1. Mtra. Martha Lorena Obermeier Pérez Febrero, 2013

2. These materials have been designed as a tool for the students of the academic unit Didactics of the productive skills: writing and speaking. These materials offer important information about listening activities and how to design the stages of the activities.

3. 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. SPEAKINGWRITING Characterized by hesitations, interrupts, sel-fcorrections, re-starts, fillers →→ redundancies Relatively concise Characterized by stress, pitch, accent, intonation Characterized by spelling and punctuation conventions Relies on gesture and paralanguage Concrete, fragmented, (mainly / often)Informal, context-dependent It has less modal modifications Elaborate, complex, abstract, formal Characterized by turn-taking.Characterized by monologue. There is a mutuality of exchangesThe relationship between the senten ces operates at several levels, which gives a thematic unity to texts. This thematic unity is built up from logical progression and grammatical linkage

5. SPEAKINGWRITING it is less organized or structured, Syntactically simple, characterized by short or coordinated sentences Organised and structured. There are more subordinations and passives used. Sentences are longer It has a lower degree of lexical density and a lower ratio of structure (function) words It has a higher degree of lexical density and a higher ratio of structure (function) words

6. Speaking sub-skillsWriting sub-skills Topic shift/change Pronunciation Register Appropriate behaviour Clarifying Defining Paralinguistic Register Spelling Clarity of meaning Editing Proof reading Reason to write Sub-skills Teacher provides tasks to develop sub-skills. The tasks to develop sub-skills of speaking and writing (productive skills) are often similar.

7. clear, fluent and effective communication of ideas. CONTENT relevance, clarity, originality, logic, etc. THE WRITER'S PROCESS getting, ideas, getting started, writing draft, revising. PURPOSE the reason for writing AUDIENCE the reader or readers WORD CHOICE vocabulary, idiom, tone ORGANIZATION paragraphs, topic and support, cohesion and unity MECHANICS handwriting, spelling, punctuation, etc. GRAMMAR rules for verbs, agreement, articles, pronouns, etc. SINTAX sentence structure, sentence boundaries, stylistic choice, etc.

8. Practical activities 1. Mechanical practice 2. Meaningful practice 3. Communicative practice (Richards, 2005)

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

10. 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?)

11. 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.

12. Structural activities Pre-communicative activities Quasi-communicative activities Communicative activities Functional communication activities Social interaction activities

13. 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.

14. 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

15. Learners are expected to take on a greater degree of responsibility for their own learning Teachers play roles as facilitator and monitor

16. 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’.

17. 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

18.  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.). Types of writing. [ONLINE] Available at: http://www.beavercreek.k12.oh.us/cms/lib5/OH01000456/Centricity/Domain/182/Four%20Types%20of%20 Writing%20-%20Notes.pdf. [Last Accessed 04 March 2014]