1. ADVANTAGES OF GROUP WORK
1.1. IT GENERATES INTERACTIVE LANGUAGE
1.1.1. INCREASES PRACTICE
1.1.2. MORE QUANTITY AND QUALITY
1.2. IT OFFERS AN AFFECTIVE CLIMATE
1.2.1. SECURITY
1.2.2. SAFETY
1.2.3. INCREASE MOTIVATION
1.3. IT PROMOTES LEARNER RESPONSIBILITY AND AUTONOMY
1.3.1. RESPONSIBLE
1.3.1.1. ACTIONS
1.3.1.2. PROCESS
1.3.2. NO HIDING
1.4. IT IS A STEP TOWARD INDIVIDUALIZING INSTRUCTION
1.4.1. DIFFERENT
1.4.1.1. ABILITIES
1.4.1.2. NEEDS
1.4.1.3. GOALS
2. EXCUSES FOR AVOIDING GROUP WORK
2.1. THE TEACHER IS NO LONGER IN CONTROL OF THE CLASS
2.1.1. TEACHER'S ROLE
2.1.1.1. TO DIRECT
2.1.1.2. TO MANAGE
2.1.1.3. TO FACILITATE
2.1.1.4. TO GUIDE
2.1.2. ADEQUATE DEGREE OF CONTROL
2.2. STUDENTS WILL USE THEIR NATIVE LANGUAGE
2.2.1. TASK
2.2.1.1. INTERESTING
2.2.1.2. NOT HARD OR EASY
2.2.1.3. CLEAR PURPOSE
2.2.2. VALUE
2.2.2.1. CONSTANT PRACTICE
2.2.2.2. INTRINSIC MOTIVATION
2.2.2.3. ENJOYABLE TASK
2.2.2.4. SECURE GROUPS
2.2.2.4.1. NO JUDGING
2.2.2.5. FOR EXAMS
2.2.2.5.1. BETTER THAN JUST STUDYING
2.3. STUDENTS' ERRORS WILL BE REINFORCED IN SMALL GROUPS
2.3.1. ERRORS
2.3.1.1. NECESSARY FOR LG DEVELOPMENT
2.3.2. ENCOURAGE
2.3.2.1. PEER FEEDBACK
2.4. TEACHERS CANNOT MONITOR ALL GROUPS AT ONCE
2.4.1. CIRCULATE
2.4.2. LISTEN
2.4.3. SUGGEST
2.4.4. ALLOW CREATIVENESS
2.4.4.1. NEEDN'T BE A PART OF EVERY INTERACTION
2.5. SOME LEARNERS PREFER TO WORK ALONE
2.5.1. ACKNOWLEDGE
2.5.1.1. DIFFERENT LEARNING STYLES
2.5.2. USE AND APPRECIATE DIFFERENCES
2.5.2.1. DIVERSITY
3. IMPLEMENTING GROUP WORK
3.1. SELECTING APPROPRIATE TECHNIQUES
3.1.1. TYPICAL GROUP TASKS
3.1.1.1. GAMES
3.1.1.2. ROLE PLAY AND SIMULATIONS
3.1.1.3. DRAMA
3.1.1.4. PROJECTS
3.1.1.5. INTERVIEW
3.1.1.6. BRAINSTORMING
3.1.1.7. INFORMATION-GAP
3.1.1.8. JIGSAW
3.1.1.9. PROBLEM SOLVING AND DECISION MAKING
3.1.1.10. OPINION EXCHANGE
3.1.2. PAIR WORK ACTIVITIES
3.1.2.1. SHORT, SIMPLE TASKS
3.1.2.1.1. PRACTICING DIALOGUES
3.1.2.1.2. QUESTION&ANSWERS
3.1.2.1.3. DRILLS
3.1.2.1.4. QUICK BRAINSTORMING
3.1.2.1.5. CHECK WRITTEN WORK
3.1.2.1.6. BRIEF ACTIVITIES
3.2. PLANNING
3.2.1. INTRODUCE THE TECHNIQUE
3.2.2. JUSTIFY THE USE OF SMALL GROUPS
3.2.3. MODEL THE TECHNIQUE
3.2.4. GIVE EXPLICIT DETAILED INSTRUCTION
3.2.5. DIVIDE THE CLASS INTO GROUPS
3.2.6. CHECK FOR CLARIFICATION
3.2.7. SET THE TASK IN MOTION
3.3. MONITORING
3.3.1. FACILITATE
3.3.2. GUIDE
3.3.3. HELP
3.3.4. DON'T
3.3.4.1. SIT ON YOUR DESK
3.3.4.2. LEAVE THE ROOM
3.3.4.3. INHIBIT GROUP WORK
3.3.4.4. SPEND MORE TIME WITH ONE GROUP
3.3.4.5. CORRECT ERRORS
3.3.4.6. DOMINATE
3.4. DEBRIEFING
3.4.1. REPORTING ON TASK OBJECTIVES
3.4.2. ESTABLISHING AFFECTIVE SUPPORT