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Contents Foreword

1

T h e a u th o rs a n d se rie s e d ito r

3

In tro d u c tio n

5 15

H ow to use th is book Level

Time (minutes)

Page

1 C o re I n te rn e t skills

19

Introduction Searching and sorting 1.1 It all depends 1.2 Desperately seeking . . . 1.3 Starspotting 1.4 Where did I p u t it? Evaluating 1.5 And the award goes to . . . 1.6 Electric news 1.7 Style check 1.8 W ith a pinch of salt Communicating 1.9 Lurking detectives 1.10 Electronic holidays 1.11 Post it 1.12 T h at’s telling them!

19 19 24 26 29 32 33 34 36 38 40 42 43 46 47 48

Intermediate and above All All Elementary and above

15-30 15-30 30 30-45

All Intermediate to advanced Upper-intermediate to advanced Upper-intermediate to advanced

60-90 60 60 45

Lower-intermediate and above All Elementary and above Elementary and above

30 30 30 initially 30

2 F o cu s on lan g u ag e

50

Introduction W ord focus 2.1 W ord treasures 2.2 Tough questions, cross words 2.3 Everywhere you go, always take the weather with y o u ...

Lower-intermediate and above

45-60

50 51 51

All

15+

52

Intermediate

30-45

53

vi

CO NTEN TS

2.4 Holiday essentials 2.5 Just the job 2.6 I do! G ram m ar focus 2.7 Electronic error-checking 2.8 Jembled tuxt 2.9 Email to myself 2.10 Consequences 2.11 Last question please

Elementary and above Intermediate to advanced Intermediate to advanced

30 per part 60 45

Intermediate to advanced Intermediate to advanced Elementary Intermediate Elementary and above

45 45 20-30 45 30-45

54 56 58 59 59 61 62 63 65

3 F ocus on language skills

66

Introduction Writing focus 3.1 H om e on the N et 3.2 Valentine’s Day 3.3 T he play’s the thing

66 67 67 69

3.4 Alternative school guide 3.5 ‘T he T ruth is out there’ 3.6 W hat the critics say Reading focus 3.7 Virtual kitchen 3.8 Step by step 3.9 Academia 3.10 Play it again, Sam Listening focus 3.11 Breaking news 3.12 Audiobooks 3.13 Listen and link 3.14 Listen and look Speaking focus 3.15 Fingers crossed 3.16 Knock, knock. W ho’s there? 3.17 All in the stars 3.18 Desert Island Discs Integrated skills focus 3.19 Once upon a time 3.20 Salute the flag

All Intermediate and above Intermediate to upper-intermediate Advanced Intermediate and above Pre-intermediate and above

90-120 45-60 60 60-90 90-120 45-60

Intermediate Lower-intermediate to intermediate Advanced Elementary and above

30-60 60 60

Intermediate and above Upper-intermediate to advanced Intermediate to advanced Intermediate to advanced

30-45 30-45 60 60

15-30

Upper-intermediate to advanced 30 Intermediate Intermediate to advanced Upper-elementary and above

30 30 45

Intermediate to advanced Intermediate

45-90 15-30

70 71 73 74 75 75 77 78 79 80 80 81 82 83 84 84 85 86 87 89 89 90

vii

CONTENTS

3.21 Coming to a theatre near you Translation focus 3.22 N ot so automatic 3.23 TranSearch 3.24 Cognitive translation 3.25 M ade to measure 3.26 Simultaneous interpreters

Intermediate and above

60-90

Intermediate and above Elementary Intermediate and above Intermediate and above Advanced

45-60 15-30 60-90 90+ 15-30

A ppendices

91 92 92 93 94 95 96 99

Appendix A G lossary o f Internet term s Appendix B The Web B 1 Surfing the Web B2 Working offline B3 Searching for information on the Web B4 Writing Web pages B5 Putting pages on the Web Appendix C U sing com puters for com m unication Cl Email C2 Discussion lists C3 Text-conferencing: Internet Relay Chat C4 MOOs C5 Audio- and video-conferencing C6 Bulletin Board Systems Appendix D Internet resources D 1 English Language Teaching resources D2 Internet services D3 Software Appendix E A ctivity links Appendix F Bibliography

