VIETNAM NATIONAL UNIVERSITY - HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES BẾ THỊ THU TRANG AN INVESTIGATION INTO VIET BAC HIGH SCHOOL 11THGRADE STUDENTS AND TEACHERS’ ATTITUDES TOWARDS THE APPLICATIONS OF PAIRWORK AND GROUPWORK IN TEACHING AND LEARNING ENGLISH SPEAKING SKILLS (NGHIÊN CỨU THÁI ĐỘ CỦA GIÁO VIÊN VÀ HỌC SINH LỚP 11 TRƯỜNG THPT VIỆT BẮC ĐỐI VỚI VIỆC SỬ DỤNG HOẠT ĐỘNG CẶP, NHÓM TRONG DẠY HỌC KỸ NĂNG NÓI) MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60 14 10 HA NOI – 2010 VIETNAM NATIONAL UNIVERSITY - HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES BẾ THỊ THU TRANG AN INVESTIGATION INTO VIET BAC HIGH SCHOOL 11TH GRADE STUDENTS AND TEACHERS’ ATTITUDES TOWARDS THE APPLICATIONS OF PAIRWORK AND GROUPWORK IN TEACHING AND LEARNING ENGLISH SPEAKING SKILLS (NGHIÊN CỨU THÁI ĐỘ CỦA GIÁO VIÊN VÀ HỌC SINH LỚP 11 TRƯỜNG THPT VIỆT BẮC ĐỐI VỚI VIỆC SỬ DỤNG HOẠT ĐỘNG CẶP, NHÓM TRONG DẠY HỌC KỸ NĂNG NÓI) MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60 14 10 SUPERVISOR: TRẦN HIỀN LAN, M.A HA NOI - 2010 iv TABLE OF CONTENTS DECLARATION………………………………………………………… ………………….… …i ACKNOWLEDGEMENTS……………………………………………………….…………… … ii ABSTRACT…………………………………………………………………………………… … iii TABLE OF CONTENTS………………………………………………………………………… iv PART I- INTRODUCTION 1.1 Rationale…………………………………………………………….… ……… 1.2 Aims of the study……………………………………………………….…….… 1.3 Research questions ……………………………………………….….….… 1.4 Method of the study ………………………………………………….…… 1.5 Scope of the study ……………………………………………………… … 1.6 Design of the study ……………………………………………………….… PART II: DEVELOPMENT Chapter I- THEORETICAL BACKGROUND I.1 Communicative Language Teaching……………………………………… 1.1.1 Definition of CLT…………………………………………………… 1.1.2 Charateristics of CLT………………………………………………… 1.1.3 Using CLT in teaching speaking skill………………………………… I.2 What is speaking ? I.2.1 Definition of speaking……………………………………………… I.2.2 Why should we teach speaking skill in the classroom……………….6 I.2.3 Characteristics of a successful speaking activity…………………….7 I.2.3.1 Learners talk a lot………………………………………… I.2 3.2 Participation is even……………………………………….7 I.2.3.3 Motivation is high………………………………………… I.2.3.4 Language is of an acceptable level……………………… I.3 Pairwork and groupwork…………………………………………………….8 I.3.1 Definition of pairwork and groupwork………………………………… … I.3.2 Advantages and disadvantages of pair and group work in a ……………….8 speaking lesson I.3.2.1 Advantages of pair and group work in a speaking lesson……… … I.3.2.2.Disadvantages of pair and group work in a speaking lesson… 10 v I.3.3 Pairwork and groupwork in speaking classroom…………………… 11 I.3.4 Some pair and group activities in a speaking lesson………………….12 I.3.5 The arrangement of pair and group work…………………………… 13 Chapter II: THE STUDY……………………………………………………………… 16 II Situational analysis ……………………………………………………………… 16 II 1 The setting of the study ………………………………………………… 16 II The 11th grade English program………………………………………… 16 II The teaching materials……………………………………….16 II 2 The course objectives………………………………………….17 II The study……………………………………………………………………………17 II.2.1 The subjects ………………………………………………………………17 II.2.2 Instrumentation ………………………………………………………… 17 II.2.2.1 Survey questionnaire…………………………………………… 17 II.2.2.2 Classroom observation ………………………………………… 18 II Data analysis………………………………………………………… 18 II Data analysis of teachers’ survey questionnaire………………… 18 II.2.3 Data analysis of students’ survey questionnaire ………………… 21 II.2.3.3 Classroom observation…………………………………………… 24 II.2.3.4 The result and discussion from the classroom observation……… 29 Chapter III: FINDINGS AND SUGGESTIONS FOR BETTER USE OF PAIRWORK AND GROUPWORK IN TEACHING SPEAKING SKILL III.1 Findings………………………………………………………………………… 31 III Suggestions for better use of pairwork and groupwork in teaching Speaking skill ………………………………………………………………… 32 III.3 Model pairwork and groupwork activities for a speaking lesson……………… 34 PART III - CONCLUSION I Conclusions 37 II Limitations of the study……………………………………………………… 38 III Suggestions for further study ……………………………………………… 38 REFERENCES………………………………………………………………………………… 39 APPENDICES PART I- INTRODUCTION 1.1 Rationale In the international integrative trend, English starts to become popular in Vietnam, it is considered as a key of communication for Vietnam‟s regional and global integration Because of the Educational Reform, the aim of teaching and learning foreign languages in general and English in particular has shifted from a focus on the linguistic competence to an interest in the communicative competence This trend in language teaching has led to the increasingly important role of teaching and learning speaking skills In the speaking lessons for 11th grade students, there are many activities Among them, pair work and group work are seen