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A great website with graded activities for each of the four skills (Most of them taken from Solutions)

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G We're in G, aren't we? That's at the other end. You said carriage A would stop here.

B Yeah. Sorry. Come on. It's not far.

G I think we'd better get on. We don't want it to leave without us.

Girl Look at the queues to get on the ferry, Dad.

Man Don't worry, that's normal. It's a big ferry. It can take lots of cars.

G How long will we have to wait?

M They allow all the cars and passengers off first. Then we'll drive on.

M No, but I reserved seats.

G I hope I don't feel seasick.

M If you do, we'll go out on the deck.

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English Vocabulary Exercises for B1 - Travel and transport - English Practice Online

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G We're in G, aren't we? That's at the other end. You said carriage A would stop here. B Yeah. Sorry. Come on. It's not far. G I think we'd better get on. We don't want it to leave without us. Girl Look at the queues to get on the ferry, Dad.

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Regia Enrico Cerasuolo, operatore Sasha Snow, montaggio Marco Duretti, realizzazione Zenit Arti Audiovisive. Young people and fashion (A1-A2).pdf, scheda didattica tratta da English Corner (A1-A2), di Daniela Corvino, Anna Rossetto, Alun Phillips.

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Master contenuto in English Corner (A1-A2), di Daniela Corvino, Anna Rossetto, Alun Phillips. Londra come meta per lo shopping degli adolescenti, in particolare Camden Lock. Collezione di interviste a giovani sul tema dello shopping: che cosa comprano, come scelgono cosa comprare, dove lo comprano.

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Vocab unit 1

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Useful ideas and lesson plans

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This song-based activity STEP-BY-STEP LESSON PLAN for ENGLISH language TEACHING features the lyrics and audio video for "Better Days" by OneRepublic. Students PLAY a hangman game with the title of the song, READ The lyrics word cloud, WRITE sentences with WILL, CORRECT each other's sentences, TALK about the song, LISTEN to it and DO a verb exercise with the lyrics.

OBS: This lesson plan was made to be used for ONLINE TEACHING WITH ZOOM features like ZOOM WHITEBOARD, ZOOM SCREEN SHARE and ZOOM CHAT, but it can be modified for face-to-face instruction, as well.

: Language level: (B1)Learner type: All agesSkills: speaking, reading, listening and writingTopic: a better FutureGrammar: WILL futureMaterials: Youtube videos, google doc  and google slideDuration: 1 hour - 1h 30 minDownloadable materialsGoogle Doc - Word Cloud (to make a copy you can edit) ; Google slide Lyricsinstructions;

"Better Days" is a song by OneRepublic that Ryan Tedder wrote while in quarantine amid the coronavirus pandemic. Tedder says that things will inevitably get better and that once this is all done and over, everyone will rejoice together and have better days than before. Ryan Tedder, Brent Kutzle, and Tyler Spry were exposed to two people with coronavirus when they were in London. When they came back, they had to be in quarantine for two weeks. Tedder didn't know how serious the pandemic was until more bits of information and actions, such as the LA lockdown, came to him. Nine months prior to his quarantine, he had written the chorus for "Better Days" but didn't know what the verses were to be about. Then the opportunity presented itself and Tedder was inspired to write this song as fast as he could so he could drop it as soon as possible. " At this time, while OneRepublic is still continuing to promote their latest major single "Didn't I", Tedder thought it was extremely appropriate to finish and release this song to the public during this pandemic. Through September 2020, a portion of the streams of "Better Days" will be donated to MusiCares' COVID-19 Relief Fund to help fellow artists whose livelihoods have been affected by the pandemic.

Check out the video version of this post!
STEP-BY-STEP LESSON PLAN
Play a hangman with the title of the song - use the Zoom WHITEBOARD. Do not say the band's name! Save it for step 7

Share the link to the google doc Word cloud activity.

Explain that it is a representation of the words that appear in the song. The bigger words appear more frequently in the lyrics. Help them with vocabulary if necessary.

