Topic using pairs work and groups work method in teaching english 6

PHÒNG GIÁO DỤC & ĐÀO TẠO QUAN SƠN
TRƯỜNG THCS MƯỜNG MÌN
----------  ----------

SÁNG KIẾN KINH NGHIỆM

ĐỀ TÀI
SỬ DỤNG PHƯƠNG PHÁP HOẠT ĐỘNG NHÓM
TRONG GIẢNG DẠY MÔN TIẾNG ANH 6

Người thực hiện: Nguyễn Thị Hạnh
Chức vụ: Giáo viên
Đơn vị công tác: Trường THCS Mường Mìn
SKKN thuộc môn: Tiếng Anh

QUAN SƠN NĂM 2017
INDEX

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A. Introduction
1. The reason for topic choice………………………………………………… 3
2. Study purpose ………………………………………………………………3
3. Study tasks ………………………………………………………………….4
4. Study scope ……………………………………………………………….. .4
5. Methods of the study………………………………………………………. 4
B. Study content
1. Reasoning and real bases……………………………………………… …. 5
1.1 Reasoning bases ………………………………………………………….. 5
a. The aim of this approach in the teaching progress ………………………. 5

b. Characteristic signs of the methods ………………………………………. 6
1.2. Real bases ……………………………………………………………….. 6
2. Reality and situation before studying…………………………………….. 6
2.1. The real status of the study problem …………………………………. 6
3. Some advantages and disadvantages……………………………………… 7
4. How to help students learn and practise in pairsand groups effectively…… 7
4.1. The implemented solution ……………………………………………
7
4.2. The requirements for the teacher ……………………………………… 8
4.3. The requirements for the students ………………………………………. 9

4.4. Some activities in pairs and groups ……………………………………
5. Lesson plan ………………………………………………………………

9
9

C. Conclusions and proposals
1.onclusions………………………………………………………………….. 16
2.proposals……………………………………………………………….….. 17
Reference materials………………………………………………………….. 18

A. INTRODUCTION

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1. Reason of the theme choice
Language is both a means of an expression and a means of keeping the cultural
values of the nation that produces language. Therefore, language courses are to

equip students with new communication tools and through the use of
communication tools, students acquire the cultural values of ethnic groups
including knowledge of the country, people, customs, science and technology ...
Today with the importance in the world in general and Vietnam in particular,
English was chosen as required courses at schools, this is the advantage to
promote the students to learn better.
The goal of the English is to help students to form and develop the basic skills
of English and intellectual qualities needed to further educate or enter working
life. We can say that one of positive expressions, typicals of students in learning
English is that students need to acquire knowledge and skills applied to
communication, know how to work in pairs, groups and cooperate with partners
if necessary during practising speaking and writing, know to initiatively present
his or her intention to communicate through speaking or writing.
Work in pairs and groups - a new teaching method has been applied by many
teachers in training students, aims to help students learn actively, resist passivel
habits. Under the current reform program, English requires students training on
communication skills or rather, listening and speaking skills are especially
valued. Work in pairs, groups contributes to improving communication,
exchanging and cooperating between students. Work in pairs and groups will
effectively bring to them dynamic and positiveness, attract all the participants,
and also give opportunities to teachers to work as an instructor, consultant for
students.
In years of teaching under the new method, I myself have evolved this
experience: to improve the training efficiency, improve the quality of English,
the most important factor is to identify and organize in process of the teaching
“ consider learners centered, in teaching and learning procedure we must know
the effective use of learning activities and practice in pairs and groups. Above
thoughts are important orientations in teaching and are the theme that I myself
thought, made in the teaching process and has obtained certain results. That is
why I chose the theme: "How to help students learn to practice in pairs, groups

effectively"
2. Study purposes
Being a teacher of English, I always concern myself and explore the best
solutions to impart knowledge to his students in a positive way and have the best
efficiency in order to promote self-discipline and initiative of students in English
lessons. Teachers must be appealing to them for playing a central role, guiding
students in this form or other forms of teaching activities.
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So I wrote this theme aims to share, get feedback from colleagues to thereby
improve and continue to apply it in the teaching process to increase the quality
of English.
3. Study tasks:
Research on methods, skills and steps to guide students to learn and train
in pairs and groups effectively.
Research to uncover the appropriate methods, procedures and guide
students to learn and practise in pairs, groups in grades at Muong Min secondary
school.
4. Study scope
How to help student to learn to practise in pairs, groups effectively is the
experience initiative that is studied within given situations and some appropriate
exercises to work in pairs or in groups.
At the same time these are ways to organize and control activities in pairs and
groups.
With the scope of this study, we can apply in the development of all the skills of
listening, speaking, reading, writing mainly - communicative activities.
With the desire to improve the quality of English lessons and help students to be
able to communicate directly in English, students who learn in 6 class of Muong
Min secondary school.

