Table of Contents

Introduction
1. Multimedia Content for Teaching Integrated Skills

Aims and Objectives

1. To be familiar with MALL content and learning tools for

teaching and learning integrated language skills

2. To select appropriate MALL materials for teaching and learning

integrated language skills
3. To produce MALL lesson plans for teaching and learning
integrated language skills
4. To create activities and tasks appropriate for the MALL lesson
plans

Chapter 10 Focus on Integrated Language Skills Development

Introduction
Teaching and learning integrated language skills aim to promote more than
multiple language skills, such as listening, speaking, reading, writing,
pronunciation, vocabulary and grammar.
Integrated instruction to language teaching and learning is based on the
assumption that people develop language skills not in isolation but in tandem
(Hinkel, 2006, p. 113).

Focusing on the context and authentic purposes, the integrated approach bears
similarity to communicative approach.
Content-based, task-based, and topic-based instructions are typical examples
where integrated language skills are required and can be naturally incorporated
in the pedagogy.
Teaching multi-skills in context has become one of the most frequent
approaches the ESL and EFL textbooks are comprised of.

Chapter 10 Focus on Integrated Language Skills Development

Introduction
Web-based tandem language learning is one example where learners interact
with native speakers through e-mail, audio- and video-conferencing, text-based
chatting, etc. (Chung, Graves, Wesche, & Barfurth, 2005; ORourke, 2005;
Schwienhorst, 2003).
Technology in tandem learning definitely contributes to creating an
environment where learners exchange information and discuss content,
developing their language skills.
Tandem learning, however, poses a great deal of practical challenges in
accommodating the exchange, a number of topic or theme-based courseware
that encompasses multi-language skills have become available.
Although the courseware may be considered less authentic and meaningful,
technological advantages such as voice recognition, immediate feedback and
individualized and self-paced learning system certainly compensate for its
innate limitations.
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01 l Multimedia Content for Teaching Integrated Skills

A variety of multimedia programs and content
E-text from USA TODAY

(http://traveltips.usatoday.com/make-reservations-hotel-business-54718.html)
Hot Potatoes
Tagxedo

TELL ME MORE (http://tellmemore.com/.aspx#&panel1-2)

USA TODAY (http://www.usatoday.com)
ZigZag On Earth (http://www.zigzagonearth.com/10-steps-to-choose-yourideal-next-travel-destination)

TELL ME MORE uses voice recognition technology that enables interaction

with the computer as learners practice speaking, writing, reading, and listening
skills as well as pronunciation, vocabulary and grammar.

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01 l Multimedia Content for Teaching Integrated Skills

USA TODAY is a new channel that provides up-to-date news on the US.

Figure 10.1 The main screen of USA TODAY

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01 l Multimedia Content for Teaching Integrated Skills

Pre-computer work: Focusing on introducing the topic of travel, clarifying skillspecific objectives

Listening aims to enhance the students ability to understand common dialogue

and expressions used in travelling context, specifically in making a reservation.
Speaking also deals with similar context where typical sentences are presented
for controlled speaking practice.
Reading involves an e-text on making a reservation and following
comprehension activity created by the use of Hot Potatoes.
The lesson is wrapped up by practicing three sub-skills (pronunciation,
vocabulary, and grammar), and extra short writing activity of making an
itinerary.

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01 l Multimedia Content for Teaching Integrated Skills

TELL ME MORE
Providing multiple and sequenced activities for these skills
Learners can save what they have learned and keep track of their learning
process and outcomes through the completion report provided by the program.
Offering a free 7 day trial version via an access code delivered to the users
through the e-mail

Figure 10.2 The main screen of TELL ME MORE

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01 l Multimedia Content for Teaching Integrated Skills

ZigZag On Earth
Providing useful tips and information on well-known tourist attraction around
the world is used

Figure 10.3 The main screen of ZigZag On Earth

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02 l A Sample Lesson Plan for Teaching Integrated Skills

02 l A Sample Lesson Plan for Teaching Integrated Skills

Designed to cover one of the five segments of the whole topic, organizing
and carrying out travel plans

It can be flexibly adjusted so that learners can do individual and self-directed

learning with the content appropriate to their level, interacting with the
computer.
It can be applied to a class designed for learner-learner interaction when
network connection is in place.
Prior to implementing TELL ME MORE, learners should be aware of the
basic concepts of MALL, and the organization, content and manuals of
TELL ME MORE program.
The lesson to be introduced is on travel, and specifically on making a
reservation.

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02 l A Sample Lesson Plan for Teaching Integrated Skills

02 l A Sample Lesson Plan for Teaching Integrated Skills

Lesson plan
Title

Travel plans

Theme

Organizing and carrying out travel plans

Aims

To reserve a room in a telephone conversation, to use vocabulary

and expressions in relation to travel, and to plan an itinerary

Level

Beginning to intermediate

Time

100 minutes

Preparation Hardware
- Networked individual computers, networked printer, LCD
projector/projection TV, headset and microphone

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02 l A Sample Lesson Plan for Teaching Integrated Skills

02 l A Sample Lesson Plan for Teaching Integrated Skills

Lesson plan
Preparation Software
- TELL ME MORE
(http://tellmemore.com/home.aspx#&panel1-2)
- Tagxedo (http://www.tagxedo.com)
- OKMindmap (www.okmindmap.com)
- Hot Potatoes (https://hotpot.uvic.ca)
- E-text How to make reservations in a hotel for business from the
website USA TODAY (http://traveltips. usatoday.com/makereservations-hotel-business-54718.html)
- ZigZag On Earth (http://www.zigzagonearth.com/10-steps-tochoose-your-ideal-next-travel-destination)
- YouTube (http://youtube.com)
- Word processor
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02 l A Sample Lesson Plan for Teaching Integrated Skills

02 l A Sample Lesson Plan for Teaching Integrated Skills

Lesson plan
Procedures Pre-computer work: (10 minutes)
- Introduce the unit and present the main objectives of the lesson.
- Introduce the programs used in the lesson (TELL ME MORE, Tagxedo,
E-text, Hot Potatoes, etc.)

