5 Activity Examples with [Multiple Choice]

Instructional Strategies and Examples

1. Substitution Drills

Level and Learning:

Substitution drills are a common way to reinforce practice with language. Similar to a cloze exercise, learners complete a gap with information. In a substitution drill learners will continue to provide additional answers to complete the gap allowing for long form drill work.  This is a popular activity for new language learners and can be adapted effectively to work at any level of ability from A1-C2.

TPACK for Example Activity Content Knowledge:

Fast food vocabulary, ‘I’d like/I want’ to express preferences

Technological Knowledge:

VR Locations, VR Graphic Organizer, VR Multiple Choice, VR Whiteboard, Student Manager, Object interactions (building food, carrying trays)

Pedagogical Knowledge:

Substitution drills, or slot substation drills, are one of the most widely used exercises for practicing form and use. These exercises can be presented in a variety of ways and support long term internalization and improve learners’ control of structure and form.


Can ask for a drink or food in a limited way. Speaking, A1 (24)

1. Use the graphic organizer to present and clarify vocabulary and expressions.

Have Ss organize the tiles to reflect the different types of food. Review the structure and form for ordering using ‘I’d like/I want’. Have Ss work with partners to drill the phrases in question and answer form (e.g., Can I take your order? Yes, I’d like a ________ and _____.)


Use the Student Manger and toggle on Team Chat to allow teams to practice in virtual breakout rooms.


2. Review the dialogue for a role play.

Use a whiteboard to share a dialogue for a customer checkout interaction in the fast food restaurant. You can use one board to share both sides of the conversation (e.g., A: Clerk, B: Customer) or create two boards to present the dialogue independently.

Review the dialogue. Provide the first set of prompts as a menu using the multiple choice prompts. Model the dialogue with a student playing the role of clerk or customer.


3. Complete the role play using the slot substitutions dialogues.

Role-play ordering and sitting down with food in a fast food restaurant. Divide Ss into two teams. In each Team have one Ss play the role of Clerk. Other Ss in the team make a line at the counter. Each Ss take a turn placing the order to be prepared by the Clerk. Ss will use the same Multiple Choice prompt boards for each order. The Clerk prepares and serves the order. Ss take their tray and sit down.

If time permits, share a new set of menu order prompts with Ss. Have new Ss take on the Clerk role and repeat the exercise. Continue as time permits.


2. Hot Seat

Level and Learning:

Hot seat is a fun activity for introducing, clarifying, and comprehension checking, especially useful for vocabulary exercises. Hot Seat works when one student is identified to be ‘In the hot seat’. In teams, or as a whole class, Ss provide information until the person in the hot seat can identify or guess the correct vocabulary item or phrase (e.g., It’s yellow, it’s sweet. You can peel it. Yes, it’s a banana!)  This activity can be easily adapted to work with any level of language ability from A1-C2.

TPACK for Example Activity Content Knowledge:

Free time activities, adverbs of frequency

Technological Knowledge:

VR Locations, VR Graphic Organizer, VR Prompt Cards, VR Multiple Choice, Student Manager, Timer

Pedagogical Knowledge:

Using different language to describe something is the practice of circumlocution, which engages language learners to work with all language they know to engage communication and understand new concepts. Additionally, understanding definitions improves the ability of learners to decode information from contextual and conceptual clues building vocabulary flexibility and fluency.


Can ask and answer questions about what they do at work and in their free time. Speaking, A2 (35)

1. Use prompt cards to introduce the new language to learners.

Bring Ss into the bar area of the Comedy Club. On the prompt cards include various free time activities. Invite each Ss to take two cards and work with a partner to define the activity. Set a Timer for 2 minutes to allow time for all Ss to review. When finished, have each team present their activities and the definitions.


In VR Ss can physically move. Have Ss act out the different activities to reinforce the definition and engage kinesthetic learning.


2. Review the language structure, form, meaning, and use with the graphic organizer.

Use the graphic organizer to review discussing free time activity with adverbs of frequency. Rally, or have Ss teleport, to the Graphic Organizer. Have Ss use the organizer to arrange free time activities by frequency. Using the Student Manager, have Ss work in teams to practice asking and answering questions about how often they do activities.


Spawn a White Board to share a model dialogue to further scaffold the activity.


3. Take turns putting Ss in the Hot Seat on the stage.

Select or have a volunteer take the stage for the first round of Hot Seat. Ask all other Ss to take a seat in the audience. The audience can see the question, which includes the free-time activity. Ss in the audience ask the Hot Seater questions without revealing the specific free-time activity. The Hot Seater can rephrase the question to present the correct answer. When they guess the free time activity, the Hot Seater answers the question and selects a new student to be in the Hot Seat. Use the change prompt arrow to reveal the next Hot Seat question. Continue with all 10 questions, or as time permits.


Have Ss make a graph to represent their free time activities, when they do the activities, and how often they do the activities. Have Ss post graphs on the class forum or LMS.


3. Thematic Questioning

Level and Learning:

Thematic questioning is a way of utilizing prompts to help extend discussions and increase productive time for learners. Thematic Questions provide a general topic area of discussion to learners with three topics relevant to the topic. In groups or as a mingle, learners engage in discussion reviewing the topics. This activity is designed for longer form production. While scaffolding can allow this activity to be used at any level of learning, typically this activity works best at B1 levels or higher.

TPACK for Example Activity Content Knowledge:

Language related to familiar small talk topics (e.g., family, weather, free-time activities, hobbies, interests, etc.)

Technological Knowledge:

VR Locations, Experience Selector, VR Graphic Organizer, VR Multiple Choice, Student Manager, Timer

Pedagogical Knowledge:

Scaffolded discussions that use related thematic topics provide multiple opportunities for interaction and help learners more flexibly and fluently communicate in L2 for longer periods of time.


