6. Demonstrate the activity to ensure comprehension. Sometimes you’ll give the instructions, and set the students to do the activity, while a couple of students are still unsure of what they are supposed to do. An easy preventative for this is to demonstrate the activity. Answer the first discussion question yourself to show what they have to do, or demonstrate with a confident student. Comprehension of the task will allow them to get to work on it right away.
7. Monitor the activity. This includes making sure the students are all participating, speaking in English, and using the prescribed target language or expressions. Monitoring also means you go around to each pair or group, listen or observe their language production, and provide language support: give encouragement, discreet correction, and positive feedback on their progress throughout the activity. And remember to keep an eye on the time!
8. Anticipate and deal with students who finish early. Nothing creates more restlessness in students than finishing an activity before the rest of the pairs or groups, and having nothing to do. Most students will continue to talk to their partners – in their first language. An easy way to avoid this is to have a few other tasks ready for those who finish early. It can be an extension of the original activity, or a different task entirely.
9. Do a debriefing session after the activity. Every activity should have a conclusion – take opportunity to provide further speaking opportunity for students by having students report back to the class. This will give them another chance to use the language practised in the activity, and help to reinforce their confidence with the target language. Students are also curious to know what opinions or conclusions other students in class may have.
10. Remember to comment on their success at the end of the activity. Students need to know how they’ve done with a task, and if we don’t tell them, they’ll be left wondering if they did everything right. A moment to comment on their performance and participation will boost their self-esteem, and help motivate them to continue with the lesson.
Incorporating pair and group work in the English language classroom will bring many rewarding experiences for students, and will help to build a gelled classroom of interactive speakers. Working together with a partner or in a group turns the classroom into a social environment that will have students using English in a fun and practical way.
Michael Bunyak
English Teacher at Canadian Education College, Singapore