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Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.

Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information

The above graphic is released under a Creative Commons Attribution license. You're free to share, reproduce, or otherwise use it, as long as you attribute it to the Vanderbilt University Center for Teaching. For a higher resolution version, visit our Flickr account and look for the "Download this photo" icon.

Background Information

In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom's Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching.

The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as "skills and abilities," with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories.

The Original Taxonomy (1956)

Here are the authors' brief explanations of these main categories in from the appendix of Taxonomy of Educational Objectives ( Handbook One, pp. 201-207):

Knowledge "involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting."

Comprehension "refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications."

Application refers to the "use of abstractions in particular and concrete situations."

Analysis represents the "breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit."

Synthesis involves the "putting together of elements and parts so as to form a whole."

Evaluation engenders "judgments about the value of material and methods for given purposes."

The 1984 edition of Handbook One is available in the CFT Library in Calhoun 116. See its ACORN record for call number and availability.

Barbara Gross Davis, in the "Asking Questions" chapter of Tools for Teaching, also provides examples of questions corresponding to the six categories. This chapter is not available in the online version of the book, but Tools for Teaching is available in the CFT Library. See its ACORN record for call number and availability.

The Revised Taxonomy (2001)

A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists published in 2001 a revision of Bloom's Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment. This title draws attention away from the somewhat static notion of "educational objectives" (in Bloom's original title) and points to a more dynamic conception of classification.

The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These "action words" describe the cognitive processes by which thinkers encounter and work with knowledge:

Remember

Understand

Interpreting

Exemplifying

Classifying

Summarizing

Inferring

Comparing

Explaining

Apply

Analyze

Differentiating

Organizing

Attributing

Evaluate

Create

In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a separate taxonomy of the types of knowledge used in cognition:

Factual Knowledge

Knowledge of terminology

Knowledge of specific details and elements

Conceptual Knowledge

Knowledge of classifications and categories

Knowledge of principles and generalizations

Knowledge of theories, models, and structures

Procedural Knowledge

Knowledge of subject-specific skills and algorithms

Knowledge of subject-specific techniques and methods

Knowledge of criteria for determining when to use appropriate procedures

Metacognitive Knowledge

Strategic Knowledge

Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge

Self-knowledge

Mary Forehand from the University of Georgia provides a guide to the revised version giving a brief summary of the revised taxonomy and a helpful table of the six cognitive processes and four types of knowledge.

Why Use Bloom's Taxonomy?

The authors of the revised taxonomy suggest a multi-layered answer to this question, to which the author of this teaching guide has added some clarifying points:

1. Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange.

2. Organizing objectives helps to clarify objectives for themselves and for students.

3. Having an organized set of objectives helps teachers to:

"plan and deliver appropriate instruction";

"design valid assessment tasks and strategies";and

"ensure that instruction and assessment are aligned with the objectives."

Citations are from A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives.

Further Information

Section III of A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, entitled "The Taxonomy in Use," provides over 150 pages of examples of applications of the taxonomy. Although these examples are from the K-12 setting, they are easily adaptable to the university setting.

Section IV, "The Taxonomy in Perspective," provides information about 19 alternative frameworks to Bloom's Taxonomy, and discusses the relationship of these alternative frameworks to the revised Bloom's Taxonomy.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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by Patricia Armstrong Print Version Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/. Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information The above graphic is released under a Creative Commons Attribution license.

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Penelope Robinson, Sandie Mourão and Nam Joon KangThis research report presents an innovative approach to teaching English in pre-primary classrooms. The paper describes the development and...

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Penelope Robinson, Sandie Mourão and Nam Joon KangThis research report presents an innovative approach to teaching English in pre-primary classrooms. The paper describes the development and...

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Is an internet connection really necessary in the classroom?

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There is a lot to say when it comes to technology in ELT and we all know that the discussion will never end as to whether use technology in the classroom or leave it and stick to our own traditional methods.

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Do you like practising English vocabulary? In this section there are lots of flashcards for you to print. Play flashcards games to help you remember new words. There are also some flashcards for you to colour and write!

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English Profile helps teachers and educationalists understand what the Common European Framework of Reference (CEFR) means for English. It describes what aspects of English are typically learned at each CEFR level. This tells teachers, curriculum developers, course-book authors and test writers what is suitable for learning at each level.

This site contains a wealth of information about English Profile, including two innovative online tools: English Vocabulary Profile Online and English Grammar Profile Online. These are searchable databases that give you free access to the research findings on what English vocabulary and grammar is suitable for teaching at each CEFR level.

This work has been carried out as part of a ground-breaking collaborative project - supported by the Council of Europe. It collected data from learners all over the world to inform the research. The research was led by two departments of the University of Cambridge, UK: Cambridge University Press and Cambridge English Language Assessment. The outcomes of the research are referred to as Reference Level Descriptions (RLDs) for English. Click here for more information on RLDs.

