Untitled-1 []€¦ · Title: Untitled-1 Created Date: 20140217113650Z
Untitled
-
Upload
api-237613002 -
Category
Documents
-
view
29 -
download
0
Transcript of Untitled
INFORMATION GAP ACTIVITIES
Types of ActivitiesProblem-Solving
▼pages 4-8
Finding Differences
▼pages 9-14
Giving Directions
▼pages 15-18
Missing Information
▼pages 19-25
Jigsaw
▼pages 26-27
Questioning
▼pages 28-33
Example 1Meet the
NeighboursFind the
differencesUp, Down, Left, Right
Complete the Drawing
Jigsaw Reading Famous Artists
VariationsAsk questions in MT and answer in TL
Use a particular verb tense in asking questions
Use a larger or smaller grid
Use pictures of vocabulary being learned
Omit the provided dialogue
Use objects instead of people
Emphasize prepositions
Use pictures of objects being learned
Don’t include vocabulary
Use culturally related artwork
Use questions instead of statements
Use statements instead of questions
Use words instead of pictures
Use a more complex picture
Use music or film
Have some of the blanks already filled-in
Use menus with different prices and items
Have a 2nd set of pictures to reverse roles
Family Tree Use faces (ie Mr Potato Head)
Example 2Solve a Problem
Haunted House Trace the Route
Lost and Found Line Dance Jigsaw
What did John do?
VariationsUse different coloured sheets
Students can invent their own routes
Partners can alternate roles
Write a song Use easy verbs for beginners
Different furniture in each house
Can use a local map
Campsite scenario
Write a story Cultural events added
Can use a map of a TL city
Restaurant Scenario
Use music representative of TL culture
Use students class schedules
Example 320 Questions
VariationsSimple questions for beginnersStudents circulate with unknown word on their backsUse verbs
Example 4Survey
VariationsIntermediate students may use info to write a story
Teresa Bryanton, Jon Paul, Joanne Reschny
1
INFORMATION GAP ACTIVITIES
MULTIPLE INTELLIGENCES
Vis
ual /
Sp
atia
l
Logi
cal /
M
athe
mat
ical
Inte
rper
sona
l
Intra
pers
onal
Aud
itory
Kin
aest
hetic
Mus
ic
Ling
uist
ic
Meet the Neighbours ☺ ☺ ☺ ☺ ☺Solve the Problem ☺ ☺ ☺ ☺ ☺ ☺Find the Differences ☺ ☺ ☺ ☺Haunted House ☺ ☺ ☺ ☺Up, Down, Left, Right ☺ ☺ ☺ ☺Trace the Route ☺ ☺ ☺ ☺Complete the Drawing ☺ ☺ ☺ ☺Lost and Found ☺ ☺ ☺ ☺Jigsaw Reading ☺ ☺ ☺ ☺ ☺Line Dance Jigsaw ☺ ☺ ☺ ☺ ☺ ☺Famous Artists ☺ ☺ ☺ ☺What did John do? ☺ ☺ ☺ ☺ ☺20 Questions ☺ ☺ ☺ ☺ ☺Survey ☺ ☺ ☺ ☺
COMPREHENSION AND PRODUCTIONS GOALS LEVEL
Rea
ding
Writ
ing
List
enin
g
Spea
king
Cul
ture
Beg
inne
r
Inte
rmed
iate
Adv
ance
dMeet the Neighbours ☺ ☺ ☺ ☺Solve the Problem ☺ ☺ ☺ ☺Find the Differences ☺ ☺ ☺ ☺ ☺ ☺Haunted House ☺ ☺ ☺ ☺Up, Down, Left, Right ☺ ☺ ☺ ☺ ☺Trace the Route ☺ ☺ ☺ ☺Complete the Drawing ☺ ☺ ☺ ☺Lost and Found ☺ ☺ ☺ ☺ ☺Jigsaw Reading ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺Line Dance Jigsaw ☺ ☺ ☺ ☺ ☺ ☺ ☺Famous Artists ☺ ☺ ☺ ☺ ☺What did John do? ☺ ☺ ☺ ☺ ☺ ☺20 Questions ☺ ☺ ☺ ☺ ☺ ☺Survey ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺
2
INFORMATION GAP ACTIVITIES
INFORMATION GAP ACTIVITIES: OVERVIEW
An Information Gap is a lack of information between two or more people. In Information Gap Activities, not everyone knows the same things and people don’t always have the same information in front of them, therefore communication is needed to complete the task.
