Luận văn Tổ chức hoạt động tổ và hoạt động nhóm trong lớp học trung học phổ thông tại trường trung học phổ thông Phạm Văn Nghị tỉnh Nam Định: một nghiên cứu cá biệt

VIET NAM NATIONAL UNIVERSITY COLLEGE OF FOREIGN LANGUAGE DEPARTMENT OF POST GRADUATE STUDIES -----------—o0o–------------ MAI THỊ HẰNG PHƯƠNG ORGANIZING PAIRWORK AND GROUPWORK IN THE CONTEXT OF HIGH SCHOOL CLASSROOMS AT PHAM VAN NGHI UPPER SECONDARY SCHOOL, NAM DINH PROVINCE: A CASE STUDY. (TỔ CHỨC HOẠT ĐỘNG TỔ VÀ HOẠT ĐỘNG NHÓM TRONG LỚP HỌC THPT TẠI TRƯỜNG PTTH PHẠM VĂN NGHỊ TỈNH NAM ĐỊNH: MỘT NGHIÊN CỨU CÁ BIỆT) MINOR M.A THESIS Field: English Methodology Code: 601410 Hanoi, July 2008 VIET NAM NATIONAL UNIVERSITY COLLEGE OF FOREIGN LANGUAGE DEPARTMENT OF POST GRADUATE STUDIES -----------—o0o–------------ MAI THỊ HẰNG PHƯƠNG ORGANIZING PAIRWORK AND GROUPWORK IN THE CONTEXT OF HIGH SCHOOL CLASSROOMS AT PHAM VAN NGHI UPPER SECONDARY SCHOOL, NAM DINH PROVINCE: A CASE STUDY. (TỔ CHỨC HOẠT ĐỘNG TỔ VÀ HOẠT ĐỘNG NHÓM TRONG LỚP HỌC THPT TẠI TRƯỜNG PTTH PHẠM VĂN NGHỊ TỈNH NAM ĐỊNH: MỘT NGHIÊN CỨU CÁ BIỆT) MINOR M.A THESIS Field: English Methodology Code: 601410 Supervisor: TRẦN THỊ THANH, M.A. Hanoi, July 2008 i CANDIDATE’S STATEMENT -----------*****----------- I hereby certify that the thesis entitled ORGANIZING PAIRWORK AND GROUPWORK IN THE CONTEXT OF HIGH SCHOOL CLASSROOMS AT PHAM VAN NGHI UPPER SECONDARY SCHOOL, NAM DINH PROVINCE: A CASE STUDY Is the result of my own research for the Degree of Master of Arts at College of Foreign Languages, Hanoi National University, and that this thesis has not been submitted for any degree at any other upper secondary schools Signature: Date : 10/10/2008 ii ACKNOWLEDGEMENTS In completion of my thesis, I have received generous advice and help from many lecturers whose lectures are very practical and useful. Firstly, I would like to express my sincere thanks to my supervisor, M.A. TRẦN THỊ THANH from Vietnam National University, Hanoi College of Foreign Language, for her close guidance, criticism, and her generous help in the process of completing my thesis. My special thanks also go to all lecturers and the staff of the Department of Post Graduate Studies at Hanoi College of Foreign Language for their useful materials, guidance and enthusiasm during my course of study. I really wish to thank all my colleagues and my students at my school - PHAM VAN NGHI upper secondary school- for their kind cooperation in giving valuable information. Finally, I owe my deep thanks to my dear family, specially my husband, my little daughter and my friends who always stand for me with their consideration and encouragement. Mai Thị Hằng Phương ABSTRACT iii Learning language well depends on many factors such as personal characteristics, the structure of the native and target languages, opportunities for communicating with other people and with native speakers......For students at schools, these factors can only work well with the help of the teachers using different techniques, and approaches in language teaching. In communicative language teaching, students have more chances practicing in the target language through different classroom activities, among them pair work and group work appear to be the most appropriate application. In my school, PHAM VAN NGHI upper secondary school in Y YEN district, NAM DINH province, pairwork and group work are used widely in foreign language classes. However, it seems that the using of these activities in the school is not very effective. This research focuses on pointing out how to organize pair work and groupwork more effectively after investigating how these activities are used in our school by collecting data through class observation, and analyzing the questionanaire data .Some evaluation will be drawn and some suggestions for the future use of these activities will be made. iv TABLE OF CONTENTS Candidate’s statement…………………………………………………….....……………....i Acknowledgement………………………………………....……………………………......ii Abstract…………………………………………………...……………….………….........iii Table of contents…………………………………………....……………………………...iv Appendix………………………………………………………...……………………........vi List of abbreviations and tables…………………………………......……………………..vii Part A: INTRODUCTION 1. Rationale English, nowadays, is widely taught from primary school to university, even at English centers through out the country. People learn English for their work or for their higher study. However, the results of the English courses are not very good. Vietnamese teachers of English have not known how to apply the teaching method in effective ways. They are lack of knowledge, teaching aid, time, and money to teach four language skills: listening skill, speaking skill, reading skill and writing skill. Like many teachers in the schools of Vietnam, teachers of English at PVN upper secondary school are faced with a common problem: students’ poor participation in activities in the classroom. In fact, there are a variety of reasons for this poor participation, and therefore finding appropriate techniques and methods for teaching English effectively to students at PVN upper secondary school requires a long serious research. This led me the choice of the study “organizing pair work and groupwork in the context of high school classrooms at PVN upper secondary school” with the hope of investigating into ways to organize pairwork and groupwork more effectively in English classes. My study only focuses on how to organize pairwork and groupwork more effectively for students at PVN upper secondary school in NAM DINH. 2. Aims of study The study is aimed at: Understanding the theoretical background of classroom activities: pairwork and groupwork to improve students’ language skills. Investigating the use of pair and group work in PVN upper secondary school- a school located in Y Yen district, Nam Dinh province. Helping teachers at PVN upper secondary school to find out effective technique to organize pairwork and groupwork with the hope of helping them in teaching English. 3. Scope of the study To improve four skills for students at PVN upper secondary school, the teachers can make use of various techniques and a number of things should be done. However, the researcher only intends to draw a brief overview of pairwork and groupwork in classes at PVN upper secondary school and to find out the ways to organize pairwork and groupwork more effectively. 4. Research questions of the study This study was aimed to answer the following research questions: 1. How do the teachers in PVN high school use pair and group work? And how often? 2. Is that a suitable way of teaching in PVN school? Why? 3.How to organize pairwork and groupwork in English class more effectively for improving four skills to students at PVN upper secondary school? 5. Methods of study To realize the aims of the study, a case study was used.The theoretical background of the study comes from many published books written by different authors on language teaching and language acquisition. The data collected for the study came from two sources: the students and the English teachers at PVN upper secondary school (8 English teachers and 120 students) by making survey questionnaires and observation. In this research, quantitative method is used, too. All comments, remarks, recommendations assumption and conclusion provided in the study based on the analysis of the statistics from the survey questionnaires conducted with students and teachers of PVN upper secondary school. The study is also based on a qualitative method with the author’s own experience and observation during 6 years of teaching English. 6. Design of study This study consists of 3 parts: Part A: Introduction which presents the rationale, the aims, scope, the method and design of the study. The research questions are also mentioned in this part. Part B: Development which consists of 3 chapters: Chapter 1: Literature Review - reviews the theory about CLT, and pairwork and groupwork. Chapter 2: Practical Research –provides an analysis on the current situation of using pairwork and groupwork in teaching and learning English at PVN upper secondary school. Data collection and analysis are also presented in this chapter. Chapter 3: Findings and Suggestions - focuses on how the teachers at PVN upper secondary school organized pairwork and groupwork and difficulties facing them and their students in carrying out these activities and some suggestions for the teachers to organize pair work and groupwork more effectively. Part C: Conclusion summarizes all the key issues as well as the limitations of the study and some suggestions for further study. Part B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW This chapter briefly covers the theories related to the study : Communicative approach to language teaching, and pairwork and groupwork in language teaching and learning. 1.1. Communicative approach to language teaching 1.1.1. What is meant by Communication? In Thompson’s book (2003: 9) “Communication and Language”, he considers that “Communication is such a well-integrated part of our day- to- day existence that we tend to take it for granted rarely pausing to consider what it involves or just how important it is to us”. Before he expressed to his own ideas about communication, he mentioned some of Fiske’s ideas: “Communication is one of those human activities that everyone recognizes but few can definite satisfactorily” (Fiske 1990:1) “Communication is too often taken for granted when it should be taken to pieces” (Fiske 1994:8) Thompson noticed “I quickly recognized that communication is used in a number of senses and at a number of levels to indicate the transmission of information or even, as in the transport networks example, the transmission of goods and people” (Thompson, N.2003:10). However he completely agreed with Fiske’s ideas that “the most relevant definition of communication for present purposes is social interaction through messages” (Thompson, N.2003:10). There are two related aspects that we should consider when talking about definition of communication is “social” and “interaction”. According to Dwyer (2000:8), communication is very important in daily life: “For those working in our changing social and economic environment, effective communication is as important as it has always been. Now, however, we must grasp the fact that we are dealing with more layers of communication than ever before. The exchange of information and ideas becomes more complex daily, as management structures flatten, work teams emerge and interact with other teams and as globalization requires us to link up with individuals and organizations at regional, national and international levels. Increasingly sophisticated technology enables us to achieve a scope and range of communication unimaginable even 20 years ago”. 