EXERCISE TYPOLOGY FOR CREATING EXERCISES WITH TELOS LANGUAGE PARTNER

This manual and the underlying exercises were developed within the project PROMOTICS II, which

was

carried

out

with

the

support

of

the

European

Commission

under the Leonardo da Vinci programme. The content of this project does not necessarily reflect the Commission’s position on this subject.

You can find information on TLP Pro and the TLP WebConverter at www.teloslearning.com.

© 2003 LINK Institut für Linguistik & Interkulturelle Kommunikation Contact: Petra Hoffstaedter ([email protected])

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0. General preliminary remarks........................................................................................................................................4 0.1 Target audience and thematic intention of the exercise typology ...............................................................................4 0.2 Language learning with the help of a computer..........................................................................................................4 0.3 About "Telos Language Partner" Language Learning Software (TLP Pro and TLP WebConverter).........................5 0.4 Overview over the TLP exercise templates ................................................................................................................6 1. Reading comprehension ...............................................................................................................................................13 1.1 Presentation of text followed by a Gap-filling exercise............................................................................................13 1.2 Presentation of text followed by a Multiple-choice exercise ....................................................................................14 1.3 Presentation of text followed by open questions concerning the text .......................................................................16 1.4 Presentation of text followed by exercises to gradually get learners acquainted with the text .................................17 2. Listening Comprehension ............................................................................................................................................20 2.1 Presentation of text followed by a Multiple-choice exercise ....................................................................................20 2.2 Multiple-choice exercise with sound ........................................................................................................................21 2.3 Answering questions by filling in gaps.....................................................................................................................22 2.4 Answering open questions ........................................................................................................................................23 3. Written Production.......................................................................................................................................................25 3.1 Dictated Gap-filling exercise ....................................................................................................................................25 3.2 Dictations..................................................................................................................................................................26 3.3 Listening and taking notes ........................................................................................................................................26 3.4 Producing written texts .............................................................................................................................................27 4. Spoken Production........................................................................................................................................................29 4.1 Pronunciation exercise for words and sentences.......................................................................................................29 4.2 Exercises for fluently reading aloud and fluent speech ............................................................................................30 4.3 Exercises for improvised speech...............................................................................................................................31 5. Vocabulary ....................................................................................................................................................................33 5.1 Awareness raising.....................................................................................................................................................33 5.2 Memorising new words ............................................................................................................................................34 5.3 Using new words ......................................................................................................................................................37 5.4 Sense Relations (antonyms, synonyms, hyponyms) .................................................................................................37 5.5 Word formation ........................................................................................................................................................38 5.6 Collocations ..............................................................................................................................................................39 6. Communicative functions.............................................................................................................................................41

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6.1 Introductory example................................................................................................................................................41 6.2 Lists with relevant phrases........................................................................................................................................42 6.3 Completing phrases ..................................................................................................................................................42 6.4 Deciding on communicative functions .....................................................................................................................44 6.5 Determining the order of contributions to a dialogue ...............................................................................................45 6.6 Producing utterances.................................................................................................................................................45 7. Grammar.......................................................................................................................................................................47 7.1 Grammatical explanations ........................................................................................................................................47 7.2 Practising grammatical forms and structures ............................................................................................................48 7.3 Analysis of grammatical forms and structures, their meaning and communicative function ...................................51

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0. General preliminary remarks 0.1 Target audience and thematic intention of the exercise typology This exercise typology gives you an overview of possible exercises and exercise sequences that can be created with the exercise templates of the multimedia language learning software TLP Pro. The overview is intended as stimulus for teachers, tutors and authors who want to create their own exercises with TLP Pro. The first part deals with exercises for four basic language skills: Reading Comprehension, Listening Comprehension, Written Production, and Spoken Production. The second part deals with exercises for the accumulation of language knowledge. These exercises are about vocabulary, about the introduction of relevant phrases for particular communicative functions, and about practising grammatical structures. It is a good idea to distinguish between the pedagogic goals and the learning activities of learners. It is often the case that several skills and types of knowledge have to be combined to achieve a certain learning goal. For instance, exercises with a focus on comprehension can be combined with production exercises or with vocabulary exercises. When creating an exercise, authors/tutors should always bear in mind their pedagogic focus.

0.2 Language learning with the help of a computer Using the computer for certain activities in a traditional face-to-face learning situation can free up time which, ideally, can then be used for interactive, communicative learning. Successful learning, however, depends on the computer only being used for activities for which it is actually suitable. A computer is always very useful when learners are supposed to practise intensely and autonomously. Moreover, the flexible multimedia combination of listening, reading, speaking and writing is a pedagogic bonus. Another advantage is teacher feedback for learners and the possibility to freely choose where, when and for how long they want to practise. It also means that learning activities can be tailored to suit the individual learners' needs, and discrepancies in a learning group can be levelled out. It is generally advisable to integrate learning with the computer in a learning environment that also contains E-Learning and face-to-face classes. Such a combination of learning situations offers a great variety of opportunities for learner autonomy under the guidance of a tutor. However, the availability of a computer for certain activities might mislead authors/tutors to mainly use exercise types like Drag&Drop, Multiple-choice, and Gap-filling exercises which can be automatically evaluated but which are relatively limited in their possibilities and demands on the learner. These exercises are doubtlessly useful and relevant in their own right for certain practise activities. For instance, they offer many possibilities for vocabulary and grammar exercises, and they are very effective when used together with communicative

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exercise materials (i.e. dialogues, texts, videos). Nevertheless, more open production exercises, which are fundamental for the success of language learning, should always be included when teaching with the support of a computer. Undoubtedly, it is fairly difficult to evaluate open production exercises, which is why they are used in only a few multimedia language learning programmes. This is mainly due to the fact that most of these programmes are designed as DIY language learning programmes where learners do not have the option to discuss with a tutor the problems that usually arise in open production exercises. However, as soon as multimedia language learning exercises are used in a learning environment in which learning with the computer is only one part of a whole complex of learning situations – other possible parts being face-to-face classes and/or tele-tutoring – it is no problem at all to use open production exercises. In this exercise typology we will suggest a wide variety of exercises for each learning area, ranging from closed to open exercises. It should always be born in mind, though, that successful learning depends less on individual exercises and more on specific exercise sequences that are designed towards a particular learning goal.