These are the objects studied in this theme to offer the best solutions and help
them overcome difficulties in learning, be confident to acquire knowledge of the
teacher’s lectures.
5. Methods of study
In the process of my study on this theme, I myself have used a combination
of the following study methods:
Method of observation: the person, who implements the project, looks for
new research, visit colleagues’ classes.
The method of exchange, discussion: after visiting the classes of
colleagues, colleagues take an attendance at the lectures of the person that
implements the project, colleagues and the person implements the project start
to exchange and discuss to draw experiences from those lessons.
- Experimental methods: teacher conducts to teach experimental lessons with
purposes of some specific requirements, use active forms in pairs and groups.

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-Methods of investigation: The teacher ask questions to check students’
understanding of lesson content assessment.

B. STUDY CONTENT
1. Reasoning and real bases
1.1 Reasoning bases
The essence of new teaching reason is a positive and creative promotion of
students, students-centered, students are the subject of the learning activity, the
teacher is the organizer and guide them to receive new knowledge, practise
language through a variety of communicative activities in the form of individual
work, pairwork and groupwork.
In the teaching process, for promoting students’s positive initiatives, the

pairwork and groupwork are forms of well-done learning activities. Through this
form of learning they have chances to present, exchange and express their
thoughts about the amount of information on the lessons that they understand,
feel and from these they are able to respond to personal information processed.
The amount of information of each student can be right or be wrong. Through
pairs or groups they respond to information for teachers. Then the teacher grasp
the level of thinking, their understanding. This process is taken place with the
two-way relations. In terms of learning theory, this is a dialectical relationship.
Besides, to be exchanged in pairs, groups students should be 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 improved.
a. Aim of this approach in the teaching process
Through the teaching process, teachers help students with self-discovery on the
basis of self-awareness, freedom to think and debate for drawing useful lessons,
from that students may propose discussing issues and resolve problems better.
Students are the centered object, tell them to practise in pairs and groups to
communicate with each other, help children practice easily and correct timely.
When work in pairs and groups, the gifted students will help bad students grasp
the essential knowledge of the lesson, they will gradually know how to learn and
grasp the basic knowledge of the subject. Practising in pairs and groups helps
them with the competition and effort, from that teachers have discovered the
good students to foster.
At the same time, practising in pairs, groups help children with learning selfconsciousness, boldness and confidence, the bad children also learn from their

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partners self-learning method under the motto: "Learning from friends is better
than from teachers".

b. Characteristic signs of the method
- The teacher must admit, empathy, respect for the needs and purposes of the
students, gain credibility, create convince and stimulate the intrinsic motivation
of students.
- Base on the experience of students and exploit those experiences, promote
positive self-awareness.
- Achieve the maximum level of learners’ involvement, minimize requirements
of the director(the teacher).
- Promote independent thinking ability for students, creative thought creates
dynamic and confidence.
- Practising in pairs, groups helps students recognize the strengths and
weaknesses on the part of the partners and especially they themself recognize
their strengths or your weaknesses so that strive for helping themselves to be
more and more better.
It’s easy for teachers to see foreign language environment, remote controls, so
the teacher only tell students how to do, give specific instructions and deploy in
pairs, in groups, assign specific roles and responsibilities, teachers easily
observe style, then get results through the performance of each student.
1.2 Real bases
Practically, teaching applications" How to help students learn to practise in pairs,
groups effectively" have shown relatively positive effect. Through the practice in
pairs and groups, students in the class I tested was bolder, more energetic in the
lessons. Every time I put some information and ask them to work in pairs and
groups, they capture and do quite successfully. During practice students self correct for each other pronunciation, use of sentence structure, intonation. When
get the students to practice in pairs and groups, teachers are in the positions to
grasp the amount of knowledge that students to acquire, from these, teachers
should know how to promote the strengths as well as overcome the limitations in
the training of students in order to meet the actual requirements of the teaching
process.
2. Reality and situation before studying

2.1 The real status of the study problem.
In school year 2016 - 2017 I was assigned to teach the class 6. Through
the first several weeks of teaching, I realized that the students’ ability to practise
in pairs and groups is limited, some children are very passive, afraid to practise.
The number of students is active and energetic, is very few.

