Webtasks
Upcoming SlideShare
Loading in...5
×
 

Webtasks

on

  • 1,247 views

Apresentação realizada no ENPLIRJ de 2006.

Apresentação realizada no ENPLIRJ de 2006.

Statistics

Views

Total Views
1,247
Views on SlideShare
1,246
Embed Views
1

Actions

Likes
0
Downloads
2
Comments
0

1 Embed 1

http://www.slideshare.net 1

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Webtasks Webtasks Document Transcript

  • WEBTASKS: A MEANINGFUL WAY TO LEARN AND UNDERSTAND LANGUAGE Profa Maria Aparecida Moreira
  • Dear Teachers,When I was a student of English over 20 years ago I used to dream about the day I would be incontact with “real English”. To me, the English I was exposed to during my lessons did notrepresent the language used in the real world. I remember how hard it was to find authenticmaterials, especially reading materials. Foreign magazines and newspapers were far too expensive.Ok, there were films and songs, but we couldn’t afford to buy all the titles we wanted. As for thefilms, the VHS versions did not come with English subtitles. Today, the new technologies, mainlythe Internet, have opened all the doors that were once closed to us. It is widely known that thenumber of people who have access to the new technologies is still very limited. However, it is a factthat they are gradually becoming part of the educational environment and teachers have to be intune with these advances if they want to use them for the benefit of their pupils.In this booklet, you can find the procedures for some of the webtasks presented at the V ENPLIRJ.They are classified by topics and situations, rather than by grammar items. They can be used withgroups at different levels of proficiency in the language, according to the complexity of the task. Inmany cases, the same website can be used for elementary or more advanced groups.Maria Aparecida Moreira 2
  • There are 5 stages in this project: Getting students to know the new pyramid: what does each color represent? A new concept of a healthy life: the balance between diet and physical activity. Testing the students’ knowledge of a healthy diet through a game. Customization of a balanced diet. Setting homework. 1. In the classroom, show the students the Power Point presentation with the basic instructions. A worksheet with more details for the activity should be given to students when they get to the computer laboratory (see Appendix). 2. At the computer lab, ask students to sit in pairs or trios and give each student a worksheet, which contains all instructions to the project. 3. Monitor their work by helping them with vocabulary. Encourage them to guess the words they don’t know. 4. Back to the classroom, each pair should sit with another pair and compare their tables and their dietary suggestions. 5. Set homework. Ask students to fill in the chart for their physical activities and the table “Eating for good health”, which was taken from the “Time for kids” website.SUGGESTIONS FOR FOLLOW UP ACTIVITIES:1. Students could make a poster about the new pyramid in which they would urge teenagers to eatthe right food.2. The teacher could organize a picnic where students should only eat the recommended type offood.3. Students could make a TV commercial advertising the new pyramid as part of a government’shealth campaign. 3 View slide
  • 1. In pairs, visit the site www.mypyramid.gov and learn about the new FOOD PYRAMID designedby the US Dept of Agriculture. To watch an animated film, click on “Tour my pyramid”. Thenclick on “inside the pyramid” and complete the table below:COLOURS FOOD GROUP 5 EXAMPLES IN THIS GROUP SPECIAL TIPSORANGEGREENREDYELLOWBLUEPURPLE 1 ounce = about 28 grams2. This pyramid includes Physical Activity as part of a healthy diet. How much physical activity isrecommended for a person your age? ______________________________________________Are you following the recommended amount of physical activity? _________3. Now play a game to check what you know about a balanced daily diet. Go to the section “ForKids” and click on “My pyramid blast off game”. Keep playing until you make the rocket reachPlanet Power. The success of your mission depends on your food choices.4. Do you have healthy eating habits? Check it on “My pyramid plan”. Check the food you shouldeat and your ideal amount of calories per day according to your age, sex and the physical activitiesthat you do. If you want, you can print a PDF version of these dietary suggestions at home.5. HOMEWORK:a) According to this website there are two types of activities: moderate and vigorous. Complete thetable below with the activities you usually do every day. Then calculate the amount of time you doit during a week. PHYSICAL ACTIVITY AMOUNT OF TIME AMOUNT OF TIME (MODERATE OR VIGOROUS) DOING IT PER DAY DOING IT PER WEEKb) Complete the “Eating for good health” table. 4 View slide
