Participant book

Noticeboard

Jigsaw
A jigsaw listening or reading activity is an information gap exercise.
Learners hear or read different parts of a text, then exchange information
with others in order to complete a task.
For example, learners in three groups hear different versions of an
encounter with aliens. Together with other learners, they complete
comprehension questions based on all three descriptions of the
encounter. Jigsaw tasks are an excellent way to integrate the skills,
as learners read or listen to a text, and speak and listen to others to
reconstruct the information in the text. Most written texts can be made
into a jigsaw activity easily. Managing a jigsaw listening exercise is more
challenging as it requires multiple audio players, enough space to listen
without disturbing other groups, and time.

Peer correction
Pyramid dis
Peer correction is a classroom cussion
A pyramid d
technique where learners correct iscussion is
a
speaking ac
each other, rather than the teacher tivity where
learners
form progre
doing this. For example, using a ssively large
r groups
as they carr
computer room, each learner quickly y out a speak
in g task,
which normal
writes a short text on someone who ly requires e
ach
grouping to
has inspired them. They then move reach agree
ment
before joinin
to the next terminal and correct the g another gro
up.
For example
next learner’s text. This rotation , in small gro
u p s,
the learners
continues until they come back to have to agre
e on
the most imp
their work. Peer correction is a ortant of the
five
senses. They
useful technique, as learners can then join wit
h
another gro
feel less intimidated being helped up and have
to agree
again, and so
by others in the class. However, on, until the
w hole
class is invo
some learners are highly resistant lved in one d
iscussion.
Pyramid discu
to being corrected by someone ssions are u
seful
for practisin
other than the teacher. g a range of
fu nctions,
including agre
eing and disag
negotiating, reeing,
summarising
putting forw , and
ard an argum
ent.

1 Understanding speaking: maximising interaction – Planning lessons and courses | © British Council 2016
 Participant book

Noticeboard

Information gap ng
ere learners are missi
inf or ma tio n ga p ac tivity is an activity wh tal k to
An task and need to
need to complete a
the information they a biography of a
fin d it. Fo r ex ample, Learner A has
each oth er to Learner B has
n wi th all the pla ce names missing, while
famous perso n complete
all the da tes mi ssi ng. Together they ca
the same text with mation gap activities
t by as kin g ea ch other questions. Infor
the tex opportunity for
l for va rio us rea so ns. They provide an
are usefu unication,
ea kin g pr ac tic e, they represent real comm
extended sp ing
b-skills such as clarify
h, and they require su
motivation can be hig mation ga p ac tiv itie s
ing an d rep hr as ing . Typical types of infor ce ,
mean , spot the differen
e: describe and draw
you might find includ tations.
listenings, and split dic
jigsaw readings and

Communicative
The communicative approach is based on the idea that
learning language successfully comes from having to
communicate real meaning. When learners are involved
in real communication, their natural strategies for
language acquisition will be used, and this will allow them
to learn to use the language. For example, practising
question forms by asking learners to find out personal
information about their colleagues is an example of the
communicative approach, as it involves meaningful
communication. Classroom activities guided by the
communicative approach are characterised by trying to
produce meaningful and real communication, at all levels.
As a result there may be more emphasis on skills than
systems, lessons are more learner-centred, and there
may be use of authentic materials. 

Understanding speaking: maximising interaction – Planning lessons and courses | © British Council 2016 2