5 Activity Examples with [Nested Prompts]

1. Cloze Exercises

Level and Learning:

Cloze work is an excellent way to clarify and check comprehension when introducing new language or structures. A cloze exercise is typically presented as a sentence, question, or phrase where learner must complete provide missing information to complete a blank. This activity can be effective for learners at any level of language ability from A1-C2.

TPACK for Example Activity Content Knowledge:

Gym vocabulary, verbs related to fitness

Technological Knowledge:

VR Locations, VR Graphic Organizer, VR Nested Prompt, VR Whiteboard, Student Manager

Pedagogical Knowledge:

Cloze exercises when presented as assessment for learning help learners formalize understanding of concepts and provide opportunities for instructors to diagnose potential areas of confusion for reinforcement and reteaching.

Objective*:	Can express ability or lack of ability with regard to basic activities using 'can' or 'can’t'. Speaking, A1 (27)
1. Use the graphic organizer to share verbs related to the gym. Have Ss organize the tiles by exercises that are easy or difficult. Review and clarify each verb as necessary. Tip Ss can move physically in VR. Have Ss act out the verb to demonstrate understanding and check comprehension.
2. Ss tour the gym with partners and describe each exercise using can/can’t. Use a whiteboard to share the cloze phrases (e.g., I can _______. I can’t ___________.)Have Ss work with partners. Go to each exercise area and use can/can’t to describe doing the activity. Tip Use the student manager to create virtual breakout rooms for pairs.
3. Use the nested prompt to elicit statements using can/can’t. Rally Ss to the nested prompt. Ss need to throw a ball through one of the holes to see the prompt. Each prompt has a question and a cloze example of the answer. Invite Ss to take turns tossing the balls to reveal a question. Have each Ss answer the question using the (verb + can/can’t). Note Have Ss choose one of the exercises from the lesson and record a short video, or write a paragraph, to describe the exercise and if they can or cannot do it in real life. Ss can post videos to the classroom forum or LMS.

Objective*:

Can express ability or lack of ability with regard to basic activities using 'can' or 'can’t'. Speaking, A1 (27)

1. Use the graphic organizer to share verbs related to the gym.

Have Ss organize the tiles by exercises that are easy or difficult. Review and clarify each verb as necessary.

Tip

Ss can move physically in VR. Have Ss act out the verb to demonstrate understanding and check comprehension.

2. Ss tour the gym with partners and describe each exercise using can/can’t.

Use a whiteboard to share the cloze phrases (e.g., I can _______. I can’t ___________.)Have Ss work with partners. Go to each exercise area and use can/can’t to describe doing the activity.

Tip

Use the student manager to create virtual breakout rooms for pairs.

3. Use the nested prompt to elicit statements using can/can’t.

Rally Ss to the nested prompt. Ss need to throw a ball through one of the holes to see the prompt. Each prompt has a question and a cloze example of the answer. Invite Ss to take turns tossing the balls to reveal a question. Have each Ss answer the question using the (verb + can/can’t).

Note

Have Ss choose one of the exercises from the lesson and record a short video, or write a paragraph, to describe the exercise and if they can or cannot do it in real life. Ss can post videos to the classroom forum or LMS.

2. Scavenger Hunt Discussions

Level and Learning:

Scavenger hunts provide opportunities to engage with multiple modalities in learning and can be particularly useful for presentation of new language and concepts, clarification, comprehension checking and varying levels of interactive dialogue and discussions. This activity is useful to promote production by learners and works well with any level of language ability from A1-C2.

TPACK for Example Activity Content Knowledge:

Using like/hate/love with gerunds

Technological Knowledge:

VR Locations, VR Graphic Organizer, VR Nested Prompt, Student Manager

Pedagogical Knowledge:

Creating opportunities for leaners to practice language in use in a variety of situations helps learners create deeper connection with meaning and supports long term language flexibility and fluency.

Objective*:	Can explain what they like or dislike about something. Speaking, A2+ (40)
1. Review form and meaning using the graphic organizer. Have Ss work together to match the gerunds to the objects. Review the form of the expressions using the feelings like/love/dislike/hate. Ss may disagree on their feelings about specific objects. Tip Have Ss draw emojis on the board using the whiteboard marker to represent the meaning of the different adjectives.
2. Tour the Shopping Center. Walk as a group around the shopping center. Provide examples of using feelings + gerunds in different areas of the shop. Use a whiteboard to share model language for the Ss. Have Ss describing objects using the form feelings + gerunds in each area of the shop.
3. Have Ss work with partners to find one or two areas in the shop to describe objects. Rally Ss to the nested prompt wheel. Spin the wheel to reveal the task. Review and model how to complete the task with Ss. Pair or group Ss into teams. Have Ss pull the level to reveal the prompt for their group. After seeing the prompt Ss work together to find the area and describe their feelings.Monitor conversation using the student manager and provide support if necessary. Note Have Ss choose four objects from home they can describe using feelings + gerunds. Have Ss take pictures of each object and write sentences to describe. Post sentences on the class forum or LMS.