  • The objective of this activity is to provide students with an opportunity to use their reading skills and gatherinformation from authentic material (Websites), thus broadening their knowledge of the world.The students are also encouraged to share this information with their classmates, hence developing theirspeaking skills.PROCEDURES:Slide 1Introduction to the projectSlides 2/3The objective of these two slides is to bring up the topic of charity.Slide 4Ask students if they know the meaning of NGO. Click to show the answer.Elicit names of NGOs which act in Brazil or in the world helping animals, children, poor people,victims of tragedies, the environment, etc. Write these names on the board.Slide 5Ask what they know about these famous organizations (WWF, Greenpeace, UNICEF, Medecinssans Frontiers, Red Cross, World Vision, AL-ANON and Amnesty International) and what theywould like to know about them. See their websites on next page.Slide 6/7Students now are set in pairs and, according to their interests (if possible), ask each pair to choosean organization and write down 5 or 6 questions about it. The questions should be about theirfoundations; the people involved in it; their projects in different countries and any other aspectsraised by the students. There are some suggestions of questions on slide 7.Slide 8Tell the students they are going to the school’s computer laboratory to make a research on theinternet. They will have about 30 minutes to find the answer to their questions. Tell them to writedown only the essential info about “their” NGO in their own words, as they will have to report totheir classmates when they go back to class.Slide 9 - Pre-teaching vocabulary (optional)Anticipate the sort of vocabulary they expect to find in these sites. Elicit what specific words theythink they will find in their sites. If students find it hard to come up with specific vocabulary, showthem slide 9 and elicit the meaning of the words and which site they might find them.Slide 10 and 11 – Students start offSlide 12 to 26 – Screenshots of the sites (optional)The use of these slides is at teacher’s discretion. Teachers could use these slides to show studentswhere they will find the information they need so as to save time.LAST SLIDE (optional)Here are the sample questions to give to students in case they can’t write their own questions.Hyperlink on slide 7. 5
  • FOLLOW UP ACTIVITY:When the class comes back to the classroom, they will have a round-off session to exchange theinformation gathered. Tell them to be as simple as they can while reporting their findings so thattheir classmates can learn from them. THE NGOs PROJECT Students’ names: _____________________________________________ NGO: ________________________ Motto: _________________________ Founded in: ___________________ By: ___________________________ Most important historical facts: _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ Most important projects: ___________________________________________ _______________________________________________________________ _______________________________________________________________ Projects in Brazil: ________________________________________________ ________________________________________________________________ ________________________________________________________________ How we can help: ____________________________________________________________ ____________________________________________________________ NGOs’ websites: Other NGOs:  www.greenpeace.org  www.aidsaction.org (AIDS)  www.wwf.org  www.worldwatch.org (environment)  www.unicef.org  www.hrw.org (Human  www.redcross.org Rights Watch)  www.foe.org (Friends of the  www.worldvision.org Earth)  http://www.aspca.org  www.msf.org (Protection of animals)  www.al-anon.org  http://www.friendsofanima ls.org (Protection of  www.amnesty.org animals) 6
