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    Sulisna Juharti Wd. Hesran Nurhayani Muhamat Imawan

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    Juharti Juti
    The document discusses integrating language skills in the classroom. It provides an example activity that combines listening, speaking, reading, and writing about animals. Integrating skills has advantages like providing continuity, input before output, realism, appropriateness, variety, recycling language, and building student confidence. Overall, integrating multiple language skills into one activity can effectively practice and extend student learning.

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    Sulisna Juharti Wd. Hesran Nurhayani Muhamat Imawan

    Uploaded by

    Juharti Juti
    22 views21 pages
    The document discusses integrating language skills in the classroom. It provides an example activity that combines listening, speaking, reading, and writing about animals. Integrating skills has advantages like providing continuity, input before output, realism, appropriateness, variety, recycling language, and building student confidence. Overall, integrating multiple language skills into one activity can effectively practice and extend student learning.

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    The document discusses integrating language skills in the classroom. It provides an example activity that combines listening, speaking, reading, and writing about animals. Integrating skills has advantages like providing continuity, input before output, realism, appropriateness, variety, recycling language, and building student confidence. Overall, integrating multiple language skills into one activity can effectively practice and extend student learning.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    22 views21 pages

    Sulisna Juharti Wd. Hesran Nurhayani Muhamat Imawan

    Uploaded by

    Juharti Juti
    The document discusses integrating language skills in the classroom. It provides an example activity that combines listening, speaking, reading, and writing about animals. Integrating skills has advantages like providing continuity, input before output, realism, appropriateness, variety, recycling language, and building student confidence. Overall, integrating multiple language skills into one activity can effectively practice and extend student learning.

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    © All Rights Reserved
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    of 21

     SULISNA

     JUHARTI
     WD. HESRAN
     NURHAYANI
     MUHAMAT IMAWAN
     Type of Material in Listening skill:
    • Conversation & Discussions (two or
    more people such as at home, in
    school
    • Monologues (people telling their
    stories, anecdotes, jokes etc.
    Orientation:
    Briefly introduce the topic of the text by asking the students a few simple general
    question, by eliciting their own opinion. Tell the students what sort of passage they
    are going to hear, whether a discussion, a dialogue or a monoloque. If they are not
    given a precise purpose prior to listening, they will not know why they are to listen,
    what they have to listen out for or what sort of listening to do. The task , largely
    dependent on the type of passage and its content, include skimming, scanning, for
    intensive, detailed comprehention, responding emotionally, giving an opinion about
    the passage.
    Tasks:
    For a first listening the students may be given a few fairly straightforward pre-
    question to help them establish some very basic facts (the number of speakers,
    where they are). Tasks such as information-transfer, true/false questions, picture-
    sequencing, sentences-sequencing etc.
    Follow-up work:
    A lot of useful extension work is possible: focusing on recurrent structures or
    fuctions for remedial practice, listening for features of textual organisation (for
    instance, logical connectors), doing an oral and/or written reconstruction of part of
    the passage.
    If students use English at all after they leave school, it may well
    be in reading, as they study textbooks written in English in their
    further education Programme, or read newspapers, magazines
    and periodicals, for example, to keep themselves up to date in
    their job fields, current affairs, social issues, entertainment etc.
    Also, if students never look at, say or hear another word of
    English after they leave school, learning to read in English well
    nevertheless equip them with reading skills which they can
    transfer to their own language. Furthermore, students who learn
    to enjoy reading in English may become more motivated to learn
    English in general.
    • One criterion for text choice is
    interest.
    • A second criterion is authenticity of
    language.
    • A third criterion for text selection is
    variety of format, register and textual
    organization.
     Understanding the relationship between sentences and clauses ;
    The relationship between sentences and clauses in a text may be expressed
    through two kinds of sentence-joining device. These are logical connectors and
    reference devices. Logical connectors are the conjunctions and adverbs placed
    between sentences and clauses to show their relationship.
     Skimming for gist

