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Book: English File: Pre-Intermediate: Student's Book

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Book: English File: Pre-Intermediate: Student's Book

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1.Ideas to transform English language learning experience via digital learning

a)Interactive Grammar Practice

Convert Exercise 2 & Practice 1 into a Google Form quiz with dropdown menus or multiple-choice for students to choose appropriate quantifiers. Insert audio for every question.

Immediate feedback after submission enhances understanding.

b)Gamified Grammar Review

Create a Quizizz or Kahoot game based on “some” vs “any” and quantifiers.

Add fun visuals to engage learners.

c)Real-World Task via Padlet Group Activity:

In groups, students create a short presentation video about “Healthy Eating Habit” using appropriate quantifiers.

E.g., “Eat plenty of vegetables,” “Avoid too much sugar.”

Encourage replies and likes to promote interaction. (engagement).

2.Two learning objectives that reflect Digital Learning aspect(s):

a) Identify the correct use of quantifiers ‘some’ and ‘any’ by completing an interactive self-check quiz with instant feedback.

b) Apply quantifiers such as some, any, a lot of, a few, etc in context by creating a short video on Flipgrid.

3.The edge that a mode can offer better than that of a conventional approach

Multisensory Input

Videos, audio clips, gifs, and interactive slides increase engagement and suit visual/auditory/kinesthetic learners better than textbook-only lessons.

Instant Feedback

Tools like Google Forms, Edpuzzle, or LMS quizzes provide immediate feedback, allowing for faster learning adjustments.

Trackable Progress

Teachers can monitor student work via platforms (e.g., Google Classroom, Moodle), making it easier to assess engagement and progress.

Learner autonomy / Personalisation

Students can rewatch explanations, take quizzes multiple times, and learn at their own pace.

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Class: TK1

Number of Students: 13

CEFR Level: A2-B1

Time: 2 hour

Transformed TESOL Unit: Music & Emotions (Speaking & Listening Focus)

Delivery Mode: Online/Virtual Learning (e.g., Zoom, Google Classroom, Padlet)

Introduction:

Begin the session by introducing the theme: Music and how it reflects emotions and identity.

Explain that music is a powerful medium for expression, and it can be used to develop both listening and speaking skills in English.

Step-by-Step Delivery (Online Mode):

Step 1 – Share Favourites (Input & Engagement):

Ask each student to share their favourite song or artist in the class forum (e.g., Padlet, Google Docs, or WhatsApp group).

Students must paste a link to the song (from YouTube/Spotify).

This activity promotes language input through authentic listening materials selected by the students themselves.

Why Online Mode Works Better:

Students can access songs anytime, replay parts, and explore music genres beyond the textbook. It personalizes learning and taps into real-world media.

Step 2 – Listening Session (Input):

During the live session (e.g., Zoom), choose 3–5 songs to play short clips (30 secs – 1 min).

Ask students to listen carefully and take notes on what they feel or think.

Language Input: Students are exposed to authentic accents, lyrics, and musical expressions.

Step 3 – Emotional Response (Output):

Ask students to write or record a short paragraph/speech on how their chosen song makes them feel.

They should use descriptive emotional vocabulary (e.g., nostalgic, excited, hopeful).

Language Output: This allows learners to express personal experiences with emotional language in writing or speaking form (voice notes).

Step 4 – Highlight and Explain (Output + Feedback):

Students highlight a favorite line or part of the melody and explain their choice (in class or via video).

Peers can comment or react using discussion boards or comment features (e.g., on Padlet or Google Docs).

Feedback Opportunities:

Peer feedback (comments and reactions)

Teacher can give targeted feedback via voice notes, rubrics, or written replies

Learning Objectives Achieved:

Promote student engagement and motivation through music.

Develop emotional and expressive vocabulary.

Enhance speaking and listening skills through real-world, authentic input.

Encourage peer interaction and cultural exchange in a safe online space.

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Book: New Headway English Course – Beginner by Liz and John Soars

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Book: New Headway English Course – Beginner by Liz and John Soars

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Idea: Quizlet Flashcard Practice

Learning Objectives:

Students will learn and understand the meaning of 8–10 common adjectives (e.g., hot, cold, big, small, lovely, horrible) through online flashcards with pictures and audio.

Students will use these adjectives to describe places or things in short sentences (e.g., “The café is small.” or “The soup is hot.”), using digital tools like Padlet or Flipgrid.

Age Group: A1 (Beginner) level learners (Teenagers Age 13)

In this activity, students use Quizlet to learn and practice vocabulary (adjectives). Referring/inspired taken from Unit 7, such as hot, cold, expensive, cheap, big, small. Each flashcard includes the word, a picture, audio pronunciation, and a sample sentence. Students study the words using different modes like flashcards, games (Match, Gravity), and quizzes. This helps them remember the vocabulary through repetition, visuals, and immediate feedback in a fun and interactive way.

