Pair Work for Developing Speaking Skills Mariana de Carvalho
Pair work activities have got many benefits especially with young learners and this study analyses how the students responded to those activities
IS MUNI
This classroom activity effectively mirrors activities that learners might be involved in when using the language in the outside world – listening to a
Observing Pair-Work Task in an English Speaking Class
Jones (2007) justified that pairing depends on the kinds of activities or tasks given by the teacher and on the students' strengths and weaknesses. Pair-Work in
Adaptable Speaking Activities for Pairs and Groups
Discuss benefits of active speaking practice. • Explore how to manage effective pair and group work. • Examine three speaking activities that can be easily.
The Implementation of Pair Work to Improve Students English
English teacher plays very important role in the success of teaching and learning activity. They must have a good method to make teaching learning process in
The Impact of Pair Work on EFL Learners Motivation1 Sasan
The use of pair work activities has been advocated by communicative approaches to foreign language pedagogy for the past forty years. However there is very
EFFECTIVE PAIRWORK STRATEGIES TO ENHANCE SAUDI PRE
Pairwork and pairing strategies have been the focus of this study in regards with increasing language production in speaking activities for Saudi pre-
The Use of Pair Work to Reduce Speaking Anxiety in an EFL
how to pair work activity implemented in an EFL classroom helps teachers in reducing speaking anxiety and the role of pair- working activity in reducing
IMPLEMENTING PAIR-WORK ACTIVITIES USING FUNCTIONAL
This research aims to find out the solutions of the students' problem on speaking skill through implementing pair work activities.
Languaging and learning in independent EFL study compared to
Dec 8 2021 teachers to move their activities online
Activities for One-on-One Lessons and Pair work
In pairs students take turns to throw the dice and answer the question that corresponds to the number they got You can adapt the questions to how well the students already know each other Every so often erase one of the questions and write a new one This can also be played in groups
What is a pairwork activity?
A pairwork activity for students to practise quantifiers while they speak. Students work in pairs.The first partner gets page 1 and the second one gets page 2. One of them describes the picture while the other ch... Sts work in pairs to complete a form with Homer Simpson´s personal information.
What is pair work and why is it important?
Pair work is a much-loved, much-used teaching technique—and with good reason. It reduces teacher talk time, lets students working with a variety of classmates, gives you the freedom to monitor, and gets all students talking (not just the most outgoing!).
What is a pair work session?
Pair work is never an end in and of itself. It’s a practice time where all of the students get to be involved. Sometimes, especially if they’ve been working on a drama or play, it’ll be suitable to finish the session by having a few pairs come forward and demonstrate what they practiced in front of everyone.
How do you do pairwork - food - how much is it?
Divide students into pairs. Give student A a blue card and student B a red card. They have to ask how much the diffent food cost. If yo... Pairwork - Food - How much is it? This is a pairwork worksheet. Students have to ask how much the food in their menu costs. If you want to practice more, you can find mo...
Adaptable Speaking Activities for Pairs and GroupsIn this webinar, we'll explore pair and group speaking activities that will help your students talk comfortably and more fluently about different topics.Activities that will be demonstrated include:•picture activities, including a gallery walk and talk, and picture stations•An interviewing activity, which prompts students to ask partners questions, and then evolves into a group task in which pairs share what they learned about each other
Lynn W. ZimmermanLynn has almost 30 years of professional experience in education ranging from teaching English to being a teacher trainer in the United States and abroad. Currently, she works as a freelance curriculum developer for several language companies and as an online TEFL trainer for the Council on International Educational Exchange (CIEE). Lynn has served as a U.S. Department of State Fulbright Scholar in Poland, Belarus, and Moldova, as an English Language Fellow in Albania, and as an English Language Specialist in Chad and Uzbekistan. She has a master's degree in TESOL and a PhD in Curriculum and Teaching.
