This case study will describe and analyse how the experiences of online language teaching at the University of Cambridge gained during the first UK lockdown helped to inform planning for the next academic year. Emergency measures implemented for the third term of the academic year 2019/2020 were evaluated. A curriculum of blended teaching combining synchronous and asynchronous modes was developed and is being implemented now. Particular attention will be paid to modes of examining and teaching, the role of the teacher, and the use of technologies. It will become clear that inclusive and interactive teaching will continue and that some of the newly acquired skills may stay with us. However, other aspects of language teaching such as building a sense of a learner cohort have been found to be much more difficult to replicate online. [For the complete volume, "The World Universities' Response to COVID-19: Remote Online Language Teaching," see ED614006.]