Quiz Quiz Trade

Give One Get One

Speaking/Vocabulary: Each S makes a list of words about a topic and then moves around exchanging
ideas e.g. adjectives for a haunted house, words with long ee sound or organelles of a eukaryotic cell.

Sentence starters/frames

Speaking/Writing: Essential tool for EAL learners - useful for beginners I can see through to academic
language of discussion perhaps e.g. In my opinion

Anchor Charts

Understanding/Vocabulary/Writing: Created in front of the students - key concepts/vocabulary - displayed

around the room for future use.

Graphic organisers

Writing: Visual aids to help students understand and organize their ideas thus seeing links between ideas
and concepts.

Exit tickets
Realia/artefacts/visuals
Barrier games

Speaking/Understanding: Checking for learning at the end of the lesson, usually a challenge requiring
application of the learning in that lesson. Exit tickets can be oral or if time planned written tickets.
Understanding: Using real objects to gives students a multisensory approach to better understanding of
content.
Speaking/listening: 2 Ss sit opposite each other with a barrier in between - use targeted vocabulary or
sentence structures to carry out activities directed by the other S.

Quiz Quiz Trade

Reading/Speaking: Collaborative talking strategy - set of vocabulary word with definitions - Ss pair up then
quiz each other and then swap and move around the room to quiz the next S.

Flipped learning

All skills: Sharing curriculum content with EAL Ss prior to the lesson in order that Ss can access at own
pace and take time in home language to understand content and time spent in class applying and practising.

Language objective

All skills: Planning with not just a curriculum content objective but also a relevant language objective at the
same time - not necessarily with equal weighting.

Stop: Stay Something

Reading: In pairs - A and B. One S reads a predetermined amount of text. S B then says something about
the text read by A - this can be a question, a comment, summary etc. Helps Ss to not just see the text but
to look for meaning.

Jigsaw/Market/Fruit Salad

Collaborative learning strategy based on an information gap share structure. Each group given some of the
information - they become experts on that part and then the groups are mixed with an expert from each part
of the jigsaw.

Think, Pair, Share

Individual thinking time first about a question or a prompt - might write idea - then pair up and share idea.
Safer than sharing with whole class first - ensures all Ss talk and listen.

Activating Schema

Activity created for Ss to activate and share background knowledge on a topic before discussion/reading
text. Students learn by combining new information with what they already know.

Translanguaging
Total Physical Response
(TPR)

Using the Ss home language skills and knowledge to support learning in the classroom
Using physical actions to support Ss remembering vocabulary/phrases etc.