Organizing students work in pair, group to improve efficiency in teaching english courses in secondary schools

THANH HOA EDUCATION AND TRAINING DEPARTMENT
THANH HOA EDUCATION AND TRAINING OFFICE

INITIATIVES

ORGANIZING STUDENTS’ WORK IN PAIR, GROUP TO
IMPROVE EFFICIENCY IN TEACHING ENGLISH
COURSES IN SECONDARY SCHOOLS

Offer:
Position:
School:
Subject:

To Thi Thu Huong
Teacher
Tran Mai Ninh Secondary school
English

THANH HOA 2016


I. INTRODUCTION
1. The rationale.
In recent years, in parallel with the development of technical sciences,
information technology, tourism industry ...,learning a foreign languge has
become a necessity for every community. With the opening mechanism, the
views of "integration" Language has become the optimal means to help us reach
out to the world civilization, cultural exchange and friendship join hands
worldwide.
Stemming from that goal, the teaching and learning of foreign languages

in secondary schools has changed significantly. In recent years, English has
become an important subject in schools because it not only meets the integration
trend, but that creates strong and confident in the student's communication.
In general with the spirit and requirements of the renewal requires
teaching methods through the innovation process rather textbook recent years,
the majority of teachers explore learning and applying these methods varies in a
process of transfer of knowledge to students. But also the influence of the old
method in part, on the other hand is not used and is on track to innovation
should gradually also many teachers who have not succeeded in demonstrating
the role of organization, their guidelines, not to promote proactive role creative,
active student. Especially in the organization of the students work in pair and
group.
To transfer knowledge to students effectively, be stimulating students'
learning, students understand and acquire knowledge easily and apply well
knowledge, all depends on the teachers’teaching methods . Through practice
with these issues, to work in pair, group of students effectively in foreign
language teaching in general and teaching English in particular should comply
with these principles and ask what teachers, students have to do? That is why I
chose the topic " ORGANIZING STUDENTS’ WORK IN PAIR, GROUP TO
IMPROVE EFFICIENCY IN TEACHING ENGLISH COURSES IN
SECONDARY SCHOOLS”.
2. Research purposes
With the successful research topics and initiatives experience will help
teachers get the experience the following:
a. Understanding the concept of “work in pair / group”.
b. How to organize pair / group effectively
c. The steps of conducting pair / group effectively.
d. Instructing students to practice, training for skills and communication
in English mechanicality.
e. Some experience in applying to work in pair / group in teaching

English in secondary school.


3. The object and subject of the study
3.1. The object of the study:
Students of class 8C and class 6H at Tran Mai Ninh Secondary school,
Thanh Hoa city.
3.2. Subject of the study:
Organizing students’ work in pair / group to improve efficiency in teaching
English courses in Secondary schools.
4. Research Methods
4.1. Method of observation: The implementation of self-exploration
theme study, conducted attend classes of colleagues.
4.2. Exchange method, discussion: After the hours of colleagues,
colleagues who take time to implement the project, co-workers and the people
who implement the project, conduct exchanges and discussions to draw from
that experience for lesson
4.3. Experimental Methods: Teachers conducted experiments teach each
specific purpose required some form applicable lessons in group, pair.
4.4. Investigation Method: Teachers ask questions to check understanding
the content assessment of student lessons.
This is the result table in September in the school year 2015-2016
before applying the method.
Class
6H
8C

Total
43
100%

40
100%

Excellent
15
34,9 %
15
37,5 %

Good
12
27,9 %
10
25,0 %

Fair
10
23,25 %
11
27,5 %

Poor
6
13,95 %
4
10,0 %

Weak
0
0%

0
0%

5. The range of the research
Apply “Organizing students’ work in pair / group to improve efficiency
in teaching English courses in Secondary schools ” is experienced research
initiatives within given situations and some exercises fit to work in pair, or in
group. At the same time a pair of organization, group and user control
activities in pair, in group.
With the range of this research can be applied in the development of all
the skills of listening, speaking, reading, writing mainly communication
activities.


