Didáctica de la Lengua inglesa Resumen parcial 2 1

MOTIVATION

Motivation is the internal drive that pushes sb to do sth in order to achieve a goal. Motivation is the difference
between success and failure. If students are motivated, they will learn. There are different definitions of
motivation depending on camps of thought:
a. Behaviouristic definition: the stress is on rewards, in motivating behaviour. This reward serves to
reinforce behaviour; to cause it to persist. Motivation is the anticipation of reinforcement.
b. Cognitive definition: the difference lies in the sources of motivation and in the power of self-reward.
Three different theories illustrate this side of motivation:
i. Drive theory: motivation is originated from basic innate drives: exploration, manipulation, activity,
stimulation, knowledge, and ego enhancement. All of these drives act as predispositions to control
our environment; to be receptive to mental, emotional, or physical stimulation; and to build our own
self-esteem.
ii. Hierarchy of needs theory: Abraham Maslow described a system of needs that human beings need
to achieve an objective. It is essential that the person satisfies his/her purely physical needs (air,
water, food, rest, exercise) to feel motivated. Needs for safety and for a feeling of belonging must
be met in order for a person to devote full energy to the higher needs of academic attainment,
achievement of recognition for successes, and to the ultimate peak of “being all that you can be”.
iii. Self-control theory: some cognitive psychologists focus on the importance of people deciding for
themselves what to think, feel, or do. Motivation is highest when one can make one’s own choices.
When learners have the chances to decide, they are fulfilling this need for autonomy.

INTRINSIC AND EXTRINSIC MOTIVATION

Intrinsic motivation involves the performance of a task for its own sake. Intrinsically motivated activities are
ones for which there is no reward except the activity itself. Intrinsic motivation is superior to extrinsic.
Extrinsic motivation involves the pursuit of some reward external to the completion of the task. Extrinsically
motivated behaviours are carried out in anticipation of a reward from outside and beyond the self. Typical
extrinsic rewards are money, prizes, grades.

There are some internal and external factors that affect in motivation. Internal factors are: age, gender, religion,
goals, interests and curiosity, attitude, expectancy. External factors are: teachers, course content, classroom
atmosphere, social identity, role models.

Ways of motivating students: group work, technology, visual aids, gentle correction, realia, stories, songs,
authentic materials.
The teacher should be a facilitator of learning whose job is to set the stage for learning. To stimulate sts’
intrinsic motivation the teacher can: set a personal example; create a relaxed classroom atmosphere; present the
tasks properly; develop good relationships with the sts; increase sts’ self-confidence; promote autonomy;
personalize the topis; familiarize sts with the language culture.
Didáctica de la Lengua inglesa Resumen parcial 2 2

LEARNING STYLES

STS’S ABILITIES + PREPARATION + LEARNING STYLES + TEACHER’S TEACHING APROACH

= WHAT STS LEARN IN CLASS

TYPES OF LEARNING STYLES

THE WAY IN WHICH THEY PERCEIVE THE WORLD

Characteristics/type SENSING LEARNERS INTUITIVE LEARNERS
Prefer working with: Concrete thinking (facts, data) Abstract thinking (theories, concepts)
Like working with: Details. They are observant learners. Concepts. They look for meaning
Learn better through Memorization, repetition, following rules They get bored with repetition
and standards
Techniques Memorization, drills, well-organized Variable approaches that develop
classes, clear goals independence.

THE WAY IN WHICH THEY PERCEIVE THE WORLD

VISUAL LEARNERS VERBAL LEARNERS
Learn better by being showed pictures, diagrams, time Learn better by being explained orally or written
lines, films. Learn better through demonstrations.
Most sts are visual while most of the classes are verbal

THE WAY IN WHICH THEY PROCESS THE INFORMATION

ACTIVE LEARNERS REFLECTIVE LEARNERS
Learn better by doing sth physically. 1° do sth Learn better by thinking about the information
physically, then reflect on it. presented. 1° think, then do sth with the info.
Like working in groups. Prefer working individually or in pairs.

