1 A Content-Based Information Gap Activity (CBI/IGA) Project 50 points Below is the IGA Activity Introduction: Information gap activities (IGAs) are a cooperative pair task in which students share information known to one student (Student A) but not to the other (Student B). By collaborating and speaking in the target language, students complete the task. The activity could involve collaboration and such as finding or drawing missing objects on a picture or filling in a chart with missing information. Information gap activities are contextualized and used to support the development of student-student interpersonal communication. As we have previously discussed in class, the context includes WHO is talking, and WHERE, WHEN and WHY they are talking. This context is typically described in the directions for the activity. IGAs provide practice with specific communicative functions related to the context. These functions could be asking for directions to complete a map, describing locations of objects to complete a picture, asking for and stating the time to complete a schedule, providing information to fill out a chart, etc. The possibilities are endless. Information gap activities provide opportunities for students to engage in NEGOTIATING AND MAKING MEANING, thus supporting acquisition according to Long’s Interactional Hypothesis. Students are taught to ask for clarification, check comprehension of what they are trying to say, and confirm their understandings. Students also become CREATIVE with their language and combine and recombine what they know as they engage in INTERPERSONAL COMMUNICATION. Thus, there is NOPRIOR SCRIPTING involved. NOT ALL IGAs are created equal. Some tasks only provide practice in using FORMULAIC LANGUAGE while others require CREATING meanings with language that the students know. Supporting Materials: All IGAs have some VISUAL element, a map, a picture, or a chart, etc. Student A has information that student B does not have and student B has information that student A does not have. Together they cooperate and communicate in the target language so that each student has all the information. There are always TWO parts to an information gap task – Student A and Student B. Some teachers COLOR CODE each part to ensure pairs of students have the correct materials for the task. For example, student A’s paper might be green and students B’s paper might be yellow. Many IGAs provide a WORD BANK and/or SENTENCE STARTERS of necessary words and expressions for completing the task. The word bank and sentence starters provide language support or linguistic scaffolding, one important consideration for developing a successful interpersonal task. For a map completion task, these words may be prepositions or cardinal directions, ways of asking for information, and ways of describing locations. In addition, you may include some negotiation of meaning phrases such as, can you repeat that?, what?, where is it? By practic ...

1. 1
A Content-Based Information Gap Activity (CBI/IGA) Project
50 points
Below is the IGA Activity
Introduction:
Information gap activities (IGAs) are a cooperative pair task in
which students share information known to one student (Student
A) but not to the other (Student B). By collaborating and
speaking in the target language, students complete the task. The
activity could involve collaboration and such as finding or
drawing missing objects on a picture or filling in a chart with
missing information.
Information gap activities are contextualized and used to
support the development of student-student interpersonal
communication. As we have previously discussed in class, the
context includes WHO is talking, and WHERE, WHEN and
WHY they are talking. This context is typically described in the
directions for the activity. IGAs provide practice with specific
communicative functions related to the context. These functions
could be asking for directions to complete a map, describing
locations of objects to complete a picture, asking for and stating
the time to complete a schedule, providing information to fill
out a chart, etc. The possibilities are endless.

2. Information gap activities provide opportunities for students to
engage in NEGOTIATING AND MAKING MEANING, thus
supporting acquisition according to Long’s Interactional
Hypothesis. Students are taught to ask for clarification, check
comprehension of what they are trying to say, and confirm their
understandings. Students also become CREATIVE with their
language and combine and recombine what they know as they
engage in INTERPERSONAL COMMUNICATION. Thus, there
is NOPRIOR SCRIPTING involved.
NOT ALL IGAs are created equal. Some tasks only provide
practice in using FORMULAIC LANGUAGE while others
require CREATING meanings with language that the students
know.
Supporting Materials:
All IGAs have some VISUAL element, a map, a picture, or a
chart, etc. Student A has information that student B does not
have and student B has information that student A does not
have. Together they cooperate and communicate in the target
language so that each student has all the information.
There are always TWO parts to an information gap task –
Student A and Student B. Some teachers COLOR CODE each
part to ensure pairs of students have the correct materials for
the task. For example, student A’s paper might be green and
students B’s paper might be yellow.
Many IGAs provide a WORD BANK and/or SENTENCE
STARTERS of necessary words and expressions for completing
the task. The word bank and sentence starters provide language
support or linguistic scaffolding, one important consideration
for developing a successful interpersonal task. For a map

3. completion task, these words may be prepositions or cardinal
directions, ways of asking for information, and ways of
describing locations. In addition, you may include some
negotiation of meaning phrases such as, can you repeat that?,
what?, where is it? By practicing the task itself with a
classmate, you can determine the language needed.
Accountability:
To ensure students use the target language when communicating
during the IGA, an accountability or participation rubric,
checklist, or classroom management system should be
incorporated. Some examples we have discussed in class are a)
survivor or simulated immersion, b) TALK scores, c) Class
Dojo, c) Steve Vayanos, Bi-ling-way board game.
Modeling:
To ensure students know what is expected and how to
participate in the IGA, Teachers should model the IGA at least
two times with students in the class. You should practice and
script how you will model the task and explain the directions.
Possible Academic Content or CBI Connections:
Not all IGAs incorporate CBI or academic content. However,
for this assignment we will use academic content or CBI to
develop the meaningful, memorable, purposeful context for the
IGA. To ensure that you are truly developing a CBI IGA, you
should be able to name a CONTENTCONCEPT that you are
supporting, introducing, or reviewing (e.g. characteristics and
order of the planets in the solar system, calculating dimensions
of a room, or converting C to F temperatures, analyzing a work
of art). If you are having trouble thinking of a content area to
connect with, find out what your students learn in their various
content classes, research online some of the important concepts

