Materials del Centre de Recursos de Llengües Estrangeres (CRLE) elaborats per Santillana Net Languages	

OFF TO OZ

Objectives

•	become familiar with the geography and culture of an English-speaking country
•	improve their English reading and writing skills, by reading website texts and writing a variety of text types
•	improve their English speaking and listening skills, by making presentations and participating in classroom discussions
•	develop their internet search skills

Level:	The tasks have been designed for learners with a post-elementary/intermediate level of English, capable of reading authentic texts, with the help of dictionaries and/ or translation software (e.g. Babel Fish at http://world.altavista.com/)

Organisation: Most of the tasks are designed for learners working in small groups of about three or four students each (depending, of course, on availability of computers). 

It is a good idea to assign roles to group members. For example:
 
•	co-ordinator - oversees the working of the group, and makes sure everyone knows what they have to do
•	secretary - keeps a written record of anything needed for assignments, and collates written work of group members
•	spokesperson - reports to class or teacher on group’s activities
•	webmaster - responsible for keying in search requests, printing off data, etc.
•	interpreter – responsible for resolving language difficulties, e.g. through use of dictionary, on-line translation programs etc.

Some tasks, such as the self-evaluation, should be done individually.

Teacher’s role: The teacher has two main functions during the WebQuest process:

•	manager/monitor
•	facilitator/consultant

In the manager/monitor role, the teacher assigns roles to group members, checks understanding of tasks, supervises group work, organises reporting and presentation stages, and generally maintains order throughout the whole process.

In the facilitator/consultant role, the teacher advises learners how to best go about tasks, provides the language needed to complete tasks (e.g. by directing attention to the language models on the WebQuest pages), answers questions regarding - for example - grammar and vocabulary,  and provides technical help when necessary (e.g. showing learners how to refine their search skills).

Process: The WebQuest process consists of 6 steps:

1.	What do you know about Australia? A group survey + research to do a quiz about Australia (non-evaluated)

2.	Finding out more.  Further group research using website information, pooling of findings +  individual response to findings in the form of a postcard (evaluated).
Group work: Students choose a category they are interested in and can then be grouped together. However, all categories should be covered. Each category will have various sub-topics. 

3.	Comparing lifestyles. Group feedback and response based on research, in the form of a pre-planned interview about a trip to Australia (evaluated).

4.	Writing tips for a fun stay.  Individual sentence writing of travel advice + group compilation of a travel brochure (evaluated).

5.	Optional Follow-up Tasks.  Group discussion on extrapolation on knowledge about Australia and the effects of colonisation + written report on the discussion (non-evaluated).

6.	Self Evaluation - Having completed the task, learners each write a self evaluation (evaluated)

Route: The full WebQuest involves all six steps. It is possible to shorten the process by omitting Step 5.  A very short version is possible by doing just the first three steps of the WebQuest. 

Time: It is estimated that the full version of the WebQuest would require 30 to 35 hours of learners’ time.

Evaluation: The four evaluated tasks are scored according to the criteria outlined in the table on the Evaluation page. Note that two of the tasks (Steps 3 and 4: Comparing lifestyles and Writing tips for a fun stay) are group tasks, and should be marked accordingly - i.e. individuals should not be marked differently, even if they contributed unequally.

SUPPLEMENTARY MATERIAL

PROCESS & RESOURCES - 1

What do you think?

Geography and climate	

	
Culture and lifestyle	

	
Famous People	

	
History	

	
Other interesting facts	

	

Answer key to “What do you think?”:

Unique to, or come from Australia:

the koala, the platypus,		[animals unique to Australia]
AC/DC,	[a rock group from Australia, though some members born in Scotland]
Nicole Kidman	[born in Hawaii, of Australian parents, returned to Australia when she was four]
“Neighbours”,			[TV serial made in Australia]
Savage Garden,			[a pop group from Brisbane, Australia]
the Opera House,			[the most famous building in Sydney]
The Great Barrier Reef	[a coral reef along the north-east cost of Australia]

Not from Australia:

the ostrich, the aardvark,		[animals]
kiwi fruit,				[originally from south-east Asia]
Harrison Ford, Russel Crowe, 	[actors from the U.S. and New Zealand]
Nirvana,				[rock group from the U.S.]
The Sears Tower,			[very tall building in Chicago]

 Write a quiz. 

