The importance of thinking for language learning has been recognized for some time. ELT activities which encourage active mental processing have become increasingly common. However, there is evidence that the use of such activities has still not become widespread in a number of ELT situations. One reason for this may be lack of awareness about how levels of thinking can be conceptualized in ELT activities. This paper therefore attempts to clarify the types of thinking that ELT activities can promote, and how they can be integrated in a basic learning cycle. In particular, it focuses on the possibility (and importance) of providing learners who have only a limited knowledge of English with activities that nevertheless involve creative thinking. The ideas are illustrated via a series of sample activities.