英专教学法Integrated Skills

.,1,Unit13IntegratedSkills,马娅丹20090640409胡红愉20090640418,.,2,TeachingObjectives,1.Thereasonswhyweshouldintegratethefourskills;2.Thewaysweintegratethefourskills;3.Theimplicationsforteaching;4.Thelimitationsofintegratingthefourskills.,.,3,whatarethefourintegratedskills?,ListeningSpeakingReadingWriting,.,4,I.Thereasonswhyweshouldintegratethefourskills,Inlastfewunits,wehavetalkedaboutthefourskillsandtheneedtointegratethem.Whenwecommunicatewitheachother,weoftenusemorethanasinglelanguageskill.Onthetelephone,forinstance,welistenandspeakmaybewealsowritedownamessageandreadoverwhatwehavewritten.Transferringlanguagefromonemediumtoanotherisitselfaskill.,.,5,Integratingtheskillsmeansthatyouareworkingatthelevelofrealisticcommunication,notjustatthelevelofvocabularyandsentencepatterns.Realisticcommunicationistheaimofthecommunicativeapproachandmanyresearchersbelievethathandlingrealisticcommunicationisanintegral(完整的，必要的）partofessentialconditionsforlanguagelearning.,.,6,Discussion:whatskillsdoyouusuallyuse?,thinkofadictation:wehavetoconvertthespokenwordaccuratelyintowrittenlanguage.Telleachotheraboutyourexperienceinthewebchatroom:Sometimes,listeningandspeaking,andsometimes,readingandwritingbye-mail.Sometimes,alltheseskillsareintegratedtogether.Whatwillhappenwhenwesendshortmessagesbyphone?Itisnecessarytointegratetheskillsinmanydifferentsituations.Anditisafactthatweusethemtogether,.,7,Reasonsforintegratingthelanguageskills,Ifstudentsareabletoreadashortstory,theskillwillhelpthemtowritetheirownstory.Iftheycanunderstandadialogueaboutbuyingthingsinashop,theycanusethisasamodelforpractisingtheirownspeakinginasimilarsituation.Whyshouldweintegratethelanguageskills?1)Manysituationsforceustouseintegratingtheskills.2)Communication.Tocommunicatebetterinreality.3)Consolidatecommunicativecompetences.4)Allowyoutobuildinmorevarietyintothelesson5)RaisethestudentsmotivationtolearnEnglish,.,8,II.Howcanweintegratethefourskills?,Thesimpleintegration:theeasiestformofintegrationiswithinthesamemedium(eitheroralorwritten),fromreceptivetoproductiveskills.Simpleintegration,wherebyareceptivelanguageskillservesasamodelforaproductivelanguageskill.Inotherwords,wewouldusealisteningtextasamodelforthestudentsspeaking,andareadingtextasamodelforthestudentswriting.,.,9,Thesecondkindiscomplexintegration.Thisinvolvesconstructingaseriesofactivitiesthatuseavarietyofskills.Ineachoftheactivities,thereisrealistic,communicativeuseoflanguage.Thesequenceofactivitiesaredesignedasfollows:OralactivityReadingactivityWritingactivity.,.,10,Example:Sequenceofanactivities,Readingactivity:apostergivinginformationaboutanEnglishClubOralactivity:studentsmakeupadialoguebetweentheclubsecretaryandapersonwhowantstojointheclubWriting:studentscompleteamembershipapplicationformfortheEnglishClubbasedontheirpartnersinformation,.,11,III.Theimplicationsforteaching,Integrationofthefourskillsisconcernedwithrealisticcommunication.Discourseisawholeunitofcommunicativetext,eitherspokenorwritten.,.,12,III.Theimplicationsforteaching,FocusondiscourseThemainimplicationforteachingisthatweneedtobeawareofthediscoursefeaturesofatext.,.,13,III.Theimplicationsforteaching,Discoursefeaturesincludeaspectssuchas:1.Thewaythatthetextisorganised2.Itslayout(forwrittentext)3.Thestyleofthelanguage(formalorinformal?)4.Theregister(thevocabularythatiscommonlyfoundinsuchdiscourse).,.,14,IVWhatarethelimitationsofintegratingthefourskills?,1wemustnotoverlooktheusefulrolethataseparatefocusonindividualaspectsofvocabulary,grammarandskillscanplay.,.,15,2Integratingthefourlanguageskillscanbedemandingoftheteachers.3Anotherlimitationistheproblemofdesigningsuitablematerialsthattakeaccountofstudentsdifferentskilllevels.,.,16,V.Conclusion,1.Integratingenhancesthefocuson