Your SlideShare is downloading. ×
0
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Integrating Skills   Growing Talents
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Integrating Skills Growing Talents

8,470

Published on

2 Comments
7 Likes
Statistics
Notes
No Downloads
Views
Total Views
8,470
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
488
Comments
2
Likes
7
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 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.
  • 5. 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
  • 6. How many SKILLS? READING RECEPTIVE PRODUCTIVE LISTENING WRITING WRITING SKILLS LISTENING READING SPEAKING SPEAKING
  • 7. How many SUBSKILLS? • SCANNING • SCANNING • SKIMMING • SKIMMING • NOTE TAKING • SPECIFIC PURPOSES READING LISTENIG SPEAKING WRITING • GRAMMAR • GRAMMAR • VOCABULARY • VOCABULARY • PARAPHRASING • PUNCTUATION • PRONUNCIATION • SPELLING • SPELLING
  • 8. How can we integrate the four skills? Design Class
  • 9. separation the easiest form of integration speaking listening reading writing grammar The complex integration
  • 10. integrate skills
  • 11. 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
  • 12. 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.
  • 13. 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.
  • 14. 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.
  • 15. a tapestry
  • 16. loom(布织机) a loom
  • 17. Why is important to integrate skills?  CONTEXTUALIZE  INTERPRETE  EXPLORE  ANALYZE  EXPERIENCE  CHALLENGE  CONFRONT  ASSIMILATE  PRACTICE  SHARE
  • 18. 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.
  • 19. 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
  • 20. 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.
  • 21. Implications  1. Focus on discourse  2. Adjusting/Adapting the textbook  3. Adjusting /Adapting the timetable
  • 22. 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
  • 23. 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.
  • 24. Adapting textbooks omission addition reduction extension 8 options rewriting replacement reordering branching
  • 25. What are the limitations of integrating the four skills?  It is necessary for teachers to maintain an appropriate balance between integration and separation.
  • 26. 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
  • 27. Speaking Reading Listening Writing THE DIAMOND SKILL
  • 28. First Halo (center) Students repeat structures, drill, learn by rote, produce after a model. WH questions  Information Individual
  • 29. 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
  • 30. 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
  • 31. INTENSIVE EXTENSIVE
  • 32. What can you do as a teacher?  Mingle  Prompt  Organise  Observe  Orchestrate feedback  Collaborate  Cooperate  Guide
  • 33. STORY OF AN ORANGE
  • 34. 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)
  • 35. 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.
  • 36. 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.

×