IMPROVING QUALITY OF EFFECTIVE PAIR AND GROUP ACTIVITIES IN HIGH SCHOOL LESSONS scope level of grade english high school

DEPARMENT OF EDUCATION AND TRAINING OF THANH HOA
PROVINCE
HIGH SCHOOL MAI ANH TUAN

TOPIC

IMPROVING QUALITY OF EFFECTIVE PAIR AND
GROUP ACTIVITIES IN HIGH SCHOOL LESSONS
Scope/ Level of grade: English / High School

Author: VŨ THỊ NGỌC
Position: Teacher
Working Place: Mai Anh Tuan High School
Unit: Foreigner Language
Initative from experience in field: English
Nga Son, May 19th, 2021

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GENERAL INFORMATION OF INTIATIVE
1. Name of initiative: “Improving quality of effective pair and group activities
in high school lessons”
2. Scope / Level of grade: English / High School
3. Applied time of initiative: from Jan 10th, 2020 to May 20th, 2021
4. Information of Author
Full name: Vũ Thị Ngọc
Year of Birth: 1980
Place of resident: Nga Yên Commune - Nga Sơn District - Thanh Hoa
Province
Qualification: University of training English as Foreigner Language

Position: Teacher
Working Place: High School Mai Anh Tuấn, Nga Sơn District, Thanh
Hoa Province
5. Working place to apply the initiative:
Name of Location: Mai Anh Tuấn High School
Address: Nga Thanh Commune, Nga Sơn District, Thanh Hoa Province.

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A - QUESTIONING
I. CONDITIONS OF CREATING INNOVATIONS
English plays an important role in our lives. It has been and is becoming a
necessary need in daily communication, in work and in the process of scientific
research. English is used as a universal language in the world. Through this
common language, people all over the planet understand each other, exchange
scientific achievements, culture, sports, art, advanced civilization of mankind.
Our country is on the way of integration and development, so English is the key
to open the door to integration between our country and other countries in the
world.
Because English is so important, in recent years the Party, State,
Government and the Ministry of Education and Training have always paid
attention to and paid attention to innovating teaching methods, renewing
textbooks for the most effective teaching and learning of English.
From the above basic reasons and bases, it shows that comprehensive
education for students is very necessary. Besides, teaching English is also an
important task in the school. The problem for each of us in general and teachers
who directly teach English at high school level in particular is how to get good
results in teaching. Therefore, active teaching methods are always thoroughly
and creatively implemented by teachers.

II. PRACTICE BASIS.
In our Vietnamese situation, the class is often crowded with students,
and the short class time is not enough for the majority of students to participate
in the lesson. Except for the practice of reading in unison, on average each
student in the class only has a total of 10-15 seconds to speak. To increase the
time students practice speaking in class, they must organize activities so that
everyone can speak.
Learners-centered people often think that if all students in the class
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participate in speaking at the same time, the class will become very noisy,
disorderly, and difficult to control. But the reality is not so: With guidance and
control of teachers and establishment of rules when working in groups and pairs,
the noise of foreign language exchange is positive noise, a manifestation of
education.
In order to work in pairs and groups of students to be effective in teaching
and learning foreign languages in general and teaching English in particular, it is
necessary to understand what group and pair activities are; What principles need
to be followed and what do teachers and students have to do? In this topic, I
boldly collect to suggest how to organize working in pairs and groups
effectively.
III. SCOPE OF RESEARCH
Applying "Experience in organizing students to work in pairs and groups
in effective English teaching" is an initiative of research experience in the scope
of giving situations and some exercises suitable for activities. act in pairs, or in
groups. At the same time, there are a number of ways to organize pairs, groups
and control activities in pairs and groups.
With this scope of study can be applied in developing all skills of
listening, speaking, reading and writing which are mainly communication

