Some activities work in pairs or in groups effectively in Speaking lesson (English 11 - Basic)

TABLE OF CONTENTS
TITLE	 PAGE
A. Introduction : 
I. Reason for choosing the research 02
II. Aim of the research 03
III. Scope, object and researching method. 03
B. Solving problems... 03 
I. Theory baisic... 03
II. The actual subject . 03
III: Solutions.. 05 
1. General introduction. . 05
2. Organizing pair work and group work 07 
a. Group and pair work depends on some extents. 07 
b. Organization steps. 08
3. Some activities work in pairs or in groups 08 
IV. Demonstration 09
V. The lesson planning uses activities to work in pairs or in groups 
Effectively 14 
VI. The study results of problems 17 
VII. Conclusions and proposals.. 18
 REFERENCES
INTRODUCTION:
I.REASON FOR CHOOSING THE RESEARCH
 The goal of education is currently focused on the development of dynamic, The creative and active of students enable them to identify and solve problems . To achieve this goal, changing teaching methods towards learners seriously - considered to be the subject of student activities to encourage active learning activities, and creativity of the children in teaching process is essential.
 In foreign language teaching, this view is especially true because no one can replace learners in language learning and use them in active communication with the energy of their communication. Foreign language teaching methods is selected to communicate broad guidelines, communicative competence is the basic teaching, as communication is both a purpose and a means of teaching. 
 In the process of fact teaching at Hau Loc 3 Upper Secondary School, fact teaching in classes , I find that most students are lazy in giving ideas and answering the questions . If the teachers apply traditional teaching methods in the lessons, students will be more and more passive in learning. So, through the form pairs or groups can support forms of work or working class individual. The training activities in pairs, two-way nature of the group, strengthening the exchange of information over the student or give the activities of communication practiced in class so students can communicate in confidence English. Through several years teaching English communication perspective I found the learning pair of practices really effective team.
 To do so, this teacher should study the content of each lesson in the textbook, study subjects and suitable students, with teaching experience of ourselves, observe, talk to friends and colleagues in and outside of schools to choose and organize students to work in pair or group for suitable lessons, with cognitive abilities of the children and attract their attention, giving the atmosphere more lively lessons, relieved stress. To promote the initiative and creativity of students in acquiring knowledge.
 So I choose the theme: “Some activities work in pairs or in groups effectively in Speaking lesson (English 11-basic)." with the aim to exchange some experiences of myself in the process of teaching “ Speaking lesson”. I am very glad to receive the sharing and contributing ideas of collogues so that I can perfect in the process of applying and teaching facts.
II. AIMS OF THE RESEARCH:
-To introduce pair work and group work and to show the advantages 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.
III.SCOPE, OBJECT AND RESEARCHING METHOD
-Scope: Researching in the process of teaching English at Hau Loc 3 Upper Secondary 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
B: SOLVING PROBLEMS
I.THEORY BASIC:
The nature of the new teaching theory is promoting a positive, creative initiative of students, , student is the subject of learning activities, teacher organizes and guidances to students receiving new knowledge, language training through a variety of communication forms such as personal activities, pair work, group.
In the teaching process, to promote actively the activities of the student pairs,it is a form of good group learning activities . Through this form of learning conditions they have presented, discussed and expressed their thoughts about the information about lessons that they understand, . The information of each student can be right or may be wrong part. Through pair or group, they returned to their teacher. Since then teacher can know their understanding. This process is taking place in accordance with the two-way relations. In terms of learning theory, this is a dialectical relationship. Working in pairs or in group is to practise the students' skills , thoughts and expression when they want to present their ideas before a class. Through this activity, the skills of listening, speaking, reading and writing of students are improved better.
II. The actual subject :
Nowadays, the application of traditional methods – centered teachers- are not suitable for the development of education. The innovation of teaching and learning method is affirming the advantages in the process of receiving lessons of students. In fact, the last aim of learning foreign language is to communicate. So in the period of learning , students don’t speak much , there is no effect in that period. Foreign language teachers need to take advantages all chances to suggest students 
practising speaking more than other subjects. Therefore, the foreign language period is very different from other subject periods. Students are always willing to speak. They speak a lot and understand what other people speak, they can reach the aims of learning foreign language.
