Organizing for students the ways to learn and practice in pairs and in groups

 I. THE OPENING OF THE TOPIC:
1. The reasons for the topic: 
The goal of English is to create and develop students with the basic skills in English and the intellectual qualities necessary to continue their studies or enter a working life.
In order to achieve the objectives of training and gradually improve the effectiveness of teaching, innovation is an urgent and necessary issue. The new teaching method is to take students as subjects of learning activities, students have the right learning motives, active role play actively in the learning process. Students are expected to participate in the practice of self-knowledge during the learning process, and students are engaged in practicing meaningful communication practice. In order to do well on the activities, the teacher must know the learning activities of the students and provide opportunities for students to practice the language through communication activities. Especially teachers must know how to use textbooks and teaching aids, to harmonize appropriate methods in a lesson.
Through the process of teaching, I myself find that: to improve the effectiveness of training, the most important factor is to identify and organize the implementation in the teaching process center, "in the study should know the maximum use of the practice in pairs, groups. Thinking about this is an important direction in teaching and it is the subject that I think myself practice in the teaching process and have achieved certain results.
As a teacher of English, I am always interested in finding the best solution to communicate my students in the most positive and effective way, to promote self-control and self-control. Student activity during teaching hours. Teachers must be the ones who engage them in a central role, teaching students in this form or other forms of teaching.
Most students in junior high school only know how to apply knowledge very early compared to English language programs. Students spend only 3 lessons per week so there is not much time for them to practice freely and fluently while the subject requires time to practice, pronounce well enough so that the children practiced met difficulties in communication. Secondary school students generally ask them to practice a lot in order to remember for a long time, speaking loudly so that the speaker recognizes his or her mistakes through the pronunciation of words, the use of the sentence structure so that they can correct the mistakes. for each other. With this requirement, learning in pairs, the team solves a lot of problems.
In the lack of teaching materials, it is very difficult for a teacher to teach a foreign language or help students practice fluently. Teachers must help them practice speaking, reading, and writing skills through activities and teaching aids.
 	To actively promote the activities of students, improve the quality in time with other subjects. By monitoring the quality and learning of students, I find that students have not caught up with the requirements of the subject and Teachers also have difficulties in teaching students on this subject. Through research, I try to find positive ways to improve the quality of my students' learning. I monitor and conduct teaching in the classes which I undertake. I find that learning in pairs and in groups is an effective solution to help students progress quickly, catch up with the requirements of the subject.The following are some good methods to implement "Organizing for students the ways to learn and practice in pairs and in groups."
2. Research purposes : 
From the actual situation of teaching English in elementary school, we find that students have limitations in learning English, from students learning vocabulary,
to the student's ability to communicate in a foreign language.
To help students get access to the new language naturally and easily, "The way to organize student learning in pairs, in groups, in the lessons of English in secondary school effectively" is a combination methods of observation, product research, document study, experience summation to identify and propose measures and tricks to improve the quality of teaching and learning English for junior high school students. On the basis of the proposal, the teacher can choose appropriate method for each lesson, each student.
By successfully researching the topic, the initiative will help teachers gain the following experience:
1.Understand clearly about working in pairs and in groups.
2. How to organize for students to work in pairs and in groups effectively.
3. Steps for working in pairs and in groups effectively.
4. Instruct students to train themselves to have good skills in English communication.
5. Experienced when apply pairs work and groups work in teaching English at junior high..
3 Research subjects: 
	Because of limited time, so in this topic, I just apply “ Organizing for students the ways to learn and practice in pairs and in groups ” for students in grade 9 and grade 7 of Yen Thai secondary school.
4.Method of study:
1. Observation method: The person conducting the research must study by themselves, take part in the lessons of colleagues.
 2. Method of exchange and discussion: After taking the lessons of colleagues, colleagues should take part in the lessons of the implementation of the topic, then colleagues and the implementation of the topic discussed to draw lessons for the lessons.
3. Experimental method: Teachers conduct experiential teaching for each specific purpose requiring a number of lessons taught in the form of group activities.
4. Survey Method: Teachers ask questions to check and assess whether students understand the content of the lesson.
II . CONTENTS (THE SOLUTIONS):
1.Basic Foundation: 
The essence of the teaching theory is to promote the positive, creative initiative of the students, student-centered, students are the subject of learning activities, the teacher is the organizer, teachers also guide students to receive new knowledge, practice language, through diverse communication activities in the form of individual activities, in pairs or in groups.
	In the process of teaching, in order to promote the activeness of the students, teamwork is a good form of learning activity.
	Through this form of learning, students have the opportunity to present, communicate and express their thoughts about the amount of information that they understand and feel. It then returns the amount of information that the individual handles. Each student's information may be correct or may be misleading. Through discussion in pairs or in groups, students return information to the teacher. Then, the teacher grasps the level of thinking, understanding of students. This process takes place in a two-way relationship. In terms of teaching theory, this is a dialectical relationship. In addition to being exchanged in pairs or in groups, students are further trained in the skills and habits of thinking, expressing and presenting a problem in front of a collective. Through this activity, the skills of listening, speaking, reading and writing of students are increasingly enhanced.
a.The purpose of this solution in the teaching process:
	Through the teaching process, teachers help students discover themselves on the basis of self-awareness, freedom of thought and argument to draw many useful lessons, to propose the problem is discussing and solving a problem more specific way.
