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Each student will draw a self-portrait. Under their picture, they will answer questions using complete sentences, such as their name, age, nationally, hobbies, etc. Afterwards, the papers can be gathered by the teacher as evidence or can be shared with the class.

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The students can write a diary about they feelings before they entered the classroom, how they felt during the class, as well as what they learned that day and what they expect to improve for the next time.

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Writing activities are usually 1-2 minutes, and can focus on key questions and ideas. This activity give students the opportunity to organize their own thoughts, or can be collected by the teacher to gain feedback from the students.

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The students concentrate better when reading by themselves. The teacher instructs them to read a passage that requieres they critical thinking and comprehension skills.

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The students are given a list of questions relating to the topic of the class and are aake to solve them individually.

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The teacher divides the class into teams (maximum 4 teams) and give each team a colored marker. Draw lines to divide the board and write a topic at the top. The students must then write as many words related to the topic in a relay. The first person will write the first word and pass the colored marker to the one next in line. Score each team with one point for each correct word. Unreadable or misspelled words are not counted.

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The teacher asks the students to draw six columns on their paper and write a category at the top of each column. The categories can be ones that fit the topic covered during the class, the classics are food, names, cities or countries, furniture, verbs and clothing.
Then, the teacher choses a random letter and write it on the board and the students have to write down a word for each category that starts with that letter.

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The teacher divides the class in two sections and propose a topic for a debate. Give teams time to prepare, and then put them into argument with a team focused on representing an opposing viewpoint.

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Case studies are scenarios that apply concepts learned in class to a “real-life” situation. They are usually presented in narrative form and often involve problem-solving, links to course readings or source materials, and discussions by groups of students, or the entire class.

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The teacher stands at the center with a ball and names a category (food, places, hobbies, etc.), then pass the ball to one student. They will toss it to another student as they name a word related to the theme. If they repeat a word or can’t say any more words, they need to sit down. The last student standing wins the game.

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One student can start to read a text, and them another student can continue. The teacher decides which is the direction of the turns.

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The classic game that can be adapted to any situation. Here the teacher can use a small ball or something soft to give the students and instructs them to pass it to the one sitting next to them (should be extremely clear that the object must not be throw, to avoid any possible injury) hand-to-hand. The student that has the ball when the music or time counter stops, should answer a question related to the topic the class covered that day.

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Students are asked to do a writing assignment and then to exchange drafts with a partner. The partner reads the text and writes a response that outlines the strengths, the essay’s problems, and finally an opinion on what can be improved.

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The students come together in session groups that focus on a single topic. Within each group, every student contributes thoughts and ideas. Encourage discussion and collaboration among the students within each group. Everyone should learn from each other’s input and experiences.

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The class can be divided into two groups, and the teacher proceeds to ask a question to one of them, if they get it right they get a point, if not, the teacher goes to the other team and asks them the same question, same rules. If nobody gets it right, the teacher gives the answer and continues with the next question. There should be about the same questions for each team (10/10, for example).

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The teacher can aplit the class into two groups and select one of the students from the group to enact a word related to lessons being taught in the class. The others in the same group have to guess the word. If they guess correctly points will be given to them if not the opposite group will get the points.

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Students make idividual or grupal presentations. Either they use a digital (PowerPoint) or fiscal (paper) material, every student can see it from their respective tables.

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The teacher puts a puzzle that’s related to the topic in the front of the classroom and offer a prize to the first student (or students) who figure it out. Whoever wins gets to keep a candy.

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Students are asked to give their opinions and ideas regarding a the topic. This way the teacher can select randomly a student to participate and write what they think in the board.