DIDACTICS OF ENGLISH

CYCLE-TASK 2: THE FOUR LANGUAGE SKILLS: LISTENING, READING,

SPEAKING AND WRITING AND EDUCATIONAL ACTIVITIES OF SKILL:
LISTENING, READING, SPEAKING AND WRITING

LOYDA MARRUGO

SARAY LUCIA RIOS

KAREN SOFIA PICON

TATIANA CAMACHO

GROUP: 551026_23

ANGIE CAROLINA ROJAS

Tutor

OPEN AND DISTANCE NATIONAL UNIVERSITY (UNAD)

OCTOBER – 2018
 COMPARATIVE CHARTS – LOYDA MARRUGO
LISTENING
*To give attention to someone
or something in order to hear
him/her
*It is used in conjunction with
the other skills of speaking.
*Listening is used in language
teaching to refer a process
that allows us to understand
spoken language.
*Listen involves bottom up
processing in which listeners
attend to date in the incoming
speak signals and process,
listeners use prior knowledge
and expectations to create
meaning.
*There are 4 areas affecting
into L2 pedagogy listening in
SLA, speech processing,
listening in interactive settings
and strategy use.
Listening in SLA (second
language acquisition; in this
environment the speakers of
the target and their speech to
the L2 learners provides
linguistic input in the form of
listening opportunities
embedded in social and
academic situations, This
READING
* This ability is not only to be
spoken but also understood,
this ability like speech helps
in expanding the vocabulary
and allows the ability of
speech is more complete.
* The skill of reading in turn
implies the use and
appropriation of phonetics, it
is said that reading is a skill
that involves looking at and
say fully what is being
broadcast in the text read.
* Thanks to the skill of
reading we can do activities
such as:
- Understand the signs and
public notices.
- Read and understand short
texts disclosure.
- Read texts from emotional
or imaginative character and
understand the central
meaning.
. It follows that research also
takes different perspectives.
Below I review different
WRITING
*Like other skills, writing is quite
important because it involves
the study and appropriation of
grammar and language
structures.
*When English language
learners are learning the
language association of words
and phrases it is necessary
since these two combinations
are useful as speaking skills.
In the field of creative *writing in
TESOL classrooms and in the
context of literature in language
teaching (see Chapter 26),
approaches to writing have
been taken that involve
strategies such as:
Re-writing from different
viewpoints.
Shifting registers to explore
changing communicative
effects.
Writing predictions and
completions to texts as part of a
process of detailed text study.
Cross-genre writing (e.g. from
poetry to prose and vice versa).
These activities may also be
integrated with other
competencies.
SPEAKING
*Speaking skills is the main
goal to study and learn a
language
*Thanks to this ability other
fields such as culture
vocabulary and deepen, as
spaces to communicate and
exchange with other people
get to know their customs.
* Levelt (1989) states that the
ability of speech is constituted
by the conceptualization,
formulation, articulation and
self.
*A communicative approach
developed in two ways. First,
a notional-functional
approach attempted to extend
the teaching of grammar to
include the teaching of
interactional notions (paying
attention to factors of formality
and functions, such as making
requests, apologies, invitations
and introductions).
Second, a learner-centred
approach emerged which
emphasised the importance for
learning of starting from the
meanings learners wanted to
accessibility is made possible
in part through
accommodations made by
native speakers to make
language comprehension
possible and in part through
strategies the learner enacts to
make the speech
comprehensible.
Speech processing
Several factors are activated in
speech perception (phonetic
quality, prosodic patterns,
pausing and speed of input),
all of which influence the
comprehensibility of input.
Research in spoken-language
recognition shows that each
language has its own
'preferred strategies' for aural
decoding, which are readily
acquired by the LI child, but
often only partially acquired by
the L2 learner. Preferred
strategies involve four
fundamental properties of
spoken language:
1. The phonological system:
the phonemes used in a
particular language, typically
only 30 or 40 out of hundreds
of possible phonemes.
2. phonotactic rules: the
sound sequences that a
language allows to make up
syllables; i.e. variations of
what sounds can start or end
syllables, whether the 'peak' of
the syllable can be a simple or
complex or lengthened vowel
and whether the ending of the
research traditions and communicate, and working out
particular instances of how to express them.
research relevant for L2
learners at various degrees of
proficiency.
READING AS PRACTICE:
RESEARCH ON LITERACY
PRACTICES Researchers
into literacy as social practice
have been mainly interested
in investigating literacy
practices in their own right,
although several also discuss
pedagogic implications.
Recent publications extend
the discussion on literacy to
look beyond reading and
writing as the reception and
production of linear text to
new, diverse forms of literacy
for a global age, which they
term 'multi-literacies' (Cope
and Kalantzis 2000).
READING AS PRODUCT:
TEXT-FOCUSED
RESEARCH: A large body of
reading research - especially
in the field of cognitive
psychology - is concerned
with the ability to decode
words and with the particular
skills judged to be
prerequisite to fluent,
independent reading.
A difficulty with attending
specifically to sound-symbol
relations in texts, as happens
with phonic instruction, is that
syllable can be a vowel or a
consonant.
3. Tone melodies: the
characteristic variations in
high, low, rising and falling
tones to indicate lexical or
discourse meanings; 4. the
stress system: the way in
which lexical stress is fixed
within an utterance.
LISTENING IN INTERACTIVE
SETTINGS: Studies of L2
listening in conversational
settings help explain the
dynamics of interactive
listening and the ways in which
L2 speakers participate.
Bremer et al. (1996) document
many of the social procedures
that L2 listeners must come to
use as they become more
successful listeners and
participants in conversations.
STRATEGY USE: Listening
strategies are conscious plans
to deal with incoming speech,
particularly when the listener
knows that he or she must
compensate for incomplete
input or partial understanding.
there is often a mismatch
between the L2 learner's
phonological system of
English and Received
Pronunciation on which much
phonic practice is based.
READING AS PROCESS:
READER-FOCUSED
RESEARCH This research
approach is concerned with
the strategies or resources
which readers employ in
reading and learning to read.
Major figures in this tradition
are Goodman (e.g. 1967) and
Smith (e.g. 1971).Both
Goodman and Smith see the
reader as making use of three
cue systems represented by
three levels of language
within the text. Goodman
terms these 'graphophonic',
'syntactic' and 'semantic':
first, readers make use of
their knowledge of the visual
and phonetic features of
English; second, they draw
on knowledge of syntactic
constraints (such as possible
word order); and, third, they
are aware of semantic
constraints related to
knowledge of word meanings
and collocations.
 COMPARATIVE CHART – SARAY LUCIA RIOS
LISTENING READING WRITING SPEAKING
* The Students * This ability is very * The Writing is *Speaking is very
Listening to make important, Because viewed as a important in the
language in it the reader the communicative learning of the
comprehension reader discovers social act, because language of English,
through strategies skills that are not through writing, The Speaking is the
used by the teacher or easily reflected, learning mechanisms development of the
who is making the because if he can are achieved from the communication among
mechanism known. read a text in another teacher to the other people with a
language the other student. second language.
skills will be more
comprehensible for
the reader.