II. CONTENT
1. Theoretical basis of the initiative experience
The goal of the English is to form and develop in students’ the knowledge
of basic skills in English and intellectual qualities needed to further education or
enter working life. Therefore new secondary English textbooks from grades six
to nine are compiled according to the same opinion building program, that is
topic (thematic approach) and promote the active learning method of students.
We can say one positive expression, characteristics of the students in
learning the foreign language, students need to acquire knowledge, apply skills
to communicate, how to work in pair and group to cooperate with you as needed
during practice speaking and writing actively present know his intentions
through oral or written communication.
The organizing students’ work in pair is not difficult, but it is necessary to
achieve the ultimate goal of the program which is to equip the learners the
ability to communicate and exchange easily and fluently in the language. The
advantage of this type of exercise is to give students the opportunity to practice

speaking and communicating almost like in real life.
2. Actual situation before applying initiative experience
In Vietnam our circumstances, often crowded classroom of students, short
school hours is not enough for the majority of students participate in
contributing to the lesson. Except drill, the average per student in class
only a total of ten - fifteen seconds to speak. Therefore, teachers must organize
activities in pair / group for all students practice speaking in class.
In Vietnam, the number of students in the classroom are often crowded,
short school hours is not enough for the majority of students to participate in
contributing to the lesson. Per student in class has only a total of ten- fifteen
seconds to speak. To increase the time for students practice speaking in class, we
must organize activities to all students can speak.
Those standpoint learner-centered is often said that if all students in the
class speak at the same time, it will make the class noisy, disorderly,
uncontrollable. But reality is not quiet right: With the guidance of teacher
control and the establishment of regulations to work in group, pair, the noise of
language exchange is a positive noise, is a manifestation of the education.
To work in pair, group of students work effectively in learning foreign
language in general and teaching English in particular need to understand how
the work in group, pair; need to comply what principles and ask what teachers
and students to do? On this topic I strongly collected to make the organizing
students’ work in pair, group so that it is the effective
3. Solutions and implementations used to solve the problem
3.1. Research to work in pair, in group
a. Work in pair ( pair work)


* The role of teachers when students participate in practicing in pair.
Previously, teachers always hold leadership, control of all activities in the
classroom, but now need to have a different view because their role has changed

over the period of this new practice of students. Now teachers have two
functions. The first function was monitored: Teachers go from one group to
another to listen and acknowledge the repeated errors in the students but let
them speak naturally, extremely interrupt them unless absolutely necessary. The
serious error will be addressed at another time may be early or late session after
training session. The second function is the provision, documentation, help,
answers to difficult questions about general knowledge or corpus.
In the teaching process, to promote actively the activities of pupil pair, is a
form of group learning activities well. Through this form of learning they have
conditions present, discuss and express their thoughts about the amount of
information on the lessons that I understand, I feel. The amount of information
each student may be true or may be false in part. Since then teachers grasp the
extent of thinking, their understanding. This process takes place in a two-way
relationship. In terms of teaching theory, this is a dialectical relationship. Also
when exchanging pair, group of students are trained more in skills and habits of
thought, expression and presentation of a problem before a collective. Through
this activity, the skills of listening, speaking, reading and writing of students is
increasingly high.
*Recommend ways to practice in pair
When using this type of exercise for the first time, you should explain to
students the advantages and reasons to use it. The explanation can be done in the
mother tongue of the students. Additionally, the pupil should agree with the
following principles:
- Do exercises in pair is not the time to chat.
- Upon completion of homework tasks, students can switch roles and do
it again exercise.
- If time runs out and the students are not done, there is no need to
worry, because even more important is that they are practice activity, not
necessarily the result of a task specific area.
- After doing all of the time, teachers must necessarily examine and

evaluate the results of the work the students have performed in pair.
- All students are required to participate in this activity in a certain
folder. When the odd, the pupil can participate with their briefcases sit near the
best. If requested assignments are exchanged between two people, the 3rd
person sit track, then join the exchange in practice round Monday with one of
the other two.
- They could ask the teacher for help if needed. While students practice
hoi- said, teachers must cover and track grades to comment pair, listen and fix
them, note the pair of weak students.


