Planning and Managing End-of-Unit Integration Activities for middle school teachers

1. Planning and Managing
End-of-Unit Integration
Activities ‘Middle School ’
Date: April 24th, 2024

2. Workshop: Task 1 (Problematic situation)

3. Teacher A: "I teach language components
and skills in isolation because this allows
students to focus on mastering each one at a
time. Teaching these components and skills
separately is more practical and time-
saving.”
Teacher B: "I integrate all language
components and skills in one lesson because
I believe this enables learners to use the
English language communicatively in real-
life situations."

4. Outline
➔ Objectives of the Workshop
➔ Concept Defining
● Integrative Pedagogy
● integration of activities
● Theme-based Instruction
● Task-based language learning
● Task
➔ Principles of integrative pedagogy
➔ Integrative pedagogy in practice: sample task analysis
➔ Integrative recycling and implementation of unit syllabus content in end-
of-unit activities/tasks
➔ Pedagogical considerations in designing and managing integration tasks
➔ Design and evaluation of integration tasks.
➔ Conclusions and Recommendations
➔ Open Floor for Questions and Discussion

5. Objectives
01
Develop pedagogical skills necessary for designing and evaluating
end of unit integration tasks.
02
03
Show the practical application of integrative pedagogy by
analyzing sample tasks, exploring methods to integrate and
recycle skills in end of unit activities
Demonstrate the relevance of using end-of-unit integration
activities to foster learners' language learning and proficiency.

6. Concept Defining
In the context of English learning, integrative pedagogy simply means teaching
different language skills together, like reading, writing, listening, and speaking. It's
about mixing English lessons with real-life situations to help students learn and use
the language in a more complete way. This approach helps learners not just with
language, but also with thinking, communicating, and understanding different
cultures.
"In integrative pedagogy, learning is seen as a complex, dynamic process that
involves the integration of cognitive, affective, and psychomotor domains. It
emphasizes the interconnectedness of knowledge and skills across disciplines and
contexts, aiming to promote deep understanding, critical thinking, and lifelong
learning. “ Brown, J. S., Collins, A., & Duguid, P. (1989)
1- Integrative Pedagogy

7. 2- Integration Activities
Integration of activities in English teaching involves tasks that merge multiple
language skills, such as reading, writing, listening, and speaking, within a
single lesson or activity. These activities aim to create meaningful and
interconnected learning experiences for students, promoting deeper
understanding and application of language skills in authentic contexts. By
integrating different language components, integration activities facilitate
language acquisition and communication development in English learners.
(Richards & Rodgers, 2001).

8. Forms of Integrative Pedagogy
Theme-Based Instruction
Task-Based Approach

9. Theme-based Instruction
“ Theme-based instruction in EFL teaching refers to an approach where language
learning is centered around a specific theme or topic. This method integrates
language skills such as reading, writing, speaking, and listening within the context of
the chosen theme, providing learners with meaningful and authentic language use
opportunities. Theme-based instruction aims to make language learning more
engaging and relevant by connecting language acquisition to real-world contexts,
thereby enhancing students' comprehension, retention, and application of language
skills.” ( Larsen-Freeman, 2013)

10. Task-based language learning (TBLL) is an instructional approach where
language learning activities are structured around the completion of meaningful
tasks. These tasks are designed to simulate real-world language use and require
learners to use the target language to achieve a specific goal or outcome (Ellis,
2003). TBLL emphasizes the importance of language use in context and
encourages learners to develop their communicative skills through authentic,
purposeful language tasks.
3- Task-based Language Learning

11. 4- Task
“A task is an activity or assignment designed to elicit
specific language use and communication among
learners. Tasks are purposeful and meaningful activities
that require learners to use language in order to achieve
a goal. Tasks are typically situated within real-world
contexts and involve learners in problem-solving,
decision-making, information-gap activities, or
collaborative projects. The focus is on the process of
using language to accomplish a task rather than solely
on language forms or structures.”
(https://bridge.edu/tefl/blog)

12. Some Types of Tasks
Listing and/or brainstorming :You can list people, places, things, actions, reasons, everyday problems,
things to do in various circumstances, etc.
Examples: In pairs, agree on a list of four or five fruits/vegetables that you like the most and give at least one reason for
including each fruit/vegetable..
Ordering and sorting : This can be sequencing, ranking or classifying.
Example: Look at the four pictures. They are mixed up. Work in pairs. Put the four pictures in a sequence so that they
tell a story. Prepare to tell your story to another pair.
Matching : You can match captions / texts / recorded extracts to pictures, short notes or headlines to longer texts.
Example: Read the texts – each is about a famous animal but the animal is not named – and look at the photos. Match
each text to a photo. Then talk to your partner, and say how you were able to match them. Prepare to tell the class how
you did it.
Comparing: Comparison tasks can be based on two quite similar texts or pictures (a classic example is 'Spot the
Differences') or places or events, etc., that learners have experience of. Learners can also compare their own work with
that of another learner or another pair or group.
Problem-solving: Students work together to find a solution for a given problem such as pollution, relationships,
noisy neighbours...etc. Then, they report their findings to the rest of the class for feedback.

13. 03 Learner-Centeredness
Principles of Integrative Pedagogy
04
Interconnectedness
05
Task-based Approach
01 Authenticity
02 Relevance

14. 01 Authenticity
Relevance means aligning language learning activities with students' interests,
needs, and goals to enhance motivation and engagement.
02 Relevance
Authenticity is centered around the idea of Incorporating real-life language use
and contexts into instruction to make learning relevant and meaningful for
students.
03 Learner-Centeredness
Learner-centeredness involves focusing on the individual needs, preferences,
and learning styles of students, and providing opportunities for autonomy and
self-directed learning.

15. 04 Interconnectedness
The last principle of integrative pedagogy concerns emphasizing task-based
language learning (TBLL), where language learning activities are structured
around the completion of meaningful tasks that mirror real-world language use.
05 Task-based Approach
This principle is about recognizing the interdependence of language skills
(reading, writing, listening, speaking) and integrating them seamlessly in
instructional activities to promote holistic language development.

16. Integrative pedagogy in practice: sample task
analysis
Task 1, 2, 3 and 4

17. Recycling and implementation of unit syllabus
content in end-of-unit activities/tasks
INTERPRETIVE PRESENTATIONAL
VOCABULARY
GRAMMAR

18. Pedagogical considerations
CHOICE OF
MATERIALS
MODE OF WORK
CLARITY OF
INSTRUCTION
TYPE OF
FEEDBACK
TIME MANAGEMENT
STUDENT-LED

19. Designing End of Unit Integration Activities Lesson Plan
Task 6

20. Questions and Discussion

21. Recommendations and Conclusion

22. TAKEAWAYS
 INTEGRATION OF SKILLS AND LANGUAGE COMPONENTS
 FROM INTERPERTIVE TO PRESENTATIONAL SKILLS
 SIMPLE TO COMPLEX INTEGARATION
 GROUP WORK : PAIR WORK
 UNIT PLAN ( TASKS SHOULD BE BASED ON ALREADY-TAUGHT MATERIALS, THEME
AND TOPIC
 FEEDBACK IS PREFERABLY DELAYED
 STUDENTS-LED

23. Bibliography
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning.
Educational Researcher, 18(1), 32-42.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching.
Cambridge University Press.
Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied
Linguistics, 17(1), 38-62.
Willis, J. (1996). A framework for task-based learning. London: Longman.