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    Touchstone 2 Ideas For Handling Pair Work and Group Work

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    DreamJustADream I
    This document provides tips for effective use of pair and group work in language learning classes. It discusses the benefits of pair and group work, such as ensuring all students get practice and keeping students engaged. It also provides suggestions for arranging students into pairs and groups, such as mixing proficiency levels, random assignment, and allowing student selection. Specific roles like leader and secretary are recommended to keep all students actively participating. The document stresses the importance of clear instructions, time limits, and teacher monitoring to help pairs and groups be productive.

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    Touchstone 2 Ideas For Handling Pair Work and Group Work

    Uploaded by

    DreamJustADream I
    74 views1 page
    This document provides tips for effective use of pair and group work in language learning classes. It discusses the benefits of pair and group work, such as ensuring all students get practice and keeping students engaged. It also provides suggestions for arranging students into pairs and groups, such as mixing proficiency levels, random assignment, and allowing student selection. Specific roles like leader and secretary are recommended to keep all students actively participating. The document stresses the importance of clear instructions, time limits, and teacher monitoring to help pairs and groups be productive.

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    This document provides tips for effective use of pair and group work in language learning classes. It discusses the benefits of pair and group work, such as ensuring all students get practice and keeping students engaged. It also provides suggestions for arranging students into pairs and groups, such as mixing proficiency levels, random assignment, and allowing student selection. Specific roles like leader and secretary are recommended to keep all students actively participating. The document stresses the importance of clear instructions, time limits, and teacher monitoring to help pairs and groups be productive.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    74 views1 page

    Touchstone 2 Ideas For Handling Pair Work and Group Work

    Uploaded by

    DreamJustADream I
    This document provides tips for effective use of pair and group work in language learning classes. It discusses the benefits of pair and group work, such as ensuring all students get practice and keeping students engaged. It also provides suggestions for arranging students into pairs and groups, such as mixing proficiency levels, random assignment, and allowing student selection. Specific roles like leader and secretary are recommended to keep all students actively participating. The document stresses the importance of clear instructions, time limits, and teacher monitoring to help pairs and groups be productive.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    Ideas for handling pair work and group work

    Pair work and group work are an integral part of most Tips for effective pair work and
    language-learning classes and provide many advantages
    to language learners, including:
    group work
    ■■ Model the task before having Ss do it. Many tasks fail
    ■■ They ensure that all Ss get many opportunities to
    because Ss do not completely understand what to do.
    practice the target language.
    State the instructions simply and clearly, and, when
    ■■ They provide variety in classroom activities, and so possible, have Ss come to the front of the class to
    keep Ss engaged. demonstrate the activity.
    ■■ They allow Ss of different language proficiency to ■■ Set time limits for tasks. Setting time limits ensures
    learn from one another. that Ss use their time effectively. Establish a signal to
    indicate time is up; for example, clap your hands.
    Arranging pairs and groups ■■ Assign specific roles to group members. These roles are
    leader and secretary. The leader makes sure that the
    One challenge is setting up the pairs or groups. Here are
    task is carried out correctly and ensures that group
    some suggestions:
    members speak English. The secretary writes down
    ■■ Pair or group Ss by different language proficiency the group’s answers and reports on what the group
    levels. Pairing stronger Ss with less proficient ones discussed. In addition, it is of critical importance that
    allows peer teaching to take place. Less proficient all Ss are doing something productive during group
    Ss often feel more comfortable asking questions of a work. There is a danger that when it is not a S’s turn to
    classmate rather than of the teacher. The stronger S is speak, he or she will lose interest. To avoid this, make
    challenged by having to explain the material. sure that each group activity has a focused task – so
    ■■ Pair or group Ss randomly. To form random groups, that when Ss are not speaking, they have to actively
    try any of the following: listen. For example, if Ss are discussing their favorite
    (1) Have Ss count off (e.g., from 1 to 4). All the “1s” foods, have Ss make a note of a food each person likes
    form a group, all the “2s,”and so on. or find someone who likes the same food. Make sure
    (2) Write numbers on slips of paper and mix them Ss report what they have heard.
    up. Ss draw slips and work with Ss with the ■■ Monitor pairs and groups as they work. Circulate and
    next number (e.g., S1 and S2, S3 and S4) or set of remind Ss to use English. Make note of problematic
    numbers (e.g., Ss 1 to 4 form a group, Ss 5 to 8, and language points to reteach later.
    so on).
    Pair work and group work are tried-and-true classroom
    (3) Have Ss form groups by what they are wearing, techniques. Trying out ideas such as the ones here and
    such as a particular color. sharing ideas with other teachers can lead to their
    ■■ Allow Ss to group themselves. The danger with this, effective use.
    however, is that friends will form pairs or groups and
    speak about personal things as opposed to doing the
    activity.
    Regardless of the arrangement you use, vary pair and
    group members often. This way Ss can interact with
    most of or all of their classmates, thereby building a class
    community.

    Introduction • xxix

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