PAIR WORK II.pdf

Pair Work 2

Intermediate

to Upper-Intermediate

Peter Watcyn-Jones

PENGUIN BOOKS

PENGUIN ENGLISH

Published by the Penguin Group

Penguin Books Ltd, 27 Wrights Lane, London W8 5TZ, England

Penguin Books USA Inc., 375 Hudson Street, New York, NY 10014, USA

Penguin Books Australia Ltd, Ringwood, Victoria, Australia

Penguin Books Canada Ltd, 10Alcorn Avenue, Toronto, Ontario, Canada M4V 3B2

Penguin Books (NZ) Ltd, 182-90 Wairau Road, Auckland 10, New Zealand

Penguin Books Ltd, Registered Offices: Harmondsworth, Middlesex, England

First published 1981

This revised edition with ten additional activities published 1997

The moral right of the author has been asserted

Printed in England by William Clowes limited, Beccles and London

Set in Century Schoolbook and Helvetica

Except in the United States of America, this book is sold subject to the condition that it

shall not, by way of trade or otherwise, be lent, re-sold, hired out, or otherwise circulated

without the publisher's prior consent in any form of binding or cover other than that in

which it is published and without a similar condition including this condition being

imposed on the subsequent purchaser

Photocopying notice

The pages in the book marked From Pair Work 2 by Peter Watcyn-Jones O Penguin Books 1997 PH 0 TO C 0 P l A B L E

may be photocopied free of charge for classroom use by the purchasing individual or institution. This permission

to copy does not extend to branches or additional schools of an institution. All other copying is subject to

permission from the publisher

Acknowledgements

The publishers make grateful acknowledgement to the following for permission to reprint copyright photographs : p.23, 66:

Sheila Halsall, Barnaby's Picture Library; p.24, 67: B. Michael, Barnaby's Picture Library

The publishers make grateful acknowledgement to Pilgrims Canterbury and Carlos Maeztu for allowing us to base Unit 1, pp. 8 and

52, on 'From a Humanistic Education Workshop led by Howard Kirshenbaum', taken from the book Recipe Book for nred Teachers - No

i under the title 'Dynamic Encounter'

Every effort has been made to trace copyright holders in every case. The publishers would be interested to hear from any not

acknowledged here

Introduction

Student A

2 3

3 1

3 7

3 9

Student B

6 1

9 1

Getting to know you (1)

Getting to know you (2)

Missing Information: the Eurovision Song Contest

Questionnaire: likes and dislikes

Who's who?

One-sided dialogue: making suggestions

Following instructions (1)

Missing information: flats and houses

Following instructions (2)

This is my boyfriendlgirlfriend

Newspaper interview (1)

This is my brother

Questionnaire: habits and daily routines

For sale

Eye-witness

Complete the crossword

Carry on talking

A family tree

Going on a weekend course

Complete the drawing (1)

Complete the drawing (2)

Missing information: the life of Elvis Presley

Looking atholiday photographs (1) \

Newspaper interview (2)

Looking at holiday photographs (2) .

One-sided dialogue: shopping

Where's the station?

Questionnaire: opinions

Asking for information about a tour

Asking for information about summer jobs

One-sided dialogue: an invitation

What's the word?

Making guesses

Sort it out: a dialogue

Missing information: a holiday in England*

Making sentences

Questionnaire: have you ever . . . ?

Renting a holiday home

Car number plates

Where are they going?

What's a 'floppa'?

Appendix

INTRODUCTION

1 In most language situations there is always an

element of the unexpected - of not knowing exactly

what the person you are talking to is going to say,

even though on some occasions you may have a gen-

eral idea (e.g. when ordering food in a restaurant).

Unfortunately, most books give little practice in this

since all too often every student has access to the

same material as everyone else in the class with the

result that anything that is said is often predictable.

This, in turn, gives the students a false sense of secu-

rity, so that once the whole context or the set-piece is

removed they often find difficulty in communicating

outside the classroom. Pair Work 1 tries to overcome

this by making sure from the beginning that Student

A does not have access to Student B's information,

and vice versa. In this way students are forced to

react with one another and to respond to the unex-

pected - which is, after all, an essential requirement

for true communication.

There are six main types of activity

in the book:

These are activities in which students are given

definite roles to play and are usually asked to

assume a different name, background, age, etc.

An example of a role-play is Activity 11 - Newspaper

interview (1).

2 Simulation exercises

These are activities in which students play

themselves but are given a definite task to do or are

put in a specific situation and asked to make

appropriate responses.

An example of a simulation exercise is Activity 29 -

Asking for information about a tour.

