Leia os excertos a seguir para responder às questões de números 21 a 26.

Excerto 1:

How many people speak English?

With 375 million native speakers and more than 1.2 billion total speakers, English is the most widely spoken language in the world and has therefore become a lingua franca for international business.

As it is spoken in very different parts of the world, the English language has become influenced by social, political and cultural aspects, resulting in a language with loads of local variants.

Despite the fact that English is an official language in over 60 countries around the world, there are only 6 countries where it is actually spoken as a native language by the majority of the population.

Sometimes collectively referred to as the Anglosphere, these countries are also home to the most widely accepted variants of the English language, (though there are also significant numbers of native speakers in several other countries such as South Africa, Singapore and Nigeria, as well as many Caribbean countries).

(Acolad team. British, American, International: different types of English. https://blog.acolad.com/different-types-of-english. Acesso em 2.07.23. Adapatado)

Excerto 2:

(...) Alguns conceitos parecem já não atender às perspectivas de compreensão de uma língua que “viralizou” e se tornou “miscigenada”, como é o caso do conceito de língua estrangeira, fortemente criticado por seu viés eurocêntrico. Outras terminologias, mais recentemente propostas, também provocam um intenso debate no campo, tais como inglês como língua internacional, como língua global, como língua adicional, como lingua franca, dentre outras. Em que pesem as diferenças entre uma terminologia e outra, suas ênfases, pontos de contato e eventuais sobreposições, o tratamento dado ao componente na BNCC prioriza o foco da função social e política do inglês e, nesse sentido, passa a tratá-la em seu status de lingua franca. O conceito não é novo e tem sido recontextualizado por teóricos do campo em estudos recentes que analisam os usos da língua inglesa no mundo contemporâneo. Nessa proposta, a língua inglesa não é mais aquela do “estrangeiro”, oriundo de países hegemônicos, cujos falantes servem de modelo a ser seguido, nem tampouco trata-se de uma variante da língua inglesa. Nessa perspectiva, são acolhidos e legitimados os usos que dela fazem falantes espalhados no mundo inteiro, com diferentes repertórios linguísticos e culturais, o que possibilita, por exemplo, questionar a visão de que o único inglês “correto” – e a ser ensinado – é aquele falado por estadunidenses ou britânicos.

Mais ainda, o tratamento do inglês como língua franca o desvincula da noção de pertencimento a um determinado território e, consequentemente, a culturas típicas de comunidades específicas, legitimando os usos da língua inglesa em seus contextos locais. Esse entendimento favorece uma educação linguística voltada para a interculturalidade, isto é, para o reconhecimento das (e o respeito às) diferenças, e para a compreensão de como elas são produzidas nas diversas práticas sociais de linguagem, o que favorece a reflexão crítica sobre diferentes modos de ver e de analisar o mundo, o(s) outro(s) e a si mesmo.

(BRASIL. Base Nacional Comum Curricular. Língua Inglesa (4.1.4.; 4.1.4.1.). Disponível em: http://basenacionalcomum.mec.gov.br/images/BNCC_EI_EF_110518_versaofinal_site.pdf).

Leia os excertos a seguir para responder às questões de números 21 a 26.

Excerto 1:

How many people speak English?

With 375 million native speakers and more than 1.2 billion total speakers, English is the most widely spoken language in the world and has therefore become a lingua franca for international business.

As it is spoken in very different parts of the world, the English language has become influenced by social, political and cultural aspects, resulting in a language with loads of local variants.

Despite the fact that English is an official language in over 60 countries around the world, there are only 6 countries where it is actually spoken as a native language by the majority of the population.

Sometimes collectively referred to as the Anglosphere, these countries are also home to the most widely accepted variants of the English language, (though there are also significant numbers of native speakers in several other countries such as South Africa, Singapore and Nigeria, as well as many Caribbean countries).

