Group: THE MOON

PRESENTATION
1. Hoàng Thị Dung Phương
2. Nguyễn Thị Gấm
3. Dương Khánh Mai
4. Phan Thành Vinh
5. Trần Hoàng Thiệu My
4.10
Rivers (1983, P.78) shares the viewpoint.
“Cooperative learning implies full
participation of both teacher and
student and the interaction of student
with student. It implies participation in
planning and the opportunity to make
effective choices. It implies small- group
activity, large- group instruction,
interacting in pairs,..”
 PAIR WORK
GROUP WORK
OUTLINE
1. INTRODUCTION
2. PAIR WORK
2.1 DEFINITION OF PAIR WORK
2.2 KINDS OF PAIR WORK & HOW TO ORGANIZE PAIR WORK
2.3 TYPES OF ACTIVITIES SUITABLE FOR PAIR WORK
3. GROUP WORK
3.1 DEFINITION OF PAIR WORK
3.2 HOW TO PLAN GROUP WORK
3.3 TASKS SUITABLE FOR GROUP WORK
4. ADVANTAGES AND DISADVANTAGES OF PAIR WORK &GROUP
WORK
5 SUGGESTED SOLUTION
6. CONCLUSION
PAIR WORK
DEFINITION:
Brown (2000) defines:
“What we commonly call pair work is
simply group work in groups of two.”
PAIR WORK

KINDS OF PAIR WORK:

According to Byrne (1991, p.31)
Two Kinds:
- Fixed pairs (also called “closed” pairs)
- Flexible pairs
PAIR WORK

HOW TO CREATE PAIRS

Defined by Doff (1988):
- The teacher divides the whole class into
pairs ( two students each).
- Every student works with his/ her partner.
- All pairs work at the same time.
PAIR WORK
TYPES OF ACTIVITIES SUITABLE FOR PAIR
WORK
► practising dialogues with a partner
► simple question- and- answer exercises
► performing certain meaningful substitution “drill”
► quick (one minute or less) brainstorming activities
►checking written work with each other
► preparation for merging with a larger group
► any brief activity for which the logistics of assigning
groups, moving furniture and getting students into the
groups is too distracting
GROUP WORK
DEFINITION:
Handy (1976) defines a group as:
“a number of people who interact with one
another, who are physically aware of one
another, and who perceive themselves to be a
group.”
GROUP WORK
HOW TO PLAN GROUP WORK:
► Introduce the technique
► Justify the use of small groups for the technique
► Model the technique
► Give explicit detailed instructions
► Divide the class into groups
► Check for clarification
► Set the task in motion
GROUP WORK
TASKS SUITABLE FOR GROUP WORK:
► Games
► Role- play and simulations
► Drama
► Projects
► Interview
►Brainstorming
► Information gap
► Jigsaw
► Problem solving and decision making
► Opinion exchange
(Chapter 12- Interactive Language Teaching II: Sustaining Interaction Through
Group Work)
ADVANTAGES OF PAIR WORK
• Increase the amount of speaking time.
• Promote learner independence.
• Be quick and easy to organize.
DISADVANTAGES OF PAIR
WORK
• The teacher cannot monitor all groups at
once.
• The chances of misbehavior are greater.
• Some learners prefer to work alone.
ADVANTAGES OF GROUP
WORK
• Generate interactive language.
• Offer an embracing affective climate.
• Promote learner responsibility and autonomy.
• Be a step toward individualizing instruction.
DISADVANTAGES OF GROUP
WORK
• The teacher is no longer in control of the class.
• Students will use their native language.
• Students’ errors will be reinforced in a small
group.
• Learning style variations among students cause
some conflict.
 SUGGESTED SOLUTION
Teachers think that they cannot monitor all
groups at once.

meaningful

Interactive purposeful communication

real
SUGGESTED SOLUTION
The chances of misbehavior are greater

Select appropriate group techniques

SUGGESTED SOLUTION
Some learners prefer to work alone

LANGUAGE COMMUNICATING
SUGGESTED SOLUTION
Learning style variations among
students cause some conflict.

Assign roles

Self evaluations or peer evaluations

SUGGESTED SOLUTION
Students’ errors will be reinforced in
a small group.

interlanguage
L1 L2
CONCLUSION

Variety in a sequence.
REFERENCES
A
Byrne, D. (1991) Techniques for Classroom Interaction. New York:
Longman Group, UK Limited.
Brown, H. D. (2000) Teaching by Principles: an Interactive Approach to
Language Pedagogy. New Jersey: Prentice Hall
Doff, A. (1988) Teach English: A Training course for Teachers. Great
Britain: Bell & Bain Ltd., Glasgow.
Harmer, J. (2007). The practice of English language teaching (4th ed.).
Pearson Longman.
Pham, V. P. H. (2018, January). Mô hình chung về phương pháp và các
hoạt động giảng dạy ngoại ngữ tại các trung tâm ngoại ngữ lớn ở
Thành phố Hồ Chí Minh. Researchgate. Retrieved from
https://www.researchgate.net/publication/327835430_MO_HINH_CHU
NG_VE_PHUONG_PHAP_VA_CAC_HOAT_DONG_GIANG_DAY_N
GOAI_NGU_TAI_CAC_TRUNG_TAM_NGOAI_NGU_LON_O_TP_
HO_CHI_MINH.
Rivers, W. M. (1983) Communicating Naturally in a Second Language.
USA: Cambridge University Press.