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ll the didactic materials used for teaching EFL/ESP have a certain potential for learning. On the one hand, there are
those activities focused on the learning of forms, which are likely to foster the explicit learning of Alanguage. On the other
hand, there are activities focused on the content, more aimed at the comprehension of the communicative message and
the implicit learning of language. Selecting the appropriate activities to promote a balanced learning of EFL/ESP is
paramount; however, the increasing number of teaching materials today makes it more difficult for EFL/ESP teachers to
get to know the learning potential of all the resources available to them. For this particular end, the present study is an
attempt to categorize a large compilation of EFL/ESP activities with the help of an activity corpus. Each individual
activity was analysed with regard to its language focus and labelled accordingly.