Selected interactive exercises in language teaching

Nowadays, children function on two levels. The real one, which consists of direct contact with another person, and the virtual one, in the network . It goes without saying that the virtual plane is more attractive for most young people. Therefore, the computer has become an indispensable tool serving as a form of entertainment, help in learning, relaxation . More and more often it replaces contact with peers . Working with a computer does not cause any problems for students, and the online environment is their natural environment .
2.2.1 Khoot !
The increase in the number of ICT has brought some impact in education, especially in language learning. It has changed the learning process from traditional to contemporary teaching. Kahoot is a game-based approach to mixed learning that has been introduced in some areas of life, especially education. Kahoot is a mix of games in ICT. It contains questions on specific topics. After downloading the program, users can create and design their own questions based on their needs and topics, they can set time, play an infinite number of players, creating a social, fun and game-like learning environment.
There are three types of Kahoot, these are quizzes, discussions and surveys. Quiz is the most common type used in the learning process. Below is a look that can be found on the teacher's screen. Learning languages is hard work, which can sometimes be frustrating. Constant efforts are needed to understand, create and manipulate the target language. However, it is not only the task of language learners but also of teachers to make the learning process easier and more effective. Teachers are required to be creative in using all kinds of learning sources and their competences to disseminate knowledge and increase the motivation of students. Krashen argues that 'highly motivated learners tend to perform better, and students with confidence and a good self-image are more successful' (Richards and Rodgers, 2001, p. 183).
Learning methods and strategies have been developed to maintain students' motivation and self-confidence in order to improve their English language skills. One such method is the use of games and the contemporary popularity of learning a second and foreign language.
To be able to play the games, of course it is needed ICTs to support. The teacher as a leader of the game needs a laptop as a server, LCD projector and also speaker. And for the players, it is needed smart phone or laptop equipped with Wi-Fi. On the screen of the player it will appear like this.
The players then will be asked to enter the PIN and the nickname. This is the most common type of Kahoot, to blended learning. There is no limit to the number of questions in a quiz. Each question can have an associated picture or video, and 2 - 4 multiple choice answers. There must be at least one correct answer (but more can be chosen), and the time-limit for each question can be individually set from 5 seconds to 2 minutes. The quizzes can
be used to formatively assess the knowledge of each individual in the room, and adapt their learning accordingly. They can be used to track progress of individuals over time, and inspire learners to enquire further by creating their own quizzes (https://esolonline.tki.org.nz).
Players answer questions displayed at the front of the room on their personal device, motivated to answer correctly and score the most points. The faster someone answers a question correctly, the more points they get. The top 5 highest points scorers are displayed on the leader board at the front in-between each question, and the ultimate winner is shown at the end. Results, including who answered what for each question, can be downloaded afterwards
2.2.2. Hot potatoes
In hot potatoes the pupils are divided into groups and each pupil in the group is given a card with a different topic or question written at the top of the page. They then have a short time to brainstorm and write down all the key points they can come up with on this topic before passing their work on to the next person. Each time they receive a new topic, students read what has already been written and add their statements. The key points cannot be repeated. The paper is passed on until it returns with its original owner. This strategy effectively activates prior knowledge and vocabulary or can also be used as a review tool.
Watch these short videos to see the activity of Hot potatoes in primary and second class. One of the computers that can be creatively used by teachers is the hot potato developed by Half-Baked Software Inc. Hot Potatoes is an educational tool for creating quiz games using various supplied applications. Teachers can create many different quizzes for fun. It has great educational value in terms of pedagogical applications for language learning. Hot Potatoes are helpful and useful for creating interesting education. This programme helps teachers to improve their teaching strategies and results in English language learning. Teachers can use Hot Potatoes applications to support their teaching, especially in their student testing instruments.This program can also improve students' skills; listening, speaking, reading and writing. Once this program has been applied, it can be done individually or in groups. When students test this program individually, the teacher can individually measure students' competences. But when it belongs to a group, it can motivate them to cooperate. In short, students can enjoy the assignment.
The Hot Potatoes software package contains five applications that can create exercises for the Web. The applications are J-Quiz, J-Match, J-Cross, J-Cloze and J-Mix. There is also a sixth application called Masher, which will combine all types of Hot Potatoes exercises into one unit. Hot Potatoes is a great tool that is compatible with HTML and Java scripts to transfer a work page. Different quizzes are mode compatible, making learning more dynamic for students and easy for the teacher to use ( Pansury, 2018, p. 1549).
This shows steps to create interactive exercises using Hot Potatoes that can help the teacher and students to teach and learn in English and discuss the implementation of this program. A summary of the types of exercises that can be done with each module and links to online interactive examples are presented in table above
Hot Potatoes is a great free program for language teachers to create offline or upload exercises on their personal websites. Creating exercises for students gives them space to practice the target language many times. This program can provide an alternative way to give students tests or tasks. It will be interesting for students and they will not get stressed out while doing the tests. In short, this program is suitable for language instructors who want to do interactive activities.
This program can help the teacher to create exercises or test subjects for students. The models of learning over the Internet using Hot Potatoes are very effective to use to avoid boredom and boredom of students during the learning process.
The vocabulary "hot potatoes" is a cool game that pupils can play at any time during the class. It works great as a warm-up, a five-minute activity, a break in the brain and even a quick and easy way to repeat the vocabulary exercise. It is also a great way to prepare for the final exams. But the best part of this game is that there is little or no preparation time. Moreover, students love it.
2.2.3. Webquest
Originally created by Bernie Dodge at San Diego State University in 1995, WebQuests are stand-alone "question-oriented" online activities. WebQuests are "designed to support students' thinking at levels of analysis, synthesis, and assessment" by using the information contained in authentic web resources that are used as tasks in their constituent tasks (Dodge, 2004, p. 1-6). Therefore, the focus is not on content, but on using content as a means to develop thinking skills by involving students in tasks requiring them to practice these skills.
WebQuest already exists long enough to have a clearly defined structure. However, this structure should only be considered as a basic guideline and teachers should design their WebQuests to suit the needs and learning styles of their students. There are usually four main sections of WebQuest (Benz, 2001, p. 2-19).
This stage is usually used to introduce the general theme of WebQuest. It provides basic information on the subject, and in a language learning context often introduces key vocabulary and concepts that students will need to understand in order to perform related tasks.
The WebQuest Task section explains clearly and accurately what students will have to do when they go through WebQuest. The activity should be motivating and interesting for the students and should be firmly anchored in the actual situation.
The process step in WebQuest guides students through a set of activities and research tasks, using a set of pre-defined resources. These resources - in the case of WebQuest - are predominantly web-based and are usually presented in a clickable form in the task document (it is important to remember that it is much easier to click a link than to enter it with any degree of accuracy). In the case of language based WebQuest, the WebQuest Processing step can enter (or process) the lexical areas or grammar points that are necessary to complete the Task. The WebQuest Processing step will usually contain one (or sometimes several) 'products' that students should present at the end. These 'products' will often form the basis of the assessment phase (see below).
Evaluation: The evaluation phase can involve students in self-assessment, comparing and contrasting what they have produced with other students and giving feedback on what they feel they have learned, achieved etc. This will also include assessment by teachers of the same products, and good WebQuests will give the teacher guidance on this particular part of the process.
WebQuests appear as an example of a powerful means of supporting the principles of constructivism (Matusevich, 1995, p. 1-10) in language teaching. WebQuests are usually pupil-focused, and teachers get pupils on the learning process. In other words, they "support collaborative learning through guided discovery" (Godwin-Jones, 2004, p. 10). WebQuest is usually a "group activity aimed at creating a document that collects, summarises and synthesises the information collected" (Godwin-Jones, 2004, p. 9).
The WebQuest is developed around an authentic theme suitable for the daily lives of pupils. We can find articles describing the successful implementation of WebQuests in a particular classroom (MacGregor and Lou, 2006, p. 165-175) . Otherwise, there are very few articles available on WebQuest implementation in EFL teaching .
This didactic tool has spread around the world since Dodge and March developed it in 1998. If you search the term "WebQuest" on Google, it shows 1,030,000 results (20-03-2015). WQ was created in a project designed by Dodge and Muñoz called the San Diego Microworlds Project. The project involved students creating imaginary worlds in the form of adventure and historical games and took place between 1990 and 1994 (Dodge and Muñoz, 1997).

