Language Skills Development

Language Skills Development

GROUP 3

TAPIA BRYAN

STUDENTS:

RIVADENEIRA ISRAEL

FALCON KATERIN

Language Skills Development

DOCUMENTS STUDY

HOW TO TEACH ENGLISH 2ND EDITION

TEACHING ENGLISH AS FOREING LANGUAGE TEACHING AND LEARNING STRATEGIES

A COURSE IN LANGUAGE TEACHING

LANGUAGE SKILLS DEVELOPMENT

What is writing?

Writing is a means of communication that uses graphic sign systems (such as letters, numbers, and symbols) to represent words and concepts. It is a fundamental tool in the transmission of information, knowledge and culture over time and across distances.

LANGUAGE SKILLS DEVELOPMENT

BENEFITS OF WRITING

1.-Clarity of thought

2.-Development of communication skills

3.-Creativity

4.-Self-knowledge

5.-Memory and learning

LANGUAGE SKILLS DEVELOPMENT

according to the author "Penny Ur" in her book "a course in language teaching"

As an end

Writing as a means

• There are activities whose main objective is writing itself.
• At a micro level, specific written forms (handwriting, spelling, punctuation) are analyzed.
• At the macro level, the emphasis is on content and organization.

Writing in foreign language courses is used as a means of addressing different aspects of writing itself. Example: Students write down grammar rules, vocabulary, write answers, among others.

LANGUAGE SKILLS DEVELOPMENT

according to the author "Penny Ur" in her book "a course in language teaching"

Writing tasks

Writing for content and/or form

The purpose of writing is the expression of ideas, transmitting a message to the reader. In addition, the writer must pay special attention to careful writing, spelling, correct punctuation marks, acceptable grammar, and careful selection of vocabulary, because there are much higher standards for this skill than for speaking.

The author proposes some writing activities that can keep students motivated while they apply their writing skills.

1. Book report
2. Book review
3. Instruction sheet
4. Answer a letter
5. Personal Story
6. Describe someone
7. Job application

LANGUAGE SKILLS DEVELOPMENT

according to the author "Penny Ur" in her book "a course in language teaching"

The Writing Process

Satge 3: Conclusion

Satge 1: Writing

Some conclusions must be generated from the introspection and discussion we had on the topic discussed.

You must choose a topic and start writing about it by hand. Crossing out instead of deleting the parts you want to delete. The author proposes that we be aware of how we think and what we are doing.

Satge 2: Reflection

The author proposes to share what is written with other participants, establish similarities and differences in the writing process.

LANGUAGE SKILLS DEVELOPMENT

according to the author "Penny Ur" in her book "a course in language teaching"

The Writing Process: Summary and implications for teaching

Writing is potentially satisfaying

Individuals vary

The writing process is absorbing and fun when the topic is of our importance or interest.

There is no established or correct writing system, but rather, different strategies must be established, seeking the one most appropriate for each person.

Writing is a messy business

You learn to write through writing

When teaching writing, students should be advised that the first thing is to express their ideas, without giving much importance to spelling and grammar. We must work through a series of revisions, accepting the first drafts as transitional stages, with constructive criticism, but without qualifications.

As teachers, we must encourage writing in our students, and encourage them to think reflectively and learn from their own writing experience.

LANGUAGE SKILLS DEVELOPMENT

according to the author "Penny Ur" in her book "a course in language teaching"

Rewriting incorporation of corrections

Giving feedback on writing

1. When analyzing a student's writing we must first look at the content (main ideas or events that it describes and their meaning.
2. Next, we must review the organization and presentation.
3. Finally, the forms of the language (grammar, vocabulary, spelling and punctuation). Error correction should not be so excessive to the point

It may be a little tedious for the student to carry out this activity, but it is very important to reinforce learning. Additionally, another alternative is peer correction, where students can work together on their first drafts, giving each other feedback on content, language, and organization.

Reason for teaching writing

The writing allows students to analyze and engage with the language in deeper thought.

Writing-for-learning

Writing-for-writing

"It aims to develop students' writing skills, focusing on improving their writing abilities for purposes such as emails, letters, reports, and so on."

"It involves using writing as a tool to reinforce the language studied in class, such as practicing grammar structures or new vocabulary."

As you know, when learning to write a language, we focus on reinforcing the language studied. However, when writing for writing's sake, we aim to enhance the skills acquired in our learning process.

Next

Writing Issues

Types of writing

Problems

Building the writing habits

Gender, writing process and development of the writing habit.

Analyze the age of the students

Motivation in writing

Non-complex writing such as poems or routines that you enjoy doing alone or with your family.

The text emphasizes the need to involve students in writing activities by adding wrtiting variety

It is important to identify the genres and the different stages from an early age

Correct in a sensitive way.

To find balances

Correcting written work

Negative effect

Review the form of the work and content

Dont be demotivated by excessive corrections

Techniques to correct

Handwriting

Importance of writing is predominant

Various types of culture in writing

Encouraging a writing style to improve handwriting. Examples of letters can be provided, demonstrated how to make the necessary strokes, and practice exercises provide

Teaching Writing

- Teachers should learn how to design writing assignments that are likely to motivate students who lack engagement in school activities. -Writing in the school curriculum context is a way of life. -The purpose of writing, is the expression of ideas, the conveying of a message to the reader. - Pay some attention to formal aspects

The writing process

Stage 2: Reflection

Stage 1: Writing

Stage 3: Conclusion

Draw practical conclusions for teaching from the results of introspection and discussion.

Compare the results with those of other participants. Identify similarities and differences in the writing process.

Choose a problem and compose a written response in the form of a short text.

Types of writing in the classroom

At the beginning of learning to write, students focus on reproducing English letters, words, and phrases as part of the learning process. Dictation is also useful for teaching and assessing higher level processing skills.

Imitation or writing

Intensive writing usually appears in controlled, written grammar exercises, allowing little or no creativity on the part of the writer.

A common form of controlled writing involves presenting students with a paragraph in which they have to alter a given structure throughout the text.

Intensive or controlled

Guided writing loosens the teacher's control, but still offers a range of prompts.

Types of writing in the classroom

An important part of classroom writing can be devoted to self-writing, that is, writing with only oneself in mind as the audience.

Self-writing

Students take notes during a class to remember them later. Journal writing also falls into this category.

For all language learners, response exercises and even research reports involve an element of exposition.

Display writing

In the case of English language learners one of the academic skills they must master is a whole range of written expression techniques.

Types of writing in the classroom

Academic: Content-based instruction fosters the exchange of useful information, and part of this learning uses the written word. Group problem-solving tasks involve seeking and conveying genuine information. Additionally, students exchange new information among themselves and with the instructor.

Display writing and real writing represent two extremes, with a combination of both found in between. Three subcategories illustrate how reality can be injected

b. Vocational/technical: Students can write real letters, give genuine instructions for operations or assemblies, and complete actual forms.

Heal writing

c. Personal: Writing diaries, letters, postcards, notes, personal messages, and other informal writing, especially within an interactive classroom context. These categories highlight the diverse ways in which writing can be approached in an educational setting, catering to different purposes and audiences.

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Here you can place a highlighted title

What you read: interactivity and animation can make even the most boring content fun.At Genially, we use AI (Awesome Interactivity) in all our designs, so you can level up with interactivity and turn your content into something valuable and engaging.