  • This activity aims at giving the students an opportunity to see examples of Passive Voiceconstructions in a real context (newspapers). In this lesson students will also be able to identifywhat type of newspapers they are, the different sections and how headlines are written. It can beused as a post-presentation lesson to reinforce the understanding of this grammar topic.PREPARATION: 1. Elicit from the students what sections they usually read in a newspaper and if they ever read online newspapers in Portuguese or in English. 2. Tell students that they are going to visit some on-line newspapers in the school’s computer lab in order to do some research and talk about a news item to their classmates. 3. Organize them in groups of 2 or 3 per computer and give them the worksheet that they are going to use for their task. 4. Go through the worksheet with them. Check any vocabulary problems. Remind them that when they come back they will have to do a presentation to their classmates. 5. Here are some suggestions of other online newspapers:  http://www.newspaperindex.com/ - newspapers from all over the world  www.thewashingtonpost.com  http://www.nytimes.com  www.usatoday.com  www.independent.co.uk  http://www.guardian.co.uk  http://www.timesonline.co.uk/global  http://www.brazilinfocenter.org/ - Brazil Information CenterPRESENTATION IN CLASS:1. After students come back from the lab, the teacher should ask one member of each group to writetheir HEADLINES and ONE sentence in the PASSIVE VOICE on the board.2. All members of the group should then tell their classmates what they understood from the storythey have read and show them the PASSIVE VOICE structure they have found in the news item.FOLLOW UP ACTIVITY: 1. Writing: students can write their own news stories based on a recent event. 2. Speaking: In groups, students can create a TV news programme reporting on some recentnews. 7
  • 1. What’s the name of the newspaper? _______________________________________2. Choose an article from the front page or in the world news section and copy its headline:____________________________________________________________________3. Answer these questions:a) Can you anticipate the story by just reading the headline? ( ) YES ( ) NOb) Which word(s) helped you understand the headline?_____________________________________________________________________________________4. Now read the article very quickly. What is it about? Summarise it in one sentence:____________________________________________________________________ 5. Write 2 sentences from this article in which you can find examples of passive voicestructures: ___________________________________________________________________________________.___________________________________________________________________________________In which verb tense were they used? _______________________________________________________6. Go back to the HOMEPAGE of the newspaper and tick the items you can find in it:( ) film reviews ( ) TV programme listings( ) editorial ( ) comic strip / cartoons( ) weather forecast ( ) letters to the editor/ the reader’s opinion( ) job ads ( ) gossip7. Be ready to talk to your classmates about you work. 8
  • AN ACTIVITY USING RIOTUR WEBSITETell students to imagine their pen friend(s) decided to come and visit Rio for the Pan-americanGames. They are going to spend 7 days here. Tell them that the tourists asked them for somesuggestions. In pairs/trio, students should plan the tourist’s visit. They should think aboutaccommodation (not at their own places), things to do see and buy. Tell them to include a varietyof activities: leisure, sports and cultural.PROCEDURES:Visit the site: http://www.riodejaneiro-turismo.com.br/pt (click on English version). Clickon RIO GUIDE for the activities and on LODGING for types of accommodation.AN EXAMPLE OF FORM TO BE FILLED IN BY STUDENTS DURING THE ACTIVITY: Suggested activities for _____________________________ (name of tourist) Accommodation: Sightseeing: Shopping: Night life activities: Cultural activities: Beaches: Where to eat: 9
  • SOME SUGGESTIONS OF TOURISTS’ PROFILES: Tourist’s name: John Tourist’s name: Cyntia Todd Holmes Country: Scotland Country: Australia Age: 25 Age: 38 Budget: very limited Budget: limited Interests: popular culture; Interests: samba; sports; outdoor activities; nature popular art Tourist’s name: Pierre Tourists’ names: Lisa Dupont, wife and 2 kids and George Stan (aged 8 and 11) Country: The USA Country: France Age: 54 and 58 Budget: unlimited Budget: unlimited Interests: beach; Interests: History, Arts sightseeing; history and and sightseeing outdoor activitiesFOLLOW-UP ACTIVITY:Students can write a letter/e-mail to their pen friends: Dear John I’m very glad you’re coming to Rio next year. Here are some suggestions for your stay. I found a good youth hostel for you. It’s ...... I think you should visit The Tijuca National Park and all the beaches, of course. They’re fantastic. You shouldn’t miss .... .... Did you like my suggestions? Write me back. Cheers Aparecida 10
