Chapter 1 Introduction icon

Chapter 1 Introduction


POOLING Software - TOOLS in

Content and Language Integrated Learning

May 2010

POOLS-T has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Chapter 1 Introduction 4

Chapter 3 Webpage TextBlender 7

Chapter 4 WordLink 8

Chapter 5 The CLIL methodology 10

Chapter 6 The use of the Webpage Textblender and Wordlink in a typical CLIL lesson format 11

Stage 1 Processing the text 13

Stage 2 Identification and organisation of knowledge 14

Stage 3 Language identification 14

Stage 4 Output (Tasks) 15

Chapter 7 The webpage Textblender and WordLink in use 17

Example 1 The fully automatic lawnmover 17

Example 2 Nasogastric intubation 20

Example 3 Cells 21

Example 4 Hidden advertising 23

Example 6 Re-Store Furniture Recycling Project 32

Example 7 The TextBlender used by STUDENTS 33

Chapter 8 A quick TextBlender course 39

Chapter 9 A quick Wordlink course 45

Chapter 10 Using IPADIO and 49

10.1 Using 52

Appendix Useful links 53

Chapter 1 Introduction

This manual, produced by the Greek and Dutch partners in the LeonardodaVinci POOLS-T project, aims to provide ample information on the (practical) use of the two software tools that were developed in the POOLS-T project for foreign language acquisition teachers, The WebPage TextBlender and Wordlink. We have placed an extra focus on teachers involved in CLIL or Content and Language Integrated Learning.

^ The Pools-t needs analysis, which lead to the Leonardo application, stated that:

” CLIL and LWUTL teachers depend on developing own resources (EURYDICE 2005 report "Key Data on Teaching Languages at School in Europe"). The proposed application will automate part of this process and will also enable students to convert authentic technical materials into language learning / supporting units. The need for a free tool is based on EURYDICE 2006 "Content and Language Integrated Learning (CLIL) at School in Europe". The need is also documented in the ICC report (2003) "The Impact of New Information Technologies and Internet on the Teaching of Foreign Languages..", which concludes: "There will be a shift from passive consumption of ready-made programmes to independent building of content, tailor made for specifics groups or individuals".

^ Target groups: The project results and outputs will be used by individual language learners, subject teachers using CLIL, and language teachers preparing online teaching materials.

The Manual Team from left to right: Ellen Ejerskov, Elizabeth Antoniadou, Frans van Schaik and Evangelos Lyropoulos.

We have aimed to create a manual with plenty of inspirational examples from all partners in the POOLS-T project for both teachers and students, in everyday language learning, international workplacements and any other situation where language learning takes place.

We wish you much pleasure going through the manual and we hope to see some of your products on our copy-left (freeware) website

The Manual team, Crete, May 2010

^ Chapter 2 The POOLS- T project

In this chapter we show you what the POOLS-T project has created and developed

a copy-left EU Leonardodavinci project. All project tools are freeware!

tools for CLIL teaching only (*)

handy teaching material production tools

tools that allow users to mix different kinds

of media (video, audio, graphics, text and online applications);

visually attractive web pages of lessons and or presentations and

can thus be opened, accessed and saved online wherever and whenever

an attractive tool for young people to introduce any (new) media into their


software and examples of lessons on the web and on DvD (**)

(*) the tools are useful for all second language learning contexts!

(**) just go to


Chapter 3 Webpage TextBlender

In this chapter we show what the TextBlender can and cannot do!

Allows users to mix video, audio, text, illustrations and online applications

such as online dictionaries

allows users to create webpages that can be accessed anywhere and anytime (*)

allows users to connect one webpage after the other

requires users to have excellent PC skills (**)

allows users to link html pages with Microsoft Office files

can only be used by teachers(***)

allows users to link any source language to any target language (****)

can be used for any kind of teaching strategy such as CLIL, ETL, TEFL etc

allows users to go back and forth through the lesson series

(*) as long as the file is saved on a (school or external) server!

