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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?
• 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
1. Survey
2. Research
3. More Research
4. List
5. Report
6. Presentation
7. Optional Follow-Up Tasks
Composition