Sáng kiến kinh nghiệm Vận dụng phương pháp dạy học hợp tác theo nhóm nhỏ ở trên lớp trong dạy học tiếng Anh - THPT

to harmful websites, for example, the websites containing violent scenes. Moreover, chatting or playing games online can take you a lot of time. In short, the Internet can be good or bad so you should know how to use it properly."
1. Hand out 1: Read the following passage find out the advantages and the disadvantages of television in group of 4
Television brings us a lot of advantages. First, television helps us to learn more about the world and to know and see many new things. Second, it can make things memorable because it presents information in an effective way. Third, it entertains us. Watching it is an enjoyable way to relax. Fourth, it increases the popularity of sport and games. Fifth, television makes us aware of our global responsibilities.	
There are, however, some disadvantages of television. First, television makes us passive. We don’t have to think so our brains become lazy. Second, it encourages us to buy things that we don’t need. Third, it takes time away from activities such as reading and games. Fourth, Some television programmes may make people violent. Lastly, television interferes with family life and communication.
 Hand out 2: Read the ideas on the mass media and write(A) if it is advantage and (D) if it is disadvantage individually.
------- 1.It only provides information aurally. It can be boring because we can't watch films or sports programs.
 ------ 2. It increases the popularity of sports and games.
------- 3, It helps us to learn more about the world and to know many new things.
------- 4. It costs much money. We have to pay when we do things on- line such as watching films, listening to music or playing games.
-------- 5. We can listen to it almost everywhere with little cost and great convenience. 
-------- 6. They are easy and cheap to use. We can take them along and read them everywhere.
-------- 7. They/ It encourage(s) us to buy things that we don’t needs.
-------- 8. It is sometimes harmful for people. They spend too much times playing games on-line or watching bad programs.
------- 9. It can help us do a lot of things such as paying bills, sending and receiving letters, learning foreign languages.
.........10.They interfere with people’s private life. Some articles on them don’t say the truth.
Hand out 3: Work in groups of 4, choose the advantages and disadvantages of each type of mass media, and write them down in columns below.
Advantages of the mass media
Disadvantages of the mass media
2. It increases the popularity of sports and games.
3, It helps us to learn more about the world and to know many new things.
5. We can listen to it almost everywhere with little cost and great convenience. 
6. They are easy and cheap to use. We can take them along and read them everywhere.
9. It can help us do a lot of things such as paying bills, sending and receiving letters, learning foreign languages.
1. It only provides information aurally. It can be boring because we can't watch films or sports programs.
4. It costs much money. We have to pay when we do things on- line such as watching films, listening to music or playing games.
7. They/ It encourage(s) us to buy things that we don’t needs.
8. It is sometimes harmful for people. They spend too much times playing games on-line or watching bad programs.
10. They interfere with people’s private life. Some articles on them don’t say the truth.
Mass media
Advantages
Disadvantages
Radio
Newspapers
 Tuesday, May 04, 2010UNIT 15
SPACE CONQUEST
Lesson 4: Writing
I.OBJECTIVES: By the end of the lesson, students will be able to: 
 	about writing a biography from the information
II. PREPARATION: Pictures, poster, handout, books
III.PROCEDUCE: 
Time
Contents
T’s & Ss’ activities
5’
10’
15’
15’
I. Warm-up
- Look at the pictures and answer the questions
1. Who is he?
2.Is he a Russian and an American astronaut?
3. Who did he set foot on the moon with?
Keys: 1. He is Neil Armstrong.
 2. He is an American astronaut
 3. He set foot on the moon with Buzz Aldrin
Introduce the lessons:
Today we practise writing about Neil Armstrong.
II. Before writing
Put each of the headings in the box in the appropriate blank
Career Place of birth Date of birth Quote Known as
Neil Armstrong
American Astronaut
______ 5th August 1930
________ Wapokoneta, Ohio
_________ The first person to walk on the moon
________ 1949-1952: pilot in United States Navy
_______ “That’ s one small step for man, one giant leap for mankind”
Keys:
1. Date of birth 2. Place of birth 3.Known as
Place of birth
Quote
Biography
Date of birth
Career
Known as (famous for)
4. Career 5. Quote 
Remind students of using correctly the prepositions: in, at,on, from, to, with. And some phrases: 
- Be known as, work as
- receive something from
- resign from something
III. While writing
Write a biography of Neil Amstrong from the information given in task 1 and some following question.
