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Teachers give commands in the language being learned, and students respond by taking action.

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ESL Teaching Strategies: #1 TPR or Total Physical Response (VIPKID)

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Students listen to an audio recording, or the teacher reading the language being learned, and then students follow up with a task that demonstrates the student's comprehension what they listened to. These may include visuals to help students comprehend the material. Here is an example of something the student might listen to, along with some visuals to help the beginner students.

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ESL Easy Listening Comprehension 8: Jack's Breakfast

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A designated area in the classroom where students can listen to a recording and follow along with a hard copy while listening.

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Students give an explanation of something they heard or read in their own words to check their comprehension of the material.

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Songs and chants can be a fun way to help students learn words and phrases. There are a lot of YouTube videos of songs and chants with visuals to help students learn words and phrases. Here is an example of one to help students learn greetings.

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Oral Presentations can include show-and-tell or a presentation of a project with the help of a powerpoint or something similar. These can be in a group or individual. With a positive and encouraging environment, this can be very useful for students' speaking and listening skills.

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"Minimal Pairs are words and phrases that differ in only one phoneme, for example, "pen"/"pan" (Wright, 2016, p.169).Working with these pairs can help students learn the difference between these words and phrases and also help them learn pronunciation of phonemes.

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Students learn and participate in partners or small groups to solve a problem or complete a task or project. The following video has more information and examples inside the classroom using cooperative learning with English language learners.

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Where Cooperative Learning Works: Increasing Classroom Interaction &  Integrating Skills

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Students are given time to think of an answer or thoughts on a subject and maybe even take notes. Students are paired up with a peer and are able to share what they came up with. The whole classroom shares at the same time creating a more comfortable sharing environment. Students are speaking and listening to their partner.

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Students are put in small groups and asked to brainstorm ideas together about the content they are learning in class. ELL students are speaking and listening to peers and might learn new vocabulary listening to their peers talking about the subject.

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The classroom is split in half. One half of the classroom makes a circle with each student facing out, and the other half of the classroom makes a circle around those students facing them. The teacher starts off with a prompt or a question. One circle is instructed to talk and then when they finish the other circle responds. One circle then rotates so they are talking to a new student. Students are speaking and listening and learning new vocabulary from each other.

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Students are placed in groups of four. Each group is numbered and each student is numbered within the group. The groups prepare or research a subject together. The teacher then calls on a random student (e.g. "group 2, student 1) and that student gives an answer to the question. This means each group needs to prepare all students to answer questions.

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Kagan Cooperative Learning - Numbered Heads Together

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An example of using cooperative learning structures to heighten engagement within lessons, raise attainment, accelerate progress, and develop social skills.

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Putting students in situations where they play a role and have to form questions and answers in a situation. For example, teachers can ask students to act out ordering food. Here is an example of students learning English and doing fun role-playing in the classroom.

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Teaching English in Thailand.  The fun role play way

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Students are paired up. One student looks at a pattern or picture  and uses English to tell the other student how to draw the picture without seeing it.

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The teacher sets up an obstacle course for the students. Students are put in pairs and one student is blindfolded and the other student guides them through the obstacle course using English. After the course is completed the students switch roles. This requires both students to speak and listen using English.

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Students wear headbands with a word or picture on the headband. Students must ask each other questions to learn who they are, or what is on the headband. Students form questions, and also answer the questions in English.

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After reading or hearing a story, students are put into groups and act out the story. Beginning level ELL students use minimal language and more advanced students use more dialogue while acting out the story.

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Students can practice speaking English using technology to produce presentations, podcasts and videos. Students will try their best knowing that they will have an audience on the internet.

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Example 1
Have students conduct an interview. Students will be writing and answering questions. Students will be assessed on comprehension, fluency, vocabulary, pronunciation, and grammar. Students can create a video like the one below or conduct an interview in front of the class.

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Example 2
Have students read a short story or passage to the teacher or class. Students can be assessed on comprehension by asking questions after the students read to you. Students can also be assessed on fluency, pronunciation and grammar.

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Example 3
Have students brainstorm with a partner about a subject while the teacher observes. By doing this the teacher can observe speaking and listening with both students and assess comprehension, fluency, vocabulary, pronunciation, and grammar with both students at once.