INTEGRATED SKILLS II

Heather Nicole Bruyere

MAIN OBJECTIVE:
By the end of the ASP Workshop students will
be able to identify, explain and plan lessons
using various different methodologies to
integrate skills in the English classroom .
SUBSIDARY OBJECTIVE:
Students will be able to express the strengths and weaknesses
of the integrated skills approach.

THREE SESSIONS AT A
GLANCE:
1. Checking Previous Knowledge, Brief Reading about Integrated
Skills, Writing assignment (SUMMARY)
2. Exposition of methodology that integrates skills
3. Lesson planning with integrated skills

CLASS 1
OBJECTIVE STUDENTS WILL BE ABLE TO
SUMMARIZE MAIN IDEAS FROM A BRIEF TEXT.

Engage
Study
Activat
e

Warm Up Students write about: the definition of

integrated skills, what they know about how to
teach them, pros and cons. Then, they share their
ideas. (15 min)
Students read about Integrated Skills. (15min)

Students summarize the main ideas from the

Reading about Integrated Skills (25 min)

WRITING A SUMMARY

CLASS 2
OBJECTIVE STUDENTS WILL BE ABLE TO IDENTIFY AND EXPLAIN
METHODOLOGIES THAT EFFECTIVELY INTEGRATE LANGUAGE
SKILLS.

Engage
Study
Activat
e

Students will watch an example class of

integrating skills, answer a few comprehension
questions and analyze the effectiveness of the
methodology together (15 min)
Expository presentation by teacher on
Methodologies (45 min)
Students will play methodology bingo. The
teacher will describe a method and students will
have to identify which method it is and mark it on
their bingo card. When a student has bingo they
must explain each method back to the class (that
is part of their bingo). The first student to

INTEGRATED SKILLS
METHODOLOGIES

TASK BASED
Doesnt predetermine language that will be taught.
It is highly collaborative
Language taught is deduced after the task has been completed.
Highly contextualized
Communicative
Students work towards one common goal, complete a task
together
Problem solving, not just group work

CONTENT BASED
Focused on topic/subject (of interest or core subject from school)
Example: Teaching Maths-Multiplication in English or teaching about Science- Electricity in English

Often times involves research

No predetermined language
Often results in ESP

THEME BASED/ACTIVITY
BASED
Integrating topics from other areas using contents, activities or
techniques
Teaching an entire lesson on another topic/subject
Example: Unit People who help us Christmas or Nursery Rhymes
Vegetables

Textbooks usually are theme based by unit

Highly recommendable to choose the theme based on student
interest
Additionally, theme based learning can be
Cross-Curricularoften same theme taught in two or more
subjects

TEXT/GENRE BASED
APPROACH
Creation of different types of texts (narrative, descriptive,
argumentative, procedural etc.)
Students see a model, deconstruct the model and later immitate the model with help from the
teacher and then independently.

Learning of specific lexical or gramatical contents are secondary.

Communication is favored.

DISCOURSE BASED
APPROACH
Provides a framework that enables students to communicate
meaningfully
Understanding the significance of the organization and
presentation of ideas, turn taking, respectful/disrespectful, form
and informal etc.
The art of communicating. Usually references cultural rules.
Professional communication
Types of speeches, preparing an interview etc.

PROJECT BASED
Engages students in sustained, collaborative real-world investigations
Projects seek the answer to a question that can be obtained through the completion of several
activities.
John Thomas (2000) explains that project-based learning requires complex tasks, based on
challenging questions or problems, that involve students in design, problem-solving, decision
making, or investigative activities; give students the opportunity to work relatively
autonomously over extended periods of time; and culminate in realistic products or
presentations.
Can be interdisciplinary
Project-based learning can involve, but is not limited to: Asking and refining questions,
Debating ideas, Making predictions, Designing plans and/or experiments, Collecting and
analyzing data, Drawing conclusions, Communicating ideas and findings to others, Asking new
questions, Creating artifacts5
LET STUDENTS CHOOSE

PROBLEM BASED
Collaborative group work
Students identify what they need to learn to solve problems
Self directed learning
Flexible learning
Reflection on new knowledge and learning strategies

LITERATURE BASED
Literature as the core for instruction
Reading and responding to the literature
Authentic experiences / activities based on the literature
LITERARY CIRCLES

COMMUNITY BASED
Improving the quality of life for the ESL student by offering quality
English language instruction for a community, group of people,
taking into consideration the context, social/economic situation and
goals of the community.
Offer improvements in other aspects of quality of life such as
promoting greater integration and participation in community life
Providing for physical needs when these needs become apparent
Enabling the development of significant or long-term relationships
between students, between students and teachers, or between
students and the members of the host community itself

COMPETENCY
BASED/PERFORMANCE
BASED/STANDARDS BASED
The general goal of competency-based learning is to ensure that
students are acquiring the knowledge and skills that are deemed to
be essential to success in school, higher education, careers, and
adult life.
refers to systems of instruction, assessment, grading, and
academic reporting that are based on studentsdemonstrating that
they have learned the knowledge and skills they are expected to
learn as they progress through their education. (objectives)
All students have the same standards in order to pass the class.
There is no range, like between 4 and 7 they pass which leaves
huge differences in skills and abilities.
Integrates other approaches to language teaching.

CLASS 3
OBJECTIVE STUDENTS WILL BE ABLE TO EFFECTIVELY PLAN A
LESSON INTEGRATING SKILLS WITH A SPECIFIC METHODOLOGY.

Activat
e
Activat
e

Students create lesson plans in pairs using one of

the learned methodologies, intentionally
integrating skills. (30 min)
Students share their lesson plans with their
classmates to exchange ideas that might be
helpful for them in their practice centers. (20-30
min)

LESSON PLAN
Grade Level:

Teacher(s)

Approach:

Objective:
OAT Objective:
Description of Activity
Stage 1:
Stage 2:
Stage 3:
Assessment: