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  • 1. 1
  • 2. Word Processors Familiarization withcomputer & keyboard Internet based Project work Using Websites Searching, locating making use of Websites 2
  • 3. Without special knowledge, teachercan integrate the Internet into the languageclassroom, on both  a short-term and  a long-term basis.(You may create what you need if you have time, or you canmake use of what already exists) 3
  • 4. It provides language learners with the opportunityof  cooperative learning and  interactionwhich are crucial elements of learning languagecommunicatively 4
  • 5. You can use Internet-based projects for simplylanguage learning purposes, but it isalso possible for learning some otherinterdisciplinary subjects. 5
  • 6. For language teachers who teach “foreignlanguage”, Internet based projects provides real world contextsand that case may be a great source of motivationfor learners 6
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  • 8. collaboration cooperation interaction foster implementation of critical and analytical thinking skills 8
  • 9. THE MOST FAMOUS SAMPLEMaybethe most famousworldwideInternet Project isWikipedia( collaborativeencyclopaediaproduced by andfor the Internetcommunity.What i know is… 9
  • 10. PROJECT WORK CAN RANGE;froma simple low-level project likemaking a poster presentation about afamous persontohigh-level investigative work where learnersresearch a subject and present polemicalviews and opinions in a report or debate. 10
  • 11. GENERAL STEPS FOR INTERNET BASED PROJECT WORK1-Choose the project topicWill your learners be researching famouspeople, an event or an issue?2-Make the task clearWhat information will they need to findbiographical, factual, views andopinions? 11
  • 12. GENERAL STEPS FOR INTERNET BASED PROJECT WORK3-Find the resourcesWhich websites will your learners need to visit?Do these websites contain the information theyneed and are they at the right level?Remember what we have learnt on selecting and evaluatingwebsites.4-Decide on the outcomeWhat is the final purpose of the project?(For example, will your learners be making a poster, apresentation or holding a debate?) 12
  • 13. A low level project: Famous PeopleCindy Crawford Madonna Mark Twain Famous Trio N@Ş@C 13 CMYLMZ Orhan Gencebay
  • 14. A low level project: An event The Fukushima Nuclear disaster in Japan in 2011 14
  • 15. A low level project: An issue Genetically modified organisms (GMO) 15
  • 16. mind-map search skills Private LifeBackground ACTOR /ACTRESSFilms Awards Others 16
  • 17. NAME William Bradley PittBORN December 18, 1963, Shawnee, Oklahoma, U.S.EDUCATION University of MissouriOCCUPATION Actor, film producerSPOUSE(S) Jennifer Aniston (2000 – 2005) [start 2000–end 2006]PARTNER(S) Angelina Jolie (2005–present)CHILDREN 6 17
  • 18. A high level project:high-level investigative work where learners research a subject andpresent polemical views and opinions in a report or debateGlobal Warming GLOBAL WARMING Evidence Evidence Countries Possible Plausible For Against Involved Effects Solutions STEPS Choose topic Clarify task Find resources Decide and design outcome 18
  • 19. A high level project:Global Warming 19
  • 20. A high level project: Global Warming Group Work: TV DebateYou can divide the class into four groups, working towards aspecial television debate on global warming Scientists who deny Environmental that global campaigners TV TV warming who want to debate studio exists, or inform the audiencepresenters. that it is public of the potentially dangers. dangerous. 20
  • 21. A high level project: Global Warming Scientists Environmental who deny campaigners TV TV that global who want to studio debate warming inform the audiencepresenters. exists, or public of the that it is dangers. potentially dangerous.Each group should prepare their role, doingfurther research if necessary, and preparing chartsand other visual aids if they will be of help tothem. 21
  • 22. Internet-based simulations bring real-lifecontexts to the classroom,In your notes there is an example about A businessEnglish simulationThe Internet gives learners access to authenticwebsites that provide stimulating andrelevant content that enables them tocarry out these simulations. 22
  • 23. This sample simulation looks at the case of aPERSONAL ASSISTANT having to ORGANISETHEIR MANAGERS BUSINESS TRIP to the UnitedKingdom. 23
  • 24. 1-It uses real websites, and a potentially realsituation, 24
  • 25. 2-It enhances learners’ purposeful andselective reading 25
  • 26. 3-Enables learner to process information,gain planning skills 26
  • 27. 4-Provides real contexts that require truecommunication (especially info gap) 27
  • 28. 5-Adresses technology skills 28
  • 29. Webquests A Webquest is aninquiry-oriented lesson formatin which most or all the informationthat learners work with comes from the web. 29
  • 30. Webquests can belearner-made teacher-madedepending on the learning activity theteacher decides on. 30