THE WAY IN WHICH THEY UNDERSTAND THE INFORMATION

SEQUENTIAL LEARNERS GLOBAL LEARNERS
Build understanding in logical step. Absorb information randomly. They need to have the
big picture.
Good at analytical thinking. Prefer to analyse Prefer learning through global exposure and having an
elements in details. overall understanding.
Development of the left brain. Development of the right brain.
Didáctica de la Lengua inglesa Resumen parcial 2 3

THE ROLE OF THE TEACHER

THE TEACHER AS A CONTROLLER

Characteristics: - The T views her job as the transmission of knowledge from themselves to her sts.
-“Leading from the front”. She controls what sts do, which language they use, and when they should speak.
Advantages: Disadvantages:
-The T is a good language model for the sts. -Sts will not have the opportunity to speak or use the language
-The class activities are well-organized. independently.
-The class time will be used efficiently. -Boredom will result because there is no place for spontaneity.
-It will deny sts access to their own experiential learning.
-It can result in a lack of variety of activities.

THE TEACHER AS ASSESSOR

o The T corrects mistakes gently and organizes feedback.
o T focuses on sts success or progress. There is a success-orientated learning atmosphere.
o The aim is to show sts how well they are performing.
o Corrections are made on content.
o There are two types of feedback: form feedback centers on accurate use of language, grammar,
pronunciation, accuracy, etc; it should be provided in presentation and reproduction stage. Content feedback
should weigh heavier that form feedback.
o T needs to be fair and provide support to sts.

THE TEACHER AS ORGANIZER

o T organizes tasks that sts can carry out in class; she will anticipate problems.
o She gives instructions clearly and concisely. Sometimes demonstration can help.
o The organization of an activity takes place in 4 phases: 1 lead in – introduction to the activity; T gets sts
involved. 2 instructions – T provides clear instructions presenting them in a logical order. 3 initiation of the
activity. 4 organizing feedback – T provides gentle correction and gives summarizing comments.

THE TEACHER AS PARTICIPANT THE TEACHER AS PROMPTER

o Fosters parallelism o T adopts in situations when she wants to help
o Joins the activity but does not want to take charge.
o Does not try to dominate o Her primary duty is to assist sts.
o T is not the authority o She fosters creativity.

THE TEACHER AS RESOURCE-PROVIDER

o The T takes the least directive role. Sts have to take the initiative to come to the T for advice and counsel.

THE TEACHER AS TUTOR

o The T gets involves with the sts at a personal level. She provides guidance and support when they are
working individually or in pairs.
o T points sts in directions.
Didactica de la Lengua Inglesa Resumen parcial 2 4
INTERLANGUAGE
 Interlanguage refers t the separateness of a 2L learner’s system, a system that has a structurally
intermediate status between the native and target languages.
 The learner’s language is unique to a particular individual.
 The system of language learners form is based upon the best attempts of learners to bring order and
structure to the linguistic stimuli surrounding them.

FOSSILIZATION
Fossilization is the relatively permanent incorporation of incorrect linguistic forms into a person’s 2L
competence. It is a normal and natural stage for many learners, and should not be viewed as some sort of
terminal illness.

BRAIN LATERALIZATION
 Lateralization means that some functions are carried out in one side of the brain. Left and right sides take
care of different aspects of the same function.
 Lateralization is a slow process that begins at the age of two and is completed around puberty
 There is evidence in neurological research that as the human brain matures, certain functions are assigned,
or “lateralized”, to the left hemisphere of the brain, and certain other functions to the right hemisphere.
 The left side of the brain takes care of the right side of the body and viceversa.
 Intellectual, logical, and analytic functions appear to be largely located in the left hemisphere.
 Functions related to emotional and social needs are controlled by the right brain.
 Language functions are controlled mainly in the left hemisphere.
 The plasticity of the brain prior to puberty enables children to acquire not only their 1L but also a 2L.
 2L learners might benefit from more encouragement of right-brain activity in the classroom.
Didactica de la Lengua Inglesa Resumen parcial 2 5
MULTIPLE INTELLIGENCES – HOWARD GARDNER

 MI refers to a learner-based philosophy that characterizes human intelligence as having multiple

dimensions that must be acknowledged and developed in education.
 Teachers who recognize their learner’s particular gifts and talents can provide learning activities that build
on thos inherent gifts.
 Gardner posits 8 types of intelligences:
o Linguistic o Bodily/kinaesthetic
o Logical/mathematical o Interpersonal
o Spatial o Intrapersonal
o Musial o Naturalist
 MI theory was interpreted as a framework of rethinking school education. Applications of MI in language
teaching have been more recent.
 Language is held to be integrated with music, bodily activity, interpersonal relationships, and so on.
 A multisensory view of language is necessary to construct an adequate theory of language as well as an
effective design for language learning.
 MI pedagogy focuses on the language class as the setting for a series of educational support systems aimed
at making the language learner a better designer of his/her own learning experiences.
 The brain and all humans have many intelligences that can be enhanced through training and practise.
 All learners are different and the teacher has to consider L as a whole person.
 Sequence for applying MI theory:
1. Awaken the intelligence
2. Amplify the intelligence
3. Teach with/for the intelligence
4. Transfer of the intelligence.
Didactica de la Lengua Inglesa Resumen parcial 2 6
NEURO-LINGUISTIC PROGRAMMING

