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    ICT learning activities

ICT learning activities

This collection of Open Educational Resources (OER) showcases some of the ways in which ICT can be integrated into language teaching. The activities have been prepared by workshop participants in ICT-REV workshops and are ready to use in class. Select a suitable activity with the help of the filters in the right hand panel (e.g. age of learners, language level, duration). Feel free to adapt and re-share the activity. The authors and the ICT-REV team would be grateful for any comments. You can also suggest a learning activity to be added to the collection.
Click here to explore the inventory of freely available online tools and OERs for language teaching and learning!

www.ecml.at/ICT-LA

 
1 
6 learning activities in total
Pages count: 1

Workplace Communication: Reading Emotions and Body Language

Created by Angela Pirlog, Nadejda Bacimanova, Mhd Ghaith Alturjman, Judit Oromszegi, Janos Farkas (Hungary and Moldova)

This activity helps B1-level adult learners in a Business English class develop emotional intelligence and workplace communication skills. Through video analysis, digital tools, and group collaboration,pair-work, learners interpret body language, build business vocabulary, and explore solutions to professional conflicts in multicultural settings.

View details

YouTube Kahoot Mentimeter LearningApps AnswerGarden WordArt Wordwall

ICTREVTeachingMaterialID=34
Creators=Angela Pirlog, Nadejda Bacimanova, Mhd Ghaith Alturjman, Judit Oromszegi, Janos Farkas (Hungary and Moldova)
Creators=
LangTarget=EN
LangTeacher=0
LangStudent=EN
Age=19-25 26-64 65+
CEFR=B1
Outcomes=- Use vocabulary related to business environment, workplace emotions, problem-solving, and collaboration. - Recognise and interpret emotional cues (body language, facial expressions, tone) in the workplace. - Brainstorm solutions to the problem.
Skills=Listening Speaking Vocabulary Intercultural Interaction
Duration=60-90
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=This activity helps B1-level adult learners in a Business English class develop emotional intelligence and workplace communication skills. Through video analysis, digital tools, and group collaboration,pair-work, learners interpret body language, build business vocabulary, and explore solutions to professional conflicts in multicultural settings.
Doc1=/Portals/1/documents/ICT/teaching-materials/1.13 English-Workplace-Communication_B1_Different-Skills_23072025_053058.pdf?ver=fh-G_zLkydj8FmAupLW8KA%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/1.13 English-Workplace-Communication_B1_Different-Skills_23072025_053058.docx?ver=eypqD5kqSR_vTAYCF6-GrQ%3d%3d

Using ICT tools to understand a short story

Created by Jane Lambourne, Ingela Persson Ed, Camilla Fahlstad (Sweden)

In this activity, students explore a short story using ICT tools to enhance comprehension. They generate vocabulary lists, summaries, character visuals, and presentations with AI, fostering reading skills, digital literacy, critical thinking, and creative collaboration through interactive group work.

View details

Sway Quizlet Mentimeter ChatGPT Quillbot

ICTREVTeachingMaterialID=32
Creators=Jane Lambourne, Ingela Persson Ed, Camilla Fahlstad (Sweden)
Creators=
LangTarget=EN
LangTeacher=0
LangStudent=
Age=11-18
CEFR=A2 B1 B2
Outcomes=- Reading and understanding a text. - Critical thinking. - ICT skills: considering Role, Task, Goal and Context to create a clear prompt and get the right response from the AI.
Skills=Listening Reading Writing Vocabulary Pronunciation Interaction
Duration=120+
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=In this activity, students explore a short story using ICT tools to enhance comprehension. They generate vocabulary lists, summaries, character visuals, and presentations with AI, fostering reading skills, digital literacy, critical thinking, and creative collaboration through interactive group work.
Doc1=/Portals/1/documents/ICT/teaching-materials/1.11 English-Understanding Linguistic Patterns in Popular Media-DifferentSkills_N.pdf?ver=iE1dvMUiD21cQES6WQllpw%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/1.11 English-Understanding Linguistic Patterns in Popular Media-DifferentSkills_N.docx?ver=AoIjTDM5VR6e0algjDv7NA%3d%3d

Cashless society

Created by Iria, Marios, Eliana, Avgi (Cyprus)

This learning activity focuses on learners aged 11-18, 19-25, 26-64, and 65+. It seeks to enhance critical thinking, vocabulary about money/payment methods, and the ability to express opinions. Using Mentimeter, Wordwall, and Tricider, the activity is conducted over two 45-minute lessons and involves brainstorming, vocabulary enrichment, reading comprehension, and article production.

View details

Mentimeter Tricider Wordwall

ICTREVTeachingMaterialID=30
Creators=Iria, Marios, Eliana, Avgi (Cyprus)
LangTarget=Toutes les langues Toutes les langues EN
LangTeacher=0
LangStudent=EN
Age=11-18 19-25 26-64 65+
CEFR=B2 C1
Outcomes=- learning vocabulary about money/payment methods; - developing critical thinking; - expressing one’s opinion; - producing an essay/article.
Skills=Speaking Reading Writing Vocabulary
Duration=90-120
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=This learning activity focuses on learners aged 11-18, 19-25, 26-64, and 65+. It seeks to enhance critical thinking, vocabulary about money/payment methods, and the ability to express opinions. Using Mentimeter, Wordwall, and Tricider, the activity is conducted over two 45-minute lessons and involves brainstorming, vocabulary enrichment, reading comprehension, and article production.
Doc1=/Portals/1/documents/ICT/teaching-materials/1.4 English-reading-vocabulary - Cashless society_190525_20052025_085328.pdf?ver=axncsURO2iTjk04iPSvyAw%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/1.4 English-reading-vocabulary - Cashless society_190525_20052025_085332.docx?ver=gExGZzGa6q-ZWItKQsMiQw%3d%3d

“Many people think that it is better to eat organic food. What is your opinion?”