  • 31. What makes webquests differentfrom projects or simulations is thefairly rigid structure theyhave evolved over the years 31
  • 32. Two types of webquest are identified-SHORT-TERM webquests-LONGER-TERM webquests 32
  • 33. Short-term webquestsMay spread over a period of a couple ofclasses or so, and will involve learnersin visiting a selection of sites to findinformation, and using that information in classto achieve a set of learning aims. 33
  • 34. Longer-term webquestsLonger-term webquests might last a fewweeks, or even a term or semester. Aftercompleting a longer-term webquest, a learner willhave analysed a body of knowledgedeeply, transforming it in someway.They produce a report, a presentation, an interview ora survey. 34
  • 35. Main Sections of a webquest-INTRODUCTION -TASK -PROCESS -EVALUATION 35
  • 36. INTRODUCTIONIntroduces the overall theme of thewebquestGives background information on thetopicIntroduces key vocabulary andconcepts which learners will need tounderstand in order to complete the tasks 36
  • 37. TASKExplains clearly and precisely what thelearners will have to do as they worktheir way through the webquest.Task should be HIGHLY MOTIVATING andINTRINSICALLY INTERESTING for thelearners,Task should be relevant to real-lifesituations. 37
  • 38. PROCESS -IGuides the learners through a set ofactivities and research tasks, using a setof predefined resources.These resources are Internet-based, and areusually presented in clickable form, (a set ofactive links to websites within the task document) 38
  • 39. PROCESS-IIIn language-based webquest, the process stagemay introduce or recycle lexical areasor grammatical points which are essentialto the task.The process stage of the webquest will have oneor several products which the learners areexpected to present at the end.These products will often form the basis of theevaluation stage. 39
  • 40. EVALUATIONThis stage can involve learners in self-evaluation, comparing and contrasting whatthey have produced with other learners,Learners should give feedback on whatthey feel, what they have learnt andwhat they achieved.It will also involve teacher evaluation 40
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  • 47. What does Webquest creation require?Research skillsYou should be able to search the Internet to find necessarysources quickly and accuratelyAnalytical skillsNot every piece of information from web is accurate andreliable. (Know that quality is not guaranteed.) You shouldevaluate and criticize web sources according to somecriteria.Word processing skillsYou need to use a word processor to combine text, imagesand weblinks into a finished document. 47
  • 48. CREATING A WEBQUEST IN THREE STAGES1- Exploring the possibilities2- Designing for success3- Creating the webquest 48
  • 49. EXPLORING THE POSSIBILITIES (decide what you are going to base the webquest on)-Choose and chunk the topic:decide on a macro (or large) topicbreak it down into micro (smaller) chunks of topic areas which will beaddressed in the process stages-Identify learning gapsIdentify which areas your learners would benefit fromdesign tasks for the process stage accordingly.-Inventory resourcesCollect the resources for the webquest, (links to appropriate websites,images, media files)-Uncover the questionFormulate a central question or idea which has no single answer, andwhich necessitates research and interpretation.This is the central purpose of the webquest. 49
  • 50. DESIGNING FOR SUCCESS (state the learning outcomes and knowledge transformation stages)-Brainstorm transformationsdecide what your learners will be doing with the information they find onthe websites.-Identify real-world feedbackTry to find ways in which the information necessary for the webquestmight be gathered from real people - by the use of email, polls andquestionnaires.You may teach how to use tools like Survey Monkey( links into rolesAssign the links to various sections of the process stage of yourwebquest-Define the learning taskDefine the products which are the direct result of working through thewebquest. 50
  • 51. CREATING THE WEBQUEST (production of the webquest and its implementation)-Write the web page-Turn your webquest plan into a website and put it on a web server. (Youcan use template or you can create as Word Document and save asHTML format)- Engage learnersthink about an engaging and stimulating introduction as a lead-in to thequest itself.-Scaffold thinkingFormulate the instructions in the webquest itself. (These instructionsshould not only guide the learners through the webquest, but shouldalso deal with the learning gap identified in the exploring thepossibilities stage, and guide them towards answering the question.)-Decision: implement and evaluateTry out the webquest with a group or two, take feedback from them andalso consider how it went for you, and make appropriate changes forfuture use. 51