webtools internet

8/8/2019 Webtools Internet

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Applied to teaching

Created @ http://wordle.net

Webtools selected

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CONTENT

INTRODUCTION

1. Edmodo

2. Tokbox

3. Lingt

4. Voicethread

5. Fotobabble

6. Wallwisher

7. Goanimate

8. Voxopop

9. Xtranormal

10. Animoto

11. Classtools

12. Storybird

13. BombayTv

14. ESL Video

15. English Central

16. Photopeach

17. Winkball

18. Acapela

19. Vocaroo

20. Listen and Write


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WEBTOOLS applied to teaching

How can we use these new tools in the classroom?

This book is dedicated to teachers who wish to maximize theirstudents learning experience by using the new webtools available.

Most tools described in this book are in English, however, teacherscan use various languages in order to develop projects.

Education and Technology

I believe the value of new Technologies in education is undeniable.Can you imagine our world without cell phones or computers? Howcan we resist to the development of technology? In an era of digital-natives, technology has become part of our students lives. Childrendeal with their cell phones, i-pods and laptops by instinct and theytend to learn by interacting and trying things out.

I started my plunge into the web world in 2006 when I became amember of a Yahoo group for language teachers called Learning withComputers, which aims at exploring and experimenting web toolsavailable in the net in order to maximize learning. At first, I barelyused the net for receiving e-mails and searching, but as time went byI was surprised at the world of possibilities at our disposal.

I teach English as a Foreign Language and had the chance to try outin class several webtools as I encountered them. I started


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developing projects with blogs: blogs to share extra material, classblogs where students participated by leaving comments or writingposts and finally student blogs where each student chose what to talkabout and expressed themselves freely.http://www.blogtalks2008.blogspot.com/

However, the internet offers much more than creating blogs, its aworld of communication resources which dont cease to grow and areout there to be explored. They are tools, most of them free, whichcan be used by teachers in order to develop projects with studentsand finally open the doors of communication with the rest of theworld.

Why use WEBTOOLS?

They are fun . Learning with pleasure is a strong ally tomotivation.

There is a wide variety of web tools available. Variety isimportant.

All the tools described in this book are free . Its possible todevelop fantastic projects with no costs.

By using the internet, projects reach a wider audience.Whatever work you develop is no longer restrained byclassroom walls, the world becomes your audience.

Its possible to share projects developed by children withparents.

Various skills can be practised: writing, speaking, reading andlistening.

The learning environment is not restricted to the classroom.The student can learn from home or anywhere he has internetaccess.


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WEBTOOLSWEBTOOLSWEBTOOLSWEBTOOLS applied to teachingapplied to teachingapplied to teachingapplied to teaching

1. EDMODO (http://edmodo.com )

DESCRIPTION

Edmodo is a free site similar to twitter or facebook, created foreducational purposes. With edmodo, its possible to create groups of students where the teacher can monitor messages. Unlike facebook,in edmodo, you can send messages to a group of people or toindividuals. Teachers have been using edmodo to communicate withtheir students, to assign homework, to share files of extra activities,revision sheets, links to sites, interesting videos and develop groupdiscussions. Its also possible to create groups of teachers of acertain school for discussion forums, to share files or a way to

communicate with the whole staff.


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Message box where you can post messages, assignments and share videos,files and photos.

A screenshot taken of a group of teachers from Cultura Inglesa Uberlndiawhere they share files and suggestions for the coming lessons.

HOW CAN TO USE THIS SITE WITH STUDENTS? Use edmodo as a communication platform between teacher /

students to assign homework, extras exercises and a space forclearing out doubts.

Develop discussion among students. The teacher proposes atheme in the message box (note) and students give theiropinion by clicking REPLY.


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Propose homework (Ex: essays) by clicking ASSIGNMENT. Byclicking TURN IN , each student can turn in the homeworkwhich is then evaluated by the teacher and receives individualfeedback.

Share specific sites where students should search forinformation.

Share a video with students and then develop a discussionthread in the REPLY area.