1.1.2. Communicative Language Teaching 1.1.2.1. Nature of Communicative Language Teaching Communicative Language Teaching means little more than an integration of grammatical and functional teaching. Littlewood (1981:1) states, “One of the most characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspects of language”. Communicative Language Teaching means using procedures where the learners mainly work in pairs or groups employing available language resources in problem- solving tasks. CLT stresses the importance of providing the learners with opportunities to use English for communicative purposes and attempts to integrate such activities in to a wider program of language teaching 1.1.2.2. The Techniques of Communicative Language Teaching The techniques of Communicative Language Teaching are described by features. Nunan (1991a:279) gives five features to characterize CLT: + An emphasis on learning to communicate through interaction in the target language. + The introduction of authentic texts in to the learning situation + The provision of opportunities for learners to focus, not only on language but also on the learning process itself. + An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning. + An attempt to link classroom language learning with language activation outside the classroom. According to Jack C. Richards and Theodore S. Rodgers (1986:170), because communicative principles can be applied to the teaching of any skill, at any level, and because of the wide variety of classroom activities and exercise types discussed in the literature on Communicative Language Teaching, description of typical classroom procedures used in a lesson based on CLT principle is not feasible. Savignon (1983) discusses techniques and class management procedures associated with a number of CLT classroom procedure (e.g., group activities, language games, role plays), but neither these activities nor the ways in which they are used are exclusive to CLT classrooms. Johnson and Johnson (1998) offer five core characteristics that underlie current applications of communicative methodology: + Appropriateness: Language use reflects the situations of its use and must be appropriate to that situation depending on the setting, the roles of the participants and the purpose of the communication, for example. Thus learners may need to be able to use formal as well as casual styles of speaking. + Message focus: Learners need to be able to create and understand messages, that is, real meanings. Hence the focus on information sharing and information transfer in CLT activities. + Psycholinguistic processing: CLT activities seek to engage learners in the use of cognitive and other processes that are important factors in second language acquisition. + Risk taking: Learners are encouraged to make guesses and learn from their errors. By going beyond what they have been taught, they are encouraged to employ a variety of communication strategies. + Free practice: CLT encourages the use of “holistic practice” involving the simultaneous use of a variety of sub-skills, rather than practising individual skills one piece at a time To sum up, Communicative Language Teaching is best considered an approach rather than a method. It refers to a diverse set of principles that reflect a communicative view of language and language learning and that can be used to support a wide variety of classroom procedures. 1.2. Definition of pair and group work There are many definitions of pairwork and group work : Students may be organized to do work in pairs or small groups in the classroom. The advantage of small group work is that it promotes maximum participation from all students. In a small group situation, ideally all students are involved in both "thinking and doing."Small group work also promotes cooperative skills, such as listening and communication skills, problem solving and sharing of tasks. Research has shown that group work enhances the learning of all group members, regardless of how skilled or unskilled individual members are. The small group approach is most commonly used with children through the ages of 12, although it has shown to be beneficial for older children as well. (Felisa Tibbitts) According to Adrian Doff (1988 :137), the whole class is divided in to pairs by the teacher. Every students works with his or her partner in pairs and all the pairs work at the same time (It is sometimes called simultaneous pair work). This is not the same as ‘public’ or ‘open’, pairwork, with pairs of students speaking in turn in front of the class. In fact, A pairwork consists of two students working together at the same time. Groupwork is a group of students working together. A class can be divided in to small groups to work together (usually four or five students in each group), as in pairwork, all the groups work at the same time. 1.3. Advantages and disadvantages of pair and group work According to Hubert Skrzynski, pair work and group work have both advantages and disadvantages. These are mentioned below : 1.3.1. The advantages of pairwork and groupwork 1.3.1.1. To increase the amount of student practice : When students work in pairs or groups they have more chance to practise. Working in pair and group, students often feel more willing to talk among themselves in a small group than with a teacher in a large group, so that it dramatically increases the amount of talking for individual students. 1.3.1.2. To increase the learner’s confidence : The students feel much more comfortable to speak foreign language with one or two other students rather than with the whole class and the teacher. Especially shy students, or ones who are not good at speaking language yet feel more relaxed and self- confident 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. 1.3.1.3. To develop students’ fluency : while working in pair or group abilities, the students can use the language freely and express their opinions and thoughts without any restrictions. It is difficult not to get the impression that fluency can be improved only during constant speaking practice in the atmosphere of independence and in the state of relaxation. 1.3.1.4. To increase students’ motivation : While working in pairs and groups the activities are available. As you know a huge variety of activities influences the course of a lesson and its success. The more different the activities the teacher uses in the lessons, the bigger their motivation is. In fact, students’ motivation increases because they are active and feel important during these activities. In keeping with this, the teacher is going to experience success in his/ her work because motivated students are usually good languages learners and they always make progress. 1.3.2. Disadvantages 1.3.2.1. 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 establish 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. 1.3.2.2. To make mistakes : Another 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. Pair work and group work activities are usually geared to fluency enhancement rather than accuracy practice. 1.3.2.3. To eliminate shy and weak students from the practice : Some shy or 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. 1.3.2.4. To make noise and indiscipline : Working in pairs and groups in a large class makes noise and indiscipline, the teachers have more troublesome than the learners have. Participants in a pair work or group work activity are normally unaware of the noise and of what other pairs or groups are doing. The only possible problem here could be if the classroom had particularly thin walls. It seems that there are as many disadvantages as advantages of these classroom arrangements and one can not unanimously state which one is better, since each teacher has his/her own likes and dislikes. It is his/her individual choice which one should be used during the process of teaching a language. 1.4. How to organize pair and group work : 1.4.1. Preparation for group work:  In order to prepare for group work, according to Felisa Tibbits, the teacher will need to do the following: - Select the activity - Prepare any physical materials for group work ahead of time - Anticipate the size and the selection of groups -Anticipate how students will be organized within the groups (tasks and roles) - Consider the timing of the group work - Consider how the small group work will be shared with the entire class and linked with the overall curriculum. Steps in the classroom: 1.4.1.1. 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 articipation of all individuals within a group. The activity involves problem solving and discussion Examples of activities that may be suited for group work are investigations of materials (newspapers, scientific specimens) and development of ideas or arguments 1.4.1.2. 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 in to class examples of newspapers and magazines. There should be materials sufficient for each group. 1.4.1.3. Size and selection of group Group size normally ranges between 3-5 students. Group size can some times go larger although groups larger than 8 do not ensure that everyone will participate. Since groups often report their work back to the whole class, teachers also take in to account the total number of groups within the class. Group membership can be determined in different ways. A random selection might be done by “counting off” with students (go around the room systematically having students count 1, 2, 3, etc., with each numbers representing a group) or selecting groups on the basis of birth date. In a non random selection, groups will be selected based on the teachers’ prior knowledge. Usually, groups are selected to maximine diversity within the group, since diversity enhances learning. Such groups often have a balance of girls and boys, and students with differing ability levels. Teachers can also use their best judgement about personality mixes that would enhance the work of the group. Sometimes groups are organized only for one activity. Other times, teachers use the same small groups for a series of activities, so that students get used to working with one another. If the tables and chairs can not be moved for group work, then students can form groups by turning around in seats to face the children behind. 1.4.1.4. Organize students within the group A laissez- faire approach to group work would be that the teacher gives a general assignment to the group- like organize a research project on ‘qualities of good leaders’- and the students are left to organize themselves. A highly structured approach would be that the teacher assigns a specific role to each group member. Depending upon the task, the roles might include ‘materials handler’, ‘scribe’, ‘reporter to the large group’ and so on. A semi- structured approach might be that the teacher recommend certain roles, but leaves it to the group to assign roles. A more structured approach, with rotation of tasks within a group, is often used with younger children. A less structured approach can be used with students with experience in group work or for simple tasks that do not require that students take on different roles. 1.4.1.5. 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 1.4.1.6. Share small group work with the whole class. Usually the results of the small group work are shared with the class. This sharing can be oral (reporting out), visual (written or graphic representation), or both. It is highly interesting to contrast the results of group work. 1.4.2. Steps of organizing pair and group work: Harmer, J devides it in to 3 steps : before activities, during activities and after activities. 1.4. 2 .1. Before : The teacher makes students feel enthusiastic about what they are going to do. They need to understand what they are going to do, and they need to be given an idea of when they will have finished the task they are going to get involved in. Sometimes our instructions will involve a demonstration- when, for example, students are going to use a new information- gap activity or when we want them to use card. On other occasions, where an activity is familiar, we may simplely give them an instruction to practise language they are to study in pairs, or to use their dictionaries to find specific bits of information. The important thing about instructions is that the students should understand and agree on what the task is. To check that they do we may ask them to repeat the instructions, or, in monolingual classes, to translate them in to their first language. 