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Students compare their  notes about how to write a good news report with the one they wrote and identify if there are any differences. Carme Vives

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Students compare their  notes about how to write a good news report with the one they wrote and identify if there are any differences. Carme Vives

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Maybe "evaluating" would be "identifying" what needs to be changed after "analysing" in order to "create" a good final product. The way you have worded it sounds more like "analysing" :-)

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Prepare an oral presentation improving what the people in the oral presentation they have assessed   do wrong. Carme Vives

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Prepare an oral presentation improving what the people in the oral presentation they have assessed   do wrong. Carme Vives

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Students watch two people giving an oral presentation and make two lists of what the speaker does right and wrong.  Carme Vives

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Students watch two people giving an oral presentation and make two lists of what the speaker does right and wrong.  Carme Vives

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What would be difference be for you between this task and the one you have written under "evaluating". Why is one only "analysing" and the other "evaluating"?

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Write a news report about a crime. Carme Vives

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Write a news report about a crime. Carme Vives

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If the writing is very guided, it could be considered "applying" but otherwise, I would see it closer to the "creating" level. ;-)

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Explain to a classmate the different ways English has to express future time. Carme Vives

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Explain to a classmate the different ways English has to express future time. Carme Vives

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From a picture, name as many objects they can. Carme Vives

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From a picture, name as many objects they can. Carme Vives

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Student's peer mark each other work (spoken or written) using success criteria or a rubric. 

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Student's peer mark each other work (spoken or written) using success criteria or a rubric. 

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Create a timeline about the most important events, moments in your life. Eva Barrios

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After watching to a WORDCLOUD for some minutes, remember the words or expressions which are repeated.

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After watching to a WORDCLOUD for some minutes, remember the words or expressions which are repeated.

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Ana Ma Torres

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Write about an anecdote which has happened to you on holidays.

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Write about an anecdote which has happened to you on holidays.

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Ana Ma Torres

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After watching a video about DOs and DONTs in an oral presentation, students evaluate their classmates following a rubric they, themselves,have prepared.  Ana Ma Torres

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After watching a video about DOs and DONTs in an oral presentation, students evaluate their classmates following a rubric they, themselves,have prepared.  Ana Ma Torres

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Using a model conversation or writing frame to express one's ideas. 

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Using a model conversation or writing frame to express one's ideas. 

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Students use models of expository texts to create a chart with the characteristics of these texts in terms of lexical traits, register, connectors, verb tenses, syntactic and structures, ...

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Students use models of expository texts to create a chart with the characteristics of these texts in terms of lexical traits, register, connectors, verb tenses, syntactic and structures, ...

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Merijou Ridao

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After getting feedback of their written text, students revise and correct the mistakes they had made.Cristina Soler

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After getting feedback of their written text, students revise and correct the mistakes they had made.Cristina Soler

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This level of the Taxonomy is a lot simpler. By the time your students get their text corrected, they have already been on a long cognitive journey. One could argue that when getting a text back you analyse your mistakes and evaluate what next steps to take not to make the same mistakes again. ;-)

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Write a film review - What do you think will happen at the end of the story?Adriana Hidalgo

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Write a film review - What do you think will happen at the end of the story?Adriana Hidalgo

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What knowledge is being applies here that comes from recalling and understanding? The task described here requires analysis of events, assessing consequences and creating something new. It is a whole lot more complex. ;-)

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ABC BRAINSTORMING worksheet- In pairs, they have to think of words related to a specific topic( animals, food, actions, etc) beginning with every letter of the alphabet. Concepció Roda Gimeno 

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ABC BRAINSTORMING worksheet- In pairs, they have to think of words related to a specific topic( animals, food, actions, etc) beginning with every letter of the alphabet. Concepció Roda Gimeno 

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READING COMPREHENSION learning stations- Different short texts to read in small groups. Each text has a different comprehension activity. Students must understand the ideas in order to do the task: questions, summarize the text in 5 lines, invent a title for the text, true or false, etc.Concepció Roda Gimeno

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READING COMPREHENSION learning stations- Different short texts to read in small groups. Each text has a different comprehension activity. Students must understand the ideas in order to do the task: questions, summarize the text in 5 lines, invent a title for the text, true or false, etc.Concepció Roda Gimeno

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Careful! Summarising implies analysing. So some of the tasks you suggest do belong to this level. Others are more complex. :-)

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Writing sentences- Apply the rules of grammar to write sentences. For example, make a poster using the modal verbs.Concepció Roda Gimeno 

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Writing sentences- Apply the rules of grammar to write sentences. For example, make a poster using the modal verbs.Concepció Roda Gimeno 

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Perfect!