Correct answers:
Oz, 					an abbreviation for “Australia”
Aussie, 				short for “Australian” person or thing
aborigine, 				indigenous people of Australia
cricket,	popular sport in Australia and other Commonwealth or ex-commonwealth countries 
Powderfinger,			pop group from Brisbane, Australia
Canberra, 				the capital city of Australia 
Ian Thorpe, 				Olympic swimming champion
Utzon, 	the Norwegian architect who designed the Sydney Opera House
emu, 	a large flightless bird from Australia, similar to an ostrich
Ulhuru, 	the aboriginal name for a large rock in the centre of Australia
Ned Kelly, 	Australia’s most famous “bushranger” (highway thief) (like Robin Hood) and popular folk hero
Australia Rules, 			Australian football game
didgeridoo,	an aboriginal musical instrument, a long wooden tube that is blown through

PROCESS & RESOURCES - 1

What else do you know?

Geography and climate
Geography	

	
Climate	

	
Flora	

	
Fauna	

	

Culture and lifestyle
Popular culture	

	
Aboriginal culture	

	
music	

	
lifestyle	

	
Sport and recreation	

	

Famous people
Sport	

	
The arts, music, cinema	

	
Business		
Other	

	

History

	

Other interesting facts

	

PROCESS & RESOURCES – 2

Talk about what you found out.
	Interesting facts
	How is this different from your country?	

The natural environment

		

Culture and lifestyle

		

Leisure

		

People

		

About the country

		

WEBSITES
General
http://www.effect.net.au/lukastan/oz/Mainmenu.htm   (very good, comprehe
nsive: basics, aborigines, clothes, behaviour, business, costs, drinks, food, education, fauna, flora, language, holidays, music, movies, opinions, sport, tv, traditions, …)
http://www.beenleigss.qld.edu.au/subjsamp/sampler.htm  (Webquest with lots of useful links: way of life, photos, visual journey, 
http://www.csu.edu.au/australia/  (culture, geography, tourism, towns and cities, trade, travel, etc..)
http://www.lonelyplanet.com/destinations/australasia/australia/ (general info, very good, great links)
http://www.britannica.com/atlas?region=oceania (atlas + lots of useful info. Easy to use.)
People
http://ninemsn.com.au/   (Australian msn page)
http://www.abc.net.au/message/ (aboriginal culture)
http://www.eniar.org/stolen.html  (aboriginal situation, culture and history)
http://aboriginalart.com.au/culture/default.htm ( aboriginal culture)
http://www.aboriginalaustralia.com/

Sense of humour
Food
Clothes
http://www.mambo.com.au  (mambo site)
Routine

Free time
Sport, tv, cinema, ….
http://www.australiavacationguide.com/  (holidays)
http://www.abc.net.au/learn/  (ABC tv/radio / sport  Learn pages)
http://www.abc.net.au/children/show/list.htm (tv – kid shows)

music
http://www.amws.com.au (a good one)
http://www.chartcentral.com/  (list of Oz music sites)
Customs
http://www.aria.com.au/  (music and video charts)
http://www.abc.net.au/triplej/ (music and culture ABC JJJ site)º	

Geography (what will it be like? How is it different from your country? What do you think you will like about it?)
http://plasma.nationalgeographic.com/mapmachine/

Climate

Fauna
http://www.ozramp.net.au/~senani/animaust.htm (nice, simple animal site)
http://homepage.powerup.com.au/~rdale/animal.htm (another one)
http://www.abc.net.au/schoolstv/animals/ (nice one, + dictionary, tv, etc)

WHO MADE MY TRAINERS? HOW TO BE A RESPONSIBLE CONSUMER

Objectives

•	become familiar with issues related to globalization and consumer ethics 
•	improve their English reading and writing skills, by reading website text and writing a variety of text types
•	improve their English speaking and listening skills, by making presentations and participating in classroom discussions
•	develop their internet search skills

Level:	The tasks have been designed for learners with a post-elementary / intermediate level of English, capable of reading authentic texts, with the help of dictionaries and/ or translation software (e.g. Babel Fish at http://world.altavista.com/)

Organisation: Most of the tasks are designed for learners working in small groups of between three and five students each (depending, of course, on availability of computers). If more than one computer is available per group, some of the on-line search tasks can be shared out amongst group members. It is also important to ensure that the work involved in presentation is evenly distributed.

It is a good idea to assign roles to group members. For example:
 
•	co-ordinator - oversees the working of the group, and makes sure everyone knows what they have to do
•	secretary – keeps a written record of anything needed for assignments, and collates written work of group members
•	spokesperson – reports to class or teacher on group’s activities
•	webmaster – responsible for keying in search requests, printing off data, etc. 
•	interpreter – responsible for resolving language difficulties, e.g. through use of dictionary, on-line translation programs etc.

Some tasks, such as the self-evaluation, should be done individually.

