Abilities chart.

Fernanda Jos Miguel Mara Jos Geraldine: Reading.

What is it? Fluent process.
Text information + background knowledge =
meaning.
Comprehension of the meaning of written text.
Interpretation of the characters or symbols.
Acquisition Meaning focused output/input.
Strategies Top down From general to
specific.

Bottom up
From specific to general.
Schema Theory. (Knowledge organized into
units).
Genres of reading. Academic writing, job-related reading, personal
reading.
Types of reading. Oral, Silence, Intensive (linguistic and context),
Interactive, Extensive (skimming: quick reading
in a piece of text), Selective, Perceptive.
Motivation. Motivate students to read.
Create their own reading material (interesting
material for them).
Use simple and easy vocabulary to read.
SQ3R: Survey, question, read, recites, review.

Flavia Constanza Diego Brian: Speaking.
What is it? Interactive skill, after listening.
Making meaning.
Acquisition. Listening, Imitation.
Learning through pushed output.
*Another notes* Speaking profiency: articulation, volume,
tone.
Grammatical competence: Grammatical
knowledge. (Syntax, morphology, phonology)
Discourse competence: Ideas linked across
sentences. (understand and express)
Sociolinguistic competence: social meaning
interpretation.
Strategic competence: ability to solve
communication problems.
Speaking performances. Imitative.
Intensive.
Responsive. (respond spoken language)
Extensive.
Interactive: - Transactional: Share information
in as efficient way as possible.
- Interpersonal.
Teaching of the ability: -Clustering (automatic organization or search
results into sets of results that have something
in common).
- Redundancy
- Reduced Forms
- Performance variables (thinking as you speak)
- Colloquial language
- Rate of delivery (word per minute from slow
to fast)
- Stress, rhythm and intonation
- Interaction

Valentina Gerardo: Listening
What is it? Natural process precursor to speaking.
Not need instructions.
Benefits Cognitive, Knowledge, Psychologic.
Acquisition of the listening skill. Meaningful context
Anxious situation. (Listening anxiety is a type of
anxiety that comes from listening to others,
such as in foreign language situation)
Process Bottom up process.
Top-down process.
Listening performances -reactive
-Intensive
-Responsive
-Selective
-Extensive
-Interactive

Karen Nayareth Timothy Nicol: Writing.
What is it? Graphic representation of spoken language.
System of recording language by means of
visible or tactile marks.
Process v/s Product.
Process: method. Product: final result.
Process is more important.
Characteristic of the written language. Permanence: never vanished.
Production time: very important to improve this
skill.
Distance.
Orthography.
Complexity.
Vocabulary.
Formality: Describe, compare, contrast,
illustrate, defend, criticize, and argue.
Acquisition Immersion: to be immersing in a writing
context.
Structure exposition.
Sound spelling as dictation.

Writing process Goals of the model: purpose: to inform,
convince, persuade, etc.
Role of the model: who are you writing for?
Gathering ideas: How many information do you
have about this topic?
Organizing ideas: Organize your main ideas,
supporting ideas and specific details.
Ideas to text: what are you going to write? It
has coherence?
Reviewing: check your errors.
Editing: correct your errors, use dictionary or
spellchecker if necessary.
Writing performances. Imitative: Dictation task.
Intensive: Change some grammatical tenses or
adjectives to provide synonyms for example.
Self-writing: what they want to write.
Display writing.
Real writing:

Four strands of the writing. Meaning-Focused Input: learner previous
experiences.
Meaning- Focused output: should experience a
feeling of success.
Language focused-learning: Teachers feedback
should encourage learners to improve writing.
Fluency Development: it is very important the
kind of activities that teaches gives to develop
this strand.

Writing techniques. Incorporate the practice of good writers:
Writing process.
Process vs product: make a balance of it.
Account for cultural/literary background:
Meaningful writing.
Connect reading and writing: more reading =
more acquisition and learning.
Authentic reading: Publishing you authentic
text.
Pre-writing, drafting, and revising.
Interactive techniques for the whole class:
Everyone should be interesting on the task
given. Example writing in groups.
Methods of responding and correcting your
students writing: reviewing, correcting and
giving feedback.