0.3 About "Telos Language Partner" Language Learning Software (TLP Pro and TLP WebConverter) TLP Pro is a language learning software based on multimedia exercise templates. TLP Pro offers learners the opportunity for interactive and autonomous learning and the opportunity to practise relevant communication skills. These features are combined with user functions that are easy to understand and easy to use. TLP Pro has a learning mode and an editing mode. The learning mode features comprehension and production exercises that are based on videos, dialogues, and texts. The exercises require oral and written skills of the learners. The learning mode also offers a variety of exercises for the acquisition of grammatical knowledge and vocabulary. The editing mode of TLP Pro offers tutors the possibility to adapt and complement existing exercises for their own purposes, or to create their very own set of exercises. Since the user interfaces of editing mode and learning mode are only marginally different, tutors require no special knowledge for the use of the editing mode. Learning mode and editing mode in Telos Language Partner are two sides of the same coin. The distinguishing characteristic is the fact that the multimedia templates are "locked" in the learning mode, but can be used in the editing mode to insert new files – text, picture, sound or video files – or to work on existing files. The TLP WebConverter is a programme that transforms TLP Pro learning packages into modules that can be used on the Internet. Tutors simply choose the exercises they want to use on the web and convert them by clicking on them with the computer mouse. Sound files and video files are converted separately with RealProducer into the RealPlayer format. You will find further information on TLP Pro and TLP WebConverter at www.teloslearning.com.

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0.4 Overview over the TLP exercise templates Telos Language Partner features various exercise templates that can be used in many different ways to suit different learning goals. We will briefly introduce these templates, showing the offline version on the left and the web version on the right side.

Dialogue Template

Offline version:

Two dialogue templates, one with head pictures (for two speakers) and another one with a situation picture (for up to five speakers), support a flexible combination of dialogue-based listening, speaking, reading and writing exercises. Learners can either listen to the dialogue in its entirety or to individual speaker turns. If the dialogue transcript is hidden, listening and writing activities can be combined to simulate a dictation situation. To check the result, the transcript can be made visible above the dialogue field. To facilitate comprehension, learners may be given access to a translation. The speaker turns that make up the dialogue can be recorded with or without the support of the transcript. Learners can check their pronunciation by comparing it with the model. It is also possible to take over an entire speaker role. The scope for role-play is widened if the transcript is hidden.

Web version:

In the web version the recording and writing functions are not available, learners can merely read the dialogues aloud or repeat them.

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Text Template

Offline version:

Text templates provide for a great variety of receptive text exercises because of their combination of text, sound and picture. Thus a text – with an optional picture - may not only be read but also listened to and repeated at the same time. The text is highlighted in synchronization with the sound to make it easy for learners to follow. This template also offers access to a translation to facilitate comprehension of the text.

Web version:

The recording function is not available in the web version, learners can only repeat the texts aloud. The highlighting of the transcript is replaced with subtitles.

Video Template

Offline version:

The video template is used for playing a video clip, which may be supported by a transcript. If the transcript is activated, a running highlight in the text indicates the passage that is currently spoken in the video. Highlighted passages can be recorded and learners can compare their pronunciation with the model.

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In this template the text can also be supported by a translation. Web version:

The recording function is not available in the web version, learners can only repeat the texts aloud. The highlighting of the transcript is replaced with subtitles.

Gap-filling Template

Offline and

The Gap-filling template can be used in various ways for a whole range of exercises,

web version:

among them the classic gap and cloze exercises in which learners have to complete a text or individual sentences with the missing words. Depending on the words that are gapped different things can be practised, e.g. grammar, vocabulary, reading comprehension. The Gap-filling template offers the option to include a recording of the text, which makes specific exercises for listening comprehension possible. Words, parts of words, phrases, and sentences up to the length of one line can be turned into gaps. This enables tutors to create exercises ranging from the classic gap-filling and cloze exercises to exercises in which a sentence has to be phrased differently or exercises in which the formation of sentences from the individual constituents is asked for. Learners can check their answers in two ways: they can check whether their input is correct (which is indicated by colour-coding without giving the solution), or they can compare their input with a solution.

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Drag&Drop Template

Offline and

The Drag&Drop template is designed for gap-filling and cloze exercises in which the

web version:

answers are chosen from a selection of answers and dragged into the gaps. The selection of answers may contain additional answers with no corresponding gaps to make the choice more difficult. The dragging feature is particularly desirable in exercises in which tutors do not want to focus on problems connected with writing. As in the Gap-filling template it is possible in the Drag&Drop template to give access to a recording of the text. Learners can check their answers in two ways: they can check whether their input is correct (which is indicated by colour-coding without giving the solution), or they can compare their input with a solution.

Select Template

Offline and

The Select template is a variation on the Drag&Drop template. Instead of dragging a chosen

web version:

answer to the gap learners have to choose the answer from a box with alternatives. Moreover, the Select template, unlike the Drag&Drop template, enables tutors to provide

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different alternative answers for every single gap. As in the other templates it is possible in the Select template to give access to a recording of the text. Learners can check their answers in two ways: they can check whether their input is correct (which is indicated by colour-coding without giving the solution), or they can compare their input with a solution.

Multiple-choice Template

Offline and

The Multiple-choice template can be used for a great variety of exercises, e.g. for listening

web version:

and reading comprehension, or for practising communicative functions of utterances. Picture and sound files are optional. The learners' input can be evaluated automatically.

Production Template

Offline version:

The Production template offers a combination of text and sound data with speaking and writing functions to support a variety of text-based exercises from listening and reading

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comprehension to oral and written production (e.g. writing or translating letters, summaries and reports), from answering questions and describing pictures to giving a presentation. Learners can compare their text with a model solution. Web version:

The recording function is not available in the web version, learners can only produce written but not spoken texts.