(Acolad team. British, American, International: different types of English. https://blog.acolad.com/different-types-of-english. Acesso em 2.07.23. Adapatado)

Excerto 2:

(...) Alguns conceitos parecem já não atender às perspectivas de compreensão de uma língua que “viralizou” e se tornou “miscigenada”, como é o caso do conceito de língua estrangeira, fortemente criticado por seu viés eurocêntrico. Outras terminologias, mais recentemente propostas, também provocam um intenso debate no campo, tais como inglês como língua internacional, como língua global, como língua adicional, como lingua franca, dentre outras. Em que pesem as diferenças entre uma terminologia e outra, suas ênfases, pontos de contato e eventuais sobreposições, o tratamento dado ao componente na BNCC prioriza o foco da função social e política do inglês e, nesse sentido, passa a tratá-la em seu status de lingua franca. O conceito não é novo e tem sido recontextualizado por teóricos do campo em estudos recentes que analisam os usos da língua inglesa no mundo contemporâneo. Nessa proposta, a língua inglesa não é mais aquela do “estrangeiro”, oriundo de países hegemônicos, cujos falantes servem de modelo a ser seguido, nem tampouco trata-se de uma variante da língua inglesa. Nessa perspectiva, são acolhidos e legitimados os usos que dela fazem falantes espalhados no mundo inteiro, com diferentes repertórios linguísticos e culturais, o que possibilita, por exemplo, questionar a visão de que o único inglês “correto” – e a ser ensinado – é aquele falado por estadunidenses ou britânicos.

Mais ainda, o tratamento do inglês como língua franca o desvincula da noção de pertencimento a um determinado território e, consequentemente, a culturas típicas de comunidades específicas, legitimando os usos da língua inglesa em seus contextos locais. Esse entendimento favorece uma educação linguística voltada para a interculturalidade, isto é, para o reconhecimento das (e o respeito às) diferenças, e para a compreensão de como elas são produzidas nas diversas práticas sociais de linguagem, o que favorece a reflexão crítica sobre diferentes modos de ver e de analisar o mundo, o(s) outro(s) e a si mesmo.

(BRASIL. Base Nacional Comum Curricular. Língua Inglesa (4.1.4.; 4.1.4.1.). Disponível em: http://basenacionalcomum.mec.gov.br/images/BNCC_EI_EF_110518_versaofinal_site.pdf).

Leia os excertos a seguir para responder às questões de números 21 a 26.

Excerto 1:

How many people speak English?

With 375 million native speakers and more than 1.2 billion total speakers, English is the most widely spoken language in the world and has therefore become a lingua franca for international business.

As it is spoken in very different parts of the world, the English language has become influenced by social, political and cultural aspects, resulting in a language with loads of local variants.

Despite the fact that English is an official language in over 60 countries around the world, there are only 6 countries where it is actually spoken as a native language by the majority of the population.

Sometimes collectively referred to as the Anglosphere, these countries are also home to the most widely accepted variants of the English language, (though there are also significant numbers of native speakers in several other countries such as South Africa, Singapore and Nigeria, as well as many Caribbean countries).

(Acolad team. British, American, International: different types of English. https://blog.acolad.com/different-types-of-english. Acesso em 2.07.23. Adapatado)

Excerto 2:

(...) Alguns conceitos parecem já não atender às perspectivas de compreensão de uma língua que “viralizou” e se tornou “miscigenada”, como é o caso do conceito de língua estrangeira, fortemente criticado por seu viés eurocêntrico. Outras terminologias, mais recentemente propostas, também provocam um intenso debate no campo, tais como inglês como língua internacional, como língua global, como língua adicional, como lingua franca, dentre outras. Em que pesem as diferenças entre uma terminologia e outra, suas ênfases, pontos de contato e eventuais sobreposições, o tratamento dado ao componente na BNCC prioriza o foco da função social e política do inglês e, nesse sentido, passa a tratá-la em seu status de lingua franca. O conceito não é novo e tem sido recontextualizado por teóricos do campo em estudos recentes que analisam os usos da língua inglesa no mundo contemporâneo. Nessa proposta, a língua inglesa não é mais aquela do “estrangeiro”, oriundo de países hegemônicos, cujos falantes servem de modelo a ser seguido, nem tampouco trata-se de uma variante da língua inglesa. Nessa perspectiva, são acolhidos e legitimados os usos que dela fazem falantes espalhados no mundo inteiro, com diferentes repertórios linguísticos e culturais, o que possibilita, por exemplo, questionar a visão de que o único inglês “correto” – e a ser ensinado – é aquele falado por estadunidenses ou britânicos.

