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1. GROUPINGGROUPING
STUDENTSSTUDENTS
PRESENTED BY GROUP 8

2. G
R
O
UPM EM BER
S

Nguyễn Ngọc Anh Thư - 22DH715603
Nguyễn Ngọc Anh Thư - 22DH715603
Nguyễn Ngọc Anh Thư - 22DH715603
Nguyễn Ngọc Anh Thư - 22DH715603
Nguyễn Ngọc Anh Thư - 22DH715603

3. CONTENTSCONTENTS
Pairs and groups
I
Organising
pairwork and
groupwork
II
Review
III

4. I.PAIRS AND GROUPSI.PAIRS AND GROUPS
1
Pairwork
3
Ringing the changesGroupwork
2

5. -Suitable in inductive learning activities
-Students:
+Practice, study, research together
+Take part in information-gap activities
+Make dialogues, predictions, comparisons
Pairwork
1

6. Interaction patterns
Open T-S
Open S-S
Closed S-S

7. Advantages
Increase speaking
time
Students work
independently
Teacher has more
time
Encourage
co-operation
Time-saving and
organised easily

8. Disadvantages
Can be noisy and
irritating
Students get
distracted
Students prefer
working alone
Akward partner

9. -Provide benefits and challenges
-Students:
+Work on more tasks
+Work, discuss, make decisions in group
-Greater involvement and participation
Groupwork
2

10. Advantages
Increase speaking
time
More opinions and
contributions
Encourage co-
operation and
negotiation
Promote
independence
Stimulate students’
participation

11. Disadvantages
Can be noisy and
dissipated
Incompatible with
others
Fixed roles
Time-consuming
and chaotic

12. Ringing the changes
3
The task Variety The mood
to group or pair students
to teach the whole class
to let them work individually
Factors determine when:

13. • Quick discussion: groups
• Explanations and demonstrations:
whole class
• Compare answers: pairs
• Practice speaking: pairs
The task

14. • Too much whole class teaching:
pairs and groups
• Too active, need some break:
individual
Variety

15. • Change the mood: groups
• Reengage with lesson: groups
• Redefine the task : whole class
The mood

16. II.ORGANISINGII.ORGANISING
Creating pairs and
groups
1
Making it work
3
Procedures for pair
work and groupwork
2
4
Troubleshooting

17. 1
Discuss with
students
Compare the
answers
Decide teaching
method
Organise suitable
tasks
Making it work

18. 2
Creating pairs and groups
The task
Changing groups
Think-pair-share
Gender and status
The students choose
Grouping by ability
Chance

19. Advantages Disadvantages
The students choose
• Friends with friends
• Not having to work with unpleasant
partner
• Can be very chaotic
• Unpopular students left alone

20. Advantages Disadvantages
Grouping by ability
• Help weaker students
• Stronger students have more
challenging tasks
• Stronger students feel annoyed
• Lack solidarity

21. Advantages Disadvantages
Chance
• Demand little pre-planning
• Emphasize cooperative ability
• Students stay in the same group
• Can be tedious

22. The task
-Sometimes determine who works with whom

23. Changing groups
-The group may change during activities

24. Think-pair-share
-Individuals share their opinion, then pairs share their conclusions

25. Gender and status
-Under some circumstances, people with different gender, status
may not work together

26. 3
Procedures for pairwork and
groupwork
Before
During
After

27. Before
• Make sure that students are enthusiastic
• Be clear about the procedures
• Give proper submission time
• Give demonstratons or instructions
• Check the students’ understanding of the task

28. • Stand at the front, back, etc:
+Observe the class
+Decide whether to go over and help students
During

29. • Go around the class:
+Focus on specific pairs and groups
+Decide whether to help, or collect examples of what
students are doing for later comment and work
During
Alternative procedure: monitoring

30. After
• Organize feedback
• Let students discuss their groupwork experience, add
assessment, correction when needed
• Ensure that students have completed the task successfully
• Give students chance to demonstrate their work to the
class.

31. Troubleshooting
4

32. Finishing first
• Prepare task-related extensions,
spare activities for early finishers
• Keep an eye on students’
progress, decide when to stop

33. Akward group
• Observe students’
compatibility
• Change the pairs or
groups when needed
• Give different roles
to each member

34. III. REVIEWIII. REVIEW
MULTIPLEMULTIPLE
CHOICECHOICE
TRUETRUE
FALSEFALSE

35. A. It gradually increases the amount of speaking time any one
student gets in the class.
B. It dramatically decreases the amount of speaking time any
one student gets in the class.
C. It gradually decreases the amount of speaking time any one
student gets in the class.
D. It dramatically increases the amount of speaking time any
one student gets in the class.
1. What is the advantage of pairwork?

36. A. Students working in pairs can often veer away from the point
of an exercise.
B. Students work and interact independently without teacher’s
guidance.
C. Students talk in target language.
D. A, B, and C are incorrect.
2.What is the disadvantage of pairwork?

37. A. Personal relationships are usually more problematic.
B. It encourages broader skills of co-operation and negotiation
than pairwork.
C. It is relatively quick and easy to organise.
D. The teacher tells the students what to do.
3.What is the advantage of groupwork?

38. A. Pairs can take longer to organise than groups.
B. Individuals may fall into group roles that become
inconsistent.
C. It does not encourage co-operation.
D. The sense of cohesion may dissipate when the class is split
into smaller entities.
4.What is the disadvantage of groupwork?

39. A.Students’ choice
B.Students’ ability
C.Chance
D.A, B, and C are correct
5.Teacher can group students by:

40. 6.Procedures for pairwork and groupwork consist
of … stages.
A.5 B.4 C.3 D.2

41. A. In pair
B. In group
C. Individually
D. A, B, and C are correct
7. If much of the recent work has been boisterous
and active, it is sensible to allow the students time
to work:

42. A. Tell them to wait for other students.
B. Stop the activity for the whole class.
C. Ask the rest to hurry up.
D. Give task-related extensions.
8.If some students finish their work before others,
the teacher should:

43. A. Monitoring
B. Correcting
C. Advising
D. Discussing
9.During the activity, an alternative procedure is
often referred to as:

44. A. Change the pairs or groups.
B. Give different roles to each person.
C. A and B are correct.
D. A and B are incorrect.
10.When the interaction between students in pairs
or groups becomes awkward, teacher may:

45. 1.Group work is noisier than pairwork.
FALSEFALSE
TRUETRUE

46. 2.Every student enjoy working in pairs and groups.
FALSEFALSE
TRUETRUE

47. 3.Students can join information-gap activities
in pairwork.
FALSEFALSE
TRUETRUE

48. 4.Organising groupwork is quick.
FALSEFALSE
TRUETRUE

49. 5.Students only have the chance to talk more in
pairwork
FALSEFALSE
TRUETRUE

50. 6.Grouping by chance may be problematic.
FALSEFALSE
TRUETRUE

51. 7.Students have to stay in the same group from the
beginning to the end.
FALSEFALSE
TRUETRUE

52. 8.The teacher is accountable for the whole activity:
before, during and after it.
FALSEFALSE
TRUETRUE

53. 9.Male and female students can be in a group
every time.
FALSEFALSE
TRUETRUE

54. 10.Stronger students are not always willing to
work with weaker students.
FALSEFALSE
TRUETRUE

55. T
H
A
N
KS FOR Y
O
U
R
T
H
A
N
KS FOR Y
O
U
R
ATTENTION!ATTENTION!