PART A: INTRODUCTION
I. Reasons for choosing the topic.
In the trend of global integration, English is considered as an international
language.“English is now widely known as the major language of
intercommunication, international commerce, business, science, culture, and so
on. As a result, there has been a positive trend of teaching and learning English
across the country. English is also introduced to the educational curriculum from
primary education to tertiary education”[2]. However, their results of learning
English are not really good. Many Vietnamese students cannot communicate in
English, even though they spent 6-7 years learning English at schools. The
problem is that they learn English just to pass regular tests or examinations,
while they cannot use English in reality. Especially, many students got high
scores from exams and tests, but they can only write grammatical sentences,
while they are very bad at listening and communicating.
Additionally, English is a language and it is a foreign language so it is too
difficult for students, especially rural students to learn although they have been
learning for several years. It would be too boring for teachers to teach and for
students to learn English if teachers didn’t reform teaching methods to interest
students. I have been thinking of how to change the methods but whatever new
methods teachers may use, weak students will become bored, passive and
inactive if teachers don’t interest them effectively.
In recent years, at Lam Kinh high school as well as the other high schools
in rural and mountainous areas, teaching and learning English has been taken
into consideration. Throughout years’ time of my teaching English in the period
of general education renovation, I have myself thought that it is necessary to
reform methods of organizing activities in speaking lessons to motivate students.
I have positively realized that only by organizing pairwork and groupwork
effectively can we interest students in English speaking lessons. These
activities can be considered to be useful techniques which are suitable for the
students’ psychology. They strongly do delight either learners or teachers when
they have skillfully used traditional activities. Besides, they can raise the time

data, making personal observations, reading reference books, applying in
teaching and drawing out experiences through attending classes.
V. New points of the study
Although the study has some similarities with the previous one, I draw my
attention to measures to raise the effectiveness of Speaking lessons through pair
work and group work activities for grade 10 students at Lam Kinh high school
with the hope of investigating into ways to organise pairwork and groupwork
more effectively in English speaking classes, which make lessons more
interesting and stimulating.
PART B : DEVELOPMENT
I. Theoretical background
1. Pair work and group work
1.1. Definition of pair work
Pairwork is a classroom activity in which the whole class is divided into
pairs by the teacher. Every student works with his or her partner in pairs and all
the pairs work at the same time. In fact, a pairwork consists of two students
working together at the same time.

2


1.2.

Definition of group work
Groupwork is a group of students working together. A class can be
divided into small groups to work together ( usually three or more students in
each group), as in the pairwork, all the groups work at the same time.

2. Advantages and disadvantages of pairwork and groupwork
Pairwork and groupwork have both advantages and disadvantages. These

motivated students are usually good languages learners and they always make
progress.
2.2. Disadvantages
- To speak native language: One of the disadvantages is that students often
speak in their native language. If the class is really big with too many students, it
is very difficult for the teacher to listen to all pairs or groups at the same time.
However, the teacher can still do something to change situation. The teacher
should estabilish certain rules at the beginning of the school year and be very
strict about them.After sometime the good habit of speaking only English may
be established.
- To make mistakes: An other problem is incorrectness. While students work in
pairs and groups, the teacher usually do not disturb them, even if he/she notices
some mistakes they have made, but we should not forget that errors or mistakes
are an indissoluble element of the process of learning. Besides, students try to
correct each other rather than learn the mistakes. One of the main points of
having learners speak to each other is to help them increase their confidence and
reduce the anxiety that is often found in a purely teacher-centered classroom.
Pairwork and groupwork activities are usually geared to fluency enhancement
rather than accuracy practice.
- To eliminate shy and weak students from the practice: Some shy and weak
students can be eliminated from the practice, because of individuals who always
tend to dominate. It is not a problem when they work in pairs, but as far as the
groups are concerned, the teacher should assign roles to avoid one or two
learners taking over the activity and others becoming passive observers.
- To make noise and indiscipline: Working in pairs and groups in a large class
makes noise and indiscline, the teacher have more troublesome than the learners
have. Participants in a pairwork or groupwork activity are normally unware of
the noise and of what other pairs or groups are doing. The only possible here
could be solved if the classroom had particularly thin walls[5].
II. Practical background

