Using
Web-Based Activities to Promote Reading: An Exploratory Study with Teenagers
Uso de actividades en la red para promover la lectura: un
estudio exploratorio con adolescentes
Marlén Rátiva Velandia*
Andrés Leonardo Pedreros
Torres**
Mónica Núñez Alí***
El Libertador School, Colombia
This article was received on January 13, 2012, and accepted on June 19,
2012.1
It is considered valuable to
take advantage of web activities to improve and qualify the English teaching
and learning processes, especially in the promotion of reading comprehension.
In this article we share the process and results of a study that focused on
some activities based on web materials that were designed and used with 10th
grade students, with the purpose of promoting reading. Data was gathered
through the use of questionnaires, surveys and web activities. The results
showed that most of the students agree on the fact that reading more
information concerning a specific topic or about different subjects makes them
work with enthusiasm; they also had new possibilities to access knowledge in a
different way and to improve reading comprehension.
Key words: Reading comprehension in
English, teaching teenagers, web-based activities.
Se considera valioso tomar ventaja de las actividades basadas en materiales
web para mejorar y cualificar los procesos de la enseñanza y aprendizaje
del idioma inglés, especialmente en la promoción de la
comprensión lectora. En este artículo compartimos los procesos y
resultados de un estudio que se centró en algunas actividades basadas en
materiales web que fueron diseñadas y empleadas por estudiantes de
décimo grado con el propósito de promover la lectura. La
información se recogió mediante cuestionarios, encuestas y
materiales web. Los resultados mostraron que la mayoría de los
estudiantes están de acuerdo con que leer información
concerniente a un tema específico o de diferentes materias los puede
motivar a trabajar con entusiasmo y que también tienen nuevas
posibilidades para acceder al conocimiento de una manera diferente y mejorar su
comprensión lectora.
Palabras
clave: actividades en la
red, comprensión lectora en inglés, enseñanza a
adolescentes.
Introduction
The new
technologies of information and communication have become an important tool
that can develop new interests and abilities among people. Nowadays students
need to be inquisitive and use their imagination to explore subjects. They not
only need to get knowledge but also to understand how and why things work.
It is undeniable
that the internet has transformed our society. It has broken communication
barriers and facilitated a new way of information exchange. Also, it has given
access to wider knowledge. Thus, we can find some web materials that have
become a great support for the developing of learning processes in different
disciplines. The use of some web information for classroom activities not only
gets students closer to their reality but also gives both teachers and students
the opportunity to exchange knowledge.
Web-based
activities constitute an easy-to-use way for learning management and they make
the internet a useful tool for education. Our tenth grade students were very
interested in the use of technology in some aspects of their lives. Also, El Libertador School—where the study was
conducted—has placed emphasis on technology as part of its curriculum.
So, we decided to involve students in the implementation of an English project
that focused on technology and helped them in the development of reading comprehension
skills. This decision was based on the opinion of some teachers who expressed
that their students were not used to reading very often and when they had to,
their inter- action with reading materials was not very positive. Through this
experience we wanted to explore how the perspective of the teaching learning
process in a foreign language could change our practices in the classroom, as
well as get students to realize the advantages of using the internet for some
educative purposes.
This project was
carried out at El Libertador School. It is a public
institution located in Bogotá (Colombia), zone
18 Rafael Uribe Uribe, with a pedagogical emphasis on
technology. Since 2007 it has been associated with SENA
(Servicio Nacional
de Aprendizaje—National Apprenticeship
Service). They offer students four vocational options to select from: analysis,
design, electronic technologies and business management. The main purpose of
the school PEI (Proyecto Educativo Institucional—Institutional Educative Project) is to
develop in the students the tools to face the new requirements of the
technological societies with real and practical knowledge.
We chose 21
students from 10th grade,
who were part of 3 different groups. It is important to note that one of the
researchers of this project had been working with those students for 3 years;
so he had enough information about their characteristics and the way they fared
in English classes. Therefore, he noticed their needs concerning reading
comprehension; so this was the main reason why we decided to take this group as
the research study subject.
On the basis of the
School’s main goal, the students’ needs and our interest in working
on the use of technology to foster reading comprehension among the students, we
established the main research question of our study as follows:
• What can be observed regarding students’ interest towards
reading when using web-based reading activities?
In tune with it, we
posed two main objectives:
•
To explore the
impact of using web-based activities as a classroom resource to promote reading
in the context of 10th graders
at El Libertador public school in Bogotá.
