Arousing students’ interest in learning english through pair work and group work at thach thanh i high school

THANH HOA EDUCATION AND TRAINING DEPARTMENT

THACH THANH I HIGH SCHOOL

EXPERIENTIAL INITIATIVE

Arousing students’ interest in learning English
through PAIR WORK AND GROUP WORK
AT thach thanh i HIGH SCHOOL

Author: Vũ Thị Xuân
Occupation: Teacher
Experiential initiative on: English

THANH HOA, YEAR 2020

1


INDEX
N0

CONTENTS

PAGE

1

1. INTRODUCTION
1.1. Reasons for the study
1.2. Aims of the study

1.3. Scope and object of the study
1.4. Study method

2
2
2
2
3

2

2. STUDY CONTENT
2.1. Theoretical rationale of the study
2.2. Status of the study problem
2.2.1. For the teachers
2.2.2. For the students
2.2.3. For objective factors
2.3. Solutions
2.3.1. Definition of pair work and group work
2.3.2. The advantages and disadvantages of pair
and group work
2.3.3. How to organize pair work and group work
2.4. Demonstration
2.4.1. Examples of pair work
2.4.2. Examples of group work
2.5. Some suggested pair and group exercises
2.6. Applying pair work and group work
2.7. Study effects

3

3
3
3
3
4
4
4
5
7

3

3. CONCLUSION, PROPOSALS
3.1. Conclusion
3.2. Proposal

8
8
9
12
13
18

19
19
20

1. INTRODUCTION
2

1.1. REASONS FOR THE STUDY
Today, English has become an international language. It is spoken as a
second language and an official language in many countries, and millions of
people speak English as a foreign language. Besides, English is considered the
medium of communication in many fields such as science, technology, aviation,
internet, commerce, and so on. Therefore learning and teaching English are
getting more and more important to non-native nations of English.
In Vietnam, English is a compulsory subject at schools and colleges. It
plays a key role in getting a good job. The number of Vietnamese people
learning English is on the rise. However, English is a language and it is a foreign
language so it is too difficult for students, especially rural students to learn
although they have been learning for several years. It would be too boring for
teachers to teach and for students to learn English if teachers didn’t reform
teaching methods to interest students.
In recent years, at Thach Thanh I high school as well as the other high
schools in rural and mountainous areas, teaching and learning English has been
taken into consideration. Throughout years’ time of my teaching English in the
period of general education renovation, I have myself thought that it is necessary
to reform methods of organizing activities in English lessons to motivate
students’ interest in learning.
I have positively realized that students are more interested and less
anxious when they work in groups and in pairs. Moreover, pair work and group
work can increase the amount of talking for individual students; encourage
boarder skills of participation, cooperation, negotiation and so on. Only by
organizing pair work and group work effectively can we interest students
in learning English.
It is all the reasons above that led me to the choice of the study
“Arousing students’ interest in learning English through pair work and group
work at Thach Thanh I high school”

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to an
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teaching English at high schools
1.2. AIMS OF THE STUDY
- To arouse students’ interest in learning English through pair work and group
work at Thach Thanh I High School.
1.3. SCOPE AND OBJECT OF THE STUDY

- Scope: Researching in the process of teaching English at Thach Thanh 1 High
School.
- Object: This subject is concerned with ways of organizing activities in the
class.
1.4. The study method
3


- Study method: Reading reference books, discussing with other teachers of
English, applying in teaching, observing and drawing out experiences.
2. STUDY CONTENT
2.1. The theoretical rationale of the study
A successful English period depends greatly on appropriate teaching models
chosen by flexible, competent teachers, good learning strategies and effective
classroom management. In English teaching, pair work and group work are
considered a useful and effective technique to assist learners to use the language
in class. In considering the advantages of group work, Ur (1996:232) states that
group work is a form of learner activation which is of particular value in the
practice of oral fluency, and learners in a small group can get five times as many
opportunities to talk as in full-class organization. She also emphasizes that group
work fosters learners’ responsibility and independence, helps to improve
motivation and contributes to a feeling of co-operation and warmth in the class.
When students are put in groups or pair, they can help each other to carry out
interviews, to play roles in a dialogue, to do problem solving, surveys, and
values clarification. In agreement with Ur, Harmer (1998:21) says, “the other
advantage of group work and pair work (but especially group work) is that they
give the teacher the opportunity to work with individual students”. He also adds
that group work gives the students chances for greater independence because
when students work in groups, they take some of their own learning decisions.
They can work without the pressure of everybody listening to what they are

