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1. Play a song or an audio track and students have mini-whiteboards/ iPads.

2. Teacher pauses the track randomly and students have to write the last word/ sentence they heard in the TL or translate into English.

3. Transcript is displayed on the board for immediate AfL, self, peer and/or teacher assessment and correction.

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1. Students are in 2 teams (A & B) and sit facing one another in 2 lines (old-school speed dating style!).

2. Team A begins asking the questions and Team B answer in the TL.

3. Teacher listens in to the live conversations and makes a note of 5 common errors on a post-it note.

4. Buzzer sounds and Team B moves 1 space/ chair to the right to change partners. Team A remain seated and the conversation begins again.

5. After a few times through, Team A and B will swap roles so all students have the chance to ask AND answer questions.

6. Teacher can do a 'KNOWLEDGE CHECK' at the start (to address common, prior misconceptions, mid-way through the activity in response to the live learning and/or at the end to inform future learning.

7. Extend this further and use Quizbot to download the audio for pronunciation feedback and practice outside of the classroom.

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1. Choose a WAGOLL/ model text in the TL and display on the whiteboard.

2. Use a native speaker/ teacher to read the text aloud and model the pronunciation.

3. Then whole-class and/or small group/partner activity where students read the text aloud in the TL.

4. Students take it in turns and can 'pass the reading' on to a peer in the class by shouting "Pain au chocolat/ Patatas + student name". The chosen student must then continue reading aloud from where the previous student stopped.

5. Teacher/ native speakers can be the 'adjudicator' and highlight pronunciation errors live on the whiteboard.

6. Students must repeat the text from top to bottom like this until the errors are corrected and the text is read aloud perfectly.

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1. Use NotebookLM to enter the common errors and misconceptions from a piece of written work your students have attempted.

2. Allow NotebookLM to generate a unique podcast discussing the common errors and misconceptions your students have made in their work.

3. Students listen individually or as a class (you could adapt the feedback and create a range of personalised podcasts for a group of students perhaps?)

4. As students listen to the feedback podcast, they must take their marking pens to try to proofread, identify the common errors and correct their own work or their partner's to improve the accuracy and their understanding of common misconceptions, e.g. accents, spelling of common words etc.

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