Phát huy tính tích cực của học sinh trong phương pháp dạy học, thảo luận nhóm môn tiếng anh 8

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

THO XUAN EDUCATION AND TRAINING OFFICE

EXPERIENCE INITIATIVE
Topic:

“DEVELOP STUDENTS’ ACTIVENESS IN TEACHING
GROUP DISSCUSSION METHODS IN ENGLISH 8”
The Implementation: Lưu Thị Ngọc Hà
Position: Teacher
Unit of work: Tho Xuong seconday school – Tho Xuan
Experience Initiatives (subject): English

THANH HOA – 2018

1


* CATEGORY

No.

Content

Page

A

INTRODUCTION

1

I

Reason for choosing the project

1

II

Purpose of the study

1

III

Object of study

1

IV

Research Methodology

1

V

New points of initiative

2

B

EXPERIENCE CONTENT

2

I

Rationale

2

II

Current situation

3

III
1
2
3
4

Solutions used to solve the problem
The basis for proposing solutions
Main solutions
Organization and implementation

Effectiveness of the experience initiative

4
4
4
4
10

C

CONCLUSIONS AND RECOMMENDATIONS 11

I
II
D
E
I

Conclusion
Recommendations
CATEGORY
APPENDIX
Reference books

11
12
13
14
14

1. INTRODUCTION
2


1.1 REASONS FOR CHOOSING THE PROJECT
Our country is entering the stage of industrialization, modernization,
integration with the international community, especially when our country has
officially become a member of the WTO. The decisive factor for the success of
industrialization and modernization is that the resources of the Vietnamese
people are developed in quantity and quality on the basis of the intellectual level.
As the education and training of our country has also changed from education
and training to teaching and learning to contribute effectively to the preparation
of resources for the country. Meeting the new educational goals, the textbook
program has changed positively. To renovate teaching methods, to teach and to
learn based on the positive activities of students under the organization and
guidance of the teacher flexibility to develop thinking, independent creativity
help shape The method, self-learning needs, learning excitement, creating
confidence, joy in learning for students.
There have been many methods of teaching in secondary schools so far,
especially after the implementation of the textbook renovation program, there
are many methods to overcome the situation of teachers, Innovative teaching
methods to promote the positive and creative nature of students in class, at home
and many other extracurricular activities, by guiding their learning organization.
In order to achieve the objective of the lesson, in addition to using the
superiority of many methods, it is necessary to use group discussion as it is one
of the best methods to help students develop their mind. Create your own, learn
for yourself about the knowledge of the lesson through the opinions of your
group.
For this reason, I chose the topic "Develop students' activeness in teaching
group discussion methods in English 8"

1.2 Purpose of the study:
- As a teacher teaching English subjects, I constantly research, actively and
actively innovate teaching methods to improve the quality of teaching and
learning.
- Based on the above facts, anyone teaching English should think about how to
find the best teaching method to create learning excitement for learners. And
bring the best effect.
- Through this study, I myself will have more experience in teaching by group
discussion method.
- Promote student learning in the classroom, especially in group discussions.
- Help students acquire skills in group learning methods and know how to work
together, assign tasks in group learning methods.
1.3 Object of study
"Develop students' activeness in teaching group discussion methods in
English 8"
1.4 Research Methodology:
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To implement this topic I implemented the following methods:
* Observation method.
Observing English lessons, especially organizing group activities for students
during new language lessons and during skill training sessions, to see if the
activities offered to them are appropriate, It is not effective at the same time to
draw experience in order to make activities more suitable and effective for each
particular article or section.
* Product research methods.
Through the results of the knowledge acquisition of students, and the ability
to apply knowledge to communicate in each specific activity.
* Conversation method.