Mais ainda, o tratamento do inglês como língua franca o desvincula da noção de pertencimento a um determinado território e, consequentemente, a culturas típicas de comunidades específicas, legitimando os usos da língua inglesa em seus contextos locais. Esse entendimento favorece uma educação linguística voltada para a interculturalidade, isto é, para o reconhecimento das (e o respeito às) diferenças, e para a compreensão de como elas são produzidas nas diversas práticas sociais de linguagem, o que favorece a reflexão crítica sobre diferentes modos de ver e de analisar o mundo, o(s) outro(s) e a si mesmo.

(BRASIL. Base Nacional Comum Curricular. Língua Inglesa (4.1.4.; 4.1.4.1.). Disponível em: http://basenacionalcomum.mec.gov.br/images/BNCC_EI_EF_110518_versaofinal_site.pdf).

Leia os excertos a seguir para responder às questões de números 21 a 26.

Excerto 1:

How many people speak English?

With 375 million native speakers and more than 1.2 billion total speakers, English is the most widely spoken language in the world and has therefore become a lingua franca for international business.

As it is spoken in very different parts of the world, the English language has become influenced by social, political and cultural aspects, resulting in a language with loads of local variants.

Despite the fact that English is an official language in over 60 countries around the world, there are only 6 countries where it is actually spoken as a native language by the majority of the population.

Sometimes collectively referred to as the Anglosphere, these countries are also home to the most widely accepted variants of the English language, (though there are also significant numbers of native speakers in several other countries such as South Africa, Singapore and Nigeria, as well as many Caribbean countries).

(Acolad team. British, American, International: different types of English. https://blog.acolad.com/different-types-of-english. Acesso em 2.07.23. Adapatado)

Excerto 2:

(...) Alguns conceitos parecem já não atender às perspectivas de compreensão de uma língua que “viralizou” e se tornou “miscigenada”, como é o caso do conceito de língua estrangeira, fortemente criticado por seu viés eurocêntrico. Outras terminologias, mais recentemente propostas, também provocam um intenso debate no campo, tais como inglês como língua internacional, como língua global, como língua adicional, como lingua franca, dentre outras. Em que pesem as diferenças entre uma terminologia e outra, suas ênfases, pontos de contato e eventuais sobreposições, o tratamento dado ao componente na BNCC prioriza o foco da função social e política do inglês e, nesse sentido, passa a tratá-la em seu status de lingua franca. O conceito não é novo e tem sido recontextualizado por teóricos do campo em estudos recentes que analisam os usos da língua inglesa no mundo contemporâneo. Nessa proposta, a língua inglesa não é mais aquela do “estrangeiro”, oriundo de países hegemônicos, cujos falantes servem de modelo a ser seguido, nem tampouco trata-se de uma variante da língua inglesa. Nessa perspectiva, são acolhidos e legitimados os usos que dela fazem falantes espalhados no mundo inteiro, com diferentes repertórios linguísticos e culturais, o que possibilita, por exemplo, questionar a visão de que o único inglês “correto” – e a ser ensinado – é aquele falado por estadunidenses ou britânicos.