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True and false questions after reading a text, "who said what" after watching a video...Cinta Paris

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True and false questions after reading a text, "who said what" after watching a video...Cinta Paris

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Retell a story to a classmate in their own words, write a summary of a text.Cinta Paris

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Retell a story to a classmate in their own words, write a summary of a text.Cinta Paris

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Retelling a story would fall into remembering. You can repeat something like a parrot and not necessarily understand it and when you write a summary you have to analyse what information is the most important...

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ROLEPLAY- Create a final roleplay and act it out in front of the class.Concepció Roda Gimeno

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ROLEPLAY- Create a final roleplay and act it out in front of the class.Concepció Roda Gimeno

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Interview - Interviewing 15 students from a different class individually to know which countries they have visited, when and why (Present Perfect vs. Past Simple)Cinta Paris

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Interview - Interviewing 15 students from a different class individually to know which countries they have visited, when and why (Present Perfect vs. Past Simple)Cinta Paris

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This is perfect provided that the only thing that is assessed is the use of those verb tenses, not their fluency, intonation... :-)

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Reading comprehension- What do you think will happen at the end of the story?Adriana Hidalgo

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Reading comprehension- What do you think will happen at the end of the story?Adriana Hidalgo

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Foretelling requires analysing, evaluating a creating a new ending. This process is a lot more complex than what the Taxonomy expects at this level. ;-)

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Creating a chart- From the information drawn in the interviews (applying level), and in groups of four sts, creating a chart with the data collected.

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Creating a chart- From the information drawn in the interviews (applying level), and in groups of four sts, creating a chart with the data collected.

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Cinta Paris
Analysing the chart rather than creating it. :-)

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Descriptive text - Students are given a descriptive text and they have to improve using the appropriate descriptive language (adjectives, adverbs...)Alba Bayona

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Descriptive text - Students are given a descriptive text and they have to improve using the appropriate descriptive language (adjectives, adverbs...)Alba Bayona

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Would you say they are evaluating or analysing? :-)

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Students develop the four levels of attainment of a rubric descriptors once they have decided on the criteria to create an explanatory video.Merijou Ridao

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Students develop the four levels of attainment of a rubric descriptors once they have decided on the criteria to create an explanatory video.Merijou Ridao

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Creating a rubric implies analysing what elements are necessary and to what degree in order to meet the goal. Would you not agree that this would be analysing? ;-)

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Identify irregular verbs- After reading a text, students need to highlight the irregular verbs that appear in the text.M. Àngels Cuevas

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Identify irregular verbs- After reading a text, students need to highlight the irregular verbs that appear in the text.M. Àngels Cuevas

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IDENTIFY - Students identify the irregular verbs in a text. Maria Cordón

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IDENTIFY - Students identify the irregular verbs in a text. Maria Cordón

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COMPARE - After doing any kind of activity, students compare their answers orally. Maria Cordón

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COMPARE - After doing any kind of activity, students compare their answers orally. Maria Cordón

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But if they have already done the activity, they have already applied their knowledge. If they are comparing to see what they have done wrong, would they not be self-assessing/evaluating? ;-)

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Students learn how to give directions (turn left, right, go straight on, etc.) Then, they pretend to be lost around the city,  giving directions to each other to arrive to their destination.
Maria Cordón

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Before handing in their final product, we do a pre-evaluation that we call "tips and tops". It is like a rehearsal, and both students and teachers give constructive feedback. Then, they use this feedback and use it to improve their tasks.
Maria Cordón

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Brainstorm of vocabulary as a warming activity.

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Brainstorm of vocabulary as a warming activity.

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PLAN and WRITE- In a writing task, students have to plan their writing before writing any type of text. Maria Cordón 

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PLAN and WRITE- In a writing task, students have to plan their writing before writing any type of text. Maria Cordón 

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The planning part would be analysing and evaluating and the creating part would be the execution of the task.

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After the students have sort out the part of a fable,  invent a modern fable. 

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After the students have sort out the part of a fable,  invent a modern fable. 

