Bank of activities

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Educational purpose
Find someone who…

Learners use a checklist as they walk around the classroom trying to find a person who has a certain characteristic. When they find someone with those characteristics, they write that person’s name on their checklist and move on to the next person. The goal is to meet and talk to as many people as possible within the time limit in order to put one name by each of the characteristics.



Ice breaker for the beginning of the course for helping students become comfortable with their new classmates

To foster communication

Find the English mistakes in the sentences on the board


To identify mistakes (grammar, word choice,
Rank words / sentences in order

Learners put a list of words/sentences in an order

To order, classify, compare
Look at the objects and decide how they relate to someone’s life (F.O.)To develop cognitive skills

Guessing, hypothesising

Ask the right question i.e. students have to get their partner to say the word on their paper without saying the word


To foster communication, to review previous knowledge.

Creative thinking

True / False game in two rows with two chairs at the end

To answer, sts run to the “True” or “False” chair.

To review previous knowledge

To form correct sentences

Jigsaw reading To foster communication (introduce speaking into a reading lesson)
Mark the stress of words with a box, beating the stress with your hands, humming To improve word stress
Role plays incorporating target language (S.O.) To develop creativity
Dance around room. When the music stops say something you have learned this week and explain its meaning


To reflect.

To take a quick energy break (brain breaks).


Story about someone’s life to practise two problem sounds To improve pronunciation
Mushrooming groups e.g. for a debate. Start off with two students, them form a group of four and then eight etc.


To reflect

To foster communication

Jigsaw listening

Learners hear different parts of a text, then exchange information with others in order to complete a task


To integrate listening and speaking skills

To encourage collaborative learning

Silently mouth the pronunciation of sounds to show how they are made and then students hold up cards when the hear the correct sound


To identify sounds mimed by the teacher
Dance to music and then elicit a word or phrase when the music stops


To have students come up with a word on their own


Self-correct homework using symbols

Teacher shows the learners where the mistakes are and what kind they are, and they try to correct them

To optimise learning opportunities from mistakes learners make in written tasks
Order words on a timeline To display information in visual form

To help students understand the chronology of historic events



Walk around the room and find someone with a matching answer to you or fill in the missing preposition and ask the question and get an answer. Then change partners

To work on prepositions

To make questions

Appoint a leader and timekeeper for group work and agree on the rules for an effective group before students begin To improve the effectiveness of collaborative group work


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