Module teaching and integrating language skills lesson 1

Lіterature
1.Eli Hinkel ( 1999-2001)“Current Perspectives on Integrated Teaching”


Module1. TEACHING AND INTEGRATING LANGUAGE SKILLS
LESSON 2

Theme 2

The stages and analysis of integrated language skills

Lead- in(10 min)
Ask Ss to give features all 4 language skills:

• 
  Reading (comprehension skill)
  
• 
  Listening (comprehension skill)
  
• 
  Speaking (production skill)
  
• 
  Writing (production skill)
  

Possible answers:

Listening vs. Reading
Spoken Language	Written language
• Tends to be informal and colloquial, • Text is gone quickly; so you often can't refer back to check it, • Often unplanned and unorganized with repetition, hesitations, and interruptions, • Vagueness and ambiguity are allowed and often preferred, Use of weak forms and contractions make some parts hard to perceive; • Stress, intonation, and pauses show emphasis and groupings of ideas; • Body language (e.g. facial expressions and gestures) helps understanding.	• Tends to be more formal, • Text stays on the page; you can refer back to it, • Usually planned and organized with little repetition, • Precision and clarity are preferred, and often required, All text is equally visible on the page. There are no strong and weak forms; • Punctuation and spaces between words show word, sentence, and paragraph boundaries; • Text often has little or no visual support.

Activity 1. Article discussion
Objective: To raise Ss awareness on the role of integrated skills in teaching
Time: 20 min
Materials: Handout 1
Procedure:

• 
  Tell Ss that they will read a scientific lecture « Integrated Skills» in group.(Handout 1)
  
• 
  Tell Ss to brainstorm on the ideas of the given material and to discuss the following aspects:.
  

• 
  Why should we integrate the four skills?
  
• 
  How can we integrate the four skills?
  
• 
  What are the implications for teaching?
  
• 
  What are the limitations of integrating the four skills?
  
• 
  

Activity 2. Solutions of four skills problems.
Objective: To make aware of integration of four skills in teaching
Time: 40 min
Materials: Handout 2
Procedure:

• 
  Divide students into two big groups
  
• 
  Ask students to work in group and distribute posters for presenting the materials in Handout 2.
  
• 
  While creating the posters teacher can give following information to the questions in order to encourage them .
  

When a teacher makes use of activities that have been specially designed to incorporate several language skills simultaneously (such as reading, writing, listening, and writing), they provide their students with situations that allow for well-rounded development and progress in all areas of language learning. In her reflection, Anna refers to activities that make use of ‘the four skills’ but she is not quite sure how to plan activities that incorporate all four. In this section we will discuss the 'four skills' as well some activities that can be used in the classroom to promote all four.

How are the four skills used in the language classroom?

Through daily activities, teachers provide learners with opportunities to develop each skill: students listen(to the teacher use the target language, to a song, to one another in a pair activity), speak(pronunciation practice, greetings, dialogue creation or recitation, songs, substitution drills, oral speed reading, role play), read (instructions, written grammar drills, cards for playing games, flashcards) andwrite (fill-in-the-blank sheets, sentences that describe a feeling, sight or experience, a dialogue script, a journal entry). 
This approach, however, does not combine the four skills so that they can be used together to reach the same end (i.e. language development that is well-rounded).