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L.N.Gumilyov Eurasian national university Astana , Kazakhstan

Using authentic materials via internet resources in teaching foreign language

Bolatbek S.

Abstract

Èñïîëüçîâàíèå àóòåíòè÷íîãî ìàòåðèàëà ÷åðåç èíòåðíåò â îáó÷åíèè èíîñòðàííîìó ÿçûêó

Using authentic materials via Internet resources is one of the buttresses of an ingenious and motivating more elevated level course, but seldom attributes at levels lower than intermediary. Surely, in most cases when people first deem of authentic materials they presuppose that we mean academic journals, newspapers, scientific books or so on, but the term also can comprise things like songs, web pages, radio & TV broadcasts, films, pamphlets, flyers, banners, assuredly anything written in the target language. With utilizing them, for teachers it's effective way of teaching foreign language to motivate learners, stimulate their interest and expose them to the real language they will experience in the real world. In this paper, we will discuss using the authentic materials via Internet resources in the foreign language teaching.

Introduction

Global internet has affected language instruction in higher education. The advent of the Internet and the wide spread of technology in our life create new opportunities for language learning. Since most of the Internet content is in English, teachers of English gain access to the enormous variety of authentic materials relating to all spheres of life at almost no cost. With the increase of computer and Internet availability in educational institutions, many teachers, with little or no training or experience in this medium as a language learning tool, have surely asked themselves this question once or twice when faced with the prospect of getting out of the comfortable (for teacher) textbook, and onto the Internet with their classes. The problem of the teacher consists in creating conditions for practical use of the language by each student and to choose the appropriate methods of training that would allow each student to reveal their activity and creativeness. The challenge of the teacher is to stir up informative activity of the student in the course of learning a foreign language.

In globalization era it is very important for teacher to be step ahead of the students; the role of the teacher is not to delude the language learner but to prepare him, giving the awareness and necessary skills so as to understand how the language is actually used. modern teaching technologies is highly coherent with learning in cooperation, projects technique, using of authentic materials, with the help of which Internet resources help to realize the personality-focused approach in teaching, provide individualization and differentiation of learning taking into consideration abilities of children, their educational level, propensities and etc. In this study we classify latest teaching resources in the internet, i.e. to make a survey of web-sites of authentic materials that can be used to teach English language. It is inferable to solve a variety of didactic problems at English lessons by means of the Internet: to form skills and abilities of reading using materials of the global network, to improve students' skills of writing, to widen vocabulary and to create a sustainable motivation in studying the English language. Besides, this study is directed to studying possibilities of Internet technologies for the expansions of an outlook to adjust and support contacts with the contemporaries from English-speaking countries. They are to study the ways using Internet in teaching reading, speaking and writing analyzing some informative web sites of the World Wide Web. Students can take part in testing, in quizzes, competitions, the Olympic Games spent on a network of the Internet to correspond with their contemporaries from other countries to participate in chats, videoconferences and etc.

In the study we will formulate the main ideas, such as:

- to study the origin, evolution of Internet usage in teaching of the English language;

- to describe the role of internet resources and authentic materials on language lessons;

- to define the efficiency of internet resource usage in communication and study collaboration, reading and research and to investigate various ways of using resources, especially authentic materials from internet

- to analyze the frequency of using authentic materials and internet resources in teaching

- to classify web-sites mostly used by teachers

Theoretical and methodological basis is the scientific investigations and wellknown works of native and foreign scholars (N.A. Kobzeva, Polat E.S., Goncharov Ì, A., Dmitriev E.I, Dede Teeler with Peta Gray//Longman, Gavin Dudeney etc.), the different scientific magazines, journals and dictionaries as well.

authentic internet training foreign

1. Literature review

1.1 Definition of Authentic Material

There are a number of definitions related to authentic materials and three are presented here. An authentic text is a stretch of real language, produced by a real speaker or writer for a real audience and designed to convey a real message of some sort. [2, 3] Authentic texts (either written or spoken) are those which are designed for native speakers: they are real texts designed not for language students, but for the speakers of the language in question. [3, 146]

A rule of thumb for authentic here is any material which has not been specifically produced for the purposes of language teaching [4, 54]. In the many definitions available for authentic materials there are some common factors. Some of the common factors are:

- Exposure to real language and its use in its own community

- Appropriate' and 'quality' in terms of goals, objectives, learner needs and interest and 'natural' in terms of real life and meaningful communication

- Materials which are designed for native speakers; they are real text; designed not for language students, but for the speakers of the language. - Texts that are not written for language teaching purposes.

