Shaping the Way We Teach English: Module 03, Integrating Skills

November 15, 2019 0 By Ronny Jaskolski


THE FOCUS IN THIS MODULE
IS ON INTEGRATING SKILLS. WE USUALLY TALK ABOUT FOUR
PRIMARY LANGUAGE SKILLS: RECEPTIVE SKILLS,
LISTENING AND READING; AND PRODUCTIVE SKILLS,
SPEAKING AND WRITING. THERE ARE ALSO SUB-SKILLS, WHICH ARE A NECESSARY
FOUNDATION FOR THE FOUR PRIMARY SKILLS:
GRAMMAR, VOCABULARY, PRONUNCIATION,
AND NON-VERBAL SKILLS. IN THIS MODULE,
WE WILL LOOK AT SOME REAL CLASSROOM EXAMPLES
OF INTEGRATING SKILLS USING ONE OR MORE GRAPHIC
ORGANIZERS FOR ANALYSIS. SOME REASONS FOR USING AN
INTEGRATED SKILLS APPROACH ARE THAT THE USE OF LANGUAGE
FOR MEANINGFUL PURPOSES REQUIRES THE USE OF INTEGRATED
LANGUAGE SKILLS; AND THAT EACH SKILL
REINFORCES THE OTHER SKILLS. IN ADDITION, USING REAL
OR NATURAL LANGUAGE PRODUCTION AND RECEPTION IN CLASSES IS A GOOD MATCH FOR SOCIAL
INTERACTIONS THAT OCCUR IN COMMUNICATIVE ACTIVITIES; AND THE MORE INTERESTING
THE ACTIVITIES ARE, THE MORE LIKELY THEY ARE
TO MOTIVATE THE STUDENTS, AND THE MORE LIKELY THEY ARE TO PRODUCE GREATER
LANGUAGE RETENTION. VIDEO SEGMENT NUMBER ONE. OBSERVE THE FOLLOWING CLASS. LOOK FOR ANSWERS
TO THE QUESTIONS: WHAT SKILLS WEREINTEGRATED,
AND HOW? WHAT KINDS OF ACTIVITIES
DID THE TEACHER USE? AND HOW DID THEY SUPPORT
THE INTEGRATION OF SKILLS? OKAY, YOU GUYS, WE’RE GOING
TO START WITH OUR FREE-WRITE SO GO AHEAD TO THE COMPOSITION
SECTION OF YOUR BINDER. YOU CAN LOOK THROUGH THEM
FOR A SECOND IF YOU NEED TO. LOOK THROUGH THE MAGAZINE
AND FIND ONE PICTURE THAT YOU CAN WRITE ABOUT. BUT ONCE YOU FIND YOUR PICTURE,
GO AHEAD AND CUT IT OUT, BECAUSE WE’RE GOING TO
PASTE IT TODAY ON THE PAPER SO THAT YOU CAN
WRITE ABOUT IT. SO, GO AHEAD
AND START WRITING. I’LL BRING THE GLUE BY
AND JUST — YOU CAN DESCRIBE
THE PICTURE OR CREATE — DO A CREATIVE WRITE
ON IT. HALF A PAGE. YEAH, IF YOU
WANT TO, LIKE YOU’VE DONE BEFORE,
A CREATIVE STORY. OKAY, VOLUNTEER
TO READ OUT LOUD. NELSON. OKAY, THANKS. IN THIS PICTURE, THERE ARE — IS
A MOTHER BEAR WITH THREE CUBS. THE CUBS LOOK HAPPY; THEY
ARE PLAYING WITH THE MOM. THEY ARE TOO SMALL
AND THE MOTHER HAVE TO TAKE CARE OF THEM AND
PROTECT FROM OTHER ANIMALS. SO THESE BEARS LOOKS EXCITED
BECAUSE THEY LIVE ON THE SNOW. THE MOTHER PROTECTS HER CUBS
FROM THE AIR FROM THE ARCTIC AND STANDING IN FRONT
OF THE CUBS. THE MOTHER BEAR DO ALL THE WORK
FOR THEM, FOR THE FAMILY, BECAUSE THE CUBS
IS YOUNG AND THEY — THEIR MOTHER HAS
TO BRING ALL THE FOOD. GREAT.
NICE JOB. CAN YOU SHOW THE — CAN
YOU SHOW LUIS THE PICTURE? THANKS, NELSON.
