in the group as a teacher of a small class
- Secretary: Record, summarize all opinions, summarize ideas, and discuss with the
team members, comment on the assigned tasks of the group, record your progress to

report reporters.
- Rapporteur: On behalf of the members of the group, report the results of their
group work and explain their questions before class, and discuss with the members of
the group on their tasks. delivered through each activity.
- Members: Exchange, discuss, share, contribute, unify opinions on assigned tasks.
5


2.3.3. Steps to implement teamwork methods:
Step 1: Dividing the group
- Determine the number of students in each group in accordance with the work
requirements. Grouping is done.
Step 2: The teacher assigns the task:
- Describe and clearly explain the work goals, assign tasks clearly to each working
group so that each team member understands the work that needs to be done and
describes in detail how to perform the tasks there. It should be noted that if no clear
task is made, there is no convincing result. The objectives, tasks and content of
teamwork can be written down and distributed to each group.
- Provide questions to guide the process of working groups (if necessary).
- Set the working time of each group.
- Provide information related to the topic.
Step 3: Working in the group
- Groups work in groups
- Teachers participate in management and orientation to work with groups, support
groups when needed.
While discussing: The group leader must mobilize all group members to
actively participate in the discussion, the group leader must listen and encourage the
people to be timid, to prevent those who talk much, follow Watch and observe each
person's response to adjust the discussion. Exploiting content by asking questions that
stimulate the thinking of each person. Discovering conflicts in each member's

presentation, summarizing the group's ideas at the end of the discussion.
Step 4: Representatives of the groups present the group's work results. Other groups
contributed ideas and participated in the debate.
In order for the reporter to present clearly the results of the group's work, the group
must organize the training first, then they will give a hypothetical situation when your
group expresses their opinions to prepare the painting plans. comment. Teachers need
to anticipate student response situations in order to handle conclusions well.
Step 5: The teacher summarizes and draws conclusions about the given topic.
Before presenting to the group representative, the teacher should raise the issue
so that the whole class can concentrate on listening. Must give students a habit of
listening and encouraging them to give specific comments or additional comments to
the content of the group you just presented. The higher is the practice for students to
ask questions, ask questions to create critical situations.
The teacher instructs the students to alternately change the reporter in the
group. Initially, students with fluent presentation skills will report the results, then
circulate so that every child will be presented, in order to forge the children to present
in front of the crowd, to help them boldly, More confident in communication.
The comment of the group's working process should not be passed, roughly.
The more specific statements made, the more experience students gain in the following
activities. The necessary comment criteria must be: Spiritual attitude of the members
during the discussion process. Results of performing assigned tasks. Skills show
results or explanation of questions before class. The rotation in the group.
2.3.4 The role of teachers in group activities
6


Provide challenging tasks and create conditions for the team to complete the
task.Consider grouping, changing groups, creating new groups to ensure 2 safety and
challenges in group activities.
Manage group activities (observe group activities, support and guidance when

necessary, praise and motivate students).
+ The teacher must be the person who coordinates the working groups.
+ Must observe and monitor the activities and work of each group to find the most
appropriate solution.
+ During the observation of the working groups, the teacher must discover the
mistakes that the group made when joining the group, typical and unrepaired mistakes
for the end of the group discussion. have comments and suggestions.
+ The teacher must repeat the ideas that the group presented once again reaffirm the
group's opinion so that the group needs to add ideas. Network the concepts and
important ideas of the lesson.
+ Teachers summarize, summarize, link the ideas of each discussion group in order to
highlight the lesson content.
+ The teacher is the one who guides and helps the groups if the groups have
difficulties in the discussion process.
Note: Do not intervene deeply in the group's working process (comment as a member
of the group or ask many questions that affect the focus of the group
The position of the group members: depending on the number of groups, the teacher
puts out titles: eg group leader, secretary, report, time management, supervisor,
contact, ...
In order for really effective group activities to assign tasks, set clear and
specific time for groups. The leader plays the most important role. The leader must be
the one to start the group discussion by creating an atmosphere that is lively, honest
and truly comfortable.
Therefore, it is necessary to guide students right from the first time working in
groups in forms to getting used to work, they must work together to complete the
assigned tasks.
When working in groups, the groups themselves have the right to choose
whichever option they want, so that when the presentation team has to meet the
requirements I assign.
Team members take turns acting as team leaders, secretaries, reports, etc. at

