Research subjects are students in grades 10 and 11 of Ha Trung High School, school year 2017 - 2018 and 2018-2019

 INDEX
N0
CONTENTS
PAGE
1
1. Introduction ..
1.1. The reason for choosing the topic..
1.2. The purpose of research.
1.3. Study subjects.
1.4. Research Methodology..
2
2
3
3
3
2
2. Contents of the initiative experience ..
2.1. Rationale of the initiative experience .
2.2. Situation of the problem before applying the initiative experience
2.3. The solutions were used to solve the problem.
2.4. The effect of initiative experience for educational activities, with myself, the colleagues and the school
2.5. Results after applying the initiative .
4
4
4
5
14
15
3
3. Conclusion and requests .
3.1. Conclusion..
3.2. Requests..
17
17
17
1. Introduction
1.1. The reason for choosing the topic.
	Implementing the Resolution of the 11th Party Congress, especially the Central Resolution 29- NQ / TW dated November 4th, 2013 on comprehensive fundamental reforms of education and training, meeting the requirements of Industrialization, Modernizing in the socialist-oriented market economy and international integration, general education in the whole country is implementing synchronous reforms in many aspects, in which the most significant is innovation in teaching methods in schools. Innovation on one-way communication method to active teaching method. But how to reform and how to be effective are still difficult problems. One of the most focused methods is to organize learning in groups for students.
On the other hand, in mordern times, when science and technology are developing, the requirement of teamwork is more necessary than ever. Simply because no one is perfect, teamwork can focus the strengths of each person and complement and perfect others’ weaknesses. Group teaching is one of the teaching methods that promotes students' positivity.
Teaching to learn in groups is also called in different names such as: Collaborative working, studying in small group, in which the class is divided into small groups, within a limited time, each group does their learning tasks by themselves on the basis of work assignment and cooperation. The working results of the group are then presented and evaluated before the whole class.
Group teaching enhances interaction among team members
This is the major element of group activity, usually in the form of "face to face". It has positive effects on learners such as:
- Enhancing learning motivation, creating new interests
- Stimulating communication, sharing thoughts, resources and ways to solve problems
- Strengthening expressive and feedback skills by expressive forms such as words, gestures ...
- Encourage all the participants to learn from each other's experiences, develop close and caring relationships with each other
Through group activities, developping communication skills and social ones.These are communication skills such as waiting for turns; summarizing and processing information; knowing how to build trust such as expressing support through smiling eyes, asking for explanations, help and willingness to help; ability to resolve disagreements such as restraining anger, not offending others when disagreeing
The use of methods to learn in groups in teaching for teachers is not new because from the beginning of the implementation of program innovation, teachers are also trained to promote the the positive capability of students including methods to work in groups and teachers have also applied in teaching. But how to apply this method efficiency is that what I want to share, exchange and learn from my colleagues' experiences.
1.2. The purpose of research.
Helping students at Ha Trung High school learn English better through the team learning .
1.3. Study subjects.
	Research subjects are students in grades 10 and 11 of Ha Trung High School, school year 2017-2018 and 2018-2019.
1.4. Research Methodology.
	Research methodology through the documents: Book of Applied Informatics, Internet, textbooks 10,11, teacher books, exercise books and related documents.
	Research Methodology of actual survey, gathering information and data processing.
	Research methods from the actual teaching and learning of each student object:
+ Chatting method: I use this method to chat with some teachers who are very skilled in organizing group activities
+ Methods to find and study materials: Learn documents to collect ways to guide group activities, how to design tasks for groups.
+ The method of experimentation: through the teaching practice in the class itself, and the time of colleagues to find out what is, the limitations and the remedies.
  + Interviewing method: interviewing students, understanding their interest in group learning.
2. Contents of the initiative experience
2.1. Rationale of the initiative experience 
As we all know teamwork is not a new activity. Since ancient times our grandparents have learned experiences through collective activities:
“Together we can change the world”
Thus, essentially the group activities in learning is to bring the social cooperation model into the school, making students familiar with the assignment in labor. With the characteristics of physiological and cognitive levels of students, the organization of group cooperation in learning activities is very convenient. This can be done easily and bring high efficiency in the process of teaching in high school even in all different circumstances (urban or rural, deep-lying, remote areas ...).
And in fact, before textbooks were only a presentation of the knowledge available for students to answer the questions that teachers gave the class to memorize knowledge and to test. Currently, textbooks are compiled in the direction of innovation and communication in order to bring good conditions for teachers so that they can organize students to study voluntarily, actively and independently.
In addition to providing knowledge, the new textbooks also focuses on the process that leads to knowledge, how to work, and forms of activities to self-discover and comprehend that knowledge. Thus, the ability to use the organization in groups should be more focused. Therefore, in each lesson, normally the learner has to go through the activities: start up the problem; forming lesson knowledge; systematize knowledge and practice; apply knowledge into practice and explore and expand.