speaking or watching what they are doing. The use of pair work and group work
is not new. But how to apply these methods efficiently to stimulate students’
interest in English is what I want to share and present in this writing.
2.2 Status of the study problem
2.2.1. For the teacher:
Most teachers understand the importance of using pair work and group
work in motivating students’interest in learning English, especially for high
school students. But pair work and group work; however, have some problems
the teacher should take into account so that he or she can maximize its
effectiveness. Ur (1996:232) points out, “ In individual classes, group work may
encourage students to be more disruptive than they would be in a whole class
setting”. Obviously , in groups without the teacher, students can make
unneccesary noise or use their own language. Furthermore, to prepare activities
for pair work and group work may take time.
2.2.2. For the students:
According to Burns and Joyce (1977): 134, passive learning style makes
learners reluctant to take part in pair work and group work. They still deeply
affected by the old methods such as Grammar Translation or Audio-lingual
Method and learning which didn’t encourage students speaking. They get used
4


to listening to the teachers, take notes and do exercises. That can explain why
they mind participating in pair work and group work.
Furthermore, while working in pair and group, some students can not
express ideas in English because of their poor vocabulary, grammar, and even
pronunciation. Some of them do not have any knowledge to present the given
topic.
In addition, many students are afraid of making mistakes because of their
low level of proficiency and their lack of ideas. They are not confident enough

to express their ideas for the partners. All these reasons prevent students from
participating in pair work and group work, gradually they will lose their interest
in working in pair work and group work. Passive learning way, low level of
English language proficiency and the fear of making mistakes deter them to
speak in group.
2.2.3. For objective factors
Most of classes at high school consist of more than 40 students, so that it
is very difficult for teachers to organize pair work and group work, to control the
class and to put an eye on every student. Furthermore, lack of reference books
and teaching aids is also makes it difficult to use pair work and group work.
These are the problems that urge me to find out the solutions to use pair
work and group work in teaching foreign language in a flexible and easy way.
2.3. SOLUTIONS
In solving the above problem of pair work and group work, Brown
(1994:177) suggests that we should be sensitive to our students’ preferences and
help them to see that language is for communicating with people and that the
more they engage in face -to - face communication. He also mentions that
problems of pair work group work, such as some members of a group being
reluctant to share information with the others, can be solved by careful planning
and management and by interactive, interesting and relevant tasks, for example
practising dialogues with a partner, question and answer exercises, performing
certain meaningful substitution “drills”, games, information gap tasks,
interviews, problem solving and decision making activities. Lynch (1996:115)
says, “when setting up group work, one of the teacher’s important decisions is
who is to work with whom”. In his book, Doff (1988: 142) says that clearly
defined tasks, clear instructions about when to start, what to do, and when to
stop as well as teacher demonstration before students work on tasks. All of them
can help students to know exactly what to do and they, as a result, get more
involved in pair work and group work.
2.3.1. Definition of pair work, group work

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2.3.1.1. Pair work:
According to Adrian Doff (1988:137), the whole class is divided in to
pairs by the teacher. Every students works with his or her partner in pairs and all
the pairs work at the same time (It is sometimes called simultaneous pair work).
This is not the same as ‘public’ or ‘open’, pair work, with pairs of students
speaking in turn in front of the class. In fact, a pair work consists of two students
working together at the same time.

