Sáng kiến kinh nghiệm how to motivate students at lang chanh high school to learn english by using pairwork and groupwork in the lesson unit 6 an excursion part a reading, english 10 textbook

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ TRƯỜNG THPT LANG CHÁNH SÁNG KIẾN KINH NGHIỆM Title: HOW TO MOTIVE STUDENTS AT LANG CHANH HIGH SCHOOL TO LEARN ENGLISH BY USING PAIRWORK AND GROU

PWORK IN THE LESSON "UNIT 6. AN EXCURSION- PART A. READING - ENGLISH 10 TEXTBOOK" Người thực hiện: Phạm Thị Nghị Chức vụ: Tổ trưởng chuyên môn SKKN thuộc lĩnh vực: Ti�

��ng Anh THANH HOÁ NĂM 2020 0 TIEU LUAN MOI download : skknchat@gmail.com THE TABLE OF CONTENTS Title: HOW TO MOTIVE STUDENTS AT LANG CHANH HIGH SCHOOL TO LEARN ENGLISH BY USING PAIR WORK AND GROUP WORK IN THE LESSON "UNIT 6. AN EXCURSION- PART A. READINGENGLISH 10 TEXTBOOK" PARTS I. Introduction II. Development III. Appendices IV. Conclusion V. References CONTENTS 1. Reasons for choosing the topic PAGES 2-3 2. Aims of the study 3 3. Scope of the study 3 1. Theoretical background 4-5 2. Practical background 4-5 3. The solutions 6-13 4. The discussion 13-17 1. Surveys 2. Observations 17 1. General summary 17-18 2. Recommendation 18-19 1. Websites 20 2. Textbooks 1 TIEU LUAN MOI download : skknchat@gmail.com THANH HOA DEPARTMENT OF EDUCATION AND TRAINING LANG CHANH HIGH SCHOOL THANH HÓA, 2020 EXPERIENCE INITIATIVE Title: HOW TO MOTIVE STUDENTS AT LANG CHANH HIGH SCHOOL TO LEARN ENGLISH BY USING PAIRWORK AND GROUPWORK IN THE LESSON"UNIT 6. AN EXCURSION- PART A. READING - ENGLISH 10 TEXTBOOK" The writer: Phạm Thị Nghị Position: A teacher of English Experience initiative: English I. INTRODUCTION 1. Reasons for choosing the topic Nowadays, English, which is the most common language in the world, is an important subject in all schools. Being thoroughly aware of the importance of this language in the international communication as well as in the development of international integration, Vietnamese educators should use English as the key subject . English is essential for not only the tourism industry, foreign trade, foreign companies, computer users but also high school graduates. Therefore, each student attending high school must have a certain level of English to prepare for exams and after graduating at least they are able to communicate, read and write some normal texts. To do this, we are constantly innovating teaching methods and curriculum to achieve substantive results for general English courses and forging some basic skills for students. During English learning process, finding the way to obtain English knowledge is the most significant. Teachers must possess many skills to be successful in the classroom. A level of expertise is needed to translate subject matter into curricular goals for specific grade levels. Teachers must understand how students develop and what motivates them to learn. Teachers must also be able to implement pedagogical skills to make the subject matter applicable to all students, with the ability to assess for future learning. In addition, the unpredictability of the classroom requires a level of organization that is imperative for successful learning to take place. Organization is the foundation of any classroom and can be created and maintained through effective classroom management strategies. The teacher, as manager, must oversee the learning environment while protecting instructional time, maintaining the flow of the class, and being attentive to the needs of each student. When management 2 TIEU LUAN MOI download : skknchat@gmail.com strategies are in place, the classroom can become a successful learning environment for all students. Conversely, when management strategies are not in place, several student concerns can result, including lack of student participation, excessive talking, and general misbehaviors. The necessaryeffort to manage a successful learning environment often surprises new teachers; even those experienced with school-aged children are unprepared for the different challenges that arise, once in the classroom. This has led many beginning teachers to doubt their abilities and choice of profession, as well as question the quality of their persevere preparation.One of the most important reasons is unsuitable methods in teaching and learning. The teachers of English often meet difficulties in approaching new methods of teaching foreign languages communicatively. How to organise groupwork or pairwork effectively is also the problem which they often meet. Recognizing the importance of groupwork and pairwork, I’ve chosen this topic in the hope of finding out some useful measures in organising groupwork activities in the class. 2.Aims of the study. In this study, my main interests are: - To introduce how to groupwork and to show the advantages of working in pairs and groups. - To show how to organise a groupwork effectively and how to deal withinitial problems that may occur. - To show how groupworks can be used for various classroom activities. - To offer teachers confidence in using groupworks during their lecture by themselves. 