1.4.2.2. During : While students are working in pairs or groups the teachers have a number of options. They could, for instance, stand at the front or the side of the class (or at the back or anywhere else in the room) and keep an eye on what is happening, noting who appears to be stuck or disengaged, or about to finish. In this position we can ‘tune in’ to a particular pair or group from some distance away. The teachers can then decide whether to go over and help that pair or group. An alternative procedure is to go round the class watching and listening to specific pairs and groups. The teachers can stay (with their agreement) for a period of time and then intervene if we think it is appropriate or necessary, always bearing in mind what we have said about the difference between accuracy and fluency work When students are working in pairs or groups the teachers have an ideal opportunity to work with individual students whom they feel would benefit from our attention. They also have a great chance to act as observer, picking up information about students’ progress. 1.4.2.3. After : When pairs and groups stop working together the teacher need to organise feedback. The teachers want to let them discuss what occurred during the group session and, where necessary, add their own assessments and make corrections. Where pairwork or groupwork has formed part of a practice session, our feedback may take the form of having a few pairs or groups quickly demonstrate the language they have been using. The teachers can then correct it, if and when necessary, and this procedure will give both those students and the rest of the class good information for future learning and action. Finally, it is vital to remember that constructive feedback on the content of student work can greatly enhance students’ future motivation. The feedback the teachers give on language mistakes is only one part of that process. 1.5. Difficulties in organizing pair and group work and suggested solutions When teachers organize pairwork and groupwork, they encounter some difficulties. 1.5.1. Difficulties : According to Andy Hoodith- Saitama University, there are three main difficulties while working in pair and group. 1.5.1.1. Space : The furniture in the class is fixed, the teachers and students can not change or have no time to do it. Sometimes the class is too crowded (with more than 50 students in a small room), there is no space for them to move if they are asked to change their partner in a pair work. For group work it sometimes appears more serious when the teachers want to have groups of students with different abilities. The arrangement of classroom furniture can mitigate against pair and group. 1.5.1.2. Instruction : It is neccesary for students to know what the teacher wants them to do. This sounds obvious and easy, but in some case, some students hadn’t known exactly what they had to do. Some teachers try to give instructions in students’ target language, and, so funny it sometimes appears that understanding the instructions in target language is much more difficult than doing the exercise. 1.5.1.3. Activity Types : Pair and group work are fine in theory, but what type of activity to do with them is a problem. Some group members may sit doing nothing if teacher asks a group of four or five to work with a small dialogue. And problem solving activities seem to be difficult for pairs when one of them or none of them has no idea about the problem. 1.5.2. Solution : Along with showing difficulties, Andy Hoodith also suggests some solutions for each situation. If the furniture in the class are fixed and it is impossible to change the classroom, then the teacher should plan more carefully, and try to create gaps between the groups and circles of interaction. Drawing a plan of the room and visualizing the arrangements will help to achieve this. For difficulties in giving instructions, Andy Hoodith considers that students should give instructions in the students’ mother tongue. It’s better to be strict, then ease up, than to allow students too much leeway to use their mother tongue in the first few lessons and then try to stop them overusing it. One method is to explain briefly in English, then if necessary supply written instructions in their mother tongue. If students are still not clear, about what to do, then the written instructions probably weren’t very good ! The teacher can then allow a couple of minutes for them to clarity the instructions for each other in mother tongue, and one example can be made to make students completely understand the instructions. Andy Hoodith advised to choose more simple types of activities for pair work. These types must be less controversial than the ones for group work, but dialogues and speaking activities are more suitable to pair work than group work. CHAPTER 2 : PRACTICAL RESEARCH 2.1. Background of the study 2.1.1. Description of the English syllabus in PVN school. At PVN upper secondary school, English is taught nearly 40 years ago.There are three levels of English : English 10, 11, and English 12. In the past, the textbook used here is the three - year -course textbook, the twelve- year- course books have been used here for two years. English is now a compulsory subject in PVN school. Students here have English lessons during the first term and second term of the school year. The textbook chosen is English 10, 11,12 by Hoang Van Van, Hoang Thi Xuan Hoa, Do Tuan Minh, Nguyen Thu Phuong, Nguyen Quoc Tuan, Nha Xuat Ban Giao Duc each consists of 16 lessons which have been covered through out the school year with mid- term and term tests in between. Each lesson is devided into 5 periods with the aim of giving the students basic knowledge of English and practice four skills : speaking, listening, reading and writing skill. This is a new textbook with many pictures and suitable for applying Communicative Language Teaching. By using this textbook, we can develop our students’ communicative competence and our students can learn the real things from daily life. Students are required to work in pairs, in group to practise English in common situations. Additionally, students also have chances to listen to both native and non-native speakers from the tapes used with the textbook. The textbook also develope students’reading skill and writing skill. At the end of each term, students have an exam for four skills The objectives of the English course are clear. At the end of the course (after 105 periods), students are required to obtain : - General knowledge of English grammar and an active vocabulary -The ability to communicate with foreigners in English in common situations like : showing ways, making requests….. -The ability to read English pre- intermediate book, English newspapers or magazines 2.1.2. Description of the students at PVN school Like students of other school, in order to be 10th form students of PVN school, they have to pass a national examination. All the students of PVN school come from the countryside. New students here have the same level of English language proficiency. They have learnt English for 4 years at secondary school. However, they have a basic knowledge of English grammar but their language skills are not quite good. Comparing to students in the past now the students are more aware of the important of learning English, they are more intelligent, more active and more motivative in learning English. Students have to spend 3 years at PVN school in order to get general certificate of education. Besides many other subjects, they have 3 periods of English per week, they have 15 munites tests every two weeks and 45 munites tests every four weeks. In class, they are given chances to practise mainly four skills : speaking, listening, reading and writing skill. 2.1.3. Description of the teachers at the PVN If students are the most important factor in the learning process, teachers are the most important factor in the teaching process. In PVN school, there are 8 teachers of English language aged from 25 to 59 but none of them have ever been to any English speaking countries. Of the eight teachers, only 5 have been trained at VNU - CFL, two have been trained from Hanoi University of Foreign Studies and one has been trained from Hanoi teachers’ training University. In the past, most of these teachers mainly used the Grammar- Translation Method - a way of teaching and learning a foreign language on the basis of detailed analysis of grammar rules and application of these rules to the translation of sentences and texts into the mother tongue and in to English. Now, the textbook is designed for Communicative Language Teaching in which the use of procedures that develop the four language skills through working in pairs or groups is problem- solving tasks. Only half of the teachers who have graduated from VNU- CFL are familiar with CLT. But their teaching experience with the students is still limited. 2.1.4. Description of physical setting The term « physical setting » refers to the place where the lessons take place, the number of students in an English class, the equipments and different types of materials available for teachers and students in teaching and learning English In PVN school, English teaching and learning activities are mostly carried out inside the classrooms which are designed for lecture lessons with the only classroom equipment – a blackboard, tables and desks. The only type of teaching aid that the English group has is some cassette recorders and projectors. In term of class size, the number of students in an English class is quite large, from 40 to 60. This large number causes a great deal of difficulties for the teaching and learning. The materials for reference and self- study are not available for teachers and students at PVN school. In the school library, there are only some English books but they are not really helpful for teachers and students. The problem is not very bad for the teachers since they can go out to find their own references but it is very difficult for the students to do so themselves. 2.2. Design and methodology 2.2.1. The participants In total, 120 students at PVN upper secondary school and eight English teachers participated in this study. The students are choosen randomly from 10th form, 11th form and 12 form and consist of 78 female and 42 male students at the age from 16 to 18. They may be from the classes observed or may not, but the researcher intends to take 20 from each class of the teachers in the English group. They come from different districts.All of them come from the countryside. They started to learn English from six form, it means they have learnt English for at least 4 years.There are two old teachers aged 45 to 59 and six young teachers, aged 25 to 35. A survey is conducted among teachers and students at PVN upper secondary school to find out the information about the current situation of classroom activities : pairwork and groupwork. The survey questionnaire includes information about pairwork and groupwork at school (see Appendix 1 and 2). The results of the survey is illustrated in Table 1 and 3. The researcher should give questionnaires to the teachers and students before observing the classes.The researcher observed 15 classes and then analyze the data collected from the questionnaires and classroom observation sheets to find information to answer the research questions. After analyzing the data, some conclusion must be drawn and some suggestions for further research must be made, too 2.2.2. Research instruments In order to get the needed information the researcher use two following research methods : questionnaires and observation.There are two types of questionnaires : one for teachers and the other for students. Each of them has ten questions.The questionnaires are mainly used for exploiting teacher’s and students’ knowledge , their experience, and their attitude toward pair and group work .Observation is done in classes of different aims and purposes : teaching speaking, teaching reading, teaching listening, teaching grammar and teaching writing, the researcher has to design the Classroom Observation Sheet before observing classes.The classes observed must be from grade 10 to 12 and with all eight teachers of English in PVN upper secondary school.The classes observed must not be prepared especially for being obseved. 