Mais ainda, o tratamento do inglês como língua franca o desvincula da noção de pertencimento a um determinado território e, consequentemente, a culturas típicas de comunidades específicas, legitimando os usos da língua inglesa em seus contextos locais. Esse entendimento favorece uma educação linguística voltada para a interculturalidade, isto é, para o reconhecimento das (e o respeito às) diferenças, e para a compreensão de como elas são produzidas nas diversas práticas sociais de linguagem, o que favorece a reflexão crítica sobre diferentes modos de ver e de analisar o mundo, o(s) outro(s) e a si mesmo.

(BRASIL. Base Nacional Comum Curricular. Língua Inglesa (4.1.4.; 4.1.4.1.). Disponível em: http://basenacionalcomum.mec.gov.br/images/BNCC_EI_EF_110518_versaofinal_site.pdf).

The Importance of Four Skills

Any language is difficult and easy. Language serves many purposes. Absence of language is mere dearth of communication. The role that language plays is immense, since time embarked. Identified as the need of the hour, the four necessities in language or commonly known as the four skills- Reading, writing, listening and speaking plays a vital role in any language learning quest… The four skills are the pinnacles of language which will take you to greater heights. They are separate yet bound together with an inseparable bond.

Teachers should set high standards for an ESL classroom. They should work to create the necessary condition for students to learn effectively and reach the desired outcome. For the teaching of English to be successful, the four skills: reading, listening, speaking and writing, should be integrated in an effective way. These skills should be addressed in a way that helps students meet the standards you set for them and develop their communicative competence gradually. This encompasses: Listening and speaking: these two skills are highly interrelated and work simultaneously in real life situations. So, the integration of the two aims at fostering effective oral communication. This integration will assure real-life and purposeful communication. Reading and writing: they form a strong relationship with each other as skills. They are tools for achieving an effective written communication. Students need opportunities to develop their reading and writing skills. Developing students’ competencies in reading and writing requires exposing students to gradually challenging reading materials and writing tasks. The aim is making students read and write effectively.

In fact, the integration of listening and speaking with reading and writing will make learners good listeners, speakers, readers and writers so as to be able to communicate effectively. The mastery of these skills is a gradual process. Teachers, for instance, should expose learners to gradually challenging tasks and material.

When a teacher makes use of activities that have been specially designed to incorporate several language skills simultaneously (such as reading, writing, listening, and writing), they provide their students with situations that allow for well-rounded development and progress in all areas of language learning. Through daily activities, teachers provide learners with opportunities to develop each skill: students listen (to the teacher use the target language, to a song, to one another in a pair activity), speak (pronunciation practice, greetings, dialogue creation or recitation, songs, substitution drills, oral speed reading, role play), read (instructions, written grammar drills, cards for playing games, flashcards) and write (fill-in-the-blank sheets, sentences that describe a feeling, sight or experience, a dialogue script, a journal entry).

Four skills activities in the language classroom serve many valuable purposes: they give learners scaffolded support, opportunities to create, contexts in which to use the language for exchanges of real information, evidence of their own ability (proof of learning) and, most important, confidence.

Adapted from: SADIKU, Lorena Manaj and XHUVANI, Aleksander - European Journal of Language and Literature Studies - https://revistia.org/index.php/ejls/ article/view/5651 - acesso em 21/08/2023

The Importance of Four Skills

Any language is difficult and easy. Language serves many purposes. Absence of language is mere dearth of communication. The role that language plays is immense, since time embarked. Identified as the need of the hour, the four necessities in language or commonly known as the four skills- Reading, writing, listening and speaking plays a vital role in any language learning quest… The four skills are the pinnacles of language which will take you to greater heights. They are separate yet bound together with an inseparable bond.