Steps to conduct activity:

Mode: Online / Distance Learning

1. Create a Quizlet set with adjectives, images, audio, and example sentences from Unit 7.

2. Share the link with students through your online platform (Google Classroom, WhatsApp, etc.).

3. Students study independently using Flashcards, Learn, and Match modes (15–20 minutes).

4. Follow-up task: Students write or record 2–3 simple sentences using the new vocabulary.

5. Students submit work on Padlet on what do they think about the activity for sharing and peer learning.

6. Teacher gives feedback through comments or short video/audio replies.

7. (Optional) Review vocabulary in a live Zoom session with a Quizlet Live game or student sharing.

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BOOK 1B WORLD LINK | DEVELOPING ENGLISH FLUENCY

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BOOK 1B WORLD LINK | DEVELOPING ENGLISH FLUENCY

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Class: 5 Anggerik

Number of Students: 15

CEFR Level : B1

Date: 1 July 2025

Time : 9am-10am / 1 hour

The objective:

1. Student will be able to create and present digital self reflection that demonstrates understanding of vocabulary through personal expression.

2.Student will be able to give simple advice using modal verb.

The idea:

To tranform this lesson to digital learning experiences. I will integrate interactive platform such as:

a) padlets

b) canva

Through this platform they will work with the vocabulary for example ( get, join, quit, make, join and lose) on based on the topic in UNIT 7 : CHANGE Lesson A | I need a change.

The steps:

1. They will complete this activity using padlet sticky notes where they have to drag and drop the correct verb next to each image digitally.

2. Then they go to canva to create a short digital college or videoclip to express the two personal changes they would like express.

3. Finally they will have to post their work in padlets.

The Feedbacks:

Vocabulary Understanding was Achieved

Students accurately used verbs like get, quit, make, join, and lose in the Padlet activity.

They were able to match the verbs to appropriate sentences and images, showing comprehension.

Effective Use of Modal Verbs

Most students successfully used modal verbs such as should and want to when creating their digital reflections (e.g., I should lose weight, I want to get a new haircut).

This aligns well with the second lesson objective.

High Engagement with Digital Tools

Padlet and Canva made the lesson more interactive and student-centred.

Students were motivated to complete the tasks and enjoyed using the platforms to express their ideas.

Development of Personal Expression

The Canva collage/video task allowed students to connect vocabulary to their own lives.

They expressed real and relatable changes they want to make, enhancing personal relevance and critical thinking.

Collaborative and Supportive Environment

Peer interaction was observed, especially when some students needed help navigating Canva.

Students supported each other, building a cooperative classroom atmosphere.

Improved Digital Literacy

Most students were comfortable with Padlet and learned to use Canva effectively with some guidance.

This activity supported their development of 21st-century digital communication skills.

Lesson Objectives Were Met

Both intended outcomes – understanding vocabulary and giving advice using modal verbs – were clearly achieved.

The integration of tech tools added value and enriched the learning experience.

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Book: The New Headway English Course by Liz and John Soars

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Book: The New Headway English Course by Liz and John Soars

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Approach: Online learning

Location: Remote

Device: Digital

Delivery: Online

Communication: Synchronous & Asynchronous

CEFR level: B1 (Form 4)

Time: 10:30am - 11:30am (1 hour)

Learning objectives:

By the end of the lesson, students will be able to:

i) To identify the correct quantifier related to complaints by answering the quiz via Kahoot

ii) To create a video complaint using suitable quantifiers about a real service issue

The flow of the lesson:

a) The teacher posts a prompt: “What do people usually complain about?” on Google Doc.

b) The teacher introduces quantifiers as tools for clearer expression.

c) The teacher shares Google Slides or an interactive screen introducing key quantifiers with examples.

1. Input

a) Authentic Context:

- The teacher shares video clips of complaints in restaurants/hotels (YouTube). Students identify quantifiers/structures.

b) Interactive Vocabulary Practice:

- The teacher uses digital flashcards such as Anki or Quizlet. Add images (e.g., "too many cigarettes" vs. "a few") for visual reinforcement.

2. Output

- A teacher shares a prompt: "Imagine you just returned from a terrible trip. Record a 2-minute video complaint describing your experience. Use at least 3 quantifiers or more in your video."

- Demo: Play a 2-minute video complaint (teacher-created).

- Ask students to create a 2-minute video complaint responding to the prompt using webcam/phone. Remind the students to be persuasive.

- Instruct the students to paste the links to their videos to Padlet.

3. Feedback

- Peer feedback: Ask students to comment on 2 videos on Padlet by giving one strength + one suggestion.

- Teacher feedback: Timestamped comments (YouTube/Padlet).