• To analyze how web-based activities promote reading among
students.
In this article we
describe the implementation of the project, the characteristics of the tenth
grade participants, the main question and objectives, the implementation of the
project in a real context, how the theoretical framework was conceived and the
results obtained during the process. In the last section of the article we
present the conclusions and the pedagogical implications.
Literature Review
According to
Murray, Yang and Allen (2002), the overall adoption of educational technology
within academic environments is driving literacy instruction beyond the
traditional oral and print-based medium toward online, electronic, and
multimedia texts. The inclusion of computers within learning processes is
dramatically creating new opportunities for students to embrace writing and
collaboration as a means for self-expression. By changing the way that
information is presented and processed, technology is influencing how students
read, write, and communicate.
As Perakovic, Remenar and Jovovic (2012) said, the development of technology has
brought additional improvement in the quality of education by using the
e-learning technology. The World Wide Web has impacted the educational model in
a fundamental way and forced educators to think of ways that this technology
can be used to improve teaching effectiveness. Thus, it is important to
consider methodology in terms of the CALL (Computer
Assisted Language Learning) methodology. CALL
is reaching an utmost position in the pedagogical field of
English as a second or foreign language. Its powerful presence has fostered
learner autonomy and a wide range of opportunities for authentic interaction in
the target language (English) in computer-based conditions (Quesada, 2005, p.
6).
Web-based learning
is becoming an even more powerful interactive source that increases
learners’ knowledge and that guarantees quantity and quality of language
input and output. Added to this, the changing role of the teacher is more
responsive to students’ self-directed learning. It has also been found
that the implementation of different web activities develops student’s
skills in the use of language. Web activities may increase learner motivation
so the resulting effects could be beneficial to both teaching-learning processes;
additionally, they offer opportunities for teachers to explore content
resources on the net in order to integrate them in classroom instruction at a
low cost. Teachers with few skills in Information and Communication Technology
(ICT) can make use of
web-based activities cognitive brainstorming, identify real world activities,
examine resources, define the task available on the web or adapt existing ones
to their purposes.
Web materials have
a pedagogical value in the sense that they foster opportunities for richer
interdisciplinary content learning and allow the development of skills to deal
appropriately with information. For instance, web tasks help students to think,
analyze, and use information and resources to solve problems through collaborative
work (Angrill, 2002).
Gass, Mackey and Pica (1998)
claimed that interaction plays a significant role in second language
acquisition. It is through interaction with others as well as the learning
materials that learners receive the input in order to acquire the target
language. In the same line of thought, Simina and
Hamel (2005) say that principles of constructivism also support the use of
computers in second language learning classrooms. Web-based learning can
provide a context for collaboration and social interaction in which learners
will construct the knowledge of the target language by being engaged in
meaningful activities such as the reading of different kinds of material. Web
activities, therefore, provide an ideal context for second language learning
because they provide multiple representations of the natural complexity of the
real world, representing authentic tasks and enabling context and content
dependent knowledge construction (Simina & Hamel,
2005). In fact, computer-based activities enable interpersonal interaction with
the learning materials in the target language.
Our study was based
on the use of ICT as
a tool to develop reading abilities. We consider that reading is an important
competence in a knowledge-based society; it involves decoding strings of
letters or being able to enjoy or understand a text. In fact, literacy is the
ability to read, write and think critically and coherently. It is probably a
better word for the crucial competences in knowledge-based societies.
Reading is an interactive
process that goes on between the reader and the text, resulting in
comprehension. The text presents letters, words, sentences, and paragraphs that
encode meaning. The reader uses knowledge, skills, and strategies to determine
what that meaning is.
Reading pages on
the web is very different from reading information in a book because on the web
you need to know how to navigate from page to page and up and down a page,
using both your browser’s navigation buttons and the web- site’s
features. You also need to know how to skim and scan to find the information
you need. Using these skills makes reading on the web easier and more rewarding
(Pearson Education Development Group, n.d.). They
also say that skimming and scanning help students find the information they
need, without reading everything on a web page. If you had to read every word
on every page you came across, you would never have the time to finish your
research.
When students
develop reading skills through web materials they do the following:
• Understand how reading information on the web is different from
reading information in a book.
• Understand how to use a browser’s navigation tools and a
website’s features.
