DEVELOPING LANGUAGE SKILLS, Guías, Proyectos, Investigaciones de Idioma Inglés

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Assignment - DLSC SUBJECT ASSIGNMENT: DEVELOPING LANGUAGE SKILLS IN THE CLASSROOM Students’ full names: Johnny Willian Sanchez Rivera Jenny María Rojas Bravo Mayerlin Graciela Fernández Diaz Group: 2020-06 Date: March 26, 2021 CONTENTS Introduction……………………………………………………………………..3 Learning theories ………………………………………………………………4 The grammar-skills relationship………………………………………………4 The production opportunities (oral and written) provided by the units..5 Reading skills…………………………………………………………………….6 1 Assignment - DLSC Audiovisual skills…………………………………………… …………………. 7 Speaking skills…………………………………………………………………… 7 Writing skills……………………………………………………………………….8 Conclusion………………………………………………………………………...9 Bibliography…………………………………………………………………….10 Annex……………………………………………………………………………..11 Introduction The language skills of the English language as a second language are fundamental to the learning process of students. It is necessary to always reach the competencies through the development of skills. The importance of foreign language skills, as part of the class's fundamental requirements, is reflected through success. These skills are, for example, the main basis for realizing the most appropriate way to improve teaching and testing of language skills, and therefore strengthen and unite the practices of the teaching/learning process and testing. It is necessary to demonstrate the fields of teaching and testing of language skills. These are the main points we are working on to analyze a medium of related literary background. 2 Assignment - DLSC students must develop. When expressed in a language, this is only done orally; written communication is extremely important in learning a language. So as we can see both units provide their students with situations that allow for well-rounded development and progress in the four language learning skills: Alonso, A. Jovellar, Y (2013). The process of teaching-learning a foreign language from a methodological point of view is given by the acquisition of linguistic knowledge and the formation of linguistic habits and skills. This has been characterized in the course of history in different ways, ranging from its identification as a teaching process, with a marking on the central role of the teacher as a transmitter of knowledge, to the most current conceptions, in which the teaching-learning process is conceived as an integrated whole, in which the leading role of the student is put to relieve. It demonstrates the integration of the cognitive and the affective, the instructive and the educational, as essential psychological and pedagogical requirements. Baccalaureate facilitates the unity of opportunities with group work, self-access and presentation, practice – Production. For example: for oral production students start arguing with a self-assessment task in two different exercises, in the first exercise students have to reflect on their behavior in given situations and in the second part in groups have a free discussion on the same topic presented throughout the unit with necessary structure, vocabulary and grammar (previously taught). The Botellón! An interaction between the students work in groups, independently, work together and interact autonomously and the teacher acts as facilitator doing things like the follow-up of his work, on the written part that use the steps in the reading part to shrewdly contradict the given topics. Now students are fully trained to talk about the different points of view. Reading skills Writing skills develop in parallel with the reading learning process. When children are learning the writing rules, they also learn phoneme-grapheme conversion rules. Andrew, M. (n.d) reading is a complex process that is based on many different skills. Together, these skills lead 5 Assignment - DLSC to the ultimate goal of reading: reading comprehension or understanding of what can be read. there are 6 essential skills for reading comprehension. In Made Easy Baccalaureate, the reading section has several types of activities such as understanding the organization of text; check comprehension; infer; dealing with unknown words; ideas they can't do; react to the text; scan; Write summaries and reports. Warm-up activity or pre-reading task is reading as an active process because students begin to guess, confirm, anticipate, and infer. With an integrated text that speaks of friendship that can be a very significant topic for students of all ages, especially adolescents, and promotes the use of communicative functions that develop and improve integrated learning. This text establishes a connection between the reader and the passage to stimulate a natural and fluid response. Therefore, students will be motivated to participate freely. Botellón unit! somehow shows the same characteristics. Since both units are authentic and genuine. Audiovisual skills Listening means paying attention not only to the story, but also to how it is counted, the use of language and voice, and how the other person uses their body. In other words, it means being aware of both verbal and verbal messages. Your ability to listen effectively depends on the degree to which you perceive and understand these messages. Listening is not a passive process. In fact, the listener can and should be as involved in the process as the speaker. The phrase "active listening" to describe this process of total participation. Adler, R., Rosenfeld, L. and Proctor, R (2001). 