activities.
IV. RESEARCH PURPOSE
With the successful research of the topic, the experience initiative will
help teachers gain the following experiences:
1. Understand the concept of pair and group activities.
2. How to organize effective pair and group activities.
3. Steps to conduct effective pair and group activities.
4. Guide students to self-practice and practice to have English
communication skills and techniques.
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5. Experience in applying pair and group activities in teaching English at
high school level.
V. RESEARCH METHODS
1. Observational method: The subject conducts self-research, conducts
class visits of colleagues.
2. Method of exchange and discussion: After attending the time of the
colleague, the colleague observes the time of the subject, the colleague and the
subject conducts the exchange and discussion in order to draw out the
experience. experience for the lesson.
3. Experimental method: The teacher conducts experimental teaching
according to each purpose, and specifically requires a number of lessons to
apply the form of group and pair activities.
4. Investigative method: Teachers ask questions to check and assess
students'understanding of the lesson content.

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B- CONTENT
I- LEARN ABOUT PAIR /GROUP ACTIVITIES.
1. Work in pair/pair work
1.1. The role of the teacher when students participate in practice in pairs
Teachers who used to be leaders and in control of all activities in the
classroom need a different perspective because their roles have changed in these
new stages of student practice. Now the teacher has two functions. The first
function is the observer: The teacher goes from group to group listening and
noting repeated errors in the students but still letting them speak freely,
interrupting them as much as possible unless absolutely necessary… Serious
errors will be resolved at another time, possibly at the beginning of the next
lesson or at the end of the practice session. The second function is to provide,
document, help, and answer students' difficult problems in terms of corpus or
general knowledge.
In the teaching process, in order to promote the activeness of students,
pair and group activities are a good form of learning activity. Through this form
of learning, students have the opportunity to present, exchange and express their
thoughts about the amount of information about the lesson that they understand
or maybe partially wrong. From there, the teacher grasps the level of thinking
and understanding of the children. This process takes place in a two-way
relationship. In terms of teaching theory, this is a dialectical relationship. In
addition, when exchanging pairs, groups of students are trained more in skills
and habits of thinking, expressing and presenting a problem in front of a group.
Through this activity, students' listening, speaking, reading and writing skills are
increasingly improved.
1.2. Introducing how to practice in pairs
When using this type of exercise for the first time, explain to students
the advantages and reasons for using it. Explanations may be made in the
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student's native language. In addition, it is necessary to agree with students on
the following principles:
1. Working in pairs is not the time to chat.
2. After completing the assignment of the exercise, students can switch
roles and do the exercise again.
3. If the time is up and the students still haven't finished, there is nothing
to worry about, because the most important thing is that they get to practice, not
necessarily the specific results of a certain task.
4. After the time is up, the teacher must check and evaluate the results of
the work done by the students in pairs.
5. All students must participate in this activity in a pair. When odd, that
student can join with the pair closest to him/her. If the exercise requirement is an
exchange between two people, the third person will sit and watch, then
participate in the second round of practice with one of the other.
6. They can ask the teacher for help if needed. While students practice
Q&A, the teacher must cover and monitor the class to comment on each pair,
listen and correct them, notice to pairs of weak students.
1.3. Steps to practice in pairs.
Step 1: Prepare
It is necessary to prepare very carefully through the introduction and
practice of the corpus, so that everyone is confident when using the foreign
language. After the introduction and practice the corpus should save all the
information on the board.
Step 2: Teacher models with a student
The teacher, along with a good student in the class, acts as a model for an
exercise package so that all students understand the requirements and know how
to do it.
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Step 3: Two students model
Call on two pretty good students to model in front of the class again. If
students are allowed to stand in place, ask them to speak loudly enough for the
whole class to hear.
Step 4: Set time
Tell students how much time they will have to complete this exercise
(usually 2-3 minutes).
Step 5: Students work in pairs
Signal all students to begin work at the same time. While students work,
teacher goes from pair to pair, monitoring and helping them as needed but
avoiding interfering with the students' activities even though they may see their
mistakes.
Step 6: Pre-class test
At the end of the lesson, when most pairs have done the song, signal all
students to stop. Choose a couple of pairs and ask them to present them in front
of the class. This test is very important because it makes the students work
harder in the next practice. Students will become more diligent, more self-aware
knowing that teachers will assess their learning activities.
2. Types of practice in pairs.
2.1. Conversation
After studying a sample dialogue, the students are familiar with the
structure of the lesson and understand the grammar issues in it, the teacher can
ask pairs of students to role-play the text, but with some substitutions. details
(e.g. name, hometown, occupation, hobbies, etc.) to make their lines talk about
themselves or about issues they care about.
2.2. Substitute exercise
After introducing the sentence patterns and giving them quick practice,
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the teacher writes the suggested replacement words on the board and asks the
students to practice in pairs. Should leave plenty of space in the suggestion
section to let students develop their creativity. Example on the board:
What do you think of horror film?
(action films, thrillers films, war films…?
2.3. Grammar practice
After students have grasped the grammar problem and have been
practicing collectively (by repeating or converting exercises…), divide students
into pairs and ask them to exchange with each other (pay attention to choose the
familiar and close subject matter). For example, talk about yourself or real
things related to the student's own life. The suggested words on the board are
still ideal for this exercise.
2.4. Unofficial test
Regular testing is just as effective as teaching. By allowing students to
collaborate on a test, teachers can encourage their learning because weaker
students are helped by better students. There should be a short test at the end of
the hour once in a while and then give the score. The test does not need to cover
everything the student has just learned in the lesson, but can focus on any aspect
of language use. The requirements of the work should be very clear, write
sample sentences on the board and control the time to train students to react
quickly and flexibly in using language. Finished work can be tested orally or by
pairs of cross-checks and marks each other.
2.5. Description of the picture
Pictures can be used as stimuli for a variety of pairs of exercises. For
example, looking at a picture that accompanies a reading passage, one student in
a pair finds out what is right and wrong in the picture and the student states their
opinion for or against (compare the picture with the text). Or two students have
two similar panoramas but the details in the picture are different (such as
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position of objects in the picture, color, type of clothes, appearance of
people, ...). One student describes the details in his picture and the other finds
differences in the second picture.
2.6. Find a title for the reading passage
Before the whole class read a text, ask pairs of students to read, ask pairs
of students to skim, then give the passage a question. Depending on the length of
the lesson, the time will be determined, but it should be noted that the time spent
on this activity should not be too much because this is essentially a type of
exercise to practice skimming for the main idea. What's more, this activity is
great because it gives students a chance to read with real intent, reading for real
information. Reading results can be checked orally with individual students or
the whole class.
2.7. Ask and answer
There are often questions at the end of the reading passages. Students can
discuss the answers to these questions in pairs. Students first make their mouths,
then the teacher calls some random students to check. Or enrich the activity by
having students discuss their answers orally and then write their answers on
paper, with pairs of pairs swapping their answers under the teacher's control.
2.8. Write illustrative sentences
After teaching and practicing new words, at the end of the lesson, still
leave the new words on the board, delete only the illustrated sentences, and then
ask students to rewrite other illustrated sentences for the new words to check if
they have learned the new words and they can really understand the meaning
and usage of the new words.
3. Work in group/group work
In our classrooms the chair cannot be moved around the classroom so in
this situation can only ask the students from the upper desk to turn to the lower
table to form groups to practice. It is best to form groups of 4-6 people, but

