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

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INFORMATION GAP ACTIVITIES

MULTIPLE INTELLIGENCES

Vis

ual /

S

pati

al

Log

ical

/ M

athe

mat

ical

Inte

rper

sona

l

Intr

aper

sona

l

Aud

itor

y

Kin

aest

heti

c

Mus

ic

Lin

guis

tic

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

Wri

ting

Lis

teni

ng

Spe

akin

g

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 ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺

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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)

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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

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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? 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)

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INFORMATION GAP ACTIVITIES

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:

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INFORMATION GAP ACTIVITIES 8

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:

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INFORMATION GAP ACTIVITIES 10

INFORMATION GAP ACTIVITIES 11

INFORMATION GAP ACTIVITIES 12

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

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INFORMATION GAP ACTIVITIES 14

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:

15

INFORMATION GAP ACTIVITIES 16

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

17

INFORMATION GAP ACTIVITIES

UP? DOWN?

LEFT? RIGHT??

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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

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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.

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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.

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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

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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

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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:

Name: GuernicaArtist: PicassoDate: 1937Materials: Oil Paints

Name: Mobius StripArtist:Date:Materials:

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INFORMATION GAP ACTIVITIES

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

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INFORMATION GAP ACTIVITIES

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

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   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 dinnerEats 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

22:00   Meditate   Meditate   Meditate

23:00   Go to bed   Go to bed   Goes to bed Goes to bed

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INFORMATION GAP ACTIVITIES

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

Time

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INFORMATION GAP ACTIVITIES

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.

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