3. Scope of the study This study is only concerned with ways of organising activities in the class rather than with teaching techniques. II. CONTENTS 1. Theoretical background: The benefits of pairworks and groupworks In pairwork , the teacher devides the whole class into pairs. Every student works with his or her partner, and all the pairs work at the same time ( it is sometimes called “simultaneous pairwork” ) . Point out that this is not the same as public or open pairwork, with pairs of students speaking in turn in front the class. In groupwork, the teacher divides he class into small groups to work together ( usually four or five students in each group ). As in pair group, all te groups work at the same time. Pointed out that pairwork and groupwork are not reaching methods but ways of organnising the class. They can be used far many different kinds of activities, and are naturally more suitable for some activities than for others 3 TIEU LUAN MOI download : skknchat@gmail.com One of the successful ways, if the teacher is resourceful and skilful enough, to motivate his/her students to participate in the lesson is to use “pair work” or “Group work” appropriately.Language is best learned through the close collaboration and communication among students. This type of collaboration results in benefits for all or both learners. In fact, learners can help each other while working on different types of tasks such as writing dialogues, interviews, drawing pictures and making comments about them, play roles, etc… The first advantage groupworks offers is that there is more language practice.Groupworks give students far more chance to speak English. Refer to the request : working in groups, each student makes seven sentences ( either a question or an answer). If the excercise were done “round the class”, students would only say one sentence each, and in a large class many students would say nothing at all. The second advantage is that students are more involved : Working in groups encourages students to be more involved and to concentrate on the tasks. Refer to the above request : if this discussion were conducted with the whole class together, it would be dominated by a few students and the others would lose the interest. An vital profit is that students feel secure . Students feel less anxious when they are working “privately” when they are “on show” in front of the whole class. Obviously, groupworks can help shy students who would never say anything in a whole-class activity to convey their ideas easily. The last but not least is that pairwork and groupwork bring students a chance to help each other . Groupworks encourages students to share ideas and knowledge. In a reading activity students can help each other to explore the meaning of the text; in a discussion activity students can give each other new ideas. In language focus lessons, better students can explain the main points to those who are not good enough. (Source: https://www.tutorhunt.com/resource/3199) 2. Practical background 2.1. Students’ Lack of Motivation One of the most common difficulties for students in learning English foreign language (EFL) is speaking, since the goal of the students in learning EFL is to communicate. Yet, in fact Vietnamese students still get difficulties and often reluctant to speak because they are shy and are not confident to expressing themselves in front of other people, especially when they are being asked to give personal information or opinion. Frequently, too there is a worry about speaking badly and therefore losing face in front of their classmates. Based on this case, it can be identified that such students have a low motivation. And this is the teachers’ duty to encourage the students to be brave to speak up and expressing their idea in front of their classmates. The teachers of English should use the students’ own motives for joining the course, encourage students to be active in 4 TIEU LUAN MOI download : skknchat@gmail.com the class by giving chance to suggest or giving opinion to solve problems in an experiment activity for instance, ask the students what type of teaching and learning which motivate them most and what kinds of classes which are not motivated them, encourage students to focus on their improvement not only grade or examination. The students can do self-assessment of their own work and find out their strength and weaknesses, encourage the students to work cooperatively in groups without pressure, give feedback without judging their mistakes and errors. Then, give reward which can establish their self-confidence and competence later. 2.2.The reality of quality of English at Lang Chanh High School. There are more than 1,200 students coming from various villages in Lang Chanh district. Most of them are ethnic minority students, whose background is not good enough, and they have shy characteristics . It means that teachers need to be enthusiastic and patient in order to find out the most suitable and effective teaching methods. During the last ten years, the implementation of innovation of teaching method in lang Chanh High school in general, in Foreign Language group particularly has initially gained encouraging results. The majority of teaching lessons are taught using active appropriate teaching methods for each skill lessons and different units, such as: Pair-work, Group work, role-play, learnercentered learning, visual aids, etc. How to choose the teaching methods depends on the topic of the lesson and the knowledge level of each group. From what I have experienced in my teaching process, I have found out that one of the most practical methods at high Lang Chanh High School isgetting students to work in pairs or groups during the English lessons. As a result, the quality of students' English learning at our school has been gradually ỉmproved for the last few years. Furthermore, English lessons have attracted more and more students.Students are getting more and more active during the class in which they can discuss with their partners about the contents of the lessons. It is obvious that pairwork and groupwork are the keys that support students. However, applyingpairwork and groupwork into the lesson effectively is not simple. Therefore, In this study I really want to discuss about how to use pairwork and groupwork in the lesson "Unit 6. An excursion - part A. Reading, English 10 textbook"effectively, which encourages students to be absorbed in the lecture. 