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Figure1.4.AsamplescreenfromacustomcreatedWebtourusingTourMakersoftware
(http://www.field-guides.com).
•providestep-by-steptaskstoaccomplish;
•havestudentsgathertextandimagestomakeascrapbook;
•stateameasurableobjectivefortheculminatingactivity;
•placeatimelimitonthetrip;
•viewallmonitorscreensinusefromonevantagepointandusetheHistoryfolder
toseewhereabrowserhasbeen;
•haveatleastonefollow-uplessonafterthetrip.
Furthermore,therearecertainpitfallsthataretobeavoidedwhenimplementingthis
typeofactivityinlanguageteaching.Thus,itisofparamountimportancenottoallow
studentstowanderonlineontheirown,asthepurposeofthistypeofactivityistostructure
students'Internettimeasmuchaspossibletomaximisetheirlearningexperience,which
isespeciallyvaluablewhenthereislittleInternettimeavailable.Also,siteswhichare
usedneedtobeproperlyevaluatedingreatdetail,sothattheselectionisfullyrelevant,
bothtostudents'languageproficiency,theirinterestsandthelogisticalconsiderations
(thetypeofinputinreferencetotheInternetconnectionspeed).
Teachersneedtomakealleffortpossibletoembedthetelefieldtripactivityinthe
languagelesson,addingproperpre-andpost-stageactivities,inordertomakeitafully