10 No-Prep English Activities That Work in Large Classes (Part 2)

 

Teaching a large class is hard, but it is possible to make it simple and active. This post gives you the next ten no-prep activities. You can run each one in a 40-minute lesson with 40–60 learners. You only need a board, chalk or markers, and your voice. I explain each idea step by step, in easy words, so you can use it without any confusion. For ideas on improving lesson quality in general, you may also read How quality indicators affect teaching and learning on Teach Smart Africa. https://www.teachsmartafrica.com/2025/06/how-quality-indicators-affect-teaching.html

11) Chalk Talk (Silent Discussion)

What it is: Learners “talk” on the board with chalk or markers. They write short ideas and draw arrows to connect thoughts. No one speaks during the discussion.

Materials: Board or chart paper and markers.

How to do it: Write a big question on the board, for example, “What makes a good lesson?” or “How can we keep our school clean?” Tell learners the rule: no speaking for five minutes. Learners come one by one to write a short idea or add an arrow to show a link. After five minutes, invite two or three volunteers to give a 30-second spoken summary of the main ideas.

Why it works: Quiet learners feel safe to share. Everyone can see thinking grow on the board. It builds writing, thinking, and respect.

Assessment: Put a small star next to clear ideas. Ask two learners to read the best points aloud in full sentences.

Adaptation: Use a photo (e.g., a market in Huye) in the middle of the board. Learners write words and arrows around it.

12) Numbered Heads Together

What it is: Group work with equal roles. Everyone must be ready to answer for the group.

Materials: None.

How to do it: Put learners in groups of four. Give numbers 1–4 in each group. Ask a question from today’s topic, for example, “When do we use the present simple?” Groups discuss for one minute. Then call a number, like “Number 3.” Only number 3 in each group stands and answers. Change the question and call a new number.

Why it works: No one can hide. Each learner listens and helps the group. It is fast and fair.

Assessment: Use a simple rubric in your notebook: correct answer, clear voice, teamwork. Give quick praise and one tip.

Adaptation: Use it after a short reading or listening to check understanding without stress.

13) Role Cards – Rwanda Daily Life

What it is: Short role-plays from real life in Rwanda. Learners speak in simple language and solve a problem.

Materials: Small paper cards (you can handwrite) or just tell the roles.

How to do it: Give each group a situation and roles: student, teacher, headteacher, or parent. For example, “Meeting about homework,” “Borrowing a library book,” or “Planning Umuganda.” Give two minutes to plan. Then they act for one minute. The audience listens for the final decision.

Why it works: It builds speaking and listening in a real context. It also teaches respect and problem-solving.

Assessment: After a group performs, ask the audience: “What was the agreement?” This checks if they listened and understood.

Adaptation: For S5–S6, add formal phrases like “May I suggest…?” or “I agree to…”

14) Phone-Free Podcast

What it is: You read a short “radio talk.” Learners take notes and then make a quick summary for a partner. No phones needed.

Materials: A 5–6 sentence text you can read with a clear voice.

How to do it: Tell learners: “Listen first, do not write.” Read a short text about careers, TVET, or a local hero. Read again and say: “Now write key words.” Partners share notes and make a three-sentence summary. Ask two pairs to read their summaries.

Why it works: It grows listening, note-taking, and summarizing key skills for exams and life.

Assessment: Collect two summaries per row. Mark only three things: main idea, two key details, and sentence order.

Adaptation: Use a short story from your blog as the “podcast” text. For example, model with When Hearts Whispers – Episode 1: The Girl by the Lake and ask learners to summarise the main events in three lines.
 https://www.teachsmartafrica.com/2025/07/when-hearts-whisper-touching-love-story.html

15) Vocabulary Pyramid

What it is: Learners build language step by step: word → phrase → sentence → two-sentence story.

Materials: Board and chalk.

How to do it: Draw a small pyramid with four levels. Start with a target word from the unit, like “library,” “recycle,” or “erosion.” In pairs, learners write a phrase with the word, then a sentence, then a two-sentence mini-story that makes sense. Invite two pairs to read their best mini-story.

Why it works: It is short, visible, and pushes learners to use words in context.

Assessment: Check one pair per row. Give a tick for meaning, a tick for grammar, and a tick for punctuation.

Adaptation: Use words from other subjects so English supports content learning.

