By: Roll No: 2K8-BS-28 Department: Computer Science Date: 15-12-09 Four Basic SkillsFull description
Full description
Full description
Full description
Descripción: Teaching skills
Teaching skillsFull description
CELTA
The Study Skills HandbookFull description
The Study Skills Handbook
Deskripsi lengkap
TSL3105Full description
Teaching Language SkillsIntegrating the Four Skills By: Gita Rahmi
Materials for Presentation A. Intr Introd oduc ucti tion on B. The Summ Summar ary y of Mater Materia ials ls 1. Teachin hing the Fo Four Skills 2. Input and Output 3. Top Do Down an and Bo Bottom Up Up 4. Mode Models ls of Teac Teachi hing ng Inte Integr grat ated ed Skil Skills ls 5. Receptive Sk Skills 6. Producti ctive Skills 7. Projects C. Synthesis/ Comments D. Conclusion E. Bibliography
Materials for Presentation A. Intr Introd oduc ucti tion on B. The Summ Summar ary y of Mater Materia ials ls 1. Teachin hing the Fo Four Skills 2. Input and Output 3. Top Do Down an and Bo Bottom Up Up 4. Mode Models ls of Teac Teachi hing ng Inte Integr grat ated ed Skil Skills ls 5. Receptive Sk Skills 6. Producti ctive Skills 7. Projects C. Synthesis/ Comments D. Conclusion E. Bibliography
A TAPESTRY
A LOOM
LISTENING
SPEAKING
READING
WRITING
Listening
Writing
Skills Reading
Receptive skills
Productive skills
Speaking
Listening
Speaking
Reading
Writing
A. Introduction •
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In daily life, skills are used in integrated ways not in isolated ones. It is impossible to separate one skill to another when you communicate with others. Integrating the skills is also about receptive and productive skills. Integrating all skills
Teaching the four skills Communication will be wothwhile if it happens in integrated language skills, not segregated one.
HARMER, J (2007)
There is an approach related to teaching the skills together, it is called WHOLE LANGUAGE.
Richards & Rodgers (2001)
Whole language is a theory of language instruction that was developed to help young children to read, and has also been extended to middle and secondary levels and to the teaching of ESL
Richards & Rodgers (2001)
Reasons why people need to integrate the language skills: •
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Production and reception are two sides of the same coin Interaction means sending and receiving messages Written and spoken language often bear a relationship each other The interrelationship of written and spoken language Involving all the four skills to the classroom One skill often reinforces the others Natural performance involves the skills.
PATCHWORK MODEL ENGAGE
STUDY
ACTIVATE
Examples of integrating skills 1. Speaking as preparation and stimulus 2. Texts as models 3. Texts as preparation and stimulus 4. Integrated tasks
Examples of learning sequences Stage 1: students complete form about physical appearance( reading and speaking skills) Stage 2: students read a text take from novel Stage 3: students answer comprehension questions (writing skills) Stage 4: students look for any language in the text and discuss with class (reading&speaking) Stage 5: students re-write the text Stage 6: students write and discuss the writing Stage 7: students listen to dialogue and make role play
Input and Output Other students’
feedback
Other students participate
Student modifyies his/her understanding
Teacher’
Students see how it turns out
s feedback
Input Audio/video tapes Native speakers in person Native speaker in media Reading and pedagogic texts The teacher
Output Speech writing LANGUAGE STUDENTS
Top down and bottom up Bottom-up: listener and reader focus on such things Top down: look for general view and helped by prior knowledge or schemata
Models of teaching integrated skills 1. Content Based Instruction (CBI) “A model of teaching that integrates the learning of some specific subject matter content with the learning of second language”
Examples: •
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Immersion programs for elementary – school children Sheltered English programs Writing across the curriculum English for specific purposes (ESP)
Challenges for teachers •
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They have to teach particular course and also language They must have wide knowledge about many subjects
Use environmental statistics and facts for classroom reading, writing, discussion, and debate, like discuss issues and engage in formal debate Carry out research and writing projects Have students create their own environmental awareness material Arrange field trips Conduct simulation games
3. Experiential Learning “Activities that engage both left- and right- brain processing that contextualize language, that integrate skills, and that point toward authentic and real world purposes”
Examples: •
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Hands on projects Computer activities Research projects Cross cultural experiences Field trips and other “on site” visits Role plays and stimulations
4. The Episode Hypothesis Presentation of language is enhanced if students receive interconnected sentences in an interest-provoking episode rather than in a disconnected series of sentences.
Contribution to integrated skills teaching: •
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Stories or episodes challenge the teacher and the textbook writer to present and natural language. Episodes can be presented in either spoken or writer. Episodes can provide the stimulus for spoken or written questions. Students can be encouraged to write their own episodes or complete an episode. The written episodes might be dramatized in the class.
5. Task Based Teaching •
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Meaning is primary There is some communication problem to solve There is some sort of relationship to comparable real-world activities Task completion has some priority The assessment of the task is in terms of outcome
Receptive Skills A basic metdological model for teaching receptive skills Lead in
T directs compreh ension task
Ss read/listen for task
T directs feedback
T directs comprehension task Type task 2
Ss read/listen for task T directs feedback
T directs textrelated task
The Language Issue Some specific ways to solve language difficulty: Pre-teaching vocabulary Extensive reading and listening Authenticity •
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Comprehension Task
Testing and teaching Appropriate challenge
Productive skills a basic methodological model for teaching productive skills SS have all information they need
Lead in
T sets the task
T monitors the task
T gives task feedback
T sets the task
T monitors the task
T gives task feedback
Task related follow-up
Structuring discourse •
Writing
speaking
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coherent cohesive
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Understand how to take turns
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Understand discourse markers
Interacting with an audience
speaking
Writing
• Depend on speaking ability • Depenp on audience • Depend on the way of responding to audiences’ reactions
• Style in writing • Structure in writing
Improvising Discarding Dealing with difficulty Foreignising paraphrasing
The language issue Steps to help students achieve success: Supply key language Plan activities in advance •
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Projects Managing the projects: The briefing/ the choice Idea/ language generation Data gathering Planning Drafting and editing The result Cosultation/tutorial •
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A Webquest Project Using computer to do research and there will be self evaluation for students after doing the activity and also evaluation from teacher.
Sythesis and comments •
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Harmer’s theory (main source for the chapter report) Brown’ theory Richards and Rodgers’s theory
Conclusion •
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Teaching integrated skills involves many skills. Different experts have different ways in discussing teaching four skills.