Students can write descriptive texts by attaching photos theyhave taken and publish in the edmodo group. This way, notonly the teacher will read his text but the whole group will beable to read it and leave comments (moderated by theteacher). The benefit would be a wider audience for textswritten by students, as a virtual noticeboard.

SKILLS: reading, writing, listening.

Learn more about edmodo at:

http://lifefeast.blogspot.com/2008/12/edmodo-tutorial.html


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2. TOKBOX ( http://tokbox.com )

DESCRIPTION

With Tokbox its possible to send video messages to your Tokboxcontacts or even to any person who has an e-mail account. Theperson who receives the video doesnt need to download anysoftware as the video is hosted at the site. You can also create videocards on special occasions, have free video conferences with up to 20people, including share files during the conversation. These videomessages can be added to web pages by pasting the embed codes.

This is an example of tokbox being used for an interview:

http://lifefeast.blogspot.com/2010/03/students-interview-native-speaker.html

HOW CAN WE USE THIS SITE WITH STUDENTS?

Send parents a video message where the teacherintroduces himself and talks about the course.


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Send a video message to students about what they will belearning that term.

Send video explaining homework or a project.

Send a video dictation where the teacher dictates a text,

the students watch and write what they understand andsend it to the teacher for correction.

Students can record themselves reading a text and thensend it to their teacher for pronunciation evaluation.

Students can record themselves reading poems/ textsthey appreciate in the target language or even poemsthey have created themselves. The teacher can thenpublish their recorded poems and share them in a classblog.

The teacher can send a set of questions using a targetstructure he wishes to practise and ask students to recordtheir answers by video replying.

Students can record questions and send them to theirclassmates creating a chain of video messages in thetarget language.

Organize a chat with a group of students where you canpractise speaking the language.

Organize an interview (chat) with someone in anothercountry.

In class, record students asking questions to interviewsomeone from another country. The video message issent to the interviewee by e-mail so that he can videoreply.

SKILLS: speaking, listening, writing.

Learn more about TOKBOX at:

http://lifefeast.blogspot.com/2009/12/why-i-like-tokbox.html


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3. LINGT ( http://lingtlanguage.com/ )

DESCRIPTION

Lingt allows teachers to create pages of online homework

incorporating audio, video, text and images. Students do theirhomework individually, send the result to their teacher who can thenevaluate it and send feedback to each student. With Lingt, itspossible to create homework where students can practise listeningcomprehension and pronunciation by recording their own voices.

These are examples of homework created at Lingt:

Reading and listening comprehension homework where the teacherreads a text and asks the students to record themselves reading thesame text with the aim to practise pronunciation(English homework).

http://lingtlanguage.com/takeassignment/123225207060058/


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Spanish homework where Jos Picardo presents how students can introducethemselves in Spanish, asks students to repeat sentences to practisepronunciation, asks questions so that students can record their answers andfinally provides questions for students to answer in writing. Jos Picardoteaches Spanish to students in England.

http://lingtlanguage.com/takeassignment/106625164717865/


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HOW TO USE THIS SITE WITH STUDENTS?

Create homework to practise listening comprehension,pronunciation and writing.

Create oral evaluations which can be done by students athome.

Incorporate audio and video to homework.

Train students for international exams providingpersonalised feedback.

Train dialogues with students where the teacher recordsthe questions for the students to record their answers.

Create dictations where the teacher records a text for thestudent to listen and write it down.

Create homework where after watching a video, studentsshould answer comprehension questions in writing.

After watching a video, the student can record hisimpressions using the target language.

SKILL: listening, speaking, writing and reading.

Learn more about LINGT at

http://lifefeast.blogspot.com/2009/09/lingt-online-class-assignments.html

or at

http://www.boxoftricks.net/?p=1330


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4. VOICETHREAD (http://voicethread.com/ )

DESCRIPTION

Voicethread has been used a lot by teachers for its many possibilities.The site allows its users to make presentations using their ownimages, videos , texts and your audience can interact by leavingwritten comment or by recording themselves via microphone orwebcam. The site is ideal for the creation of joint projects (with othergroups or schools) as the students can record their comments fromany computer with internet access.

