Input:

• Video Lessons: Provide engaging video lessons that introduce the vocabulary words in context. These videos can include visual aids, animations, and real-life scenarios to make the content more relatable.

• Flashcards: Use digital flashcards that include images, text, and audio pronunciation. Students can click on the words to hear how they are pronounced and see them used in sentences.

• Audio Features: Allow students to listen to the pronunciation of each word multiple times. This repetition helps reinforce their learning and improves their listening skills.

  Output

  Exercises:

  • Interactive Exercises: Create exercises where students match words to pictures, fill in the blanks, and type the correct words based on audio prompts. These activities help reinforce their understanding and usage of the vocabulary.

Immediate Feedback:

• Automated Quizzes: Use quizzes that provide instant feedback on correct and incorrect answers. This helps students learn from their mistakes and reinforces their understanding.

Difference:

Conventional Way: Reading and Writing skills

Digital learning: Reading, Listening and Writing skills

Two Learning Objectives:

1. Students will be able to pronounce and understand the meaning of new vocabulary words. This objective leverages multimedia resources to provide diverse and engaging input, enhancing students' listening and pronunciation skills (Purdue Online Writing Lab, n.d.; American Psychological Association, 2019).

2. Students will be able to apply new vocabulary words in context by completing interactive exercises given. This objective incorporates interactive and collaborative elements, allowing students to practice and reinforce their vocabulary usage while benefiting from instant and peer feedback (Purdue Online Writing Lab, n.d.; American Psychological Association, 2019).

Book named "New Headway English Course",unit select: UNIT 1 HELLO!

Step 2

Input: Need to let students master the Personal Pronoun like "am, is, are, my, you ,he, she......"and master the use of "this is ",then learn how to greeting。

Output: Students can finish the coursework in the book.

Feedback: Get feedback, to let students know if they were wrong.

Step 3

We can through video meeting like google meeting to teach, then use quizlet or other online tools to practice, so they can get immidiate feedback.

Step 4

Make online test, testing their accessibility and then summarize the class, help students those who have some difficulties on the class,and leave homeworks.

Interactive Multimedia Content

• Videos and Animations: Create engaging videos and animations that explain the internal parts of the human body and associated diseases. Eg: 3D models and simulations

• Interactive Diagrams: interactive diagrams where students can click on different parts of the body to learn more about them. Genially

Podcasts and Audio Lessons

• Vocabulary Practice: audio recordings of the vocabulary words and their pronunciations.

• Medical History Discussions: Record discussions or interviews with medical professionals about medical history and common diseases.

Output

Online Quizzes and Tests

• Interactive Quizzes: Use Kahoot, Quizlet, or Google Forms to create quizzes to test students' knowledge of the internal parts of the human body and associated diseases.

• Discussion Forums- Padlets

  
  

Assignments and Projects

• Presentations: create presentations on specific diseases, their symptoms, and treatments. They can use tools like PowerPoint, Prezi, or Google Slides to create and share their presentations.

• Creative Projects: create posters, infographics, or videos that explain medical conditions and their impact on the body. .

  
  

Role-Playing and Simulations

• Doctor-Patient Role-Playing: Organize role-playing

• Virtual Simulations: Use virtual simulation tools to create scenarios

Feedback

Automated Feedback

• Instant Feedback on Quizzes: Use learning management systems (LMS) like Moodle, Canvas, or Blackboard to provide instant feedback on quizzes and tests.

  
  

Instructor and Peer Feedback

• Group Discussions: group discussions and provide feedback to their peers (Zoom)

  
  

Learning objectives

1. By the end of the lessons, students will be able to identify and describe the internal parts of the human body and associated diseases using interactive multimedia content.

   
   

2. By the end of the lessons, students will be able to understand the type of human diseases and its medical conditions with peers through online discussion forums and role-playing activities.

   
   

1. By the end of the lesson, students should be able to name the 7 classes of food through interactive lessons.

2. By the end of the lesson, students should be able to understand the examples of food for each nutrient through interactive games.

Input:

Explanation: Show videos and audio resources related to healthy diets.

Digital Tool: Use YouTube, Google images and PowerPoint slides

Output: Interactive learning

Explanation: Encourage students to produce language through speaking and writing activities.

Digital Tool: Genially

Application: In Genially – specifically Snakes & Ladders, we show them bread, they will name the type of nutrient.

Feedback:

Explanation: Teachers can give immediate feedback to students. (Padlet)

Digital Tool: Padlet

Application: By the end of the lesson, teacher should post questions related to “Healthy Diet” on Padlet. For instance, name 7 classes of food. Students will answer accordingly on Padlet. Hence, teachers can provide constructive and immediate feedback to students.

Skills: Listening and Writing

Learning Objectives:

1. By the end of the lesson student will be able to understand the telephone conversation in an English native audio using multimedia tools.