* Practical steps to work in pair
+ Step 1: Preparation
Need to prepare very carefully through the introduction and practice of
language, how to make all of them are confident when using the language data.
After the introduction and practice of language should save all the information
on the table.
+ Step 2: The teacher model with a student
The teacher with a student in the class act as an exemple so that all
students understand the requirements and know how to do
+ Step 3: The two students perform
Ask two good students to perform before the class again. If the teacher
allows students to stand at their seats, ask studentss to speak loud enough for
the whole class to hear.
+ Step 4: Regulation Time
Tell students that they will have how much time to perform this exercise
(normally between 2- 3 minutes).
+ Step 5: Students work in pair
Out commands for all students start doing all at once. While students
work, the teacher goes away from the other pair to the other pair, track and help

them when necessary but avoid interfering in the activities of the students can
see whether they have the wrong place.
+ Step 6: Check the class
When the time is over, almost pair finished their work, ask all students to
stop. Choose a few pair and ask two students then presented back to the class.
This test is important because it makes the students must work more seriously in
the later workout. Students will become more industrious, more self-aware to
know that teachers will examine and evaluate the individual point of their
learning activities.
b. The type of exercise in pair
* Conversation
After attending a dialogue form, students have some structures and
understand all the issues including grammar, teachers can ask students in pair
played all but replaced some more information (eg, name, hometown,
occupation, hobbies ...) to transform their lines about themselves or about the
issues that concern them.
*Alternative exercises
After introducing the sample sentences and to be trained quickly, teachers
write the suggestion to replace the board asking students to exercise in pair. So
to many gaps in the clue to the students to promote their creative abilities. For
example, write on the board:
When do you have history?
( music, English, literature…?


* Grammar practice
After students have grasped the grammar problems and was able to
practice (by the repeated exercise or convert ...), divide the students into pair and
ask them to talk to each other (note choose thematic closeness, familiarity). For
example, talking about themselves or things have actually related to the lives of

students. The suggestions above table are still ideal for this exercise.
*Check unofficially
The regular testing also serves as teaching. When allowing students work
together to do a test, teachers can encourage the learning of the pupil because of
the weak students will be students rather than help. Some should have a short
test last for hours and then point too. The test does not need to include all the
knowledge students learn in all that may focus on any aspect of the use of
language. Requirements of homework should be very clear, write the form on
the board and control the time to train the students ability to react fast and
flexible in the use of language. Last done can be checked mouth or the pair of
cross checking and marking each other.
*Description of the pictures
Pictures can be used as triggers for a wide variety of exercises in pair. For
example, looking at a picture accompanied an article read, a student in the pair
of right and wrong in finding out where the students raised controversy is
endorsed or opposed (compare against reading). Or two students with two
panorama same but the details in the various paintings (such as object positions
in painting, color, type of clothing, outward appearance of people, ...). One pupil
described the details in his paintings and the other to find out the differences in
the second picture.
*Find headers for reading
Before both a reading class, ask each pair of students read, ask each pair
of students skim then set for reading a cautionary statement. Depending on the
length of all the fixed time, but note the time spent in this activity not so much
because of the fact this is the type of exercise skill skim for main ideas.
Moreover, this activity is great because it gives students a chance to read the
actual purpose, reading for real information. The results read can be checked
mouth with each pupil or class.
*Ask and answer
End the readings often have questions. Students can discuss to find

answers to these questions in pair. Students do oral first, then teachers call a few
students any checking. Or make this activity varies by oral discussion and write
answers on paper, the pair crossovers dot the answers to each other under the
control of the teacher.
*Write sentences illustrations
After learning and practicing new words, at the end of class, still new to
the words on the board, just remove the illustrations go before asking students to


rewrite the other to illustrate that the new word to check school students have
really understood meaning and usage of new words that are not.
c. Group Activity (Work in group / group work)
In our class, we can not move the seats around the classroom easily, so in
this situation, teachers can only ask students’ desks facing down on the
table below to form a group to practice . It is a good idea to form
group of four - six students but sometimes the number of students in each group
will depend on the number of students sitting at each table.
After finishing the group split up or to appoint members of the selfelected group leader or group secretary. This person will direct contact with
teachers when the group encountered difficulties in implementing the
requirements of the exercise. This makes controlling all group of teachers in the
classroom quietly, easier. It should be specified or guide students with oral and
vivacious appeal more to do this. But sometimes also need to change: students
choose a pretty but shy to facilitate pupil training to become bolder. Or perhaps
to the members of the group take turns as leader. It is important that this work
needs to be done quickly and decisively students must be informed immediately
who was the leader of them so they can get to work, no wasted time. The group
can share in your native language, in English if it is first necessary for students
to know and understand commands like: “ The first row, turn and face the
second. The third row, turn and face the fourth please. Now work in group”.
*The role of teachers