Hau Loc 3 Upper Secondary School belongs to six north west communes of Hau Loc, including Dai Loc, Thanh Loc, Cau Loc, Dong Loc , Chau Loc and Trieu Loc. The economic condition is not good and the social learning is also not good so teaching and learning of teachers and students are having many difficulties. The approaching with books, newspapers and modern communication media is limited . Otherwise, the class is crowded . Level is uneven. Most students are in the status “losing basic knowledge” of Primary and Lower Secondary School’s knowledge. Besides, they consider English a difficult subject, so they are worried of learning. In the English period , the students are not confident in communicating because they are worried of speaking wrong or pronouncing not very exactly. Therefore, it is necessary for students to work in pairs or in group so as to interact each other and complete their task in the lesson.
In fact, excellent students are less than bad ones in my school. The feeling of boredom is commonly experienced by the students here. From observations and teaching experiences the author notes that the students always feel bored with working in each lesson. On the other hand, I often hear a lot of complaints from the colleagues: “Students seem so noisy and lazy and bad students don’t do except for good ones . 
Moreover, some of the teachers of English at Hau Loc 3 High School find it difficult for them to organise the students working in pairs or in group successfully because of the class size, the students’ language level. 
Therefore, the idea of doing something useful for my colleagues and students has urged me to write the theme. I can find relevant techniques along with activities to organise my lessons working in pairs or in group effectly at Hau Loc 3 High School with the hope to make a little contribution to the quality of teaching and learning for Grade 11th at Hau Loc 3 High School 
 The study is narrowed down to the area of speaking lessaon for grade 11 students at Hau Loc 3 High School with the textbook English 11. Specifically, this theme deals with the present situation in working pairs or group, the activities motivate students to to share ideas and knowledge . In a speaking actictivity, students can help each other to practise , students can give each other new ideas.
III: SOLUTIONS:
1. GENERAL INTRODUCTION
a. What are pair work and group work?
* Pair work:
The teacher devices the whole class into pairs. Every student works with his or her partner and all the pairs work at the same time. The teacher walks around, listens and intervenes little if necessary.
* Group work:
Students work in small groups (of four or five) on tasks that entail interaction: conveying information, for example, or group decision making.All the groups work at the same time. The teacher walks around listening, intervenes little if necessary.
b. Main advantages, problems and solution to the problems.
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 problems:
Advantages Problems
More language practice Noise
Students are more involved Students make mistakes
Students feel secure, confident Difficult to control
Students help one another 
Save time
(Of couse, your own advantages and problems may look slightly different from these, but most teachers suggestions will probably fit under these headings)
 Now, we will discuss each heading in more detail. First, let‟
s start with the advantages.
* More language practice:
Pairwork and groupwork give students far more chance to speak English. For example, students are give an exercise of making sentences (question & answer), working in pair, each student makes as many sentences as they can. If the 
 exercise were done „round the class‟, students would only say one sentence each, and in a large class many students would say nothing at all.
* Student are more involved:
Some activities will probably be dominated by a few students and others would lose interest if they are conducted with the whole class together. Working in pairs or groups encourages students to be more involved and to concentrate on the task.
* Students feel secure:
Students feel less anxiety when they are working privately than when they are on show in front of the whole class. Pairwork and groupwork can help shy students who would never say anything in a whole class activity.
* Students help each other:
Pairwork and groupwork encourage students to share 
indeas and knowledge. In a reading actictivity, students can help each other to explore the meaning of a text; in a
discussion activity, students can give each other new ideas.
Now talk about the problems, and discuss the ways of recovering them:
* Noise:
Obviously pairwork and groupwork in a large class will be noisy, and this can not be helped. But:
-Usually the students themselves are not disturbed by the noise; it is more noticeable to the teacher standing at the side or to someone in the next room.
-The noise created by pairwork and groupwork is usualy”good” noise. Students use English or engage in a learning task. Teacher should stop the activity when most groups or pairs have finished or prepare a “reserve” task to occupy members of groups who finish earlier than expected.
* Students make mistakes:
During a pair or group activity, the teacher can not control all the language used, and should not try to do so. When doing cotrolled language practice in pairs or groups, the number of mistakes can be reduced by:
-Giving enough preparation, the activity can be done with the whole class first, and pair work used for final stage.
-Checking afterwards. The teacher can ask some pairs or groups what they said, and then correct mistakes if necessary.
* Difficult to control class:
The teacher has less control over what students are doing in pairwork and groupwork than in normal class. To stop activities getting out control, it is important to:
-Give clear instructions about when to start, what to do
and when to stop.
-Give clearly defined tasks which don‟t continue for too long.
-Set up a routine, so that students accept the idea of working in pairs or groups, and know exactly what to do.
