This ebook is 53 pages long and was originally published in 2009 so some of thetools are a bit out of date, but the ideas can still be used. This document is intended as simple introduction to some free Web 2.0 type tools that can be used by teachers who are interested in using technology in language teaching. The tools presented here are just the tip of the iceberg and this should not be considered in anyway conclusive or even the ʻbest ofʼ Web 2.0 tools. New tools are emerging all the time, many not originally intended for education, but which can be put to good use by students and teachers alike to extent opportunities, enhance learning potential and develop the level of digital literacy that students will need for the 21st century.

TED Ed is a great tool for creating online lessons around videos. It enables you to structure a sequence of interactive activities around the video clip that guides the viewer towards a deeper understanding of the content. It’s an ideal tool for building blended learning. In this document you can find: -: a step by step guide showing how to use it -: a video tutorial that shows you how to make the activities -: some suggestions and ideas for using it in the classroom or as part of an online course.

This book is a wonderful collection of 20 stories from teachers around the world. Each one describes how they try to be genuine in their interactions with their students and how they try to model the practices they promote. The stories come from teachers of all levels, ages and grades. The book displays the wide range of diversity that exists in both the classrooms and the way teachers approach their profession around the world. Edited by Adelina binte Asmawi George M Jacobs Guo Qingli Willy A Renandya Foreword by Alan Maley

This ebook is 53 pages long and was originally published in 2009 so some of thetools are a bit out of date, but the ideas can still be used. This document is intended as simple introduction to some free Web 2.0 type tools that can be used by teachers who are interested in using technology in language teaching. The tools presented here are just the tip of the iceberg and this should not be considered in anyway conclusive or even the ʻbest ofʼ Web 2.0 tools. New tools are emerging all the time, many not originally intended for education, but which can be put to good use by students and teachers alike to extent opportunities, enhance learning potential and develop the level of digital literacy that students will need for the 21st century.

In this lesson students will find out about body language and its impact on communications. They will have the opportunity to try to use body language and they will carry out online research to find out how well people consciously understand body language. The materials in this plan can be used in different ways. The first three tasks of the plan can be used independently as a simple reading and discussion class. The last two research tasks can be used independently as follow up tasks or you could use both. These tasks are likely to take longer and could be set as homework, independent study tasks or as projects. Both of these tasks will require internet access. This lesson contains five tasks: -: A discussion task which encourages students to think about their existing understanding of body language. -: A reading task which develops students' abilities to understand visual information. -: A discussion task which gives students the opportunity to formulate a personal response to the information they have studied. -: An online research task which guides students through the process of researching and corroborating the credibility of online information. -: An online research task which guides students through the process of creating research and disseminating the results. The input for the lesson is based around an infographic on body language.

In this lesson students will explore their attitudes to buying clothes and find out about the costs and environmental impact of producing clothes. They will do this by studying an infographic about the USAgain clothes recycling project, discussing the content and implications of the graphic and researching some of the background to the problem. The materials in this plan can be used in different ways. The first four tasks of the plan can be used independently as a simple reading and discussion class. The last three research tasks can be used individually as follow up tasks or you could use all three. These tasks are likely to take longer and could be set as homework or independent study tasks. This lesson contains seven tasks: A pre reading task which encourages students to think about their existing clothes buying habits and attitudes. A reading task which develops students abilities to scan text for specific information. A quiz creation task which encourages students to ask questions about a text. A post reading task which gives students the opportunity to formulate a personal response to the information they have studied. A social media research task in which students create a digital questionnaire to research the opinions of their peers. A writing task that develops students abilities to extract information from infographics and use it to create a persuasive text. An online research task which guides students through the process of researching an environmental problem.

In the lesson students will learn some amazing facts about hair and the historical significance it has had in different cultures around the world. They will also learn to challenge and question the accuracy of information they find online. This lesson contains seven tasks: A discussion task which gets students thinking around the topic. A reading task which develops students’ abilities to use text to check information. A reading task which encourages students to develop deeper comprehension. A discussion task which gives students the opportunity to formulate a personal response to the information they have studied. An online research task which guides students through the process of researching and corroborating the credibility of online information. An online research task which guides students through the process of creating research and disseminating the results. A research task which develops students’ abilities to use social media to carry out research. The materials in this plan can be used in different ways. The first four tasks can be used independently as a simple reading and discussion class. The last three tasks are research tasks. These are the tasks that push students to develop their digital literacies most. It’s not necessary to use all the tasks. These tasks are likely to take longer and could be set as homework, independent study tasks or as projects and followed up in the classroom. The research tasks will all require internet access.

