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1、Learning in Middle SchoolInternet in English Teaching and Learning in Middle SchoolAbstract: The wide application of Information and Communication Technologies offers great opportunities for education. There are varieties of resources on the Internet, which the teachers can use in their English curr
2、iculum. The present paper discusses how to integrate the ICT into the curriculum for English as a foreign language in middle schools. Supported by the Input and Output theory, the author points out that the Internet should become a necessary supplementary for English teaching and learning in middle
3、schools as the input resources and the output tools.Key words: Internet; Input; Output; English Teaching and Learning; Task-based Approach;因特网在中学英语教与学中的运用摘要：ICT的广泛应用给教育带来了新的机遇。就英语教学而言，因特网上有着浩如烟海的信息资源可供使用。本文主要讨论以输入、输出理论为依托，如何进行ICT与中学英语课程的整合。作者指出因特网可作为输入的资源以及输出的工具成为中学英语教与学不可或缺的一个补充部分，并探讨了如何通过因特网进行高中英语
4、课本的教学，以此来改变传统的教学模式，实现中学英语教与学的新模式。 1. IntroductionOur society is becoming an information society, in which information and communication technologies (ICT) have a great impact on society and education. With the wide application of the modern equipment and the Internet, more and more teachers are usin
5、g the multimedia computers and the Internet for their teaching. Were experimenting to integrate the ICT into our curriculum for English as a foreign language. During the training course delivered by Mr. David Eastment, I was taught the importance of communicative language teaching and the student-ce
6、ntered classroom. We started our experimental course in our school last year, trying to help the senior middle school students to develop new types of learning mode, which is expected to be more suitable and workable in the current situation with modern information resources. Its important that lear
7、ning to work with computers and understanding new technologies is assimilated into the curriculum and into teaching methods. But as for the moment being, we should see the Internet as a useful complement not replacement to conventional teaching. Students will improve their English speaking and writi
8、ng by means of listening and reading practice with the help of the ICT. Supported by the input and output theories, the teachers and the students try to develop an authentic English-using environment, where students listen and read a lot of real communicative English and therefore develop their abil
9、ity of English speaking and writing. The Internet is just the right place for both the teachers and the students to get in touch with the real-world English. If the teachers use it correctly and effectively, it will provide the students with lots of input resources and thus will improve the students
10、 output ability. 2. Internet in Practice2.1 Internet as Input Resources2.1.1 Internet as A Resource Storehouse The Internet provides us with authentic and real communicating English. Thats much better than those that are especially designed for textbooks. But for the first period of our experiment b
11、efore the training course given by Mr. David Eastment, we simply used the Internet to collect the information, such as pictures, audio, video and articles, which are related to our texts in SEFC Students books and then we copy them and arrange them into our Computer-Aided Instruction (CAI) coursewar
12、e. For example, “Earthquakes” and “Abraham Lincoln” (SEFC Students Book 1A) are the topics for class. Each topic has one passage. Before class we were drowned into the sea of resources on the Internet. We browsed , copied, downloaded, picked out some pictures, audio, video and fixed them into our CA
13、I courseware. Some software are used, such as the frontpage, word, powerpoint or authorware. Some of the websites we browsed for these two topics are as follows:Earthquakeshttp:/www.exploratorium.edu/faultline/index.htmlwhy an earthquake happen; 1906 San Francisco earthquake; Loma Prieta earthquake;
14、 building for the big earthquakes;Understanding EarthquakesGeneral earthquake resource displays common epicenter locations, explains how seismic activity occurs, and provides a history lesson.www.crustal.ucsb.edu USGS Earthquake Hazards Program - Earthquakes for KidsContaining educational activities
15、 and information about earthquakes, the USGS offers geophysical resources for students and teachers.earthquake.usgs.gov Further reading materialsPlate Tectonics: The Cause of EarthquakesAccess a University of Nevada, Reno lecture on plate tectonics. Includes a global earthquake map and a map of the
16、Earths solid surface.www.seismo.unr.edu FEMA FOR KIDS: EARTHQUAKESarthquakes are the shaking, rolling or sudden shock of the earth?s surface. Earthquakes happen along fault lines in the earth?s crust. Earthquakes can be felt over large areas although they usually last less than one minute. www.fema.gov http:/www.gps.caltech.edu/jing/earthquake_pictures/taiwan.htmlPictures of Taiwan Earthquakeshttp:/members.a
