The Internet and Young Learners

Оглавление

Gordon Lewis. The Internet and Young Learners

Acknowledgements

The author and series editor

Foreword

Introduction

How to use this book

1 First steps

1.1 Computer objects

1.2 Typing practice

1.3 The elevator

1.4 Click, drag, and drop

1.5 Cut and paste

1.6 Finding your way on the web

1.7 What’s in a website?

2 Communication activities

2.1 Who am I?

2.2 Getting to know you

2.3 Introduction to e-cards

2.4 Finding partners

2.5 Describing routines

2.6 Houses around the world

2.7 Pocket money

2.8 How do you know it’s spring/summer/autumn/winter in X/Y/Z?

2.9 The ‘Elympics’

2.10 A look in my fridge

2.11 Cumulative story

2.12 Conducting an interview

2.13 Riddles

2.14 Word switch

3 Web search activities

3.1 The day I was born

3.2 The town tourist office

3.3 Our twin

3.4 Calendars around the world

3.5 Holidays around the world

3.6 World travel

3.7 Welcome to the Children’s World Congress!

3.8 How’s the weather?

3.9 Common phrases

3.1 °Currency converter

3.11 Distances

3.12 Riding the metro

3.13 What’s the time, Mr Computer?

3.14 Department stores

3.15 My local habitat

3.16 Rivers

3.17 Volcanoes

3.18 Museum quest

3.19 My favourite picture

3.20 Space facts

3.21 The view from here

3.22 Me in space

3.23 Movies

3.24 Premier league

3.25 Superstars

4 Web creation activities

4.1 What’s it about?

4.2 ‘Design it’ dictation

4.3 Our own web directory

4.4 Cartoon clip art

4.5 Dfilm

4.6 King or Queen of the week

4.7 Local museum

4.8 Make a picture dictionary

4.9 Word search

4.10 Switchzoo

4.11 Online cookbook

4.12 Reviews

4.13 Serial story

5 Electronic portfolios

6 The Internet as a teacher resource

7 Useful Internet addresses

Index

Titles in the Resource Books for Teachers series

Отрывок из книги

I would like to thank Ada Sandoval of Berlitz Kids Mexico, Laurie Camargo of Berlitz Kids Germany, and all their teachers for taking the time to review the manuscript and test the activities in their classrooms. Further thanks go to Silvana Rampone for her comments and worksheet ideas, and Simon Murison-Bowie for being a supportive and insightful editor. My great appreciation also goes out to Julia Sallabank for believing in this project, keeping it moving, and giving me the confidence to be creative.

Finally I would like to thank my children, Kira-Sophie and Nicholas, and their friends at Tollgate School in Pennington, New Jersey, for trying out some of the activities in Spanish and giving me their honest opinions, as only children can.

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The Internet provides children with a window on the outside world. It connects people from all corners of the earth through information on websites or shared projects. When used thoughtfully, Internet activities can promote tolerance and bring children together.

But using the Internet in the language classroom has many other tangible benefits. The multimedia possibilities allow us to introduce content in diverse ways and thus appeal to the learning styles or ‘intelligences’ of more children. It is also highly motivating. Information on the Internet is enormously diverse and not organized in any linear way. It can, therefore, be used to encourage independent learning and creative thinking skills, as children can make more decisions about how to approach information.

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