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Teacher talk and student talk
Teacher talk
To a l arge extent the bai ance befw,een TTT (teacher
tal krng ume) and STT
(srudent
ul krng ri met depends on t he npe of l esson and acuvi t i es i nvol l ed. and
on t he l evel ol t he srudeni s. i n t he cl assroom vou u-i l I usual l S' speak more *' hen:
r presDong.
ci anfung. checkrng. model l i ng ne\\' or rer-i sed l anguage:
e Sefunp up acti vi ues or g"l \.i ng rnstructrons and feedback:
o provi di ng
l anguage i nput: for exampl e. w' hen tei i rng a stor]-:
r establ i shl ng rapport bv charung: f or exampl e. aLrcrut what the students di d ar
t he u, eekend. what \ , ou are pl anni ng t o do i n t he er. enrng. et c.
\ \ ' hat are t he advant ages of t eacher t al k?
I The t cacher
(rvhet her
Engl i sh i s hi s. her f i rsr or second l ang. uage) i s a verr
val uabl e source oi l anguage used i n an aut hendc si ruari on. part i cul arl r rf t he
st udent s are st udrrng l n a count rf i n s' i ri ch
Engi i sh i s not t he f i rsr l ang. uage
That i s one reason f or rvrng t o avoi d usi ng t he srudent s' mot her t ongl ue i f
possi bl c.
(Hou' ever.
see Secti on 9: T-he monol i ngual an,l tl rc rnul ti l tn7ur- cLxs.' ,
L: ngruage i n t l re cl assroom i s genui nel v communt cat rve . \ ou can reac:
narural l v t o t he srudent s and t hcl ' u' i l l of t en pi ck up t he evervdav rvorci : and
expressi cl ns t hat \ -ou use,
2
' l cacher
t al k r s ncedcd f or good
cl assr oom manascmenr
-
t o
gi vc cl ear
l nsLr ucl l c) ns. t o t ci l t he st udcnt s t ' hat t o expcct . t t ' cal i on st udent s hl namc. ct c
' ] - hcr c
t s not ht ng ar t r hci al af r out a sr t uat r on t hat r nvoi l cs vou pr ar sl ng ; st udcnr
or askt ng at r ( ) t hcr l ( \ t r \ agal n
3 \ bu can pr ovi dc
auLhen[ r c l r st eni ng t cxt s i or vour sr udent s. l t i s not a] r vavs
ncccssl r v t o pl ar
r r cct r r di ng of - an aceount . an anecdot c or a
i okc
i f vr , u can
pr ovi dc t hc r cal r i r ng
4 \ i ru can of ' t en pri rvt dc
t hc best modcl f or ncrv l anguaqc. T' hc st udcnrs crn bi rt h
hear and see vou ci car l r , l t i s of t cn bct t cr f or vou I r r r n, . r dcl r he l anguag, : r han
usc a r ecor di ng.
' l hr s
r s par t i cul ar l v
t r uc u' hen t hc f ocus i s on pr onuncr at i on.
prt ' rvi drng vou arc crl nsl st ent .
5 \ t - r u can cxpl at n somel hi ng at r out t hc l anguage t har i s bcr ng l car ncd i n; hcl p[ ul
and r eassunng \ \ ' a\ . and chcck t hc st udcnt s' under st andi ng.
\ \ ' hat ar e t he di sadvant ages of t eacher t al k?
I The ai m ol most l angr uage cl asses i s usual l l ' t o get t he sr udcnt s usi ng t hc
l anguage. V' hen vou t al k t oo mucl r t hen t he chances are t he st udcnt s arcn' t
ber ng gi ven maxi mum oppor r unt t v t o t al k.
2 I t i s al so l i kel l ' t har vou u' on' t he l i st eni ng r o r he sr udenr s cl osel l ' enough.
t hi nki ng t oo much about r vhat vou' r c goi ng r o sav ne\ t .
3 I f vou t al k' f or ' t he sr udent s t hel ' u' i l l t hi nk I ' ou don' t appr eci at e t hcr r ef i t r r t s
and r vi l l becomc demot i vat ed.
4
' l -here
i s a danger. especi al l v at l ou' cr l cvel s, t hat t he l anguage
)' ou
use f t 1r
expl anat i on i s more di f f i cul t t o underst and t han t l re l anguage bei nc l carned
r 1 T' eacher talh arn ;mdtnt tulh
Rqmdb" og
-
Goor - - *^t . , i 4q5
,L
Hon' can you hel p t he srudent s underst and what
5' ou
sa1' ?
V' i t h expenence vou u' i l l aui omadcal h'
' grade'
r' our l anguage
-
adapr t he u' av vou
speak. \' our t' ocabul arv ani use of strucrures to the l evel of the students vou are
teachrng.
Thi nk about
1' our
speed of del i verl . especi al l l i f vou are provi di ng
a modei of rhe
t argel l ang: uage. Don' t gabt ' l e. but don' t al l ou' a cl ass t o get used t o an unnarural l i '
sl ow dei rven'
-
for exampi a sa)' l ng ./ anr i nstea d of I' n. or pronounci ng
cri as i En
rather rhan rvi rh the rveak forrn
i an,,.
i r ma1' hei p rhem i n the shorr run bur nor i n
the i ong run. as nari ve speal i ers ci on' t speak l i i i e that! Use pauses
more. i f
necessar!' . but keep the concracti ons and the narural l i nl :rng of words.
Trv ro choose vour l angruag: caref ul l r. Consi der
)' our
srudenrs' backgrounds. The
\\' orc adt,crusenrcn[\ at l east ur unung. u' i l ] be undersrood bv French srudenrs even
bei ore t i rel havc i earned i r. \ ot so brv
Japanese
st udenrs. Nei t her group. hou' el er.
mav undersund rhe abbreri adon a. / . Short u' ords are not necessari l l easi er
-
often the opposrte i s rrue.
(See
Cnapter 6 Sectron 2: I"ocabul nri ,.) There are rnan\
tnternati onal u' ords such as houL Cocrt-Col a. drsr thar nearl l ' al l students
underst and. These can be s grear hel p someomes u' hen pracri si ng a neu
suucrure: t hey' gi ve a comf orubi e f eel i ng of f ami i i ari t r' .
Ft nd out u' hat t ' our srudent -. nnd easl ' and di t ncul r ro underst and anr. i adapr vou:
i anguaee t O t hem. I f vou arc reacni ng a cl : rss of dt i crors. r' ou $' i l l soon drsco| cr
t hat t het r proi -essronal
knourcdge rvi i l conrri hut c consi derabl v l c' t hcrr
undcrst anci rng of cert ai n sl rr--. ral zcci ut rrds end phrases
l i nccessarl . srnrpl i i l
), our
i : . nguage . I i rrr c\ 3rf l pi c:
T: \ \ ' hat havc vou gor l br numhar sr r . i l r i c;
S:
( Si i c nc c '
T: Numbcr sr x. r r ' hat di d r ' . r u ur i r c. I l r i e ?'
S:
( Si l cncc)
T: Numi - . cr si x. Er i c?
Gi vc t f r e sr udent s t i mc t o dr i r t her vou ask t hcnr C) t t cn l i t c sr udent s dt '
under st and and need a bi t r ' ' : t i mc. I n somc cul r ur es i r i s nor mal t o al l or v a
not t ccabl c
Fause
bcf or c' a r . : sponsc. I i r ou ar e ncr , , ' ( ) us and concer ned not t ( r l ct
t hc pace of t he i esson f l ag. i i i s not al s' avs eas) ' t o r cmcnr ber r o hol d vour sel i back
I t mav bc hei pf ' ul at f i r st f br l r r u t o pl an t he l anquagc vou ar c gor ng r ( ) use i n r hc
ci assroom. \ \ ' i t h i ou' -l evel srudent s i t mav bcri ort h ri ' ri t i ng dos' n rhc exacru' orcl -.
Vou are goi ng t o use f or such t hi ng; as I nst ruct i ons. cxpl anat i cl n or' concepr'
checkrng quest i ons (see
rhc gi ossarl . ).
Hou' can vou avoi d unnecessar 5' and unhel pf ul TTTI
.
Chrrose l anguage t he srui t nu al rcadv kn()\ \ ' t ri gi r. e i nsrucuons and
cxpl anauon. The rr' ords and srruct urcs shoul d gcneral l v be beLnt , t he l evcl of ' t }c
l anguagc bei ng' r aught ' .
. Avoi d
j argon
such as
' con*-cpr
chccki ng' ,
' ci l ci ri ng'
and crt hcr
' reachcr
l anguage' .
. Don' t descr i bc vour
ever \ i nl cnt r on. I ndr cat i ng a ma
j ( r r
change of acr r vr q. i or
t he srudent s i s accept abi c. -4l l ni , ght . t t o, i . L' t t v' r(
Kout g
t o rcnt c a l eucr t oget l rcri s
f i ne: rt ' hereas
re vcai i ng al l
_vour
srrat egi es i sn' r
-
. \ ' rxr' / )ri eni ri g rc chech : , nur
I
contprehensl ori i s i ni ormauon the srudcnts don' t need to knorl . l t strunds i teur-r'
anri
peci anti c and t131' l vql rr)' som-' srudents
q' ho
don' t knori '
ri
hal vt-l u mcan'
rt oi d runni ng comment arl es on vour l esson. bot h t o voursel i and vt -rut -
srudents: I ri t;i tt' r et:phm l hat tery uel L di d /.; It' s di stractl ng and makcs vtl tt
seem more i nt erest ed i n
your' perf ormance
' t han
i n t he Sruci ent s
Don' t use t enu' or ci sr i ' hcr eone
u' i l l ci r ' \ cl umavf eel i t i smor cnt r i i t cl osar
/
znndtr i .i 1,ott' ,i nmd rcpeaung l hr:;. but Rcpcar
g' i th
an appropnate
gesturc. usl nF
a f ri endi y' rone of vorce. i s much
qurcker. more ef f i ct ent and i Ess conf ust ng l or
Sruci ent s. \ \ ' hen
presenung
neu' i anguage a ci ear cont cxt l S usual i v a much
bener wav of convevl ng meani ng than a i ong expl anatl on.
(Sec
Chapter i ,
Secnon l ' . Stnrctures:
l rdntntar
ani i l ttrtcutttts.' '
Don' t use worci s at al l *' here a gesrure. mrmc. an Lrb)cct or a pt f i ure can convc-\
rhe meani ng oui ckl v and unambrguousl ' , ' .
(Sec
Chapt er 6 Secuon l : i ' i rcabrl t ar-r' . l
I )on t repcar voursel f unl ess
I ' ou
have t (\
-
askl ng
quest )ons t \ \ -l ce can brc l i
nr r vous habi r . Don' t
pani c aI t he si l encc, \ \ ' al l : sr udent s mav need Umt ' t t '
nrcl cdss t hc Quesl rorr.
. l ) on' r aul omaug: r l i v r epeat or ' echc' ' s' hat t hc sr uci cnt s sa\ ' - as t n d- r r s cxchl ngt -
S I : $' i r at ' s Susan dor ng?
Sl : She' s havi ng i unci -r
T: \ l s. shc' s i uvr ng l unch.
l l - t hc t cachcr r cr r cel s St udcnt 3' s r cspr , l r sc t i r c oLhcr st udcnt s
r vi i l makc n, '
cj l l r r t t \ l undcr st ; r nd St udent I
-
t hcr ' l r r l at t unt i l t he t caci r cr l nl cr nr r l : t l
- l - hr s
deyel ucs St ucj cn'
r ' . .
1' f i l r r t s Jni ! ! ccr c; . r scs st udcnt / st udcnt l nt cr acl l ol l
l j chi r r nr : l t ) ar ca\ c\ 1- i - ] . sl or r ' : aj ( r \ \ ' n t nr ' [ r ; 1' ' t ' t r i - u l csst r n And
gr vcs
t hr - '
I m
f!
ru5 s t t' ttt t' r i' a i r lt c h c r
-
Li
( I nl I n I I c.i c i:r'
rask 1
ll
Al m
To net p r oent t h- dl f l er ent oegr ees of comDl ext t i I n l anguag.
Procedure
1 Rank t ne f ol l owr ng I nsl r uct t ons accor dr ng l o how easv t ney ar e t o unoer st and
wnai s ht ' name2
Cout o
you t et l me what ht s name t s2
Ht s nant e. Pl ease.