Teachers are people who manage all activities in the classroom. Therefore
they have to plan for it, organize it, start it, monitor it, watch time for it and
finish it. Taboo especially after asking students to work in teams, teachers sit or
work on personal goals such as is done here. Teacher necessarily have to
manage, monitor, supervise, help students practice. Teachers can go from the
other group to another group, check that students have to comply with
requirements of the exercise or not. Teachers need to be active and sensitive to
the classroom atmosphere and rhythm work of the party, remembering the
repeated errors in students to adjust their lesson later. If we recognize that the
majority of students have difficulty in carrying out the tasks of the exercise, to
stop all the group, explained the request of exercise, structural or grammatical
problem, or for a whole class train back problem then continued teamwork.
*The type of exercise in group
The group activities tend freer communicative and interactive activities
rather than in pair. Many activities are easy to carry, even with the least
experienced teachers.
* Game
The games guess information to practice questions Yes - No. The simplest
one is guessing game Who am I thinking of ? What’s my profession ? Hoặc
Guess what I did ( last night/ during the weekend). Write the title game on the


board, provided a number of suggestions, vocabulary, background knowledge,
then the new model for the students themselves and play.
+ Make questions
Ask group to read texts then questioned about all that. After a few minutes
the group closed the book, turn the group leader or secretary stood up to put a
few questions, the members of the other group has the task to answer. For
students more interested in activities, should organize it as a contest: the answers
are scored based on accuracy of language and communication.

+ Guided Practice
After using alternative exercises for students to become familiar with the
structure and function of it should organize further exercises more meaningful
communication with group activities in nature game and creativity.
For example, after teaching structure with should/ shouldn’t with that
admonition:
You should/ shouldn’t + verb
( You should eat more fruit)
Teachers give some suggestions for students to work in teams. Someone
raised the issue of their own and other people in the group to give advice. One
problem may have many different advice. To engage students more actively to
turn this activity into a contest: see many group offering advice puffs and most
enlightened advice can not refute.
Examples of suggestions:
Wallet/ lost
bad marks for science
Shirt/ torn
have headache/ toothache
Watch/ broken
etc
May take a few minutes for students to raise real issues that practitioners
met in his life, and the other group you give advice. Or vice versa, the students
in this group read some of his advice while students in other group to try to
guess whether it is advice on problems.
+ Reading and spelling
Why teachers to always have to be the dictation? This task can be
delegated to a reading group for other members. Of course should choose short
passages and was hopc before. The reading may also be responsible for checking
and repair to other members in the group.
+ Games played

After the class was practicing a structure with a certain function, the game
plays very good effect to reinforce the students' understanding of the functioning of
this structure in more natural circumstances. For example, can ask the group to play
a situation in which a person wants to change something to complain newly
purchased clothes the day before; or collecting information for a package
holiday, ... With games played, the team can set up the plays in which each member
plays a part. While the members of the drama group, the group's secretary to jot
down the lines to then review and the group will present to the class.


+ Predict
This exercise is often used for students at a relatively high level. Before
you read a text requires predictable group for the contents of all or tenet
vocabulary may encounter in post. For example, before reading an article about
pupil pollution can foresee that it will speak to all issues related to the sea,
forest, underground resources, fumes from car exhausts, motorbike…
+ Answering the question of speculation
After each reading, the teacher can give a pupil some questions to
speculate on the circumstances occurring in the post. The answer is based on the
pupil's reasoning but not in all. Students in group to discuss and come to a
common answer for both group.
+ Discuss
For students who have relatively high language knowledge. Discussions
allow students to freely express the views and opinions of themselves, so the
usefulness of this genre exercises have nothing to argue anymore. Teachers give
out a certain topic ( What do you think about women who work as politicians?
What should be done about all the beggars on the streets?) then let all the
discussion group to discuss and exchange their views in a few minutes. Then a
member of the group will report back to the general opinion of the party (if there
is a consensus), or summarized the comments (if any difference). Next to the

