On this page you could read specifications for evaluating web pages:

TASK 1: RESOURCES

Your audience is your primary/secondary school group in your teaching practice.

Step 1 Contact at least one (or more) of the URL addresses from the list handed out: Electronic Libraries, Dictionaries, Encyclopedias, Magazines, or Newspapers.

Step 2 Evaluate the source in a written report (two paragraphs max.) keeping the following questions in mind:

• What can the source offer? Would it be useful for my students? Why?
• How could I use it? Should I download sections? Should I print sections? Should I ask students to simply contact the pages?
• Is the language on this page appropriate for my students' proficiency level? If not, would I not use the page for this group or would I grade the task so that I could use the page anyway?
• In what ways is this source different from the already known sources (real dictionaries and encyclopedias, for example) List the features.
• In which section of my teaching routine could I use these sources? As homework? In class?

Step 3 Design a language activity for your students where you could use/rely on the information from any of the sources contacted today assuming that the computers are at your disposal at any point in time for as long as you wish.

Hornyák Zsolt AT-322 d

From the given list I first chose the 'Electronic Libraries' option but it seemed very difficult to contact any of the addresses under this title.

The second choice fell on 'Dictionaries'. I contacted 'Websters'. Here, there are some interesting options such as: home page, bookstore, radio scripts and words to look up. Looking into Bookstore, we can find high quality reference books that can be browsed and can be ordered and purchased via Web. I think this section is rather usuful because teachers can keep up with the latest books in connection with English teaching. This section may not be so useful before an intermediate level.

Students might find much more interesting another option of Webster, which is called 'Word of the Day'. This application offers a word every day with its definitions and background. The user can choose a date from a calendar and there comes the explanation. Advanced students are more likely to be able to use this part of Webster because, according to my experiences, the given words are not very frequently used. Yet, Webster, as an ordinary electronic dictionary, provides answer to all kinds of vocabulary questions. Also, it explains meaning, pronunciation and gives context. That is why I can recommend this source for everyone beyond the absolute beginner level.

TASK 2: GRAMMAR

You will contact two sets of sites concerning GRAMMAR:

• A) resource materials for yourself (articles and resource books) and for your students;
• B) activities related to grammar practice. Below are some addresses of the long list I have found followed by the description of a task for you to complete.

A) GRAMMAR RESOURCES

• http://www.english.upenn.edu/~jlynch/Grammar/
• http://www.hut.fi/~rvilmi/help/grammar_help
• http://deil.lang.uiuc.edu/web.pages/grammarsafari.html
• http://www.edunet.com/english/grammar/toc.html
• http://www.pacificnet.net/~sperling/wwwboard2/wwwboard.html

an article on the explaining why grammar teaching is good via CALL

• http://ietn.snunit.k12.il/gramcall.html

B) ACTIVITIES PRACTICING GRAMMAR

• http://www.tesol.com/tesol/activities
• http://www.gl.umbc.edu/~kpokoy1/grammar1.htm
• interactive grammar page
• http://www.ilcgroup.com/interactive/

grammar softwares (some can be downloaded free)

• http://www.rulintav.com

Step 1 Contact two or more of the URL addresses from each list.

Step 2 Through comparison, evaluate two sources from the Grammar Resources section in a written report (two para max.) keeping the following questions in mind:

• What can the sources offer? In terms of visual input are they similar/different? In what way(s)?
• In terms of useful information for my own context (me being a teacher trainee and my students studying from me) are they similar/different? In what way(s)?
• How is language used on these pages? Is there a degree of difficulty in explaining grammar on any of the pages?
• Are any of the resource materials appropriate for my students? Which ones?

Step 3 Through comparison, evaluate two sources from the Activities Practicing Grammar section in a written report (two para max.) keeping the following questions in mind:

• In what ways are the different resources different/similar? (visuals, information) Is there a variation of the types of exercises given on the various sites? Give examples.
• Are any of the activities appropriate for my students? Which ones are the most suitable for them? If none are suitable, how would I modify the activities? Would I modify the visual aspect of the page where the activities are? How?
• In which section of my teaching routine could I use these sources? As homework? In class?

Extra-point question:

• 1. In what way the interactive grammar page 'interactive'? Is it more attrcative to you? Do you think it would be more enjoyable for the kids too? Why? How?
• 2. If you wish, download a grammar software. Have a look, and evaluate it from your perspective.

Dear Eniko ! Here are the results of today's surf :

Step 2 - Grammar resources I contacted the first one ( jlawler ). - Linguistics professor ( John Lawler ) had to explain how English grammar works too often and got tired of it. Therefore he created this " collection ". In series 2 we found no logical order, no signposting, phonetic symbols were somewhat obscure and his explanations were too lengthy. How are we supposed to know what is available in this collection when there is no table of content ? As for resource material, a " list of interesting books about the English lang. is at disposal.

The second site I visited was grammar help ( the third address on the list ). 3 sections : help ( 2 ) info from various Web sites A good exercise for my students was " Queen Beatrice and the missing prepositio ns ", a fill in the gap type of activity with answer key ! Interactive tasks ( grammar drills ) , a grammar help page ( phrasal verbs ) and a collection of miscellaneous resources are also worth attention. " Mama's hot 100 goofs " were great fun. This section aims to stimulate ss while presenting traditional grammar.

Step 3 - Activities practicing grammar I managed to access the first two sites.

No 1 - Quiz center Menu contains idioms, grammar,...etc.

No 2 - Links to grammar references, exercises and quizzes. e.g: " Animal idioms " There 's a separate section for teachers ("exam writer" provides useful ideas).

Juli