Integrated

Skills
What are the 4 skills
a learner should
master to acquire a
language ?
What are Integrated Skills?
Integrated skills are the
intentional combination
of core language skills
like speaking, writing,
listening and reading,
used within lessons on
an exciting new topic.
THE INTEGRATED APPROACH
TO LANGUAGE LEARNING
This is when we ask the students to use a combination of these skills within a single
activity (or series of activities) to create a situation which is much more similar to one
they might come across in the real world.
If you take, for example, a simple telephone conversation.
We listen to what the other person is saying and then reply.
We may also need to make a note of something they’ve said, read it back to make sure
it makes sense and then explain it to someone else.
Integrating skills can help students transfer skills, if students have to read a blog post
before writing their own they’ll become familiar with the structure and content which
will help them write it.
It also allows you to vary your activities in class, creating a more engaging and
motivating experience for students.
Context

Context means making words meaningful, if it is meaningful it

becomes predictable. Setting something up that the students understand.
Connect it with something that is already on the students mind, something
that they care about. Reduce comprehensible input to something that the
students can understand and relate to. Context refers to what already
happened ,what’s happening and what’s going to happen.
Example:
Thai students may better connect with a trip to the beach than snowboarding
or other winter activities.
Teaching Integrated Skills
It’s important to teach all the skills at once, even when your lesson is more
focused on one of the skills.
Teach listening while teaching reading or writing for instance.All of the skills
are puzzle pieces of the bigger puzzle.

Example:
Blank filling is a listening, reading and writing activity. All of the skills can
be taught when you use this activity
Blank Fills
up on In by
Jane was walking ____ the beach ___the morning.
She saw a man swimming ____the sea.
The man waved at her as she was walking _____.
She waved back and gave the man a subtle smile.
She saw a shiny object ____the corner of her eye. She was
curious about the shiny object
And decide to pick it ____.
WHY INTEGRATED SKILLS
LESSONS ARE IMPORTANT
Integrating the skills allows you to build in more
variety into the lesson because the range of
activities will be wider.
Instead of just having listening, the students can
have speaking, reading and writing practice.
This can raise their motivation to learn English.
TEACHING
INTEGRATING SKILLS
GAMIFICATION
INTEGRATED SKILLS GAMES
THE WISPER GAME( LISTENING & SPEAKING)
IMPROV (LISTENING & SPEAKING)
RUN & READ (READING & WRITING)
GROUP STORY TELLING
(READING/WRITING/SPEAKING/LISTENING)
THE HEROS JOURNEY STORYTELLING(READING &
WRITING)
HIT THE WORD(SPEAKING & READING)
IMPROV
Students stand in a The teacher gives
circle , the teacher them
chooses 2 of them to a scenario written Example:
jour him/her in on paper.
the middle.

Patient is calling One student has to be Don't give them too

the doctor to make the patient and the much time to prepare
an appointmEnt and other one the doctor. as this is
explains his symptoms improvising.(IMROV)
➢ IMPROV can be done
similar to how drama
teachers do this
exercise with their
students.
➢ Sketch a scenario for
the students and ask
them to act it out in
front of the other
learners.
THE WISPER GAME
Divide the class into two teams. Line up the players. If there's an odd number of players,
one can be the teacher's helper.
The teacher or his helper whispers a message to the first person of both group A and
group B.

The game only starts when both players know the message. Then each player whispers
the message to the next player in his group successfully until the last player gets the
message.
The team which can repeat the message first and correctly receives a point. Start the
game over with the second student of each group becoming the first ones in line.
➢ The whisper
game will test the
speaking and
listening skills of
the students and
is a fun
interactive game
that does not
require a lot of
resources or
planning.
RUN & READ
This is an excellent activity to get students up and moving, maybe warmed up for
the next activity, and they use all four basic skill sets, reading, writing, speaking,
and listening!

This works best for pairs of students, but with some lower level classes bigger
teams can be helpful.

Students will race to finishing copying all of the sentences scattered around the
classroom before other teams. First team with no mistakes is the winner.
GROUP STORY
TELLING
Divide the students into smaller
groups and give each group a
paper with the beginning of a
different story : for example The
Heros Journey.

They then have to complete the

story in their group and afterwards
tell the story in front of the class.
HIT THE WORD
This game works best when playing it with younger learners or kindergarteners.
Write the key vocabulary words on the white board / the different phonic sounds
that they have to practice/review.
Let them stand in a straight line and give the student standing in front a tennis
ball, the student has to trough the ball towards the white board until he hits a
word.
The he has to repeat this word 3x if he does this correctly he can go to the back of
the line and continue playing, if not he falls out.
Other Games
➢SIMON SAYS
➢DEBATE (LISTENING & SPEAKING)
➢MUSICAL CHAIRS(USE FLASHCARDS)
➢JUMPING FLASHCARDS(SPEAKING AND READING)
➢PASS THE BALL IN A CIRCLE (USE FLASHCARDS IN THE MIDDLE)
WATCH THIS YOUTUBE VIDEO
TOP 7 ESL FLASHCARD GAMES