Question/Answer Template

Offline version:

The Question/Answer template offers basically the same functions as the Production template. In addition, this template offers the option to include a picture or a graphic, which broadens the range of tasks for learners (e.g. describing pictures, commenting on tables etc.). The learners' input can be compared with a model solution.

Web version:

The recording function is not available in the web version, learners can only produce written but not spoken texts.

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Explanation Template

Offline and web version:

Explanation templates combine text, pictures, and sound. They can be used for lexical, grammatical, pragmatic or cultural explanations. The explanation template can also be used to create a table of contents and for exercises to practise listening comprehension.

In the following chapters we will demonstrate various ways in which the different exercise templates can be used for acquiring skills and achieving learning goals. All the exercises that are described in this typology will be illustrated with pictures of existing offline exercises. You will find the web version of the exercises at "Telos Language Studio" of the Steinbeis Transferzentrum "Sprachtraining und Kommunikation" www.teloslanguagestudio.com .

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1. Reading comprehension Reading a text on the computer screen without the support of sound recordings is usually very tiring. It is advisable to include a spoken version of the text in exercises for reading comprehension to facilitate the reading process. The following examples are models of exercises for reading comprehension. The exercises all use the same text but vary in the level of difficulty.

1.1 Presentation of text followed by a Gap-filling exercise RC1 Oral presentation with transcript

Text template with picture

RC1 Gap-filling exercise with/without sound

Gap-fill template

also: Drag&Drop or Select exercise

Drag&Drop template or Select template

Task Learners may listen to the text and read along as often as they like. Afterwards they get the same text again (with or without the recorded version) but this time with gaps. Learners are asked to fill in the relevant words or passages that were left out.

•

Gap-filling exercise with sound: the text is dictated and learners are asked to fill in the gaps, thus drawing their attention to crucial passages in the text.

•

Gap-filling exercise without sound: learners are asked to deduce from the context which words have to be filled into the gaps.

It is possible to use Drag&Drop or Select exercises instead of Gap-filling exercises.

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Pedagogic note Gap-filling exercises with sound are first and foremost used to draw the learners' attention to particular passages that are crucial for the comprehension of the text. In addition, they are intended to encourage learners to work closely with the text. In addition to these functions, Gap-filling exercises without sound as well as Drag&Drop and Select exercises are suitable for testing whether the text has been understood. However, with the last three types of exercises it is important to bear in mind that, at the same time, the learners' vocabulary is tested. Before choosing words that will be left out you should think about which aspects of the text you want to focus on. For instance, you could turn all the verbs into gaps or all the words that are particularly important in the text. It is also possible to turn a whole string of words into a gap, which works especially well for Gap-filling exercises with sound. However, for technical reasons you should make sure that a cluster of words is not longer than one line on the screen.

1.2 Presentation of text followed by a Multiple-choice exercise RC2 Oral presentation with transcript

Text template with picture

RC2 Multiple-choice exercise without sound

Multiple-choice template

Task Learners may listen to and read along the text as often as they like. Afterwards they are asked to answer several Multiple-choice questions referring to the text.

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It depends on the learning goal what learners are asked to do with the text. If you want to get learners to work closely with the text it is useful to set the following tasks: 1. Listen to the text without the transcript. 2. Make the transcript visible and listen to the text again. 3. Read the text aloud. 4. Do the following Multiple-choice exercise. If however you want to achieve that learners should quickly grasp the content of the text this should be mirrored in the task: 1. Listen to and read along the text once. 2. Do the following Multiple-choice exercise.

Pedagogic note Multiple-choice exercises are a type of exercise that are relatively easy to do for learners because they are given the answer and several alternatives. By varying the phrasing of the questions and the alternatives the exercise can be adapted quite well to the learners' level of knowledge. Multiple-choice exercises are suitable for tests because they can be automatically evaluated by the computer programme. However, there is the danger that learners may merely guess at the correct answer. Moreover, it may be possible that learners choose an answer because they recognize certain keywords. In both cases the tutor cannot be sure that learners have actually understood either text or question. One way to reduce the risk of learners answering because of keywords is to spread text and exercise on two separate screens. Thus, learners cannot compare the two for keywords (cf. the two kinds of Multiple-choice exercises in listening comprehension in chapter 2: LC1 - text and exercise on separate screens, and LC2 – text

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and exercise on the same screen). Spreading text and exercise on separate screens also means that learners will probably pay more attention to the text in its entirety and that they will try to gain general comprehension of the text in order to be able to complete the following Multiple-choice exercise all the better. If learners notice that they have not quite understood something that is necessary for answering the questions they can always return to the text. Nevertheless, it is advisable to use open questions in addition to Multiple-choice questions to practice and test the learners' comprehension of the text.

1.3 Presentation of text followed by open questions concerning the text RC3 Oral presentation with transcript

Text template with picture

RC3 Answering questions

Production template

Task Learners may listen to and read along the text as often as they like. Afterwards they are asked to answer some open questions concerning the text. Learners may listen to the text again or return to the transcript to answer the questions.

The formulation of the task can be adapted to the individual learning goals (cf. the Task in RC1).

Pedagogic note Exercises with open questions are more demanding than Multiple-choice exercises because there are no answers provided. Learner have to phrase the answers themselves which means that text comprehension is combined with written production (cf. Written Production). However, the production of text is not the main purpose of this exercise, the focus is on reading comprehension.

