Yolanda Morató (ymorato@us.

es)

Twenty common activities

(Retrieved and adapted from: https://www.cambridgeenglish.org/exams-and-tests/first/exam-
format/ and https://www.cambridgeenglish.org/Images/22184-tkt-glossary-document.pdf)

ACTIVITY TYPE PRACTICE

1. Gapped text: A single page of text with some numbered gaps How to
which represent missing sentences. After the text there are some understand the
sentences which are not in the right order. You have to read the text structure and
and the sentences and decide which sentence best fits each gap. development of a
text.

2. Multiple-choice cloze: A text with some multiple-choice Reading for

questions. Each question has four options (A, B, C or D) – you have specific
to decide which is the correct answer. information,
detail, opinion
and attitude.

3. Jigsaw listening/reading: a text is divided into two or more Reading/listening

different parts. Learners listen to or read their part only, then share to share and
their information with other learners so that in the end everyone complete a
knows all the information. In this way, the text is made into an message.
information-gap activity.

4. Multiple matching: A series of statements followed by a text Vocabulary –

divided into sections or several short texts. You have to match each idioms,
statement to the section or text in which you can find the collocations,
information. shades of
meaning, phrasal
verbs, fixed
phrases etc.

5. Open cloze: A text in which there are some gaps, each of which Grammar and
represents one missing word. You have to think of the correct word vocabulary.
for each gap.

6. Cloze test: A task-type in which learners read a text with missing Reading ability or
words and try to work out what the missing words are. The missing general language
words are removed regularly from the text, e.g. every seventh word. use.
It is different from a gap-fill activity [like an open cloze], which can
focus on practising or testing a specific language point and
particular words connected to the language point are removed from
the text.

7. Key word transformations: Each question consists of a Grammar and

sentence followed by a ‘key’ word and a second sentence with a gap vocabulary.
in the middle. You have to use this key word to complete the second
sentence so that it has a similar meaning to the first sentence.

8. Word formation: A text containing eight gaps. Each gap Vocabulary.

represents a word. At the end of the line is a ‘prompt’ word which
 Yolanda Morató (ymorato@us.es)

you have to change in some way to complete the sentence correctly.

9. Labels: To put the name of an object on or next to the object; e.g. Vocabulary.
in a vocabulary lesson learners look at a picture of a house and
write the different parts such as window, door, roof, etc. in the right
place on the picture.

10. Wordsearch: A grid in which each square contains a letter of the Vocabulary.
alphabet. Words are hidden in the grid and learners have to find
them.

11. Word map, mind map: A diagram which is used to make a Vocabulary.
visual record of vocabulary on the same topic.

12. Jumbled letters, paragraphs, pictures, sentences, words: Structuring,

A word in which the letters are not in the correct order, a sentence sequencing.
in which the words are not in the correct order, a text in which the
paragraphs or sentences are not in the correct order, or a series of
pictures that are not in the correct order. The learners put the
jumbled letters, words, text or pictures into the correct order.

13. Picture dictation: A classroom activity in which the teacher Listening and
describes a scene or an object and learners draw what they hear. doing/
The activity can also be for learners to describe a scene or an object drawing/making
and other learners draw what they hear, perhaps in pairs; e.g.
learner A describes and learner B draws.

14. Picture story: Stories that are shown in pictures instead of words, Presenting
e.g. learners saying what happened in a series of pictures of a story language or
which took place in the past can practise past tenses. providing practice
of language

15. Problem-solving activity: Learners work in pairs or groups to Helping to

find the solution to a problem. For example, learners are given a develop oral
problem situation such as a town centre with too much traffic and fluency.
they talk together to think of solutions to the problem.

16. Sentence transformation activity: A task-type in which Grammar.

learners are given a sentence and a prompt, and have to make a
second sentence, which means the same as the first, using the
prompt, e.g. It’s too cold to play tennis.
It ______________ to play tennis. (enough)
It isn’t warm enough to play tennis.

17. Sentence completion activity: A task-type in which learners are Grammar.

given parts of a sentence, e.g. the beginning or the end, and are
asked to complete the sentence, using specific target language, e.g.
to practise using –ing forms: At the weekend, I love … ; In the
evenings, I enjoy … .

18. Role-play: A classroom activity in which learners are given roles Oral fluency.
to act out in a given situation, e.g. a job interview role-play where
one learner is the interviewer and the other learner is the
 Yolanda Morató (ymorato@us.es)

interviewee. Role-plays are usually done in pairs or groups.

19. Project work: An activity which focuses on completing an Developing

extended task or tasks on a specific topic. Learners may work in cooperative work.
groups to create something such as a class magazine. Learners
sometimes do some work by themselves, sometimes outside the
classroom.

20. Brainstorming: To quickly think of ideas about a topic and also Preparing for a
possibly note them down, e.g. before learners write a description of writing or
their city they make a list of all the positive and negative adjectives speaking activity
they know to describe places.