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Integrating skills in the language classroom

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Title: Integrating skills in the language classroom


1
Integrating skills in the language classroom
  • Peter Lucantoni

2
Peter Lucantoni
  • Started teaching in 1979 in UK, MA TESOL
    University of Edinburgh, lived and worked in
    Europe and Middle East, now based in Cyprus
  • Author, Educational Consultant Teacher Trainer
    for Cambridge University Press
  • Cambridge TKT, CELTYL, CELTA DELTA trainer and
    Cambridge CELTYL assessor
  • Examiner for Cambridge ESOL speaking examinations

3
Workshop overview
  • What does integrated mean?
  • What are skills, language skills and sub-skills?
  • What does integrating skills mean?
  • How can we integrate language skills in the
    classroom?
  • Conclusions

4
What does integrated mean?
  • 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

5
What does integrated mean?
  • The teeth on a zip fastener need to combine in
    order for it to become effective
  • Equally true is that language skills need to
    combine, to be integrated, in order for
    communication to become effective

6
What are skills?
  • Try not to think about ELT! Discuss and try to
    agree on a definition.

7
What are skills?
  • The ability to do something well needs to
    continue to be consolidated and practised or we
    can easily lose our skill
  • If Rooney stopped practising, would he continue
    to be a skilled footballer?
  • And what about the pianist and carpenter?

8
What are skills?
  • People who have a skill demonstrate the ability
    to do something well a skilled footballer
    scores goals, a skilled pianist plays well, a
    skilled carpenter makes beautiful furniture

9
What are skills?
  • We are not necessarily born with the skill to do
    something
  • Usually, skills are developed during life
    Rooney, the pianist and the carpenter all needed
    plenty of lessons and practice before they became
    skilled

10
Language skills and sub-skills
  • To be completely effective in a language we need
    to be competent in the skills of reading,
    writing, listening and speaking, as well as in
    thinking about language
  • Look at Units 2 and 11. Find examples of all the
    language skills discussed here

11
Language skills and sub-skills
  • However, being skilled in a language necessitates
    also having good language sub-skills
  • What are sub-skills? Why are sub-skills
    important, and when do we use them?

12
Language skills and sub-skills
  • People who use a language employ a number of
    sub-skills, or strategies
  • Sub-skills are chosen depending on the task to be
    completed

13
Language sub-skills
skimming
note- taking
analysing
for details
presenting
14
Skimming WHY?
Language sub-skills
note-taking WHY?
analysing WHY?
for details WHY?
presenting WHY?
15
Language sub-skills
  • A language learners proficiency in the various
    sub-skills will be different furthermore, every
    learners needs in each sub-skill will be
    different from the next learners needs

16
Language sub-skills
  • One of our roles as teachers of E2L is to help
    learners to develop those skills and sub-skills
    which they
  • are weak in
  • need for a particular purpose
  • Also, we need to help them identify which
    sub-skills are most appropriate for a particular
    task

17
Language sub-skills
  • Look again at Units 2 and 11. How many examples
    of sub-skills practice can you find? Make a list.
    Look at these examples
  • Unit 2 Page 19 Exercise 3 listening for gist
  • Unit 11 Page 89 Exercise 3 proof- reading
    writing
  • Compare your lists. Same or different?

18
Language sub-skills
  • So, learners need to be able to identify which
    sub-skills are required for a task, then to
    implement them
  • Outside the classroom, this happens
    automatically people are able to select those
    sub-skills that are most important to their task
    (Harmer, 1991)

19
Language sub-skills
  • But language learners need to be trained to
    identify apply sub-skills, they need practice
    consolidation, in the same way that Rooney does

20
Integrating skills
  • The learner must develop skills and strategies
    for using language to communicate meanings as
    effectively as possible (Littlewood, 2001)

21
Integrating skills
What does integrating skills mean?
  • Language skills are integrated they cooperate
    with each other (Lucantoni, 2002)
  • Language users employ a combination of skills at
    the same time (Harmer, 1991)

22
Integrating skills
goal integrated communicative
language competence
  • Confidence and independence need to be built and
    developed in using language in real .
    situations
  • While language and grammar are important,
    communicative . should be our .
  • And of course an . approach to language
    teaching learning will find room for focusing
    on specific areas of . where necessary

23
Integrating skills
  • Confidence and independence need to be built and
    developed in using language in real
    communicative situations
  • While language and grammar are important,
    communicative competence should be our goal

24
Integrating skills
  • And of course an integrated approach to language
    teaching learning will find room for focusing
    on specific areas of language where necessary
    (eg, lexis, grammar)

25
Integrating skills
  • Choose an authentic text and think of one of your
    classes for which you think the content and level
    would be appropriate
  • Design an integrated skills lesson using the text
    and your ideas from this workshop

26
Workshop review
  • What does integrated mean?
  • What are skills, language skills and sub-skills?
  • What does integrating skills mean?
  • How can we integrate language skills in the
    classroom?
  • Conclusions

27
  • Lucantoni, P, Teaching Assessing Skills in E2L,
    Cambridge University Press 2002
  • Harmer, J, The Practice of English Language
    Teaching, Longman 1991
  • Littlewood, W, Communicative Language Teaching,
    Cambridge University Press 2001
  • Oxford, R, Integrated Skills in the EFL/ESL
    Classroom, http//findarticles.com/p/articles/mi_p
    ric/is_/ai_3410705918 180408
  • Oxford, R, Language learning strategies. What
    every teacher should know, Heinle Heinle 1990
  • Nunan , D, Designing tasks for the communicative
    classroom, Cambridge University Press1989
  • Tanner Green, Tasks for Teacher Education,,
    Longman 1998

Bibliography
28
Any questions?
29
  • peter_at_cup-training.org
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