99 105 105 106 107 108 109 111 111 112 113 113 114 114 115 115 118 119 121 132

O ther titles in the R esource Books for T eachers series

133

Index

135

Foreword T he Internet was undeniably the most radical agent of change in the last quarter of the 20th century. It touches all our lives at many points, and its influence will continue to grow inexorably, and in probably unpredictable ways, in the 21st century. Language pedagogy cannot and should not be immune to the advantages the Internet offers—in information, in resources and in opportunities for global communication. However, teachers’ reactions to the Internet are typically emotiondriven. On the one hand there are those in whom it evokes anxiety and confusion. T he response to ‘infoglut’ (the sheer quantity of information available), ‘infosprawl’ (the apparently chaotic m anner in which it is organized) and to ‘infobabble’ (the triviality of so much of what is accessible) is at best a sort of mental block and at worst a passionate, Luddite resistance. On the other hand there are those whose uncritically enthusiastic embracing of the Internet may produce equally negative results. A fascination with the technology at the expense of sound pedagogy can only be harmful, for all its superficial attractions. T he book provides a welcome corrective to both these emotional responses. T he activities in Chapter 1 (Core Internet Skills) are specifically designed to lead both students and teachers through the skills of searching and saving on the Internet. They are clearly and unthreateningly presented, as well as providing interesting and productive language work. T he chapter should build confidence even among technophobes. T he remaining two chapters (Focus on Language and Focus on Language Skills) offer a wide range of language-learning activities drawing on the resources of the Internet. The primary focus is always the language-learning payoff rather than the technical sophistication of the medium. Features which will recommend themselves to novices and N et experts alike are the appendices and Website, which contain a wealth of information and links. The book thus combines user-friendliness, pedagogically valuable activities, and state-of-the-art information. As such it will help teachers to use the Internet as a resource. Alan Maley

The authors and series editor Scott W indeatt teaches in the Language Centre at the University of Newcastle upon Tyne, where he is Director of the M A in Media Technology for T EFL. He has taught at secondary schools in the UK, and has worked in Finland, Romania, and Austria. Other countries he has visited to give lectures and workshops include Denmark, France, Germany, Indonesia, Italy, Japan, Malaysia, the Netherlands, the Philippines, Spain, and Qatar. His publications include books and articles on teaching grammar, computer-assisted language learning, computers and teacher training, computer-based language testing, classroom practice and observation, task-based learning, syllabus and materials design, and self-access learning. W ith David Hardisty, he wrote C ALL (Computer-Assisted Language Learning) for this series in 1989. D avid H ardisty worked for many years as a teacher and teacher trainer at T he British Council in Lisbon and now teaches at the New University (Universidade Nova) in Lisbon. Before moving to Portugal he taught in the UK, Sudan, Spain, and Mexico. O ther countries where he has given papers and workshops include the USA, Germany, Ireland, the Netherlands, and Spain. His publications include books and articles on computer-assisted language learning, general methodology, using the media, grammar teaching and learning, and using music in the classroom. W ith Scott W indeatt, he wrote C ALL in this series. D avid E astm ent taught English in Japan and Italy before starting to specialize in the early 1980s in the application of computers to language learning. He worked for many years with the Bell Language Schools in Cambridge, where he was Director of Studies for Information Technology. H e has run workshops and seminars in Europe, Asia, the Middle East, and South America, and has written and lectured extensively on the problems and the opportunities presented by the new technology. David now works as a freelance teacher, teacher trainer, and consultant. From 1994 to 1999 he was editor of Issues, the Newsletter of the International Association of Teachers of English as a Foreign Language (IATEFL), and he is a Fellow of the Royal Society for the Arts. He is the author of The Internet and ELT, a report for T he British Council published by Summertown Publishing.

4

Alan M aley worked for T he British Council from 1962 to 1988, serving as English Language Officer in Yugoslavia, Ghana, Italy, France, and China, and as Regional Representative in South India (Madras). From 1988 to 1993 he was Director-General of the Bell Educational T rust, Cambridge. From 1993 to 1998 he was Senior Fellow in the D epartm ent of English Language and Literature of the National University of Singapore. He is currently a freelance consultant and Director of the graduate programme at Assumption University, Bangkok. Among his publications are Literature, in this series, Beyond Words, Sounds Interesting, Sounds Intriguing, Words, Variations on a Theme, and Drama Techniques in Language Learning (all with Alan Duff), The M ind’s Eye (with Fran