Explain that "shed" is used as a verb in the lyrics with the word "tear". SHED A TEAR means CRY.

Tell students that you are going to divide them into groups (3 -4 students, depending on the size of your class) and they are going to work with the word cloud doc in their breakout rooms.

Assign group numbers. Eg. group 1, group 2, etc. Send the link to the word cloud doc to the students and e xplain the task:

In the space designated for your group in the word cloud doc:
WRITE 3 sentences with WILL/ WON'T and THERE'LL BE using the words from the word cloud

Zoom BREAKOUT ROOMS - (see HERE how to use breakout rooms)

Tell students the groups will have 10 min to write the sentences. Open the breakout rooms. The groups do the task

When the time's up close the breakout rooms and students come back to the main room. Tell your students they are going to underline the mistakes in the sentences from the other groups. However, there's an order:

Group 1 reads and underlines  the mistakes from group 2.
Group 2 reads and underlines the mistakes from group 3, and so on. The last group reads and underlines the sentences from the first group.

Group 1 reads group 2's sentences
Group 2 reads group 3's
Group 3 reads group 4's
Group 4 reads group 1's

Check if the sentences are really wrong and ask random students to say the corrections. Edit all the sentences yourself or have a student do it.

Ask students if they think the song is sad, happy, fast slow, etc and why.

Play the song once and have students check if they guessed right or wrong. Ask them if they know the band. (One republic) ask if they like the band etc

Play the song again, but this time students see if there was any sentence in the lyrics that was similar to the ones they wrote in step 4.

Share your screen with the lyrics exercise in the google slide. Students have to fill the gaps with the verbs in parentheses using will or won't.

Go slide by slide and give time for students to write down their answers in the chat. Do not correct them now. They are going to do this by watching the lyrics video later.
Step 9
Play the lyrics video and students check their answers

Answer key: 1- there'll be 2- there'll be 3- won't go  4- 'll wash 5- will tell

Ask students what they thought of the song and why. Have a discussion about the positive message of the song.

For homework, ask them to express how they think the BETTER DAYS will be (after COVID-19) through art, for example: a drawing, a poem, a song, a story, a video, etc. FREE EXPRESSION!

In your next class, students share their work in a "Class Exhibit"!

That's it for this week! I hope this activity is helpful and enjoyable!

Happy teaching! 🙂

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Teaching English Online with ZOOM using SONGS (OneRepublic) Future with WILL

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Description: This song-based activity STEP-BY-STEP LESSON PLAN for ENGLISH language TEACHING features the lyrics and audio video for "Better Days" by OneRepublic. Students PLAY a hangman game with the title of the song, READ The lyrics word cloud, WRITE sentences with WILL, CORRECT each other's sentences, TALK about the song, LISTEN to it and DO...

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5th year 29/7

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Copyright© 2019-2020 Flippity.net. All Rights Reserved.

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Cliff Notes

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Summary and Analysis Book 1: Chapter 6 - The Shoemaker

Summary

The man making shoes works steadily at his bench. Aged and weakened by his long years in prison, he seems to be aware only of the task at hand - shoemaking - and does not even know that he has been released from prison. When asked his name, he responds, "One Hundred and Five, North Tower."When Lucie approaches him, however, she seems familiar to him, especially after he compares her hair to two golden hairs that he kept tied in a cloth around his neck. He begins remembering Lucie's mother and is confused and troubled when he hears Lucie's voice, which sounds like her mother's voice. Lucie embraces her father, comforting him as he begins to weep.

Later, Monsieur Defarge helps Mr. Lorry and Lucie to remove Doctor Manette from the city. As the coach carrying Mr. Lorry, Lucie, and Doctor Manette rumbles to the ship that will take them back to England, Mr. Lorry can't help looking at the man they have recovered and wondering if the Doctor will be able to be "recalled to life."

