Pair work

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Pair Work

Pair Work VS. Group Work

Mr. / Girgis

Pair work

Pair work is learners working together in pairs. One of the main motivations to encourage pair work in the English language classroom is to increase the opportunities for learners to use English in the class.

Example

The learners are answering comprehension questions in pairs after reading a text. This allows them to compare answers, and clarify problems together using English.

In the classroom

Teachers can evaluate the impact and effectiveness of pair work on their learners by using action research tools such as asking the learners how they feel about working like this or by actually participating in an activity in a pair and evaluating this experience afterwards.

Teacher can enable his learners to work individually, then jumps to enabling every 2 learners to work in pairs. Other paIrs work and practice till they form 5 groups of 5 learners each to create work groups, then the teacher can do the opposite to change from working in groups to working in pairs then individual work.

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1-Individual Work:

In individual type of student work, the benefits are that students work at their own pace, they are confident about what they know and what they need to send more time on, they can use their preferred learning styles and strategies.

The disadvantage is that students don't get the benefit of learning from peers as well as working with their peers. Individual type of student work is suitable when teacher wants students to do their final task or assignment.

2-Paired work

Paired work is suitable in inductive learning activities in which instead of explaining a given concept and following this explanation with examples, the teacher presents students with many examples showing how the concept is used.

The intent is for students to notice by way of the examples, how the concept works. As a conclusion to the activity, the teacher can ask the students to explain the rule as a final check that they understand the concept.

Kinds of pair work:

1-Open Teacher / student pair work.

2-Open Student / student pair work.

3-Closed pair work.

Advantages of using pair work

· Pair work gives everyone a chance to speak in non-threatening environment, i.e. with a fellow-student rather than in front of the teacher and the whole class. Students will learn from one another in a natural way that approximates more to the world outside and gets away from someone of the constraints of the classroom.

Pair-work activities are students-centered rather than teacher centered. Once an activity has been explained (and perhaps demonstrated), the students work independently of the teacher and at their own pace. This means the students really have an opportunity to see how well they can communicate in English.

· The language produced during pair work is generally more natural and authentic than in teacher-led sessions. It is also more personalized and, subsequently, more memorable for the students and, subsequently, more memorable for the students.

· Pair work activities encourage co-operation between students since, in order to complete a task successfully, they have to work together and help create a very positive learning atmosphere in class – one where they genuinely want to work with others. It also normally leads to students being less afraid of making mistakes.

In addition, most students grow in confidence as they discover that they can complete a task successfully without constant help from the teacher.

· Many pair work activities (especially of the ice-breaker type) lead to greater rationalization and students begin to express their own personalities in a more natural and less inhibited way. This again contributes to creating a better learning atmosphere in class plus a positive group feeling.

· Many pair work activities are a lot more fun to do than more traditional exercises. Students who enjoy what they are doing are more likely to learn than those who find the work boring.

Implementing Group Work in the Classroom | Centre for Teaching Excellence | University of Waterloo

3-Group Work

Group type of student work also have benefits and challenges. It involve benefits such as it provides more opportunity for practice, an increased variety of activities is possible and an increased student creativity.

The challenges may be that as with pair work, the groups must be carefully selected to ensure students can work productively; not all students are able to work to their full potential in this situation; assessment of student progress can be challenging.

By dividing the class into groups students get more opportunities to talk than in full class organization and each student can say something.

The teachers working with large classes should divide them into five groups which is the most effective organization for practising speaking. When learners work in pairs or groups, it is impossible for the teacher to listen and correct all the mistakes they make and this is not the purpose of the activity.

However, he/she can reduce the number of mistakes before the students start working by demonstrating the activity to the class first and by asking pairs or groups to perform in front of the class afterwards and discussing what they said and pointing out the most common mistakes.

Does working as a group actually help us learn? | Education | The Guardian

Kinds of Group Work

1-Open Teacher / Group work.

2-Open Work Group/ Work Group.

3-Closed Group work.

1-Groups into pairs

It is often a good idea to have students discuss a task and/or the language necessary for a task in groups before they move on to do the task in pairs. For example, with a role-play involving two people: to exemplify, teenage daughter/father having a row about coming home late.

The daughters’ get together in groups of four to talk about what they might say in this specific situation (the necessary general language having been already presented and practised in a controlled way), and the ‘fathers’ do the same.

The learners are then paired as father and daughter to do the role play. In this way the students feel more confident and already have a repertoire of possible things to say. This is a particularly useful technique in larger classes with a wide range of ability.

2-Pairs into groups

This is a very generative way of working, particularly in discussions, and in its extended form is know as ‘pyramiding’. The students are paired to discuss a problem and its solutions. The pairs are then paired into groups of four to come to a group solution.

The fours are then paired into groups of eight to perform the same task. This can end up as two halves of the class discussing their decisions. The strength of the activity comes from constant defending and having to compromise upon one’s earlier decisions.

Other advantages of pair work and small group work

Gives learners more speaking time
Changes the pace of the lesson
Takes the spotlight off you and puts it onto the children
Allows them to mix with everyone in the group
Gives them a sense of achievement when reaching a team goal
Teaches them how to lead and be led by someone other than the teacher.
Allows you to monitor, move around the class and really listen to the language they are producing.

set up pair and group work

Be sure to explain the procedure before splitting the class up.

Always demonstrate either yourself of with the help of a volunteer exactly what they have to do.

Ask them to tell you what they have to do before they do it (in their mother tongue if need be) to check their understanding.

Have fill in activities ready for the quick finishers – but be sure that they have completed the task correctly first and haven’t just finished early because they misunderstood what they had to do.

Activities of pair work

Roll the ball
This can be used to practice any language that requires a question/answer pattern. They can roll the ball to each other and have to say the appropriate sentence as they roll the ball. E.g. 'Hello.' 'Hello.' 'What’s your name?' etc. Remember the sentences they practice should be fairly short.

Information gap
Give each pair a picture. The pictures should be nearly the same with two or three elements missing from each picture. Without showing each other the pictures they should describe the missing objects. They will practice color prepositions of place, and adjectives such as big, small, etc. Then they can compare their pictures.

Telephone conversations
Sitting back to back they can practice telephone language or just simple exchanges that don’t have to be connected to the telephone itself. Sitting back to back should arouse their interest and help train them with listening skills. It’s a challenge, but a fun one!