Embedded Files
The stirrers and settlers idea originally comes from young learner teaching, but it’s just as useful for adult classes, especially when we want to manage energy and focus more intentionally. For example, after studying comparatives with my elementary-level learners and doing some controlled practice activities, I read out a few “This or that?” questions, such as “a new phone or new clothes?” or “Facebook or TikTok?”, and asked students to move to either “this corner” or “that corner” and call out their reasons for their choice using comparative sentences. Following this stirrer activity, I wrote some of their sentences on the board that I had noted during the previous stage and asked them to refine those statements to make them more accurate or natural. This way, our lesson kept a natural energy flow: up for interaction and creativity, down for focus and reflection.
Kadir
Quick Vocabulary Recall
I sometimes spend the first five minutes of class revisiting last week’s vocabulary. What I like about this activity is that it is not a test; it is a quick self-check. It hopefully helps students notice their own progress and builds confidence as they realize how much vocabulary they actually remember.
I simply say each word out loud: if students remember what a word means, they raise their hands. Then move on to the next item. I don’t ask questions or give explanations. Even if they don’t remember any of the items, they realise they need to revise.
This short activity encourages vocabulary retrieval, promotes autonomy. Students reflect on their learning without pressure or correction, making it a reflective and motivating start to the lesson.
Başak
Speak AI English Conversation Practice & Writing
Speak AI English Conversation Practice & Writing
I’d like to recommend a useful tool that our students can continue using even after the prep year ends: Speak AI: English Conversation Practice & Writing. This is a free and user-friendly GPT-based assistant designed to help learners improve their speaking and writing skills in English. Students can have natural conversations with the GPT to practice everyday English, respond to speaking prompts, or simulate real-life situations such as ordering food, making small talk, or answering interview questions. It also gives instant feedback on writing and helps students rephrase or correct their sentences. The tool is especially useful for self-study, as students can use it any time to keep practicing and reinforcing what they’ve learned. It’s also a great way to reduce anxiety before speaking exams or to build fluency in a low-pressure environment. We can introduce this GPT to our students before the term ends and encourage them to use it regularly to maintain and improve their English. Since it works on mobile and desktop, they can easily fit it into their daily routines. This way, we’re helping them take ownership of their language learning even after they leave the classroom.
Gökhan
Board Race
This fast-paced, competitive activity is ideal for revising vocabulary, grammar categories, or lexical sets while getting students moving and thinking quickly. Divide the class into two (or more) teams and have them line up in front of the board. Give each team a piece of chalk. When you call out a grammar point (e.g., “past tense verbs”), category (e.g., “fruits”), or specific prompt (e.g., “modal verbs for advice”), the first student from each team races to the board and writes one appropriate word or sentence. They then hand the chalk to the next teammate and move to the back of the line. The race continues until time is up or everyone has had a turn. Points are awarded for correct and relevant responses, with bonus points for creativity or more complex language use.
Aslı
End-of-term Vocabulary Review with “Quizlet”
For our end-of-term review, I’m planning an activity in the computer lab where students work in small groups (three per group) to create their own Quizlet vocabulary sets.
Each group will choose 10–15 words they feel were the most important or useful throughout the semester. They'll add definitions, example sentences, and can also include visuals to help make the meanings clearer. For example, a B1-level word like “encourage” might be defined as “to give someone confidence or support,” with a sentence like “Teachers should encourage students to ask questions,” and an image showing a teacher helping a student.
After creating their sets, students will try out different Quizlet modes such as Flashcards, Match, or Test, and then rotate to play each other’s games. While doing so, they’ll note one word they found interesting and give short feedback on the content or design.
We’ll wrap up the session with a quick class discussion to reflect on the vocabulary they chose and how they can keep using Quizlet for self-study.
Hilal
Dictogloss: A Powerful Activity for Grammar and Listening Skills
What is it?
Dictogloss is a communicative dictation task where students:
Listen to a short text read at natural speed.
Take notes on key words and ideas.
Work in groups to reconstruct the text as closely as possible to the original.
The goal isn't word-for-word accuracy but rather capturing similarities and differences in meaning, grammar, and cohesion.
How does it work?
Pick a short, dense, level appropriate passage (50-100 words) with clear grammar features.
Read the text aloud at normal speed (students only listen)
Read it again (students now note keywords and phrases)
Students work together to rebuild the text. Encourage them to:
✔ Focus on meaning first.
✔ Pay attention to grammar (verb tenses, articles, prepositions).
✔ Use cohesive devices
Display or hand out the original text.
Have groups compare their versions and discuss:
Why did the original use this tense?
What words did we miss?
How could we make it sound more natural?
Why does it work?
Boosts Listening Skills:
Students train their ears for natural speech.
Encourages Noticing Grammar:
They see the gaps in their knowledge when comparing their text to the original.
Promotes Collaboration:
Students negotiate meaning and learn from peers.
Başak
Note: The idea for this activity comes from From Grammar to Grammaring by Diane Larsen-Freeman.
