Activity/Learning Centres - T sets up a handful of stations, usually tables, where Ls do an activity at the station. Each L moves from station to station and works at their own pace.
Advance Organizer - T creates a template so that Ls can later record appropriate information.
Anticipation Guide - One format for this activity is as information statements that Ls agree or disagree with. Another is as the elicitation of one or more predictions. The purpose is twofold: determine what the Ls already know and to predict what will happen in next.
Brainstorming - T presents an idea, problem or even just a word, and Ls share whatever comes to mind as a response or connection.
Carousel - There are several groups of Ls, each group having collected some information. One L from each group, the spokesperson, stays while the other members move to other groups' spokespersons, in rotation, and listen.
Chanting - Ls speak aloud, possibly with actions, to a rhythmic beat.
Choral Reading - Ls, in larger groups such as half the class, speak aloud together.
Classifying - Ls organize data into pre-existing or learner-created categories.
Cloze - Ls fill in the blanks of material omitted, such as letters or words.
Collaborative Teaching - Ts work together to teach, as in team-teaching.
Communication Applications - These are common office software, most notably for wordprocessing, spreadsheet work, database management, and presentation creation and management.
Community Links - T maintains a contact list of people and organizations in the neighbourhood that can be resources for certain topics.
Computer-Assisted Learning - This is software specifically for education, here, for language learners, e.g., a grammar-teaching program.
Conferencing - T and L meet together to guide L.
Debate - Some Ls become two teams and give a formal presentation of contrary sides of a topic to an audience of classmates.
Demonstration - T shows Ls how to do something.
Directed Reading-Thinking Activities - This is a series of activities: engaging interest and giving background; work on vocabulary and grammar; individual silent reading; work related to comprehension; follow-up.
Discussion - This activity is talking and listening to others about a particular topic; it can be teacher-led or done with just learners.
Email Applications - These are software to send and receive messages.
Expository Text Frames - Using these detailed visual organizers created by T, Ls complete them when reading or writing.
Expressing Another Point of View - Ls consider the topic at hand from a different person's perspective. It often involves speculation and conditions.
Field Trip - Ls, escorted by T, go to a place/activity outside the classroom and use their English skills.
Flash Cards - Ls use these two-sided things to learn vocabulary or grammar, e.g., a picture of a thing on one side and its name on the other side.
Game - Ls do a fun activity, which could involve competition and teams; the activity has a clear set of rules.
Guest Speaker - T asks a person from outside of the class to talk to the learners about a topic.
Guided Writing - T provides models/examples of writing and Ls write similar work.
Homework - T assigns this activity, which Ls do outside of classroom hours.
Independent Reading - Ls read for their own purposes. This activity is also called 'Extensive Reading'.
Internet Technologies - These are software, most notably web browsers, to work with the worldwide web .
Interview - A person asks questions of another. The person asking could be a L or T, and the person being asked is a L.
Issue-Based Analysis - Ls use critical thinking skills to differentiate fact from opinion, summarize, evaluate sources, etc.
Jigsaw - One version of this activity has Ls first working in specialized groups, and then the Ls share their experience with their "home" group.
Learning Log/Journal - Ls record what they have learned so far.
Lecture - T explains some topic to Ls, who listen.
Making Words - Ls create words using spelling or sound patterns, e.g., words rhyming with at, or building words using affixes.
Media Analysis - Ls critically analyse public works and determine message, mood, goals, intended audience, etc.
Media Applications - These are audiovisual hardware and software to present recorded audio clips, songs, videos, films, podcasts, etc.
Memorization - Ls mentally practise recall of learned materials.
Metacognitive Reflection - Ls think about their learning strategies, whether they were successful, and if they are meeting their personal goals.
Mind Map - The class constructs a visual image of notes, starting with a central idea and drawing out lines to other ideas.
Mnemonic Devices - Ls use these to remember something, e.g. FANBOYS for the list of co-ordinating conjunctions.
Note Making - Ls record information in their own words.
Numbered Heads - T organizes Ls into groups by counting them off in a repeating sequential pattern: e.g., 1, 2, 3, 4, 5; 1, 2, etc.
On-line Public Access Catalogues - These are usually resources from libraries and government databases that are searchable by subject, keywords, names, etc.
Oral Explanation - Ls speak to justify their thinking about a topic.
Oral Presentation - A L formally speaks about a topic to an audience of usually their classmates and T.
Panel Discussion - A group of Ls present their individual views on a topic to an audience; a moderator directs who talks.
Peer Practice (incl Information-Gap) - Ls collaborate in pairs and small groups to work on language.
Portfolio - T collects a number of learners' graded assessments for evidence of progress and achievement.
Practice and Drill (incl Dictation) - Ls repeat and practise some item of learning to improve their skills, e.g. pronunciation exercises.
Programmed Learning - T creates an assignment which Ls do independently.
Prompt - T asks questions or gives initial phrases to urge Ls to answer more fully.
Questioning Process - T asks questions to get Ls motivated and elicit their thinking in order to help them learn.
Read Aloud - Ls say aloud what is written in order to practise speaking.
Reading Response - Ls express their feelings and ideas after reading.
Reciprocal Teaching - At the direction of the T, a L teaches the class.
Reflection - Ls think about their learning.
Rehearsal/Repetition/Practice - Ls repeat and practise some item of learning to improve their skills, e.g., rehearse a dialog.
Report - Ls write about factual information, often after investigation and research on a topic.
Retelling - A L recalls from memory and shares with others what they have learned, experienced, or been told.
Review - This activity summarizes previous work and can be done at the start or end of a lesson.
Role Playing - Ls pretend and act as other people. The activity can be scripted by the T or unscripted, so that the Ls create their own phrases and sentences.
Round Robin - Ls in a small group take turns in a circle to contribute to a discussion.
Round Table (sequential) - Ls respond to a factual question from the T. One paper is circulated to all Ls for each to write a response. Each L responds orally to present the answer.
Round Table (simultaneous) - Ls respond to a factual question from the T. Each L has a separate paper to write a response. Each L responds orally to present the answer.
Semantic Feature Analysis - Ls create a grid to identify similarities and differences between words. It also could be like a checklist of criteria, which words have which meaning features.
Seriation - Ls put items in a logical order. Here, for language teaching, it is important for gradable concepts and the teaching of positive/comparative/superlative grammar.
Simulation - Ls replicate a situation or model as if real.
Sketching to Learn - Ls draw or trace out as instructed. The activity can be like taking notes without words.
Task Cards - T puts instructions on these objects to direct the Ls individually or in small groups.
Textbook - T uses a published printed resource in the classroom; Ls do not write on them.
Think Aloud - T or a L talks aloud, describing their deliberation and working through a process.
Think/Pair/Share - Ls think alone for a short period of time about a particular problem or question, then tell a partner their response and listen in turn, and, finally, present their responses to the whole class.
Visual Stimuli - T uses pictures, photos, films, and other graphical images in the lesson.
Visual/Graphic Organizers - T creates these templates, such as tables, grids, webs, flowcharts, pyramids, etc. so that Ls can record information in a visual way.
Visualization - T asks Ls to imagine using visual images.
Word Cycle - Ls link words to find relationships between them.
Word Sort - Ls organize words into different categories.
Word Wall - T posts words of interest on a classroom wall and refers to them during lessons.
Workbook/Work Sheets - T uses a printed resource in the classroom, and Ls can write on them.
Writing Process - This activity exposes Ls to writing procedures, i.e., planning, drafting, revising, editing, etc.
Writing to Learn - Ls write to consolidate learning, e.g., write a full sentence that illustrates a word's meaning or to practise a grammar concept.
By Mary MacKeracher