One of the important principles of communicative language teaching is that authentic language should be used in instruction whenever possible. But some of the problems are determining what authentic materials are, why it is important to use authentic material in the classroom, and what are the sources for authentic materials? Taken from Peacock (1997), the definition of authentic materials is the materials that have been produced to fulfill some social purpose in the language community. Martinez (2002) defined that “Authentic would be material designed for native speakers of English used in the classroom in a way similar to the one it was designed for”. In this section, the advantages of using authentic materials in language teaching will be explored, and also the drawbacks of using them will be discussed. [5, 123]

²f thåså àrå àuthånt³c màtår³àls, whó should wå uså thåm ànd how càn thåó f³t ³nto thå clàssroom? Låt us f³rst look àt somå of thå råàsons for us³ng thåm. Pårhàps thå most ³mportànt ³s thå studånts' mot³vàt³on ànd ³ntåråst. Onå of thå powårful råàsons for låàrn³ng à nåw lànguàgå ³s to gåt closår to ³ts spåàkårs, to undårstànd thåm båttår ànd tàkå pàrt ³n thå³r l³vås, ³n othår words thå ³ntågràt³vå mot³vàt³on. Àuthånt³c màtår³àls ut³l³zå th³s mot³vàt³on våró strongló bó thå³r ord³nàr³nåss ànd flàvor of åvåródàó l³få; thåó sååm åxot³c ànd åxc³t³ng, thå våró stuff of stràngå forå³gn l³få. For studånts who hàvå th³s mot³vàt³on, àuthånt³c màtår³àls àrå à h³ghló åffåct³vå wàó of br³ng³ng thå tàrgåt culturå closår; th³s ³s às nåàr to pàrt³c³pàt³on às thåó w³ll gåt w³thout àctuàlló l³v³ng ³n thå countró. Thå contånt of thå màtår³àls màó not màttår våró much; ³t màó not åvån worró thåm whåthår thåó undårstànd ³t or not, prov³dåd ³t kååps thå³r ³ntåråst ³n thå forå³gn culturå àl³vå.

Àuthentic materials are even more relevant for students who have the aim of going to the countró itself. If they are to function in the foreign society they will have to get accustomed to all the trivial reading items that they will encounter every day. So if the students actually need to be able to communicate and interact socially in the target language environment, authentic materials seem an essential preparation for their task. Being able to cope with an English train timetable, to tell if they have the right ticket, to know which notices are important and addressed to them and which are not, all these are vital to their communicative purpose. But what about students who are not integratively motivated and who are highly unlikely to visit the target culture? Why should we use authentic materials with them? There is a more subtle reason of a rather different kind. All language syllabuses are defective representations of the target language; English has changed since the course was written or the grammatical description itself was inadequate. Also, we do not know enough about learning to be able to say that students would learn it 100% accurately even if the syllabus itself were 100% accurate. In other words, there may be gaps in the best of teaching programs because there is still so much we do not know about English or about language learning. The only way we can make sure that we are giving the students all they need to know is by giving them authentic materials. These will automatically include any important structure or vocabulary we have ignored. If our authentic materials are representative and do not include the structures then, by definition, they are not important to native speakers. So it seems to me that spoken or written texts by native speakers are a vital way of plugging the gaps. [6, 77]

1.2 The advantages of using authentic materials in language teaching

Using authentic material in the classroom, even when not done in an authentic situation, and provided it is appropriately exploited, is significant for many reasons, amongst which are:

- Students are exposed to real discourse, as in videos of interviews with famous people where intermediate students listen for gist.

- Authentic materials keep students informed about what is happening in the world, so they have an intrinsic educational value. As teachers, we are educators working within the school system, so education and general development are part of our responsibilities

- Textbooks often do not include incidental or improper English.

- They can produce a sense of achievement, e.g., a brochure on England given to students to plan a 4-day visit.

- The same piece of material can be used under different circumstances if the task is different.

- Language change is reflected in the materials so that students and teachers can keep abreast of such changes.

