Activity II–4: Information Gap
Highlights: In this activity two learners share information to complete a task. In one-way gap
activities, one learner has all the information (e.g., one learner describes a picture and the other
learner draws it). In two-way gap activities, both learners have some information and must share it
with the other to complete the task. Because this activity usually combines speaking and listening
with reading and writing, all the skills are practiced.
Objective: Learners find and share information by asking and answering questions in order to
complete a task.
Context: This activity can be used in all levels or with multilevel groups. It is suitable for general
ESL classes as well as specific classes such as family literacy or workplace classes.
Estimated time: The time varies, but usually ranges between 20 and 35 minutes.
Materials: The teacher prepares a master handout based on information, language structures, and
vocabulary the students have been working on. Then, the teacher deletes pieces of information on
two sets of handouts. For example, Handout “A” will have some information deleted that handout
“B” will provide. Handout “B” will have other pieces of information deleted that handout “A” will
provide. For example, in a workplace context the master could be a weekly schedule or list of work
tasks. The teacher can make one side more challenging than the other, to meet the needs of learners
at different levels.
Procedure:
1. Pre-teach and practice vocabulary and structures for the particular task. Learners should also be
familiar with question and answer formulas (e.g., “What time is ___” and “It’s at ___”), and
ways to ask for clarification (e.g., “Excuse me, can you repeat,” or “I’m sorry, I don’t
understand”). These can be introduced in the beginning days of a class, and recycled, adapted,
and extended over time.
2. Explain the information-gap procedures by modeling a sample gap activity with an able
volunteer from the class.
3. Have learners work with a partner. One learner in each pair gets Handout “A” and the other gets
Handout “B”. Ask two learners to model the asking and answering of questions in the gap
activity before the whole class begins the activity.
Notes: For a multilevel class you can make the “A” form more difficult than the “B” form. Be sure
to pass out the papers to the appropriate person. The first time you do this activity, some learners
may be somewhat confused, but as you reuse this activity in other contexts, learners will feel
comfortable. Ask learners not to show each other the forms, but don’t worry when that occurs.
4. Learners ask and answer questions and record answers until both form “A” and form “B” have
been completed.
5. Ask learners to compare their papers with each other.
6. To complete the activity as a whole group, you can ask volunteers to come up to the board or
overhead to fill in information they’ve gathered from their partner. This helps solidify the
knowledge and gives some slower learners or pairs a chance to catch up and check their work
without stress.
Evaluation: Walking around the room observing learners during the activity will let you know how
well individual learners use and understand English in the activity.
Variations: The handouts may be menus, store ads, maps, pictures, or charts, as well as readings.
Extension activities: Let learners create their own information gap activities.