Analysis

After eighteen years of being physically and mentally removed from the world, the Doctor has suffered greatly and appears to have lost all sense of time, place, and self. Despite the fact that he is no longer in prison, he still seems "buried alive"when you first see him. Both his mind and body are hidden from view. Even after some light enters the garret where he works, the Doctor looks more dead than alive, with his hollow face, withered body, and a hand so thin that it looks transparent. Similarly, when Monsieur Defarge and Mr. Lorry try to talk to him, his mind seems starved and wasted to the point of being able to comprehend only the most basic questions and to focus solely on his work.

Just as light enters the garret to reveal the Doctor physically, contact with Lucie seems to awaken part of the Doctor's mind and memories. The images of light and dark that run through A Tale of Two Cities are especially apparent in this chapter. As Dickens literally and symbolically depicts the resurrection of the Doctor, the Doctor is drawn out of the darkness of his imprisonment and into the light of life. For instance, when for a moment the Doctor seems to nearly recognize Mr. Lorry, Dickens describes his returning blankness of expression as "a black mist"or as "darkness."

Meanwhile, Lucie's face mirrors his fleeting expression of awareness "as though it had passed like a moving light from him to her."When Lucie goes to sit next to her father, his attention falls on her golden hair. He shows her his wife's golden hairs that he has kept with him and, concentrating, "turned her full to the light and looked at her."Later, when father and daughter embrace, "his cold white head mingled with her radiant hair, which warmed and lighted it as though it were the light of Freedom shining on him."The warmth and love of his daughter are strong enough to bring Doctor Manette back from the cold, colorless place his mind retreated to during his years of imprisonment.

The melodramatic sentimentality of Lucie's speeches to her father somewhat spoil the poignant reunion scene between the Doctor and Lucie. "Weep for it, weep for it!"she exclaims, and modern readers struggle not to roll their eyes or laugh aloud. However, keep in mind that the Victorians greatly enjoyed this type of melodrama, and when Lucie cried out, "Weep for it,"Dickens' readers wept.

Glossary

One hundred and five, North Tower Doctor Manette's designation in the Bastille.

provender food.

pallet bed a small bed or pad filled as with straw and used directly on the floor

the box the driver's seat of a coach.

adieu French for "farewell."

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Summary The man making shoes works steadily at his bench. Aged and weakened by his long years in prison, he seems to be aware only of the task at hand - shoemaking - and does not even know that he has been released from prison.

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My games

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game to be used as filler or warmer

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Play Wordshake and see how many points can you get in three minutes. Longer words score more points!

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BBC video about Covid-19 effects on environment

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BBC video about Covid-19 effects on environment

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There's clear water in the Venice canals, blue skies over Delhi and wild animals are roaming boldly in locked-down cities. The oil industry and airlines are floundering in this new world, and carbon emissions are falling fast.

But there are also mountains of food going to waste that our supply chains aren't set up to deal with. And, what's more, the radical changes to daily life that we're seeing now are not - thankfully - going to be permanent.

History tells us that when emissions have fallen sharply in the past, as they do after recessions, there's often a rocketing rebound that wipes out any short-term cut in emissions. (Read more about Covid-19's lasting impact on the environment.)

Is this pandemic any different?

Future Planet talks to BBC Minute about the close ties between lockdown and carbon emissions. In a nutshell: we could see long-lasting positive environmental change after the pandemic. But it's all down to how we move on after lockdown.

You can watch the video above.

--
As an award-winning science site, BBC Future is committed to bringing you evidence-based analysis and myth-busting stories around the new coronavirus. You can read more of our Covid-19 coverage here If you liked this story, sign up for the weekly bbc.com features newsletter, called "The Essential List". A handpicked selection of stories from BBC Future, Culture, Worklife, and Travel, delivered to your inbox every Friday. .
--

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We know that carbon emissions have sharply fallen during lockdown. But will all these changes actually be good for the environment in the long run?

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to be used as warm up or filler

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World of Better Learning | Cambridge University Press

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Home - World of Better Learning | Cambridge University Press

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Create your own world from our thousands of experiences, insights, ideas and resources we have available. This is your space, your World of better learning.