as key features of a speaking lesson They create more opportunities for students to work with each other by exchanging their ideas and, therefore, learning so many things from their partners Taking part in pair work and group work make students confident and creative in speaking, they also help students overcome their shyness But, what is the reality of teaching and learning speaking skill in Viet Bac high school? What are the attitudes of students and teachers towards pair and group work in a speaking lesson there? Whether the teachers organize pair and group work in their speaking lessons or not ? As a practitioner of English at Viet Bac High school for years, I have always been aware of the importance of developing speaking skill for my students I myself think that with profound understanding of the students‟ real needs and their difficulties, teachers can gradually help them achieve fluency and confidence in their speaking Within the scope of this study, the researcher seeks to aim at a study on “Viet Bac high school 11th grade students’ and teachers’ attitudes towards the applications of pair work and group work in teaching and learning English speaking skills” It is also hoped that this study may offer the teachers in the English Faculty, Viet Bac High school, ways on how to use pair work and group work in teaching speaking skills more effectively 1.2 Aims of the study The study aims to achieve the following primary aims: to investigate the attitudes of teachers and 11th grade students at Viet Bac (i) high school towards the application of pair and groupwork in teaching and learning speaking skills (ii) to examine the current situations of the application of pair and group work in teaching and learning speaking skills at this school (iii) to suggest some simple activities of pair work and group work to make students interested in their speaking lessons 1.3 Research questions This study aims to answer the following research questions: (i) What are attitudes of 11th grade students and teachers at Viet Bac high school towards the application of pair work and group work in learning and teaching speaking skills ? (ii) What is the current application of pair work and group work in teaching and learning speaking skills at Viet Bac high school like? 1.4 Scope of the study As stated above, the study focuses on the investigation into Viet Bac 11 th grade students‟ and teachers‟ attitudes towards the application of pair work and group work in teaching and learning speaking skills Basing on the reality, the researcher tends to give some suggestions about pair and group work activities in order to make learning and teaching speaking skills more effective, and more appropriate for students‟ communicative ability 1.5 Method of the study Both qualitative and quantitative methods are applied (i) By means of qualitative method, the author has to refer to different materials, lectures, former researches and relevant issues related to pairwork, groupwork and teaching speaking skill to gain more knowledge of the subject matter and to come to the final conclusion (ii) By means of quantitative method, the survey questionnaire is the main tool Firstly, a survey questionnaire is given to teachers who are teaching English to 11th grade students at Viet Bac high school Another survey questionnaire is to 100 students at grade 11 These survey questionnaires were used to collect information and evidence for the study with the hope that the research would be reliable and the processing of data would be manageable within limited time In addition, the researcher also used qualitative method, class observations with the hope that two methodologies supplement each other so that the data could be more reliable All comments, remarks, recommendations and conclusion provided in the study are based on the data analysis 1.6 Design of the study This study consists of three parts: introduction, development, and conclusion The introduction presents the background, aims, research questions, scope and design of the study The development comprises three chapters: - Chapter I reviews the theoretical backgrounds, which related to speaking skills, pair work and group work - Chapter II presents in more details the setting and data analysis - Chapter III is findings, proposed activities and some pedagogical suggestions The conclusion at the end of the thesis summarizes the main issues in the study and makes suggestions for further research PART II- DEVELOPMENT Chapter I – THEORETICAL BACKGROUND I.1 Communicative Language Teaching(CLT) I.1.1 Definition of CLT Although there are many definitions about CLT, they have the general idea that CLT emphasizes communication in foreign language teaching and improves the learners‟ competence