This lesson is based on an infographic about the characteristics of introverts and extroverts and how these factors effect the kinds of work they choose to do. In the lesson students will explore their views of what makes someone an introvert or extrovert. They will study an infographic which links the characteristics of each to different types of jobs and reflect on how the information applies to their own lives. The plan includes a number of research tasks that develop students’ abilities to create and carry out online research and create online questionnaires. There is also a reporting tasks which help student to develop the ability to analyze, synergize and share information as written text. The files include a complete step by step lesson plan with printable worksheet and a presentation.

This lesson plan is based on an infographic that reports on a survey into advertising, people’s attitudes to it and how it influences them. Aims: To develop students’ abilities to think critically and form informed opinions. To develop students’ abilities to study and research effectively using digital tools. To develop students’ abilities to read and understand visual information. To develop students’ abilities to check the credibility of online information. To develop students’ abilities to carry out online research and to represent their findings visually. To develop students’ abilities to extract information from research and create informative text based on their findings. The materials in this plan can be used in different ways. The first four tasks can be used independently as a simple reading and discussion lesson. The final four tasks can be used selectively to develop various digital skills. This lesson contains eight tasks: A discussion task that gets students thinking about advertisements and how they influence their behavior. A reading task that develops students’ abilities to scan text for specific information A reading task that develops students’ abilities to check and confirm information. A discussion task that gives students the opportunity to reflect on the information and apply it to their own lives. A social research task that gets students to create an online questionnaire to find out about people’s attitudes to advertising. A research task that gets students to check the accuracy of information .A research task that gets students to research the advertising techniques used by various companies. A writing task that gives students the opportunity to consolidate their learning in the form of a blog article.

This lesson is based on an infographic about the characteristics of introverts and extroverts and how these factors effect the kinds of work they choose to do. In the lesson students will explore their views of what makes someone an introvert or extrovert. They will study an infographic which links the characteristics of each to different types of jobs and reflect on how the information applies to their own lives. The plan includes a number of research tasks that develop students’ abilities to create and carry out online research and create online questionnaires. There is also a reporting tasks which help student to develop the ability to analyze, synergize and share information as written text. The files include a complete step by step lesson plan with printable worksheet and a presentation.

“Behind every closed window there is a story.” This lesson is based around a single image of a window with the shutters closed. The lesson includes a variety of discussion and conversation tasks that you can use to get students thinking and talking about the image. These are followed by language focus tasks and some more creative tasks. Finally, there are some suggestions for digital creation and research follow-up tasks. It’s not necessary to use all of the tasks in the plan, you can choose to use any of the tasks individually or change the order of the tasks depending on the approach you want to take and the level of your students.

This lesson is based on an infographic about magnets. The infographics contains a range of facts and statistics as well as some information about magnets and how they are used. In the lesson students will find out about the different uses of magnets and why they are so important. The plan also includes a number of research tasks that develop students’ abilities to create and carry out online research, create online questionnaires and share their research by creating infographics, presentations and reports. The files include a complete step by step lesson plan with printable worksheet and a presentation.

In the lesson students will find out about the different things people usually have for breakfast in different countries and they will develop an awareness of the importance of having a good breakfast. Aims: To develop students’ abilities to think critically and form informed opinions. To develop students’ abilities to understand statistical information. To develop students’ abilities to check the credibility of online information. To develop students’ abilities to carry out and create online research and to represent their findings visually. To develop students’ abilities to extract information from research and create informative text based on their findings.