2.2. Lack of reference books and teaching aids
In the school library, reference books are not avalaible. There are only
some reference books for doing exercises. Teachers must self-prepare for their
lesson without school’s helping.
The lack of teaching aids like video recorders, multi-functions projectors
lowers the effectiveness of working in pair and group. Teachers can not show the
pictures or conversations in real life by showing them video clips or TV
programmes.
III. SOLUTIONS AND METHODS FOR IMPLEMENTATION
1. Solutions
1. 1. Steps of organizing pair and group work
* Select the activity: An activity that is best suited for group work may meet
the following criteria:
- The activity has multiple tasks that can be shared among group members or a
single task, such as generating ideas, that benefit from the participation of all
individuals within a group.
- The activity involves problem solving and discussion
* Presentation: It is advisable to give the instructions before giving out
materials of dividing the class into groups. 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.
* Preparation of materials: The teacher will need to personally collect, or
organize students to collect, physical specimens for investigation. For example,
if the teacher anticipates doing a lesson on the role of the media, she or he might
ask the students to bring into class examples of newspapers and magazines.
There should be materials sufficient for each group.

- 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.
* Time the group work: The teacher should anticipate student questions about
timing, the task results, sharing with the whole group, and so on. After giving
clear instructions to the students, the teacher should be available to answer
questions, but not interfere with the groups' activities.
It is common in many classrooms that a small group activity constitutes
20 minutes of a 40 minute-period, with 10 minutes allowed for sharing small
group work with the whole class.
* Give feedback: A feedback session usually takes place in the context of fullclass 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.
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1.2. Some difficulties of pair work and group work and suggested solutions
* High noise level: If pair work is successful, it's noisy. In a normally crowded
classroom equipped with easily movable desks or tables, the problem can be
alleviated by keeping as much distance as possible between the pairs. The best
‘solution,’ however is simply to keep pair-work sessions short — twenty
minutes is probably a reasonable maximum. A high level of noise can be
tolerated for approximately that amount of time. If the session lasts longer, the
noise will become distracting and annoying.
* Furniture: The best furniture for an ESL classroom is small, light tables, and
simple, light chairs; these can easily be rearranged for pair work. But, of course,

communication has a purpose to convey information. Activities in the language
classroom stimulate communivation outside the classroom when they are
structured with such a purpose. In other words, the clearer the purpose of the
discussion is the more motivated students will be. Moreover, teachers should
base the activities on easy language. Generally, the level of language needed for
7


a discussion should be lower than used in intensive learning activities in the
same class. The language required for a discussion should be easily recalled and
produced by students so that they can speak fluently. In some cases, pre-teaching
or reviewing essential vocabulary before the activity starts is a good idea.
* Teachers should use task-based activities: In real life, people use language
to perform tasks such as solving problems, developing plans or teaching. The
use of similar task-based activities inside the classroom will encourage students
to use the language.
* Teachers’ attitude towards students: During the time of working in pairs and
groups, teachers’ attitude towards students will decide the success of the lesson
such as: observing, listening and how to help students, giving encouragement
and even giving feedback. Teachers should use different ways of giving
feedback or correcting errors for different lessons. For lessons that focus on
form like grammar lessons, direct and immediate feedback and error correction
are needed and expected. However, in communicative lessons like speaking, the
flow of talk should not be interrupted by the teachers’corrections. Teachers
should only give feedback and correct errors after students already finish the
task. When giving feedback, teachers should give feedback on both form and
content. It is advisable that the teachers should encourage students to selfcorrect. Giving feedback and correcting errors are als good ways to motivate
students as it is a useful comprehension for students and it shows that the
teachers really listen to what they say.
2.2. To students

B
1. Civic education
a. Toán
2. Technology
b. Vật lý
3. Maths
c. Tin học
4. Literature
d. Thể dục
5. Physics
e. Địa lí
6. Biology
f. Giáo dục công dân
7. Chemistry
g. Văn học
8. Physical education
h. Lịch sử
9. Geography
i. Công nghệ
10. History
j. Sinh học
11. Informatics
k. Hoá học
- Teacher asks them to match one item in column A with one item in column B.
- Teacher asks them to work in groups in 2 minutes, then checks this exercise in
chorus.
- Teacher asks students to read aloud the names of these subjects in chorus.
Suggested keys:
1-f ; 2-i ; 3 - a; 4 - g; 5 - b; 6 - j;
7 - k; 8 - d; 9 - e; 10 - h; 11 - c.