2. By the end of the lesson students will be able to collaborate in a virtual breakout room to complete group task by transferring the information into writing form by using appropriate grammar in construction sentences via Padlet.

Pre-Lesson Preparation - Upload materials to a centralized platform which is Google Classroom. Use a video to gauge students’ prior knowledge and interests to introduce today’s topic.

During the Lesson- Students will access the listening audio uploaded through their own device. The question will be uploaded in Google Form. While listening they will fill out the answers, and immediate feedback will be provided as soon as students submitted the answers. This method can be done in class and online.

Post-Lesson Follow-Up - Assign homework or extension activities that encourage independent practice at home relate to the lesson. Padlet will then be used for the second section for the writing.

Facilitate guided practice through collaborative tasks and discussions. Monitor participation and provide immediate feedback.

Learning objectives:

1. By the end of the lessons, students will be able to identify and match at least five verb and adverb combinations related to movement through interactive digital quizzes

2. By the end of the lesson, students will be able to create a short digital adventure story using multimedia tools.

   
   

Input:

• Multimedia flashcards: Tools like Quizlet or Kahoot with images, audio, and example sentences to provide more understanding.

• Gamified vocabulary challenges: Compete in quizzes on verb and adverb pairings, making learning dynamic and fun.

Output:

• Collaborative digital story creation: Students collaborate in Canva or Google Docs to write short adventure stories, embedding target vocabulary.

  
  

Feedback:

• Instant Quizzes: Tools like Kahoot and Quizlet give immediate feedback on vocabulary exercises, and in Canva, peer feedback is provided through comments.

  
  

LO: By the end of the lesson,

1. Students will be able to read the text correctly individually.

2. Students will be able to answer 4 out of 5 questions related to the text correctly individually.

Input:

1. create interactive PDF based on the text.

2. Incorporate multimedia elements such as videos, audio clips, infographics, and animations.

3. use text to speech tools to help students with unfamiliar words.

Output:

1. Use quizziz to answer comprehension questions related to the text.

2. Create a short video with flipgrid and talk about their experience with technology.

Feedback:

1. use quizziz results to keep track of students performance.

2. use padlet to write reflection and comment for peer reflection.

1. Incorporate a short English video about foreign vacation destinations before class, allowing students to watch it beforehand and get a preliminary understanding of vacation-related English expressions.

2. Include more realistic images in vocabulary teaching.

3. Utilize the zoom and annotation features of the digital textbook to explain unit vocabulary and grammar in detail.

Output:

Students will be divided into groups for video discussions, with each person sharing their own vacation experience in English. Group members will ask and answer questions, and the teacher will circulate among the groups to provide guidance, correcting pronunciation and expression errors.

Feedback:

Use tools like the "Xiaoyuan Sousuo Teacher Edition" to assign after-class assignments. These tools can automatically correct objective questions and generate detailed learning analysis reports, providing a clear understanding of students' grasp of knowledge points, such as which vocabulary or grammar errors are more common, so that targeted explanations can be provided.

Goals:

1. Students can use online learning platforms and digital resources to independently expand their English knowledge related to the vacation theme, such as understanding the vacation cultures and customs of different countries, and can make simple introductions in English, cultivating their ability to explore and expand knowledge independently.

2. Use digital tools to grasp students' learning progress in a timely manner.

1. input: Enhance exposure to language

   a) Interactive readings: Use Google Docs to allow learners to highlight the texts collaboratively.

   b) Multimodal input: Provide audio versions of texts using text-to-speech-tools and include video explanations with visual cues for discourse markers. (use elevenlabs)

   c) Adaptive learning tools: Use platforms like ReadTheory to adjust the text difficulty based on learners' progress, providing scaffolded exposure.

   
   

2. Output:

   a) Discussion forums (asynchronous output): learners' post the text that they analyse on disccussion boards (Padlet), focusing on referencing words, discourse markers and logical infrences.

   b) Synchronous Collaboration (Real-time Output): Use Google Docs for group text analysis activities.

   c) AI Writing Assistants: Tools like ChatGPT to help learners refine their explanations when identifying fact vs. opinion.

   
   

3. Feedback:

   a) AI Immediate Feedback: Digital quizzes (Google Forms, Quizizz) provide instant correction and explanations.

   b) Peer Feedback: Students use annotation tools or forums for peer review of their analyses.

   
   

Lesson Objective:

Students will describe a living room using "There is/are" and "any" correctly in spoken and written forms.

Lesson Flow:

1. Warm-Up (10 mins) - Input & Engagement

Mode: Asynchronous (Pre-recorded video or audio)

• Show an image of Nicole’s living room (from the material).

• Play T8.3 audio and ask students to listen and note what furniture/items Nicole has.

