Welcome to the EASE Self-Directed Learning Platform
To get started, click on the flag for your preferred language and then read the descriptions and choose which level you think you are at.
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Please select your Language Level
A1
I can use simple phrases and sentences to describe where I live and people I know.
A2
I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job.
B1
I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions
B2
I can present clear, detailed descriptions on a wide range of subjects related to my field of interest. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
C1
I can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion.
Topic of the activity: Introducing themselves, where they are from, basic personal information
Brief description about the activity: The activity is divided into 6 speaking tasks focusing on connected speak, pronunciation, discourse markers, circumlocution /paraphrasing, interaction and fluency.
Instructions:
- The activities can be run consecutively or as a component of a longer class. The teacher should also consider how the activities / materials can be extended to meet the additional needs of the students;
- The teacher should also provide transcripts for dissemination purposes;
- Consider the appropriateness of the materials for your context, and make adjustments where necessary;
- Have students work individually first that pair check the activities before giving class feedback;
- If possible, provide the materials on projector / IWB
A1 English
TASK 1: - NATIVE-LIKE SELECTION
Audio 1
TASK 2: - PRONUNCIATION
TASK 3: - COGNITIVE STRATEGIES (CIRCUMLOCATION, PARAPHRASING, ETC)
TASK 4: - DISCOURSE MARKERS
Audio 2
TASK 5: - INTERACTION STRATEGIES
TASK 6: - FLUENCY
Task 1 - AUDIO 1
CONVERSATION 1
SPEAKER A: Hiya. How’s it going?
SPEAKER B: Yeah, it’s going great. And you!
SPEAKER A: Can’t complain.
CONVERSATION 2
SPEAKER A: Hello. Good morning.
SPEAKER B: Good morning. How are you?
SPEAKER A: I’m very well, thank you. And you!
SPEAKER B: I’m well. Thank you for asking.
Task 2 - AUDIO 2
- Hello!
- I’m delighted to make your acquaintance.
- Hiya!
- How’s it going?
- Morning!
- And what do I owe the pleasure?
- Alright?
- It’s a pleasure to meet you.
Topic of the activity: Basic personal and family information; shopping; geography; employment; apologizing / saying sorry
Brief description about the activity: The activity is divided into 6 speaking tasks focusing on connected speak, pronunciation, discourse markers, circumlocution /paraphrasing, interaction and fluency.
Instructions:
- The activities can be run consecutively or as a component of a longer class. The teacher should also consider how the activities / materials can be extended to meet the additional needs of the students;
- The teacher should also provide transcripts for dissemination purposes;
- Consider the appropriateness of the materials for your context, and make adjustments where necessary;
- Have students work individually first that pair check the activities before giving class feedback;
- If possible, provide the materials on projector / IWB
A2 English
Topic of the activity:
- How to discuss experiences, dreams, hopes and ambitions;
- How to ask for a favor;
- how to express agreeing and disagreeing;
Brief description about the activity: The activity is divided into 6 speaking tasks focusing on connected speech, pronunciation, discourse markers, circumlocution and paraphrasing, interaction and fluency.
Instructions: Read the introductory comments and instructions carefully. Before working through the exercises.
B1 English
TASK 1: - NATIVE-LIKE SELECTION
Audio 1
TASK 2: - PRONUNCIATION
TASK 3: - COGNITIVE STRATEGIES (CIRCUMLOCUTION, PARAPHRASING, ETC)
Audio 2
TASK 4: - DISCOURSE MARKERS
TASK 5: - INTERACTION STRATEGIES
TASK 6: - FLUENCY
Fluency is the continuity, smoothness, speed, and effort in oral speech production. It means the ease and flow with which speakers employ sounds, syllables, words and phrases in speech, especially conversational speech. Fluency infers joined speech when speaking quickly. When we are in a discussion, we need to express agreement and disagreement. Doing this with ease helps communication. So how do we disagree?
Below are some expressions you can use to agree and disagree. You will need to use these expressions in a discussion activity. Listen to the AUDIO TRACK 8 and read.
Audio 3
Listen to the AUDIO TRACK 9 and respond appropriately using one of the expressions for AGREEING, DISAGREEING and PARTIALLY AGREE.
Audio 4
[TRANSCRIPT]
- The price of coffee has increase a lot.
- I support the current government policies.
- Canada is the biggest country in the world.
