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INTEGRATING SKILLS
                                  Fredy Alexander duque
                     Centro Colombo Americano Manizales
                                                   2009
Aims of the Unit

To be aware of the reasons of integrating the four skills
  (WHY?)
To learn ways of integrating the four skills (HOW?)
To study the implications of integrating the four skills for
  teaching
To be aware of the limitations of integrating the four
  skills
1.   Why should we integrate the four skills?
2.   How can we integrate the four skills?
3.   What are the implications for teaching?
4.   What are the limitations of integrating the
     four skills?
Skills integration

 An integrating approach for the
  development of communicative skills in
  the classroom, in which the four skills in
  the acquisition of knowledge of a foreign
  language can be taught in a coherent way,
  and practiced together.
Integrating Skills   Growing Talents
TAKE THE ODD ONE OUT

1. Grammar - Vocabulary – Speaking – Pronunciation
2. Speaking – Listening – Reading – Vocabulary
3. Skill – Cake – Receptive – Productive
4. Grammar – Vocabulary – Pronunciation – Paraphrase
5. Controller – Prompter - Guide - Assimilate
6. Teacher – Student – Assistant - Lecture
How many SKILLS?

           READING



                                   RECEPTIVE
                                                           PRODUCTIVE
                                               LISTENING                WRITING


WRITING   SKILLS       LISTENING
                                               READING                  SPEAKING




          SPEAKING
How many SUBSKILLS?
• SCANNING                                • SCANNING
• SKIMMING                                • SKIMMING
• NOTE TAKING                             • SPECIFIC PURPOSES




                    READING    LISTENIG




                    SPEAKING   WRITING

•   GRAMMAR                                •   GRAMMAR
•   VOCABULARY                             •   VOCABULARY
•   PARAPHRASING                           •   PUNCTUATION
•   PRONUNCIATION                          •   SPELLING
•   SPELLING
How can we integrate the
      four skills?



        Design
        Class
separation

             the easiest form
             of integration
             speaking
 listening




                            reading




                                      writing


                                                grammar
The complex integration
integrate
  skills
The easiest form of integration is from
receptive to productive skills.
The second kind is complex integration.


             Receptive       Productive
    Oral     listening →     speaking
   Medium
   Written    reading    →     writing
   Medium
Rote memorizations is promoted in the
        integrated skills approach.

1. False. Communicating real information is
   better.
2. True. It is accompanied by sharing real
   information.
3. False. The focus is on a particular theme or
   content area.
4. True. It stregthens receptive skills.
Why should we integrate the
  four skills?
 Skills integration generally refers to linking two
  or more of the traditional four skills of language
  learning: reading, writing, listening, and
  speaking.
 There are many situations in which we use more
  than one language skill.
One image
 One image for teaching English is that of a
  tapestry. The tapestry is woven from many
  strands, such as the characteristics of the
  teacher, the learner, the setting, and the
  relevant languages. For the instructional loom to
  produce a large, strong, beautiful, colorful
  tapestry, all of these strands must be interwoven
  in positive ways.
a tapestry
loom(布织机)




            a loom
Why is important to integrate
skills?
  CONTEXTUALIZE
  INTERPRETE
  EXPLORE
  ANALYZE
  EXPERIENCE
  CHALLENGE
  CONFRONT
  ASSIMILATE
  PRACTICE
  SHARE
In addition to the four strands -- teacher, learner,
setting, and relevant languages--other important
strands exist in the tapestry.
The most crucial of these strands consists of the
four primary skills of listening, reading, speaking,
and writing. This strand also includes related
skills such as knowledge of vocabulary, spelling,
pronunciation, syntax, meaning, and usage.
The skill strand of the tapestry leads to optimal
ESL/EFL communication.
Conditions for language
     learning
      Essential                                     Desirable

Exposure                                             Instruction
to a rich but    Use             Motivation          in language
comprehensible of the language   to listen to and    (i.e. chances
input of real    to do things    read the            to focus on
spoken and                       language and        form)
written language                 to speak and
in use                           write it


 Jane Willis. 1996. A Framework for Task-Based Leaning. Oxford:
                            Longman
What are the implications
         for teaching?
 Integration of the four skills is concerned
 with realistic communication. This means
 we are teaching at the discourse level.
 Discourse: a whole unit of communication
 text, either spoken or written.
Implications

 1. Focus on discourse
 2. Adjusting/Adapting the textbook
 3. Adjusting /Adapting the timetable
Focus on discourse

 to be aware of the discourse features of the
  text and be able to make Ss aware of them.
 Discourse features include aspects such as:
 1. the way that the text is organized
 2. its layout
 3. the style of the language
 4. the register
Focus on discourse

