|
10
THE MOST EFFECTIVE WAYS OF TEACHING INTEGRATED SKILLS
Nurmetova Mohimjon, UzSWLU, assistant teacher,
Tel : +998(97)7588031
nurmetova.mohimjon@gmail.com
Annotation: The article gives the information on the teaching ways of four skills in English
language learning. By this, teachers can be aware of the results of mentioned approaches and
methods in the article.
Key words: jigsaw reading, diagnostic approach, integrated skills, independent writing.
Teaching integrated skills has an essential role in the National Curriculum (NC). Great
demands are made of teachers to teach reading, writing, listening and speaking skills. In recent
studies, there are several methods in teaching four skills. However, as a teacher, I tried to do
some research to find the most effective ways of teaching integrated skills to the learners:
Jigsaw method for teaching reading
Why should we use this way of teaching?
- Students are directly engaged with the material, instead of having material presented to
them, which fosters depth of understanding.
- Students gain practice in self-teaching, which is one of the most valuable skills we can help
them learn.
- During a jigsaw, students speak the language of discipline and become more fluent in the
use of discipline- based terminology.
- Each student develops an expertise and has something important to contribute to the group.
- Each student also has a chance to contribute meaningfully to a discussion, something that
is more difficult to achieve in large- group discussion.
- The group task that follows individual peer teaching promotes discussion, problem-solving
and learning.
Jigsaw can be an efficient cooperative learning strategy. Although the jigsaw assignment takes
time in class, the instructor does not need to spend as much time lecturing about the topic. If
planned well, the overall time commitment to using the jigsaw technique during class can be
comparable to lecturing about the topic.
Hot air balloon method for teaching speaking
The strategy can be used to introduce new topics, connect the old and new information, compare
and contrast answers of different study groups, summarize and assess learning.
Use of the strategy assists in comprehension, organization and prioritization of information.
Being a visual cue, it aids in the storage and recall of facts. It also encourages students to take up a
structured approach to planning and implementation.to teach the strategy, draw an enlarged picture
of a hot air balloon with the anchor. This can be dome using a chart or a flip board. Explain that
each part of the image is symbolic of a question. These questions are framed based on the study
needs, to encourage students to reflect and generate all possible answers. These are then listed
down in near the appropriate part of the hot air balloon.
The diagnostic approach for teaching listening
Typically, teachers do some pre listening and then have students listen to the text and perform
a variety of tasks. Teachers evaluate students’ comprehension based on the correctness of their
responses and proceed to the next activity. Implicit here is the focus on the result, the product of
listening in the form of correct answers. This approach tests students’ listening comprehension,
informing them that they failed at certain points, but does little to teach how to listen, that is, to
help them understand what went wrong with their listening and how it could be repaired.
How often do teachers rush to supply a ‘correct’ answer when a student fails to respond to
a listening task? Teachers may play a recording several times and ask for other students’ input
to make things right, missing an opportunity to determine the reason for the listening error. To
revise this approach, a teacher could identify problems by making a note of students’ lapses in
comprehension as she checks their answers. She would then discuss with students how they arrived
at a certain answer, what prevented them from understanding parts of the text, and what could be
done to improve their listening facilities. Finally, she could follow up with activities that target
182
10
specific listening problems that emerged during the discussion. The aim is to increase students’
awareness of their listening processes and reinforce effective listening behaviours they can use
when they face these problems again.
Independent writing method for teaching writing
The student is in charge of the drafting under an independent writing model. Students use the
writing process to write sentences, paragraphs, stories or essays. The teacher monitors students’
progress and intervenes appropriately. This model can be implemented in any number of ways,
including writing centres, writing workshops, journal writing and letter writing. Do not misinterpret
the name of this approach as implying that the teacher is not involved. The teacher continues to be
involved- by creating opportunities to engage in authentic, purposeful writing, by corresponding
to the content of students’ writing and by assisting students with the revision and editing process.
The students’ role does grow under this model, as he r she takes a larger ownership of both the
process and the product. The student might select topics and content, or even genre in some cases.
Eventually, the student should be responsible for his or her own revision and editing, as well.
References
1. Мамасолиева, О. Х. The ways of improving listening skills in primary classes / // Моло-
дой ученый. — 2019. — № 2 (240). — С. 358-360.
2. serc.carleton.edu
183
Do'stlaringiz bilan baham: |