Who is Neil Armstrong?
When was he born?
Where was he born?
What is he known as?
What happened in his life from 1949 to 1986?
Which famous sentence did he said when he stepped on the moon surface?
IV. Post-writing Correction
 (suggested description)
Neil Armstrong is an American astronaut. He is known as the first person to walk on the moon. He was born on August 5th, 1930 in Wapokoneta in Ohio. From 1949 to 1952, he worked as a pilot in the United States Navy. Armstrong received his BS from Purdue University in 1955. He joined the NASA astronaut program in 1962. on July 20th, 1969, Neil Armstrong became the first human to step on the moon's surface. Armstrong received his M.S from the University of Southern California in 1970. He resigned from NASA a year later and from 1971 to 1979, he taught at the University of Cincinnati. In 1986 Armstrong was appointed vice chairman of the committee that investigated the Challenger shuttle disaster. He is also well-known for what he said when he stepped on the moon surface: "That's one small step for man, one giant leap for mankind.
IV/ HOME WORK:
-Asking Ss reread the passage they wrote And review the use of relative pronouns and prepare the language 
Preparation: Language focus
- Could/ be able to
- Tag questions
- T asks Ss to look at the picture and answer the questions
- Ss work in pairs to do exercise
- T corrects with the whole class.
- T introduce the lessons
- T asks Ss to read about Armstrong’s biography. After reading it, Ss have to work in groups of 4 to put each of the heading in the box in the appropriate blank.
- T calls on 4 members of 4 groups (chosen at random) to go to the Bb to write down their answer.
- T correct with the whole 
class
- T explains to Ss what necessary information to write a biography.
- T explains some new words: Navy, B.S, M.S, WASA, investigate, space shuttle.
Show the picture of space shuttle: 
- T reminds Ss of using correctly the prepositions
- T asks Ss to read Armstrong’s biography again and work individually to write a paragraph of Neil Armstrong. 
- Ss write their works on their notebooks.
- T goes around to offer help.
- T takes notes of Ss’ mistakes for indirect correction.
- T calls on 2 Ss to go to the Bb to write down their work. T, together with Ss, finds out the mistakes and corrects them.
- T gives out some common mistakes made by Ss when doing this writing task.
UNIT 16
THE WONDERS OF THE WORLD
Lesson 5: Language Focus
I.OBJECTIVES: By the end of the lesson, students will be able to: 
 	- Pronunciation: /ft/ - /vd/ - /fs - /vz/
-Grammar and vocabulary:
 	 +It is said that
 	 +People say that
II. PREPARATION: Pictures, poster, handout, books
III.PROCEDUCE: 
Time
Contents
T’s & Ss’ activities
4’
10’
10’
8’
8’
5’
I. Warm up “Guessing” game (Guess the names of these four wonders of the world)
 a) It’s in Egypt. It was built over a 20-year period. It was 147 meters high on a base of 230 meters square.
 b) It’s in China. It’s the longest structures in the world (over 6000 km)
 c) It’s in Quang Ninh, Viet Nam.It was recognized as a wonder of the world by UNESCO in 1994. It’s famous for beautiful caves and beaches.
 d) It’s in India. It’s a great mausoleum. It was commissioned by the Mughal Emperor Shah Jahan. It was built over a 23-year period. 
Keys:
The Great Pyramid of Giza
The Great wall
Ha Long Bay
Taj Mahal in India 
II. Pronunciation:
 * Lead-in:
 /ft/ - /vd/ - /fs - /vz/
 coughs, gift, behaves, arrived, soft, moved, knives, roofs.
Keys:
/ft/: gift, soft
/vd/: arrived, moved 
/fs/: coughs, roofs
/vz/: behaves, knives
/ft/
/vd/
/fs/
/vz/
Gift
Arrived
Coughs
Behaves
Lift
Loved
Laughs
Loves
Soft
Moved
Roofs
Knives
Practise reading aloud these sentences
1. They are not on the roof now. They’ve been moved to the ground.
2. Use the lift. I’ll ring to say you’ve arrived.
3. I think he’s improved. Still coughs but laughs a lot, of course.
4. We have plenty of laughs. We miss him when he leaves.
5. He loves a nurse. Her name’s Soft. He wants me to bring her this gift.
6. He brought me gift when he arrived.
T reads the sentences aloud, then asks Ss to listen and repeat after him.
