integration the four language skill.pptx

how to integrate different skills in teaching English

1. Integrating skills Day 2

2. Learning a language Not only acquisition of language. Not just something we learn about. Rather, a set of skills, something we learn to do. So, students need meaningful and interactive practice in the skills, in order to learn to USE the language.

3. Language skills Receptive skills Reading listening Productive skills Writing speaking

4. Learning language skills The four language skills Communication skills

5. communication

6. COMMUNICATION primary skills sub-skills facial expressions NON - VERBAL gestures Understanding of culture space VERBAL language

7. Grammar Spelling Vocabulary Pronunciation Sub-skills

8. Is skills acquired by practice?

9. The ability to do something well needs to continue to be consolidated and practised or we can easily lose our skill If Essam El- Hadri stopped practising, would he continue to be a skilled goalkeeper?

10. 1.What are the challenges that you face when your students deal with this skill in class? 2. Select three of these challenges and discuss possible solutions for them? 3. reflect on your teaching experience and tell your group about a way proved to be effective when dealing with that skill?

11. Why is it useful to integrate skills It allows for the practice of Lg. as in the real world. Integrated lessons are more satisfying for learners. They offer more variety One single topic can be fully explored, and vocabulary can be practised and recycled. The same context or text can be used for another activity, so the teacher does not have to waste time setting up something new.

12. Listening

13. Listening “Listening” is receiving language through the ears. Listening involves identifying the sounds of speech and processing them into words and sentences. When we listen, we use our ears to receive individual sounds (letters, stress, rhythm and pauses) and we use our brain to convert these into messages that mean something to us. Listening is any language requires focus and attention. It is a skill that some people need to work at harder than others. In addition, teaching the learners a lot of listening activities is a good way of enlarging their vocabulary. People who have difficulty concentrating are typically poor listeners.

14. we learn this skill by listening to people who already know how to speak the language. This may or may not include native speakers. For practice, we can listen to live or recorded voices. The most important thing is to listen to a variety voices as often as you can. to become a fluent speaker in English, we need to develop strong listening skills. Listening is not only help we understand what people are saying to us, but it also helps us to speak clearly to other people. It helps us learn how to pronounce word properly, how to use intonation and where to place stress in words and sentences.

15. Good listening skills bring benefits to our personal lives including a greater number of friends and social networks, improved self-esteem and confidence, higher grades at school and academic work and even better health and general well-being.

16. Speaking

17. Speaking “Speaking” is the delivery language through the mouth. Speaking is also known as the productive skill in the oral mode. It, like the other skills, is more complicated and it seems at first and involves more than just pronouncing words. To speak, we create sounds using many parts of our body including the lungs, vocal tract, vocal chords, tongue, teeth and lips.

18. This vocalized form of language usually requires at least one listener. When two or more people speak or talk to each other, the conversation is called a “dialogue”. In addition, speech can flow naturally from one person to another in the form of dialogue. It can also be planned and rehearsal as in the delivery of a speech or presentation. Of course, some people talk to themselves! In fact, some English learners practice speaking standing alone in front of a mirror.

19. There are three kinds of speaking situation Interactive speaking situations include face-to-face conversations and telephone calls, in which we have a chance to ask for clarification, repetition, or slower speech from our conversation partner. in partially interactive situations it involve giving a speech to the audience and no interruption during the speech. The speaker nevertheless can see the audience and judge from the expressions on their faces and body language whether or not he or she is understood. The non-interactive speaking can be defined as recorded speech such as when recording a speech for radio broadcast.

20. speaking can be formal or informal. Informal speaking is typically used with family and friends or people you know well. Formal speaking occurs in business or academic situations or when meeting people for the first time. Speaking is probably the language skill that most language learners wish to perfect as soon as possible. Fluently in speaking can help build up our confidence level while speaking to others.

21. Reading

22. Reading “Reading” is the receptive skill in the written mode. It can develop independently of listening and speaking skills, but often develops along with them especially in societies with a highly-developed literary tradition. Reading can help build vocabulary that helps listening comprehension at the later stages, particularly. In other words, reading is the process of looking at a series of written symbols and getting meaning to them. When we read, we use our eyes to receive written symbols(letters, punctuation marks and spaces) and we use our brain to convert them into words, sentences and paragraphs that communicate something to us.

23. Reading can be silent (in our head) or aloud (so that other can hear). Reading is an important way to of gaining information in language learning and it is a basic for a language learner. Therefore reading skills refer to the specific abilities that enable a person to read with independence and interact with the message. Reading is therefore a highly valuable skill and activity, and it is recommended that English learners try to read as much as possible in English. Moreover, reading is a complex cognitive process of decoding symbols in order to construct or derive meaning. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude and language community which is culturally and socially situated.

24. reading process requires continues practice, development, refinement, creativity and critical analysis.