• Understand the importance of skimming and scanning on the web.
• Apply what they have learned to find and read
information on the web. (TeacherVision,
n.d.)
There are different styles of reading for different situations. The
technique you choose will depend on the purpose for reading. For example, some
people might be reading for enjoyment, information, or to complete a task.
That is the flexibility learners have when they access the WWW, thus becoming autonomous
learners. Students can also be exposed to extensive reading and writing through
conceptualized practice. That is, learners can exchange messages and discuss
readings or they can read web-based stories with both audio and video text
exposure, and write comments to other on-line reading peers about relevant
details. (Egbert, 2005, as cited by Quesada, 2005, p. 15)
There are several ways in which technology can be used to improve
reading ability. Most simple Wreading texts are also
very primary in content. Older children may consider themselves too old to be
reading such primary content books. Computers, however, can increase the
interest level for older students while keeping the text simple and easy to
read. Another benefit of using computers for reading instruction is that the
computers offer immediate feedback on performance. They also provide added
practice when necessary. According to Case and Truscott (1999), students have
been able to improve their sight word vocabulary, fluency and comprehension as
a result of the interaction with this kind of resources. Hence, they can
increase their interest in reading, independence to approach new texts, the
acquisition of knowledge and awareness of the importance to take this activity
over as an essential part of their lives.
Research Design
The implementation of web activities which was developed with tenth
graders from El Libertador public school is
considered basic in the educative process and an innovative tool to help the
target group to focus on their way of thinking about reading and the importance
of having a critical point of view. For that reason, we decided to engage in an
action research project, since it is conducted in naturally occurring settings,
primarily using methods common to qualitative research (Nunan,
1992) such as observing and recording events and behaviors. In action research,
analytic or theoretical understanding has a subordinate relation to the
development of a synthetic or holistic appreciation of the situation as a whole
(Elliot, 1991).
We consider that action research is a viable way to use data collection
methods based on “triangulation”, which involves gathering data
from a number of different sources so that the research findings or insights
can be tested out against each other. This increases the reliability and
validity of the research. Additionally, since collaborative action research encompasses
the different perspectives of several participants and researchers, as well as
a variety of data collection tools and methods, the findings of collaborative
researchers are likely to be more valid and reliable and, therefore,
potentially more generalized to similar teaching contexts than the findings in
individual action research (Burns, 1999). As a research team, we distributed
the tasks according to our experience, time and knowledge about the group. So,
some of us took notes and organized the data, others applied the activities.
The processes of data analysis, material design and report writing were
conducted collaboratively. As a way to understand our participants’
needs, we used a questionnaire in our study. It was useful to get an accurate
profile of their needs and to design appropriate reading workshops.
In the first stage we applied two instruments—one for students and
another one for teachers. This was done in order to get more information from
our students in relation to the way they use web sites, and teachers’
points of view about the use of the internet during the teaching process. The
students’ questionnaire goal was to identify interests, tastes, level of
interaction with web resources and their previous experiences with reading. The
teachers’ questionnaire was answered by 5 secondary education teachers
from the areas of Spanish, Informatics, Social Sciences and English. It was
also designed to determine if they had used the internet in their classes and
the advantages and disadvantages that, from their points of view, this practice
may involve. At the end, we applied another questionnaire to learn the
students’ opinion about the activities. We also commented what was
observed during the implementation of the reading workshops.
We analyzed the data according to the information requested in the
questions identified categories and selected information that, according to the
research group, could provide information regarding students’ views about
web activities and reading. Taking into account the findings of the first
stage, we designed some materials linked to students’ interests and
likes.
Pedagogical Design
As a team, we
designed three activities, the first was “The history of
computers”, the second was about “The history of rock music”
and the third was “The 2010 World Soccer Cup” playoff. Those
activities let students navigate on some web pages that offered a variety of
information; in other cases, the web pages provided new vocabulary and learning
about grammar structure (see web-based activity sample in Appendix
C).
The activities were
exposed in the blog http://literatureandknowledge.blogspot.com. It gave students links about readings in order to be
explored and provided opportunities for them to do exercises like answering
questions, completing sentences, doing crosswords or word search. Another
important aspect was that activities had games, karaoke, simulations and
listening exercises.
The material design
and the subsequent analysis were carried out by the research-team while the
activities were applied and monitored by the teacher who was in charge of the
group.
