2. Project method.

Project work is one of the essential methods for any teacher, experienced or not, who is looking for method that develops students' confidence in using English in the real world, the world outside the classroom. Because consciously or unconsciously, students bring the outside world into the classroom, but they may not always have the opportunity to activate what they know and use it in the outside world. So that project work takes the experience of the classroom out into the world and provides an opportunity for informal learning. The potential benefit for students is clear: they are working on a topic of interest to them and using language for a specific purpose, with a particular aim in mind. Also through project work in English class, learners will be encouraged to develop their intellectual, motor (physical), and social skills. Project work offered learners an opportunity to take a certain responsibility for their own learning, encouraging them to set their own objectives in terms of what they wanted and needed to learn.

Project work is student-centered and driven by the need to create an end-product. However, it is the route to achieving this end-product that makes project work so worthwhile. The route to the end-product brings opportunities for students to develop their confidence and independence and to work together in a real-world environment by collaborating on a task which they have defined for themselves and which has not been externally imposed.

. In this lecture we look at the basic skill set needed for effective use of the Internet with your students and take a closer look at the process for introducing the Internet into your teaching.

Using websites is one of the easiest and least stressful ways of getting started with technology in the classroom. There is a large and constantly expanding collection of resources on the web, at a variety of levels and covering an amazing array of topics. You can choose from authentic (written for Internet surfers in general), sources or ELT-specific sites (made be, and for, teachers), monolingual or multilingual sites, sites with multimedia, or just simple text, for those on slower connections.

The web is a source of content which can be used as a window on the wider world outside your class, and is – of course – a readily available collection of authentic material. As such, it is a much larger repository of content than would previously have been readily available to you and your students.

Perhaps one of the best tips we can give you at this point is to work as a team with other teachers in your centre. Everybody has their favorite websites, and plenty of teachers will, at the same point, have used websites in class, or taken material from the web and adapted it for teaching purposes. Take the time to share sources of content with other teachers and organize regular get-together where you sit down and discuss what you have found on the Internet and how you have used it in class. Collaboration like this can help to reduce the time you spend searching for good materials and the time spent preparing activities or making worksheets. Just as the Internet is becoming more of a collaborative medium, so should your use of it in your teaching.

2. E-mail is one of the most used and useful Information and Communication Technology (ICT) tools around today. E-mail, a form of asynchronous computer-mediated communication, has been called "the mother of all Internet applications". Since the evolution of networks, computers can offer foreign language learners more than drills: "they can be a medium of real communication in the target language, including composing and exchanging messages with other students in the classroom or around the world". Indeed, FL teachers are just beginning to sense the impact this medium is having on their profession, through the careful examination and creative integration of this tool into their classes.

3. Chat has enormous potential to link students around the world, in real time. There are different types of educational chat that one can set up with learners. One way of classifying educational chats suggested by practicing teacher Daphne Gonzales:

• Free topic chat;

• Collaborative, task-oriented chat;

• Informative or academic chats;

• Practice chats.

4. E-learning refers to learning that takes place using technology such as Internet. There are several terms associated with e-learning:

• Distance learning

• Open learning (the more open a distance course is, the more autonomy the learner has)

• Online learning (online learning is a facet (аспект) of e-learning)

• Blended learning (is a mixture of online and face-to-face course delivery).

Although the label "distance learning" could be applied to any situation where students are learning at remote sites, the term is normally restricted to teaching via satellite or long-distance telecommunication technology. One author defines distance learning as "an educational process in which a significant proportion of the teaching is conducted by someone removed in space and/or time from the learner" (Perraton, 1980, p.10). Two-way communication between teacher and student can take place through writing, television phone-in programs, two-way video, or telephone (Davis, 1988). The label "distance learning" is catchy, but, unfortunately, easily over interpreted. Most systems to which this label is applied are simply one-way broadcasting stations that transmit audio and video signals to students at one or more remote sites. However, other systems are available that provide two-way audio, and, in some cases, even two-way video between the teacher and the students. 

Distance learning technologies present many new options for teaching foreign languages that will further expand the range of instructional techniques in the same way that language labs, television, and computers have augmented the standard classroom. It is important in reviewing these distance learning options to distinguish among their various levels of capability as these systems place different constraints on the instructional process. For instance, one-way, presentation-only systems have been criticized as providing nothing more than a video distribution system that could be replicated by mailing video tapes to students. The lack of immediate two-way interaction that characterizes many distance education programs seems contrary to the aims of foreign language teaching. However, with this interaction appropriately used, distance technologies can support the goals of foreign language pedagogy. Instructional strategies that encourage student-teacher and student-student dialogue and learner autonomy in distance learning situations must be incorporated into instruction (Davis, 1988). 

The strongest argument for distance education is its potential to provide instruction to students who, because of distance, time, or financial constraints, do not have access to traditional learning opportunities or specialized courses (Davis, 1988). Distance learning courses have been developed to provide equal access to an educational opportunity for schools, especially rural ones that have to operate with a limited curriculum and staff (Wohlert, 1989). The objective is to provide courses in foreign languages to schools where it would not otherwise be possible for students to study them. The potential for providing instruction in the less commonly taught languages is particularly enhanced by distance technology. In many cases, the guiding principle is for distance learning courses not to become permanent, but to serve as a stepping stone to hiring a regular classroom instructor by laying the basis for a viable language program, especially in the less commonly taught languages (Kataoka, 1987). 

The success of distance learning in developing students' foreign language skills depends on the ability of the instructional program to provide language learning in face-to-face settings. This capability can now be provided through two-way satellite communications that allow teachers to communicate with students at each site and to provide the interaction needed for development of second language skills.