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Facilities are inadequate, students’ input is very weak, they do not pay
attention to learn.
3. Some advantages and disadvantages
a. Some advantages
- I always get the attention of the Leadership, colleagues encourage, help,
especially some older teachers experienced, this is a favorable condition for me
to implement the theme.
- There is the Internet in my school. It’s quite profitable for exploiting materials.
b. Some disadvantages
- Being a young teacher, I have not a lot of experience.
- Students are unequally distributed of quantity and quality. Besides, a lot of
many students do not have the sense of learning.
4. How to help students learn and practise in pairs, groups effectively
To carry out their activities and improve the quality timely like the other
subjects, through monitoring the quality and students’ learning, I found that
students did not meet the needs of subjects and teachers have difficulty adjusting
ways to teach these students.
In the study I've found my positive approach is how the quality of students’
learning increasingly more advanced. Combination of monitor and test in the
class that I assumed, I found learning in pairs, groups is a viable solution to help
students to be quickly progressive, meet the needs of the subject. Here are some

solutions to implement measures " How to help students learn to practise in
pairs, groups effectively"
4.1 The implemented solution
- Creat situations to suit each specific topic, make a plan to guide the students to
work together, to exchange their learning.
- Need flexibility to use the book to guide students to gather data, draw
structures for each type of exercise.
- Model for students is considered as a measure to help students acquire fastest
and then do the same for their own exercises.

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- Use illustrated things to ask pairs and groups to use material objects and
paintings to practice easily. In this way they are remembered every sentence
structure, sample sentences and will do any structure if the teacher ask.
- Give more researching activities, observation, creativity in applying
knowledge for each lesson.
- Creat the appropriate atmosphere for students to debate in any more lessons.
- Maximize teaching aids in pairs, groups, ask students to prepare paintings,
practising aids for each practice.
- Divide the class into a specific pairs (two students sit at a table or sit next to
each other), request to discuss and ask - answer each section.
While students practise to ask and answer, teachers must cover and monitor
class to comment pairs, listen and correct their errors, help the pair which has
weak students.
- Divide the class into groups with good students, average students and weak
students so that they can help each other. Thus, students, who do not have the
opportunity to respond, will have a chance to answer the next questions. The
division of the groups help them to be bolder, more confident with their

knowledge and they will have better manners.
For weaker students of each group, teachers should guide leaders of the groups good students to help worse learners, so they can easily approach knowledge
and suggest to help their partners and they promote all their abilities in the
language lessons..
4.2 Requirements for teachers
Keep track of them practice, comment each small mistakes, tell them how
to avoid repeating the error that I have had.
When students practice in pairs and groups, teachers come to pairs, groups
to monitor and comment to correct in time. For common errors, teachers should
ask questions to the class and the students themselves discover their mistakes to
correct and avoid repetition. By doing this they will avoid errors, understand and
remember better. Teachers grasp the knowledgable level of each student, the
level of understanding each child's lessons to find appropriate methods of the
teaching.
Assign tasks to group leaders to help and keep track of their members.
Teachers motivate, encourage timely students to do well their tasks. Create an
exciting atmosphere for the children so that they are interest in the teacher’s
comments. Ask students to prepare well practice in pairs and groups.

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4.3 Requirements for students
Bring the ability to access all knowledge, create a practice routine in pairs
and groups so that the next lessons, when the teacher pointed out hand signals
and say commands (Group / Pair work) then students move themselves and do
the request of teachers.
Creates the language atmosphere in the classroom to see a foreign
language course with its own characteristics. Develop their language style.
Practise for each sample sentence, then use it to do homework in

workbooks, write sentences and write paragraphs.
Voluntarily practice any situation that teachers required. Promote four
skills of listening - speaking - reading – writing at the same time.
4.4 Some activities in pairs and groups
- Activity in the form of pairs: Interview
This is a common activity which applied to the lessons, especially in parts
of Reading and Speaking. The teacher ask students to work in pairs to ask and
answer for each topic of each lesson after giving the sentence patterns.
Performing this activity requires teachers to pay attention to the weak pairs to
encourage them to participate.
5. Lesson plan
* English 6

Unit 1:
Task 1. Introduce yourself to the whole class, using the cues below.
. Greeting
. Your name
. Your age
Task 2. Make adialogue with a friend, using the cues below.
. Greeting
. Introduce your name
. Asking how he / she is
. Asking how old he / she is
Unit 2
Student A: ask your friend

Student B: Answer your friend’s

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some question. Use the give
words.

questions. Use the given words.

