Planning lessons using the internet, Internet-based lessons

FAQ

I. What can be the possible differences

between a traditional and internet-

based lesson?

II. What are the possible difficulties you

may face?

• Advantages

a. Authenticity

b. Not just one, but a set of skills

c. Motivating

To make a good IBL;

i. Plan your session well

ii. Make note of the web pages you plan

to use

Web-based session

warmer

web

what next

WARMER

• introductory activities

• interest-generating ideas

WEB

Define the following items clearly;

a. time

b. task

c. logistics

d. organization

e. layout

WHAT NEXT

feedback

sample structures and analyze

FAQ

Is it possible to work with lower-level

classes and the Internet?

The answer is that it is, of course, feasible

but the choice of websites will be far more

limited than for higher levels.

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

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

INTERNET-BASED

SIMULATIONS

IBS brings real-life context into classroom.

Authenticity is the best advantage. This

actually works as a task or goal-oriented

language learning.

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.

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

HOME

• INTRO

•TASK

•PROCESS

•PRODUCTS

•EVALUATION

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

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

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

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

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

WEBQUEST CREATION

Research skills

Analytical skills

Word processing skills

Skillset to produce a webquest

Useful links

> http://www.webquest.org

> http://www.fi.muni.cz/ICT4ELT/websites/

webquests_nepouzivase.html

> http://www.theconsultants-

e.com/webquests/

Exploring the possibilities

Uncover the

question

I. Choose&Chunk

the Topic

III. Inventory Resources

II. Identify Learning Gaps

Designing for Success

Define the

Learning Task

I. Brainstorm transformations

III. Sort Links into Roles

II. ID Real World Feedback

Creating Your WebQuest

Implement&

Evaluate

I. Write the Web

Page

III. Scaffold Thinking

II. Engage

Learners

THANKS FOR YOUR

ATTENTION

Filtering software

www.netnanny.com

1. Survey

2. Research

3. More Research

4. List

5. Report

6. Presentation

7. Optional Follow-Up Tasks

Composition