So, through group learning, they can express themselves, to raise themselves to a new level. In particular, through group activities, helping students form important skills such as organization, effective communication, cooperation and more important leadership skills.
However, in fact, many teachers are still not boldly applying group working method to students. This situation has many causes, in which I would like to mention a few main reasons such as:
- Large class sizes make it difficult to organize learning in groups
- Group activities are often noisy which will affect the neighboring classes
- Learning facilities are not really adequate, usually only textbooks.
- Some children are timid but have not really integrated into activities.
However, I myself and the teachers in the team are aware of the importance of high school activity through students' groups, so we boldly apply and also very encouraging results.
2.2. Situation of the problem before applying the initiative experience.
2.2.1. For the teacher:
Most teachers understand the importance and benefits of team working , especially for high school students. But until now there remain many teachers who are fearful of using this method because they think it will take time to prepare a period of teaching and it is costly and complex.
Most teachers feel that they can not control the atmosphere in classrooms so that it does not affect the other ones, which means that it makes so much noise that the principle will criticise them.
2.2.2. For the students:
	Many students also said that, they did not have enough confidence to participate in team learning. Besides, they also find it difficult to present their ideas.
Besides equipments for the service of studying English at their home are not available to use. Let us observe the statistic table of the second 45 minute test results, school year 2016 - 2017 by the students of grade 10, 11 at Ha Trung High school as follows:
Class
Sts’ number
Very much
Much
A little
Not at all
SL
%
SL
%
SL
%
SL
%
10B
42
0
0
1
2,4
5
11,9
36
85,7
 10D
42
0
0
2
4,8
6
14,2
34
81,0
11H
40
0
0
1
2,5
4
10,0
35
87,5
11K
41
0
0
1
2,4
4
9,6
35
88,0
2.3. The solutions were used to solve the problem.
2.3.1. Forming learning teams 
	For group activities to be really effective, teachers should learn in the beginning how to classify students on the basis of awareness, competence, circumstances and qualities as a premise for grouping. 
When grouping, 6-8 students can be selected in a group to be suitable for the conditions of the class; Arrange members into a group so that the group members can be as diverse as possible.
The effective group is a group whose members possess diverse capacities: High, medium and low cognitive ability, diverse in composition, economic conditions, living environment ... With such groups, each issue to be addressed will contain a more comprehensive consideration.
 In the first phase, teachers try to achieve the following requirements: Each group has a leader who has the ability to operate (which will alternately change later), with one member of the learning committee. If possible, have enough members of the board, balance the number of men and women in the group; 2 pairs of tablemates can help each other improve.
2.3.2. Assign tasks to team members
Team members need clear roles and roles. After each group activity, the members need to change roles for each other, avoiding the situation that each member only plays a role for too long. The role of members in a group includes:
- Leader: The person who receives the task from the teacher, runs the group's activities, clearly explains the group's operational tasks, summarizes, examines the understanding of the group's issues of exchange and agreement, building a warm atmosphere, resolving "conflicts" during group activities, being on behalf of the group to contact teachers and asking for help.
With this role, students need more capacity, especially the ability to manage, supervise and guide you. The leader works in the group as a teacher of a small class
- Secretary: Record, summarize all opinions, summarize ideas, and discuss with the team members, comment on the assigned tasks of the group, record your progress to report reporters.
- Rapporteur: On behalf of the members of the group, report the results of their group work and explain their questions before class, and discuss with the members of the group on their tasks. delivered through each activity.
- Members: Exchange, discuss, share, contribute, unify opinions on assigned tasks.
2.3.3. Steps to implement teamwork methods:
Step 1: Dividing the group
 - Determine the number of students in each group in accordance with the work requirements. Grouping is done.
Step 2: The teacher assigns the task:
 - Describe and clearly explain the work goals, assign tasks clearly to each working group so that each team member understands the work that needs to be done and describes in detail how to perform the tasks there. It should be noted that if no clear task is made, there is no convincing result. The objectives, tasks and content of teamwork can be written down and distributed to each group.
 - Provide questions to guide the process of working groups (if necessary).
      - Set the working time of each group.
      - Provide information related to the topic.
Step 3: Working in the group
      - Groups work in groups
      - Teachers participate in management and orientation to work with groups, support groups when needed.
While discussing: The group leader must mobilize all group members to actively participate in the discussion, the group leader must listen and encourage the people to be timid, to prevent those who talk much, follow Watch and observe each person's response to adjust the discussion. Exploiting content by asking questions that stimulate the thinking of each person. Discovering conflicts in each member's presentation, summarizing the group's ideas at the end of the discussion.
Step 4: Representatives of the groups present the group's work results. Other groups contributed ideas and participated in the debate.
In order for the reporter to present clearly the results of the group's work, the group must organize the training first, then they will give a hypothetical situation when your group expresses their opinions to prepare the painting plans. comment. Teachers need to anticipate student response situations in order to handle conclusions well.
Step 5: The teacher summarizes and draws conclusions about the given topic.
