THE FOURTH SKILLS (Harmer, J. 2007)

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Mind Map on THE FOURTH SKILLS (Harmer, J. 2007), created by canturim on 02/26/2016.

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THE FOURTH SKILLS (Harmer, J. 2007)
1 PRODUCTIVE SKILLS
1.1 SPEAKING
1.1.1 CONNECTED SPEECH
1.1.1.1 Activities to prove students real life's situations (DISCUSISONS AND QUESTIONARIES)
1.1.1.1.1 TEACHER AS A PROMPTER (Suggest things to make them be able to communicate)
1.1.1.1.1.1 TEACHER ALWAYS MUST BE A FEEDBACK PROVIDER WITH DISCRETE CHANGES TO HELP STUDENTS TO IMPROVE THEMSELVES
1.1.2 EXPRESSIVE DEVICES
1.1.2.1 Activities which include non-verbal language and specific treats of language as stress... (ROLE PLAYS, READING ALOUD, ACTING FROM A SCRIPT)
1.1.2.1.1
1.1.3 LEXIS AND GRAMMAR
1.1.3.1 Activities to give students specific vocabulary to communicate (PREPARED TALKS, ACTING FROM A SCRIPT)
1.1.3.1.1 TEACHER AS A PARTICIPANT (Animates and gives examples to encourage students)
1.1.3.1.1.1
1.1.4 NEGOTIATION LANGUAGE
1.1.4.1 Activities to make them learn new words and different ways to say things (COMMUNICATION GAMES AS FLASHCARDS TO MEAN THEM)
1.1.4.1.1
1.2 WRITING
1.2.1 WRITING CONVENTIONS
1.2.1.1 Writing includes conventions as grammar, vocabulary, issues of letter, word and text information, expressed in hardwriting, spelleing, layout and punctuation
1.2.1.1.1 HARDWRITING
1.2.1.1.1.1
1.2.1.1.1.1.1
1.2.1.1.1.2 Personal issue, which influence the reader against the writer a problem which is solve by practicing
1.2.1.1.2 SPELLING
1.2.1.1.2.1 It does not affect the understanding of a written message, but if it is not good developed by students is an evidence of lack in education
1.2.1.1.2.1.1
1.2.1.1.2.2 It does not affect the understandong of a text but it shows an evident lack on education
1.2.1.1.3 LAYOUT AND PUNCTUATION
1.2.1.1.3.1 those conventions around how to write letters, reports, publicity etc. These are frequently non-transferable from a language to other
1.2.1.1.3.2 Conventions around how to write letters, reports, publicity etc. These are frequently non-tranferable from a language to other
1.2.2 APPROACHES TO STUDENT WRITING
1.2.2.1 As an important act from us as teachers is give different roles to the writing activities, shows the different steps and vatierty around writing skill
1.2.2.1.1 PROCESS AND PRODUCT
1.2.2.1.1.1 What are we going to focus on?
1.2.2.1.1.1.1 Process: -Pre-writing, editing, redrafting, publishing
1.2.2.1.1.1.1.1 To Ron White and Valerie Arndt the model was:
1.2.2.1.2 WRITING AND GENRE
1.2.2.1.2.1 Examples are necessary to them understand how a busness or a scientific text is written, teach them how to cronstruct and use specific language (pre-writing), all this with specific communicative purposes: Knowledge, conventions, style, genre, context.
1.2.2.1.3 CREATIVE WRITING
1.2.2.1.3.1 Imaginative tasks is a motivational approach where students felt a "kind of achievement". Activities of self-discovery with effective larning giving a lear input and output,
1.2.2.1.4 WRITING AS A COOPERATIVE ACTIVITY
1.2.2.1.4.1 Gives a more detail and constructive feedback, a biggest genereation of ideas. We do not only have our subjective perspective of what are we writing. "two brains work better than one": Better research, discussion, peer evaluation, group accomplishment
1.2.2.1.5 USING THE COMPUTER
1.2.2.1.5.1 Using it we will not see hardwriting issues, useful to work faster and easier, it can correct poor spelling, and is easier visually to appresiate the text. And of course the opportunity to communicate with wherever person in wherever place