Teacher’s role: The teacher has two main functions during the WebQuest process:

•	manager/monitor
•	facilitator/consultant

In the manager/monitor role, the teacher assigns roles to group members, checks understanding of tasks, supervises group work, organises reporting and presentation stages, and generally maintains order throughout the whole process.

In the facilitator/consultant role, the teacher advises learners how to best go about tasks, provides the language needed to complete tasks (e.g. by directing attention to the language models on the WebQuest pages), answers questions regarding – for example – grammar and vocabulary,  and provides technical help when necessary (e.g. showing learners how to refine their search skills).

The teacher also has a third function: that of evaluator (see Evaluation, below).

Process: The WebQuest process consists of 6 steps:

1.	Survey – a group survey + individual summarising report (evaluated)
2.	Research – a group or individual data search of websites + summarising sentences (not evaluated).
3.	More research - a group or individual data search of websites + summarising sentences + verbal report (not evaluated)
4.	List – group preparation of summary of steps 2 & 3 in table form (not evaluated)
	5.	Report – group report writing based on Step 4 (evaluated)
6.	Presentation - either an illustrated oral presentation or a visual wall magazine/poster, prepared and presented by the group (evaluated)
	
In additon, there is a further optional step (Step 7), which can take the form of either the writing and sending of a letter of protest (group; non-evaluated), or a class debate (whole class; non-evaluated).

Having completed the task, learners each write a self evaluation (evaluated).

Route: The full WebQuest involves all six steps.  It is possible to shorten the process by omitting Step 1 (Survey).

Time: It is estimated that full version (including Step 7) of the WebQuest would require 10 to 15 hours of learners’ time.

Evaluation:

The four evaluated tasks are scored according to the criteria outlined in the table on the Evaluation page. Note that at least one of the tasks (Step 6: Presentation) is a group task, and should be marked accordingly – i.e. individuals should not be marked differently, even if they contributed unequally.

SUPPLEMENTARY MATERIAL

PROCESS AND RESOURCES -1

Introduction

Word in English
	
Definition / Translation	
Brand
		
Brand name
		
High street
		
Consumer
		
Logo
		
Marketing
		
Ethical/unethical
		
Exploit / exploitative
		
Sweatshop
		
Multinational

		

		

		

PROCESS AND RESOURCES 1 - SURVEY

The objective of this section is for students to become familiar with brands and logos in order to prepare them for the following exercises. Logos that they might find interesting can be included in the following table (it is not necessary to include those from the American corporate flag).

Picture of Logo

(name of company)				

				

				

				

				

Key for Corporate American Flag

Symbols in the map belong to:
(left to right, starting from the first row)

CBS,  Playboy, Coca Cola, Abc,  Camel,  Windows

Sprint, Abbey National, Macintosh, Nike, (*) , Chrysler 

Warner Brothers, Westinghouse, (*),  Intel, MTV, MacDonalds

IBM internet, (*) internet explorer, Bell

United Airlines, (*,) (*), MBC, (*), Compaq

Exercise 4 

The objective of the questionnaire is to find the class’ favourite brand. Students can use open and closed questions. Questions should be prepared in groups. Each group can prepare a few and then compare with other groups. They can then choose 10 for the whole class.

If students are computer literate, they could present their results as a graph or table, although this is not vital.

The report should not be an overly complicated  - the main task will be written in the  Process and Resources – Report  section

The following guidelines can be given to students to help them write their report:

Introduction:
A short introduction on what they have done

Findings:
The results of the quiz incorporating the suggested sentences/expressions

Conclusion:
A short paragraph showing results

Photocopiable table. 

Question	Student 1	Student 2	Student 3	Student 4 	 Student 5	
What is your favourite fast food brand?						
What brand of trainers do you wear?						

						

						

						

						

						

						

PROCESSES AND RESEARCH 2 - RESEARCH

For lower levels, the web addressed could be divided among different groups which could compare and contrast their results later.

PROCESSES AND RESEARCH 3 – MORE RESEARCH 

In this section students are encouraged to examine large companies which use campaigns in favour of human rights, the environment, etc.. Here are some examples. Students should use search engines to find examples of the companies from the previous exercise.

Useful links

http://www.nlcnet.org/resources/ (human and worker rights - check out CHINA, for example)
http://www.oneworld.org/ni/ (site with articles about BLUE JEANS)

Note: It is suggested that those webpages which involve a large quantity of reading are saved locally on a hard disk for later reading and reference rather than relying on the Internet connection..

 A photocopiable table for teacher use.

Nom Marca / 
Títol pàgina 	URL	Comentaris