Discuss with your child's teacher the student's ability to use language in the
student's communication so that he or she can make useful contributions.
* Documentary study methodology.
Read books, books related to research topics
* Method of summing up experience.
By the experience of self from the process of teaching. Also learn about the
student experience in group activities during the hours of teaching and learning
English subjects of secondary school students of English language teachers in
and out of school.
* Experimental method.
Experiment some of the proposed content in accordance with their ability and
conditions.
1.5 New points of initiative
Add more excitement to the class when participating in group discussions,
helping students realize that group discussions are the best place to improve their
knowledge of the subject, share their experiences in learning foreign languages,
and forging. Practice listening and speaking skills through group work.
Develop communication skills through themes such as environment,
health ...
Practice teamwork, spiritual education, solidarity through organization.
Practice proper behavior with life situations, work habits and skills, group
activities.
2. EXPERIENCE CONTENT
2.1 Rationale
The innovation of foreign language teaching methods is in line with the
content innovation, but this task requires the effort of undertaking a real
revolution that teachers have to make in order to change their perspectives.
Habits do not match the requirements and tasks teaching today.
The goal of English language arts in Grade 8 is to provide students with a
basic knowledge of the English language program and a vocabulary of

vocabulary and basic structures expressed through listening and speaking skills.
Read - Write step by step building the ability to communicate to students.
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To achieve the objectives of the lesson, the teacher must apply effective
measures in teaching and learning in the classroom. The group discussion
method is indispensable in every language lesson.
Our country and our society are innovating, so education is changing, and
English teaching in schools is changing. Innovate for more practical results,
meet the need to innovate in teaching English class 8 with good results. Group
discussion method is collectivization of target audience, learning process of
students
In this method the activities of each individual are organized in concert to
achieve common goals.
Group discussion allows the group members to share their experiences,
understand what they are thinking, and they can comment on their level of
knowledge about the topic. What should be learned, the lesson becomes a
process of self-learning rather than a passive reception from the teacher.
Group discussions play a very important role in language learning, but in
practice are not properly considered, resulting from many different reasons, from
teachers as well as students.
So I see this is a very important topic that each teacher must pay attention and
study to take measures to promote student activeness in the group discussion and
achieve the goal of the school.
2.2 Current situation:
Implementing the education reform of the Ministry of Education and Training
we have paid much attention to teaching methods, but the process of organizing
the teaching activities in English we still stereotyped with what has been
instructed. , lack of creativity, lack of flexibility, efficiency of lessons is not high.

Therefore, teaching English is not as good as expected.
 Quality survey at the beginning of the school year
Class total Excelent
amoun

8A
8C

36
33

Good

Average

Weak

Bad

t

percen
t

amoun
t

percen
t

amoun
t

percen
t

amoun
t

percen
t

amoun
t

percent

2
3

5,5
9,1

4
7

11,1
21,2

11

8

30,5
24,2

17
14

47,2
42,4

2
1

5,5
3,03

Based on the above statistics, it can be seen that the proportion of students
who are weak is quite high. This proves that students are not able to
communicate in English on a basic level. They have not fully developed the
positive effort in learning and the ability to think creatively.
Their ability to pronounce is limited, due to rural students. They are not eager
to learn. Therefore, in the process of implementation, there are many obstacles
for teachers as well as learners. In general, the quality of the topic is not high in
learning the skills. Teachers do not assign the students well to prepare the
contents of the discussion. Students do not prepare the lesson before class, so it
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takes time to discuss. Therefore, in the time limit of a class, teachers can not go

in depth to guide students to thoroughly analyze the content of each group.
Some students also rely on the group to not actively discuss. From that fact,
as a person teaching English directly, I have tried to work out ways to promote
students' activeness in group discussions to achieve the goal of teaching hours.
2.3 Solutions used to solve the problem:
* The basis for proposing solutions:
In general teaching methods and group discussion methods in particular, it is
very important to promote student motivation, to achieve the objectives of the
lesson in general and English in particular.
Through the process of research and classroom practice, I propose group
discussion solutions as follows:
* Main solutions:
At home: After the end of the lesson in the previous lesson, the teacher asks
students to read ahead of the new lesson and makes some requests to prepare for
the next lesson and prepares students.
In class: The most appropriate form of discussion is grouping: 2-3 or 4
groups (groups of 10 to 15, each group being a group or two).
The team has a leader, a deputy leader and a secretary.
Each group is assigned one or more specific issues that require content
implementation, time and method. While students discuss, the teacher must
supervise the class to see how the groups discuss. After discussion, the teacher
discusses the group by:
Each group sent representatives to present the results of their group
discussions (or the teacher could call any group member) and then to other
groups (if any). Finally the teacher sums up the problems that are given and then
makes the right and wrong conclusions for the class.
Discuss the teachers praised the good discussion groups and scored some
prominent children, reminding the team not to complete well. This is a way to
encourage them to prepare at home and actively discuss.
The above are the main solutions to promote the positive of students in the