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Compare and contrast two texts. They are the same, but one is better than the other one. For example, a formal and an informal email. Students analyze both forms and point out the main characteristics of each type of text.
Maria Cordón

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Wordwall - Vocabulary learning with different games.Rosa Buldó.

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Wordwall - Vocabulary learning with different games.Rosa Buldó.

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Great tool but careful, like any other tool where we can find materials prepared by other teachers and not curated, there may be mistakes and we need to make sure the task is a good fit for our students. :-)

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Wordwall - Create better lessons quicker

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Need a fresh teaching resource that fits your class and teaching style? Create a customized pack of interactive and printable activities in just one minute.

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WIKI ‘Visit England’ Work on a collaborative project using ‘Google Sites’ where students have to look for information about  different places in England, using text videos and images to prepare a trip. Rosa Buldó

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WIKI ‘Visit England’ Work on a collaborative project using ‘Google Sites’ where students have to look for information about  different places in England, using text videos and images to prepare a trip. Rosa Buldó

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Collaborative Writing - Write a description of a TV programme in a collaborative presentation using 'Google slides' After a reading about a TV programme  and how does it work, the students writes a description of a programme they like and the rest have to guess the name of the programme.Rosa Buldó

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Collaborative Writing - Write a description of a TV programme in a collaborative presentation using 'Google slides' After a reading about a TV programme  and how does it work, the students writes a description of a programme they like and the rest have to guess the name of the programme.Rosa Buldó

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This is a very complex task for this level of the Taxonomy as stds must have already analysed how the programme works, assessed what the task requires to be produced correctly and would effectively be creating a new piece of work that did not exist before. Great task but too ambitious for this level. :-)

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Posting in Classroom - Posting comments on a topic, for example the opinion about a book we've read in class.Rosa Buldó.

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Posting in Classroom - Posting comments on a topic, for example the opinion about a book we've read in class.Rosa Buldó.

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Give an example of a grammar apect learnt in the class.
Rosa Buldó.

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Sts asses their own writing according to a rubric before handing it in.

Cinta Paris

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After reading a story or a classic tale (e.g. Little Red Riding Hood), writing different endings.

Cinta Paris

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Choose a topic. Students pass a paper ball to each other and say something related to the topic (word, sentence, quote, phrasal verb... depending on level and objectives of the class). If they can't think of something to say or repeat something another classmate has said, they're out. Last one standing is the winner.

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Choose a topic. Students pass a paper ball to each other and say something related to the topic (word, sentence, quote, phrasal verb... depending on level and objectives of the class). If they can't think of something to say or repeat something another classmate has said, they're out. Last one standing is the winner.

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Marian

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Read an understand directions to a place in a city.

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Read an understand directions to a place in a city.

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Marian

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Marian

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Compare uses of different functional language in different situations.

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Compare uses of different functional language in different situations.

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Marian

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Suggesting improvements to a classmate after assessing their work using a rubric or guideline provided by the teacher or agreed on by class.

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Suggesting improvements to a classmate after assessing their work using a rubric or guideline provided by the teacher or agreed on by class.

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Marian

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Recording a video about a topic to share with the class.

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Recording a video about a topic to share with the class.

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Marian

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Make sentences using the new words learned during the class. Raquel Daneri

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Make sentences using the new words learned during the class. Raquel Daneri

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This is a fairl cognitively simple task. I am afraid it would relate to applying previous knowledge rather than creating anything new after analysing and evaluating. :-)

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TABOO GAME - Describe a given word to your team for them to guess without using the prohibited words in the card. Judit Escuredo

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TABOO GAME - Describe a given word to your team for them to guess without using the prohibited words in the card. Judit Escuredo

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The person describing show his/her understanding and the ones guessing are remembering. :-)

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Place a set of images and a set of words which match one another facing down. They have to choose one card, turn it over, and try to find the matching pair. Judit Escuredo

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Memory Game- Ask Students to say something about themselves and write some of the sentences on the board. Ask who said what.

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Memory Game- Ask Students to say something about themselves and write some of the sentences on the board. Ask who said what.

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Listening - Students watch a video and answer questions to check understanding

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Listening - Students watch a video and answer questions to check understanding

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Write a dialogue - After seeing some food idioms, students write a dialogue using some of them

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Write a dialogue - After seeing some food idioms, students write a dialogue using some of them

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If the objective is cimply to use a specific set of idioms, it would certainly be applying.