 The term classroom discourse refers to the
  language that teachers and students use to
  communicate with each other in the
  classroom. Talking, or conversation, is the
  medium through which most teaching takes
  place, so the study of classroom discourse is
  the study of the process of face-to-face
  classroom teaching.
Adapting textbooks
          omission
            addition
               reduction
                 extension
   8
options          rewriting
                replacement
               reordering
                 branching
What are the limitations of
  integrating the four skills?
 It is necessary for teachers to maintain
 an appropriate balance between
 integration and separation.
Limitations of integrating
  the four skills
 Integrating the four language skills can be
  demanding of the teacher. This can also be time-
  consuming, requiring a lot of preparation.
  Sometimes teachers are so busy that they
  cannot spare much time for extra preparatory
  work.
 Another limitation is the problem of designing
  suitable materials that take account of students’
  different skill levels
Speaking




Reading                       Listening




           Writing   THE DIAMOND SKILL
First Halo (center)


Students repeat structures, drill, learn by rote,
            produce after a model.

        WH questions  Information

                   Individual
Second Halo (mid section)

  Students interact using target structures,
  identify the parts of language through class
    dynamics, rely on partner rather than on
                    textbook.

                Statements

                Interpersonal
Third Halo (external)

Students produce of their own accord, mistakes
     reveal experimentation with language,
   interaction becomes spontaneous, student
    questions seem to favor a hypothesis and
       thus manifest theory on language.

      YES/NO questions  confirmation

                    Social
INTENSIVE   EXTENSIVE
What can you do as a
          teacher?
 Mingle
 Prompt
 Organise
 Observe
 Orchestrate feedback
 Collaborate
 Cooperate
 Guide
Integrating Skills   Growing Talents
STORY OF AN
  ORANGE
Integrating Skills   Growing Talents
A type of activity

 A pre-reading discussion of the topic to
  activate schemata.
 Listening to a lecture or a series of
  informative statements about the topic or
  passage to be read.
 A focus on certain reading strategy (for
  instance, scanning).
 Writing a paraphrase of a section of the
  reading passage.
                                          (Brown, 2001)
Conclusion

 Simple integration: A receptive language skill
  serves as a model for a productive language
  skill.
 Complex integration: a combination of
  activities involving different skills, linked
  thematically.
 Limitations of integration should not prevent
  teachers from using the integrative approach.
Conclusion
 Using integrative approach can help a teacher
  create a relaxed atmosphere in class that
  students’ all-round abilities are well improved.
  A combination of activities involving different
  skills enhances the focus on realistic
  communication, which makes the students be
  more motivated and more involved and
  engaged enthusiastically in classroom
  activities.
Integrating Skills   Growing Talents

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Integrating Skills Growing Talents