This lesson is based on an infographic about happiness and the factors that effect our happiness.In the lesson students will explore their views of what makes them happy and discover some of the science behind what happiness is and the factors that create and effect it. Aims: To develop students’ abilities to study and research effectively using digital tools. To develop students’ abilities to read and understand visual information. To develop students’ abilities to check the credibility of online information. To develop students’ abilities to carry out online research and to represent their findings visually. To develop students’ abilities to extract information from research and create informative text based on their findings. The materials in this plan can be used in different ways. The first four tasks can be used independently as a simple reading and discussion lesson. The final five tasks can be used selectively depending on the aims of your lesson. This lesson contains nine tasks: A discussion task which gets students thinking around the topic. A reading task which develops students’ abilities to check information. A reading task which encourages students to look more carefully at the information. A discussion task which gives students the opportunity to formulate a personal response to the information they have studied. A research task which gets students to check and explore the authenticity of sources. A research task which gets students to check the validity of the information in the infographic. A research task which gets students to find out more about Maslow and the hierarchy of needs. A social research task which gets students to create an online questionnaire to research happiness. A writing task which gives students the opportunity to consolidate their learning in the form of a magazine article.

This lesson is based on an infographic about magnets. The infographics contains a range of facts and statistics as well as some information about magnets and how they are used. In the lesson students will find out about the different uses of magnets and why they are so important. The plan also includes a number of research tasks that develop students’ abilities to create and carry out online research, create online questionnaires and share their research by creating infographics, presentations and reports. The files include a complete step by step lesson plan with printable worksheet and a presentation.

This lesson is based on a single image of a girl sitting in the forest with a tiger. The lesson includes a variety of discussion and conversation tasks that you can use to get students thinking and talking about the image. These are followed by language focus tasks and some more creative tasks. As well as vocabulary, the plan can be used to practice ‘present continuous’, ‘present perfect continuous’ or ‘second conditional’. Finally, there are some suggestions for digital research and creation follow-up tasks. It’s not necessary to use all of the tasks in the plan, you can choose to use any of the tasks individually or change the order of the tasks depending on the approach you want to take and the level of your students.

‘Okay Goldilocks. How do you like it?’ This lesson is based on a single image of a bear lying in bed surrounded by books. The lesson includes a variety of discussion and conversation tasks that you can use to get students thinking and talking about the image. These are followed by language focus tasks and some more creative tasks. Finally, there are some suggestions for digital research and creation follow-up tasks. It’s not necessary to use all of the tasks in the plan, you can choose to use any of the tasks individually or change the order of the tasks depending on the approach you want to take and the level of your students.

This lesson is based on a single image of a girl standing alone at night by a shop window. Her facial expression is ambiguous and it’s not clear why she is there. The lesson includes a variety of discussion and conversation tasks that you can use to get students thinking and talking about why she is there and how she feels. These are followed by language focus tasks and some more creative tasks. Finally, there are some suggestions for digital research and creation follow-up tasks. It’s not necessary to use all of the tasks in the plan, you can choose to use any of the tasks individually or change the order of the tasks depending on the approach you want to take and the level of your students.

This lesson plan is based on an infographic that reports on a survey into advertising, people’s attitudes to it and how it influences them. Aims: To develop students’ abilities to think critically and form informed opinions. To develop students’ abilities to study and research effectively using digital tools. To develop students’ abilities to read and understand visual information. To develop students’ abilities to check the credibility of online information. To develop students’ abilities to carry out online research and to represent their findings visually. To develop students’ abilities to extract information from research and create informative text based on their findings. The materials in this plan can be used in different ways. The first four tasks can be used independently as a simple reading and discussion lesson. The final four tasks can be used selectively to develop various digital skills. This lesson contains eight tasks: A discussion task that gets students thinking about advertisements and how they influence their behavior. A reading task that develops students’ abilities to scan text for specific information A reading task that develops students’ abilities to check and confirm information. A discussion task that gives students the opportunity to reflect on the information and apply it to their own lives. A social research task that gets students to create an online questionnaire to find out about people’s attitudes to advertising. A research task that gets students to check the accuracy of information .A research task that gets students to research the advertising techniques used by various companies. A writing task that gives students the opportunity to consolidate their learning in the form of a blog article.

This lesson has been designed for online or face-to-face delivery. In this lesson, students share their experiences of doing interviews for jobs or college. They discuss the kinds of questions they may be asked at a job interview and listen to some example questions and answers. They also look at some examples of good and bad body language. They finish by role playing an interview for a job they would like. Aims: To develop students’ ability to do job interviews in English. To develop students’ understanding of body language. To help students understand the types of questions they may have to answer in a job interview. Level: Low intermediate + (A2/B1) Materials: Digital presentation: Demo Copy Pronunciation activity: https://bit.ly/interview-dict Printable presentation (PDF) Audio files (Zip mp3 x 2)