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english profile cefr common european framework reference level descriptions

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English Profile helps teachers and educationalists understand what the Common European Framework of Reference (CEFR) means for English. It describes what aspects of English are typically learned at each CEFR level. This tells teachers, curriculum developers, course-book authors and test writers what is suitable for learning at each level.

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PlayPhrase.me: Site for cinema archaeologists.

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Travel and explore the world of cinema. Largest collection of video quotes from movies on the web.

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Instant quizzes for any subtitled Youtube video

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by Tara Arntsen 994,053 views

Writing a lesson plan will ensure that you are prepared for your class and will make it run more smoothly. It is important to break the material up into several sections and choose activities suitable for each. Knowing approximately how much time an activity will take is important, but after the first lesson you may need to adjust things accordingly. It is best to be flexible seeing as different classes will respond to material differently. If at any point students struggle, you will have to dedicate more time to instruction or drilling before moving on to practice activities. For the purposes of this example let's assume that an English class is forty-five minutes long.

Does your own lesson plan look like this? Image credit: Chris Campbell, Flickr

How To Write a Perfect Lesson Plan

1. Warm up
A warm up activity can be used in a number of ways. It can get your students thinking about material that will be used later on in the class, review material from a previous class, or simply get your students thinking in English, moving around, or awake. This activity should only take up a small portion of your lesson, perhaps five minutes.

2. Introduction
A good introduction will create a need for students to learn the material you are going to present and get them interested in the day's topic. This is the part of the lesson where the teacher does the most talking so try to get students involved and use choral repetition to keep students talking about half the time. Depending on how complex the topic is or how much new vocabulary there is, the introduction could take some time but in most cases, about ten minutes should be sufficient.

3. Practice
The practice activity would normally be about ten minutes and have students working individually or in pairs. Practicing model dialogues, completing worksheets, and doing short activities would be appropriate. This may take about ten minutes including going over the answers or having some demonstrations.

4. Production
In the production activity students should have to produce material on their own. Rather than reading sentences, perhaps they have to answer questions or make their own sentences. Longer activities such as board games, which can be played in groups, or activities for the whole class, where students work in teams, would be best. The remaining class time can be devoted to this activity.

5. It is a good idea to plan another five minute activity that can be done at the end of class as a review or used as the warm up in the following lesson. If the production activity does not take up the remaining portion of the class period, you have a backup plan.

The idea behind a lesson plan is that another teacher could pick it up and successfully teach your class without further instructions.

Important
When writing lesson plans, be sure to include:

* What part of the textbook you are covering in the lesson
* The target structure
* New vocabulary
* Directions for all the activities you intend to use
* The approximate time each section of your lesson will take

The idea behind a lesson plan is that another teacher could pick it up and successfully teach your class without further instructions. If there is an activity where you plan to ask the students questions so that they use the past tense in their responses, write down the questions you plan to ask. It is more difficult to think of appropriate questions on the spot and you are more likely to ask them a question using vocabulary they are unfamiliar with as well. If there is a group activity in the lesson, write down about how many students should be in each group because two to four students is a lot different than five to ten. Writing out your lesson plan can also help you figure out what material you must prepare for a lesson because if your production activity will only take about ten minutes, then you are obviously going to need an additional activity to end the class with.

Not all lessons will be conducted the same. In some instances, the introduction of new material may take an entire lesson or the production activity may be an entire lesson. It is always good to have familiar activities to fall back on in case something doesn't work quite the way you had planned. If students are playing the board game without actually speaking, in other words just moving their pieces around the board, they are not getting the necessary practice so you may have to either join the group having difficulties or change activities altogether.

At any rate, lesson plans are enormously helpful and if the following year you find yourself teaching the same material, preparation will be a breeze.

Do you have any advice on how to write lesson plans? Please share your best practices in the comments below!

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How to Write a Lesson Plan: 5 Secrets of Writing Fantastic Lesson Plans

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Writing a lesson plan will ensure that you are prepared for your class and will make it run more smoothly. It is important to break the material up into several sections and choose activitie

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Pre-service teacher training courses typically focus on the detailed planning of a 40 minute or 60 minute lesson and don't focus attention on how to go about planning a much longer scheme of work. This is also an important area to consider though, because most teachers are involved in teaching courses, which may typically last anywhere between 30 and 120 hours.

The aim of this article is to share some of the conclusions of a recent project I was part of, with the hope that it might enable other teachers to plan a little faster too!

Why do we plan our lessons?

I think that most teachers plan lessons in order to feel more confident in the class itself. If we know what we're trying to achieve in the lesson, we are freed up to spend more time with the learners rather than worrying about our next step.

The aim of planning is also to map out learning activities in a coherent, logical way, in order to help students understand, learn and practice concepts and skills which will develop their abilities in English.

When it comes to planning a whole scheme of work, it is important to ensure there is a balance of different skills work over the course. We might also want to map out the areas of grammar and vocabulary that we intend to teach over the year, and plan a rough timetable for when we will introduce these concepts.

Why, What and How?