Students work in groups of two or more. Each student has some, but not all, of the information needed for the activity. As partners to each other to fill in the “gaps” of missing information, they acquire communication skills in a way that is authentic and meaningful (Basturkmen, 1994). The pair creates questions and /or statements and each individual responds in turn (Annenberg Media, 2005). Since each partner knows something that the other does not they must communicate in order to attain complete understanding. These questions which seek unknown answers are known as referential questions, which contrast with display questions, that is, those which seek obvious answers. For example, rather than asking “Do you sleep every day?, you could ask “When do you sleep?” (Annenberg Media, 2005).
Information gap activities: (Raptou, 2001)
Are not scripted or rehearsed Involve spontaneous learning and dialogue Involve unique responses which require careful thinking and use of sentence structure to
communicate answers Require more than regurgitated information Involve the combination of information to merge ideas Provide structure and guidelines for students to follow Results in a more comfortable environment because communication is one-on-one, rather
than individual to class. Give students a chance to practice what they’ve learned Create a need for comprehensible speech in order to accomplish the task Do not necessarily involve evaluation during the activity thus increasing motivation and
participation without fear and pressure of marks Help increase confidence in the language thus resulting in a greater likelihood of speaking
in the target language
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
Problem - Solving Activity: Meet the Neighbours (Reschny, 2004)
3
INFORMATION GAP ACTIVITIES
Materials: handout (see example)
Goal: To improve reading, listening, and speaking skills in students. Students must read and understand their own statements. Likewise, they must listen to the statements of others and ask appropriate questions if necessary to complete their own understanding. The students also get practice in establishing cognitive patterns that “make sense” in the target language; in other words, they learn to think in their second language.
Procedure:1. Put the students into pairs.2. Each student is given a handout which includes a chart and a series of statements
which are an incomplete set of statements used to fill in their chart. (use pencil!)3. Each student reads his or her own statements and fills in the applicable parts of their
chart.4. The students take turns reading their statements to each other and using each other’s
information to fill in their charts.
Variations:1. Ask questions in MT and answer in the TL to decrease level of difficulty.2. Use objects instead of people to make relevant to unit.3. Ask questions instead of reading statements to increase level of difficulty.4. Have some of the blanks already filled-in to decrease level of difficulty.
Time:
4
INFORMATION GAP ACTIVITIES
5
INFORMATION GAP ACTIVITIES
Variation Worksheet for “Meet the Neighbors” (ESLgold.com, 2002)
A’s Information:
Person’s Name From Occupation Weekends Movies
1. Jill (female) doctor romance
2. professor go fishing
3. Jared (male) Cincinnati action
4. Cleveland banker play cards
5. Janet (female) Dayton
B’s Information:
Person’s Name From Occupation Weekends Movies
1. Toledo relax at home
2. Jason (male) Columbus horror
3. mechanic play baseball
4. Jenny (female) drama
5. lawyer read novels comedy
Sample Questions: What is the first person’s name? How do you spell it? Where is he/she from?
6
INFORMATION GAP ACTIVITIES
What is his/her occupation What does he/she do on weekends? What kind of movies does he/she like?
After completing the chart, discuss with your partner: Which person would you like as a friend? Why?
Problem – Solving Activity: Solve a Problem (Reschny, 2004)
Materials: handout (see example)
Goal: To improve communication skills (including clear pronunciation) and increase ability to think in the target language.