Students are centered, allowing them to practice in pairs, allowing them to communicate with each other and help them practice and correct each other in time. When practice in pairs or in groups, good students will help average students, weak students and poor students grasp the important knowledge of the lesson. Gradually, students will learn how to learn and grasp the basic knowledge of the subject. Practice in pairs or in groups to help them have the emulation and make an effort, from which the teacher discovers qualified students to foster and help them become excellent students on this subject. At the same time, practicing in pairs and in groups helps students become self-conscious learners and confident, weak students can learn from their friends, self-learning methods under the motto: “ Better learn your friend than your teacher.”
b. Signs of the method:
	Teachers recognize, empathize, respect the needs of their students, gain credibility, convince and motivate their inner motives.
Based on the experience of the students and then exploit that experience, promote the positive self-awareness of students.
2. Current status of the problem before applying innovative experience 
Most students in junior high school only know how to apply knowledge very early compared to English language programs. Students have only three lessons per week, so there is not much time for them to practice freely and fluently, while the subject requires time to practice, pronounce well enough , so that the children practiced met difficulties in communication. Secondary school students generally ask them to practice a lot in order to remember for a long time, speaking loudly so that the speaker recognizes his or her mistakes through the pronunciation of the words, the use of the sentence structure so that they can correct the mistakes. for each other. With this requirement, learning in pairs, the team solves a lot of problems.
Under the condition of teaching materials is not rich, it is very difficult for a teacher to teach foreign languages to help students practice fluently. Teachers must help them practice listening, speaking, reading and writing skills through activities and teaching aids.
3. Experience initiatives or solutions used to solve: 
3.1. An overview of organizing for student how to work in pairs and in groups.
a.Time to work in pairs or groups
The pairing style is appropriate for conversational activities between two students, so it will suit the types of exercises.
The teacher gives examples after introducing new new languages and after that practicing with the whole class (Teacher - class, half class- half class, open pair, closed pair).
Practice short conversations: close the conversation, make similar conversations use the prompts.
The time for students to practice in pairs depends on the content of the exercises
b.Communication exercises:
Read the text, then ask and answer questions about the content of the lesson, this method has several ways to do the following:
Students discuss questions in pairs or groups, then read the text to find answers.
Students read the syllabus themselves and then ask and answer the content in pairs or groups.
Short-term exercises: Students work in groups, choose a secretary to write what the group is discussing, this activity can be difficult to organize in large groups but it is advantageous for the student to practice with each other and the teacher only grading of the group after the completion of the activity.
Discussion: The teacher explains the task clearly. After discussing teacher calls the groups to present their exercises before the class. Other communication activities are information gap, warm up, role play, interview, questionaire, survey, problem solving, communication games ...
c. Pairs or groups method:
There are many ways to organize in pairs or in groups. For example, the pair between the teacher and the student; close pairs and then open pairs. 
In order to avoid the boredom of working in pairs, teachers can flexibly use the forms of organized pairs as above.
In the case of group work, if the class is tight, it is possible to organize two students sitting in two adjacent rows, facing each other, forming a group of four without moving the class in large groups, does not waste time.
When divide the group, it is necessary to ensure the quantity is appropriate. Equalize the number of students for each group (good, pretty, average). How many students are in the class?
The factor that affects in group work is the sitting position of the students in groups. You can name the groups in English as numbers, colors, flowers, animals or adjectives that they like ...
* A teacher and a student.
- Teachers can call students to practice with him as a model. Then call the weaker student redo. Teacher may ask easy questions to stimulate and engage all students in the activities and they must also think and answer the questions.
Example:
T: How do you go to school ?
S1: I go to school by bike.
T: What about you S2 ? How do you go to school ?
S2: I walk to school.
T: What about ...................?
S3: ................................
* An open pair between two students who are not sitting next to each other.
Two students can play the role of the character in the conversation (one student on the left, one student on the right ....)
- Ask a student to ask questions and let him or her nominate respondents.
* Close pair between two students sitting side by side.
- In this form, the teacher must number the students in vertical or horizontal lines, give tasks to each student in pairs – ask and answer or role play.
- After discussing, the teacher should call some pairs of students to present their exercises before the class.
Steps - Controll students work in pairs:
Exercise: Likes and dislikes.
Pair work: Ask what your friend likes and doesn’t like.
Ask about: food, sport, music, school subjects.
* 1st step.
- Teacher introduces the exercise and show what questions and answers that students can give.
Teacher: Now, you are going to talk about things you like and things you don’t like. Look at exercise.
What question can you ask? What about food?
Ss: What food do you like?
T: Good, what answer could you give?
Ss: I like chocolate.
 I like eating fruit.
 I like rice ( and so on )
- Teacher writes the basic question the board
“ What (food) do you like?
 *2nd sted.