Created by Euripides Karaolis & Andry Hadjicharou

This activity thematizes whether it is better to eat organic food. It caters to different age groups and focuses on speaking skills and using the tools Padlet, Tricider, and Mentimeter. It involves expressing opinions and understanding the concept of organic food. Its duration is some 80 minutes.

View details

Padlet Mentimeter Canva Tricider

ICTREVTeachingMaterialID=25
Creators=Euripides Karaolis & Andry Hadjicharou
Creators=
LangTarget=Toutes les langues Toutes les langues EN
LangTeacher=0
LangStudent=EN
Age=11-18 19-25 65+
CEFR=B1
Outcomes=- Expressing opinions; - Understanding the concept of organic food; -Comparing organic and non-organic food.
Skills=Speaking
Duration=60-90
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=This activity thematizes whether it is better to eat organic food. It caters to different age groups and focuses on speaking skills and using the tools Padlet, Tricider, and Mentimeter. It involves expressing opinions and understanding the concept of organic food. Its duration is some 80 minutes.
Doc1=/Portals/1/documents/ICT/teaching-materials/1.3 English-oral skills - Many people think that it is better to eat organic food_190525_20052025_084728.pdf?ver=An8TdRsmVdsnz4dWbxan9w%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/1.3 English-oral skills - Many people think that it is better to eat organic food_190525_20052025_084731.docx?ver=f76FE2hgou1rvbMMxZ2p5Q%3d%3d

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How well do you know me?

Created by Artemis Anagnostopoulou, Anna Varna, Stavroula Lagou, Sofia Syrmakesi, Georgia Tsouma (Greece)

This learning activity is to be held at the end of an Erasmus+ meeting, thought for 25 students (hosts and visitors) divided into five groups. Each group choosing a member to describe in 50 words, focusing on their unique traits. They then convert the text to audio using TTSMaker, upload it Padlet, and allow peers to guess and comment on the identities.

View details

Padlet Mentimeter TTS Maker

ICTREVTeachingMaterialID=19
Creators=Artemis Anagnostopoulou, Anna Varna, Stavroula Lagou, Sofia Syrmakesi, Georgia Tsouma (Greece)
Creators=
LangTarget=Toutes les langues Toutes les langues EN
LangTeacher=0
LangStudent=EN
Age=11-18
CEFR=A1 A2
Outcomes=- Learning how to describe. - Guessing by hints, - Use of ICT. - Development of writing skills in English. - Negotiation skills. - Critical thinking and argumentation skills. - Creating bonds between pupils. - "Netiquette": no offensive descriptions.
Skills=Listening Speaking Reading Writing Vocabulary Intercultural Plurilingual
Duration=30-60
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=This learning activity is to be held at the end of an Erasmus+ meeting, thought for 25 students (hosts and visitors) divided into five groups. Each group choosing a member to describe in 50 words, focusing on their unique traits. They then convert the text to audio using TTSMaker, upload it Padlet, and allow peers to guess and comment on the identities.
Doc1=/Portals/1/documents/ICT/teaching-materials/1.8. English_Diff-skills_A1-2_How-well-do-you-know-me_06052025_103325.pdf?ver=RDWTvgqWtgShEm8EePM2Pw%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/1.8. English_Diff-skills_A1-2_How-well-do-you-know-me_06052025_103325.docx?ver=0VTKzmyrDnjNmicZPFWn_A%3d%3d

Weathering the words: Talking about forest fires and extreme weather

Created by Alexandra das Neves, Carolina Machado, Lurdes Seidenstricker (Portugal)

In this lesson, A2/B1 learners will explore the vocabulary of extreme weather, focusing on forest fires. Through interactive video activities, discussions, and creative tasks, students will develop practical language skills for discussing real-world environmental issues

View details

Mentimeter Edpuzzle Canva Google Forms

ICTREVTeachingMaterialID=14
Creators=Alexandra das Neves, Carolina Machado, Lurdes Seidenstricker (Portugal)
Creators=
LangTarget=Toutes les langues Toutes les langues DE
LangTeacher=0
LangStudent=EN
Age=11-18 19-25 26-64 65+
CEFR=A2 B1
Outcomes=1. Understand and use key vocabulary related to extreme weather and forest fires, including words like <<Waldbrand>>, <<trocken>>, and <<Feuerwehr>>. 2. Comprehend and respond to simple spoken and written texts on the topic of extreme weather, including a video about extreme weather events. 3. Engage in basic discussions about the causes, consequences, and prevention of forest fires, using appropriate vocabulary and structures. 4. Complete written tasks such as gap-fill exercises and short texts about extreme weather, demonstrating control over the new vocabulary. 5. Create and present a poster or infographic on the topic of forest fire prevention, applying the vocabulary and concepts learned during the lesson
Skills=Listening Speaking Reading Writing Vocabulary Interaction
Duration=120+
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=In this lesson, A2/B1 learners will explore the vocabulary of extreme weather, focusing on forest fires. Through interactive video activities, discussions, and creative tasks, students will develop practical language skills for discussing real-world environmental issues
Doc1=/LinkClick.aspx?fileticket=u8bMnbX8QR8%3d&portalid=1&language=fr-FR
Doc2=/LinkClick.aspx?fileticket=MEG8_qi-SCI%3d&portalid=1&language=fr-FR

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