through communicative activities As for Richards and Rodgers (1986) CLT means using procedures where learners work in pairs or groups employing available language resources to complete problem-solving tasks Nunan states “Communicative Language Teaching views language as a system for the expression of meaning Activities involve oral communication, carrying out meaningful tasks and using language, which is meaningful to the learners Objectives reflect the needs of the learners including functional skills as well as linguistic objectives The learner‟s role is a negotiator and integrator The teacher‟s role as a facilitator of the communication process.” (Nunan, 1989:194) Nunan‟s definition above, as with any definition of the language teaching method, represents a particular view of understanding and explaining language acquisition Obviously, the superiority of communicative language teaching approach is that emphasis on developing speaking ability of students through speaking activities and other techniques Thus, students are encouraged to use real appropriate language to communicate with one another I.1.2 Characteristics of CLT CLT is identified with the following characteristics: - It makes communicative competence the goal of teaching - It develops procedures for the teaching of the four language skills that acknowledge the interdependence of language and communication - It considers learners and his communicative needs the centre of language teaching process The objective of language teaching is to develop “communicative competence” In communicative classes, students communicate with each other and learning tasks are completed by means of interaction between students It is clear that students‟ completing a task is fore-grounded and communicating with each other is back-grounded This may lead to considerable use of pair work and group work and mixed activities In the classroom CLT often takes the form of pair and group work requiring negotiation and cooperation between learners, fluency-based activities that encourage learners to develop their confidence, role-plays in which students practise and develop language functions, as well as judicious use of grammar and pronunciation focused activities Larsen Freeman (1986) states that CLT uses authentic, from life materials Communicative language teaching makes use of real-life situations that necessitate communication Thus, it is a good way to provide students with as many opportunities as possible for the communicative purposes CLT is also associated with learner-centered and experienced based tasks Students in learner-centered approach are seen as being able to play more active and participatory role Based on these characteristics of CLT, teachers should choose appropriate techniques as well as activities in the classroom to increase and improve students‟ communicative competence I.1.3 Using CLT in teaching speaking skills According to CLT, teaching speaking skills involves the use of language through different communicative activities When using communicative activities in speaking, it is necessary to make sure that students are comfortable and confident This brings students a feeling of security so they find it easy to discuss and share their ideas with their partners Students also have more opportunities to speak since the students try to achieve mutual understanding and modify their language according to the demand of the situation Communicative activities encourage motivation because they ensure that communication is purposeful rather than artificial Communicative activities offer opportunities to develop speaking skill as well as cognitive ability such as analyzing, evaluating and synthesizing information It is believed that successful communication is an integrated accomplishment When using communicative activities students are stimulated to respond actively and participate with their classmates Communicative activities are often conducted with pair work and group work in which students talk to many partners and interact with them This reduces their stress and anxiety about their performance In brief, communication activities can boost proficiency and greatly improve communicative competence I.2 What is speaking? I.2.1 Definition of speaking It is regarded speaking ability as the measure of knowing a language Exactly, it is the first step to confirm who knows or does not know a language and a medium through which language is learnt As for Ur (1996), people who know a language are referred to as “speakers” of that language as if speaking includes all other kinds of knowing To define speaking Florez states that speaking is “an interactive process of constructing meaning that involves producing and receiving and processing information