LUIS? MIND IF I READ
FROM RIGHT HERE? SURE, YOU CAN SIT RIGHT
THERE; THAT’S FINE. OKAY, ONE DAY THERE WAS
A BOAT CARRYING A LOT OF GOLD. THEY WERE GOING TO
TAKE IT TO AFRICA. BUT THIS STORM WAS
COMING VERY FAST AND IT TURNED
THE BOAT OVER. THOUSANDS OF GOLD
WENT DOWN IN THE OCEAN. EVERYONE DIED. PAST YEARS TO FIND IT —
TO FIND THE GOLD, THEY HAD TO BRING IN
BIG MACHINES SO THEY COULD SEE
ON THE BOTTOM OF THE OCEAN. WHEN THEY WENT DOWN — WHEN THEY WENT DOWN,
THEY WERE VERY COLD. THEY FOUND A FEW
BRICKS OF GOLD, AND THEY HAD TO GO
UP AND DOWN BECAUSE THE GOLD
WAS VERY HEAVY. GREAT, AND SHOW US
THE PICTURE. YEAH, CAN YOU TELL
WHAT THAT IS, NELSON? DO YOU KNOW
WHAT THAT IS? [ speaking
indistinctly ] YEAH, HAVE YOU SEEN
THOSE — THEY’RE KIND — IT’S KIND OF LIKE
A BOAT OR A SHIP THAT GOES UNDER THE OCEAN,
GOES TO THE VERY BOTTOM, SO IT CAN SEE ALL THE DIFFERENT
PLANTS AND ANIMALS DOWN THERE. NELSON, YOU DID A — WHAT KIND
OF BEAR DID YOU DO LAST TIME? [ speaking
indistinctly] YEAH, YOU LIKE
BEARS, HUH? IN THIS CLASS
WE SAW EXAMPLES OF RECEPTIVE
AND PRODUCTIVE SKILLS IN COMBINATION
WITH EACH OTHER, ACTIVITIES CENTERED
ON A PARTICULAR THEME OR CONTENT AREA,
AND STUDENTS USING ENGLISH TO COMMUNICATE ACTUAL
INFORMATION, AS OPPOSED TO A DRILL OR ROTE
MEMORIZATION OF ITEMS. WHAT ELSE DID YOU
AND YOUR GROUP OBSERVE? VIDEO SEGMENT NUMBER TWO. OBSERVE THE FOLLOWING EXAMPLES
OF iEARN CLASS PROJECTS. LOOK FOR ANSWERS
TO THE QUESTIONS: WHAT SKILLS WEREINTEGRATED,
AND HOW? WHAT KINDS OF RESOURCES
DID THE TEACHER USE? AND HOW DID THOSE RESOURCES SUPPORT THE INTEGRATION
OF SKILLS? WE DECIDED TO WORK ON
PROJECT CALLED GOOD DEEDS. WHAT ARE GOOD DEEDS? GOOD DEEDS ARE THINGS THAT WE DO
FOR PEOPLE WHO NEED HELP. SO, STUDENTS LIKE THE IDEA, LIKE TO BE DOING SOMETHING
GOOD FOR NOTHING, JUST — THEY’RE DOING THE THING
THAT WE LOVE AND THEY’RE HELPING PEOPLE. ALSO, THIS ENHANCE THEIR
SKILLS IN MANY FIELDS, LIKE THE PRESENTATION SKILLS. SOME STUDENTS WILL
MAKE PRESENTATIONS. ALSO, THEY — THEY —
THEY EMPOWER — THEY — A SENSE OF COMMUNITY
AND THEIR SELF-AWARENESS. SO THEY MAINLY LIKE THE IDEA
ABOUT DOING THE DEEDS, AND THEY — THEY CHOSE THIS
PROJECT TO WORK ON THIS YEAR. THANK YOU. WHEN WE GO TO THE LIBRARY,
I WILL TRY TO FIND — IN OUR READING — IN OUR
FREE READING PERIOD, I WILL TRY FIND A BOOK
ABOUT GOOD DEEDS. WE WILL DIVIDE OUR — OURSELVES
INTO TWO — TWO GROUPS. AFTER READING THE BOOK,
WE WILL WRITE A SUMMARY, AND WE WILL — WE DON’T
FORGET TO WRITE THE NAME OF THE BOOK
AND THE AUTHOR. I WILL CONNECT THE SUMMARY
AND WRITE THEM IN THE COMPUTER, IN MY FREE TIME
HERE OR AT HOME, AND AFTER THAT I PRINT THEM
AND BRING THEM TO iEARN. WE WORK IN GROUPS,
AND I LIKE THAT. AND WHEN I… WORK IN PROJECT
GOOD DEEDS, WE — WE CAN DRAW
A SMILE ON ANOTHER FACE. IT IS ABOUT GOOD DEEDS. BEFORE I MAKE GOOD DEEDS,
SHE IS CRYING, BUT AFTER GOOD DEEDS,
SHE IS SMILING. I GO TO THE INTERNET. I WRITE WITH MY FRIENDS, WITH ENGLISH. WE MAKE THE DRAWING
AND PUT IT IN THE — LOG IT IN THE ADMISSIONS
AND MAKE SOME ADMISSION EXCITING FOR A VISITOR
OF THE WEB SITE. AND MUCH — TO MAKE HIM LOVE
THE IDEA AND — THE IDEA OF THE PROJECT
AND THE WEB. THAT’S ALL. NOW I WILL READ
TO YOU A POEM. “HOW ABOUT DOING — HOW
ABOUT DOING GOOD DEEDS? “THIS WILL HELP YOU INDEED
MAKE FRIENDS ALL OVER THE WORLD. “IT IS EASY BY JUST
A SIMPLE WORD. “YOU DON’T HAVE
TO WALK A MILE, “JUST — JUST YOU CAN
GIVE ME A SMILE. “NO MATTER WHERE YOU ARE
OR HOW MUCH AFAR, iEARN WILL CONNECT US AROUND THE
SCREEN IN THE CLASSROOM ” THANK YOU. iEARN IS CONNECTING —
AS MUCH AS WE CAN, WE CONNECT THE PROJECT
TO THEIR CURRICULUMS. IT’S A GOOD — IT’S
A VERY IMPORTANT POINT. YOU KNOW, THE
TEDDY BEAR PROJECT, NOW WE’VE GOT THE
NEW BEAR FROM U.S.A. THIS IS FROM
THE K…SCHOOL. HIS NAME
IS UNCLE SAM. CAN YOU CALL HIM? Students:
HELLO, UNCLE SAM. [ students continue talking ] Woman:
WHAT’S HIS NAME? HIS NAME IS UNCLE SAM.