At the start of a course, we need to sit down and think about 'What' we intend to cover in the course, and 'Why'. These two concepts go hand in hand; we will be able to decide 'what' to teach, when we know 'why' we want to teach it, and this will depend on the group of learners that we have in front of us in the classroom.

Even if we are teaching from a coursebook (as many of us will be), decisions still need to be made about 'what' is really important to cover. Once this is mapped out over a series of lessons, the learning journey starts to acquire the look of a road about it... or at least some kind of a reassuring track.

Some schools and institutions will provide their teachers with a syllabus from the start of an academic year, which maps out exactly what they expect their teachers to cover. In those cases, this process of working out the 'what' and the 'why', has largely been done for the teacher (for good or for ill!).

However there are many schools and institutions that will provide their teachers with a course text, and expect the teacher to make these kinds of decisions. In these situations, forward planning by the teacher at the start of the year, or start of each term, will be extremely helpful in ensuring that there is coherence and balance in the course, as well as direction (and good signposting).

What about the 'How'?

Callum Robertson, in his articles Planning 1 and Planning 2 for Teaching English, identifies 3 important ingredients in lesson planning: Engage (the students); Study (the new content for the lesson); Activate (getting students to do something with the content).

I think that the question of 'how' we plan the activities in our lessons is closely related to the first ingredient that he mentions: student engagement. Students need to be fully engaged in the lesson because without this engagement, interest and concentration, it will be very hard for them to learn effectively in the class.

One important criteria to have in mind is that we want to provide variety for our students because, as soon as they become bored, we have lost the crucial attention that students need to learn. However if we were to constantly spring new ideas & activities on them, students might feel disorientated and confused. Therefore, we should also aim to use familiar routines and activities that students already know, in order to provide a familiar structure to the lesson.

I'd like to talk then, about some ideas to help us with the 'how' of lesson planning: first of all, how we can build variety into our lessons, and secondly, how we can also use familiar routines and activities to ensure continuity.

Keeping it fresh

Varying the way that we teach is beneficial to both teachers and students. It adds interest to the class and allows the teacher to reflect on how a different way of teaching might bring better results.

Variety can come into the lesson in many different ways. It might mean that the teacher decides to take a test-teach-test approach to grammar, rather than a presentation-practice-production approach. It might mean that students generate their own questions to the reading text, rather than using the true/false ones in the book.

Variety can also come into the lesson with the deceptively simple change of varying the way that the tables and chairs are set up, if your classroom allows for this. The position that individual students sit in can also be changed regularly, by mixing up pairs and groups, so that students aren't working with the same people.

One way that the teacher can plan for variety, is to have a recipe book of these ideas to refer to. By 'recipe book', I don't mean the kind of TEFL recipe book that can be pulled off the shelf in a bookshop, but rather a personalised recipe book that the teacher builds up over time. The recipes are tried and tested lesson activities, that can be noted down to refer back to in the future. It's easy to find that you incorporate new ideas that you have heard from colleagues, or seen being done in a conference, only to find that a few months later, you've stopped using that activity and in fact you've forgotten it. Keeping a note of these kinds of activities will help you to have them to hand when you need them.

Another way to vary lessons is to incorporate content from a range of sources. The textbook might be used as the main content for the course, but it can be supplemented by material from other sources. This could include cultural content, designed to teach students about the culture of the language that they are learning. It could be literature, including poems and short stories. Students can do CLIL lessons, where they learn about another subject through the medium of English.

Another possibility is to plan a lesson with no materials at all: a 'dogme' lesson.

Lesson planning with 'threads'

Planning for variety means that we can keep ourselves and our learners interested and engaged in our classes. At the same time, the opposite concept, routine, can also be an important element in the class to add harmony and balance to the learning experience. One way that we can structure this experience is to use what Tessa Woodward, in her excellent book Planning lessons and courses (CUP) would call 'threads'.

Threads can be interpreted in different ways, but essentially they are activities & routines that students are familiar with, and which they will have no trouble picking up again. For example, if students start most lessons with a review of vocabulary using a word bag which the class regularly updates, they will know what to expect at the start of the class, and this will help to provide a structure to the learning experience. In this way, threads are 'horizontal' links that are created across the individual lessons of a course, threading together the experience in such a way that there is continuity.

How can 'threads' help the teacher to plan lessons?

Threads can be enormously helpful to the teacher by providing a ready-made assortment of activities for each lesson. Full-time teachers will probably be teaching anywhere between 20 - 30 hours of classes per week. It can be very challenging to plan effectively for such a lot of time. If we use 'threads', however, we already have a good idea of what will constitute about a third of the time in our classes. The remaining two thirds becomes far more manageable to plan, and we can concentrate more clearly on the specifics, the 'how', of this remaining content.

The fabric of threads

The following ideas are just a number of different 'threads' that I regularly incorporate in my classes.