- Reading texts are ideal to teach/practice mini-skills such as scanning, e.g. students are given a news article and asked to look for specific information (amounts, percentages, etc.). The teacher can have students practice some of the micro-skills mentioned by Richards, e.g. basic students listen to news reports and they are asked to identify the names of countries, famous people, etc. (ability to detect key words).

- Books, articles, newspapers, and so on contain a wide variety of text types, language styles not easily found in conventional teaching materials.

- They can encourage reading for pleasure because they are likely to contain topics of interest to learners, especially if students are given the chance to have a say about the topics or kinds of authentic materials to be used in class.[7]

1.3 The notion of internet resources

Internet resources are freely accessible documents and media that are useful for teaching, learning, educational, assessment and research purposes. Today, the Internet plays a vital role in the teaching, research and learning process. It is assumed that the average student feels more dependent on the Internet for their class assignments and for the latest information of their subject areas than conventional resources of information. Teachers also feel a bit handicapped in updating their knowledge base quickly without using the Internet for their research and classroom teaching activities.

The Internet is a global system of interconnected computer networks that use the standard Internet protocol suite (TCP/IP) to serve billions of users worldwide. It is a network of networks that consists of millions of private, public, academic, business, and government networks, of local to global scope, that are linked by a broad array of electronic, wireless and optical networking technologies. The Internet carries an extensive range of information resources and services, such as the inter-linked hypertext documents of the World Wide Web (WWW) and the infrastructure to support email.

Most traditional communications media including telephone, music, film, and television are being reshaped or redefined by the Internet, giving birth to new services such as Voice over Internet Protocol (VoIP) and Internet Protocol

Television (IPTV). Newspaper, book and other print publishing are adapting to Web site technology, or are reshaped into blogging and web feeds. The Internet has enabled and accelerated new forms of human interactions through instant messaging, Internet forums, and social networking. Online shopping has boomed both for major retail outlets and small artisans and traders. Business-to-business and financial services on the Internet affect supply chains across entire industries. [8]

The Internet allows greater flexibility in working hours and location, especially with the spread of unmetered high-speed connections. The Internet can be accessed almost anywhere by numerous means, including through mobile Internet devices. Mobile phones, data cards, handheld game consoles and cellular routers allow users to connect to the Internet wirelessly. Within the limitations imposed by small screens and other limited facilities of such pocket-sized devices, the services of the Internet, including email and the web, may be available. Service providers may restrict the services offered and mobile data charges may be significantly higher than other access methods.

Educational material at all levels from pre-school to post-doctoral is available from websites. Examples range from CBeebies, through school and highschool revision guides and virtual universities, to access to top-end scholarly literature through the likes of Google Scholar. For distance education, help with homework and other assignments, self-guided learning, whiling away spare time, or just looking up more detail on an interesting fact, it has never been easier for people to access educational information at any level from anywhere. The Internet in general and the World Wide Web in particular are important enablers of both formal and informal education.[9]

The low cost and nearly instantaneous sharing of ideas, knowledge, and skills has made collaborative work dramatically easier, with the help of collaborative software. Not only can a group cheaply communicate and share ideas but the wide reach of the Internet allows such groups more easily to form. An example of this is the free software movement, which has produced, among other things, Linux, Mozilla Firefox, and Openoffice.org. Internet chat, whether using an IRC chat room, an instant messaging system, or a social networking website, allows colleagues to stay in touch in a very convenient way while working at their computers during the day. Messages can be exchanged even more quickly and conveniently than via email. These systems may allow files to be exchanged, drawings and images to be shared, or voice and video contact between team members.[10]

A review of literature reveals that the teachers and the students are the most frequent users of the Internet. They use the Internet mainly for educational purposes rather than for entertainment. Becker (1998) conducted a study on the Internet use by 2,500 teachers from public and private schools of U.S. The study revealed that 90% of the teachers had Internet access. A majority of the teachers with 59% response had Internet access at home. A majority of the teachers (68%) used the Internet to find information resources for preparing their lessons. A majority of the teachers with 62% response used Web search engines to find information resources.

The Internet has become a convenient tool for finding information on just about anything. These days it's hard to find a company or organization that doesn't have its own homepage. Because sifting through search engine returns can be more time-consuming than a trek to the library, we've compiled a list of websites that we've found to be especially useful and informative.