2.2.3. Data analysis Data analysis is not simply a single description of the collected data. In fact, it is the process by which the researcher interprets the data collected from the survey questionnaires. The scheme and coding catergories in this research emerged from an examination of data rather than being pre- determined and imposed on the data. 2.3. Presentation of statistical results 2.3.1. Questionnaires 2.3.1.1. The result of language teaching survey questionnaires Table 1 : The results of the language teaching survey No Questions Options Number of teachers Percent (%) 1 How long do you usually spend on pair work and group work? a. 5 minutes per period 0 0 b. 10 minutes per period 2 25 c. 15 minutes per period 2 25 d. More than 15 minutes per period 3 37,5 e. Other Options : from 5 to 15 minutes per period 1 11,3 2 In your opinion, What are the main benefits of the pair work and group work ? a. To make students more motivative 2 25 b. To make the class more interesting 4 50 c. To help the learning process 2 25 d. To help the teaching process 0 0 e. To kill the time 0 0 f. Other option 0 0 3 Which activities do you often use pair work and group work ? a. Speaking 8 100 b. Writing 4 50 c. Reading 3 37,5 d. Listening 3 37,5 e. Other option : 0 0 4 How do you create pairwork and group work ? a. Students at the same tables 2 25 b. Students from different tables 1 11,3 c. Students sitting next to each other 4 50 d. Students sitting far from each other 0 0 e. Students in different rows 1 11,3 f. Good students with good ones. Weak students with the weak ones 0 0 g. Good students with the weak ones 0 0 h. Other options 0 0 5 In your opinion, pair work and groupwork are most useful for teaching ... a. Grammar 8 100 b. Pronunciation 3 37,5 c. Vocabulary 1 11,3 d. Translation 1 11,3 e. Reading 4 50 f. Writing 3 37,5 g. Speaking 8 100 h. Listening 2 25 i. Other options 0 0 6 To use pair work and group work successfully in a secondary school, the teacher has to…. a. Have awareness of the work 3 37,5 b. Good preparation 6 75 c. Make the work suitable to the students 5 62,5 d. Give clear instruction with examples 4 50 e. Control the work 3 37,5 f. Create the competitive sense 1 11,3 g. Other option 0 0 7 How do you often prepare materials for pair work and group work in your classes ? a. Use the information given in the textbook 7 87,5 b. Use the same topics as in the textbook but not the same copies 4 50% c. Take an extract or information from another reference books 1 11,3 d. Self- Design 2 25 e. Collaborate with your coleagues or get their opinions 2 25 f. Other option 0 0 8 How useful do you think pair work and group work are to improve learning at your school ? a. It is a vital activity in language teaching 2 25 b. It is one of the important and useful activities in language teaching 5 62,5 c. It is a good activity to be applied 2 25 d. It is neither good nor bad 0 0 e. Its usefulness is not clear 0 0 f. It has no use 0 0 9 Is it easy to use pair work and group work in language teaching ? a.Very easy 0 0 b. Not very easy 5 62,5 c. Easy 3 37,5 d. Difficult 1 11,3 e. Very difficult 0 0 f. Other option 0 0 10 The factors which effect most on the success of a pair work and group work are… ? a.Teaching experience 3 37,5 b. The age of the teacher 1 11,3 c. The language proficiency of the teacher 1 11,3 d. The teacher’s ability of organizing 1 11,3 e. The hardship of the students 4 21,1 f. The cooperation of the students 6 75 g. The language proficiency of the students 5 62,5 h. Other options 0 0 The questionaires results help the author know the attitude, the knowledge and the understanding of pairwork and groupwork of the teachers in PVN high school. For the question about the time amount for pair work and group work in a class, none of them chose 5 minutes, most of the teachers (87,5%) consider 10 minutes or more is suitable time for working in pairs or groups. One person chose from 5 to 15 minutes. Question 2 is about the benefit of pair work and group work in language classes. 50% of them saw the benefits of these activities in making class more interesting and 50% consider pairwork and groupwork helping in motivating students and learning process. The teachers seemed not to find the benefits of pair work and group work in teaching process. In question 3, all teachers use pairwork and group work for teaching speaking in every lesson. Some of them use pair work and group work for another skills depending on the features of each lesson. Question 4 mentions about the way to organize pair work and group work. Most teachers (75%) choose students sitting next to each others (students sitting at the same tables, at the tables next to each others). The teachers seem not to notice grouping students depending on abilities, hobies. They only focus on seats. With the same view as in option 3, the teachers in this school thought that pair work and group work is the most useful for teaching grammar and speaking (100%), and then reading, writing, listening… In the next question, 75% of the teachers saya that in order to make pair work and group work successful, the teachers’ preparation is the most important factor. 62,5% of the teachers consider making the work suitable to the students important and the next, less important is the teacher’s awareness of the work, clear instruction with examples and controlling the work. They paid little attention to create the competitive sense. To prepare for pair work and group work, most of the teachers (87,5%) use the information given in the textbook. Half of the teachers (50%) use the same topics as in the textbook but not the same copies. Some of them take an extract or information from another commercial books, design by themselves, or collaborate with their colleagues or get their opinions. With the same point of view of question 2, in question 8, most of the teachers considered pair work and group work as one of the most important and useful activities in language classes. Some of them think it as a vital activity in language teaching. After answering all questions about the time, the benefits, the usefulness… of pair work and group work, all teachers see that pair work and group work are neither easy nor difficult to be applied in language classes. The cooperation of the students, the hardship of the students and the language proficiency of the students are main factors affecting the success of pair work and group work The other factors have little influence on it 2.3.1.2. The result of language learning survey questionnaires 120 sheets of language learning survey questionnaires were delivered for students in all three grades 10, 11, 12. Forty students were chosen from each grade, twenty of them from level A and another twenty from level B. The students were from eight classes taught by different teachers. Students were choosen freely in order to have different abilities of English study with different attitudes to English learning. They are of course both sexes. Table 2 : Characteristics of the students participating in the language learning survey Grade Number Sex English study result of the previous term Male Female Excellent Good Fare Bad 10 A 20 10 10 2 8 8 2 B 20 6 14 1 9 9 1 11 A 20 8 12 3 7 6 4 B 20 9 11 1 12 6 1 12 A 20 5 15 0 15 5 0 B 20 4 16 0 12 5 3 Table 3 : The result of the language learning survey No Questions Options Number of students Percent % 1 What do you think it is an appropriate time for pair work and group work ? 1. 5 minutes per period 5 4,2 2. 10 minutes per period 39 32,5 3. 15 minutes per period 45 37,5 4. More than 15 minutes period 20 16,7 5. Other options 11 9,2 2 What are the main benefits of the pair work and group work ? 1. To make students more motivative 21 17,5 2. To make the class more interesting 60 50 3. To help the learning process 35 29,2 4. To help the teaching process 4 3,4 5. To kill the time 0 0 6. Other options 0 0 3 Which activities do you often work in pairs and groups ? 1. Speaking 100 83,3 2. Writing 90 75 3. Reading 120 100 4. Listening 73 60,8 5. Other options 0 0 4 How are you often grouped for pair work and group work ? 1. Students at the same table. 90 75 2. Students from different tables. 5 4,2 3. Students sitting next to each other. 10 8,3 4. Students sitting far from each other 2 1,6 5. Students in different rows 3 2,5 6. Good students with good students, weak students with weak students 0 0 7. Good students with the weak ones 10 8,3 5 In your opinion which ones are pair work and group work are most useful for ? 1. Grammar 60 50 2. Pronunciation 6 15,5 3. Vocabulary 2 1,6 4. Translation 1 0,8 5. Reading 3 2,5 6. Writing 3 2,5 7. Speaking 40 33,3 8. Listening 2 1,6 9. Other options 3 2,5 6 According to you, in order to use pair work and group work successfully in a secondary school, the teacher has to... 1. Have awareness of the work 10 8,3 2. Good Preparation 15 12,5 3. Make the work suitable to the students 35 29,2 4. Give clear instruction with examples 20 16,7 5. Control the work 20 16,7 6. Create competitive sense 15 12,5 7. Other options 5 4,2 7 How do you often prepare for pair work and group work in your classes ? 1. Use the information given in the textbook 35 29,2 2. Use the same topics as in the textbook but not the exact copies. 60 50 3. Take an extract or information from another reference book. 10 8,3 4. Self- Design 15 12,5 5. Collaborate with your colleagues or get their opinions. 0 0 6. Other options 0 0 8 How useful do you think pair work and group work are to improve learning at your school ? 1. It is a vital activity in language teaching 27 22,5 2. It is one of the most important and useful 74 61,7 3. It is a good activity to be applied 11 9,2 4. It is neither good nor bad 0 0 5. Its usefulness is not clear 8 6,7 6. It has no use 0 0 7. Other options 0 0 9 How appropriate do you think are pair work and group work at your school ? 1. Very appropriate 73 60,8 2. Appropriate 30 25 3. Not very appropriate 17 14,2 4. Not appropriate at all 0 0 5. Other options 0 0 10 Which factors, do you think can most effect the success of a pair work and group work ? 1. Teaching experience 11 9,2 2. The age of the teacher 2 1,5 3. The language proficiency of the teacher 4 3,3 4. The teacher’s ability of organizing 14 11,7 5. The hardship of the students 41 34,2 6. The cooperation of the students 33 27,5 7. The language proficiency of the students 13 10,8 8. Other option 2 1,5 From the above table with 10 questions and answers by the students, the author has some comments : In question 1, Quite a number of students who asked (70%) chose 10 or 15 minutes. Only 4,2% considered that 5 minutes was enough and about 20% wanted to have more than 15 minutes for pair work and group work in a language class. Other options occupy 9,2%. Question 2 is the same as teacher’s question. Both teachers and students found pair work and group work useful for making the class more interesting, helping the learning process and motivating students (96,7% students and 100% teachers). Only 4% of students thought it is useful for teaching process. In the next question, all four language skills were chosen, but the percentages for each are not the same.All students (100%) chose speaking skill for working in pair and group, next is reading (83,3%) and then writing (75%), listening (60,8%). It shows that when practising four language skills in every class pairwork and groupwork are used very often In question 4, the students answer that they are often grouped with the others at the same table (75%). They rarely worked with partners from different tables (4,2%), in different rows (2,5%), good students with the weak one (8,3%). The answers of question 5 show that grammar is the most useful for working in pairs and groups (50%), the next is speaking (33,3%), and then other ones. For question 7, the answers of the students did not agree with the answers of the teachers. They liked using the same topics as in the textbook but not the exact copies (50%). 