Сourse work Integrating skills in practice

Integrating skills in practice

Plan:

Интегрированные навыки – это параллельное развитие чтения, говорения, аудирования и письма.

Теория: Что такое навыки

1.  что такое интегрированные навыки
2. для чего необходимо интегрировать навыки
3.  Современный взгляд на обучение через интегрированные навыки.  

Практика:

• изучить учебно-методический комплекс.
• Исследовать какие навыки развиваются на протяжении модуля,
• установить связь между заданиями и навыками, как помогает один навык развиваться другому.
• Дать анализ эффективности этого сочетания навыков.
• Рекомендации, мнение, выводы

1. Используйте источник, персонализируя их под свои цели. Перефраз, пересказ, сокращение, расширение

   An integrated approach to teaching a foreign language is a condition for the formation and development of a diverse personality. By the concept of "integration" we understand the concept of the state of connectedness (merging) of the differentiated parts into a single whole, as well as the pedagogical process leading to this state. The explanatory dictionary of foreign words gives the following definition: integration is a combination of parts, elements, it is a side of the development process associated with unification into a single whole (14, 196).

 In real life, language skills are never used individually. In conversation, we listen and talk, filling in the form, we read and write. When taking notes, we listen and write. Most often, using one skill, we naturally turn to another skill as if automatically. For example, we watch a film and move on to discussing the movie. And this means that, all skills are combined with each other in the form of one activity leading to another. Any interesting task, combining in the type of integrated skills will give students a broad to study a topic. To understand how each skill interacts with each other, here are some examples:

1. Reading skill: Students read an interesting text, maybe from school’s newspaper and focus on new words and phrases.
2. Speaking skill: Suppose that this text is about styles in clothes, and students having read the text can ask a friend about their preferences in style and when choosing clothes.
3.  Listening skill: students listen to a short dialogue between a famous designer and a fan who loves his works about their preferences in clothing style.
4. Writing skill: After these three steps, the students write a letter to their friend about his favorite style of clothing.

From this example, we can understand that integrated skills preserve the study of real content, and not only analyze linguistic forms. This approach helps teachers track student performance across multiple skills at the same time. And, of course, it should be noted that an integrated approach to language learning can become a motivator for students in schools, universities and etc.

   In general, integration is defined as the process of combining two or more things into one. Within education, integrated lessons take on a similar meaning in that they combine two or more concepts into one lesson. These integrated units involve many different concepts across all major subject areas. Integrated Skills focuses on the four main English skills - reading, writing, speaking and listening - through a “Communicative Language Teaching” methodology. New grammar patterns are learned in the context of a conversation or a real-life situation. Students will engage in various activities to practice English including listening tasks, role playing, and stimulating discussions. Perhaps teachers and administrators think it is logistically easier to present courses on writing divorced from speaking, or on listening isolated from reading. They may believe that it is instructionally impossible to concentrate on more than one skill at a time [1]. Even if it were possible to fully develop one or two skills in the absence of all the others, such an approach would not ensure adequate preparation for later success in academic communication, career-related language use, or everyday interaction in the language. An extreme example is the grammar-translation method, which teaches students to analyze grammar and to translate (usually in writing) from one language to another. This method restricts language learning to a very narrow, noncommunicative range that does not prepare students to use the language in everyday life [2].