Information collection & exchange

quire listener responses 
nses: the action response, the short spoke
n response. 
usters," which is a
big class. 
c
2
command is given
Get into groups of people born in th
Get into groups of seven, of those who can ri
Get into groups of three; make yourse
Get into groups of fiv
n
group of seven is
ples of exercises which require short responses are
Hidden Sentences." The "General Knowledge Quizzes
Guinness Book of Records. You will find they
y level. 
1. If possible use a photo of a recent
Give your students a paper with the same story written o
e more time, with the students trying to correct mis

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3. An example of the kind of Cloze text you can write to accompany a picture of some students working in 
is: 
This is Mazrui working in the (garden). He is holding a (hoe) and he is digging up the (weeds). He has 
be
eds he has (already) dug up. Alem is (also) working. He 
ha
d he is watering the (onions). The onions have been (planted) in rows. And Saad 
isn't (doing) anything! He's just (standing) and watching. Is he (giving) advice? I (think) so. 
3. Choose a topic card and announce the topic to the class. The two students start off a conversation with 
each other on this topic. They have to guide the conversation in such a way that they can use the 
th teams listen attentively and try to guess the 
hidden sentence of the students from the other team. If they think they hear it, they shout "Stop" and 
n sentence correctly = 1 point; using the 
hidden sentence correctly without being detected = 1 point; failing to use the sentence = minus 1 point. 
We have too much homework these days. 
[Adapted from Friederike Klippel. Keep Talking. Cambridge University Press, 1984.] 
hese 
are written down by everyone. 
3. Using their notes, the students who were listening report on the changes in the story. Then the original 
story is read again. 
[Adapted from Friederike Klippel. Keep Talking. Cambridge University Press, 1984.] 
the school garden
en (working) hard. You can see the (pile) of we
s a watering can an
The words in parentheses would be omitted in the version given to the students. 
The "Hidden Sentence" exercise is for advanced level students. 
1. Prepare approximately 10 cards with sentences and 10 cards with topics. 
2. Divide your class into two teams. Two students, one from each team, come to the front of the class. 
Each student chooses a sentence card. They do not show their cards to anyone. 
sentence on their card without anybody's noticing it. Bo
repeat the sentence. if they are correct, they score a point. Each team is allowed to shout "Stop" twice 
during each round. The conversation continues until three minutes are up.
4. Scoring can be organized as follows: guessing the hidde
5. Suggestions for sentences: 
The rains are late this year. 
I hate cooking. 
I think Egypt will win the World Cup for Soccer. 
I'd love to go to America. 
Suggestions for topics: 
Family life 
Television 
Hobbies 
The environment 
Examinations 
Examples of listening requiring longer responses are the "Shrinking Story" and the "Messenger." The steps 
for the "Shrinking Story" are: 
1. Five students are asked to leave the room. The rest of the class listens to a story which you tell them 
twice. After the second reading, the students agree on a few main points summarizing the story. T
2. The first student is asked to come in and listens to story one. The second student is called in and 
hears the story from the first student, while the class notes down which of the important points have been 
mentioned. Student number 2 then tells the story to student number 3, student number 3 to student 
number 4, and student number 4 to student number 5. Student number 5 tells the story to the class. 

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The steps for the "Messenger" are: 
1. For this exercise you will need a set of wooden building blocks for yourself and a set for each group. 
Before the class begins, build something out of these blocks. Place the construction on a tray and cover 
it. 
2. Divide the class into groups of five and give each group a set of blocks. Then ask for one messenger 
from each group to look at your construction. 
3. Each messenger reports back to her group and tells them how to go about building the same 
construction. The messengers are not allowed to touch the wooden blocks, nor to demonstrate how the 
construction is done. The messenger can take a second look at your construction. When all copies are 
completed, they are compared with the original. 
4. If you do not have wooden blocks, arrangements of pieces of cardboard or other objects and drawings 
[Adapted from Friederike Klippel. Keep Talking. Cambridge University Press, 1984.] 
s
q
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es
n
a
generally more suitable for advanced students. Two 
examples 
ng" and "Values Clarification." In "Creative Problem 
Solving" y
t
o
n
o
a
re
t
ase study and ask your students what they think should 
be done, or you can tell part of a story and ask the students to complete it. 
For the case study, describe a critical incident to 
views on the next step. For 
example y
uld 
k a he
u
f 
a
to
hool property.