each group work. With this method to prevent students from being able to work
through the speaker, in the form of, without the monitoring of teachers, some children
are weak, passive and do not tolerate brainstorming, thinking, or memorizing rote not
expressing their opinions in contrast to those who are agile, they decide the problem
without discussion in the group. Therefore, to ensure that all students participate
actively in working on one side, I encourage them to encourage them, especially those
who are shy, to assign tasks to the group leader to manage and monitor assignments.
working group members. When assigning tasks to groups, I often observe, if I see that
they work hard and enthusiastically, I can be assured, if they work in a low or shy,
embarrassing way, I give them instructions and suggestions. I, avoid interfering too
deeply.
7


On the other hand, always let the groups compete with each other through the
work transcripts between groups, during the process of group activities, the group that
does the good work without noise without the members working separately will be
given points and on the contrary, the team leader will be responsible when there are
friends in the group who do not cooperate, to avoid the fast-working group waiting to
be born, to talk, doing my own work for the group leaders can choose cross-check
groups or exchange More information related to lessons from other groups.
The students who are not good according to the lesson I can form a group and
become members of their own group and can alternate with good students to be the
leader for my role and I observe the groups work.
As long as the tables and chairs are not suitable, they are cumbersome and do not
spend much time when organizing group activities, I often let the children work in a
fixed group, the table turns down to the table below. In order for the children not to be
bored, change their seats once a month so they have the opportunity to interact and
work with other friends without being bored.
In terms of themes, I would not say more about the effects of forming learning team in

teaching English that I would prefer to offer solutions, experience and how to design a
class through working in groups when teaching English at Ha Trung High school.
Năm học 2017-2018:

Some images of working in groups at Ha Trung High School ( 10E class)

Step 1: Dividing the class into groups

8


Step 2: The teacher assigns the task

Working in groups
9


Teacher participates in the team learning

10


Teacher gives help if necessary
11


Step 4: The representative of the groups present the group's work results. Other
groups contributed ideas and participated in the debate.
2.3.2. Solutions to design the popular games in teaching English effectively.
In two years, I have successfully implemented this method while teaching

English at Ha Trung High school, specifically for grades 10 and 11 which I use
projectors and handouts. My lessons gave them the excitement, passion for English,
even if they are good students as well as weak students. It was thanks to this that the
quality of my teaching comes up positive each year.
So, let me share solutions to design some classes that I have done successfully
and efficiently as follows:
In the process of teaching, I myself took over the 10 and 11 grades. With the
awareness of research of the characteristics of the students' learning situation, I have
made experiments and had some findings. From the beginning of the school year, I
myself have made a specific plan and method to actively investigate the learning
situation of students in my classes. Through the investigation, I realized that most of
the children are not excited about group activities, group activity skills. The survey
results on the level of excitement for their group activities are as follows:
Class
10B
10D
11H
11K

Sts’
number
42
42
40
41

Very
much
SL
%

3
7,2
2
4,9
2
5,0
3
7,5

Much
SL
5
3
3
4

%
11,9
7,1
7,5
9,6

A little
SL
14
19
18
19

%

33,3
45,2
45,0
46,3

Not at all
SL
20
18
17
15

%
47,,6
42,8
42,5
36,6
12


2.4. The effect of initiative experience for educational activities, with myself, the
colleagues and the school.
After using this experience initiative I myself have achieved some very positive
results. First of all, these experiences are very suitable for the new textbook program.
Students are more interested in learning, actively creative to expand their knowledge,
and are also very flexible in implementing the tasks of acquiring knowledge and
developing skills. The class atmosphere is vivid and gentle. Students have the
opportunity to show themselves, no longer confused, anxious when attending the
classes. These are also the reasons for the relatively satisfactory results of the first
semester exams in the 2017-2018 school year:

Class
10 B
10 D
11 H
11 K

Sts’
number
42
42
40
41

Very much
SL
%
8
19,1
7
16,7
7
17,5
8
19,5

Much
SL
%
15 35,7
12 28,6

13 32,5
12 29,2

A little
SL
%
9
21,4
14 33,3
12 30,0
11 26,8

Not at all
SL
%
10
23,8
9
21,4
8
20,0
10
24,5

However, this new method I have only practiced only for one semester, so I
don’t dare to confirm its feasibility. Therefore, I continue to apply in the second
semester, the 2017-2018 school year. After following the steps above, my results are
very positive. Specific results are as follows:
Class
10 B

10 D
11 H
11 K

Sts’
number
42
42
40
41

Very much
SL
%
13
30,9
12
28,6
10
25,0
12
29,3

Much
SL
%
24 57,1
24 57,2
25 62,5
24 58,5

A little
SL
%
4
9,52
4
9,5
3
7,3
4
9,8

Not at all
SL
%
1
2,5
2
4,7
2
5,2
1
2,4

And so, after two verifications and comparing the results of the application of
the new method, I boldly introduced my new method to my colleagues in the
professional group. With the results achieved, the colleagues in the group are very
supportive of my approach. And in the 2018-2019 school year, we have adopted it for
most grades. These days, it can be said that the quality of teaching English has

improved significantly, especially the ability to work groups with skills such as:
presentation, guiding tasks, taking notes or searching for documents ... ..
2.5. Results after applying the initiative :
* For high school Ha Trung where I teach:
After a few years of applying the initiative, I found the initiative was very effective.
Students love English. At the same time it stimulates the ability to demonstrate and
demonstrate in public and in front of other students to become active in the acquisition
of knowledge. Since then, I have found that the quality of the subject has improved
markedly in the results of the gifted student exams and the National examination.
+ 2017-2018: The team were given 02 second prizes and 02 third ones and 01
encouragement one.
13


- NCSE results: The school continually gets to have students with 9 and over 9 points
in English subject.
+ 2017-2018: My class has 5 students with 8 points and 01student with 9 points in
English subject.
+ 2018-2019: The team of gifted students were given 03 second prizes and 01 third
ones and 01 encouragement one.
- The results of the semester examination are continuously improved. My Foreign
Language Group is always praised by the principal.
In short, working in groups has brought great results compared with the
traditional teaching, especially, with them in English. The rate of excellent and good
students has increased, the rate of the average student has reduced. But, it can not
completely replace the traditional method, besides the positive side, it does have
certain limitations that teachers should note as. those is: It's just a demonstration of
software, supporting instruction, not a specialized software for teaching. So, there
should be flexibility to coordinate with white chalk blackboard to create the best
results for the lesson.

That is to say, if the English teacher with high qualifications in computing, we
can turn your lectures simple but full of vivid and beautiful images.
However, it should be said that, even if the effect that the electronic lesson plans
brings is very useful, but it does not mean that we can also teach every lesson by
learning team. Because there are some lessons which require individual ability,
creativity and presentation…
Finally, I want to say that the experience of working in groups in teaching
English that I share and I hope that they will help you teach better in near future.
Especially, when most of the materials are designed in the ways of preparing
electronic lectures. But, to apply effectively, teachers should incorporate appropriately
and have the concept of technical means mentioned above are the means of supporting
for teaching and we can not replace the main role of teacher in the class

14


3. Conclusion and requests
3.1. Conclusion.
The vast majority of students participate actively and enthusiastically in group
activities. They are alternately playing different roles in the group. After a period of
working in the group, many of them have grown up and after leaving school many
students participate in the monitor, party secretary, club leader at university, and other
leader positions in social organizations of universities This result is obviously shown
in:
- The vast majority of students are confident in communication as well as in
expressing opinions in public. They bravely raise their opinions. Especially on
the occasion of events needed to be discussed, they argue vigorously.
- The vast majority of skilled students organize an activity as a leader
As a leader, they know how to plan and assign tasks to each members of the
group.