    This skill involves skimming over the ‘ surface ‘ of a piece of writing to


    understand its general content or gist. It is the kind of reading we do when, for
    example, we glance over page of a newspaper to see if there is anything worth
    reading in grater detail, or when we leaf through a book to find out its subject
    matter.
     Scanning for specific information
    This skill therefore also involves the ability to reject or pass over irrelevant
    information. It is the kind of reading we do when, for example, we read through
    someone’s biography to find out the date of their marriage or the name of their
    spouse, or when we glance through a telephone directory looking for a
    particular person’s telephone number.
    In comparing these two stretches of English
    language, it may be useful to group features under
    four headings ;
    • Grammatical and syntactic features
    Syntax is transformed groups are more typical of
    written version into a nominal group. Use of
    grammatical cohesion devices in written English
    because the reader is able to refer back with ease.
    • Lexical features
    The written version uses a more precise
    vocabulary covering a smaller semantic field, because
    the writer has more time to encode than the speaker.
    • Organisational Features
    composed written passage is a translation
    of a stretch of spoken English, it does not
    exemplify the organisational features of planned
    piece of writing very well.
    • Graphic or visual features
    The visual features of spoken language are
    facial expression, gestures, body movements
    and proximity. There are other suprasegmental
    features such as voice quality, intonation,
    stress, pause.
    We can analyze the specific skills attached o
    writing under five headings;
    • Graphical or visual skills
    writing graphemes, this is likely to pose a difficulty only
    to students whose first language is written in a different
    alphabet.
    spelling, students may often apply the phonetic
    conventions of their native language to spelling English
    words.
    punctuation and capitalization, here students attention
    needs to be drawn to the fact that conventions differ from
    language to language.
    Format, such as the layout of a letter, or a shopping list
    again these differ from one language to another.
    • Grammatical skills

    the refers to the students ability to successfully of


    sentence patterns and constructions.
    • Expressive or stylistic skills

    this refers to the students’ ability to express precise


    meanings in a variety of styles or registers, the students’ reading
    experience will probably have a strong influence on their
    success with this skills.
    • Rhetorical skills

    this students’ ability to use linguistics cohesion devices-


    connectives, reference words, elipsis, and so on-in order to link
    parts of a text into logically related sequences.
    • Organizational skills
    these are similar to those involved in
    Rhetorical skills
    Above, but here were concerned with the
    organization pieces of information into
    paragraphs and texts.
    3. Weaknesses in current approaches

     The greatest weakness, however, shows itself


    most clearly in note taking(thought related
    weakness apply also to summary and
    composition. Notes should do likewise-draw
    out the central topic, relate all its aspect to it
    and toe ach other. In term of their layout , the
    notes should look something like this
    4. Text –types
    Of the text types mentioned above,
    narrative, biography, instruction and
    process are chronologically
    sequenced. Of these, narrative and
    biography are closely related because
    they both contain a sequence of
    events.
    There are two types of notes-those
    drawn from a text , and those in
    preparation for a text. The process of
    drawing notes from a text I shall call note-
    taking ; the process of preparing notes to
    be expanded into a text I shall call note-
    making, also this is an important
    distinction.
     Firstly, the close relationship between the three types
    of task(note –taking /making , summary and
    composition) should be recognized in terms of an
    input-output system.
     Secondly, we should teach our students to function in
    a variety of ways, not just one.
     lastly we need to each both how to take notes from a
    text and how to make notes in preparation for a new
    text, and in the case of summary.
    WHAT ARE INTEGRATED
    SKILLS?

    The integration of skills in the language


    classroom can be defined quite simply as a
    series of activities or tasks which use any
    combination of the four skills, such as Listening
    (L), Speaking (S), Reading (R), Writing (W).
    Activity Skills Practiced
    1. T introduces topic-’Animals’. T asks Ss prepared S, L
    questions to elicit what they know about lions e.g. Where
    do lions live?, what do they eat?, How long do they live?
    2. Ss read short descriptive passage on lions to check/find R
    out the answer to question in 1.
    3. Ss compare how many answers they got right in 1, and S, L
    how much information was new to them.
    4. Ss work in pairs and choose another animal. They discuss S, W
    and make notes in answer to a set of questions e.g. Where
    does it live?, What does it eat?.
    5. Ss write short descriptive passage on animal they have W
    chosen based on the information in their notes and using the
    original passage on lion as a model.
    Why Integrate the skills?

    There are two main reasons for devising activity


    sequences which integrate the skills.
     The first is to practice and extend the students’ use of a
    particular language structure or function.
     The second is to develop students’ ability In two or
    more of the four skills within a constant context.
    There are a number 0f important advantages in
    providing students with the kind of integrted skills
    practice I have describe.

     Continuity
     Input before output
     Realism
     Appropriateness
     Variety
     Recycling
     Confidence

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