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Table 6. Interaction Patterns 
 
Form of the 
work 
Explanation 
1. Group work 
Students work in small groups on tasks that 
entail interaction; conveying information, for 
example. Or group decision-making. The 
teacher walks around listening, intervenes little 
if at all. 
2. Closed-ended 
teacher 
questioning (IRF) 
Only one “right” response gets approved. 
Sometimes cynically called the “Guess what the 
teacher wants you to say” game. 
3. 
Individual 
work 
The teacher gives a task or set of tasks, and 
students work on them independently, the 
teacher walks around monitoring and assisting 
where necessary. 
4. 
Choral 
responses 
The teacher gives a model which is repeated by 
the whole class in chorus; or gives a cue which 
is responded to in chorus. 
5. Collaboration 
Students do the same sort of tasks as in 
“individual work”, but work together, usually in 
pairs, to try to achieve the best results they can. 

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The teacher may or may not intervene. (Note 
that this is different from “Group work”, where 
the task itself necessitates interaction). 
6. 
Students 
initiate 
the 
teacher’s answers 
For example, in a guessing game: the students 
think of questions and the teacher responds; but 
the teacher decides who asks. 
7. 
Full 
class 
interaction 
The students debate a topic or fulfill a language 
task as a class; the teacher may intervene 
occasionally, to stimulate participation or to 
monitor. 
8. Teacher’s talk This may involve some kind of silent students’ 
response, such as writing after dictation, but 
there is no initiative on the part of students. 
9. Self-access 
Students choose their own learning tasks, and 
work autonomously. 
10. Open-ended 
teacher 
questioning. 
There are a number of possible “correct” 
answers, so that more students answer each cue. 
Some of these forms of interaction are used at all stages of 
education; some of them can be organized at only one stage. For 
example, IRF pattern is used most of the time in most classrooms, 
even if it is not in fact the most effective way of achieving the 
teaching objective at the time. But it is more beneficial at early 
stages of ELT. It allows the teacher to monitor pupils, children learn 
from each other’s responses. Later, however, when they know the 
material better and simply need to consolidate it through rehearsals 
they are probably better served by individual, group or pair work 
which allows active participation of more students simultaneously. 
Samples of pair and group work: 
1. Work in pairs. Ask and answer questions: 
What happens if … 
a) you miss the lesson? 
b) you eat too much food? 
c) you forget your notebook? 
d) you make noise in the classroom? 
2. Small-group work (4-5 students). 

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Discuss in the group, “Which of the items given in the box are 
more useful for your study?”
textbook pen dictionary cartoon films
pencil notebook brochure journal computer
Knowing the individual character, his/her level of knowledge, 
interests, abilities the teacher chooses the forms and methods of 
teaching and inspires them to overcome difficulties and 
psychological barriers.