Procedure: 1. Put students into pairs (or they may work independently).2. The students are given charts with certain logically exclusive possible facts about a set
of characters, and an incomplete set of statements about those characters3. The students must then communicate their statements with their partner to produce a
complete set of statements, which allows them to solve the logic problem.
Variations:
Time:
7
INFORMATION GAP ACTIVITIES 8
INFORMATION GAP ACTIVITIES 9
INFORMATION GAP ACTIVITIES
Finding Differences Activities: Finding the Differences (Reschny, 2004)
Materials: handouts (see examples)
Goal: To ask and answer questions, and give information using the present continuous; thus improving listening and speaking skills, while increasing understanding of the target language culture. Students must communicate with each other to understand the differences between the pictures, and understanding the pictures requires understanding of the culture that generated them.
Procedure:1. Put the students into pairs.2. Copy the handouts according to the number of students in your class. (Half of the
class will get “Student A” handout, the other half “Student B”)3. Divide the class into pairs – A and B. Give each student a copy of the appropriate
handout.4. They sit facing each other, making sure that their handout is hidden from their
partner.5. Explain what is to be done and allow time for preparation. Everyone then starts at
the same time.6. Set a definite time limit and stop the students at the end of it, whether they have
finished or not.7. They now compare their drawings to see if they have found all the differences.
Variations:1. Emphasize a particular verb tense in asking questions2. Emphasize prepositions3. Use statements instead of questions4. Use menus with different prices and items (REEP, 2003)5. Family Trees – students use their own family trees to ask and answer questions.
(REEP, 2003).
Time:
10
INFORMATION GAP ACTIVITIES 11
INFORMATION GAP ACTIVITIES 12
INFORMATION GAP ACTIVITIES 13
INFORMATION GAP ACTIVITIES
Finding Differences Activities: Haunted House (Boggle’s World, 2002a)
Materials: handout: Haunted House pictures A and B (see example)
Goal: to encourage unscripted communication between two students; to use location prepositions in a question and answer format.
Procedure:1. Put students in groups of two.2. One student has Picture A while the other has Picture B.3. Student A identifies the whereabouts of a ghost in Picture A and asks Student
B if the ghost is in the same place in Picture B. a. e.g. Student A: In my picture, there is a ghost in front of the desk in the
bedroom. Do you have the same?4. Student B answers in a complete sentence, and then identifies a different ghost
in Picture B asks Student A if the ghost is in the same place in Picture A.a. e.g. Student B: No, in my picture the ghost is behind the desk in the
bedroom. Also, in the bathroom there is a ghost in the bathtub. Do you have the same?
5. Students converse back and forth until they have identified the whereabouts of all the ghosts in the two pictures.
Variations:1. If the objects on each of the two pictures were colored differently, the students’
dialogue could be more descriptive (emphasizes use of adjectives or color vocabulary).
2. If the rooms had different furniture, the students’ could also compare furniture and its locations.
Time: 10 minutes
14
INFORMATION GAP ACTIVITIES 15
INFORMATION GAP ACTIVITIES
Giving Directions Activity: Trace the Route (Reschny, 2004)
Materials: handout (see example)
Goal: To give directions (involving both speaking and listening) which will improve their understanding of directional words and the use of the imperative verb form.
Procedure: 1. Put students into pairs.2. Students are given a map, a starting point, and a destination. They must then describe
a route that can be taken to get from the starting point to the destination.3. The students must then describe their routes to others, and have them find the
destination from the directions.
Variations:1. Students can invent their own routes2. Can use a local map3. Can use a map of a TL city
Time:
16
INFORMATION GAP ACTIVITIES 17
INFORMATION GAP ACTIVITIES
Giving Directions Activity: Up, Down, Left, Right (Reschny, 2004)
Materials: handout (see example)
Goal: To learn to give directions, practice numbers, and use prepositions.