- Under 16s should not be allowed to vote.
- Cigarettes should be banned in public spaces.
- Climate change is a real thing.
Topic of the activity:
- Expressing a viewpoint on issues;
- Discussing advantages and disadvantages;
- Expressing emotions & feelings;
- Dealing with a problem, how to persuade someone to do something;
- Advanced connectors and linkers.
Brief description about the activity:The activity is divided into 6 speaking tasks focusing on connected speech, pronunciation, discourse markers, circumlocution and paraphrasing, interaction and fluency.
Instructions: Read the introductory comments and instructions carefully. Before working through the exercises.
B2 English
TASK 1: - NATIVE-LIKE SELECTION
TASK 2: - PRONUNCIATION
Audio 1
TASK 3: - COGNITIVE STRATEGIES (CIRCUMLOCUTION, PARAPHRASING, ETC)
TASK 4: - DISCOURSE MARKERS
Audio 2
TASK 5: - INTERACTION STRATEGIES
TASK 6: - FLUENCY
Fluency is the continuity, smoothness, speed, and effort in oral speech production. It means the ease and flow with which speakers employ sounds, syllables, words and phrases in speech, especially conversational speech. Fluency infers joined speech when speaking quickly.
To improve your spoken fluency:
- practice speaking as often as possible;
- Listen to ‘native’ speakers and copy them exercising your facial muscles;
- if you are self-studying practice short dialogues and record yourself and play the recording back and listen;
- Read books, watch films and TV, listen to music, the radio and podcasts on social media; this exposes you to new ways of expression, slang, idioms etc;
- If you are going to the shop, a doctor or going to speak on the phone prepare what you are going to say and have some key phrases and questions available;
- Learn phrases, chunks or words and formulaic expressions to use in everyday conversation;
- Record yourself as much as possible and listen to your voice.
Audio 3
Look at the dialogue in exercise 4 below. Some sets of words are underlined; when you say these ‘chunks’ of language the word sounds blend e.g. how are things /haʊəθɪŋz/ or /howathingz/; all good /ɔːɡʊd/ or / or’good/.
Try recording yourself saying the following dialogue. Then play it back.
[Speaker 1] Hi there, how are things?
[Speaker 2] Not too bad. I mean, they could be better. How about you?
[Speaker 1] Basically, all good, so what are you doing nowadays?
[Speaker 2] You know, the same old thing.
[Speaker 1] Still in construction?
[Speaker 2] Actually, no. I’m in property investment, coincidentally, I was down your way looking at some land.
[Speaker 1] By the way, do you have contacts on the local planning committee?
Another tool that may be useful is the talk-type facility on Word. Try speaking to see if the facility understands your pronunciation.
Topic of the activity:
- Expressing a viewpoint on issues;
- Discussing advantages and disadvantages;
- Expressing emotions & feelings;
- Dealing with a problem, how to persuade someone to do something;
- Advanced connectors and linkers.
Brief description about the activity: The activities focus on resolving conflicts in the Social; Academic; Professional situations
C1 English
TASK 1: - NATIVE-LIKE SELECTION
In a discussion, socially sensitive and divisive language is used. Some of this language may be anachronistic and context specific; sometimes it is used by a speaker if they are searching for a word; in other cases it can be used in discussions if the speaker is acting as devil's advocate or a character in a play. You need to identify what this language means and which is socially acceptable.
Socially sensitive language could relate to:
- Race and ethnicity
- Gender
- Sexual orientation and preferences
- Age
- Illness and disability
- Titles
Emotive, dated or offensive language tends to be found in classic literature, films and documents.
TASK 1 B: - NATIVE-LIKE SELECTION
TASK 2: - PRONUNCIATION
Audio 1
Audio 2
TASK 3: - COGNITIVE STRATEGIES (CIRCUMLOCUTION, PARAPHRASING, ETC)
Empathy can come in two main forms: cognitive and emotional. Understanding the distinctions between cognitive and emotional empathy are important.
In its elemental form Cognitive empathy is understanding another person's perspective, or ‘putting yourself in their shoes.’ This requires you to understand that whilst we are all different, we can still relate to each other; it also needs an understanding that not everyone's life experiences are not the same. It is observing and rationally understanding a person's perspective. It requires considered thought, logical thinking and research.
Emotional empathy is a little different in that you share an emotional experience with someone else and understand how they feel. This sharing can come because you both underwent the same type of experience but at different times or you shared the same experience together.