            Before presenting to the group representative, the teacher should raise the issue so that the whole class can concentrate on listening. Must give students a habit of listening and encouraging them to give specific comments or additional comments to the content of the group you just presented. The higher is the practice for students to ask questions, ask questions to create critical situations.
The teacher instructs the students to alternately change the reporter in the group. Initially, students with fluent presentation skills will report the results, then circulate so that every child will be presented, in order to forge the children to present in front of the crowd, to help them boldly, More confident in communication.
The comment of the group's working process should not be passed, roughly. The more specific statements made, the more experience students gain in the following activities. The necessary comment criteria must be: Spiritual attitude of the members during the discussion process. Results of performing assigned tasks. Skills show results or explanation of questions before class. The rotation in the group.
2.3.4 The role of teachers in group activities
Provide challenging tasks and create conditions for the team to complete the task.Consider grouping, changing groups, creating new groups to ensure 2 safety and challenges in group activities.
Manage group activities (observe group activities, support and guidance when necessary, praise and motivate students).
+ The teacher must be the person who coordinates the working groups.
+ Must observe and monitor the activities and work of each group to find the most appropriate solution.
+ During the observation of the working groups, the teacher must discover the mistakes that the group made when joining the group, typical and unrepaired mistakes for the end of the group discussion. have comments and suggestions.
+ The teacher must repeat the ideas that the group presented once again reaffirm the group's opinion so that the group needs to add ideas. Network the concepts and important ideas of the lesson.
+ Teachers summarize, summarize, link the ideas of each discussion group in order to highlight the lesson content.
+ The teacher is the one who guides and helps the groups if the groups have difficulties in the discussion process.
Note: Do not intervene deeply in the group's working process (comment as a member of the group or ask many questions that affect the focus of the group
   The position of the group members: depending on the number of groups, the teacher puts out titles: eg group leader, secretary, report, time management, supervisor, contact, ...
In order for really effective group activities to assign tasks, set clear and specific time for groups. The leader plays the most important role. The leader must be the one to start the group discussion by creating an atmosphere that is lively, honest and truly comfortable.
Therefore, it is necessary to guide students right from the first time working in groups in forms to getting used to work, they must work together to complete the assigned tasks.
When working in groups, the groups themselves have the right to choose whichever option they want, so that when the presentation team has to meet the requirements I assign.
Team members take turns acting as team leaders, secretaries, reports, etc. at each group work. With this method to prevent students from being able to work through the speaker, in the form of, without the monitoring of teachers, some children are weak, passive and do not tolerate brainstorming, thinking, or memorizing rote not expressing their opinions in contrast to those who are agile, they decide the problem without discussion in the group. Therefore, to ensure that all students participate actively in working on one side, I encourage them to encourage them, especially those who are shy, to assign tasks to the group leader to manage and monitor assignments. working group members. When assigning tasks to groups, I often observe, if I see that they work hard and enthusiastically, I can be assured, if they work in a low or shy, embarrassing way, I give them instructions and suggestions. I, avoid interfering too deeply.
On the other hand, always let the groups compete with each other through the work transcripts between groups, during the process of group activities, the group that does the good work without noise without the members working separately will be given points and on the contrary, the team leader will be responsible when there are friends in the group who do not cooperate, to avoid the fast-working group waiting to be born, to talk, doing my own work for the group leaders can choose cross-check groups or exchange More information related to lessons from other groups.
The students who are not good according to the lesson I can form a group and become members of their own group and can alternate with good students to be the leader for my role and I observe the groups work.
As long as the tables and chairs are not suitable, they are cumbersome and do not spend much time when organizing group activities, I often let the children work in a fixed group, the table turns down to the table below. In order for the children not to be bored, change their seats once a month so they have the opportunity to interact and work with other friends without being bored.
In terms of themes, I would not say more about the effects of forming learning team in teaching English that I would prefer to offer solutions, experience and how to design a class through working in groups when teaching English at Ha Trung High school.
Năm học 2017-2018: 
Some images of working in groups at Ha Trung High School ( 10E class)
Step 1: Dividing the class into groups
Step 2: The teacher assigns the task
 Working in groups
Teacher participates in the team learning
	Teacher gives help if necessary
Step 4: The representative of the groups present the group's work results. Other groups contributed ideas and participated in the debate.
2.3.2. Solutions to design the popular games in teaching English effectively.
	In two years, I have successfully implemented this method while teaching English at Ha Trung High school, specifically for grades 10 and 11 which I use projectors and handouts. My lessons gave them the excitement, passion for English, even if they are good students as well as weak students. It was thanks to this that the quality of my teaching comes up positive each year.
	So, let me share solutions to design some classes that I have done successfully and efficiently as follows:
In the process of teaching, I myself took over the 10 and 11 grades. With the awareness of research of the characteristics of the students' learning situation, I have made experiments and had some findings. From the beginning of the school year, I myself have made a specific plan and method to actively investigate the learning situation of students in my classes. Through the investigation, I realiz