29,2% of students use the information in the textbook. Some students design the work by themselves and use information from another reference book. Like the teachers here, the students also found pair work and group work useful in language classes. Most of them (93,4%) considered pair work and group work important and useful activities in language classes. However, there were few students (6,7%) did not see the usefulness of pair work and group work in their learning process. 85,8% of the students said pairwork and groupwork are suitable and appropriate in their school. Only 14,2% thought they are not appropriate in school because they did not see the usefulness of these activities. Surprisingly, most of the students (72,5%) here thought that their hardship, their cooperation and their language proficiency are the decisive factors of success of pair work and group work in language classes.The other factors affected little about the success of pair work and group work. 2.3.2. Classroom observation The researcher observed 15 classes taught by all eight teachers. The classes were of all three grades 10, 11 and 12 and at both levels A and B. This part describes the detail procedure of the classes observation and then some evaluations are given by the researcher. They are described at the order they were observed as follow : Basing on the classroom observation sheets (see Appendix 3 and 4), pairwork and group work activities take place in language classes in PVN upper- secondary school quite often. They were used in all the classes observed (100%). This means that the teachers here usually organized pair and group work in their language classes but not all the teachers used them effectively. Moreover, the different teachers spent the various time on pairwork and groupwork activities, the total for these activities were about 50% of the total time amount, and in average, pair and group work activities took 20 minutes each period. The maximum time amount for pairwork and groupwork activities in a class was 30 minutes and the minimum time amount was 10 minutes. And the average time amount for pair and group work in a class with in this school was 20 minutes. This number is also shown in the language teaching survey questionnaires, in which they chose 10 minutes and more for the appropriate time amount. The table 4 describes the use of pair work and group work in PVN upper secodary school in details. The table shows that the teachers at PVN upper secondary school prefer pair work to group work. There were only 4 groupworks among 30 organized. And most of pair work and group work they organized were for teaching speaking (13/30), and the rest 17 were for teaching grammar, reading, writing, vocabulary and listening ; 5 for teaching grammar, 5 for teaching reading, 4 for teaching writing, and only 1 for teaching vocabulary, and 2 for teaching listening. Each pair and group work organized took at least 5 minutes and at most 15 minutes. The teachers usually group students at the same table in pair work and group work (25/30). And the information the teachers used in organizing pair and group work was mainly taken from the textbook (23/30), among them in 9 cases the teachers used the exact copies from the textbook and in 12 cases they used the information in the textbook with adaptation and extension, 9 cases the teachers designed the work by themselves. Notes : for more details, please look at the table in Appendix In conclusion, after analyzing data from survey questionnaires and observation, the author has a brief overview of organizing pairwork and group work in PVN upper secondary school. The author wants to give examples of pair and group work in order to make readers know clearly about how pair work and group work were organized in this school 2.3.3. Examples of pair and group work These examples below shows how to organize pair work and group work in PVN upper secondary school. They will be described in details in order to show the way the teachers in this school often organize pair and group work. 2.3.3.1. Pairwork This pair work was organized to teach speaking through making a dialogue in Task 1 in lesson 16 «  historical places »- 10th form ; twelve- year course textbook. In the first half of the lesson, the teacher asks students to close the book and give some information about President Ho Chi Minh’s Mausoleum. Then teacher asks students to open the book and look at the situation in Task 1 : A foreign visitor has taken some notes about President Ho Chi Minh’s Mausoleum. Ask and answer questions with a partner, using his notes. The teacher explains some possible new words, pronunciation first. Then the teacher asked the students to do this task in pairs of two students sitting at the same tables, next to each other. The purpose of this pair work was to practise speaking and remind students about one of historical places by using the simple past tense and passive voice Here is the copy of the exercise for this activity from the textbook B. SPEAKING Task 1. A foreign visitor has taken some notes about President Ho Chi Minh’s Mausoleum. Ask and answer questions with a partner, using his notes. Example : A : Where is President Ho Chi Minh’s Mausoleum situated ? B : It is situated in Ba Dinh District in HaNoi. A : When did the construction of the Mausoleum start ? B : It started in September 1973. PRESIDENT HO CHI MINH’ S MAUSOLEUM . Place : Ba Dinh District, Hanoi . Built in September 1973, completed in August 1975 . 1st floor : a stand for important meetings organised at Ba Dinh Square, 2nd floor : Where the late president is lying, 3rd floor : the roof . Visiting hours : 7 :30- 10 : 30 a.m. in summer and 8 :00-11 :00 a.m. in winter. Every day except Monday and Friday. . Usually closed September 5- December 10 for maintenance. . No photograpraphy allowed inside. After forming pairs, the teacher gave some explanation of the exercise : in this exercise students have to make the questions and answer the questions basing on the given information The students worked in pairs in 10 minutes, during that period of time one student makes questions, the other answers those questions. While the students were working in pairs, the teacher went round and helped with pronunciation and the words to be used. After 10 minutes, the teacher requests some pairs to speak loudly for all class to hear. The other students in the class were asked to listen to them, give comments and correct the mistakes. In some cases, the teacher gave the correct word(s) or some further explanation. As an observer I found that the pair work had followed all the steps needed ; presentation, process, ending and feedback. At the first step- presentation- the teacher had given clear instruction before the work and that made students understand what they had to do with the excercise. And the way of forming pairs was sufficient, it was suitable and convenient for students to work together. Then at process step, the role of both the teacher and the students is suitable. The students worked together smoothly and it was not too difficult for them to do this exercise. The teacher went round and offered some help only when it was needed. 10 minutes was a suitable time for this exercise and all the students seemed to finish their task on time.At the last step, the whole class was involved in evaluating the work. The exercise was corrected clearly to all students. The teacher corrected not only the mistakes in using grammar structures, but the mistakes in pronunciation and the tone as well. 2.3.3.2. Groupwork The group work was in class 10A1, lesson 16, task 3 « historical places »- 10th twelve year course textbook. The main purpose of lesson 16 was to revise the use of simple past tense- one of the main grammar structures and it was taught in primary school and now students have known quite well. Here is the copy of the exercise for this activity from the textbook. TASK 3. Work in groups. Ask other members of the group questions about a historical place they have been to or know about, note down the main information, and then report to the class what you have learnt about that place. The teacher asked the students to work in groups after they had finished task 1 and task 2 in the textbook.The purpose of the group was to teach speaking and to practice the simple past tense. The activity lasted 20 minutes. First, the teacher requests students to choose one of historical places then ask and answer about that place. One of students in the group writes information about that place. The teacher goes round the class, listen and correct. Then, one student of a group present for all class to hear. It is more interesting if the class do not know that place and guess. Sometimes, teacher prepares some information about one historical place and request students to guess about the name of that place. As observed, I found the work of the students in group of three was ineffective. In the time of five minutes they only discuss some information about that place.They must collect information from the other groups and from the teacher. The class is very noisy because the class is very large. In this task, It is better for students to work in larger group of five. One student speaks his idea, the other ones hear and take notes. The teacher should give a more suitable feedback. CHAPTER 3 : FINDINGS AND SUGGESTIONS This chapter presents the ways the teachers in PVN school organized pairwork and groupwork, the major problems that teachers and students at PVN encounter during the process of organizing pairwork and groupwork. These difficulties have been drawn from the results of the two survey questionnaires and observation.The author’s suggestion which help improve the quality of the organizing pairwork and groupwork are also presented in this chapter. 3.1. FINDINGS The results of the two questionnaires and observation clearly show the way to organize pairwork or group work, and some factors that make organization of pairwork and groupwork at PVN school less effective. 