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This level in the taxonomy involves a lot more cognitive work than finding mistakes. Finding mistakes could simply be about remembering certain patterns or understanding a grammatical point and applying it correctly.

If the mistake, however, is about the content, the registered used, the addressee, etc., then it could involve more analytical work.

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Can/can't - Get students to ask each other what they can  or can't do after a unit, so they know if They've met the targets

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Can/can't - Get students to ask each other what they can  or can't do after a unit, so they know if They've met the targets

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Even better if they also tell each other what they need to do in order to overcome their shortcomings :-)

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 A New Chapter - After reading a book students create a sequel to the book

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 A New Chapter - After reading a book students create a sequel to the book

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I ask students to exchange personal information and then they have to share it with the rest of the group. It helps them, among other things, to practise third person in present simple.

Sebastián Prados

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In this game, students work in groups. One students defines a word or expression previously taught in class and the rest of students try to guess it. It can be played using flashcards or Explayn, a vocab revision app.
Teresa M

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Predicting before listening - In this game, students work in groups. They fill in the gaps with the word they think is missing. Each group writes the words in the board and answers are compared. Then the audio is recorded and students can check their answers. The group that guesses more answers wins the game. Teresa M

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Predicting before listening - In this game, students work in groups. They fill in the gaps with the word they think is missing. Each group writes the words in the board and answers are compared. Then the audio is recorded and students can check their answers. The group that guesses more answers wins the game. Teresa M

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I gather students guess the word from understanding the context. :-)

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A for & against blog post - After considering the pros and cons of cycle lanes in big cities, and making a list of 2 or 3 advantages and disadvatanges, students are asked to use them to write a for & against blog post about this topic. Teresa M

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A for & against blog post - After considering the pros and cons of cycle lanes in big cities, and making a list of 2 or 3 advantages and disadvatanges, students are asked to use them to write a for & against blog post about this topic. Teresa M

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The task is cool but what you are asking them to do is far too complex for this level. It requires analysing, evaluating and creating something new so it actually takes them all the way up the Taxonomy. ;-)

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In small groups, students plan, prepare and design a poster which they will present to promote a festival/ a carnival in their neighbourhood.
Teresa M

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Students look at some bolded words in a text and they group them together according to their grammatical function.
Teresa M

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Students give opinions justifying their answers and providing evidence/examples to support their answers.
Teresa M

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Prepare a rubric and use it for peer assessment. Cristina Pijuan

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Prepare a rubric and use it for peer assessment. Cristina Pijuan

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At this level, the first thing that pops into my mind is when my students study for the irregular verb test, and by means of an empty worksheet I ask them to write as many verbs as they can remember.

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When reading the compulsory reader in class, after each chapter, we open up a debate about what has just happened and whether someone can explain the pages using his/her own words or not.

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informal email - Students need to write to their imaginary friend by means of an informal letter. There, they need to use present simple and present continuous structures correctly.

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informal email - Students need to write to their imaginary friend by means of an informal letter. There, they need to use present simple and present continuous structures correctly.

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It sounds las if you wanted to assess the use of the simple present and the present continuous, which would be applying but writing a composition involves a lot more cognitive demanding work, such as anaylising the context I am given, evaluating what steps to take and finally creating something new.

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Students analyse a letter addressed to the president of the USA. What type of structures are used? What type of vocab is used? How is the beginning/ending of the letter? What kind of vocabulary is NOT used?

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In pairs, students interchange their writings and try to spot any possible mistakes. They also give a mark according to a rubric previously worked in class. Then, they give it back to the owner.

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Students create a leaflet about the fauna and flora most commonly found in their town. They need to use pictures, the vocab of unit 5 and the appropriate structures.

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Wheelchair of daily routines. Students relate their previous mates' daily routines actions and add one more to the list. They are expected to listen to their mates' routines, concentrate on the order they relate each and add a new one to enlarge and complete the list. 

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Wheelchair of daily routines. Students relate their previous mates' daily routines actions and add one more to the list. They are expected to listen to their mates' routines, concentrate on the order they relate each and add a new one to enlarge and complete the list. 

