1) Talking to the presentation screen instead of pupils. Sound silly, but it is not difficult to just minimize the presentation screen to check on the pupils, and just like in the classroom, crack a joke or two with the children
2) Didn't plan activity for pupils to participate in, if they can't listen continuously for more than 20 minutes in class, they most probably can't do that for more than 10.minutes through Google meet
3) Homework should be brought to a minimum. It is difficult to get pupils to do homework after already spending 6 or 7 hours facing a computer.
4) Peer execution of peer evaluation work, in fact, I am not sure if pupils actually even look at their friends' work and compare it against theirs
1) Focused small group sessions that require individual feedback and immediately corrections from me in a seamless continuous loop is quite effective, if done consecutively over a few days.
2) Analysis of pupils' work in details, and not cluster of work. Understand what is their problems.
3) Ensure feedback is actionable so that pupils can do what u say. For example, instead of saying "find the missing info that the Question required from the passage"
Break it down into specific steps
1) what are the key words in the qn, what are they asking?
2) Which are the sentences that need to be replace, where are the answer area, etc.
4) U need to keep it simple to remember, but yet, able to break it down to smaller steps if they get struck without being seen as a confusing instructions menu