4 MOST INTERESTING RESOURCES WE FOUND

These are 4 most interesting resources our group have agreed on.

ANNOTATED RESOURCES FOR LANGUAGE TEACHING AND LEARNING


1. A good ESL website with a variety of educational videos for different levels. Listening and pronunciation activities are also available. There is also a wide choice of puzzles, quizzes and other ESL exercises.

http://www.englishmedialab.com/

2. This very informative website offers free practice tasks for the most common international English proficiency exams: IELTS, TOEFL, TOEIC, Cambridge ESOL, Michigan tests etc... Also, it gives information about each test in particular, the comparison of different tests and the explanation of learners’ scores.

http://www.examenglish.com

3. This website introduces basic concepts involved in language teaching and especially how to teach macro-skills.
http://www.nclrc.org/essentials/

4. This website provides a complete overview of different language teaching methodologies widely used in the world which teachers can incorporate in their lessons.
http://coe.sdsu.edu/people/jmora/ALMMethods.htm

Evaluation of a webquest

This is the evaluation of the WebQuest named "Imagination Voyages", here some strengthes and weaknesses are discussed. To see the webquest click HERE

What is a WebQuest

What is a webquest!

A WebQuest is an inquiry-oriented online tool for learning. This means it is a classroom-based lesson in which most or all of the information that students explore and evaluate comes from the World Wide Web. Beyond that, WebQuests:

• can be as short as a single class period or as long as a month-long unit;
• usually (though not always) involve group work, with division of labor among students who take on specific roles or perspectives;
• are built around resources that are preselected by the teacher. Students spend their time USING information, not LOOKING for it.

( taken from

http://www.thirteen.org/edonline/concept2class/webquests/index.html

There are six essential components in a WebQuest:

1. Introduction:

The introduction section provides background information and motivational scenarios. The goal of the introduction is to make the activity desirable and fun for students.

2. Task:

The task is a formal description of what students will have accomplished by the end of the WebQuest. First, the teacher finds resources for a particular topic on the Web. Then, the teacher devises an activity for the students that incorporates the information from the various sites.

3. Process:

This is a description of the steps learners should go through in accomplishing the task, with links embedded in each step.

4. Resources:

This section of the WebQuest consists of a list of the resources (bookmarked Web sites, print resources, etc.) that your students will need to complete the task

5. Evaluation:

Each WebQuest needs a rubric for evaluating students' work. The standards should be fair, clear, consistent, and specific to the tasks set.

6. Conclusion

This step allows for reflection by the students and summation by the teacher.

(quoted from http://www.thirteen.org/edonline/concept2class/webquests/index_sub3.html)

Short Term WebQuests

àShort term Webquests focus on how to help students acquire knowledge

Longer Term WebQuest

àLong term Webquests focus on how to help students expand and share their knowledge.

Retrieved from: http://webquest.sdsu.edu/about_webquests.html

Some of the benefits of webquests:

Enhance teacher-student interaction

Students get to know how to judge and evaluate the information they find.

Inspire team-work spirit

Using webquests can help build a solid foundation that prepares them for the future

(adapted from http://www.thirteen.org/edonline/concept2class/webquests/index.html)

Criteria of good website

Ten criteria for evaluating sites

1. High language learning potential

2. Learner fit

3. Accessibility

4. Good design (interface, graphic, navigation…)

5. Culturally appropriate

6. Meaningful, well written and contextualized

7. Variety of items

8. Various learning styles

9. Appropriate variety of English is used

10. Feedback

Introduction

Our group's name is Hippo.
Our group consists of 4 members:

1. Huong 2. Nhan 3. Maria 4. Thuy

Our blog is created in order to reflect about what we have been learning and doing during the TILT course. Hopefully, we can receive your comments and feedback.