Teachers should set high standards for an ESL classroom. They should work to create the necessary condition for students to learn effectively and reach the desired outcome. For the teaching of English to be successful, the four skills: reading, listening, speaking and writing, should be integrated in an effective way. These skills should be addressed in a way that helps students meet the standards you set for them and develop their communicative competence gradually. This encompasses: Listening and speaking: these two skills are highly interrelated and work simultaneously in real life situations. So, the integration of the two aims at fostering effective oral communication. This integration will assure real-life and purposeful communication. Reading and writing: they form a strong relationship with each other as skills. They are tools for achieving an effective written communication. Students need opportunities to develop their reading and writing skills. Developing students’ competencies in reading and writing requires exposing students to gradually challenging reading materials and writing tasks. The aim is making students read and write effectively.

In fact, the integration of listening and speaking with reading and writing will make learners good listeners, speakers, readers and writers so as to be able to communicate effectively. The mastery of these skills is a gradual process. Teachers, for instance, should expose learners to gradually challenging tasks and material.

When a teacher makes use of activities that have been specially designed to incorporate several language skills simultaneously (such as reading, writing, listening, and writing), they provide their students with situations that allow for well-rounded development and progress in all areas of language learning. Through daily activities, teachers provide learners with opportunities to develop each skill: students listen (to the teacher use the target language, to a song, to one another in a pair activity), speak (pronunciation practice, greetings, dialogue creation or recitation, songs, substitution drills, oral speed reading, role play), read (instructions, written grammar drills, cards for playing games, flashcards) and write (fill-in-the-blank sheets, sentences that describe a feeling, sight or experience, a dialogue script, a journal entry).

Four skills activities in the language classroom serve many valuable purposes: they give learners scaffolded support, opportunities to create, contexts in which to use the language for exchanges of real information, evidence of their own ability (proof of learning) and, most important, confidence.

Adapted from: SADIKU, Lorena Manaj and XHUVANI, Aleksander - European Journal of Language and Literature Studies - https://revistia.org/index.php/ejls/ article/view/5651 - acesso em 21/08/2023

The Importance of Four Skills

Any language is difficult and easy. Language serves many purposes. Absence of language is mere dearth of communication. The role that language plays is immense, since time embarked. Identified as the need of the hour, the four necessities in language or commonly known as the four skills- Reading, writing, listening and speaking plays a vital role in any language learning quest… The four skills are the pinnacles of language which will take you to greater heights. They are separate yet bound together with an inseparable bond.

Teachers should set high standards for an ESL classroom. They should work to create the necessary condition for students to learn effectively and reach the desired outcome. For the teaching of English to be successful, the four skills: reading, listening, speaking and writing, should be integrated in an effective way. These skills should be addressed in a way that helps students meet the standards you set for them and develop their communicative competence gradually. This encompasses: Listening and speaking: these two skills are highly interrelated and work simultaneously in real life situations. So, the integration of the two aims at fostering effective oral communication. This integration will assure real-life and purposeful communication. Reading and writing: they form a strong relationship with each other as skills. They are tools for achieving an effective written communication. Students need opportunities to develop their reading and writing skills. Developing students’ competencies in reading and writing requires exposing students to gradually challenging reading materials and writing tasks. The aim is making students read and write effectively.

In fact, the integration of listening and speaking with reading and writing will make learners good listeners, speakers, readers and writers so as to be able to communicate effectively. The mastery of these skills is a gradual process. Teachers, for instance, should expose learners to gradually challenging tasks and material.

When a teacher makes use of activities that have been specially designed to incorporate several language skills simultaneously (such as reading, writing, listening, and writing), they provide their students with situations that allow for well-rounded development and progress in all areas of language learning. Through daily activities, teachers provide learners with opportunities to develop each skill: students listen (to the teacher use the target language, to a song, to one another in a pair activity), speak (pronunciation practice, greetings, dialogue creation or recitation, songs, substitution drills, oral speed reading, role play), read (instructions, written grammar drills, cards for playing games, flashcards) and write (fill-in-the-blank sheets, sentences that describe a feeling, sight or experience, a dialogue script, a journal entry).