* Spoken language
understands the * Through speech it
crossing of the * When you learn to has been possible to
listening, but only if write, the ability to see that students
the Speaking is read and write is express themselves in
clears. much better because the way they wish to
* The skill of reading you choose better lead to the progress of
* Listening enriches not is only looking learning. their learning.
and can be said to the text, is so
perfect the watching and * Historically the * Some empirical
vocabulary of the understand the that writing is a practice studies have shown
listener. which means said in necessary for how the language used
the text students to increase on tasks can be traced
competence of back to features of the
* In the reading there learning. input or task design,
are many texts of and
very type, and the Occur with statistical
reading as well is significance (Samuda
living the reading. and Rounds 1992;
Bygate 1999; Samuda
2001).
 COMPARATIVE CHART – KAREN SOFIA PICON

LISTENING SPEAKING READING WRITING

Listening is the Then, we learn to Then, to read. Finally we learn to

first step when we speak. write.

learn a language,

in this case,

english.

LISTENING SPEAKING Reading is a Writing is a form of

allows us to is a particular practice, product communication that

understand spoken type of or process. allows students to put

language. communication Reading is their feelings and ideas

skill, the oral the ability to on paper, to organize

language. process text, their knowledge and

Some of the understand beliefs into convincing

processing its meaning, and arguments, and to

skills needed to integrate it with convey meaning through

in speaking what well-constructed text

differ from the reader already

those involved knows.

in reading and Reading and

writing. writing practices

are linked to their

 uses in everyday

life

By the listening Speaking is the It is posible to see Writing is a mean of

skill we can productive skill in the Reading as a communication made

understand the oral mode. Speaking practice, product possible through graphics

spoken language, is gives us the ability to or process, it’s symbols.

a Channel in which communicate important READ

we process effectively. TO

language in REAL UNDERSTAND.

TIME.

