Practice
English class activities for active learning
A class can become quiet after a teacher explains a new word or grammar point. Give learners a small task with a reason to use that language, and the next step becomes clearer: ask, answer, compare, or report back.
Choose and run a short English class activity with a clear language goal, simple instructions, and a quick check at the end.
Read and practice
Read the examples and try the written questions in this guide. Listening recordings are not available for this lesson yet.
Try the written questions
Could you repeat that, please? /kʊd ju rɪˈpiːt ðæt pliːz/
The short answer
Choose one language goal first. Then give learners a task that makes them use that language with another person. State what they must produce, such as a completed chart, a short answer, or one sentence to share with the class.
Ask your partner three questions about weekend plans and write one answer for each question.
Why it works: The task tells learners which language to use, who to speak with, and what they need to finish.
5 more examples
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Student A has the bus times. Student B has the street names. Ask questions to complete the route.
Each learner needs information from the other person, so speaking has a clear purpose.
Not this:
Copythe complete route from the board. What changes: Copying can review spelling, but it does not require partners to exchange the missing details. -
Think of one reason, tell your partner, then share the best reason with the class.
Learners can prepare a small answer before they speak to a larger group.
Not this:
Writeone reason and hand it to the teacher. What changes: Writing gives useful practice, but it does not create a speaking turn with a partner. -
Describe your picture without showing it. Your partner draws what they hear.
The speaker practices clear descriptions, and the listener can ask for clarification.
Not this:
Show your pictureand copy the same drawing. What changes: Showing the picture removes the reason to describe details aloud. -
Sort the cards into food, travel, and work, then explain one choice to your group.
The sorting gives learners a decision, while the explanation asks them to use a reason.
Not this:Put the cards in one pile
without discussingthem. What changes: A single pile may be quick, but learners do not need to say why a card belongs there. -
Write one exit sentence: Today I learned how to ask for clarification.
A short exit sentence gives each learner a moment to recall the language used in the activity.
Not this:
Pack your bagwhen the activity ends. What changes: Packing ends the lesson, but it does not give the teacher a quick view of what learners remember.
Read the full guide
Before choosing an activity, write one sentence that names the language learners should practice. For example, learners will ask follow-up questions about plans. This sentence helps you remove steps that do not support the goal.
Choose one language goal
Name the language learners should use before you choose the activity. A goal can be small: ask for directions, use past-tense verbs, or give one opinion with a reason. The goal tells you what to listen for while learners work.
Learners will use there is and there are to describe a neighborhood.
This goal is easier to plan than a general goal such as practice speaking.
Which exact phrase or grammar pattern should learners use in the activity?
Write the phrase or pattern in one sentence before you prepare the task.
Use an information gap for real questions
Give each partner different information. They must ask and answer questions to complete a shared result, such as a map, timetable, picture, or list. Keep the missing information small enough that learners can finish in a few minutes.
Student A knows the train times. Student B knows the platform numbers. Work together to complete the travel plan.
Both partners need the other person's information, so each person has a reason to speak and listen.
What information will Student A have that Student B needs?
Give each partner a different half of the task, then make the final answer depend on both halves.
Let learners think, pair, and share
Ask a question, give learners quiet time to prepare one answer, then let them compare with a partner before sharing. This sequence gives learners time to find words and hear another possible answer before speaking to the class.
Think of one reason a town should build a new park. Tell your partner, then share one reason with the class.
A direct whole-class question may get only a few answers. Pair time gives more learners a chance to rehearse a response.
What short question can learners answer with one reason?
Use a question that fits the language goal and can be answered in one or two sentences.
Turn a picture into a speaking task
Use one simple picture, map, or object card. One learner describes it while the partner listens, asks questions, or draws what they hear. Put a few useful phrases on the board before the task begins.
Is the pharmacy next to the bank, or across from it?
The question gives the listener a way to check a detail instead of staying silent when the description is unclear.
Which two clarification questions can learners use during the picture task?
Write two useful questions where everyone can see them, such as Could you repeat that? and Where is it exactly?
Finish with a quick check
End with one brief task that shows what learners used. Ask pairs to compare answers, invite two groups to report one sentence, or collect a short exit sentence. Use the check to decide what needs another example in the next lesson.
Write one question you used today and one answer your partner gave.
This check asks learners to recall language from the activity rather than only say whether they liked it.
What one sentence could show whether learners used the target language?
Choose a sentence that requires the target phrase, grammar form, or vocabulary from the activity.
Before you go
Remember this
Start with one language goal. Give learners a task that needs that language, model the first turn, and end with a small result they can check. A short, clear activity is easier to repeat and adapt than a complicated one.
Practice with the written examples
You can practice with the written questions in the Learn tab. Each answer includes an explanation.
Try the written questionsListening test not available yet
This lesson does not have the recordings needed for a listening test. Use the written questions in the guide to check your understanding.
Try the written questionsQuestions about "English class activities for active learning"
What makes an English class activity useful?
A useful activity has one clear language goal and a result learners can produce or check. Tell learners what language they will use, who they will work with, and what they need to finish. For example, a pair can complete a route by asking for missing transport details.
Student A has the bus times. Student B has the street names. Ask questions to complete the route.
How does an information-gap activity work?
Each learner receives different information. They need to ask and answer questions to complete the same task, such as a map, schedule, or picture. For example, one partner can have street names while the other partner has the locations that belong on the map.
Copy the complete route from the board.
How can I help quieter learners join a speaking activity?
Give learners a short time to think or write one idea before they speak with a partner. Provide a small phrase bank, then model one exchange. For example, learners can prepare I think ___ because ___ before they compare answers with another person.
Think of one reason, tell your partner, then share the best reason with the class.
What materials do I need for active English activities?
Many activities need only a board, paper, and a few prepared prompts. A simple map, picture, card set, or two versions of a short list can create a pair task. For example, make two schedules with different missing appointments and ask pairs to complete both.
Write one reason and hand it to the teacher.
How should I end an English class activity?
End with a short check that uses the target language. Pairs can compare their result, share one answer, or write one sentence about the language they used. For example, ask learners to write one clarification question they can use in the next speaking task.
Describe your picture without showing it. Your partner draws what they hear.