Student presentations

I use student presentations with nearly all my groups who are B1 or above. Sometimes I structure the presentations quite loosely, and don't require a minimum number of slides or minutes. At other times, I ask students to try to use a 'Pecha Kucha' 20 slides by 20 seconds format, which is more rigid (but often more enjoyable). I start by doing a presentation myself, about something that relates to myself. I encourage the students to choose a topic which has personal significance to them, so that the whole class can find out more about each other through the presentations.

Student chosen songs

At the beginning of a course, I pass round a list and ask students to choose a song each. We then listen to these songs, with a song worksheet, over the course of the term / year. Where possible I ask students to create the song worksheets themselves.

Vocabulary review activities

I regularly note down new words from my lessons on 'word bag cards', and students write definitions and example sentences for these word bag cards. Once the word bag is sufficiently large, there are a number of different activities that can be done with them. Students can choose 8 - 10 words, and make up a story. They can also make questions out of the words, and ask each other the questions. We can also use the words to play board games such as pictionary, noughts and crosses, and blockbusters.

Journal writing activities

Students can have a writing journal, where they write down their thoughts about a range of different topics. Writing in the journal can provide a regular slot in each lesson, and can help to get students more used to writing fluently in English.

Pronunciation games

Pronunciation activities are a great way to change the focus of a class. The pronunciation of individual sounds, word stress, or sentence stress requires different skills from the learners than reflecting on grammar or the meaning of words. There are lots of fun ways to practise pronunciation in a gamelike way, and in my experience students have always enjoyed this. The pronunciation 'thread' can be a regular routine, but within this routine, there can be (and needs to be) a good deal of variety about what features of pronunciation are practised.

Plan, Do, Review

The 'plan, do, review' cycle is another very useful concept to bear in mind when planning both lessons and courses. It can refer to what the teacher does, or what the student does. Learning a language is a skill, and requires the practice stage where learners 'do' what they can with the language that they have. The review stage is extremely important too, as this is when we often assimilate what we have learnt. Without the review stage, it's too easy for us to forget new information and knowledge, and most courses will build in some kind of review stage at some point (and possibly at regular intervals throughout the course). This leads on to assessment, of course, which is also likely to form part of many courses.

Essentially, planning is an art, not a science, but applying systems and strategies to the process can be very helpful. This allows us to map out in our heads (and on paper) a learning path for ourselves and the students on our courses that will make the journey both purposeful and entertaining.

Hopefully, we will also be able to achieve the results that we want in far less time!

By Joanna Dossetor

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Pre-service teacher training courses typically focus on the detailed planning of a 40 minute or 60 minute lesson and don't focus attention on how to go about planning a much longer scheme of work. This is also an important area to consider though, because most teachers are involved in teaching courses, which may typically last anywhere between 30 and 120 hours.

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Find a range of complete lesson plans of all language levels for your teenage English language classes. Find resources by CEF level or browse our A-Z list.

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This section is dedicated to teachers of primary children up to 12 years old. Find lesson plans, activities, stories and poems, articles and teaching tools to help you in your primary classroom.

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This section is dedicated to teachers of primary children up to 12 years old. Find lesson plans, activities, stories and poems, articles and teaching tools to help you in your primary classroom.

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Katherine Bilsborough: Lesson plans - less is more

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You can travel without a list of course but you will avoid a few problems if you spend a bit of time planning - not a whole week though. That would be silly. A few minutes should be enough.

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In this section you can find useful articles, webinars, blog posts, publications and teaching tips to help you develop in the professional practice of 'Planning lessons and courses'.

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Saiba onde baixar livros infantis em inglês sem ter que gastar dinheiro