students as a whole class discussion on that issue. Teachers do not need to
express their views, unless there is wrong, but no one opposed.
+ Write an essay
This form is not ideal for the classes with numberous students. The
teacher can not be a monitor and helps give a class or about fourty-fifty students
that these students wrote various articles. Moreover, correcting mistakes for
fourty-fifty essays is not easy work. Some experts believe that teaching methods
for students to write without track guidance, it is only harmful to students only.
Since students can infect the habits of misuse of language structure, language
users express themselves in the manner of the mother tongue.
If held for students to work in group, teachers of large classes will be able
to simultaneously control and guide all creative entries of students in class. Can
guide an essay by the questions on the table, the murals or suggestions. For
example, each group received a letter and they must together answer that letter.
Students must know that when difficulties arise, they do not freely ask teachers
help but through their leader. At the same time they also have to realize that
everyone in the group must contribute constructive comments and would have
enjoyed all the success of the post. The role of the leader is very important at
this time. They must know charismatic encourage team members to contribute
comments.


3.2.Timing and type of exercise should be for students to do in pair,
group.
a. Work in pair/ pair work.
*Practice model sentences following the introduction and a few minutes
laters, practice before the class ( Practise model sentences)
Example:
English 6: Unit 2: My home
Getting started. Page 16

Mi: Wow. That room looks so big. I can see there’s a TV behind you
Nick: Yes, I’m living in the living room. Can you see my dog Luke? He’s
sitting on the sofa.
…
Listen and read and then role play: One is Mi, the other is Nick.
*Practice vocabulary.
Example: English 6:
Unit 4: My neighbourhood
A closer look 1: page 40
Work in pairs. Use the words in 1 and 2 to help you.
A: Is our neighbourhoo polluted?
B: No, it isn’t.
A: Is it peaceful?
B: Yes, it is.
*Practice short dialogues, make up similar ones using the exemple.
Example:
English 8:
Unit 9: Natural disasters ( skills 1)
Work in pairs. Role – play telling each other about the news. Use the
example below.
A: Did you watch the news last night?
B: No, I didn’t. What’s happened?
A: There was a powerful earthqua Where was it?
………………….
*Practice communication, dialogue build
Example:
English 8:
Unit 9: Natural disasters ( skills 1)
Discuss what you should do in the events of a natural disaster in your
area.

A: What should you do to prepare for floods in your area?
B: First, I’ll make sure I have a disaster plan.
A: What should you do during a flood ?
B: During a flood, I should try to get to higher ground as quickly as
possible.
*Read then ask and answer the questions about the text.
+ Students discuss the questions in pair and then read the text to choose
the right answer
Example:
English 8: Unit 1: Leisure activities
Skills 1
Disscuss the questions. Then choose the correct answers.


1. The text is about?
a. teenagers’ leisure time in the past
b.teenagers’ leisure time in the present
c.adults’ leisure time in the present
2. The text discusses………………..
a.the positive side of using technology in your free time.
b.the negative side of using technology in your free time
c. both a and b
+ Students themselves silently read the text then answer questions about
the text in pairs.
Example:
English 6: Unit 8: Sports and games
Read the text again and answer the questions.
1. When was Pele born?
2. Why do people call him “ The King of football”?
…………………………………..

b.Group work/ Work in group
Made in group of three or more persons, working under the table,
according to the organization …
*Discuss the answers to the questions of a reading or conversation.
Example: English 6:
Unit 12 , Page 58
3. What could robots do in the past?
4. Can robots teach?
…
* Planning for a certain activity
Example:
English 8: Unit 11 (Skills 1 )
Work in groups, Choose one of the two ethnic groups and talk about it.
*Talk about the positive and negative of a certain issue
Example: English 8: Unit 11 ( Skills 1 )
Work in group. Express your agreement and disagreement about how
scientific advances can help us solve problems in the future.
*Practice conversation played in conversations with more than two
people involved
Example:
English 8: Unit 11 ( Getting started )
*Play the game in teams: Slap the board, lucky number, nought and
crosses…
3.3. How to organize students to work in pair and group effectively.
a. For teachers - who held the role active control needs:
*Instructions outlined assignments or tasks must flagrant
Example 1:
Teacher: Work in pairs to practise asking and answering about the time in
2 minutes:
S1: What time do you….?

S2: I…… at ….o’clock.