Four skills activities in the language classroom serve many valuable purposes: they give learners scaffolded support, opportunities to create, contexts in which to use the language for exchanges of real information, evidence of their own ability (proof of learning) and, most important, confidence.

Adapted from: SADIKU, Lorena Manaj and XHUVANI, Aleksander - European Journal of Language and Literature Studies - https://revistia.org/index.php/ejls/ article/view/5651 - acesso em 21/08/2023

The Importance of Four Skills

Any language is difficult and easy. Language serves many purposes. Absence of language is mere dearth of communication. The role that language plays is immense, since time embarked. Identified as the need of the hour, the four necessities in language or commonly known as the four skills- Reading, writing, listening and speaking plays a vital role in any language learning quest… The four skills are the pinnacles of language which will take you to greater heights. They are separate yet bound together with an inseparable bond.

Teachers should set high standards for an ESL classroom. They should work to create the necessary condition for students to learn effectively and reach the desired outcome. For the teaching of English to be successful, the four skills: reading, listening, speaking and writing, should be integrated in an effective way. These skills should be addressed in a way that helps students meet the standards you set for them and develop their communicative competence gradually. This encompasses: Listening and speaking: these two skills are highly interrelated and work simultaneously in real life situations. So, the integration of the two aims at fostering effective oral communication. This integration will assure real-life and purposeful communication. Reading and writing: they form a strong relationship with each other as skills. They are tools for achieving an effective written communication. Students need opportunities to develop their reading and writing skills. Developing students’ competencies in reading and writing requires exposing students to gradually challenging reading materials and writing tasks. The aim is making students read and write effectively.

In fact, the integration of listening and speaking with reading and writing will make learners good listeners, speakers, readers and writers so as to be able to communicate effectively. The mastery of these skills is a gradual process. Teachers, for instance, should expose learners to gradually challenging tasks and material.

When a teacher makes use of activities that have been specially designed to incorporate several language skills simultaneously (such as reading, writing, listening, and writing), they provide their students with situations that allow for well-rounded development and progress in all areas of language learning. Through daily activities, teachers provide learners with opportunities to develop each skill: students listen (to the teacher use the target language, to a song, to one another in a pair activity), speak (pronunciation practice, greetings, dialogue creation or recitation, songs, substitution drills, oral speed reading, role play), read (instructions, written grammar drills, cards for playing games, flashcards) and write (fill-in-the-blank sheets, sentences that describe a feeling, sight or experience, a dialogue script, a journal entry).

Four skills activities in the language classroom serve many valuable purposes: they give learners scaffolded support, opportunities to create, contexts in which to use the language for exchanges of real information, evidence of their own ability (proof of learning) and, most important, confidence.

Adapted from: SADIKU, Lorena Manaj and XHUVANI, Aleksander - European Journal of Language and Literature Studies - https://revistia.org/index.php/ejls/ article/view/5651 - acesso em 21/08/2023

The Importance of Four Skills

Any language is difficult and easy. Language serves many purposes. Absence of language is mere dearth of communication. The role that language plays is immense, since time embarked. Identified as the need of the hour, the four necessities in language or commonly known as the four skills- Reading, writing, listening and speaking plays a vital role in any language learning quest… The four skills are the pinnacles of language which will take you to greater heights. They are separate yet bound together with an inseparable bond.

Teachers should set high standards for an ESL classroom. They should work to create the necessary condition for students to learn effectively and reach the desired outcome. For the teaching of English to be successful, the four skills: reading, listening, speaking and writing, should be integrated in an effective way. These skills should be addressed in a way that helps students meet the standards you set for them and develop their communicative competence gradually. This encompasses: Listening and speaking: these two skills are highly interrelated and work simultaneously in real life situations. So, the integration of the two aims at fostering effective oral communication. This integration will assure real-life and purposeful communication. Reading and writing: they form a strong relationship with each other as skills. They are tools for achieving an effective written communication. Students need opportunities to develop their reading and writing skills. Developing students’ competencies in reading and writing requires exposing students to gradually challenging reading materials and writing tasks. The aim is making students read and write effectively.