These are some examples of voicethreads created by teachers:

In this voicethread, David Deubelbeiss presents basic English contentand students are encouraged to record themselves repeating theactivity.

http://voicethread.com/#q.b9458.i66065


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Here, teachers around the world introduce themselves.http://voicethread.com/#q.b1191.i13695

Dennis Oliver tells someones story.http://voicethread.com/#q.b241644.i1258734

In this presentation, my students from Cultura Inglesa Uberlndia,describe various aspects about Brazil for a Project created by LarryFerlazzo Sister Classes. Students from other countries havewatched our presentation and left written and recorded comments.

http://voicethread.com/#u1749.b80778.i412358

Watch other presentations created by David Deubelbeiss with severalideas. http://voicethread.com/#u3968


Ask students to select photos which mean something tothem and record a narration for each one. By askingstudents to create their script beforehand, you canmonitor accuracy in writing. In the classroom, students inpairs can practise reading their texts, improving


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pronunciation, rhythm and stress before recordingthemselves on the voicethread.

With a camera, students can take photos of their houses ,neighbourhood, friends, relatives and describe them.

Use two photos on your presentation and ask students torecord themselves comparing them.

The teacher can create a presentation for students at abasic level with personal questions for them to recordthemselves reading a text with their answers. In thefollowing class, the teacher can use the recordings topractice listening comprehension.

Add to the presentation photos of people talking and thenask students to create a dialogue for the characters whichcan be recorded. (students work in pairs).

Ask students to create a virtual tour of a chosen placewith images, videos and voice.

Use a photo which could raise controversy and then askstudents to record their opinion about the event.

Ask students to create digital stories using scanneddrawings they have made themselves.

Use images from newspaper headlines to ask students torecord their comments. Or even ask students to createtheir own presentations narrating something from theheadlines.

SKILLS: speaking, writing, listening, reading.

Learn more about VOICETHREAD at

http://nikpeachey.blogspot.com/2007/09/interactive-presentations.html

or at

http://zarcoenglish-tooloftheday.blogspot.com/2009/12/voicethread.html

(blog in Portuguese)


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5. FOTOBABBLE ( http://www.fotobabble.com/ )

DESCRIPTION

With Fotobabble its possible to add a narration to a photo or anyimage of your choice. First of all, you upload a photo or any image

you have in your computer to the site and then you can record anarration about it using your microphone.

Check an example of FOTOBABBLE bellow:

Fotobabble created by me towish Happy Easter to my students.http://www.fotobabble.com/m/Q1ZtL05BUFhmVTg9


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After recording the narration, you can share your fotobabble via linkor publishing it by embedding the code the site provides.


Dictation: choose an image related to the text youre going torecord and share it with your students via e-mail or class blog.The students should listen to it in order to transcribe the textwhich should be handed in to the teacher the following class.

Ask students to create messages to send to parents via e-mail.Ex: mothers day, fathers day, etc.

Ask students to record texts about various topics:

- my best friend: photo and description of a friend.

- my bedroom / the bedroom of my dreams: students recordthe description.- Exam preparation (Ex: Cambridge): ask students to choose aphoto and describe it for one minute.- my pet: photo and recording.- my family- my favorite film- my hobby

Use the recordings for listening comprehension exercises or toevaluate your students pronunciation.

SKILLS: speaking, listening and writing if you ask students towrite the text before recording it.

Read more about FOTOBABBLE at

http://tefltecher.wordpress.com/2010/03/01/talking-

photographs/


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6. WALLWISHER ( http://wallwisher.com )

DESCRIPTION

Wallwisher allows you to create a virtual noticeboard in which otherpeople can also leave sticky notes . These sticky notes can betexts, links to sites, texts with images and video links.

These are examples of Wallwishers (virtual noticeboards) created byteachers:

http://www.wallwisher.com/wall/favouritefilms

I created this board to use it in a lesson where students learnvocabulary related to films. Firstly I invited teacher and studentsfrom other countries to leave their film recommendations and finallymy students could read various recommendations and write theirown.


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http://www.wallwisher.com/wall/teachersweb20

Here Nik Peachey created a board for teachers to share interestingWEBTOOLS.


