Integrating Skills

The focus in this module is on Integrating Skills. We usually talk about four primary language skills: receptive skills, listening and reading; and, productive skills, speaking and writing. There are also sub‐skills, which are a necessary foundation for the four primary skills: grammar, vocabulary, pronunciation, and non‐verbal skills. In this module, we will look at some real classroom examples of integrating skills, using one or more graphic organizers for analysis.

Module Focus: Introduction

Some reasons for using an integrated skills approach are…

• That the use of language for meaningful purposes requires the use of integrated language skills.
• And, that each skill reinforces the other skills.

In addition...

• Using “real” or “natural” language production and reception in classes is a good match for the social interactions that occur in communicative activities; and,
• The more interesting the activities are, the more likely they are to motivate the students, and the more likely they are to produce greater language retention.

#1 Viewing Points: Integrating Skills, Example A

Video segment #1. Observe the following class. Look for answers to the questions…

• What skills were integrated, and how?
• What kinds of activities did the teacher use, and how did they support the integration of skills?

Summary of Viewing Points #1

In this class we saw examples of…

• Receptive and productive skills in combination with each other.
• Activities centered on a particular theme or content area.
• Students using English to communicate actual information (as opposed to a drill or rote memorization of items).

What else did you and your group observe?

#2 Viewing Points:Integrating Skills, Example B

Video segment #2. Observe the following class. Look for answers to the questions…

• What skills were integrated, and how?
• What kinds of resources did the teacher use, and how did those resources support the integration of skills?

Summary

In this class we saw examples once again of…

• Receptive and productive skills in combination with each other.

We also saw…

• Resources that were both tangible (for example, books and paper), and intangible (for example, ideas, brainstorming, speech reflecting critical thinking or analysis, and so on).
• And, we saw students who were motivated and on‐task, using English to communicate in authentic ways.

What else did you and your group observe?

What kinds of assessment techniques would be a good match for the activities you have seen?

Module Focus: Summary

The focus in Module 3 has been on Integrating Skills. As a follow up, you could make a more in‐depth comparison and contrast of classes A and B. What were some similarities in the use of integrated skills? What were some of the differences? How might the activities, lessons, or resources be further extended? What aspects could you apply to your own classes?

to download the checklist for doing this activity, click the following link: Integrating Skills

This information is taken from Modules of Shaping the Way We Teach English, module 3.