 NLP refers to a training philosophy and set of training techniques first developed by John Grindler and
Richard Bandler in the mid-1970s as an alternative form of therapy.
 They were interested in how people influence each other and in how the behaviours of very effective
people could be duplicated.
 The aim is to consider the styles people perceive the world so as to gain sth.
 Think the other person as a client.
 It works with memory.
 NEURO refers to how we experience the world.
 LINGUISTIC has to do with the way in which we use language
 PROGRAMMING is concerned with training ourselves to think, speak, and act.
 Four key principles:
o Outcomes: knowing what you want helps achieve it.
o Rapport: maximizing similarities and minimizing differences between people at a nonconscious
level.
o Sensory activity: use your senses.
o Flexibility: keep changing what you do until you get what you want.
 13 presuppositions
o Mind and body are interconnected
o The map is not the territory
o There is no failure, only feedback
o The map becomes the territory
o Knowing what you want helps get it
o The resources we need are within us
o Communication is nonverbal and verbal
o The nonconscious mind is benevolent
o Communication is nonconscious and conscious
o All behaviour has a positive intention
o The meaning of my communication is the response I get
o Modelling excellent behaviour leads to excellence.
o The element with the greatest flexibility will have the most influence on that system.
 Teachers are expected to model their teaching on expert teachers they most admire. Similarly, learners are
expected to find successful models for that person they themselves are striving to become.
Didactica de la Lengua Inglesa Resumen parcial 2 7
ENGLISH FOR SPECIFIC PURPOSES

o ESP (1960) is an approach to language teaching in which all decisions as to content and method are based
on the learner’s reasons for learning. (Hutchinson and Waters, 1987)
o ESP was developed because of the demands of a New World, the developments in the field of linguistics,
and the need of focus on the learner.

Strevens' Absolute and Variable Characteristics of ESP

I. Absolute characteristics:
ESP consists of English language teaching which is:
• designed to meet specified needs of the learner;
• related in content to particular disciplines, occupations and activities;
• centred on the language appropriate to those activities in syntax, lexis, discourse, semantics, etc., and
analysis of this discourse;
• in contrast with General English.

II. Variable characteristics:

ESP may be, but is not necessarily:
• restricted as to the language skills to be learned (e.g. reading only);
• not taught according to any pre-ordained methodology (pp.1-2).

Dudley-Evans offered a modified definition

I. Absolute Characteristics
• ESP is defined to meet specific needs of the learner;
• ESP makes use of the underlying methodology and activities of the discipline it serves;
• ESP is centred on the language (grammar, lexis, register), skills, discourse and genres appropriate to these
activities.

II. Variable Characteristics

• ESP may be related to or designed for specific disciplines;
• ESP may use, in specific teaching situations, a different methodology from that of general English;
• ESP is likely to be designed for adult learners, either at a tertiary level institution or in a professional work
situation. It could, however, be for learners at secondary school level;
• ESP is generally designed for intermediate or advanced students;
• Most ESP courses assume some basic knowledge of the language system, but it can be used with beginners
(1998, pp. 4-5).

Types of ESP
David Carter (1983) identifies three types of ESP
• English as a restricted language
• English for Academic and Occupational Purposes
• English with specific topics

Characteristics of ESP courses

The characteristics of ESP courses identified by Carter (1983)
a) authentic material b) purpose-related c) self-direction
orientation
ESP DEVELOPMENT
PHASE 1: REGISTER ANALYSIS
AIM: to identify the grammatical and lexical features of different registers
TEACHING MATERIALS: took these linguistic features as their syllabus
Didactica de la Lengua Inglesa Resumen parcial 2 8
SYLLABUS: “register analysis-based syllabus” gave priority to the language forms sts would meet in their
studies and low priority to forms they wouldn’t meet
LANGUAGE: focused on language at the sentence level

PHASE 2: DISCOURSE ANALYSIS

AIM: to identify the organisational patterns in texts and to specify the linguistic means by which these patterns
are signalled.
TEACHING MATERIALS: based on the discourse approach taught sts to recognize patterns and discourse
markers mainly by means of text-diagramming exercises.
SYLLABUS: formed by organizational patterns in the texts
LANGUAGE: focused on understanding how sentences were combined in discourse to produce meaning.

