By Karen Eichhorn Lecturer at the International English Center University of Colorado at Boulder
a group of two; couple; pair.
Dyads are utilized by having one student be the teacher and the other student be the student.
Focuses on specific grammar points Requires usage of listening and speaking skills Engages students in speaking and listening Places responsibilities on students Builds relationships between students Brings feedback to the teacher regarding students’ understanding and abilities
Demonstrates rules Shows patterns Shows relationships Uses repetition to learn
Show examples of using ‘So do I’ and ‘Neither do I’ Teacher Student Teacher Student 1. I have a car. -> So do I. 2. I don’t swim. -> Neither do I. 3. She likes skiing. -> So do I. 4. They are from Japan. -> So am I. 5. He isn’t going to the party. -> Neither am I.
T: I like pizza.
S: So do I.
T: I like pizza. S: So do I. T: I don’t like pizza.
T: I like pizza. S: So do I. T: I don’t like pizza. S: Neither do I.
T: I like pizza. S: So do I. T: I don’t like pizza. S: Neither do I. T: He doesn’t drink coffee.
T: I like pizza. S: So do I. T: I don’t like pizza. S: Neither do I. T: He doesn’t drink coffee. S: Neither do I.
T: I like pizza. S: So do I. T: I don’t like pizza. S: Neither do I. T: He doesn’t drink coffee. S: Neither do I. T: I am a student.
T: I like pizza. S: So do I. T: I don’t like pizza. S: Neither do I. T: He doesn’t drink coffee. S: Neither do I. T: I am a student. S: So am I.
T: I like pizza. S: So do I. T: I don’t like pizza. S: Neither do I. T: He doesn’t drink coffee. S: Neither do I. T: I am a student. S: So am I. T: I did my homework.
T: I like pizza. S: So do I. T: I don’t like pizza. S: Neither do I. T: He doesn’t drink coffee. S: Neither do I. T: I am a student. S: So am I. T: I did my homework. S: So did I.
T: I like pizza. S: So do I. T: I don’t like pizza. S: Neither do I. T: He doesn’t drink coffee. S: Neither do I. T: I am a student. S: So am I. T: I did my homework. S: So did I. T: I will return.
T: I like pizza. S: So do I. T: I don’t like pizza. S: Neither do I. T: He doesn’t drink coffee. S: Neither do I. T: I am a student. S: So am I. T: I did my homework. S: So did I. T: I will return. S: So will I.
As a Teacher 1. Did you find it important to speak clearly to your partner? 2. How would correcting your partner improve your English? 3. How would this exercise help your grammar? As a Student 1. What did you have to think about before you responded? 2. What skills did you need to rely on to respond? 3. How would this exercise help you learn grammar 3. How would this exercise help you learn grammar? 4. Other observations?
Show examples of past tense verbs and present perfect tense verbs ate -> has eaten have eaten have eaten did - > has done have done have done Use: already between has eaten Example: has already eaten
T: I ate dinner last night. – Past Tense
S: I have already eaten dinner. – PP Tense
T: I ate dinner last night. – Past Tense S: I have already eaten dinner. – PP Tense T: He did his homework last night.
T: I ate dinner last night. – Past Tense S: I have already eaten dinner. – PP Tense T: He did his homework last night. S: He has already done his homework.
T: I ate dinner last night. – Past Tense S: I have already eaten dinner. – PP Tense T: He did his homework last night. S: He has already done his homework. T: I gave money to my brother yesterday.
T: I ate dinner last night. – Past Tense S: I have already eaten dinner. – PP Tense T: He did his homework last night. S: He has already done his homework. T: I gave money to my brother yesterday. S: I have already given money to my brother.
As a Teacher 1. Did you find it important to speak clearly and repeat to your partner? 2. How would correcting your partner improve your English? 3. How would this exercise help your grammar? As a Student 1. What did you have to think about before you responded? 2. What skills did you need to rely on to respond? 3. How would this exercise help you learn grammar 3. How would this exercise help you learn grammar? 4. Other observations?
Use as a warm up After a grammar lesson Review before a test Add support to lesson To receive feedback on my teaching and on my students’ understanding Use as a wrap up
S looks at the pictures and responds by creating a sentence using 'cheaper than' and 'more expensive than'. S looks at the pictures and responds by creating a sentence using 'cheaper than' and 'more expensive than'. T listens and corrects S if necessary. T listens and corrects S if necessary.
Example: S : and S : and Ford - $30,000 Toyota - $25,000 Ford - $30,000 Toyota - $25,000
Example: S : and S : and Ford - $30,000 Toyota - $25,000 Ford - $30,000 Toyota - $25,000 The Toyota is cheaper than the Ford. The Toyota is cheaper than the Ford.
Example: S : and S : and Ford - $30,000 Toyota - $25,000 Ford - $30,000 Toyota - $25,000 The Toyota is cheaper than the Ford. The Toyota is cheaper than the Ford. The Ford is more expensive than the Toyota. The Ford is more expensive than the Toyota.
As a Teacher 1. Did you find it important to speak clearly and repeat to your partner? 2. How would correcting your partner improve your English? 3. How would this exercise help your grammar? As a Student 1. What did you have to think about before you responded? 2. What skills did you need to rely on to respond? 3. How would this exercise help you learn grammar 3. How would this exercise help you learn grammar? 4. Other observations?
Example: T: How long have you driven a car? Cue: 5 months Cue: 5 months S: I have driven for 5 months.
As a Teacher 1. Did you find it important to speak clearly to your partner? 2. How would correcting your partner improve your English? 3. How would this exercise help your grammar? As a Student 1. What did you have to think about before you responded? 2. What skills did you need to rely on to respond? 3. How would this exercise help you learn grammar 3. How would this exercise help you learn grammar? 4. Other observations?