Ask f um whal nt s nanl e t s.
AsR' l l hat ' s
you! name"
2 COmpar e
your r ankt ng wr t h SOmeOne el se S I n t ne
Sr oup
and dt scuss wh\ , one
rnstructron i s more di fttcul t than the other.
rask 2
l.l
Ai m
To hel p srmpl i f y l anguage f or cl assroom use.
Procedure
Look at t he f ol l owrnB
quest l ons:
Wnat do vou thnk thts obJect' s cal l ed"
What mtl nt he be
getl |nl uP to?
I wonder if you can rementber where it was she was gorngi?
What ao
you i magne' s
gotng to happen nerl ?
b
Lhapur ] ,ManaFrnp
tfu ckrs
wnte
down si mprer ways
of sayi ng the same thi ng and compare your questrons
wi th
someone
el se' s.
Task 3
Al m
To si mpl i f v
l anguage
f or cl assr oom
use and t o r ecogni ze
t he val ue
of
gest ur e
and
mt me.
Procedure
1 Work wi t h
t wo ot hers i n your group.
One shoul d pret end
t o have al most no
Engl i sh.
l f
possi bl e.
r ecor d
t he exer cr se.
2 Tel l
t he pr of i ci ent
user of Engr r sh how
t o do somet hi ng,
eg change
a t yr e, make
an omet et t e.
3 Tel l t he
' el ement ar y'
speaker how
t o do t he same
t hi ng i n si mpr er
l anguage.
4 Compar e
t he l anguage
used f or bot h,
oossi bl y r ef er r i n!
t o t he r ecor dr n[ .
Comment
Tr y gi vi ng
t he r nst r uct r ons
wi t hout
us' ng your
hands.
Then
t hi nk
about how you
coul d
use gest ur e
and mt me
t o make
t he I nst r uct i ons
cl ear er .
rask 4
.l.l
AIm
To cr eat e
an awar eness
of how
ever voay l anguage
t hat r s easi l y
under st ood
by t he
pr of r cr ent
speake'
can De dr f f r cul t f or t he t ow- t evet
l ear ner .
Procedure
1 Get hoi o
oi a set o. l I nst r uct r ons
f or somet hr ng
r el at r vel y
sl mpl e l i ke
an ever yday
et ect r r cal
appl r ance
2 wr t h
anot her
member
of vour
Er oup.
dr scuss
t he r i ker y
di f f i cur t i es
t hat r ow- r evel
st u0ent s
ml ght have.
3 wr r t e
t he r nst r uct r ons
agar n, t r v- r ng t o er r mi nat e
t he di f f r cur t r es.
4 Compar e your
r esul t s
wt t h
of her s I n t he gr oup.
5 l f you
can. t r y out t he r nst r uct r ons
on an el ement ar y
st udent .
Comment
You
can go
t hr ough
t he same pr ocedur e
wi t h
t he I nst r uct r ons
I n
a t ext book
ar med
at hl gh- l evel
st udent s
Then l ook
at t he r nst r uct i ons
used i n
a book ar med
ai l ow-
l evel
st udent s'
Do vou t hi nk t he aut hor s
have r nanaged
t o gr ade
t he l anguagez
5 Eliciting,
srr"ing
instrucrions
and
setdng
up activities
Eliciting
El i ci t i ng
i s u' hen
t he t eacher
bri ngs
out srudenr
knor*l edge.
sug6; est i ons
and i deas.
\bu can do thi s-bi ' aski ng
questi oi rs
and bl ,encouragi ng
and gui di ng
cont ri but l ons'
81- el i ci t i ng
vou can use a l i nl e' t eacher
ul krng
dme' ro
i ncrease
' srudent
tal ki ng
ti me"
Frndi ng
out u' har
the srudents
al readv
knou,and
gernng
a
f eu' i deas
f rom
t he srudent s
t bout
a cont ext
or some vocabul an, rel ared
t o i t i s a
usef ul u' a1' of
serdng
up an act i ' i ry' . *' het her
i t be a rorepra1. . ,
gr-. ,
a ri st eni ng
t ask. t he i nrroduct i on
oi ' a neu. l anguage
st rucrure.
et c.
+
5 Elitittttg, giung rnstucltons and setttng uD acLriltues
What are the advantages of el i ci ti ns?
By el i ci ti ng you:
o gt the srudents i nvol ved and i nterested:
o bri ng rel evanr i nformati on to the front of thei r mi nds:
r i ncrease the amount thel .ul k:
o hel p them take responsi bi l i q' for thei r ou' n l earni ng. El i ci nng gi ves members of
a cl ass the necessar]' and mouvaung feei i ng of bei ng encouraged to rnvest part
of themsel t' es, gi t' e some of thei r opi ni ons and conrri bure some of thei r
knowl edge so that whar happens seems to depend partl )' on the sruci ents
themsel ves;
o gt cruci al i nformati on about u' hat the srudents al readl ' knou' and can use i n
rel auon to the l anguage you are focusi ng on. Thi s hel ps vou ro avoi d teachi ng
what t hei ' ai readv knog' and hel ps
Jrou
t o assess hou' f ar srudent s are
qi rh
vou as
you go through the l esson.
\4' trat are the di sadvantages?
o El i ci ri ng can take ti me and i f ti me i s short vou me\' \^?nt to tcl l rhe sruci enm and
qui ckl l '
check thel ' undersrand.
o l bu can' t el i ci t somethi ng the srudents don' r knou' i n the fi rst pi ace. \bu can
spend ages t rvi ng t o el i ci t l angruage u' hi ch i s l ust not rhere
-
t hi s l cads t o
f rusrradon on vour part and conf usi on and f eel i ngs of i nadequacv on rhe parr
of t he srudent s.
o There i s a danger t hat i f
1' ou
el i ci t rvhat vou' re l ookrng f or f rom onc srudenr vou
assumc
( per haps
mi st akenl r ' ) t har al l t he st udenr s i n t hc gr oun undcr si - and
So. el r ci t i ng i s qui t e
a di f f i cul t skr l l . I r necds pr ucl r cc
and cxpcr i encc i f i r r s nor t cr
be t i me- r vast i ng and embar r assi ng. Thc most i mpr . r t anr qual i ues vou need ar e t hc
abi l i r l ' t o r eal l t ' l i st en t o t hc st udcnt s and t hc abi l i t l r o r espond qur ck) r ' and
f l exi bl l ' . usi ng t he t echnr ques out l i ned ear l i er r n t hi s chapr er under r hese hcadr ngs:
eav cottl t2cl , ttse o.f gcsturc. usl tl g st.udents ttanres and attottton s?rca<l . For exampl e. i f
a number of srudcnt s are cal l i ng out at t hc same t rme vou necd t o bc abi c ro l Fncrre
u' hat vou don' t n' ant and pi ck up on t hc cont r i b' ut i ons vcr u ar c l ookr ng i o:
Techni qu es f or el i ci t i ng
Usual l v el i ci ung consi st s of gi vi ng cl ues and pr ompt s i n or der 1p gel r hc sr udent s
t o make an appr opr i at e cc' ' nt r i but i on. El i ci ung shoul d never be si mpl v guessr ng
r vhat ' s i n t he t eacher ' s headl
At hi ghcr l evel s el i ci ung mi ght consi st of somet hi ng l i ke: l l ' 7ur do t nu
knt t t : ' abour
tlrc lifc o-{ Gandhi? or Inah at this picurrc and fuscribc rhe nun a-s.fitll,- &\ \y,u ca/t.
At l ow' er l evel s. hos' ever. t he el i ci t i ng needs ro be more gui ded bl ' t he t eacher.
par t i cul ar l v
i i i t ser ves a speci f i c ai m, as i t u, oul d u' hen vou ar e bui l di ng up a
cont ext f or t he i nt roducuon of a nen' l anruage i t em. For exampl e:
AI m
To i nt r oduce and
pr act i se
t he st r uct ur e need +
- i ng
as i n t he r oaf needs mendr ng.
Cont ext
Di ana and Char t i e Rober t s ar e l ooki ng at a house t heywant t o buy. l t ' s i n a ver y
bad st at e at t he moment .
C
r : Marngtng Lnt cb;.ss
Vi sual s
A pt ct ur e of Dt ana ana cnar l t e. A
pi ct ur e of a di l api dar cd nouse.
lnsread of sar.rng ro the srudents Thts u Diana an! Ciuriie Roberu. The-"t are nezull'
marrted. Ti rct,ore l ooki ng at a i wuse.for sak. It' s nal i n good condi ttori . There' s a hok
n i ze roo.f ...
J.-ou
ml ghr approach the rask of bui l ci i ng up rhe context somel fi l ng
iike *us:
Teacher:
fughr Nou. do
1' ou
remember Di ana and Charl te? {s}tacttng
ptLrure/
Srudent s:
\ es.
Al bert o: \ es. l ast l esson. Thev marri ed.
(
G e s rur in g t m:-wr rls A lbert o
i
Teacher: Al arri ed? I s t hat ri ghr. Al bent -r? Thei ' g
"'
Al bert o: Got marri ed.
(Iaoki ng
ar Al berrci
Teacher: \ es. agarn.
Al berto: Thev got marri ed.
Teacher: Fi ne. v:i ren? Ten
!' ears
ago?
(Looktng
round thc
graup.
Sr udent s: No.
Bean' i ce: No. no.
' I
u' cr davs agt ' .
Teacher: FJcari cc?
Beat ri ce: Ncr.
-l \ r' o
davs ago.
Teacher: \ cs. rt ' herc are t l rel ' herc?' l si ur": : t t t g
pl Cl i l rt t
St udent s: A housc. An ol d housc. ThcV l ook at housc' ct c
Tcacher: \ ' es. I s i t t hei rs. Cat ri nai '
Car r i na: No. At ai ' be t hcr ' \ \ ' ant
t o buv i t '
(I noki ng rour\ I t l r grot t P;
Teacher : \ t s. Do
you
t hi nk t hat ' s a good i dca
-
t o bu' . ' t he hr r usc:
Sr udent s: No.
Teacher:
\ \ ' h1' nt l t , Tami ?
Tami : l t ' s ol d. No good.
Teacher:
' I cl ]
mc nl orc. an)' one.
St udent s: Di r n' . I r ' s ol d. The d6or ' s br r okcn. et c
, \ l ari as: Roof no good.
Teacher : \ es. . \ , t ar i as. t he r ooi " s no good. Jher c' s a. . . . . . . . t n t hc r cl of
Emi ko: Hol c.
Teacher: \ es. good.
\ ori ' l ook back at t hc ext ract and not e t he f t rl l os' t ng
pt ri nt s'
. The t eacher makes use of charact ers and i nf ormanon about t hem f rom a
pr evi ous l esson. t hus r educi ng u' hat has t o bc done r n t hi s l esson.
r The use of pi ct ur es l o pr ompt suggest j ons.
.
' f he
reachcr
prcks our t hc conrri but i on he or she i s l ool ung f or f rom a number
of r esponses.
. J-he uSc t ' rf srudenrs' names and gcsrure t o get conrri buuons f rom i ndi vi dual
srudcnt s and t he u' ord anvot t e u' hcn el i ci t i ng f rom t he vvhol e gr()up.
. B] ' usi ng a f i r sr - sound pr ompr ( i g, t c, el i ci t
5, oi )
t hc t eachcr hel ps t he sr udent s
.
rcmemLrer a
g, ord
t hcl ' knt ru' . l r gi ves an i mport ant cl ue t o wl rat t he t eachcr
I \\' ants.
: Ehanrtg,
glu:rrl!
:,li
L\lntclrons
anl'l setilttq
up acltLtrltcs
ri ght
resOonse
from the srudents.