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Unlike Multiple-choice exercises, exercises with open questions cannot be evaluated automatically. When practicing, learners can compare their answers with suggested solutions; after an exam the tutor has to evaluate the answers individually. Production exercises like these are a particularly important part of practicing a language. Although open text production should by all means be included even when learning a language via the computer, this is unfortunately not the case with a lot of the multimedia language learning programmes available. They are limited to offering exercises where the learners' input can be easily evaluated by the computer programme as correct or incorrect (e.g. Drag&Drop and Multiple-choice exercises). The main reason for this approach is the fact that most of the language learning programmes are designed as DIY where learners do not have the opportunity to discuss problems with open text production with a tutor. Quite contrary to this situation, it is no problem to deal with open production exercises in a multimedia language learning programme if the programme is integrated in a learning environment where learning with the computer is only one part of a whole complex, other possible parts being direct teaching and/or tele-tutoring. It is, however, important to make sure that open production exercises are specifically prepared.

1.4 Presentation of text followed by exercises to gradually get learners acquainted with the text  RC4

Oral presentation with transcript

Text template with picture

 RC4

Awareness raising (Gap-filling with sound)

Gap-fill template

 RC4

Multiple-choice exercise without sound

Multiple-choice template

 RC4

Answering questions

Question/answer template

Task In this chapter we suggest two exercise sequences that are designed to get learners acquainted with the text step by step. Exercise sequence A: 1. Presentation of the text. 2. Gap-filling exercise with sound (the gapped text, which consists of relevant vocabulary, will be dictated to learners; thus, the learners' attention will be drawn to relevant vocabulary and to text passages especially relevant for the understanding of the text.). 3. Multiple-choice exercise with questions referring to the text. 4. Open questions concerning the text.

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Exercise sequence B: 1. Presentation of the text. 2. General Multiple-choice questions or True/False questions aimed at assessing a first general comprehension of the text. 3. Gap-filling exercise with sound (the gapped text, which consists of relevant vocabulary, will be dictated to learners; thus, the learners' attention will be drawn to relevant vocabulary and to text passages especially relevant for the understanding of the text.). 4. Multiple-choice exercise with questions referring to details of the text. 5. Open questions concerning the text. 6. Questions that go beyond the text and require an interpretation of the text by learners.

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Pedagogic note Learners get acquainted with the text step by step with this build-up of increasingly difficult exercises. Function of individual steps in exercise sequence A: •

At first the text is presented and learners can get acquainted with the text in their own time.

•

In the second step (Gap-filling exercise with sound) learners are encouraged to focus on particular text passages. They are supposed to read these passages very closely rather than skim over them.

•

The remaining exercises (Multiple-choice exercise and open questions) require learners to deal with the text in ever more detail. The learners' comprehension of the text will gradually increase as they grasp more and more details.

Function of individual steps in exercise sequence B: •

In this version we suggest to follow up the text presentation with a Multiple-choice exercise with questions that prompt the general comprehension of the text. Dealing with details of the text is left until later, which is particularly advisable if the text is fairly complex and you want learners to become aware of the main point of the text first before getting lost in the details.

•

Another option is to guide the learners' first reading of the text by asking some questions in advance, which can be done by placing an explanation template before the presentation of the text.

•

The remaining steps dealing with the details of the text are the same as for exercise sequence A. We suggest, however, to pose some questions at the end that go beyond the text to enable an interpretation or discussion of the text. It depends on the text used whether such an exercise is suitable or not.

The exercise sequences we suggested are not designed for exams but especially designed for practice purposes. They are intended to help learners to gradually understand the text and its vocabulary. The chapter "Vocabulary" will deal with exercises specifically designed for coming to terms with vocabulary. It is of course possible to integrate these vocabulary exercises in the exercise sequences for reading comprehension.

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2. Listening Comprehension Exercises for listening comprehension can be based on two types of spoken texts. They can be either texts that are created for certain didactic purposes or they can be authentic texts that were not written for the purposes of language learning. Moreover, it is a good idea to use texts in which the conditions for listening comprehension are not optimal, e.g. texts in which dialect is used, texts that are spoken very fast, texts that are disturbed by noises like announcements in an airport, conversations in the street etc. It is important when designing an exercise to consider the type of text that should be used and to consider the goal that is to be achieved by learners.

2.1 Presentation of text followed by a Multiple-choice exercise LC1 Oral presentation without transcript

Explanation template

LC1 Multiple-choice exercise without sound

Multiple-choice template

Task Learners may listen to the text as often as they like but there is no transcript as in the exercises for reading comprehension. Afterwards they are asked to answer several Multiple-choice questions referring to the text.

Pedagogic note The Multiple-choice exercises in connection with listening comprehension have the same advantages and disadvantages that we mentioned for Multiple-choice exercises for reading comprehension. advantages:

It is a type of exercise that is relatively easy to do for learners because they are given the answer and several alternatives Depending on the phrasing of the questions and the

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answer and several alternatives. Depending on the phrasing of the questions and the alternatives given the exercise can be adapted quite well to the learners' level of knowledge. This type of exercise is suitable for texts with conditions that are not optimal for listening comprehension if the learning goal is general comprehension. Multiple-choice exercises are suitable for tests because they can be evaluated automatically. disadvantages:

Even if all the Multiple-choice questions are answered correctly it cannot be assumed that learners have actually understood the text. Learners may simply have guessed at the correct answer or they may have answered correctly because they recognised certain keywords if they were used in the text as well as in the question.

The tutor cannot therefore deduce from the correct answers that learners have properly understood the text and/or the questions. Despite these limitations Multiple-choice exercises are a valuable way to train and test the comprehension of texts. It is possible to reduce or even avoid the risk of learners being led by keywords if the correct answer and the alternatives are phrased accordingly (cf. chap. 1, RC2). Moreover, the risk that learners base their answers on the recognition of keywords is further reduced if the listening exercise and the Multiple-choice exercise are spread over separate screens (cf. exercise type LC2 where both listening exercise and Multiple-choice exercise are combined on the same screen).

2.2 Multiple-choice exercise with sound LC2 Multiple-choice exercise with sound

Multiple-choice template

Task The spoken text is accessible from the same page as the Multiple-choice exercise. Learners may stop the recording at any time to do the exercise.

