English language practice. System of exercises

Teaching various aspects of language and language skills needs constant language practice. Chapter 2.4. covered the theory of activity and the ways of converting exercises prescribed in coursebooks and different teacher manuals into classroom activities. As we see, there is a difference between exercise and activity. The former contains a set of language material to practise individually or in cooperation with others, at home or in the classroom setting, whereas activity is a part of lesson. Exercise has a four-stage structure and is classified according to special criteria. The first criterion is according to the direction of communication: receiving or producing the message. Exercises are classified as receptive, reproductive, receptive-reproductive (phrase level); productive, receptive- productive (segment level).

Receptive exercises are aimed at receiving some oral or written information that is perceived via listening or reading. Listening to sounds, words, grammar structures, somebody’s speech, recordings, etc. practises aural comprehension/reception. Reading words, word-combinations, phrases, texts practises reading comprehension/reception.

For example,

Listen to the recording and follow the map.

Read the words andfind vowel letters in them.

Reproductive exercises are aimed at reproducing language forms such as grammar structures, lexical units, sounds and intonation patterns. Learners reproduce some language orally or in written form (e.g. pronounce phonetic drills/ pronounce or write fixed expressions, phrasal idioms, fixed frames, single word forms/different grammar elements and structures).

For example,

Pronounce the sounds/letters done:- Copy the words into your copybooks.

Receptive-reproductive exercises aim at the two-step practice.

For example,

Listen to the recording and repeat the structures of Present Perfect.

Read the words and write down those which are related to the topic FOOD. Productive exercises aim at producing an utterance or a text.

For example,

Look at the pictures and express your opinion about the variety of leisure activities people can enjoy at weekends. (Oral production)

Write a letter to your pen-friend inviting him to visit your country in summer. (Written production)

Receptive-productive exercises aim at gaining some information through listening or reading first and reacting to the information received orally or in written form.

For example,

Listen to the dialogue and answer the questions.

Listen to the woman complaining about her holiday troubles and write down a letter of advice to her.

Read the timetable and discuss with the partner the best route to London.

Read the article about Lady D and write down the plan of it.

The second principal criterion of exercise classification is according to its communicative value. In this sense exercises may be speech/communicative, relatively-communicative and language/non-communicative. Speech/communicative exercises are designed to practice speech skills and develop communicative competences. Such type of exercises is organized mainly in a classroom setting as classroom activities. Relatively-communicative exercises contain meaning-focused tasks only indirectly related to real-life tasks where learners have to respond to the situation given. Language/non-communicative exercises aim at accuracy practice of language elements and mainly form-concentrated.

In communicative classroom controlled/manipulated exercises aimed at habit formation are associated with meaningful drilling. Meaningful drills are special pattern practices/exercises contextualized to meet the requirements of a communicatively-oriented design. Appropriate communicative situations are created in the classroom where learners have to repeat target language structures. Teacher follows up learners’ training by reinforcing the forms practised. Beginners require a recycling of material from controlled practice and drills to more free expression activities. Relatively advanced learners may need to polish already developed skills and can be trusted to carry out less structured activities on their own.

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