Reading for specific  Superficial reading, in which specific information is sought, and once you find it with the

information or naked eye you start reading more carefully, to take the most interesting elements of it.
Scanning
Reading for details  Slow and detailed reading in order to understand the meaning of each word, this is mainly
applied in the reading of complex topics, such as poetry or very technical topics
Reading for gist or  Quick reading in a general way to get a general idea of the text.
skimming
Listening for gist  Listen to a complete segment, whether it be a conversation, a reading, among others, so that
the student understands in general what the speaker means.
Listening for specific  Listen to a recording or the teacher with the purpose of locating a specific information that is
information required.
Listening for detail  Listen to a recording to detect the similarities and differences between the pronunciation of
the words and how they should be pronounced. As it is used for the identification of accents.
Role play and  It helps to practice the language in a safe way for them, since they are allowed to write
dialogues fictitious situations that they subsequently have to present in public.
Speech  Writing and presentation of speeches on specific topics you wish to develop.
Discussions  Controversial issues that motivate the student to speak without restrictions and in a free way
in which he can express his ideas and defend his views.
Group work  Classroom activities that require students to exchange ideas gives the opportunity to correct
themselves or clarify their doubts without the teacher's help.
Writing compositions  More formal writing strategy that allows the student to develop a freely chosen topic while
and essays documenting other resources to argue their work.
Brainstorm questions  Ask questions and students brainstorm responses related to the content.
Circle talk  This strategy will help students to share their own ideas and opinions, and listen to and
respect others’ opinions.
Decision-making  This strategy will help students to consider their own beliefs about their ability to view
model situations and events and solve problems, explore a series of steps in making decisions in
relation to positive healthy behaviors, and share reasons for making a decision with others.
Story map  Strategy that uses a graphic organizer to help students sequence events of a story, poem, video
or scenario.
Tic tac toe  Group have to respond to the question.
Card clusters  Reflect individually and share ideas with others; generate ideas to classify, group, label and
generalize upon.
KWL (know, want to  Recall and record prior knowledge and identify future learning needs.
know, learnt)
One minute challenge  Focus on a topic, recall prior knowledge and identify future learning needs.
Question partners  Devise a set of question and answer cards related to the unit or focus area. Help to identify
questions and future learning needs.
Jigsaw  Critically analyzes, evaluate and apply ideas from a large amount of information.
Surveys  Develop open-ended questions for a specific target group and analyze survey responses.
Mind Movies  This creative activity can be a useful tool for introducing a topic, encouraging pupils to
engage in discussion about a particular issue and sharing ideas.
Bingo  Can be used as an icebreaker or as an introduction to a particular topic or as a means of
developing communicative skills.

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Mind maps  Identify and visually record current understandings, summarize key information, clarify
relationships or associations between information and ideas.
90 degree thinking  Graphically organize and record ideas and information that may be seemingly unrelated apply
these ideas and information to their own lives.
Venn diagram  Determine similarities and differences between concepts or ideas.
Written responses  Organize and record ideas, feelings and information, communicate their knowledge and
understandings, attitudes and values through a range of genres.
Fortune teller  Predict potential problems and risks, select strategies to avoid or reduce the risk in a specific
situation.
PNI Chart  Identify and consider positive, negative and interesting aspects of a situation or problem, can
help students reach a decision.
Snap decisions  Understand how difficult it is to make quick decisions and the variety of thoughts common to
related situations in the real life.
Think-pair-share  Formulate and share individual ideas through focused, short-term, purposeful talk with peers.
Interviews  Develop open-ended questions for a specific target group and analyze interview responses.
CAF (Consider All  This strategy encourages students to think about all the relevant factors when making a
Factors) decision or considering an idea or topic.
Collage  Kinesthetic activity students represent their views on an issue or concept in a visual, creative
and engaging way.
Consequence Wheel  Encourages students to think about the direct and second order consequences of a particular
event or action.
Constructing Walls  This activity allows students to consider what points may be most relevant when considering
a key question and to prioritize ideas and information on the question and discuss
justifications for their choices
Drama Techniques  Emphasize the use of drama techniques as learning tools.
Fishbone Strategy  Diagram using a particular effect as a starting point, this activity encourages pupils to
consider and generate a list of causes which may feed into the effect.
Graffiti Board  Activity encourages pupils to record their thoughts, feelings, ideas and suggestions around a
particular topic.
Jeopardy  This activity encourages pupils to think about the quality questions which may lead to a
particular answer.
Just one minute  Encourages pupils to select and present key information from researched material in just one
minute.
KWL (Know – Want  Can be used as an introductory strategy in order for pupils to document their present level of
to Know – Learned) knowledge and what gaps may exist in that knowledge, to structure progress in their learning
and to analyze what new information has been learned after research.
Memory Game  The memory game focuses pupils’ attention on the importance of accuracy and detail, and it
can be a more interesting way to deliver factual information.
Mysteries  This activity asks pupils to use problem-solving and decision-making skills to solve a
mystery, make a decision or explore potential explanations for an event.
OPV (Other People’s  This method encourages pupils to view the other person’s/opposing point of view on a
Views) particular issue or topic.

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Priority Pyramid  This activity allows pupils to consider what points may be most relevant when considering a
key question and discuss justifications for their choices.
Swot (Strengths,  This strategy helps pupils to examine all sides of a proposal.
Weaknesses,  Thinking, Decision-Making, Problem-Solving
Opportunities,
Threats)
Traffic Lights  This simple activity encourages pupils to indicate how well they achieved what was expected
by the end of a lesson or session. It might also be used by pupils as a means of expressing
how confident they are that they know the response to a question which has just been posed
by the teacher.
Using Photographs  Photographs can be used to stimulate discussion.
Puzzles And Games  Involved in a learning experience or a series of learning experiences, provide opportunity for
students to use puzzles or play a game in order to consolidate their learning.

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