Harmer Describe A Webquest Project: Teacher, Have You Thought About Me?
In chapter 16, Harmer describes a webquest project, “Teacher, have you thought about me?” as an example of how internet-based projects are structured. The project is completed in several steps. According to Harmer, “This webquest is a good example of multi-skill project” (Harmer 2007:282), which means students have to use various skills to complete the project. They will need reading, writing, listening and speaking skills. It is also mentioned that they will need IT literacy or computer literacy to complete this project. But, there are a few more additional skill sets that one would need to successfully complete that project. For example, there are links to different sites and articles on Multiple Intelligence provided in the …show more content…
This is best emphasized in the extensive and intensive activity of reading and listening.
Extensive reading and extensive listening have a lot of similarities. Both of these are typically done in a relaxed atmosphere, preferably at home. They are both done for pleasure and general language improvement. In both cases, teachers might make suggestions or recommendations, but it’s the students who choose what to read or listen. The methods of reporting back on their reading and listening activities are similar too, e.g., keeping journals, fill in report form or comment cards, discussion in class, etc.
Teacher’s roles during intensive activity are mostly similar in both reading and listening, i.e. organizer, feedback organizer, and prompter. Both types of activity might sometimes require pre-teaching of vocabulary for better comprehension. Harmer mentions, “As with reading, a crucial part of listening practice is the lead-in we involve students in before they listen to recorded material” (Harmer 2007:305). Instructions and activities for listening practice mostly focus on skills such as prediction, detailed comprehension, looking for gist and looking for specific information. The examples of listening activities suggested by Harmer in this chapter further confirm this idea. The activities, as well as the skills involved, are quite similar to the reading activities mentioned in the previous chapter. Also, listening and reading activities can be done simultaneously when a reading material is read