Таълим вазирлиги ўзбекистон республикаси соғЛИҚни сақлаш

Introduction. 
While we are teaching a foreign language, we are trying to 
instruct the learner not for just grammatical experience, but also for 
communicative experience too. We expect of our students to develop the ability to 
produce and understand grammatical utterances, as they should be able to 
distinguish grammatical sequences from ungrammatical ones. Besides, the learner 
must know when to select the one which is appropriate to the context, both 
linguistic and situational. For this reason, the language data to which learner is 
exposed should be presented in context. There exists a deep profound and 
separable connection between language use and context in which it is entrenched 
and embedded. If English language teaching involves not only teaching of the 
English sound system, grammatical structure or the vocabulary, but also the 
practice of the context in which they occur- that is: understanding and producing 
language; teachers will have a fundamental task in providing the students with 
texts, oral passages and situations for the learners to communicate both in written 
and the spoken form. These are so called four skills of reading, writing, listening 
and speaking. The integration of these skills is a very important practice in the 
teaching of any language. No skill can be taught in isolation and segregation.
The ideas presented here intends to show an integrative approach to the 
teaching and practice of the language skills and its types, the steps towards 
integration of the skills, disadvantages of segregated skill approach of ELT. If we 
ask, ―What is the main aim of language teaching?‖ most teachers would probably 
agree that one answer is that students should be able to understand and produce the 
language that they need. By integrating skills we are providing a certain input that 
becomes a basis for further output, which in turn will be new input, and so on. In 
this way the students’ contributions turn out to be part of the process in which 
language is generated. While presenting integrated skill approach, we should 
mention also segregated- skill approach-another title for this mode of instruction 
which is the language-based approach. In this approach, the emphasis is not on 

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learning for authentic communication. In the segregated-skill approach, the 
mastery of the discrete language skills such as reading and speaking is seen as the 
key to successful learning, and the language is typically separate from content 
learning. This is contrary to the integrated way that people use language skills in 
normal communication, and it clashes with the direction in which language 
teaching experts have been moving in recent years. As an example of segregated 
skill approach, we may take up the grammar- translation method, which teaches 
students to analyze grammar and to translate (usually in writing) from one 
language to another. This method restricts language learning to a very narrow, non 
communicative range that does not prepare students to use the language in 
everyday life. By examining segregated skill instruction we can see the advantages 
of integrating the skills and move toward improving teaching for English language 
learners. 
In contrast to segregate- skill instruction, both actual and apparent, there are 
at least two forms of instruction that are closely oriented toward integrating skills: 
content based instruction and task based instruction. 
In content based instruction, students practice all the language skills in a 
highly integrated, communicative fashion while learning content such as science, 
mathematics, and social studies. Content based language instruction is valuable at 
all levels of proficiency, but the nature of the content might differ by proficiency 
level. In task-based instruction students participate in communicative tasks in 
English. Tasks are defined as activities that can stand alone as fundamental units 
and that require comprehending, producing, manipulating or interacting in 
authentic language while attention is principally paid to meaning rather than form. 
According to the resolution made by
 
The Ministry of Higher and Secondary 
Special Education of Uzbekistan about training of the teachers of Institutes and 
Universities, this academic year, the teachers of our department decided to provide 
the training of the teachers of our institute. For this purpose we have chosen the 
course of English book ―Total English‖. As it meets all the requirements of CEFR. 
While using this book I have discovered for myself that it is also based on Task –
based approach of teaching. It contains different activities for individual, pair and 
group works. The tasks in the course book are relevant to all levels of language 
proficiency, but the nature of the tasks varies from one level to another. Tasks 
become increasingly complex at higher level. For instance, beginners are asked to 
introduce each other and share one item of information about each other. More 
advanced students might do more intricate and demanding tasks, the main 
advantage of this book is that it includes authentic tasks and topics for listening, 
speaking, writing and reading skills and thus it can be helpful for integration of 
skills in teaching English language.