A number of activities for pairs and small groups foster interaction and focus on meaningful communication (Ellis, 1999). Some activities have very specific guidelines and parameters; others are more loosely constructed. In interactive classroom instruction, a variety of activities is used depending on the lesson goals and objectives. These activities include, but are not limited to, information gap, ordering and sorting, jigsaws, conversation grid, problem solving, and discussions.

 

INFORMATION GAP activities are widely used in ESOL instruction. At the most basic level, two people share information to complete a task. In one-way information gap activities, one person has all the information (e.g., one learner gives directions to a location and the other plots the route out on a map). In two-way gap activities, both learners have information to share

to complete the activity. Two-way information gap activities have been shown to facilitate more interaction than one-way information gap tasks (Ellis, 1999).

 

JIGSAWS are highly interactive activities that require learners to pool their information to complete a task. For example, in a jigsaw reading activity, learners work together in small groups to unscramble a text. A text is cut into logical chunks and the group works together to put the text back into the proper sequence. Learners use their background knowledge and their knowledge of the language to put the text back together. The interaction among learners often includes questions,

explanations, and requests for clarification.

 

CONVERSATION GRID ACTIVITIES work well for beginning-level learners. They provide learners with an opportunity to practice gathering and giving the same information over and over again, thus helping to build automaticity. They also provide learners with a chance to negotiate meaning. For example, to review asking and answering personal identification questions in a family literacy class, learners can speak to classmates to gather information and complete a table such as the one below.

 

First name Last name Child’s grade Child’s teacher’s name

 

The number of rows can vary depending on how many interviews you want students to conduct.

 

A conversation may ensue such as:

Ana: What’s your first name?

Marta: Marta

Ana: Spell, please

Marta: M-A-R-T-A

Ana: M-A (student writes the letter E)

Marta: M-A…A…no E

And so on.

 

ORDERING and SORTING activities include classification, ranking, and sequencing (Willis, 1996). For example, in a discussion about talking to children about drugs and alcohol, parents are given cards with statements such as, “beer is not alcohol,” or “the legal drinking age is 21.” Learners work in pairs or small groups and must put the cards in either the “True,” “False.” or “I’m not sure” pile. To complete the task, learners have to discuss their choices, provide explanations for them, and achieve consensus (Siteki, 2004).

 

PROBLEM-SOLVING activities work at all levels. Learners work in small groups and discuss issues that are relevant to their lives, such as finding ways to use English outside the class, or how to plan a budget for a family of five. Problem-solving groups work well when each member of the group has a specific role and the tasks are clearly set out for them. Learners use language to communicate for real reasons: to explain their ideas, make suggestions, and, finally, reach a consensus.

For beginning-level learners, problem-solving activities can be created using picture prompts or picture stories that deal with everyday problems that adults commonly confront. Using the language experience approach, learners tell the teacher what is happening in each picture and the teacher writes what they say (Singleton, 2002). After the story is established, learners

can make suggestions about how characters in the story can solve their problems. (See http://www.cal.org/caela/health/ for examples of problem-solving picture stories related to health issues.)

 

DISCUSSIONS, which are an obvious way to promote interactions, can be about almost anything, from cultural issues, education, learning English, to current events and “hot” topics. Discussions seem deceptively easy to set up, but they require preparation and thought so that they run smoothly and learners get the most out of the exchange of ideas. The purpose of the discussion should be made very clear to the learners. The benefits of small-group discussions on language development should also be made clear to them: they are an opportunity to practice listening for main ideas and details, build vocabulary, use English to explain and elaborate, and use strategies to keep the conversation from breaking down. It is also helpful to set time limits, assign roles and responsibilities, and debrief with the whole group after the discussion.