:Geovanny Peña Pérez M.A.

ELT Freelance Academic Consultant Oxford University Press

Date : August 29th, 2014 Institution : MESCyT From : 2:00 P.M to 4:00 P.M. Santo Domingo, Dom. Rep

A Workshop by

Introduction:

An Overview of the importance of usingtechnology in ESL/EFL teaching

Our Main Focus:

Presentation of the Network series and all of its components.

Our Main Focus:

Presentation of different sections of the Starter Book, and book 1, in order to highlight the key points that leads to students’ success when studying with the series.

Conclusion:

Closing with questions and feedback from the participants and presenter.

As an EFL/ESL teacher, what is your opinion about the use of technology in your English classes? Why?

Think, Pair,ShareThink for 30 secondsPair and share for 30 seconds

“Technology will not replace teachers, but teachers who understand technology will replace those who do not.”

— Ray Clifford

What are some advantages of using technology in your English classes?

Think, Pair,ShareThink for 30 secondsPair and share for 30 seconds

“Use technology in the service of pedagogy , not vice-versa”.

—Siskin & Reynolds

Technology assists and enhances language learning.

It provides authentic examples of the target culture, connecting the classrooms in the D.R, (for example) to classrooms in the U.S. or other countries, where the target language is spoken.

Technology tools enable teachers to differentiate instruction and adapt classroom activities and homework assignments, thus enhancing the language learning experience.

Distant learning programs can enable language educators to expand language-learning opportunities to all students, regardless of where they live, the human and material resources available to them, or their language background and needs.

Technology continues to grow in importance as a tool to assist teachers of foreign languages in facilitating and mediating language learning for their students.

The effectiveness of any technological tool depends on the knowledge and expertise of the qualified language teacher who manages and facilitates the language learning environment.

Technology has been around in many forms for a long time as can be seen in the following photos:

Imagine how innovative tape recorders and typewriters must have once appeared to the first users…

Before, we had Web 1.0 Which was:

Exclusive Web designer One way Static

In the hands of few

Today, the story is very different…

Web 2.0

Examples of Web 2.0 Technologies

Which of these do you know? Which ones do you use?

What is Network and how does it relate to the use of Technology in your language classrooms?

Network is a five-level general English course that harnesses the power of social media and networking to help students learn English effectively. It presents a range of Internet and classroom-based activities for students to:

1. Get more practice communicating in English.

2. Make English-speaking friends, and

3. Find a better job in the future.

• Network uses social networking to link learners for common goals – shared language success and professional growth.

• Social networking themes are incorporated through a variety of classroom-based and online tasks.

• These provide an authentic and meaningful context for language learning.

• Network is easy to teach and easy to learn from – the one-page,

one-lesson, one-learning outcome approach requires minimum preparation and helps you to track your students' progress.

• Additional resources include authentic video from the BBC Motion Gallery, iTools digital resources for interactive whiteboards, and Online Practice that you can assign as

homework and track.

• One-page, one-lesson, one-outcome approach ensures achievement.

• Your Network activities help students to practice communication in class and online.

• Get Connected lessons build social media skills such as creating a personal profile and blogging in English.

• Original BBC Motion Gallery video and authentic documentaries develop real-world listening skills.

• Online Practice activities, including record and play back conversation activities, provide students with extra

opportunities to develop their skills outside class.• Interactive teacher tools such as tracking your students' progress, and communicating and collaborating with them

outside of class, help to improve learning outcomes.

NETWORK Online Practice Network Online Practice offers a robust blend of extra practice content and

teacher resources. With over 120 activities per level, including video activities, students can access up to 25 hours of additional practice in the classroom or at home.

Network Online Practice is ideal for self-study, enabling students to practice their grammar, vocabulary, speaking, and listening skills outside class.

Speak and record practice allows students to practice their conversation skills. Students record themselves as a character from the Conversation or Your Story pages in the Student Book then play the audio back to hear the

dialogue in full, improving their pronunciation and fluency.

A comprehensive testing program with over 20 tests perlevel, makes it easy for you to review your students' progress throughout the course. The tests are automatically graded and reported to your class Gradebook, saving you time.

Set up Discussions with your students on any topic and stay in contact with them using the Messaging and email tools.

The online Gradebook keeps you up to date with students' learning, making it easy for you to track and report on progress, and letting you quickly identify strengths and weaknesses within a class.

The Network Online Practice access code can be found on the inside back cover of the Student Book.

What are the pedagogical benefits of using social networking?

There are five key benefits to deploying social media in support of

English language teaching and learning:

1. Turning social networking into meaningful English-practice opportunities.

2. Maximizing authentic input.

Social Networks provide excellent models for how language is actually used. Students see authentic language ranging from casual conversation to academic discourse. Social media in the form of tweets, posts, blogs, or video sharing, provide and abundant supply of real-life language.

Social networks such as Facebook allow students to practice new language in an engaging environment.

4. Developing critical thinking skills.

Critical thinking is necessary for 21st –century academic and professional success. As students engage more with social media, they develop critical thinking skills by making judgements about the credibility of sources of information.

3.Building community.

Research shows that language learners are more likely to engage in the learning process and improve their skills when they have a network of classmate, friends, or family to talk to or practice with.

