The main aim of this course is to provide information to secondary English teachers about the multiple internet and ICT resources available nowadays and how they can support their teaching practice.

Internet is changing our everyday practice. On the one hand, it has become a huge bank of materials and information of all sorts. These materials facilitate our class preparation: there is always something for all levels, with diverse contents, interactive, multimedia, in different formats (html, Flash, pdf...). We can download programs to use with our students or to create our own materials, we can get high quality texts, images or sound files to prepare our classes. There are institutional and commercial materials, but also materials prepared by experienced fellow teachers.

But above all, the biggest change that the internet is bringing to our lives is a new way to approach our teaching. We can now make our teaching significative by making our students read or hear real English, and even more important than that, to use the language they are learning to communicate with other people around the world. We can use the internet to add extra values such as respect for other cultures or learning form others.

Something we must not forget, either, is that our students are addicted to the ICT and the internet. Most of them could not live without their mobile phone with a camera, mp3 player or internet connection. Why shouldn't we take advantage of that and suggest activities that are closer to their interests but also meet ours?

The course is divided into 6 modules, with 5 practices and some exercises each, and a final project. It is estimated that it will take 45 hours - 6 hours per module, and 9 to do the project.

When planning the course, it seemed quite obvious that classifying the teaching resources according to the four skills would make it easier to introduce them in our teaching practice, since most teachers use the internet as a complement of their textbook. Thus, the first four modules deal with vocabulary, grammar, written and oral comprehension and production. As the preferences of a 12-year-old are not the same as those of a Batxillerat student, nor is their level of English, the resources are classified with the users in mind, that is, there are practices with activities for students with adaptació curricular, 1st cycle of ESO, 2nd cycle and Batxillerat.

Finally, in the second part of the course, we will explore new methodologies for the EFL classroom: webquests and project work (the fifth module), and show tools and resources intended to make life easier for the teacher (the sixth).

The modules are the following:

• Mòdul 1: Vocabulary
• Mòdul 2: Grammar
• Mòdul 3: Reading and writing
• Mòdul 4: Listening and speaking
• Mòdul 5: Cooperative work
• Mòdul 6: Teacher's resources

Each module consists of 5 practices and some exercises which must be sent to the tutor on the date due.

We would recommend that you do these exercises with your students in mind, so that at the end of the course you have some materials ready to put into practice in your own classes.

You may follow the logical order of the modules and practices, or you may access the different activities for the same level (e.g. all the practices for 1st cycle of ESO). In any case, the course map will provide a shortcut to all the contents.

These course materials are best viewed with the updated versions of Internet Explorer and Mozilla (both available in the CD-ROM Materials de formació and in CDweb).

This course requires a basic knowledge of Windows. The student teachers must know how to create folders, copy files, copy and paste, install programs, surf the net or send an e-mail. They should also take advantage of bookmarks (favoritos in IExplorer or adreces d'interès in Mozilla) so as to save interesting URLs for future use.

Some of the practices will require an XTEC username and password. If you do not have one, or do not remember your password, go to Atenció a l'usuari.

The exercises must be sent to the tutor on the date due. They must be compressed in zip format and sent over the Educampus Formació (http://edu365.com/educampus).

The project is the final product of this course. It is expected to collect and put into practice the new things learnt in the modules, and it is indispensible to pass the course.

It may be sent in any format: Word, Open Office, PDF, html, Power Point or Flash film.

You must choose one of the following options:

A. Program 6/8 1-hour sessions to be done in the computer room, in connection with the curriculum of a year you are teaching.

They need not be consecutive sessions, although they must cover the same topic.

The format may be similar to the sample worksheets you have in the practices or written as part of a didactic unit. They must also include some methodology notes on how to implement them.

B. Analyse three webQuests (one per term, for the same level) and explain how you would integrate them in your class curriculum. You may need to adapt them to your students' level and needs. Specify how you would do that, and which teaching and learning activities you would include, exclude, change or add.

You may follow the guidelines in practice 5, exercise 1.

C: Analyse a project and explain how you would integrate it in your class curriculum. Specify the level in which you would put it into practice. Plan and program the activities to be done in class. Specify what the final product would be.

You may follow the guidelines in practice 5, exercise 2.