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Pedagogic note The fact that learners can see all the possible answers while they are listening to the text makes this type of exercise much easier than an exercise where the text is presented on a preceding page. Therefore, this type of exercise is very good to start off with, but it is also prone to a certain danger: learners may not really concentrate on the content of the text but may rather be looking out for keywords and trying to solve the tasks on the basis of these isolated keywords. This type of exercise is most suitable for listening comprehension exercises that are designed to practice comprehension of crucial information in less than optimal conditions (e.g. when dialect is spoken, when listening to rapid speech etc).

2.3 Answering questions by filling in gaps LC3 Answering questions

Gap-fill template

LC3 Taking notes

Gap-fill template with sound

Task On the page of the Gap-filling exercise learners listen to a text that is not transcribed. They may stop the recording at any point to fill in the gaps. In the first exercise ("answering questions") learners are asked to answer questions concerning the recorded text. In the second exercise ("taking notes") learners are asked to complete some notes to a recorded message.

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Pedagogic note This exercise is fairly easy since the missing text is basically dictated. However, learners have to listen attentively to the entire text to be able to fill in the gaps. The tasks become more demanding as soon as questions and answers are more paraphrased.

2.4 Answering open questions LC4 Answering questions

Question/answer template

Task Learners are asked to listen to a short text and answer some questions concerning this text.

It should be only a small section of text because the recording can only be played in its entirety, i.e. it cannot be paused.

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As an alternative to the basic form of answering questions, more advanced learners could be asked to summarize the text (cf. exercises for written production).

Pedagogic note This type of exercise is quite demanding. For the correct solution of the task it is usually necessary for learners to understand the text thoroughly which in turn requires the knowledge of the appropriate vocabulary.

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3. Written Production 3.1 Dictated Gap-filling exercise WP1 Dictated Gap-filling exercise

Gap-filling template

Task Learners are asked to listen to a text and to pause the sound every time a gap has to be filled in with a dictated word.

Pedagogic note Dictated Gap-filling exercises are useful for guiding the learners' attention to specific aspects of a text. The gaps that learners are asked to fill in can direct the focus on orthographical, lexical, grammatical or content-related aspects, depending on the learning goal of the exercise. The main difference between dictated Gap-filling exercises and normal (complete) dictations is that in the latter learners have a rudimentary text in front of them, which may make them feel more confident with the task. Dictated Gap-filling exercises are therefore an easier form of dictation and can serve as a preparatory exercise towards complete dictations. Moreover, dictated Gap-filling exercises offer an opportunity to focus on particularly difficult and problematic aspects of a text. It seems that dictated Gap-filling exercises are most often used as a means to acquire orthographical skills. At the same time, however, they offer far more complex practice opportunities, where listening comprehension and the recognition of grammatical relations go hand in hand.

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3.2 Dictations WP2 Dictation

Production template

Task Learners are asked to listen to a text and to write it down afterwards. They can compare what they have written with a solution.

Learners may listen to the text as often as they like. The text should be rather short, though, because this template does not offer the possibility to pause the sound and pick it up again at any point.

Pedagogic note Complete dictations are far more demanding than dictated Gap-filling exercises because learners do not have any written text available to them and have to rely exclusively on the spoken text. This requires an intensive listening effort and advanced listening comprehension.

3.3 Listening and taking notes WP3 Taking notes

Production template

Task Learners are asked to listen to a text. They are given a particular question concerning this text and are asked to make a note of the information relevant to this question. The note can be either in single words or in complete sentences.

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Pedagogic note By varying the task the tutor can specify what learners are supposed to do; for instance, the tutor can state in the task more precisely what learners are to write down, for which purpose they are taking notes and whether they should do this in single words or in full sentences. Although this type of exercise can be used for practising listening comprehension as well (cf. chapter 2), the focus should here be on written production. Listening comprehension is, of course, a required skill for completing this type of exercise.

3.4 Producing written texts WP4/5 Writing a letter / Answering a letter

Production template

Task Learners are given certain information and are asked to produce a specific type of text on the basis of this information. The information should include the description of a situation, a task, and some content-related details that learners have to use in their texts. As to the type of text, learners could be asked to write a summary, a memo, a letter etc.

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Pedagogic note It is very important for this kind of open Production exercise to make sure that learners are prepared sufficiently by preceding exercises. Learners should first be made familiar with ways of expressing themselves appropriately and with samples of the different types of texts that they will be asked to produce. The preparatory exercises could be Gap-filling and Drag&Drop exercises.

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4. Spoken Production Exercises to practise spoken production of text can be focussed on different aspects: •

practising the correct pronunciation of words and sentences

•

practising fluent speech and reading aloud

•

practising improvised speech

Note: For the present time, it is better to practise spoken production with the offline templates than with web templates because the latter offer more functions. Offline learners can record themselves and compare their own recordings with the model recording. Moreover, in the dialogue templates learners can repeat single speaker turns or even assume a speaker role.

4.1 Pronunciation exercise for words and sentences SP1 Repeating words

Text template

SP2 Repeating sentences

Task Learners are asked to listen to lists with words, phrases and sentences. Afterwards they are asked to record themselves speaking these lists and to compare their own recording with the model recording.

Pedagogic note This type of exercise is easily adaptable and can be used to achieve various learning goals: •

To practise the pronunciation of specific sounds tutors can assemble word pairs or word groups. For example: to practise the pronunciation of [v] und [w] => window, wine, water, wonder, Ù visit, value volume,

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etc.; to practise the pronunciation of voiced and voiceless „th“ => the, this, that, than, father Ù think, thought, threat, etc. •

Tutors can prepare exemplary words or sentences to get learners to practise word accent and intonation. For example: practising intonation in statements and questions, or practising the different word accent in verbs and their corresponding nominal forms (e.g. ['protest] vs [to pro'test]).

•

This exercise can also be used as a preparation for fluently reading aloud and fluent speech in as far as learners can practise isolated words, phrases and sentences or parts of dialogues or texts, respectively, before they move on to speaking or repeating longer dialogues or text passages.