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sometimes the number of students in each group depends on the number of
students sitting at each table.
After dividing the group, it is recommended to appoint or let the group
members elect the group leader or secretary. This person will directly contact the
teacher when the group is having difficulty implementing the requirements of
the assignment. This will make it easier for the teacher to control all groups in
the class. It is advisable to appoint or instruct students who are more vocal and
energetic to do this. But sometimes change is also needed: choose a good
student but still shy to create conditions for that student to practice to become
bolder or you can also let the group members take turns as the group leader. It is
important that this work be done quickly and that students are informed
immediately who their team leader is so that they can get to work, without
wasting time. Group division can be in the mother tongue, if using English,
students must first familiarize themselves with and understand commands such
as: “The first row, turn and face the second. The third row, turn and face the
fourth please. Now work in groups”.
3.1. The teacher's role
The teacher is in charge of all activities in the classroom. So they have to
plan it, organize it, start it, monitor it, time it and finish it. The most tabooest
thing is that after asking students to work in groups, the teacher will return to the
table to sit or work separately, considering that the job is done. It is imperative
that teachers manage, monitor, urge and help students practice. The teacher can
go from one group to another, checking if the students are doing the task
correctly. Teachers need to be active and sensitive to the classroom atmosphere
as well as group work rhythms, remembering repeated mistakes in students to
adjust their lessons later. If it is found that most students are having difficulty
completing the task of the assignment, it is advisable to stop all groups, explain