25. Writing

26. Writing “Writing” is the process of using symbols (letters of the alphabet, punctuation and spaces) to communicate thoughts and ideas in a readable form. Writing is the productive skill in the written mode. It too is more complicated and often seems to be the hardest of the skills, even for native speakers of a language, since it involves not just a graphic representation of speech, but the development and presentation of thoughts in a structured way. To write clearly, it is essential to understand the basic system of a language. In English, this includes knowledge of grammar, punctuation and sentence structure. Vocabulary is also necessary, as is correct spelling and formatting. The result of writing is generally called text, and the recipient of text is called a reader.

27. Nowadays, motivation for writing includes publication, storytelling, correspondence and diary. Writing also has been instrumental in keeping history, dissemination of knowledge through the media and the formation of legal systems. A writer may write for a personal enjoyment or use, or for an audience of one person or more. The audience may be known (targeted) or unknown. Taking notes for study purposes is an example of writing to one’s self. Blogging publicly is an example of an unknown audience. A letter to a friend is an example of writing for a targeted audience. As with speaking, it is important to consider your audience when writing. There are many different styles of writing, from informal to formal

28. Therefore, the four language skills are related and connected to each other in two ways; which is the direction of communication (in or out) and the method of communication (spoken or written). This four language skills or sometime called the “macro-skills” are very important and necessity in towards learning a second language.

29. Communication skills Verbal skills Nonverbal skills

30. Steps of a listening lesson   Activities   1. Pre-listening activity to activate students’ knowledge on the topic of the text.     2. Listening for a general understanding (listening for gist).     3. Listening for a more detailed understanding of information in the text.     4. Very detailed listening for language (vocabulary, grammar, phonology) in the text.     5. Follow-on speaking activity.     d b a d c 1

31. Reading to get detailed information from the text. ( intensive reading ) b. Reading a text o locate a specific piece of information such as a word or a number or a time. It is not necessary to understand the whole text in order to do ( scan reading ) c. Either guessing the meaning of new vocabulary in a text or understanding meaning or a message in the text that is not immediately obvious. ( inferring meaning ) 2

32. 2 d. Reading to get a general but not detailed understanding of the text. ( skim / gist reading ) e. Reading longer texts frequently over a period of time. This is usually done independently and not in the classroom. ( extensive reading ) f. Looking at headlines, pictures and layout to guess what you think a text will be about. ( prediction ) 2

33. 2 1- prediction 2- skim / gist reading 3 - scan reading 4- intensive reading 5- inferring meaning 6- extensive reading Texts for reading Sub-skills Strategies a. A novel that you are really enjoying 6 b. A couple of unknown words in a text that is included in an exam you are doing. 5 c. A telephone directory. 3 d. A series of articles, only some of which will be useful to you, for a report you’re writing. 2 e. A travel brochure when you are trying to decide on a holiday destination. 2/3 f. A job advertisement for a job that you are really interested in. 4

34. 3 1. discussion 2. questionnaire 3. ranking activity 4. jigsaw activity 5. role-play 6. simulation 7. communication game 8. problem solving activity h d a e f g c b

35. 4 Steps of a Writing Lesson   Order a. Students brainstorm ideas for their own text.   b. The teacher checks understanding of the model text using some kind of comprehension task.  c. Students write their final draft of the text.   d. Students do an activity that aims to practise the highlighted written feature.   6 5 9 3

36. 4 Steps of a Writing Lesson   Order e. The teacher provides a lead in to the topic of the model text.  f. Students get feedback on the first draft from their peers or from the teacher.  g. The teacher hands out the model text.  h. Students write the first draft of their text.   i . The teacher highlights one or two features of the model text (e.g. paragraphing, linking devices) by means of a discovery task. 1 8 2 4 7

37. 5 1) d 2) c 3) e 4) a 5) f 6) b

38. 1 9 4 2 8 6 3 7 5 6

39. Speaking Reading Writing Listening Integration of skills

40. When we integrate things, they combine, or work together to make something more effective An integrated system or organisation combines different groups or ideas in a way that works well What does integrated mean?

41. In real life, language skills never occur in isolation. Often the use of one skill leads on naturally to another. In conversations, we listen and speak. When filling in a form, we read and write. When taking notes, we listen and write. We see a situation, and we talk about it later.

42. How to integrate in a lesson? As in real life, skills are integrated with one activity leading on to another:

43. ‘The learner must develop skills and strategies for using language to communicate meanings as effectively as possible’ (Littlewood, 2001) Integrating skills

44. ‘Language skills are integrated; they ‘cooperate’ with each other’ ( Lucantoni , 2002) ‘ Language users employ a combination of skills at the same time ’ (Harmer, 1991) Integrating skills

45. Why is it useful to integrate skills ? It allows for the practice of Lg. as in the real world. Integrated lessons are more satisfying for learners. They offer more variety One single topic can be fully explored, and vocabulary can be practised and recycled. The same context or text can be used for another activity, so the teacher does not have to waste time setting up something new.

46. Using the language skills together can lead to Teaching effectiveness Lessons will be more interesting Lessons will be more motivating Create active learning environment Language retention