3.1.1. How did teachers at PVN school organize pairwork and groupwork ? After collecting the information by using two kinds of questionnaires and observation sheets, I have an overview of how pair and group work are used in my school 3.1.1.1. Steps of organizing pair and group work In theory, there are three steps in organizing pair work and group work which were mentioned in chapter I- Literature Review. The teachers in this school followed all three steps but the ways they organized pair and group work were different Firstly, the teacher presents what the students have to do, what structures they have to practise and whom they have to work with. Some vocabulary was given before the activities.The teachers explain the task both in English and in Vietnamese. Some teachers gave a sample product as an example, others did the task with a student immediately in class. In spite of different ways of presenting, they all did this step well and did not make students misunderstand.The teachers here preferred to make students sitting at the same table work with each other, they rarely formed groups of students sitting far from each other. Because the classroom furniture is fixed and the class is too crowded with students, they will make much noise that affects to other class. Sometimes they ask the students to form large groups of more than ten, this also caused some noise and took much more time but it made students more excited about the work. Next, the teachers worked as a guide or an observer. The students speak freely with the partners and they only help when it was necessary. However, the teachers must keep the students using the target language and participating in pairs and in groups. The students rarely finished on time in spite of the time limit. That was because the difficulty of the work was not accurately accounted. If the work is easy, they finish it easier and make noise. If the task is difficult or long, they can not do it on time. Finally, most of the teachers requested some pairs or the representatives of some groups to stand up and report their work for the others in the class to comment and correct the mistakes. The teachers often gave some additional explanation and the key. Some other teachers gave comments, correct all the mistakes and gave marks. One thing the author wants to emphasize here is that the teachers here often tried to correct all the mistakes appeared ; both linguistic and grammatical ones. It is not necessary for CLT. The communicative approach shows that not all mistakes need to be corrected ; the main aim of language learning is to receive and convey meaningful messages, and correcting should be focused on mistakes that interfere with this aim, not on inaccuracies of usage (A course of language teaching- Penny Ur, p 244 ; Cambridge University Press 1996). In some cases, the teacher did not give feedback. 3.1.1.2. The material used in organizing pair and group works The material used in language classes in PVN upper- secondary school are taken from different sources and various in form and content.There are three kinds of materials used in organizing pair work and group work in PVN upper seconary school : the first one is the exact copy from the textbook, the second one is a copy from the text book with adaptation and extension and the last one is the material designed by the teachers or taken from other reference books.In 9 among 30 cases the teachers used the exact copy from the textbook. For example, in lesson 16 - 10th form textbook, the teacher asked the students to work in pairs to do task 1.The teachers adapted the task in the textbook and extended them more often than they used an exact copy of them. In lesson 16, the teacher extended the task 3 for group work. The teacher required this task much more than those in the textbook.. Sometimes the teachers here created the materials themselves or took from other books to organize pair and group work.They prepared the worksheets, the games and different kinds of activities to use in language classes. Among 30 cases obseved, there were 9 times the teachers used the material out of the textbook. Some materials of this kind were not very appropriate, effective, and poor in content or not related to the topic of the lesson. Although the teacher tried to collect the new materials in their language classes, but the selection of the material to be used sometimes was not sufficient. 3.1.2. Difficulties from teachers 3.1.2.1. Lack of knowledge of pairwork and groupwork Some teachers are not fully aware of the knowledge of pairwork and groupwork. They even do not know exactly the steps of organizing pairwork and groupwork, therefore while organizing pair work and group work they sometimes feel confused and passive. For example, they do not create motivation for students to express their own ideas and in some cases students have nothing new to say because they have to follow a fixed rule, they have to make sentences with cue words, they have to read a sample dialogue. 3.1.2.2. Habits of old teaching methods Despite the fact that the teachers at PVN school are well aware of the benefits of working in pair and group, some of them find it difficult to use it in their teaching because of many reasons, the biggest one is that they are deeply affected by old teaching methods. They said that after quite a long time applying these methods, they become absorbed to them and it is very difficult for them to change. They think that they should organize pairwork and groupwork regularly but when they do it ineffectively, they just return to the old ones. 3.1.2.3. Not good preparation Most of the teachers in my school are too busy to prepare lesson carefully. They must do a lot of work in the family beside teaching extra classes in other schools to earn more money. They do not prepare the lesson plan for pairwork and groupwork carefully .They do not know how to use modern equipments effectively because they were not taught carefully. Some of them mind to use them because of their limited time. 3.1.3. Difficulties from students 3.1.3.1. Passive learning style According to Burns and Joyce (1997) :134), this factor makes learners reluctant to take part in pairwork and groupwork. They still deeply affected by the old methods such as Grammar Translation or Audio-lingual Method and the learning enviroment at secondary or high schools where speaking was not encourged and focused. They get used to listening to the teachers, take notes and doing exercises, not speaking. That can explain why they mind participating in pairwork and groupwork 3.1.3.2. Low level of English language proficiency While working in pair and group, some students can not express ideas in English because of their poor vocabulary, grammar, and even pronunciation. Some of them do not have any knowledge to present the given topic. All these reasons prevent them from participating in pair work and group work, gradually they will lose their interest in working in pairwork and groupwork. Laziness, passive learning way also deters them to speak in group 3.1.3.3. Learners’ fear of making mistakes Many students are afraid of making mistakes because of their low level of proficiency and their lack of ideas.They are not confident enough to express their ideas for the partners. 3.1.3. Objective factors 3.1.3.1. Large- sized classes All classes in PVN school consists more than 45 students, so that it is very difficult for teachers to organize pairwork and groupwork, to control the class and to put an eye on every student. During the time working in pair or group, only good and talkative students make use of the chances to raise their voice, shy and less able students can not be given enough care, attention and encouragement. 3.1.3.2. Lack of reference books and teaching aids In the library, reference books are not available. There are only some reference books for doing exercices. 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 progammes. 3.2. SUGGESTIONS Within the scope of this study, the author does not have the ambition to find the solutions to all the problems mentioned above. In this part, the author just wants to give some suggestions to improve the quality of organizing pairwork and groupwork more effectively. 3.2.1. General suggestions In order to organize pairwork and groupwork more effectively, besides having a deeply understanding about pairwork and groupwork, steps of organizing pairwork and groupwork and know how to apply them suitablely, the teachers and students in my school should try to overcome some difficulties : both subjective factors and objective factors. Some subjective factors are the prior passive learning experiences, the fear of mistakes and losing face in front of teachers and peers, their low proficiency in English and their lack of motivations. Some objective factors are considered such as large-sized classes (more than 45 learners in one class) and difficulties from the textbooks (too much newwords, difficult topics…). Especially, the teachers and students should do the following things : To the teachers, firstly, teachers should have a good preparation. They should prepare a various materials for lessons with pictures and information, then teachers should create a good atmosphere for students to take part in pair work or groupwork by noticing something such as : creating pair and group. According to Harmer, J, the teachers have to decide how to put individual students in to pairs or groups, and with which of their classmates. The teachers can base such decisions on any one of the following principles : friendship (to put friends with friends), streaming (mixture of weaker and stronger students), chance (for no special reasons of friendship, ability, or level of participation), changing group (to change partners often). Secondly, teachers should design activities with a purpose. Normally, every real life communication has a purpose to convey information. Activities in the language classroom simulate communication 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. In such classroom activities, students use the language to fill an information gap by getting answers or expanding a partial understanding. Moreover, teachers should base the activities on easy language. Generally, the level of language needed for a discussion should be lower than that use 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. Thirdly, 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 classrooms will encourage students to use the language. Finally, the teachers’attitude toward students during the time of working in pair and group will decide the success of the lesson such as : observe, listen and how to help students, 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 their task. When giving feedback, the teachers should give feedback on both form and content. It is advisable that teachers should encourage students to self- correct. Giving feedback and correcting errors is also a good way to motivate students as it is a useful comprehension for students and it shows that the teachers really listen to what they say. To students, they should participate in pair and group positively with the highest motivation. They should become active speakers in the class with the careful preparation of knowledge.Students should improve their background knowledge by reading supplementary materials in terms of videotapes or reading texts from the internet or other sources like magazines or newspapers.Students should be aware that confidence is especially important in working in pair or group. If they are afraid of making mistakes, afraid of losing face, they can not make use of the chances to express their ideas and show their language use. Their teachers and friends will not laugh at them but help them correct their mistakes which later results in their progress. In conclusion, effective pair and group activities have the following characteristics : (1) communication gap : each student has relevant information that the others don’t ; (2) task orientation : activity has a defined outcome such as solving a problem ; (3) time limited : students have a preset amount of time to complete the task. In case the task is based on group discussion, teachers should include instructions about participation when introducing it. Another issue that may reduce the effectiveness of pairwork and groupwork is students’ Vietnamese use. They may use Vietnamese during discussion or even chat with each other. The best way to keep students speaking English is that the teachers should try their best to put an eye on all groups, remind students and model them the language use. 3.2.2. Some suggested exercises in working in pair and group According to Adrian Doff, students can practise language together, study a text, research language or take part in information- gap activities