Qroup
and pair work
You will never be
able to give your students enough oral practice through whole class work. If
you divide your students into pairs for just five minutes, each student will
get more talking time during those five minutes than during the rest of the
lesson. From the learners’ point of view, then, some pair work in the course of
the lesson is absolutely essential. In general the lesson develops from
strictly controlled pair work, where each individual question and answer is
predictable, to less controlled pair work where individual students have a wide
range. This is the student-to-student phase. There is a development from
teacher-dominated to student-dominated activity.
According to Scrivener
there are five types of student grouping common in the classroom: - the class
working together with the teacher; - the whole class mixing together as
individuals; - small groups (three to eight people); - pairs; - individual
work. In any lesson a teacher may include work that involves a number of these
different arrangements. Varying grouping is one way of enabling a variety of
experiences for the learners.
Pair work and
group work give the students far more chances to speak English in the classroom.
Students participate in the lesson much more actively because they are involved
in talking to their friends exchanging opinions, practising new structures more
than listening to their teacher talking. So if a teacher has ten minutes left
during the lesson it is better to divide the class into groups and pairs and to
give the learners opportunity to really use the language to communicate with
each other.
If the topics
are adequate to the learners' interests and level such a lesson can be really
effective and give a lot of satisfaction both to the learner and the teacher.
We should always remember how important the ability to communicate is and
provide enough communicative practice while working with the whole class. That
is why oral practice in small groups and pairs is essential. Working in a group
children are more engaged not only intellectually but emotionally as well. They
have to think, contribute to the group, evaluate what other members of the
group say, share information, ask friends for clarification, and prepare a
presentation together.
BY teaching we will
learn,by learing we will teach.
Pair and Group work
Classroom management can
be:working with the whole class, group work, pair work and individual.
We want to present about pair
and group management.
If students sit in the same
seats for the entire year , they are likely to be paired with the same person.
Pair work is harder than
group work because there are going to be many more pairs of students than
groups of students. Be sure that everyone has a very clear understanding of
the material before beginning any activity.
Pair work is great for
practicing model dialogues, playing games conducting vocabulary checks, and
completing worksheets. Working in pairs gives individual students a lot of
speaking time. If working together, students will often have more confidence
than when completing exercises individually. If students are competing with
their partiners they will be more motivated. They can work in groups for role
plays, races, games such as board games or card games and discussions.
In our presentation we’ll
discuss working in groups give students the opportunity to create more
complex dialogues, explore relationship between characters, knowledge together
and have more learning environment.And there is a better chance for self
correction or peer correction and for a discussion on a wider range of thoughts
and opinions with larger group sizes. Pair and group work provide a medium to
develop the students’ experience of collaboration, mutual respect and support.
The participiant teachers
will be asked to work in pairs and groups using the activities. They’ll show and
discuss their teaching ability when they choose the classroom management
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