A practical information-gap speaking lesson

This lesson helps elementary or intermediate learners ask for missing information and check that they have understood. It uses a fictional weekly activity schedule, so no learner needs to disclose personal details. Allow about 45 minutes and adjust the pace to your class.

Learning outcome and preparation

By the end, learners should be able to ask about a day, time and place, then confirm the answer. Prepare two versions of a schedule. Version A shows Monday: reading club, 16:00, library; Wednesday: football, 17:30, park. Version B shows Tuesday: art club, 15:00, room 4; Thursday: music club, 16:30, hall. Each version has empty rows for the other two days.

1. Notice the language · 8 minutes

Show one complete example and ask learners what they would need to know to join the activity. Elicit “What time does it start?” and “Where is it?” Model a short exchange with a learner. Check meaning by asking whether “half past four” is 4:15 or 4:30.

2. Rehearse with support · 7 minutes

Put question frames on the board. In pairs, learners practise asking about the example. Listen for intelligibility and question formation. Avoid interrupting every error; choose one that prevents understanding and model it again.

3. Exchange information · 15 minutes

Give partners different schedules. Ask them to keep their sheets out of view and complete the missing rows by speaking. The listener should confirm at least one answer: “So that’s Tuesday at three?” Early finishers decide which two activities they would attend and explain why.

4. Compare and improve · 10 minutes

Partners reveal their schedules and check the answers together. Write two anonymous examples of effective language and two examples to improve on the board. Ask the class to repair the latter, then repeat one short exchange with a new partner.

5. Exit check · 5 minutes

Give a new activity with its time missing. Each learner writes a suitable question and a confirmation phrase. Use those responses to decide whether the next lesson needs more work on times, question forms or listening.

Adaptation

For a large class, use fixed pairs and assign A/B roles before handing out sheets. For learners who need extra processing time, provide the questions in writing. For a stronger group, add a scheduling conflict and ask pairs to negotiate an alternative. Online, send each partner a separate schedule and use breakout pairs if available.

Try the class outing worksheet as a follow-up task that shifts from exchanging facts to making decisions.