In the process of learning a student works more willingly with another student than with a group (Aronson, Wilson, Akert 1997). They feel less restricted and behave more spontaneously. Due to that, various games and pair-work activities are used to optimise the process of foreign language learning and such is the func-tion of the activity described below. The above-mentioned types of interaction make the participants more active because of both cognitive and emotional in-volvement. In order to achieve the expected results, it is advisable to use the techniques which will make the interaction possible. Experts in the field such as Tony Buzan, Edward de Bono, Gordon Dryden and Jeannette Vos stress the didactic value of such exercises (cf. Buzan 1996; de Bono 1999; Dryden and Vos 2000).
 

In the process of learning a student works more willingly with another student than with a group (Aronson, Wilson, Akert 1997). They feel less restricted and behave more spontaneously. Due to that, various games and pair-work activities are used to optimise the process of foreign language learning and such is the func-tion of the activity described below. The above-mentioned types of interaction make the participants more active because of both cognitive and emotional in-volvement. In order to achieve the expected results, it is advisable to use the techniques which will make the interaction possible. Experts in the field such as Tony Buzan, Edward de Bono, Gordon Dryden and Jeannette Vos stress the didactic value of such exercises (cf. Buzan 1996; de Bono 1999; Dryden and Vos 2000).