more about the requirements of the assignment, about its structure or grammar,
or to the whole class. Rehearse the problem and then resume working in groups.
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3.2. Types of group exercises
Group activities tend to be more liberal and also more interactive than pair
activities. There are many activities that are easy to do, even for the most
inexperienced teachers.
• Game
Information guessing games to practice Yes - No questions. The simplest
is the guessing game Who am I thinking of? What's my profession? Or Guess
what I did (last night/ during the weekend). Title the game on the board, provide
some suggested words, vocabulary, background knowledge, then model and then
let students play on their own.
• Make a question
Ask groups to read the passage then ask questions about it. After a few
minutes, the groups closed their books, one by one the group leader or secretary
stood up to ask a few questions, and the other group members were responsible
for answering. In order for students to be more interested in the activity, it
should be organized as a contest: answers are graded based on linguistic
accuracy as well as information.
• Guided practice
After using the replacement exercise to familiarize the students with its
structure and function, it is recommended to organize more exercises with more
communicative meaning with creative and game-based group activities.
For example, after teaching the structure with should/ shouldn't mean to
advise:
You should/ shouldn't + verb
(You should eat more fruit)

The teacher gives some suggested words for students to work in groups.
One person raised his or her problem and the others in the group offered advice.
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One problem can have many different advices. To get students to participate
more actively, turn this activity into a contest: see which group gives the most
advice and has the best advice that cannot be refuted.
Examples of suggested words:
Wallet/ lost bad marks for science
Shirt/ torn have headache/ toothache
Watch/ broken etc.
Maybe take a few minutes for students to come up with real problems
they face in their own lives, and others in the group to give advice. Or
conversely, students in one group read some of their advice while students in
other groups had to try to guess what the advice was about.
• Reading and spelling
Why do teachers always have to be dictators? This task can be assigned to
one person in the group to read to other members. Of course, you should choose
short and learned passages. The reader may also be responsible for checking and
correcting errors for other team members.
• Role playing games
After the class has practiced a structure with a certain function, roleplaying games work very well to reinforce students' understandings of the
structure's function in more natural settings. For example, groups could be asked
to play a scene in which a person complains that he wants to exchange for a new
piece of clothing he bought the day before; or gather information for an allinclusive holiday… With role-playing, groups can create plays in which each
member plays a role. While the group members are acting, the group secretary
takes short notes of the dialogue to review and then present to the class.
• Predict
This exercise is usually used by students at a relatively advanced level.

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Before reading a text, ask the groups to predict the content of the lesson or the
meaning of the vocabulary that may be encountered in the lesson. For example,
before reading an article about pollution, students may anticipate that the article
will deal with issues related to the sea, forests, underground resources, smoke
from car exhaust, motorcycle…
• Answer speculative questions
After each reading, the teacher can ask some questions for students to
speculate about the circumstances that happened in the lesson. The answer is
only based on the student's inference, not in the lesson. Students in groups
discuss and come up with a common answer for the whole group.
• Discuss
Used for students with relatively high language knowledge. Discussion
allows students to freely express their views and opinions, so the usefulness of
this type of exercise is undisputed. The teacher brings up a certain topic (What
do you think about women who work as politicians? What should be done about
all the beggars on the streets?) and then lets all groups discuss and exchange
ideas. your score in minutes. A group member will then report back on the
group's general opinion (if there is agreement), or summarize the opinions (if
there is a difference). Next, have students discuss the problem as a whole class.
Teachers are not required to express their views, unless there are false opinions
that no one can disagree with.
• Essay writing
This format is not ideal for classes with large numbers of students. The
teacher cannot monitor and help a class or have about 40 - 50 students and these
students write different articles. Moreover, reading, correcting, and grading 4050 essays is not an easy job. Some experts in teaching methods argue that letting
students write without supervision is only harmful to students. Because students
can develop habits of misuse of language structures, using foreign languages to