2.3.1.2. Group work: Definition of group work
Doff (1988: 137) also defines group work as a process that “the teacher
divides the class into small groups to work together usually four or five students
in each group, as in pair work, all the groups work at the same time”.
Like pair work, group work also gives students more opportunities to
practice the target language in the whole class. In addition, students can work
independently and freely under the teacher’s control without the pressure of the
whole class watching what they are doing.

2.3.2. Advantages and disadvantages of pair and group work.
6


According to Hubert Skrzynski, pair work and group work have
both advantages and disadvantages. These are mentioned below.
2.3.2.1. The advantages of pair work and group work
- To increase the amount of students practice: When students work in
pairs or groups, they have more chance to practice. Working in pair and group,
students often feel more willing to talk among themselves in a small group than

with a teacher in a large group, so that it dramatically increases the amount of
talking for individual students.
- To increase the students’ confidence: the students feel much more
comfortable to speak English with one or two other students rather than with the
whole class and the teacher. Especially shy students, or ones who are not good at
speaking language yet feel more relaxed and self- confident trying to put their
language abilities to a test during the activity and seeing how they use them.
This encourages students to cooperate with one another.
- To develop students’ fluency: While working in pair and group, the
students can use the language freely and express their opinions and thoughts
without any restrictions.
- To increase students’ motivation: A huge variety of activities influences
the course of a lesson and its success. The more different activities the teacher
uses in the lesson, the bigger their motivation is. In fact, students’ motivation
increases because they are active and feel important during these activities. In
keeping with this, the teacher is going to experience success in his/ her work
because motivated students are usually good language learners and they always
make progress.
2.3.2.2. The disadvantages of pair work and group work.
- To speak native language: one of the disadvantages is that students
often speak in their native language. If the class is really big with too many
students, it is difficult for the teacher to listen to all pairs or groups at the same
time.
- To make mistakes: Another problem is incorrectness. While students
work in pairs and groups, the teacher do not disturb them, even if he/she notices
some mistakes they have made.
- To eliminate shy and weak students from the practice: Some shy or
weak students can be eliminated from the practice, because of individuals who
always tend to dominate.
- To make noise and indiscipline: Working in pair or groups in a large

class makes noise and discipline, the teachers have more troublesome than the
learners have. Participants in a pair work or group work are normally unaware of
the noise and of what other pairs and groups are doing.
It seems that there are as many disadvantages as advantages of these
classroom arrangements and one can not unanimously state which one is better,
7


since each teacher has his/her own likes and dislikes. It is his/her individual
choice which one should be used during the process of teaching a language.
2.3.3. How to organize pair work and group work
2.3.3.1. Preparation for pair and group work: In order to prepare for group
work, the teacher will need to do the following:
- Select the activity: The activity must have multiple tasks that can be
shared among group members.
- Prepare any physical material for pair or group work: The teacher will
need to personally collect, or organize students to collect, physical specimens for
investigation. For example, if the teacher anticipates doing a lesson on the role
of the media, she/he might ask students to bring in to class examples of
newspapers and magazines. There should be materials sufficient for each group.
- Size and selection of group: Group size normally ranges between 3-5
students. Since group often report their work back to the whole class, teachers
also take in to account the total number of groups within the class.
- Time the group work: The teacher should anticipate student question
about timing, the task result, sharing with whole group, and so on. After giving
clear instructions to the students, the teacher should be available to answer
questions, but not interfere with the pairs or groups’ activities.
- Share pair or small group work in the whole class: Usually the results
of the pairs or groups are shared with the class. This sharing can be oral, visual,
or both.