Teacher: point the students in the raws and number the: one- two- one –
two… Number one hand up…ok number two hand up… Number one asks,
number two answers.
Teacher points one pupil and asks: What is your number? What do you
have to do first? And then?
…Then change the positions Number two asks, number one answers.
Example 2:
English 9: Unit 9 ( Writing )
Write a holiday postcard.
-Teacher asks students to work in group of four to write a holiday
postcard.
-Teacher asks each group to write outline then write a full postcard..
-Teacher controls 4 groups in the class and goes around to help them.
- Discuss to write a postcard. The secratery writes.
* Before working in pairs, groups. Teachers need to be well prepared,
with samples or examples given, provide enough corpus for exercises
The teacher models with a good student, the whole class listen.
Example:
English 6:
Unit 10( Page 40 )
T: What does a wireless TV do?
S: It helps us watch programmes from space.
T: Can you ask me?
S: What does a robot do?
T: It helps us do the housework such as cleaning the floor, watering
flowers
Teacher may give some more prompts: smart phone, smart clock,….

….
* In the course students perform, teachers need to have the track,
sweeping, do not interrupt when students are practicing, mingle listen and
help provide timely assistance when needed. Teachers record the typical
mistakes to point out to students and help students edit later.
* Teachers need specific regulation time for each activity.
Example:
Teacher: work in pair practise asking and answering about distance in 2
minutes.
(After teacher gives the requirements and duties to the Ss and does the model on
the board)
Teacher: Now, time begins, work in pairs, please (after 2 minutes).
Teacher: Now, time is up. Stop asking and answering.
* Teachers should be flexible arrangement pair, group reasonably may
choose students with qualifications to work together depending on the
intention and the nature of the exercises, sample sentences. The separation of
this group should be prescribed for students of habit.


For example, in the pair a student can operate in two to three different
pair and the regulations must be implemented right from the very beginning and
each pair has rules on the number or name of a folder yourself.
Example 1:
Pair for some simple exercises, often pair two students sitting near each
other (close pair)
Example 2: Student A is a confident student, student D is a confident
student. Student B is a medium student, student E is a medium student, student
C is a weak student, student F is a weak student.
We can combine the pair as follows: Each student may have at least 2 - 3
paisr for you to operate. Teachers should provide for students A, D is the number

1; student B, E is the number 2; student C, F is the number 3.
This example uses the simple exercises such as replacement or word cues.
*After students practice exercises in pairs, groups must have the
inspection and comment, timely feedback from their classmates in other
group. Fix or provide the correct form.
*Encourages students strongly to work in pairs and groups.
b. Students - who carry out activities to actively acquire knowledge in
the form of this activity should develop the habit to follow some essential
rules.
+ Need to hear the demands of exercise.
- This requirement presented in textbooks as part of largely instructions
and requirements of teachers, who controls the operation.
+ Need to work voluntarily without causing too noisy.
+ Need to start and stop operations when the teacher asks.
c. How to organize work in pair and group.
* Work in pair
+ Pair between teacher and student
Teachers may call the student rather practice with his modeling. Then call
the weaker students remake. For the weak student, teachers can make easy
questions to stimulate and attract all students in activities that everyone has to
think and respond.
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 pair ( between the two students do not sit close )
- Call two students play the character in conversation (one student on the

left, the other on the right ....)


- Call one student ask questions and allow the other then assign the
respondent.
+ Close pair between two students sitting next to each other.
- With this method the teacher must numbered students vertically or
horizontally, the tasks of each pupil in the pair - questions answered and vice
versa or shoulder A - shoulder B and back again to switch roles.
- After the teacher actively control, teachers should call some couples say
to the class what they have accomplished.
Example: The steps - control a work in pair:
Example: The steps of controlling a pair work.
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 what questions and answers
that students can give.
Teacher: Now, you are going to talk 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?
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 around 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 similar conversation while the others listen.
*3nd step.
- Divide the class into pair.
Teacher: Now, you are going to work in pair in 3 minutes.
+ Ask and answer the question, number 1 answers 1 asks number 2
answers then change number 2 asks, number 1 answers. If there is a group of
three one asks all questions then change round turn.
*4th step.
- Students work in pair. Teacher goes more quickly around the class,
checking that everyone is taking but do not try to correct mistakes.
*5th step.
- When most pair finished, stop the activities, call one by one pair.


*6th step.
- Teacher remarks the activity.
Example: Steps to organize a group activity:
Example:
English 6:
UNIT 9 – Cities of the world
A: Read then answer the question
Work in group of 4 discuss to predict T/F statements True/ False
statements.
1. Tom and Mai are reading a book.
2. Tom has been to all four cities.
3. Tom has been to Seyney many times.