Try for example which offers space for a min of 2 free Gb

of files

(**) No, tests have shown that basic PC skills are enough to create attractive

products. What is useful, however, is lots of creativity!

(***) No, it can be used by anyone, anytime, anyplace!

(****) True, provided the dictionaries are online. The dictionaries are getting

better and better and gradually show all contexts in which a word can be placed


Chapter 4 WordLink

In this chapter we show what Wordlink can do and cannot do!

Offers you immediate access to online translation of any unknown words on any webpage

allows users to link webpages to online dictionaries

ensures that users always find the correct translation of a word (**)

allows you to compose your own WebPages with all words linked to

online dictionaries

allows you to upload a local webpage and to produce a new page linked word by word

to online dictionaries

requires users to have excellent PC Skills (***)

can be used for any kind of teaching strategy such as CLIL, ETL, TEFL etc

Can be used with other open source software such as Wordpress blog platforms,

creating multimedia web pages mixing text, images, audio and video linked

to online dictionaries

(*) *subject to availability of an appropriate online dictionary.

(**) No, that depends on the quality of the online dictionary. Experience has shown

that the services are getting better and better, with fuller explanations of the use

of words in a particular context

(***) No, tests have shown that basic PC skills are enough to create attractive

products. What is useful, however, is lots of creativity!


Chapter 5 The CLIL methodology

In this chapter we show you what the CLIL methodology is and isn’t!

a new didactic approach to second language learning (*)

structured around the study topic or content

requires teachers to be good at their subject matter as well as possessing teaching

experience in English (or another second language) (**)

uses English (or German, French ,etc) as a medium for teaching CLIL

ensures that all students learn the same (***)

focuses on content and foreign language acquisition esp. fluency and communication

(*) It is believed that the CLIL methodology is as old as civilization!

(**) It’s not necessary for a subject teacher to be an English teacher as well.

It is important, however, to be aware of the linguistic processes involved

and to develop gradually the knowledge and skills involved in CLIL teaching

(***) No, although certain aims will be achieved, we don’t know exactly how users

develop and apply their newly-gained knowledge and skills


Chapter 6 The use of the Webpage Textblender and Wordlink in a typical CLIL lesson format

In this chapter we will show the use of the Webpage Textblender and Wordlink in the typical stages involved in creating a CLIL lesson

A CLIL lesson (or series of lessons) usually has 4 or 5 stages:

Intro stage Lead in

The WPTB can be used in many ways to introduce a topic. Many media providers allow you to use their products by giving you the “embed” information for audio, video and other files. calls this information “widget”:

(go to and meet Paul E.Glot (Polyglot!) for a spoken translation of any sentence into other languages!

The WPTB allows you also to use a mix of media, such as audio and video:

The NEXT button allows you to link any document to a webpage or a series of webpages.

In this way the lead-in information can be made as powerful as you’d want it to be!


Stage 1 Processing the text

The best texts are those accompanied by illustrations so that learners can visualise what they are reading. When working in a foreign language, learners need structural markers in texts to help them find their way through the content. These markers may be linguistic (headings, sub-headings) and/or diagrammatic. Once a 'core knowledge' has been identified, the organisation of the text can be analysed. Here we have a strong example of using media: video and illustrations. The instructions on how to open a bottle of champagne have been clearly marked in steps:

If at this point you wish to use websites for more information, Wordlink can then be used to link any word from the website text to any dictionary you wish:


Stage 2 Identification and organisation of knowledge

Texts are often represented diagrammatically. These structures are known as 'ideational frameworks' or 'diagrams of thinking', and are used to help learners categorise the ideas and information in a text. Diagram types include tree diagrams for classification, groups, hierarchies, flow diagrams and timelines for sequenced thinking such as instructions and historical information, tabular diagrams describing people and places, and combinations of these. The structure of the text is used to facilitate learning and the creation of activities which focus on both language development and core content knowledge.