Procedure: 1. Put students into pairs.2. Student A reads his statements to Student B. Student B follows these instructions and
draws what his partner tells him to.3. When all statements have been read on Student As sheet, Student B reads his
instructions and Student A follows.4. When Student B has read all his statements, the pair shows their completed chard and
compares then with the answer on their partners chart. Variations
1. Use a larger or smaller grid (more or less squares).2. Use pictures of objects being learned (current vocabulary).3. Use words instead of pictures.
Time
UP? DOWN?
LEFT? RIGHT??
18
INFORMATION GAP ACTIVITIES 19
INFORMATION GAP ACTIVITIES
Missing Information Activity: Complete the Drawing (Reschny, 2004)
Materials: handout (see example)
Goal: To practice comprehensible communication, prepositions, adjectives and vocabulary.
Procedure: 1. Put students into pairs.2. Student A describes what is in his picture to student B, including where to draw it.
Student B follows Student As instructions.3. When finished, the pair compares pictures to check for accuracy.
Variations:1. Use pictures of vocabulary being learned (ie. Shapes, clothes, etc)2. Don’t include vocabulary3. Use a more complex picture.4. Have a second set of pictures to reverse roles.5. Use faces (ie. Mr. Potato Head)
Time:
20
INFORMATION GAP ACTIVITIES 21
INFORMATION GAP ACTIVITIES
Missing Information Activity: Lost and Found “On cherche un ohjet perdu” (Harris & Roselman, year unknown)
Materials: handouts: Preparation Sheet (12) – 2 copies, Tourist’s 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 tourist’s question.7. This process should be repeated until each item on the tourist’s 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
22
INFORMATION GAP ACTIVITIES 23
INFORMATION GAP ACTIVITIES 24
INFORMATION GAP ACTIVITIES 25
INFORMATION GAP ACTIVITIES 26
INFORMATION GAP ACTIVITIES
Jigsaw Activity: Jigsaw Reading
Overview of Jigsaw Activities: Students will work on separate parts all related to a similar task and will then come together with these separate parts and share information in order to learn together. This can be a great way to learn since the students are actually learning themselves as they teach each other. The information is more likely to be internalized this way. When students teach each other it demonstrates they “get it”. It is also a method of improving communication and social skills. Students are also more likely to complete the assignments with the pressure of being responsible for contributing their unique part which is essential to the whole groups understanding.
Materials: depends on task students are to puzzle together.
Goal: to decrease overall work by each student doing a smaller part and bringing this portion to the larger group to share while collectively learning and teaching one another. Information will be remembered longer term as it is taught to others
Procedure 1. Put students into groups 2. Assign parts each student will be individually responsible for 3. State when students expected to come back to the larger group to teach and share
their assigned portion4. Students will work independently on task 5. Students will present their assigned information to the group as a whole (teacher
may assign a special order to do so or leave it up to the group members to decide on their own)
6. Students will be expected to take notes and ask questions during each lesson taught by their peers
7. This information can then be summarized to the entire class if assigned tasks varied between groups
Variations
Time needed will depend on task length
Example: Each student is assigned a section of the readings and will join in a small group to share and teach the information read and learned to all other group members. The whole reading will be understood completely but each being responsible for smaller portions rather than the work in its entirety.
27
INFORMATION GAP ACTIVITIES
Jigsaw Activity: Line Dance Jigsaw (Janzen, 2005)
Materials: music (personal choice)
Goals: to encourage spontaneous communication between students; to create a dance routine by breaking it up into small chunks and then combining the chunks together.
Procedure:1. Select, as a larger group, a melody or song to play during the dance routine.2. Identify its rhythm/beat to figure out the time count (for example, you may find that
the music allows for actions done in fours).3. Break up the classroom in 5-9 groups.4. Each group is responsible for creating and arranging a series of dance moves; each
individual must come up with at least one dance move.5. When each member has figured out her/his move, s/he must teach that move to the
entire group (this should be done verbally and with the actual dance moves; e.g. “Clap your hands to the rhythm 4 times” or “Take 4 steps to the left”).
