• If the class only has limited access to an Internet computer, you can print out the desired pages and then photocopy enough for everyone in the class.
• You could also copy sections of this site and paste them into a word processor. You are free to edit the text, according to the class's level, before giving it to the class, either printed or as a computer file. Please be careful not to change the content of the text while you are editing.

Online:

• Note that each page in this site, except the main menu, opens in its own window. This means you will never accidently lose the main menu. Unless you close the main menu, it will stay "in the background". 
• The pages in this site can be used as full screens or as reduced screens.
• One productive way to work online is to split your screen horizontally. 
• First, close all windows except the desired web page and a word processor. 
• Then right-click between the icons on the tray at the bottom of the screen. 
• Choose "Tile Windows Vertically". 
• Now you can read the web page on one side of the screen and do your work on the other side of the screen. (For example, you can copy-and-paste the questions from the bottom of the reading passages into the word processor next to it. )
• Remember to SAVE your work on the word processor periodically!
• You can listen to the text by downloading and using the free version of "ReadPlease" from www.readplease.com. (There are other better quality Text-To-Speech programs, but ReadPlease is probably the best free one.)

A note about the Grammar Lessons:

• The grammar pages in this site are review lessons. They should be used after the topic of Conditional Sentences has been introduced and taught in class. The material in this web site can be used to reinforce those lessons, within the context of the reading comprehension passages. 
• The general review of Conditionals I, II, and III is presented in two formats. If you find that your computer will not present the material correctly formatted for the screen, please try the other option. This is a result of cross-browser and cross-version problems beyond our control.
  

A note about Student Projects:

• More than ever, teachers have been encouraged to use Constructivist practices while teaching. This means that the students actively construct their own knowledge, rather than passively listening to the teacher transfer information to the class. One of the outstanding methods of allowing students to constuct their own knowledge is the use of project-based learning- either in groups or individually. By participating in well constructed projects, students learn to analyze a topic, search for information about that topic in various sources, evaluate and organize the information found in the sources, and create final presentations in a number of modes (written reports, multi-media presentations, Web sites, oral presentations, etc.). In this way, the students experience the process of finding and using information in the real world, teamwork (if the project is done in groups), and presentation of their finds to a real audience (other than the teacher). These are educational processes that will help the students both in future academic, professional, and social settings.
• Please note that the web page that explains the project is addressed to the students, but in fact, the language may be too complex for the students in your class. The teacher should decide how to explain the project to the students, either by simplifying the instructions, translating them, or a mixture of both. Of course, the teacher can simplify the project itself, but it is recommended that the teacher maintain the structure of the project.
• In the same way, the sample check list and rubrics that are accessed from the project page can be modified as needed for your class.