The aim of this project was to explore the jigsaw-method as a teaching tool in English as a Second Language-classrooms, and to design and evaluate a jigsaw-style lesson that aims to promote student activation and communication. To achieve this goal, we conducted a case study in which we designed and tried out a jigsaw-style lesson in two classes. We then evaluated the lessons through a survey which was analysed using thematic content analysis. The results of the survey showed that the negative aspects voiced by the participants belonged to the two main themes Perceived difficulty and Perceived lack of time. Additionally, the participants made several suggestions for improvements which were identified as belonging to the following three themes: Predetermined groups (Based on skill), More time for each step of the lesson, and Pre-activity & Prior Knowledge. The results from the survey, in combination with a review of literature on second language teaching and prior research, was used to propose several changes to the lesson format as it was used in the case study. For example, we proposed the addition of a pre-reading exercise aimed at giving prior knowledge and activating schemas, as well as the addition of graphic organisers to help provide a clear focus to the different stages of the lesson. The proposed changes were aimed at alleviating the difficulties voiced by the participants in the case study. The changes were then applied to the case study lesson as an example.