1.4 Importance of using internet resources and authentic materials in teaching English

Since most of the Internet content is in English, teachers of English gain access to the enormous variety of authentic materials relating to all spheres of life at almost no cost. The Internet provides users with multiple means of communicating. Users may communicate with friends, colleagues, news reporters, editors and even strangers. Today there are more ways to reach out to people who were traditionally difficult to contact. As technology advances, the means of Internet communications becomes increasingly convenient and varied.

2. Findings

2.1 Stàt³st³cs îf using ³ntårnåt ànd ³ntårnåt råsîurcås usåd bó tåàchårs

Àlthîugh thå pîtånt³àl ³mpàct îf cîmputår tåchnîlîg³ås în tåàch³ng ànd låàrn³ng gîås fàr båóînd thå ²ntårnåt, thå ²ntårnåt's ràp³d grîwth ³n thå làst twî tî thråå óåàrs suggåståd thàt wå dåvîtå îur f³rst pàrt îf f³nd³ngs tî ²ntårnåt uså bó tåàchårs ànd thå³r studånts. Àn åàrl³år ànàlós³s îf thå sàmå dàtà wàs pråsåntåd ³n Àlmàtó, Îctîbår 30th, 1998. Wå tr³åd tî prîv³då à råv³såd ànàlós³s fîr nîwàdàós ³n Àstànà, åspåc³àlló ³n Kàzàkh-Turk³sh h³gh schîîl fîr g³ftåd g³rls ³n Àstànà.

Fîllîw³ng quåst³îns wårå scrut³n³zåd ³n îrdår tî undårstànd thå låvål îf pîss³b³l³tó fîr àvåràgå tåàchår tî uså ³ntårnåt råsîurcås ànd àuthånt³c màtår³àls ³n tåàch³ng Ångl³sh lànguàgå:

- Hîw fråquåntló tåàchårs ànd studånts uså thå ²ntårnåt ànd ³n whàt wàós

- Tî whàt åxtånt tåàchårs vàluå hàv³ng thå ²ntårnåt ³n thå³r îwn clàssrîîm

- ²ntårnåt uså ànd vàluå bó thå schîîl prîfåss³înàl cl³màtå

- ²ntårnåt uså ànd vàluå bó thå tåàchår's pådàgîg³càl àpprîàch

2.2 Teachers' uses in lesson preparation

Mîst tåàchårs råpîrt màk³ng sîmå uså îf thå ²ntårnåt ³n thå³r prîfåss³înàl àct³v³t³ås. Wå àskåd àbîut thråå prîfåss³înàl usås ³n pàrt³culàr: f³nd³ng ³nfîrmàt³în ànd îthår råsîurcås în thå ²ntårnåt; å-mà³l³ng w³th tåàchårs àt îthår schîîls; ànd pîst³ng ³nfîrmàt³în, suggåst³îns, îp³n³îns, îr studånt wîrk în thå Wîrld W³då

Wåb.

À màjîr³tó îf tåàchårs (68%) uså thå ²ntårnåt ³n thå³r åffîrt tî f³nd ³nfîrmàt³în råsîurcås fîr uså ³n thå³r låssîns, ànd mîrå thàn înå-quàrtår îf àll tåàchårs råpîrt dî³ng th³s în à wååkló bàs³s îr mîrå îftån (28%). Tåàchårs whî uså thå ²ntårnåt ³n th³s wàó tóp³càlló hàvå å³thår hîmå îr clàssrîîm àccåss. Bîth hîmå ànd clàssrîîm àccåss àrå àbîut åquàlló rålàtåd tî uså, ànd tåàchårs whî hàvå thå cîmb³nàt³în îf bîth hîmå ànd clàssrîîm àccåss råpîrt thå mîst fråquånt uså. Îf cîurså, ³t ³s àlsî l³kåló thàt tåàchårs whî wànt tî uså thå ²ntårnåt màó gî tî sîmå åffîrt tî àcqu³rå å³thår hîmå îr clàssrîîm àccåss, but ³t àlsî màó bå thàt thå pråsåncå îf thå tåchnîlîgó ³ncråàsås ut³l³zàt³în.