Share with students links related to an specific topic forresearch.

Share links which could help your students get ready for exams.

Students write about a place they would like to visit one dayand add a video or photo.

Students write about their favorite dish and add a photo.Afterwards, students check in the noticeboard which dish / kindof food was most mentioned.

Create a board with links which should be explored by studentsin order to answer a set of questions (such as webquest ).

Suggest a theme for students to create their own noticeboards.

Create a board to debate a theme. Firstly, share a video whichcan generate discussion and then ask students to leave theiropinions via sticky notes.

Students can create boards about their favorite bands, withlinks, photos, videos and texts.


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SKILLS: writing, reading and listening.

Learn more about WALLWISHER at

http://nikpeachey.blogspot.com/2009/04/using-online-sticky-noticeboards.html


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7. GOANIMATE (http://goanimate.com/ )

DESCRIPTION

Goanimate is a site where its possible to create cartoons withmotion, sounds, facial expressions and background sound effects.After creating the cartoon the site provides the embed code foronline publishing.

The cartoon can also be shared via facebook, twitter or e-mail.

Some examples :

http://goanimate.com/movie/0NOghkrcc-Bg?utm_source=linkshare&uid=0y5BCFH1qsfM

http://goanimate.com/movie/0-KUAai5PIzU?utm_source=linkshare&uid=0y5BCFH1qsfM

Cartoon created to revisevocabulary about shops.

Here, Alexandra uses goanimateto present the school to students.The video was embedded in theschool blog.


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Create cartoons to present content.

Use cartoons to revise content.

Create dialogue and ask students to notice all words whichwere learned in the previous class.

Create the beginning of a dialogue and ask pairs of students towrite the continuation of the dialogue in their notebooks.

Show a dialogue and then ask students to roleplay the story infront of the class.

Ask students to create a cartoon using target vocabulary or achosen grammatical structure.

After reading a narrative, ask students to create a cartoonbased on the story.

To celebrate special dates, ask students to create cartoons tobe sent to parents.

SKILLS: reading and writing.

Read more about GOANIMATE at

http://zarcoenglish-tooloftheday.blogspot.com/2009/01/primeira-ferramenta-que-gostava-de.html

and



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8. VOXOPOP (http://voxopop.com )

DESCRIPTION

Voxopop is a site where you can create voice discussion groups. Theuser starts a discussion and grabs the link to invite students or otherpeople to join the discussion thread by recording their comments.

These are examples of discussion threads created by teachers:

Bob Palmer created a discussion group to assign oral homework to his

students. Every week, students have to record their opinions aboutdifferent topics.

http://www.voxopop.com/group/6c336bb9-465a-4a8b-b743-fafee84ee7bc


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Mary Hillis, created a discussion group where people are invited totalk about their favorite sweet and how it represents about you , yourlife and culture.

http://www.voxopop.com/topic/a19b67e7-9e47-4123-9d81-c0bb6a4732c6


All the webtools for oral practice can be maximized by askingstudents to write the script in advance. Texts can then be correctedby the teacher (or not), by students themselves or peer correction.

Create a discussion group of topics covered during thesemester. Students then record their opinions on a weeklybasis.

Develop a joint Project with other groups of students to discussthe same topics.

Invite teachers around the world to take part in a discussiongroup and then use the recordings as listening comprehensionexercises.

SKILLS : speaking, listening comprehension and writing.

Learn more about VOXOPOP at

http://www.youtube.com/watch?v=RrImS9-y57s


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9. XTRANORMAL (http://www.xtranormal.com/ )

DESCRIPTION

With Xtranormal you can create 3D animated films in which thecharacters move, and talk according to your script. Its possible topublish your animations in Youtube.

See some examples of films created by teachers:

http://www.youtube.com/watch?v=umEICvIEVxE

http://vimeo.com/7376426

Here Alexandra Francisco (ateacher in Portugal)created a film to advertisethe school blog.

Here Jos Picardo used thefilm at the beginning of classto present the topic of thelesson.. Film in Spanish.


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HOW TO USE THE SITE WITH STUDENTS?

