Integrating skills in the language classroom

People who have a skill demonstrate the ability to do something well – a skilled footballer scores goals, a skilled pianist plays well, a skilled carpenter makes beautiful furniture

• People who have a skill demonstrate the ability to do something well – a skilled footballer scores goals, a skilled pianist plays well, a skilled carpenter makes beautiful furniture

• What are skills?

• We are not necessarily born with the skill to do something
• Usually, skills are developed during life –Rooney, the pianist and the carpenter all needed plenty of lessons and practice before they became skilled

• What are skills?

To be completely effective in a language we need to be competent in the skills of reading, writing, listening and speaking, as well as in thinking about language

• To be completely effective in a language we need to be competent in the skills of reading, writing, listening and speaking, as well as in thinking about language
• Look at Units 2 and 11. Find examples of all the language skills discussed here

• Language skills and sub-skills

However, being skilled in a language necessitates also having good language sub-skills

• However, being skilled in a language necessitates also having good language sub-skills
• What are sub-skills? Why are sub-skills important, and when do we use them?

• Language skills and sub-skills

• People who use a language employ a number of sub-skills, or strategies
• Sub-skills are chosen depending on the task to be completed

• Language skills and sub-skills

• skimming

• note-
• taking

• for details

• presenting

• analysing

• Language sub-skills