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Internet-Based Project Work

This document discusses internet-based projects and webquests for language learning. It provides examples of basic and high-level internet projects, outlining the necessary steps and resources. Webquests are defined as mini-projects using online resources to achieve learning goals. The document explains the process of developing a webquest, including exploring topics, designing tasks, and creating the webquest pages to engage learners and scaffold their thinking. Implementing and evaluating the project are important final steps.

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Annisa Fitriani
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108 views15 pages

Internet-Based Project Work

This document discusses internet-based projects and webquests for language learning. It provides examples of basic and high-level internet projects, outlining the necessary steps and resources. Webquests are defined as mini-projects using online resources to achieve learning goals. The document explains the process of developing a webquest, including exploring topics, designing tasks, and creating the webquest pages to engage learners and scaffold their thinking. Implementing and evaluating the project are important final steps.

Uploaded by

Annisa Fitriani
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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INTERNET-BASED PROJECT WORK

GROUP 7
ANNISA FITRIANI 20178100070
MUFIDAH ZAHRO 20178100026
PITTAULI C E S 20178100112
Why Do Internet -based Project Work

 They are a structured way for teachers to begin to


incorporate the Internet into the language classroom, on
both a short-term and a long-term basis.
• The use of projects encourages cooperative learning,
and therefore stimulates interaction.
• They can be used simply for language learning purposes,
but can also be interdisciplinary,
• They encourage critical thinking skills.
To prepare for Internet-
based project work,
you will need to do the
following

• Choose the project topic


• Make the task clear
• Find the resources
• Decide on the outcome
A low-level project
This particular project aims to provide the opportunity to

Basic focus on these language areas: countries, nationalities, dates,


places, past tenses, likes and dislikes, and opinions.

Project For this project you will need:


 Three lesson periods of at least 45 minutes each (two if
the first lesson is done for homework).
A low-level project  Access to the Internet for the second and third ofthe three
suggested lessons.
A high-level project
 Word processing software such as Microsoft Word or
Open Office

EXAMPLE
Making a poster presentation about a favorite actor or
actress
First lesson
Students :
1. Choose the actor/actress
2. Mind-map what they know about him or her
3. Make a list of things they don't know, but would like to
find out

Second lesson Third lesson


Learners:
Students:
1. Visit sites
2. Complete their mind-maps 1. Write the biography
2. Work it up into a poster with
Teachers: illustration and images
1. Provides students with a model biography
2. Works on the structures and vocabulary that
she/he wants students to include in their work
 A high-level project

High level investigating work where learners research a subject and


present
polemical Views and opinions in a report or debate.
For this project you will need:
 Three lesson periods of at least 45 minutes each.
 Access to the Internet for the first and possibly second of the three suggested lessons.
 Optionally, access to video recording equipment for the third lessons

Example
Global Warming
First lesson

Brainstorm what your learners know about global warming. Use this chart
as a starting point.
Second lesson
Television Debate
Divide the class into four groups, working towards a
special television
debate on global warming: Third lesson
• TV debate presenters.
• Scientists who deny that global warming exists, or
that it is potentially dangerous. Here learners will have the actual
• Environmental campaigners wanting to inform the debate. If it is possible, simulate a TV
public of the dangers.
studio in your classroom by moving the
• TV studio audience.
tables and chairs around, creating
spaces for the four groups and
Each group should now prepare their role, doing further
research if necessary and preparing charts and other encouraging your learners to decorate
visual aids if they will be of help to them. them.
Internet based Simulations
• Internet-based simulations bring real-life contexts to the classroom,
helping our learners to deal with situations that they may come across
during foreign travel or in encounters with other speakers of English.
• The Internet gives to learners access to authentic websites that provide
stimulating and relevant content that enables them to carry out these
simulation.
Business English Simulation
This sample simulation looks at the case of a personal assistant having to
organise their manager's business trip to the United Kingdom.
The benefit of this kind of simulation is that it uses real websites, and a
potentially real situation, to further the learner's reading, inforrnation
processing, planning and communication skills. As an additional benefit, it
also addresses technology skills that are useful in this professional context
General English Simulation
In this context, small groups would plan an itinerary around the United Kingdom,
researching travel options, accommodation and things to do in each place visited. This
might be presented as an award given to the students, with a limited budget, making the
actual logistics more challenging, but more real. Shorter simulations are also possible, as in
this example.
Types of Webques
o Short-term webquests
Webquests A short-term webquest may spread over a period of a
couple of classes or so, and will involve learners in
visiting a selection of sites to find information, and using
Webquests are mini-projects in which a
large that Information in class to achieve a set of learning
aims.
percentage of the input and material is
o Longer-term webquests
supplied from the Internet.
learners have to transform the information they acquire,
turning it into a new product: a report, a presentation, an
interview or a survey. Longer-term webquests might last
a few weeks, or even a term or semeste
Four main sections to a webquest
Introduction Process
Task Evaluation
Skills for students :
• Research skills
It is essential to be able to search the Internet and to quickly and
accurately find resources.
• Analytical skills
Make sure to check out any website you are considering using
thoroughly before basing any activity around it.
• Word processing skills
You will also need to be able to use a word processor to combine
text images and weblinks into a finished document. Webquest
How the process work
A. Exploring the possibilities stage
In this section we decide what we're
going to base our webquest on,
and start to find resources.

1. Choose and chunk the topic


2. Identify learning gaps • Brainstorm transformations
3. Inventory resources
4. Uncover the question • Identify real-world feedback

B. Designing for success stage


• Sort links into roles
In this stage, we further structure the • Define the learning task
webquest and ensure that the learning
outcomes and knowledge transformation
stages are clearly delineated.
C. Creating your webquest stage
In this stage, we move on to the production of the webquest
and its implementation.
• Write the web page
• Engagelearners
• Scaffold thinking
• Decision: implement and evaluate

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