english teaching resources-pair work 2, Timesavers
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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
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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 Offlces: Harmondsworth, Middlesex, England
First published 1981
This revised edition with ten additional activities published 1997
Copyright 0 Peter Watcyn-Jones, 1981, 1997
All rights reserved
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 ie 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'e 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
8
Penguin Books 1997
P
H
0
TO
C
0
PI
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
permieeion 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
llred Dachers
-
No
i under the title 'Dynamic Encounter'
Every effort has been made to trace copyright holders in every case. The publishers would be intereeted to hear from any not
acknowledged here
Introduction
4
Student A
8
10
11
12
13
14
15
16
17
18
19
20
2
1
22
22
23
24
25
26
28
29
30
3
1
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
d skin^
for and giving directions
Complete the drawing
(3)
Complete the drawing (4)
Fill in the missing information
(2)
Meeting an old friend
Looking for a job
(1)
Looking for a job
(2)
Asking for information about a town
Asking for information about summer language courses
Enrolling for an English course
One-sided dialogue: arranging an interview with 'Rubber'
Booking a holiday
Fill in the missing information
(3)
Making sentences
Half a crossword
I think
. . .
Ask the right question
Sort it out: three jokes
Questionnaire: moral values
The ideal partner
Solve the problem
Carry on talking
Situations
Student B
5
1
53
54
55
56
57
58
59
60
61
62
63
64
65
65
66
67
68
69
7
1
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
Appendix
Getting to know you
Questionnaire: what sort of person are you?
Market research: television or radio programmes
Holiday survey
Booking a room at a hotel
(1)
Booking a room at a hotel
(2)
Asking for train information
Asking for boat information
One-sided dialogue: at a restaurant
Fill in the missing information
(1)
Questionnaire: children and parents
Complete the drawing
(1)
Complete the drawing
(2)
Newspaper interview (1)
Newspaper interview
(2)
Visiting a school
Visiting a factory
One-sided dialogue: what shall we do atthe weekend?
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 2 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 activities
in the book:
1
Role-plays
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 14
-
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
7
-
Asking for train information.
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 9
-
one-sided dialogue: at a restaurant.
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 12
-
Complete the
drawing (1).
Description of the material
In the second, both students are given access to half
the information and by working together try to solve
the whole.
An example of this type is Activity 10
-
Fill in the
missing information (1).
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.
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):
An
example of a problem-solving activity is Activity
39
-
Solve the problem.
a) The teacher forms the 'extra' partner, in which
case he or she should choose a different student to
work with each time.
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.
How to use the book
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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