Peer-to-peer Teaching.
Tom Nisbet
| GRADE LEVEL: | SHS, medium/high level |
| SKILLS: | Listening, speaking, reading, and writing |
| TIME: | Depends, minimum 15-20 minutes |
| MATERIALS: | Worksheets |
| OBJECTIVES: | To practice new forms of grammar, to introduce peer-to-peer learning and negotiation of meaning (please look up more details of this if you are interested -it will really help explain this idea as well. I don’t have the space to explain the theories here) |
PROCEDURE:
- Make the students form pairs
- Give the students a sheet. A or B. Each sheet has different information about a specific grammar point. Student A should complete his/her sheet with the help of student B
- Student A should have specific questions to answer, or specific sentences to complete. Student B will have information that can help student A complete the sentence
- This activity should be done in English only. The students will have Japanese instructions but only English should be spoken
NOTES:
The instructions above are deceptively simple. You will have to do a lot of thinking to get this technique to work. As an ALT, you will need to decide the relevant grammar points to use in this lesson. Once you have done that you will need to think of many different example sentences and be able to fully explain the grammar in easy to understand English. The really difficult part comes when you have to write the instructions for part B. The instructions should be easy enough that the student can communicate them in English, but do not give example answers. You want to students to be thinking together, and forming a “negotiation of meaning” between them. This means the student should be encouraged to use their own level of English to communicate with each other.
Please note this is a plan for a way of teaching, not a lesson plan in itself. Before you start the procedure you can (and should) include things like revising classroom English, practicing new vocabulary encountered, a description of the aims of this method (this is important, let them know exactly what they will be doing and why), and reading of examples to the class. In the example sheets I have included, I have used a “(J)” to represent that this sentence/phrase should be in Japanese. There should be a lot of Japanese used on B’s sheet.
HANDOUTS and WORKSHEETS:
Example worksheets illustrating this technique can be seen here:
http://teachingactivities.pbwiki.com/f/peertopeerteachinghandouts_tnisbet.doc
Comments (0)
You don't have permission to comment on this page.