It is often spontaneous, open-ended, and evolving.” (Florez, 1999,p1) In language teaching and learning, it is essential for language teachers to pay attention to teaching speaking skill rather than leading students to pure memorization The teacher should provide real-life communication, authentic language and meaningful tasks for students to promote their learning I.2.2 Why should we teach speaking skill in the classroom? Of all the four skills (listening, reading, speaking and writing) speaking skill seems intuitively the most important in language teaching and learning To master a language we not only know how to read, to write and to listen but also know how to communicate with English speakers Motivation and communication are the reasons why we should teach speaking skill Firstly, motivation makes students want to speak English This means if students not want to speak they will ignore all the opportunities to speak in the language classroom As a result, they lose their interest in learning In addition, speaking skill has a great influence on listening, reading and writing skill If speaking skill is thoroughly practiced, the other three skills will be learned In this case, the teacher has to provide his/ her 37 PART III – CONCLUSION I Conclusion This study aimed at finding out the attitudes of teachers and 11 th grade students at Viet Bac high school towards the application of pair and groupwork in teaching and learning English speaking skills The study also examined the current situations of the application of pair and groupwork in teaching and learning speaking skill By using survey questionaire and classroom observation methods in research, the researcher collected the information needed After analyzing the data, I had the answers for the two research questions Thus, I can come to the conclusion that both teachers and students had positive attitudes towards the using of pair and group work Although, the majority of the students here enjoyed studying in pair and group work, students did not satisfy with teachers‟ work arrangements During the application of pair and groupwork, we had also seen some problems in organizing pair and group work by the teachers Teachers did not give clear and specific instructions, teachers‟ work arrangements were not appropriate, and time for students group/pair work was not enough However, the teachers in this school have good knowledge about pair and group work, but the ways they applied these activities were not sufficient With more attention to these kinds of activities, the teachers could carry out them better Anyway, this study has given some solutions for better use of pair work and group work in teaching speaking skill and provided simple activities of pair and group work for a speaking lesson In conclusion, this study has not only helped us understand the current application of pair work and group work but also provided insightful information about the attitudes of the teachers and grade11 students towards these activities in teaching and learning speaking skills However, due to the certain limited knowledge and the shortage of time, mistakes are unavoidable All comments and remarks on this minor thesis are highly appreciated 38 II Limitations of the study Although the study has offered some insightful findings, like many other studies, there are obviously certain limitations In term of methodology, the study was limited in the fact that the data might not fully reflect all students‟ and teachers‟ attitudes towards the application of pair work and group work in learning and teaching speaking skills at Viet Bac high school For example, both teachers and students were provided with a list of questions to choose and to respond to These questionaires were composed by the researcher, so they might not fully reflect students‟ and teachers‟ attitudes towards the application of pair work and group work The responses to some questions in the questionaires for both teachers and students could not reflect what the repondents really thought and did in the classroom In addition, the data collection was carried out nearly at the end of the first semester when students and teachers were busily preparing for their examinations Therefore, they might not have enough time to think over the questions in the questionaires before reponding to them Moreover, the classroom observations were conducted but not frequently and what has been observed in the classroom was not the same as it usually is The observed teachers may suffer from fear or stress for being observed while teaching Finally, my research was carried out at Viet Bac high school with a small number of participants Hence, the result may not be completely reliable to some extent III Suggestions for further study On the basic of the findings and the limitations of the study, the following suggestions are made for further research As this study just focused on the attitudes of teachers and students towards the application of pair work and group work in learning and teaching speaking skills, more researches on How to apply pair work and group work in other language skills or How to improve students‟ English speaking skill should be done in the future 39 REFERENCES Byrne,D.