Word Processing (Unit A3)
The most common use is of ICT in languages is to create letters and others documents.
Teachers or students can create Close reading texts, texts with missing words and texts that need punctuation, plural or another tense. Arranging a story in chronological order, or completing a story or an outline are other valuable applications. Using spelling and grammar control in a proper way could give students a feeling of self-confidence when producing written text.
Composing Documents and Presentations (Unit A6)
It motivates students very much to produce a report with ICT-tools on a subject in the mother tongue or foreign language illustrate what they produce gives students an impetus to write. Students will appreciate ready-to-use graphics, and the high quality graphics they can create themselves.
Information and Communication (Unit A7)
Nothing seems to be more motivating for students as communicating with a native speaker of a foreign language in a distant country. More equality can be reached by communicating in the foreign language with other non-native speakers in other countries. In the future video-conferencing will be a quite normal way to communicate on-line.
The information which is available on Internet about the foreign country and in the foreign language can be used in a lot of different ways: to give assignments and tasks to students (e.g. in combination with the production of presentations), to give context and cultural background information and to bring actuality into the classroom.
Finally there is a lot of information on the Internet or on specific cd-roms about literature: databases, excerpts, reviews, opinions and so on. This availability also will change the nature of the literature education, because these excerpts are really easy to access.
Speech Recognition and Synthesis
Given the right software, students can compare their own pronunciation with that of the synthesised model, both oral and visual.