PHASE 3: TARGET SITUATION ANALYSIS

AIM: to identify the target situation and then carry out an analysis of the linguistic features of that situation.
This process is called needs analysis.
TEACHING MATERIALS: relate language analysis to learners’ reasons for learning and enable sts to function
adequately in a target situation.
SYLLABUS: formed by the identified features of different situations
LANGUAGE: focused mainly on the surface linguistic features of the target situation

PHASE 4: SKILLS-CENTRED APPROACH

AIM: to consider the thinking processes that underlie language use
TEACHING MATERIALS: mainly, specialist texts available only in English for sts to apply reading strategies.
Characteristic exercises get the sts to reflect and analyze how meaning is produced in and retrieved from written
and spoken discourse.
LANGUAGE: focus on the underlying interpretative strategies (not specific to any subject register), which
enable the sts to cope with the surface forms, for example guessing the meaning of words from context, using
visual layout to determine type of text, exploiting cognates, etc.

PHASE 5: LEARNING-CENTRED APPROACH (starting to emerge)

AIM: concern with language learning (not with language use)
Didactica de la Lengua Inglesa Resumen parcial 2 9
PRESENTATION, PRACTICE AND PRODUCTION (PPP)
o In this procedure, a particular language item is presented by the teacher, it is then practised in a
controlled way by the learners, and then finally used/produced by the learners in freer practise activities.
o It offers a very safe framework in which to operate as an inexperienced teacher, in that it is a
reasonably straightforward process to present a structure from a grammatical syllabus.

Three stages:
• First, the teacher presents an item of language in a clear context to get across its meaning. This could be
done in a variety of ways: through a text, a situation build, a dialogue etc.
• Students are then asked to complete a controlled practice stage, where they may have to repeat target
items through choral and individual drilling, fill gaps or match halves of sentences. All of this practice
demands that the student uses the language correctly and helps them to become more comfortable with it.
• Finally, they move on to the production stage, sometimes called the 'free practice' stage. Students are
given a communication task such as a role play and are expected to produce the target language and use
any other language that has already been learnt and is suitable for completing it.

ENGAGE, STUDY, ACTIVATE (ESA)

There are three teaching sequence elements:
E stands for engage - emotionally in order for learning to be effective.
S stands for study – focus on how sthg is constructed ( sts’ attention to form is drawn to it either by the T or by
the sts through their own noticing activities)
A stands for activate – stage at which sts are encouraged to use all the language they know ( meaning-
focused activities)

ESA allows for three lesson procedures:

1. STRAIGHT ARROWS LESSON PROCEDURE: (follows a procedure similar to PPP) the T engages sts by
presenting a picture or a situation. At the study stage the meaning and form of the language are explained. The
T then models the language and the sts repeat and practice it. Finally, they activate the new knowledge by
using it in sentences of their own.

2. A BOOMERANG PROCEDURE: ( follows a procedure similar to TBL) The order is EAS, the T gets the sts
engaged before asking them to do sthg like a written task, game or role-play (activate). Based on what
happens there, the sts will then,after the activity has finished, study some aspect which they lacked or which
they used incorrectly.

3. PATCHWORK LESSON: may follow a variety of sequences. Engage sts are encouraged to activate their
knowledge before studying one and then another language element, and then returning to more activating
tasks, after which the teacher re-engages them before doing some more study, etc.

TEST, TEACH, TEST (TTT)

A radically different model exists in the form of TTT (test, teach, test), in that the production stage occurs first.
Test= the learners are required to perform a task without any input or guidance from the teacher.
Teach= the grammatical or lexical problems that this activity generates are used by the teacher for language
analysis.
Test= the learners then being asked to do a similar/the same task again.
An alternative to the PPP model is the Test-Teach-Test approach (TTT), in which the production stage comes
first and the learners are "thrown in at the deep end" and required to perform a particular task (a role play, for
example). This is followed by the teacher dealing with some of the grammatical or lexical problems that arose
in the first stage and the learners then being required either to perform the initial task again or to perform a
similar task. The language presented in the ‘teach’ stage can be predicted if the initial production task is
carefully chosen but there is a danger of randomness in this model.
Didactica de la Lengua Inglesa Resumen parcial 2 10
TASK-BASED LEARNING

 TBL makes de performance of meaningful tasks central to the learning process. If sts are focused on the
performance of the task, they are going to learn language.
 The focus of the lesson is the task. Sts are presented with a task they have to perform or a problem to
solve.
 Sts are given a task to perform, and only when the task is completed, the teacher discusses the language
that was used (making corrections and adjustments about the sts’ performance)
 Tasks are the building blocks of a language course. Sts perform the tasks and focus on language form as
they do the tasks.
 Another version of TBL is the one David Nunan proposes. The pre-task stages is first, then T gives sts
controlled language practice for the vocabulary they might need for the task. They then listen to native
speakers performing a similar task and analyse the language that was used. In this version, tasks are the
building blocks of the course, but T provides sts with the language they will need before they perform the
task.