T calls on some Ss to read the sentences aloud, correcting their mistakes if necessary.
III. Grammar
 * Questions:(1’) 1) Where is the Taj Mahal mausoleum?
 2) How long was it built?
 * Answers:(2’) 1) The Taj Mahal mausoleum is in India.
 2) The Taj Mahal in India was built over a 23-year period.
 * Example:(5’)
 + The 1st way:1) People say that The Taj Mahal mausoleum is in India.
2) People say that The Taj Mahal in India was built over a 23-year period.
 + The 2nd way:
1.1) It is said that The Taj Mahal mausoleum is in India.
2.1) It is said that The Taj Mahal in India was built over a 23-year period.
 + Change into passive:
1.1) The Taj Mahal mausoleum is said to be in India.
2.1) The Taj Mahal in India is said to have been built over a 23-year period.
People say that/ It is said that + S + V(active)
 à S + is/ was (said) + to + Vo
People say that/ It is said that + S + V(passive)
 à S + is/ was (said) + to + have + V3/ed
* Note:(2’)After some passive verbs: say (núi), think (nghĩ), believe (tin), report (tường thuật), expect (trụng chờ), know (biết), suppose (cho là), consider (nghĩ là), understand (hiểu), feel (cảm thấy), find (nhận thấy) we use infinitive constructions.
 Exercise 1 (text book, exercise 2 sentences 1-> 4, page 186)
Rewrite each of the following sentences in such a way that it means almost the same as the sentence printed before it.
1. People say that he is 108 years old
à It is said that 
à He is said that
2. People say that those dogs are dangerous.
à It is said that
à Those dogs
3. People think that he is very clever.
à It is thought that
à He is thought
4. People believe that the wanted man is living in New York
à It is believed that
à The wanted man 
5. People know that he is very rich
à It is known that
à He 
Keys: 
1. It is said that he is 108 years old
 He is said that to be 108 years old
2. It is said that those dogs are dangerous.
 Those dogs are said to be dangerous
3. It is thought that he is very clever
 He is thought to be very clever
4. It is believed that the wanted man is living in New York.
 The wanted man is believed to be living in New York
5. It is known that he is very rich.
 He is knwn to be very rich.
Exercise 2 (E1 in textbook, sentences 1->4, page 185, 186)
1. It is said that many people are homeless after the floods
à Many people are said
2. It is thought that the prisoner escaped by climbing over the wall.
à The prisoner
3. It is believed that he drove through the town at 90 km an hour
à He
4. It is reported that two people were seriously injured in the accident.
à Two people
5. It is said that three men were arrested sfter the explosion
à Three men
Keys: 
1. Many people are said to be homeless after the floods.
2. The prisoner is thought to have escaped by climbing over the wall.
3. He is believed to have drive through the town at 90km per hour.
4. Two people are reported to have been seriously injured in the accident.
5. Three men are said to have been arrested after the explosion.
Task 3: Choose the best answer
1. It was in this village that Mr. John.17 years ago.
A. were born B. was born
C. born D. has been born
2. Nam is said to.a big company in Ho Chi Minh city now.
A. be B. been C. has been D. have been
3. His wife is said to.for her husband 10 years before she remarried.
A. be running B. run 
C. will be running D. to have run
4. The woman was said to be. for her husband 10 years before she remarried.
A. wait B. waited C. has waited D. have waited
Keys: 1. B 2. D 3. A 4. D
IV. Homework
Rewrite the following sentences:
1. They say that John is the brightest student in class.
à It is said.
 John is said 
2. They think that he has died a natural death.
à It is thought 
 He is thought .
3. They declared that she won the competition.
à It was declared ...
 She was declared 
- Redo the task again and remember to prepare the review to test yourself F
- T speaks out the sentences.
- Ss work in groups of 5 and guess the names. The quickest group with correct answer will win.
- T shows pictures of these places on the board and gives marks for these Ss.
- T writes these words and these compound consonants on the board then pronounces these words twice.
- Ss work in pairs to put them in the right column of compound consonants. 
- T gives correction when Ss are wrong.