group discussion.
* Organization and implementation:
From the solutions above, I conducted the implementation in the subject.
Basic program. Over a period of time we can not discuss the contents of the
lesson, but we discuss only the important parts of the lesson. Here are some
specific examples:
Unit 3: AT HOME
Section: - Speak
Aim: Describe the location of objects in the home.
Break down four steps in the discussion:
Step 1: Prepare for the discussion
Teachers ask students to read before the new lesson, paying special attention to:
The names of items in the rooms; living room, kitchen ....
6


Group 1: Describe the objects in the living room
Group 2: Describe the objects in the kitchen

Group 4: Describe the objects in the bathroom
7


Step 2: Assign discussion task
This step takes place after learning while - speaking
The teacher delivers the discussion sheet to the groups (sub table) as required
in step 1.
For discussion groups: Requires lively debate but must be orderly.
Step 3: Conduct discussion (5 minutes)
Student activity: Each group discusses in the form of individual comments

(or each individual makes two sentences), then the group leader summarizes,
rearranges into the general idea of the group, the secretary writes Go to the sub
table (requires correct grammar structure).
Teacher Activity: Covering the whole class for the group discussion, the
teacher can suggest directions to help students discuss the focus of the task.
Step 4: Summarize the discussion:
The teacher stabilizes the class and calls any one of them to represent his or
her group (hanging up the panel of each group on the board).
Teachers and groups comment, supplement (if any).
Unit 3 AT HOME
section: - Read
Content: Discuss about safety precaution
Step 1: Preparing for the discussion:
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The teacher asks students to read ahead of the new lesson, paying special
attention to the discussion.
The teacher classifies into two groups and assigns tasks to each group
Group 1
Preparing for the discussion (group 1, group 2): Discuss about safe things in
the home for children
Group 2
(group 3, group 4) Discuss about dangerous things in the home for children
Step 2: Assign discussion task
This step takes place after learning while - reading. Teachers distribute
questionnaires (extra table)
Ask the groups to follow step 1), then the groups discussing in the form of
emulation groups with multiple correct sentences will win.
Step 3: Conduct discussion (5 minutes)

Student activity: Individuals present their ideas, then the team leader arranges
the group's general ideas, the secretary writes in the sub-table.
The teacher covers the class to capture the situation of each group.
Step 4: Summarize the discussion
The teacher stabilizes the class, calling one of the group's children to hang up
the board. Additional groups (if any).
The teacher summarizes and concludes.
Group 1: Drugs, electricity, boiling water, chemical, fire, scissor, bead, knife,
match ...
Group 2: - Put all chemicals and drugs in the locked cupboard
- Do not let children play in the kitchen
- Cover electrical sockets.
- Keep all dangerous objects out of children reach.
Unit 4 OUR PAST
Section: - Speak
Aim: Write the diference between the life in the past and now
The teacher asks students to come home to prepare vocabulary for things in
the past and now.
Step 1:
The teacher divides the class into two large groups and discusses the problem
with each group.
Group 1: Discuss and write 5 sentences you used to do last year and now.
Group 2: Discuss and write 5 words you did not use to last year and now
Step 2: Assign discussion task (4 minutes)
- After learning song while speaking. The teacher asked the two groups to
discuss and write in the sub-table of each group.
- Teachers divide classes into 2 groups
Step 3: Conduct discussion (4 minutes)
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Individual comments, then the team leader summed up, the secretary
recorded in the sub-table.
The teacher conducts the class to keep track of each group's discussion. The
teacher can help students discuss and write the correct sentences.
Step 4: Summarize the discussion
Additional comments (if any)
Group 1:
Last year, I used to get up late, Now get up early and do morning exercises.
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Group 2:
Last year, I did not use to go to school late, Now I often go to school late.
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Unit: 8 COUNTRYLIFE AND CITYLIFE
Section: - Speak
Aim: Talk about changes in your place of residence.
The teacher asks students to come home to prepare vocabulary about what is
changing at their place of residence.
Step 1:
The teacher divides the class into some small groups and discusses the
problem with each group.
All groups:
Look at the two pictures and talk about the changes of the town . The
word prompts in the box may help them.
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- They show changes using the verbs to “get and to become”.