2.3.3.2. Steps of organizing pair and group work
- Before: The teacher makes students feel enthusiastic about what they are
going to do. They need to understand what they are going to do, and they need
to be given an idea of when they will have to finish the task they are going to
involved in.
The important thing about instruction is that the students should
understand and agree on what the task is. To check that they do, we may ask
them to repeat the instructions, or in monolingual class, to translate them into
their first language.
- During: While students are working in pairs or groups, the teachers
have a number of options. They could, for instance, stand at the front or the side
of the class (or at the back or anywhere else in the room) and keep an eye on
what is happening, noticing who appears to be stuck or disengaged, or about to
finish.
An alternative procedure is to go round the class watching and listening to
specific pairs and groups. The teachers can stay (with their agreement) for a
period of time and then intervene if we think it is appropriate or necessary,
always bearing in mind what we have said about the difference between
accuracy and fluency work.
8


When the students are working in pairs or groups, the teacher have an
ideal opportunity to work with individual student whom they feel would benefit
from our attention. They also have a great chance to act as observer, picking up
information about students’ progress.
- After: When pairs and groups stop working, the teacher needs to give
feedback. The teachers want to let them discuss what occurred during the group
session and, where necessary, add their own assessments and make corrections.
Finally, it is vital to remember that constructive feedback on the content

of the student work can greatly enhance students’ future motivation. The
feedback the teachers give on language mistakes is only one part of that process.
2.4. Demonstration:
3. Some
suggested
of working
pairswork
and and
groups
their
demonstrations.
Before
teachingexercises
teacher should
preparein pair
groupandwork
activities carefully. If he can do so the students are attracted to his designed
activities. The climate of the class is very exciting as everyone must practise.
Some teachers say that pair work and group work can only be applied in
speaking or reading periods. For me Pairwork and groupwork can be organized
in teaching process about English skills such as listening, reading, writing,
speaking and grammar. Besides teacher can redesign the material so that it is
suitable for his students. And below are some my examples that I have already
applied.
2.4.1. Examples of pair work:
Example 1: In Unit 3: People’s background - Part B: speaking (English 10)
Imagine you are a journalist. Use the cues below to interview a classmate about
his/ her background or that of a person he/ she knows well. Change the role
when you have finished.
Greeting: Good morning!

Date of birth: When were you born?
Place of birth: Where were you born?
Home: Where do you live?
Parents: Can you tell me about your parents?
Brother(s): How many brothers/ sisters
Schoolwork: Were you a member of any club?
Thanking: Thank you very much

Example 2: In Unit 4: School Education System – Part D- Writing (English 12)
(Before you write)
Teacher: Work in pairs. Ask and answer these questions as quickly as possible.
1. At what age does a child start school in Vietnam?
2. How many terms are there in a school year?
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3. When does a school year generally begin and end?
4. How long does it take to complete primary education?
5. How many grades are there in Vietnamese lower secondary school?
6. How many grades are there in Vietnamese upper secondary school?
7. Is upper secondary education compulsory?
If students work in pairs carefully to answer these questions they will find it
easy to write about the school education system in Vietnam.

Example 4: In Unit 1: Friendship – Part A- Reading (English 11)
Teacher: Practise these questions in pairs (Warm-up)
1. Do you have a best friend?
2. Why do you consider him / her as your best friend?
The theme of this unit is very familiar with the students.

Example 5: In Unit 7: World Population - Part E-Language Focus (English 11)
Teacher: Practise asking and answering, using conditional sentences in pairs.
(After the students study grammar)
Model:
A: What will you do if you pass the final exam?
B: If I pass the final exam I will try to find a good job.
Students look at the model and it is easy for them to practise in pairs

2.4.2. Examples of group work:

Example 1: In Unit 1: Home life – Part B - Speaking (English 12)
Teacher: Work in groups of four (the father, the mother, the daughter, the son).
Each person in the family says something about their duties in the family

Kind of work

Father

Mother

Daughter

Son

- washing dishes

- cleaning the house

10

- cooking

- taking care of younger children

- going shopping

- taking out of the garbage

- mending things around the house

- running the household

Students work in groups and they find it easy to finish their roles.

Example 2: In Unit 2: Cultural Diversity –Part A- Reading (English 12)
Teacher: Work in groups to discuss the question: “What are the differences
between a traditional Vietnamese family and a modern Vietnamese family?”

The features of a traditional
Vietnamese family

The features of a modern Vietnamese
family

- There are a lot of children in the
family.