In fact, the integration of listening and speaking with reading and writing will make learners good listeners, speakers, readers and writers so as to be able to communicate effectively. The mastery of these skills is a gradual process. Teachers, for instance, should expose learners to gradually challenging tasks and material.

When a teacher makes use of activities that have been specially designed to incorporate several language skills simultaneously (such as reading, writing, listening, and writing), they provide their students with situations that allow for well-rounded development and progress in all areas of language learning. Through daily activities, teachers provide learners with opportunities to develop each skill: students listen (to the teacher use the target language, to a song, to one another in a pair activity), speak (pronunciation practice, greetings, dialogue creation or recitation, songs, substitution drills, oral speed reading, role play), read (instructions, written grammar drills, cards for playing games, flashcards) and write (fill-in-the-blank sheets, sentences that describe a feeling, sight or experience, a dialogue script, a journal entry).

Four skills activities in the language classroom serve many valuable purposes: they give learners scaffolded support, opportunities to create, contexts in which to use the language for exchanges of real information, evidence of their own ability (proof of learning) and, most important, confidence.

Adapted from: SADIKU, Lorena Manaj and XHUVANI, Aleksander - European Journal of Language and Literature Studies - https://revistia.org/index.php/ejls/ article/view/5651 - acesso em 21/08/2023

The Importance of Four Skills

Any language is difficult and easy. Language serves many purposes. Absence of language is mere dearth of communication. The role that language plays is immense, since time embarked. Identified as the need of the hour, the four necessities in language or commonly known as the four skills- Reading, writing, listening and speaking plays a vital role in any language learning quest… The four skills are the pinnacles of language which will take you to greater heights. They are separate yet bound together with an inseparable bond.

Teachers should set high standards for an ESL classroom. They should work to create the necessary condition for students to learn effectively and reach the desired outcome. For the teaching of English to be successful, the four skills: reading, listening, speaking and writing, should be integrated in an effective way. These skills should be addressed in a way that helps students meet the standards you set for them and develop their communicative competence gradually. This encompasses: Listening and speaking: these two skills are highly interrelated and work simultaneously in real life situations. So, the integration of the two aims at fostering effective oral communication. This integration will assure real-life and purposeful communication. Reading and writing: they form a strong relationship with each other as skills. They are tools for achieving an effective written communication. Students need opportunities to develop their reading and writing skills. Developing students’ competencies in reading and writing requires exposing students to gradually challenging reading materials and writing tasks. The aim is making students read and write effectively.

In fact, the integration of listening and speaking with reading and writing will make learners good listeners, speakers, readers and writers so as to be able to communicate effectively. The mastery of these skills is a gradual process. Teachers, for instance, should expose learners to gradually challenging tasks and material.

When a teacher makes use of activities that have been specially designed to incorporate several language skills simultaneously (such as reading, writing, listening, and writing), they provide their students with situations that allow for well-rounded development and progress in all areas of language learning. Through daily activities, teachers provide learners with opportunities to develop each skill: students listen (to the teacher use the target language, to a song, to one another in a pair activity), speak (pronunciation practice, greetings, dialogue creation or recitation, songs, substitution drills, oral speed reading, role play), read (instructions, written grammar drills, cards for playing games, flashcards) and write (fill-in-the-blank sheets, sentences that describe a feeling, sight or experience, a dialogue script, a journal entry).

Four skills activities in the language classroom serve many valuable purposes: they give learners scaffolded support, opportunities to create, contexts in which to use the language for exchanges of real information, evidence of their own ability (proof of learning) and, most important, confidence.

Adapted from: SADIKU, Lorena Manaj and XHUVANI, Aleksander - European Journal of Language and Literature Studies - https://revistia.org/index.php/ejls/ article/view/5651 - acesso em 21/08/2023