Developing Language skills

Topics: Language, Language education, Second language acquisition Pages: 11 (2545 words) Published: September 29, 2014

Developing Languages Skills in the classroom

Master in Teaching English as a Foreign Language

Professor: Dr.
Names and surnames: Rosilaine Aparecida Asunção

Group: FP_TEFL_2013-06 Login: BRFPMTFL151775

January 26th, 2014


Features of the units4
Grammar and the ‘four skills’ 4
Teaching Reading5
Analysis 5
Teaching Listening6
Analysis 6
Teaching Speaking
Analysis 7
Teaching Writing8
Analysis 8
Bibliography 11


This subject, 'Developing Language Skills', lead us to a thorough analysis of the way the “four skills” are applied into the classroom and how the different course books units should deal with them since nowadays, they “play a seminal role” in an English language context, besides as Henry Widdowson (1978:1) highlighted “the aims of a language teaching course are very often defined with reference to the four ‘language skills’: understanding speech (listening), speaking, reading and writing” (FUNIBER material, n.d. ; DLS; p. 1, 2). Throughout this subject, we have also reviewed how the four skills can be used together effectively and this has had a great impact on our views concerning the use of each part of the course books units. We have analyzed that with careful reflection and planning, any teacher can integrate both receptive (listening and reading) and productive skills (writing and speaking) in their classes simultaneously. For this purpose, teachers should have a solid plan for their lessons; think about what might be the best approach, methods and techniques, activities, materials & resources and aims to be achieved; cater their students' needs & interests and evaluate how the different units in a textbook develop equally “the four skills”. The objective of this assignment is to analyze the unit 7 from the course book Bachirellato Made Easy, Richmond Publishing and the unit ‘Botellón!’ from English textbooks. All along this assignment, we are going to compare, contrast and understand how each skill is going to fit the student’s needs and how they are presented in the units. We will divide our work into “the four skills”. First, we are going to write a short and general introduction for each of them that will also show what we have learned from the reading of the subject material; then we are going to analyze the two units mentioned above and finally, at the end of the assignment, we will write a conclusion which briefs the main ideas of this subject and that also answer which unit we prefer.

Features of the units


Throughout the course (in Methodological Approaches), we have analyzed different approaches, which most of them focus on a particular skill. However, nowadays, there are a number of theories that “have opted for a ‘multi-syllabus’ approach” (Funiber material; n.d.; DLS p. 2) and try to use the well-known ‘four skills’ as much as possible. Regarding the course book Bachillerato Made Easy and the unit Botellón!, ’they both present a strong influence of the Communicative Approach or CLT that emphasizes interaction as both the means and the ultimate goal of study. The four “language skills” are catered and they are interrelated within the same topic. But there are other aspects we should take into account and this is what we are going to focus on.

Grammar and the ‘four skills’

Most teachers disagree that grammar should be taught separately, not integrated with other skills such as reading and writing but, sometimes it is possible to note a strong sense of divergence between teacher’s stated beliefs and actual classroom practices related to grammar teaching as...

Bibliography: Doughty, C. (1991). Second language instruction does make a difference: evidence from an empirical study of second language relativisation. Studies in Second Language Acquisition 13/4, 431-469.
Harmer, J. (2007). How to teach English. Pearson Education Limited.
Richards, J.C., Gallo, P. B., & Renandya, W. A. (2001). Exploring Teachers’ Beliefs and the Processes of Change. PAC Journal, 1,1, 41-58.
White, R. and Arndt, V. (1991) Process Writing. London: Longman.
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