The teacher creates dialogues or interviews to present thecontent to students.

In class, all students as a group create a film with words andstructure learned that day.

Pairs of students create dialogues using idiomatic expressionslearned. The teacher corrects the texts in class. For homework,pairs should use their texts to create a film and send the linkto the teacher who can publish it in a class blog. In thefollowing classes, the teacher uses the different films createdby students to revise previous content.

After studying about interviewing, students create dialogues inwhich they can show efficient ways of behaving duringinterviews.

Students create dialogues in which they are interviewed abouttheir hobbies . The teacher can use the videos forcomprehension activities in future lessons.

SKILLS : writing, listening comprehension.

Learn more about XTRANORMAL at:

http://zarcoenglish-tooloftheday.blogspot.com/2009/01/xtranormal.html


http://lifefeast.blogspot.com/2010/05/lesson-plan-with-xtranormal.html


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10. ANIMOTO (http://animoto.com )

DESCRIPTION

Animoto lets you create films with photos, videos, music and texts ina few clicks. The created films are hosted at Animoto but can also bepublished in Youtube. 30-second films are free, however, its possibleto request an educators account at

http://animoto.com/education/signup

See some examples of films created by students and teachers:

http://zarcoenglish-studentsshowcase.blogspot.com/2009/12/what-makes-madeira-unique.html

Here Alexandra Franciscowith her students helpcreates a vdeo aboutMadeira Island, where they

live. The photos wereselected by students andthe phrases were written bythem.


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http://www.asisehace.net/blog/?p=234


The teacher can create videos with photos and words aboutfuture vocabulary to be covered in class.

Use the same presentation video for revision purposes. Showthe vdeo and then ask students to write in their notebooks newwords used in the video.

Make video only with images so that students can write thevocabulary in their notebooks.

Ask students to create videos about an specific theme, ex.

Preserving the Planet, Valentines day. Build a video with the class about the place where they live.

Students select the photos and send them to the teacher via e-mail. They can write sentences and also select the soundtrack.

SKILLS: writing, listening comprehension, reading.

Learn more about ANIMOTO at:

http://zarcoenglish-tooloftheday.blogspot.com/2009/02/animoto.html

http://ideiasemblog.blogspot.com/2008/07/animoto-produo-de-vdeoclip.html

Jos Picardos studentscreate videos in Spanishabout topics discussedduring the semester.


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11. CLASSTOOLS (http://classtools.net/ )

DESCRIPTION

With Classtools you can create games and online educationalactivities in flash and then publish them in your blog.

See some games created by teachers:

http://classtools.net/widgets/fruit_machine_4/G1jS7.htm

http://classtools.net/widgets/quiz/quiz42960.htm/

I used this game in classwith a group ofintermediate learners afterhaving studied aboutvocabulary related toMoney. In pairs, studentshad to define the wordselected by the game.

This game was used in classby students of a basic levelto revise verbs in the past. Astudent went to the boardwhile all the otherclassmates shouted theverbs in the student should

eliminate.


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Use the game Fruit Machine to randomly choose names of students who should answer specific questions.

Use the game Fruit Machine to train pronunciation of wordschosen by the game, creating a different type of drill.

Use the game Typewriter to choose vocabulary which should beused in phrases by the students.

Use Wordshoot to revise verbs in the past, past participle,irregular plurals, feminine/masculine, any vocabulary which hastwo items (E.g.: Go, went).

Use Dustbin game to ask students to sort the vocabulary intodifferent categories.

The Counter can be used to set a time limit for games or r awriting activity.

Use Post-it to create activities matching words to images, suchas parts of the body, parts of a house, school objects, animals.

Use Lights out to hide an image (which represents the theme of

the lesson) and at the beginning of class show parts of theimages as you ask students what the lesson is going to beabout.

SKILLS: speaking, writing, reading.

Read more about CLASSTOOLS at

http://zarcoenglish-tooloftheday.blogspot.com/2009/05/classtoolsnet.html


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12. STORYBIRD (http://storybird.com/ )

DESCRIPTION

Tool allows you to create virtual books using beautiful drawing byvarious illustrators.

