Answer: It is true, it's about this time of year where we need a "change". The activity below may be what you need. 

"FROM A to Z"Level: A2 - B1, 13 - 14+

1. Give your learners an A4 piece of paper. Tell them tothink of the English alphabet and to choose one letter from A to Z. Tell them not to choose Q, Z or X. Ask them to write  the letter they have chosen on their A4. 

2. Then, tell your learners that you will give them 4 minutes to brainstorm and to write all the nouns theycan think of, which start with the letter they havechosen e.g., if they have chosen the letter "D", theycould write nouns like, door, dog, desk, duvet, dresser,dress, etc. 
On the Board, create three columns:VISUAL.  AUDITORY KINAESTHETIC

3. Explain these three words to your learners and then tell them that each one of us represents the outside world in their mind in his/her own way. For instance, if we were to hear the word "waves" (the waves of the sea), some of us might see the waves, others hear them and others feel them on their body or taste the salty water, etc. 

4. Ask the learners how they represent the word “waves” in their mind, that is, do they see the waves, do they    hear them or do they feel them? This is just a first try    so they get the notion, as one should not think long enough but respond quickly. If we take too long, we    can certainly represent anything in all three ways. Also,    tell the learners  that sometimes there can be two ways a word can be represented. Ask 1-2 learners to give you their answer and write the    word “waves” under the column each one tells you to.

5. Now, tell the learners to make three columns like the ones you have on the Board. Tell them that you will    say another word and you would like them to respond  as quickly as they can.    Say the word, “rain”, and ask them to write it on their  paper under VISUAL.                AUDITORY             KINAESTHETIC    Get some feedback.

6. At this point, set the 4-minute time limit and ask your    learners  to brainstorm and to write all the nouns they can and which start with the letter of the alphabet they  have  chosen.

7. Once the time limit is over, ask them to share with    their partner and to help each other by suggesting a few more words.

 
8. Now, ask the learners to work individually again and to    write their words under any one or two of the three    columns, according to the way they represent each    word in their mind. Set a time limit again, e.g., 4    minutes, so they respond quickly. 

9. Ask the learners to count the words under each    column. If they have more words in one or two columns, then this indicates, in an approximate way, their Learning Style, e.g., that they learn or receive  more easily if they see things or if they listen to material or through their emotions and/or by touching/holding or doing. In other words, through their respective senses. 

10. Have a Report Back where the learners talk briefly     and explain the way they have represented some of their words. 

LANGUAGE AIM: Revision, further consolidation of productive vocabulary, multi-sensory activity, collaboration and peer-teaching, word sensitizing, awareness of Learning Styles.

 
N.B.: This activity is liked a lot by adolescents and teenagers, adults as well. 
We would suggest that you collect and photocopy these papers (give the originals back to the learners), so you canA. Be aware of your class’s variety of Learning Styles, and B. Try to use activities which cover the Learning Styles of     all of your learners.  Remember to include each photocopy in the Learner’s Personal File so you have a more complete picture of each one of your learners.

P.S. Mario Rinvolucri once did a similar activity where he asked seminar participants to list their words underEYE words, EAR words and BODY words.  

Have a Happy Spring, 
    Suzanne and Lilika