It should be noted
that although the school has four computer labs, English teachers do not have
any access to them, so it was a problem when we decided to implement our
project. To overcome that limitation, students worked at home, developed online
activities and presented their results in two ways: through an e-mail with an
attached document and a printed copy of the same file. In some classes students
and the teacher discussed the topics and activities with the purpose of sharing
the information obtained in the readings and obtaining the proper feedback.
Results
Base-Line Study
We followed the phases proposed by Burns (1999). In the exploring phase
we identified a general idea or issue of interest. It was done with the
implementation of two questionnaires, one for teachers and another one for
students because we considered it to be relevant to know how they used web
sites in teaching and learning processes. In the identifying stage, we
documented reading problems and this helped us clarify the nature of the
situation and suggest further action.
Other phases were intervening and observing. Hence, one of
the researchers managed his classes in relation to the use of web materials and
gave some instructions in order to develop activities. At the same time he observed
the effectiveness of the procedures.
The first
students’ questionnaire was applied to 21 students and the sample was
taken at random. This questionnaire let us get information about
students’ needs, the frequency of the use of the internet, kind of web
sites they used to visit, and other aspects. From the base-line study we drew
relevant information for further decision-making. See complete information in Appendix A. In Table 1, we summarize the
results according to the categories that the team identified and then analyzed
as aspects of interest.
Students’ Needs
According to the
results, students showed a great tendency to work on web sites in order to fulfill
requirements like looking for information and doing homework. As can be seen in
Appendix A, a high percentage of the students go for
activities in which they get some entertainment like playing games or chatting
and a low percentage mentioned activities like downloading software and taking
online courses. It was a positive point that students used the internet for
academic purposes instead of just playing computer games.
Frequency
Most of the students expressed that they “usually” have the
possibility to use the internet for academic purposes. A low percentage
expressed that they rarely use the internet. This may also mean that they
frequently use the internet just for academic purposes more than any other kind
of activity.
Top Ranked Websites
Students are used to visiting the most popular websites (Wikipedia, Rincón del Vago, Google). As we know, there they do not have to follow
instructions from the teacher or can just look for information
in an easy way.
Time Spent on the Internet
Most of the students (52%) say that they spend from 2 to 4 hours surfing
the net. It is not much time, but could be enough when they try to do
activities like search information, complete home-work, organize presentations,
read specific texts or get ideas to be presented in class.
Usefulness
A high percentage (95.2%) of the students find the internet useful for academic purposes. This was
an advantage for the development of our project. By contrast, only a few of them
(4.7%) did not consider the usefulness that web sites could offer in terms of
improvement of academic learning.
Interest in Engaging in Learning Activities
More than a half of
the percentage of students was quite interested (52.3%) while 33.3% was really
interested. This showed that we had a great challenge to involve our students
in interactive activities that engaged them in the project and changed a little
bit their idea of using web sites not only for fun but for both learning and
having fun.
Students’ Difficulties in Reading
In response to our question, the students reported that they had more
difficulties in understanding secondary ideas and explaining main ideas than
when dealing specific or detailed information from the reading of texts. This
caused us to reflect on the kind of materials we should design to engage them
in the web-based reading activities. It was important to take it into account
because readings have to be suitable for them to develop this
specific skill.
Students’ Reading Preferences
It was interesting to find that music and technology have the highest
percentage in terms of likes for students. This aspect constituted an
important point of departure when implementing some readings that contained
certain topics related to music or technology.
On the other hand, the teachers’ questionnaire
provided information about the use of the Internet in their classes, its
advantages and disadvantages and how they used reading in their classes (see Appendix B).
Five teachers from El Libertador School answered the
questionnaire. The results are summarized in Figure 1.
The Use of Technology
Teachers showed a
huge interest towards using new technologies and tools to engage students in a
dynamic way in the development of classes involving extra activities. Most of
them pursued their interest to get a better pedagogical environment in the
classroom. Also, two of them admitted they had had some kind of training to
improve their classes.
Moreover, teachers
affirmed that the use of web-materials helps students to gain self-confidence,
autonomy, entertainment and practice of the English language as a complementary
task of classroom activities. They also expressed that one can monitor
students’ progress and their willingness to develop the assigned task.
However, internet access could be difficult because most of the students are
not able to interact frequently and they do not know how to select proper
information.
