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    Sáng kiến kinh nghiệm THPT07-08new

    (Bài giảng chưa được thẩm định)
    Nguồn:
    Người gửi: Lương Anh Đức
    Ngày gửi: 21h:31' 17-05-2008
    Dung lượng: 94.0 KB
    Số lượt tải: 619
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    së gi¸o dôc vµ ®µo t¹o h­ng yªn
    TR¦êNG THPT kho¸i ch©u
    ======(((======















    §Ò tµi:
    MéT Sè GI¶I PH¸P Tæ CHøC CÆP, NHãM HIÖU QU¶ TRONG GIê D¹Y TIÕNG ANH THEO PH¦¬NG PH¸P MíI
    (Some useful measures for organising group and pairwork effectively in the english class)






    Hä vµ tªn : L­¬ng Anh §øc
    Chøc vô : Gi¸o viªn
    §¬n vÞ c«ng t¸c : Tæ ngo¹i ng÷

    N¨m häc: 2007 - 2008


    PART I : INTRODUCTION

    *Reason for choosing the topic
    In the time of rapid developement of technology and industry, foreign languages have really become “a golden key” for the exchange and cooperation between countries all over the world. In Vietnam nowadays, the demand of foreign languages, expecially English increases higher and higher. English has become a compulsory subject at school as well as universities.But it seems that teaching and learning English at many secondary school in Vietnam is not very effective. 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 and pairwork activities in the class.
    * Aims of the study.

    To introduce how to pairwork and groupwork and to show the advantages of working in pairs and groups.
    To show how to organise pair and groupwork effectively and how to deal withinitial problems that may arise
    To show how pair and groupwork can be used for various classroom activities
    To give teachers confidence in using pair and groupwork themselves.

    * Scope of the study :

    This study is only concerned with ways of organising activities in the class rather than with teaching techniques.



    * Theoretical background
    Begin by making sure that teachers understand what pairwork and groupwork involve :
    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.

    Point 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.
















    PART II

    SOME MEASURES OF ORGANISING PAIRWORK AND GROUPWORK EFFECTIVELY

    I) ADVANTAGES AND PROBLEMS WHEN CONDUCTING PAIRWORK GROUPWORK

    For certain type of activity, pairwork and groupwork have a number of advantages over working with the whole class together. So what are the advantages of using pairwork and groupwork ? And what problems might there be ?

    Here are some advantages as well as some problems teachers might meet during the process of organising pairwork or groupwork.



    Advantages
    Problems
    
    -More language practice
    -Noise
    
    -Students are more involved
    -Students make mistakes
    
    -Students feel secure
    -Difficult to control
    
    -Students help each other
    
    
    

    I can analyse more about the advantages and give out some measures to overcome the problems.

    More language practice : Pairwork and groupwork give students far more chance to speak English. Refer to the request : working in pairs, 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.

    Students are more involved : Working in pairs or groups encourages students to be more involved and to concentrate on the task. 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.

    Students feel secure : Students feel less anxiety when they are working “privately” 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 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.

    Following are some measures to overcome the problems

    Noise : Obviously, pairwork and groupwork in a large class will be noisy, and this cannot be helped.

    But : -Usually student themselves are not disturbed by he noise; it is more noticeble 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 using English, or engaged in a learning task.

    ii) Students make mistakes: During a pair or group activity, the teacher cannot control all the language used, and should not try to do so. When doing controlled language practice in pairs or groups, the number of mistakes can be reduced :

    -By giving enough preperation. The activity can be done with the whole class first, and pairwork used for the final stage.

    -By checking afterwards. The teacher can ask some pairs or groups what they said, and then correct the mistakes if necessary.

    iii) Difficult to control class : The teacher has less control over what students are doing in pairwork or groupwork than in a normal class. To stop activities getting out of control, it is important to :
    give clear instructions about when to start, what to do and when to stop ;
    give clear defined task which do not continue for too long ;
    set up a routine, so hat students accept the idea of working in pairs or groups, and know exactly what to do.