© 2020 by Lynn W. Zimmerman. Adaptable Speaking Activities for Pairs and Groups forthe American English Live Teacher Professional Development Series, sponsored by the U.S. Department of State with funding provided by the U.S. government and administered by FHI 360. This workislicensed under the Creative Commons Attribution 4.0 License, except where noted. To view a copy of the license, visit: http://creativecommons.org/licenses/by/4.0/Adaptable Speaking Activities for Pairs and Groups
What will we do today?•Discussbenefits of active speaking practice•Explorehow to manage effective pair and group work•Examinethree speaking activities that can be easily adapted for a variety of contexts•Gallery walk and talk•Tell me about yourself•Picture stations
Pair Work and Group Work•What is active speaking practice?•Why actively practice speaking? •What is effective pair and group work?•Managing pair and group work
What percentage of your class time is spent with students actively practicing speaking?Why actively practice speaking?•Improves flexibility•Strengthens skills•Increases endurance(Adapted from https://elttguide.com/6-principles-for-teaching-speaking-in-efl-classes/)
How can English teachers promote active speaking practice?•Provide ample opportunitiesfor speaking•Introduce relevanttopics•Use a mixtureof controlled and less-structured speaking activities•Create a communityof learners where all students communicate(Adapted from https://elttguide.com/6-principles-for-teaching-speaking-in-efl-classes/)
How do you use pair and group work in your classes?Effective Pair Work and Group WorkScenario: A teacher wanted his A1 (Beginner) students to create a poster about prepositions of place. These were the instructions:1.Get into groups of 4 or 5, or maybe 6.2.Draw pictures on your poster paper showing these prepositions: on, behind, in front of, beside, under. Don't use any other prepositions.3.Label each picture with the name of each preposition and write it in a sentence. 4.Then you'll present your poster to the class. 5.Is everything clear? Ok. Good. You may start now.
Was this a successful group project? Why? Why not?Before They StartBrainstorm the kind of language they may need to complete this activity before starting.Options:1.The teacher can elicit from the class and write on the board. 2.In groups of four or more, students brainstorm. Then they present 1-2 of their ideas to the class.
Effective Pair Work and Group Work•Get students' attention.•Give short, simple instructions.•Show instead of tell.•Concept check for understanding.•Monitor groups as they work.
Managing Pair Work and Group Work•Assign student roles•manager/leader•note taker/writer•reporter•Worried about noise? Use visual signals to encourage students to speak at appropriate level •Green = Good•Yellow = Warning! It's a little too noisy. •Red = Stop! It's too noisy! Adapted from https://americanenglish.state.gov/files/ae/resource_files/topic_2_-_creating_groups-part_1_final.pdf•time keeper•language checker•artist
What are some strategies you use to manage pair work and group work?Practical Activity: Gallery Walk and TalkSWBATdescribe a picture of their choosing to a partner and identify the picture that is described to them. •Skills: speaking; listening; identifying; describing•Level: any age; any level•Time: 15-20 minutes Example: Look at the picture. What would students need to be able to say to describe it? •colors•clothing•hair
Choose a picture to describe. Describe with minimal detail. Your listener has toguess which picture you are talking about.
Teacher Prepares Sets of Pictures•Choose 3-4themes; select 10-12pictures per theme•Choose age appropriate pictures of people and/or objects•Choose similar pictures so it's not immediately obvious which one is being describedSample themes•landscapes•individual people•groups of people•sports
Where can you get pictures for this and other picture-based activities?Ideas for Finding Pictures•Calendars•Magazines•Sales ads•Postcards•Tourism brochures
Gallery Walk and Talk: Teacher Pre-planning•How will you preview vocabulary? •Brainstorm•Word bank•Word game•How much scaffolding will the students need?•There is a ____ in my picture.•I see _____.•The woman has _____.
Gallery Walk and Talk: InstructionsStep 1: Students walk and individually select a picture to describe (3-5 minutes) •They do not tell which picture they chose.Step 2: Students talk in pairs•Teacher monitors Step 3: Share with class
Turn-Taking OptionsOption 1Option 2There is a woman in my picture.There is a man in my picture.There are two bald men. What else can you tell me about him? There is a man in my picture. He has on a blue shirt. He is slightly bald.
Gallery Walk and Talk in Large classes•Split the pairs•One person in each pair does the gallery walk and returns to their partner and describes their picture.•Then the partners do it. •Phased walk•Half of the pairs do the gallery walk and return to their desk and describe their picture to their partner.•While they are speaking the other half of the pairs do their walk.•Picture tables•No space to hang pictures? Set up a table and spread the pictures out on it.
Practical Activity: Tell Me About Yourself•What are we going to do today, Teacher?•Practice writing, speaking, and question asking and answering•You will askyour partner six questions and write down the answers. •You will also answersix questions about yourself.Intermediate high school students
Tell Me about Yourself: Language focusTopic: Future plansCommunication focus: talking about plansGrammar: review future simple, 1stand 2ndconditionals; ask questions with Wh-question wordsVocabulary: education/careersTeacher set up•Brainstorm vocabulary with students•Brainstorm sentence starters, such as I'd like to, I'd prefer, etc.•Model a Q/A using Wh-questions and 1stand 2ndconditionals
Q: A:Q: A:Q: A:What do you plan to do after you graduate?What will you study if you go to college? If you could choose any career, what would you choose?
