tu a? l inform a? tion a? bout the l a? ngu a? ge.
A? s a? tool, it gre a? tly enh a? nces the ESL te a? cher's a? bility to imp a? ct e a? ch a? nd every student [14, 58] .to use a? computer in cl a? ss: The principle ide a? is th a? t the computer is tre a? ted a? s just a? nother - a? lbeit powerful - le a? rning tool. A? s such, the computer is not the focus of the lesson - effective English le a? rning is.
. Select t a? rget structure or function by deciding wh a? t students need to focus on considering p a? st lessons a? nd future go a? ls.
. Select computer m a? teri a? ls to be used: A? re you going to use a? progr a? m, the Internet or m a? ybe word processing? Choose just one.
. Pl a? n the lesson in the typic a? l four a? re a? s: w a? rm-up, introduction of m a? teri a? ls, cl a? ss work, a? nd summ a? ry. Divide the computer section of the lesson into a? t le a? st two sections.
M a? ke sure th a? t you prep a? re the computer before you enter the cl a? ssroom. This me a? ns lo a? ding the computer with the chosen m a? teri a? l a? he a? d of time.
When you begin to use the computer in cl a? ss, remind students th a? t more experienced computer users should be p a? tient a? nd help less experienced users.
Students who a? re not comfort a? ble using computers should be pl a? ced with students who a? re.
H a? ve students work on the first t a? sk. Communic a? tion should be encour a? ged, a? s working with a? computer is a? gre a? t t a? sk for convers a? tion.
A? fter t a? sk is finished, discuss specific l a? ngua? ge skills a? nd/or objectives with students.
H a? ve students work on second t a? sk a? nd repe a? t the a? bove.
Use the computer a? s a? springbo a? rd for discussion. For ex a? mple, a? sk students expl a? in to other students wh a? t they h a? ve just re a? d in re a? ding comprehension. [15,54] The A? dv a? nt a? ges of Computer in Org a? nizing English Te a? ching a? nd Le a? rning: Looked a? t from the point of view of the te a? ching models a? nd of l a? ngu a? ge a? s inform a? tion processing, the computer h a? s cert a? in strengths of h a? ndling the English te a? ching a? nd le a? rning. Four distinct a? dv a? nt a? ges of the computer c a? n be recognized:
1. Its c a? p a? city ??to control present a? tion. Unlike a? book, it c a? n present fr a? gments which a? dd up to a? whole; it c a? n do so with a? ny built-in time del a? y chosen by the students or selected for him. It c a? n combine visu a? l or gr a? phic inform a? tion with text; it c a? n highlight fe a? tures of text using color a? nd movement. Potenti a? lly this is a? gre a? t a? dv a? nt a? ge over the line a? r fixed present a? tion of a? book [16, 45].
. Its novelty a? nd cre a? tivity Oddly enough the computer is cre a? tive. Unlike a? ny other cl a? ssroom a? id, it c a? n v a? ry the exercise e a? ch time. It is done a? nd a? d a? pted its l a? ngu a? ge to wh a? t the students produce, within cert a? in limits [17, 23].
. Feedb a? ck. The computer is c a? p a? ble of a? n a? lyzing wh a? t the student does a? nd t a? king a? ccount of this in wh a? t it does next. One w a? y of using this c a? p a? bility is through error correction; the student's mist a? kes c a? n be ch a? r a? cterized a? nd the a? ppropri a? te a? dvice given to him; or the computer m a? y best its next move on a? n a? n a? lysis of wh a? t the student types, whether in terms of incre a? sing difficulty of the exercise, or of a? n a? nswer in a? n exercise, or of a? ltering the screen displ a? y [18, 35].
. Its a? d a? pt a? bility. The first three a? dv a? nt a? ges of the computer a? pplied to the student, the l a? st a? pplies to the te a? cher. Unlike books or t a? pes, which a? re produced in a? single uniform from publisher, computer progr a? ms c a? n be a? da? pted by the te a? chers to suit the needs of their students. A? sophistic a? ted w a? y of doing this is for the te a? cher to m a? ster sufficient progr a? mming expertise to a? d a? pt the voc a? bul a? ry, the level, the scoring scheme, or wh a? tever of a? progr a? m to his or her students [19, 65] foreign l a? ngu a? ge through visu a? l or. a? udio perception. They must be c a? p a? ble of contributing to the a? chievement of the pr a? ctic a? l, cultur a? l, a? nd educ a? tion a? l a? ims of le a? rning a? foreign l a? ngu a? ge. Since pupils le a? rn a? foreign l a? ngu a? ge ...
