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Selects a text/picture based on what you enter. VERY COOL!  https://pickerwheel.com/
https://pickerwheel.com/tools/random-image-generator/

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https://padlet.com/bobread/ESOL

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(Ask Jenny for passwords) https://www.teach-this.com/

https://www.linguahouse.com/en-GB

http://www.onestopenglish.com/

https://www.teachingenglish.org.uk/resources/adults/lesson-plans

https://www.twinkl.co.uk/  -

http://eslgames.com/esl-conversation-questions
https://www.eslconversationquestions.com/english-conversation-questions/

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Good video lessons https://esol.britishcouncil.org/content/learners/uk-life/video-uk

http://film-english.com/  (but not free!)

tips for using video https://www.fluentu.com/blog/educator-english/esl-video-activities-lessons-clips/

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https://www.sqa.org.uk/sqa/33697.html

https://esol.excellencegateway.org.uk/learners-new-esol-phonics-pack

https://esol.excellencegateway.org.uk/learners-new-esol

https://esol.excellencegateway.org.uk/new-esol-listening-resources

https://esol.excellencegateway.org.uk/esol-refugees

https://learningandwork.org.uk/resources/research-and-reports/volunteers-english-language-learners-and-conversation-clubs/

https://www.youtube.com/playlist?list=PLmZbrFRJFfyPgDaa5DKwA5wayFVMdUsGd

https://www.secouncils.gov.uk/wp-content/uploads/2012/04/Pre-entry-ESOL-factsheet-Final.pdf

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You can see sample exams here which are useful to understand what students need to pass. Click the level you want then sample assignments. https://www.cityandguilds.com/qualifications-and-apprenticeships/skills-for-work-and-life/english-mathematics-and-ict-skills/4692-esol-skills-for-life#tab=documents

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Use pauses and gestures to indicate that the teacher will not fill the gap.  Use your hands and face to indicate you want students to speak. Encourage peer correction.

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I'm uploading PDFs of books and other reading/resources for teachers here.   https://drive.google.com/drive/folders/1VE04Jx8ag22t6iEo7wC-S6ORWChqHnRg?usp=sharing

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- Turning off camera after setting task for students to discuss between themselves.
- Allow ' going off on tangents' discussions
- Virtual walk around Norwich on Google maps, converse about places
- Play a video with the sound off, Ss narrate the video
- Nominate a student to prepare 2 questions for students for the next class
- Discussion topics 1-10. Ss pick a number and have to talk about the topic on that card followed by questions/discussion from other students.  eg talk about your neighbourhood / your favourite music/ food/film etc.

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T should let Ss talk as long as they like. Equal speaking time for everyone. T encourages Ss to ask and answer questions. T can model first to engage ss.

1) T shows a photo, and talks about it (i.e. T models). This is my favourite photo because... It shows..I like it because.. etc

Ss do same. T invites ss to ask qs.

2) Ss talk about their favourite possession. T can model first. Ss ask qs. T encourages ss to give as much detail as possible.

3) Ss talk about their favourite song. Talk about the lyrics. What song is about etc. They can play a bit of it.

4)How many times do they check their phones in one day? If they could not use their phone for a whole weekend, what would they do instead? (We can say they are allowed to make phone calls).

5)How do they cook their favourite meal? Where do they buy the ingredients?

Give cooking instructions. (Cooking topics are always successful!).

6) Have they made anything with their hands? (Crafts). Describe. If ans is no, what craft would they like to learn and why?

7) What is their favourite piece of clothing? Describe and explain why? (Where they got it, how long ago etc and so on).

8)Ss talk about their favourite part of Norwich

9) T gives a few mins for Ss to write down 10 things they see around them. T checks spelling. One s tells group what they are. 2nd s does same but cannot repeat any items prev mentioned)

10) T asks a s to say a letter of the alphabet . Then all Ss write down 10 objects beginning with that letter.

11)T shows Ss pic with 20 objects for 2 mins. T takes pic away. Ss write down what they remember. Discussion on what objects are used for.

12)T tells Ss they will do something special on Saturday. T shows two contrasting pics to choose between (eg. Eiffel Tower or Big Ben). Ss discuss where would go and why.

13)One s describes something. The other ss draw. All show their pics.

14)Ss talk about what they have in their bag/backpack/pockets.

15)Spelling bee

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Write "Yes, I am" on the screen.  Ask questions to elicit "Yes, I am" answer. e.g. Are you a student? Ahmed, are you a man? Fatima are you learning English? Demo that you want Ss to ask questions to elicit answer "Yes, I am".  Then say "now you make questions for answer "Yes, I am" and give each student a few turns. Then change the target answer to "No, I'm not".  Demo Ahmed are you a teacher? Fatima are you a book?  Then say "now you make questions for answer "No, I'm not". Etc with yes/no he/she/we/they/it. Once they get the hang of this you can send a message in chat of which answer you want each student to elicit so they other students can't see what they're aiming for and you can mix it up.
You can adapt this for any short answer Yes, I have, No she can't, No there aren't, Yes there is, No, she didn't etc etc depending on level. Great because it encourages creativity and humour as well as reinforcing grammar and meaning.

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This will help you find resources appropriate to your level on websites that use different terminology.

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https://enacteuropa.com/ - learn through culture

https://learningandwork.org.uk/resources/research-and-reports/volunteers-english-language-learners-and-conversation-clubs/

ESOL Podcast
https://soundcloud.com/user-375778598/the-esol-podcast-20-wellbeing-and-exercise

Google Podcasts https://www.google.com/podcasts?feed=aHR0cHM6Ly9hbmNob3IuZm0vcy80Njc1NzUxMC9wb2RjYXN0L3Jzcw==

Breaker https://www.breaker.audio/the-esol-podcast

Pocket Casts https://pca.st/np3buxbo

Radio Public https://radiopublic.com/the-esol-podcast-6BKLwo

Spotify https://open.spotify.com/show/3SuqsXOM4STEqTtAu4AUnX

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https://refugeelearningstories.org/published/supported-mobile-learning-in-the-third-spaces-between-non-formal-and-formal-education-for-displaced-people/

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Comprehensive materials: https://www.dropbox.com/sh/ilkk24be2iwa85h/AAAI7caVwgdnvgYBXyADqOZDa?dl=0

Blog on using the materials – please note the reference to computer glitches due to updated programmes and also that some of the test changed around April to add in more pictorial options in the multiple choices: https://teacherphili.com/2018/06/02/english-for-driving-theory/

ESOL re documents needed for driving in the UK: https://esol.britishcouncil.org/content/teachers/teaching-uk-life/teaching-be-safe-uk/driving-uk-documents-1

Lesson plan re talking about differences in driving between countries: https://www.teachingenglish.org.uk/article/driving

Functional learning tools: https://www.skillsworkshop.org/resources/learning_to_drive_functional_english_tasks

Worksheets: https://en.islcollective.com/english-esl-worksheets/search/driving

Test translated into Arabic and Urdu (please note if up to date for current test curriculum) https://theorytest.org.uk/theory-test-languages/

And thought you might be interested in this perspective from a resettled person in the SW, https://resetuk.org/blogs/how-i-passed-my-driving-tests-english-less-1-year-after-arriving-uk?utm_source=Reset+Communities+and+Refugees&utm_campaign=2c7ad387a8-EMAIL_CAMPAIGN_2020_05_28_12_02&utm_medium=email&utm_term=0_15a112cc2d-2c7ad387a8-197823725