Carlos Enrique Ibarra Jigsaw (speaking) activity

Carlos Enrique Ibarra
Jigsaw (speaking) activity.
Step 1. The instructor talks about the schedules of different types of students: part-time, non-traditional
(adult), middle and high school, and the majors that college students may have based on the classes
they are taking. The necessary vocabulary (estudiante de tiempo parcial, estudiante de tiempo
completo, profesional/estudiante adulto, estudiante de secundaria, estudiante de la carrera de _____)
is provided in an overhead - Modes of communication: interpretive (listening, reading).
Step 2. Instructor divides the class in four groups (A, B, C, D), then distributes four different
schedules, one per group, and lets each group understand the schedule they received and become
“experts” about it, while they also practice questions related to each schedule (projected on an
overhead) amongst them. Instructor also makes sure each group knows how to ask other students which
group they belong to (¿A qué grupo perteneces?) - Modes of communication: interpretive (listening,
reading), interpersonal (speaking).
¿Cuántas clases tiene todos los días este estudiante?
¿Cuáles clases tiene en la mañana este estudiante?
¿Cuáles clases tiene en la tarde este estudiante?
¿Tiene recreo este estudiante?
¿Cuántas horas a la semana trabaja este estudiante?
¿Cuántas actividades adicionales tiene este estudiante?
Step 3. Instructor tells students they need to go talk to three other students, each belonging to the three
other groups. They need to use the questions on the overhead to find out the type of student the person
they're talking to is an expert on – Modes of communication: interpretive (listening), interpersonal
(speaking).
Step 4. Students return to their base groups and tell the other members what they learned about each
type of student (un estudiante de tiempo parcial trabaja en la mañana, toma clases en la tarde y tiene
poco tiempo para actividades adicionales; un estudiante de ciencias políticas en la universidad toma
muchas clases de historia, economía, y sociología, y tiene tiempo para actividades adicionales; un
estudiante de secundaria tiene recreo, y no puede seleccionar sus clases) – Modes of communication:
interpersonal (speaking), interpretive (listening).
Step 5. Wrap-up: instructor asks a few students what the characteristics are for each type of student
represented in each schedule, and also to describe the classes that characterize a few majors of students
in the classroom - Modes of communication: interpretive (listening, reading), interpersonal (speaking),
cultural understanding.
HORARIO A (estudiante de universidad, tiempo parcial, carrera: pre-medicina)
HORARIO B (profesional/estudiante adulto, tiempo parcial)
Horario C (estudiante tradicional de secundaria, tiempo completo)
Horario D (estudiante tradicional de universidad, tiempo completo, carrera: lingüística)