(1980) Teaching oral English.Longman,London Belchamber.R “The advantages of Communicative language teaching”, from http://www.iteslj.org/Articles/Belchamber-CLT.htlm Doff,A.(1988) Teach English - A train course for teachers Cambridge University Press in association with The British Council Gover,R and Walters,S.(1986) Teaching Practice Handbook Cambridge Cambridge University Press Harmer, J.(1999) The practice of English language teaching Longman Honeyfield, J.(1991),”The Formation of Small Groups in the language Classroom, Guidelines a periodical for Classroom language teachers”, SEMEO Regional Language Center 11(13) Hoodith.A.(2002) “Promoting oral fluency via group and pairwork”, from http://www.eltnews.com/features/teaching_ideas/2002 Ha Thi Lien Hoan (2005), An investigation into how pair work and group work are used in a high school A case study Minor thesis, College of Foreign languages, Viet nam national University Larsen-Freeman, D.(1986) Techeniques and principles in language teaching Oxford University Press 10 Lewis,M & Hill,J.(1985) Practical Techniques for language teaching Language Teaching Publications.England 11 Le Van Canh Understanding foreign language teaching methodology Nhà xuất Đại học quốc gia Hà nội 12 Luu Thuy Duong(2006), An investigation into the use of pair and groupwork in the speaking-class of 1st year students at Hanoi open university, faculty of tourism, Minor thesis, College of Foreign languages, Viet nam national University 13 mgh Hubert Skizynski “Advantages and disadvantages of pairwork and groupwork in the class”, from http://www.edukator.orgpl/2005a/work/work.html 14.”Motivating Speaking activities” Submitted by TE Editor (23 June,2002),from http://www.teachingenglish.org.uk/try/activities 40 15 Nunan, D.(1999) Second language teaching and learning Boston Mass 16 Richards,J.C & Rodgers, T.S.(1986) Approaches and methods in Language teaching Cambridge: Cambridge University Press 17 Rao Zhenhui (2001), “Advantages of group-centered learning in large classes”, Teacher’s Edition 18.Ur,P.(1996) A course in language teaching – Practice and theory Cambridge University Press 19 “Teaching speaking skills 2-overcoming classroom problems”,Submitted by admin on 16 February,2004,from http://www.teachingenglish.org.uk/think/Articles 20 Vo Thi Kim Thuy(2004), “Beneficial grouping arrangements for oral English”, Teacher’s Edition16 21 “Working in pairs and groups”, Submitted by TE Editor on 18 November, 2009,from http://www.teachingenglish.org.uk/primarytips I APPENDICES APPENDIX 1: QUESTIONAIRE ON GRADE STUDENTS’ AND TEACHERS’ ATTITUDES TOWARDS THE APPLICATIONS OF PAIRWORK AND GROUPWORK IN TEACHING AND LEARNING ENGLISH SPEAKING SKILLS (For teachers) This survey is designed for my research into “ the Viet Bac 11th grade students’ and teachers’ attitudes towards the applications of pair work and group work in teaching and learning speaking skills” Your assistance in completing the survey is highly appreciated You can be confident that the data collected are only for the study purpose Thank you very much for your cooperation About you: Your age:…………………….……… Your gender:………………….…… Years of language teaching:………… Please give your answers by circling your chosen option: How important you think teaching speaking is? A very important D almost unimportant B important E unimportant C neutral How important you think pair/ group works are in your speaking lesson? A very important D almost unimportant B important E unimportant C neutral Do you like pairwork and groupwork in speaking lessons? A Yes B No What speaking activities you use in speaking lessons? A pair work B group work C whole class D individual work Do you organnize pair and group works in your speaking lessons? A Yes Why or why not ? B No II ………………………………………………………………………………………… How often you organize pair and group work in your speaking lessons ? A Always B Often C Sometimes D Never How you group your students into pairs and groups of three or four students? A Students sitting at the same desk work together B Students from different desks come to work together C Students sitting next to each other work with each other D Students sitting far from each other come to work together E Students of the same age F Students of the same sex G Students of