Busy tall
beautiful
modern
noisy
dirty
expensive
Example;
- The streets are becoming noisier
- The houses are becoming taller and more beautiful.
- Things are getting more expensive.
Step 2: Assign discussion task (10 minutes)

- The activity of groups. It takes place after Pre - speaking. The teacher
asked the groups to discuss and write in the sub-table of each group.
- Teachers divide classes into 4 groups
Step 3: Conduct discussion (4 minutes)
Individual comments, then the team leader summed up, the secretary
recorded in the sub-table.
The teacher conducts the class to keep track of each group's discussion. The
teacher can help students discuss and write the correct sentences.
Step 4: Summarize the discussion. Discuss changes in your location.
Additional comments (if any)
* After While – Speaking Teacher asks Students to discuss changes in your
neighborhood.
Step 1: The teacher divides the class into 2 large groups and discusses the
problem with each group.
Step 2: Conduct discussion (5 minutes)
Individual comments, then the team leader summed up, the secretary
recorded in the sub-table.
The teacher conducts the class to keep track of each group's discussion. The
teacher can help students discuss and write the correct sentences.
Step 3: Summarize the discussion. Discuss changes in your neighborhood.
Additional comments (if any)
Group 1:
Thanh Hoa, my home town, has changed a lot of in some recent years.
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Group 2:
Lam Kinh, my home town, has changed a lot of in some recent years. The
town is becoming busier and more modern. The traffic is becoming busy. The
streets are getting newer and cleaner. The houses are becoming taller, more
beautiful and comfortable. More schools, clinics, hotels and office buidings are
being built and modernised....................................................................................
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2.4 Effectiveness of the experience initiatives:
The way to organize students for group work has many advantages,
contributing to the development of friendships in the learning environment.
Communication skills for listening, speaking, debating leadership, training
ability cooperation, gypsum mutual support for learners more confidence.
Organizing students for group work helps develop the mind, improve

communication skills, thinking skills, reasoning, problem solving, developing
independent thinking, creative self-control.
Organizing group activities is a teaching method in which large groups
(classes) are grouped into small groups so that all members of the class are
encouraged to work, practice, discuss domestic ones. Specific tasks assigned to
accomplish well tasks
The method of organizing students for group work consists of three basic
elements of the teaching method: Teacher - Student and teaching content.
These three elements go back and forth in the social environment. The role of
each element in teaching methods:
+ Students who are central subjects find their own knowledge by their own
activities
+ Teachers are just guides and organizations to help learners find their own
knowledge, who are the director, wake up, referee, mentor ...
Group teaching methods directly promote the participation of learners in
activities during school hours. Learners must learn to form cooperative habits,
ability to communicate. Help the children develop the spirit of solidarity gips
support, support each other in learning, good enough to help the weak so that the
weak try to rise.
Group teaching awakens the intellectual potential of the learner by placing
them in a specific, specific situation. Learners must by their own thinking and
actions, find their own knowledge, help them form important qualities for people
in modern times such as independence, positive, confident, live and work with
others, present their ideas and listen to others' opinions, appreciate oneself and
acknowledge the value of others, learn from others .
After focusing on the topic "Develop students' activeness in teaching group
discussion methods in English 8" " I conducted experiments in 8th grade.
In addition to meeting the requirements of innovation, students are interested
in participating in learning activities.
* Quality at the end of the school year (Assessment of student progress through

specific situations in English language teaching hours and results of tests.
class total Excelent
8A
8C