Can discuss the main points of news stories about familiar topics. Speaking, B1+ (52)

1. Review small topic topics on the graphic organizer.

Rally, or have Ss teleport, to the Graphic Organizer. Have Ss organize topics into the different small talk themes. Elicit additional small topic themes from Ss. Create a Team Whiteboard to write additional small talk themes and topics. Set a Timer for 5 minutes. Allow teams to brainstorm and write additional small talk themes and topics. At time have each team share their white boards.


Instead of White Boards, Ss can use the Student Notepad to make notes of themes and topics.


2. Provide the instructions for the Thematic Questioning activity.

Share the first Multiple Choice small talk theme and three related topics (e.g., Theme: Family Topic: Your parents, Your family history, A funny family story/tradition). Ask three Ss to volunteer to model the discussion. Set a timer for 2 minutes. Ask one of the Ss a question related to the theme. After answering Ss invites another speaker to share on the same topic or a different topic. Explain that Ss will mingle about the Networking space. For each theme, Ss will have 5 minutes to discuss. At time, Ts change the Multiple Choice prompts to reveal the next theme and topics.


3. Have Ss mingle and engage in Thematic Questioning.

Change the Multiple-Choice prompt to reveal the next theme. Have Ss mingle around or use the team feature to place students in teams. Toggle on the Team Chat to create breakout groups. Set the Timer for 5 minutes and allow Ss to complete the discussion with peers.


Have Ss write a reflection about the discussion answering: How will this help you engage in small talk in the future? Post answer to the class LMS or Forum.


4. Thematic Role Plays

Level and Learning:

Thematic Roleplays are an extension of traditional role play activities. Role play activities invite learners to immerse themselves in a variety of situations and contexts to work through dialogues to complete transactions, gain information, solve problems, or navigate daily life experiences. Role play activities are an excellent way to develop communication 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 problems and working towards solutions, contextual vocabulary related to travel and planning

Technological Knowledge:

VR Locations, VR Nested Prompt, VR Graphic Organizer,   VR Multiple Choice, Student Manager, Scoreboard Placeable, Timer

Pedagogical Knowledge:

Role-plays allow learners to embody themselves in various aspects of conversation which can help to improve internalization and ease recall and use of language in real world situations.


Can deal with common situations when making travel arrangements or traveling. Speaking, B1 (45)

1. Prepare for the role play by selecting the scenario and reviewing information.

Have Ss take a seat on the couch. On the Nested Prompt provide information about locations they can travel to. Have Ss discuss each location. In pairs or teams, have Ss select a travel destination.


Spawn a White Board to provide a model dialogue and scaffold discussion for leaners.


2. Use the graphic organizer to review language relevant to the role play.

Prepare to travel with the graphic organizer. Use the Graphic Organizer to display problems that may happen when traveling. Have Ss consider each problem and respond with a solution using the 2nd conditional form (if appropriate). Explain that you are going to go on a trip but there may be a few challenges along the way. The group will have to work together to address each challenge.


3. Complete the role play utilizing the contexts that are most appropriate.

Journey to your destination while solving problems.  Use the Experience Selector to select the Airport Departure. Share the first Multiple Choice prompt at the airport that describes the first problem. Have Ss brainstorm the best solution and negotiate a resolution. When finished have Ss navigate through security and towards the plan. Use the experience selector to navigate to the Café. Use the second Multiple Choice and allow time for Ss to problem solve. Finish at the hotel. Share the third Multiple Choice prompt. After checking in, navigate to the destination students selected using the Observation Deck.


Have Ss reflect on how they solved problems. Ask Ss to share a short writing describing a time they had a problem on a trip and how their solution may have changed based on their experience in the lesson. Post final pieces to the class forum or LMS.


5. Multiple Choice Quiz

Level and Learning:

A multiple choice quiz is a well-known instrument for checking comprehension following a learning experience. Multiple choice quizzes generally provide a prompt in the form of a question or statement the reviews content from a learning experience. When used at the beginning of a class they can be used to assess prior and current knowledge as part of assessment for learning. At the end of a class they are primarily used for summative assessment.  This activity is appropriate for any level of language ability from A1-C2.

TPACK for Example Activity Content Knowledge:

Vocabulary related to environment and climate action

Technological Knowledge:

VR Locations, VR Multiple Choice, VR Smart Screen, Student Laser Pointer

Pedagogical Knowledge:

Multiple choice assessments are a useful way to gauge comprehension of content, structure, form, use, meaning, and more.


Can understand most of a video about a familiar topic. Listening, B2 (60)

1. Share prior knowledge about the topic.

Bring Ss to the Zoo to consider environmental problems. Have Ss tour the Zoo. Elicit Ss background knowledge about some of the challenges various animals are facing because of changing climate conditions.


Use the Image Placeable tool to add additional real-life images of animals to the Zoo to further the discussion.


2. Learn more about the problems and challenges with a listening (or reading) text.

Have Ss gather in the patio area where seats are available to watch a video. Select a video from YouTube at a relevant length and level of difficulty for learners. The video should explore the challenges and potential actions that can be taken (e.g., The World Wildlife Federation has numerous videos that describe challenges facing the planet and various solutions.)


3. After the listening, have Ss answer the question in the multiple choice quiz.

After reviewing the video, have Ss navigate to the different multiple choice boards. Prepare 10 questions based on the listening text. Ask questions and have Ss use the laser pointer to select their answer. Review and discuss answers as a class.


Have Ss choose an animal to research, focusing on the impact of climate change. Have Ss record a video, or write a short presentation and share on the class forum or LMS.

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