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Videos+lesson plans

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I recently read about a teacher from the Midwestern United States. It was a Friday afternoon and she was at work. Her students were excited about the news of the day - the inauguration of the 45th US president. They asked their teacher if they could watch the live broadcast and she felt that it would ...

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This ESL lesson plan is designed around a short video titled Diving with Sharks and the themes of sharks and shark diving. Students learn vocabulary related to diving, sharks and describing character, read an article about sharks, talk about the qualities needed to be a shark diver, watch a short video, answer comprehension questions, analyse [...]

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This ESL lesson plan is designed around a short video titled Diving with Sharks and the themes of sharks and shark diving. Students learn vocabulary related to diving, sharks and describing character, read an article about sharks, talk about the qualities needed to be a shark diver, watch a short video, answer comprehension questions, analyse [...]

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English learning apps

Practise your English and develop the skills you need for your A2 Key for Schools, B1 Preliminary for Schools and B2 First for Schools exams. Filled with a range of fun skills-based activities and exam practice, Exam Lift is a flexible way to improve your English on the go.

Exam level: A2 Key for Schools, B1 Preliminary for Schools and B2 First for Schools

CEFR: A2, B1 and B2

Skills practised: reading, writing, listening and speaking

Available on Android and iOS. Play Exam Lift
Visit our Monkey's favourite places and play 8 mini games to test your English. Unlock new games as you progress - but watch out, the games get harder as you go along!

Exam level: Young Learners (Pre A1 Starters, A1 Movers, A2 Flyers)

CEFR level: A1-A2

Skills practised: Reading

Available FREE for iPad and iPhone! Play Monkey Puzzles
Cambridge English social media

Join our lively Facebook community and take part in quizzes, talk to other English language learners and learn on the go.

Subscribe to our YouTube channel to get helpful tips for exam preparation and lots of English language learning advice.

Be inspired, learn together, and speak to the world on our Instagram page.

Be inspired, learn together, and speak to the world on our Instagram page.

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Find out about official Cambridge English learning resources for children and adults. Get free games, quizzes, exam preparation materials and sample papers.

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Free English Video Lessons

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Prepositions are hard to master in English. In this lesson, I talk about two very similar prepositions that often cause problems for English learners: below and under. Should you say “He’s below 21 years old” or “He’s under 21 years old”? Are there situations where you can use both prepositions with no difference in meaning? The answer to the second question is YES, but there are situations where you must choose one or the other. To learn more about the similarities and differences between below and under, watch the video, then do the quiz to check your understanding. I hope your score won’t be below average!

Quiz

Test your understanding of this English lesson

Test your understanding of the English lesson by answering these questions. You will get the answers and your score at the end of the quiz.

LEAVE A COMMENT

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Prepositions are hard to master in English. In this lesson, I talk about two very similar prepositions that often cause problems for English learners: below and under. Should you say Hes below 21 years old or Hes under 21 years old? Are there situations where you can use both prepositions with no difference in meaning?

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Pre first revision

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This one is about key word transf

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Here is an activity I tried a couple of times with my teenage students. I decided to combine the test-teach-test approach with a fairly new feature of Quizlet which is Quizlet live. My students played a vital role in shaping this activity and so did my friend, Łukasz Knap who helped work out the technical kinks.

Background

I was looking for ways which would help me introduce some more Use of English practice into my Advanced classes. My teenage students cringed each time I produced yet another sample paper worksheet and I slowly started cringing with them. The exercise that sent so many shivers down their spine is the following one:
Complete the second sentence so that it has a similar meaning to the first one using the word given. Do not change the word given. You must use between three and six words, including the word given.
You must never let anyone use your Credit Card.
SHOULD
Under ____ let anyone else use your credit card. (NO CIRCUMSTANCES SHOULD YOU)

At the same time, I was introduced to another Quizlet feature by my friend and fellow teacher, Łukasz. By that time, I had already been familiar with Quizlet and its flashcard making feature. Still, I somehow failed to make the connection between this platform and more grammar-oriented exercises. It all miraculously came together after chatting with Łukasz and beta-testing the activity with my students. What you see below is is the improved version, tried and tested with actual teenage learners.