4.2 Exercises for fluently reading aloud and fluent speech SP3 Dialogue practice

Dialogue template

SP4 Reading practice

Text template

Task In Dialogue practice (SP3) learners are asked to listen to the dialogue, repeat the single turns one by one, record themselves, and compare their recording with the model. Afterwards they are supposed to take over an entire speaker role, record themselves, and compare their recording with the model.

In Reading practice (SP4) learners are asked to listen to the text, read it aloud, record themselves, and compare their recording with the model. Note: The recording function is only available in the offline version. Online, this exercise is limited to learners merely speaking and reading aloud the dialogues and texts without being able to record themselves.

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Pedagogic note These speaking exercises are suitable for practising reading aloud and fluent speech. Learners can work on their pronunciation, their intonation and the speed of their speech. Learners should be encouraged to repeatedly compare their own recordings with the model and to improve their performance. Learners will get better results and will, at the same time, practise their listening comprehension and speaking skills.

4.3 Exercises for improvised speech SP3 Dialogue practice

Dialogue template

SP5 Taking part in a conversation

Question/answer template

SP6 Taking part in a conversation

Text production template

SP7 Giving a presentation

Text production template

Task One of the dialogue exercises introduced above (cf. SP3) can be used to practise improvised speech in the offline version. Rather than reading the text for a chosen speaker role, learners can erase the text for their role and speak it from memory. Learners can record themselves and compare their recording with a model afterwards. In addition, learners may be given clearly defined communicative tasks they are supposed to do either in spoken form or in spoken and written form (cf. SP5 and SP6).

It is also possible to give learners more extensive production exercises, e.g. by providing some notes to a familiar topic and asking learners to turn them into an oral presentation.

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This exercise can be varied by asking learners to provide their own notes for a topic on which they want to give a presentation. Note: For technical reasons that make recording impossible, this type of exercise should be used only for written production in the online version.

Pedagogic note Exercises for improvised speech can be adapted for all levels of competence. Depending on how demanding the task is intended to be, learners can be asked to produce a more or less difficult text, ranging from simple contributions to a dialogue, to the description of a picture, to a presentation. As with all open production exercises, tutors should make sure learners are sufficiently prepared. Learners have to have knowledge about the topics and they have to know the necessary ways of expressing themselves.

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5. Vocabulary In this chapter we suggest various possibilities of how to present and practice new vocabulary. It is advisable to combine several of the suggested exercises when creating your own exercise.

5.1 Awareness raising The following types of exercises are designed to draw the learners' attention to the relevant vocabulary in the text.

Awareness raising – listening and writing (Gap-filling with sound) Voc1 Awareness raising

Gap-filling template with sound

Task Learners are presented with a gapped text. They listen to the complete text and are asked to fill in the gaps. They may pause the sound at any time to fill in a gap.

Pedagogic note In this exercise the learners' attention is drawn to relevant vocabulary. On the one hand, learners have to concentrate on particular words while listening to the text, on the other hand they are asked to write those words; they also have the possibility to compare wrong entries with the correct solution. This combination of listening to, writing and comparing a particular word in its context offers learners many opportunities to get acquainted with the vocabulary of a new text (cf. chapter 3, WP1 Gap-filling exercise).

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Write down relevant words Voc2 Write down relevant words

production template with or without sound

Task Another option to direct the learners' attention to specific words are exercises in which learners are asked to copy words from the text. We found the following exercises very useful: a) Learners are asked to write down words that are relevant to the content of the text; unknown words have to be deduced from the context or be looked up in a dictionary. b) Learners are asked to write down all unknown words and to either deduce their meaning from the context or to look up their meaning in a dictionary.

Pedagogic note This type of exercise offers learners plenty of opportunity to work closely and actively with the vocabulary of a text. Moreover, the learners' initiative is asked for when they have to deduce the meaning of words from the context or when they have to refer to a traditional or an electronic dictionary for the meaning. Thus, learners practice crucial techniques of self-organised learning. Exercises that encourage independent, autonomous and active learning are particularly important for a learning environment that includes the computer because learners are very often misled by this medium into believing that the machine will "do their work for them". This presumption should be discouraged continuously with the appropriate exercises.

5.2 Memorising new words Exercises where learners become aware of relevant vocabulary in a new text should be followed up by exercises where learners can practise and consolidate this vocabulary.

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Word list with explanations Voc3 Word list with explanations and sound

Text template

Task The vocabulary is presented as word lists with explanations and/or translations. Learners may listen to and repeat aloud the vocabulary as often as they like.

Pedagogic note Word lists are very helpful if you want to get learners to focus on specific vocabulary relevant for a particular topic. We recommend using word lists only after the vocabulary has been introduced as part of a text or in exercises of type Voc1 or Voc2. Moreover, word lists should be followed up by exercises in which learners can check whether they have actually learnt the words' meanings (cf. Voc4) and whether they are able to use the new vocabulary (cf. Voc7 and Voc8).

Remember words Voc4 Remember words

Production template or Gap-filling template

Task Learners are asked to memorise the words of a list really well in order to be able to write down those words on a following screen.

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Variants on this exercise: •

Production template: Learners make a list of all the words they can remember; they can compare their list with the complete word list.

•

Gap-filling template: Learners are asked to complete words of which only the first few letters are given.

Pedagogic note This exercise is intended to help the memorising of new vocabulary and can be used in addition to practising with the word list itself. For example, learners who are not satisfied with the outcome of the remembering exercise could be asked to go back to the word list and memorise it again.

Match words to explanations Voc5 Match words to explanations

Drag&Drop template

Task Learners are asked to match words from the word list and their respective explanations.

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Pedagogic note This exercise should also be preceded by one of the more basic vocabulary exercises (Voc1, Voc2, or Voc3). Learners are supposed to check in this exercise whether they already know or have learnt, respectively, the meaning of the relevant vocabulary. If learners realize that they have not yet learnt the vocabulary, they can return to the preceding exercises.

