Promoting the effectiveness of pair and group activities in the process of teaching English

PART ONE: INTRODUCTION
A. Rationale:
I have been teaching English in Nhu Xuan high school for 9 years. Of course, I always try my best to teach effectively. However, I have encountered a lot of difficulties due to the level of students, and we have not found any successful sollution yet, which make me think a lot.
During my teaching time I have noticed that:
- Pair work and group work are the main activities in teaching English at schools.
- Teachers at high shools are in the period of getting used to new English textbook. Pair work and group work did not use to be organized in class, so a lot of us –teachers of English at high school – get stuck in organizing pair work and group work effectively.
- Some teachers have not been clearly aware of the roles of pair work and group work in teaching and learning a foreign language.
So I believe that the purpose of Promoting the effectiveness of pair and group activities in the process of teaching English, which is necessary part of Enghlish for Specific Purposes, is to help students find that learning English is easy. And, I hope that my own experiences in Nhu Xuan high school can give you some ideas in teaching grammar as well as ways of organizing the class.
B. Aims of the study:
- To introduce pair work and group work and to show the advantages and disadvantages of working in pairs and groups.
- To show how to organize pair and group work effectively and how to deal with initial problems that may arise.
- To show how pair and group work can be used for various classroom activities.	
- To give teachers confidence in using pair and group work themselves.
C. Scope, object and researching method:
- Scope: Researching in the process of teaching English at 11C1, 11C4,12B5,12B6 classes at Nhu Xuan High School 
- Object: This subject is concerned with ways of organizing activities in the class.
- Researching method: Reading reference books, discussing with other teachers, applying in teaching, observing and drawing out experiences.
PART TWO: DEVELOPMENT
I. GENERAL INTRODUCTION
1. What are pair work and group work?
1.1 Pair work:
Pair work is learners working together in pairs. One of the main motivations to encourage pair work in the English language classroom is to increase the opportunities for learners to use English in the class. Example. The learners are answering comprehension questions in pairs after reading a text.
1.2 Group work:
Group work involves students working collaboratively on set tasks, in or out of the classroom. Group work includes:
 	- any learning and teaching tasks or activities that require students to work in groups
 	- any formal assessment tasks that require students to work in groups.
Group sizes can vary from pairs to large groups of students. This guide deals with small groups (pairs and small teams of three to six). While the focus is on the face-to-face environment, much of the content also applies to larger groups or the online context.
2. Main advantages, disadvantages and tips to improve working in a pair or group:
For certain types of activity, pairwork and groupwork have number of advantages over working with the whole class together. Teachers should think what the main advantages are, and also what problems might be involved in pairwork, groupwork and the solutions for these.
Here are some main advantages and disadvantages:
Advantages and Disadvantages of working in a pair or a group:
Advantages of Working in a Pair and a Group
Disadvantages of Working in a Pair and a Group 
More Productive
Unequal Participation
More Resources
Intrinsic Conflict
More Reliable
No Individual thinking
Learn Things
Decision making takes time
New Method
Easy to avoid work
Information Exchange
Loss of Creativity
Team Commitment
Time Consuming
2.1: Advantages of working in a pair or a group:
One might opt to work in a group and a pair, due to many reasons. What one needs to see is what works best for the lesson as well as the person.
So if you are confused on why work in groups or positives or advantages of teamwork then here are some points on the positives and advantages of working in a group.
*. More Productive:
It is been found that one of the main benefits of working in a group is that it helps to raise the complete output.
If working in a group, everyone works together making use of the best of their skills to make sure of quality output.
It will also guarantee that there has not been any compromise on the quality of the production, whilst working as a team. This is one of the best benefits of team working.
*. More Resources:
One thing to realize is that more the number of people that joins the group, the resources also increase alongside it. This is one of the pros of teamwork.
For example, as more people are added, the total ability of the person also increases. Other than the skills, the experience of each new person is as well added to the group.
If the person is working individually, he will not have the support from the other people in the group.
*. More Reliable:
One good thing about working in groups is that if in case someone is not keeping well or if they miss the work for some reason, the job can still be done properly and efficiently by the rest of the people in the team.
Since working in a group there are people who are aware of what’s happening at work. This is not possible if a person is working alone or individually.
If one works in a group, they can also ensure that the ideas or suggestions, which are not at par, are rejected at the very beginning. This is one of the benefits of group work.
*. Learn Things:
It is seen that more often that, people in a group can go on to learn new things from the others. They get the option to learn from each other.
All people while working in groups have their own ideas, from which another person can learn so many things.
On the other hand, when one is working individually, they have to do things on their own. You do not have the time to learn anything from anyone else. Learning new things is one of the benefits of group work.
*. New Method:
When working in a pair, a group, each one gets the opportunity to come out with their own ideas and suggestions, thus paving way for new methods on how to complete the job, properly.
Each one can work towards the success of the work. Since it is a large group, there could be quite a few of the suggestions or ideas by some of the people that are innovative and novel, which could help the job to complete successfully
*. Information Exchange:
While working in a pair, a group, everyone gets the opportunity to communicate with others well within the pair and the group.