Use thrs technrque
spari ngl v
anci onl l ' r' r' hen
],ou
are sure the
srudents
knou' the
ans*' er.
othenvi se
i t mi ght
sound
as rhcl ugh
)' ou
are mockrng
t hem
. * - r : - ^--*onc ! r. rd
(t hc
. Gi vrng
a senrence
n,i th a bl ank rn x- fi i l ed i n perhaps b1' hummtng
ffi e
\^"ol
hummec
$,ord havi ng
the same nufl l tl er
of s-vl i abi es
and tl ne same stress
panern
,
or b!' tne hrsi l ener
of a *' c' ro ai i o*' s
the srudents
to hear
*' here thc
word i s expect ed
I o come l f l 2 \ \ ' ht )rt senl ence
.
r l n thrs e-rchange
both i nci rvi oual
i anguage
l tems
;ttst
tnarri cd'
hol et
were el i ci ted
as wel l as rci eas and optnl ons
(l )o.ruri thtnh tl nt' s a
good i dea
-
to bu1'
r|v house?)
wi t hspeci f r cl anguagel l emsvoumi ght . i f necessar l . ' pr ovi decor r ect t onand
pronuncrai l on
pracuce.
but u' hen tne sruci enl s
l i fel oeas
and opl ntons
vou
probabi !
won-I correct
u' i rat the! sa)' stnce
i t' s l he
rtZcc rather than
the l attEng' :
that.s rmportant.
|J,storc
the l esson-
Ci eci de
u' here
l tou
are
gol ng to correct
and
q, here vou \ \ ' ant t o t ' ocus
on ehct ung
i ci eas
and suggesuons'
(See Chapt er
?:
Crtatng ieulOrtcn
n sruAtrus)
rask 1
ll.
Al m
To est abt r sh
f vhi ch t YPes of
Proce dure
oUes t l ons ar emos t s ul t ab| ef or el r c i t r ngt nf or mat t on
1 Choose
a
pr ct ur e wht ch coul d be t nt er pr et ed
r n dt f t er ent
ways'
2 Deooe
on vour
I nt er pr et al l on'
3 Wr r t e a l l s t o f { l v e o r s l X s a I l e n t t a c l s a b o u t t h e p | c t Ur e a S y o US e e l t .
4 wr r r e a numoer of
dr f l er ent
quest r ons whr cn mr gnl el r cr t t hose
l act s.
5 Wor k
wl t n a
panner and t r Y t O el t Cl "
vOur
l nt ef pr et at l On'
DTSCuSS
wht cf r
quest l onS
wer e
mosl ef { ect l ve
ano
wny'
rask 2
l.l
Ai m
To
gr ve
pr acr l ce t n askt ng
quest l ons t o ei r ct t
t n{ or mal t on'
Procedure
1
Wor k wi t h a
Panner .
2 Sel ect
a t opi c, f or exampl e
' schooi
davs"
3 I n t wo ml nut es.
ask vour
par t ner as manY
quest l ons as
possi bi e about
hi s or her
memor | es ' Your par t ner s hou| dans wer wi t hone. wor dans wer s $ner ev er
possl Dl e.
4 At t he end wnt e
down as man) ' { act s
as
you can r emember '
5 Rever se
r ol es and
go t hr ough
t he same
pr ocedur e'
6 Co mp a r e b o t h s e t s f o r c o mp | e t e n e s s a n d d t s c u s s e a c h o t h e r ' s q u e s t l o n
t echnt ques.
Task 3
Al m
To
pr act r se r el at i ng
t t l e st ' udent s
per sonal l i ' t o a
Procedure
A
1 Choose
an unl r kel y
t opi c
( l i ke
' f i l l r ng
I n hol es
t opi c
be{ or e el i cr t r ng
f act s
about
t t '
i n t he r oad' or ' t oot hPt c k
?
2 f r v t o gei
a gi or r p
of
. v' our
f ei i ov" i i , r
a s k i n g s u i t a b i e r l u e s t i o n s .
t c r el at e pe
r s or a! l y , t o
i ' r e t c r ni c by
P: ocedur e
B
1 As k t he gr oup
i o i l r i r i k up a i c pi c t he, v hav e no i r r t c , es t
r n.
, l Gc r t hem t c r el at e i o i t by as Lr i nEl i nt er es t i ng que
s t i ons .
Task o
-
"{_
A i nt
To c ' ; ; l i : a i e t h e e : f e c t i v e n e s s
o f e l i c i i i n g t e c h n i q u e s .
P r occ. d ur e
1 oLr s c r v e a t eac h: r or anot her
t r ai nee and mak e not es on s of r e o: al l of t he
f ol l owi ng:
-
Di d t h e t e a c h e i . u s e
a v a r i e l y , o f
t e c h n i q u e s ?
-
Dr d t h e s t u c i e n t s
u n c J e r s t a n d
t h e
q u e s t r c n s ?
*
Wer e t he gues i ; ons
c , l nc i s e?
-
Di d t h e t e i : c h e r u s e v i s u a l , : i u e s ?
- -
\ ^, r er e
al l t he st udeni s
oar t i ci pat i ng?
-
l l or v man) , t v er e
c ai l ed on i o c ont i . l but e?
( Yol r
l l - r ar , , l , ke t o aCd scnr e pc, i ni s
of v6, i , . ;
1 ov, , n. )
2 c o| r r pi l r e
\ ' / oLi
or s ei - v at i ons
\ ' , i t l - r
anot hc r r r ai r . r t e ar r c j . . c : i . \ , , , i i ' r t i e
, . ; ; r _i - , gp, , , s g
o[ ' s t ' r , ed.
Gi vi ng i nst r - uct i ons
I I . i i '
( t
l r . \ ' r ) r i
ni : r kc \ ' ( l I I 1- i '
c
t , - r r r _-
t i c, n s c i Tc c
r
i r . c ?
1: l i ' s / c l ! t ' uc t t i t c s t t t det l l s '
t r t i a, t t l i ( ) t t
r I l i k c s l r r c c ' c r \ t ' r c i s l i s i r . i i r r r i . , i r , , l , r - . hi l r g.
I ) . n' t
t i i . c
I l r l . l \ r j i St r t Ct
t l t e St UdCnt s' i t i i t t ni i i l n
l - r cl , - , r C \ . r t u l r cCr J t o.
L:.sc l i srrrr i ot' zi ' r i
( (
ett cl i :.e s
SLr pnor t i nst nr ct i r , . ns r i i r h vi sual cl ur ' s t i r e r r , : i ' cr t r osSi l ' ' l e : r e: l oi ' , j c- ' t s. i r i ci : 1r ' t '
qcst l l r e
anJ r r r i r l c
{ scr
Sect i on 1: Lj r of g, - st i t l ' c, c) ' c c( ) i i i dcl i ut , l l l i ; i r ) i t ' d, 1. Ji
casi er t o gi i ' c i nsi r uct i ons u' r i t t en on cer ( l s or pi eccs of papcr t hat i ' ou l t ai e
pr cpar ed. usn( ' ci ; , ' Jt
j f
t - r r u \ \ ' ani t hc st uci ci - r t s t o r i r ) di f i cr cni t l i i r - r gs
( as i n a
r oi c pl : r 1' ) or r i i t i s i nr t r . r t l nt t hal t hc s t udc nt s c - l on' t l i no\ \ ' t h' :
i t i s t r r i l l i , . \ l : : i ; t \
i i l 1( l
t hc i r par t nc r .
Dc nt ot t s ( t ' ut e
I f possi bl c, shou' t h. r t - r - 1
. . r ' hat
t o do
-
gi r e . i dcr - uonst r r t i t r n or an csanl pl c.
Fr equcnt l l ' . 5111r u' i ng \ \ ' h: t t t o do i s mor c cf f cct t r . e t han t el l i ng
r r ' het t o do. \ i ' u cl n
dcnr onst r at e a speai , i ng act i \ i t ] ' 1. ) ' I ' l avi ng Lr ot i - r
1. 3115 5' our sel f
( nt o" ' i n' * posi t i l r i t o
sl l e\ \ ' t hat vou t r e r \ \ ' o pcopl c) , bi ' ; r l al i ng
( . ) nc
par t i nd cl - - , oosi ng a st l ' oI t g si udcl l t
r o pl l r ' 1hc ot her par t . or bi ' aski ng nvr ) st r r ) ng st udcnt s t o dc' ' ( par t o0 t hc r ct 1' ' ' i t i .
r 6 f r - r , r r t cl f t [ r - cl l ss. \ r , ' i t h, . r ' r i t l cr t
q' r r r ] i
1r r cxar npl g t r n t i r e l r c. ar d i s, ' r f i cn usci ' ul .
Br eah t I t e i r t . >^ t r ^t t ci i ons d ct : . t t t
] f t hc r ct i l i t v r cqui r cs a scr i es o1- st " c; - ' s' c: r ch r cqui r i nq i nst r - uct i t ' ' l r s'
gi ' ' ' c
si i - r r i - ' l :
i l - i s t l - Lr c t i t . ns i i r s c gnt c nt s t nd c l r c c l . : ' . l nde r s t ui - r J i nc as \ ' ou
go
al ong. t - r i i l l e i ' t h: , i l
gi v i ng r r r r l l l j l l he i i t : , r . i ' i . ' . i i , ' r , s i t t , ' , i t t -
So. Ol ' \ - ( ) u Lr : i n gi i ' c c t - i l l ' s ( r nl c l i - i i l c
i nsi pl Cl i opS al t r l ai l , . , i i i i p: c l l - r i hct - t - r t , - ' r 1. , : Ci i r r i et j r - , Lr t bef ' , , r c nr pr - i r r g
t r l l ' Li ' i Jl J
l t c\ t sl e p. l ; or cxl r i t r pl c. r ' , ' i r e r t ; chl r r l l c t r f se- ut i i ' r S i l r l ' u; t ' i e ; t t unt i s r e Ql : l l - cd
i " - i , ' r c
a I - r r l c1- r 131' . i i i s l r ct t cr t o I i , , c t i - t c i t - t : ; t r uct i oi t s i r : t t j l t ' l t i - . r ' l ht : cl r l ngc l r l i i ' ; r ' 1. : , ' i t i l
" l l
1o : , s s i qn r ' ( . l c s l l l t ( i gi Vc l - u: t hr r i ns t r uc t i Lr ns l t hr i r r - r t ' , i ' hai t i l ' : r ' : t r e gr , i t : . : I ' r . l l l i : , . - i
s a r ' . [ : s 1 - r g g i l i ] l , ' , r i l i r t l l l \ - e r , n t Fl i c l l r - , . t i s c t i c s c ' l ' i n t - ' l r ' l - l c L ; ' ) l r ( . \ \ ' I ; i L '
j i r \ \ i i i ' ,
l l . i i ' , , ' ; '
l r t ' ct l l i , t i r - ' l l : t t i s: i ' ' . i r r
' ,
r . t i r l csst t r t
I . l l i i t .
f i ' n, q. 1 \ ' out
i t t . st r t t t t i ot t . s
Sr t r l ct i r l cs. i ps; t cl t t l
of gi l i r - r g
gar pl pl i - ' t g
i nst r l t ct i r . i ' i s
r . ! ' i . l t c
i 1 i 1' . r l t - cl r t . ! . , ' ' i l c, ' r l i l c
i pSt r r - t Ct i ( . ) nS r l , , 1' t Cr r l t C( - l - n cyci ' \ ' ( \ pC. \ ' a\ Lt
pl gi t t
gi . , C cl Ci i : ; i t t r - i ui t ' r l t i r i t i l l l - t ; - . l i
l c t i c r , L) r s ( ) nt c f . i r r d, r f s _\ ' n- i Lr ( ' I . l i r r r hi el t c as c i t i r : i c , hl l r ' ; ' , l r ' : ni t mbc r f i ' ' r s . t ' i ' t hi
Cs r . r ; / , , , r ' , I r o l i st e n f or u' hl i t hcv sh, r i r i d . i o:
Tcacl r er : Ri ght . l i st en t o vL\ Ll r nL: nr b, : r .
( ) t t c.
t ' , i o t hr cc. f - l r ur ' . l t i ' c
i i - s i / ; t ' t i r nt t i r cr s cl t ' c cr t / / ci / ' ) . t t f t c: 1' , i <1. Ll . i r i ' e. f t . t Ll r ' f i r ' e
( t t t
up i i l l l l r e onc s l 1' 1211, i s r r r ' '
" i j
i l t c t r i i i s l
( c t c t . I l , r ni c l t .
r '
n u mb e r l
I I oni ca:
' l - r i
o.