Objective*:

Can explain what they like or dislike about something. Speaking, A2+ (40)

1. Review form and meaning using the graphic organizer.

Have Ss work together to match the gerunds to the objects. Review the form of the expressions using the feelings like/love/dislike/hate. Ss may disagree on their feelings about specific objects.

Tip

Have Ss draw emojis on the board using the whiteboard marker to represent the meaning of the different adjectives.

2. Tour the Shopping Center.

Walk as a group around the shopping center. Provide examples of using feelings + gerunds in different areas of the shop. Use a whiteboard to share model language for the Ss. Have Ss describing objects using the form feelings + gerunds in each area of the shop.

3. Have Ss work with partners to find one or two areas in the shop to describe objects.

Rally Ss to the nested prompt wheel. Spin the wheel to reveal the task. Review and model how to complete the task with Ss. Pair or group Ss into teams. Have Ss pull the level to reveal the prompt for their group. After seeing the prompt Ss work together to find the area and describe their feelings.Monitor conversation using the student manager and provide support if necessary.

Note

Have Ss choose four objects from home they can describe using feelings + gerunds. Have Ss take pictures of each object and write sentences to describe. Post sentences on the class forum or LMS.

3. Speed Summary

Level and Learning:

Summary tasks allow learners to reformulate, rephrase, and reuse language which be used to demonstrate comprehension with concepts and flexibility with language. Summary activities provide some output that learners can engage with to prepare communication. Output (listening and reading texts) are selected by the teacher and as such can be leveled appropriately for language ability.

Summary activities can be used with language learners at any level, though typically summary is primarily used with language learners at B1 levels or higher.

TPACK for Example Activity Content Knowledge:

Language related to animals and habitats

Technological Knowledge:

VR Locations, Experience Selector, VR Nested Prompt, Student Manager, Scoreboard

Pedagogical Knowledge:

Summary promote organization of information that is the most critical and relevant from larger pieces of content, improving literacy, comprehension and general knowing.

Objective*:	Can summarize short written passages using the original wording and ordering. Speaking, B1 (44)
1. Review prior knowledge about animals and habitats. Arrange Ss into pairs or groups. Use the Experience Selector to navigate to the Zoo. As a group, describe the animals present in the zoo and the habitats where they live. Elicit additional information from Ss about other types of animals that live in similar habitats that are not present in the zoo. Tip Various locations in Immerse can be used to provide location-based schema activation for a variety of classroom discussions.
2. Organize teams for Speed Summary and review instructions. Use the Experience Selector to navigate to the Debate Room. Review the room with Ss. Have Ss choose team members and navigate to a selected team position in the room. Ss will work as a team. T asks a question to both teams. First team to answer chooses the first prompt category. T reveals the prompt by pushing the button on the nested prompt to reveal the information to Ss. The first team to summarize the information revealed receives a point.
3. Plan your journey to a new destination. Ask a vocabulary related question to teams. Allow the first team to select the category. Spawn a Scoreboard to keep points. In teams, Ss read the prompt. During team discussion use the Team Manager to enable Team Chat to keep audio channels private. The first team to ring the buzzer gets a chance to summarize the information. Points are awarded to the first successful team. Continue as time permits, or until all categories are completed. Announce the winning team and provide feedback to all Ss on performance. Note Have Ss choose an animal that is personally interesting and conduct research to learn about the animal, lifestyle, and habitat. Ss can summarize in video or in written summaries to share on the class LMS or forum. Further extend the activity by inviting classmates to summarize the work of others.

Objective*:

Can summarize short written passages using the original wording and ordering. Speaking, B1 (44)

1. Review prior knowledge about animals and habitats.

Arrange Ss into pairs or groups. Use the Experience Selector to navigate to the Zoo. As a group, describe the animals present in the zoo and the habitats where they live. Elicit additional information from Ss about other types of animals that live in similar habitats that are not present in the zoo.