  • Tell students they will pretend they’re going to do some online shopping. Ask them what they’dlike to buy and how much they’re prepared to spend. They can work in pairs but the shoppingshould be individual. There are sites for girls and boys.Girls should look at the Marie Claire online magazine and choose some clothes and accessories tobuy. Access http://magazines.ivillage.com/marieclaire and click on Fashion> My Virtual Modelto try them on. (The Virtual Model tries on the clothes you choose)Boys can visit www.marks-and-spencer.co.uk or http://www.bananarepublic.com andchoose something for them or someone in their families. 11
  • Give this card to each pair of students: Imagine you’re shopping for clothes online. Choose one of these sites to simulate your shopping. You have 20 minutes to buy as much as you can! Girls should look at the Marie Claire online magazine and choose some clothes and accessories to buy. Access http://magazines.ivillage.com/marieclaire and click on Fashion> My Virtual Model to try them on. Boys can visit www.marks-and-spencer.co.uk or http://www.bananarepublic.com and choose something for them or someone in their families.FOLLOW UP ACTIVITY:Back to the classroom, students sit with a different partner and compare their shopping and howmuch they spent.Example: “I shopped at “Banana Republic” and I bought a red silk dress, some leather gloves and a pair of All-star trainers. I also bought some long leather boots. They all cost $....” BILL A red silk dress = 245.00 A pair of leather gloves = $ 35.00 A pair of All-star trainers = $ 86.00 A pair of long leather boots = 128,00 TOTAL= $494.00 12
  • This activity can be done on Valentine’s Day, Christmas’, Mother’s Day or any other specialoccasion. Tell students to access the sites bellow and choose a card to send to a friend, a classmateor a person in their family.  www.123greetings.com  www.americangreetings.com  www.hallmark.com  www.e-cards.com 13
  • Ask students to work in pairs and access http://teenageadvice.about.com, click on QUIZZES andchoose one to do. There are quizzes about kisses, love, dating, friendship etc. It is advisable thateach pair does a different quiz.After doing the quiz, ask them to find some advice to read on the same site or onwww.teenadviceonline.org .FOLLOW UP ACTIVITY:Back in their classrooms, students report what they have read to a student from another pair. 14
  • In pairs or trios students visit the site www.restaurants.com , where they can choose a city to goand a restaurant to eat at in the US or another country. They should go through all the informationavailable about each restaurant and then negotiate which restaurant they want to eat at. A good ideawould be if the teacher gives each pair/trio a card containing a customer’s profile: THE CUSTOMER’S PROFILE: You are spending your holidays in New York City and you want to have dinner with a group of 10 friends in a restaurant in Little Italy. You want to pay the bill by credit card and you want to book a table.FOLLOW UP ACTIVITY:Back to the classroom, students sit with a different partner and talk about which restaurant theydecided to go and give details of the restaurant: the food they decided to eat, how much they’ll pay,the facilities the restaurant offers, etc).NOTE: Some restaurants have links to their own sites, where you can see their menus. 15
  • In the classroom, ask students what their favourite films are and if they can remember noticing anymistakes in them. Elicit some contributions.At the school’s computer lab, tell students to access the site www.movie-mistakes.co.uk . It showsmistakes in all kinds of films. Students can try to find mistakes in their favourite movies in theSearch box.For example: there are 141 mistakes listed for the movie The Matrix.These sites contain synopses, reviews, trailers, interviews and news about movies, DVDs and videogames:   http://movies.yahoo.com  www.rottentomatoes.com  http://us.imdb.com/  http://www2.warnerbros.com  http://movies.go.com FOLLOW UP ACTIVITIES: Students can write a composition about their favourite films, using the information gathered in these sites or simply talk to their classmates about their discoveries. 16
  • Students pretend to be in a place they’ve never visited and write virtual postcards to theirclassmates, friends or family. Here are some sites they can use:  •www.ozoutback.com.au (Australia)  www.cardengland.com (England)  •http://www.paris.org/postcards (Paris)  •http://www.free-photo-ecard.com/themes/landscape/ (exotic places)  •http://www.windows.ucar.edu/tour/link=/cool_stuff/postcards.html (other planets) 17