- There are only one or two children
in the family.

- Parents often decide who the
children will marry.

- Parents let their children decide
whom they will marry

- Men rarely cook in the kitchen.
Cooking is considered women’s task.

- The father can look after his
children and help in the house even

11


his wife doesn’t go out to work

- Men work to earn the living

- Both the father and the mother work
to earn the living.

..................

Example 3:

.................

In Unit 3: A party – Part D- Writing (English 11)

Teacher: Work in groups. Read the instructions carefully and cross out the
words in the table. When you have followed all the instructions, there will be
five words left. What are the five words? How are they connected? (Warm up)

1

overcoat

referee

flower

wardrobe

2

exercise

lecture

tablet

essay

3

duck

candles

parrot

4

gift

coach

operation

card

5

perform

golf

cartoon

drama

1

2

champion

3

4

5

12


6

earthquake

photos

injection

floods

6

1. Cross out two words connected with clothing
2. Cross out two words connected with the natural disaster natural world
3. Cross out four words connected with sports
4. Cross out three words connected with education
3. Cross out three words connected with medicine and illness
4. Cross out two birds
5. Cross out three words connected with the theatre
Students work in groups and find out five words left quickly: flower,
candles, gift, card, photos. They are connected with a party.

Example 4: In Unit 7: World Population – Part C- Listening (English 11)
Teacher: Close your textbooks. Work in groups to finish the chart. (After you
listen)
I want to check their understanding about the content of the passage that they
have already listened to.

Problems

Solutions

(1) shortage of food

(2) lack of hospitals and schools

(3) illiteracy

(4) poor living conditions

Suggested answers:
1. To educate people and make them aware of the danger of having more
children
2.To provide safe, inexpensive birth control methods
13


3.To strictly implement a family planning policy
4.To exercise strict and fair reward and punishment policies

2.5.

Some suggested exercises in working in pairs and groups

Pair work and group work are not “teaching method” but ways of
organizing the class. They can be used for many kinds of activity. Here are some
suggestions for some kinds of pair work and group work
* Controlling oral practice: (Pattern practice)
This can be done in pairs and groups. Any controlled oral practice can be done
first with the whole class, and then in pairs.
* Practising short dialogues:
Acting out short dialogues can very easily be done in pairs, with little chance of
making mistakes. It can be done first with pairs of students in front of the class a
nd then with all students working in pairs at the same time.
* Reading a text and answering questions:
Students can discuss questions in pairs or groups and then read the text or they
can read the text silently and then ask and answer questions in pairs or groups.
This is a good way of involving the whole class in answering questions.
* Short writing exercises:
Student can sit in groups and decide together what to write. One student acts as
“secretary”. Pair work can be used for correcting written work (e.g.: homework)
students sit in pairs and correct what their partner has written.
* Discussions:
With more advanced class, discussions can be conducted in group. It is
important to define the discussion clearly and to ask each group to report their
conclusions afterwards.
* Grammar exercises:
Student can do grammar exercises orally in pairs; the teacher goes through the a
nswers afterwards with the whole class and students write the exercises for hom
ework. This is more interesting and productive than students doing exercise alon
e, in silence.

2.6. Applying pair work and group work in teaching
UNIT 8: THE STORY OF MY VILLAGE
LESSON 2. SPEAKING
I. Objectives: By the end of the lesson, students will be able to talk about
plans and their possible results
14


II. Anticipated problems
- There are some new words.
- Students usually know one way to raise plans → Teacher can ask them to use
different ways to talk.
III. Teaching aids: Pictures, textbook, tapes, projector
IV. Procedures:
Teacher’s activities
Students’ activities
* Warm-up: (3minutes) Fill in each gap with
-Students do in groups of three
one missing letter to make meaningful words
or four
1. RO-D
2. BRI-G3. SCH--L
4. FO-TB-LL GR-UND
5. M-DIC-L -NT-EAsks the fastest one to write the answers on board.
-Give the keys.
-Others look at the
1. ROAD
screen and correct
2. BRIDGE
3. SCHOOL

