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1、1 a head text here 10 Try this Bringing technology into the classroom Oxford University Press Try this Insert the spaces Type a sentence or short text into a new word processing document and replace the capitals with lower case letters. Then eliminate all the spaces between words, so that you have
2、one long word, for example: wheniwasachildiusedtogotoseemygrandmotheringermany The students task is to read the text, insert spaces where appropriate, and add correct punctuation: When I was a child, I used to go and see my grandmother in Germany. Students can save and print their improved texts and
3、 check for accuracy with classmates. Try this Collaborative stories To make up collaborative stories, you start off with a sentence on the board, for example, An old man sat by the side of the road. Each student opens a Word document and types in this sentence, and then writes a follow-up sentence i
4、n their document. They then move onto the next computer, where they now add a new sentence to their classmates document. They continue in this way until they are back at their original computers. Each student can then read their story and work in pairs to edit the stories they have on their screen.
5、Try this Sentence sequencing Type a short text into a document. Then cut and paste the individual sentences in jumbled order. Students read the mixed-up text and use the cut and paste function to put the text in the appropriate order. Alternatively, the students can create texts of their own and cha
6、llenge their classmates to reorder them. Try this Highlighting parts of speech The highlight function can be used to raise your students grammar awareness. Give them a text and ask them to highlight certain parts of speech, say, phrasal verbs, or adjectives. Since it is easy to change between highli
7、ght colours, you can colour code for parts of speech, for example: red = nouns blue = adjectives green = verbs yellow = prepositions pink = phrasal verbs Students can then check each others work on-screen. As an alternative to highlighting, you could use font colour, bold, italic, and underline for
8、parts of speech (these functions can be found in the toolbar at the top of a word processing screen). This option is useful if you want your students to print out their work for comparison and correction. 2 Try this 10 a head title Bringing technology into the classroom Oxford University Press Try
9、this Reading comprehension The highlight, bold, italic, and underline functions can also be useful for supporting critical reading, especially at higher levels. For example, students can use bold for main idea and topic sentences; italicize linking words; underline key details; and highlight importa
10、nt facts (with different colours depending on importance). Try this Ideal city In this activity your students act as city planners, with the power to change anything they want about their city. You can do this by brainstorming with your class the things they like and dislike about their home city an
11、d the services provided such as recreation, power, transportation, schools, etc. The students work in small groups and make a PowerPoint presentation of their plans for an ideal city, creating their own drawings or using images they find on the web to illustrate their slides. They should map out the
12、ir ideas on paper before using the computers. When they have finished, you can either save the slides on a USB stick or ask students to upload them onto a class website or wiki. Try this Talking books For this activity, you need to have 2030 digital photos of objects, people, and places uploaded ont
13、o your students computers for them to use in class. You can do this by saving them into a file under My Pictures on the computers, using one computer per group of four to six students. Your students task is to work in small groups using six to eight of the pictures to create a story. They then make
14、a presentation, but instead of writing the story on the slides, they tell the story, with pictures supporting what they say. When the students have completed their presentations and texts, supply a small microphone and have each group record their texts. It is really easy to do. Simply go to the sli
15、de in question, click Insert menu Movies and sounds Record sound. A recorder will appear. Be sure all the students get a chance to speak at least for one slide each. If you like, let the students add sound effects. Try this Spotlighting Choose a photograph or picture that supports the language you a
16、re learning in class. This could be vocabulary you have studied or a description of a scene (for example a still-life painting or a street scene). You may want to introduce multiple images beforehand, as you would do if you were using flashcards in an activity. Focus the spotlight on one section of
17、the screen and allow the students to guess: Is it .? or Its . . If the students are unable to guess correctly, slowly increase the size of the spotlight or simply move the spotlight to another part of the screen. Then invite students to the front to choose an image and control the spotlight. Note: y
18、ou can also do spotlighting using video. Try this Categorizing Create columns in the centre of an empty whiteboard screen. This can be done by using the table tool or simply drawing columns with the electronic pen. The columns could be vocabulary categories (food, animals, activities), grammatical s
19、tructures (verbs versus nouns, various tenses), or sound categories (/z/ versus /s/). Position words and images to the side of the columns. Students then click 3 Try this 10 a head title Bringing technology into the classroom Oxford University Press on each word or picture and drag it into the appr
20、opriate column. For more advanced students, type words randomly onto an empty whiteboard and invite students to the board to reorganize and classify them in a logical fashion. This can also be done as a graphic organizer activity with students creating mind maps linking ideas and concepts. Try this
21、Story or sentence scramble Align pictures and/or words in jumbled order and invite students to move the objects around into an appropriate order. If you are working with images, you can also ask the students to write a sentence corresponding to each picture. Try this Grammar explanation Create empty
22、 diagrams and drag and drop examples into these diagrams as you explain (see Screenshot 4.2). Alternatively, invite students to drag and drop the correct information to complete the diagram. screenshot 4.2 Drag and drop exercise, Solutions iTools, Oxford University Press Try this Labelling Draw or i
23、mport a picture and position some text below or to the side of it. Students then drag the text to the appropriate place on the picture. Try this Hide and reveal Use hide and reveal to introduce and practise grammatical structures, such as the present perfect (see Screenshot 4.3). In one column write
24、 the subject pronouns and in a second column write the correct present perfect of a verb, for example have spoken, has spoken. Either cover up the right-hand column and slowly reveal from left to right, or move from the top to the bottom and have students predict the next line in the diagram. 4 Try
25、this 10 a head title screenshot 4.3 Hide and reveal exercise using Project iTools, Oxford University Press Try this Same life, different location In this project, students link with a corresponding school in another country. The school may be in an English-speaking country or, as an interesting alte