4. that are taught in each academic subject area, ask your students
what their favorite subjects areas are or in which areas they are
strong or weak, or think about academic content you are
familiar with or in which you have a background. Here are some
suggested CBI connections:
Art History: Art analysis frameworks or background/history
about specific works of art, discussing different media
Math: charts with statistics, computations such as
addition/subtraction, calculating mean, calculating tips or
summary of budgets, using area or perimeter, temperature
conversions, time zones conversions, currency conversions
History: Biographical information of famous people, timelines,
various perspectives on historical events
Geography: Maps with information on regional specialties or
countries where the target language spoken, capital cities,
topography, or latitude/longitude
Science: Ecosystems, genetics – Punnet squares,
Biomes/habitats, Food webs/pyramids, endangered animals,
categorization, solar system
Music: genres of music, instruments associated with genres,
categorization of instruments
Project #3 Planning template
NAME(S):_________________________
Create a Content-Based Information Gap Activity (IGA). Follow
the prompts and type your answer in a different color. Each box
is worth 5 pts for a total of 50 pts:
1) CBI content and Language Function objectives:
What is the academic content area that you will connect with in
your IGA?

5. What content concept will the students develop/review? (e.g.
determining healthy/unhealthy foods, locating
countries/capitals/topography on a map, determining punnet
squares to predict children’s genetics, converting time
zones/temperature/currency etc.)
Write a content objective based on this content concept.
SWBAT….
Write a language objective based on the language they will use
to communicate about this content (e.g. describe, convert, name,
list, compare). SWBAT…
2) Information gap and Language:
What information will students share in the IGA?
What language will they need to complete the IGA? List the
vocabulary words and expressions that you will give the
students in the form of a word bank or sentence starters as tools
to help them to complete the task. DO NOT include more than
8-10 words (too much help is overwhelming to students). If you
are having trouble determining, practice the task with a
classmate to determine the language needed.
3) Language production:
What kind of language will you IGA elicit? Formulaic and
repetitive or creative? Words, phrases, sentences? If you do not
know, test out the IGA with a friend or classmate. How does
this language appropriate for proficiency level of your students?

6. 4) Preparing for the IGA language and content:
How will you prepare students with the language and content
for the task? How will you introduce or review the language and
content needed in the task in the presentation part of your
lesson using ITLC strategies? How is this language and content
presented IN the same context as the IGA? Script out some lines
and indicate when you use ITLC strategies from the ITLC
checklist (e.g. paraphrase, examples, visuals, gestures,
comprehension checks, etc.)
5) Preparing for the IGA task:
How will you explain and model the task 2 times with your
mentor/co-teaching or a student? Script how you will model the
task here.
6) Materials:
What materials will be given to the students? Charts? Pictures?
Maps? Describe the material (e.g. visuals) and the nature of the
gap of information (e.g. student A has X and Student B has Y).
7) Culminating task:
What is the culminating task that gives purpose to the sharing of
information? Think about the higher order thinking skills that
can be incorporated (e.g. compare, apply, analyze, interpret,
synthesize, hypothesize, summarize etc). This could be a whole
group task or a follow up homework or writing assignment or
oral presentation.
What do students do once they complete the IGA? How do you
call the class together after they finish? What do they do with
the information they have shared?

7. 8) Assessment and accountability:
How will you assess the students’ participation in the task to
hold them accountable and to evaluate if you met your lesson
objectives? What evidence will show that you have met your
content and language objectives? Will you give them a
participation grade? What features of their performance will
you assess? Will you use TALK scores, Class dojo, or a
different observation checklist or protocol etc to evaluate their
participation?
9) Info Gap material for students (partner A and partner B):
Attach the InfoGap to this PLAN. Your InfoGap should include
a) directions to students (preferably IN context giving students
a ROLE), b) a word and/or expression bank, c) brief
culminating task based on the information shared, and d)
negotiation of meaning phrases.
ATTACH ACTUAL INFOGAP TO THIS PLANNING
TEMPLATE
(make sure the images are clear and task is easy to follow)
10) Connecting to SLA Theory:
What SLA theory(s) support(s) this lesson design? (hint: Think
of what theory relates to negotiation of meaning and another
theory that discusses the importance of mediation). To analyze
the lesson using theory, a) Define what the theory says about
language acquisition and b) Explain how specific parts of your
lesson support language acquisition referring directly to the

8. theory.
Identify an older adult age 65 +, use a 1st and last initial.
Execute a therapeutic assessment interview with them for at
least two interview sessions assessing their self-identified:
· Demographics, life time education and career/employment
· Two most significant (positive) times in their lives
· What past hardship or loss has the client successfully
negotiated in the past?
· Two personal strengths
· Engage them in identifying what is healthy versus non-healthy
coping skills
. Inquire of 2 healthy coping skills they have used in the past
and/or now
· Three (3) pieces of advice they would give to their younger
self if they could?
· Support the client in taking the Geriatric Depression Scale.pdf
· Support the client in taking the Fulmer SPICES
Assessment.pdf
· Read Mini Mental State
Exam.pdf and Patient_Stress_Questionnaire.pdf
· Read Hall, Hall, and Chapman Article.pdf
· Report the findings from the Geriatric Depression Scale,
Fulmer Spices, Patient Stress Questionnaire, and the Mini -
Mental Status Exam
· Discuss your older adult’s level of ego integrity vs. despair as
described by psychoanalyst Erik Erikson. If you had to rate
them on a scale of 1-10, with 1 representing a full state of
despair and 10 representing full ego integrity, what rating
would you give your older adult?
· Describe at least two nursing diagnoses for this client.
· Create a plan of care for the client to include at least three
nursing goals with two nursing interventions each.

9. The assignment should be written in an APA-formatted essay.
The essay should be at least 1500 words in length and include at
least two scholarly sources other than provided materials.