4. All the buildings in London are old.
5. Tom has taken many photos of Times Square.
*1st step.
- T introduces the requirements and asks students what they have to do.
Teacher: Now, you are going to guess which are true, which are false
about Ba. Look at the satements? Who do the statements say?
Read about? S1 the 1st sentence?
S1:………..
Teacher: good, S2 the next, please?
S2:………..
*2nd step.
- T asks some students again what have to do.
- Teacher: Do you have to guess or to find out in the text?
- S3: guess.
*3rd step.
- Divide the class into group.
- Teacher: Now you are going to work in group of 5 in 2 minutes( name
group of their by pointing) on the left row: 1st line is 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 statements.
Ready? Now discuss in your group and leader or secretary tick down.
*4th step.
Sts work in group, T. goes round to check .
*5th step:
When most group finish, stop discussing ( Teacher asks about 2 or 3
group to read out their predictions).
Teacher: Now group A1, your secretary please read out your predictions.
S1:……….
Teacher: Group B2, your.
S2:……….

Do the same with group to compare these to yours and who is correct,
read the text and find out the keys.
*6h step:
T. gives feed back.
3.4. Advantages and disadvantages of pair/ group work.
a. Advantages:
* Work in pair / group gives the students the opportunity to speak English
more and the number of students can speak at once more.
* Students pay attention to their mission.
* Students find reassuring than the individual work especially with shy
students.
* Goog students can help each other, and share ideas and knowledge.
During read operations, students can help each other learn the meaning of a text.
In discussion activities, students can give many new ideas. Students also can
correct the other.
* Students complete work together and use language more creatively
b. Disadvantages
* Noise, time: working in pair / group causes the noise but the students
are not interested in this issue. This noise is active noise, it is useful to
encourage students to practice speaking English, to perform the tasks. Working
in group can take more time. Therefore, teachers need agility in operations to
save the maximum time for a lesson.
* Students make mistakes in the process of performing pair / group
because teachers can not control all of the words they use. To minimize these
errors teachers need:
- Use visual aids and equipments ( picures cue, words cue, posters…). So
take advantages of visual aids in pair and group. Teacher can ask students to
prepare paintings, simple visual aids.

- Check out a few pair / group and correct the mistakes if necessary.
Teachers help students practice easily and fix each time.
* Teacher manage class more difficult than usual. The teacher should:
- Give clear instructions: when to start, what to do, and when to stop.
- Stat clearly the key task.
- Give work schedule so students know how to work in pair / group and
they know exactly what they must do.
* Some groups / pairs have weak students who can not voluntarily use
their mother tongue or private work. Teachers need control, help, encourage
them to do the task. Dynamic clustering creative in a group of students in a
group ensures pair students with weaker students, medium students, confident
students and good students.


4.The effectiveness of the initiative experience
a. Experience lesson
Applying this initiative experience, I myself have achieved some very
positive results. First of all these experiences are consistent with programs and
new textbooks. Students interested in learning more, proactive creativity to
expand understanding, and also very flexible in the implementation of tasks
perceived knowledge and skills development. Lively academic atmosphere
soothing. Students have the opportunity to assert themselves, no longer
confused, afraid to step into the classroom. Total students communicate dialogue
is increased, especially the poor students has somewhat understood and used
some statements by teacher, babbling talk to you some common questions every
day, but there is also a good sign for the students.
b. Achievements
This is the table of results after 4 months of application of the initiatives.
Class
6H

8C

Total
43
100%
40
100%

Excellent
28
65,0 %
25
62,5%

Good
10
23,3%
11
27,5 %

Fair
5
11,7%
4
10,0 %

Poor
0
0%
0

0%

Weak
0
0%
0
0%

Through the application of innovative experiences, I found the quality
of students in learning English was improved , students felt more confident in
front of their classmates . After discussing with my colleagues, they also
applied this method in some classes . Therefore, the quality of English subject
in my school has also been improved clearly.


