11

Unit 11 Integrated SkillsUnit 11 Integrated Skills

Welcome

22

Teaching ObjectivesTeaching Objectives

1. The reasons why we should integrate th1. The reasons why we should integrate the four skills;e four skills;

2. The ways we integrate the four skills;2. The ways we integrate the four skills;3. The implications for teaching;3. The implications for teaching;4.The limitations of integrating the four sk4.The limitations of integrating the four sk

ills.ills.

33

I. The reasons why we should I. The reasons why we should integrate the four skillsintegrate the four skills

When we communicate, we often use When we communicate, we often use more than a single language skill. On more than a single language skill. On the telephone, for instance, we listen the telephone, for instance, we listen and speak—maybe we also write and speak—maybe we also write down a message and read over what down a message and read over what we have written. Transferring we have written. Transferring language from one medium to language from one medium to another is itself a skill. another is itself a skill.

44

I. The reasons why we should I. The reasons why we should integrate the four skillsintegrate the four skills

Integrating the skills means that you Integrating the skills means that you are working at the level of realistic are working at the level of realistic communication, not just at the level communication, not just at the level of vocabulary and sentence patterns. of vocabulary and sentence patterns. Realistic communication is the aim of Realistic communication is the aim of the communicative approach and the communicative approach and many researchers believe that many researchers believe that handling realistic communication is handling realistic communication is an integral part of essential an integral part of essential conditions for language learning. conditions for language learning.

55

I. The reasons why we should I. The reasons why we should integrate the four skillsintegrate the four skills

Conditions for language learning:Conditions for language learning:1. Essential:1. Essential: --Exposure;--Exposure; --Use;--Use; --Motivation. --Motivation. 2. Desirable2. Desirable --Instruction--Instruction

66

II. The ways we can we integrate II. The ways we can we integrate the four skillsthe four skills

The simple integration: the easiest The simple integration: the easiest form of integration is within the same form of integration is within the same medium (either oral or written), from medium (either oral or written), from receptive to productive skills. In receptive to productive skills. In other words, we would use a listening other words, we would use a listening text as a model for the students’ text as a model for the students’ speaking, and a reading text as a speaking, and a reading text as a model for the students’ writing. This model for the students’ writing. This is common practice among teachers. is common practice among teachers.

77

II. The ways we can we integrate II. The ways we can we integrate the four skillsthe four skills

The second kind is complex integra-tion. The second kind is complex integra-tion. This involves constructing a series of actThis involves constructing a series of activi ties that use a variety of skills. In each ivi ties that use a variety of skills. In each of the activities, there is realistic, commof the activities, there is realistic, communica tive use of language. The sequence unica tive use of language. The sequence of activities: Reading activity Oral activof activities: Reading activity Oral activity Writing activity. ity Writing activity.

88

III. The implications for teachingIII. The implications for teaching

Integration of the four skills is Integration of the four skills is concerned with realistic communi concerned with realistic communi cation. This means that we are cation. This means that we are teaching at the discourse level, not teaching at the discourse level, not just at the level of sentences or just at the level of sentences or individual words and phrases. individual words and phrases. Discourse is a whole unit of Discourse is a whole unit of communica tive text, either communica tive text, either

spoken or written. spoken or written.

99

III. The implications for teachingIII. The implications for teaching

1. 1. Focus on discourseFocus on discourse

The main implication for teaching is that The main implication for teaching is that we need to be aware of the discourse we need to be aware of the discourse features of a text. This helps the features of a text. This helps the integration of skills because it makes clear integration of skills because it makes clear the teaching points and, for simple the teaching points and, for simple integration, the discourse features are the integration, the discourse features are the main language aspects that we transfer main language aspects that we transfer from one skill to the other. from one skill to the other.

1010

III. The implications for teachingIII. The implications for teaching

Discourse features include aspects such as:Discourse features include aspects such as: • • The way that the text is organisedThe way that the text is organised • • Its layout (for written text)Its layout (for written text) • • The style of the language (formal The style of the language (formal or informal?)or informal?) • • The register (the vocabulary that is The register (the vocabulary that is commonly found in such discourse).commonly found in such discourse).