What you and your students need

two copies of the Use of English part 4 exercise per student (Attempt 1 and 2)

one mobile phone with internet access per student

a teacher's computer with internet access

Procedure

Step 1: Test

Students work individually. They complete the exercise modelled after Cambridge Advanced, Use of English part4 (key word transformation.) They fill in - Attempt 1 - copy. When they are done, they put it aside.

Step 2: Teach

At this stage, this Quizlet set was used to create the Quizlet Live game. It contains the same sentences as the worksheet students had completed before. Tell your students they will be tested on what they larn in this part of the lesson.

First, you choose the Quizlet Live button.

Then you follow the steps until the game's code appears on the screen.

Your students go to www.quizlet.live, enter the code, and type in their names (so far it sounds similar to Kahoot!) The game is possible with as few as 4 people present.

Once this is done, Quizlet divides students into teams (which are usually named after some cute or quirky animal, so be ready for some Alpacas vs Pandas grammar-off!)

Students sit together in their teams and start the game.

At the top of the screen, they see the phrase which goes into the gap in the second sentence:
NO CIRCUMSTANCES SHOULD YOU
Below they have to choose the two sentences which mean the same if completed with the phrase in bold. In this case, it is the pair below:
You must never let anyone use your credit card. Under ____ let anyone else use your credit card. The trick is that each person in the group sees different options from which they are supposed to choose so communication within the group is necessary to correctly choose the sentence pair.
Students work in teams and their progress is visible on the big screen: with each correctly selected answer, they move along a line.

The game finishes once one team wins. It can be replayed a number of times, which I strongly advise (especially that your students might also want a rematch.) This is exactly when the teaching happens, or rather self and peer teaching.

When you are done with the game, together you can analyze which questions were the hardest.

Step 3: Test

Students receive the Attempt 2 worksheet and work on it individually. Then, they compare Attempt 1 and Attempt 2. Finally, they check their answers with the Key and award themselves points.

Step 4: Feedback

I used the time remaining in the lesson to comment on each structure my students were expected to use in this activity. We went through our coursebook to locate where the structure is discussed and worked on some more examples. They also assessed the Teach stage of the lesson and said that going through the set 3 times made them aware of seemingly insignificant things they would have otherwise missed (articles, prepositions) and which would cost them a point in the exam.

Personal Experience

This was one of the most interesting lessons I have taught this semester. First of all, it was informative to watch my students work with some unknown language on their own. They tried to modify their usual strategy (I don't know what to write right away so I am just going to leave it/ write some nonsense to be done with it) and paid closer attention to the options available in the game.

Secondly, it was one of the moments when I removed myself from the crucial stages of the lesson and let them figure things out for themselves or together with other classmates. The stakes were higher than in a regular lesson where they complete a worksheet as, after all, they were in competition with the other team. It was definitely a worthy experience before the high-stakes exam where they can count only on themselves.

Finally, it was a lot of fun testing new technology in the classroom and learning about new solutions to tools which I thought I would not necessarily be that keen on (I know, an unpopular opinion!)

Materials
T-T-T Quizlet Live Worksheet Quizlet Live Online Set
Have you taught an eye-opening class lately?

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Test-teach-test with Quizlet Live - Lesson Plans Digger

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Here is an activity I tried a couple of times with my teenage students. I decided to combine the test-teach-test approach with a fairly new feature of Quizlet which is Quizlet live. My students played a vital role in shaping this activity and so did my friend, Łukasz Knap who helped work out the technical kinks.

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key word transformation

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Start studying Use of English - CAE. Learn vocabulary, terms, and more with flashcards, games, and other study tools.

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The planet is barreling toward 1.5 degrees of global warming as soon as 2030 unless we enact "unprecedented changes in all aspects of society," a dire United Nations report warned in October.

To reduce our impact on the climate and avert disaster, it's going to take more than switching to high-efficiency light bulbs. But the most effective ways that individuals, policymakers and businesses can reduce our carbon footprint might surprise you.