1.2.2.1.6 THE ROLE OF THE TEACHER
1.2.2.1.6.1 MOTIVATOR: Invite to create, sugest a biggest effor.
1.2.2.1.6.2 RESOURSE: Supply information, follow their progress, affering advice.
1.2.2.1.6.3 FEEDBACK PROVIDER: Special care and respond positively.
1.2.3 WRITING LESSON SEQUENCE
1.2.3.1 Is important be aware of student's level, needs, context, resources etc. where activities must have a specific goal and will follow a sequence, going from the easier part to the hardest. Following a process where they will learn step by step how to write, how to connect previous knowlege, create loger and more complete texts, until be able to manage different styles, genres etc.
2 RECEPTIVE SKILLS
2.1 READING
2.1.1 Extensive
2.1.1.1 Complete programme with materials, guidance, tasks and facilities with libraries
2.1.2 Intensive
2.1.2.1 Teacher's roles
2.1.2.1.1 Organiser
2.1.2.1.1.1 Reading purposes with clear instructions
2.1.2.1.2 Observer
2.1.2.1.2.1 Let students read in their own
2.1.2.1.3 Feedback organiser
2.1.2.1.3.1 Feedback sessions to make students understand the reading
2.1.2.1.4 Prompter
2.1.2.1.4.1 Make students notice language features
2.1.3 Vocabulary question
2.1.3.1 Time limit
2.1.3.1.1 Specific time for vocabulary enquiry
2.1.3.2 Word/ phrase limit
2.1.3.2.1 Specific amount of words or phrases to answer
2.1.3.3 Meaning consensus
2.1.3.3.1 Cooperative learning to find new words' meanings
2.1.4 Reading sequences
2.1.4.1 Different kind of activities to stimulate student's intentions to read, with different ways to test reading comprehension
2.2 LISTENING
2.2.1 Process
2.2.1.1 Bottom- up
2.2.1.1.1 Infer meaning
2.2.1.1.1.1 Context
2.2.1.1.1.2 Prior Knowledge
2.2.1.2 Top Down
2.2.1.2.1 Knowledge about the language
2.2.1.2.1.1 Non verbal behavior
2.2.1.2.1.2 Lexical
2.2.1.2.1.3 Pauses / Stress
2.2.2 Language input
2.2.2.1 Extensive
2.2.2.1.1 Teacher encourages students to make their own choices
2.2.2.1.1.1 Significant effect
2.2.2.1.1.2 Cds / Cassette
2.2.2.1.1.3 Audiobooks
2.2.2.1.1.4 Websides / MP3
2.2.2.1.1.5 Films / videos
2.2.2.1.1.6 Calm down students
2.2.2.1.1.7 Music
2.2.2.2 Intensive
2.2.2.2.1 Material desinged by
2.2.2.2.1.1 Teacher'
2.2.2.2.1.1.1 Organiser
2.2.2.2.1.1.1.1 Clear instructions
2.2.2.2.1.1.2 Machine operator
2.2.2.2.1.1.2.1 test, take decisions and know the audio
2.2.2.2.1.1.3 Feedback provider
2.2.2.2.1.1.4 Prompter
2.2.2.2.1.1.4.1 Provoke awarness of language
2.2.2.2.1.2 +
2.2.2.2.1.2.1 Unknown voices in real situations
2.2.2.2.1.2.2 Cheap
2.2.2.2.1.3 -
2.2.2.2.1.3.1 Poor acustic, speed, lack of interactuion
2.2.2.2.1.3.1.1 LEIDY BEJARANO ARENAS - FERNANDA MORALES TORRES - LAURA ESPINOSA CIFUENTES - CAMILO ANTURI MURCIA - VICTOR ALFONSO SANDOVAL
2.2.2.3 Lessons sequences
2.2.2.3.1 Live listening
2.2.2.3.1.1 Reading aloud
2.2.2.3.1.2 Sttory-telling
2.2.2.3.1.3 Conversations
2.2.2.3.1.4 Interviews
2.2.2.3.2 Getting events
2.2.2.3.3 Taking messanges
2.2.2.3.4 Jigsam listening
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