Languages in Action is the ultimate language learning resource for your students, enabling them to practise all four key skills in an engaging and interactive way.
The latest version of Languages in Action is designed to be a full ecosystem of material for your students' language learning needs. Each language has four levels of content: Elementary, Beginner, Intermediate and Advanced. Version 2.0 of LIA is a huge leap forward in the breadth and depth of available content, with each unit now being made up of eight different Smart Lessons rather than the single Smart Lesson available in LIA version 1. Below is an overview of the different sections within each unit, using French Beginner as an example.
Languages in Action is available for Chinese, French, German, Indonesian, Italian, Japanese and Spanish. Version 2.0 is currently available for French Beginner, and the other languages will follow soon.
For ideas of how to use Languages in Action in your classroom, see Ideas for using Languages in Action version 2.0 in your class.
Section 1: Introduction
Each unit starts with an introductory Smart Lesson which covers all of the key language in the unit, and has a selection of multi-choice questions to reinforce the students' knowledge of the introduced vocabulary.
Section 2: Vocabulary Practice
This section contains a series of multi-choice and drag and drop questions practising the key vocabulary and expressions from the unit in context.
Section 3: Listening Comprehension
This section contains ten listening texts which gradually increase in difficulty. Each text has a series of questions which initially test students' recognition of words, then move on to comprehension. The first comprehension questions in the section are multi-choice, then in the second part of the section students are required to write longer sentences which they can compare to a model answer. You can view and give feedback on these answers as a teacher.
Section 4: Reading Comprehension
This section contains ten reading texts which gradually increase in difficulty. Each text has a number of questions associated with it, which follow a similar structure to the listening comprehension questions. Students start with a combination of recognition questions and comprehension questions, which increase in complexity as the section progresses until students are writing full sentences to answer the questions.
Section 5: Writing
This section starts out with drag and drop questions to scaffold the writing process, and graduates to requiring students to write full sentence answers to questions in the target language. They can then compare their answer to a model answer and then when they submit their answer, their teacher can check and leave feedback on it. For languages that require script, students can write in script and for languages that require accents, these are easy to include.
Section 6: Speaking
This section contains communicative speaking tasks which require students to record answers for speaking scenarios in full sentences, based on written or spoken prompts. They can listen back to their recordings and re-record as many times as they like. Teachers can also listen to what students have recorded and give feedback. These activities allow students to practise the spontaneous production of language in a safe, non-threatening way, while building a repertoire of personal responses.
Section 7: Grammar
This section focuses on grammar points that relate to each unit, with a focus on putting grammar in context. It first teaches the grammar point and then provides scaffolded activities to help the students practise the grammar point in the context of the unit. The activities start out with simple recognition activities and then gradually move towards activities where the students have to produce their own sentences using the grammar point. The number of grammar points covered in each unit varies according to the topic and complexity of the unit.
Section 8: Extra for Experts
This section requires students to use the language from the unit in a different way, to produce a creative piece of work that they can upload to the system. Teachers can then look at the tasks the students have made and give feedback on these if they choose to. These tasks often relate to cultural aspects of the topic, for example creating a poster or movie about popular dishes eaten in a French-speaking country.