36
33

Average

Weak

amoun
t

percen
t

Good
amoun
t

percen
t

amoun
t

percen
t

amoun
t

percen
t

Bad
amoun
t

percent

6
5

16,6
15,1

10
10

27,7
30,3

20
18

55,5
54,5

0
0

0
0

0
0

0
0

Here is the Students’result after applying
13


14


15


16


17


In the school year 2017 – 2018, I boldly applied these initiatives in teaching

the students of class 8 at my school and achieved very positive results as
follows.
All of the students now are very happily ready to discuss themselves and in
groups skillfully.

3. CONCLUSIONS AND RECOMMENDATIONS
3.1 Conclusion
The most fundamental point of the teaching methodology is that learners are
seen as the subject of learning activities, so that they will play an active and
active role in learning and practicing. skills in a conscious way. In addition,
students are encouraged to contribute their personal knowledge in the practice of
classroom communication with the guidance of the teacher. Teachers only act as
facilitators, facilitators, and facilitators to help students develop positive and
bold abilities while learning and practicing. Students are encouraged to develop
personalized learning methods and strategies while participating in classroom
activities as well as homework assignments.
In order to meet the increasing demand for human learning, "Develop
students' activeness in teaching group discussion methods in English 8" is an
issue that needs to be addressed and discussed in Implement teaching
methodologies in order to promote self-awareness, proactively explore and solve
cognitive tasks, and be aware of the flexible application of knowledge gained
18


skills of people. At the same time, develop friendships, communication skills
and life skills for students. In such a case, the teacher, supervisor must carefully
study each lesson, prepare the lesson, apply the appropriate and flexible method
so that the students do not feel bored to choose and organize for study. Group
activities in the most appropriate way, most effective.
Based on this point of view, I have conducted a study "Develop students'

activeness in teaching group discussion methods in English 8" and proposing
a number of measures to improve effectiveness. teaching and learning foreign
languages.
To promote student motivation in group discussions, preparation is required
from both sides, teachers and students.
First of all, the teacher must identify the focus of the lesson to select the
appropriate discussion, then have a clear plan such as: home instruction, job
assignment (content to discuss) and have to cover the class well.
For students to prepare well at home, actively discuss
If the above requirements are met, it will surely promote students' motivation
in group discussions.
3.2 Recommendations
With the rapid pace of development in harmony with the development of the
whole society, teaching methods are constantly changing accordingly.
As a teacher who has been teaching for many years, I find myself always
missing out on new information. Particularly well-prepared materials for the
students, on the school side should have good facilities, full visual supplies,
vivid pictures so teachers have time to invest in new initiatives and Preparation
for more effective teaching. I am looking forward to the interest of the district's
education leaders, the province for us to participate in the training of good
students and create opportunities for our teachers exchange business. We work
together more often so that each and every one of our teachers will be able to
achieve better quality of education that the educational objective sets.
I would like to thank!
Thanh Hoa, May 25th, 2018

CONFIrMATION OF HEAD OF UNIT

Do Thi Huyen

WrITEr

Luu Thi Ngoc Ha

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REFERENCE
- Also I use some reference books like.
- DOCUMENTARY WORKSHOP - TRAINING

- English Textbooks 8.
- English Teacher's Book 8.
- Lesson plan English 8.
- ENGLISH GRAMMAR BOOK.
- RENEWING THE ORGANIZATION AND MANAGEMENT OF EDUCATIONAL
ACTIVITIES IN HIGH SCHOOLS UNDER DEVELOPMENT STRENGTH OF STUDENTS.

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