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Developing Productive Skills: Writing and Speaking Activities for English Learners

Comprehensive materials for teaching writing and speaking in English, focusing on stages, activities, and differences between skills. Includes classroom activities, methodological frameworks, and integration strategies for effective language learning.

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Developing Productive Skills: Writing and Speaking Activities for English Learners

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  1. Materiales para la unidad académica Didáctica de las habilidades productivas: escrita y oral.Licenciatura en Inglés, modalidad a distancia.Cuarto semestre Mtra. Martha Lorena Obermeier Pérez Febrero, 2013

  2. Presentation Thesematerialshavebeendesigned as a toolforthestudents of theacademicunitDidactics of theproductiveskills: writing and speaking. Thesematerialsofferimportantinformationaboutlisteningactivities and howtodesignthestages of theactivities.

  3. Justification The productive skills are very important, but unfortunately they are not always developed. It is important to know the stages to design activities for writing a document. In most of the exams to test the level off English, writing and speaking are graded. In these materials, students are going to have information necessary to design this type of activities.

  4. DifferencesbetweenSpeaking and Writing

  5. Sub-skills Teacher provides tasks to develop sub-skills. The tasks to develop sub-skills of speaking and writing (productive skills) are often similar.

  6. Producing a piece of writing.

  7. ClassroomActivities in CLT Practical activities 1. Mechanical practice 2. Meaningful practice 3. Communicative practice (Richards, 2005)

  8. Mechanical pratice A controlled practice activity which students can successfully carry out without necessarily understanding the language they are using. e.g. repetition drills, substitution drills

  9. Meaningful practice An activity where language control is still provided but where students are required to make meaningful choices when carrying out practice. e.g. Given a street map, students are asked questions (e.g. Where is the book shop?, Where is the cafe?)

  10. Communicative practice Activities where practice in using language within a real communicative context is the focus, where real information is exchanged, and where the language used is not totally predictable. e.g. Students might have to draw a map of their neighborhood and answer questions about the location of different places in their neighborhood.

  11. CommunicativeMethodologicalFramework (Littlewood,1981:86) Structuralactivities Pre-communicativeactivities Quasi-communicative activities Communicativeactivities Functionalcommunicationactivities Social interactionactivities

  12. Pre-communicative activities • Aim: to give the learners fluent control over linguistic forms, so the learners will produce language which is acceptable • Function: to prepare the learner for later communication. • The teacher may begin the teaching with a communicative activity • Pre-communicative activities: drills, question-and-answer practice.

  13. Communicative activities • Aims: (a) to provide ‘whole-task practice’, (b) to improve motivation, (c) to allow natural learning and, (d) to create a context which supports learning • Functional communication activities: comparing sets of pictures and noting similarities and differences, following directions, discovering missing features in a map or Picture • Social interaction activities: conversation and discussion sessions, dialogues and role plays, simulations, debates

  14. The roles of teachers and learners in the classroom activities • Learners are expected to take on a greater degree of responsibility for their own learning • Teachers play roles as facilitator and monitor

  15. The push for authenticity Clarke & Silbertstein (in Richards, 2005): ‘Classroom activities should parallel the ‘real world’ as closely as possible. Since language is a tool of communication, methods, and materials should concentrate on the message and not the medium. The purposes of reading should be the same in class as they are in real life’.

  16. Integrating productive skills: writing and speaking • discuss and share ideas • organise discussion points with graphic organisers • transform discussion points into sentences, from sentences to paragraph • use cohesive devices / connectives to sequence and structure the text

  17. Bibliography Richards, J. (2005). Classroom Activities in CLT. [ONLINE] Available at: http://staff.uny.ac.id/sites/default/files/Materi%20perkuliahan%20TEFL%20Methodology-Classroom%20Activities%20in%20CLT.pdf. [Last Accessed March 12 2014]. Courses.onlineteflcourses.com (). diference entre hablar y escribir . [En línea] Disponible en: http://courses.onlineteflcourses.com/mod/forum/discuss.php?d=751. [Último Acceso el 26 de febrero 2014]. Beavercreek (n.d.). Typesof writing. [ONLINE] Available at: http://www.beavercreek.k12.oh.us/cms/lib5/OH01000456/Centricity/Domain/182/Four%20Types%20of%20Writing%20-%20Notes.pdf. [Last Accessed 04 March 2014]

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