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Students work in groups of three to create digital posters about idioms related to emotions. Using an online design tool, they search for images that illustrate the idioms, type short example dialogues, and decorate the layout. When finished, each group presents its poster on the projector and explains the meaning of the chosen expressions. The teacher encourages classmates to ask questions and add examples from their own languages.

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The teacher introduces the topic of conditionals using a slideshow projected on the board. Each slide contains short explanations and example sentences. After a brief presentation, she asks a few students to read the examples aloud. Learners then open their coursebooks and complete the filling the gap exercises individually while the slides remain on the screen for reference. The teacher checks answers orally and clarifies errors before moving on to the next section.

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What is the current PICRAT level of the lesson?

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What is the current PICRAT level of the lesson?

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Task: How could this grammar lesson be redesigned so that students use the digital material themselves and interact with peers while practicing?

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At the beginning of the class, the teacher asks students to take out their phones and join an online quiz. The quiz displays images and definitions on the main screen while students choose the correct words on their devices. After each round, the leaderboard updates, showing the top scorers. The atmosphere is energetic, and most students participate actively. Once all ten questions are completed, the teacher congratulates the winners and quickly reviews a few incorrect answers.

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What is the current PICRAT level of the lesson?

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What is the current PICRAT level of the lesson?

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Task: What additions could help this activity go beyond competition and lead students to create or apply vocabulary in meaningful contexts?

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The teacher assigns a short essay titled “Technology in My Life.” Students are asked to work in pairs using a shared Google Doc. One student writes while the other gives real-time comments on vocabulary and structure. The teacher moves around the room, checking progress and leaving short notes in the comment section. Near the end of the lesson, students exchange roles and complete the essay together before submitting it through the online system.

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What is the current PICRAT level of the lesson?

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What is the current PICRAT level of the lesson?

# data[].attributes.headline
What is the current PICRAT level of the lesson?

# data[].attributes.subject
What is the current PICRAT level of the lesson?

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Task: How could this writing task be redesigned so that students produce authentic, publishable texts for a real audience?

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How could this speaking activity be expanded to connect with learners outside the classroom or to involve real intercultural communication?