- The vast majority of students have cooperative skills, know how to give up,
share and sympathize with their classmates.
- The vast majority of them improve their discipline in every activity, voluntarily
work and voluntarily take on the jobs they are capable of.
- The whole class becomes a solid and strong team.
Above this, it is the teaching methods of working in groups applied in lectures
with practical English teaching. I noticed that in the process of teaching, teachers
should try to apply the method in a flexible manner so as to be suitable to content and
students.
To response to the innovation of teaching methods in schools, as a teacher of
foreign languages, I look forward to contributing my small part along with teachers
and peers to build a new teaching method which is effective and better to make
students more interested in learning languages. They can learn actively to
communicate with confidence in his own ability.
Because of time and energy is limited, I made sure to have many mising short
problems. Along with their small experience. I hope colleagues have more experience
than making sincere comments help me continue to build more effective lessons and
apply my lessons for teaching more effectively.
3.2. Requests.
3.2.1. For education and training Department of Thanh Hoa province.
Need to advise strongly to the provincial People's Committee about an urgency
of radical innovation and Vietnam comprehensive education through investment in
digital equipment for secondary schools in the province.
Need to have direction and guidance on the list of the minimum equipment and
technology and have policy to encourage the school units to invest focus on digital
equipment for infrastructure. Considered doing that tied to the emulation of the
Education Department and of each district in the province. reward if necessary.
3.2.2. For Ha Trung High school.
Interesting, facilitating, rewarding the teachers who use technology and modern
teaching equipment actively,

15


Strengthening financial resources, reasonable expenditure savings for
procurement of equipment and modern teaching compassion, advised the local Party
and Ha Trung commune authorities in strengthening the additional classrooms and
remodel functional classrooms according to the standard criteria, These have been
recognized by senior leaders.
Allowing group activities to be organized within the classroom.
Allowing students to use information technology and Internet in the process of
organizing group activities
Principal’s confirmation :

Thanh Hoa, May 10th 2019
I assure this is my idea report, do not copy
others’ content
Written by

Mai Thi Xuan

16


REFERENCES
1. Common methods of teaching to learn in groups – 123 doc, Google, 2019.
2. The design and use of team working skills –, Google, 2019.
3. Working in groups in education and presentations - Google, 2019.
4. Book English 10 - Vietnam Education Publishing House, 2008.
5. Book English 11 - Vietnam Education Publishing House, 2008.
6. Guiding the work of writing initiative experience of superior, education and training

Department of Thanh Hoa, 2019

17


DANH MỤC
CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ
XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN
XẾP LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả : Mai Thị Xuân
Chức vụ và đơn vị công tác: Tổ truởng- giáo viên trường THPT Hà trung

TT

Tên đề tài SKKN

1.

Đề tài “ Kinh nghiệm dạy
Document chương trình 12 hệ 3
năm ”.
Đề tài “Một số phương pháp
dạy kỹ năng Nghe có hiệu quả
cho học sinh THPT ”
Đề tài " Teaching reading
comprehenshion by group
discussions"
Đề tài “ Solutions to improve
the quality of teaching English
through games designed in

powerpoint in the grade 10,11 at
Ha Trung High School”
Đề tài “ Solutions to improve
the quality of teaching English
through games designed in
powerpoint in the grade 10,11 at
Ha Trung High School”

2.
3.
4.

5.

Cấp đánh
giá xếp loại
(Phòng, Sở,
Tỉnh...)
Cấp Sở
Cấp Sở
Cấp Sở

Cấp Sở

Cấp Tỉnh

Kết quả
đánh giá
xếp loại
(A, B,

hoặc C)

Năm học đánh
giá xếp loại

A

2001 - 2002

B

2011- 2012

C

2014- 2015

B

2016-2017

B

2018

18


EDUCATION AND TRAINING DEPARTMENT OF THANH HOA
HA TRUNG HIGH SCHOOL

INITIATIVE EXPERIENCE
“IMPROVING THE QUALITY OF TEACHING ENGLISH THROUGH
STUDENTS’ WORKING IN GROUPS IN THE GRADE 10, 11
AT HA TRUNG HIGH SCHOOL”

Full name : Mai Thị Xuan
Position :
Teacher
Subject :
English.

19


THANH HOA, 2019

20