Journal of Pedagogical Inventions and Practices issn no: 2770-2367

Journal of Pedagogical Inventions and Practices ISSN NO: 2770-2367 
https://zienjournals.com  Date of Publication: 20-03-2022 
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A Bi-Monthly, Peer Reviewed International Journal [92] 
Volume 6 
incorporated into other professional growth opportunities such as in service programs and 
professional conferences. [4] 
Group work - 
is a collaborative activity whose purpose is to foster
 
communication in the 
teaching language, in a larger group setting.
 
Example: Students are assigned a group of no more 
than six people.
 
Students are assigned a specific role within the group. (E.g., member A, member
 
B, etc.)
 
The instructor gives each group the same task to complete.
 
Each member of the group 
takes a designated amount of time to work on the part
 
of the task to which they are assigned.
 
The 
members of the group discuss the information they have found, with each
 
other and put it all 
together to complete the task.
 
Group work can be an effective method to motivate students, 
encourage
 
active learning, and develop key critical-thinking, communication, and decision making 
skills. But without careful planning and facilitation, group work can
 
frustrate students and 
instructors and feel like a waste of time. [5] 
Information gap
- is a collaborative activity, whose purpose is for students to effectively 
obtain information that was previously unknown to them, in the TL. Example: The class is paired 
up. One partner in each pair is Partner A, and the other is Partner B. All the students that are 
Partner A are given a sheet of paper with a time-table on it. The time-table is filled in half-way, but 
some of the boxes are empty. All the students that are Partner B are given a sheet of paper with a 
time-table on it. The boxes that are empty on Partner A's time-table are filled in on Partner B's. 
There are also empty boxes on Partner B's time-table, but they are filled in on Partner A's. The 
partners must work together to ask about and supply each other with the information they are 
both missing, to complete each other's time-tables. An important aspect of communication in 
Communicative Language Teaching is the notion of information gap. This refers to the fact that in 
real communication, people normally communicate in order to get information they do not 
possess. This is known as an information gap. More authentic communication is likely to occur in 
the classroom if students go beyond practice of language forms for their own sake and use their 
linguistic and communicative resources in order to obtain information. In so doing, they will draw 
available vocabulary, grammar, and communication strategies to complete a task. 
Opinion sharing
- is a content-based activity, whose purpose is to engage students' 
conversational skills, while talking about something they care about. Example: The instructor 
introduces a topic and asks students to contemplate their opinions about it. (E.g., dating, school 
dress codes, global warming) The students talk in pairs or small groups, debating their opinions on 
the topic. Many other activity types have been used in CLT, including the following: Task-
completion activities: puzzles, games, map-reading, and other kinds of classroom tasks in which 
the focus is on using one’s language resources to comp
lete a task. Information-gathering activities: 
student-conducted surveys, interviews and searches in which students are required to use their 
linguistic resources to collect information. 
Opinion-sharing activities: activities in which students compare values, opinions or beliefs, 
such as a ranking task in which students list six qualities in order of importance that they might 
consider in choosing a date or spouse. 
Information-transfer activities: These require learners to take information that is presented 
in one form, and represent it in a different form. For example, they may read instructions on how 
to get from A to B, and then draw a map showing the sequence, or they may read information 
about a subject and then represent it as a graph. 
Reasoning-gap activities: These involve deriving some new information from given 
information through the process of inference, practical reasoning, etc. For example, working out a 
te
acher’s timetable on the basis of given class timetables. [6]