El uso interpersonal o interaccional, es en el que la lengua se utiliza para desarrollar y mantener una relación social (en

los saludos, presentaciones, etc.), La función transaccional consiste en transmitir información (por ejemplo, en una narración
oral, en una entrevista o en un artículo científico).
La función interpersonal o interaccional responde al mantenimiento de relaciones sociales (por ejemplo, en la
conversación que se mantiene en el ascensor o en la panadería). Brainstorming Results Realization Sketches Tipos de
producción oral Productive skills are speaking and writing. You use the language that you have acquired and produce a
message through speech or written text that you want others to understand. When you are “learning English” you are learning
all of these skills. You will be strong in some and weak in others. Your classmate may have different strengths and
weaknesses than you. That is why you shouldn’t try to compare yourself to others.
Propósito general transaccional interpersonal Tipo de participación:
Es la actitud que tienen dichos alumnos hacia la asignatura con respecto a los contenidos desarrollados Grado de
Planeación:
Proceso donde se analiza la situación actual, se establecen objetivos y se definen las estrategias para alcanzar dichos
objetivos
Planeada
No planeada
Parcialmente planeada
No interactiva
Interactiva
parcialmente interactiva
The basics in developing the productive skills of language Reading, writing, listening and speaking are all interrelated in
a language-learning environment. Literacy is, however, essential for educational success. Practice Skill in writing develops
only through regular experience of all types of writing Communication Speaking and writing are communicative tasks and
imply an audience. Therefore the message must be organized so that it is communicated effectively Speaking
 The teacher’s challenge

The teacher must develop approaches and classroom talk that include:
Repetition of key words.
Paraphrase.
Miming and gesture to support spoken words.
Modelling and Checking for understanding.
Summarizing Writing.

 The pupil’s challenge

The pupil must develop:

1. Control over vocabulary
2. Grammatical accuracy
3. Control over orthography
(penmanship/ handwriting) Writing

 The teacher’s challenge

1.-The teacher needs to provide or promote the preparation of classroom charts, labels pictures, word collections
etc.
2.-Teacher provides plenty of feedback – as positive as possible.
3.-Teacher provides good, clear examples of letters, whole words, phrases etc. on charts, posters and labels in the
classroom. Notes: es la razón o interés
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http://www.monografias.com/trabajos65/diseno-estrategias-didacticas-mito/diseno-estrategias-didacticas-
mito2.shtml

http://petionlenguaje3.blogspot.mx/2014/06/la-produccion-oral-y-escrita-de-textos.html

https://books.google.com.mx/books?id=26wBzLcabqEC&printsec=frontcover&hl=es&source=gbs_atb#v=onepag
e&q&f=false