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Pairing & grouping (pp)
This document discusses the benefits and organization of pair and group work in language learning. It notes that pair and group work allows for more language practice, fosters learner autonomy, and promotes student interaction. When organizing activities, teachers should provide clear instructions, monitor for fluency versus accuracy, and give feedback. The document also addresses potential disadvantages like students going off-task and provides suggestions for formation, such as pairing students of similar ability or randomly.
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Pairing & grouping (pp)
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- 5. Which penguin cansurvive , A or B ?
- 6. CONTENTS : -Why needpair and group work? -Advantages -Disadvantages -How to organize
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- 8. • more languagepracticed • learner autonomy fostered • student’s interaction promoted 2. ADVANTAGES
- 9. • more languagepracticed students feel more secure amount of speaking time increased
- 10. • learner autonomyfostered students work & interact independently
- 11. • student’s interactionpromoted share ideas & knowledge help each other cooperate with others
- 12. • going off-task •over using L1 • students’ resistance • noise or discipline problems 2. DISADVANTAGES & SUGGESTED POSSIBILITIES
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- 14. • friendship: friendswith friends students choose whom they like
- 15. students atthe same level •streaming: according to students’ ability mixture of weaker and stronger students Average + average Good + good
- 16. • chance: randomlyselected students sitting next or near to each other “wheels” scenario
- 17. Procedures : 4. HOWTO ORGANIZE PAIR & GROUPWORK? Demonstration -Object cards -Situation cards
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- 20. • Before: giving clearinstructions & adequate preparation • During: monitoring fluency versus accuracy • After: giving feedback errors and correction Procedures (Hammer 2007): 4. HOW TO ORGANIZE PAIR & GROUPWORK?
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- 25. 1. When shouldyou use individual ,pair or group work ? 2. Which of activities do you often do in your own class? + pattern practice + practising short dialogues + reading a text and answering questions + short writing exercises + discussions 3. Some ways of overcoming problems in pair work and group work ?
- 26. 1.When should you use individual,pair or group work ?
- 27. Individual Pair Group Benefitstheir own pace, and learning styles -chance to work and learn -interpersonal learning -opportunity for practice, -variety of activities -creativity Challenges don’t get the benefit Have to be matched up well must be carefully selected to ensure students can work productively When It Is Suitable final tasks/assignment Inductive learning activities activities, creativeness
- 28. 2. Which ofactivities do you often do in your own class? a. pattern practice b. practising short dialogues c. reading a text and answering questions d. short writing exercises e. discussions
- 29. a. Pattern practice •Oral practice in front of class first • Then in pairs
- 30. b. Practising shortdialogues • Little chance to make mistakes • Be done first in some pairs in front of class • Then work in pairs
- 31. c. Reading atext and answering questions • Discuss questions in pairs or groups • Then read the text OR • Read the text individually • Then ask and answer in pairs or groups
- 32. d. Short writingexercises • Sit in groups and decide what to write ( one is secretary ) • Correct each other’s mistakes • Teacher only has a few paper to mark at the end. • Use pair work to correct written work
- 33. e. Grammar exercises •Do orally in pairs • Then check answers with whole class, and students write the exercise for homework. more interesting and productive than doing alone , in silence.
- 34. 3. Some waysof overcoming problems in pair work and group work ?
- 35. Noise • “good” noise don’t worry • Use L1 in the right way • Ss are just disturbed by noises from next room
- 36. Students make mistakes •Giving enough preparation • Checking afterwards
- 37. Difficult to control •Give clear instructions (when to start, what to do, when to stop) • Give clearly defined tasks ( not too long task) • Set up a routine
- 38. • Doff, A.(1988). Teach English - A training course for teachers. Cambridge University Press. • Harmer, J. (2007). The Practice of English Language Teaching. Longman Press. • Jones, L. (2007). The Student-Centered Classroom. Cambridge University Press. • Ur, P. (2012). A Course in English Language Teaching. Cambridge University Press.