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Presentation about technology for language teachers

Presentation about technology for language teachers

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  • 1. Meeri Sild Tallinna Lilleküla Gümnaasium Pärnu 23.08.2008
  • 2.
    • Active / passive students
    • Motivation for students
    • Support to activate prior knowledge and
    • to make links between new information
    • and what they already know
    • Additional contextual support to make
    • sense of new information and language
    • Students “learn “ technology
  • 3.
    • Opportunities to speak, read and write in English
    • Access information in different forms
    • ICT creates opportunities for learners to refine, develop and store their language work
    • ICT provides learners with increased opportunities and motivation to communicate in English
    • Encouraging learners to use tools like online thesauruses, spelling and grammar checkers can help learners become more independent.
    • ICT can be a great stimulus to working, thinking and talking collaboratively
  • 4.
    • a wide range of teaching materials
    • access to pedagogy and expertise via the internet
    • opportunities to work collaboratively
    • opportunities to share good practice, resources and professional development
    • access to resources that are culturally and linguistically diverse
    • innovative tools with which to integrate language and curriculum learning aims.
  • 5.
    • Digital natives/digital immigrants (Mark Prensky)
    • Fast development and change
    • Time-consuming
  • 6.
    • http://usefullinks.pbwiki.com/
  • 7.
    • Dictionary of collocations
    • http://193.133.140.102/JustTheWord/index.html
    • Visual thesaurus
    • http://www.visuwords.com/
  • 8.
    • English teachers everywhere
    • http://www.etseverywhere.com/category/new
    • Headsupenglish
    • http://www.headsupenglish.com/
    • Ello
    • http://www.elllo.org/english/0801/813-Eoin-Band.html
    • English songs
    • http://englissongs.blogspot.com/
  • 9.
    • Examenglish
    • http://examenglish.com/
    • Manythings
    • http://www.manythings.org/e/grammar.html
  • 10.
    • Web 2.0 is a term which describes the changing trend in the use of World Wide Web technology and web design that aims to enhance creativity, information sharing, and, most notably, collaboration among users.
    • http://en.wikipedia.org/wiki/Web_2.0
  • 11.
    • A wiki is a collection of web pages designed to enable anyone who accesses it to contribute or modify content. Wikis are often used to create collaborative websites and to power community websites. The collaborative encyclopedia Wikipedia is one of the best-known wiki.
  • 12.
    • You can upload student work for collaborative editing
    • http://cinderella-their-story.wetpaint.com/
    • You could use a wiki as a sort of learning record which all the students could contribute to.
    • http://britishfood1.pbwiki.com
    • You could use it to create your own online course book
    • http://britishhumour.pbwiki.com
    • You set up collaborative assignments such as Webquests
    • http://www.webquest.org/questgarden/lessons/34458-060902130930/index.htm
  • 13.
    • You could upload or link to videos or images and set group or pair work tasks for students to do.
    • http://englishgag.pbwiki.com
    • Project work tool
    • http://iwanttoknow.pbwiki.com
  • 14.
    • A blog (a contraction of the term "Web log") is a Web site, usually maintained by an individual with regular entries of commentary, descriptions of events, or other material such as graphics or video.
    • http://en.wikipedia.org/wiki/Blog
  • 15.
    • Reflective or writing journals
    • http://central.hcrhs.k12.nj.us/americanstudies/
    • Assignment submission and review
    • http://101.freshmancomp.com/
    • Dialogue for groupwork
    • http://2mgems.blogspot.com/
    • Share course-related resource
    • http://www.learnenglishindublin.com/daily_blog
  • 16.
    • http://www.technogogy.org.uk/tony_vs_paul.htm
    • useful for describing prepositions of movement
    • describing what you see happening
    • students could either write a brief description of a short segment or take it in turns to describe to each other orally
  • 17.
    • Discuss some of the questions or statement in class then check with the expert on the site
    • Get the experts opinion then discuss in class and see whether your students agree
    • Get students to watch some of the videos and rate for how interesting they are
    • Ask students to find the expert they most agree with
    • Ask students to find one that they disagree with and prepare a response
    • Ask students to summarise an opinion they have viewed
    • Ask students to view an opinion and then defend that opinion in a class debate
  • 18.
    • Get students to watch a series of videos and prepare a short essay based on what they have learned from the content.
    • Get groups of students each to watch a different clip from a series then share their information together.
    • Ask students write the script for one of the clips.
    • Ask the students to actually learn how to do one of the things in thee video series and come into class and demonstrate it.
  • 19.
    • Watch a single clip and make deductions about the story, what’s been happening to the character, what the relationships are to other people mentioned etc.
    • View the clip without sound and make deductions about the topic and mood of the person
    • Get your students to watch and then write questions that they would like to ask the character
  • 20.
    • Get your students to watch for cultural information and look for things that would be different with their own culture (clothes, household objects, way people interact, gestures etc.)
    • Create discussion classes around some of the issues touched on in the clips
  • 21.
    • Get students to watch videos of a type of product and decide which one they would buy and why / which ones they wouldn't want to buy.
    • Get the students to watch 3 or 4 clips and make notes of key information about each product. They could then share this information in small groups and decide on the best product.
    • Give pairs or small groups of students a budget and a shopping list and ask them to select the best collection of products within their budget. They should then use the product information to justify their choices.
    • Ask the students to make notes of key word or phrases / sentence structures used when describing products
  • 22.
    • http://www.teachertrainingvideos.com/
    • http://www.teachertube.com/index.php
  • 23.
    • Get students to create and tell a story using pictures.
    • Upload images for students to describe, such as rooms or people etc.
    • Upload images of people speaking and ask students to add a dialogue. They could also add text bubbles of what they think the people are thinking
    • Get students to upload pictures from around their town and create a sort of interactive tourist guide
  • 24.
    • Get the students to listen with closed eyes then write about what they heard
    • Collect four or five clips for students to listen to and then get them to create an episode of a story around each one.
    • Use them for grammar practice ( e.g. present continuous "Someone is speaking." etc.)
    • Play 'Guess the sound' as a warmer team.
    • ask students to find their favourite sounds
    • Play "Where am I?" by playing them one of the sounds and asking them to guess where you are.
  • 25.
    • Choose a location and destination and get Google Maps to create your directions, then print up a map of London with the two destinations on and ask your students to mark the route on the map.
    • have the map printed with the route on and cut up the directions and ask your students to put them in the correct order
    • Print up a route map and directions and edit out some of the key words, then get your students to write in the missing words.
    • #
  • 26.
    • Give your students a map showing only the start point and read out directions for them to follow. They have to listen and tell you what the destination is.
    • Print out a route map and ask students to write their own directions for the map (You could give two groups different destinations then get them to exchange directions to see if the other group can use their directions to find the correct destination.)
  • 27.
    • VIKO- supporting classes
    • http://viko.lillekyla.edu.ee
    • WEBCT- an interactive textbook
    • http://webct.e-uni.ee/
  • 28.