Abstract
Necessary online teaching during the pandemic significantly affected language teaching. Although many language teachers had already worked with educational applications before, in the online period there was a boom in both, the area of diversity of applications and in the lecturers' willingness to learn about new applications and include them in their classes.
In addition to enriching the lessons with interactive elements, which additionally provide a good possibility of control and feedback, the form of teaching called Flipped Class began to be more prominent. This makes it possible to avoid "blind spots" within synchronous lessons, for example when students read a text independently and then work on tasks for it, or when new vocabulary needs to be reviewed.
These and other items from the lesson plan can be moved to an assignment that is made available to the students and thanks to which the so-called pre-learning is done, for which the presence of the teacher is not necessary. Keeping the Flipped Class is also meaningful for regular face-to-face teaching, the use of online tools for input, control and feedback proves to be the most effective in this.
This contribution will therefore show different possibilities for working with individual levels of the language in the form of Flipped Class, in Czech as a foreign language.