Lesson #2 teaching and integrating language skills

LESSON #2

TEACHING AND INTEGRATING LANGUAGE SKILLS

Theme #2	Historical overview of skill segregation and skill integration.
Length: 80 minutes			Number of Students: 12
Lesson Outline Warm-up Activity 1. Explanation 3. Activity 2. Article discussion. 4. Activity3. Presenting
The aіm: To introduce students with the course and its aims.
Objectives: lead-in to the topic and to raise students’ interest to it To raise Ss awareness on teaching integrated skills and improve their critical thinking. To give Ss an opportunity to introduce course requirements themselves
Activity type:		Individual, small group, whole class (teacher-students)

Lead- in

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  Establish that different people define these terms differently. But usually educationists refer to a segregated skill approach as a mastery of discrete language skills such as reading or speaking is seen as key to successful learning languages.(Mohan 1986 ) This is contrary to the integrated way that people use language skills in normal communication. Skill segregation is reflected in traditional ESL/EFL classrooms that offer classes focusing on isolated language skills. This process of learning languages has common until 2000 approximately. Frequently; segregated skill ESL/EFL classes present instruction in terms of skill-linked strategies: reading strategies, listening strategies, speaking strategies and writing strategies. So, after that period integrating all 4 skills in the classroom reflected its beneficial results.
  

Activity 2, Handout 2. Presenting

TEACHING AND INTEGRATING LANGUAGE SKILLS

Introduction

This course provides an introduction to the ways and means of teaching and integrating language skills. The course focuses on the practicalities of communicative language teaching theories and issues related to communicative methodology.

Aim

To equip students with means of practicing language skills in an integrated way promoting proficiency in all four skills, and demonstrating the importance of skill integration in EFL teaching.

Objectives

By the end of the course students will

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  be familiar with the skills of language that are used in communication; be familiar with significant modes of skills integration (content based learning, task -based learning, and project based learning);
  
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  identify the means of teaching listening, speaking, reading, writing on the basis of good practice in communicative methodology;
  
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  know how to provide learners with practice in each language skill within an integrated framework;
  
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  understand the importance of fluency in teaching the four language skills within a integrated framework;
  
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  be familiar with principles of integrated skills where the focus is on one skill that leads to practice in another.
  

Indicative content

Introduction to and overview of the course

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  Historical overview of skill segregation and skill integration
  

Listening as an interactive process

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  Improving listening proficiency
  
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  Introducing real life aspects of listening
  
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  Dealing with factors influencing the listening process
  
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  Creating pre-, while-, post- listening activities
  
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  Integrating phonology in language skills classes
  

Speaking as an interactive process

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  Providing successful oral fluency practice
  
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  Designing discussion activities
  
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  Distinguishing fluency and accuracy activities
  
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  Distinguishing spoken interaction from spoken production
  
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  Kinds of spoken interaction as a part of classroom process relating to all skills
  

Reading as an interactive process

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  Creating pre, while, post reading activities
  
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  Choosing appropriate reading materials
  
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  Role of authenticity
  
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  Getting students to read purposefully
  
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  Improving students’ reading comprehension
  
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  Teaching specific sub skills and strategies
  
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  Critical reading as a basis for successful writing
  

Writing as an interactive process

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  Factors affecting EFL writing development
  
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  Introducing strategies of competent writers
  
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  Introducing purposes in writing
  
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  Authenticity in writing process
  
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  Giving feedback in writing
  
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  Applying process writing
  
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  Sample writing activities
  

Integrating Skills

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  Modes of integrating all four skills
  
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  Content-based learning
  
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  Task based learning
  
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  Project based learning
  

Assessment Profile

Semesters 5 and 6

Continuous Assessment Analyzing an activity on developing language skills