WORKING WELL  IN GROUPS OR PAIR


Aim: To encourage group participation

Level: Multi-level

Time : 15 minutes

There is no one technique or strategy which could be considered the most effective method in developing the language proficiency of students in a large multi-level class.
My first task is usually to identify and assess the target group,that is, the students who will be the active participants in this activity. Based on their level, i group or pair them to encourage everyone to be involved actively in the class activity. I find it ideal to split the class into clusters of four each in case of students who i find have a fair degree of fluency and understanding, while in case of the weaker ones i prefer to pair them.
I have two sets of topics for the participants. One set of topics are meant for group discussants and another set of topics for the pair work. I either write those down on the white board or let student from each group to choose topic randomly from a set of cards. The respected groups start discussing their topic for fifteen minutes. I, as the teacher, act as a facilitator only. I move around from group to group, listening to the students, and sometimes providing them with the appropriate vocabulary or helping them with an idea they get staranded. i make some encouraging remarks to boast their confidence.
With the students doing pair work, i sit down with them and give them some lead to get the ball in motion. I compliment them loaud enaough for the others to hear just to encourage them. Then i withdraw myself into a corner and let peer pressure take over. That is the students encourage each other to continue the discussion.
While The students continue their discussion, i write down five words on the board. Once the students wrap up their discussion, i ask them to provide suitable manings to the words, and if they fail, i provide the meaning. Then i bring in a litele of grammar when i ask them what part of speech the word is. I explain to them that some words may have different functions depending on the sentence context. Therefore, a word may be used as an adjective, a noun or a verb according to the sentence context. I explain this further by giving examples. Once that is done, i ask them to make appropriate sentences of their own and then have them read out in class. I ask other students to correct any grammatical error or word formation in the sentences that are read out by a student.
I find it usefull to begin the class with starters/ appetisers to motivate the students and make them feel at ease.At the end of the class, either i tell a joke or let one of the students to tell one to end the class on a happy note.

Suggested topics: pw= pair work, gd= group discussion
1. Time and tide wait for none (pw/gd)
2. The value of time (pw)
3. Discipline (pw)
4. Why learning English is important? (pw/gd)
5. The Fourth world war will be fought with sticks and stones (pw/gd)
6. What is more important in life- Intellectual beauty or physical attraction?  
       (pw/gd)
7. Man is born free, but everywhere he is in chain (gd)
8. The combination of brain and beauty in a woman is danbgerous to society (gd)
9. Beauty lies in the eyes of the beholder (pw)
10. All beautiful things in the world are free (gd)
11. The system of dowry is a social curse (pw/gd)
12. The proper place for a woman is in the kitchen (pw/gd)
13. Man builds too meany walls but not enough bridges (gd)


Examples of Vocabulary build up : Find meaning ----> make sentence

arduous (adj)

blush (v)

callously (adv)

dreary (adj)

enthusiastic (adj)

fire- noun, verb, adj

spring- noun, verb, adjective

water- noun, verb, adjective

plant-noun, verb, adjective