HE’S FROM U.S.A. TAKE HIM TO
SOME TRAVEL PLACE, LIKE THE TEMPLE,
THE MOSQUE. TAKE A PICTURE
AND THEN — AND SEND TO… SEND SOME E-MAIL
TO U.S.A. Woman:
ABOUT? ABOUT WHERE HE GO,
WHAT HE DO IN THAILAND. WE CAN EXCHANGE
SOME CULTURE. Woman:
THAI CULTURE. THAI CULTURE, AND TO SEND
TO AMERICA TO SAY, HOW ABOUT THAILAND
CULTURE? Woman:
AND THE MOST IMPORTANT
IS THE RELATIONSHIP BETWEEN THE FOREIGNER
WITH THE THAI STUDENT. I CAN HAVE A NEW FRIEND
FROM ANOTHER COUNTRY AND PRACTICE MY ENGLISH. I TELL THEM
ABOUT MY SCHOOL. IT’S VERY FRESH,
AND TELL THEM ABOUT MY TEACHER
AND MYSELF. AND I ASKED THEM
ABOUT THEIR SCHOOL. I TELL ABOUT MY — TELL ABOUT MY SCHOOL,
MY TEACHER, MYSELF, AND IN THAILAND, HOW BEAUTIFUL
ARE THE TEMPLE IN THAILAND. I LIKE THE STUDENT
TO HAVE MANY FRIENDS FROM THE FOREIGNER AND
HAVE THE RELATIONSHIP, TO BE A GOOD FRIEND AND FRIENDSHIP
BEYOND FRONTIER. THEY WOULD
LOVE TOGETHER. IN THIS CLASS
WE SAW EXAMPLES ONCE AGAIN OF RECEPTIVE
AND PRODUCTIVE SKILLS IN COMBINATION
WITH EACH OTHER. WE ALSO SAW RESOURCES
THAT WERE BOTH TANGIBLE — FOR EXAMPLE, BOOKS AND PAPER —
AND INTANGIBLE — FOR EXAMPLE, IDEAS,
BRAINSTORMING, SPEECH REFLECTING CRITICAL
THINKING OR ANALYSIS, AND SO ON. AND WE SAW STUDENTS WHO WERE
MOTIVATED AND ON-TASK USINGENGLISH TO COMMUNICATE
IN AUTHENTIC WAYS. WHAT ELSE DID YOU
AND YOUR GROUP OBSERVE? WHAT KINDS
OF ASSESSMENT TECHNIQUES WOULD BE A GOOD MATCH FOR
THE ACTIVITIES YOU HAVE SEEN? THE FOCUS IN MODULE THREE
HAS BEEN ONINTEGRATING SKILLS. AS A FOLLOW-UP, YOU COULD MAKE
A MORE IN-DEPTH COMPARISON ANDCONTRAST
THE CLASSES THAT YOU SAW. WHAT WERE SOME
OF THE SIMILARITIES IN THE USE
OF INTEGRATED SKILLS? WHAT WERE SOME
OF THE DIFFERENCES? HOW MIGHT THE ACTIVITIES,
LESSONS, OR RESOURCES BE FURTHER EXTENDED? WHAT ASPECTS COULD YOU APPLY
TO YOUR OWN CLASSES? LOOK FOR ADDITIONAL EXAMPLES
OF INTEGRATED SKILLS IN THIS VIDEO SERIES. SEE THE MANUAL FOR READINGS
AND MORE INFORMATION ON THIS ANDOTHER TOPICS
RELATED TO INTEGRATING SKILLS.