| Task
1
Students open UNIT 2 and
read the aims of the unit. They begin with task 1. Make them read the aims
of each task, so that they become aware of what they have to do. They do
task 1 and get some practice using the browser. Go through the "basics
of Netscape browser" with your students. Focus on the importance of using
the back and forward buttons in order not to get lost. If students get
the hang of it quickly, show them more about the browser: go, history...
TIMING: 1 session
Task
2
Perhaps a bit confusing,
but students have to accomplish this guided surfing. It is a good way to
go from site to site and practise the different functions, and at the same
time, learn about different ESL web sites. Tell students they should work
with two windows at the same time in order not to get lost (explain them
how to do it: from file menu click on new, then, alternate both windows).
It would also be convenient to give them a printed copy of task 2.
Students should not spend
too much time on each site. Just do the assigned tasks and go to the next
one (let's hope they will visit those sites later on). Feel free to change
the order, jump or add a site if you like. They should read carefully Jonathan
Revusky's site about the use of for and since, so that they feel able to
do the quiz. But they do not have to go through Hiway Present Perfect
and Simple Past sites (the aim here is to let students know these sites
exist). Remind them to bookmark the sites. Help them when they get lost
(they will!!). Make sure they save the documents in their personal
file. Tell them to open a new folder for unit 2.
IMPORTANT: Big letter
hyperlinks link to the original web sites (homepages of International House,
Dave's ESL Cafe, Jonathan Revusky, The Internet TESL journal, Ex*Change
and International House Easter Spain). I have made the other links internal
to avoid too many connecting problems. Nevertheless, if you work on-line
all the time, your students can access to the original sites if they click
on the hyperlink from the homepage of the original site (and not from task
2 - internal links).
TIMING: 2 sessions
Task
3
Students will concentrate
on one of the web sites they visited in the previous task and work more
intensively with the language. They have to read the text about Romania.
Focus on the fact that this text has been written by a teenager from Romania
who studies English, like them. Students have to copy and paste the text
and the activities in their personal file and follow the instructions.
Go over the tasks with them to make sure they understand. Ask students
if they know where Romania is situated. If one of the computers is on-line
use City.Net or Roadmap to locate Romania. In order to save time students
begin the task in class but finish it at home. Students can print the text
and the questions and think about the answers at home. If there are problems
when printing so many copies, just print one and get photocopies for the
others (you could even have them ready before the class, in case the printer
does not work and so on.)
ANSWERS
1- spelling errors: an other
(2 on paragraph); sais (4th paragraph); foriegn (5th paragraph)
2- grammatical errors: in
Bucegi there are a group of rocks (2 on paragraph); the peasants who lives
(3rd paragraph);
3- free
4- relief: relleu / ---
peasants:
pagesos / country-man - farmer
exhibits:
objecte exposat / model
wonder:
meravella, miracle / marvel, miracle, sight...
TIMING: 1 session
TASK
4
This time students have to
write a text about their own country. They can write what they want.
They can explain a tradition, a dish, write a description of the country,
or part of it, a cultural aspect, a festival, or whatever they like. Help
them to choose the topic so that they do not repeat. Focus on the fact
that they are writing for electronic journals, and that millions of people
from around the world might read what they write. Go over the instructions
with them. If you find this task difficult, jump to task 5 (letter 2).
Students can also send their text to a web site after they have written
the second letter (guided writing) and changed some little things. Let
me know if you send their writings directly to Ex*change or Write Now (a
new edition will be published at the beginning of May and they are looking
forward to receiving our students material). If this is a problem for you,
send them to me and I will do it.
TIMIMG: 2 sessions
(ask students work at home if they are too slow)
TASK
5
Make them go over the key
pal message and the teacher's. Send messages when ready. 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. Make sure they write
different paragraphs 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 send them
altogether ; if students send them directly to their key pal tell them
to send me a CC). If you have run out of time students can send their
key pals the text they have written for the electronic journal (they
only have to add some personal information), or viceversa, students
write letter 2 and then convert it into an article for the journal.
Finally, students write their
message to me. They can write in Spanish if you want (I am very interested
in what they say).
TIMING: 1 session
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