week 5

Using Internet to Develop the Writing and Reading Comprehension.

The Internet and the widespread of technology in our life create new opportunities for language learning, and the Web is a great source of information for teachers to create materials and for their students to explore the world simply by clicking with the mouse. In fact, the internet has come to modify the way of teaching students, and provides tools that allow pupils to develop better the two most complex areas of English or more boring to define it, which are writing and Reading comprehension. Through different web Pages, e­mail and website class learners can have the opportunity to have a multitude writing conversation. Also, they can use a digital aula that have different platforms for aid them to be connecting. But, first teacher has to know how to integrate these online activities taking in consideration their objectives. However, they can make students more involved in the learning content and leave them to contribute with some ideas about the use of the technology inside the classroom or leave them to create some topics that seem relevant to them. Moreover, for develop the reading comprehension in students taking in consideration the technological resources especially the internet. Firstly, students must have prior knowledge of vocabulary and grammatical structure in order to start reading because the readings may vary according to the level at which the student is. the internet is a great advantage for the teachers so they can search for suitable books at the level of the students and they can also create their own books according to the lessons they are teaching. Furthermore, there are four websites that teachers can use. For instance, The Magic Keys web­site (http://www.magickeys.com/books) contains more than thirty illustrated stories at a wide range of difficulty levels, Bygosh website (http://www.bygosh.com/index.html) it has short stories, poems and short novels, Children's Digital Library (http://www.childrenslibrary.org/icdl/SearchWorld) this site has illustrated children’s books in many languages and more than 1000 illustrated children’s books in English, and the Tumblebooks (http://www.tumblebooks.com/ ) this is a subscription service with access to more than 100 children's books ranging from the beginning to intermediate range of difficulty. To conclude, the internet is a good advantage for teacher to make writing and the reading comprehension more interesting, especially when the teacher involves students. In writing teachers can create different activities through the platforms like e-mail and digitals aulas for make students interact out and inside the classroom. In reading, teacher can leave students to create their own stories or leave them to select their favorite book.

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week 4

Internet resources for develop speaking and listening skills.

Thanks to the biggest innovation of the ¨internet¨, that allow the online navigation; many people can be connecting through any device, that has access to internet. Furthermore, the use of the Internet has grown exponentially because the number of people worldwide with access to the internet grew 20 percent between 2001 and 2002; during this period the number of user in developed countries increased 12 percent, while the number of users in developing countries grew a more impressive 40 percent. So that, in the English teaching the internet becomes a support tool that aid students to interact and learn a new language easily. In fact, though the internet students have access to some communication activities; that can be categorized as a receptive or interactive. The receptive communication actives are those that permit just a single user, and involved listening. For instance, students can receive information from the wen in the form of text, images, audios and videos. There are 5 website classification of receptive communication activities such as, advocacy/opinion website, news websites, informational websites, business/marketing websites, personal websites which are set up and maintained by an individual. Also, teacher can create their own activities for make practices with pupils. Such as, make surveys, multiple choice questions and gap fill exercises for listening comprehension. In the other hand, we have interactive communication activities; this can be synchronous or asynchronous. Asynchronous activities involve two or more students, do not occur in real-time, and include composing and answering messages on email and discussion boards, and Synchronous activities allow two or more users to interact simultaneously from different computers, such as live chat and instant messaging and this involve speaking and listening. But, both receptive and interactive communication actives have the same purpose to make student learn and practice in a real word with native speakers. To conclude, the internet is the best tool for students and teachers for the learning process easily and interactive.

                                           

                                                        I will give to this article 4 stars

week 3

The integrations of podcast in the classroom.

Now in days we can find different technological advances, and teachers have to implement those resources to make the class more interesting or attract student’s attention and aid the learns to develop their English skill. One of the resources are the podcast that aid student to develop listening skill Throughout many language programs; listening skills are taught with the use of audiotape cassettes for use either in the whole classroom or for use by the individual student. The advantage of the uses of podcast is that ESL (English as a Second Language) is achieve to students using record that are made by native speaker. This allowed students to acquire the authentic language. Also, teaching listening in the second language classroom is a multi-purpose activity because learners must use this resource for ‘learning to listen’ and for ‘listening to learn’. This mean that can be built such as project (e.g., discerning the opinions of several experts in a particular topic area), or a task (e.g., following oral directions in map reading), as a resource (e.g., honing the ability to distinguish amongst discrete sounds) or as a stimulus for related work in other skill areas (e.g., listening to a lecture and then writing up a summary before having to deliver an oral presentation). Furthermore, there were a range of cultural, organizational, psychological, and social barriers to integration of technology. For instance, insufficient time, lack of relevant institution development, lack of on-site technology support, inadequate or no access to necessary hardware or software, and receiving few rewards for efforts. But, this is related to the teacher’s environment. However, the technological approaches aid students to interact more. E.g. students can create their own podcast as a way to practice speaking, listening ad writing in some case. Moreover, podcast is really accessible for pupils they can make use of this through an Apple iPod, computers, smartphones and other portable MP3 players. To conclude, as futures teachers we have to take advantages to the technological resources and take account this meaningful tool “Podcast” that can aid us to develop English skills in students since it allows for the provision of information in multiple modes in order to enhance pupils ‘understanding and retention of listening strategies. Also, give learners access to outside perspectives; whether from other language learners or professors, that stress the importance of the strategies they are learning in class. And provide examples of lectures or conversations by native and nonnative English speakers to help them to practice their listening comprehension.

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