Documentos de Académico
Documentos de Profesional
Documentos de Cultura
ProblemSolving
pages 4-8
Finding
Differences
pages 9-14
Meet the
Neighbours
Find the
differences
Ask questions in
MT and answer
in TL
Use objects
instead of
people
Use questions
instead of
statements
Have some of
the blanks
already filled-in
Use a particular
verb tense in
asking questions
Emphasize
prepositions
Solve a
Problem
Haunted House
Use statements
instead of
questions
Use menus with
different prices
and items
Family Tree
Use different
coloured sheets
Different
furniture in each
house
Types of Activities
Giving
Missing
Directions
Information
pages 15-18
pages 19-25
Example 1
Up, Down,
Complete the
Left, Right
Drawing
Variations
Use a larger or
Use pictures of
smaller grid
vocabulary
being learned
Use pictures of Dont include
objects being
vocabulary
learned
Use words
Use a more
instead of
complex picture
pictures
Have a 2nd set
of pictures to
reverse roles
Use faces (ie Mr
Potato Head)
Example 2
Trace the Route Lost and Found
Variations
Students can
Partners can
invent their
alternate roles
own routes
Can use a local Campsite
map
scenario
Can use a map
of a TL city
Restaurant
Scenario
Jigsaw
Questioning
pages 26-27
pages 28-33
Jigsaw Reading
Famous Artists
Omit the provided
dialogue
Use culturally
related artwork
Use music or film
Line Dance
Jigsaw
Write a song
Write a story
Cultural events
added
Use music
representative of
TL culture
Example 3
20 Questions
Variations
Simple questions
for beginners
Students circulate
with unknown
word on their
backs
Use verbs
Example 4
Survey
Variations
Intermediate
students may use
info to write a
story
Teresa Bryanton, Jon Paul, Joanne Reschny
Beginner
LEVEL
Culture
Speaking
Listening
Writing
Reading
Linguistic
Advanced
Intermediate
Music
Kinaesthetic
Auditory
Interpersonal
Intrapersonal
MathematicalLogical /
Visual / Spatial
MULTIPLE INTELLIGENCES
Information gap activities are successful when: (Ur, 1996, taken from Raptou, 2001)
The students talk a lot
Participation is even
Motivation is high
Language is of an acceptable level
As Information:
Persons Name
From
Occupation
1. Jill (female)
Doctor
2.
Professor
3. Jared (male)
Cincinnati
4.
Cleveland
5. Janet
(female)
Weekends
Movies
romance
go fishing
action
Banker
play cards
Occupation
Weekends
Dayton
Bs Information:
Persons Name
From
1.
Toledo
relax at home
horror
Mechanic
play baseball
4. Jenny
(female)
5.
Sample Questions:
Movies
drama
Lawyer
read novels
comedy
10
11
12
13
14
15
16
17
18
19
UP?
DOWN?
LEFT?
RIGHT??
20
21
22
23
Missing Information Activity: Lost and Found On cherche un ohjet perdu (Harris &
Roselman, year unknown)
Materials: handouts: Preparation Sheet (12) 2 copies, Tourists sheet (A12), Officer sheet
(B12) (see example)
Goals: to encourage communication between students in a realistic activity.
Procedure:
1. Put students into groups of two.
2. Both students get a copy of Sheet 12, but one student has Sheet A12 and one
student has sheet B12.
3. The pair first goes over Sheet 12 in order to prepare for the main activity and to
associate themselves with useful grammar, vocabulary and expressions.
4. For the main activity, one student is the tourist who has recently lost a personal
item, and the other student is a police officer who runs the local Lost & Found.
5. The tourist tells the Officer what was lost and where it was lost, and then asks the
officer if it has arrived.
6. The officer looks at the list on Sheet B12 which says what items have been found
and where, and then answers the tourists question.
7. This process should be repeated until each item on the tourists list has been
covered.
Variations:
1. Students could alternate between tourist and officer after each question, thus
getting to ask and answer questions.