in pairwork. They also can write dialogues, predict the content of reading texts, or compare notes on what they have listened to or seen. In groupwork, students can do a range of tasks for which pairwork is not sufficient or appropriate. Thus students can write a group story or role- play a situation which involves five people. They can prepare a presentation or discuss an issue and come to a group decision. They can watch, write, or perform a video sequence ; we can give individual students in a group different lines from a poem which the group has to reassemble. In general the small groups of around five students is better than larger groups. They are small enough for real interpersonal interaction. However, there are occasions when larger groups are necessary. The activity may demand it, or we may want to divide the class into teams for some game or preparation phase. These are some kinds of exercises that are suitable for pair work or group work : - Controlled oral practice : pattern practice : This can be done in pairs and group in the same way as the likes/ dislikes’ activity. Any controlled oral practice can be done first with the whole class, and then in pairs. - 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 in pairs at the same time. - Reading a text and answering questions : Students can discuss questions in pairs or groups and then read the text : or they can read the text silently, and then ask and answer questions in pairs or groups. This is a good way of involving the whole class in answering questions. - Short writing exercises : Students can sit in groups and decide together what to write- one student acts as ‘ secretary’. This can be difficult to organize, but in a large class it has the advantage that students correct each other’s mistake and the teacher only has a few papers to mark at the end. Pair work can be used for correcting written work (e.g. homework)- students sit in pairs and correct what their partner has written. - Discussion : With more advanced classes, discussions can be conducted in groups. It is important to define the discussions clearly, and to ask each group to report their conclusions afterwards. - 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. (Adrian Doff, 1988 ; Teach English p.146- Cambridge University Press) Part C : CONCLUSION 1. Summary of the study The aim of the study is testing the effectiveness of working in pair and group at PVN upper secondary school with which teachers may be able to get a better understanding of how students work in pairs and groups, which can be made available to them. This study consists 3 chapters through which the important roles of pairwork, groupwork and how to organize pairwork and groupwork effectively are presented. The first part is introduction of the rationale, the aims, the scope, the method of study and the design of study. Then, Communicative approach to language teaching and pairwork and groupwork are mentioned in chapter 1 of the second part .Finally, the results of working in pair and group in classes from 10th form to 12 form at PVN upper secondary school are performed and presented in chapter two. After making questionnaires and observing the classes at PVN upper secondary school. The author knows much information about working in pairs and groups. After analyzing the data, the author realizes that pair work and group work are used widely in PVN upper secondary school, but the effect of it needs discussing. Chapter three of the research presents the author’s findings and suggestions. In fact, all teachers know how to control the kinds of communicative activities and the ways to carry out these activities, the ways to group the students, the appropriate amount of time for them and the purposes of the activities. They have adapted or expanded the exercises in the textbook to make them suitable for the students here and they have made use of the material in other books in their language classes. However, the way to organize pair work and group work is not effective. In conclusion, the teachers in this school always organize pair work and group work and these activities attract almost students. They have certain knowledge of pair work and group work, but the ways they applied them was not sufficient. However, if the teachers notice these kinds of activities, they could organize them better. After studying, communicative activities - an effective and interesting teaching way - are applied more regularly. Pair and group work are one of the simple and easy way to apply and not less affective than others. So it is important to continue to study other kinds of activities. 2. Limitations of the study However, there is an obvious limitation that this length of time is not enough for the students to familiarize themselves with learning. Neither is it long enough to measure the effectiveness of a new idea in teaching language. In addition, data collection was done through questionnaires and observation . As it can be seen from the student and teacher questionnaires, the information to be obtained was quite limited and not very accurate.Their responses may be just their beliefs or thoughts that they have about their use of working in pair and group. Some students can answer thing that they actually not do or they have different understanding of some concepts/ terms used in the questionnaire. 3. Suggestions for further study Moreover, this research is limited on organizing pair work and group work in a particular school at PVN upper secondary school, a kind of case study. Some further research should be taken as follows : - A study on the ways to use material provided by the textbook effectively in organizing pair and group work. - A study on the tips and techniques, which help to succcessfully organize pair work and group work in crowded classes. Working in pair and group is one of the techniques in Communicative Language Teaching.These mentioned above ways of organizing pairwork and groupwork effectively will probably help learners and teachers organize pairwork and groupwork better and more effectively. However, it is important to note that these ways are only comparative. Therefore, students and teachers should have an objective and all- side outlook to choose the most efficient ways of organizing pairwork and groupwork. The author would like to hear from all of readers whose comment or advice is appreciated. REFERENCES Atkinson, D. (1993) – « Teaching Monolingual Classes », Essex, Longman Blair. G. M. (www. Britishcouncil.org.vn) Starting to manage : the essential skills. Brown, H.D. (1994).  « Teaching by Principles An Interaractive Approach to Language Pedagogy »- San Francisco State University. Das, B. K. (1984). « Communicative Language Teaching »- Singapore University Press Doff.A. (1998) « Teach English » a training course for teachers- Cambridge University Press in association with The British Council. Dwyer, J. (2000), The Business Communication Handbook. Prentice Hall Fiske, J. (1990, 1994). Introduction to Communication Studies. Znd edn. London. Routledge Larsen- Freeman, D. (1986). «  Techniques and principles in language teaching » Oxford : Oxford University Press. Le Ngoc Tuan (2005), An Investigation in to the Techniques for Improving Speaking Skills to Entrepreneurs via Using a New International Business English at Vinh University, VietNam National University. Le Thi Hong (2005), Personalizing Oral activities for second year English major students at HaiPhong University : An action research,- VietNam National University Ha Thi Lien Hoan (2005), An investigation in to how pair and group work are used in an upper secondary school. A case study, VietNam National University. Harmer, J. (1999). « Practice of English Language Teaching » - Longman Johnson, K. and Johnson, H. (1989). Communicative Methodology. Oxford: Blackwell. Littlewood, W. (1981). Communicative Language Teaching. CUP Mai Thuy Phuong (2005), A Study on the techniques for improving speaking skills to non- major students of English at HaiPhong foreign language center, HaiPhong university, VietNam National University. Nguyen Xuan Thom (1992), In search of possible solutions to the increase of ELT effectiveness and efficiency for Junior secondary schools in rural VietNam, University of Canberra Nguyen Thi Minh Trang (2006), Teaching speaking skill to non – English major students of pre- intermediate level at the people’s police academy : some suggsted techniques and activities, VietNam National University Nunan, D. «  Second Language Teaching and Learning »- University of Hong Kong Pattison, P. (1987). « The communicative approach and classroom realities » (EDRS No ED 288 407. 17 pages). Pica, T. P. (1988). Communicative language teaching : An aid to second language acquisition ? Some insights from classroom research. « English Quarterly, » 21(2), 70-80. Savignon, S., & Berns, M.S. (Eds.). (1984). « Initiatives in communicative language teaching. » Reading, MA : Addison- Wesley. Tibbitts, F « Working in pairs and groups » Human Rights Education Associates Richards, J.C. & Rodgers, T. S (1986) « Approaches and Methods in Language Teaching » Cambridge University Press. Ur.P (1996). « A course in language teaching »- Practice and theory Cambridge University Press. Widdowson, H.G. (1990). « Aspects of Language Teaching » - Oxford University. APPENDIX 1 : Questionnaires Language teaching survey I.General : 1. Sex : Male Female 2. Highest academic/ professional qualification : A teacher’s certificate in language education  A diploma in language education A bachelor’s degree in language education A master’s degree in language education Other ; please specify :..................................................................................... 3. Numbers of years of teaching experience II. Teaching : How long do you usually spend on pair and group work per period? Please, tick the appropriate box 5 minutes per period More than 15 minutes per period 10 minutes per period 15 minutes per period Others ; Please, specify :.................................................................................. What are the main benefits of group work and pair work ? Please, tick the appropriate box To make students more motivative To help the learning process To create a good atmosphere in class To help the teaching proces To kill the time Others ; Please, specify................................................................................... 3. Which activities do you often use pairwork and group work ? Please, tick the appropriate boxes  Speaking  Writing  Reading Listening Others, Please , specify................. 4. How do you group for pair and group work ? Please, tick the appropriate box. Students at the same table  Good students with the weak ones Students from different tables Weak students with the weak ones Students sitting next to each other  Good students with the good ones Students sitting far from each other Students in different rows Others, Please, specify.................................................................................... 5. In your opinion, which ones are pair work and group work most useful for ? Please, tick the appropriate box(es). Grammar  Speaking Pronunciation Writing Vocabulary  Reading Translation  Listening Others, Please, specify.................... 6. To use pair and group work successfully in a secondary school, the teacher has to : Have awareness of the work Give clear instructions with examples  Good preparation Control the work Make the work suitable to the students Create a competitive sense Others, Please, specify.................................................................................... 