5 TIEU LUAN MOI download : skknchat@gmail.com 3. Solutions 3.1. The lesson plan Date of preparing: 02/11/2019 Date of teaching: 07/11/2019 PERIOD 32 UNIT 6. AN EXCURSION PART A: READING (Time allowed: 45 minutes) I. AIMS OF THE LESSON: 1. Knowledge : After the lesson students will be able to: - know about some famous places in Vietnam ; - know how to use the present progressive tense with a future meaning ; - broaden their vocabulary concerning tourism and conservation. 2.Skills: Reading, Speaking, Listening and Presenting. 3. Attitudes: - To encourage students to work harder - To provide students some motivation 4. Abilities: Self-studying, using language, pairwork, groupwork and communication. II.PROCEDURE: * ACTIVITY 1. WARM-UP ( 3 minutes) 1. Aims: Leading students into the topic of the lesson. 2. Teaching methods: Asking and answering the questions 3. Ways to organize activity: Pairwork and groupwork 4. Teaching aids: chalks, blackboard, pictures Teacher’s activities Students' activities - The teacher shows some pictures I. Warm-up : Matching Picture 1: Match the photos with the information Keys: 1- d: Thien Mu pagoda (Hue) 2 - b: Ha long Bay (Quang Ninh) 3 - a: The One - Pillar pagoda (Hanoi) 4-c: Xuan Huong lake, Dalat (Lam Dong) - Work in pairs to match the picture with its name. Picture 2: 6 TIEU LUAN MOI download : skknchat@gmail.com Teacher’s activities Students' activities Picture 3: Picture 4: - Give feedback to students' ideas. ACTIVITY 2.PRE-READING (12 minutes) 1. Aims: Leading students into the topic of the lesson and provide students the newwords 2. Teaching methods: presentation 3. Ways to organize activity: Presentation 4. Teaching aids: chalk, blackboard, pictures. Teacher’s activities Students' activities - The teacher asks two representatives - Two representatives go the board to go the board and present : and present : + One talks about the history of " + One talks about the history of " Thầy" pagoda. Thầy" pagoda. Thay pagoda situated on a hill in 7 TIEU LUAN MOI download : skknchat@gmail.com Teacher’s activities Students' activities Quoc Oai district, Ha Noi. Thay pagoda was founded in Đinh dynasty. However, it really became popular during the reign of Ly Nhan Tong, the founder of Ha Noi capital. This site is a pagoda and a small bridge. + The other talks about the history of "Hương" pagoda. + The other talks about the history of "Hương pagoda" Position : Around 60 kilometers southwest of Hà Nội. "Hương" Pagoda is one among the largest and unique religious sites in Huong Son Commune, My Duc District, old Ha Tay (or enlarged Hanoi), right banks of Day River, northern Viet Nam. - The teacher leads students into the lesson - The teacher provides some new words related to their tasks. * Vocabulary: - Picturesque /pikt∫ə'resk/ (adj): đẹp, gây ấn tượng mạnh - Students copy down the new words. - Students practise pronouncing . - Students volunteer to pronounce the new words . 8 TIEU LUAN MOI download : skknchat@gmail.com Teacher’s activities Students' activities - Excursion /iks'kə:∫n/ (n): cuộc du ngoạn, chuyến tham quan - Suppose (v) /sə'pouz/: cho rằng, nghĩ là - Campfire (n) /'kæmpfaiə/: lửa trại - Persuade (v) /pə'sweid/ = convince /kən'vins/: thuyết phục. - Model the sounds ACTIVITY 3. WHILE-READING( 20 minutes) 1. Aims: - Students read and guess the meaning of words in contexts. - Students read and answer questions about the texts. - Students practise scanning specific information in the texts. 2. Teaching methods: 3. Ways to organize activity: pairwork and groupworks 4. Teaching aids: chalk, blackboard, handouts Teacher’s activities Students' activities Task 1: Choose the best answers. - The teacher asks students to read - Work in pairs to do task 1 : Reading thought the letter and choose the best the letter and finding out the answer. answers. 1. C . (Lan wrote the letter to tell Minh about the plan for her class - The teacher asks for students’ trip). explanation for their choices 2. A .(The students decided to go on - The teacher asks students to read the an excursion because they wanted to passage again to answer the questions. understand their geography lessons better). - The teacher corrects students’ answers. 3. B.(The students have changed their destination as it is impossible to visit caves near Thay Pagoda). Task 2 Task 2.Answer the questions - The teacher has students work in groups of four students to do task 2. - The teacher guides students how to - Students work in pairs to do task 2. do. KEYS - Students underline keywords in 1. They are going on a trip when they each question have some days-off after the 1st term. 2. They are visiting some caves because - Students find out the correct they want to understand their geography answers. lesson better and many of them have never - Students present their ideas. been inside a cave. 3. It’s only over 20 km. 4. They are going to make a two- day 9 TIEU LUAN MOI download : skknchat@gmail.com Teacher’s activities Students' activities trip and have a night campfire. They are bringing their own food and sharing - Students pay attention to the buses with some other classes to make teacher's comments. the trip cheap. 