A good strategy to To improve speaking It is important to  Don’t over-

listen and skill, is important read a lot, and link explain

understand what listen a lot, read a lot, this skill to their everything.

the other people is record yourself, and of uses in everyday,  Eliminate the

saying is not to course, find someone not merely within filler words and

translate, In real to speak English; schooling; another phrases

life, however, the perfection should not key to improve  Stick with simple

person continues be the goal, the main Reading is read words.

talking while you goal should be phrases not words.  Keep your

translate. This effective sentences simple.

situation obviously communication.  Read it out loud.

leads to less -- not  Practice, practice,

more -- practice!
understanding.

Translation leads

to a mind block in

your brain, which

sometimes doesn't

allow you to

understand

anything at all.

So, how important

it is to try to

understand ideas,

and not Word by

Word.
 COMPARATIVE CHART- TATIANA CAMACHO CANO

Today the English became the official language of many countries in the world by increasing
the number of people using this language to communicate (Smith, 2000).
English is the dominant language in business and has become a necessity to speak and
management of this language.

Listening Speaking Reading Writing

Effective listening is Reading skill is

a critical acquired in a
communication life relatively predictable
skill. Listening not way by children who
only improves your have normal or
chances of being a above-average
successful student, language skills; have
but also of building had experiences in
good relationships at early childhood that
home and in the fostered motivation
workplace. As a and provided
student, your main exposure to literacy
goal is in use; get
Speaking is an act of
comprehension, and information about the
making vocal
this involves nature of print
sounds. We can say Writing skills are an
listening actively. through
that speaking means important part of
Active listening is a opportunities to learn
to converse, or communication. Good
conscious activity, to letters and to
expressing one's writing skills allow
hear and understand recognize the internal
thoughts and feelings you to communicate
the idea behind the structure of spoken
in spoken language. your message with
words. words, as well as
To speak often clarity and ease to a
explanations about
implies conveying far larger audience
the contrasting nature
information. It may than through face-to-
of spoken and written
be from an informal face or telephone
language; and attend
remark to a scholarly conversations.
schools that provide
presentation to a
effective reading
formal address.
instruction and
opportunities to
practice reading.
EDUCATIONAL ACTIVITIES OF SKILL: LISTENING, READING, SPEAKING
AND WRITING

LOYDA MARRUGO
DIDACTIC ACTIVITIES FOR READING SKILL

ACTIVITY NAME: The fantasy of exploring the world of language

OBJECTIVES: Students will be able to recognize words and phrases with the help of

movies.

*Identify words on topics that are familiar

DEGREES TO WORK: 3th primary

English level is achieved according to the Common European Framework: A1

MATERIALS:

- Cards colors, family members and different kind of animals

- Movie: "Madagascar" with English subtitles.

- Workshop reading comprehension.

WHAT IS THE ACTIVITY ABOUT?

1*They remind students through cards: colors, family members, and different kind of

animals.

Each card must be as follows.

He is my father She is my mother Hippopotamus Lion

Penguin Zebra Giraffe

2*Then it is necessary to review the vocabulary seen entering an audiovisual room where

they will have the opportunity to see the movie ¨Madagascar ¨subtitled in English, so that

they can be read and relate the images - https://www.youtube.com/watch?v=naxxoH0Xa5E

3*Finally everything that happened in the film is socialized and a reading comprehension

workshop will be held.

SARAY LUCIA RIOS

DIDACTIC ACTIVITIES FOR LISTENING SKILL

ACTIVITY NAME: THE FANTASY OF EXPLORING THE WORLD OF LANGUAGE

OBJECTIVES: STUDENTS WILL BE ABLE TO RECOGNIZE WORDS AND PHRASES
WITH THE HELP OF MOVIES.
*IDENTIFY WORDS ON TOPICS THAT ARE FAMILIAR

DEGREES TO WORK: All the course of primary

English level is achieved according to the Common European Framework: A1

MATERIALS:

- Canción de inglés pero escuchando palabras y viendo dibujos.

- Movie: “A boss in diapers”. In English.

- Stories read by the teacher.

- Oral Exam of the seen.

HOW IS THE ACTIVITY?

1) The Teacher and the Students Watching video of song whit words and meaning

The video can be how the Following

https://youtu.be/u4hEojBs0Q4

*Here I leave some example images*

2) After they go to a television or computer room to watch a movie with subtitles which in this
case is “A boss in diapers” https://youtu.be/on1sx9qBF9g

3) The teacher in the classroom reads stories that students learn and identify words learned
Example:

Rufus

Rufus was a mischievous little rabbit who lived with his mum in the country. His mum was
very good with him. She made all the possible for him to have everything he needed. If the
little rabbit was hungry, her mum went to look for a carrot. If he was thirsty, his mum went to
the river and looked for water. In the morning, when Rufus had to go to school, his mum woke
him up, prepared him the clothes and made him the breakfast.