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Ana Maria Gómez

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Writing a report on a school activity - Students write a report on a school activity they participated in. The report guidelines are provided by the teacher. Students should use past forms, as well as passive when necessary. Their reports are published in a school blog. Katarina

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Writing a report on a school activity - Students write a report on a school activity they participated in. The report guidelines are provided by the teacher. Students should use past forms, as well as passive when necessary. Their reports are published in a school blog. Katarina

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Please read my comments to the post above. They also apply to yours. :-)

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Ana Maria Gómez

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Write down an email to invite their peers to a party

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Write down an email to invite their peers to a party

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Please have a look at my comments two posts up. They also apply to your post. :-)

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Compare, contrast and decide between two budgets to go on a trip abroad - Ana Maria Gómez

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Compare, contrast and decide between two budgets to go on a trip abroad - Ana Maria Gómez

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Comparing and contrasting is analysing but the moment you need to decide for one, you are evaluating. ;-)

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Giving positive feeback to some peers' oral presentation. Ana Maria Gómez

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Giving positive feeback to some peers' oral presentation. Ana Maria Gómez

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I like it! We always focus on the negative rather than the positive! :-)

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Draft and edit a cover letter to apply for a job.

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Draft and edit a cover letter to apply for a job.

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Ana Maria Gómez

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Make your own English podcast telling to the class about the result of your survey about healthy habits.

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Make your own English podcast telling to the class about the result of your survey about healthy habits.

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Maria José Antequera

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Classify from a list of words, previously read from a text, the different nouns, verbs and adjectives into three groups. Maria José Antequera

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Classify from a list of words, previously read from a text, the different nouns, verbs and adjectives into three groups. Maria José Antequera

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Completing this task correctly not only requires students to know a set list of vocabulary but understanding the difference between the different word categories to apply them to the production of a list. This task is far more complex than simply remembering. :-)

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Brainstorming:
Instructions:"How many and which words do you know that are said differently but mean the same thing in British and American English? "

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( in groups of three students) Create a Kahoot with some of the English and American words you have learnt .

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instructions:
Check the list of the English vs American words and definitions of one of the groups in the class and try to correct any mistakes you see so that the work of the other group can be improved. Provide feedback to this group to improve their work.

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instructions:

Define the words in both variants (English and American) that you have chosen.

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instructions:

Search the internet for images that reflect the descriptions of the English and American words you have chosen. Paste them next to your definitions.

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Instructions:

Sort the list of ten British and American English words you are working with into categories, e.g. food, leisure, transport, nature, environtment and wildlife, clothes, arts, sports, geography, etc.

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What is it going to be about? They're presented with the title of a text and they have to try and elecit what it will talk about, based on the key words in the title/subtitle and the images they see.Elisenda Jorro

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What is it going to be about? They're presented with the title of a text and they have to try and elecit what it will talk about, based on the key words in the title/subtitle and the images they see.Elisenda Jorro

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Inferring information from a text requires understanding the text and analysing it. The task is great. It is just too complex for this level in the Taxonomy. :-)

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Once we've read a text, students are asked to find words or expressions that mean "x" to prove they have understood the text.
Elisenda Jorro

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Try to complete the list with new words..

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Try to complete the list with new words..

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Search wordreference or any other online dictionary to find synonims of words in the text and write sentences to prove they have the same meaning.
Elisenda Jorro

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Students are presented with a set of words, all of them pretending to be either synonyms,  opposites, cognates, etc. and the students have to go through the text to identify the ones that are right and wrong.
Elisenda Jorro

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Check the text again to see if you did fine and provide a report with the correction of each mistake you made, so that you finally acquire the knowledge about those words.
Elisenda Jorro

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Now you're the one in charge.. You have to create your own activity, using any app you like, to test your mates' knowledge about the topic.
Elisenda Jorro

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Create your own "good news" story and share with the class

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Create your own "good news" story and share with the class

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Now we've seen and analysed some "good news" stories from the pandemic, I want you to create your own news story about a good deed you did during the pandemic and publish on the group site.

Christopher Millard

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José Antonio Moreno Siles - After students read a compulsory reading at home, we celebrate a debate in class on a from the reading, so the students are invited to use all the vocabulary they have learnt. 

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José Antonio Moreno Siles - After students read a compulsory reading at home, we celebrate a debate in class on a from the reading, so the students are invited to use all the vocabulary they have learnt. 

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In order to debate, you need not only to understand but to analyse what has been said and evaluate how that content relates to your reality of value in order to create your own opinion. It is a great task but it belongs higher up in the taxonomy. :-)

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We have watched in class a video from an American youtuber who is talking about living in Spain. Previously, we have discussed about the pros and cons on that topic from the point of view of an American citizen. While watching the video, the students have answered some questions to check what they have understood.

