Language

Classroom

Teacher

Learner

Learning

IRF
IRF (Initiation- Response- Feedback).
The teacher initiates an exchange
(usually in the form of a question).
One of the students answers
(or responds).
The teacher gives feedback
(i.e.
assessment,
correction,
comment), initiates the next question,
and so on.

Types of Language Interaction

TT- Teacher very active, students only
receptive
T- Teacher active, students mainly
receptive
TS- Teacher and students fairly
equally active
S- Students active, teacher mainly
receptive
SS- Students very active, teacher only
receptive.

Interaction Patterns

Teacher talk (TT)

Choral responses (T)
Closed-ended teacher questioning (IRF)
(T)
Open-ended teacher questioning (TS)
Student initiates, teacher answers (TS)
Individual work (S)
Full-class interaction (S)
Collaboration (S)
Group work (S)
Self-access (SS)

Group Work Methodology

* PROS Why are groups good?

* CONS Why shouldnt we use

groups?

1. Group work generates

interactive language
2. Group work offers an
embracing affective climate
3. Group work promotes
learner responsibility and
autonomy
4. Group work is a step
toward individualizing
instruction.

1. The teacher is no longer in

control of the class.
2. students will use their
native language
3. Students errors will be
reinforced in small groups.
4. Teacher cannot monitor all
groups at once.
5. Some learners prefer to
work alone.

The steps in conducting group work

1 Introduce the technique

2 Justify the use of small groups for the
technique
3 Give explicit detailed instructions
4 Divide the class into groups
5 Check for clarification
6 Set the task in motion:
a Do not sit at your desk and grade papers
b Do not leave the room and take a break
c Do not spend an undue amount of time with
one group at the expense of others
d Do not correct students errors unless asked
to
e Do not assume a dominating or disruptive
role while monitoring groups

Classroom Climate- How to create a

favorable classroom environment
1.
Classroom
is
clean,
well-lighted,
comfortable, and full of realia
2. No praising indiscriminately
3. Everyone knows each other
4. Activities at appropriate level
5. Allow students a measure of choice
6. Choose activities that help establish
relationships between students
7. Limit group size. No more than 5 or 6 in a
group
8. Set a clear time limit. [Use an egg timer to
be a neutral timekeeper]

Types of tasks

Games
Role-play and simulations
Drama
Projects
Interview
Brainstorming
Information gap
Jigsaw
Problem-solving and decision-making
Opinion exchange.

Lessons from Geese

Lesson 1
As each bird flaps its wings, it
creates uplift for others behind
him. There is 71% more flying
range in V-formation, than flying
alone.
Lesson: People who share a
common direction and sense of
common purpose can get there
quicker.

Lesson 2
Whenever a goose flies out of
formation, it quickly feels the
drag and tries to get back into
position.
Lesson: Its harder to do
something alone than together.

Lesson 3
When the lead goose gets tired, it
rotates back into formation and
another goose flies at the head.
Lesson: Shared leadership and
interdependence gives us each a
chance to lead as well as
opportunities to rest.

Lesson 4
The geese in formation honk from
behind to encourage those up
front to keep up their speed.
Lesson: We need to make sure
our honking is encouraging and
not discouraging.

Lesson 5
When a goose gets sick or wounded
and falls, two geese fall out and stay
with it until it revives or dies. Then
they catch up or join another flock.
Lesson: Stand by your colleagues in
difficult times as well as in good.