the different sex H Students of the same interests I Others (please specify)…………………………………………………………… What kind of activities you often use for pair and group work in your speaking lessons? A Role-play B Games C Discussing D Information gap E Interviewing F Conversation G Others: …………………………… Are you satisfied with the way you organize pairwork and groupwork in your speaking lessons? A.Yes, very much B Not much C No 10 How appropriate you think are pair and groupworks for your students in a speaking lesson? A very appropriate B appropriate C not very appropriate D Others: …………………………………………………………………………… 11 How useful you think pair and group works are for promoting your students’ learning in your speaking lessons? A useful enough B very useful C not quite useful D.not useful at all 12 What difficulties you face up with when applying pairwork and groupwork in your speaking lessons? III APPENDIX CÂU HỎI ĐIỀU TRA VỀ THÁI ĐỘ CỦA GIÁO VIÊN VÀ HỌC SINH LỚP 11 TRƯỜNG PTTH VIỆT BẮC ĐỐI VỚI VIỆC SỬ DỤNG HOẠT ĐỘNG CẶP NHÓM TRONG DẠY VÀ HỌC KÝ NĂNG NÓI Đây phiếu điều tra với mục đích thu thập số liệu cho đề tài nghiên cứu việc tìm hiểu thái độ học sinh việc sử dụng hoạt động cặp nhóm học nói Các câu trả lời mà em cung cấp quan trọng cơng trình nghiên cứu này.Các liệu điều tra dùng cho mục đích đề tài, khơng mục đích khác Xin em vui long cho biết: Em học lớp nào:……………………… Giới tính: Nam/Nữ ………………… Em bắt đầu học tiếng Anh từ lớp ?………………………………… 1.Em thích học kỹ nói khơng? A Có C Bình thường B Khơng Vì sao? ………………………………………………………………… Em đánh giá tầm quan kỹ nói mức độ ? A.Rất quan trọng B quan trọng C Bình thường D Khơng quan Khơng quan trọng Em có thích luyện tập kỹ nói theo cặp nhóm khơng? A Rất thích C Bình thường B Khơng thích Em nghĩ việc luyện tập cặp nhóm học nói? A.Rất quan trọng B quan trọng C Bình thường D trọng Em tham gia tích cực hoạt động cặp nhóm khơng? A Có, …………………………………………………………………… B Khơng, vì………………………………………………………………… Khi tham gia vào hoạt động cặp nhóm để luyện tập nói tiếng Anh em thường: A nói tiếng Anh B nói tiếng Việt C nói chuyện riêng D Khơng nói 7.Thầy (cơ) em có thường xun sử dụng hoạt động cặp nhóm học nói khơng ? A Thường xuyên B Thỉnh thoảng C Hiếm D Khơng IV Theo em học nói sử dụng hoạt động cặp nhóm có gây hứng thú nâng cao kỹ nói khơng? sao? ……………………………………………………………………………………………… ……………………………………………………………………………… Em có thích cách giáo tổ chức hoạt động cặp nhóm học nói khơng? A Có B Khơng C Bình thường 10 Em thích loại hình tập sử dụng hoạt động cặp nhóm? A Đóng vai nói theo mẫu hội thoại B Hỏi đáp để điền thông tin thiếu C Phỏng vấn D Thảo lụân chủ đề gợi ý E Các dạng khác:……………………………………………………………… 11 Em thích người nhóm em người: A có học lực giỏi em B có học lực tương đương với em C có sở thích giống em D ngồi gần em E bạn thân em F ý kiến khác……………………………………………………………… 12 Theo em, thầy cô giáo nên tổ chức hoạt động cặp nhóm để gây hứng thú cho học sinh tham gia luyện tập nói tốt ? ……………………………………………………………………………………………… Xin cảm ơn ! V APPENDIX CLASSROOM OBSERVATIONS SCHEDULE Order Date of observations Class Unit 1st December,2009 11C Unit Celebrations B Speaking (Tiếng Anh 11, p93,94) 1st December,2009 11A Unit Celebrations B Speaking (Tiếng Anh 11, p93,94) 9th December,2009 11A2 Unit Celebrations B Speaking (Tiếng Anh 11, p93,94) 29th December,2009 11C2 Unit The post office B Speaking (Tiếng Anh 11, p103,104) 30th December,2009 11A7 Unit The post office B Speaking (Tiếng Anh 11, p103,104) 8th January,2009 11A1 Unit The post office B Speaking (Tiếng Anh 11, p103,104) VI APPENDIX 4: CLASSROOM OBSERVATION Unit 8: Celebrations B Speaking Class 11C Date: 1st December , 2009 Teacher: Lan Teacher’ activities Students’ activities Warm-up (5 minutes) - Look at the screen Do you know a celebration begins with letter “T” Tet holiday -Very good A celebration begins with letter “C” Christmas‟ Day Who can guess? -Well done.A celebration begins with letter “M” Mid-Autumn -We say “Mid-Autumn festival” ok So, our lesson today is talking about the celebrations of some holidays Task (10 minutes) - Trước vào đoạn hội thoại em đọc theo số từ có Traditional, Listen and read in chorus holiday, relative, special foods, dress up.