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In order to memorise the vocabulary of clothes, we usually play the following on-line game: Clothes (gamestolearnenglish.com)

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Updated June 2022 - let me know if there are any problems.

You can set this page as a homework task for a group of students; doing so will give you a record of who has completed the task. Visit the teacher's section for more information.

You can share this page by using the link below.

Update January 2021 Changed the game so that it automatically plays the next set of clothes rather than returning to the selection screen. You can still select a set to use by clicking on the exit button and returning to the select screen.

This is a mini game for practicing English, specifically ESL (English as a second language). The content is clothing and clothing related vocabulary, with target phrases such as "he is wearing a hat" or "she is wearing a dress". The language is quite simple and so this game is really aimed at beginner level learners or young children. I tried to include some more unusual items, such as "mittens" and "baseball cap", but generally the language is very simple - "pants", "T-shirt", "shoes", "coat".

To play, you simple have to read the sentence and then drag and drop the correct clothing item over the correct person. So if the target phrase is "He is wearing a jacket", then you have to move the 'jacket' image over the man. Sometimes colors are included to make the instructions more specific - in the winter scene both are wearing coats and so differentiation by colors is necessary.

Before each game screen, there is a preview screen in which you can review or double check the vocab items that will be used. It is hoped that users can learn or review any new or less familiar items before beginning the game. Then once the game starts seeing and moving the clothes in context can reinforce the meaning of the words.

To try and make the game more interesting, a timer was added to give an element of challenge. The timer gets faster as you progress, especially if you complete the sets quickly. While some people dislike this, I think it's useful to keep engagement and encourage repeat playing. There is also a score system and high scores screen to encourage competition. To get a really high score, you need to complete the first set of content really quickly. If you do this, then 3 gold circles will appear next to the score box. After that, the score you get for each correct item is increase; although, the timer also runs down much more quickly.

There are a total of 7 sets of content and each has a different theme - Summer, Winter, Spring, Students, Formal, Casual and Beach. I tried to make these as comprehensive as possible so they cover a wide range of clothes. The themes of Fall and Nightwear didn't make it in as they didn't have enough difference to the other sets. extra stuff - speed etc, sets, num items, pants, Tshirt

The word 'pants' was chosen over 'trousers'. This is not so much because I favour American English over British, but rather because I think 'trousers' is less widely used and is more likely to lead to confusion. Most people will understand what you mean when you say pants, but saying trousers might seem strange to some. For T-shirt, I went with the capital letter at the start. This is because it is how most textbooks spell the word.

The game is written in Javascript and uses the CreateJS framework. The scores table at the end is served from a NodeJS server on DigitalOcean.

Audio by Jason Wright - Crazy Uncle with a Mic

Please leave any comments below.

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A simple game to practice clothes vocabulary and phrases in English. Read and listen to the phrases and then move the clothing items to the correct person. This can be used to study or review clothes language for beginner level ESL students.

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Vocabulary race: divide the class into two grups which are to compete listing on the classboard as many words related to a topic as they can (additional difficulty: to organise them in alphabetical order)
Nelli Yakunina

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José Antonio Moreno Siles - There is a task in the book about different accents in English. Students listen to different interviews and have to decide wether the interviewee is from the UK, America or Australia. 

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José Antonio Moreno Siles - There is a task in the book about different accents in English. Students listen to different interviews and have to decide wether the interviewee is from the UK, America or Australia. 

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When the Taxonomy talks about evaluating, it refers to becoming aware of mistakes or strategies we can take forward with us when creating something new or solving a new problem/situation. The task you suggest, feels more like the application of knowledge after they have been told the characteristics of the different accents.

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José Antonio Moreno Siles - Beginners are presented with a disorganised list of the months of the year. No translation is provided. They have to arranged them in the correct order. 

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José Antonio Moreno Siles - Beginners are presented with a disorganised list of the months of the year. No translation is provided. They have to arranged them in the correct order. 

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If it is simply putting the months of the year, all they are doing is remembering. If you gave them a short text about each month and they had to work out which one belongs to which paragraph, then there would be some analysis. ;-)

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This a first-day activity. You introduce yourself to a partner and this, introduces yourself to the class. You will also introduce this partner to the class.