DIDACTICS OF ENGLISH

CYCLE-TASK. TASK 3

STUDENT:

HAROLD ALEXANDER BONILLA PEREZ

TUTOR(A):

ANGIE CAROLINA ROJAS

CODE OF COURSE:

551026_1

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA

CEAD – FACATATIVA

DEGREE IN ENGLISH AS A FOREIGN LANGUAGE

(2019)
 LANGUAGE SKILLS

TYP SKILL DESCRIPTION STRATEGIES

E

 (Listenin Listening is an important skill but  Give the students

g Skills) inappropriately, teachers incline to audio so they have a
neglect this skill in English classes. better understanding
(recept We found that teacher ponder over of the activities
ive) that listening skills, they assume  pay attention to
that the skill of listening will develop one's body language
automatically. When the learners  find the meaning of
hear English spoken in the classes. It what we hear
is not true when we speak in the  summarize what we
class our learners hears us most of hear
the time, and if we want to develop  listen several times
their listening skills, we have to use what we do not
activities that encourage these skills. understand
Listening is different from hearing as  listen carefully to
it involves understanding. We hear what they are
whenever our ears are open and explaining
functional: we hear the bell; we hear  have a proper place
the car and motorcycle. The so you can
characteristics are: understand what
 Hear and understand what you're hearing
you say  place the students
 serves to understand the several sounds so
ideas of others they can develop
and capture faster
what they are
hearing

Reading is not as many still believe a

 (Reading passive activity in which readers just • Having a strong
Skills) move their eyes over the printed vocabulary is a key
page in linear order. It is interactive component for Reading
the reader brings his personal • Having a good
knowledge to the text in front of fluency increases the speed
him. The interactivity is triangular with which you can read
between the reader the text and the and understand a text.
message. The goal is specific to • understand the
engage the thoughts, facts, and connection of the words to
 viewpoint, bias etc. The writer has to have a good knowledge
put together on the page in order to • read slowly to
arrive at the best personal meaning. understand the text
Reading is the most favoured and • what we do not
most practiced skills in English understand read it several
classes. Reading should be followed times to have a better
by checking the learners’ knowledge
understanding of comprehension. • have a good fluency
Some characteristics are: in Reading
 the reader must understand • Place reading
the written symbols exercises for students to
 decode a written message have a good management
when Reading
• not have
interruptions or distractions
when reading

 (Speakin Speech is primary; the crucial • Have a good

g Skill) function of language is for reading, to have a good
interaction and communication. We expression when speaking
(produ speak when we want to express our • read short texts to
ctive) ideas, opinion, and desires and to have a good pronunciation
establish social relationship and • put reading and
friendship. In our spoken expression activities on
communication we use ‘transactional students
language’ or interactional language’. • express our opinions
The transactional language contains to learn something
information. It is also for conveying • put short readings to
a message as interactional language. students so they have
Some characteristics are: better knowledge
 emit articulated sounds or • try to speak in public
words to know how we express
 It serves to express our ideas ourselves
and feelings • organize our ideas
very well when speaking
• master our voice
when we express ourselves

 (Writing Written language can be very • have good

Skills) different from the language of understanding is very
speech. Frequently two may even important at the time of
differ in the purposes they serve; writing a text
they clearly differ in the way • place texts for
language is organised to convey students to transcribe and
each purpose. Most occasion of have excellent writing
speaking have a social purpose and • They should feel
 in particular contexts. Writing skills comfortable writing,
are practiced in English classes; in relaxed, at ease and
fact, they are the skills, which are without muscle tension
paid attention to classes but most of since this is what causes
the time learners’ writing is copying rigidity and, therefore, bad
from the blackboard or textbook. In writing.
school where there are prescribed • to dictate to the
Workbooks, learner write in them, students to have a good
most often the teacher dictates the writing
answers. Some characteristics are: • Use the knowledge
 express ideas through that students have in other
symbols areas of knowledge to write
 it serves to express and about things they already
communicate know.
• Offer opportunities
for students to get involved
in different types of writing:
notes, classified notices,
letters, resumes, diaries,
stories, etc.
• place audios and
what they understand they
are writing
• write the text
already without errors and
clean to improve the quality
of writing

ACTIVITIES

SKILL DESCRIPTION OF MATERIAL

THE ACTIVTY

http://www.saberingles.com.ar/listening/104.htm
(Listening Leave aside the students an l
 Skills) activity where they have to
complete a text according to
the audio

(Reading Read the text the ants and

Skills) according to what you read
make a summary

(Speaking According to the image they

Skill) should talk about what the
children are doing

(Writing They must complete the

Skills) following exercises according
to what they are presenting
 REFERENCES

 Ganesh, M. (2015). Teaching receptive and productive

language skills with the help of techniques. Pune Research an
international journal in English, 1(2). Retrieved
from:http://puneresearch.com/media/data/issues/55fbb8b0dd3
7d.pdf
 
 Ivančić, M. & Mandić, A. (2014). Receptive and productive
language skills in language teaching. In Academia.Edu.
Retrieved
from:https://www.academia.edu/15220943/Receptive_and_pr
oductive_language_skills_in_language_teaching