( Students read new words in chorus) - Now look at the dialogue between Mai and Anna and read after me please ( Students read read in chorus the dialogue in chorus ) - Bây em làm việc theo cặp đóng vai theo đoạn hội thoại work in pairs ( Let students practise minutes) (2 minutes later) - Cô mời hai bạn Hà Huy đọc đoạn hội thoại -À, hai bạn đọc to, rõ ràng Huy nhớ sửa phát âm từ “relatives” Hà and Huy: read the dialogue VII - Now Đạt and Lâm please Đạt and Lâm read the dialogue aloud - ok, now we move to Task Task (15 minutes) - Now look at these pictures on the screen and tell me what is the celebration? - now, picture Nga please Nga: Mid-Autumn festival - Good! Picture Nam please! Nam: New Year - Oh, It‟s not correct answer It‟s Thanksgiving Picture 3, Hong please! Hong: Valentine‟s Day (Va-len-tin Day) - (in Vietnamese): đọc Va-len-thai em - Now I give you some new words(write down new words on board): purpose, express, mask, parade, harvest, roast turkey (explain meaning, Listen to the teacher and take notes kinds of word) - Read new words after me please read in chorus - Now work in pairs and match the holidays with its main purpose and activities - Các em nhìn lên hình, Giang đọc ghép Giang: reads aloud ngày lễ Thanksgiving - ok, em nhớ sửa phát âm từ “harvest” -Ngày lễ Lan Lan: reads aloud Valentine‟s Day - Next Kiên please! Kiên: reads aloud Mid-Autumn - Các em vừa hoàn thành xong phần Task 2,bây chuyển sang phần Task Task (14 minutes) - Hà reads and translates the instruction of task Hà: reads aloud and translates the please intruction.reads aloud Mid-Autumn - Các em tập thay ngày lễ theo hội thoại Festival Task cách điền thơng tin thiếu vào đoạn hội thoại handout cô VIII phát Làm theo cặp (Let students practise Work in pairs minutes ) (3 minutes later) -Cô mời hai bạn thay đoạn hội thoại students read in pairs -(In Vietnamese): Các em thấy đoạn hội thoại hai bạn thay thế chưa? -Ok, hai bạn làm tốt Homework (1 minutes) -Write down one celebration that you like most Listen to the teacher Suggestions for task A: Do you know that…………….is next month? B: What is…………….? A: It‟s time when people…………… B: When is it exactly? A: Well, it‟s on the…………… B: What people usually at/on…………………………? A: Well,………………………………………… B: Oh, that sounds really interesting IX APPENDIX CLASSROOM OBSERVATION Unit The post office B Speaking (Tiếng Anh 11, p103,104) Class:11C2 Date: 29th December, 2009 Teacher: Linh Teacher’s activities Students’ activities Warm-up (5 minutes) - What is the weather like today? - It is very cold - How often you go to the post office? - sometimes - What for? - to buy newspaper or send a letter Today we are going to study Unit 9- The Post office Task 1: (10 minutes) Look at the picture in the text book and tell me what can you see in the picture? -there are two people -Who are they? (pointed at a student) Hanh -Hanh: Maybe the man is a customer and please! the woman is an officer - ok, very good Where are they? -They‟re in the post office -Ok (point at a student) Hoa, Can you read -Hoa: reads and translates the instruction and translate the instruction of task with teacher‟s assistance please? -Now work in pairs work in pairs -The teacher asks pairs to read the pairs read the dialogue aloud dialogue aloud, after each pair had finished Check pronunciation miskes she corrected pronunciation mistakes immediately.(one minutes later) Task (18 minutes) -Asks a student to read and translate the -read and translated the instruction with instruction of the task -write down new words on the board teacher‟s assistance X -Asks the whole class to read new words -read new words after the teacher after the teacher once -Delivers handouts and asks students to -matching match each person with his statements giving the answer key -(in Vietnamese) A nhân viên bưu điện, B khách hàng Bây làm việc theo cặp, hai bạn ngồi bàn cặp em dựa vào handout để xây dựng đoạn hội thoại (3 minutes later) - Are you ready? -Yes -calls pairs (2 boys, 1boy and 1girl, pairs read aloud their dialogues girls) read aloud their dialogues - Corrects students‟ pronunciation Task 3.(12 minutes) -Now Hồ Hà read and translate the first -H Hà: read and translates aloud situation -Do you understand it? -yes -Now the second situation Chinh -Chinh: reads and translates aloud -(in Vietnamese): Có hai tình thực theo cặp Hai dãy bàn nhóm, em thực tình Hai dãy bàn bên nhóm, Work in pairs em thực tình Now in pairs please (2 minutes later) st -1 situation Oanh and Khải please -Oanh and Khải role-play mainly with teacher‟s assistance -(in Vietnamese) Nào nhóm bên mời -A boy and a girl role-play mainly with cặp đại diện nói tình thứ hai - give comments Homework: Rewrite 1st situation of Task teacher‟s assistance listen XI ... pair and groupwork in teaching and learning speaking skills (ii) to examine the current situations of the application of pair and group work in teaching and learning speaking skills at this school. .. and learning speaking skill in Viet Bac high school? What are the attitudes of students and teachers towards pair and group work in a speaking lesson there? Whether the teachers organize pair and. .. most of the teachers thought that pairwork and groupwork were important in language teaching and learning especially in speaking skill Using pair and groupwork encouraged students in learning and