2. Tourists arrive at a campsite and want to know whether they can stay according to
site availability, cost per night, length of stay, size of tent or trailer; one student
plays a tourist, the other the campsite manager. (see example)
3. Restaurant Scenario with incomplete menu.
Time: 15-20 minutes
24
25
26
27
28
29
30
B Sheet
Name: Sunflowers
Artist:
Date:
Materials:
Name: The Ox
Artist:
Date:
Materials:
Name: David
Artist:
Date:
Materials:
Name: Guernica
Artist:
Date:
Materials:
31
32
from
Name: Sunflowers
Artist: Van Gogh
Date: 1889
Materials: Oil Paints
Name: The Ox
Artist: Joong-sup Lee
Date: In the 1950s
Materials: Oil paints
Name: David
Artist: Michelangelo
Date: 1501-1504
Materials: Marble
Name: Guernica
Artist: Picasso
Date: 1937
Materials: Oil Paints
33
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
8:00
Wake up
Wake up
Wake up
9:00
Breakfast
Breakfast
Breakfast
10:00
Go to school
Go to school
Go to school
11:00
English Class
Social Studies
Class
English Class
12:00
Lunch
Lunch
Lunch
13:00
Math Class
Break / Spare
Math Class
14:00
Break / Spare
Phys Ed Class
15:00
Science Class
Science Class
16:00
Go home
Visit Grandma
17:00
Eat dinner
Eat dinner at
Grandma's
18:00
Read a book
Go home
19:00
Do homework
Do homework
20:00
21:00
Go for a walk
Go for tea
22:00
Meditating
Meditating
23:00
Go to bed
Go to bed
MONDAY
TUESDAY
WEDNESDAY
34
SATURDAY
SUNDAY
Break / Spare
Social Studies
Class
Basketball
Game
Goes for
victory dinner
with team
Friday Night
Bowling Club
Goes to a
friend's for a
sleepover
Go to bed
SATURDAY
SUNDAY
8:00
Wake up
THURSDAY
Wake up
FRIDAY
Sleeping
Sleeping
9:00
Eat breakfast
Eat breakfast
Sleeping
Sleeping
10:00
Go to School
Go to School
Wakes up
Sleeping
11:00
Art Class
Phys Ed Class
Eats breakfast
Wakes up
12:00
Lunch
Lunch
13:00
Home
Economics
Class
Btreak / Spare
14:00
Break / Spare
French Class
15:00
French Class
English Class
16:00
Basketball
Practice
Basketball
Practice
Eat dinner
17:00
Go home
Go home
Read a book
18:00
Eat dinner
Eat dinner
Has a nap
19:00
Do homework
Do homework
Yoga practice
Do homework
20:00
Go swimming
Yoga Class
21:00
Read a book
Read a book
Goes dancing
with friends
Read a book
22:00
Meditate
Meditate
23:00
Go to bed
Go to bed
Eats brunch
Goes to the
farmers' market
Plays guitar
Bakes a pie for
grandma
Takes pie to
grandma's
house
Eats dinner at
Grandma's
Goes home
Meditate
Goes to bed
Goes to bed
35
36
REFERENCES
Annenberg Media. (2005). Teaching Foreign Languages K-12. Taken from
http://www.learner.org/channel/libraries/tfl/key_terms.html January 10, 2006.
Basturkmen, H. (1994). Using Learners Writing for Oral Information-Gap Activities. Taken
from
http://exchanges.state.gov/forum/vols/vol32//no1/p50.htm January 10, 2006.
Bilash, O. (2006). In class discussion, January 10, 2006.
Boggles World. (2002a). ESL information gap exercises: Haunted house information gap.
Retrieved January 10, 2005 from http://bogglesworld.com/information_gap.htm.
Boggles World. (2002b). ESL information gap exercises: Famous artists. Retrieved January 10,
2005 from http://bogglesworld.com/information_gap.htm.
ESLgold.com. (2002). Information Gap. Retrieved January 10, 2006 from
www.eslgold.com/site.jsp?resource=pag_tea_speaking_lesson_info_gap.
Harris V., & Roselman L. (year unknown). Tu parles: Communicative activities in French.
Waterloo: The Resource Centre.
Janzen, C. (2005). Correspondent at Queen Elizabeth High School (Edmonton, AB) during IPT
experience.
Mohamed, J. (year unknown). Jeff Mohameds TEFL Classroom Clinic: General Methodology &
Terminology; Information Gaps In English Teaching. Retrieved January 10, 2006 from
www.geocities/bayinnaung/progexinfogap.html.
Raptou, V. (2001). Using Information Gap Activities in the Second Langauge Classroom.
Retrienved January 10, 2006 from www.caslt.org/Print/gapp.htm
REEP. (2003). Information Gap. Retrieved January 10, 2006 from
www.arlington.k12.va.us/instruct/ctae/adult_ed/REEP/reepcurriculum/informationgap.ht
ml.
Reschny, J. (2004). Repertoire of Second Language Monitor Program experience at
Polyvalente de Black Lake, Thetford Mines, QC.