- T hangs this chart on the Bb (poster on the board)
- T plays the tape of these consonants and words twice.
- Ss listen and practice: first in chorus, then in chain (one by one).
- T calls some Ss to repeat and corrects if necessary.
- T plays the tape, Ss listen to the tape and repeat. 
- T asks Ss to pay attention to the sentence stress and pick out the words having the sounds /ft/ - /vd/ - /fs - /vz/ after listening to the tape twice.
-Ss work in groups of five and practice pronouncing these sentences.
-T goes round and helps Ss if necessary.
-T asks Ss some questions, calls some to answer then T writes them on the board.
* T says these sentences in another way and writes them on the board as an example for the grammar point.
- T asks some good Ss for the 2nd to rewrite these sentences. T can help to says out them and writes on the board if Ss don’t know.
- T changes the sentences 1.1 and 2.1 into passive voice.
- Ss pay attention to the way - T rewrites these sentences (the underlined words)
- T asks Ss to supply the form of the grammar point..
- T introduces some more verbs used in this grammar point
- T explains how to do the exercise
- Ss do the exercise alone and then share with their partner
- T goes around and helps Ss
- T asks Ss to write the answers on the board.
- T corrects with the whole class
- T explains how to do the exercise
- Ss do the exercise alone and then share with their partner
- T goes around and helps Ss
- T asks Ss to write the answers on the board.
- T corrects with the whole class
- T explains how to do the exercise
- Ss do the exercise alone and then share with their partner
- T goes around and helps Ss
- T asks Ss to write the answers on the board.
- T corrects with the whole class
IV. Kết quả đạt được:
Qua quá trình áp dụng phương pháp kể trên tôi nhận thấy là học sinh ham học hơn, linh hoạt hơn trong luyện tập, biết cách học bài và làm bài một cách hiệu quả, học sinh hứng thú hơn với giờ học, môn học, giờ học sôi nổi hơn, chất lượng giờ học cũng nhờ đó mà tăng lên rất nhiều, tuy còn chưa cao lắm.
- Cú em, do nắm vững đặc điểm của bài học nờn cỏch lý giải phự hợp, được nhiều học sinh trong lớp đồng tỡnh thụng qua việc giỏo viờn lấy ý kiến đúng gúp của học sinh.
- Cú em cũn cú những cỏch kiến giải rất non nớt, thiếu căn cứ song số này khụng nhiều. Căn cứ vào cỏch thảo luận như thế học sinh đó tự bổ sung cho mỡnh những điều cũn thiếu trong nhận thức, tớch cực suy nghĩ, tỡm tũi, lý giải vấn đề tạo được sự hứng thỳ.
- Giỏo viờn làm việc bớt căng thẳng, bớt đi những lời thuyết giảng
- Khụng khớ lớp học sụi nổi hơn.
Trờn đõy là một vài kết quả trong qua trỡnh vận dụng phương phỏp dạy học hợp tỏc theo nhúm trong việc giảng dạy mụn Tiếng Anh. Tuy nhiờn trong quỏ trỡnh vận dụng, tụi nhận thấy việc vận dụng phương phỏp này vào dạy – học vẫn cũn 1 số hạn chế sau:
* Hạn chế:
+ Sự hợp tỏc chưa triệt để, chưa phỏt huy cao được hiệu quả của phương phỏp.
+ Hỡnh thức tổ chức chưa được phong phỳ
* Nguyờn nhõn:
Theo tụi thuộc về cả 2 phớa giỏo viờn và học sinh cựng rất nhiều tỏc động khỏch quan khỏc.
+ Về phớa giỏo viờn:
- Thời gian 1 tiết học (45phỳt) khụng thể chờ cho học sinh suy nghĩ và thảo luận hết cỏc vấn đề như mong muốn. Cú nhiều khi, vỡ lo chỏy giỏo ỏn nờn đặt ra vấn đề rồi mà học sinh chậm trả lời thỡ giỏo viờn lại phải tự giải thớch.
- Trong 1 tiết giỏo viờn khụng phải chỉ sử dụng 1 phương phỏp, 1 thao tỏc mà cũn phải sử dụng nhiều phương phỏp và thao tỏc khỏc.
