DEVELOPMENT SKILLS

Karen Urrego Woo
Mind Map by Karen Urrego Woo, updated more than 1 year ago
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This document show information about english development

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DEVELOPMENT SKILLS
1 listening, speaking and reading
1.1 Scott and Treberg
1.1.1 listening
1.1.1.1 skill that children acquire first
1.1.1.1.1 teacher shold use phrases of everyday life
1.1.1.1.1.1 teacher have to repeat when student do not understant
1.1.1.1.1.1.1 lsitening and do (activities)
1.1.1.1.1.1.1.1 instrucions
1.1.1.1.1.1.1.1.1 copmmunication is the most important fact
1.1.1.1.1.1.1.1.1.1 student have to understand
1.1.1.1.1.1.1.2 put up your hand
1.1.1.1.1.1.1.2.1 oder for student to participate
1.1.1.1.1.1.1.2.1.1 1. model
1.1.1.1.1.1.1.2.1.1.1 show them precisely how you want them to raise their hand.
1.1.1.1.1.1.1.2.1.2 2. use the "how not" strategy
1.1.1.1.1.1.1.2.1.2.1 Your students need to be clear about what hand raising does and doesn’t look like.
1.1.1.1.1.1.1.2.1.3 3. practice
1.1.1.1.1.1.1.2.1.4 4. limit
1.1.1.1.1.1.1.2.1.4.1 controlling participation
1.1.1.1.1.1.1.2.1.5 5. ignore
1.1.1.1.1.1.1.2.1.5.1 If a student calls out and waves their hand at you, first ignore them
1.1.1.1.1.1.1.2.1.6 6. enforce
1.1.1.1.1.1.1.3 putting thing in order
1.1.1.1.1.1.1.3.1 Students have to order in sequence
1.1.1.1.1.1.1.4 mime stories
1.1.1.1.1.1.1.4.1 show stories with movement
1.1.1.1.1.1.1.5 listening and color
1.1.1.1.1.1.1.6 listeng for the mistakes
1.1.1.1.1.1.1.6.1 Students have to find errors
1.1.1.1.1.1.1.6.1.1 listening and find mistakes
1.1.1.1.1.1.1.7 moving about
1.1.1.1.1.1.1.7.1 student receives orders
1.1.1.1.1.1.1.8 drawing
1.1.1.1.1.1.1.8.1 listeng and draw
1.1.1.1.1.1.1.8.1.1 listening specific information
1.1.1.1.1.1.1.9 identifiying esercises
1.1.1.1.1.1.1.9.1 student have to choose picture with specific characteristics
1.1.2 SPEAKING
1.1.2.1 limitattions
1.1.2.1.1 difficulty expressing
1.1.2.2 we don't know what they want to say
1.1.2.3 finding the balance
1.1.2.3.1 guided activities
1.1.2.3.2 free expretion
1.1.2.4 correction
1.1.2.4.1 teacher should help the student when needed
1.1.2.5 using a mascot
1.1.2.5.1 It can be a bear
1.1.2.5.1.1 the purpose is to help students
1.1.2.5.1.1.1 to break the ice
1.1.2.6 drawing
1.1.2.6.1 Students should describe
1.1.3 reading
1.1.3.1 Literature is usually culturally bound
1.1.3.1.1 Before Reading Strategies
1.1.3.1.1.1 Previewing the text helps build background knowledge.
1.1.3.1.1.2 Introducing vocabulary first
1.1.3.1.1.3 Give students a purpose before they read.
1.1.3.1.1.4 pre-reading
1.1.3.1.2 During and After Reading Strategies
1.1.3.1.2.1 Read, Pause and Retell
1.1.3.1.2.2 Graphic Organizers
1.1.3.1.2.2.1 allow students t visual of ideas
1.1.3.1.2.3 Think alouds
2 the development of english listening and speaking skills
2.1 Carrasquillo
2.1.1 listening comprehesion
2.1.1.1 silent period
2.1.1.1.1 attentional factors during percentual processing are fundamental
2.1.1.1.1.1 stimating the sense of lexical inferences
2.1.1.1.1.2 constructing porporcional meanings
2.1.1.1.1.3 assuming a plausible intentuion for speaker's utterances
2.1.1.1.1.4 assining underlaying links in the discourse
2.1.1.1.1.5 assingning "based conceptual meaning" in the discurse
2.1.1.1.1.6 the teacher will be giving the instrucion and the student will perform the task
2.1.1.1.1.6.1 speaking in IES classroom
2.1.1.1.1.6.1.1 speking allows individuals to express themselves
2.1.1.1.1.6.1.1.1 teachers may like to discuss topics of ionterest to students
2.1.1.1.1.6.1.1.1.1 focusing on the topic
2.1.1.1.1.6.1.1.1.2 listening carefull
2.1.1.1.1.6.1.1.1.3 pasticipating as a speaker and as a listener
2.1.1.1.1.6.1.1.1.4 providing reasons for attitudes or opinions
2.1.1.1.1.6.1.1.1.5 encouraging others to contribute to the discussion
2.1.1.1.1.6.1.1.2 teacher has to promote
2.1.1.1.1.6.1.1.2.1 conversatrion
2.1.1.1.1.6.1.1.2.1.1 using languaje othes can understand
2.1.1.1.1.6.1.1.2.1.2 use an appropiate tone of voice
2.1.1.1.1.6.1.1.2.1.3 expressing ideas and responses clearly
2.1.1.1.1.6.1.1.2.1.4 listening others
2.1.1.1.1.6.1.1.2.2 pronunciation
2.1.1.1.1.6.1.1.2.2.1 vocavulary
2.1.1.1.1.6.1.1.2.2.1.1 preparing vocabulary list
2.1.1.1.1.6.1.1.2.2.1.2 learning words in context
2.1.1.1.1.6.1.1.2.2.1.3 praacticion vocabulary
2.1.1.1.1.6.1.1.2.2.1.4 words ,meaning, derivation.
