This paper argues that there is converging evidence for the pedagogical value of planning, repeating, and recycling activities in the language classroom. The paper is divided into three parts. Part one reviews field research done on this topic in Britain and finds some support for the proposition that planning fosters more complex language use and greater fluency and accuracy. Part two looks at the author's own work on repetition of reading and speaking activities in second language instruction, and finds that it is effective in promoting greater language fluency and larger active vocabularies. Giving students a chance to repeat an activity gives them more chances to succeed and excel. Part three argues that recycling of well-planned (teacher and student) activities is a good thing for a finite set of class task types that can be adjusted to various levels and language points--and here it important to distinguish between doing the exact activity twice, and doing a similar activity repeatedly. It is concluded that adapted research should guide classroom practice. (Contains 32 references.) (KFT)