+ Về phớa học sinh:
- Trỡnh độ và ý thức khụng đồng đều dẫn đến ngay trong nhúm cú em làm việc tớch cực, cú em thờ ơ khụng quan tõm hoặc làm việc khỏc 
- Lớp chia nhiều nhúm nhỏ, học sinh được phộp tự do trao đổi sự quỏn xuyến của giỏo viờn tời từng nhúm khụng thể hết được.
- Trước 1 vấn đề cần thảo luận trong nhúm học sinh chưa biết phõn cụng cụng việc cụ thể và sau đú là sự hợp tỏc để trỡnh bày vấn đề nờn cũn vụng về lỳng tỳng.
- Việc đọc bài, chuẩn bị trước bài học ở nhà chưa thật sự hiệu quả, vẫn cũn mang tư tưởng đối phú nờn sự hợp tỏc nhiều khi khụng thành cụng.
3- Bài học kinh nghiệm rỳt ra từ sự vận dụng 
* Đối với giỏo viờn:
- Cần kiờn trỡ vận dụng phương phỏp dạy học tớch cực kết hợp với cỏc phương phỏp truyền thống
- Dành thời gian đọc bài và cỏc tài liệu tham khảo về phương phỏp dạy học tớch cực để lựa chọn vấn đề tổ chức thảo luận nhúm cho phự hợp
- Xõy dựng cỏc cõu hỏi thảo luận theo trỡnh tự từ thấp đến cao, từ đơn giản đến phức tạp
- Tạo mụi trường học tập thõn thiện, cởi mở để học sinh chủ động, tớch cực hợp tỏc học tập
- Làm cho cỏc em hiểu rừ tỏc dụng tớch cực của phương phỏp dạy học hợp tỏc cả về lý thuyết và thực hành
- Kết hợp với giỏo viờn chủ nhiệm lớp, tổ chức đoàn động viờn, lụi cuốn cỏc em vào cỏc hoạt động tớch cực trong học tập, xõy dựng ý thức tự học cho học sinh.
Cú như vậy người giỏo viờn mới cú thể đạt được sự thành cụng trong việc đổi mới phương phỏp dạy học nhất là phương phỏp dạy học hợp tỏc nhúm.
V- KẾT LUẬN:
Trờn đõy là 1 vài ý kết quả bước đầu trong quỏ trỡnh vận dung phương phỏp dạy học hợp tỏc trong mụn Tiếng Anh. Tụi tự nhận thấy bản thõn đó nắm vững yờu cầu cũng như phương phỏp đổi mới dạy học, tõm đắc với phương phỏp dạy học hợp tỏc và đó thực hiện trong cỏc giờ dạy của mỡnh. Tuy nhiờn khụng khỏi cú những lỳng tỳng, hạn chế. Rất mong sự đúng gúp ý xõy dựng để tụi cú thể thực hiện tốt hơn
VI- KIẾN NGHỊ:
- Để việc đổi mới phương phỏp dạy học đạt hiệu quả cần cú sự phối hợp chặt chẽ và sự quan tõm chỉ đạo sỏt sao hiệu quả của cỏc cấp lónh đạo.
- Nhanh chúng ổn định chương trỡnh, thời lượng hợp lý cho việc dạy – học.
- Thay đổi tư duy trong giỏo viờn và lónh đạo về việc quản lý giờ học của giỏo viờn tạo một mụi trường dạy – học tớch cực “Ồn ào học tập” chứ khụng phải là ồn ào do ý thức kộm.
Hà Nội, ngày 20 thỏng 5 năm 2010
Người viết
 Nguyễn Kim chung
Tài liệu tham khảo
Trong quá trình nghiên cứu tôi đã sử dụng các tài liệu tham khảo sau:
1 . Sách giáo khoa tiếng Anh 10,11,12 THPT
( NXB Giáo dục )
2. Sách giáo viên tiếng Anh 10,11,12 THPT
 ( NXB Giáo dục ) 
Teaching Practice Handbook.
( Roger Gower, Diane Phillip, Steve Walter )
4. Phương pháp giảng dạy tiếng Anh trong trường phổ thông.
	( Nguyễn Hạnh Dung – NXB Giáo dục )
5.Causinet- Roger- Một số phương pháp làm việc tự do cho các nhóm; NXB Paris; 1945.
6.Dự án Việt -Bỉ- Tài liệu tập huấn dạy học và học tích cực; Hà Nội tháng 5/2000.