Instituto de Educación Superior Pedagógico Público

“José Santos Chocano”

Bagua Grande – Amazonas – Perú

ALUMNO:
GERLI CARRASCO SÁNCHEZ
ESPECIALIDAD:
Idiomas -ingles
CICLO:
VI
TEMA:
The four skils.
DOCENTE:
Geraldine Ayasta Llenque.

BAGUA GRANDE- UTCUBAMBA

2017
 PRESENTATION:

Dear teacher of the Higher Education Institute

"Jose Santos Chocano" of Bagua Grande, this
report has been prepared with the purpose of
fulfilling what was requested in the area of
linguistics applied to the foreign language and I
leave this work for its respective revision
 DEDICATION:
first, I want to thank God who has given me life
and strength to do this work and to my parents for
their unconditional support that makes it possible
to continue studying; Also to the teacher for the
commitment and their willingness to share their
knowledge, in order to continue to excel in my
daily goals better

The four skils:

Listening:
Is receiving language through the ears. Listening involves identifying the sounds of speech
and processing them into words and sentences. When we listen, we use our ears to receive
individual sounds (letters, stress, rhythm and pauses) and we use our brain to convert these
into messages that mean something to us.
Listening is any language requires focus and attention. It is a skill that some people need
to work at harder than others. In addition, teaching the learners a lot of listening activities is
a good way of enlarging their vocabulary. People who have difficulty concentrating are
typically poor listeners. Like babies, we learn this skill by listening to people who already
know how to speak the language. This may or may not include native speakers. For
practice, we can listen to live or recorded voices.
The most important thing is to listen to a variety voices as often as you can. Therefore, to
become a fluent speaker in English, we need to develop strong listening skills.
Listening is not only helps we understand what people are saying to us, but it also helps us
to speak clearly to other people. It helps us learn how to pronounce word properly, how to
use intonation and where to place stress in words and sentences. Good listening skills
bring benefits to our personal lives including a greater number of friends and social
networks, improved self-esteem and confidence, higher grades at school and academic
work and even better health and general well-being.

Pre-listening.
There are certain goals that should be achieved before students attempt to listen to any
text. These are motivation, contextualization, and preparation.

Motivation
It is enormously important that before listening students are motivated to listen, so you
should try to select a text that they will find interesting and then design tasks that will
arouse your students' interest and curiosity.
Contextualization.
When we listen in our everyday lives we hear language within its natural environment,
and that environment gives us a huge amount of information about the linguistic content
we are likely to hear. Listening to a tape recording in a classroom is a very unnatural
process. The text has been taken from its original environment and we need to design
tasks that will help students to contextualize the listening and access their existing
knowledge and expectations to help them understand the text.
Preparation.
To do the task we set students while they listen there could be specific vocabulary or
expressions that students will need. It's vital that we cover this before they start to listen as
we want the challenge within the lesson to be an act of listening not of understanding what
they have to do.
While listening.
When we listen to something in our everyday lives we do so for a reason. Students too
need a reason to listen that will focus their attention. For our students to really develop
their listening skills they will need to listen a number of times - three or four usually works
quite well - as I've found that the first time many students listen to a text they are nervous
and have to tune in to accents and the speed at which the people are speaking.

Post-listening
 Reaction to the text.
Of these two I find that tasks that focus students reaction to the content are most important.
Again this is something that we naturally do in our everyday lives. Because we listen for
a reason, there is generally a following reaction. This could be discussion as a
response to what we've heard - do they agree or disagree or even believe what
they have heard? - or it could be some kind of reuse of the information they have
heard.

 Analysis of language
The second of these two post-listening task types involves focusing students on
linguistic features of the text. This is important in terms of developing their
knowledge of language, but less so in terms of developing students' listening skills.
It could take the form of an analysis of verb forms from a script of the listening
text or vocabulary or collocation work. This is a good time to do form focused work
as the students have already developed an understanding of the text and so will
find dealing with the forms that express those meanings much easier.

Speaking:
is the delivery language through the mouth? Speaking is also known as the productive
skill in the oral mode. It, like the other skills, is more complicated and it seems at first and
involves more than just pronouncing words.
To speak, we create sounds using many parts of our body including the lungs, vocal tract,
vocal chords, tongue, teeth and lips. This vocalized form of language usually requires at
least one listener. When two or more people speak or talk to each other, the conversation is
called a “dialogue”. In addition, speech can flow naturally from one person to another in
the form of dialogue. It can also be planned and rehearsal as in the delivery of a speech or
presentation. Of course, some people talk to themselves! In fact, some English learners
practice speaking standing alone in front of a mirror. There are three kinds of speaking
situation that we should understand which are interactive, partially interactive and non-
interactive. Interactive speaking situations include face-to-face conversations and
telephone calls, in which we have a chance to ask for clarification, repetition, or slower
speech from our conversation partner.
Whereas in partially interactive situations its involve giving a speech to the audience and
no interruption during the speech. The speaker nevertheless can see the audience and
judge from the expressions on their faces and body language whether or not he or she is
understood. The non-interactive speaking can be defined as recorded speech such as when
recording a speech for radio broadcast. To conclude, speaking can be formal or informal.
Informal speaking is typically used with family and friends or people you know well.
Formal speaking occurs in business or academic situations or when meeting people for the
first time. Speaking is probably the language skill that most language learners wish to
perfect as soon as possible. Fluently in speaking can help build up our confidence level
while speaking to others.
Reading:
Is the receptive skill in the written mode? It can develop independently of listening and
speaking skills, but often develops along with them especially in societies with a highly-
developed literary tradition. Reading can help build vocabulary that helps listening
comprehension at the later stages, particularly. In other words, reading is the process of
looking at a series of written symbols and getting meaning to them. When we read, we use
our eyes to receive written symbols (letters, punctuation marks and spaces) and we use our
brain to convert them into words, sentences and paragraphs that communicate something
to us. Reading can be silent (in our head) or aloud (so that other can hear). Reading is an
important way to of gaining information in language learning and it is a basic for a
language learner.
Therefore, reading skills refer to the specific abilities that enable a person to read with
independence and interact with the message. Reading is therefore a highly valuable skill
and activity, and it is recommended that English learners try to read as much as possible in
English. Moreover, reading is a complex cognitive process of decoding symbols in order
to construct or derive meaning. Like all language, it is a complex interaction between the
text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude
and language community which is culturally and socially situated. To sum up, reading
process requires continues practice, development, refinement, creativity and critical
analysis.

Writing:
Is the process of using symbols (letters of the alphabet, punctuation and spaces) to
communicate thoughts and ideas in a readable form?
Writing is the productive skill in the written mode. It too is more complicated and often
seems to be the hardest of the skills, even for native speakers of a language, since it
involves not just a graphic representation of speech, but the development and presentation
of thoughts in a structured way.
To write clearly, it is essential to understand the basic system of a language. In English, this
includes knowledge of grammar, punctuation and sentence structure. Vocabulary is also
necessary, as is correct spelling and formatting. The result of writing is generally called
text, and the recipient of text is called a reader. Nowadays, motivation for writing includes
publication, storytelling, correspondence and diary. Writing also has been instrumental in
keeping history, dissemination of knowledge through the media and the formation of legal
systems. A writer may write for a personal enjoyment or use, or for an audience of one
person or more. The audience may be known (targeted) or unknown. Taking notes for
study purposes is an example of writing to one’s self. Blogging publicly is an example of
an unknown audience.
A letter to a friend is an example of writing for a targeted audience. As with speaking, it is
important to consider your audience when writing. There are many different styles of
writing, from informal to formal.