2.ORGANIZING PAIR WORK AND GROUP WORK
a. 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 thegroup or pair.
-More immediately,it also depends on:
Effective and careful organization.
b.Organization steps:
* .Presentation:
The instructions that are given at the beginning are crucial. If the students do not understand exactly what they have to do, there will 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.
*. 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 manycases your mere presence will ensure this!)
-Tactfully regulating participation in a discussion where you find some students are over dominant and others silent.
*. 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.
*. Feedback:
A feedback session usuallytakes place in the context of full-class interaction after the end of the group work. Feedback onthetasks 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 isto 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. Some activities work in pairs or in groups effectively.
3.1. Interview:
This is a common activity, a lot of teachers apply to the lessons, especially the section of Reading, Speaking. The teacher asks students to work in pairs, ask and answer for each topic of each lesson after giving the sentence patterns. Performing this activity requires teachers to pay attention to the bad pairs, encouraging them to participate.
3.2.Arrange the events in order.
Arrange the events in order.Teachers prepare the content of the lesson but not the order in the post. The teacher asks students to work in pairs or groups and rearrangethe story. Representatives of the groups or pairs to tell the story after arrangement.
3.3. Free Role play.
Role play, or real situations in class. Students work in pairs or groups by role or character which they are assigned.
3.4. Describing.
3.5. Imagination:
3.6. Report.
3.7. Information transmitting.
IV. Demonstration:
Practising some periods in speaking lesson (English 11-basic)
Activity 1: Arrange the events in order
 Unit 2: Personal experiences Part B: Speaking (period 8)
Requirement: Work in pairs. A student is talking to her friend about one of her past experiences and how it affected her. The lines in their conversation are jumbled. Put them in the correct order, then practise the dialogue.
-Teacher’s guide:
+ Ask students to pay attention on the past tense when they talked about someone’s past experiences and how it affected her/him.
+ Discuss in pairs both save time and order much more correct.
+ If one of the students has difficulties in practising, the good one will help his/her collaborator understand.
Activity 2: Report
-A representative of a group reports their answer.
* The jumbled conversation: The correct conversation
a. I was walking along Trang Tien street when an English girl came up to me and asked me the way to Hoan Kiem Lake. I told her, then we stated talking about the lake.
b. Have you ever spoken English to a native speaker?
c. How did the experience affect you?
d. Yes. I talked to an English girl last summer.
e. What did you talk about?
f. Well, it made me more interested in learning English.
g. Everything about the lake: its name, the great turtle in it, ect.
h. How did you meet her?
b. Have you ever spoken English to a native speaker?
d. Yes. I talked to an English girl last summer.
h. How did you meet her?
a. I was walking along Trang Tien street when an English girl came up to me and asked me the way to Hoan Kiem Lake. I told her, then we stated talking about the lake.
e. What did you talk about?
g. Everything about the lake: its name, the great turtle in it, ect.
f. Well, it made me more interested in learning English.
After checking the students’report. Ask students to list the structutres used to talk about past experients in the dialogue.
Structures:
Have you ever ?
How did it happen?
When did it happen?
How did the experience affect you?
Activity 3: Imagination
From the model coversation . Teacher asks students to tell or imagine about one of their past experiences and how it affected them. Work in pairs.
Students discuss and imagine the situaions in pairs
Teacher goes round the class and helps if necessary.
 -Students present their conversation.
Suggested answer:
Student A: Have you ever been seriously ill?
Student B: Yes, I have ever had a bad stomatchache, and I had to be absent from school for nearly a week.
Student A: When did it happen ?
Student B: Last summer.
Student A: How did it happen?
Student B: One morning when I was leaving for school, I felt sick because I didn’t take my my doctor’s advice.
Student A: How did the experience affect you?
Student B: It made me appreciate my health more.
 Unit 4: Volunteer work
 B. Speaking (period 23)
Activity 1: Brainstorming:
-Teacher asks students to brainstorm volunteer work activities .
- Teacher gives them the beginning of a list and students have to add their ideas to it.
- Students work in groups of four or six and write them on a poster.
- The two or three groups which write more correct ideas will win the game.
Volunteer work
*Suggested answer:
-Helping people in moutainous areas or in remote.
- Helping old and sick people.
- Giving care and comfort to the poor and the sick.
-Providing education for disadvantaged children.
- Joining the Green Saturday Movement.
-Taking part in directing the traffic.	
Activity 2: Information transmitting.
- Teacher divides the class into two teams then chooses 6 v