I hold a degree in Education with a major in English from Federico

Villarreal University (Peru) and also hold a Certificate of Proficiency in

English (ECPE). In addition, I am a Master’s graduate in Human

Resources and Knowledge Management at FUNIBER. I am a

translator and an interpreter, and have been an English teacher and

coordinator for more than 10 years.

I am currently working at COAR (Colegio de Alto Alto

Rendimiento), ICPNA (US-Peru Binational Center) and ,

Centro de Idiomas de la Universidad del Pacífico.

USE THE HAND RAISING

HOW FAMILIAR ARE YOU WITH TODAY’S WEBINAR?

A. I am pretty familiar with today´s topic,

and I use it in my sessions.

B. I heard about it, sometimes I apply it.

C. I heard about it, but I don’t apply it.

D. I haven´t heard about it before.

INTEGRATING THE FOUR SKILLS

POLL

A. Participants will get to know a new

technique and get familiar with it.

B. Participants will get the principles and

objectives of this new approach.

C. Participants will get familiar with this

approach and how to use it in an English

language session.

Participants will get familiar with

this approach and how to apply it

in an English language session.

And refresh with this approach.

SEGREGATED SKILLS

USE THE CHAT BOX

Discrete skill, isolated skill, single

skill, emphasis on one skill at the

time.

Skill-oriented. A skill intentionally

oriented toward the development

of only one skill.

Language-based. Each skill is

treated separately.

What are some problems with

the previous session? Use the chat box

Some problems on the

segregated-skill approach

Isolation of skills leads to

communication deadlock

(impasse, dilemma).

The “focus” always remains on

the accustomed skill.

Handicapped learner. Use the hand rising if you agree.

ACCORDING TO ...

Peregoy & Boyle (2001) argue that oral and written

languages are integrated in most communication

events and often occur together. Integrated-skills

approach, similarly, functions just as both

communicative language teaching (CLT) and whole

language do since they both emphasize meaningful

and authentic language use and link oral and

written language development (Su, 2007).

In other words, this approach can be defined as

the combination of two or more skills within a

communicative task.

Why should we integrate the four skills? What are the benefits of applying it into our classrooms?

Repairing communication breakdown.

Developing reading/writing skills

Develop learner autonomy

Intercultural communication.

Assessment involves application of these

strategies.

It covers the four skills and all of them can be developed the desired communicative goal. Since some students have some skills more developed than others, by applying this approach, all these approaches grow gradually and productively. Each skill reinforces other skills. Produce meaningful activities. Greater language retention.

How can we integrate the four skills?

Examples

Self-introduction. •Students write a self-introduction to their

classamtes without their names.

•The teacher will randomly givea paper to each student and each student will read them aloud.

•Students listen while their classmates read the self-introduction.

•Students will guess whose self-ontroduction belongs to and ask further questions about the person.

Chain Story

•One student will start by writing a sentence.

•The next one will continue and so on.

•The teacher will read the result after the whole group finishes writing their sentences.

•Students will give their opinión about the story.

Reading and retelling First, learners select a book or story at their own level and read it. Learners are then given a template to follow to summarize their thoughts about the story (writing). The summary is designed to help learners gauge the amount of detail required in a retell. After additional practice reading the summary silently and aloud several times, learners are asked to select two or three illustrations from the book to help them tell the story. They then practice telling the story by using the pictures and remembering what they wrote in the template. Students find a partner who has not read the same story and retell (speaking) their story to one another using the selected illustrations. Partners not only listen to the retell but also complete a feedback checklist (writing) about the retell. After reading the feedback, partners switch roles.

Self-introduction • It takes the answers to a series of personal questions (name, age,

grade level, where you live, members of your family, favourite sports, animals, colours, subjects, etc.) and sequences them into a self introduction. Students are given large visuals to trigger each component of the self introduction. The teacher can point to each picture while modeling a self-introduction (students are listening) and then invite learners to introduce themselves (speaking) to one or two if their peers. Some of the visuals can then be changed and the students can be invited to introduce themselves to others in the class to whom they have never spoken. This activity can be adapted to become a regular (daily, weekly) warm-up activity to get learners talking in the target language. Having covered listening and speaking in the oral self-introduction, a scenario can then be created wherein learners must write a self-introduction to a potential homestay host. The same picture cues can be used, reconfigured to show a salutation, closing and signature. The picture cues provide learners with support without giving them a text to memorize.

• tasks • speeches • interviews/surveys • conversations • oral descriptions • narratives • media extracts • public announcements • games and puzzles • cartoon/comic strips • photos • letters, e-mails • diaries • poems • songs • directions • invitations • menus • textbooks • biographies