UNIT 1 - PART B: SPEAKING
English 10 (Basic curriculum) ( page 14, 15)
Task 2 and Task 3. Talk about Quan’s activities, using the pictures below and
then tell your classmates about your daily routine[1].
- Asks students to work in pairs to describe about Quan’s activities( base on the
pictures), then ask and answer about their daily routine at that time.
T: Look at picture a, what does Quan do at 14:00?
S: He gets up after taking a short nap.
T: What do you usually do at 14:00?
S: I usually do my homework....
- Teacher suggests some phrases if necessary: to get up, to read books, to watch
TV, to go to school, to play football, to go home, to have a shower, to go to the
stadium,…
- Teacher asks students to fill the information in the following table. (Give each
pair a handout).

Note: At this page, the images are derived from Reference number [6], the example 1 is
extracted from Reference number [1].

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Using the pictures in your textbook, describe Quan’s daily activities and find
the same information about your partner.
At
Quan usually…..
Your partner usually…….
14:00
14:15

6
7
8
9
10
11

Items
Information
Greeting: Hello/Hi/ Good morning…
Date of birth: When were you born?
Place of birth:Where were you born?
Home: Where are you living now ?
or Where do you live?
Parents: Can you tell me about your parents?
(name/ age/ occupation,…)
Brother(s)/ Sister(s):
How many brothers/ sisters have you got?
Primary school/ Secondary school
What’s the name of your primary school /
secondary school?
Schoolwork: How do you work at school?
Favourite subject(s):
What subject(s) do you like best?
Experience:Were you a member of any clubs?
Thanking: Thank you very much.

3.3. Practicing short dialogues: Acting out short dialogues can very easily be
done in pairs, with little chance of students making mistakes. It can be done first
with pairs of students in front of the class, and then with all the students working

A: Can/Could you tell me what the radio is used for?
B: Well, it’s used to listen to the news and learn foreign languages.
A: Can/Could you tell me what the TV is used for?
B: Well, it’s used to watch football matches, and TV game shows.
A: Can/Could you tell me what the fax machine is used for?
B: Well, it’s used to send and receive letters quickly.
A: Can/Could you tell me what the electric cooker is used for?
B: Well, it’s used to cook rice and keep rice warm.
A: Can/Could you tell me what the air conditioner is used for?
B: Well, it’s used to keep the air cool when it’s hot and vice versa.
Example 2:

UNIT 14 – PART B: SPEAKING
English 10 (Basic curriculum) ( page 145, 146)
Task 2: Work in pairs. Look at the table below. Ask and answer questions[1].
Aims: Students can talk about the World Cup tournaments.
- Teacher asks students to read the information about 17 World Cup
tournaments in the table.
Note: At this page, the images are derived from Reference number [6] and the example 2 is
extracted from Reference number [1].

13


- Teacher reads the model dialogue aloud and then asks two pairs to read the
dialogue again.
Model:
A: Where was the first World Cup held?
B: It was held in Uruguay
A: Which teams played in the final match?

habitat[3].
- Teacher aks students to work in pairs to discuss the two questions in the book
using the information in paragraph A · and B.
- Teacher goes around to observe students working.
- Teacher asks some students to present their answers.
Note: At this page, the example 1 is extracted from Reference number [1], the meanings of
new words “ sensitive, .… reintroduce” are consulted from Reference number [3].

14


Suggested answers:
1. They are opened to help endangered species develop.
2. The animals are not kept in cages. They can live in their natural
environment.
Example 2:
UNIT 12 – PART B: SPEAKING
English 10 (Basic curriculum) ( page 126)
Task 1: Read the text and answer the questions about the text.
“Yes, I love pop music. It keeps me happy. I really like the Backstreet Boys –
they are easy to listen to. Their songs cheer me up whenever I feel bad. I listen
to them all the time. I’ve got a Walkman so I can listen to music when I’m out.
At home, I always have the radio on and I watch pop programmes on TV” [1].
- Teacher gives the instruction: You going to read what Ha Anh says about music. Work in pairs to answer the questions.
- Teacher give students some new words:
+ keep sb happy: make sb happy
+ cheer sb up: make sb happier/more cheerful
- Teacher asks one student to read the passage aloud.
- Teacher asks students to work in pairs to ask and answer the questions.
- Teacher goes around to observe students working.