In our Champagne example you can clearly see the structure (organization) of this text: in steps you are told how to open a champagne bottle without hurting anyone!

From the WPTB you can link to any document to further focus on the correct sequence of this text. This is a WORD document. A more dramatic result you get with Hot Potatoes where you can make drag and drop exercises very quickly:

The trick is to pop the cork with style and flair and without creating a dangerous projectile.

Task 1 Without reading the text again, put the headings in the correct order:

Untwist wire cage = step _______

Peel foil wrapper = step _______

Dry bottle & point cork = step _______
Make sure bottle is chilled = step _______
Grip bottle = step _______
Pop and pour = step _______
Twist bottle & pull down = step _______


Stage 3 Language identification

Learners are expected to be able to reproduce the core of the text in their own words. Since learners will need to use both simple and more complex language, there is no grading of language involved, but it is a good idea for the teacher to highlight useful language in the text and to categorise it according to function. Learners may need the language of comparison and contrast, location or describing a process, but may also need certain discourse markers, adverb phrases or prepositional phrases. Collocations, semi-fixed expressions and set phrases may also be given attention as well as subject specific and academic vocabulary.

In the Champagne text important words can be introduced to indicate order of instructions, e.g. First, next, subsequently, prior to etc.

In this case we can focus on use of the passive tense and chronology markers:

First, the bottle is chilled;

Before use, the bottle is dried. The waiter ensures the cork is pointed away from the client before opening the bottle!

Next, subsequently, prior to this…. Etc.


Stage 4 Output (Tasks)

A variety of tasks should be provided, taking into account the learning purpose and learner styles and preferences. Receptive skill activities are of the 'read/listen and do' genre.

A menu of listening activities might be:

  • Listen and label a diagram/picture/map/graph/chart

  • Listen and fill in a table

  • Listen and make notes on specific information (dates, figures, times)

  • Listen and reorder information

  • Listen and identify location/speakers/places

  • Listen and label the stages of a process/instructions/sequences of a text

  • Listen and fill in the gaps in a text

In our champagne example the proof of the pudding is, of course, in the eating: tasks designed for production need to be subject-orientated, so that both content and language are recycled.

This means that the scene with the champagne bottle can be re-enacted again and again.

Since content is to be focused on, more language support than usual in an ELT lesson may be required. Typical speaking activities include:

  • Question loops - questions and answers, terms and definitions, halves of sentences

  • Information gap activities with a question sheet to support

  • Trivia search - 'things you know' and 'things you want to know'

  • Word guessing games

  • Class surveys using questionnaires

  • 20 Questions - provide language support frame for questions

All these types of exercises can be introduced and practised with the TextBlender and Wordlink, independent of place and time.


Chapter 7 The webpage Textblender and WordLink in use

In this chapter we will show example lessons made with the Webpage TextBlender and WordLink by the POOLS-T members for different (vocational) purposes


Example 1 The fully automatic lawnmover

Links Hot Potatoes

Context VET Electrical Engineering

Level B1 – B2 (EFCR)

Watch the YouTube video as often as you like

Read the text and click on any word for a translation

in (almost) any language

Click on NEXT for the Hot Potato exercises

Vocabulary crossword exercise made with

Hot Potatoes (HP)

A matching exercise (HP) (drag and drop)

A gap-fill exercise (HP) (vocabulary)

A Mixed-up sentence-exercise (HP) (grammar)


Example 2 Nasogastric intubation


Link HP

Context Medical (University)

Level B1 – B2 (EFCR)

Watch and listen to the video as often as

you like

Study the labelled diagram and complete the project decription


Example 3 Cells

Link HP

Context Biology (General Education)

Level A2 – B1 (EFCR)

Click on NEXT to go an HP and gap-filling and WordLink exercise

Gap-filling exercise.