6. The group must then decide how to arrange the moves into a sequence.7. Each group performs its dance move sequence and teaches it to the other groups
(again both verbally and physically).8. The class then arranges the 5-9 sequences into a complete dance routine.9. Turn up the stereo and have fun!
Variations: 1. Write a song or story based on a particular theme. 2. For the song, one group writes the chorus, another group writes the 1st verse,
another the 2nd verse, and so on.3. For the story, provide the first and last sentences to the class and have each student
write a sentence in an arranged order. 4. Use music representative of the language’s culture.
Time: Dance Jigsaw = 20-30 min; Song: 30 min; Story = 20-30 min.
28
INFORMATION GAP ACTIVITIES
Questioning Activity: Famous Artists (Boggle's World, 2002b)
Overview of Questioning Activities: Gives students a chance to think critically and communicate responses to each other. This method creates dialogue which improves social skills in the target language. This technique will increases motivation and participation since all students are directly involved in the activity process and completion. Some guidance may be necessary but room for spontaneous dialogue as questions and answers vary. Confidence in the language will improve as students engage in this question- answer type model.
Materials: handouts: Famous Artists Sheets A and B (see example)
Goals: to encourage communication between two students; to highlight famous artists and their work. Uses the past tense, active and passive voice.
Procedure:1. Put students in groups of two.2. One student has Sheet A while the other has Sheet B. (each worksheet has a dialogue
to guide the students along in their conversation).3. Both students have all the titles of the works of art, but are missing information about
certain pieces. Student A has whatever information that Student B is missing, and vice versa.
4. Student A asks a question to Student B in order to gain information that Sheet A is missing.
e.g. Student A: Who sculpted “The Thinker”?5. Student B answers in a complete sentence and then asks Student A for information
that Sheet B is missing.e.g. Student B: Rodin sculpted “The Thinker”. What was David sculpted from?
6. Students converse back and forth until their sheets are filled in.
Variations:1. Handout Sheets A and B without the dialogue guide provided at the top so that the
students must create their own sentences.2. Use artwork that is created by artists from a particular culture e.g. Spain / Lat.
America – Dalí, Picasso, Rivera, Kahlo 3. Use a music or film theme instead of a painting/sculpture theme.
Time: 10 minutes
29
INFORMATION GAP ACTIVITIES
Famous Artists B Sheet
Use this dialogue to talk about famous works of art:
Who painted/sculpted _____? It was painted/sculpted by _____?When was it painted/sculpted ____? It was painted sculpted in ______?What was it painted with/sculpted from? It was painted with/sculpted from ________?Let me get this straight: It was painted/sculpted by ____ in ______with/from _________.
That’s right/correct.
Name: SunflowersArtist:Date:Materials:
Name: The ThinkerArtist: RodinDate: 1882Materials: Bronze
Name: The OxArtist:Date:Materials:
Name: The ScreamArtist: MunchDate: 1893Materials: Oil Paints
Name: DavidArtist:Date:Materials:
Name: Mona LisaArtist: Da VinciDate: 1503-1506Materials: Oil
Name: GuernicaArtist:Date:Materials:
Name: Mobius StripArtist: EscherDate: 1963Materials: Woodcut
30
INFORMATION GAP ACTIVITIES
Famous Artists A Sheet
Use this dialogue to talk about famous works of art:Who painted/sculpted _____? It was painted/sculpted by _____?When was it painted/sculpted ____? It was painted sculpted in ______?What was it painted with/sculpted from? It was painted with/sculpted from
________?Let me get this straight: It was painted by ________ in _________with/from _________.
That’s right/correct.