Let's see how much you know about what can be done to fight climate change.

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The most effective ways to curb climate change might surprise you

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We need unprecedented action to stop climate change. Take CNN's quiz to see how much you know about the most effective solutions.

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The Speckled Band 3ro B

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Free gamified quizzes on every subject that students play in class and at home. Pick an existing quiz or create your own for review, formative assessment, and more.

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Fantastic reading material. Good for

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ProCon.org - Pros and Cons of 100+ Topics

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Explore both sides of debated issues. Presented in a non-partisan format with supporting background information, statistics, and resources.

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Interesting courses on different subjects

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©1999-2020. All rights reserved. The Open University is incorporated by Royal Charter (RC 000391), an exempt charity in England & Wales and a charity registered in Scotland (SC 038302). The Open University is authorised and regulated by the Financial Conduct Authority in relation to its secondary activity of credit broking.

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TED-Ed lessons on all subjects. TED-Ed celebrates the ideas of teachers and students around the world. Discover hundreds of animated lessons, create customized lessons, and share your big ideas.

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Excellent site to practice listening and learn with songs

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LingoClip - Enjoy learning languages with music

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Discover a new and fun way to learn English and other languages by filling in the lyrics of your favorite songs.

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A site for sts to practise writing and get feedback. Teachers can get some writing tasks ideas

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Write & Improve is a free service for learners of English to practice their written English. Submit your written work and receive feedback in seconds, covering spelling, vocabulary, grammar and general style.

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To improve pronunciation and listening skills with videos!

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Learn English faster with over 20000 fun to watch interactive videos.

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Learners can create a picture book! Similar to BookCreator

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Storybird - Read, write, discover, and share the books you'll always remember.

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Become a better writer with Storybird's creativity tools. Online courses, challenges, and reader feedback will help you improve your writing.

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A tool to create a video of your screen, edit your video, and more

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Our screen capture tools help you easily create, edit and communicate with videos and images. Simple and intuitive tools to share your ideas.

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Join millions of people communicating through video.

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At ScreenPal, we don't believe that video recording and editing should be difficult, or cost a fortune. Our simple and intuitive tools help you get the job done easily.

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A video that explores the relationship between the writer and the city he lived in.

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InspireMyKids - The World's Largest Community of Inspiration for Kids

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Kids can change the world. All they need is a little inspiration! Welcome to the world's largest collection of inspiring stories and videos for kids.

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grammar presentation video

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We have different ways of talking about the future. We often use going to (+ infinitive), the present continuous (to be + -ing) or will (+ infinitive). The structure we use depends on the function of what we want to say, whether we are talking about arrangements, plans, predictions, etc..
I thought will was the future tense in English.

It's one of the ways of talking about the future, but there are a few others. Let's look at will to start with. We use will / won't (= will not) + the infinitive for predictions about the future.
Oliver'll be back soon.
Wewon't be ready.
Do you think it'll rain this afternoon?
We also use will when we decide something at the moment of speaking.
(The doorbell rings) I'll get it.
So, you sometimes use the verb think before will?

Yes, that's very common. We also use: don't think, expect, be + sure.
I'm sure you'll have a good time.
You said will is used for decisions made at the moment of speaking. What about decisions made before the moment of speaking?

Then we can use either the present continuous or going to (+ infinitive).
Amy's coming round.
We're going to watch a film - want to join us?
Whatare you doing this evening?
Is there a difference between them?

We use the present continuous more for arrangements with other people and be + going to + infinitive for intentions. Sometimes it's important to choose the right structure, but often we could use either because many events are both arrangements and intentions.
Amy's coming round. (= arrangement between Amy and Daisy)
Amy's going to come round. (= Amy's intention)
I'm going to clean my room tonight. (= intention)
I'm cleaning my room tonight. (not an arrangement)
So could I say 'I'm going to go to the cinema with Alex'?

Yes, that's correct. But we usually avoid saying going to go, just because it doesn't sound very elegant. We normally use the present continuous with go.
I'm going to the cinema with Alex.
And 'I will go to the cinema with Alex'?