One day Mum Rabbit had to go on a trip and Rufus was left alone. He was hungry and he did
not know where to look for food. He was thirsty but he did not know where the water was. A
bit sad, he went to bed because the following day he had to go very early to school. He slept a
lot and while he was dreaming, he woke up because he felt that the rays of the sun were
illuminating his face. While he looked the clock.. it was 11 o’clock in the morning! He had to
go early to school and he had fallen asleep because his mum was not at home to wake him up.
Neither had anyone prepared him breakfast.
Rufus started crying. He felt very sad because if his mother was not there, he did not know
how to do anything. He cried for a long time and then he thought “That has happened to me
because I leave my mum to do all the things that I, at my age, can do by my own. When mum
returns I’ll ask her to teach me to do what she does so I will know how to do it next time she
goes on a trip” n the afternoon Mum Rabbit arrived from her trip and Rufus was very happy.
He went running to say her hello and give her a kiss.

During the week, Rufus started to investigate and learn the things that her mum used to do and
that he could also do. When he was hungry and her mum brought him a carrot, he asked her
where she had taken it from, what he had to do to get one. When he was thirsty and her mother
brought him water, he asked her to teach her how to get it.

O, one day, when Mum Rabbit went to look for the carrot for her son, Rufus said her:

-“No, mum. I can do it by my own. Let me go to look for my own carrot”

Then, Rufus made what his mother had taught him and got his carrot. When he arrived home,
Mum Rabbit got very happy and said:

-“Congratulations, son. You are a big rabbit now and you can do your things by your own.
You’ve grown up and it isn’t necessary that I do everything that you have to do”

Rufus was very happy. He knew that the next time that his mother went on a trip; he would not
be hungry not thirsty. He knew how to do his things by his own and did not need to depend on
anyone to live.

ORAL EXAM

After of to see seen movie, listened to words now an oral exam is done that is told words in
English and they will respond in Spanish, and in the same way it is said in Spanish and they
will answer in English.
 An example would be like this

https://youtu.be/ilpSzMI3HjQ

KAREN SOFÍA PICÓN SUDEA

SPEAKING
GOAL: The goal is to speak with a natural fluency, and to use the words and phrases
that have been learnt.
1. A good activity is to set speaking sessions with native english speakers if it´s
possible, but first, communicate to the native speaker the english level in which
the student is, that way the native speaker will adjust to that level.

2. Make groups between the students, maybe groups of 4, or 3, assign a topic, a

situation, a scene, and a script, where the students are going to make a drama,
they also can use costumes, so they may find fun in this activity.
TATIANA CAMACHO CANO

Activity Name: Describing the Photo

Objectives: Students will be able to describing the photo and use vocabulary.

 Identify the photo.

 Reading comprehension

Degrees to Work: Third year of high school

English level is achieved according to the Common European Framework: A1

Materials: Photos and Dictionary.

Activity 1.

Describing each point in the picture.

Another fun classroom activity is to pair students together to listen to their partner describe a

photograph. Have students sit back to back, and give one student a simple photograph and

the other a blank piece of paper. The challenge is for the first student to describe in detail the

photograph, while the second student tries to draw it on their paper. Make sure the photos

you choose are simple, such as a photo of a house, cat, dog, or simple shapes. The group with

the most similar drawings to their photograph wins.

Activity 2.

Workshop reading comprehension.

In today’s digital world, many teachers struggle to get their students to engage in active
listening while they teach. It’s become much harder to get and keep students’ attention than it
was a decade ago, mostly because students’ minds are filled with texts, emails, social media
updates, or whatever is going on with their friends. If students are struggling to listen, then
they can miss out on some crucial information that can help them both academically and
socially. Teaching listening skills to students doesn’t have to be boring, where the students just
have to sit in their seats and listen to the teacher talk. There are many classroom activities to
create engaging lessons that will help students focus on their listening skills. Here are five
classroom activities to try out that will help build students’ listening skills.

Read the text again and complete the sentences.

What is the main theme of reading? _________________________________

What is the ability to learn English according to the text? ________________

 REFERENCES

-Carter, R. & Nunan, D. (2010). The Cambridge guide to teaching English to speakers of

other languages. Cambridge University Press. Chapter 1: listening, Chapter 2: speaking,

Chapter 3: reading, Chapter 4: writing. Available

in: https://bibliotecavirtual.unad.edu.co:2444/10.1017/CBO9780511667206

-Objeto Virtual Informativo in Spanish) explains different concepts in language teaching and
learning:
-Londoño, E. (2017). OVI unit 1 Didactics and main skills in language teaching. [Archivo de
video]. Retrieved from:http://hdl.handle.net/10596/11225