2 Another important aspect of language learning

which again is often neglected is training students to

listen effectively. Whereas listening comprehension

exercises are an attempt to overcome this problem

they are, in most cases, fairly passive activities and

all too often removed from reality. Instead, what we

should be concentrating on is in students listening

effectively to one another. Again, when all the infor-

mation is available to everyone in the class such

intensive listening is not necessary since the student

can always read anything he or she does not under-

stand. But by removing what the other speaker is

going to say the student is immediately forced into a

situation where he or she not only has to but wants

to listen intensively in order to be able to talk to the

other person - which is, after all, the situation he or

she is going to be in when he or she leaves the com-

parative safety of the classroom.

3 One-sided dialogues

These are activities in which students read a

dialogue together but can only see their own part.

These dialogues usually include opportunities for

the student to make his or her own responses.

An example of a one-sided dialogue is Activity 6 -

one-sided dialogue: Making suggestions.

4 Information-gap activities

These are activities in which students are asked to

perform a task together, they fall into two types. In

the first, one student has access to all the

information and tries to impart it to his or her

partner.

An example of this type isActivity 20 - Complete the

drawing (1).

In the second, both students are given access to half

the information and by working together try to solve

the whole.

Description of the material

This book contains 41 activities. These are arranged,

where possible, into pairs of activities so that if

Student A has one particular role or task in the first

activity then he or she has Student B's role or task in

the second, and vice versa. This gives both students

practice in the same function but avoids the possibly

boring alternative of simply changing parts and

doing exactly the same activity again. Instead, the

same function is practised again but the situation (or

role) is changed.

An example of this type is Activity 22 - Missing

information: the life of Elvis Presley.

5 Discussion and conversation activities

These are activities designed to stimulate students

to discuss a subject or subjects with their partner

and usually take the form of a questionnaire. These

activities are particularly useful when students are

practising giving opinions and showing agreement or

disagreement.

An example of a discussion or conversation activity

is Activity 11 - Questionnaire: children and parents.

all possible, the room should be arranged in such a

way that pairs face one another across a desk or a

table. This is to give them 'eye-contact' which makes

communication a lot easier. Again, if possible, some

sort of screen (e.g. a bag) should be placed between

them so that they cannot see one another's books.

However, there may be practical reasons why such a

classroom arrangement may not be possible, in

which case the teacher can adapt the working

methods accordingly to suit his or her particular

circumstances.

6 Jigsaw reading and problem-solving

activities

Jigsaw reading activities are activities where a text

or a dialogue has been cut up and arranged out of

sequence. Each student is given half the pieces and

by working together they try to re-form the whole.

An example of a jigsaw reading activity is Activity 36

- Sort it out: three jokes.

Problem-solving activities are activities in which

students are asked to solve some sort of problem

together - usually where students share 'clues' and

then try to work out the answer.

2 Working in pairs

Since the students will be working in pairs, there is

the inevitable problem of what happens when there

is an odd number of students in the class. Here are

one or two possible solutions (although they are by

no means the only ones):

a) The teacher forms the 'extra' partner, in which

case he or she should choose a different student to

work with each time.

An example of a problem-solving activity is Activity

39 - Solve the problem.

How to use the book

b) The 'odd' student monitors another pair. The

student chosen to monitor another pair should be

changed each time an activity is done.

c) Three students work together instead of two. Two

of the students form a team to partner the third one,

taking it in turns to talk to him or her. Again, the

group of three should be changed frequently.

The activities in Pair Work 2 have been written to

give extra 'communicative' practice in certain

structures and functions. Consequently, they should

be done as follow-up work rather than for 'teaching'

purposes, since it is assumed that students are

already familiar with basic structures, functions and

vocabulary connected with each activity.

One final consideration regarding pair work is that

partners should be changed frequently to ensure

that everyone really gets an opportunity to work

with and to get to know as many different members

of the class as possible.

In the Appendix (pages 93-96), a list of main

structures and functions for each activity is given,

plus examples of typical questions, sentences or

responses. Using this as a guide, all the teacher has

to do is to decide what needs to be practised, choose

a suitable activity and photocopy the appropriate

pages. Since, in many cases, more than one activity

has been written to practise a particular structure or

function, repeated practice can be given without the

students becoming bored.

Finally, the activities in Pair Work 2 are not graded

in any way, so they can be done in any order

depending on the needs of a particular class.

3 Introducing an activity

Clear instructions are given for all the activities, so

in most cases it should be sufficient for the teacher

simply to ask the students to turn to a particular

activity and to let them read through the

instructions. While they do this, the teacher goes

around the class checking that they have fully

understood what they have to do before they begin.

If, on the other hand, the class lacks confidence or is

not used to communicative work, the teacher could,

on the first few occasions when the book is used,

demonstrate briefly with two students (A and B)

while the class monitors them. Alternatively, the

teacher could set up the situation with the whole

class then, by prompting the students, get sugges-

tions as to what A and B might say to each other.

Teaching hints

1 Classroom organization

Since the activities in Pair Work 2 involve the

students working in pairs, a certain amount of

classroom reorganization may be necessary. If it is at

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