' f c: : r cher :
i i i ght . l - i st cn. Al l
' , hc
f out - s ar c g( r i ng I O
Be deci si t e
Usc a si gnal . l i ke t - l r c r l c, r ds 1?i . qi r l or f . i - sl ; r r . r r hi ch st u, j ei ; t s
s' i l l l ear n t o r . ^e r ' l t l i ; l t
as a c Ll c l br an i ns t r uc t i on. Al ak c s ur e i hc s r udc nl s l l nou' s ' het t
t o hc gi t l an
ae t i vi t \ I f ur cr : anr 1t l t . sav somci l t i i l - q l i ] <c- Ei ' cr - r ' t ' t nc. SI r i r r . '
*
t r cr haps
i r cci r i - r 1i '
r r i
j ' . ' i l
L' r r a t l or i ' nr i ' l r r - t l hand gcst ur c
( ) r
a cl l p r ' ' f i hc l i ands.
, ' \ 11 t hc t hr e cs . .
9
, . . -[ urv cl o
1' oLr
knoi v t hat t he i nsi rt rct i ons haye becl underst ood?
Aftcr
1' ou
gi ve i nstructi on s check that dl el ' understani i Lj rc:n
-
cspc' ci al l l '
compl i cat ed ones.
E-xarnpl es
I Bef i -, t ' e a rol e1; l a1' , af t er
5' ou
have assi grred rol es:
Tci t ci rer: Shop assi st ant s, hert i s up. ). . l t ru' . cLi st ol rcrs, l t at l ds up.
2 Be f ol c au i nf t r mat i on
gl p act i vi t ) ' i n u' hi ch t r ne sl udt t t t i n a pai r has
i nf-ormari on u' hi ci r thc oi l rer stucl e l l t i l rs to fi tl d err.tt:
Teacher:
Juan,
are
)rou
goi ng t o sl ' i ort ' Je ns
}' our
pi crure?
Juan:
No.
3 Bcf c-re a di ct ari on:
Teacher: Do
1' ou
q' ri te
afi er the fi rst readi ng or ati i cr dre secortd readi rrg?
St udent s: The second.
' f each
i l rc st ude t l rs exp' ' rcssi orl s
u i ri ch t e l l
1' ou
t he5' 61ot -t ' ' ul l ' l crst and and
encourage t hem i o use dl em:
E,x:rnl i rl es
Sor r 1, . Ll ot t ' t t t t t ci cr s! a nd.
C{l r i
-\'.)
I / .s..1-1, I l.l I i:ga ir ;. p ! c tt s e ?
\ \ ' hcn rl -rc act i vi t f i ' i as st art ed, nroni t or t o se c i f rhc sr' . rdcnt s rre f crl l ori ' i ng t he
i nst ruct i ons cor: ' ect . l 1' .
(Sec S ecri on 6: ' \ [ t nt i t or i r r g. )
Task 1
Ai m
To shor v hor v cl ear , si mpl e i nst r uct r ons occof f r pGni ed by' gest ur es ar e bot h easi l y
uni er sl ooC and l ear ned r api dl y by a cl ass'
Pracedure
1 i r , 1a! , . e r - r p a shor t di al ogue i n a f i ct i t i ous or unknown l anguage,
2 i r 4ake up some sr r npl e
pr act i ce i nst r uct i ons t o
go i vt t h t t : t he equi val ent s of
/ i si en, rel -)eat , everyhody, agai n and t vri t e'
3 Dr i i l i he di al ogue l i r r e by l i ne ( t l . r e
' st udent s' -
f el l or v t r ai nees
-
l i si en and
r epeai j and t hen di ct at e t he l i nes so t hose i n t he gr oup can wr i t e i t doi ' t n as
best i l r ey can.
4 Di scuss t he l esson
( i f possi bl e sonl e t i me l at er ) and see how f ar t he
i nst r uc' r i ons have been r emet nber ed.
Camment
I t i s
pi ' cbabl e
t hai t he i nst r uct i ons wi l l be r emember ed bet t er t han t he di al ogue.
The di scgssi on can t hen most usef ul l y f ocus on t he r eesons f or t hi s.
rask 2
#A
Ai m
a ^ ' a i , - ^ u r n + i ^ a i a I
r r r
Br vs r i , ou, us
r r r l oepi f l $ i nsl r uct i onst o a nr i ni t num anci
i . et
maki r t g t heni cl ear .
Procedure
1 Tak e a c our s ebook and c hoos e a
page whi c h has a t , ar i et ) ' of ei er c i s es on i t .
tc)
' v! 0r k
i l . r t h a
par t r r er . Di scuss whet her t he wr i t t en i ns- r r uct i oi r s ar e cl ear sl l C
suf f i ci ent f or t l r e st udent s t o under st and wi t hout - a t eacher . l f t l r ey ar e not , wr i t t l
cut a set of i nst r uct i ons.
Di scu: s i i l ese wf i t t en r nst r uct i ons and deci de whet her t hey ar e t he si - r me vr or ds
you woul d say i f you wer e
gi vi ng i nst r uct i ons t o a cl ass. t f t hey ar e not , wr i t e out
t he i nst i . ucr i ons
you woul C
gi ve and say how
you woul d check t hat t he st r i cj et r t s
u nd e r st ood.
4 Di scuss' , ^" h: r e
( J: ' t ' nonst r at i on
of t l r e i t t st t uct t ons nl i gl r t be r nor e appr opr i al t e
at l d
hoi v i t nr i ght be done.
Task 3
,ffi
Ai m
To devel op t he abi l i t y t o gr ade i nst r uct i ons t o t he l e' ; el of t he
gr oup, or Sani ze t henr ,
segment t f i em and check t he st udent s' cor l l pr el r ensi on.
Pr ocedur e
1 Look at
* , hes e
r ol e c ar ds f or a gui ded
S' fLl DEl i ' l l l
AT TIIE Gi l EEi .JGROCI]Ji ' S
You are t ha cust o] l l el -
Yori
v,' ,r' i . .) i :l cs ,i uPl ,-' s
e, cr:l t-rg.' rs
i xrt o g: . , i oes
a mel ot r r i t i i el ' '
i i -rct' th.i n I l
\ ' . - . , t ^ . , , -
Yo'..i Con i
2 Read t he f oi l oi n' i r - l g I r anscr i pt i on of how t he act i vi t y nr i $ht be set up \ \ ' l t n
pr of i ci ent speal <er s:
Wel ! , w' e' r e
goi ng t o
, Jo
t hi s r ol epl ay, see, and w' e
' (
i n t he
gr eenEr oCer ' s' Now
t her e' s a sl i ght
pr obl ent . The gr eengr ocer hasn' t
got al l t he f r ui t t he cust oi ; t er
\ +ant s and hasn' t
got any change. Not f or a f 7a nor c anj ' way' Now, t he
cusi on' t er ' s
got a
{
1O not e bui doesn' t
want t o spend nt or e I han f 4. OK? Look,
l ' l t
gi ve
out t hese car ds. I want you t o car r y out t hi s r ol epl ay i n
pai r s. Ri gl t i ?
Norv,
S, og
knavt who you are? Ri ght ? l ' , l ow,
you' l l see i f
you' re t he
gree' ngrocer
and a set of
pr i Ces and, i f you' r e t he cust omer ,
you' l l see a shoppi t ' t g l i st . I r " ant
j / ou t o st i ck t o uyhat ' s on t hose cards. At t ri Sht . Are you ready? O11. Get of i r"' ' rt f t rt
3 Under l i ne t he i nf or mat i on s t udent s need t o k now i n or der t o c ar r y out t he
act i vi t y.
Si mpl i f y t he vocabul ar y f cr an el er nent ar y cl ass and cut out any unr i ecessar y
l anguage.
Adcl i nsi i ' uct i or t s wher e i t vr oul d cl ar r f l ' wl l ai t he st ' " r der t t s l ^' or ' c t o do.
t ! umber t he i nst r uct i or t s and ar r ange t hei r i n l ogi cai or der .
r o l e pl ay :
l r -
s f'LrDF-t.l.f A
AT T]_{E GPJ-Ei ' JGRCCER S
)' c,u i r.e i he
l treengr
c,,-t-r
) ' our - pr i ces
appi es: 3Cp p. ' er i l i o
or i r ] l
l G"!
20p ea: h
Lr ai - i an: r s: 1 i C
1- , e:
r ; : Jo
graPeft-ui t l ' i t1-' ' -:;. :i l
pears
' ;i i 1,'
Pet
krl o
mel ot i . s i l . ' 30 each
Ycu have nc gi - al l es
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ii tl
6 \ t r r i e
dci l ' n hch' r r " f
' J
r ^, ' or : l d
check i l r ai t he st UOei r t s
have
uncer st ooc
t he
r ns t r uc t i ons .
7 i r ] ' i r r e
3si 1' " ' ; 1i ' oi ' r
3 { r o' ; ' : p, checki ng
unde. st anr Ji ng
at eacn
st ep, or . t : cmpar e
anc i j s c us s
i ' ou'
i ns t r uc i r c r r s , v l t h
a' ot her .
t r ai ; r ee.
()
o m me: t t
S: t r ' ' i l ; ; r i nst r uci i on- gi vi ng
can be done f or sr - r ch act i vi t i es
as r r r aki ng
nr odel s
f r . om
i - eg. , ,
c3e. at i ng
si mpl e
maci r i ner y, ( eg
i a; ; e r ecor ci cr s) .
gi ! , , ng
di r ect i ons,
et c. l t i s
cr f i i - n i r or t h
r ecor di r $
and t r ar : scr i bi ng
t he i nst r uct i ons
i s t ney v, , oul d
be gi ven
t o a)
a pr of r ci ent
speaker ,
and b) a r ci v" l ever
cr ass.
you
r ni ght f i nd you
need t o gi ve' er y
i i LI e c ont er t uar
i nf or mat i on
i n y our
i ns t r uc t i ons ,
but mak e
s ur e y our s t udenr s
l ' , no' , v
ai l t hey need
t o know.
Sct t i r r g
up act i vi t i cs
\ \ ' hat
ar c
r he di f f er ent
t 1. pes
of act i vi t i es?
C rt' o t t' t' c o r
-fi.e
c c o|tl | 7.t r t | | i c rt ti o t t
\ . ' h, : r c, r c: t
st - : i ' r 1- . l . , , Ll t e; l c- t i r - at i on
end nr a' be
i l t c nr af er i al _.
br i t t he - sl r r , Jc, / , sar e
f r - ee
t r ' ; i i - r i n
t l r e
const r ai nt s
t - r f t l r e si t unt i t r n
t o usc an5. l : l ngui r ge
t he' ha' c t o
ci ' i . l mt t r l i cl i c
i l l l d conr pl ct e
t he i ask sct . J' hest i act i r l i t i e- s
ar e
of t e, useci * . hcn
r he
l - t l ' cr r s i s o; r t Jr : r l cvgl opr nsnt
cf s; - . , g2l i i ng
r nd
g
r i f i ng
ski l l s.
i : i - . 1' , - S
t o
sct up i nt er act i r : e
act i r . i t i cs
l2-
I rai ri *ork
i s sorl et i me -s ref ' crred
t o as r?i / i . r c/ t rseci , Jepen. l i ng
. , t i
r' hct h. ^r i ust onc
pai r
i s spe: . i l : i ng. usul l l v ecross t he cl ass, t o provi i i e
. orn. sort r-rf model f t . -. , r t l re
ot hel ' s (cpcn)
or u' hcdrcr
t he t t ' ] rol e ci ass i s di vi dcd i nt o pai r*s ant l
g' orki ng
si mul t ancousi l ' (c/ osc, f
. Frequent l l ' a
ci osed prai r act i vi rl , i s precet i ed
Lri ' i smal l
amount of open pai r pracl i ce
t o get i t goi ng.
An' : t i i er t } ' pe of i nt cr acl i ve
act i vi i 5' i s
t he mi ngl c act i vi r r , i n u, hi ch al l t he si . r , l cni s
st : rnd r-t p and mL' )\ ' e around
t al ki ng i n rur-n t o i he ot l i er srudent s
-
so t l rat pi : i rs a11d
si nai l groups
0re bei r-i g conri nue. l i i ' f crrmcd
ancl re-l brnred.
\{,' i r1' are pai nvork
and groupwork
useful ?