5. Personalizing the learning process.

When students can relate learning to their own lives and experiences, they are more likely to understand and remember. Liking the learner’s social networks to coursework is one of the most meaningful ways to engage digital natives and other learners who participate regularly in social networking.

Network Series Components:

• Student Book with access to Online Practice

• Workbook with listening

• Multipack: Student Book/workbook

• -split edition

FOR THE STUDENT:

•Audio Download Through Oxford Learn

Network Series Components:

Continued

For the Teacher:

Interleaved Teacher’s Book with Testing Program CD-Rom

iTools Digital Resources with Videos

Class Audio CDs

Online Class management

DVD

Testing Program CD-Rom:

Includes Print-and-go and Customizable

Placement Tests

Unit tests

General Achievement Midterm and Final Exams

Midterm and Final Exams in the style of standardized tests

Answer Keys and Audio files

Social Media:

Your Network activities help students make new language learning friends –in class and online.

Get Connected lessons develop writing skills such as creating a personal profile and blogging in English.

Online practice Powered by Oxford Learn

Log on to Network Online Practice for extra vocabulary, Grammar, speaking, and Listening practice

Broadcast Video

Original BBC video Content develops real-world listening skills with authentic documentaries at each level.

And now… Let’s take a walk through…And now… Let’s take a walk through…

Clear purpose at the beginning of each unit.

Pronunciation exercises for students’ development at an early stage.

Easy identification of its units and exercises.

Authentic Activities developed from an online source

Clear reference in the grammar section.

Also language reflexion on easy/single tasks.

Skills development like reading, listening, writing and thinking.

Authentic Activities developed from an online source

Skills development like reading, writing and Critical thinking.

Projects for individual and cooperative work.

Direct students’ attention to the icons on the left, tells them that they will be able to do each task in the unit.

Simple opening and clear presentation of units

Think, Pair, Share activities from the beginning

Pronunciation practice with minimal pairs

Clear and easy reference to the grammar contents and reviews

Language practice with authentic

everyday activities and language

functions.

Reinforcement of the language focus

through the reading and writing exercises

Listening comprehension

through authentic visualization of

activities

Audio-visual contents from the Online source and

video DVD

More online activities and individual projects for students to share

How to plan a lesson with Network:

Finish the unit involving the students in the activities and projects of everyday English from the book as well as the Online Practice .

Develop language skill (s) through textbook and online activities

Practice the Target Language

Describe the Picture (s)

Introduce the Target Language

Warm-up and Review

(NAME OF TEACHING INSTITUTION)L E S S O N P L A N

Estimated Time of Lesson: Profs: .Teaching Point: Date: .Level of students: . Age Range: . Teaching Objectives: Materials to be used: 1. 1. .2. 2. . 3. 3. . 4. . 5. .

Pre-Teaching Activity Procedures Follow up/Evaluation

Aprox. Time:

Aprox. Time:.

Aprox. Time:

5. There are no listening exercises in the Network workbook.

2. The textbook presents a range of Internet and classroom-based activities for students to learn English effectively.

PLEASE CHECK THE BOX ON THE RIGHT: TRUE OR FALSE .

1. Network is a Three-level general English course that harnesses the power of social media and networking to help students learn English effectively.

3. Social networking provides an authentic and meaningful context for language learning.

4. Network Online Practice is ideal for self-study, enabling students to practice their grammar, vocabulary, speaking, and listening skills outside class.

False

True

True

True

False

Quiz continued…

7. There are over 120 activities per level in the Network series, including video activities, students can access up to 25 hours of additional practice in the classroom or at home.

12. There are eight key benefits to deploying social media in support of English language

teaching and learning in the Network series.

11. Social networks such as Facebook allow students to practice new language in an engaging environment. 0

10. You need to purchase an access code if you want to access the Network Online Practice.

8. Network Online Practice should only be done in class, because students need the teacher’s guidance at all times.

9. The testing program in Network covers over 20 tests per level, making it easy for you to review your students' progress throughout the course.

6. The Teacher’s Book does not provide a testing program CD, so the teacher must write his/her own tests.

False

True

False

True

False

True

False

Hutchinson, Tom; Sherman Kristin (2012). Network Get Connected Oxford university Press.

Brumfit, Christopher (1984). Communicative Methodology in Language Teaching. Cambridge:Cambridge University Press.

Krahnke, K. (1987) Approaches to Syllabus design for Foreign Language Teaching Center for Applied Linguistics

Littlewood, W. (1981). Communicative Language Teaching. New York: Cambridge University Press.

Prabhu, N.S. (1987). Second Language Pedagogy. Oxford:. Oxford University Press.

Richards, Jack C and Theodore Rodgers (2001). Approaches and Methods in Language teaching. Second Edition. New York: Cambridge University Press.

Skehan, P. (1996). Second language acquisition research and task-based instruction. In J. Willis and D. Willis (eds). Challenge and Change in Language Teaching. Oxford: Heinemann.

Widdowson. H. (1987). Aspects of syllabus design. In M. Tickoo (ed). Language Syllabuses: State of the Art.: Singapore: Regional Language Centre.

• Now it ’s t ime for questions, feedback and Comments…

THANK YOU FOR YOUR PARTICIPATION!!!