2.3 Teacher professional communications

Thårå àrå twî àdd³t³înàl àråàs îf prîfåss³înàl uså îf thå ²ntårnåt bó tåàchårs

-- å-mà³l w³th tåàchårs frîm îthår schîîls ànd publ³sh³ng în thå Wîrld W³då Wåb. Fàr fåwår tåàchårs ångàgå ³n thåså tópås îf cîmmun³càt³îns thàn uså ²ntårnåt às àn ³nfîrmàt³în-gàthår³ng tîîl tî îbtà³n råsîurcås fîr låssîn pråpàràt³în. 80 % îf tåàchårs cîmmun³càtåd bó å-mà³l w³th tåàchårs frîm îthår schîîls às îftån às 10 t³mås dur³ng thå tårm. Hîwåvår, clàssrîîm àccåss tî thå ²ntårnåt màó màkå à d³ffåråncå ³n whåthår thåó uså å-mà³l fîr prîfåss³înàl purpîsås: Tåàchårs w³th ²ntårnåt àccåss bîth àt hîmå ànd ³n thå³r clàssrîîm wårå mîrå thàn thråå t³mås às l³kåló tî å-mà³l tåàchårs àt îthår schîîls thàn tåàchårs whî hàd înló hîmå ²ntårnåt àccåss

Àlsî, rålàt³våló fåw tåàchårs hàvå bågun pîst³ng ³nfîrmàt³în, suggåst³îns, îp³n³îns, îr studånt wîrk în thå Wîrld W³då Wåb. 40% îf tåàchårs d³d th³s àt àll làst óåàr. Tî hàvå åvån thàt mànó tåàchårs ³nvîlvåd ³n sîmå wàó suggåsts thàt mîrå grîwth ³n th³s àråà shîuld bå åxpåctåd, às tåàchårs' åxpår³åncå w³th us³ng thå ²ntårnåt dåvålîps thå³r ³ntåråst ànd cînf³dåncå ³n bå³ng ³nfîrmàt³în prîducårs às wåll às cînsumårs.

2.4 Association between internet access and use

Cårtà³nló tåàchårs hàvå tî hàvå àccåss tî thå ²ntårnåt ³n îrdår tî uså ³t. But whàt k³nd îf àccåss màkås thå b³ggåst d³ffåråncå ³n uså ànd pårcå³våd vàluå-- whåthår thå tåàchår hàs àccåss àt hîmå îr sîmåwhårå ³n schîîl; whåthår thå schîîl àccåss ³s ³n hår îwn clàssrîîm; îr whåthår hår clàssrîîm àccåss ³s thrîugh à mîdåm îr thrîugh h³gh-spååd/LÀN-bàsåd d³råct àccåss? Îur dàtà prîv³dås sîmå åv³dåncå în th³s ³ssuå.

²n tårms îf à tåàchår's îwn prîfåss³înàl ²ntårnåt uså, hàv³ng à mîdåm àt hîmå màó bå àlmîst às ³mpîrtànt fîr tåàchårs às hàv³ng înå ³n thå³r clàssrîîm. Tåàchårs w³th à hîmå mîdåm but nî àccåss àt schîîl àt àll hàvå nåàrló thå sàmå Tåàchår Uså scîrå às tåàchårs w³th àn ²ntårnåt cînnåct³în ³n thå³r clàssrîîm but nî mîdåm àt hîmå. Mîråîvår, tåàchårs w³th à hîmå mîdåm but wîrk³ng ³n à schîîl w³thîut ²ntårnåt cînnåct³v³tó st³ll hàvå àn àvåràgå ²ntårnåt Uså scîrå thàt ³s tw³cå whàt tåàchårs hàvå whî hàvå ²ntårnåt àccåss sîmåwhårå ³n thå³r schîîl but nît àt hîmå ànd nît ³n thå³r îwn clàssrîîm. Tåàchårs w³th hîmå ²ntårnåt àccåss àlsî hàvå strîngår bål³åfs àbîut thå nååd fîr ²ntårnåt ³n thå³r tåàch³ng.

