1. It is easy to sit upand take notice.What is difficult isgetting up andtaking action. By Honore de Balzac (novelist & playwriter) 2. Knowing is not enough,we must apply, Willing isnot enough we must do By Johann Von Goethe 3. As you make your bed, so you mustlie in it. If you make your bed badly, you willprobably have an uncomfortable night,for which have only yourself to blame.Were responsible for the consequencesof our actions. So we must put up withthem. 4. Better ask the way than go astray Some people are too proud to admit thatthey dont know, and, by refusing to ask,go astray. That is to say, they do thewrong thing or become lost. Theproverb advises us to pocket our prideand ask for advise in order to avoid suchunnecessary consequences. 5. If we take things as they are given inthe texbook, the teacher and thepupils will feel bored and losemotivation. We have to improve ourway of teaching (be imaginative,creative and artistic.)- The class is like a stage of a theatre.We change the stage effectsaccording to the topics. 6. Integrating skills 7. Brainstormingintergrated skillstangibleLanguage retentiongraphic organizersRote memorization 8. Tangible:A tangible item is something real that can beseen or touched. Intangible, (opposite).Language retentionThe remembering or storing language mentally over aperiod of time so that it can be used when needed. 9. Graphic organizersVisual maps of information, such as graphs, semanticwebs, timelines, diagrams, story maps, etc. that helplearners under- stand and retain information.Rote memorizationThe process of learning something by repeating withoutnecessarily gaining a deep understanding of it. 10. SEE or DONT SEE?Module 03, Integrating Skills, iEARN1. Students working together on projects. -----------2. Good deeds.---------3. Only students the same age working together.4. Reading, writing and other skills combined.5. Creative writing and artwork.6. Critical thinking strategies and activities.7. Students memorizing facts.8. Students learning by doing.------------------------------------------------------- 11. Integrating SkillsVideofile://localhost/Users/ais/Desktop/Session 4 Integrating skills /3-integrating skills.avi 12. SEE or DONT SEE?Module 03, Integrating Skills, iEARN1. Students working together on projects. SEE2. Good deeds.SEE3. Only students the same age working together.4. Reading, writing and other skills combined.5. Creative writing and artwork.6. Critical thinking strategies and activities.7. Students memorizing facts.8. Students learning by doing.SEESEESEESEEDont SEEDont SEE 13. Questions 14. 1- What skills were integrated and how ?2- What kind of activities ?3- How did they support integration ? 15. 1- What skills were integrated and how ?1. Skills used in the pictured activity were readingand listening (receptive) and writing and speaking(productive). Sub-skills used were spelling andpronunciation. The teacher used speaking skills(giving directions, praise, and personalconversation) and listening skills (to studentsreading and to students questions). The studentsnonverbal response showed that they were listeningto and understanding the teachers directions. 16. 2- What kind of activities ?2. The main activity was a free write task. Onestudent wrote about bears and the other wroteabout pirates and an underwater diving machine.They chose their own topics by going throughmagazines and cutting out a picture to write about.They could write a description of the picture or acreative story about the picture. This techniqueallows students choice, giving themthe opportunity to write about somethingof interest to them personally. 17. It also allows for more authenticcommunication, since the other studentswould be listening to a series of differenttopics as the writing was read aloud. Theymight learn some new content as a result. 18. 3- How did they support integration ?3. Both students wrote at least the minimumamount required, half a page. The teacherdid not give a fixed amount of time. Sheallowed them some leeway in taking as muchtime as they needed. She also gave them achoice in the type or genre of writing thatthey could do. The first student wrote afactual or descriptive paragraph on bears 19. The second student wrote a short piece offiction about modern-day pirates, a sinkingship, and deaths among the crew members(everyone died). During the activity, theteacher expanded a bit on the secondstudents reading, giving a brief explanationof the ship to the listening student. At the endof the activity she remembered that the firststudents previous writing had been aboutbears, too and asked if he was interested inbears.