Reading Process
Reading has become a problem for students because they think it is a
punishment. Moreover, some chosen topics are not pleasant for them so they
prefer doing other activities. Besides, they do not know how to use the
dictionary to find meanings according to the context, and they have some
problems identifying main and secondary ideas in a text.
The teachers mentioned that they applied strategies
to engage students when developing reading activities like pre-reading,
inference and deduction, reading images, maps and schemes and association of
new words to get meaning. However, it is important to mention that most of the
time these are not enough to catch their attention because their results have
not been good enough. Finally, music, movies, extreme sports, true stories,
tales and fables, social problems, personal successes, action, comedy and video
games are topics that teachers considered interesting or motivating for
students for they can foster their interest to read.
Students’ Interest Towards
Reading in Web-Based Activities
In this section we
provide information about the implementation of the three web-based activities
that the research team designed and analyzed and the last questionnaire applied
to students in which they expressed their opinions of the activities. The
results are organized into three categories: students’ interest in the
reading processes, the role the web-based activities played in students’
involvement, and the difficulties they faced.
Students’ Interest in the Reading Processes
Most of the students agree on the fact that searching for more
information concerning a specific topic or different subjects engage them in working with enthusiasm by using new
technologies. On the other hand, this activity gave them new possibilities to
have access to knowledge in a different way.
It is important to analyze two facts found along the
development of the activities: First, we noticed the students’ motivation
to complete other kinds of activities (different from the ones they were
accustomed to). Second, some of them seemed to be confused when they did not
understand meanings or instructions and asked if they could use online
dictionaries or translators. The use of these tools helped them to organize
ideas, understand main ideas, check their translation and acquire new
vocabulary.
Because of their ages and likes, our students
preferred readings of different topics that caught their attention; for
instance, music technology and games. Virtual resources, images, sounds and
games facilitated and promoted students’ cooperative attitude and helped
them commit themselves to the ongoing work.
The Role the Web-Based Activities Played in Students’ Involvement
We can deduce that activities like these are interesting for students;
they motivate them to learn English. This proves that we have better results
when the students’ interests are taken into account. Students were
interested and committed in the development of the activities; therefore, they spent
their free time working on them and some of them went to internet cafés
to overcome the lack of access to technology at home or at school. This
attitude on the part of the students shows that it is possible to engage
them in their own learning processes.
The students expressed that the activities in
general were interesting because they let them identify what they know about
computers. It should be noted that Hangman (a guessing game) and the crossword
puzzle were the most attractive in the evaluation of computer knowledge. In
regard to this, a student wrote: “It was so interesting that the clues
were in English”. It means that when students work on motivational
activities they do not have difficulties in solving problems in spite of
dealing with another language.
On the other hand, 90% of the students who worked on
the activities said that the most interesting and motivating reading was the
history of rock music because of the following:
a. It was interesting to
know how rock music has evolved.
b. The rock music is a very
pleasant musical genre.
c. It was important to know
about different musical genres.
d. This kind of music is
useful in an English learning process.
Moreover, some students suggested additional topics
like music, war and weapons, culture, sports and paranormal phenomena,
fantastic readings. By contrast, history was proposed only by one student.
Difficulties Faced by Students
Some students
experienced difficulties; three of them expressed that the crossword puzzle
demanded more time and the most difficult part was the comprehension of the
clues. Finding some exact words was also difficult for students who were not
accustomed to do it. However there was no reason to give the activities up. On
the other hand, a student expressed that the most difficult part was the
summary and two of them said that they did not have any problem with the
activities. We can observe a summary of students’ reflections about the
use of web-based activities in Table 2.
Conclusions
The promotion of
reading has been considered a challenge for teachers of any discipline. During
the last years schools have been implementing institutional projects to help
students improve and develop reading. With the purpose of engaging students it
is necessary to pay attention to their interests and problems, so schools have
to develop diagnostic procedures that let them select readings that fulfill
students’ needs.
The implementation
of web activities in the promotion of reading constitutes a new opportunity for
learners to strengthen their abilities in acquiring the competence in the
target language. Likewise, they provide teachers the opportunity to improve
their teaching methodology.
According to the
results observed in our project, we can conclude that if teachers want to
promote reading through web activities, it is necessary, first, to put into
practice the ones that prioritize playful and interactive aspects as a way to
engage learners and challenge them to read. Second, the selection of topics
must be based on students’ real context, interests and likes.