No. We don't use will for arrangements or intentions if the decision was made before the moment of speaking.

Oh, yes, you told me that before. Anything else?

Yes, there's another use of going to. We use it for predictions too, especially when you can see something happening or about to happen.
Look out! You're going to spill that coffee.
Can you use going to for other predictions?

Yes, sometimes both will and going to can be used.
I think the Green Party will win the election.
I think the Green Partyare going to win the election.
OK, and one last thing! Is it correct to say, 'When's the race?' That's present simple, isn't it?

Yes. You can use present simple for timetabled events.
My plane leaves at 4pm tomorrow.
The match starts at 8pm.
Phew! So sometimes you can use going to or the present continuous and sometimes you can use will or going to. And you can also use present simple for timetabled events. I'll never understand the future!

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Oliver and Alfie decide to enter a bike race.

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Video tutorials, FAQ, etc

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Overview

Breakout Rooms allow you to split your Zoom meeting in up to 50 separate sessions. The meeting host can choose to split the participants of the meeting into these separate sessions automatically or manually, and can switch between sessions at any time.

Up to 50 breakout rooms can be created

Max 200 total participants across all breakout rooms (requires Large Meeting 200 add-on)

Breakout room participants have full audio, video and screen share capabilities

If the meeting is being cloud recorded, it will only record the main room, regardless of what room the meeting host is in. If local recording is being used, it will record the room the participant who is recording is in. Multiple participants can record locally.

This article covers:
Learn how to manage breakout rooms.
Prerequisites

To manage breakout rooms as the host

Note: Users joined into the Zoom meeting from the Zoom Desktop Client, Zoom Mobile App, or H.323/SIP devices can participate in breakout rooms. Users joined via the web client and Zoom Rooms are unable to join Breakout Rooms, but the main room can be used as an alternative session for these users.

Enable Breakout Rooms on Your Account

To enable the Breakout Room feature for all members of your organization:

1. Sign in to the Zoom web portal as an administrator with the privilege to edit account settings.

2. Click Account Management > Account Settings.

3. Navigate to the Breakout Room option on the Meeting tab and verify that the setting is enabled.
If the setting is disabled, click the toggle to enable it. If a verification dialog displays, choose Turn On to verify the change.

4. (Optional) Click the checkbox to allow meeting hosts to pre-assign participants to breakout rooms.

5. (Optional) If you want to make this setting mandatory for all users in your account, click the lock icon, and then click Lock to confirm the setting.

Enable Breakout Rooms on a Specific Group

To enable the Breakout Room feature for all members of a specific group:

1. Sign in to the Zoom web portal as an administrator with the privilege to edit groups.

2. Click User Management > Group Management.

3. Click the name of the group, then click the Settings tab.

4. Navigate to the Breakout Room option on the Meeting tab and verify that the setting is enabled.
If the setting is disabled, click the toggle to enable it. If a verification dialog displays, choose Turn On to verify the change.

Note: If the option is grayed out, it has been locked at the account level, and needs to be changed at that level.

5. (Optional) Click the checkbox to allow meeting hosts to pre-assign participants to breakout rooms.

6. (Optional) If you want to make this setting mandatory for all users in this group, click the lock icon , and then click Lock to confirm the setting.

Enable Breakout Rooms as an End-User

To enable the Breakout Room feature for your own use:

1. Sign in to the Zoom web portal.

2. Click Account Management > Account Settings (if you are an account administrator) or Settings (if you are an account member).

3. Navigate to the Breakout Room option on the Meetingtab and verify that the setting is enabled.
If the setting is disabled, click the toggle to enable it. If a verification dialog displays, choose Turn On to verify the change.

Note: If the option is grayed out, it has been locked at either the Group or Account level, and you will need to contact your Zoom administrator.

4. (Optional) Click the checkbox to allow meeting hosts to pre-assign participants to breakout rooms.