Doi ng t hcse i nt er act i ve
act i r - i r i es:
o gi ves
t hc st udent s nt or e val uabl e
t al ki ng t i me. I t gi ves t hem mor e
gf
t he t i me
t hel ' r eqt r i r e
t o pl ' act i sc
t he l an- guage
i han i s possi bl e
g, hen you
ar c deal i ng
, , r . i t [
t he cl ass as a n hc, l r: ;
o ai l orvs
i
L\ u l o rl i i hdra. , r'
and moni t or i r-rt l i r. i rl ual p, gl f sl rrences;
. cncoui agcs
r r pFOr t
Lr ct $. t r n st udent s;
r
l t r oI i dcs
an opi ) . ) r t uni t ' ' '
f or f i c st uci cnt s 1s
g6r - 1- r per i r t e
r l j t h cnc anot h, : r : i nd
l c; r r n r o Lr . co; : ' l , t i nr l ci - r 11. j 3i t t
of t l t c t eacl r er :
G cl l abl cs [ he si ut i cnt s t t , i nvc: ; i nr uch n- ] r ) r e cr f i i r cnt scl t ' cs i n t ] r c l , : sson:
o gi vcs
an oppol ' t ul l i t v
i or sl i l ' or unconf i Cr nt snr dcnl s t r - , par t i ci p: t t c r i ' ] t cr i ' : i i . . >
l l t ci '
"r' ci ul d
bc t ' ct i t --crt t rL, out cc-. nt ri but i ng
i n f ront of rhc n-i i gl c
cl ass:
i
f
r ( ) \ ' i ( 1. - s r char : ! ' c i l r pl ce:
r l . l cl s' , ' ri i rt i -)'
[ r. r A ] cssr_rn.
S
rrc c i . l col rsi cl erat i . ns
f or p al rr' , ' cl rl :
an c gr. rrp*, ork
' J- i : r
u' l t t ' \ ' ( r u anf i r oach
I r l i r r l ur k
er r cl gr ( ) up\ \ ( ) r kcan
dcpenci on suci r { . l ct , _, r s as,
t l t c t -' rL. cl i ci t ce and, : xp-' , egt at i onS
t -i f t he St i -l dcnt s. t hci r l ci , c-1, i l nrl x, l ri : t l ri r i l -: ci , l i -c
i n i l l i t cr l - r t r l i n_*ual
c' r nr ul i i l i ngi r : r l gi . Oup.
I l i s i m! - ' ' t ' ' r l anl t c) t c; . t t ' : r - - r ber
t hat not ai l st udcnt s ar c used t o i nt cr aci j ' , , e r . : t r i i t i . s
i ; r cl ess. \ i ru ml v l ravc t o i nt rrrduce
f rai i -, , r. i . . rk
arrt l groupq, or. k
ar: t i r i t i cs graCr: ai \ , .
nl aki ng sut ' c t hc I asl : s ar c ci cr r l t ' dcf i ned.
ancl poi nt i ng
out t he r at i t r r al c anc
aJ| r nt agcs r r f
t he npgr ; 611611.
I n a nr onol i i r gu: r l gr oup
i t mer bt uscf l l t c; i l i scuss
t hc p' rvp1' rp5t ' of
sucl i acl i l i t i cs and t o set up t hc f l rst onr c, r t rvo i l -r t i rt nrc-: -i l -rcr
t onguc. I ri , r l urt l r. : r consi dcrat i ons
f or pai ru. ork
and qrol : p\ \ . ork
u. i t h a
rnt rnol i ngual grc' uP.
sce Sc-ct i on 9: Tht r' | t ot ; o/ i t t {rt t ' t l at t cl rl i e rni rl ri l i ; rgl r. u/ cl : i -r.
At l ou' cr l ' ; r ' cl s i asks nced t o be l i mi t cd. nr or e st r uct ur ed anC gencr al l v shor t er
t l i an at hi ghcr l c-r' cl s. l -l ou c' r' e r. al t hough l c, , r' er I cycl s ri ' i l l ne ed more co; rt rol l ed
pi - act i ce
t han advr l r ced
st udent s t hev r i ' i l l st i l l need oppor r uni t i es t o expr ess
t henl sr: l ves f t -cel r' ,
j ust
as acl vanced i evei s ri i l l neecl
some cont rol l erl nraci j ce-
\ 1-hcn do vcu Co p: ri nl ork
and groupn. oi -k?
r $
i +
The st a-ge ar ri ' hi ch pai ni ' t t rk
at t d group*' ork
t akes pl acc dcpcnds on rhe part i cLrl ar
i cssr-i n.
Jj xampl e 1
-I }t e
f ocus i s on t -l i e t eacher as he or she i nt roduces a t opi c or l anguage area.
Thc t eacher el i ci t s f rom t he
q' hol e
cl ass and
rl en
t i rev cl o some. . p. i i ri on
praci i c' : t ogel her, f ol l on' ed by' some
' opcn' pai ru' ork.
I -at er t he st udent s are
di vi . l ei i nt o pai r s
or gr oups f or some gui ded pr aci i ce.
l i xarnpl e 2
' l -hc
l esson si art s u' i t h t hc st l l dcnt s i i -r pai rs or snt al l groui _rs
brai nst t -i rrl i ng
a
t opi c, anal . r' si ng sont c l anguage or doi ng a p-robl cnt -sol i ' i ng
act i yi t y
bct bre t Sey
come t oget her t o pool t hci r i dc-as.
-l -he
t eacher pi cks
out sont e i t enrs of l anguage
i l i e st udent s have been havi ng probl cms
n' i t h ancl condr-rcrs a cont rol l ed acri vi t v
(l i st en
ari d repcat ) i i ' i rh rl -i e *' hol e group f br a f e*' nri nui e
s.
Pl anni ng t he act i vi t y
, \ l ake sure t har:
r You ] t avc a cl er l r i dea of t he
pLl r posc
oi r hc acr i vi t 5' anul hou, i t f i r s i n r i - i t h t he r esr
of i l i c l csson. \ bu rnrl ' al so u. ant t o mt i ke t l i c purprrsc-
cl car t t -r l -i rc st ucl cnrs.
csl r eci al l f i f t hi s n' pe of act i i ' i t 1- i s nc\ , \ ' t o t henr ( scc
al st r
( - hnpt cr
- 5 Secr i on 6:
I t,i r t : c r tl n, c lo p t t t e t il rt t t d.ir /rcfi
'
sAiiis)
;
r l i rc act i vi t v l ends i t scl i casi l r-t , -r pei r\ \ . ork
or gror-rFri . or. k;
I t he scai i ng can bc c, r gani zed t o nr akc t hc i r ct i i ' i t v possi bl e ( sce
al so Scct i r r n 2:
Cl',:s.. rir,rll; a r ran g e t t t e n t)
;
. t hc t j t -rl c t hc st uci ent s spc' nd . 1oi ng t hc acri vi rl '
j ust i f i es
t l rc ri nrc
yoLr
nc. cei t . set i t
Ll pr. Cf t el t group\ \ ' ork
t akcs i . t l r, . t . l g ri nre t o set uj -r. l -rrl i l -t r. i -rrk
i s usual l i , n. t ore
sui i : r bl e f or shor t act i vi t i cs;
y al l t l rc si udent s are cl ccupi cd f or rnost of t he ri nre, i c Ll rri t somt : arc not havi nr: ro
s' ai r unt i l anoi he r pai r or gr oup
has f i ni shed;
r \ r ' hcr di f f cr ent pai r s
or gr oups
have t j i f Jcr cnl r i r sks i h, : sc r asks u' r l l ci t he r - t ake
ap1-i ruxi nt at ei l
t hc same t i nt e t o crl mi )l ct e or nl ()l -c cepi bl e gr()ups
are gi ven t he
l ongr r r asks;
r voU hi i vc enough
m: rt eri al s f or each group
or pai r;
e voU. l eci de hot t ' r' , , ' , u \ \ ' ent t hc pri i rs i rr gr6ui -rs
t t t Lrc ct -l pst i t ut ed (scc
bel og. );
o vou dcci dc' . , r-hct hcr
I chai r p' rgysori
or secret ar)' i s neci j cd 1br erch group;
.
] , ou
t l : i nk caref ui l l ' ahrout
vour i nsi rue t i ons.
or gani zi ng t he cl ass: put t i nq
t he st ucl e. t s i nt o pai r s/ gr oups
\ ' ' l u $' i l i necd t o pl l n
hori
l ' ou
* i l l organi ze t he srude' : rt s apd pcri raps
i n, l i cat e t hi s
oi r
)' our
l esson pl an. \ bLr nced ro deci cl e u' hct j -l cr
)' ou
\ \ ' i l nr dre groups
t o be
randonl ,
' st r' -' at l l ed'
accrl rdi rt g t o l evel , or a mi xrurc of u, cak und rt t ong, t al kat i ye
and qui et .
\ \ ' i i l t hev be grouped
accordi ng
t o net i onal i t l ' ,
scx c' r ager Do , , ou rr. rnt
f ri ends ro r' "' ork t oget her
or arc t hcre some srudent s \ , ou \ \ : r1nt t o kecp apai t ? Do
)' ou
\\' ant to l tt the sruCeni s choosr-' ri hc,r to ri ' ork x' i th!, Dcl
1' ci u
g,al t
tl rem ro ri ' ork
i n t he sarne groups
ever)' da1' or i n di f f erent
qroups
eacl -r t i nre?
II u r t d o nt
p
u it" it tg o r g1-
ou.p t' I tg
Conrmon rechi ri ques
f or doi ng t hj s l re :
o s n i n r r i ' i - i t t t r i J f h e c l ! s , , : t n r J s i u i n c r n , r r . h c t r r , l , , - r , r n r r n r h r , r - l
I ? . 4 i , 1 I I 4
o asi i i ng i l t e st udent s t , . -r l i ne ui r i n r)rcl cr of rhe i ni t i l l of t l rci r f i rst l i at t rc oI -gt l cr)i l d
name) t , i rt hda5' or hci ght an. l t i . rcrr di vi t l i ng i nt o
rJrc
i ' ] i rpropri at e si z-cel
grr)Lrp: ,
. hayi ng as man)r l ong
; ' ri eces
l rf st ri rl g i n t hc i i ari d as dt e t e ar. - 1p l re pai rs.
Srudenrs take an eud rnd hn.l the i r
l rrrtre
r i ,t the other cnd of tl ' re pi ccc e,f sur ng;
r bi i ndf oi di ng as manv peopl c as t here are groups t i ' ho t hen i n t urn t ci t ch t i rc
peopl e t hat are t o bc i : i t he i r gr, rup (popul ar *' i t h chi l dren)
'
o gi vi ng our t o each st r. r. -1ent at rendorn a card s' i t h a \ \ ' orcl on i t .
' I ' ht
st t t t l ct rt s
har. e ro rni pgl e ari d f i n, . l rhe i r prl rt l i cr. I ror cxampl e
-
s. l / / \ \ ' ot t l t l l i r-rt l 1. , . ' i , 1r, , r' . . l 1sl t
ri ' oul i l fi nd ci ti p-1 Rt)ni to u' oul d fi nd
-/l ri i cr,
ctc. If
)' ou
\\ ant to l i rt' rn gI' t)u ps
)
ou
canpLl t r i ' ct r cl sont he<, t - t et ( r pi cont hecar ds- c, gl r ct . f
cl t ) gl t l , r oa. l , i . ( l r \ \ ' [ i Ll l dsi t
t ogct hcr and ul t pi e, bJt t t l t t t t , pc' , l r\ \ ' oul d f orm a grol l p. ' l b nl akc t hi s act i r i 11'
more di f f i cul t
), ou
can at t ach t i re *' ords on t hc st url e nt s' backs so t hcv have t o
f i nd out ri ' hat t l -rci r ri ' ord i s b1' aski ng onc. ' rt ' sf ri o quest j on of eacl -r of t i rc ot i l cr
snrdent s bcf ore
goi ng on t o f i nd t hr. i r pl rt ncr. I n t hi s u ar' \ ' ou l l rc usi t t g ot rc
[ ' pe
of i nt cract i ve acri r-i rr' (a rni ngl e act i vi t l ' ) t o sei up pai rs or grt , r. : ] ' rs f or
anorher i nt eract i vc acri vi t l ' . l -hi s i s a rat l l er t j me-consurni t i g
u' a1' ' , f
Fai ri rrg
t l r
gr oupi ng r he st ucl cnr s. i r i l kc sut ' c \ . ou al l ou' cnough t i me t or i t at r . i t hl t . i i '
pi rssi bl e. i t l i nks i n (pcrhri p. s Lr' , ' t rrp' , i s r)r t hcnre) ri ' i t h t he t ol l on' i ng acri vi t t ' .