  • 1. INTEGRATING SKILLS Fredy Alexander duque Centro Colombo Americano Manizales 2009
  • 2. Aims of the Unit To be aware of the reasons of integrating the four skills (WHY?) To learn ways of integrating the four skills (HOW?) To study the implications of integrating the four skills for teaching To be aware of the limitations of integrating the four skills
  • 3. 1. Why should we integrate the four skills? 2. How can we integrate the four skills? 3. What are the implications for teaching? 4. What are the limitations of integrating the four skills?
  • 4. Skills integration  An integrating approach for the development of communicative skills in the classroom, in which the four skills in the acquisition of knowledge of a foreign language can be taught in a coherent way, and practiced together.
  • 6. TAKE THE ODD ONE OUT 1. Grammar - Vocabulary – Speaking – Pronunciation 2. Speaking – Listening – Reading – Vocabulary 3. Skill – Cake – Receptive – Productive 4. Grammar – Vocabulary – Pronunciation – Paraphrase 5. Controller – Prompter - Guide - Assimilate 6. Teacher – Student – Assistant - Lecture
  • 7. How many SKILLS? READING RECEPTIVE PRODUCTIVE LISTENING WRITING WRITING SKILLS LISTENING READING SPEAKING SPEAKING
  • 8. How many SUBSKILLS? • SCANNING • SCANNING • SKIMMING • SKIMMING • NOTE TAKING • SPECIFIC PURPOSES READING LISTENIG SPEAKING WRITING • GRAMMAR • GRAMMAR • VOCABULARY • VOCABULARY • PARAPHRASING • PUNCTUATION • PRONUNCIATION • SPELLING • SPELLING
  • 9. How can we integrate the four skills? Design Class
  • 10. separation the easiest form of integration speaking listening reading writing grammar The complex integration
  • 12. The easiest form of integration is from receptive to productive skills. The second kind is complex integration. Receptive Productive Oral listening → speaking Medium Written reading → writing Medium
  • 13. Rote memorizations is promoted in the integrated skills approach. 1. False. Communicating real information is better. 2. True. It is accompanied by sharing real information. 3. False. The focus is on a particular theme or content area. 4. True. It stregthens receptive skills.
  • 14. Why should we integrate the four skills?  Skills integration generally refers to linking two or more of the traditional four skills of language learning: reading, writing, listening, and speaking.  There are many situations in which we use more than one language skill.
  • 15. One image  One image for teaching English is that of a tapestry. The tapestry is woven from many strands, such as the characteristics of the teacher, the learner, the setting, and the relevant languages. For the instructional loom to produce a large, strong, beautiful, colorful tapestry, all of these strands must be interwoven in positive ways.
  • 17. loom(布织机) a loom
  • 18. Why is important to integrate skills?  CONTEXTUALIZE  INTERPRETE  EXPLORE  ANALYZE  EXPERIENCE  CHALLENGE  CONFRONT  ASSIMILATE  PRACTICE  SHARE
  • 19. In addition to the four strands -- teacher, learner, setting, and relevant languages--other important strands exist in the tapestry. The most crucial of these strands consists of the four primary skills of listening, reading, speaking, and writing. This strand also includes related skills such as knowledge of vocabulary, spelling, pronunciation, syntax, meaning, and usage. The skill strand of the tapestry leads to optimal ESL/EFL communication.
  • 20. Conditions for language learning Essential Desirable Exposure Instruction to a rich but Use Motivation in language comprehensible of the language to listen to and (i.e. chances input of real to do things read the to focus on spoken and language and form) written language to speak and in use write it Jane Willis. 1996. A Framework for Task-Based Leaning. Oxford: Longman
  • 21. What are the implications for teaching?  Integration of the four skills is concerned with realistic communication. This means we are teaching at the discourse level. Discourse: a whole unit of communication text, either spoken or written.
  • 22. Implications  1. Focus on discourse  2. Adjusting/Adapting the textbook  3. Adjusting /Adapting the timetable
  • 23. Focus on discourse  to be aware of the discourse features of the text and be able to make Ss aware of them.  Discourse features include aspects such as: 1. the way that the text is organized 2. its layout 3. the style of the language 4. the register
  • 24. Focus on discourse  The term classroom discourse refers to the language that teachers and students use to communicate with each other in the classroom. Talking, or conversation, is the medium through which most teaching takes place, so the study of classroom discourse is the study of the process of face-to-face classroom teaching.
  • 25. Adapting textbooks omission addition reduction extension 8 options rewriting replacement reordering branching
  • 26. What are the limitations of integrating the four skills?  It is necessary for teachers to maintain an appropriate balance between integration and separation.
  • 27. Limitations of integrating the four skills  Integrating the four language skills can be demanding of the teacher. This can also be time- consuming, requiring a lot of preparation. Sometimes teachers are so busy that they cannot spare much time for extra preparatory work.  Another limitation is the problem of designing suitable materials that take account of students’ different skill levels
  • 28. Speaking Reading Listening Writing THE DIAMOND SKILL
  • 29. First Halo (center) Students repeat structures, drill, learn by rote, produce after a model. WH questions  Information Individual
  • 30. Second Halo (mid section) Students interact using target structures, identify the parts of language through class dynamics, rely on partner rather than on textbook. Statements Interpersonal
  • 31. Third Halo (external) Students produce of their own accord, mistakes reveal experimentation with language, interaction becomes spontaneous, student questions seem to favor a hypothesis and thus manifest theory on language. YES/NO questions  confirmation Social
  • 32. INTENSIVE EXTENSIVE
  • 33. What can you do as a teacher?  Mingle  Prompt  Organise  Observe  Orchestrate feedback  Collaborate  Cooperate  Guide
  • 35. STORY OF AN ORANGE
  • 37. A type of activity  A pre-reading discussion of the topic to activate schemata.  Listening to a lecture or a series of informative statements about the topic or passage to be read.  A focus on certain reading strategy (for instance, scanning).  Writing a paraphrase of a section of the reading passage. (Brown, 2001)
  • 38. Conclusion  Simple integration: A receptive language skill serves as a model for a productive language skill.  Complex integration: a combination of activities involving different skills, linked thematically. Limitations of integration should not prevent teachers from using the integrative approach.
  • 39. Conclusion  Using integrative approach can help a teacher create a relaxed atmosphere in class that students’ all-round abilities are well improved. A combination of activities involving different skills enhances the focus on realistic communication, which makes the students be more motivated and more involved and engaged enthusiastically in classroom activities.