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Breakout Rooms allow you to split your Zoom meeting in up to 50 separate sessions. The meeting host can choose to split the participants of the meeting into these separate sessions automatically or manually, and can switch between sessions at any time.

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Lots of classroom activities that focus attention on collocation

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Great to create matching games.

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english Study Sets and Flashcards | Quizlet

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Quizlet provides english activities, flashcards and games. Start learning today for free!

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Great as lesson warmers

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Accessible, image-driven prompts that invite a variety of kinds of writing.

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Speaking topics

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Let's talk about...

You'll have to take our word for it that the wheel landed on Something you CAN'T live without. Your browser cannot display the wheel of choices. Please upgrade to a newer browser that supports HTML5 (most new ones do). Wheel Decide would normally show a wheel right here with choices that you can set (lunch, games, dinner, anything!). You can spin it to get a random decision. Make your own wheel of dinner, wheel of fortune, wheel of lunch, wheel of whatever you want now!

Post your wheels to r/WheelDecide or our Twitter
Yours might be added to our Official Wheel Decide Wheels

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You'll have to take our word for it that the wheel landed on Something you CAN'T live without. Your browser cannot display the wheel of choices. Please upgrade to a newer browser that supports HTML5 (most new ones do). Wheel Decide would normally show a wheel right here with choices that you can set (lunch, games, dinner, anything!).

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Live polls

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Polls | Slido - Audience Interaction Made Easy

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Engage your audience with live polls. Ask your audience their opinion and display the results in real-time.

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Mad libs

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Powered by Aardgo

Mixing it up

Song Lyrics Generator

Have fun writing lyrics and experimenting with different musical styles. You can choose a musical genre or artist to inspire your creation, then you choose a few topics to write about and we map out a cool song based on your choices.

Quotes About Song Lyrics Generator

"This is what it came up with!!! omg soooo funny!"
"I love the lyrics! So inspirational!"
"Thanks, for letting me know about this lyric generator as it's pretty damn funny."
"I am forever amazed by the random stuff found on the internet."

How to write a song:

1. You choose a style.

2. You give us some keywords to play with.

3. We automatically create lyrics, a cover and a name for your single.

Masterpiece Generator refers to a set of text generator tools created by Aardgo. The tools are designed to be cool and entertain, but also help aspiring writers create a range of different media, including plots, lyrics for songs, poems, letters and names. Some generated content parodies existing styles and artists, whilst others are based on original structures.

Our first generator, Song Lyrics Generator was launched in 2002 as a student magazine project. After it proved popular, we expanded to include plots, and the project grew from there.

We're proud to see work we've helped you create pop up on blogs and in fun projects. We enjoy watching you read your creations on YouTube. We're currently developing a cool app based on our site.

Automatic Song Lyrics Generator - Song Maker - Song Generator - Song Creator - Make a Song Mashup - Song Ideas - Random Song Lyrics Generator - Online Song Writer

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Automatically generate lyrics using keywords of your choice. Select from a variety of styles and give us some ideas to work with or choose at random.

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Listening activities

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Here you can find activities to practise your listening skills. Listening will help you to improve your understanding of the language and your pronunciation.

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Msnati2018

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Quiz show, hangman, matching activities, name picker wheel, wordsearch, crossword, etc!

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Sts create poems ir short pieces of text to match a picture

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PIC-LITS.com is an e-learning website that utilizes photography and keywords to improve literacy skills via writing. It is a free teaching tool and student learning platform. With an emphasis on interactive, visual learning, the user is engaged and inspired.

A PIC-LIT is a combination of words placed on an image to capture the essence, story, and meaning of the picture. It can be a caption, a sentence, a story, a paragraph, a poem, a quotation, and more. You can create a PIC-LIT using Drag-n-Drop keywords or in Freestyle by typing your own words.

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PIC-LITS.com is an e-learning website that utilizes photography and keywords to improve literacy skills via writing. It is a free teaching tool and student learning platform. With an emphasis on interactive, visual learning, the user is engaged and inspired. A PIC-LIT is a combination of words placed on an image to capture the essence, story, and meaning of the picture.