\ ot t cl t <t ose t l t c gr ot t Pi t i g
\ bu can do t l ' ri s:
o bf i r i di cat i ngbvgest ur cancl
ur l i r t l i cr i ' or ds Gci i t t t op, r i r st hat Lhe st r - i dcr t t sp. r r l
ugr *' i t h t hc pcrsi -rn ncx1. t o t i rcnr
(scc al so Sect : on 1: [ . i ' c of t : 1, c cot t l t t Cl , ! c' . \ I ri
l d
art , i t hc t ' oi cc);
r b1' si r: r1-, 11' saVi ne Pct rt , , -11i , l t , t t t l , t t t rt t l Gt ' t t rg-/ Ji i l i c-i t rt t l oi L' orl i l r, . gt rl / i ct
(ri ' crr' / l dI i .
o Lr ! ' l l l r r cut i r r g nunr ber s or l et l r r s us 0bovc. but t o par ucul ar st udct l t s. i ' l . l l ht r t l l l i n
at ri l nLl L)ul . ] t i s a grrr-. d i de: i t rr i r: rve- a l i st cl rari ' n up bcf orehar-rd rl l at \ ' ()u ci i Jl
re 1cr t r-r;
r bv gi vi ng out c-errl s as l L' , ui ' c i -rut t o
I r?. r-t i cul rr
pcol -rl c, uccordi ng t o s l i st vt : Lt
havc cl i l s n up.
I n l ar ce cl asscs
you
can i i ui cl : Ji Ji r i Jc t hc cl ; ss i nt o t hr cc or f u' ul - l r l r ge gr or ' t ; ' s r t i l t i
t hcn do t he grout r-ri ng acri l j t i rrs
ri i t l ' i cards. \ bu l ' ravc' t hrcc or f ot rr i dcrrt i crl l
J' ' : . i . f : s
uf car . i s ar t J r l t c gr oui - ' i i : { l r kl -
| l . i t ' e
r i i t l i i n t i t c l i r r gc gr ouPS.
\ bu I et t l t e si l t darl l s c/ i oosu : : ; l t o t o t t orl i
' ' at ' t l t
Thi si susut l l yagot ' , , ; 1 i dcni f \ ' oi r
\ \ ' l ni t l ' i cst udcnt sl o* ' or konal ot t ger l cLi vi t r
l r
pr oj cct ) cspeci el l i ' i f i t i r l . , l vcs t i r cr n co- oL) cr et i ng out si dc cl ass hour s.
I r or l i t nger act i vi t i e s such as l l , r l cpl uv or r l i scr r ssi on
) ' ou
ma) ' \ \ ' at t t I o gr oul - ) nt i cc.
I l ()r CxamL' \ l e, i rr a cl ass of nvr' nt )' \ ' i )u
, , \ ' rt nt
t cl l ravc f our gri rups t l f f i r' c St t l dcl l t s
each
1: l af
i ng a part i n a rol cpl al ' . ' i -i re si t uat i oi -t i s rhat parent s of a t ccnl gcr con' i c
home a day' ear l 1' f r onr hoi i dal ' t o f i nd a par r ) ' i n t hei r house . A ne i ghbot t r hr t s
cal l cd t he pol i ct -- becausc of rhe n, ri s, --.
-f hc
characl ers are t he / cr' r, c?gcr, rt t t )t l t t r,
f arl i er,
pol i ce of i c' cr, rt t i ghl ' , ot rr. l n t hc
Pre I l srat i ol l
st agc \ ou c3n rrl l ocat e rol cs at t d
put r he f our st uJcnr s pl l f i ug t l : c sr nr c
par t t ogc- t hcr t o pr cpar c dt ci r pl r t
-
i c r l l l
t he mt - r t l r cr s t ogct her , t hc t r ci ghbl r ul s t r r ge t her ) et c
( l r vc gr oups of t or " r r st ' l det - i t : . ) .
Af i cr l i t e5' have l r l d t i nc l e poul i , l cas.
go i o r ' aci l gr oup and al l ocat e nui i l b' : i r
i ,
2r3r1: , nd sa5' . . l . l l rha i , i : cs i l t / i i -s rrri ' i i rr; al I i l u: t , l ' i rs i l t l t cl cornr: r-, r. rt c. l rr ri t i s i ' , ' i y
cach gr6u1-. s] 1crul rl het ' e l l ci ' , r-rrg' l ct e sct of chi t r: t ct crs (i bur grol l ps of -f i r c st r-rrj e t t t s)
anci i hc r ol cpl el ' s ci ut go aht r i d.
t :
- ' . 1 f , ; r ; . 7, ' 11; , '
i / r i , ^l r _r . r
S. r l l ct i t l l cs
t l l cr c
ar c
ul l c' cn
i r uml l e
r s or t hc
FCr son \ . ou had pl anncci
t ( - , t l : ke
a f
: r r r i cur r l r
l or c
i s ar r scnt '
\ bu. r , 3r ' .
t c, bequi t cl i . - t i L. r .
and
Lr e pr t pr r ed
t o c] 13p* .
\ ' ( , ur
i r l i . r ns
xr r i r ncs.
I n a qui ck
pai nr , or k
, . i i , l ; i i l \ . ( r u
can pl aV
onc hal f
of or r e
of t he
pai rs.
arrrr, -, ugh
cJoi ng
t i rrs pr. cr. , r; -
, ; ; ' i ; ; ; r. , , , r"", , ". i ng
t hc. , , r_, . .
rrr, renrs,
of
coursc.
\ i rr. l c3n
of t cn
nrake
one group
of t hrcc
i nst ead
of a pai r,
esprcci sl l y
i prl -ra
act i ' i t f
i n' ol ' es
pot i l i ng
i dcas
or co' r par i ng
ans\ \ ' cr s.
I n a r or cpr a) , one
gr or r p
can
mukc
c, o *' i r hout
o' e , . f t hc char act cr s
o; i i ; r ; r e
r r c
one
or n\ . o
; r pr . " , i r eopl e
i ]:H;::,1l i l l T:i c,.rct
al u,t' -,.s.,J*",' n.,,.'
ro rce d rrack
on
ho* rr,*.
Or - qar r i zi ng
an i nl or r nat i on
gal r
i i ct i vi t l ,
of l cn
i n cot l t nl Ll ni cat i ' cacd' i t i cs
t hcr c
i s an i . f or nr at i o,
gap
*. hi ch
has t o be
i - ' r i cl ecd'
onc
sr r r dcnt
I l as i nf or mat i . r
i l r at t hc. t he
r sr u. Je
' t l as
t o f i nt r
out .
I t i s
usui r i l ' r ' i r n1- 311311
t hat
cach
st ude. t . l n. ,
n*
r . l e t r r e
nr i i t cr i ar of
t r r ci r pur t ncr
so
t ' ot t
hr ' c
t cr t r r gani zc
t he cl ass
so t hat pr i r s
cr n. r l , , . r - , r r , - , i r e
cacr r
or hcr .
r i r t l - r
r hc
mr t cr nl
t hcr . ar c
usi ng
l r r t r i ecn
t hcnr .
f _f r .
nr r i . . i a, l ( pcr hap- r s
a pi ct ur c,
a char t ,
a
- \ hr ) r t
t c\ t '
ct c)
i s of t e' i
i n a t e xr bool : .
I f r ou . ; ; ; ;
r hc
nr r r r cr i ar
i i i s sonr ct i mcs
bcst
sRt ck
t r r l t t ' r
st i f f cer t l . r
conccal cd
i n a f , ' 1. : i cr .
r u r , , . g.
cl asscs.
. ai r s si t t i r g
opposi t c
cacl l
t r t hcr
nr r l t
l i ' r t r k
at t he f aci t q
r i ' r l l
* hcr c
t hc l r l l r cr i , r
nr a'
hc hr . qi ng
or l r t ' l . cl l d or
" ' r r Lt
ci t t t l J
usc
t l t c r i dc. ( r r
i t h r hc
Sr r [ r r t J
r t r r - r - r cr ]
doi r . n)
as t r r c sai l r cc
' ' r r ' i r r f
' r ' r r r i t i r r r l
t o t r c col r r e' ct l
t . r hc r r L' d. , i t s, r ; , , . ,
, i r ci r
backs
t o i t .
, \ l anagi ng
al l i nt cr act i ve
act i r , i t v
r l l r kc
st l r c \ ' ( ) t l gi r c
r cr - t ' cl car
i nst r ucl i ons
i f t r r c. i r r i . r i c. r t ct i
er r r r gcnr ci . r t s
l t i s a
gt ' t ' t j
i t i cl l
t o \ " r i i c
i t l st r uct i cr ns
Ll o\ \
n s( )
, , cl u
a, , r - 1
, . r . ,
r t r r hcr r r ) .
I nl r er t r cul ar . st ut j ut l t s
l l t Lt si
knt l r r
*l t ci t
t r " r 51" . ,
and
f i ni sh.
Ll c r cr r -
dcci si ' c
ut I hcsc
f
cr i r t s.
srrvi i ri -J
srrnrf
i rri n, g
ri kt -
/ i rg/ rr
ci ' c/ ' 1' r)r?c,
(l . d-1! 11/
r. i t , , . i r, . ;
sl , l r. 1.
S, -. , , -, . r.
i . rl : n. . r. t , , p t hci r
hr r i r t l s'
t r i p ( ) t l
r l t : r l ) l c, ' . . , ' . n
bl o\ \ ' a- \ vr r i . ; i l i ;
si gl r l r
, t r . . n, i , r i an
act j r . i t ' l
Gct t hc
t i r r r i r r g
r i shr '
J1- t hc
act i r
i t 1' l ast s
r r r o I ong
i t * i l i dr ag.
i f
j t
doesn. t
l ast l t r ng
cr t t l l t gl t
i t
" i t l l l ' t
qt ' e
l t t t ' scnse
of sat i sf act i un
si , , r r . t i ' es
st r ( r cnt s
nccd
a r i t t r e
t : nt t
hcf t , r c
r l t cv gct gr r i ng
n hi l c
or he r s gct
. , n * i r f - t
t hc
r r sl : i nt mc, , j i r r cl r . .
] f one
l r t r ui ' )
f l r r i she
s uat - l ' gi ' c
i t a f ur t he
r r . , i ' r ; ^.
f " i r ' " . ' r
r o dr c t ask.
or . ' ou
mar . *. i si . i
l r - r 51" t ' '
r i l l t he
cr oul ) s: t t
t l t at poi . t .
G" nc. ai r l
i i . r ' i . , . 1, , . .
r r ) sr op
an Jcr i r . i t ; ,
*. hcn
j r i s
sr ' f 11s
" i el l '
1- r 11' f
i t i cci
i t I r as' acl i i c' cd
i t s, r ' . , , i i , r ' n; , r , 1' u' t .
l c- t i t . g1sp
out . I f
t her e
; ; , : : ] t " " " t
qi r ; i l '
l i kc u' r i t i ng
i 1 sl or \ .
t hc st udc' r s
r r i r r ht
r - , c cr . r cci ur agcci
r o f i ni sr r
i t
' \ f t cr
r hc
act i ' i t '
i t i s . f t en
*' or t h
r ski ng
t he st udL- . t s
* hct l r cr
t hc
act i ' i t '
*. as
rLscf i rl ,
* rr: rr
rhc, r' l carncd,
. t . .
I f
-, , . . , u
ha' e
askcci
, , , . , : t ; i t : : i ' : : i : : l : i l :
an arricrc.
drc,,
jc,
*o' rr"J,inj
' ri,tr,t,
rike pirr
;;;.:*il,::J;' ,"i:l]' ;ir::illj:,,
t r r c. l l r t l c
t l r c r nl i r r i l l at i on
onl o
,
. T?ph I i t l r e p. r . , i . .
i t scr f
u as r i r c goar
r hcr c
nr a'
bc rro
rccd. (Src
al so i -t_,.pt..
z:
bi i ,i ,,g,1rr:ai r,.ni o.r),,,1.,,,r.;
;::i::..]i:iiilll..i:;lii:,;.i,li:
,tt,artr
rltc ,ti irili,g,,./c/,rss
for
sugg.-stions
alrour
mon. l i r *ual
cl r cscs.
r t onsue
dur i ng
pr i r t vot
k r t - , . t g. , i , i p*
or k i n
, 6
rask
AoL
Ai m
To pr omot e
di scussi on
of t he uses and or gani zat i on
of pai r r vor k
or gr oupwor k.
