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Este Cmap, tiene informaciĆ³n relacionada con: TEMA 50, Finding similarities, finding differences in it We can use this activity with poems, too, as we shall see in 63., 50. PRACTISING NEW LANGUAGE 3 ???? Describe and draw, Finding similarities, finding differences in it We can use almost any pair of pictures for this activity. For example, they can show street scenes, groups of people, different buildings or different scenes from films. Teenage and younger learners can compare two pictures of a teenager's bedroom before and after it was tidied! (In my picture the jeans are on the floor. In my picture the jeans are on the chair - very tidy!), Use TEXTS for information-gap activities. so We can give Students A and B texts with different words blocked out. In the following extract, the students have to ask each other questions (A: What did Mandela do at school? What happened to Mandela in 1962? etc.)., 50. PRACTISING NEW LANGUAGE 3 ???? Information-sharing, Describe and draw in DESCRIBE AND DRAW activities, Student A describes a PICTURE to a partner, Student B. Student B cannot see the picture, but has to try to draw it as exactly as possible from Student A's description., DESCRIBE AND DRAW activities, Student A describes a PICTURE to a partner, Student B. Student B cannot see the picture, but has to try to draw it as exactly as possible from Student A's description. so Student B can ask Student A for more information or for clarification., 50. PRACTISING NEW LANGUAGE 3 ???? Finding similarities, finding differences, DESCRIBE AND DRAW activities, Student A describes a PICTURE to a partner, Student B. Student B cannot see the picture, but has to try to draw it as exactly as possible from Student A's description. so We can use these activities to practise various prepositional phrases, such as at the bottom of the picture, in the top right-hand corner, in the background, behind, in front of, etc., Practice activities (and COMMUNICATIVE ACTIVITIES, too) have an INFORMATION GAP to make the activity/practice more meaningful. this means that An information gap is created when two (or more) students have different bits of information. They have to share these pieces of information if they want to understand the whole thing - a bit like the way in which different jigsaw pieces make a whole picture., Using texts for information-gap language practice we can Use TEXTS for information-gap activities., Information-sharing in it Students can use CHARTS to ask and answer questions, using specific language. In the example below, both students in a pair have information about different countries. For example, Student A has the following information:, Practice activities (and COMMUNICATIVE ACTIVITIES, too) have an INFORMATION GAP to make the activity/practice more meaningful. this means that We can make information-gap activities CLOSED (the students can use only specific language items) or more OPEN (they can use a range of language i tems). When they can complete the task using any of the language that they know, we say that the activity is a communicative activity., 50. PRACTISING NEW LANGUAGE 3 ???? Using texts for information-gap language practice, Finding similarities, finding differences in it Student A and Student B have different pictures. They have to ask each other questions like What colour is the woman's hat in your picture? or What is the woman wearing on her feet in your picture? in order to find either what is similarabout them or what is different, Practice activities (and COMMUNICATIVE ACTIVITIES, too) have an INFORMATION GAP to make the activity/practice more meaningful. this means that The students don't show each other their information. They have to talk to each other to close the information gap., Information-sharing in it A and B also each have the following chart. They have to complete their chart by asking their partner questions, such as Where is your country? What's the capital? What languages do people speak there? They can answer each other's questions but must not say the name of their country. When they have completed the chart, they try to guess their partner's country., 50. PRACTISING NEW LANGUAGE 3 ???? Information-gap activities, Use TEXTS for information-gap activities. so In JIGSAW READING, students can be given three different texts which each tell only part of the same story. They have to ask each other questions about their texts to complete the whole story. We will look at reading in more detail in 54-56., Information-gap activities many Practice activities (and COMMUNICATIVE ACTIVITIES, too) have an INFORMATION GAP to make the activity/practice more meaningful.