You may use a calculator. Use a black ball-point pen. Do not use pencil. Do all rough work in this question paper, not on your objective test answer sheet.
See also Section 7, Module 1. The teacher or a student would operate the keyboard, and the class would be asked to respond to what appeared on screen. The teacher might use the computer, for example, as a stimulus for eliciting oral responses from the class.
This approach worked very well with a variety of programs, e. I used the full-class approach with a class who were reluctant speakers of the target language. This, too, made a discussion about grammar quite palatable. It was possible to obtain printouts of some of the markups no colour printers then!
Here are two more ideas that date back to the early s: Lessons 10 and 11 on agreement and position of adjectives include sequences in which an adjective drifts across to a noun, slotting into the correct position either in front of it or behind it. Camsoft German included sequences showing inverted word order in sentences beginning with a time phrase, and subordinate clause word order.
Both sequences made use of animation, showing the verb wandering to different parts of the sentence. It made inverted and subordinate clause word order look easy - which it is once you understand the rules.
There were also programs that illustrated the position of prefixes of separable verbs. Whole-class teaching went out of favour as computers became cheaper, and it is not unusual nowadays to find a school equipped with several networked computer labs, each one set up for a specific purpose.
There is no doubt that the availability of this kind of computer lab has its advantages, but it can also lead to the "battery chicken" approach to language learning, which sounded the death-knell for the language laboratory Davies In addition, many teachers find it difficult to get regular access to a computer lab.
The advent of lower-priced, high-quality projection equipment and the interactive whiteboard see Section 4. Computer labs still, however, have still continued to play an important role, as indicated by Heather Rendall in Section 5 belowheaded Teaching in the computer network room.
Computer lab work is very effective in offering the intensive one-to-one practice that language learners need, as claimed by two of the contributors to Module 3. Some teachers believe that they are just another techno-gimmick, "an overhead projector on steroids", while others are brimming over with enthusiasm for this new presentation medium.
The following sections take a look at interactive whiteboards and the software that you can use with them. There are also links to selected resources that are available free of charge or from companies spacialising in IWB software. A selection of publications on IWBs can be found in Section 4.
This is not so. Any software can be used on an IWB - or on a stand-alone computer linked to a data projector, with the image projected on a standard wall screen: We pick up this theme again in Module 2.
Many teachers who are using IWBs are simply underutilising the technology. Above all, you do need to adapt your presentation style. A skilled operator can work magic with an IWB, but an untrained teacher might just as well stick to a computer, data projector and wall screen - or just chalk and talk.
You do not necessarily have to pay a fortune for a special licence for software you intend to use for whole-class teaching. There are many packages for which you only have to buy a single-user licence, providing that the software is installed only on one computer at a time.
If you wish to produce your own materials for use on an IWB, you can do a lot with electronic worksheets created with a word-processor or with presentations created with PowerPoint: Bear in mind that you may require a fair amount of preparation time if you want to produce something that is a real advance on what you can do with other media.
There are some fundamental issues that need to be addressed concerning the use of IWBs. One of them is what an IWB can do. All any IWB can actually do is to carry a signal from the board to the computer, which is the equivalent of a mouse-click.
This controls whatever is on the computer. The IWBs produced by Smart and Promethean both have pens, and both have drag-and-drop facilities in their own software, but a Smart IWB can also be controlled by your finger. This has led to great popularity in the primary schools market where pupils find it easier to use their finger when they are still learning to use a pen to write on paper.Due to your responses in the poll there has been extra focus on AQA Past Papers.
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