What makes an activity communicative
| Feature | Communicative | Not communicative |
|---|---|---|
| Purpose | Learners need to exchange something to finish | Learners repeat or display language |
| Gap | Information, opinion or reasoning gap | Everyone already knows the answer |
| Choice | Learners choose what to say and how | Language is fixed |
| Feedback | Content matters (did they agree, find, solve?) | Only correctness matters |
| Outcome | A decision, list, drawing, plan, name | A finished worksheet |
Controlled practice still has its place; communicative activities follow it.
Adapting an activity to the target language
Most activities in the bank are frames. Change the content to push the language you need:
| Frame | Past simple | Present perfect | Conditionals | Vocabulary set |
|---|---|---|---|---|
| Find someone who | ...went abroad last year | ...has met a famous person | ...would live abroad if they could | ...owns a bike |
| Two truths and a lie | Last summer I... | I've never... | If I won the lottery... | Use 3 words from today |
| Ranking | Rank last year's best events | Rank achievements | Rank what you would do with 1 million | Rank kitchen gadgets |
Designing an information gap
- Decide the information each learner needs and does not have (half a timetable, a different picture).
- Put it on separate A and B cards; mark them clearly; tell learners not to show their card.
- Seat pairs so they cannot see each other's card (back to back works well for phone tasks).
- Give a clear outcome: "Complete the timetable and agree a time to meet."
- Check: is there one answer (convergent) or can they negotiate (divergent)? Divergent tasks produce more talk.
Role cards
Student A - Customer
You bought headphones last week. The left side doesn't work.
You want your money back. You have the receipt.
You are in a hurry: you must leave in 10 minutes.
Student B - Shop assistant
Store policy: refunds only within 7 days. It has been 9 days.
You can offer an exchange or a repair (2 weeks).
Try to keep the customer happy.Good cards give a goal, a conflict and a constraint; they do not script the language.
Setting up (the part that usually fails)
- Group learners before giving instructions and materials.
- Short instructions in simple language; demonstrate with a strong learner.
- Instruction checking questions (ICQs): "Can you show your card?" (no) "How long?" (10 min).
- Give materials after instructions so learners listen.
- Start the timer and say "Go".
Monitoring
- First minute: check everyone has started and understood; re-explain to a pair quietly if needed.
- Then step back: listen, do not join the conversation, note language (good and incorrect) for feedback.
- Be ready with a fast-finisher extension (another round, a follow-up question).
Feedback
- Content first: "Which group chose the cheapest trip? Why?"
- Language second: board 4-6 sentences heard; learners correct the errors; praise good language.
- Pronunciation: one or two items.
Adjusting for class size and space
| Situation | Adjustment |
|---|---|
| Large class (30+) | Groups of 4-5 with a group leader; one copy of materials per group; report back from 2-3 groups only |
| Fixed seating | Pairs with neighbours; groups of four by turning chairs; avoid mingles |
| Odd numbers | A group of three; the third learner is a "checker" or shares a role |
| Online | Breakout rooms with materials pasted in chat or a shared slide; T visits rooms; set a visible timer |
| Mixed levels | Stronger learners get the role with more to say; weaker learners get phrase prompts |
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