Seja para ajudar os pequenos a aprender inglês ou para você começar a treinar o seu, livros de graça são sempre úteis. E você se surpreenderia com a quantidade de livros disponíveis. Existem livros de ficção e não-ficção, com temas desde animais até fadas. E esses livros gratuitos vão de várias faixas de idade também, desde crianças pequenas até jovens adultos. Você pode ler também:
" Google lança plataforma para ensinar programação a crianças
" Lição de casa pode fazer mal a crianças pequenas, diz estudo
" 3 motivos para ler constantemente A seguir, confira a lista e enriqueça a sua biblioteca e o seu inglês sem gastar um centavo: 1 - Amazon's Free Kids eBooks
A Amazon é o primeiro lugar para procurar quando o assunto são livros gratuitos. Inclusive vários sites dessa lista vão redirecionar você para o site da Amazon. Os livros infantis do site estão na seção Children's eBooks, e são várias as subcategorias para organiza-los. Como Animais, Esportes e Atividades do Lado de Fora, Quadrinhos, Aprendizado Inicial e Ação e Aventura. 2 - A to Z Kids Stuff
A to Z Kids Stuff tem uma grande lista de livros gratuitos para crianças. Cada um tem uma descrição, um link direto para a página de downloads, e uma lista de resenhas feitas por usuários da Amazon. Os livros estão categorizados por idades (3-5 e 6-8), assim como nas seções usadas pela Amazon. 3 - OverDrive through Your Public Library
Bibliotecas participantes permitem que você pegue livros gratuitos através do OverDrive de forma parecida ao empréstimo de livros físicos. São mais de 120.000 eBooks disponíveis nas seções Young Adult do site. Depois de algumas semanas com o livro ele será automaticamente retirado da sua biblioteca, bem parecido com os empréstimos de bibliotecas. 4 - EReaderIQ
O EReaderIQ tem algumas ferramentas bem úteis e mais de 20 subcategorias no gênero infantil, você com certeza será capaz de encontrar vários eBooks gratuitos. O site mostra a avaliação em estrelas da Amazon, número de visualizações e descrição sem que você tenha que sair do site. Você também pode conferir qual foi a última vez em que foi checado o valor do livro, o que é bem útil. 5 - Project Gutenberg
O projeto Gutenberg tem livros infantis divididos em 15 subseções, como História, Literatura, Livros de Imagens, e Séries de Livros. Você com certeza vai conseguir achar alguma coisa. No site é possível ler os eBooks online ou baixa-los, podendo coloca-los em algum serviço de armazenamento na nuvem como o Dropbox e o Google Drive. 6 - Hundred Zeros
Sob a categoria de Children eBooks, o Hundred Zeros tem numerosas páginas de livros infantis. Com um olhar rápido você já consegue ver a capa, título e número de estrelas para cada um dos livros. Clicando em qualquer livro você tem acesso à descrição da Amazon antes de ser redirecionado para lá para fazer o download. 7 - FreeBooksy
O FreeBooksy tem livros em vários gêneros, inclusive infantis. O site oferece um serviço de inscrição por e-mail. Se você quiser, pode se inscrever para receber e-mails sobre os novos livros adicionados, e se quiser pode ainda pedir para ser avisado apenas de um gênero especifico. 8 - ManyBooks.net
No ManyBooks.net os livros infantis estão na categoria Young Readers, e são milhares de opções. O site permite que você procure livros por língua. Ou seja, se estiver procurando outra língua além do inglês, eles talvez tenham alguma coisa para você. Infelizmente a seleção em português deles é bem pequena, mas ainda vale a pena checar. 9 - OHFB.com (OneHundredFreeBooks)
No OHFB.com a variedade de livros infantis é grande. Eles podem ser encontrados nas seções Children's Books e Young Adult. Descendo na página você pode ver as capas dos livros, mas com u clique é possível ler a descrição da Amazon do livro. O site também tem uma função de alerta de preço, que lhe avisa quando um eBook da Amazon que você quer fica de graça. Importante: Alguns dos livros nesses sites são gratuitos apenas por um certo período de tempo. Antes de baixar qualquer livro de graça, confira se o preço é de fato $0.00.

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Onde conseguir livros infantis em inglês de graça

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Saiba onde baixar livros infantis em inglês sem ter que gastar dinheiro Seja para ajudar os pequenos a aprender inglês ou para você começar a treinar o seu, livros de graça são sempre úteis. E você se surpreenderia com a quantidade de livros disponíveis. Existem livros de ficção e não-ficção, com temas desde animais até fadas.

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When it comes to classroom speaking activities, I try to give emphasis to real-life situation, authentic activities and meaningful tasks to promote communication. To develop this productive skill, students need intensive and constant practice.

But unlike other macro skills such as Listening, Reading and Writing including teaching vocabulary, it is more difficult to come up with activities that are interesting enough to motivate students to produce the language. Sometimes, a little creativity from the teacher is needed.

So in response to the queries I've been getting from my blog readers, I listed down some classroom speaking activities that I use in my class including some downloadable PowerPoint to help you get started. These classroom speaking activities can be done in a variety of ways such as individual tasks, pair works or group activities.

Thinking Hats

This activity is based on a system designed by Edward de Bono with an ESL twist. Basically, 6 Thinking Hats is a tool for group discussion and individual thinking involving 6 colored hats . Just like de Bono's idea, each color represents a mode of thinking which allows the students to expand their views on a particular thing or issue. I love this speaking task because it helps students to think logically and become better speakers.

You can see the PowerPoint I created with instructions on how to do this activity. To ensure that every member participates during discussion and presentation, you may also use the role cards included in the download page.

Activity Type: Individual, Pair, Group

Would You Rather

This conversation activity is about student preference. Students are given a question that starts with "Would you rather..." followed by two equally good or equally bad options. For example, "Would you rather . Answering "neither" or "both" is against the rules so students must choose 1 and justify their answer.

As in every activity, Would You Rather will be a success if the questions are age and proficiency level appropriate. Due to file storage issues, I can only upload a sample copy. However, you can find more Would You Rather questions here and use the template I created to see how it looks like.

Activity Type: Individual, Pair

TED Ed Riddles

This one uses video prompts such as the riddle videos from TED Ed. These are brain teasers presented in a professionally animated video that hook students and keep them engaged! Each riddle is divided into two parts - the problem and the answer. I show my students the first part, pause the video and make sure that they understand every detail of the riddle. I provide them a mini-whiteboard and give them time to discuss the problem in their group and come up with possible solutions. When the time is done, I ask each group to discuss their answer to the whole class.