express themselves in the manner of their mother tongue.
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If students are organized to work in groups, teachers of large classes will
be able to simultaneously control and guide all students' creative writing in the
class. An essay can be guided by questions on the board, pictures on the wall or
suggested words. For example, each group receives a letter and they have to
answer it together. Students must know that when there is a problem, they
cannot freely ask the teacher for help, but must go through their group leader. At
the same time, they must also be aware that everyone in the group has to
contribute to the development of the article and will enjoy the success of the
article. The role of group leaders is very important at this time. They must know
how to attract team members to contribute ideas.

II- DETERMINATING TYPE OF EXERCISES THAT SHOULD GIVE
STUDENTS TO WORK IN GROUP OR PAIR.
1. Pair work / Work in pair
1.1. Practice model sentences after the introduction of new material and a few
minutes of practice for the whole class (Practise model sentences).
1.2 Practice exercises according to sentence patterns.
1.3 Practice short conversations, role-playing sample conversations with given
prompts (practice short dialogues, make up similar ones using the prompts)
1.4 Type of exercise read the text then ask and answer questions about the text
(Read then ask and answer the questions about the text)
1.5a Students discuss the questions in pairs then read the text to choose the
correct answer
1.5b Students read the text silently by themselves and then ask and answer about
the content of the text in pairs.
1.6 Students can practice the sentence pattern under the control of their friends

in pairs.
2. Group work/ Work in group
Working in groups of 3 or more people, working at tables, in groups, in rows…
2.1 Discuss the answers to the questions of a reading or conversation.
2.2 Solve problems according to the requirements of the exercise content.
2.3 Make a plan for a certain activity (makes plan)
2.4 Write about the positive and negative side of a certain issue.
2.5 Practice role-playing conversations in conversations with more than two
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participants
2.6 Play team games: Slap the board, lucky number, nought and crosses…
III- METHOD OF ORGANIZATION FOR EFFECTIVE GROUP
ACTIVITY
1. Teacher-organizer who plays the role of controlling the activity, it is
necessary
1.1. The assignment or assignment instructions need to be very clear.
1.2. Before working in pairs, the group of teachers should have good
preparation, given samples or examples, and provide enough material for the
exercise.
1.3. In the process of students' performance, teachers need to have general
supervision, do not interrupt when students are practicing, go around the
class to listen and help timely support when needed. Teachers record typical
mistakes to point out to students and help students correct them later.
1.4. Teachers need to set a specific time for each activity.
Example:
Teacher: work in pair practice 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.
1.5. Teachers should be flexible in pairing, reasonable groups can choose
students of the same level to work together depending on the intention and
nature of each exercise and sentence pattern. This grouping should be
prescribed to students according to habit.
For example, in pairing a student may work in two or three different pairs
and this must be done from the very beginning and each pair has its own number
or name convention.
Example 1: Pairing for some simple exercises, we often pair up with two
students sitting close to each other (close pairs).
Example 2: Student A is a good student; Student D is a good student;
Student B is an average student; Student E is an average student. Student C is a
weak student; Student F is a weak student.
We can combine pairs as follows: Each student can have at least 2-3 pairs
for themselves to work on. Teachers should assign students A and D to carry the
number 1; Students B and E carry the number 2; Students C and F carry the
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number 3.
This example is for simple exercises like substitutions or word cues.
1.6. After students practice the exercise in pairs, the group needs to have
timely inspection, comments and suggestions from their friends in other
groups. Correct errors or provide correct samples.
1.7. Encourage students to boldly work in pairs or groups.
2. Students - who perform activities to actively acquire knowledge through
this form of activity need to build a habit of following a number of
necessary rules.
2.1. Need to listen to the requirements of the assignment.

