A PPT Presentation of the Network series from Oxford University Press

1. :Geovanny Peña Pérez M.A.
ELT Freelance Academic Consultant
Oxford University Press
Date : August 29th, 2014
Institution : MESCyT
From : 2:00 P.M to 4:00 P.M.
Santo Domingo, Dom. Rep
A Workshop by

2. Introduction:
An Overview of the
importance of using
technology in
ESL/EFL teaching
Our Main Focus:
Presentation of the
Network series and all
of its components.
Our Main Focus:
Presentation of different
sections of the Starter
Book, and book 1, in order
to highlight the key points
that leads to students’
success when studying
with the series.
Conclusion:
Closing with questions and
feedback from the participants
and presenter.

3. Think, Pair,Share
Think for 30 seconds
Pair and share for 30 seconds
As an EFL/ESL teacher, what is
your opinion about the use of
technology in your English
classes? Why?

4. “Technology will not replace teachers, but
teachers who understand technology will
replace those who do not.”
— Ray Clifford

5. Think, Pair,Share
Think for 30 seconds
Pair and share for 30 seconds
What are some advantages of
using technology in your
English classes?

6. “Use technology in the
service of pedagogy ,
not vice-versa”.
—Siskin & Reynolds

7. Technology assists and enhances language learning.
It provides authentic examples of the target culture, connecting the
classrooms in the D.R, (for example) to classrooms in the U.S. or other
countries, where the target language is spoken.
Technology tools enable teachers to differentiate instruction and adapt
classroom activities and homework assignments, thus enhancing the
language learning experience.
Distant learning programs can enable language educators to expand
language-learning opportunities to all students, regardless of where they live,
the human and material resources available to them, or their language
background and needs.
Technology continues to grow in importance as a tool to assist teachers of
foreign languages in facilitating and mediating language learning for their
students.
The effectiveness of any technological tool depends on the knowledge and
expertise of the qualified language teacher who manages and facilitates the
language learning environment.

8. Technology has been around in many
forms for a long time as can be seen in the
following photos:

9. Imagine how innovative tape recorders and
typewriters must have once appeared to the
first users…
Before, we had Web 1.0 Which was:
Exclusive Web designer One way Static
In the hands of few
Today, the story is very different…

10. Web 2.0

11. Examples of Web 2.0 Technologies
Which of these do you know? Which
ones do you use?

12. What is Network and how does it relate to the use of
Technology in your language classrooms?

13. Network is a five-level general
English course that harnesses
the power of social media and
networking to help students
learn English effectively. It
presents a range of Internet and
classroom-based activities for
students to:
1. Get more practice
communicating in English.
2. Make English-speaking friends,
and
3. Find a better job in the future.

14. • Network uses social networking to link learners for common goals
– shared language success and professional growth.
• Social networking themes are incorporated through a variety of
classroom-based and online tasks.
• These provide an authentic and meaningful context for language
learning.
• Network is easy to teach and easy to learn from – the one-page,
one-lesson, one-learning outcome approach requires minimum
preparation and helps you to track your students' progress.
• Additional resources include authentic video from the
BBC Motion Gallery, iTools digital resources for interactive
whiteboards, and Online Practice that you can assign as
homework and track.

15. • One-page, one-lesson, one-outcome approach ensures
achievement.
• Your Network activities help students to practice
communication in class and online.
• Get Connected lessons build social media skills such as
creating a personal profile and blogging in English.
• Original BBC Motion Gallery video and authentic
documentaries develop real-world listening skills.
• Online Practice activities, including record and play
back conversation activities, provide students with extra
opportunities to develop their skills outside class.
• Interactive teacher tools such as tracking your students'
progress, and communicating and collaborating with them
outside of class, help to improve learning outcomes.

16. NETWORK Online Practice
 Network Online Practice offers a robust blend of extra practice content and
teacher resources. With over 120 activities per level, including video
activities, students can access up to 25 hours of additional practice in the
classroom or at home.
 Network Online Practice is ideal for self-study, enabling students to practice
their grammar, vocabulary, speaking, and listening skills outside class.
 Speak and record practice allows students to practice their conversation
skills. Students record themselves as a character from the Conversation or
Your Story pages in the Student Book then play the audio back to hear the
dialogue in full, improving their pronunciation and fluency.

17. A comprehensive testing program with over 20 tests per
level, makes it easy for you to review your students' progress
throughout the course. The tests are automatically graded and
reported to your class Gradebook, saving you time.
Set up Discussions with your students on any topic and stay in
contact with them using the Messaging and email tools.
The online Gradebook keeps you up to date with students' learning,
making it easy for you to track and report on progress, and letting
you quickly identify strengths and weaknesses within a class.
The Network Online Practice access code can be found on the inside
back cover of the Student Book.

18. What are the pedagogical benefits of using social
networking?
There are five key benefits to deploying social media in support of
English language teaching and learning:
1. Turning social networking into meaningful English-practice
opportunities.
Social networks such as Facebook allow students to practice new language
in an engaging environment.
2. Maximizing authentic input.
Social Networks provide excellent models for how language is actually
used. Students see authentic language ranging from casual conversation
to academic discourse. Social media in the form of tweets, posts, blogs, or
video sharing, provide and abundant supply of real-life language.

19. 3.Building community.
Research shows that language learners are more likely to engage in
the learning process and improve their skills when they have a
network of classmate, friends, or family to talk to or practice with.
4. Developing critical thinking skills.
Critical thinking is necessary for 21st –century academic and professional
success. As students engage more with social media, they develop critical
thinking skills by making judgements about the credibility of sources of
information.
5. Personalizing the learning process.
When students can relate learning to their own lives and
experiences, they are more likely to understand and remember.
Liking the learner’s social networks to coursework is one of the
most meaningful ways to engage digital natives and other learners
who participate regularly in social networking.

