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Moutaz2022 (1)

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Title: Moutaz2022 (1)

1
Teachers Professional Development Program
(TPD)
2
GENTLE REMINDERS

Dear participants,
You are Kindly requested to
Keep your mobiles on a silent mode
Share in pairs or groups as requested

Think flexibly,
in terms of local adaptations.
Think outside the box
in order to creatively
shape the way you teach English.

4
Objectives

By the end of this workshop participants will be
able to
Relate the integration of life skills to that of
the language skills
Discriminate between the primary skills and sub
skills.
Find solutions to challenges facing students
when dealing with the four skills.
Value the importance of the integration of
skills.
Order the steps of different lessons.

5
Objectives

By the end of this workshop participants will be
able to
Define reading subskills.
Distinguish between the features of spoken and
written English.
Decide varied ways of integrating different
skills.
List the benefits of integrating skills.
Discuss the integration of skills after viewing
the
video segments.
Create an integrated skill activity to suit their
students.

6
Integrated Skills Approach
7
What are skills?

Look at the picture and state the skill each
person has.

The ability to do something well needs to
continue to be consolidated and practised or we
can easily lose our skill
If Essam El-Hadri stopped practising, would he
continue to be a skilled goal keeper?
What about the sculptor ?

9
What are the language skills involved in the
following pictures ?

In real life, language skills never occur in
isolation.

Taking notes
Conversation
Filling in a form
Watch a film
10

In real life, language skills never occur in
isolation.
In conversations, we listen and speak.
When filling in a form, we read and write.
When taking notes, we listen and write.
We watch a film, and we talk about it later.
Often the use of one skill leads on naturally to
another.

11
How can you integrate skills in a lesson?

As in real life, skills are integrated with one
activity leading on to another

12
Rebecca Oxford
University of Maryland
13
Can one colour form a picture? Can one tool help
to form the picture? Can graded colours be that
effective? Can only one stitch be enough?
14
(No Transcript)
15
Four skills
Productive
Receptive
Reading
Speaking
Listening
Writing
16
COMMUNICATION
NON - VERBAL
VERBAL language
primary skills sub-skills
facial expressions
gestures
Understanding of culture space
17
Primary skills
Reading
Speaking
Listening
Writing
18
Sub-skills
Spelling
Grammar
Vocabulary
Pronunciation
19
1 2 3 4 5
L R S W I
20

What are the challenges that you face when
your students deal with this skill in class?
2. Select three of these challenges and
discuss
possible solutions for them?
Reflect on your teaching experience and tell
your group about a way proved to be effective
when dealing with that skill?

21
Listening
Writing
Reading
Speaking
22
Listening
Writing
Integration of skills
Reading
Speaking
23
(No Transcript)
24
Steps of a listening lesson Activities
1. Pre-listening activity to activate students knowledge on the topic of the text.
2. Listening for a general understanding (listening for gist).
3. Listening for a more detailed understanding of information in the text.
4. Very detailed listening for language (vocabulary, grammar, phonology) in the text.
5. Follow-on speaking activity.
1
d
b
a
d
c
25

Reading to get detailed information from the
text.
(intensive reading )
b. Reading a text o locate a specific piece of
information such as a word or a number or a time.
It is not necessary to understand the whole text
in order to do
(scan reading )
c. Either guessing the meaning of new vocabulary
in a text or understanding meaning or a message
in the text that is not immediately obvious.
(inferring meaning )

2
26
d. Reading to get a general but not detailed
understanding of the text. (skim / gist reading
) e. Reading longer texts frequently over a
period of time. This is usually done
independently and not in the classroom.
(extensive reading) f. Looking at headlines,
pictures and layout to guess what you think a
text will be about. (prediction)
2
2
27
1- prediction 2-skim / gist reading 3 -scan reading 4-intensive reading 5-inferring meaning 6-extensive reading 1- prediction 2-skim / gist reading 3 -scan reading 4-intensive reading 5-inferring meaning 6-extensive reading
Texts for reading Sub-skills Strategies
a. A novel that you are really enjoying 6
b. A couple of unknown words in a text that is included in an exam you are doing. 5
c. A telephone directory. 3
d. A series of articles, only some of which will be useful to you, for a report youre writing. 2
e. A travel brochure when you are trying to decide on a holiday destination. 2/3
f. A job advertisement for a job that you are really interested in. 4
2
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3
f
1. discussion 2. questionnaire
3. ranking activity 4. jigsaw activity
5. role-play 6. simulation
7. communication game 8. problem solving activity
d
g
a
c
h
e
b
29
Steps of a Writing Lesson Order
a. Students brainstorm ideas for their own text.
b. The teacher checks understanding of the model text using some kind of comprehension task.
c. Students write their final draft of the text.
d. Students do an activity that aims to practise the highlighted written feature.
4
6
3
9
5
30
4
Steps of a Writing Lesson Order
e. The teacher provides a lead in to the topic of the model text.
f. Students get feedback on the first draft from their peers or from the teacher.
g. The teacher hands out the model text.
h. Students write the first draft of their text.
i. The teacher highlights one or two features of the model text (e.g. paragraphing, linking devices) by means of a discovery task.
1
8
2
7
4
31
5
1) d 2) c 3) e 4) a 5) f 6) b
32
5
6
9
7
4
2
8
6
3
1
33
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

34
Integrating skills

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

35
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)

36
Why is it useful to integrate skills?

It allows for the practice of Lg. as in the real
world.
Integrated lessons are more satisfying for
learners. They offer more variety
One single topic can be fully explored, and
vocabulary can be practised and recycled.
The same context or text can be used for another
activity, so the teacher does not have to waste
time setting up something new.

37
Teaching effectiveness
Using the language skills together can lead to
Create active learning environment
Language retention
Lessons will be more interesting
Lessons will be more motivating
38
Module 3

Integrating Skills
39

AS YOU WATCH, LOOK FOR
Language skills used
Activities used to integrate skills

The teachers behavior

40
AS YOU WATCH, LOOK FOR

Language skills used.
How the language skills are integrated.
Resources used.

41
Video Segment 2

COMPLETE THE FOLLOWING TABLE

ACTIVITIES / TASK LANGUAGE SKILLS USED RESOURCES NEEDED

42
Video Segment 2

COMPLETE THE FOLLOWING TABLE

ACTIVITIES / TASK LANGUAGE SKILLS USED RESOURCES NEEDED
The class chose one of the projects from the iEARN Web site. Primary skills Speaking (negotiating, brainstorming) Listening Reading Sub-skills Research Analysis (critical thinking) Synthesis (critical thinking) Negotiation A computer with Internet access. Desks / tables arranged for conversation groups.
43
Video Segment 2