SUMMER PROJECT

SAMPLE LESSON PLAN ENGLISH SKILLS

DAY 4 Information Gap
Information Gap- An information gap activity is an activity where learners are missing information
they need to complete a task and they need to talk to each other (ask question) to find the missing
information.
DAY 4
SESSION TITLE! Information Gap
TIME! 5 min
O"JECTI#ES! !y the end of the lesson teacher trainees will"
#. $nderstand what an information gap is and list information gaps that %&'(%)' students
can use to practice their %nglish skills
*. +ractice their oral %nglish skills
,. %ngage in classroom community -uilding -y -ecoming -etter acquainted with a
classmate.s daily routines
MATERIALS!
#. copies of hands outs (included in this lesson plan)/ one per student
*. the first page of 0Information Gap %1ercises2 must -e cut down the middle/ half for
partner A/ the other half for partner !
,. each trainee must have a partner
PROCEEDURES!
$ARM UP! !oard-race (see # )hort Games for an e1planation). 'ist as many topic
ideas as you can for ,"* 3 ,"*
ACTI#ITY!
#. 4ave students sit with their partners. %1plain that this lesson will use the western
method of 0peer-teaching2. +artner A will receive a different handout than partner !/
they must not show each other their handouts. 5hey will have time to read the
handout and then ask and answer the questions on the handout to teach each other
a-out information gaps. 6istri-ute the handout 05he Info Gap )tudent A and !2.
*. If you heard common oral %nglish grammar mistakes as you circulated amongst the
groups/ write them on the -oard and correct them as a class.
,. 7hen partners finish de-rief as a class" 7hat did you learn8 7hat are the
advantages(disadvantages of teaching using information gaps8 (It.s 9ust like real-
world %nglish: students must use their %nglish skills to acquire information: all
students can work at their ma1imum %nglish level: can -e difficult to correct all
mistakes: error correction isn.t immediate)
;. %1plain that now trainees will have the opportunity to complete three additional
information gap activities and have a chance to get to know their partner -etter. +ass
out the handout 0Information Gap %1ercises2. <ou may wish to quickly review the
voca-ulary words" brainstorm, cents and grid. 4ave students complete the e1ercises.
5. =eview common mistakes and some possi-le correct answers.
>. 6e-rief. 7ere you successful8 4ow did you get the answers you needed8 7hat
%nglish skills did you have to use8 7hat are some other e1amples of real world
communication gaps you can think of8 (-uying train tickets/ making dentist
appointments/ getting directions/ making plans to have lunch/ asking for someone.s
phone num-er)
CLOSURE % RE&LECTION! +lay Stand-Up If. 5rainees should refer to their 0Information Gap
%1ercises2 handouts. 5he facilitator will ask a question/ to respond ?yes. trainees should stand
up. 7ho had a partner who likes to get up early8 )leep in8 7atch movies8 %at noodles for
-reakfast8 @ook lunch for their family8 Go out to A5B8
INFORMATION GAP EXERCISES
A.
B.
STUDENT A
This
evening
Tomorrow
morning
Tomorrow
afternoon
Tomorrow
evening
STUDENT B
Tonight Kim is going to stay
at home, because he wants
to write a letter to a friend.
Tomorrow morning he has
classes as usual at college;
but he has the afternoon
free, so hes going to help
his father repair the roof on
their house. In the evening
hes been invited out to a
party.
STUDENT A
Shopping List
2 packets tea
kilo sugar
can orange !uice
2 kilos rice
kilo beans
kilo oranges
STUDENT B
You Se
Tea "#$ cents a bo%
&ugar "'( cents a kilo
)ice "2( cents a kilo
*range !uice "2$ cents a can
EXC!ANGING PERSONAL INFORMATION
. +ork in pairs. ,sk your partner -uestions about his or her daily routine.
.et up/
0reakfast/
&chool/
1unch/
2vening/
.o out/
2. Think of another activity like this, using a grid. 3hoose a topic that
students would 4nd interesting. 0rainstorm with your group or partner
and write your ideas below.
T!E INFORMATION GAP
STUDENT A
In the real world, information gaps are very common. *ne person, the
speaker, wants to ask a -uestion and the other person, the listener, tries to
answer it. In the real world, people ask -uestions because they do not know
the answer, and because they want to 4nd out some information. Think of a
man at a bus stop 5,6 who asks a woman 5067 Do you have the time? There
is an information gap between the two people that the man is trying to 4ll.
,n information gap is useful in the classroom because it gives students a
reason to communicate. &ometimes, the teacher can decide the kind of
language that the students will use. &ometimes, the language can be very
free and the students decide what kind of language they will use. 8ou can
use an information gap to practice grammar, especially verb forms such as
the past simple or present continuous. 8ou can also practice vocabulary""in
fact, anything you choose.
The teachers !ob is to organi9e the activity, and, while the students are
working together, to monitor. This means that he or she listens carefully, and
makes a note of any errors the students make. The teacher tries not to
interfere with the students while they are working together.
:or an information gap to work well, it needs to have a purpose. The
students purpose is to 4ll the gap by asking -uestions.
NO" ANS"ER T!E #UESTIONS ABOUT YOUR TEXT$
. What kind of information gaps do you fnd in real life?
2. Why are they useful in the classroom?
'. What kind of language do students use in the information gap?
;. What kind of grammatical structures could you practice?
$. What should the teacher do during the activity?
NO" AS% YOUR PARTNER T!ESE #UESTIONS$
What kinds of materials can you use for an information gap?
What kinds of skills do students practice in an information gap?
How can the teacher make sure the activity goes well?
What can the teacher do after the activity?
When does the teacher correct the students?
T!E INFORMATION GAP
STUDENT B
In the real world, information gaps are very common. *ne person, the
speaker, wants to ask a -uestion and the other person, the listener, tries to
answer it. In the classroom, we want to use information gaps to give the
students a chance to communicate with each other, !ust like people do in
real life.
8ou can use a wide variety of di<erent materials in the classroom to design
information gaps. &ometimes you can use a picture, which one student tries
to describe to another student. &ometimes you can use a written te%t with
information that the students must pass to each other. ,n information gap
can involve the di<erent skills of reading, writing, speaking, and listening.
,n information gap activity needs careful organisation. The teacher must
think carefully about the instructions he or she will give to the students so
that they are very clear about what they have to do. &ometimes its useful to
practice the activity before starting.
,t the end of the activity, the teacher can give the students feedback on how
well they did the activity. The teacher can also correct any errors the
students made. 0ut it is important to remember that the teacher corrects
mistakes after the activity.
NO" ANS"ER T!E #UESTIONS ABOUT YOUR TEXT$
. What kinds of materials can you use for an information gap?
2. What kinds of skills do students practice in an information gap?
'. How can the teacher make sure the activity goes well?
;. What can the teacher do after the activity?
$. When does the teacher correct the students?
NO" AS% YOUR PARTNER T!ESE #UESTIONS$
. What kind of information gaps do you fnd in real life?
2. Why are they useful in the classroom?
'. What kind of language do students use in the information gap?
;. What kind of grammatical structures could you practice?
$. What should the teacher do during the activity?