Integrating the skills
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The document contains advice from various authors on taking action and responsibility for one's actions. It also discusses different language learning techniques, including integrating skills, brainstorming, graphic organizers, and hands-on learning. Specific skills mentioned are reading, writing, speaking, listening, spelling, and pronunciation. Examples given include a writing activity where students chose topics from magazines to write short descriptions or stories, allowing for an integrated approach to language learning.
Integrating the skills
- 2. • « It is easy to sit up and take notice. What is difficult is getting up and taking action. » • By Honore de Balzac (novelist & playwriter)
- 3. « Knowing is not enough, we must apply, Willing is not enough we must do » By Johann Von Goethe
- 5. « As you make your bed, so you must lie in it. » If you make your bed badly, you will probably have an uncomfortable night, for which have only yourself to blame. We’re responsible for the consequences of our actions. So we must put up with them.
- 6. « Better ask the way than go astray » Some people are too proud to admit that they don’t know, and, by refusing to ask, go astray. That is to say, they do the wrong thing or become lost. The proverb advises us to pocket our pride and ask for advise in order to avoid such unnecessary consequences.
- 7. If we take things as they are given in the texbook, the teacher and the pupils will feel bored and lose motivation. We have to improve our way of teaching (be imaginative, creative and artistic.) - The class is like a stage of a theatre. We change the stage effects according to the topics.
- 10. Brainstorming intergrated skills tangible Language retention graphic organizers Rote memorization
- 11. Tangible: A tangible item is something real that can be seen or touched. Intangible, (opposite). Language retention The remembering or storing language mentally over a period of time so that it can be used when needed.
- 12. Graphic organizers Visual maps of information, such as graphs, semantic webs, timelines, diagrams, story maps, etc. that help learners under- stand and retain information. Rote memorization The process of learning something by repeating without necessarily gaining a deep understanding of it.
- 13. SEE or DON’T SEE? Module 03, Integrating Skills, iEARN 1. Students working together on projects. ----------- 2. Good deeds. --------- 3. Only students the same age working together. 4. Reading, writing and other skills combined. 5. Creative writing and artwork. 6. Critical thinking strategies and activities. 7. Students memorizing facts. 8. Students learning by doing. -------- --------- --------- --------- ---------- ----------
- 14. Integrating Skills Video file://localhost/Users/ais/Desktop/Session 4 Integrating skills /3-integrating skills.avi
- 15. SEE or DON’T SEE? Module 03, Integrating Skills, iEARN 1. Students working together on projects. SEE 2. Good deeds. SEE 3. Only students the same age working together. 4. Reading, writing and other skills combined. 5. Creative writing and artwork. 6. Critical thinking strategies and activities. 7. Students memorizing facts. 8. Students learning by doing. SEE SEE SEE SEE Don’t SEE Don’t SEE
- 16. Questions
- 17. 1- What skills were integrated and how ? 2- What kind of activities ? 3- How did they support integration ?
- 18. 1- What skills were integrated and how ? 1. Skills used in the pictured activity were reading and listening (receptive) and writing and speaking (productive). Sub-skills used were spelling and pronunciation. The teacher used speaking skills (giving directions, praise, and personal conversation) and listening skills (to students reading and to students’ questions). The students’ nonverbal response showed that they were listening to and understanding the teacher’s directions.
- 19. 2- What kind of activities ? 2. The main activity was a “free write” task. One student wrote about bears and the other wrote about pirates and an underwater diving machine. They chose their own topics by going through magazines and cutting out a picture to write about. They could write a description of the picture or a creative story about the picture. This technique allows students choice, giving them the opportunity to write about something of interest to them personally.
- 20. It also allows for more authentic communication, since the other students would be listening to a series of different topics as the writing was read aloud. They might learn some new content as a result.
- 21. 3- How did they support integration ? 3. Both students wrote at least the minimum amount required, “half a page.” The teacher did not give a fixed amount of time. She allowed them some leeway in taking as much time as they needed. She also gave them a choice in the type or genre of writing that they could do. The first student wrote a factual or descriptive paragraph on bears
- 22. The second student wrote a short piece of fiction about modern-day pirates, a sinking ship, and deaths among the crew members (“everyone died”). During the activity, the teacher expanded a bit on the second student’s reading, giving a brief explanation of the ship to the listening student. At the end of the activity she remembered that the first student’s previous writing had been about bears, too and asked if he was interested in bears.