7. How do you often prepare for pair and group work in your classes ? Please indicate your response by circling the number according to the following key. Use the information given in the textbook. Use the same topics as in the textbook but not the exact copies Take an extract or information from another reference book  Self- design Collaborate with your colleagues or get their opinions Other : Please, specify..................................................................................... 8. How useful do you think pair work and group work are to improve learning at your school ? Please, tick the appropriate box. It is an important activity in language teaching It is one of the important and useful activities in language teaching It is a good activity to be applied It is neither good nor bad Its usefulness is not clear. It has no use Others, Please, specify..................... 9. How appropriate do you think are pair work and group work at your school ? Please indicate your response by circling the number according to the following key. Very appropriate Appropriate Not very appropriate Not appropriate at all Others, Please,specify............................................................................................................... 10. which factor do you think can most affect the success of a pair and group work ? Please, tick one option only. Teaching experience The age of teacher The proficiency of the teacher The hard work of the students The cooperation of the students The proficiency of the students Others, Please,specify..................................................................................................... APPENDIX 2 : Questionnaires Language learning survey I.General : Sex : Male Female Grade : 10 11 12 Study result of the previous term : Excellent  Good  Fare  Bad II.Learning : 1. What do you think is an appropriate time for pair work and group work ? Please, tick the appropriate box.( Em nghĩ thời gian tốt nhất làm việc theo nhóm là bao nhiêu ? Hãy tích vào một trong các ý kiến sau) 5 minutes per period (5 phút mỗi tiết) 10 minutes per period (10 phút mỗi tiết) 15 minutes per period (15 phút mỗi tiết) More than 15 minutes per period (nhiều hơn 15 phút mỗi tiết) Others ; Please, specify....................................................................... (Hãy đưa ra ý kiến khác) 2. What are the main benefits of group work and pair work ? Please, tick the appropriate box. ( Theo em những lợi ích chính của việc học nhóm là gì ? hãy tích vào một trong các ý sau) To make students more motivative  To help the learning process ( Tạo động lực cho sinh viên) ( Giúp cho quá trình học) To create a good atmosphere in class  To help the teaching process ( Tạo cho lớp học có không khí sôi nổi) ( Giúp cho quá trình dạy) To kill the time (Để giết thời gian) Others ; Please, specify........................................................................... (Hãy đưa ra ý kiến khác) 3. Which activities do you often work in pairs and group ? Please, tick the appropriate box(es) ( Hoạt động nào em thường làm việc theo cặp và nhóm ? hãy tích vào một trong các ý sau) Speaking (Đọc) Reading (Nói) Writing (Viết) Listening ( Nghe) Others ; Please, specify....................................................................... (Hãy đưa ra ý kiến khác) 4. How are you often grouped for pair and group work ? Please, tick the appropriate box. ( Em thường được nhóm thành cặp và nhóm như thế nào ? Hãy tích vào một trong các ý sau) Students at the same table Good students with the good ones (Học sinh ở cùng một bàn) (Học sinh giỏi với học sinh giỏi) Students from different tables Weak students with the weak ones (Học sinh từ các bàn khác nhau) (Học sinh yếu với học sinh yếu) Students sitting next to each other Good students with the weak ones ( Học sinh ngồi ngay cạnh nhau) ( Học sinh giỏi với học sinh yếu) Students sitting far from each other ( Học sinh ngồi xa nhau) Students in different rows (Học sinh ở các hàng khác nhau) Others ; Please, specify.................................................................... (Hãy đưa ra ý kiến khác) 5. In your opinion , which ones are pairwork and groupwork most useful for ? Please, tick the appropriate box. (Theo em cái nào trong số những cái sau đây khi làm nhóm mang lại lợi ích nhất ? Hãy tích vào một trong các ý sau đây) : Grammar ( Ngữ pháp) Reading (Đọc) Pronunciation ( Ngữ âm) Writing ( Viết) Vocabulary (Từ vựng) Speaking ( Nói) Translation ( Dịch)  Listening ( Nghe) Other ; Please, specify............................................................................. (Hãy đưa ra ý kiến khác) 6. To use of pair work and group work successfully in a secondary school, the teacher has to : (Theo ý kiến của em, để sử dụng cặp nhóm thành công ở trường PTTH, giáo viên phải) : Have awareness of the work Give clear instructions with examples (Có sự cảnh báo về công việc) (Đưa ra chỉ dẫn rõ ràng cùng các ví dụ) Prepare beforehand Control the work (Chuẩn bị trước) (Điều khiển hoạt động) Make the work suitable to the students  Create a competitive sense ( Tạo ra hoạt động phù hợp với học sinh) Tạo ra sự cạnh tranh Others ;Please, specify......................................................................... (Hãy đưa ra ý kiến khác) 7. How do you often prepare for pair work and group work in your classes ? Please indicate your response by circling the number according to the following key : ( Em thường chuẩn bị như thế nào khi làm việc theo cặp, nhóm ở lớp ? Hãy đưa ý kiến của em bằng cách khoanh tròn các ý sau) : Use the information given in the textbook ( Dùng các thông tin trong sách) Use the same topics as in the textbook but not the exact copies. ( Sử dụng cùng chủ đề như trong sách nhưng không phải là bản sao chính xác) Take an extract or information from another commercial book ( Lấy thông tin từ trong một cuốn sách khác) Design by yourself ( Thiết kế bởi chính bản thân em) Collaborate with your colleagues or get their opinions ( Hợp tác với bạn bè hoặc lấy ý kiến từ họ Others ;Please specify............................................................................ (Hãy đưa ra ý kiến khác) 8. How useful do you think pair work and group work are to the promoting learning at your school ? Please, tick the appropriate box. (Ích lợi của việc học nhóm như thế nào trong việc nâng cao chất lượng học trong trường ? Hãy tích vào một trong các ý sau : It is a vital activity in language teaching It is neither good nor bad ( Nó là một hoạt động trong việc dạy ngoại ngữ) (Nó không tốt cũng không xấu) It is one of the important and useful activities in language teaching (Nó là một trong những hoạt động quan trọng và có ích trong việc dạy ngoại ngữ) Its usefulness is not clear (Ích lợi của nó không rõ ràng) It is a good activity to be applied  It has no use ( Nó là một hoạt động tốt được ứng dụng) ( Nó không có tác dụng) It is a good activity to be applied Others ; Please, specify....................................................................... (Hãy đưa ra ý kiến khác) 9. How appropriate do you think are pair work and group work at your school ? ( Làm việc theo nhóm ở trường em có phù hợp không) Please indicate your response by circling the number according to the following key. ( Hãy đưa ra ý kiến bằng cách chọn một trong các ý sau) : Very appropriate ( Rất phù hợp) Appropriate ( Phù hợp) Not very appropriate ( Không phù hợp lắm) Not appropriate at all (Không phù hợp) Others ; Please, specify........................................................................ (Hãy đưa ra ý kiến khác) 10. Which factor do you think can most affect the success of a pair work and group work ? Please, tick one option only ( Nhân tố nào em nghĩ ảnh hưởng nhất đến hiệu quả của việc học nhóm) : Teaching experience The hard work of the students ( Kinh nghiệm dạy học) ( Sự làm việc chăm chỉ của học sinh) The age of teacher The cooperation of the students ( Tuổi của giáo viên) ( Sự hợp tác của giáo viên) The proficiency of the teacherThe proficiency of the students ( Trình độ của giáo viên) ( Trình độ của học sinh) The hard work of the teacher ( Sự làm việc chăm chỉ của giáo viên) Others ; Please, specify............................................................................ APPENDIX 3 : Classroom observation sheet Date : Pham Van Nghi upper secondary school Teacher : Number of years of teaching experience : Grade : Number of students : Girls : Boys : Lesson : Period : Purpose of the lesson : Learning aids : Teaching aids : Steps of the lesson : Time Teacher’s activities Students’ activities Observation sheet : No Activity Time Aim Grouping Evaluation How pair and group work are carried out: They are organized naturally Teacher provides clear instruction before the work Teacher’s preparation ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….. ………………………………………………………………………………………...... Students’ preparation: …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..... The participation of the teacher: as a partner as a guider as a facilitator as an observer Students participate: -Actively -Forcedly 7. Students speak Vietnamese during the work Yes No 8. The teacher gives the feedback after the work Yes No 9. The thing(s) the teacher does to find out how successful the work is: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… APPENDIX 4: The description of the classroom observation sheets No Kind Activity Time Grouping Preparation 1 Pairwork Speaking 15 minutes Students at the same table A copy from the textbook 2 Pairwork Speaking 10 minutes Students at the same table A copy from the textbook 3 Groupwork Vocabulary 10 minutes The class is divided in to four equal parts Words selected and prepared by the teacher 4 Groupwork Listening 15 minutes The class is divided in to three equal parts 3 worksheets designed by the teacher 5 Pairwork Speaking 10 minutes Students at the same table A copy from the textbook 6 Pairwork Writing 10 minutes Students at the same table A copy from the textbook with adaptation 7 Pairwork Speaking 10 minutes Students at the same table A copy from the textbook with extension 8 Pairwork Grammar 10 minutes Students at the same table A copy from the textbook with adaptation 9 Pairwork Grammar 5 minutes Students at the same table A copy from the textbook with adaptation 10 Pairwork Writing 5 minutes Students sitting far from each other A copy from the textbook with adaptation and extension 11 Groupwork Writing 7 minutes The class divided in to three equal part A copy from the textbook with adaptation and extension 12 Pairwork Grammar 5 minutes Students at the same table A copy from the textbook 13 Pairwork Grammar 7 minutes Students at the same table A copy from the textbook 14 Pairwork Reading 7 minutes Students from different tables and rows A copy from the textbook with extension and adaptation 15 Groupwork Speaking 5 minutes Students from different tables and students with teacher Designed by the teacher 16 Pairwork Speaking 3 minutes Students at the same table A copy from the textbook 17 Pairwork Speaking 10 minutes Students at the same table A copy from the textbook with adaptation 18 Pairwork Speaking 10 minutes Students at the same table A copy from the textbook 19 Pairwork Speaking 7 minutes Students at the same table A copy from the textbook 20 Pairwork Reading 10 minutes Students from different tables A copy from the textbook with adaptation and extension 21 Pairwork Grammar 8 minutes Students at the same table Designed by the teacher 22 Pairwork Speaking 6 minutes Students at the same table A copy from the textbook with extension 23 Pairwork Reading 6 minutes Students at the same table A copy from the textbook with extension 24 Pairwork Speaking 5 minutes Students at the same table A copy from the textbook 25 Pairwork Speaking 7 minutes Students at the same table Designed by the teacher 26 Pairwork Speaking 6 minutes Students at the