    II) ORGANNISING PAIRWORK

    *The first measure :

    We should study the following activity in which a teacher organised the pairwork activity.We can see the process of organising the pairwork activity and find out that she was not successful :
    Teacher A had an immediate class. She presented “ like / don’t like” and then she used free practice in pairs :

    Exercise : Likes and dislikes
    Pairwork : Ask what your friend like and doesn’t like.
    Ask about :
    Food sport music school subjects
    
    
    The three processes below show what she did before, during and after the activiy( We used to use these methods before )


    Before During After
    T : Alright-Exercise 3.Sit in pairs.Ask and answer the questions
    
    T: (Sit in and do nothing)
    
    T : Everyone finished ? Good. Now look at exercise 4
    
    

    Do you think the activity was successful ?
    What do you think might have gone wrong ?
    What could she do to make it more successful ?

    I can say that the activity was not successful and I can give some suggestions to make it more succesful:

    1- She could prepare for the pair work by establishing what the questions and answers should be. She could also demonstrate the pairwork by asking questions round the class, or by getting one pair of students to ask and answer in front of the class. The students would know exactly what to do.

    2-She could be more active in starting the pairwork. Instead of just saying “ Work in pais” ,she could show students who to work with, check that everyone had a partner, and check that everyone had started working in pairs

    3- During the activity she could move quickly round the class to check that students were talking and to see when they finished.

    4- Instead of waiting everyone to finish, she could stop the activity. Then there would be no chance for students to get bored and start talking about the other things.

    5- After the pairwork she could ask some pairs what they said,or ask a few pairs to repeat their conversation in front of the class.

    *The second measure:

    Now we study the demonstration below to know how the activity could be conducted. Pay particular attention to the way of organising the pairwork :
    A possible procedure :

    i) Introduce the exercise and show what questions and answers students can give :

    T : Now. You’re going to talk about things you like and thinks you don’t like. Look at the exercise. What questions can you ask ? What about food ?
    Sts : What food do yo like ?
    T : Good . What answer could you give ?
    Sts : I like chocolate.
    I like eating fruit.
    I like biscuits.
    (and so on)
    Wrte the basic questions on the board :
    What (food) do you like ?

    ii)Ask a few questions round the class, to show the kind of conversation students might have :

    T : What kind of music do you like ? Nam ?
    St : I like pop music.
    T : Pop music ? Which singer do you like best ?
    (and so on)
    If you like, ask two students have similar conversations, while the other listen.

    iii)Divide the class into pairs.

    Teacher : Now you are going to work in pairs. ( Indicate pairs by pointing. If there are single students left without a partner, make group of three.) . Ready ? Ask and answer the questions. First one person ask all the questions, then change round. Start now.

    iv)Students work in pairs . Move quickly round
    the class .Checking that everyone is talking ( but do not try to Correct the mistakes, as this will interrupt the activity ).

    When most pairs have finished, stop the activity. Ask a few students what their partners said :
    T : Lan, tell me about Mai.What does she like ?
    St : She says she likes ice cream, pop music and swimming. And she likes English, but not every lesson. She doesn’t . She doesn’t like writing.


    *The third measure:

    One of the most important things to organise
    No_avatar
    Trong qua trinh tim tai tieu ve pairwork/groupwork toi da tim duoc bai Sang kien kinh nghiem cua tac gia Luong Anh Duc. Thoat nhien toi cam thay rat vui khi tim thay tai lieu minh dang can. Tuy nhien, sau khi doc bai goi la sng kien kinh nghiem thi toi hoan toan bi that vong boi day khong the goi la SANG KIEN KINH NGHIEM duoc ma ne goi la mot bai copy paste cua tac gia Adrian Doff thi dung hon.  SANG KIEN KINH NGHIEM la mot cai gi do tu minh duc ket ra duoc tu kinh nghiem cua ban than qua mot thoi gian cong tac chu khong phai lay tu trong mot tai lieu nao do.
     
     
     
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