The document discusses the professional experience of an individual with over 10 years of experience working as an English teacher and coordinator. They hold a degree in Education with a major in English as well as a Master's degree in Human Resources and Knowledge Management. Additionally, they have experience and certifications in translation, interpretation, and teaching English. Currently, they work at several educational institutions.

2. I hold a degree in Education with a major in English from Federico
Villarreal University (Peru) and also hold a Certificate of Proficiency in
English (ECPE). In addition, I am a Master’s graduate in Human
Resources and Knowledge Management at FUNIBER. I am a
translator and an interpreter, and have been an English teacher and
coordinator for more than 10 years.
I am currently working at COAR (Colegio de Alto Alto
Rendimiento), ICPNA (US-Peru Binational Center) and ,
Centro de Idiomas de la Universidad del Pacífico.

3. USE THE HAND RAISING
HOW FAMILIAR ARE
YOU WITH TODAY’S
WEBINAR?
A. I am pretty familiar with today´s topic,
and I use it in my sessions.
B. I heard about it, sometimes I apply it.
C. I heard about it, but I don’t apply it.
D. I haven´t heard about it before.

4. INTEGRATING
THE FOUR SKILLS

5. POLL
A. Participants will get to know a new
technique and get familiar with it.
B. Participants will get the principles and
objectives of this new approach.
C. Participants will get familiar with this
approach and how to use it in an English
language session.

6. Participants will get familiar with
this approach and how to apply it
in an English language session.
And refresh with this approach.

7. SEGREGATED
SKILLSUSE THE CHAT BOX

8. Discrete skill, isolated skill, single
skill, emphasis on one skill at the
time.
Skill-oriented. A skill intentionally
oriented toward the development
of only one skill.
Language-based. Each skill is
treated separately.

10. What are some problems with
the previous session?
Use the chat box

11. Some problems on the
segregated-skill approach
 Isolation of skills leads to
communication deadlock
(impasse, dilemma).
 The “focus” always remains on
the accustomed skill.
 Handicapped learner.
Use the hand rising if you agree.

12. ACCORDING TO ...
Peregoy & Boyle (2001) argue that oral and written
languages are integrated in most communication
events and often occur together. Integrated-skills
approach, similarly, functions just as both
communicative language teaching (CLT) and whole
language do since they both emphasize meaningful
and authentic language use and link oral and
written language development (Su, 2007).
In other words, this approach can be defined as
the combination of two or more skills within a
communicative task.

14. Why should we integrate the four skills?
What are the benefits of applying it
into our classrooms?
 Repairing communication breakdown.
 Developing reading/writing skills
 Develop learner autonomy
 Intercultural communication.
 Assessment involves application of these
strategies.

15. It covers the four skills and all of them can
be developed the desired communicative
goal.
Since some students have some skills more
developed than others, by applying this
approach, all these approaches grow
gradually and productively.
Each skill reinforces other skills.
Produce meaningful activities.
Greater language retention.

16. How can we integrate the four
skills?

17. Examples
Self-introduction.
•Students write a self-introduction to their
classamtes without their names.
•The teacher will randomly givea paper to each
student and each student will read them aloud.
•Students listen while their classmates read the
self-introduction.
•Students will guess whose self-ontroduction
belongs to and ask further questions about the
person.

18. Chain Story
•One student will start by writing a sentence.
•The next one will continue and so on.
•The teacher will read the result after the
whole group finishes writing their sentences.
•Students will give their opinión about the
story.

19. Reading and retelling
First, learners select a book or story at their own level
and read it. Learners are then given a template to follow
to summarize their thoughts about the story (writing).
The summary is designed to help learners gauge the
amount of detail required in a retell. After additional
practice reading the summary silently and aloud several
times, learners are asked to select two or three
illustrations from the book to help them tell the story.
They then practice telling the story by using the pictures
and remembering what they wrote in the template.
Students find a partner who has not read the same story
and retell (speaking) their story to one another using the
selected illustrations. Partners not only listen to the retell
but also complete a feedback checklist (writing) about the
retell.After reading the feedback, partners switch roles.

20. Self-introduction
•It takes the answers to a series of personal questions (name, age,
grade level, where you live, members of your family, favourite sports,
animals, colours, subjects, etc.) and sequences them into a self
introduction. Students are given large visuals to trigger each
component of the self introduction. The teacher can point to each
picture while modeling a self-introduction (students are listening) and
then invite learners to introduce themselves (speaking) to one or two
if their peers. Some of the visuals can then be changed and the
students can be invited to introduce themselves to others in the class
to whom they have never spoken. This activity can be adapted to
become a regular (daily, weekly) warm-up activity to get learners
talking in the target language. Having
covered listening and speaking in the oral self-introduction, a scenario
can then be created wherein learners must write a self-introduction
to a potential homestay host. The same picture cues can be used,
reconfigured to show a salutation, closing and signature. The picture
cues provide learners with support without giving them a text to
memorize.

21. • tasks • speeches
• interviews/surveys • conversations
• oral descriptions • narratives
• media extracts • public announcements
• games and puzzles • cartoon/comic strips
• photos • letters, e-mails
• diaries • poems
• songs • directions
• invitations • menus
• textbooks • biographies