- Ask a few students round the class to show the kind of conversation stuents might have.
Teacher: What kind of music do you like?
Students 1?
Students 1: I like pop music.
Teacher: pop music – which singer do you like best? If you like, ask 2 Students to have similar conversation while the others listen.
*3nd step:
- Divide the class into pairs.
Teacher: Now, you are going to work in pair in 3 minutes.
+ Ask and answer the question, number 1 answers 1 asks number 2 answers then change number 2 asks, number 1 answers. If there is a group of three one asks all questions then change round turn.
*4th step:
- Students work in 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 takenote mistakes.
*5th step:
- When most pairs finished, stop the activities call one by one pair.
*6th step:
- Teacher remarks the activity.
Example:
English 7: UNIT 5 – Work and play
A: Read then answer the question
 Work in groups of 4 discuss to predict T/F statements True/ False statements.
Ba’s favorite subject is Electronics.
He is not good at fixing things.
In his free time, he learns to play the guitar.
He is not goods at drawing.
He can help his parent at home.
*1st step:
- T introduces the requirements and asks students what they have to do.
 Teacher: Now, you are going to guess which are true, which are false about Ba. Look at the satements? Who do the statements say?
Read about? S1 the 1st sentence?S1:..
Teacher: good, S2 the next, please?S2:..
*2nd step:
- T asks some students again what have to do.
- Teacher: Do you have to guess or to find out in the text?
S3: guess.
*3rd step:
- Divide the class into groups.
- Teacher: Now you are going to work in groups of 5 in 2 minutes( name groups of their by pointing) on the left row: 1st line is 2nd one is A2, 3rd is A3, 
4th is A4, and on the right, similar group B1, B2 ,B3, B4.
 Teacher gives the header of each group a sheet of the statements.
Ready? Now discuss in your group and leader or secretary tick down.
*4th step: Sts work in groups, Teacher goes round to check .
*5th step: When most groups finish, stop discussing ( Teacher asks about 2 or 3 groups to read out their predictions).
Teacher: Now group A1, your secretary please read out your predictions.
S1:.
Teacher: Group B2, your.
S2:.
Do the same with group to compare these to your and whose are correct read the text and find out the keys.
*6h step: T. gives feed back.
d.Organizing in pairs or in groups
Working in pairs have many advantages, especially in speaking skill. In fact, when students work in pairs or groups, teachers can not control their speech and do not necessarily control it.
However, when teacher asks students to practice in pairs or in groups, it is important to note the following:
Instruct the exercise or make a request explicitly. Prior to working in groups or pairs, good preparation is required. Specifically, there are samples or examples given, providing enough vocabulary needed for the assignment.A reasonable pair or group of students may be selected, or students of the same level, or different cognitive level to work together according to the intent and nature of the exercise.
Create a real bond in the team, nominate a team leader and clearly identify the team leader.It is necessary to specify the length of the assignment, depending on the level of the question or assignment that will be long or short. Set convention of starting and ending activities (tap size, clap).
There is an oversight of teachers. Have timely support from teachers when students in the group have difficulty (teachers go around the class to listen and help, record common errors ...).
No need to wait for the students to finish their work, teachers take the initiative to stop group activities when necessary.
Once the student has completed the pair or group work and feedback timely.
When students carry out their group activities, teachers can incorporate a variety of methods to help students practice: repetition, substitution, change into form, and incorporating teaching aids such as projectors, pictures, school slides, guide...
e. Carry out organizing pair work and group
Introduce new sentences: Teachers open and make clear patterns. Repeat the process. Note correct pronunciation for students.
Replace sentences with suggestions: Suggestions can be written on the board or extra-board.
Ask the class to practice with the teacher and vice versa, so students know how to do. Choose two students who are not sitting close to each other and talk loudly to the class. The teacher must number the students in vertical or horizontal lines and asks them to practice together. Ask the students to change their roles at the end. Teachers walk around the classroom controls and note errors
Stop operation after most of the class is completed. Choose 2 - 3 pairs without notice in front of the class.
Teachers correct common mistakes in practice, focus on pronunciation and grammar errors.
 -Practice grammar exercises in the form of sentences.
Example: English 7 Unit 4 A4: page 43
Look at the pictures. Ask and answer questions.
S1: What is Lan studying?
S2: Lan is studying Physics
S1: What time does Lan have it?
S2: She has her Physics class at 8.40
-Practice short conversations, recreate brief conversations with practice prompts, make up similar ones using the prompts.
Example: English 7 Unit 2 A3 page 20
A3: Listen
Lan: Excuse me, Flowers.
Flowers: Yes, Lan?
Lan: What is your telephone number?
Flowers: 8262019
Lan: Thanks. I'll call you soon.
Now ask your classmate and compete the letter.
NAME ADDRESS TELEPHONE NUMBER
-Discuss the answers to the questions of a reading or conversation.
Example:English 9 Unit 4 Lesson 4 Read page 36
-Solve the problem as required by the training content.
Example:English 7 Unit 11 B2 page 111
-Planning for a certain activity (makes plan)
Example: English 7 Unit 6 B 2 page 65
-Write about t