2.4. H5P
First of all, a highly qualified specialist should be aware of new IT solutions that can be implemented in the educational process. It should be noted that there is no universal service that can be used for a long time. As a modern child quickly loses interest in some of the tasks created in one service, the teacher must use the tasks created in different services and their combinations to activate the students' cognitive interest.
Based on an analysis of the functions of some services, we can ensure that no matter how many possibilities and functions a service has, not all the tasks of a primary math teacher's educational kit can be displayed on websites. Most teachers solve this problem by modifying the task to a specific service platform. Or vice versa, when one task from the manual can be done on different platforms.

The educational and H5P applications enable the teacher to work with all sections of the basic mathematics course - calculation of non-negative integers and regular correct fractions, arithmetic operations of adding, subtracting, multiplying and dividing integers, numbers, mathematical tasks based on the graph, as well as algebraic and geometrical propedeutics. Plickers somewhat limits the teacher, but allows him or her to work with arithmetic. Availability of a sufficient number of platforms for various interactive exercises. The educational applications include 17 platforms and 5 tools;
Plickers offers only 2 task projects; H5P allows the teacher to create interactive content for 42 different projects. Possibility of vivid design of interactive exercises with the use of photographs, charts diagrams, audio and video materials, etc. The educational and H5P applications allow the teacher to use texts, various images, audio and video. The selectors can use text materials and images. The presence of animation, dynamism and special effects in interactive exercises. The educational applications and H5P have a high level of dynamics and special effects when creating interactive exercises, and Plickers allow the teacher to use GIFs. Ability to create varied exercises according to difficulty levels. It can be said that all three services allow the teacher to create differentiated exercises by difficulty level, but exercises created with educational applications and H5P may be more diverse and unlike, and exercises created with Plickers may have different complexity, but they will look normal because they have a limited number of platforms. The ability to give a series of interactive exercises depending on the level of advancement, where the learner can see how many exercises they need to do to advance to a higher level. With all three services the teacher can create a series of interactive exercises. Clear and simple algorithm to perform interactive exercises. Analyzing the algorithms for creating interactive exercises on the three services, we can say that each service offers its own unique algorithm, which is different from other services. In our opinion, learning an algorithm takes less time, although it has more platforms.
2.3 Electronic portfolio
Nowadays, the e-portfolio method is beginning to take on the features of a form of education due to the specificity of the organisation of online learning, which allows to design an open and heterogeneous learning environment that meets the educational needs of the new generation of "digital natives", which has been formed in an environment of global, unregulated, immediately distributed and redundant information. The e-portfolio is also an interesting way of adult education successfully introduced into modern education. Information technologies have made it possible to modify the previously known "briefcase method", which consisted in collecting the works, tasks and exercises on a selected topic. The use of technology allowed not only to present the works in a more attractive form, but to give them a completely different character.
The idea of the e-portfolio fits well with the international trend of competence-based education, promoting the development and acceptance of individual talents and potential and ensuring their adaptability to the requirements of the labour market. The e-portfolio tool enables to support vocational education through the possibility of documenting educational achievements (competences, open and hidden knowledge) in the form of artifacts, reflections, recommendations of others.