CONTROLLED EXERCISE*

*Submitted by Sophia Birdas

Focus on form and accuracy. Often used to teach a grammar structure or language function in conjunction with semi-controlled and communicative exercises. Controlled practice provides exercises that limit the students attention to the target structure or function so that it can be accurately produced. Exercises should be meaningful and realistic (not isolated, unconnected practice sentences); provide realistic/unifying context. Make sure that exercise is not simply a mechanical transformation where the students could provide the correct answer without considering the meaning of the whole sentence. Provide for pair or group practice wherever possible. During pair/group work, walk around the classroom and check students work and help if needed (make sure to provide enough practice exchanges so that you have time to walk around to everyone).

CONTROLLED SAMPLE ACTIVITIES

Recognition Identification

Students identify target structure. Students identify and produce specific target structure. Involves fixed patterns of role relationships and task types; regulated sequence and form or responses, but response choices are meaningful. Teacher knows response or has limited set of expectations for appropriate response. Students transfer linguistic components into appropriate cell in grid.

Meaningful drill (w/unifying context)

Question-answer display
(for teaching grammar structure)

Information transfer
(for teaching language function)

Controlled Exercise Examples

Example One 1. The puppy (run) _____________ across the field. 2. The teacher (write) ______________ on the blackboard. 3. The little boy (fall) ____________ down the hill. 4. The waiter (drop) ____________ the plate. 5. etc. Bad example! Why? Its not good enough. The students can change the verb without reading the sentence. Also, there is no unifying context; the topics are random.

Improvements: Take the verbs out of the sentences and put in a verb box at the top of the page. The student will have to select which verb to use as well as decide on the proper form. OR Provide a forced choice so that the student still has to read the sentence to determine the correct verb and answer. Example: The puppy (run, speak) _______ across the field. (tip: the blank lines should all be the same size so that the answers arent given away) AND Provide unifying context (i.e.: each sentence is part of a story about the puppy; food; driving)

SEMI-CONTROLLED EXERCISE
Move away from focus on form and accuracy to focus on meaning/communication. Often used to teach a grammar structure or language function in conjunction with controlled and communicative exercises. Semi-controlled practice provides a stronger focus on the meaning component. Be sure that exercises model realistic tasks and realistic language use (i.e. this is what native speakers would do and say) and provide unifying context. If possible, provide for the exchange of personal information.

SEMI-CONTROLLED SAMPLE ACTIVITIES

Cued narrative/half dialogue

Provide only half of dialogue. Students produce language following verbal/written/pictorial cues provided throughout activity. Students assemble a dialog/story by putting the relevant language pieces in order. Short information gap tasks that help practice the target structure or function. Students plan, prepare and rehearse for a later activity. Teacher does not know student response in advance.

Unscrambling tasks

Information exchange Preparation Question-answer referential

(for teaching grammar structure)

COMMUNICATIVE EXERCISE
Typically for a grammar structure or language function lesson, the communicative exercise will be some type of speaking activity. The communicative exercise should allow for genuine information exchange. The new structure or function should be an integral part of the activity, but should not be the focus so that the attention is shifted away from the structure or function to a genuine exchange of messages among students. The activity needs to be adequately prepared. The teacher should explain the purpose of the activity. This is best to do at the end because otherwise the students will focus on the structure or form too much.

COMMUNICATIVE EXERCISE SPEAKING SAMPLE ACTIVITIES

Information gap activities

Longer, extended versions of semi-controlled info gaps; students should focus on social protocol of the entire situation) Students engage in cooperatively solving a problem. Students freely act out roles and situations after initial cues, often simulating real life actions and experiences. Students obtain information from each other. Students discuss specified topics; sides may or may not be assigned. Students produce and use language in a setting of a language game (should reinforce lesson).

Opinion gap tasks

Role play/drama/ simulation

Interviews Discussion

Games