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Theme 1: Online Interaction and Engagement Material 1 – Zoom Breakout Room Speaking Task

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Theme 1: Online Interaction and Engagement Material 1 – Zoom Breakout Room Speaking Task

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Introduction:

A speaking activity designed for Zoom breakout rooms, where students discuss cultural differences in small groups to improve fluency and engagement.This is a lesson plan designed for Zoom breakout rooms to enhance online speaking fluency and student interaction. Students are paired or grouped and given conversation prompts related to cultural differences (e.g., food, traditions, communication styles). Breakout rooms simulate pair or small group work typical of face-to-face classrooms. I chose this material because it encourages spontaneous interaction and peer-led learning in an online setting, a key challenge in virtual classrooms. I monitored the rooms, noted common language issues, and provided delayed feedback at the end. This activity is effective for intermediate learners (B1–B2) and aligns with communicative language teaching principles by prioritizing real-time communication.

Link: https://charlieslessons.com/5-esl-activities-for-zoom-breakout-rooms/

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Theme 1: Online Interaction and Engagement -Material 2 – Mentimeter Word Cloud Warm-up

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Theme 1: Online Interaction and Engagement -Material 2 – Mentimeter Word Cloud Warm-up

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Introduction:

A live word cloud created using Mentimeter to encourage student participation by answering warm-up questions anonymously in real-time.This activity uses the digital tool Mentimeter to generate a live word cloud during class. Students are asked a warm-up question (e.g., “Which country would you love to visit?”) and submit responses via mobile or computer. Their answers appear instantly in a shared visual format, prompting spontaneous discussion. This tool helps reduce speaking anxiety, promotes inclusivity, and ensures all students contribute. I used this with A2–B1 learners to build vocabulary and encourage free expression before a travel-themed lesson. This material illustrates how online tools can effectively replicate the community-building phase of physical classrooms and engage students right from the start.

Link: https://www.mentimeter.com/templates/icebreakers-templates-examples/fun

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Theme 1: Online Interaction and Engagement Material 3 – Google Forms Icebreaker Survey

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Theme 1: Online Interaction and Engagement Material 3 – Google Forms Icebreaker Survey

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Introduction: An adapted version of the classic “Find someone who...” activity using Google Forms to promote interaction and curiosity among students.This is a digital adaptation of the popular icebreaker “Find someone who…” converted into a Google Forms survey. Questions include prompts like “Find someone who has visited another country” or “Find someone who plays an instrument.” Students fill out the form, and the teacher reviews the anonymized results during class to prompt further speaking. I used this in the first week of an online course to encourage interpersonal connection and to gather personal data for future lesson customization. It is accessible, device-friendly, and low-pressure, making it ideal for beginners (A1–A2). It also highlights how online platforms can creatively replicate movement-based classroom activities.

Link: https://www.teacherspayteachers.com/Browse/Search:google%20form%20ice%20breakers

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Theme 2: Digital Tools for Language Learning Material 4 – Quizlet Vocabulary Set: Environmental Issues

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Theme 2: Digital Tools for Language Learning Material 4 – Quizlet Vocabulary Set: Environmental Issues

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Introduction: An interactive set of vocabulary flashcards about environmental issues, created using Quizlet for pre-class or post-class review.This material uses Quizlet, an online flashcard tool, to support vocabulary development. I created a set of flashcards focusing on common terms related to environmental issues such as 'pollution,' 'recycling,' and 'carbon footprint.' Students can study the terms in multiple modes, including spelling, games, and matching. I assigned this task as asynchronous pre-reading for a lesson on environmental debates. This digital tool allows learners to personalize their study pace and revisit material independently, fostering learner autonomy. It is particularly suitable for A2–B1 learners and illustrates how digital vocabulary platforms can extend learning beyond synchronous classes.

Link: https://quizlet.com/76929827/environmental-issues-vocabulary-flash-cards/

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Theme  2: Digital Tools for Language Learning Material 5 – Padlet Collaborative Brainstorming Board

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Theme  2: Digital Tools for Language Learning Material 5 – Padlet Collaborative Brainstorming Board

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Introduction: Padlet is a collaborative board where students can post notes, images, and links. Students posted ideas before a group discussion lesson, which supported vocabulary activation and increased confidence. This tool allows anonymous contributions, which is helpful for shy learners, and it visually represents a wide range of input in one place. It works well for both in-class and homework use and is ideal for A2–B1 learners. I chose this to encourage asynchronous participation, idea building, and community learning in an online space.

Link: https://padlet.com/site/templates/brainstorming-board-v1

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Theme  2: Digital Tools for Language LearningMaterial 6 – Wordwall Grammar Game: Past Simple vs. Present Perfect

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Theme  2: Digital Tools for Language LearningMaterial 6 – Wordwall Grammar Game: Past Simple vs. Present Perfect

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A grammar review activity made on Wordwall, helping learners distinguish between past simple and present perfect through an interactive quiz.This is a grammar review game built using Wordwall, focusing on the difference between the past simple and present perfect tenses. I created a multiple-choice activity where students read short sentences and choose the correct tense form. The interactive format is engaging and game-like, increasing motivation. This task was assigned as a follow-up after a grammar explanation during a Zoom class. Wordwall provides instant feedback and allows repetition, which enhances retention. It supports independent learning and can be reused in flipped classroom formats. It suits B1–B2 level learners and highlights how traditional grammar practice can be gamified for online settings.

Link: https://wordwall.net/en-au/community/past-simple-and-present-perfect

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Theme 3: Adapting Traditional Materials for Online Use Material 7 – Breaking News English Article in Google Docs

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Theme 3: Adapting Traditional Materials for Online Use Material 7 – Breaking News English Article in Google Docs

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An adapted reading task using a Breaking News English article placed in Google Docs with comments to prompt comprehension and discussion.

I selected a short article from Breaking News English titled 'Scientists discover new water purification microbes' and uploaded it into Google Docs. I then used the comment feature to add reading comprehension questions and prompts such as 'What is the main idea of paragraph 2?' or 'Do you agree with this solution?'. This format supports collaborative reading, allowing students to highlight, reply, and discuss text directly. It transforms a static reading text into an interactive learning space. The material is best for B1+ students and demonstrates how simple text-based lessons can be enhanced with digital collaboration tools.

Link: https://breakingnewsenglish.com/2504/250414-water-purification.html

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Theme 3: Adapting Traditional Materials for Online Use Material 8 – BBC Listening Task via Google Slides

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Theme 3: Adapting Traditional Materials for Online Use Material 8 – BBC Listening Task via Google Slides

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A listening gap-fill task adapted into Google Slides using a BBC Learning English audio clip, with embedded responses and interactive slides.

This task uses a BBC Learning English listening clip about city life and turns it into an interactive gap-fill exercise using Google Slides. I inserted an audio link and designed slides where students fill in blanks based on what they hear. This replicates a traditional listening worksheet but adds digital interactivity. Students can complete the task individually or collaboratively. It supports comprehension skills, spelling, and note-taking. I used it with B1-level students, and it can be reused or adjusted for various topics. This material reflects how traditional exercises can be made more engaging in online classrooms.

Link: https://learnenglishteens.britishcouncil.org/skills/listening/a1-listening