6 Assignment - DLSC Botellón! unit there is no express display of student activity that is exposed to authentic/genuine or adapted listening fragments. However, communication between students listens to others and the teacher is important to generate new information. In the "Made Easy Baccalaureate" unit, we can realize that they have a specific place within the unit and give students the opportunity to be exposed to some pre-recorded listening fragments that have to dare, to some extent, an authentic response. Speaking skills Speaking is the most relevant aspect of language for communication for obvious reasons. Speaking tasks are the most appropriate way to identify students' strengths and/or weaknesses. Made Easy High School, students are asked to express their ideas, talk about their experiences and use their previous knowledge of the situations exposed. Activities are discussions, dialogues and problems-resolution and Q&A, In the Bottle! activities are discussions on some current social issues, giving opinion and problem solving. There is work that is done individually and they have to agree or disagree, giving arguments on the proposed solutions. The final activity is a group discussion where students have ideas to dare and support against a given problem. In the last section, the written part, they have a discussion organizer where they have to take notes and propose a solution that they deem appropriate. Writing skills According to Cicerchia, M (n.d). Writing is one of the most important skills that English as a second language students must master. That is because, a difference from speech exercises, when you write, leaves a lasting record of your language. 7 Assignment - DLSC Adler, R., Rosenfeld, L. and Proctor, R. (2001) Interaction: the process of interpersonal communication (8th edn), Fort Worth, TX: Harcourt. https://www.skillsyouneed.com/ips/listening- skills.html#:~:text=Listening%20means%20paying%20attention %20not,verbal%20and%20non%2Dverbal%20messages. Alonso, A. Jovellar, Y (2013). Oral communication, an essential aspect for the development of English language classes https://www.efdeportes.com/efd177/la- comunicacion-oral-clases-de-ingles.htm Andrew M (n.d) https://www.understood.org/en/learning-thinking-differences/child- learning-disabilities/reading-issues/6-essential-skills-needed-for- reading-comprehension Arranz, A (2017) Learning theories: Educational and practical applications, cognifit. https://blog.cognifit.com/es/teorias-del-aprendizaje/ Cicerchia,M (n.d) How to improve English writing skills. https://www.readandspell.com/how-to-improve-writing-skills-in-English Giammatteo,M. (2013) "Why and why teach grammar? Grammar in the formation of cognitive- linguistic skills",7. http://p3.usal.edu.ar/index.php/ele/article/view/2003, 16 pages. Oral Communication (2017) It's: Significados.com. Available in: https://www.significados.com/comunicacion-oral/ Raffino, M (2020). Concepto.de. Written communication. https://concepto.de/comunicacion- escrita/. Annex GENERAL INFORMATION: This assignment must be done in pairs and has to fulfil the following conditions: - Length: between 6 and 8 pages (without including cover, index or appendices –if there are any-). 10 Assignment - DLSC - Type of font: Arial or Times New Roman. - Font size: 11. - Line spacing: 1.5. - Alignment: Justified. The assignment has to be written in this Word document and has to follow the instructions on quotes and references detailed in the Study Guide. Also, the assignment has to be submitted following the procedure specified in the document: “Subject Evaluation”. Sending it to the tutor’s e-mail is not allowed. It is strongly recommended to read the assessment criteria, which can be found in the document “Subject Evaluation”. Assignment instructions: Take the unit from the course book Bachillerato Made Easy, Richmond Publishing, available in the Evaluation materials section (at the same place where you can find this paper): Materials 1, and the unit ‘Botellón!’ from an English textbook published in the Basque Country (2010) for teenagers: Materials 2. Compare and contrast the way the two units deal with the four skills. You should refer to the following matters: - The learning theories implicit in the way the units are presented and developed. - The extent to which the skills are integrated. - The product-process aspects of the two units. - The ‘authentic/genuine’ aspects. - The issue of simplification of text - The relationship between the skills work and the learning/practice of grammar. - The opportunities for production (oral and written) the units provide. - The types of production required. - The variety (or otherwise) of the activity types. - Which unit do you prefer? Why? Of course, add any other aspects that you consider relevant or important. The above list is simply a suggestion of the sort of considerations you will need to make in order to analyse the two books critically, and to arrive at a conclusion as to which of the two units you prefer, if indeed you have a preference. Important: you have to write your personal details and the subject name on the cover (see the next page). The assignment that does not fulfil these conditions will not be corrected. You have to include the assignment index below the cover. 11 Assignment - DLSC 12