2.6 Tip: If some students have no Internet at home – give them paper copies of the questions and provide the video link via Bluetooth or USB flash drive; if necessary, prepare the theoretical material as handouts.

3. STEP 2. Setting up the Yandex Board (10 minutes)

4. STEP 3. How to organise the lesson using the checklist (home and in class)

4.1 Two or three days before the lesson, the teacher chooses a topic, finds a short video (3–10 minutes) and sets up the Yandex Forms template (lexical or grammatical). Then the teacher sends students the link to the video and the form with the task: “Watch t

4.2 At home, students spend no more than 10–20 minutes: 3–10 minutes watching and about 5–10 minutes filling out the form, where they formulate the rule in their own words, write down new words or do transformations. This builds the theoretical foundation.

4.3 In class (for lesson at the vocational schools of 2 academic hours), work is organised in three stages:

45 minutes: Yandex Board – the teacher provides a link or QR code to the board adapted to the topic at the beginning of the lesson. Each student copies the template of frames created by the teacher and pastes it into their board area. This gives each learner an individual workspace. Students work individually. Before starting, the teacher gives instructions; during the work, the teacher can observe progress, note errors and emerging questions. Students complete the tasks in 35–40 minutes, then for 5–10 minutes the group discusses errors and questions with the teacher.
40 minutes: students participate in discussions and communicative games prepared by the teacher (see Step 4). You can use 2–3 exercises or games, moderating the time.
5 minutes: summing up, reflection, homework (see Step 5).

5. STEP 4. Planning classroom work: discussions and communicative games (10 minutes)

5.1 A) Discussions

Forced choice: The teacher gives a statement (e.g., “Flipped classroom should be used in every college subject”). Students take a “for” or “against” position in different corners of the room (or in virtual breakout rooms). Each group prepares 2 arguments in 2 minutes, then debates for 5 minutes.
Snowball discussion: The teacher asks a question. First, students answer individually (in writing, 1 minute), then pair up and develop a common answer, then two pairs form groups of four and present the final opinion.
Problem-solving case: A professional situation is given (e.g., “A customer has a problem with software designed in your company. Suggest the solution”). Students prepare an answer individually (3 minutes), then several volunteers present their solutions, and the group votes for the best one.

5.2 Communicative games

Two truths, one lie (vocabulary): Each student makes three sentences with new words – two true, one false. The group guesses the lie.
Just a minute (any topic): A student draws a card with a topic (e.g., “My last delivery experience”) and must speak for 1 minute without stopping, using at least 3 new words / grammatical structures. The group claps if the pause exceeds 5 seconds.
Hot seat (vocabulary): One student sits with their back to the board; the teacher writes a new word. The group explains the word (without naming it), and the student in the “hot seat” guesses.
Sentence scramble (grammar): The words of a sentence are mixed on sticky notes (sticky notes can be made on Yandex Board or as handouts). Students individually (or in pairs) restore the correct order.

5.3 Warm-up/reflection activities (2–3 minutes)

Last letter, first word (warm-up, vocabulary): A student names a word from the video; the next student says a word that starts with the last letter of the previous word.
Flashcard race (warm-up, vocabulary/grammar): The teacher shows a picture – students answer in chorus / write on paper or in the chat the word / grammatical form depicted.
One-minute paper (reflection): The teacher draws a two-column table on the board: “What was the most difficult?” and “What new things did I learn?” The teacher gives students sticky notes; students answer the questions on sticky notes and attach them to the board one by one. After class, the teacher can review the answers. The answers may optionally be discussed in the group.

6. STEP 5. Feedback and homework (5 minutes)

6.1 After the lesson, you conducted an oral survey including the questions “What was the most difficult?” and “What new things did you learn?” or played the “One-minute paper” game (STEP 4, section C).

Tips for quick fixes (if something goes wrong)

Students did not watch the video - Start with a 5-minute joint viewing. Instead of Warm-up – a very short mini-lecture.

Not enough time for the game - Shorten the discussion and games, postpone them to the next lesson.

Very weak group - Instead of debates – ready-made dialogue models; instead of grammar game– usual mistakes correction together.

Strong group, getting bored - Add one more game (e.g., “Just a minute” with a twist: 2 minutes without repetition).

If all items are checked – you are ready to deliver a dynamic, communicative, and truly “flipped” English lesson in a vocational college.

TEACHER'S CHECKLIST FLIPPED CLASSROOM IN 30 MINUTES (for vocational schools)

1. Before you start, make sure that…

2. STEP 1. Video and Yandex Forms (10 minutes)

3. STEP 2. Setting up the Yandex Board (10 minutes)

4. STEP 3. How to organise the lesson using the checklist (home and in class)

5. STEP 4. Planning classroom work: discussions and communicative games (10 minutes)

6. STEP 5. Feedback and homework (5 minutes)

1. Before you start, make sure that…

2. STEP 1. Video and Yandex Forms (10 minutes)

3. STEP 2. Setting up the Yandex Board (10 minutes)

4. STEP 3. How to organise the lesson using the checklist (home and in class)

5. STEP 4. Planning classroom work: discussions and communicative games (10 minutes)

6. STEP 5. Feedback and homework (5 minutes)

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