26、rnative, it could involve schools from two non English-speaking countries communicating through the medium of English something that is becoming more and more common these days. The goal of the project is to compare the lives of students and reflect on the similarities and differences they find. Thi
27、s project can be carried out on a number of different levels. Some points to compare are: daily schedules subjects studied living spaces popular culture free time. Each student can choose one aspect of life to work on and then exchange documents with a partner from the corresponding school. As a fin
28、al step, students can write a paragraph outlining how their life would change if they were to trade places. Try this Story circles Before class, make a numbered list of your students. Write the first sentence of a story, for example Sarah didnt go to school on Friday, in the body of an email and sen
29、d it to the first student on the list. This student writes the next sentence in the story and then forwards the email to the next student on the list and so on, until every student has had a chance to write a sentence. End after one round or, if the students are still interested, continue with anoth
30、er round. Print out the story and hand a copy to your students. In pairs, have the students edit the story for language errors. Finally, go over the errors with the class. Bringing technology into the classroom Oxford University Press 5 Try this 10 a head title If you have established contacts with
31、 partners in another school or country, you could also extend the circle to make it international. Try this Text chat brainstorm Use text chat to moderate a brainstorming session when introducing a topic, for example for global social awareness you might use text chat to brainstorm different uses of
32、 water. The advantage of using text chat is that you can actually capture the transcript and save the thinking process. Try this Debates Even the most reluctant student has an opinion about something. Brainstorm debate topics with your class and agree on one to follow up in an online debate. To make
33、 it more exciting, you can invite students from other classes (or even another school) to join you in an online debate at a mutually convenient time. Before the debate, email a list of those students who are going to debate for and who are going to debate against the motion, so that on the day it is
34、 clear who is doing what. Prepare some key words and phrases that your students might need, and go through these in class before the online debate. Make sure that your debate has a clear end time, and that you are on hand to intervene if either side of the debate runs out of ideas or the debate star
35、ts going off track. Try this Project work Chats can be useful to promote groupwork when group members are not at the same location. You can email a file to all group members and talk or write about it in real time. If you have your files on a wiki, you can even make changes as you go along. Try this
36、 Radio plays Students collaborate online and write a script for a radio play. During the course of a series of voice-chat sessions (which could be in class time), the actors can practise their show and then invite a broader audience to the final performance, all online. Try this Online question time
37、 with your twinned school Chat is an excellent opportunity for students in twinned schools to conduct a live interview with their counterpart. Each student will need an internet connection, headphones, and a microphone for this activity. To prepare, agree on a theme such as my daily routine, with yo
38、ur counterpart teacher in the twinned school, and twin up each of your students with one of theirs, so that it is clear who is calling who. In class, your students prepare ten core questions for their interviewee on the chosen topic, and prepare to answer questions from their counterparts on the sam
39、e theme. Their task is to find as many differences between their twins daily routine and their own. Try this Translate texts Make a list of common text message abbreviations and ask students to translate them. For example: LOL laugh out loud/lots of love CU see you Bringing technology into the class
40、room Oxford University Press 6 Try this 10 a head title BBL be back later B4 before 2MORO tomorrow CLD could BTW by the way FYI for your information Then ask your students to tell you the abbreviations they use for you to guess. Try this Using emoticons Ask your students first to identify what each
41、 emoticon symbolizes and then to create their own. If you then ask them to explain how you create emoticons from text, this will help them to practise words for punctuation. Try this Developing a taxonomy (classifying) This is an excellent activity to do with the entire class via the IWB. Using a fi
42、nger or the electronic pen, students can create a visual representation of the taxonomy in the form of an easily edited mind map which, like a simple file, can be saved to their computer for use another day. Try this Job applications There are literally hundreds of job websites on the world wide web
43、. Some are general (such as ), while others focus on specific job markets such as IT, publishing, law, etc. Review jobs and careers with your class. Ask the students if they have ever attended a job interview. What kind of questions were they asked? Write the job names on strips of paper and place t
44、hem in a hat. Split the class into pairs and ask each pair to choose a job. In pairs, the students access an internet job site and search for a job. Ask them to print out and read the job description. Then have them do a role-play one student plays the interviewer and the other the applicant. You co
45、uld also video the students role-plays. As an alternative activity, have the students write their CVs and apply for a real job of their choice. Try this Electronic field trips Not everybody has the time or money to take a trip to some exotic part of the world, but the world wide web can provide the
46、opportunity to take a virtual tour, even if you are not physically there. In fact, the process of exploring a city or museum online appeals to the same physical mode of learning, even if the movement is only virtual. Try this Museums Many museums offer interactive websites which allow you to search
47、their collections online and even create your own personal art gallery with items from their collection. Students can simply browse the museum sites randomly and choose their favourite painting for their own galleries. You can also assign specific search tasks, such as finding a painting by a specif
48、ic artist or looking for an example of a particular art genre. Bringing technology into the classroom Oxford University Press 7 Try this 10 a head title Try this Art descriptions Split your class into small groups. Have each group choose a piece of art from a museum. Together they write a descripti
49、on of the work. Collect the descriptions and put them in a hat. Each group then chooses a description and searches the online collections to find the corresponding piece. Try this Art comparisons Ask your students to find works of art that share certain features or subjects, for example, find landscapes of mountains, portraits of women, still-lives with chairs. Students