Babenko O.V.
PhD in Philology, Associate Professor of the Department of Romance and
Germanic Languages and Translation, National University of Life and Environmental
Sciences of Ukraine, Kyiv
TEACHING INTEGRATED SKILLS: THEORY AND
PRACTICE
The
article deals with communicative language teaching. CLT emphasizes
the teaching of listening, speaking, reading,
and writing within content- and task-based activities. Some theoretical aspects
typical of this approach are described. A sample lesson plan is written to
present all the steps of the teaching process where integration of the four
macro skills is the main point.
Keywords: integrated skills, teaching English, listening,
speaking, reading, writing.
Communicative Language
Teaching (CLT) emphasizes the teaching of listening, speaking, reading, and
writing within content- and task-based activities [2]. Language learners can achieve success by
setting their own goals and by directing their studies toward their own
expectations. These results can be successfully achieved through collaborative
problem solving.
The goal of this article is
to describe and popularize some theoretical and practical aspects of
communicative language teaching approach. This approach could be said to be the
product of educators and linguists who had grown dissatisfied with
audio-lingual and grammar translation methods of foreign language instruction.
This method aims at developing procedures for the teaching of the four skills
that acknowledge the independence of language and communication. It aims at
having students become communicatively competent.
In order to integrate the language skills in ESL/EFL instruction,
teachers should consider taking these steps:
· Learn more about the various ways to integrate language skills in the
classroom (e.g., content-based, task-based, or a combination).
· Reflect on their current approach and evaluate the extent to which the
skills are integrated.
· Choose instructional materials, textbooks, and technologies that promote
the
integration of listening, reading, speaking, and writing, as well as the
associated skills of syntax, vocabulary, and so on.
· Even if a given course is labeled according to just one skill, remember
that it is possible to integrate the other language skills through appropriate
tasks [1, p.5].
We developed an integrated lesson which
is based on the lesson plan template. This is a program of the U.S. Department
of State, administered by the University of Oregon. Paths to Success in English
Language Teaching, 2015.
LESSON PLAN
Unit: Ukraine and Ukrainians
Theme of the Lesson:
Architecture in Ukraine
A. Students and Setting
A. Students
Age: 17
Grade level: the
second-year students (Intermediate level),
B. Setting: National University of
Life and Environmental Sciences of Ukraine
Number of students: 10
Number of classes a
week: 3
B. Lesson
Background:
This lesson is the
fourth one on the unit “Ukraine and Ukrainians”. Before we covered the
following subtopics: “History of Ukraine”, “Geography of Ukraine”, “Performing
arts of Ukraine”.
The goal of this lesson is to offer extended practice of
integrated skills in listening, reading, speaking and writing. This lesson
sequence combines all of them. The next lesson will be final.
C. Learning Objectives/Expected Results:
Objectives: students will be able to
· define the word “architecture”;
· match parts of 5 sayings and quotations on the topic “architecture”;
· use 14 new words on the topic “Architecture” in sentences and questions;
· discuss the texts on the topic with a partner;
· do occasional impromptu free writing activities ;
· use Present Simple (Active, Passive), Past Simple (Active, Passive) in
at least 12 sentences and questions;
· self-evaluate their writing skills according to the criteria.
D. Materials and Sources:
Teacher
provides students with authentic on-line resources, photos, pieces of paper and
pencils/pens for notes, handouts, blackboard, pieces of chalk.
E. Procedures
/ Timing:
There should be a good balance between a
teacher talk and student activities using integrated skills. Time 80 min.
|
Teacher
does/says |
Students
do/say |
Approximate Time |
|
|
Greeting. Plans
for the lesson |
Greeting. |
3
min |
|
|
Conversational
warm-up Sample
teacher’s questions Teacher
begins with a conversational warm-up on the previous topic “Performing arts”,
T.: What types of performing arts do you
know? |
Sample
students’ answers St1. Performing
arts are art forms in which artists use their body, voice, or objects to
convey artistic expression ; St 2 Performing
arts include the dance, music, opera, drama, magic, oratory and circus arts. |
5
min |
|
|
Speaking
: Brainstorming:
students are asked to predict What
is architecture? Is it some kind of art? The
key words of the mentioned ideas are written on the blackboard T |
|
5
min |
|
|
Matching T |
Group
work. Students choose the correct matching. |
7
min. |
|
|
Listening-comprehension Pre-listening activities.
What
do know about the history of architecture in Ukraine? What
are the most famous styles? What periods are they associated with? What
are the most famous architectural masterpieces in the country? In your native
towns? While-listening activities. T
Thematic words (on the board) Post-listening
activities T
Asking
questions |
Students
are engaged in brainstorming activities. They share ideas. Students
are involved into while and post-reading activities. They demonstrate critical thinking
strategies. While
doing post-listening activities the students give answers to the following
sample questions: During
what period did Ukraine's architecture begin developing? From what material
were the first buildings constructed? etc. |
10 |
|
|
Reading-comprehension Teacher distributes texts for jig-saw reading. Pre-reading activities What
famous buildings in Ukrainian Baroque style do you know? What parts of
Ukraine are they in? While-reading activities Sample text
(http://en.wikipedia.org/wiki/Klov_Palace) Post-reading activities |
The
students are involved in speaking and summarising skills. Groups
should come to a consensus as to the main idea and the details of the
paragraph. Groups complete graphic organizers. |
15
min |
|
|
Speaking The students are instructed to work in
pairs with language frames. They
have to retell the text to the class using thematic vocabulary and make up at
least 12sentences. Use Present Simple (Active, Passive), Past Simple (Active,
Passive) is recommended. |
Pair
work. (Retelling ) |
15
min |
|
|
Writing
. Teacher’s
instruction. Write
a letter to a penfriend to the English-speaking country, describe the unique
architecture of the city. Use active vocabulary. |
Group
work Engagement
in the Writing Process Comments • The student made a prewriting plan • discussed the draft with a partner or small
group • contributed questions and suggestions to
other writers • revised the draft • proofread the final draft •
do self-evaluation according to the criteria |
15
min |
|
|
Summary
(Fulfillment of objectives) Homework |
Feedback |
5min |
To sum up, at the end of the
lesson all four skills are developed and brushed up as the teacher and students
tend to transform all classroom assignments into a real-world communicative
activity.
With careful
reflection and planning, any teacher can integrate the language skills and
strengthen the tapestry of language teaching and learning. When the tapestry is
woven well, learners can use English effectively for communication [1, p.6].
References
1. Integrated Skills in the ESL/EFL Classroom. ERIC Digest. http://www.ericdigests.org/2002-2/esl.htm
2. Richards, J. C., and R. Schmidt, 2002. Longman dictionary of language
teaching and applied linguistics. 3rd ed. London: Longman.