1. 17. INTEGRATING THE “FOUR SKILLS”
Teaching by principles
H.D. Brown

2. INTEGRATING THE “FOUR SKILLS”
Reading class, might include
a pre-reading discussion
listening to a lecture
a focus on a certain reading strategy
writing a paraphrase of a section
recent trend toward skill integration
curriculum designers are taking more of whole language approach.

3. WHY INTEGRATION? Why weren’t courses always integrated?
Focus on the forms (language
rules and paradigms: Teach students a lot about language
Administrative considerations: Make it easier to program separate courses
Specific purpose for studying English may best be labeled by one skill.

4. WHY INTEGRATION? Production & reception are two sides of the same coin
Interaction means sending and receiving messages
Written and spoken language often bear a relationship to each other
For literate learners, the interrelationship is an intrinsically motivating reflection of language, culture, and society

5. WHY INTEGRATION?
By attending to what learners can do with language, we invite four skills that are relevant into classroom.
Often one skill will reinforce another.
In the real world of language use involves the integration of skills and connections between language and the way think and feel and act.

6. CONTENT-BASED INSTRUCTION
dictated more by the nature of the subject matter
medium to convey informational content of interest and relevance to the learner
Immersion programs
Sheltered English programs
Writing across the curriculum
ESP, EAP, EOP

7. CONTENT-BASED INSTRUCTION
non-language goals
focus on very useful, practical objectives as the subject matter
long-term goals
some challenges to teacher
become a double expert
team-teaching models
“adjunct” model

8. THEME-BASED INSTRUCTION
“weak” version of CBI
Topic-based instruction
an equal value on content and language objectives
serve the multiple interests of students
Examples of topics : public health, environmental awareness, world economics

9. THEME-BASED INSTRUCTION
What is important is to put principles of effective learning into action.
major principles
automaticity
meaningful learning
intrinsic motivation
communicative competence

10. THEME-BASED INSTRUCTION
Increase students’ curiosity & motivation of students as they grapple with an array of real-life issues
Use environmental statistics and facts for classroom reading, writing, discussion, and debate
Carry out research and writing projects
Have students create their own environmental awareness material
- language experience approach
4. Arrange field trips
5. Conduct simulation games

11. EXPERINTIAL LEARNING
Experiential learning includes activities that engage both left- and right-brain processing
Contextualize language, integrate skills, and point toward authentic, real-world purposes
Provide concrete experiences through which students “discover” language principles
John Dewey :
⒜ one learns best by doing
⒝ inductive learning that enable students to “take charge” of their own learning progress

12. EXPERINTIAL LEARNING Learner-centered experiential techniques
hands on projects
computer activities
research projects
cross-cultural experiences
field trips and other “on-site” visits
role-plays and simulations

13. EXPERINTIAL LEARNING teacher-controlled techniques
- using props, realia, visuals, show and tell sessions
- playing games and singing
- utilizing media
emphasis on the psychomotor aspects of language learning.
through action, students are drawn into a utilization of multiple skills.
LEA- with widely varying adaptations, students personal experiences are used.
The benefit of the LEA is in the students’ intrinsic involvement.

14. THE EPISODE HYPOTHESIS
Oller: “text will be easier to reproduce, understand, and recall to the extent that it is structured episodically.”
A familiar setting and ordinary characters whet the curiosity of the reader.
The interaction of cognition and language enables learners to form “expectancies.”
Unclear outcome motivates learners to continue reading and to become more involved in the content
Logically or episodically linked sentences
Universal stories enable students from many different cultures to understand

15. TASK-BASED TEACHING There is some communication problem to solve.
- 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.

16. TASK-BASED TEACHING Target tasks
Students must accomplish beyond the class.
Much more specific and more explicitly related to classroom instruction
The task specifies a context
ex) giving personal information in a job interview

17. TASK-BASED TEACHING Pedagogical tasks
Nucleus of the classroom activity
A series of techniques designed ultimately to teach students to perform the target task
ex) exercise, drill, listening, analyzing, discourse, role-play

18. TASK-BASED TEACHING Dimension of communicative tasks goal
input from the teacher
techniques
the role of the teachers
the role of the learners
evaluation

19. TASK-BASED TEACHING Focus on a whole set of real-world task
speeches interviews
conversations oral descriptions
narratives media extracts
games and puzzles -diaries
invitations labels
a variety of authentic sources

20. TASK-BASED TEACHING
Task-based curricula differ from CBI, TBI, and experiential instruction in that course objectives are more language-based.
While there is an ultimate focus on communication and purpose and meaning,
the course goals center on learners’ pragmatic language competence.