Students open the Web page where they will read about the general contents of the course. Go through the homepage with your students. This may be the first experience with  a browser for some of them. Then open UNIT 1. They begin with task 1. Make them read the aims of each task, so that they become aware of what they are doing. They do task 1, following the instructions. Show them how to save the document.  

If students have problems with grammar go to the indicated web sites. The document may be a bit long for your students. Read them carefully beforehand so that you can tell your students where to focus. As far as the Pronouns document is concerned, they should read the first three sections at least, in order to do the quiz below (personal, possessive, reflexive).  

Explain to your students how to work with two applications at the same time (WWW and word, for instance), and also to use the back and forward buttons of the browser. Tell them  they will  do a couple of quizzes on these grammatical aspects.  

You may have to go round the class and help students with their tasks. After the computer work, the learners try to identify who the texts are describing. Print the descriptions and pass them round the class. It could also be carried out with the computer, by getting students to load each other's texts, or exchanging machines (whatever looks easier and quicker to you). If your computers are networked, you can also paste all descriptions in a single file and display the document in each machine.  

Extra tasks  

Students who finish quickly can do the following quizzes. In fact, it would be a good idea for all the students to do it.  

• quiz on subject-verb agreement
• quiz answers 
• quiz on pronouns 

TIMING: 2 sessions  

Students read a simple description about email and access to a html document from which they will learn the basics of Netscape Communicator Mail. You should go through it together with your students. Explain to your students that this may not be  the email program they are using, but that the main buttons are very similar. It is up to you if you want to explain email more extensively to your students.  

Make sure students write about their feelings and their comments or opinions about the credit. If you are not connected to internet at this moment use the deferred delivery option or paste all the messages in the same file and send me them altogether (I would  appreciate this effort!). In both cases tell your students to write the letter first in their word processor and then paste it to the message.  

TIMING: 2 sessions  

Again your students will have to alternate two applications. They will have to read the instructions to write their first letter from the web site and write it at the same time with “word” or the word processor you are using. Be sure they write about the three topics: personal information, family and school, and that they follow the instructions of the guide. Go through the vocabulary with them. Once they have finished arrange to send the letters to the foreign teacher. Do not forget to send me a CC of each letter. (If  you are the one who sends the letters sned them altogether ; if students send them directly to their key pal tell them to send me a CC).  

TIMING: 2-3 sessions  

Here are extra ideas in case some of your students finish much earlier or you think they need more practice with the word processor and email. This unit should not exceed 7 lessons.  
  

• Experiment and try with email further functions (address book, folders and so on). They should  read from  the "help" option in case you cannot help  them.
• Get more practice with  word processor and  save and open options. Give them a short text to type, save, open again, copy, change,  etc.
• Get more practice with the word processor making students write a chain story. One student begins a story by writing a sentence. Another student adds another sentence or paragraph...(especially interesting if you have networked computers). (You can also use “xerrada” to write chain stories between two computers users).