Pass it On
This is a fun, movement-based activity that combines speaking, listening, and recall to reinforce/revise grammar structures. Start by giving students sentences from their course book that contain grammar mistakes related to topics they’ve studied throughout the term. Ask them to correct these individually or in pairs. Then, give each learner a grammatically correct sentence (linked to the grammar focus), making sure they understand its meaning. Students stand up, mingle, and share their sentences with a partner, helping each other remember the new sentence word for word. After a few minutes, they find a new partner and repeat the process—this time passing on the sentence they just learned. The chain continues until most students have heard and passed on multiple sentences. Back at their desks, students write down all the sentences they remember and compare notes in pairs. Finally, show them the original list so they can discuss differences and accuracy. For an added twist, have students create their own example sentences using recent grammar points—these can then be used in the same way, encouraging ownership and deeper understanding. This activity not only reinforces grammar but also builds fluency, listening skills, and memory—all in one go!
Kadir
Note: The idea for this activity comes from Memory Activities for Language Learning by Nick Bilbrough.
Guessing Game
As there are mostly some pictures to talk about on the first part of each unit in our coursebook , I sometimes use Youtube for guessing about the pictures. I ask students to close their books and make them listen to some sounds related to the pictures without showing the Youtube video and they guess where they are. I write their answers on the board and then we watch the video together to check if they are right or wrong. It is a good way to attract their attention more and bring a variety to the pace of the lesson.
Gözde
Ask me, Ask You
This is an effective lead-in, possibly a lifesaver in the first morning lesson hour when not everybody is fully awake. I get students to write WH- or yes/no questions on a piece of paper. The questions can be related to things they like or they want to talk about with their peers. Students get up and mingle ask each other the questions and possibly a follow-up questions. To make it even more fun, I get them to swap their questions with each person they interact with. While they are having a nice start to the day by producing language on spot just like in real life, I monitor for some possible common problems and put them on the board and provide feedback for content and language. This usually takes about 15 minutes in total. It is fun for both me and learners as the flexibility of the activity allows us to go for many various topics.
Gökhan
Bi-Weekly Reflection Journals
Bi-Weekly Reflection Journals
Every two to three weeks, students take a few minutes to reflect on their learning. They write about areas where they felt successful, challenges they faced, and set small goals for the next few weeks, such as improving vocabulary or building confidence in speaking. They also consider which study techniques worked best for them and note any “aha!” moments when a difficult concept suddenly clicked. Finally, they reflect on any feelings they experienced—like excitement or frustration—to better understand how emotions impact their learning. Occasionally, students share strategies, gaining new ideas and building a supportive classroom community.
Aslı
From L1 to English
This activity is a great way to help students bridge from their first language (L1) to English, allowing teachers to identify whether the challenges students face stem from language limitations or from ideas and clarity in expression.
For the task, I set up a discussion topic or scenario and have students discuss in pairs or small groups in their L1. As they speak, I circulate, listening carefully to note down any phrases or words that frequently come up and might be useful in English. This part of the activity helps me identify any specific language gaps and better understand how I can support them in expressing these ideas. After the L1 discussion, I ask students to think of three or four new words or phrases they might need to express themselves better. They can look these up in a dictionary or online or ask me for guidance if they’re not sure where to start. Then, I bring the class together to give some whole-class feedback. During this time, I clarify any words or expressions students found tricky and provide examples or explanations to ensure everyone understands and feels confident using them.
Next, I regroup the students, pairing them with new partners, and have them repeat the task in English. This time, they’ll have the vocabulary and expressions they need to communicate more effectively. As they speak, I monitor closely, listening for both content and language use, making notes to give constructive feedback later. The activity works better in monolingual classes; however, it could also be adapted for a multilingual class, where students don’t all share the same first language, by asking students to individually take a few minutes to jot down their thoughts on the topic in their own language instead of the L1 discussion in pairs/groups.
Kadir
30 Seconds Challenge
This is mainly a fluency activity and requires no preparation from the teacher 🙂 Inspired by the book Language Activities for Teenagers; I ask a student to pick a letter between A and Z. Then, I ask for two nouns starting with that letter. For example, if the letter is ‘H,’ I write the words ‘hospital’ and ‘happiness’ on the board. Students work in pairs, taking turns to talk about the given words. The challenge is that they must speak for 30 seconds, and the good news is that making grammatical mistakes is completely fine for this task. This activity worked well in my class, helping the learners with fluency, spontaneity, and staying on topic. It was fun for them to exchange ideas and information on such random topics."
Hilal
Lindstromberg, S. (2004). Language Activities for Teenagers. Cambridge University Press.
Pair-Work / Group Work
Pair-Work / Group Work
Here is something that has worked for me: at the start of a new term, I make a point of regularly switching students’ seats. It helps them mix with different classmates, hear a variety of English accents, and get comfortable with interacting outside their usual circle of friends. Over time, I’ve noticed it encourages them to become more of a learning community, rather than sticking to just a familiar face or two. It’s a simple change, but it makes a big difference in helping everyone feel included and engaged.
Başak
Enhancing feedback
To make feedback on mechanical controlled practice activities more engaging and personalised, I ask students to identify which items they found easy to answer and which ones they struggled with or feel uncertain about. This approach helps break away from the typical, monotonous process of going through answers in a set, predictable order. It encourages learners to reflect on their own performance and compare it with their peers, promoting greater self-awareness. Additionally, this allows us to focus more on the challenging areas during feedback, minimising time spent on answers that students find straightforward, and instead delving deeper into more complex or problematic language points as a whole class.
Kadir
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