You can find a lot of TED Ed riddles on YouTube but you may check out my favorite Hat and Bridge riddles to start with.

Activity Type: Group

Missing Dialogues

This is a drill conversation activity where you pair your students up to practice the dialogue you show on the screen. Simply show your slide and have students read out loud. After two rounds, you will start deleting words in the dialogue and replace it with blanks. Do this in sequence until the entire dialogue is just a series of blanks.

You get the idea, right? You can also see these 3 beginner sample dialogues on PowerPoint then you can go ahead and create your own missing dialogues based on your lessons!

Activity Type: Pair

FlipGrid

Have you always wanted to assess your students' speaking ability but you have no time to do it in your classroom? Then FlipGrid is for you! This activity is sort of a homework if students have access to computers at home.

FlipGrid is video discussion platform where you can (1) create a grid for your classroom; and (2) add a topic to spark discussion. Students can respond with short videos (up to 1 minute and 30 seconds only) without creating an account as long as they have the code to access your topic.

Free version allows you to create unlimited topics/discussion and unlimited video uploads.

Activity Type: Individual

Tongue Twisters

Well, everybody knows what a tongue twister is! It is a series of words or sounds that are usually repetitive and are difficult to pronounce quickly and correctly. I use tongue twisters to develop my students pronunciation and accent; or sometimes just for the sheer fun of doing it. I often get my students to memorize this and ask them to say it out loud in class as a group and in pairs.

You can download this tongue twister PowerPoint I created.

Activity Type: Pair, Group

Information Gap

In this activity, you will create two different versions of a dialogue and hand out version A to Student A and version B to Student B. The idea behind this is all the B section sentences that are missing on version A appear on version B; and vice versa.

Example:
Version A
Student A: How are you today?

Student B: _____________________!
Version B
Student A: ____________________?

Student B: I'm fine, thank you!

The students have to read out loud and listen to and write down sentences from the other student's paper. You have to make sure though that students are really having a conversation and not just sharing and copying each other's dialogues.

Activity Type: Pair
ALSO READ: ESL WARM UP ACTIVITIES WITH POWERPOINT DOWNLOAD
Conversation Cards

If you don't want all your kids to have a conversation at the same time, then conversation cards is just the answer! In this speaking game, you will only have up to 10 to talk in front of the class per round. I usually use this activity when teaching positive/negative question or sentence but I think you can adapt this one to your lesson.

To do this activity, you need to prepare cards that have conversation starter sentence or question, such as "What did you do last weekend?" or "Do you like watching cartoons?" and so on.

To start the game, give 1 different card to 5 students and let them go in front.

Tell the rest of the class to close their eyes or put their heads down.

The 5 students you chose will quietly put their card on other students' desks and then come back to the front.

Tell the class to open their eyes.

One by one, ask the student who has a card on their desk to stand in front of the student who they think has given them the card and read the prompt written on it aloud.

(You can change this last part according to your prompts) If the card does not match the person who gave it, that person will give a negative response to the question or statement and the other student will go back to his/her desk.

If the card matches that person, the person will say a positive response and the two people will switch places.

Game Type: Pair

Talking Cards

Speaking of cards, I also use traditional playing cards for a conversation activity. The regular size will do but I love using the giant version which I got for $2 from a stationery store. Basically, I make groups of four and let each one pick 1 card. Each suit (shape) will represent a topic, for example, students who got a "heart" will talk about love and the students who got a "diamond" will talk about money, and so on. You can assign any topic for each suit as you wish.

Activity Type: Group

Jenga

I saw this activity on Pinterest and I thought it was fun to do in my class too! To do this game, give each group their Jenga blocks and play as it is supposed to be played: stack the blocks in sets of three until they have built a tower that is 18 blocks high. They take turn picking 1 block from any level until the tower collapses. Just write a question in the target language, and have students answer as they pull the blocks out. You could also write verbs and pronouns on each block and make a game adaptable to any tense you are working on.

Activity Type: Group

So much for creativity, I believe we don't always have to reinvent the wheel. Below are some common activities that we also shouldn't ignore.

Discussions or Brainstorming

In groups, students share ideas, ask questions or find solution to an issue or problem that you give them. To make discussions work well, it is suggested to assign each member a specific role such as leader, time keeper, recorder, challenger, etc.

Role Plays

Students pretend they are in a different social setting taking on a different social role. To make role plays successful, it is important that students understand their role and the context of the situation. For example, students can be the waiter and the costumers in "In a Restaurant" role play, and so on.