After clicking on the link above, you are directed to a webpage in Wordlink. All webpage words are linked to a dictionary,so therefore also all the test questions. If the student find a question difficult to understand he can use the online dictionary link in WordLink!


Example 4 Hidden advertising

Link HP

Context Marketing / advertising (VET)

Level A2 – B1 (EFCR)

Click on the NEXT button to go to the next webpage with the full text

Click on the NEXT button to go to HP exercises

Exercise 1 Matching exercise

Exercise 2 Crossword

Exercise 3 Gap-filling exercise

^ Example 5 Cat Stevens


Link HP

Level A2-B1 (EFCR)

Click on Next to go the exercises:

Click on the button for the next exercises in HP. Exercise 2 is a crossword puzzle.

After Part 2 and 3, click on Click Here for a webpage on Cat Stevens in Wordlink

All words are linked to an online dictionary!


Example 6 Re-Store Furniture Recycling Project


Level B1 (ECFR)

This unit is produced by the Scottish POOLS-T partner, SMO and is meant for self-teaching and self-testing materials for learners of English. The materials on these pages are designed to help English learners teach and test themselves. They are based on real situations, and reflect aspects of life and work in the Hebrides. Learners should already be at pre-intermediate level at least, and extension exercises are included which will also be appropriate for more advanced learners, who may or may not be working in groups.

There are four units of work. They are roughly in ascending order of difficulty, though each unit can stand on its own.

1. Re-Store Furniture Recycling Project
2. Craigard Day Centre
3. Hebridean Food: Cookery Demonstration
4. Hebridean Food: Smokehouse

Let’s have a look at the Re-Store Furniture Recycling Project as a an example:

The NEXT button takes us to a variety of exercises. This one is a gap-filling exercise focussing on grammar:


Example 7 The TextBlender used by STUDENTS


Level B2 (ECFR)

The TextBlender is a perfect tool to save valuable teaching time, to inspire students to go beyond the realm of “ just another boring PowerPoint presentation” and to be amazed by the students’ creative potential!

Standing in front of a classroom knowing your every movement is watched, can be pretty daunting. For a teacher, having to watch so many presentations a day, can be pretty challenging too. So why not make use of the textblender to test for example:

  1. The quality of the video presentation (knowledge of the topic or indeed the quality of the video presentation, e.g.)

  2. Pronunciation, fluency and grammar proficiency

  3. Writing proficiency

at any time and in any place?

The following example is by a student who explains Voice Acting in a cartoon (NOT a Disney one!!) with speech using her own voice for 3 characters no less!


Chapter 8 A quick TextBlender course

For a complete PowerPoint presentation on how to use the TextBlender and WordLink, click on:

Go to to find out what you need to download before you can start.

In the WPTB, first choose the Media you wish to use (video, audio).

If you wish to use a YouTube video, then open the video on YouTube and right click on the screen: Next click on Copy embed html. You need this information for the TextBlender to recognise and play your video.

Click on Video player for Youtube and copy the copy embed html (see above)

Now fill in instructions for your users:

Next, insert text and/or more media

Following this, choose the language of the text you inserted

And after checking on the summary page whether every step has been taken, export the webpage and save it with all other files in your folder.


Chapter 9 A quick Wordlink course

Click on : and the following page opens:

There are 3 choices in Wordlink:

1 Process the following webpage:

Choose an URL or webaddress e.g., select English as webpage language and

click on GO. Next, click on any word for a translation in the available source language

^ 2 Upload an html page

3 Compose a page

Choose the source language (here: English)

Type in a title and type or paste any text.