- This requirement is shown in the textbook, which is a part that is mostly
the instructions and requirements of the teacher, the operator of the activity.
For example: It is possible to request activities, operation time, tasks of each
group or individual in the group.
2.2. Need to work self-consciously without making too much noise.
2.3. The activity should be started and stopped immediately when requested by
the teacher.
Do not attempt to finish the part in progress.
3. Method of organizing activities in pairs and groups
3.1. Pair work
3.1a. The pair between a teacher and a student (teacher and a student).
- Teachers can call students who are quite practicing with them as models. Then
call on the weaker student to do it again. For weak students, teachers can ask
easy questions, to stimulate and engage all students in activities that everyone
has to think and answer.
Example:
T: Where was the first World Cup held?
S1: It was held in Uruguay
T: Which teams played in the final match?
S2: Uruguay and Argentina
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T: What team became the champion?
S3: ................................
3.1b. An open pair is between two students who are not sitting next to each
other.
- Can call two students to play the role of characters in the conversation (1
student on the left, 1 student on the right....)
- Can call a student to ask a question and allow him or her to designate an

answerer.
3.1c. A close pair is between two students sitting next to each other.
- With this form, the teacher has to number students in a vertical or horizontal
row, assigning the task of each student in the pair - question and answer and vice
versa or A - B and vice versa.
- After the teacher takes the initiative, the teacher should call on a few pairs to
tell the class what they have accomplished.
Example: The steps of controlling a pair work.
Task: prefer.
Pair work: Ask what do you prefer detective films or action films?
Ask about: film
* 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 prefer
. Look at Task.
A. what do you prefer detective films or action films?
B. Well, it’s difficult to say. But I suppose I prefer action films to detective film
ones
- Teacher writes the basic question the board
*2nd step.
- Ask a few students round the class to show the kind of conversation stuents
might have.
*3rd step:
- Divide the class into pairs.
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Teacher: Now, you are going to work in pair in 3 minutes.
*4th step:

- Students work in pairs. Teacher goes more quickly round the class, checking
that everyone is taking but do not try to correct mistakes. It will be better for the
teacher to silently take ansew note mistakes.
*5th step:
- When most pairs finished, stop the activities call one by one pair.
*6th step:
- Teacher remarks the activity.
- For example: Steps to organize group activity
Example:
English 10: UNIT 12: Music
A: Read then answer the question
Work in groups of 4 discuss to ask your partners questions to get information to
complete the table below.
Example: kind of music
A. What kind of music do you like?
B. I like classical music.
A. Why do you like it?
B. Because it is relaxing
Partner 1

Kind of music

Partner 2

Classical music

Reasons for listening to
music
Favourite band
/musicain

Favourite song /piece of
music
When listen to music
*1st step:
- T introduces the requirements and asks students what they have to do.
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*2nd step:
- T asks some students again what have to do.
- Teacher: Do you have to guess or to find out in the text?
*3rd step:
- Divide the class into groups.
- Teacher: Now you are going to work in groups of 5 in 2 minutes (name groups
of their by pointing)
Teacher gives the header of each group a sheet of the statements.
Do the same with group to compare these to your and whose are correct read the
text and find out the keys.
*4th step: T. gives feed back.
IV- ADVANTAGES AND LIMITATIONS OF TEAM AND GROUP
ACTIVITIES
1.Advantages
1.1 Language is practiced a lot: Group and pair practice gives students the
opportunity to speak more English and a large number of students speak at the
same time.
1.2 Students focus more on their tasks.
1.3 Students find it more secure than working individually especially with shy
students.
1.4 Encourage students to be able to help each other, and to share ideas and
insights. In reading activities, students can help each other understand the