Our focus here is Cognitive Empathy. Using the definition and example above, identify which sentences are examples of cognitive empathy
Read the sentences below and decide which are examples of Cognitive empathy.
TASK 4: - DISCOURSE MARKERS
When presenting an opinion, you need to adopt a dispassionate approach to the subject. You also need to present your opinions clearly. To do this you need to structure your opinion in a clear way.
Read the following excerpt. Someone is giving their opinion on AI. Use the discourse markers.
Read the text. Then select the most appropriate discourse marker to complete the text..
TASK 5: - INTERACTION STRATEGIES
There are several interaction strategies you can use. These range from eye contact, body language, hand gestures, and oral interaction strategies.
TASK 6: - FLUENCY
An interesting way to build fluency is to create your own audio. This can be done simply with an audio recording feature or app on your Smartphone. You may need repeat a couple of time to get it right. Then listen. Use the model to compare.
Activity A.
You will hear the transcript twice, first in slow speech then in rapid speech. Pay special attention to words that blend; chunks of words; weak forms of articles, prepositions and auxiliary verbs, and the use of the glottal stop.
Audio 3
Audio 4
Generally, the advancement of technology is considered by many as a positive development because it can make our lives easier. For example, the invention of the World Wide Web and its opening to the public in 1991 changed the way we interact with the world and use technology. However, some claim that a lifestyle without technology would be appealing. Today many people warn against the introduction of AI. People such as Elon Musk and Bill Gates urge caution against unregulated and untested AIs. Such people, of course, are not technological Ludites; they are people who themselves created and use new technologies; they are proficient in the use of technology, social media and gadgetry, yet they feel the need to urge caution about this technological development that could be detrimental to human society. Such opinions are not shared by everyone. Abhishek Gupta advocates safe and inclusive development of AI technologies. His research focuses on applied technology and creating policy to address the ethical and inclusivity issues AI raises. When discussing AI, it is important for us to be aware of the many issues such as ethics, diversity, social and economic problems it raises. I feel the introduction of AI across society is beneficial for the economy and opens up alternative employment opportunities. My friends, family and colleagues agree that we must approach AI with caution. In my particular case, it will allow me to interact orally with an AI and reduce my screen time. I can’t dismiss those people who are concerned that AI could be taking their jobs or it could turn on mankind and terminate us all, but I do believe that a tech-free way of life isn’t possible unless something catastrophic happens.
Activity B.
Audio 5
Generally, the advancement of technology is considered by many as a positive development because it can make our lives easier. For example, the invention of the World Wide Web and its opening to the public in 1991 changed the way we interact with the world and use technology. However, some claim that a lifestyle without technology would be appealing. Today many people warn against the introduction of AI. People such as Elon Musk and Bill Gates urge caution against unregulated and untested AIs. Such people, of course, are not technological Ludites; they are people who themselves created and use new technologies; they are proficient in the use of technology, social media and gadgetry, yet they feel the need to urge caution about this technological development that could be detrimental to human society. Such opinions are not shared by everyone. Abhishek Gupta advocates safe and inclusive development of AI technologies. His research focuses on applied technology and creating policy to address the ethical and inclusivity issues AI raises. When discussing AI, it is important for us to be aware of the many issues such as ethics, diversity, social and economic it raises. I feel the introduction of AI across society is beneficial for the economy and opens up alternative enployment opportunities. My friends, family and colleagues agree that we must approach AI with caution. In my particular case, it will allow me to interact orally with an AI and reduce my screen time. I can’t dismiss those people who are concerned that AI could be taking their jobs or it could turn on mankind and terminate us all, but I do belive that a tech-free way of life isn’t possible unless something catostrophic happens.
Glossary
Blend: A consonant sequence or cluster that comes before or after a vowel in a word or syllable. Chunks of words: These are groups of words found together in language that always go together. These can be fixed collocations, or certain grammatical structures. Weak forms: These are syllable sounds that become unstressed especially in rapid connected speech. Many ‘function’ words have weak forms such as the modals ‘be’, ‘have’, prepositions and articles. Glottal stop: A glottal stop is a sound made by the rapid closurer of the vocal cords, so sometimes the /t/ sound isn’t produced; for example, ‘football’ , ‘can’t’ , ‘water’ and ‘butter.’ Listen to the audio example.Audio 6
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