Each idea or suggestions, whoever it is by is considered and thoroughly discussed before the group arrives at a conclusion.
Hence, we can find that the flow of conversation or communication is smooth and effortless within the people of the pair, the group. This contributes a lot to the success of the lesson, given. This can also be called as group discussion.
*. Team Commitment:
When one is committed to working in a team, the person can go on to encourage and support the performance as a group.
A person, totally dedicated to the job at hand and to the team, will also make sure to be present to do the job. This is known as total team commitment.
2.2: Disadvantages of Working in a pair or a group:
At the same time, working in groups is not without its disadvantages. It may not work out for the best, all the time.
Trying to get our students in a pair, a group to work together is very strenuous and also takes up a lot of time.
At the same time, if students come together to work towards the success, there is nothing better than that. Here are some negative points of working in a pair, a group or disadvantages for pair, group work.
*. Unequal Participation:
It is quite possible that while in a pair, a group some of the students may not do that much work, while others may work hard. This inequality in the work done could cause trouble between the people in the group.
It also causes bitterness amongst the members of the group, because some may be getting acknowledged for a work that they have not even done, at all, while others may have strived hard to get that honor. Jealousy, in such a scenario, is without a doubt inevitable.
*. Intrinsic Conflict:
When a wide variety of students start to study in a pair, a group, disagreement is sure to arise between all the students in the pair and group.
Each pupil may have their own ideas which could conflict with what the other person has to suggest. Some students in a pair, group might also find it difficult to accept suggestions or ideas from another person. This conflict could as well put a stop to the flow of work until the issue is resolved.
*. No Individual thinking:
While working in a pair, a group, there is no place for individual or independent thinking. It is by no means as one man show.
It is more of a pair, a group effort to complete a job properly. Each idea and suggestions put forward by all the members of the group have to be taken into account for successful completion of the work.
*. Decision making takes time:
In view of the fact that it is a pair, a group effort, suggestions and ideas from all the people in a group have to be taken into account.
Prior to making any decision, all aspects are to be thoroughly discussed and considered, which consequently takes up a lot of time and energy.
*. Easy to avoid work:
When in a pair or a group especially a large one, it is very easy for the 
person to avoid work and leave it to others to complete. It may take some time before someone actually pays attention to this fact.
One can work, in whatever way possible and can also get acknowledgment for work done by someone else, as it is teamwork and the person is part of the team.
*. Loss of Creativity:
Whenever you need to work as a pair or a group, the group or a pair thinking becomes more relevant. Because of this reason, the creativity has been stumped.
One can never make a good decision, as each and every person of the group will have a say in it.
*. Time Consuming:
The whole process could be time-consuming while working in a pair or a group. It takes a lot of time since there is the need for agreement and coordination from all members of the team.
*. Inequality in getting work:
If the person opts to work in a pair or a group, when the work is being distributed chance is not everyone gets an equal amount of work.
Some one might end up with more work, while other might get only little to do. This discrepancy in getting the work can also lead to conflict.
*. People might loaf around:
One other issue while working in a group, is that some of the people may just hang around, gossiping or loafing around without doing the work. This could result in lesser productivity from their end.
2.3: Tips to improve working in a pair or a group:
To make the students understand more about the lectures I want to metion some tips:
It is often found that students working in a pair or group can work better when they are comfortable with each other.
Engaging in social activities together can help one to overcome this problem.
Once, the role to be assumed by all is clearly marked out it becomes easier to work in a pair or group.
The students need to have a proper ongoing exchange of ideas.
In Order to get the best of output, one needs to focus more on the benefits of working in a pair or group.
Thus, working together can prove to be advantageous for the lesson, as well as the job.
3. Major issues of the English teaching:
Nhu Xuan district is a mountainous area. It is considered a poor district.
As the school has 1250 students, but the quality is not very high.
Teachers used simple method, and did not know how to organize the whole class in learning Enghlish effectively.
Results before using games in teaching
School year: 2017- 2018
Class
Number of students
Good
Rather
Average
Weak
Amount
(%)
Amount
(%)
Amount
(%)
Amount
(%)
10C1
40
0
0.0
8
20.0
22
55.0
10
25.0
10C4
38
0
0.0
9
23.7
24
63.2
5
13.2
11B5
38
0
0.0
10
26.3
22
57.9
6
15.8
11B6
35
0
0.0
12
34.3
19
54.3
5
14.3
You can see the above table, good students accounted for zero percent for four classes in term of being interested in learning English, the weak students accounted for high percent ( from 13 to 25).
II. ORGANIZING PAIR WORK AND GROUP WORK
1. Group and pair work depends on some extents:
- The success of group or pair work depends on some extents:
The surrounding social climate.
How habituated the class is to using it
The selection of an interesting and stimulating task whose performance is well within the ability of the group or pair.
- More immediately, it also depends on:
Effective and careful organization.
