CONTENTS
I. INTRODUCTION
1.1 Rationale
1.2. Aims and objectives
1.3. Scope of the study
1.4. Research questions
1.5. Hypothesis
1.6. Definition of terms
1.7. Organization of the study
Chapter II. LITERATURE REVIEW
2.1. Prior research on the study
2.1.1. Whole-class work
2.1.2. Class work
2.1.3. Pair work
2.1.4. Individual work
2.2 Theoretical background
2.2.1. The teacher’s roles
2.2.2. The learner’s roles
2.2.3. Techniques of arrangement
2.2.3.1. Principles
2.2.3.2. Steps
2.3.2.1. Pre-task
2.3.2.2. While-task
2.3.2.3. Post-task
2.2.3.3.Visual aids
2.2.3.4.Correction
Chapter III. METHOD AND PROCEDURE
3.1. Research design
3.1.1 Level of student
3.1.2 Setting in the language class
3.1.3 Condition of teaching and learning English secondary school
3.1.4 Text book
3.2 Hypothesis
3.3 Method and procedure
3.4 Description of population and samples
3.5 Method of data collection
3.6 Data analysis
3.7 Reliability and validity
Chapter IV: DISCUSSION OF FINDINGS Chapter V: CONCLUSION, IMPLICATIONS AND LIMITATIONS














































I. INTRODUCTION

1.1 Rationale
From ourselves and through teaching and learning practising English in Secondary school, we realize that classroom arrangement is important so far as it involves the effciency of the teacher and the learning activities. The most effective activities can be almost useless if the teacher does not organize the class efficiently. A teacher who always teaches the whole class (e.g: who do not any pair or group work) is wasting valuable opportunities for the students to the maximum practice and for the learning to be therefore more efficient. Depending on the content of each lesson the students’ levels as well as a school’s available equipment etc…, a teacher should be flexible in choosing one type of classroom arrangements (group work, pair work, whole class or individual work) in order to encourage students to be more involved and to concentrate on the task. That’s why we decide to choose this topic for our research.
1.2. Aims and objectives:
The aims of this research are to provide teachers with some activities and ways of effective classroom arrangement. In this research we also find out solutions to the difficult problems that teacher and students often face in organizing classroom to help the teaching and learning process become more effective.
1.3. Scope of the study:
Because of the reason of limited time, knowlegde and resource, we would like to place our focus on arrangement for activities in English book 7 to apply 4 skills:
Speaking
Listening
Reading
Writing
1.4. Research question:
How to arrange the classroom for communication activities in English book 7?
1.5. Hypothesis:
Today, English is spoken by most of the people all over the world. It bids fair to become an international language. And many people want to master this language as their mother tongue.
In addition, as you know, now learning English at Secondary school is very important. It not only help students to develop one certain language skill but also improve 4 skills: listening, speaking, reading, writing. However, in the learning process, not all students study well. Some may have cultural inhibitions about loosing face or they may simply be shy. It therefore a major responsibility for the teacher to increase a reasuring classroom environment in which students are prepared to take risks and experiment with the language. In this case, the best way for teacher is classroom management which helps the teacher easily to organize the class and to give students more chances to practise English.


1.6. Definition of terms:
This is a small research on arranging the classroom for teaching and learning English book 7. So we have to look for many books to get information and find out effective methods so that teachers can use them in teaching English. We also decide some kinds of arrangement base on communicate theory with a purpose of helping our friends and ourselves to have view of what CLT is.
Our subjectives