Stages:
1. Pre-task
2. Task
3. Planning Task cycle
4. Report
5. Analysis Language focus
6. Practice

1.Pre-task: -T introduces the topic by giving clear
instructions.
-T helps sts to recall some language.
-T provides a clear model.
-Sts can take notes and spend time preparing for the
task.
2.Task: -Sts complete the task using the language
resources that they have.
-T monitors and encourages sts.
3.Planning: -Sts prepare a short oral or written report, 6.Practice: -T selects language areas to practice based
practice what they are going to say in groups.
-T helps sts if they need language or phrases.
4.Report: -Sts report back to the class
-T chooses the order presentation.
-T gives feedback on content.
-T may play a recording of others doing the same task
for sts to compare.
5.Anaysis: -T highlights relevant parts from the text
of the recording for the sts to analyse.
-T asks sts to notice interesting features of the text.
-T highlights language features on the sts report.
on the sts’s needs.
-sts do practice activities to increase their confidence
and make a note of useful language.

ADVANTAGES:
 Sts are free to use the language.
 A natural context is developed from sts’ experiences.
 Sts will have a much more varied exposure to language with TBL.
 The language studied arises from the sts’ needs.
 It’s a strong communicative approach.
 More enjoyable and motivating.
Didactica de la Lengua Inglesa Resumen parcial 2 11
WARMING UP

o Warming up consists of different activities the T does to start the lesson; these activities depend on the
objective of the class and may be based on content or language.
o By using warming up activities, the T prepares sts for language skills work; she helps sts learn better; and
T makes language learning a more meaningful and effective experience.
o Aims:
 To create expectations about language
 To give learners a reason to listen, read, speak and write.
 To motivate learners.
 To involve sts by asking for their lives, experiences, etc.
 To introduce or pre-teach vocabulary which may prevent sts from understanding.
 To introduce sts to the topic.
o Pre-skills activities aim to make language learning a more meaningful and effective experience so that
learners can be successful in their learning in the classroom

PRESENTATION STAGE

o It is necessary to know the meaning of new items, their use in communication, and their pronunciation
and spelling.
o Language teaching is approached from a communicative angle, emphasizing what learners may need to
do and say sth in English.
o T should plan how to involve learners actively in the presentation and practice of new functional-
grammatical items.
o Stages in presenting a new language item:
 Establish a context: involve the learners in building up a context or situation which makes the
meaning a use of the new item as clear as possible, and which also engages the learners’ interest and
imagination as much as possible.
 Presentation: give a clear model of the new item; you can elicit it from learners. Make the grammar
clear by highlighting the key elements. Get the learners to listen and imitate the normal
pronunciation.
 Check understanding: check the learner’s grasp of the grammar by eliciting more examples of the
item.
o The place of writing: the written form is introduced after the oral presentation, if not sts will not learn
how to pronounce the words. The written form is used for clarification and consolidation.
o Presentation normally develops into practice, often quite naturally. Sometimes a lesson goes backwards
and forwards between practice and presentation.

1° PROVIDE 1° ORAL 1° MEANING

2° ASK 2° WRITTEN 2° FORM
Didactica de la Lengua Inglesa Resumen parcial 2 12
PRACTICE STAGE
o Sts practice language they are studying so that they can try it out and get used to saying it or writing it.
o This practice helps them to internalise how the language is constructed so that when it passes from their
short-term memory to their long-term memory, they know how it is put together.
o Controlled practice: the 1° stage is repetition, and it can be choral or individual.
o Freer practice: sometimes sts do not need very much controlled practice of the new language. Freer
practice is a kind of transition stage between language study and activation. It is concerned with the correct
construction of language and so it is part of study.
o The objective of practice include enabling learners to recognize, pronounce, and manipulate new language
items with some degree of subconscious automaticity.
o To promote automaticity, practice usually includes some repetition of new language items.
o Accuracy practice is intended to establish some correctness in the production of new items immediately
after they are presented, or to correct errors later on.
o Fluency practice is intended to get the learners to use new items in more natural communication.

