Karen Urrego Woo
Mind Map by Karen Urrego Woo, updated more than 1 year ago


This document show information about english development

Resource summary

1 listening, speaking and reading
1.1 Scott and Treberg
1.1.1 listening skill that children acquire first teacher shold use phrases of everyday life teacher have to repeat when student do not understant lsitening and do (activities) instrucions copmmunication is the most important fact student have to understand put up your hand oder for student to participate 1. model show them precisely how you want them to raise their hand. 2. use the "how not" strategy Your students need to be clear about what hand raising does and doesn’t look like. 3. practice 4. limit controlling participation 5. ignore If a student calls out and waves their hand at you, first ignore them 6. enforce putting thing in order Students have to order in sequence mime stories show stories with movement listening and color listeng for the mistakes Students have to find errors listening and find mistakes moving about student receives orders drawing listeng and draw listening specific information identifiying esercises student have to choose picture with specific characteristics
1.1.2 SPEAKING limitattions difficulty expressing we don't know what they want to say finding the balance guided activities free expretion correction teacher should help the student when needed using a mascot It can be a bear the purpose is to help students to break the ice drawing Students should describe
1.1.3 reading Literature is usually culturally bound Before Reading Strategies Previewing the text helps build background knowledge. Introducing vocabulary first Give students a purpose before they read. pre-reading During and After Reading Strategies Read, Pause and Retell Graphic Organizers allow students t visual of ideas Think alouds
2 the development of english listening and speaking skills
2.1 Carrasquillo
2.1.1 listening comprehesion silent period attentional factors during percentual processing are fundamental stimating the sense of lexical inferences constructing porporcional meanings assuming a plausible intentuion for speaker's utterances assining underlaying links in the discourse assingning "based conceptual meaning" in the discurse the teacher will be giving the instrucion and the student will perform the task speaking in IES classroom speking allows individuals to express themselves teachers may like to discuss topics of ionterest to students focusing on the topic listening carefull pasticipating as a speaker and as a listener providing reasons for attitudes or opinions encouraging others to contribute to the discussion teacher has to promote conversatrion using languaje othes can understand use an appropiate tone of voice expressing ideas and responses clearly listening others pronunciation vocavulary preparing vocabulary list learning words in context praacticion vocabulary words ,meaning, derivation. emphasis in speech awareness strategies for developing listening and speking skills role play exercise where student are assigned fictitius roles and have sime behaviors student have to spesific characteristics student use specific vocavulary expressions phrases problem solving activities student can examine case of problems indentify solutions analyze problems decide on a course of action magic triks require practice teaches use lenguaje when the explains the video cassette and video camara fun activiity to represent a news porgram other activities pictures use pictures and descrive verbs use of classroom as a sourse of lenguaje teach names of fortunier ans equipment teacj direction in room use clock and calendar to each time use records and tapes listening activities read aloud listening news in a good opportunity actions routinis - stand up - come here - open the door. games teaching choral speaking acting out plays pantomiming where am I? strategies in listening comprehesion self- monitor elaboration infering
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 circle, underline, and draw arrows for show mistakes
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
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