Finally click COMPOSE at the bottom of the page. Click on anyword for a translation


Chapter 10 Using IPADIO and

10.1 Using Ipadio to create webpages with embedded audio

Many language teachers and learners appreciate teaching materials that incorporate both written and spoken language. However, the creation of audio files has always seemed more complex task than the creation of text files. In recent times a number of attempts have been made to harness digital telephone technology for the purpose. One example is provided by

With Ipadio you can use a landline or mobile phone to record an audio message, just as you might leave a voicemail on an answer phone. This message is then instantaneously rendered as a soundfile on the Internet with its own unique URL. A further feature with messages in English is an automatic transcription, which gives you a written version of the message as well (with a warning attached that there are likely to be some imperfections in the transcription).

In order to make use of this service a user needs to create an account with Ipadio. There is no cost for individual consumers, though Ipadio does also offer a business service. Details are available on the website. When you create an account you need to give Ipadio some details including two telephone numbers you will want to use. In return you get a PIN number to use whenever you call to make a recording. The whole procedure is very simple, and includes a “delete” option if you are not satisfied with your recording.

Here are some examples, created by Gordon Wells, one of the POOLS-T partners. Gordon’s collected recordings (his “phlog”) are available on the Ipadio site itself:

If you click on “more” in any of the phonecasts listed you get additional information, including an English transcription in some cases. There is also space for comments. For example:

It should be noted that the transcription in the above phonecast has been tidied up, using the edit function. Here is an example of unedited machine transcription:

In a language teaching context care obviously needs to be exercised with this facility – but even correcting the mistakes could be a learning experience!

Sound quality is also an important issue, and, to a large extent, is dependent on the quality of the telephone connection. However, it should be noted that, in addition to the phonecast function, there is a “traditional” MP3 upload option as well. So, if you already have pre-recorded soundfiles on your computer, you can use these with Ipadio.

Lastly, there is also a valuable cross-posting function which enables you to upload or embed your phonecasts into other Social Media such as Facebook, Twitter, or any blogs you may run. This is particularly useful for language teachers, as it enables you to create your own multimedia web-based materials in a format of your own choosing.

For example, Gordon has started incorporating both audio (Ipadio) and video (YouTube) in the Island Voices project blog This is a Wordpress platform, and has been created to record project progress, disseminate news, and encourage interaction with learners and teachers. (Creating a Wordpress account is a similarly painless process as with Ipadio.) In two recent posts Gordon has highlighted and previewed one of the topics for the new series of Island Voices videos.

In the first he interviews a participant in Gaelic and English, using his telephone. This blog post about the interviews includes embedded links to both phonecasts:

The following month he created another blog post, this time embedding the video.

Any or all of these webpages can, of course, also be linked to Wordlink and Multidict to allow instant online dictionary access. Possible language learning uses are immediately evident.

To sum up, Ipadio offers a valuable additional audio functionality in any language teacher’s repertoire of materials creation tools. When it is teamed up with other web-based programs and platforms, such as Wordpress, YouTube, and/or Wordlink/Multidict, the potential is there for some very powerful multimedia work to be realised.

^ Example of using IPADIO in the WebPage TextBlender



10.1 Using is a new kid on the block that allows you convert written text to speech and to:

and to embed the information for use in other software tools, such as the WebPage TextBlender.

See the example in chapter 6:

It has tremendous potential as the menu “applications and references” will tell you.

Horizon College, one of the partners from the Netherlands in the POOLS-T project, uses this application to have students prepare themselves for an international work placement. A student doing her placement in Germany wished to prepare herself for a speech on the first day of arrival. She knew how to write the text, but she had problems with her pronunciation. Using acapela solved her problems in perfect German. Click on to see Goldie, the talking goldfish. Acapala has many such cute characters!


Appendix Useful links, Sabhal Mòr Ostaig, Scotland's Gaelic College, The UHI Millennium Institute, aiming to be the University of the Highlands and Islands - Cothrom Ltd, Hebridean community training group - A portal to the still growing collection of English and Gaelic video

materials - This is an interactive site on which comments and suggestions are encouraged. The Dutch partner’s VET institute in the province of North-Holland,

The Netherlands Home of the pools projects with ready to use teaching and learning materials and manuals

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