2.  FAQ
I. What can be the possible differences
between a traditional and internet-
based lesson?
II. What are the possible difficulties you
may face?

3. • Advantages
a. Authenticity
b. Not just one, but a set of skills
c. Motivating

4.  To make a good IBL;
i. Plan your session well
ii. Make note of the web pages you plan
to use

5. Web-based session
warmer
web
what next

6. WARMER
• introductory activities
• interest-generating ideas

7. WEB
Define the following items clearly;
a. time
b. task
c. logistics
d. organization
e. layout

8. WHAT NEXT
 feedback
 sample structures and analyze

9.  FAQ
Is it possible to work with lower-level
classes and the Internet?

10. The answer is that it is, of course, feasible
but the choice of websites will be far more
limited than for higher levels.

11.  Criteria;
Websites with,
i. simple and clearly presented text
ii. non-linguistic data easy to interpret
iii. visuals
iv. content prepared solely for this
audience

12. DOs and DON’Ts
 Have a backup plan
 Ask for help whenever necessary
 Back up your data beforehand
 Prefer pairs of group work
 Establish a layout for communicative activities
 Use filter if necessary

14. INTERNET-BASED
SIMULATIONS

15. IBS brings real-life context into classroom.
Authenticity is the best advantage. This
actually works as a task or goal-oriented
language learning.

19. Webquests
„an inquiry-oriented activity in which some
or all of the information that learners
interact with comes from resources on the
Internet.‟ defines Bernie Dodge.

20. Short-term webquests
• may spread over a number of classes.
• Ss achieve learning aims
Longer-term webquests
• Ss transform the analysed knowledge
• Ss prepare reports, presentations, etc.
• may last a longer duration

21. HOME
• INTRO
• TASK
• PROCESS
• PRODUCTS
• EVALUATION

22. HOME
• INTRO
• TASK
• PROCESS
• PRODUCTS
teachers…
• EVALUATION
Your local supermarket sells really delicious potato crisps. They‟re
also really cheap. One day a friend tells you that the crisps are made
from potatoes which are picked by children. What‟s more, the children
are not paid. They work 12 hours a day. All they get is a bed and an
evening meal. Many of them are sick and unhappy.
Question: Would you keep buying the crisps?

23. HOME
• INTRO
• TASK
• PROCESS
• PRODUCTS
• EVALUATION
Who Made My Trainers? How To Be A Responsible Consumer
TASK
You are a team of investigative reporters. Your newspaper has
assigned you the task of uncovering any unethical or exploitative
practices in the way that well-known „‟high-street‟‟ brand names are
produced and marketed. Your job is to produce a list of “OK” and “not
OK” brand names, and a report to justify your list.

24. HOME
• INTRO
• TASK
• PROCESS
• PRODUCTS
• EVALUATION
Who Made My Trainers? How To Be A Responsible Consumer
PROCESS&PROCEDURES
There are seven steps in this WebQuest, and you should follow them in the order they are presented
below:
♣ 1. Survey
♣ 2. Research
♣ 3. More research
♣ 4. List
♣ 5. Report
♣ 6. Presentation
♣ 7. Optional Follow-Up Tasks

25. To complete the WebQuest, you will
need to produce the following
HOME pieces of work:
1. The results of a survey of your
INTRO
TASK
class‟s shopping habits
PROCESS (individual)
PRODUCTS 2. A list of OK and not OK brand
EVALUATION names and a report explaining
the reasons behind your list,
plus recommendations to your
classmates (group)
3. Presentation of report to class
(group)
4. A self-evaluation (individual)

26. HOME
• INTRO
• TASK
• PROCESS
• PRODUCTS
• EVALUATION
Who Made My Trainers? How To Be A Responsible Consumer
SELF-EVALUATION
It is now time to evaluate your work on this project. You should (individually) write a
composition in English of about 250-300 words, answering these questions:
1. How effective was my contribution to the group work?
2. What did I learned about the topics we researched?
3. How did my English improve doing this project?
4. What did I learn about using the Internet?
When it is ready, give your self-evaluation to your teacher.

27. WEBQUEST CREATION
Research skills
Skillset to produce a
webquest
Analytical skills
Word
processing skills

28.  Useful links
> http://www.webquest.org
> http://www.fi.muni.cz/ICT4ELT/websites/
webquests_nepouzivase.html
> http://www.theconsultants-
e.com/webquests/

29. Exploring the possibilities
I.
Choose&Chunk
the Topic
Uncover
the
question
II. Identify III. Inventory
Learning Gaps Resources

30. Designing for Success
I. Brainstorm
transformations
Define
the
Learning
Task
II. ID Real World III. Sort Links
Feedback into Roles

31. Creating Your WebQuest
I. Write
the Web
Page
Implement&
Evaluate
II. III.
Engage Scaffold
Learners Thinking

32. THANKS FOR YOUR
ATTENTION

33. Filtering software
www.netnanny.com

34. 1. Survey

35. 2. Research

36. 3. More Research

37. 4. List

38. 5. Report

39. 6. Presentation

40. 7. Optional Follow-Up Tasks

41. Composition