Surfing the Net

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Alianza Cultural Alianza Cultural Uruguay Estados Unidos Uruguay Estados Unidos Alianza Teaching Alianza Teaching Certificate Certificate INTERNET CONTENT- INTERNET CONTENT- BASED ACTIVITIES FOR BASED ACTIVITIES FOR TEENS TEENS Graciela Bilat Graciela Bilat Elena Arcaus de Labadie Elena Arcaus de Labadie April 27, 2009

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Transcript of Surfing the Net

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Alianza Cultural Alianza Cultural Uruguay Estados UnidosUruguay Estados Unidos

Alianza Teaching CertificateAlianza Teaching Certificate

INTERNET CONTENT-INTERNET CONTENT-BASED ACTIVITIES FOR BASED ACTIVITIES FOR

TEENSTEENS

Graciela BilatGraciela Bilat

Elena Arcaus de LabadieElena Arcaus de Labadie

Leticia VieraLeticia Viera

April 27, 2009

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““SURFING THE SURFING THE NET”NET”

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Content-Based Second Content-Based Second Language Instruction: Language Instruction:

What is it?What is it?• Content-Based InstructionContent-Based Instruction ( (CBICBI) is a ) is a

significant approach in second language significant approach in second language acquisition (Brinton, Snow, & Wesche, 1989). acquisition (Brinton, Snow, & Wesche, 1989). CBI is designed to provide second language CBI is designed to provide second language learners instruction in content and language.learners instruction in content and language.

• "...view the target language largely as the "...view the target language largely as the vehicle through which subject matter content vehicle through which subject matter content is learned rather than as the immediate is learned rather than as the immediate object of study" (Brinton et al., 1989, p. 5).object of study" (Brinton et al., 1989, p. 5).

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Authentic Authentic Language/Content-Based Language/Content-Based

Learning Learning • Because oral and written language are primarily Because oral and written language are primarily

a means of communication, it is generally a means of communication, it is generally thought that authentic language -- language thought that authentic language -- language used by real people in real contexts for real used by real people in real contexts for real purposes -- makes the best model for learning.purposes -- makes the best model for learning.

• The The InternetInternet allows the instantaneous exchange allows the instantaneous exchange of information both to and from archive sites and of information both to and from archive sites and between and among individuals. between and among individuals.

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LANGUAGE SKILLS AND CULTURAL COMPETENCE

INTERNET CONTENT-BASED INSTRUCTION

AUTHENTIC MATERIALS (According to the students´ proficiency

levels)

FOCUSED ON

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““Technology does not in itself cause Technology does not in itself cause anything-anything-

what counts is how people use it.”what counts is how people use it.”

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ONLINE INPUT:

-newspapers-magazines-texts-online communication-multimedia

OUTPUT IN THE

TARGET LANGUAG

E

HOLISTIC ASSESSMENT

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Some Internet tools for the

CBI classroom

Some Internet tools for the

CBI classroom

RESEARCH E-MAIL PALS

BLOGSWEB

QUESTS

INTERACTIVE READING

CHAT AND CONFERENCE

S

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CLASSROOM ACTIVITIESCLASSROOM ACTIVITIES

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SELECTING CLASSROOM ACTIVITIES…SELECTING CLASSROOM ACTIVITIES…

• Use the Internet to Use the Internet to access primary source access primary source information and to information and to stimulate critical stimulate critical thinking. thinking.

• Encourage students to Encourage students to work on collaborative work on collaborative projects for classroom projects for classroom presentations. presentations.

• Require appropriate Require appropriate citation of electronic citation of electronic sources for all papers sources for all papers and projects.and projects.

• Instruct students Instruct students about plagiarism and about plagiarism and copyright issues. copyright issues.

• Make students critical Make students critical users of internet.users of internet.

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EB4Teens EB4Teens http://library.thinkquest.org/28188/featureshttp://library.thinkquest.org/28188/features.htm.htm

75% of our U.S. students answer to Gallup´s research 75% of our U.S. students answer to Gallup´s research they wanted to start their own businessthey wanted to start their own business

Activity: My Own Business: groups of four decide Activity: My Own Business: groups of four decide which is your favourite business to do: the which is your favourite business to do: the product, the possible market it will have and product, the possible market it will have and buyers (customers). buyers (customers). Search for information about competitors using Search for information about competitors using internet sites Which will be the name you will give internet sites Which will be the name you will give it? How are you going to produce/obtain it? Write it? How are you going to produce/obtain it? Write a brief report of your web quest and decisions a brief report of your web quest and decisions and email it to your associates (your group) and and email it to your associates (your group) and your teacher.your teacher.

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Italian Pasta: colours, numbers and ingredients for Farfalle• Activity: find recipes using internet. Using

approximately 1kg of egg pastry for 4 customers, knead, smooth and cut the farfalle one by one putting them on different bowls by colour: red-beetroot farfalle, green (spinach) and yellow (egg). Report procedure and taste of the different pasta describing the process briefly.

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WEB QUESTS & CLASSROOM WEB QUESTS & CLASSROOM WEBSITES (Suggested)WEBSITES (Suggested)

•Diamond poems: Diamond poems: http://darkwing.uoregon.edu/~leslieob/diahttp://darkwing.uoregon.edu/~leslieob/dia

mantes.htmlmantes.html

•Posters, narrativePosters, narrative

www.lclark.edu/~krauss/evonline2005/www.lclark.edu/~krauss/evonline2005/onlinematerials.htmlonlinematerials.html

•Opera, italian cultureOpera, italian culture

http://www.iacelanguage.net/iace2/http://www.iacelanguage.net/iace2/Curriculum/Content_Activities/OperaCurriculum/Content_Activities/Opera

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CONCLUSIONCONCLUSION

ONLINE TECHNOLOGIES

CONTENT-BASED APPROACH

APPROPRIATE LEVEL OF AUTHENTIC MATERIALS…

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AUTONOMOUS LEARNERS

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ReferencesReferencesDodge, B. J. Dodge, B. J. Some thoughts about webquestsSome thoughts about webquests. The Distance . The Distance Educator, 1(3), 12-15. Educator, 1(3), 12-15.

Brinton, Donna M., Marguerite Ann Snow and Marjorie B. Wesche, Brinton, Donna M., Marguerite Ann Snow and Marjorie B. Wesche, 1989. 1989.

Content-Based Second Language instructionContent-Based Second Language instruction. .

Gerd BräuerGerd Bräuer , 2001- , 2001-Pedagogy of Language Learning in Higher Pedagogy of Language Learning in Higher EducationEducation

Stephen Stryker and Betty Lou Leave , 1997- Stephen Stryker and Betty Lou Leave , 1997- Content-Based Content-Based Instruction in Instruction in Foreign Language Education. Models and Methods. Foreign Language Education. Models and Methods.

Elizabeth Hanson-Smith, Sarah Rilling - 2006 – Elizabeth Hanson-Smith, Sarah Rilling - 2006 – Learning languages Learning languages through technology - through technology -

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Thank you for your Thank you for your attention!!attention!!

• Graciela Bilat Graciela Bilat

• Elena Arcaus de Labadie Elena Arcaus de Labadie

• Leticia VieraLeticia Viera