4. Pair Work

Pair work is a classroom activity in which the whole class is divided into pairs. Because the point of pair work is to get students speaking and listening, the content of a pair work session should be mainly oral.  It is difficult to give instructions once a pair-work session is underway, so the activity should be well planned and carefully explained. Otherwise it is likely to be unproductive. The idea of pair work is to improve listening and speaking skills by requiring students to exchange information with each other. Pair work should always be accompanied by some sort of ‘test’ to ascertain whether or not information really has been exchanged.  In some kinds of pair work, split dictations for example, the test is built in to the activity itself. In other cases, it will be a follow-up activity of some sort. Like classroom work with larger groups, pair work has two important advantages: it offers intensive, realistic practice in speaking and listening; and it promotes a friendly classroom ambiance that is conducive to learning. But beyond that, pair work has another important advantage that activities done with larger groups do not have. Pair work is a way of getting everyone in a classroom speaking and listening at the same time. In other words, it is an efficient, productive way of spending precious classroom time. 

Pair Work Example

    3. Playing Games

Using games is one of the most important ways to teach efficiently in a language class. Games mean the world to children. Nothing is more fun than playing games for them because they feel happy and free while playing. Remember when you were children, you will remember the games you played and the happiest moments of your life. It does not matter indoor or outdoor; we cannot deny the importance of games. If students learn with games, have fun, feel happy and free, it means that you have reached your goals. Games strengthen language skills, besides; learners develop social skills and good relationships while they interact with each others. Do not only get learners to play indoors games. It is useful to try outdoor games whenever the weather is nice. For example even we know board games as indoor games; you can use them in the open air. If there are garden seats outside in the playground, you can use them as desks. Even the idea of going out will make the students excited. They have already got tired and bored of sitting and being in the same class and desks. As soon as you say ’’Let’s go to the playground, it is game time’’ they will go down the stairs two by two. Whatever your goal is (speaking, grammar points, vocabulary) you must believe that every game you have students play, is much more useful than tons of exercises and worksheets and you get more positive results than anything else. 

   2. Information gaps

Information gap activities require students to communicate with each other in order to find all the necessary information to complete the activity.  Each partner has information that the other does not.  It is very important that students have the appropriate level of language in order to complete the activity.  There is sometimes a lot of repetition in the communication as students try to narrow down the information.  This can be very useful when you want the students to focus on a particular structure. For genuine communication to occur in the language classroom, teacher-student (and student-student) exchanges must go beyond display questions and should be based on the gap that occurs between interlocutors when one does not know in advance what the other is going to say. Teachers must thoughtfully prepare so that oral interaction involves a transfer of information from one person to another. Teachers should begin by using appropriate questioning and conversational strategies, particularly, by asking referential questions . Most display questions can be avoided by reformulating the question.

Types of Learner-Centered Activities

   1. Role Play         
Role-play is any speaking activity when you either put yourself into somebody else's shoes, or when you stay in your own shoes but put yourself into an imaginary situation. It is an effective technique to animate the teaching and learning atmosphere, arouse the interests of learners, and make the language acquisition impressive. So this research will mainly focus on how to apply it successfully and take the most advantage of it in English class. The outcome shows there are four crucial factors for its success: the topic chosen should be real and relevant; the teacher needs 'feed-in' the appropriate language; correct errors in a proper way; some of teachers role are facilitator, spectator or participant. Incorporating role-play into the classroom adds variety, a change of pace and opportunities for a lot of language production and a lot of fun. Also, role play technique is used as it is fun and motivating, quieter students get the chance to express themselves.
       

Waiter: Good evening. Are you ready to order?
Customer: Yes, please. I'd like chicken sandwich.

Waiter: OK. And what would you like to drink?
Customer: Orange juice, please.

Waiter: Good choice. Anything else?
Customer: That's all for now. Thank you.

Waiter: Okay, your order will be ready in ten minutes.

What is learner-centered activity? Why should we use them?

     Description of learner-centered activities

Learner-centered activities are some kinds of activities that make students communicate more and better.  Learner-centered activities put learners first in contrast to teacher-centered learning. Because, student-centered learning is focused on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning. Student-centered learning requires students to be active, responsible participants in their own learning.

     Advantages of learner-centered activities

To create a learner-centered classroom, teachers must incorporate lessons that are relevant to student needs and interests. Connecting life experiences to learning is a critical step in creating an educational experience. Students become skilled at thinking purposefully as they are provided with connections to real-world experiences. Learner-centered activities often include student-produced products that demonstrate the results of their learning. 

  Feeling confident  

Learners feel confident when they are in communication with other learners in target language. Because, they have the feeling that they have accomplished something. When they are charged with a duty in the class by the teacher, they have self reliance. So, they feel confident.

  Having fun

Learners have fun when then they are studying with learner-centered activities as these activities make them enthusiastic about the subject. Also, learners comprehend the subject of the lesson better as they have fun.

  Improving communication skills

Learner-centered activities require students’ participation. This participation makes students communicate a lot and have communication skills. While acting as an advocate for all students and the school, the teacher demonstrates effective professional and interpersonal communication skills. A teacher seeking learner-centered communication supports the mission of the school and actively collaborates and participates in the sharing of ideas, innovative problem solving, and risk taking. They create strong ties between the school and the community. Additionally, they utilize a variety of approaches (verbal, non-verbal, and media) in a variety of contexts, exemplifying the importance of expressing views clearly and in a variety of ways.

  Active participation

Students work to achieve curricular objectives in order to become critical thinkers and they complete activities designed by the teacher to achieve success so student-centered learning allows students to actively participate in discovery learning processes from an autonomous viewpoint. Students consume the entire class time constructing a new understanding of the material being learned without being passive, but rather proactive. A variety of hands-on activities are administered in order to promote successful learning.

Introduction

   Using learner-centered activities is very important in English Language Teaching classes. This learning focuses on the needs of the students. Also, learner-centered activities are very useful for learners in language classes as these activities provide the learners with communication skills and better knowledge about the target language. Learner-centered classrooms focus primarily on individual students' learning. The teacher's role is to facilitate growth by utilizing the interests and unique needs of students as a guide for meaningful instruction.