5.3 Using new words Voc6 Put words in contexts

Drag&Drop template

Voc7 Put words in contexts

Gap-filling template

Task Learners are asked to fill in the missing words in a text or in individual sentences. The words have to be chosen either from a list (Drag&Drop template) or they have to be deduced from the context alone (Gap-filling template).

Pedagogic note This exercise also requires preparatory vocabulary exercises. Learners are taught to use newly acquired vocabulary in new contexts. Instead of this exercise you could also use production exercises in which, for instance, learners could be asked to answer questions for which they need the new vocabulary.

5.4 Sense Relations (antonyms, synonyms, hyponyms) Voc 8 Select antonyms

Drag&Drop template

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Task In this exercise learners are asked to match words and their antonyms.

Pedagogic note This type of exercise can be easily varied and used for the systematic enlargement of vocabulary. Apart from teaching antonyms of words, exercises like this can be used to teach synonyms or hyponyms. You can use Gap-filling or Drag&Drop templates for these exercises. Gap-filling exercises where learners are asked to come up with the solutions themselves are usually far more demanding than Drag&Drop exercises where learners can choose from a given list of words. Therefore, learners should be prepared thoroughly for Gap-filling exercises.

5.5 Word formation Voc9 Word formation

Drag&drop template

Task Learners are asked to complete words in a text or in individual sentences.

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Pedagogic note In this type of vocabulary exercise learners can practice word formation. The exercise can be realised in Drag&Drop or Gap-filling templates. Here are more ideas for exercises to practise word formation: •

deriving nouns from verbs or vice versa (exercise with texts and word lists)

•

creating compounds from two or more words

•

creating words from syllables (Drag&Drop template)

5.6 Collocations VOC10 Collocations (Drag&Drop exercise)

Drag&Drop template (or: Select template)

VOC11 Collocations (Gap-filling exercise)

Gap-filling template

Task Learners are given a gapped text, sentence or phrase and are asked to fill in the missing part of the collocation (which can be more or less standardised).

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Pedagogic note Collocations are usually learned as set combinations of words but they are still troublesome even for advanced learners. Not the comprehension but the production of collocations is usually the problem. It happens very easily that learners use unusual or incorrect combinations of words because they do not know the collocation or standard phrase. Therefore, collocations should not be neglected when working on vocabulary. It is a good idea to include collocations in the design of vocabulary exercises wherever possible. Most of the exercise types listed in this chapter are suitable for practising collocations (cf. Voc1 to Voc7). The only difference is the fact that exercises for collocations do not only deal with individual words but a whole sequence of words. The focus should be on production exercises, for instance Gap-filling exercises where different parts of the collocation have to be filled in. These exercises can consist of texts, sentences or groups of words. Gap-filling exercises and open production exercises could also be used for tasks where learners are confronted with sentences or texts that contain unusual, unacceptable or non-idiomatic collocations. Learners could then be asked to suggest alternatives.

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6. Communicative functions 6.1 Introductory example COM1 Dialogue

Dialogue template

Task Learners are asked to listen to a dialogue and to pay attention to the way particular communicative functions are realised verbally. Take for instance the following example: in the dialogue learners are supposed to recognise how the advantages and disadvantages of a certain action are presented in a meeting.

Pedagogic note It is advisable to use examples (i.e. dialogues, texts) when introducing communicative functions. Learners should get ample opportunity to study the introductory examples before moving on to exercises where the communicative functions that were introduced in the example are re-enforced and practised. You can use all sorts of exercise types for this, e.g.: •

lists with relevant phrases,

•

exercises in which learners have to fill in the appropriate phrases for particular communicative functions,

•

exercises in which learners have to decide on the communicative function of an utterance,

•

exercises in which learners have to produce utterances with particular communicative functions.

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6.2 Lists with relevant phrases COM2 List of phrases

Text template

Task Learners get a list with relevant phrases for particular communicative functions and can listen to and repeat the list as often as they like (cf. also Vocabulary exercise Voc3).

Pedagogic note The combination of listening and repeating activities offers learners the opportunity to memorise the listed phrases particularly well. It is useful to place this exercise directly after the introductory text or dialogue in which the phrases were used in a communicative context.

6.3 Completing phrases COM3 Drag&Drop

Drag&Drop template

COM4 Select expressions

Select template

Task •

Drag&Drop exercise: Learners are asked to complete a text with phrases that are provided in form of drag objects, which have to be dragged to the appropriate gaps.

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Select exercise: As in the previous exercise, learners are asked to complete a text with phrases, but here they are asked to choose the phrases from a list of alternatives.

Pedagogic note These exercises are relatively easy because the relevant communicative functions are provided. This means these exercises are quite suitable to introduce phrases for certain communicative functions. It is easy to vary the level of difficulty of these exercises: the learners' task is easier if the number of gaps and answers match up exactly, it is more difficult if the number of answers exceeds the number of gaps. Didactically, there is no difference between Select and Drag&Drop exercises since both provide the possible answers. It is merely a pragmatic choice which template you want to use: Select exercises usually require less space because the alternatives are "hidden" in a box and become visible only by clicking on the box.

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However, there is one crucial difference between the two types of exercises. The Select template offers the possibility to give specific alternative answers for the individual gaps. If you want to create an exercise where every gap has different alternative answers than the other gaps you have to use the Select template.

6.4 Deciding on communicative functions COM5 Select function (Selcet exercise)

Select template

COM6 Select function (Multiple-choice exercise)

Multiple-choice template

Task Learners are asked to decide on the communicative function of an utterance. They are given different functions in a box and have to choose the correct one.

You can also use the Multiple-choice template for exercises in which learners have to decide on the communicative function of an utterance. In the following example, for instance, learners listen to a dialogue and are asked to decide which communicative function the reaction of the second person in the conversation has.

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Pedagogic note Exercises in which learners have to decide on the function of an utterance are a valuable training for text comprehension and for the ability to analyse the function and intention of an utterance. Recognising the function/intention of utterances is fairly easy if they contain phrases that act as "signposts" (cf. COM5). The task becomes particularly difficult for learners if they have to recognise the intention of a much more complex utterance which does not contain any signposting language but is phrased rather indirectly (cf. COM6).

