Teach english new edition r

Example 3: webquest (intermediate to advanced)
The previous activity asked students to read a text (from a book) that pretended to be 
a snapshot of a web page. However, a lot of reading activities can use the Internet itself 
(where both teacher and students have easy access to it). One type of activity using the 
Internet is a 
webquest.
In a webquest, students visit various websites (pre-determ ined by the teacher) in order 
to find inform ation to use in a class project. And because we have determ ined (in advance) 
the websites the students are going to visit, we can be confident that they will not spend 
endless hours in fruitless searching of the entire Internet. The quest is, as its name suggests, 
a search for information.
According to Gavin Dudeney and Nicky Hockly, webquests normally have four basic 
stages: the 
introduction stage
(where the overall them e of the webquest is presented with 
appropriate background information. Sometimes key vocabulary is offered at this stage), 
the 
task section
(in which the task is explained, and the students are engaged with it), the 
process stage
(in which students are given web links to click on to get the inform ation they 
need) and the 
evaluation stage
(where students and teachers evaluate what they have learnt
- and perhaps do some study work on language they have encountered and used during the 
quest). It can be seen, therefore, that m uch of the webquest procedure is concerned with 
activation.
However, both at the introduction stage and the evaluation stage there may be 
many opportunities for language 
study.
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Chapter 7
In this webquest sequence about UFOs (unidentified flying objects), designed by JoAnn 
Miller, the process stage includes not only the quest itself, but also a role-play discussion 
based on what students have found.
The students are first given the introduction to the quest.
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That's a Possibility: UFOs