Some examples of books created by students:

http://storybird.com/books/a-sad-dog-by-tamir/

http://storybird.com/books/friends-byashley-ray/

This book was created byMarys student . He wrotethe book little by littlethroughout the semester.

Another book about Friends.


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Long-term project: during the school year, weekly or quarterly,take students to the lab so that they can create a story page bypage using language learned recently. At the end of the Project,the e-books can be published in a virtual gallery (blog), readby all students and also shared with parents.

Joint Project: A chain story- the teacher starts the first Page of an e-book. Each week, a student is chosen to continue thestory. The challenge is to try to use vocabulary learned thatweek. From time to time, the teacher can use an InteractiveWhite Board to show the story as it is.

In class, students read mini sagas (stories with 50 words). Theteacher proposes for students to create mini sagas and thentransform them into mini e-books.

Use the IWB to show students various illustrations available inthe site and ask them to describe some pictures in pairs.Inspired by the illustrations, students write poems which latercan be turned into e-books. Each lesson, ask students topresent their poems by reading their e-books in the IWB.

SKILLS: reading, writing.

Read more about STORYBIRD at:

http://philly-teacher.blogspot.com/2009/12/storybird-inspiring-young-writers.html


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13. BOMBAY TV (http://www.grapheine.com/bombaytv/index.php?lang=br )

DESCRIPTION

With BombayTV its possible to subtitle or dub Indian films.

An example :

http://www.grapheine.com/bombaytv/movie-br-4ae687c4199510e2bbe7186dd326dac0.html

This is a video created by me, using a scene where two charactersspeak. I used the written subtitles feature. Its also possible to usethe text-to-speech feature where the script is transformed intospeech or even record your own voice to dub the scene. Whenyouve finished, the video is sent to an e-mail of your choice , youreprovided with a link and can also grab the embed code for onlinepublishing.


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The teacher creates a subtitled video to contextualize thecontent of a lesson and shows it to the whole class using theIWB or a projector.

Show a scene to all students so that they can create a dialoguefor the same scene. The teacher monitors the activity byhelping students with vocabulary and correcting whennecessary. Show the scene again for pairs of students to dubthe scene. The class decides which is the best dialogue.

At the lab, ask students to create subtitles for a scene of theirchoice. As they finish, they send the link to their subtitledmovie to the teacher for publishing (class blog).

In class, show a scene to students. With the whole class, createa dialogue for the scene. Pairs of students practice thedialogue. Select a pair to record the dialogue and add it to thescene. Show the dubbed scene to students and publish it in theclass blog.

For homework, ask students to dub or subtitle a scene theyvechosen. The script should contain vocabulary learned recently.When theyre done, students send the link to their teacher forpublishing. The videos can be used in future classes forexercises.

SKILLS: speaking, writing, reading, listening comprehension.

Read more about BOMBAYTV at:

http://lifefeast.blogspot.com/2010/01/bombaytv-creating-subtitles-to.html

Try out similar tools at:

Be a soccer commentator - http://www.grapheine.com/futeboltv/

Write subtitles for TV Classics -http://www.grapheine.com/classiktv/index.php?lang=uk


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http://www.eslvideo.com/quiz_int2.php?id=2043

Here, Jennifer Aniston, the actress, is interviewed about her acting.


Create multiple choice exercises for a chosen video. Takestudents to the lab to do the activity individually.

Do the above activity in class using the IWB. Ask differentstudents to come to the board to select the correct answers.

Ask students to select a video clip from Youtube and create a

multiple choice activity for their classmates. The link should besent to the teacher via e-mail for publishing. Each week, theteacher can use a different activity created by studentsthemselves.

SKILLS: listening comprehension, writing, reading.


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15. ENGLISH CENTRAL (http://www.englishcentral.com/en/videos )

DESCRIPTION

At English Central, you can hear an excerpt of a video with subtitlesand then record yourself repeating the same text. The site evaluatesyour pronunciation and indicates where theres need of improvement. Use the practice mode to train and the quiz mode to have your pronunciation evaluated.