meaning of the text. During the discussion, students can come up with many
new ideas together. Students can also correct each other's mistakes.
1.5 Students complete work together and use language more creatively.
2. Limitations and Methods to overcome
2.1 Noise, time: Usually working in pairs, groups cause noise but students
themselves are not interested in this issue. This noise is useful noise that
encourages students to practice speaking English, performing tasks. Group or
pair practice may take longer. Therefore, teachers need to be agile in their
operations to save maximum time for a lesson. The teacher is the person who
plays the role of guiding students in learning activities, so it is necessary to
avoid the perfunctory form.
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2.2 Students make mistakes during group and pair work because the teacher
cannot control all the words used. To avoid these mistakes, teachers need to:
+ Be well-prepared, use equipment (picure cue, word cue, posters...)
should make the most of the supplies in each pair or group. To make it more
vivid and easy to role-play, students can be asked to prepare simple and close
pictures and utensils for each practice period.
+ Check several pairs/groups and correct errors if necessary. Teachers
understand that students are the central object, let them practice in pairs or
groups so that they can communicate with each other to help them practice
easily and correct each other's mistakes in a timely manner.
2.3 The class teacher is more difficult than usual. Teachers need:
+ Give clear instructions: when to start, what to do, and when to stop.
+ Clearly state the main mission.
+ Create a work schedule so that students know how to work in
groups/pairs and they know exactly what they have to do.
2.4 Some groups/pairs have weak students who can't voluntarily use their

mother tongue or work on their own. Teachers need to control, help and
encourage them to do their tasks. Creative dynamism in grouping students into
pairs ensures in a group of students including weak students, average students,
and good and good students.
V- RESULTS ACHIEVEMENT AFTER IMPLEMENTATION OF THE
TOPIC
Using this experience, I myself have achieved some very positive results.
First of all, these experiences are very suitable for the new curriculum and
textbooks. Students are more interested in learning, actively creative to expand
their knowledge, and are also very flexible in performing the task of acquiring
knowledge and developing skills. The atmosphere of learning is vibrant and
gentle. Students have the opportunity to assert themselves, no longer
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embarrassed, afraid when entering class. The number of students who
communicate in dialogue has been increased, especially the weak students can
partly understand and use some of the teacher's commands, babble and exchange
with you some common everyday sentences, but that's not enough. This is also a
good sign for them.
These are also the reasons for the relatively positive results of the last
semester I survey, namely:
Quantity
of
student

Qnt

%

Qnt

%

Qnt

%

Qnt

%

Qnt

%

10N

43

5

11.6

13

30.2

35

81,4

8

18.6

0

0

11G

36

6

16.7

8

22.2

31

86,1

5

13.9

0

0

Grade

Exellent

Good

Medium 

Weak

Very weak

Through the practice in pairs, the group of students in the classes I tested
were bolder and more active in the classroom lessons. Each time I gave a set of
information and asked to work in pairs, the group was able to enhance and
execute it quite successfully. During practice, the students self-correct each
other's pronunciation, sentence structure, intonation ... When organizing students
to practice in pairs, groups, teachers have conditions to grasp the amount of
knowledge. The knowledge that students acquire from that, there are measures
to promote the strengths as well as to overcome the negative aspects in the
student's practice, to meet the dialectical relationship in the teaching process.
VI- IMPLIED ISSUES
In this topic, with little teaching experience and limited research time,
most of them focus on new programs and new methods. Moreover, I have
difficulty in finding study materials and tutorials, so I have not mentioned the
issue in depth and with a variety of examples.