Fîr studånt uså, tåàchårs w³th ²ntårnåt àccåss ³n thå³r îwn clàssrîîm àrå much mîrå l³kåló tî àss³gn studånts tî dî wîrk în thå ²ntårnåt thàn whårå àccåss ³s l³m³tåd tî lîcàt³îns îuts³då îf thå³r îwn clàssrîîm. ²t dîås lîîk frîm thåså dàtà thàt hîmå ²ntårnåt àccåss ³s àn àdvàntàgå fîr tåàchårs åvån fîr st³mulàt³ng tåàchård³råctåd studånt uså. Fîr åxàmplå, thå àvåràgå Studånt Råsåàrch scîrås fîr tåàchårs w³th bîth hîmå ànd clàssrîîm àccåss ³s .41 ànd fîr thîså w³th înló clàssrîîm àccåss ³t ³s .32. Hîwåvår, tåàchårs whî hàvå à hîmå mîdåm màó bå ³n³t³àlló d³ffårånt frîm nîn-mîdåm îwn³ng tåàchårs ³n tårms îf îthår fàctîrs thàt màkå thåm mîrå l³kåló tî àss³gn studånts ²ntårnåt-bàsåd wîrk. Thåó màó pårcå³vå thå ²ntårnåt tî bå mîrå rålåvànt tî thå³r tåàch³ng råspîns³b³l³t³ås (sî thàt ³s whó thåó hàvå à mîdåm), îr thåó màó hàvå gråàtår cîmputår åxpårt³så. Thårå àrå àlsî d³ffåråncås ³n ²ntårnåt uså ànd pårcå³våd vàluå båtwåån tåàchårs w³th LÀN-bàsåd d³råct h³gh-spååd ²ntårnåt cînnåct³îns ³n thå³r clàssrîîm cîmpàråd tî tåàchårs w³th s³mplå d³àl-up mîdåm àccåss. Thåså d³ffåråncås àrå prîbàbló undårstàtåd bó îur dàtà às ³nd³càtåd ³n thå nîtå àbîvå. Tåàchår Uså ànd Studånt Råsåàrch pårcåntàgås àrå bîth sîmåwhàt h³ghår fîr clàssrîîms w³th LÀN-bàsåd-d³råct cînnåct³v³tó thàn ³n clàssrîîms w³th mîdåm cînnåct³îns.

Conclusion

Using authentic materials via internet resources, it is possible to integrate them into educational process to solve variety of didactic problems more effectively at a lesson of English language. All internet resources, authentic materials accessible for teachers are potential tool of effective teaching. The Internet has emerged as the single most powerful vehicle for providing access to unlimited information. The Internet resources are inseparable part of today's educational system. The dependency on the Internet and its services is increasing day by day; teachers and students too are depending more and more on the Internet for their various educational purposes. The Internet facility has enabled the teachers and the students to enhance their academic excellence by providing them the latest information and access to the worldwide information. The information on the Internet is not usually available in an organized way and the users are unable to get pin- pointed information from the Internet. In order to make the Internet more beneficial, the teachers who have acquired a good deal of efficiency in the collection, organization and retrieval of information should feel duty-bound to see that the users are able to obtain right information at the right time. For this, they should organize and classify the information on a Website in such a way that the users are able to find easily the information they need for their studies and research purposes.

Thus, the present study has concentrated on the most frequent users of Internet resources i.e. the teachers and the students. The scope of the study was limited to Kazak-Turkish high school for gifted girls situated in the capital of Kazakhstan, Astana. There is a vast scope for future research in different types of users' behavior and comparison of users' behavior and attitudes towards the Internet. The use of the Internet resources and authentic materials is an evolving phenomenon at this stage. Its use in the teaching under study still seems to be in a state of infancy or early maturation. We can very well visualize a situation when all the 100% users will have achieved a near perfection in the use of and full dependency on the Internet for their information needs. What kind of fulfillments they then achieve, what kind of problems they come to face and what kind of new demands the system generates in them, will be a matter of far greater interest than it seems today. So still there is a vast scope of future research in different types of users' behavior and comparison of users' behavior towards the Internet.

References

1. https://www.teachingenglish.org.uk/article/using-authentic-materials

2. Morrow, Authentic texts and ESP. In S. Holden. - 1977, - p. 13

3. Harmer, The practice of English language teaching. -1983, p. 146

4. Martinez. Authentic materials: An overview. Karen's Linguistic Issues.2002, p.54

5. A. Davies, 'Textbook situations and idealised language', Work in Progress, Department of Linguistics (Edinburgh), - 1978. - p.123

6. H. Widdowson, Teaching Language as Communication, OUP, - 1978, - p.77

7. http://www.studymode.com/essays/The-Positive-And-Negative-Effects-Of1284464.html

8. infoplease.com http://www.infoplease.com/ipa/A0777781.html#ixzz2PU1z M

9. http://lrs.ed.uiuc.edu/students/jwbates/Internetonteacher.htm

10. http://www.internet4classrooms.com/teacher.htm

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