Web activities
helped students to find another way to enrich their learning process. Since
they were accustomed to using computers mainly for the leisure activities, they
found that during the implementation of the project the proposed academic
activities were interesting, motivating and challenging because they implied an
innovative way to learn.
The interactive activities
were more motivating than those in which students had to handle with the
printed readings because they could explore different web sites at the same
time, use dictionaries online or listen to music. Some students, though,
considered that the printed reading activities were easier to develop because
of the way they could handle time, underline and revise ideas, and write
meaning of new vocabulary.
To sum up, we
consider that this kind of project could be put into action in schools in order
to generate a new atmosphere for the learning process not only for EFL students, but for many
others as well. It can also be part of interdisciplinary projects due to the
fact that reading and the access to ICT could
be a transversal axis to knowledge and the teachers’ practices together.
Implications for Further Pedagogical and Research
Practice
Along the
implementation of this project an interesting aspect caught our attention: It is
undeniable that web-based activities have given new opportunities for both
teachers and students in the teaching-learning process by developing authentic
tasks. Nonetheless, it is important not to forget the traditional way to
develop reading activities (the printed one). Although technology has provided
new and playful strategies for learning processes, it is not enough in terms of
the integration of methodologies in EFL or
in any other teaching discipline. Printed reading activities help students to
develop reading competence because they can underline main ideas, go back to
revise them and get a physical reference at any time.
1 This paper
reports on a study conducted by the authors while participating in the PROFILE
Teacher Development Program at Universidad Nacional
de Colombia in 2009-2010. The Program was sponsored by Secretaría
de Educación de Bogotá, D.C. Code
number: 1576, August 24, 2009.
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About the Authors
Marlén Rátiva Velandia holds a BA in
Philology and Languages from Universidad Libre
(Colombia). She has a Master’s degree in Interdisciplinary Social
Research and a Specialization in Pedagogy of projects from Universidad Distrital Francisco José de Caldas (Colombia). She
is currently a Spanish and English teacher at El Libertador
School. At present she is a teacher trainer for the Colombian Ministry of
Education.
Andrés
Leonardo Pedreros Torres holds a BA in
Modern Languages, English and Spanish, from Universidad Pedagógica
Nacional (Colombia) and an MA
in Spanish Teaching as a Second Language from Universidad Internacional Iberoamericana
(Puerto Rico). He has worked as an English and Spanish teacher at El Libertador School in Bogotá, Colombia, and as
Foreign Language Assistant at Chingford Foundation School in London, England.
Mónica Núñez Alí holds a BA in
Languages and a Specialization in Applied Linguistics to the teaching of
English as a foreign language from Universidad La Gran Colombia (Colombia). She
is currently a Spanish and English teacher at Jorge Eliécer
Gaitán School. She is also a candidate for the
Specialist in Pedagogical Evaluation degree from Universidad Católica de Manizales (Colombia).
Appendix A: Students’
Questionnaire Results
Appendix B: Teachers’ Questionnaire Results
Appendix C: Web-Based Activity Sample
Date: May, 18th
2010
Topic: Sports
South Africa
World Soccer Cup 2010
Introduction:
Here you
have the possibility to connect to this link and watch the video of the
official song for the 2010 Soccer World Cup http://www.youtube.com/watch?v=IA1WriJa3k0.
Once you finish, please answer the following questions:
1. What is the message of the song?
2. What is the meaning of the expression: “When you fall, get up,
oh oh”?
3. What is the feeling caused (or sparked) by the whole song?
4. Did you like it? Yes /No. Why?
Activities:
Go to the
following link at http://www.sa2010.gov.za/en/node/535.
Read the information about South Africa: The People, The Land, The first ten decades of freedom) and answer:
1. How many people does Africa have?
2. What is the constitution for South African people?
3. What has the government done to create a better life for its people?
Watch the
video at this link http://www.youtube.com/watch?v=pGNl0Dj9MnY
and report on the following information:
1. Which teams are involved?
2. What was the most interesting goal for you?
3. Which players do you recognize in the different matches?
4. Who is your favorite player talking about soccer?
Now, go to
the link: http://bogglesworldesl.com/soccer_worksheets.htm
and select a puzzle to solve. Present it in the next class (see the Soccer
Crossword and Soccer Word Search sections there).
With this
web lesson go to the following link http://cernet.at/ict/hotpot/sportscw.htm
and solve the puzzle about sports. Once you finish, print it and take it to the
next English lesson.