Tip

Various locations in Immerse can be used to provide location-based schema activation for a variety of classroom discussions.

2. Organize teams for Speed Summary and review instructions.

Use the Experience Selector to navigate to the Debate Room. Review the room with Ss. Have Ss choose team members and navigate to a selected team position in the room. Ss will work as a team. T asks a question to both teams. First team to answer chooses the first prompt category. T reveals the prompt by pushing the button on the nested prompt to reveal the information to Ss. The first team to summarize the information revealed receives a point.

3. Plan your journey to a new destination.

Ask a vocabulary related question to teams. Allow the first team to select the category. Spawn a Scoreboard to keep points. In teams, Ss read the prompt. During team discussion use the Team Manager to enable Team Chat to keep audio channels private. The first team to ring the buzzer gets a chance to summarize the information. Points are awarded to the first successful team. Continue as time permits, or until all categories are completed. Announce the winning team and provide feedback to all Ss on performance.

Note

Have Ss choose an animal that is personally interesting and conduct research to learn about the animal, lifestyle, and habitat. Ss can summarize in video or in written summaries to share on the class LMS or forum. Further extend the activity by inviting classmates to summarize the work of others.

4. Unexpected Adventures Jigsaw

Level and Learning:

Jigsaw activities work to promote production in which learners can share information received or learned during learning session. A jigsaw activity is one in which learners typically start in one group and are rearranged into new groups one or more times during a session. In each group students are invited to share and engage with others to communicate information relevant to the days activities. Jigsaw activities are an excellent way to promote communication with multiple speakers and can be designed to support learners at all levels of language ability from A1-C2.

TPACK for Example Activity Content Knowledge:

Language related to sharing unexpected or unpredicted events, reported speech

Technological Knowledge:

VR Locations, VR Nested Prompt, Student Manager, Scoreboard Placeable, Timer

Pedagogical Knowledge:

Speaking to multiple speakers is one of the best ways to strengthen language production for learners. Jigsaws are particularly useful to promoting speaking to multiple people about the same topic which provides more opportunities for students to self-monitor and adjust communication for clarity and comprehension.

Objective*:	Can relate the basic details of unpredictable occurrences (e.g. an accident). Speaking, B1+ (54)
1. Explain an unexpected event that happened to you to model for Ss. Explain to Ss that you will tell them about a time something unexpected happened. Use the Experience Selector to navigate to the Observation Deck. Use the Observation Deck Selector to navigate to the 360 image Everyday \| Shark Tank. Allow time for Ss to review. Share a fictional story of a time an friend invited you swimming and took you on a shark cage experience. Tip There are number of 360 images available on the observation deck. Choose an image that allows you to share an unexpected or unpredictable event. Other images for this activity include: that time you got to ride in First Class, that time you got lost in Times Square, or that time your did weightlifting at the Gym, etc.
2. Bring Ss to the Networking space to explain the activity. For this activity Ss are meeting others for the first time at an after work/school dinner. At the dinner Ss will have the opportunity to meet with others and share information about an unexpected event they experienced. Each Ss will push a button on the Nested Prompt to reveal the unexpected event they will share. After receiving their prompt, Ss can take time to plan what they will say as other Ss receive their prompt.
3. Have Ss take a seat at a table with 2 to for other Ss. Jigsaw after 5 minutes. After Ss receive the prompt, have them take a seat at one of the tables. Once all Ss are seated set a Timer for 5 minutes. At the table, have Ss great and introduce themselves to others and share information about the unexpected event that happened to them. All Ss at the table take a turn to share something unexpected that happened to them. At time, Jigsaw Ss into new tables, each Ss should sit with a new team. Set the Timer for 5 minutes and begin again. Ss introduce themselves and share the events to the new group. Continue as time permits. Note Have Ss consider something personal they would like to share and prepare as a video or short writing that can be posted to the class LMS or Forum.

Objective*:

Can relate the basic details of unpredictable occurrences (e.g. an accident). Speaking, B1+ (54)

1. Explain an unexpected event that happened to you to model for Ss.

Explain to Ss that you will tell them about a time something unexpected happened. Use the Experience Selector to navigate to the Observation Deck. Use the Observation Deck Selector to navigate to the 360 image Everyday | Shark Tank. Allow time for Ss to review. Share a fictional story of a time an friend invited you swimming and took you on a shark cage experience.