5. Lan is anxious about her parents' permission because they may not want to let her stay the night away from home. - The teacher gives feedback to students' answers. ACTIVITY 4. POST- READING( 7 minutes) 1. Aims: Encouraging students to know more about the beauty spots in Lang Chanh district and raising students' awareness of the need to preserve the historical places. 2. Teaching methods: Pairwork and groupwork 3. Ways to organize activity: Presentation 4. Teaching aids: chalk, blackboard, pictures. Teacher's activities Students' activities - The teacher asks students to tell about one historical place in Lang Chanh he/she has known. - A student shows some pictures of "Mèo" pagoda and tells other students about its history. + " Mèo" pagoda was founded in the 13th century. + In 2005, Thanh Hoa People's Committee recognized it as a historical and cultural vestige . + Traditional festival happens on January 6th and 7th every year. + In recent years, the festival has been regularly held- a place of cultural activities and beliefs of the people of ethnic groups in Lang Chanh district. 10 TIEU LUAN MOI download : skknchat@gmail.com Teacher's activities Students' activities * Consolidation: (3 minutes) - The teacher gives comments to students’ presentation. 11 TIEU LUAN MOI download : skknchat@gmail.com - The teacher asks students to keep in their mind that as a student, to protect and preserve historical sites, cultural heritages and places of interest they need to do the following: + Keep cultural and local heritage clean. + Visit, learn the historical relics, cultural heritage + Not to leave litter. - The teacher asks students to prepare the next lesson:Period 33. Unit 6.B. Speaking 3.2.Students' work Some pictures below show what our students do during the lesson. Picture 1: Student Thieu Ba Viet is talking about "Thầy" pagoda Picture 2: Student Pham Thai Lam is talking about "Hương" pagoda 12 TIEU LUAN MOI download : skknchat@gmail.com Picture 3: Student La Yen Nhi is talking about " Mèo" pagoda, a beauty spot in Lang Chanh district. Picture 4: Students work in pairs and groupsto do the tasks in the lesson. 4. The discussion It can not be denied that on the one hand pairwork and groupwork bring a lot of benefits. The first and foremost benefit of both pair work and group work is that they increase the amount of student practice. It is known that lessons have limited time - usually only forty five minutes - and there are on average thirty students in the class, although nowadays there is a tendency to divide classes 13 TIEU LUAN MOI download : skknchat@gmail.com into two groups to make them smaller and easier to teach. Still, in a class of thirty students during a teacher-led activity, very seldom do even fifty per cent of students take active part in the lesson. The first thing that happens in such a class is that students get bored very quickly waiting for their classmates' answers. As a result, instead of practicing English they start doing something different - talking, doing homework or even playing cards, for example. In consequence, this leads to general chaos if the teacher is not quick enough to perceive and prevent it. Needles to say, the teacher should involve the whole class in an activity. During pair work twenty people are speaking, not just one person as it is in a teacher-led activity. That is why the more pair work activity the students have, the more often they use the language and its new items. As far as group work is concerned, it depends on the kind of the activity how much the students practice the language. Even when the teacher divides the learners into groups of four or five, there will be at least ten or eight students speaking at the same time, providing that the class consists of forty people. Another extremely important advantage of pair work and group work is the learner's confidence. Certain grounds exist for believing that the students feel much more comfortable to speak in a foreign language to just one or two people rather than to the whole class and the teacher. Especially timid students, or ones who are not good at manipulating the language yet, feel more relaxed and selfconfident trying to put their language abilities to a test during the activity and seeing how they use them. This encourages students to cooperate with one another. They feel that they are responsible for the group and for each of its members. This is widely seen during group competitions when the students work for the benefit of the whole group. They have to cooperate and help each other, and there is no way of escaping or avoiding the cooperation for shy and weak students. They are all involved in the activity and it is another important feature of pair work and group work. Working in pairs or groups, students can learn from one another a lot. In a class there are always weak and strong students. Arranging the class into groups the teacher should remember that there can be a mixture of different ability levels in one group. With this in mind he/she can predict which roles would be the most adequate for which students and what they could teach their classmates, and then give them the tasks. What is more, they provide an enormous number of new items and expressions for their classmates. The point the present writer is trying to make is simply that the students need to work together as often as it is possible to learn how to cooperate with other people and 14 TIEU LUAN MOI download : skknchat@gmail.com Powered by TCPDF (www.tcpdf.org)