Phase 3, Language skills

Jacky García Solano

Universidad Nacional Abierta y a Distancia UNAD

Faculty of Education Sciences
BA in Foreign Languages with an Emphasis in English.
Course: Didactics of English
Group: 518022_11

Bucaramanga

2021
Step 1: Individually read the documents Teaching receptive and productive language skills with the help of

techniques and Receptive and productive language skills in language teaching in Unit 2 - Language Skills -

Contents and bibliographical references found in the Language Environment. Share in the forum a written

paragraph answering the following information:

 Definition of receptive and productive skills

 The order of development of the skills

According to Ganesh (2015) “Being competent in a language implies having the following four basic

language skills: reading, listening, writing, and speaking. Reading and listening belong to the receptive

language skills, since the learners receive an input, while speaking and writing belong to the productive

language skills, because the students produce an output.” When we talk about skills, we refer to an ability, it

means, to be able to develop a task with accuracy and in a certain period of time. In languages, it is absolutely

necessary to build up these skills to guarantee good results in the learning process. In the first group, we have

the receptive skills: listening and reading. As it is mentioned before, the focus of them, is to get as much

information of the language as possible (input), this will increase the knowledge of the learner in areas such

vocabulary, grammar and general culture. On the other hand, we have productive skills in which the focus is on

production; it means, to be able to express in real contexts what gotten before (ideas). It is important not to

overlook any of them, because they are all essential in the communication process. There is an order that most

of the learners show as they progress in the language: normally the first skill the students start to improve is

reading; little by little, they grow in the language thorough paragraphs, texts and written sentences; Then, we

have listening, when the students start understanding commands given to them; then, it is writing, where people

start learning how to write words in a correct way and how to organize sentences as they learn grammar.

Finally, we have speaking, this is the last skill the students develop as it involves oral production,

pronunciation, and in general, the combination of all the previous skills.

 Step 2: Each student must propose one virtual didactical activity per skill in order to develop effectively

the four language skills and share them in a word document in the forum. For instance, for reading, propose a

text and the activities to encourage reading skills, or for listening, share the audio and the activities. Be creative.

As a group, you will choose the best-proposed virtual didactical activities for developing the four English skills.

Skill Objective Procedure

The teacher is going to prepare an activity based on the

following story: https://www.tell-a-tale.com/panchatantra-

foolish-lion-clever-rabbit/

Note: The class will be all involved in the activity.

The teacher is going to narrate the story using the students to

act out and illustrate the happenings so that it can be

To develop reading skills while
Reading understandable. After this, T will show the Ss some
learning new vocabulary.
flashcards of pictures with the main events of the tale (the

flashcards are going to be in disorder). The idea, is that the Ss

organize the pictures in the correct order of the events. At the

end, the teacher will give them a sheet with the complete

story and all together will read it again and review new

vocabulary.
Listening To practice the past simple The students are going to listen to the following song for the

tense while developing the first time and ty to understand its main idea:

listening skill. https://www.youtube.com/watch?v=zlJDTxahav0

After discussing the general idea together with the teacher

and the rest of the class, they will be given a sheet with the

lyrics of the song, but with some missing words. (Verbs in

past and general vocabulary are included). The students will

 listen to the song several times trying to identify the missing

words.

Once the deadline has finished, they will change their sheet as

the teacher commands to review a classmate’s activity. For

this part, the teacher will show the same sheet; also, she will

have the missing words next to the presentation. The class

will listen to the song together and identify the words that fit

the best in each gap while the students give feedback to their

partners.
Writing The Ss will create a “diary” narrating their lives. The teacher

will give them a topic to prepare a creative concept of each

project e.g. vintage style, traveling, fashion etc. Ss have to

develop sort of a “magazine” narrating their biography and

exposing the most memorable happenings of their past; how

they are living nowadays, and their projects for the future.
To practice the main tenses:
They will have to prepare a creative presentation to share
present, past and future while
with their partners and teacher the project. The idea with this
practice the writing skill.
activity, is to practice the concept and structure of the main

tenses (past, present and future) as well as developing their

creativity, writing and speaking skills. During each

presentation, the teacher will take notes of the things to

improve, and at the end she will give suggestions concerning

grammar, vocabulary, pronunciation etc.

Speaking To develop speaking skills and Create a debate. The teacher will divide the class in two

encourage students to analyze groups and set the topic of the debate (in this opportunity, the

problems that affect society in topic will go around death penalty. Should countries have this
real life so that they develop practice as a penalty in the current society? Why? One group

their own critical point of view. will be on behalf of the statement and the other, won’t agree.

Before the day of the debate, the students will have to

research all the information they find interesting around the

topic, for example:

- How many countries in the world still use this practice

as a legal penalty? In which specific cases?

- For how long have this penalty been used throughout

history?

- Is there any difference between the countries that still

use this penalty and the ones that don’t? (less amounts

of crimes, prisoners etc)

- Recent reports of the application of the penalty.

Where? Who was the accused? What was his/her

crime?

The teacher will choose a student to be the “moderator” of the

activity (she / he will be in charge of managing the time, and

has to make sure that all the respect commands are being

followed during the activity). The teacher will take notes of

things to improve while the students are speaking. At the end,

T will give a general and personal feedback (grammar,

structure, vocabulary, pronunciation, intonation, stress,

fluency etc)
REFERENCES.

Ganesh, M. (2015). Teaching receptive and productive language skills with the help of techniques. Pune
Research an international journal in English, 1(2). Retrieved
from: http://puneresearch.com/media/data/issues/55fbb8b0dd37d.pdf
Ivančić, M. & Mandić, A. (2014). Receptive and productive language skills in language teaching. In
Academia.Edu. Retrieved
from: https://www.academia.edu/15220943/Receptive_and_productive_language_skills_in_language_teac
hing