20. Network Series
Components:
FOR THE STUDENT:
• Student Book with
access to Online
Practice
• Workbook with
listening
• Multipack: Student
Book/workbook
• -split edition
•Audio Download
Through Oxford
Learn

21. Network Series
Components:
Continued
For the Teacher:
 Interleaved Teacher’s Book
with Testing Program CD-Rom
 iTools Digital Resources with
Videos
 Class Audio CDs
 Online Class management
 DVD

22. Testing Program CD-Rom:
Includes Print-and-go and Customizable
Placement Tests
Unit tests
General Achievement Midterm and Final Exams
Midterm and Final Exams in the style of standardized tests
Answer Keys and Audio files

23. Social Media:
Your Network activities help
students make new language
learning friends –in class and
online.
Get Connected lessons
develop writing skills such as
creating a personal profile and
blogging in English.
Online practice Powered by
Oxford Learn
Log on to Network Online
Practice for extra vocabulary,
Grammar, speaking, and
Listening practice
Broadcast Video
Original BBC video
Content develops real-world
listening skills with
authentic documentaries
at each level.

24. AAnndd nnooww…… LLeett’’ss ttaakkee aa wwaallkk tthhrroouugghh……

28. Clear purpose at
the beginning of
each unit.
Pronunciation
exercises for
students’
development
at an early
stage.
Authentic Activities
developed from an
online source
Easy
identification
of its units and
exercises.

29. Clear
reference in
the grammar
section.
Also
language
reflexion on
easy/single
tasks.

30. Skills development
like reading,
listening, writing and
thinking.
Authentic Activities
developed from an
online source

31. Skills development
like reading, writing
and Critical thinking.
Projects for
individual and
cooperative work.

32. Direct students’ attention to the
icons on the left, tells them that
they will be able to do each task in
the unit.
Simple opening and clear
presentation of units
Think, Pair, Share activities from
the beginning
Pronunciation
practice with
minimal pairs

33. Clear and easy
reference to the
grammar contents
and reviews
Language practice
with authentic
everyday activities
and language
functions.
Reinforcement of the
language focus
through the reading
and writing exercises

34. Listening
comprehension
through authentic
visualization of
activities
Audio-visual
contents from the
Online source and
video DVD
More online
activities and
individual
projects for
students to share

35. How to plan a lesson with Network:
Warm-up and Review
Introduce the Target Language
Describe the Picture (s)
Practice the Target Language
Develop language skill (s) through textbook
and online activities
Finish the unit involving the students in the activities and
projects of everyday English from the book as well as the Online
Practice .

36. (NAME OF TEACHING INSTITUTION)
L E S S O N P L A N
Estimated Time of Lesson: Profs: .
Teaching Point: Date: .
Level of students: .
Age Range: .
Teaching Objectives: Materials to be used:
1. 1. .
2. 2. .
3.
3. .
4. .
5. .
Pre-Teaching Activity Procedures Follow up/Evaluation
Aprox.
Time:
Aprox.
Time:
.
Aprox.
Time:

38. PLEASE CHECK THE BOX ON THE RIGHT: TRUE OR
FALSE .
1. Network is a Three-level general English course that harnesses the power
of social media and networking to help students learn English effectively.
False
2. The textbook presents a range of Internet and classroom-based activities
for students to learn English effectively.
True
3. Social networking provides an authentic and meaningful context for
language learning.
True
4. Network Online Practice is ideal for self-study, enabling students to
practice their grammar, vocabulary, speaking, and listening skills outside
class.
True
5. There are no listening exercises in the Network workbook.
False

39. Quiz continued…
6. The Teacher’s Book does not provide a testing program CD, so the teacher must
write his/her own tests.
False
7. There are over 120 activities per level in the Network series, including video activities,
students can access up to 25 hours of additional practice in the classroom or at home.
True
8. Network Online Practice should only be done in class, because students need the
teacher’s guidance at all times.
False
9. The testing program in Network covers over 20 tests per level, making it easy for you to
review your students' progress throughout the course.
True
False
10. You need to purchase an access code if you want to access the Network Online Practice.
11. Social networks such as Facebook allow students to practice new language in an
engaging environment. 0
True
12. There are eight key benefits to deploying social media in support of English language
teaching and learning in the Network series.
False

40. Brumfit, Christopher (1984). Communicative Methodology in Language
Teaching. Cambridge:Cambridge University Press.
Hutchinson, Tom; Sherman Kristin (2012). Network Get
Connected Oxford university Press.
Krahnke, K. (1987) Approaches to Syllabus design for Foreign
Language Teaching Center for Applied Linguistics
Littlewood, W. (1981). Communicative Language Teaching. New
York: Cambridge University Press.
Prabhu, N.S. (1987). Second Language Pedagogy. Oxford:. Oxford
University Press.

41. Richards, Jack C and Theodore Rodgers (2001). Approaches and Methods in
Language teaching. Second Edition. New York: Cambridge University Press.
Skehan, P. (1996). Second language acquisition research and task-based instruction.
In J. Willis and D. Willis (eds). Challenge and Change in Language Teaching. Oxford:
Heinemann.
Widdowson. H. (1987). Aspects of syllabus design. In M. Tickoo (ed). Language
Syllabuses: State of the Art.: Singapore: Regional Language Centre.

42.  THANK YOU FOR YOUR PARTICIPATION!!!
• Now it’s time for questions,
feedback and Comments…