Through professional application, I find that I still have limitations that
have not been overcome. I always think about how to improve the quality of
learning for children. Performing group and pair activities requires teachers not
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only to be proficient in using methods and tricks, but also to require flexible and
skillful organization.
VII- RECOMMENDED ISSUES:
Stemming from the theoretical and practical basis, the teaching purpose as
well as the successes and limitations in the implementation of the topic, to
contribute to the teaching of English in general, the group/pair activities in
particular are of high quality. My salary is increasingly improving myself, and I
have the following recommendations:
1.For teachers
- Teachers need to invest, analyze and explore each lesson to find out what is
good and new in teaching methods, helping students understand the task of the
activity from the very beginning.
- Teachers must be familiar with the techniques and methods of organizing
groups and pairs.
- Teachers must always create a foreign language environment during class time
and must use English as the main language for communication. Depending on
the grade and audience, teachers can use short, simple, easy-to-understand, easyto-remember and memorize English sentences.
- Teachers must always encourage students to use the knowledge they have
learned to use in communication.
- Teachers should not pay too much attention to students' mistakes while
speaking. Let the children listen and speak naturally. Never force a student to
stop speaking while he or she is trying to express his or her meaning in English,
doing so will make them feel afraid of making mistakes when listening and
speaking.

- Teachers should integrate English listening and speaking activities with the
form of "playing - learning".
- Teachers need to choose, use and flexibly coordinate methods and techniques
in the course of the lesson. In addition to textbook exercises, teachers need to
give appropriate exercises with high practical communication features.
- The use of teaching aids should be increased. - Context needs to be clearly
introduced.
2. For students
- In order for the class to achieve high results, you should watch the upcoming
lesson. Strengthening members, helping each other in learning Regularly listen
to radio tapes to learn how to pronounce and speak English correctly.
- Voluntarily practice the situations requested by the teacher. Promote
synchronously the four skills of listening, speaking, reading and writing.
Actively practice speaking English from simple to complex sentences. Do not be
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impatient or discouraged for fear of being wrong.
- Give your best ability to access knowledge, form yourself a habit of group
practice, pairing so that after the teacher points out the hand signal and says the
command (work in pair/ work in group), the I turned myself around, assembled
flexibly and performed it skillfully and everyone did it.
- Build your own foreign language style. Create a foreign language atmosphere
in the classroom to see that the foreign language subject has its own
characteristics.
- Practice according to each sentence pattern and then apply it to the exercises in
the workbook, improve, write sentences, write paragraphs.
3. For superior leaders
- It is necessary to direct experts and core teachers to plan teacher
training, create conditions for teachers to have the opportunity to exchange and

learn from experiences through seminars.
- As a foreign language environment, skills must be practiced according to
the characteristics of the teaching method, so it is necessary to have a subject
room to avoid making noise in neighboring classes as well as not being affected
by the teaching staff. noise from outside. (can be combined with other
departments).
- Introduce relevant documents for teachers to refer, learn and apply.

C - CONCLUSION
Organizing students to work in pairs or groups creates many
opportunities to practice and use foreign languages creatively in situations
close to the students' real lives. What's more, variation in learning activities
and communication patterns helps maintain the attention of children.
Through these activities, students are also more aware that they have
autonomy and are responsible for their own progress.
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The organization of foreign language practice in pairs/groups also
helps students be more active in using foreign languages. Weak students are
often afraid of making mistakes in front of their teachers, but if it is only with
classmates, that fear will be much less, students will overcome their own
character weaknesses. to learn better. In addition, students also have the
opportunity to help and learn from each other more.
The results obtained from observing, listening and marking the
writing will be extremely valuable as they help to deepen the understanding
of the student's learning process. The teacher will understand the weaknesses
and strengths of the students, the issues that need to be added to the
following lessons, the places that need to be adjusted in their syllabus and
lesson plans. Teachers also learn to be tolerant of unimportant mistakes that

do not affect the meaning of words and encourage students to be bolder when
using a foreign language.
In this topic I have only given some initial experiences. I look forward
to receiving suggestions from colleagues to improve this topic.
I sincerely thank!

Teacher: Vũ Thị Ngọc

REFERENCE
1. English language Teaching Methodology của Bộ GD-ĐT 2003.
2. The ELTTP Methodology course.
3. Teach English – A training course for teachers- Adrian Doff.
4. A course in TEFL- NXB ĐHSP HN.
5. Bồi dưỡng phương pháp dạy Tiếng Anh- NXB GD.

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