planning lessons using the internet, internet-based lessons
TRANSCRIPT
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FAQ
I. What can be the possible differences
between a traditional and internet-
based lesson?
II. What are the possible difficulties you
may face?
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• Advantages
a. Authenticity
b. Not just one, but a set of skills
c. Motivating
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To make a good IBL;
i. Plan your session well
ii. Make note of the web pages you plan
to use
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Web-based session
warmer
web
what next
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WARMER
• introductory activities
• interest-generating ideas
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WEB
Define the following items clearly;
a. time
b. task
c. logistics
d. organization
e. layout
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WHAT NEXT
feedback
sample structures and analyze
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FAQ
Is it possible to work with lower-level
classes and the Internet?
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The answer is that it is, of course, feasible
but the choice of websites will be far more
limited than for higher levels.
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Criteria;
Websites with,
i. simple and clearly presented text
ii. non-linguistic data easy to interpret
iii. visuals
iv. content prepared solely for this
audience
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DOs and DON’Ts
Have a backup plan
Ask for help whenever necessary
Back up your data beforehand
Prefer pairs of group work
Establish a layout for communicative activities
Use filter if necessary
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INTERNET-BASED
SIMULATIONS
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IBS brings real-life context into classroom.
Authenticity is the best advantage. This
actually works as a task or goal-oriented
language learning.
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Webquests
„an inquiry-oriented activity in which some
or all of the information that learners
interact with comes from resources on the
Internet.‟ defines Bernie Dodge.
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Short-term webquests
• may spread over a number of classes.
• Ss achieve learning aims
Longer-term webquests
• Ss transform the analysed knowledge
• Ss prepare reports, presentations, etc.
• may last a longer duration
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HOME
• INTRO
•TASK
•PROCESS
•PRODUCTS
•EVALUATION
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Your local supermarket sells really delicious potato crisps. They‟re also really cheap. One day a friend tells you that the crisps are made from potatoes which are picked by children. What‟s more, the children are not paid. They work 12 hours a day. All they get is a bed and an evening meal. Many of them are sick and unhappy.
Question: Would you keep buying the crisps?
teachers…
HOME
• INTRO
• TASK
• PROCESS
• PRODUCTS
• EVALUATION
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Who Made My Trainers? How To Be A Responsible Consumer
TASK
You are a team of investigative reporters. Your newspaper has assigned you the task of uncovering any unethical or exploitative practices in the way that well-known „‟high-street‟‟ brand names are produced and marketed. Your job is to produce a list of “OK” and “not OK” brand names, and a report to justify your list.
HOME
• INTRO
• TASK
• PROCESS
• PRODUCTS
• EVALUATION
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Who Made My Trainers? How To Be A Responsible Consumer
PROCESS&PROCEDURESThere are seven steps in this WebQuest, and you should follow them in the order they are presented below:
♣ 1. Survey
♣ 2. Research
♣ 3. More research
♣ 4. List
♣ 5. Report
♣ 6. Presentation
♣ 7. Optional Follow-Up Tasks
HOME
• INTRO
• TASK
• PROCESS
• PRODUCTS
• EVALUATION
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To complete the WebQuest, you will need to produce the following pieces of work:
1. The results of a survey of your class‟s shopping habits (individual)
2. A list of OK and not OK brand names and a report explaining the reasons behind your list, plus recommendations to your classmates (group)
3. Presentation of report to class (group)
4. A self-evaluation (individual)
HOMEINTRO
TASK
PROCESS
PRODUCTS
EVALUATION
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Who Made My Trainers? How To Be A Responsible Consumer
SELF-EVALUATION
It is now time to evaluate your work on this project. You should (individually) write a composition in English of about 250-300 words, answering these questions:
1. How effective was my contribution to the group work?
2. What did I learned about the topics we researched?
3. How did my English improve doing this project?
4. What did I learn about using the Internet?
When it is ready, give your self-evaluation to your teacher.
HOME
• INTRO
• TASK
• PROCESS
• PRODUCTS
• EVALUATION
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WEBQUEST CREATION
Research skills
Analytical skills
Word processing skills
Skillset to produce a webquest
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Useful links
> http://www.webquest.org
> http://www.fi.muni.cz/ICT4ELT/websites/
webquests_nepouzivase.html
> http://www.theconsultants-
e.com/webquests/
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Exploring the possibilities
Uncover the
question
I. Choose&Chunk
the Topic
III. Inventory Resources
II. Identify Learning Gaps
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Designing for Success
Define the
Learning Task
I. Brainstorm transformations
III. Sort Links into Roles
II. ID Real World Feedback
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Creating Your WebQuest
Implement&
Evaluate
I. Write the Web
Page
III. Scaffold Thinking
II. Engage
Learners
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THANKS FOR YOUR
ATTENTION
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1. Survey
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2. Research
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3. More Research
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4. List
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5. Report
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6. Presentation
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7. Optional Follow-Up Tasks
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Composition