1111

III. The implications for teachingIII. The implications for teaching

2. Adjusting the textbook contents:2. Adjusting the textbook contents: This could involve altering the order of the This could involve altering the order of the

contents. If the discourse of the writing activity is contents. If the discourse of the writing activity is closely related to the reading passage, but is closely related to the reading passage, but is placed in a different part of the unit in the placed in a different part of the unit in the textbook, we could focus on the writing straight textbook, we could focus on the writing straight after we finish the reading passage. For simple after we finish the reading passage. For simple integration, we can design a listening or reading integration, we can design a listening or reading comprehension activity that becomes a plan for comprehension activity that becomes a plan for speaking or writing. For complex integration, it speaking or writing. For complex integration, it could mean making changes to the activities in could mean making changes to the activities in the text book. the text book.

1212

III. The implications for teachingIII. The implications for teaching

3.Adjusting the timetable3.Adjusting the timetable There also are practical implications for There also are practical implications for

integrating the four skills. One is related to integrating the four skills. One is related to timetabling. In some schools, a whole lesson is timetabling. In some schools, a whole lesson is given to teaching one skill. For example, there given to teaching one skill. For example, there is a “listening” lesson one day, a “reading” is a “listening” lesson one day, a “reading” lesson another day, and so on. Sometimes this lesson another day, and so on. Sometimes this is encouraged by the arrangement of is encouraged by the arrangement of materials in the textbook. We have to make materials in the textbook. We have to make the timetable arrangements more flexible so the timetable arrangements more flexible so that we can integrate the skills better. that we can integrate the skills better.

1313

IV. The limitations of integrating IV. The limitations of integrating the four skillsthe four skills

Integrating the four language skills Integrating the four language skills can be demanding of the teacher. can be demanding of the teacher. We need to have a good under-We need to have a good under-standing of discourse, and to be able standing of discourse, and to be able to use textbooks flexibly. This can to use textbooks flexibly. This can also be time-consuming, requiring a also be time-consuming, requiring a lot of preparation. Sometimes lot of preparation. Sometimes teachers are so busy that they teachers are so busy that they cannot spare much time for extra cannot spare much time for extra preparatory work. preparatory work.

1414

IV. The limitations of integrating IV. The limitations of integrating the four skillsthe four skills

Another limitation is the problem of designing Another limitation is the problem of designing suitable materials that take account of studensuitable materials that take account of students’ different skill levels. The four skills tend to ts’ different skill levels. The four skills tend to develop at a different pace: re ceptive skills are develop at a different pace: re ceptive skills are stronger than productive skills, for example. Tstronger than productive skills, for example. This means that teachers have to be skilful is selhis means that teachers have to be skilful is selecting or designing integrated activities for theecting or designing integrated activities for their students.ir students.

1515

V. ConclusionV. Conclusion

1.Integrating enhances the focus on realistic 1.Integrating enhances the focus on realistic communication, which is essential in communication, which is essential in developing stu dents’ competence in developing stu dents’ competence in English. English.

2. Two ways of integrating skills: simple 2. Two ways of integrating skills: simple integration, whereby a receptive language integration, whereby a receptive language skill serves as a model for a productive skill serves as a model for a productive language skill, and complex integration, language skill, and complex integration, which is a combination of activities which is a combination of activities involving different skills, linked involving different skills, linked thematically. thematically.

1616

V. ConclusionV. Conclusion

3.The limitations of integrating skills: The role of a 3.The limitations of integrating skills: The role of a focus on individual language elements, such as focus on individual language elements, such as vocabulary and grammar, should not be over vocabulary and grammar, should not be over looked, as they can play an important role in looked, as they can play an important role in helping students to understand the English helping students to understand the English language system and in enlarging their range of language system and in enlarging their range of language production. Integration is also language production. Integration is also demanding of teachers in terms of finding or demanding of teachers in terms of finding or designing suitable materials, particularly when it designing suitable materials, particularly when it is necessary to take into account the differing is necessary to take into account the differing rates of progress of students in mastering the rates of progress of students in mastering the individual skills. individual skills.

1717

VI. AssignmentsVI. Assignments

1. Review the Unit & do all the 1. Review the Unit & do all the exercises.exercises.

2. Read Appendix 1 of TLEBC2. Read Appendix 1 of TLEBC

1818