1 Learners work in pairs, taking turns to ask the questions which will give them the information they need to complete their list.
2 At the end of the activity, they compare lists which should be indentical. These can be used as portfolio evidence.
1 Ask learners to imagine they have spilt coffee over their timetables and there is now information missing from both of them. They ask each other questions to obtain the missing information, e.g.
└ quelle heure part le train pour Bergerac?
2 When all the gaps are filled, A and B compare timetables which should be identical or you conduct a whole class question and answer session.
The completed timetable can be retained as portfolio evidence.
This activity can also be carried out as a whole group information gap activity by giving each learner a timetable with only a small amount of selected information on it so that everyone has different information to give out.
1 Give each group of four a board, a die, four counters and a pack of cards face down on the board.
2 Explain that each player in a group starts from a different corner of the board and the objective is to be the first to complete one circuit of the board and arrive in Paris in the middle.
3 Each player in turn throws the die and advances that number of places on the board in a clockwise direction.
3 The person on the players right then picks up a card from the top of the pile and reads out in English what is written on it.
4 The player translates it into French and it is checked by the person holding the card. The translation must be absolutely accurate or the player forfeits his/her next turn.
You can devise your own variations of this game to suit your learners needs, e.g. the statements can be read out in French for translation onto English particularly the phrases learners are more likely to need to understand rather than use themselves.
And, of course, the cards can be used independently of the board either for revision or assessment purposes.