Interviews

Students can interview foreigners about a certain topic to allow them to use the language outside the classroom. Another way to do this is to provide an opportunity to talk with some experts via Skype and have students prepare their questions beforehand.
YOU MAY ALSO LIKE: ULTIMATE LIST OF ED TECH TOOLS
Debates

Debate doesn't have to be formal and serious. In my experience, ESL students don't have the drive to do extensive research about a topic and then talk about it at a later date. I modify debate to make it easy and not tedious, for example, I do 30 seconds Debate where I group the class into two: For vs Against. I flash interesting and sometimes funny statements like "Soda should be banned" or "Students should not watch TV." Each student-representative from each group will give their stand in 30 seconds per round.

Class Presentation or Reporting

There are many ways to do class reports in the classroom. Students can do a presentation about a project or you can provide opportunity for each student to teach the class about whatever topic that he/she is interested in. I did this activity before where everyday, one student got to talk for 5 minutes before I started the lesson. My colleague called this activity as " Students Can Teach Too! "

Performance Activities

Sometime ago, I wrote about how I use Classroom Performance Activities. These are activities which students need to prepare for before presenting in front of an audience.

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Classroom Speaking Activities for Any Language Class | English Teaching 101

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When it comes to classroom speaking activities, I try to give emphasis to real-life situation, authentic activities and meaningful tasks to promote communication. To develop this productive skill, students need intensive and constant practice.

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Português para estrangeiros

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www.voki.com(criar Avatar)

www.nubedepalabras.es (criar uma nuvem de palavras)

www.Kahoot.com (criar um quiz ou um game)

wwww.mindomo.com (criar mapas mentais)

www.toondoo.com ( criar tiras e quadrinhos)

www.storybird (criar historias em quadrinhos)

atividades prontas:

todoele(blog)

lapizdele(blog)

Formespa (músicas)

concedecine( filmes e curta metragem)

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Toondoo.com and Toondoospaces.com have been shut down permanently, effective immediately.

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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Voki | Speaking Characters For Education

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Voki is a fun tool that students can use for homework, classwork or projects. Customize their appearance and what they say, and share with others!

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Ideias de atividades para diferentes ESTILOS/INTELIGÊNCIAS

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Ideias de atividades para diferentes ESTILOS/INTELIGÊNCIAS

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Para Gardner (2003:9), a inteligência é uma propriedade do ser humano, cuja dimensão difere de indivíduo para indivíduo e que se caracteriza pela forma como alguém executa uma tarefa. Para ele inteligência é, essencialmente, a capacidade de resolver problemas. Gardner alerta que as múltiplas inteligências não devem ser confundidas com estilos de aprendizagem.

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The one with personalized memes!

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"time is" + Timeless video by Lacoste

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Instant assessment for students through monsters avatars 😍

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http://www.mes-english.com/

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Infinitos audios em ingles dividios em topicos

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Infinitos audios em ingles dividios em topicos

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http://www.elllo.org/
English Listening Lesson Library Online

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From the Catbird Seat: The official Poetry and Literature blog

From the Catbird Seat: The official Poetry and Literature podcast

Receive notifications about events, activities, and online resources

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List of All 180 Poems | Poetry 180 | Poet Laureate Projects | Poet Laureate | Poetry & Literature | Programs | Library of Congress

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From the Catbird Seat: The official Poetry and Literature blog From the Catbird Seat: The official Poetry and Literature podcast Receive notifications about events, activities, and online resources

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Breaking News English - Easier News Lessons

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Breaking News English Lessons - 3,369 FREE Easy News English lesson plans. EFL/ESL graded news lessons, news in 7 levels, current events.

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There are 57 fifteen-minute MP3 files. That is about 14 hours of listening.

The Stories Sorted by Author

Bierce, Ambrose (1842-1914)

Burroughs, Edgar Rice (1875-1950)

Butler, Ellis Parker (1869-1937)

Cather, Willa (1873-1947)

Chopin, Kate (1850-1904)

Crane, Stephen (1871-1900)

Folk Stories

Garland, Hamlin (1860-1940)

Harte, Bret (1836-1902)

Hawthorne, Nathaniel (1804-1864)

Henry, O. (1862-1910)

Irving, Washington (1783-1859)

Jewett, Sarah Orne (1849-1909)

London, Jack (1876-1916)

Melville, Herman (1819-1891)

O'Brien, Fitz-James (1828-1862)

Poe, Edgar Allan (1809-1849)

Porter, Eleanor H. (1868-1920)

Stockton, Frank R. (1834-1902)

Twain, Mark (1835-1910)

Weaver, Caty

Wharton, Edith (1862-1937)

MP3 Files Problems?

About

These will all print very cleanly (without printing the MP3 player and menu.)

You can read the text as you listen to its MP3 file.

The Voice of America (VOA) American Stories are good for people studying English
because they can not only listen to the stories but also read them. These are in VOA's Special English.

This site only hosts the American Stories that are not adaptations of copyrighted material.
"All text, audio and video material produced exclusively by the Voice of America
is public domain. However, some images and graphics are licensed for use and
covered by all applicable copyright laws."

Please note that though the source files were in the public domain, I have done some editing.