4. FOOTBALL GROUND
5. MEDICAL CENTRE
I. Pre-speaking: (5 minutes)
- Shows some pictures of Ha Xuyen village.
-Discuss in pairs
-Take turns to talk
about Ha Xuyen village

Village/ small/ poor

15


1. The road is narrow.
2. The school is small and poor.
Road/ narrow
3. There is no bridge in Ha
Xuyen village.
- Asks students to look at pictures and talk about Ha
4. There is no medical centre in
Xuyen village.
Ha Xuyen village.
+ There/no bridge/in Ha Xuyen village.
5.There is no football ground
+ There/no medical centre/in Ha Xuyen village.
in Ha Xuyen village
+ There/no football ground/in Ha Xuyen village.
-Raises the question:
What should we do to improve the life in the
village?

-Leads in new lesson: Let’s practice talking about
- Practise speaking in pairs
the plans to improve the life in Ha Xuyen village
and their possible results
- Take turns to talk.
II. While-speaking:
Task 1: (10 minutes): The villagers of Ha Xuyen
are discussing plans to improve the life in the
village. Look at the pictures and say what they
should do
-Asks students to practise in pairs before presenting
- They should widen the road
in front of the class

The road/ now

- They should build a
new bridge

16


The bridge/now

- They should build a
new school

The school/now

- They should build a

medical centre

The medical centre/now

- They should build a
football ground

The football ground/now

- Practice in pairs

17


- Give a model:
A: What should we do to improve the life in the
village?
B: I think we should widen the road
-Gives more suggestion and asks students to
produce the similar conversations
+ Widen the road
+ Build a new school
+ Build a medical centre
+ Build a football ground
Task 2:(7 minutes): Match each of the plans with
its possible result
-Raise some plans and possible results:
* Plans:
1. Resurface the road
2. Build a medical centre

3. Build a football ground
4. Grow cash crops
5. Build a bridge
6. Build a new school
* Possible results:
a. Children will have better learning conditions;
they will be more interested in learning.
b. Villagers will have a shorter way to town; cars
and lorries can get to the village.
c. People’s health will be looked after better; the
sick will be cured in time.
d. Young people can play sports; people can hold
festival there.
e. People can export the crops; they will have more
money.
f. Roads will not be muddy and flooded after
it rains; people can get around more easily
-Asks students to match each of the plans with
its possible result.
-Show the keys and correct the answers on board
* Keys: 1-f; 2-c; 3-d; 4-e;
5b;
6-a
-Presents new words
* Match each word with its Vietnamese equivalent

-Read the plans and
results to find out
new words

- Work in pairs

- Look at the screen
to correct

Words
Vietnamese equivalents
1. Flooded
18


2. Cure
3. Export
4. Muddy
5. Resurface
a. Trả lại (mặt đường)
b. Lầy lội
c. Bị ngập lụt
d. Xuất khẩu
e. Chữa trị
-Asks one student to write the answers on board
-Give the keys.
* Keys: 1-c; 2-e; 3-d; 4-b; 5-a
Task 3: (12 minutes)
Produce conversations in groups of three or four
-Gives model:
A: What should we do to improve the life in the
village?
B: I think we should resurface the roads
C: That’s a good idea. If we resurface the roads,

they won’t be muddy and flooded.
D: Yes. And people can get around more easily
-Lets students produce conversations in groups.
-Asks some groups to present in front of the class.

- Copy then read the
new word in chorus

- Read the model in group of
four.
-Work in groups

-Look at the pictures to
ask and answer in pairs
A: What should we do keep fit?
B: We should do exercise
everyday

III. Post-speaking: (7 minutes)
-Gives some pictures and ask questions
What should we do keep fit?

A: What should we do to
improve our English?
B: We should practice
English everyday.

What should we do to improve English?