6.5 Determining the order of contributions to a dialogue COM7 Scrambled discussion

Drag&Drop template

Task Learners are asked to put the scrambled parts of a dialogue in the correct order by dragging numbers in front of the individual contributions to the dialogue.

Pedagogic note In this exercise learners have to concentrate on the communicative function of utterances. They are encouraged to pay special attention to verbal features with particular communicative functions, which indicate the position of the speaker's contribution in the dialogue.

6.6 Producing utterances COM8 Production – Example 1

Question/answer template

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COM9 Production – Example 2

Production template

COM10 Production – Example 3

Production template

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Task Learners are asked to produce their own utterances with particular communicative functions according to the information provided. Learners have the possibility to compare their utterances with model solutions.

Pedagogic note Unlike in Drag&Drop, Select and Multiple-choice exercises, there are no alternative answers provided in open Production exercises. Learners cannot choose a correct answer but have to produce their own, supported more or less strongly by the information provided. Learners should always be thoroughly prepared for open Production exercises. Tutors should make quite sure to introduce the necessary phrases so they can assume that learners are familiar with them.

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7. Grammar In this chapter we will provide examples for understanding, recognising and practising grammatical structures: •

grammatical explanations,

•

exercises for practising grammatical forms and structures,

•

exercises to analyse grammatical rules and functions.

7.1 Grammatical explanations GRAM1 Grammatical explanation

Explanation template

Task Learners are expected to memorise a grammatical explanation and then to proceed to an exercise.

Pedagogic note Grammatical exercises can be preceded by explanations as to grammatical form, structure, and their usage. Such explanations should be as short as possible and tutors should be sure that the target audience is familiar with the terminology used. It may be helpful to learners to also provide a spoken version of the explanations rather than just a written version.

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7.2 Practising grammatical forms and structures Filling-in exercises

Production exercises

GRAM2/3 Gap-filling exercises

Gap-filling template

GRAM4 Drag&Drop exercise

Drag&Drop template (or Select template)

GRAM5 Forming sentences

Production template

GRAM6 Forming questions

Grammatical forms and structures can be practised with Filling-in exercises (Drag&Drop, Select, and Gap-filling exercises) and with semi-open Production exercises.

Task – Filling-in exercises Learners are asked to complete certain forms or structural elements in a text or in sentences. Depending on the grammatical structure to be practised and the intended level of difficulty, we suggest the following exercises: •

Gap-filling exercise in which the words to be used are provided; e.g. verbs are given in the infinitive and

have to be filled in, in their correct form (cf. GRAM2).

•

Gap-filling exercise in which the words to be used are not provided; e.g. learners have to fill in prepositions (cf. GRAM3).

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Drag&Drop or Select exercises in which learners are asked to choose the correct answer from a selection of alternatives (cf. GRAM4).

Task – Production exercises Learners are asked to form sentences from basic information. •

The given elements have to be combined to form correct sentences, e.g. to practise word order (cf. GRAM

5).

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Learners are asked to form questions that correspond to answers which are provided (cf. GRAM6).

Pedagogic note The type of exercise tutors choose depends on the level of difficulty and on the grammatical structure learners are supposed to practise . Exercises with given alternatives, in which learners can choose the correct answer from a selection of alternatives (Drag&Drop and Select exercises), are usually easier than exercises without alternatives, in which learners have to form the answers themselves (Gap-filling and semi-open Production exercises). In Filling-in exercises without alternatives it may be advisable to provide cues (e.g. an infinitive; cf. GRAM2 above) because the focus is on grammatical form and not on vocabulary. Semi-open and open Production exercises (cf. GRAM5 and GRAM6) are particularly suitable for practising grammatical structures that do not simply deal with single elements (e.g. verb forms or prepositions), but with entire sentences (e.g. word order, questions, negation). These types of exercises have the advantage that learners have to consider the whole sentence structure rather than focus merely on single structural elements.

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7.3 Analysis of grammatical forms and structures, their meaning and communicative function GRAM7 Grammatical analysis

Production template

GRAM8 Specifying usage (Drag&Drop exercise)

Drag&Drop template

GRAM9 Specifying usage (Select exercise)

Select template

GRAM10 Specifying usage (Multiple-choice exercise)

Multiple-choice template

Task (A)

In this type of exercise, learners are asked to analyse a text and make a note of certain structural elements; e.g. note all the prepositions, all the verbs, or all verbs in a particular tense.

(B)

In the following types of exercises learners are asked to find out the grammatical meaning or communicative function of selected grammatical forms. Learners can choose from a selection of answers. •

In the Drag&Drop exercise (cf. GRAM8) learners are asked to drag the corresponding answers into the gaps.

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In the Select exercise (cf. GRAM9) learners can choose the correct answer from a box with a selection of answers.

•

In the Multiple-choice exercise (cf. GRAM10) learners are asked to click in the box in front of the correct answer.

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Pedagogic note Analytical exercises like these, in which learners have to find grammatical forms and structures in texts or have to decide on the communicative function of grammatical structures, offer them the opportunity to constructively come to terms with grammatical rules or regularities. We suggest using the Production template for the grammatical analysis of sentences or texts. This type of exercise is easily adaptable and is suitable whenever tutors want to raise awareness of the existence of particular grammatical structures in texts. Learners may be given sentences or texts with particular grammatical structures, which they have to work with according to more or less difficult and extensive tasks. For instance, learners may be asked (A)

to write down certain forms/structures,

(B)

to work with these forms/structures (e.g. to form the infinitive),

(C)

to phrase rules.

We suggest using Drag&Drop, Select und Multiple-choice templates for the analysis of the communicative usage of grammatical forms and structures. In all three types of exercises learners can choose from a selection of answers. When setting tasks in which learners are asked to analyse grammatical regularities and the usage of grammatical forms and structures, tutors should be sure that learners are familiar with the grammatical terminology used and that they understand the task.

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