1……………………………
.what/name ?

1…………………………
My name/ Quan

2……………………………… 2………………………..
.
Q-U-A-N
How/spell/ your name ?
3………………………..
How old/ you?

3………………………
I/ twelve

4…………………………
Where/ live ?

4…………………..
I / on

Unit 3
Task 1. Talk about your family. You may use the following questions

. How many people are there in your family?
. Who are they?
. How old is your mother / father / sister / etc.?
. What does your mother / father / sister / etc. do?
. Where are they now?
Unit 4.
Task 1. Decribe your school, using the cues below
. Is it small or big?
. How many buildings does it have?
. How many classrooms does it have?
. How many students does it have?
. How many teachers does it have?

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Task 2. Talk about your classroom, using the following cues
. The name of your class
.The number of doors and windows
.The number of students.
.The number of boys and girls.
.The number of desks ands chairs.
Unit 5
Task 1 Talk about your day, using the cues below.
Time
In the moring

Action
. get up
. have breakfast

.go to school

In the afternoon

. play games
. do housework

In the evening

. do homework
. go to bed

Task 2. Complete the table and tell the subjects you have today
Example: Today is Monday. I have English from 7.00 to 7.45.

Subjects

Time

. English
.

7.00 – 7.45
.

.

.

.

.

Unit 6
Task 1 . Answer your friend’s questions about your classroom

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. How many students are there in the class?
. How many desks are there?
.How many windows and doors are there?
.What is there on the teachers’s desk? ( some books, a cassette player,
some pieces of the chalk………)
. What else is there in the room? ( a board, two ceiling fans, some lights,
…….)
Task 2: Role play.
Student A

Student B

Ask your friend about the place he /
she lives in. Use the suggested ideas.

Answer your friend’s questions about
the place you live in. Use the suggested
ideas.

. Where / live?
. Who / live with?

.live / a city.
.live with / mother / father / sister

. How many rooms / there / your

. six rooms

house?

.three bedrooms / a living room / a

. What / they?
. What / there / near your house?

kitchen / a toilet
. there / a school / a park

Unit 7
.Task 1. Ask your friend about his/ her daily routine. You can use the following
suggestions.
.What time / get up?
. What time / have breakfast?
. What time / go to school?
. Go to school / bus or bike or walk?
. What time / classes / start and end?
Unit 8

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Task 1: Ask and answer about what the people are doing, using the pictures and
the words.
Example:
Picture 1: They/ dance
A: what are they doing?
B: They are dancing. Picture
2: The old man / have a bath Picture 3: The
children / look out the window Picture 4: The
bussinessman / call his wife Picture 5: He /
watch TV
Picture 6: The woman / do yoga.
Picture 7: The old woman / sleep
Picture 8: The boys / play video games
Picture 9: The bussinesswoman / smoke
(mainly English), mainly Vietnamese) sometime ( a mixture of the two
languages)
English

Vietnamese

Both


Introducing the lesson
Checking attendance



Organizing



Classroom control / discipline



Giving praise



Presenting new language



Introducing a new text



Asking questions on the text




Correcting errors
Setting homework



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* Survey: English 6 –Unit 3 –Lesson 4
in your family ?
Name

in your house?

people

Lan

chairs

3

lamps

10

in your classroom?

tables

desks

boards

2

21

1

10

windows
4

Example exchanges
S1: How many [people] are there in your [ family] ?
S2: [Three]
*Survey: English – Unit 5 – Lesson 1
Name

get up

Lan

5.30

have
do
watch
breakfast homework television
6.15

7.00

8.00

S1: What time do you get up ?
S2: At 5.30
*Mapped Dialogue: English 6 –Unit 5 – Lesson 4

-What …today ?
-What time … start ?
-Do we …literature …8.40 ?


History
7.50
No … English

-What time … finish ?

