SKKN Phát huy hiệu quả hoạt động cặp, nhóm trong quá trình dạy học tiếng Anh ở trường THPT

Nội dung text: SKKN Phát huy hiệu quả hoạt động cặp, nhóm trong quá trình dạy học tiếng Anh ở trường THPT

1. Sáng kiến kinh nghiệm Nguyễn Thị Việt Hoa SỞ GIÁO DỤC VÀ ĐÀO TẠO HÀ NỘI Sáng kiến kinh nghiệm Phát huy hiệu quả hoạt động cặp, nhóm trong quá trình dạy học tiếng Anh ở trường THPT Người viết: Nguyễn Thị Việt Hoa Tổ : Xã Hội Trường : THPT Ngọc Hồi Năm học: 2009 - 2010 1
2. Sáng kiến kinh nghiệm Nguyễn Thị Việt Hoa CONTENTS A. REASONS FOR CHOOSING THE RESEARCH B. AIMS OF THE RESEARCH C. SCOPE, OBJECT AND RESEARCHING METHOD D. MAIN CONTENT I. GENERAL INTRODUCTION 1. What are pair work and group work? 2. Main advantages, problems and solutions to the problems. II. ORGANIZING PAIR WORK AND GROUP WORK 1. Group and pair work organization. 2. Demonstration. 3. Suggestions for some popular kinds of practice. E. RESULT AFTER APPLYING THE RESEARCH IN TEACHING F. CONCLUSION G. REFERENCE BOOKS 2
3. Sáng kiến kinh nghiệm Nguyễn Thị Việt Hoa A. REASONS FOR CHOOSING THE RESEARCH - Pair work and group work are the main activities in teaching English at schools. - Teachers at high schools are in the period of getting used to new English textbook. Pair work and group work didn’t 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 haven’t been clearly aware of the roles of pair work and group work in teaching and learning a foreign language. B. 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. C. SCOPE, OBJECT AND RESEARCHING METHOD - Scope : Researching in the process of teaching English at Ngoc Hoi 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. D. CONTENT I. GENERAL INTRODUCTION 1. What are pair work and group work? 1.1. Pair work: The teacher devices the whole class into pairs. Every student works with his or her parner and all the pairs work at the same time. The teacher walks around, listens and intervenes little if necessary. 1.2 Group work : Students work in small groups (of four or five) on tasks that entail interaction: conveying information, for example, or group decision making. 3
4. Sáng kiến kinh nghiệm Nguyễn Thị Việt Hoa All the groups work at the same time. The teacher walks around listening, intervenes little if at all 2. 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 course, 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 given 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. 4
5. Sáng kiến kinh nghiệm Nguyễn Thị Việt Hoa *Students help each other: Pairwork and groupwork encourage students to share ideas 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 usually “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. 5
6. Sáng kiến kinh nghiệm Nguyễn Thị Việt Hoa II. ORGANIZING PAIR WORK AND GROUP WORK 1. Group and pair work organization - 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, 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. 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. 6
7. Sáng kiến kinh nghiệm Nguyễn Thị Việt Hoa 2.3. Ending: Draw the activity to a close at a certain point. Try to finish the activity while the students are still enjoying it and interested, or only just beginning to flag. 2.4. 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 1: A teacher has an intermediate class. She presented “like/don’t like” and then she uses this exercise for free practice in pairs: Exercise 3: Likes and dislikes Pairwork : Ask what your friend likes and doesn’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 sit at one place and says nothing. After: Teacher says “ Everyone finished? Good. Now look at exercise 4 .” - Some question 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: 7