16) The 4-3-2 Fluency Drill

What it is: The same short talk three times, but with less time each round: four minutes, then three, then two. Partners change each round.

Materials: A phone timer or watch.

How to do it: Choose a safe topic: “My school day,” “My hero,” or “A time I showed courage.” Partner A talks for four minutes while Partner B listens. Change partners. Partner A talks again for three minutes, then for two minutes with a third partner. Switch roles. The goal is clearer words, faster speed, and fewer pauses.

Why it works: Repetition builds fluency and confidence. Learners hear themselves improve.

Assessment: Ask learners to count how many words they say in two minutes. Compare with the first round. Celebrate progress.

Adaptation: For higher classes, add a rule: include one linking phrase (“because,” “so,” “however,” “first… then…”).

17) Write & Pass

What it is: A shared story. Each learner writes one sentence, then passes the paper to the next person.

Materials: Paper and pens.

How to do it: Give a friendly starter line on the board, like “On a rainy morning in Nyamagabe, I found a small blue book…” or use a line from a story on your blog. Learners sit in groups of four. Each writes one sentence, then passes the paper right. After six or eight passes, the group reads the whole story aloud.

Why it works: It is fun and creative. Even weak writers can add one simple sentence.

Assessment: Ask groups to underline the best sentence for vocabulary, and circle one sentence to improve. Do a quick rewrite of the weak line together.

Adaptation: You can inspire ideas with When Hearts Whispers – Episode 2: The Secret in Her Sketchbook. Use a line or a picture from that episode as the starting spark.
 https://www.teachsmartafrica.com/2025/08/the-secret-in-her-sketchbook-when.html

18) Exit Ticket Trio

What it is: A tiny test at the door. Learners write three short things on a scrap of paper before they leave.

Materials: Small pieces of paper.

How to do it: Two minutes before the bell, say: “Write three items: 1) One thing I learned today. 2) One question I still have. 3) One goal for next time.” Learners hand the paper to you at the door.

Why it works: You see learning fast. You also hear learner voices that may be quiet in class.

Assessment: Read them after class. Plan your next starter activity from the most common question. Keep three tickets to show growth in your next lesson.

Adaptation: For very large classes, ask only two items to save time: “one thing learned” and “one goal.”

19) Two Stars & a Wish

What it is: Simple peer feedback. Each learner gives a partner two good points and one idea to improve.

Materials: None.

How to do it: After any task; speaking, writing, or reading say: “Tell your partner two things they did well and one wish.” Model polite language on the board: “I liked your clear voice,” “Your sentence order was good,” “I wish you could add a reason.”

Why it works: It builds a safe classroom culture. Feedback becomes normal and kind.

Assessment: Listen for useful feedback, not “Good job” only. Praise specific words like “because,” “first,” and “next.”

Adaptation: Use colour codes: green for stars, yellow for wish, if you have crayons or markers.

20) Mini Debate Circles

What it is: Small debates in groups of four. Two learners take “for,” two take “against.”

Materials: None.

How to do it: Write a short motion on the board, like “Homework should be shorter,” “Phones should be allowed at school,” or “School clubs should be for all.” In each group, two learners speak “for” and two “against.” Give one minute per speaker. Then allow one minute for a final summary from either side.

Why it works: Debates build critical thinking, respect, and clear speaking. They are lively but controlled.

Assessment: Use a tiny rubric: clear position, one reason, one example. Give each learner a quick tick or tip.

Adaptation: For S5–S6, add linking phrases and counters: “On the other hand…,” “However…,” “In addition…”

How to fit these into 40 minutes

You do not have to use all ten. Choose one activity for each lesson. Keep instructions under 30 seconds. Use a timer. Move around the room and listen. Close with a two-minute reflection or with Exit Ticket Trio. Remember: one strong routine is better than many weak ones. Step by step, your class will feel calmer and more active.

If you want to see how daily choices improve learning, read How quality indicators affect teaching and learning and try one or two indicators this week in your lesson.
 https://www.teachsmartafrica.com/2025/06/how-quality-indicators-affect-teaching.html

Friendly note for teachers

Start small. Pick one new activity for this week. Try it. Reflect after class: What worked well? What will I change next time? Share one idea with a colleague or in your WhatsApp CoP group. Together we grow.