2.1.1.1.1.6.1.1.2.2.2 emphasis in speech awareness
2.1.1.1.1.6.1.1.3 strategies for developing listening and speking skills
2.1.1.1.1.6.1.1.3.1 role play
2.1.1.1.1.6.1.1.3.1.1 exercise where student are assigned fictitius roles and have sime behaviors
2.1.1.1.1.6.1.1.3.1.1.1 student have to spesific characteristics
2.1.1.1.1.6.1.1.3.1.1.1.1 student use specific vocavulary
2.1.1.1.1.6.1.1.3.1.1.1.1.1 expressions
2.1.1.1.1.6.1.1.3.1.1.1.1.2 phrases
2.1.1.1.1.6.1.1.3.2 problem solving activities
2.1.1.1.1.6.1.1.3.2.1 student can examine case of problems
2.1.1.1.1.6.1.1.3.2.1.1 indentify solutions
2.1.1.1.1.6.1.1.3.2.1.1.1 analyze problems
2.1.1.1.1.6.1.1.3.2.1.1.1.1 decide on a course of action
2.1.1.1.1.6.1.1.3.3 magic triks
2.1.1.1.1.6.1.1.3.3.1 require practice
2.1.1.1.1.6.1.1.3.3.1.1 teaches use lenguaje when the explains
2.1.1.1.1.6.1.1.3.4 the video cassette and video camara
2.1.1.1.1.6.1.1.3.4.1 fun activiity
2.1.1.1.1.6.1.1.3.4.1.1 to represent a news porgram
2.1.1.1.1.6.1.1.3.5 other activities
2.1.1.1.1.6.1.1.3.5.1 pictures
2.1.1.1.1.6.1.1.3.5.1.1 use pictures and descrive verbs
2.1.1.1.1.6.1.1.3.5.2 use of classroom as a sourse of lenguaje
2.1.1.1.1.6.1.1.3.5.2.1 teach names of fortunier ans equipment
2.1.1.1.1.6.1.1.3.5.2.1.1 teacj direction in room
2.1.1.1.1.6.1.1.3.5.2.2 use clock and calendar to each time
2.1.1.1.1.6.1.1.3.5.2.2.1 use records and tapes
2.1.1.1.1.6.1.1.3.5.3 listening activities
2.1.1.1.1.6.1.1.3.5.3.1 read aloud
2.1.1.1.1.6.1.1.3.5.3.2 listening news in a good opportunity
2.1.1.1.1.6.1.1.3.5.4 actions routinis
2.1.1.1.1.6.1.1.3.5.4.1 - stand up - come here - open the door.
2.1.1.1.1.6.1.1.3.5.5 games
2.1.1.1.1.6.1.1.3.5.5.1 teaching choral speaking
2.1.1.1.1.6.1.1.3.5.5.2 acting out plays
2.1.1.1.1.6.1.1.3.5.5.3 pantomiming
2.1.1.1.1.6.1.1.3.5.5.3.1 where am I?
2.1.1.1.2 strategies in listening comprehesion
2.1.1.1.2.1 self- monitor
2.1.1.1.2.2 elaboration
2.1.1.1.2.3 infering
2.1.1.1.2.4
3 grammar
3.1 collect errors
3.1.1 common mistakes
3.2 self-talks.
3.2.1 correct an error on the board
3.3 guided note-taking
3.3.1 can help students who don’t have the best note-taking habits or lack note-taking experience
3.3.1.1 circle, underline, and draw arrows
3.3.1.1.1 for show mistakes
4 WRITTING
4.1 Pre-writing
4.1.1 Brainstorming
4.1.2 Word banks generated by the students
4.1.3 Drawing and sketching
4.1.4 Graphic organizers for eliciting
4.2 Drafting
4.2.1 Using notes taken during pre-writing activities
4.2.2 Sentence completions
4.2.3 Journal writing
4.3 Revising/editing
4.4 FRANCES HOCH
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