An example :

http://www.englishcentral.com/en/player/10687/president-obama-talks-about-al-qaeda-intelligence-

President Obama talksabout Al-Quaeda. Aftereach utterance, theresa pause so that you can

record yourself. Finally,you receive yourevaluation.


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16. PHOTOPEACH ( http://photopeach.com )

DESCRIPTION

Site which allows the creation of slideshows with your photos,

captions and background music. Great site for digital storytelling. Youcan also create multiple choice exercises (quizzes) with the slideshowand publish it in a blog.

Some examples :

http://photopeach.com/album/ofriqq

Quiz created by me torevise the use of presentcontinuous in English and to

test collocations.


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http://photopeach.com/album/rorcwt

http://teacher102.edublogs.org/2009/11/26/what-we-learned-about-owls/


Create slides to present vocabulary. Use images and captions.

Use the same slideshow to practise the pronunciation of words,drilling.

Create slideshows for digital storytelling with images andphrases, contextualizing the content.

Quiz created by Sue Watersabout animals.

Slideshow created by Mrs.Lynch (Canada) to sharethe result of a Projectdeveloped by her studentsafter having researchedabout Owls. The imagesare drawings made bystudent about theirdiscoveries.


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Create multiple choice exercises (quizzes) to use in theclassroom. While students watch the slideshow they write thecorrect alternative on their notebooks. The teacher shouldpause the slide before showing the correct answer.

Create slideshow to share the result of projects developed inclass such as posters, drawings, photos.

Ask students to create a slideshow to tell their own story, abouta memorable holiday, their family, their favorite toys, hobbies,etc.

Students can create a slideshow about a famous historicalcharacter they have studied about.

SKILLS: writing, reading, speaking (drills).

Read more about PHOTOPEACH at :

http://theedublogger.com/2010/01/14/spicing-up-your-posts-part-i-photopeach/


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17. WINKBALL (http://winkball.com )

DESCRIPTION

Site where you can create video messages to send to friends, a videowall where other people can post their videos about a common topic,a video blog where you publish your ideas via video and a spacewhere you can chat live with friends using your webcam. The videospublished at Winkball can be recorded directly from your webcam orvideos you have in your computer.

Some examples:

http://www.winkball.com/walls/Love_Britain/what_do_you_love2/

A video wall where variouspeople record themselvestalking about what theymost like about Britain.


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http://www.winkball.com/blogs/sidneykidney/East_African/


Create a video message with questions for students to answer itin writing in the comment area.

Create a video message talking about a controversial topic forstudents to leave their opinion in writing.

Record a place (Ex: a house, a person, parts of a city) with yourcamera, upload it to Winkball for students to watch it and usethe comment space to leave written descriptions

Create a video wall about a controversial issue. Each studentshould then record themselves with the webcam giving theiropinion. In future classes, the same recordings can be used forlistening comprehension practice or language analysis.

A Video blog created by anEnglish living in Africa wherehe shares videos and talksabout his adventures.


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Create a video wall where everyone talks about the samesubject (Ex: describing oneself, talking about ones family,future plans, etc.)

Ask each student to create a video blog in which every week

they make a recording talking about what theyve learned, oreach week they can make a video using vocabulary or structurelearned that week.

Incite students to take part in a public video wall in whichpeople from around the world leave their opinions.

Use public video walls for listening comprehension exercisessince its possible to hear authentic language with differentaccents.

SKILLS: speaking, listening comprehension, writing and reading.

Read more about WINKBALL at:

http://lifefeast.blogspot.com/2009/12/winkball-more-than-sending-video.html


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18. ACAPELA.TV (http://www.acapela.tv/ )

DESCRIPTION

Site which allows the creation of text-to-speech videos and sendthem via e-mail. You type in a text (various languages are accepted)and the site generates a very interesting video.

Paul E Glott translates words and phrases into several languages.

Examples:

Paul E Glott: You can type ina text, choose a language

and as you click please tellme, Paul speaks thetranslated sentence.


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http://www.acapela.tv/good-old-times-99726488_c0e974246b5fa.html

http://www.acapela.tv/Snowy-99721528_c0e969130bdc8.html


Add Paul E Glott to the sidebar of a class blog so that studentscan use it for translation.