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Course Book: English in Action - Barbara. H. Foley & Elizabeth. R. Neblett

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Course Book: English in Action - Barbara. H. Foley & Elizabeth. R. Neblett

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Class Profile

Class: Undergraduate students taking English as a Generic Subject

Level: B1 (Intermediate)

Number of Students: 40

Mode of Delivery: Online (Zoom – Synchronous)

Location: Remote

Devices Used: Digital (Laptop/Smartphone)

Lesson Duration: 2 hours (120 minutes)

Lesson Title:

Ordering Food in English: Building Confidence for Real-Life Restaurant Interactions

Problem Statement

Despite having intermediate English proficiency, students often experience anxiety or hesitation when speaking spontaneously, particularly in real-world contexts such as ordering food or making polite requests. While they may know relevant vocabulary, they frequently lack the fluency and confidence to apply it in live interactions.

Scenario Prompt

Your classmates are preparing to travel abroad for a university exchange program. They will need to order food in restaurants where English is the primary language. This lesson helps them learn how to order meals confidently, make polite requests, and respond appropriately in a dining setting.

Learning Objectives

By the end of this lesson, students will be able to:

1. Apply appropriate restaurant expressions and vocabulary during a simulated ordering task through live virtual role-plays using Zoom breakout rooms.

2. Analyse food-related details from a digital menu to make informed choices in interactive speaking activities.

Digital Tools Used:

Zoom: Live teaching, breakout room role-play, chat.

YouTube: Authentic modelling of restaurant dialogue.

Menu Image: Visual input during role-play simulation.

Kahoot: Gamified vocabulary and expression review

Lesson Procedure (Step-by-Step)

1.       Warm-Up & Context Setting (15 min)

Tools/Interaction: YouTube, Zoom breakout rooms

-          Students discuss favourite foods in small groups. Watch short YouTube clips of restaurant scenes.

2.       Language Input & Practice (20 min)

Tools/Interaction: Zoom screen share, oral drilling

- Teacher introduces key expressions (e.g., “I’ll have...”, “Can I get...”, “Anything to drink?”). Students repeat and practise.

3.       Teacher-Led Demo (20 min)

Tools/Interaction: Menu image, Zoom chat interaction

- Teacher role-plays as a waiter using a digital menu. Students respond in Zoom chat (e.g., asking prices, soup options).

4.       Student Role-Play (30 min)

Tools/Interaction: Zoom breakout rooms, pair speaking

- Breakout rooms: students work in pairs. One is the waiter, the other the customer. They switch roles halfway.

5.       Reflection & Feedback (15 min)

Tools/Interaction: Group discussion, teacher feedback

-          Students return to the main room. Discuss what language they used, what was difficult, and what went well.

6.       Review & Close (20 min)

Tools/Interaction: Kahoot quiz, final Q&A in Zoom

- Use Kahoot to review phrases and vocabulary. End with Q&A and motivational tips for speaking confidently.

Input Provided

Key phrases modelled and drilled by the teacher

Restaurant visuals (digital menu)

YouTube video clips for authentic exposure

Interaction Types

Pair speaking in breakout rooms

Chat participation

Group reflection and sharing

Live quiz participation

Feedback Methods

Teacher correction during and after role-play

Peer reflections during discussion

Kahoot scores as a formative assessment

Highlighting successful language use examples

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Book 3: World Link | Developing English Language Fluency

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Book 3: World Link | Developing English Language Fluency

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STEP:

A. Vocabulary Link (Fun Things to Do)

1. Intro to Vocabulary:

Teacher presents a video or interactive slides showing a fake website with 5 categories: Sports, Games, Arts & Crafts, Collections, Pastimes.

2. Clickable Website Activity:

Students click each category to learn new words (with audio, definition, example, image/GIF).

3. Drag-and-Drop Activity:

Students match vocabulary to the correct category using images.

4. Flashcards/Quizzes:

Use tools like Quizlet or LMS quizzes for vocabulary practice.

Students can make their own flashcards.

5. Forum Discussion:

Prompt: “What other activities can you add to each category?”

Students share ideas in a forum.

6. Add One More Item:

Use Jamboard/Padlet for students to add one new item per category collaboratively.

B. Favourite Examples (Writing Practice)

1. Asynchronous Writing:

Students write their favourite example for each category and submit it on the LMS.

2. Optional Live Show & Tell:

Students present and explain their favourites during a live video session.

3. Peer Review:

Students review each other’s writing using a simple rubric, focusing on vocabulary and sentence accuracy.

C. Pair Work (Speaking Practice)

1. Breakout Rooms:

Students are placed in small groups to guess each other's favourite activities using guided questions.

2. Support & Monitoring:

Teacher moves between rooms to give help and feedback.

3. Class Discussion:

After the activity, a few students share what they learned about their partners with the whole class.

Objectives:

By the end of this lesson, students will be able to:

1. Expand vocabulary related to sports, games, arts & crafts, collections, and pastimes using online collaborative tools (e.g., shared documents, digital whiteboards).

2. Discuss and exchange information about their personal hobbies and interests with peers in virtualforms breakout rooms, demonstrating appropriate use of vocabulary and question  related to leisure activities.

Input: Pre recorded videos

Interaction: Padlet collaboration

Feedback: Post activity share out