2/ They / be / good conditions.
> They are in good conditions.
3/ They / have / better food.
-> They may have better food.
4/ They / develop / better / natural environment.
-> They may develop better in their natural environment.
Disadvantages
1/ I’d like / talk / about / disadvantages.
-> I’d like to talk about the disadvantages.
2/ We / spend / a lot / money / on / reconstruct / animals’ natural environment.
-> We may spend a lot of money on reconstructions of the animals’ natural
environment.
3/ Keepers/ have/ dangers when they take care/ wild animals.
-> Keepers may have the dangers when they take care of wild animals.
- Teacher goes round and help if necessary.
3.6. Discussion: With more advanced classes, discussion can be conducted in
groups. It is important to define the discussions clearly, and to ask each group to
report their conclusions afterwards.
Example 1:

UNIT 12 – PART B: SPEAKING
English 10 (Basic curriculum) ( page 135)
Task 4: Work in groups. Talk about a film you have seen. Use the suggestions
below[1].
Aims: Sts can talk about the film they have seen.
- Teacher asks students to work in groups to ask and answer about a film they
have seen using the suggestions given in the textbook.
Questions: 1. Where did you see it?
2. What kind of film is it?
3. What is it about?

The 17th World Cup was help in Korea and Japan in 2002. The final match was
between Brazil and Germany. Brazil defeated Germany by 2 to 0. Brazil becema
the champion and Germany was the runner- up.
3.7. Do grammar exercises: Students can do grammar exercises orally in pairs;
the teacher goes through the answers afterwards with the whole class, and
students write the exercises for homework. This is more interesting and
productive than students doing exercises alone in silence.
Example :
UNIT 11 – PART B: SPEAKING
English 10 (Basic curriculum) ( page 115)
Task 2: Work in pairs. Imagine that you are Nga’s classmates and you are not
happy with the excursion to Huong Pagoda. Now you are talking with some
friends about what you wish you had or hadn’t done[1].
Aims: Students can talk about their excursion to Huong Pagoda and express
their regrets.
- Before students do the task, Teacher asks students to read the examples in the
textbook and recall what grammatical structure is used in the example.
Examples: If we hadn’t gone by coach, we wouldn’t have got carsick.
If we had gone by bike, we wouldn’t have got carsick.
- Teacher revises the conditional sentence type 3 by giving an example:
+ Eg: If I had had money, I would have bought this car. (But I didn’t have
money and so I didn’t buy it.)
- Teacher ask students to look at the example and tell the teacher the form as
well as the form of the conditional sentence type 3.
+Form: If + S + past perfect, S + would/ could +have + P II.
+Use: The third conditional is used to talk unreal situations in the past.
- Teacher asks students to work in pairs to make similar sentences orally.
- Teacher goes around to help students.
- Teacher asks students to compare their answers with another pairs.
Note: At this page, the examples are extracted from Reference number [1].

flexible and enthusiastic participation in the speaking lessons.
That is the main reason of the following results from the test of
speaking carried out during the recent school year at my school in comparison
with those before being applied as follows:

Note: At this page, the section “Suggested answers” is consulted from Reference number [4].

Table 1:

Before applying
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Class
Total

10C6
10C9
( 44
(46
students) students)

The number of students scoring proficient

0

1

Percentage
The number of students scoring pretty

Total
The number of students scoring proficient
Percentage
The number of students scoring pretty
Percentage
The number of students scoring average
Percentage
The number of students scoring below
average
Percentage

10C6
10C9
( 44
(46
students) students)
5
9
11,4 %
16
36,4 %
12
27,3 %
11

19,6 %
22
47,8 %
7
15,2 %

This result indicates that the measures which I have applied to organize
pair work and group work effectively to grade 10 students at Lam Kinh high
school have yielded positive results. Students are not only able to speak English
fluently but also feel excited about learning speaking lessons with different pairs
or groups. They no longer have to meet the psychological fear of speaking
English in public or short tests of speaking. On the contrary, the foreign
language lessons becomes more fun and more exciting.
II. Suggestions for further study
Obviously, small groups or pairs of students working together is a highly
effective and essential strategy for teaching English. It can improve motivation
and contribute to a feeling of cooperation and warmth on the class. However, it
is concluded that pair work and group work are best used when they are not the
only classroom interaction pattern, but when they are combined with other
strategies. Besides pair and group work, students can also complete activities
individually and as a class. Mixing up the structure of the activities will keep
classes interesting. Therefore, teacher had better plan the lessons to include
teacher-centered work, individual work and pair work as well as group work.
Surely, this study can not avoid having limitations and making mistakes.
Therefore, I would like teachers to contribute your sincere ideas so that I will
have perfect and suitable methods of teaching English for high school students. I
hope it will be helpful for teaching English at high school and suitable for
communicative teaching approach.
Exeperience initiative’s Writer
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