Make video messages to present content, creating a text withthe topic structure.

Ditctation: create a message using vocabulary and topicstructures. Send it to students via e-mail. Students then watchthe dictation, copy the text and send it to the teacher forcorrection.

Text (created by me )where the kitten tells his sadstory. Students should listento the story and write all theverbs in the past.

Dictation: 5 questions whichshould be answered bystudents , in writing, andthen sent to the teacher forcorrection. In this examplethe text is in English,however, several languagesare accepted.


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Chain: students create questions, sent it to a classmate whoshould answer it by recording another message. A copy shouldalso be sent to the teacher so that he can monitor the task.

Joint text: in class, the teacher starts and text with a phrase.

Each student then goes to the keyboard and adds extra wordsto the text. As soon as the text is ready, generate themessage-video and play it for students to hear the whole text.

SKILLS: writing, reading and listening comprehension.


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19. VOCAROO (http://www.vocaroo.com/ )

DESCRIPTION

Site to make recordings directly from the internet, with no need todownload any special program. You simply use a microphone, acomputer with internet access and Vocaroo.

An example:

http://zarcoenglish-studentsshowcase.blogspot.com/2009/12/vocaroo.html

Click Click to Record ,Listen to hear yourrecording. You can alwaysrecord again if you areunhappy with the result. Ifits ok, send it via e-mail orgrab the embed code forpublishing.

Here, Alexandra Francisco,asks her students to recordthemselves reading a textfrom their course book. Thestudents shared the link withthe teacher who publishedthe reading in the class

blog.


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After teaching a certain topic, divide students into pairs and askthem to create mini-dialogues (3 or 4 utterances) using thestructure or vocabulary previously learned. After dialogues havebeen created, record each pair of students reading theirdialogues and send it to your own e-mail (for furtherpublishing) or publish them immediately in a class blog. Insubsequent classes, the same dialogues can be used asrevision.

The teacher can record short texts for listening comprehensionexercises.

Record children singing a song which they have learned inclass. Publish it in a blog and share it with parents.

Ask students to write an interview. Record pairs interviewingand publish in a blog.

Ask students to record themselves reading a text or dialoguesfrom the course book (homework) and then send to theirteacher via e-mail. This is a way to evaluate your studentspronunciation one by one.

SKILLS: speaking, writing, reading, listening.

Read more about VOCAROO at:

http://zarcoenglish-tooloftheday.blogspot.com/2009/01/vocaroo.html

http://lifefeast.blogspot.com/2009/08/adding-audio-files-to-your-blog.html


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20. LISTEN AND WRITE (http://www.listen-and-write.com/ )

DESCRIPTION

Site where we can listen to various texts and do dictations. Its alsopossible to create your own dictation by recording yourself andsubmitting it. Several languages are accepted..

First, choose the level,then the text by its titleand finally one of the 3modes (Full mode, quickmode or the blankmode.)


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An example :

http://www.listen-and-write.com/audio/show/898


Take students to the lab to do a listening dictation selected bythe teacher.

Take students to the lab to do listening dictations of theirchoice.

The teacher creates a dictation by recording a text or dialogueappropriate to the content worked in class. The dictation can bedone as a whole class activity, by asking different students totype the text using the class keyboard, individually at the lab orat home for homework.

Students preparing for international exams, can benefit fromperiodically doing dictations.

SKILLS: listening and writing.

Read more about LISTEN AND WRITE at:

http://nikpeachey.blogspot.com/2008/06/dictation-goes-web-20.html

Firstly, you listen to the wholetext , then sentence bysentence finally you writethe words in the text Box.


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Thank you notes:

I thank, from the bottom of my heart, all teachers who have kindlypermitted the sharing of their work .

Jos Picardo

Alexandra Francisco

Nik Peachey

David Deubelbeiss

Dennis Oliver

Ian James

Sue Waters

Bob Palmer

Mary Hillis

Mary Beth Hertz

I dedicate this book to my love who has always been by my side and to my loving children

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