III. CONCLUSION AND RECOMMENDATION
1. Conclusion
The organization for students to work in pair or group and create many
opportunities to practice and use language creatively in situations close to the
real lives of students. Moreover, the change in the learning activities and
communication style helps maintain the focus of their attention. Through these
activities students are also more aware that perfecting themselves with
autonomy and responsibility coupled with his own progress.
The organization of language training in pair / group also helps students
better in using the language. Students will overcome the disadvantages of their
own personality to learn better and have the opportunity to help, learn each other
more.
The results gained from watching, listening will very valuable because
they help better understand the learning process of students. Teachers will
understand the weaknesses and strengths of students, these issues need to be

supplemented for the next post, the seat should be adjusted in the syllabus,
lesson plans around. Teachers also learned tolerance for error is not important,
do not affect the meaning of words and encourage students to be more confident
when using the language.
2. Recommendation
Through teaching, research, I have some proposes as follows:
2.1. For the teacher:
- Teachers need to have the investment, analysts explore each lesson to find
out the good, the new teaching methods to help students understand the task of
activities from the outset.
- Teachers must understand the tricks and methods of organizing group,
pair.
- Teachers must always create language environment during school hours
and must use English as the main language for communication. Depending on
the grade and subject students and teachers can use English sentences short,
simple, easy to understand, easy to remember, catchy.
- Teachers should encourage students to always know to use their
knowledge to use in communication.
- Teachers should not be paying attention to the fault of the students while
speaking. Let the children hear and speak naturally. Never force the pupil to stop
talking while the pupil is trying to describe its meaning in English, doing so
would make them feel afraid to make mistakes when speaking and listening.
- Teachers should incorporate active listening and speaking English with a
form of "just playing - learning".
- Teachers need to choose, use and flexible combination of methods and
techniques of teaching hours in the process. In addition to textbook exercises,
teachers should introduce appropriate exercises, which features highly practical
communication.

- We should strengthen the use of teaching materials learn- context must be
explicitly introduced.
2.2. For students:
- For high-school results, you should see the next lesson. Strengthen
mobilization and help one another in learning. Regularly listening to tapes to
learn to pronounce, strictly speaking English intonation.
- Voluntarily practice situations of teachers required. To promote
synchronous four skills listening speaking reading writing. Positive practice
speaking English from the simple to complex sentences. should not be impatient
or discouraged because of a fear of failure.
- Take off the ability to access knowledge, create yourself a routine
practice group, pair to the information after the teacher pointed out hand signals
and said command (work in pair / work in group), the Kids who rotation,
flexible assembly and carried out with skill and anyone in this.
- Develop their language styles. Language creates atmosphere in the
classroom to see foreign language courses has its own characteristics.
- Practice on each sample question to then manipulate homework
workbooks, enhance, write sentences, write a paragraph.
2.3. For upper management:
- Need to direct specialists and trainers planning department teacher
training, enabling teachers have the opportunity to learn and exchange lessons
learned through the seminars.
- The environment for foreign language skills should be practiced
according to the characteristics of teaching methods, so need to have the
discipline room to avoid making noise for the next class, as well as not affected
by noise from outside. (Can be combined with room for other sports).
- Introducing the document relating to teachers refer, learn and apply.
In this topic I just made some initiative experiences. I would appreciate
suggestions of colleagues to the subject so that it becomes more complete.

CERTIFIED RECTOR

Thanh Hoa, March 6th, 2016
COMMITMENT NOT COPY

To Thi Thu Huong


Table of Contents
Content
I. INTRODUCTION
1. The reason for choosing the topic
2. Research purposes
3. The object and subject of the study
4. Research Methods
5. The range of the research
II. CONTENT
1. Theoretical basis of the problem
2. Actual situation before applying initiative experience
3. Solutions and implementations used to solve the problem
3.1. Research to work in pair, in group
3.2.
Timing and type of exercise should be for
students to do in
pair / group.
3.3.

How to organize students to work in pair and group
effectively
3.4. Advantages and limitations of active pair, group

4. The effectiveness of the initiative experience
III. CONCLUSION AND RECOMMENDATION
1. Conclusion
2. Recommendation
2.1. For the teacher
2.2. For the students
2.3. For upper management

REFERENCES
1. English Textbook 6.

Page
1
1
1
2
2
2
3
3
3
3
3
10

11
16
17
18
18

18
18
19
19


2.
3.
4.
5.
6.

English Textbook 8.
English Teacher’s book 6.
English Teacher’s book 8.
Methods of teaching English in Secondary school.
Teaching English - A training course for teachers – Adrian Doff.