Other VOA Material on This Web Site

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American Stories in Easy English / American Stories in VOA Special English (ESL/EFL)

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Listen and Read Along - Text with Audio - For ESL Students - For Learning English

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The SAG-AFTRA Foundation's Daytime Emmy-nominated, Storyline Online, features celebrated actors reading children's books to inspire a love of reading in millions of children worldwide.

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English for Kids, ESL Kids Exam Worksheets

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English Courses and Materials for Kids, Children and Young Learners,English for Kids,English for Kids,ESL Kids, tests Exam Worksheets

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The toughest challenges in the classroom become easier when you have the right resources. Find our best classroom management resources, from advice on setting up your classroom, to behavior modification articles, to effective teaching methods and strategies. Whether you're a new teacher or a seasoned veteran, there's something for all grade levels, K-12.

Different Teaching Methods and Strategies

All teachers, but especially new teachers, will find these Teaching Methods and Strategies resources very helpful in setting up and structuring your lessons and classroom. From lesson planning tips, to questioning strategies, to advice about wait times.

Cooperative Learning Strategies

Learn effective ways to teach in your classroom with these Cooperative Learning resources which are excellent in helping develop critical thinking skills in students.

Inclusive Classroom

These inclusive learning resources include suggestions for using material adaptations effectively, helping special needs students become independent learners, and much more.

Teaching Reading and Language Arts

Browse through our resources for teaching the various aspects of Language Arts to find suggestions and techniques to use in your classroom.

Integrating Technology in the Classroom

Useful tools and techniques to help you integrate technology and assistive technology, as well as DVDs and television into your classroom, are found in these resources.

Addressing Special Needs in the Classroom

With these resources, you will be guided through principles that address accommodations and modifications with a printable checklist to help with IEPs.

Learning From Social Interactions

Choose from sample activities for student-to-student learning, along with the benefits and how to implement service-learning projects, and more.

The Classroom Environment

Teachers will learn ways to incorporate learning centers in their classroom, as well as how to effectively set up the physical aspects of their classroom to enhance student learning.

Multiple Intelligences

Descriptions of what Multiple Intelligences are, ways to use them in assessments, and a chart of activities to enhance Multiple Intelligences are included in these resources.

Related Resources

If you enjoyed these resources for Classroom Management, click the links below to our related resources to find more help enhancing your classroom.

Recommended Classroom Management Resources

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Find our best classroom management resources, including advice on integrating technology, addressing special needs, creating an inclusive classroom and more.

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A complete website for learning about English and French words. You can test your vocabulary level, then work on the words at the level where you are weak. Use wordlists, online concordancer and dictionaries, texts, and a database to store your work and view the work of others. French parallel site is slightly less complete.

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For English Language Teachers Around the World

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Front Row is an excellent service that provides differentiated reading materials and practice exercises in K-12 classrooms. Front Row offers articles and exercises on topics in math, science, social studies, and language arts. The latest update to Front Row features new ELA skills practice activities.

The new ELA skills practice activities on Front Row are designed to help students in third through eighth grade develop skills in six areas. Those areas are making connections, inferences, main ideas, word choice, text structure, and point of view. The activities feature short, nonfiction passages that students need to read and then answer questions about. The questions appear side-by-side with the text passage so that students can quickly refer to the passage for context. Just like other Front Row activities, the difficulty of the ELA passages and questions adjust depending upon how students answer the questions.

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Front Row Introduces New ELA Practice Activities

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Front Row is an excellent service that provides differentiated reading materials and practice exercises in K-12 classrooms. Front Row offers articles and exercises on topics in math, science, social studies, and language arts. The latest update to Front Row features new ELA skills practice activities.

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Explore, study, review

CliffsNotes - the original (and most widely imitated) study guide

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If you need help in preparing for a test, you've come to the right place. CliffsNotes can help you prepare for whatever standardized, professional, or proficiency test you need to take. Here, you can find helpful advice and test-taking strategies for the SAT, Praxis, ACT, GRE, GMAT, and many other tests.

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CliffsNotes Study Guides | Book Summaries, Test Preparation & Homework Help | Written by Teachers

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CliffsNotes is the original (and most widely imitated) study guide. CliffsNotes study guides are written by real teachers and professors, so no matter what you're studying, CliffsNotes can ease your homework headaches and help you score high on exams. Founded in 1958 by Clifton Keith Hillegass, CliffsNotes is the original company that produced study guides and book summaries ranging from Shakespeare to Algebra and the SAT!

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Publishing platform for digital magazines, interactive publications and online catalogs. Convert documents to beautiful publications and share them worldwide. Title: Play no Inglês, Author: Michelle Vieira Ramos, Length: 62 pages, Published: 2017-12-09

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Apples to Apples - Adjective and Noun Card Game - Akita Wiki

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Make groups of 4-8 students. Deal 5 red noun cards to each student. One student is "it." The student who is "it" must flip over a green adjective card in the middle of the table. Students who are not "it" must play a noun card that they feel best fits the adjective card.

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songs for children