ORAL ACCURACY PRACTICE: it involves the repetition of a language pattern or patterns (drilling).
Accuracy practice does not have to be totally mechanical. Communicative accuracy practice requires some form
of information gap (one speaker knows sth the other does not).
Elicitation in accuracy practice: effective cues and nomination of learners are vital. Types of cue that elicit
specific sentences from learners quickly include: words, realia, flashcards, questions, gestures, statements.
Teaching ideas: get sts to make statements in response to your cues or to answer your questions; make learners
to ask questions, etc.
Feedback: most errors should be corrected immediately. 1° elicit self-correction, 2° peer correction, 3° teacher
correction.

ORAL FLUENCY PRACTICE: the main objective is to get learners use different items in conversations and
other communication situations without hesitation. The focus is on the information that they have to
communicate.
Feedback: errors should be dealt with after the activity. 1° elicit self-correction, 2° peer correction, 3° teacher
correction.

WRITTEN PRACTICE: it is done after oral practice. It can be accuracy orientated or fluency orientated.
Early reading and writing seem to interfere with natural speech and pronunciation.
Didactica de la Lengua Inglesa Resumen parcial 2 13
SPOKEN COMMUNICATION SKILLS
In language teaching communication is usually divided into four main skills: listening, speaking, reading, and
writing. Listening and reading are receptive skills, and speaking and writing are productive skills.

Listening
In natural listening situations, we appear to use specific listening strategies:
 We usually start listening with certain expectations.
 As we listen, we try to confirm or identify the precise topic, and each change of topic.
 We try to recognize as many words and phrases as possible.
 We try to create a coherent ret in our mind from what we hear, using what we know about the topic and
about the English language.
 We respond to what we understand while and after we have listen to it.
Three stages generally recommended when doing listening activities:
 Pre-listening: this stage is to prepare L for what they are going to hear.
 While listening:this stage is to help the L understand the text.
 Post-listening: this stage is to help L connect what they have heard with their own ideas and
experiences.
Speaking
 Try to create a relaxed atmosphere in your classes.
 Expose the L as much as possible to naturally pronounced speech.
 Accustom the L to combining listening and speaking in real time, in natural interaction.
Like listening ability, speaking ability should partly be the natural result of using English as the main means of
communicating in the classroom. But speaking will probably develop more slowly than listening. You can help
L understand what you say in English by simplifying your speech and using gestures and mime.

In order to promote real communicative ability, establish English as the classroom language, use interesting
topics and stimulating activities, and support and encourage the L in every effort they make to communicate.

WRITTEN COMMUNICATION SKILLS

A written text has to create context and make the references and connections of the messages clear through the
language itself. This requires more grammatically complete and often longer sentences, and also a greater range
of vocabulary and the use of grammatical structures that rarely occur in speech.

Reading comprehension
As we read, we try to confirm or identify the precise topic, and each change of topic.

Ways or reading
We often read in different was for different purposes. Sometimes we do explanatory reading rather than reading
whole texts thoroughly. This kind of reading can be divided into two types: scanning and skimming. When
scanning a text, you look quickly through it to find some specific information. When skimming, you look
quickly through a text just to get a general idea if what it is about.

Three stages are recommended to make reading more realistic and interesting:
Pre-reading: this stage is to prepare the L for what they are going to read.
While-reading: this stage is to help L understand the text.
Post-reading: this stage is to help the L to connect what they have read with their own ideas and experience.

Writing
It is probably the linguistic skill that is least used by most people in their native language.
Writing involves the following basic skills:
 Handwriting or typing
Didactica de la Lengua Inglesa Resumen parcial 2 14
 Spelling
 Constructing grammatical sentences
 Punctuating.
It involves low-level sills (handwriting or typing, spelling, constructing grammatical sentences, punctuating)
and high-level cognitive skills (gathering ideas, organizing and sequencing, structuring, drafting, and editing).
In your feedback, respond to the content and organization oas well as the language. Involve L in the correction
of their own errors.

Integrating skills
The integration of skills can be the basis for whole lesson plans. Integrated skills lessons and projects can be
very interesting, enjoyable, and satisfying for the L.

A typical project might develop like this:

 Discussion and planning ( speaking-listening-writing)
 Research and material collection (reading-writing)
 Evaluation and modification (reading-speaking-listening-writing)
 Production (writing-speakig-listening)
 Display and presentation (reading-speaking-listening)