If you could choose any career, what would you choose?Question 3:Answer:Let's hear from you, participants!
Q: A:Q: A:Q: A:Why would you choose this career?If you decide to pursue this career, how will you prepare for it?What will be the best part of having this career?
Q: A:Q: A:Q: A:What do you plan to do after you graduate?What will you study if you go to college? If you could choose any career, what would you like to be?Step 1: Individually•Students write three questions to ask a partner. •Leave space after each question to write the answer. Step 2: In Pairs•Partners ask one another their questions.Step 3: IndividuallyWrite the answers in the spaces. Tell Me about Yourself: Part One
Q: A:Q: A:Q: A:Why would you choose this career?If you decide to pursue this career, how will you prepare for it?What will be the best part of having this career?Step 1: Individually•Choose one answer.•Think of three questions about that answer.•Write these three questions on the other side of the paper. •Leave space after each question to write the answer. Step 2: In pairs•Ask their partner the questions.Step 3: Individually•Write the answers. Tell Me about Yourself: Part Two
Step 1: Two pairs of students •Each person tells something they learned about their partner. •Each person should ask at least one person in the other pair a question.Step 2: Class share•Ask a few people which question they were asked that they liked the best and why.Tell Me about Yourself: Part Three
Practical Activity: Picture StationsWhat do you need?•Sets of 10-12 pictures•Question cards•Tables/desks for stations•Groups of 4-5 students
Picture StationsGoal: SWBAT will be able to describe and reflect on pictures in various categories. Language Objective(s):reading; speaking; describing; reflecting Age/Level:6+ years old (old enough to read)Beginner and aboveTime:15-20 minutes
Choose a picture.
Step 1: Answer the following question first:Why did you choose this picture?Step 2: Choose three of the following questions to answer:1.What are three words that describe this picture?2.What are these people doing?3.When and where do they live? How do you know?4.What are these people thinking about? How do you know?5.What advice do you want to give them? Why?
Picture Stations: Set-up•Several sets of 10-12 age-appropriate pictures depending on how many students there are •Four students to a group is ideal•Space for the students to spread out their set of pictures•A set of question cards for each set of pictures
Picture Stations: InstructionsStep 1: Look at the pictures and choose one.Step 2: Each person talks about the picture they chose by answering several questions about it. •Everyone should answer: Why did you choose this picture? •Each person should choose three (or more) other questions to answer about their picture. Step 3: Teacher calls time and students move to the next station (no more than 3 moves). Step 4: At the end, the teacher will ask a few students to share their favorite picture and/or favorite questions.
Picture Stations: Options1.Everyone in the group can take turns answering the same questions. 2.Everyone takes turns drawing their own card, and answering their own questions.
Picture Stations for Large ClassroomsPass the folder, please. •Put each set of pictures into a separate folder. •After students finish the first set, they put the pictures and question cards back in the folder.•Rather than students moving, they pass their folder to the next group.
How could you assess these pair and group work activities?What About Pair and Group Work Assessment?Speaking•Informalbased on monitoring by teacher•Range of vocabulary and grammar used•Fluency when describing picture•PronunciationWriting•Formalbased on language focus•Range and accuracy of vocabulary used•Range and accuracy of grammar used•Sentence structure and complexity of questions and/or answers
Summing up: Today's Activities•Tell Me about Yourself (pairs; groups of 4)•10+ years/upper beginner or higher •Gallery Walk and Talk (pairs)•any age/any proficiency level•Picture Stations (groups of 3-5)•any age/beginner and higher
References•Ramadan, M. (2019, June 16). 6 principles for teaching speaking in EFL classes. English Language Teaching & Testing Guide. Retrieved from https://elttguide.com/6-principles-for-teaching-speaking-in-efl-classes/•AE. (n.d.) Getting students into pairs and groups for collaborative learning -Part 1. American English. Retrieved from https://americanenglish.state.gov/files/ae/resource_files/topic_2_-_creating_groups-part_1_final.pdfUnless otherwise noted, all images in this presentation are the author's own or are "no-attribution required" under the Pixabay simplified licenseor the Unsplash license.
Reflection Questions1.How do you create student pairs or groups for speaking activities?2.What challenges might you expect when conducting pair-or group-based speaking activities? How might you overcome these challenges?3.How might you adapt the activities shared to be successful in your classroom?
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