Practice
English class activities for high school
A class can be busy without giving students much English to use. A useful activity gives students a reason to speak, listen, read, or write, then gives the teacher a simple way to notice what they can do.
Plan a short English class activity for high school students by choosing one language goal, giving clear instructions, and checking what students learned.
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
class activity /klæs ækˈtɪvəti/
The short answer
Start with one language goal, give students a small amount of information or a problem to solve, and finish with a check that uses the same language goal.
In pairs, ask three follow-up questions about your partner's weekend. Then report one answer to another pair.
Why it works: Students need follow-up questions to complete the task, and the final report gives the teacher a quick check.
5 more examples
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Student A has a bus schedule. Student B has a list of places. Ask questions and choose the best route.
The information gap gives both students a reason to ask and answer questions.
Not this:
Talk about transportationfor ten minutes. What changes: This topic is broad. Students may talk, but the task does not show which language they should use or produce. -
Choose the best weekend plan for a visiting friend and give two reasons for your choice.
The outcome asks students to state an opinion and support it.
Not this:Which weekend plan
do you like? What changes: One short answer may end the conversation before students practice giving reasons. -
Read the four event notices. Find one event that fits each person's schedule and interest.
Students read for specific details and explain a match.
Not this:
Read the noticesquietly. What changes: Reading without a purpose does not tell students what information to find. -
Use the picture cards to tell your group what happened first, next, and last.
The cards support a short past-tense story and provide an order for speaking.
Not this:
Make up a storyfrom the pictures. What changes: This can be enjoyable, but students may need a language focus or a clear outcome to use the target forms. -
Write one recommendation for a new student. Include a reason and one detail about where or when to do it.
The required details make the writing goal visible and easy to review.
Not this:
Write advicefor a new student. What changes: The instruction leaves the length and useful language unclear.
Read the full guide
A good activity does not need special equipment. It needs a clear outcome. Students should know what they must produce, such as a short ranking, a recommendation, a route, a solution, or a report. Decide what language that outcome requires before you prepare the materials.
Choose one language goal
Name the language students should use by the end of the activity. A goal can be small and specific: ask a follow-up question, compare two choices, describe a past event, or make a polite request. A narrow goal makes it easier to choose materials and give useful feedback.
Students will ask one follow-up question after each answer.
This goal names an action students can practice and the teacher can listen for.
Which goal is easier to check: speak better English or use two phrases for agreeing and disagreeing?
Use two phrases for agreeing and disagreeing is easier to check because it names the language students need.
Give students a reason to communicate
Students often use more English when each person has part of the information, a role, or a decision to make. An information gap can be as simple as two cards with different details. A decision task can ask students to choose an option and explain why.
One student knows the prices. The other student knows the budget. Together, choose three items for a class event.
Neither student can complete the task alone, so both need to exchange information.
Why might two different information cards help a pair speak more?
Each student needs information from the other student to finish the task, so asking and answering have a clear purpose.
Make the instructions visible
Give the task in short steps. State the group size, the time limit if one is needed, the language goal, and the final product. Show a model before students start. Then ask a student to explain the task back to you. This is more reliable than asking whether everyone understands.
Work with one partner. Choose a job from the card. Ask five questions. Decide whether the candidate fits the job. Be ready to give one reason.
The steps tell students who to work with, what to do, and what they will need to share.
What can you ask after giving instructions instead of asking, Do you understand?
Ask a student to explain the first step or describe the final product in their own words.
Use roles and limits carefully
A role can help a group stay organized. One student may ask questions, another may take notes, and another may report the decision. Change roles in a later round so the same student does not always write or speak for the group. A short limit can keep a task moving, but students need enough time to use the target language.
In the first round, Mina asks the questions and Diego records the answers. In the second round, they switch roles.
Switching roles gives both students a chance to practice different parts of the task.
When could a timer make an activity less useful?
A timer can make an activity less useful when students rush, stop listening, or cannot finish a meaningful exchange in English.
Finish with a quick learning check
End with a small check that matches the language goal. Students can report one useful phrase, write one sentence, compare answers with another group, or respond to one exit question. The check does not need to grade every student. It should show whether the class had a chance to use the target language.
Before you leave, write one follow-up question you could use in a conversation.
The exit question checks the same skill that students used during the pair activity.
Which ending matches a lesson goal about giving reasons: collect the cards immediately or ask each group to state one choice and one reason?
Ask each group to state one choice and one reason because the check uses the same language goal.
Before you go
Remember this
Choose one language goal. Give students a task that makes that language useful. Show the expected outcome, keep the instructions manageable, and end with a brief check. The activity can be simple when each part has a purpose.
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 high school"
How long should an English class activity take?
Choose the length from the language goal and the class routine. A short task can work well when students need one focused exchange or one written response. Leave enough time to explain the task, let students use the target language, and finish with a brief check.
Student A has a bus schedule. Student B has a list of places. Ask questions and choose the best route.
Do activities need a game or competition?
No. A game or competition can add energy, but students still need a language purpose. A pair decision, information gap, short interview, or problem-solving task can be engaging when students need English to reach an outcome.
Talk about transportation for ten minutes.
What can I do if students finish at different times?
Prepare one extension that uses the same language goal. For example, students who finish an interview can write two follow-up questions, switch roles, or compare their answers with another pair. Do not give an unrelated task that ends the language practice.
Choose the best weekend plan for a visiting friend and give two reasons for your choice.
How can I make group work fairer?
Give each student a role or a piece of information, then change roles in another round. Keep groups small enough that each student has a reason to speak. A final report or written note can also show what each group decided.
Which weekend plan do you like?
How can I check learning without a long test?
Use a short check that matches the activity goal. Ask students to write one target phrase, report one answer with a reason, correct one example, or answer an exit question. The check should help you notice whether students used the language you planned for.
Read the four event notices. Find one event that fits each person's schedule and interest.