בס"ד
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בס"ד. JIGSAW.

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בס"ד

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בס"ד

JIGSAW

Jigsaw tasks use the same basic principles as jigsaw puzzles with one exception. Whereas the player doing a jigsaw puzzle has all the pieces he needs in front of him, the participants in a jigsaw task have only one (or a few) piece (s) each. In jigsaw tasks each participant is equally important, because each hold a part of the solution.

Jigsaw tasks practice different area of skills in the foreign language; searching for information, organization, communication etc.


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Procedure: The class is divided into 2 groups of equal size and the chairs arranged in two circles, so that two students from opposites groups sit facing each other. Each handout contains drawing (some different and some not), by describing the drawings and asking questions the pupils have to decide whether the drawing is the same or different. After discussing 3 drawings all students in the outer circle move one chair.

The Same or Different ?

Skills: Speaking and listening comprehension.

Language: Exact description

Level: Intermediate.

Organization: Class, pairs.

Preparation: Handout A and handout B.

Time: 15-20 min.


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Twins

Procedure: Each student works with a partner. By describing their pictures to each other and asking questions, the students have to determine which picture out of their set corresponds with one on their partner’s handout.

Skills: Speaking and listening comprehension.

Language: Exact description of a picture.

Level: Intermediate.

Organization: Pairs.

Preparation: Handout A and handout B.

Time: 5-10 min.


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Partner Puzzle

Skills: Speaking.

Language: Describing the position of puzzle pieces.

Level: Intermediate.

Organization: Pairs.

Preparation: Copies of a picture (half of the copies shouls be cut up..

Time: 10-15 min.

Procedure: One student in each pair receives the complete picture, which he must not show to his partner; the other students gets the puzzle pieces. The first students now has to tell the second how to arrange the pieces.


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Procedure: Each student works with a partner. One student receives a copy of the original picture, the other a copy of the picture with minor alterations. By describing their pictures to one another and asking questions, they have to determine what differences there are between them. When they think they have found all differences- they compare pictures.

What are the differences ?

Skills: Speaking.

Language: Exact description of a picture.

Level: Intermediate.

Organization: Pairs.

Preparation: Picture A and picture B.

Time: 5-10 min.


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Procedure: Each partner has half the pictures from a comic strip. First, each student describes his pictures to his partner. Then, they decide on the content of the story and agree on a sequence for their total number of pictures. Finally, both picture sheets are compared and the solution discussed.

Ordering

Skills: Speaking.

Language: Describing situations/actions shown in pictures, making suggestions.

Level: Intermediate.

Organization: Pairs.

Preparation: A comic strip (cut up) and the picture pasted in random order.

Time: 10-15 min.


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Procedure: Each partner receives a copy of the town plan. The students ask each other for information which is missing from their plan (the names of some streets, the location of certain buildings etc.). The partners then have to find out which numbers refer to which places by asking for directions.

Town Plan

Skills: Speaking.

Language: Giving direction.

Level: Intermediate.

Organization: Pairs.

Preparation: One town plan in two versions.

Time: 10-15 min.


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Procedure: The first task of each group is to collect all the information and mark it. Either the members of each group come forward and report on individual points mentioned on their information cards, or they are questioned in turn. Then, the groups have to work out a timetable and a schedule for a weekend trip into the area shown by the map. Each group presents its plan for the weekend plan

Weekend Trip

Skills: Speaking.

Language: Making suggestions, giving information, agreeing and disagreeing, expressing likes and dislikes.

Level: Intermediate/advanced.

Organization: Groups of six to eight students.

Preparation: Several copies of a map and a set of information cards

Time: 30-45 min.


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Strip Story

Procedure: Each student receives a strip of a paper with one sentence on it, and is asked to memorize it within two minutes. Then, all students work out correct sequence of the story without writing anything down. Finally, the students present the story.

Skills: Speaking.

Language: Making suggestions, expressing one’s opinion, asking for conformation.

Level: Intermediate.

Organization: Class.

Preparation: A story with as many sentences as there are students (each sentence on a strip).

Time: 15-30 min.


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Information Search

Procedure: Each group receives a set of cards. Their task is to find out what ‘plogs’ are by sharing information, but that some of the information they have been given is false. By comparing the statements on the cards they try to pick out the pieces of false information. Then, they discuss possible solution.

Skills: Speaking and listening comprehension.

Language: Making suggestions, giving information, agreeing and disagreeing, saying that something is right or wrong.

Level: Intermediate.

Organization: Groups of six to eight students.

Preparation: Information cards which contain different pieces of information .

Time:10-15 min.


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Procedure: Before the class starts the teacher builds something out of Lego bricks and covers it with a cloth. Each group sends a messenger to look at the ‘thing’ the teacher has built. Each messenger reports back to his group and tells them how to go about building the same thing.

Messenger

Skills: Speaking and listening comprehension.

Language: Exact description.

Level: Intermediate.

Organization: Groups of three to four students.

Preparation: Lego bricks.

Time: 10-15 min.


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Procedure: Each student receives an envelope. In each group there should be one envelope marked A, one B, one C, one D and one E. At a given signal, each student takes out his pieces. The aim of the group is to form five cardboard square exactly the same size. Each students may pass a piece of card to another person, but he may not reach out and take one. No talking or any kind of communication is allowed during this phase

Getting It Together

Skills: Speaking.

Language: Discussing, reporting on something, describing one’s feelings.

Level: Intermediate/advanced.

Organization: Groups of five students.

Preparation: One envelope with three cardboard pieces per students .

Time: 20-45 min.


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Have - Fun !


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