With the current lifestyle and the amount of time students spend in the classroom, movement is often neglected or reduced to a minimum. Opportunities in which students have the ability to move while learning are rare because any type of movement is usually reffered to rest breaks in learning. It is up to teachers and contemporary teaching based on active learning to create the environment that supports movement and teaching methods for the development of bodily-kinesthetic intelligence. Students who use body, movement and touch for learning have more opportunities for interactive and experience- based learning. Mind and body are affected simultaneously and all of the senses are activated. Students express themselves freely and have a positive attitude toward teaching content. There is more dynamic in the classroom and a greater desire to participate. The aim of this paper is to examine the representation of teaching activities that stimulate the development of bodily-kinesthetic intelligence in the English language classroom and the impact of these activities on student activity and recollection of information. The research was conducted using a focus group and a quasi-experiment in order to stimulate the development of bodily-kinesthetic intelligence among teachers and students of English language. The results of the focus group showed that teachers are familiar with bodily-kinesthetic activities, their students enjoy these activities, but they are not often represented in class. On the other hand, the results of quasi-experiment showed that teaching methods for the development of bodily-kinesthetic intelligence have a positive effect on student activity and expression. Students who used activities that include body, touch and movement for learning had a better recollection of the teaching content.