2. Organization steps:
2.1.Presentation:
The instructions that are given at the beginning are crucial. If the students do not understand exactly what they have to do, therewill be time- wasting, confusion,lack of effective practice, possible loss of control. Select tasks that are simple enough to describe easily; and in monolingual classes, you may find it cost- effective to explain some or all in the students’mother tongue. It is advisable to give the instructions before giving out materials of dividing the class into groups; and a preliminary rehearsal or “ dry run” of a sample of the activity with the full class can help to clarify things. If your students have already done similar activities, you will be able to shorten the process, giving only brief guidelines; It is mainly the first time of doing something with a class that such care needs to be invested in instructing.
Try to foresee what language will be needed, and have a preliminary quick review of appropriate grammar or vocabulary. Finally before giving the sign to start tell the class what the arrangements are for stopping: If there is a time limit, or a set signal for stopping, say what it is; if the groups simply stop when they have finished, then tell them what they will have to do next. It is wise to have a reserve task planned to occupy members of groups who finish earlier than expected.
2.2. Process:
Teacher goes from group to group, pair to pair, monitor, and either contribute or keep out of the way whichever is likely to be more helpful. If you do decide to intervene, your contribution may take the form of:
- Providing general approval and support;
- Helping students who are having difficultly;
- Keeping the students using the target language (in many cases your mere presence will ensure this!)
- Tactfully regulating participation in a discussion where you find some students are over dominant and others silent.
2.3.Activities which lend themselves to pair work and group work:
 	2.3.1 Activities which lend themselves to pair work
*Roll the ball
This can be used to practise any language that requires a question/answer pattern. They can roll the ball to each other and have to say the appropriate sentence as they roll the ball. E.g. 'Hello.' 'Hello.' 'What’s your name?' etc. Remember the sentences they practise should be fairly short.
*I nformation gap
Give each pair a picture. The pictures should be nearly the same with two or three elements missing from each picture. Without showing each other the pictures they should describe the missing objects. They will practise colour, prepositions of place, and adjectives such as big, small, etc. Then they can compare their pictures.
*Telephone conversations
Sitting back to back they can practise telephone language or just simple exchanges that don’t have to be connected to the telephone itself. Sitting back to back should arouse their interest and help train them with listening skills. It’s a challenge, but a fun one!
2.3.2 Activities which lend themselves to group work
*Posters
Used to practise categorizing skills, reviewing colours and names of toys. The children can be in charge of finding pictures of toys and grouping in terms of colour or type of toy and displaying their work.
* Cuisenaire rods
If you can find a set of these wooden, colour coded rods you’ll find they come in handy for a whole host of activities. Give a random selection to the small groups. Together they must imagine a scene and build it to then describe to the class.
*Weather dressing
Bring in a selection of items of clothing. You can ask the children to bring in one item each the week before but bring a few extra yourself to account for those who forget. Put the items in four piles around the room to make access easier and to avoid a scramble on one pile. The class should be in four groups – one for each season. They have a few minutes to collect a certain number of items that they could wear in that season. Everyone must have at least one item. But no-one in the group must have the same item as their other group members. The language they use can be describing to their group what they’re wearing, using colours and clothing vocabulary, and saying in what weather conditions they would wear the item. The other group members can say if they think it’s appropriate for their season or not.
2.4. Ending:
Draw the activity to a close at a certain point. Try to finish the activity while the sudents are still enjoying it and interested, or only just beginning to flag.
2.5. Feedback:
A feedback session usually takes place in the context of full- class interaction after the end of the group work. Feedback on the tasks may take many forms:
 - Giving the right solution, if there is one.
 - Listening to and evaluating suggestions.
 - Pooling ideas on the board.
 - Displaying the meterials the groups/pairs have produced. And so on.
The main objective here is to express appreciation of the effort that has been invested and its results. Feedback on language may be integrated into this discussion of the task, or provide the focus of a separate class session later.
3. Demonstration:
3.1 Example of pair work:
Example :
A teacher has an intermediate class. She presented “like/don‟t like” and then she uses this exercise for free practice in pairs:
 Likes and dislikes
Pairwork: Ask what your friend likes and doesn’t like
Ask about:
 Food Clothes Sport School subjects
Things the teacher did before, during and after the activity.
Before: Teacher says “All right. Exercise 3. Work in pairs; ask and answer the questions”
During: Teacher sits at one place and says nothing.
After: Teacher says “Everyone finished? Good. Now look at exercise 4...”
- Some questions for us:
Do you think the activity was successful ?
What do you think might have gone wrong ?
What could she do to make it more successful ?
* Discuss why the activity was not successful, and what the teacher could do to make it more successful:
- She could prepape for the pairwork by establishing what the
questions and answers should be. She could also demonstrate the pairwork by asking questions round the class, or by getting one pair of students to ask and answer in front of the class. Then students would know exactly what to do.
- She could be more active in starting the pairwork. Instead of just saying „work in pairs‟, she could show students who to work with, check that everyone had started working in pairs. This would be very important if the class were not used to pairwork.
- During the activity, she could move quickly round the class to check that students were talking and to see when they finished.
- Instead of waiting for everyone finished, she could stop the activity. Then there would be no chance for students to get bored and start talking about other things.
- After the pairwork, she could ask some pairs what they said, or ask a few pairs to repeat their conversation in front of the class.
3.2. Example of group work.
Task 4 (Unit 5 –Part B: Speaking –English 10) This i