W.E.L.L. English Salomé: April, 14th

Intensive I

Checking homework
Students' book Unit 1A, pages 4 and 5
Grammar Bank 1A
Homework:
- Students' book Vocabulary Bank page 148 Days and Numbers
- Workbook 1A, page 3

Further homework:
https://elt.oup.com/student/englishfile/elementary3/grammar/file01/grammar01_a01?cc=ar&selLanguage=en
https://elt.oup.com/student/englishfile/elementary3/grammar/file01/grammar01_a02?cc=ar&selLanguage=en
https://elt.oup.com/student/englishfile/elementary3/vocabulary/daysoftheweek/?cc=ar&selLanguage=en
https://elt.oup.com/student/englishfile/elementary3/vocabulary/numbers0-20/?cc=ar&selLanguage=en

Digital Era

Digital Immigrants don‟t believe their students can learn successfully while watching TV or listening to music, because they (the Immigrants) can‟t. Of course not – they didn‟t practice this skill constantly for all of their formative years.

Digital Immigrants think learning can‟t (or shouldn‟t) be fun. Why should they – they didn‟t spend their formative years learning with Sesame Street.
Unfortunately for our Digital Immigrant teachers, the people sitting in their classes grew up on the “twitch speed” of video games and MTV. They are used to the instantaneity of hypertext, downloaded music, phones in their pockets, a library on their laptops, beamed messages and instant messaging. They‟ve been networked most or all of their lives. They have little patience for lectures, step-by-step logic, and “tell-test” instruction.

Digital Immigrant teachers assume that learners are the same as they have always been, and that the same methods that worked for the teachers when they were students will work for their students now.

BUT THAT ASSUMPTION IS NO LONGER VALID

Digital Natives, Digital Immigrants
By Marc Prensky
From On the Horizon (MCB University Press, Vol. 9 No. 5, October 2001)

W.E.L.L. English Salomé

2014edition

April, 14th - Monday

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