9.25

-What ……..at 9.35 ?

Geography

Example exchanges:
S1: What do we have today?

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S2: We have history.
S1: What time does it start?

S2: At seven fifty.
S1: Do we have literature at eight forty?
S2: No, we don’t. We have English.
S1: What time does it finish?
S2: …
* Mapped Dialogue: English 6 – Unit 8 - Grammar Practice
Yes/No questions with Present Progressive:
Mapped dialogue



?

X

?

X

?

X

What …?
Example exchanges:
S1: Are you watching TV?
S2: No, I’m not
S1: Are you listening to the radio?
S2: No, I’m not.
S1: …

* Describe the house: English

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6 – Unit 8 - Grammar Practice
This is a house. In front of the house,
there is a flower garden.
To the left of the house, there is a lake.
To the right of …

The achieved results:
Class
6

The
number
of
students
42

Points
9-10

%

7-8

%

5-6

%

3-4

%

10

23,8

17

40,5

15

35,7

0

0

Explaination:
The results showed that students in the class 6 scored 5 or more was 100%,
including 7.8 points and 9.10 accounted for 72%. Through the process of
implementing this method, I found the quality to be improved and more widely
applied to the whole school in the next school year.

C. CONCLUSIONS AND PROPOSALS
1. Conclusion
While teaching at Muong Min Secondary School, I saw the organization for
students to practise in pairs and groups in each lesson, is an effective solution
and the need for teachers of English. It became one of the decisive factors to
improve the efficiency of foreign language teaching. So I myself draw the
following experience:
Experience lessons:
- Teachers should always pay attention to the students so that discover gifted
ones of the subject.
- As a person play an important role to guide the students’ activities, so he or she
must avoid perfunctory and formality.

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- Need to be dynamic and creative to divide student groups, make sure that there
are full of objects - students in a group.
- Need agility in operations to save the maximum time for a lesson.
2. Proposals
I look forward to receiving all administrators’ attention on the learning
conditions of students and teaching of the teachers; adding appropriate facilities
for teaching and learning under the new approach.
From my personal reality, through theoretical studying and learning of
colleagues of English I have some experience of teaching method innovation
"how to help students learn to practise in pairs, groups effectively "as shown
above.
However, the study and presentation of this Experience Initiative could not
avoid shortcomings. I look forward to comments of my colleagues and all
administrators so that I can accumulate more experiences. This helps me to

fulfill the duties of a teacher. Sincerely thank a lot!

The confirmation of the headmaster Quan Son, the 15th of April 2017
( xác nhận của Hiệu Trưởng)
I assure the experience initiative was
written by me, not reproduced in any
form.
REFERENCE MATERIALSWriter

Nguyễn Thị Hạnh

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REFERENCE MATERIALS
1. SGK TH mới, Bộ GD và ĐT, Nhà xuất bản giáo dục.
2. Chương trình TH mới, Bộ GD và ĐT, Nhà xuất bản giáo dục..
3. Tài liệu Bồi dưỡng giáo viên môn tiếng Anh, Bộ GD và ĐT, Nhà xuất bản
giáo dục..
4. Những vấn đề chung về đổi mới giáo dục TH môn tiếng Anh, Bộ GD và ĐT,
Nhà xuất bản giáo dục..
5. Brown, Principles of Language Learning and Teaching, Prentice Hall.
6. Nunan, David 1991 Language Teaching Methodology, Prentice Hall.
7. Truong Vien, Bao Kham, Learning and the learner, Hue College of Pedagogy
1998.

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DANH MỤC

CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐƯỢC HỘI
ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP
SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ
LÊN

Họ và tên tác giả: Nguyễn Thị Hạnh
Chức vụ và đơn vị công tác: Giáo viên trường THCS Mường Mìn

Cấp đánh
TT

1.

Tên đề tài SKKN

Phương pháp giảng dạy kỹ
năng đọc môn Tiếng Anh 8

Kết quả

giá xếp loại đánh giá
(Phòng, Sở, xếp loại
(A, B,
Tỉnh...)
hoặc C)
PGD

B

Năm học

đánh giá xếp
loại
2010 -2011

2.
3.
4.
5.
...

* Liệt kê tên đề tài theo thứ tự năm học, kể từ khi tác giả được tuyển dụng vào
Ngành cho đến thời điểm hiện tại.

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