Procedure
Thi s
ex er c i s e
c ons i s t s
of a nun- r ber
of di s c us s i on poi nt s
and s houl d be c ar r i ed out
r n pai r s
or gr oups '
y ou
r nay
not want
t o di s c us s
at t he por f r i s .
1 Dr ai v up a l i st r l f
cl assr oom
act i vi t i es ( eg
i nt er vi ev; s,
r epct i t i op pr act i ce,
t \ vo- or
t hr L. g- 11' r *
di al ogues,
r ol epl ay,
wr i t i ng
a l et t er ,
et c) .
2 Di scuss r vhi ch
ar e sui t abl e
f or pai r wor k
and r r yhi ch
ar e bet t er wr t h l ar ger gr cLr ps.
3 Di scuss
ways
i n t vhi ch
t hose r vhi ch
seem best sui i ed
t o pai nvor k
coul d oe
adapt ed
t o l ar ger gr oups
and vi ce ver sa.
4 wr i t e
down t he or gani z at i onal
r ol es
t hat s t udent s
mi ght be as s i gned wi t hi ,
a
gr oup ( eg
chei r per son,
r epor t er ,
et c) .
5 Di scuss vr hi ch
of t he act i vi t i es
f r or t t
t he f i r si l i st r ni { hi r equr r e t he assi gnr pen. r
of
r ol es l i k e t hes e.
6 Di s c us s
r v hi c h
of t he ac t i v i t i es
f r onr t he l i s t r r i ght need s t udent s t o be gr ouped
and t hen r e gr ouped.
Hor v l v c ul d y ou
oc t hi s ?
7 Sel eci at t act i vi l ; ' f r or n
a cour sebook
and di scuss
hor v i t c, : r ul d be o' eaj t vvi i l r i n
pai r s '
t l r r c c s ar t d l ar ge r gr c ul . r s .
Dr s c us s
c , r gani z at i oi r . - , l
r ot es l i r ai s t ur J c nr s
r ni ght
ne ed t o be as s r gnc d
f or eac h
of t hes e pos s i r r i r i t r es .
8 Di scuss
hor v you
v' ' oul d
cope i f t her c i ver e
an odd nunr ber
cf s. r ucl cnt s f or i l r e
act i vi t y.
9 Di scuss v" l ' ' i ch
si ' - e of gr oup
i ' ou
pr ef er
t o v; or k i n f or t hc r Ji f f cr , , , . r i acr i " , i . t i e: - ,
i i r . - : t
y ou
nr av do v , i t h
oi i - r er t r ai nees .
I I oni t or i ng
\ \ ' l r cn
st ut Jcl l t s
3r c e l l g. l qct l
i n un acr i vi r \ ' .
c\ I r cci r l l \ .
i f i t i s i n. i e1- , , , . 11111. ni
of r - . u.
l ot l
t t i l l l l c ed
l o l : c c 1l l t t l c ar
( ) r t
nl r ut
t hel ' ar e' s al i ng
t , r gl l l - r c c
l L r i . l r at t 5c r . a: - e
d( \ l l l g ) r r t l r i l l l l l s r i i l l bc t o s ec i J - t hc Y hav c unel c r s t i , , , . i
\ . , r ur - i r r s t r . uc t i ol r s . t c , r s s r - \ s
l t , r r i 1i . 11
t ' c ' l r c pur f t , l nr i r r g
t . c t r r . , k : r r r t J
1, , c r , Ll r , , , t . - 1- . ; , i ; : . . , , , , , : ' l ; , ; ; ; ; ; .
s t t ' c t l gt l i s
al t d r t c : t k t t r - ' SSCS.
\ \ ' hr t hc r
v ou
hc 1p, : , . . , , ' . , - . . ' , q. i l l r i e
pc . r l . n t l r c r . r . k
r nLi \ \ l t al c l f c r . l i t u i l l hr v c
' ) l : : : : : : " : : l s
)
h. r r r l r e si udcnr s
er L, dc, i n. g
i s
j ust
i r s i r r r 1. , , . , r - 1; ni t
a ski i r
as r cachi r r g.
ucc' l usi J
Ll t e l t r e u: i sr l ' t
t r n i i r i t . Lhcr c s a l unr Fr l t i r r r r
t o bci i cr - c t hl t i ' t r u r r r e l r ' t
, 1. : . "] : i t l t ' t l t r b, l {. \ \ ' e
' L- r '
ei ' i ' g i hc st t - t t i cr t r , , 1. 1, , , , 1r ,
i , , , . t r , . r r . l l r , "r "s r r "*. a. d
\ \ l l cl l
t t t l ur t VC t l l cl l l i l l or l c ai r r i pr psf
i di ng sLr i t abl c
f i r l l t r q. - r p
r cLl ui r cs se' si t i ' r t r , .
i nt cl l i gcr r cc
and ct l nl l r j . l nce
. I t i s t hc ncr \ . ( ) Ll s
or l nc\ pcr . i cnce. . l
t ct chcr s r r l - i t t dc, n. t
I t avc a cl r - ar i cl ca r ' ' f uh! . t hcr . har . c
set uLr t [ c t ask, r , , . ho
f i n, j t I cnr scl r . cs ur r sur c of
t hci r . al ' r p| oF. r i l t c
r r r l c at r l i l f cr cr r t
st aqcs
of t hc l esson r r nt J r i . ht r l ccl t hc neccJ t o
l nt c r i L' r C
t r r r d l : t k c C( ) nt r ( ) l
t r f ac t i r . i t i c . s .
. ' \ n l nt pol ' t r l l t t
l i spcct r - - , f
nt c, nj t or i r r g
i s t hc di sci pl i r . r r ,
r , f t cl . l
ncccssi t r \ , f or l css ncl l _
r ncl t i Vat cd
st t l cJct l t s)
\ oul l gcr
st udcnt s
ar r . l sonr ct i nr cs
nr onc- . l i r r gual
cl asse s. , r . he r e
t l l c t cmpt at i or l
t l r i ql t t
bc t o abandor r
r he t ask or r o t al k a\ \ . av unncccssar i l v i n i he
nt ot hcr
t or l guc
of t e n
i t l st [ - ' ci ng i n t he r oonr and gi ' i nu
t hc st ur Jcr r t s t hc f cel i ng
t l i l t t l l c- t ' ar c
Ll ci r l g suPsl l i qcd i s enoLr gh.
Sce S. . ct r : o t - r 9:
- l ' l t c
nt . t t ( ) l i ) t ( 1i t / t yt t l i l t c
i t t t t I t i I i r t g r r,r/ r /rl ,t-r ftt r fu r. r l r er s u
gqcs
ti ,..r,t s.
t ?
.&Iorutoring the class
\ Yhenever rhe cl ass i s u' orki ng rvi t h
5' ou
as a
q, hol c
group (f or exampl e, i n a choral
repet i t i on pract i ce or rvhen
)' ou
are i l l usrat i ng a l angul ge poi nt ) parr of y' our
at t ent i on rnLl st be t aken t rp u' i t h moni t ori ng ho*' ri ' el l t he group as a
q' hol e
i s
get i i ng on and horv i ndi vi dual srudcnt s ri ' i t hi n t he grc' up are rcact i ng. Thi s
moni t or i ng pr ocess *' i l l t cl l
5' ou
s i r ct her vol l ar c goi r r g t oo sl on 15' or qui ckl y,
ri -i rcl her r: rost of rhe si ucl cnt s are i i , i t h
1' cru.
u' hi ch srude: rt s l rced a l i t t l e rnorr, ' t i me
cr f urt her he l p, . -t c. . \ l oni t ori ng hcl ps
5' ou
nrake deci si orrs l bout u' hct her
ci i r-i ect i (t n i s neeJcd, t ' , hcn i t i s t i nrc t o go rrr-i t o t he nc\ t st rqc of i he l cssrt n,
* het hcr i urt her examl , rl es are neede d, ei c. So t r) not t o Lrc so i nvol vcd i n your
pl an and
)' our
mat eri ai s t l -rat
] rou
have no t i me t o \ \ ' at cl ' i and l i st err [ o
your
st udent s.
(See al so Chapter 7: Gi ui l tgfce dback to sruLl etns.)
r\ {oni t ori n g grou pwork
. \ n ri n' r of pai nvork and group\ \ ' ork i s of t en t o encourage l 1ucnt , uni nt crrupt cd
ct ' ni muni cat i on, cven a[ r i mes u' hen t he st udent s' ai m i s nr or c' pr oduct - or i ent e d'
-
i o
j eci dr:
on t I e ans\ \ ' crs t o a set of que sri ons, t o s' ri t c ; 1 St r)r\ ' . ct c. So:
1 l i t and b: rck
Ot -i . : e
1' r-rt :
haVc s(j t uL) t i t c act i Yi t r' . al l o$' e sl i ort t i nrc f i i r t l re st udc-nt s t o get on i r i rh
i t . ' I - hi s r i i l l gi ve vou a chance l o sce r i ' hi cl i gr oups SscDt t t r hc x' or ki ng
sr t t i sf ect ol - i l - r ' l nd t vi r i , : h : r r e hl vi ng pr t l bl ems. I t u' i l l al so r : i vc r i i t he sr udcnr s a
chi ncc t i l gl i i i t t t i t hc l ct i vi t l ' br-' f rrrr
1' r-ru
rrf f cr hel p t t ' r anv une groui r. L)c, n' t bc t , _ro
Jt ; i t ct ' r I t i J i f a gr oup doesn' t secm t o bc t oo sur c of i t scl f r r l t i r sr : sot . l t c gr oups t ake
t i me t o gct goi ng.
2
Qui ckl v
check
Cr ' r r oun. l : l i st et r i ng i n br i ef l 1' t o each gr oup i n or dcr t o s; r i si 1' r ' or r r sel f r hat t hci '
undr' rsi snd
' , r' hat
t hel ' are supposed , o 1ra , , i c-ri ng. I f one of r\ t , o groups are t rncl sar
abt i ut *' hat t hel ' shoui d be doi ng, , or are not doi ng ri ' hat vou i nt cndcd, st op t hem
ai i d gi vc'
Jr e i nst r uct i ons eg: r i n. I f you f i nd t hat most si udcnr s ar e col r f t i scd i t i s
Lrc-t t cr t o st op,
i l ct
l he n' hol c cl ass' s anent i on and gi vc t he i nst ruct i ons agai n.
Don' t i nt er ni pt unl es s:
t j rc group has rni suncl crst ood ri ' hat i r i s supp' rosed ro be dci ng (see above);
sct l t c of t he grLruFl s secm ro be on t l i e verge of f i ni shi ng (so ei rhcr gi ve
t hem
srrmct hi ng el se t r: do t . rr get readS' t o srop t he i i ' hol e act i vj r)' );
t he grt -ri l p vou are ri ' i l h secms t o be a l ong rval ' bchi nd (srr i ndi cat e anl ' t hi ng t hat
can Lre omi rt ed and encourage t henl t o hurrl ' up),
\ ' ou are asked b5' t he gror, l p (t hcl ' nra_r' properl l ' need
sorne advi ce or
i ri f r-rrrnai i on, but don' t l et rl i cm get t oo ci cpendent on
t ' ou).
' 1
Spre ad
Jrour
at t ent i on
I i i ' ou cl )ncci l t l : I e on one pert i cul ar grc)up, t hei ' i vi l l f cel cr; : i l pec-i br' 5, 6up
p. eset l cc and vou \ \ ' on' t gct a ver ) ' cl cr r i dea of hr - r n' r i ' el l r i i c r cst r r f
t hc cl ass i s
l 6
6 ' \ [ i t i t i t ot : , r t g,
:
doi ng; t he rest of t l -i c cf ul SS, epert f roni i cel i ng ncgl rct cd, nl l l ' ncl l st art
dri f t i ng
au' a1, ftsrn the task \\' i tl -l out
1' ou
real i zi ng.
5 Be easi l l accessi bl e
Al l t he grol ps shoul d f cci t hcy hsr, e equal eccess t o
)' ou
and arc be i ng supcrvi sed
equal l y.