19

IV. Homework: ( 1 min)
Write a passage about plans to improve the life in
the area where you live.

2.7. The study effects
IV. Results
after applying
study
teaching
By organizing
pair the
work
andingroup
work carefully, students in my class
become more confident in English class. Once I give a task and ask them to
work in pairs or groups they can understand and do it successfully. During the
practice, students can help each other to correct their mistakes in pronunciation,
intonation or grammar. After a year applying pair work and group work
activities in teaching English at Thach Thanh high school, I have got some
satisfactory results. Most of my students have become more interested in
learning English and of course their ability to use English in communication has
been improved step by step. In each lesson, students are more active, more
flexible and enthusiastic participation in the lessons.
This is result from the interview of the students’ interest in learning
English carried out during the school year 2019-2020 at my school.
Table 1:
Class
10 C2

10 C8
10 C9
11 B9

Before applying

Sts’
number
42
42
40
41

Table 2:

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

After applying
20


Class
10 C2
10 C8

10 C9
11 B9

Sts’
number
42
42
40
41

Very much
SL
13
12
10
12

%
30,9
28,6
25,0
29,3

Much
SL
24
24
25
24

%
57,1
57,2
62,5
58,5

Not at
all
% SL %
9,52 1 2,5
9,5
2 4,7
7,3
2 5,2
9,8
1 2,4

A little
SL
4
4
3
4

Comparing the results obtained from the two tables above, I can see there
are more students who are interested in learning English.
3. CONCLUSION AND PROPOSALS
3.1. CONCLUSION
This result indicates that using pair work and group work
effectively at Thach Thanh I high school has yielded positive

results. Students are not only interested in English but also feel
excited about learning English lessons with different pairs or
groups. They no longer have to meet the psychological fear of
English. On the contrary, the foreign language lessons
becomes more fun and more exciting.
3.2. PROPOSALS
In order to arouse students’ interest in English, we should apply pair
work and group work in teaching English. Besides, it is impossible to lack the
good preparation, enthusiasm, love and professional qualifications of teachers.
In addition, support, encouragement and timely guidance from the school and
leaders are needed.
Despite my trying a lot, the content of this research is only my
personal experience of teaching. Therefore, there must be some mistakes that I
myself still cannot find out. I am so thankful to receive more contributive ideas
to make it more improvable. I hope that the study will make contribution to
the better situation of teaching and learning English.

21


XÁC NHẬN CỦA
THỦ TRƯỞNG ĐƠN VỊ

Thanh Hóa, ngày 30 tháng 06 năm
2020
I assure that this is my own work.

Vũ Thị Xuân

REFERENCES

1. “Practical handbook of language teaching, (by David Cross)”, Prentice Hall
Press (November 1, 1992)
2. “A course in language teaching- Practical and Theory”, (by Penny Ur),
Cambridge University Press (2012-04-12)
3. The advantages and disadvantages of pair and group work –, Google, 2020.
4. Working in pairs and groups in education and presentations - Google, 2020.
5. Book English 10 - Vietnam Education Publishing House, 2008.
6. Book English 11 - Vietnam Education Publishing House, 2008.
7. Book English 12 - Vietnam Education Publishing House, 2008.
8.

22


DANH MỤC
SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH
NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC
CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả: Vũ Thị Xuân
Chức vụ: Giáo Viên
Đơn vị công tác: Trường THPT Thạch Thành I

TT
1.

Tên đề tài SKKN

Cấp đánh giá
xếp loại
(Ngành GD cấp

huyện/tỉnh;
Tỉnh...)

Kết quả
đánh giá
xếp loại
(A, B,
hoặc C)

Năm học
đánh giá
xếp loại

Đề tài: “Một số thủ thuật và
bài tập để thực hành, kiểm tra

Cấp Tỉnh

C

2010-2011

và củng cố từ vựng Tiếng
2.

Anh”
Đề tài: “ Helping students to

23

identify and pronounce the

Cấp Tỉnh

C

2018-2019

sounds /i:/ and /I/”

24