Tip

There are number of 360 images available on the observation deck. Choose an image that allows you to share an unexpected or unpredictable event. Other images for this activity include: that time you got to ride in First Class, that time you got lost in Times Square, or that time your did weightlifting at the Gym, etc.

2. Bring Ss to the Networking space to explain the activity.

For this activity Ss are meeting others for the first time at an after work/school dinner. At the dinner Ss will have the opportunity to meet with others and share information about an unexpected event they experienced. Each Ss will push a button on the Nested Prompt to reveal the unexpected event they will share. After receiving their prompt, Ss can take time to plan what they will say as other Ss receive their prompt.

3. Have Ss take a seat at a table with 2 to for other Ss. Jigsaw after 5 minutes.

After Ss receive the prompt, have them take a seat at one of the tables. Once all Ss are seated set a Timer for 5 minutes. At the table, have Ss great and introduce themselves to others and share information about the unexpected event that happened to them. All Ss at the table take a turn to share something unexpected that happened to them. At time, Jigsaw Ss into new tables, each Ss should sit with a new team. Set the Timer for 5 minutes and begin again. Ss introduce themselves and share the events to the new group. Continue as time permits.

Note

Have Ss consider something personal they would like to share and prepare as a video or short writing that can be posted to the class LMS or Forum.

5. Object Jeopardy

Level and Learning:

Jeopardy is an excellent activity for comprehension checking and review of information presented in class. Jeopardy is a common approach for creating a question and answer style game in which learners receive some information related to a category and then provide a question, or an answer, depending on the preference of instructors. This activity can be effective for learners at any level of language ability from A1-C2.

TPACK for Example Activity Content Knowledge:

Vocabulary related to describing objects, possessions, or products in detail

Technological Knowledge:

VR Locations, VR Nested Prompt, VR Objects, Whiteboard Placeable, Scoreboard placeable

Pedagogical Knowledge:

Game-styled reviews of information can be a fun and informal way to check comprehension and formalize understanding of a variety of concepts related to language or content.

Objective*:	Can describe objects, possessions, and products in detail, including their characteristics and special features. Speaking B2 (59)
1. Have Ss explore the Home scene with a partner and compare/contrast to their home. Allow time for Ss to explore the home and compare and contrast the various settings to their own home (e.g., I do have a desk in my room, but I don’t have any mirrors. My bed is much bigger than this bed, and the cover is a pink color.) Tip Spawn a White Board to share model language to Ss to scaffold the activity.
2. Have Ss take a seat in the living room and introduce the activity. Ss will play a game of object Jeopardy. One Ss will be invited to throw a dart to reveal the prompt. The prompt describes an object that exists in the home. Ss race to find the object that matches the prompt. The first Ss to return to the living room and sit down with the object gets the number of points described on the Nested Prompt. T has the option to have Ss present the answer in the form of a question.
3. Play Object Jeopardy. Ss can play individually or in teams. Invite one Ss to throw the first dart. Allow time for Ss to navigate and find objects. Invite the first Ss to return to the living room to answer the question for points. Spawn a Scoreboard to record points. Continue with all prompts until there is a winner. Note Have Ss choose an personal object. Have Ss make a video where they describe but do not say the name of the object. Ss can share on the class LMS and Forum and invite classmates to identify the object.

Objective*:

Can describe objects, possessions, and products in detail, including their characteristics and special features. Speaking B2 (59)

1. Have Ss explore the Home scene with a partner and compare/contrast to their home.

Allow time for Ss to explore the home and compare and contrast the various settings to their own home (e.g., I do have a desk in my room, but I don’t have any mirrors. My bed is much bigger than this bed, and the cover is a pink color.)

Tip

Spawn a White Board to share model language to Ss to scaffold the activity.

2. Have Ss take a seat in the living room and introduce the activity.

Ss will play a game of object Jeopardy. One Ss will be invited to throw a dart to reveal the prompt. The prompt describes an object that exists in the home. Ss race to find the object that matches the prompt. The first Ss to return to the living room and sit down with the object gets the number of points described on the Nested Prompt. T has the option to have Ss present the answer in the form of a question.

3. Play Object Jeopardy.

Ss can play individually or in teams. Invite one Ss to throw the first dart. Allow time for Ss to navigate and find objects. Invite the first Ss to return to the living room to answer the question for points. Spawn a Scoreboard to record points. Continue with all prompts until there is a winner.

Note

Have Ss choose an personal object. Have Ss make a video where they describe but do not say the name of the object. Ss can share on the class LMS and Forum and invite classmates to identify the object.