https://youtu.be/XzzVfP8l3b0
 INTEGRATED SKILLS
LESSON PLAN
LAYOUT & DESIGN

adapted from the Interchange textbook for students

Interchange Lesson Plan
• This Lesson sequence is
based on The
Interchange third edition
textbook, unit 7: Does it
have a view?
Performance Objectives
Learner does:
SS talk about the picture.
SS take notes of highlighted words. And flashcards.
SS practices speaking the Questions and Answers from the TT>TS>ST>SS
conversation.
Takes note of alternative vocabulary and practices the
questions and answers using the new vocabulary.
Fills in blanks while listening.
Grid listening and writing key words in grid.
Listens to recordings of monolog and makes notes while
listening.
Reads text, makes notes, answers questions.
Writes down answers to task, makes drawing, discusses
with partner.
Teacher does:
Divides the students into pairs and sets up pair work.
Models the target language. Explains the grammar highlights.
Picture modelling.
Models the reading listening
Models the grid listening
Models monolog recording listening, (CD)
Models reading and writing task
Models the communicative activity.
 Integrated Grammar and Modeled Practiced
Grammar Focus Student Activity
Adjectives: beautiful, modern, traditional, big, small Notices.
(Flashcards with pictures presented) Repeats.

It is-It’s Notices.
What is-What’s Repeats.
Practice Q and A
The use of a and an Notices.
A house Repeats.
An apartment Practices Q and A
Present tense Questions and answers. Practices Q and A
What is it like? Communication activity.
Where is it? Listening Activities.
Is it big or small?
Does it have a view?
Does he live in a house or apartment
Do you live in a house or apartment?
1.Picture Discussion:

Discuss in pairs:
1. Do you live in a
house or
apartment?
2. What rooms are in
houses?
3. What rooms are in
apartments?
2. Context Setting and modelling:
• Conversation:
• Amy: Guess what? I have a new apartment.
• Dan: That’s great! What’s it like?
• Amy: It’s really beautiful.
• Dan: Is it really big?
• Amy: It has a small bedroom, a big living room, a bathroom and a
kitchen.
• Dan: Where is it?
• Amy: On Lakewood drive?
• Dan: Ooh nice does it have a view?
• Amy: Yes, it does. It has a great view of another apartment building!
2.Context Setting and Modelling/Flashcards
I have a new apartment.
2. Context Setting and Modelling
Question: What is it like?
It’s very beautiful.
2. Context Setting and Modelling
Question: Is it really big?
Answer: Its big, it has a bedroom, a living room, a kitchen and a
bathroom.
2.Context Setting and modelling
Question :Where is it?
Answer: It’s in Lakewood drive.
2. Context Setting and Modelling
Does it have a view?
Answer: Yes, it has a view of another apartment building.
4.Vocabulary Expansion
I got a new apartment.
1. House
2.Apartment/Condo
4.Vocabulary Expansion

What is it Like?(Describing your

house or apartment)
1.Beautiful
2.Traditional
3.Modern
 4.Vocabulary Expansion

4. It’s big. It has 3 bedrooms.

5. It’s small. It has one bedroom, a

kitchen, a bathroom and a living room.
5.Listening Activity : Blank fill
1.Jason: Guess what. I have a new apartment.
Ben: What is it like?
Jason: Its really modern.
Ben: Is it really small?
Jason: No, it has two bedrooms, a living room , a kitchen and two bathrooms.
Ben: Where is it?
Jason : In Asok Road.
2.Amy: Guess what. I have a new house!
Linda: What’s it like?
Amy: Its really traditional.
Linda: Is it big?
Amy: Ii has a bedroom, kitchen, a bathroom, living room and dining room.
Linda: Where is it?
Amy: Its in Arie Road.
6.Grid Listening

Who What Where

Jason Asok road

House
 7.Listening Activity
Task : Listen to four people describe their
dream homes.
1.Write down the key words the first time you
listen to the conversations.
2.Try to listen to the full sentences and write them
down.
3.Listen to confirm what you have written down in
your notes.
4. Match the pictures with the answers you have
written down of conversation number 1,2,3,4.
 8.Reading and Writing
Read the following article about two special
houses.
Write down the answers to the following
questions:
1. Where is M.s Cineiro’s house?
2. Where is M.s Nelson’s house?
3. What is M.s Cineiro’s house like?
4. What is M.s Nelson’s house like?
9.Communicative Activity
• Write down a description of your dream home and
draw a picture of it.
• What is it like?
• Is it big or small?
• Where is it?
• Is it big or small?
• How many rooms does it have?
Now ask your partner about his/her dream home.
Let your partner ask you about your dream home.
Explain to your partner what your dream home is like
and where it is by using the pictures you drew.
Thank you