Name: SunflowersArtist: Van GoghDate: 1889Materials: Oil Paints
Name: The ThinkerArtist: Date:Materials:
Name: The OxArtist: Joong-sup LeeDate: In the 1950sMaterials: Oil paints
Name: The ScreamArtist:Date:Materials:
Name: DavidArtist: MichelangeloDate: 1501-1504Materials: Marble
Name: Mona LisaArtist:Date:Materials:
31
INFORMATION GAP ACTIVITIES
Name: GuernicaArtist: PicassoDate: 1937Materials: Oil Paints
Name: Mobius StripArtist:Date:Materials:
Questioning Activity: What did John Do?? (Mohamed, year unknown)
Materials: List of activities John did and on which days (daily schedule)
Goal: to get students asking and answering questions in target language
Procedure1. Pair off students 2. Give one student John’s daily schedule for Mon, Wed, Fri3. Give other student John’s schedule for Tues, Thurs, Sat, Sun4. Get students to ask each other questions about John’s activities (What did John do at 10am?)5. Students will engage in this question answer exchange until time is up
Variations1. Use students’ class schedules.2. Use cultural events.3. Use easy verbs for beginners.
Time: depends on time available, may do as long as desired
32
INFORMATION GAP ACTIVITIES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY8:00 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 Break / Spare
15:00 Science Class Science Class Social Studies Class
16:00 Go home Visit Grandma Basketball Game
17:00 Eat dinner Eat dinner at Grandma's
Goes for victory
dinner with team
18:00 Read a book Go home Friday Night Bowling Club
19:00 Do homework Do homework
20:00 Tai Chi Class Tai Chi Class Goes to a
friend's for a sleepover
21:00 Go for a walk Go for tea
22:00 Meditating Meditating
23:00 Go to bed Go to bed Go to bed
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY
8:00 Wake up Wake up 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 Goes to the
farmers' market
Eats brunch
13:00 Home
Economics Class
Btreak / Spare Plays guitar
14:00 Break / Spare French Class Hangs out with
friends
Bakes a pie for grandma
15:00 French Class English Class Takes pie to grandma's
house
16:00 Basketball Practice Basketball
Practice Eat dinner Eats dinner at Grandma's
17:00 Go home Go home Read a book Goes home
18:00 Eat dinner Eat dinner Has a nap
Do homework19:00 Do homework Do homework Yoga practice
20:00 Go swimming Yoga Class Goes dancing with friends
21:00 Read a book Read a book Read a book
33
INFORMATION GAP ACTIVITIES
22:00 Meditate Meditate Meditate
23:00 Go to bed Go to bed Goes to bed Goes to bed
Questioning Activity: 20 questions
Materials: Pictures or names of person, place or thing on cue cards
Goal: to get students thinking critically and interacting in the target language
Procedure1. Pair off students2. Give students cue cards with pictures or words of people, places or things.3. Tell students what categories the pictures are from (as a clue).4. One student asks and the other answers until the correct answer is given and then
they switch roles Variations
1. Use yes/no questions only2. Kinaesthetic: students circulate with unknown words on their backs and ask each other questions.3. Use verbs.
Time: depends on time available
Questioning Activity: Survey (Bilash, 2006)
Materials: list of questions prepared by teacher or students
Goal: to get students speaking and thinking in target language
Procedure1. Give students prepared questionnaire or get students to prepare their own2. Students will walk around the room and ask one another their questions3. Students may then be asked to present people interviewed to entire class or smaller
group
Variations1. Intermediate students may use info to write a story
34
INFORMATION GAP ACTIVITIES
Time
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.
Boggle’s World. (2002a). ESL information gap exercises: Haunted house information gap. Retrieved January 10, 2005 from http://bogglesworld.com/information_gap.htm.
Boggle’s 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 Mohamed’s 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.html.
Reschny, J. (2004). Repertoire of Second Language Monitor Program experience at Polyvalente de Black Lake, Thetford Mines, QC.
35
INFORMATION GAP ACTIVITIES 36