Page 242 - Beyond Methods

230 Integrating language skills
ties are all relevant for learners of different levels of proficiency, provided the degree of conceptual, communicative, and linguistic challenge is monitored and maintained.
Any of the above types of classroom activities, if properly designed and implemented, can easily lead to the integration of language skills. For instance, in performing a well-planned integrated activ- ity, learners may
• try to understand the teacher’s directions, seek clarifications, and take notes (listening, speaking, and writing);
• brainstorm, in pairs or in small groups, and decide to use library resources or the Internet to collect additional information (lis- tening, speaking, reading, and writing);
• engage in a decision-making process about how to use the col- lected information and proceed with the activity (listening, speak- ing, and reading);
• carry out their plan of action (reading, writing, speaking, and lis- tening);
• use the notes taken during their group discussion, and present to class what they have accomplished (reading, speaking, and lis- tening); and
• finish the activity with a whole class discussion (listening and speaking).
The following illustrative microstrategies show how the language skills can be profitably integrated.
Microstrategies for Integrating Language Skills
As with most other microstrategies illustrated in this book, resources such as newspapers, news magazines, and the Internet (where avail- able) provide excellent materials for designing microstrategies for integrating language skills. Additional resources can be found in TV shows—particularly excerpts from short documentaries—talk shows, and sitcom episodes as well as radio broadcasts. An easier alterna- tive, of course, is textbook activities that can be suitably adapted to cover integrated skills. It should be remembered that a great way of motivating the learners is to involve them in the material selection process by asking them to suggest topics and themes that then can