1. INTEGRATING
THE FOUR SKILLS
YESER ADRIEL RODRIGUEZ MARTIN
JOHANA ELIZABETH GOMEZ ASCENCIO
JANET ROLDAN PEREZ

2. WHY INTEGRATION?
• LISTENING – READING – SPEAKING - WRITING
• Skills Receptive Performance
• Productive Performance

3. • SEGREGRATION: Focus on the forms of language predisposed curriculum
designers to segment courses into the separate language skills. - Administrative
considerations still make it easier to program separate courses. - Certain specific
purposes for which students are studying English may best be labeled by one of the
four skills, especially at the high intermediate to advanced levels.
• INTEGRATION: Production and reception are two sides of the same coin. - Often
one skill will reinforce another.

4. MODELS OF SKILLS INTEGRATION
CONTENT-BASED INSTRUCTION: It integrates the learning of some specific subject
matter content with the learning of a second language.
TASK-BASED LANGUAGE TEACHING: The priority is not the forms of language, but
rather the functional purposes for which language must be used such as exchanging
opinions, expressing feelings, asking for permission, etc.
Experiential learning - - - - Experiential learning gives students concrete experiences
through which they "discover" language principles by trial and error, by processing
feedback and by building hypotheses about language.

5. REFERENCES
• References Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to
Language Pedagogy (3rd edition). USA: Pearson Longman