• Task: Ask students to complete the missing words in the provided text (self-paced).

2. Presentation (15 mins) - Grammar & Vocabulary

Mode: Interactive digital slides or PDF

• Explain "There is/are" and "any" using Nicole’s living room as an example.

• Provide more living room images with descriptions.

• Use Edpuzzle or Google Forms for a quick comprehension quiz.

3. Practice (15 mins) - Speaking & Writing

Mode: Student output using text/audio/video

• Option 1 (Low-Tech): Students send SMS/WhatsApp messages describing their living room.

• Option 2 (Online):

  • Writing: Post on Padlet describing their room.

  • Speaking: Record and upload on Flipgrid (if connectivity allows).

• Pair students to ask & answer “Is there a…?” and “Are there any…?” via text/audio messages.

4. Feedback & Review (10 mins)

Mode: Teacher-led or AI-supported correction

• Use Grammarly for text responses and Speechling for pronunciation practice.

• Teacher provides audio feedback via WhatsApp or comments on Padlet/Flipgrid posts.

5. Homework (Optional)

• Offline Option: Write five sentences describing their dream living room.

• Online Option: Create a Google Slides presentation with pictures and a recorded description.

Level: Beginner (Young Learners)
Skills Focus: Speaking & Vocabulary

Setting: BYOD Classroom
Duration: 60 minutes
Digital Tools: ELSA Speak, British Council – LearnEnglish Kids, Google Slides, Padlet

Lesson Objectives:

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

1. Identify and describe basic emotions (happy, afraid, angry, sad).

2. Use simple sentences to express how they feel.

Lesson Stages & Activities:

1. Warm-up (10 min) – Animated Story & Discussion

📌 Tool: British Council – LearnEnglish Kids (Emotions Video)

• Teacher plays a short animated video about emotions from LearnEnglish Kids.

• Students discuss: “How do you feel today?” using sentence frames:

  • “I feel ______ because ______.”

• Teacher shows Google Slides with different emotion words and images.

2. Vocabulary & Pronunciation Practice (15 min) – AI Speech Recognition

📌 Tool: ELSA Speak

• Students open ELSA Speak and practice saying emotion words (happy, afraid, angry, sad).

• ELSA Speak gives pronunciation scores and feedback.

• Teacher models full sentences, and students repeat using ELSA Speak:

  • “I feel happy when I play with my friends.”

3. Speaking Practice (25 min) – Interactive Role Play

📌 Tool: British Council – LearnEnglish Kids Games & ELSA Speak

• Game: Students play an online matching game (faces with emotions) on LearnEnglish Kids.

• Speaking Task: Students record a short sentence on ELSA Speak:

  • “I feel ______ because ______.”

• Pair Work: Students listen to each other’s sentences and give feedback using Padlet.

4. Reflection & Feedback (10 min) – Self-Assessment & AI Review

📌 Tool: Padlet / Google Forms

• Teacher Feedback – Listens to students' recordings on ELSA Speak and provides comments.

• Self-Assessment: Students reflect using Google Forms:

  • “What new word did you learn today?”

  • “How did ELSA Speak help you?”

• Peer Review: Students listen to a partner’s recording and write one positive comment on Padlet.

Assessment & Feedback

✅ AI Feedback – ELSA Speak provides pronunciation scores.
✅ Teacher Feedback – Comments on students' recordings.
✅ Peer Feedback – Students comment on each other’s work.

Why This eLearning Approach Works Better Than Traditional Methods?

✔ More Speaking Opportunities – AI & video tools help even shy students practice.
✔ Instant Feedback – ELSA Speak provides real-time pronunciation correction.
✔ Engaging & Interactive – Games and videos make learning fun.

Benefits and Importance of the Transformations:

1. Enhanced Input through Multimedia & Interactive Content

• Video-based Learning: Use animated videos or real-life scenarios to illustrate different emotions in varied contexts. Platforms like British English for Kids, BBC Learning English or Elllo.org provide authentic content. (strictly under teacher supervision when in classroom / under parents supervision when at home)

• Gamified Learning: Apps like Kahoot! and Quizizz offer emotion-based vocabulary games, reinforcing understanding interactively. (in classroom)

2. Facilitating Output through Speaking Activities

Immediate & AI-enhanced Feedback

• Speech Recognition Technology: Apps like ELSA Speak and Google Read Along provide instant pronunciation feedback, ensuring students' spoken English improves. (strictly under teacher supervision when in classroom / under parents supervision when at home)

4. The Edge Over Conventional Approaches

• Personalized Learning Paths: AI-driven platforms adapt tasks based on individual proficiency, unlike traditional classrooms where instruction is generalized.

• Greater Engagement & Accessibility: Students can learn and practice anywhere, reducing anxiety about speaking in front of peers.