6 I f
5' ou
nee d t o f ccd i n i de ars
I t i s of t cn L' . , e rt cr t o rai k qui ct i l -t o one nt cnrbcr of i l i e groui : ) art d suggcst a possi bl e
change of di recri on, rat i rcr t hl l t i l t t crl ' Ll pt t he f l ou' of t hc s hol e group'
7 Provi de i -I l courel gcment
At t he bcgi pni ng,
gr oups of t cn ncc. i cncol l r agent cnt t o gct t hr nr gt r i r i g;
somcri mcs
a group nt i r)' sl art i o l ose i nt crcsl . Al s' : 5' s bc pt rsi t i vc. \ ' ot t r cnLl t usi l st r-t
q' i l l
mpt i l at . r-i . , . n' , and gi ve rl rcm con{j dcrrcc. Nei ' cr suggcst t hat t hc ect i vi t \ :
coul cl be l ess t han t our l l l ' ' usct ul .
8 Gi r . c coi . r cci i ol al i i / t i r -
g: r t [ cr t l ut zr h, r f cct l l t l r ck
\ \ ' hct l rcr
1. ou
gi r' e ct }I . re cLi t )I l . i t rri rrg
$rt i u; -rt t , p1[
de
1' g; 1dl
ol r rl i e i )l i t ] . ] rC t ' f t l i c
l ct i yi t ) . . For cr : anr pl c, \ ' , . - r , - l s' i l l necd t r ) c( ) r t " ( ' cI i f t hc: i ct i vi i l ' i s cc, t l t r ol l ct l l angr r aqe
pr acr i cc anJ t l t c st udcnt s
ur r ' nt i ki ng
r ni st akcs u' i t h i hc t i l r qe t l r t r l gur gc' Or
1' ou
r . , r r t 1, ch, . r r t sc l o c( ) r r acr i f a st r r . i cr t t
l sks \ ' ou i o. Occl i si r r t t r i l l v
st u. l t i r l s
t vi l l $' ant r ' . . l t t
t t t hcl p t hcm sl v si ) r 1i ct i ) i l l g ci ) r r cct l ] ' .
bul di t n' t l l i : i ' cr 50
gl USr
t 0 i l l l \ ' ol l c
gr oLr l - - )
l Sl i t Scy get sel t -ct l nsci t rus
i rn. l i rf l -ri d of rt r. rki rl g nl i : t rkcs. I f
' , ' . ru
do hrrve t t ' r
cr ) r r ect . . . i o i t . i i scr cct l l ' .
Pg1' | 11i ps
l r 5 t r r r ) ucl l i l ' l g ut t hc l el cl of t hc gr t l u; ' el t d
l l l oq, i ngi n. l i yi t ' l ul l st c) t ur nl r i r f
i r ont t l i cr csr of t hcgr ot l pr r : l Jt l t l ki o\ . t - r u.
I t ' t l r c
st udrnt s f l cc, l a l rrt o1 hci p l i ni l ct rrrcct i on t hcn t hc cl t l ; l ccs l l rc rhal t l t c t l sk i s
i n a pt p rt-,p ri a te a n d/tr r Lrc
r .r n d t h ci r ce p a b i I r t i cs'
Al rhougi r i i r grt -, u; -, g' ork
1' 6u
arc of t cn c()t l ccrncd t i , r sht l t r' : , i t l d(l l i s i i ' rl t
-\ ' ou
3rc
i rrt e r-csi ci i i n t , / rai t hcl ' arc doi ; rg.
5' ou
shoul d al s' ai s bc l ' . i oki rl g: l t / rcri t ' t hcv l re
. i oi pg t l r c t ask
-
e r , : r l uar i ng r hc pcr f r ) r r nl nce
, - t f t he gr r ) up r nd t l i i ndi vi dual s
r " i i l r i r l
t l i e group, \ ' ou do t hi s i n r-l t ' der t o:
o hcl p
yt ru
dcci . j e
ri ' i t rt i o drr ncxt
(go or-i t t r t i re I l cxt sl Ll f c)
gi vc f urt l t . -r
i )t ' Jut i cc,
ski p an act i vi t )' . cl c);
o pl an f urure l esso: rs;
r gi ve t he st udent s f e cdi racl : .
Garheri ng dat a sc t hat
1' cru
can
gi ve hel pf ul f eedback i s. . t t t c of t he nrai t l
l ' rurl -roscs
of nropi t ori ng.
(I l r-. r ri ' i re n and huri ' t rt
gi i ' c i ee dback. se e Cl ' rl i 1' rt c r 7: Gl z' i rt g
-f cul bach
t o st i i t . , u1. s. Orhcr sect i or' rs t o l ook at f or hcl p u' i rh I t rot ri t t l ri t ' i g
i ncl udc
Chaprer 2 Sect i cn i : L sc o. f o), t c()l t t t ct ,
gest ure rt ri t l t l t c t : t )i crci Sect i ol l 2: C' l . i . r-t t ' t t r-rrl l
u r t' o t? gu nei r t; Secti on 3' .' 4 i t c t tt i o tt sp rctad' )
A,{onitorin
g p airrvo rk
. \ l r t st of r i ' hat
1' 1u
necd t o ccl nsi t l er
t vJ- r cn nt oni t or i t - l g gr t ) t l | r \ \ ' r - l r k ai : ; o h1r Fi 1. t ' , i ' ' ,
. 4
pl i ni ' t r r k. l l . cr nent bcr t hat coni r ol l . ' d
pr l t ci i cc i l hi ch cl t i l s 1l - r r i r i . i nl e cl i l i t c
I J
c(-l rrt ct i r)n i s rncl rc of t en done i n pai rs t harr i n groups. Di f f erences benveen
mt , rni t ori rrg pl t i rs and grouprs arc t hat a pai r i s nrore l i l i el l ' t o st r-l p n, ork s' hen
1' ou
rppr, , ucl t t han a group, and i n pai nvork i t i s easi er {' or
1' cru
t o t ake one hal f of t he
nct i vi n' f t rr a
part
of t hc t i nre t o shot ' t he st udcnt s n. hat i t i s abor-rt .
I l oni t or i ng i n di vi dual s
Si ncc st ucl cnt s r r c i ncl i l i r h- r al s s i t l r di f f er ent caFr r bi l i t i cs. di f f cr e nt sl ) ecds and
di l - { cr cr r t s' or k r at cs. sonr c : - r ct i vi t i cs set ( par t i cuLi r l t ' r cndi ng end r i ' r i t i ng t asks)
I r l r - c t o bc i r - r ci i vi cl r r l l . I t f i r l l or vs i hat gi i i r r g f ccdt - ack ( pr or i di r r g cncoLl mgcr ncnt .
f ccr l i ng i r r i . i cas. c( ) r r cct i ng) r i ' i l l usual l S' bc on an i ndi vi dul i basi s t oo, so:
o make sure el ervone has enough t o do l ' rcf ore
)' ou
go rc-' und;
r l . . ' c di scrcct i n \ ' our approech (not t oo l oucl or cl i srui rt i i ' e). \ i ru can do a l ot f rom
r t i ur cl r r i r . cspcci el l v i n snr al l cl asscs. \ ' ou don' t have t o l oom;
o l r v t o l r c ct r cour at i ng;
r cr)nsi dcr ri ' hct hcr vou ri ' i l l dot art rurrt l t hc cl ass unpre di ct ' rL' i l r' or rl l ovc f rorr one
st ur' l cnt t o t hc rrcxt t l orl n t hc rot ' or round t l rc ci rcl c
(crrnsi dcr
s' hat t hc e f f cct
rr' i l l L"' c of ci t hcr apprt -. ach);
. r r l t kc SUr c- cvcr vonc l r r t s s( ) nr c at t cr t t i on ( cr - cr r i j - i t ' s , r nl i l Yi ' l l r l ot t c. Car i " t t vt ) .
l l ' l r l l i nr l i r - i , - l ul l s l r c t i r , i ng t h' : sl r l c t ask vou cr r r r r r r r r l . r i l r ) r 1o scc hon' qui ckl v
i r t t l i r i t i Lr l l s ar c gcl t i ng t r n; t ni l n' hct hcr ) ' ot t nccd t t r f cr : d i n sup- r 1" , 1g11' l cnt ar v t asks t o
i hc qui ckc- r st ucl cnt s.
St ar t i nq and f i ni shi ng t he l esson
\ \ ' hr r t shot r l d
] ' ou
do bef or e t he cl ass st ar t s?
\ \ ' l t cr cvcr \ ' ( r u r r r c t cl cl t i ng. i f
f r ossi i r l c.
[ r c i n t hc cl a: r sr r ' ' i . nr [ r cf or c- t l r c st ut l cnt s t o
sct uF ai . l s. p1- 11 t hi ngs
( r n
t hc L- ' , ' ' r r r - c' I . t r \ ' ( r l l t I hc t ePc r ect . r r r l cr or OI I P. and t o
c l r t ' . k
( \ r - l r r - i i us t
t he s c ut i ng: l r nr ns c nr c nt s . Ai r l t o hl t i n t l r c el r r s s r r t t he r ppni nt c d
t i r r r c l r l , . l l t t r t
j r r c t
l r ' \ i r c
i r r c \ c nt
i n l l t c Cl l r s s r oont . ' l ' l r i s r r r l l :
o sl r ( \ \ \ ' t hc st uel e nt s t hr t t ou havc a pt r si t i i ' e et t i t r - r r i c t on' ur ds t l r e l esson; i t w' i l l
nr l kc t ' ot r l r r r r k
f . r ' of cs. i , l r al
and i nspi r c cnnf i . l cr r cci
. c l r c r r ur : l qc t hc nr t r t l t r r i | c ont i nr c i t hc r - r r ( ) r - r ' t \ \ r nt t c i ni i s s l Ur i ' t hi nev al ul bl e;
o
qi r e
) ' r - r u
a chl ncc t o
gr cct
ar t t l havc i r l cn' s' , r r ds u' i t l r i nci i vi dr - r al st udcnt s as t hcv
l t r r i ' , ' c. : t t t i nt l - r r r r t l t l l t \ \ ' r t v of cst al . l i shi t r g r r t l ' ' p"' , - ' r t . Dr - pur i sl i ng r . r r t he i r l c- r ' cl vou
cr n t el k t ( . ) t hcr l r abt ' r ut t l r e i r i nt cr cst s. s' hr t t hei ' di d t hc ni ght hcf or e. abcr ut
cl cnt s i n t hc nc\ \ ' s. ct c. Dr ) u' t f r r r gct t r - r t al k l l r out vol l r scl f and I ' our opi ni t r ns t oo;
r pr or - i r l r - ' r n c, i r por t Li r r i t r t o di scuss i r r cl i vi r j ul l pr c, bl cnr s ancl t i t c uaf i ndi vi dual
s l t l ( l c l ) l s l l r c t l pl - \ r r ) ac l t i pq t l t e i l ' s t Lt . i i c s .
l ) uuct ual i t v
l )rrrrct ' . rl l i t v anc' l i t s i mpt i rt i rncc i s i ' i cn' crl di f f crcnt l v L. ]
f . r' opl c
depencl i ng on t hci r
i r r r l i t i t i u: r l pr r sonal i t i cs ar r d on t hci r cul t ur al backgr r r l i nd. I n manv count r i es i t i s
r Lst t r t l l i r r c\ cnt s t o bcgi n t cn nr i nr i l cs ai t cr t l r c schccl r - r l c- ci t i me. I f
5' ou
ar e t eaci r i ng
cl r i l t l r ct t . punct r - r al i t l ' sl t r ' ' ul d hc l css of a p- ' ' 1sf l qr n. i - ' ut aski r r g xl t ) ' t hi ng f r onr hal f a
t i r r T- c11 t t r l l t i r t v l t l ul t s 1p l - r s 1- r p t i nr c. i n t hci r scl r t s r r r d r cr r r i r ' f r r r a l esson t o bcgi n. i s
t t st nl l v n- r or c t l i f - f i cul t . r sp' ' cgi xl l f i f t hcl r r c cr i nr i ng t i - r t l r c l cssons vol unt ar i l l , . Just
l i s uc hur - c l o r t ' ui t f t , r l r i r st ' s or f , r r a c( ) nvct ' sr . r t i or t r vi t h a col l eacuc t o cnd. so do
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