Activating schema
-

Show the students a video clip (50 places to see before you die).
Ask the students to think about their own travel experience.
Ask the students to share their experience in groups.
Ask students to present their experience to the whole class.

Vocabulary
- Ask the students to come up with vocabulary related to travel and enter
the vocabulary in Tagxedo for the creation of word cloud.
- Present the word cloud to the students.
- Have the students create individual word cloud of travel.
- Have the students share the word cloud in groups.
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02 l A Sample Lesson Plan for Teaching Integrated Skills

02 l A Sample Lesson Plan for Teaching Integrated Skills

Lesson plan
Procedures Computer work: (60 minutes)
Listening
- Introduce a dialogue to the students.
- Have the students listen to the sentence and choose possible ways to
respond.
- Have the students do listening comprehension exercises and check the
answers

Speaking
- Have the students listen to the video and do the expression dialogue
exercises and check the answers.
- Have the students record the answers.
- Have the students do a role-play with partners.
- Have the students log on to the website ZigZag On Earth and go over the
10 tips to choose a destination and make sure that the students fully
understand the direction.
- Have the students work with their partners and follow the direction.
- Have a few pairs present their destinations to the class.
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02 l A Sample Lesson Plan for Teaching Integrated Skills

02 l A Sample Lesson Plan for Teaching Integrated Skills

Lesson plan
Procedures

Reading
- Provide the students with URL of a reading passage.
(http://traveltips.usatoday.com/make-reservations-hotel-business54718.html)
- Have the students predict the content of the reading passage based on the
title.
- Have the students read the passage on individual computers.

- Have the students write down the unknown words in each mind map and
predict the words.
- Have the students look up the online dictionaries for the words.
- Have the students share their mind maps and discuss content of the
reading passage with the discussion questions
- Have the students do exercises on Hot Potatoes for comprehension checkup.

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02 l A Sample Lesson Plan for Teaching Integrated Skills

02 l A Sample Lesson Plan for Teaching Integrated Skills

Lesson plan
Procedures Post-computer work: (30 minutes)
Language in use
Pronunciation
- Have the students listen to the words related to the situation.
- Have the students listen to the key words.
- Have the students practice pronunciation by recording words into the
program and compare their own sound wave with that of a native speaker.
Vocabulary
- Have the students go over picture-word association practice and check
the answers using TELL ME MORE.

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02 l A Sample Lesson Plan for Teaching Integrated Skills

02 l A Sample Lesson Plan for Teaching Integrated Skills

Lesson plan
Procedures

Grammar
-

Have the students go over the word order practice and check the answers.
Have the students go over the finding the right word exercises.
Have the students go over the word order practice.
Have the students go over the sentence transformation practice.
Have the students review the key explanations of the target grammar
points.

Writing: Planning an itinerary

- Provide websites about trip. (e.g., www.booking.com, www.agoda.com).
- Have the students decide the destination and the hotel.
- Show sample itineraries to students, and have them search them on the
Internet.
- Have the students write an itinerary.
- Have the students complete an itinerary as homework.

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1. Pre-computer Work

The overall theme of travel is introduced.

Learners schema on travel is activated through the use of a video clip.
Tagxedo is used to familiarize the students with related vocabulary.
Teacher role: to make sure that the students understand what specific language
skills, functions, and vocabulary are going to be covered along with ideas about
travel

Figure 10.4 A video clip from YouTube

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1. Pre-computer Work
Activating schema
Have the students watch a video clip and tell the teacher if there are any ideas
and words that they can relate to (It looks like a part of an old palace, It
looks ancient, etc.).
Ask back the reasons for the ideas and write them on the board.
Vocabulary

Present the word cloud that includes related vocabulary so that learners can
detail their ideas and prior knowledge. See Figure 10.5.
Have the students to read out loud the words that stand out and have them
elaborate on those words using their experiences.

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1. Pre-computer Work

Figure 10.5 A word cloud on travel created by Tagxedo

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2. While-computer Work
Listening

Activity: Listening to a dialogue

Have the students listen to a part of the dialogue and explore the possible
ways to respond. See Figure 10.6.
Have them practice following the audio aid without text.
Have them go over to the next segment of the dialogue in the same manner.

Figure 10.6 Discovery dialogue

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2. While-computer Work
Listening

Activity: Listening comprehension check up

Have the students move to the comprehension screen and first listen to a part
of the dialogue.
If the students understood the meaning, have the students choose the right
description of the situation.
If the students chose the wrong answer, have them make another attempt
before skipping or checking the answer.
A text can be offered if the students have trouble understanding. See Figure
10.7.

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2. While-computer Work
Listening

Activity: Listening comprehension check up

Figure 10.7 Comprehension with text support

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2. While-computer Work
Speaking
Two parts in the lesson plan
Controlled speaking activity based on the expressions they already
practiced in listening section
To practice dialogue on making a reservation
A role play in pairs

The development where the students are supposed to extend the given
dialogues for two more turns each
The dialogues from TELL ME MORE
A less controlled speaking activity using a website called ZigZag On Earth
(http://www.zigzagonearth.com/10-steps-to-choose-your-ideal-nexttravel-destination)

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2. While-computer Work
Speaking

Activity: Controlled speaking

Sample Dialogue
A:
B:
A:
B:
A:
B:

Good afternoon,
I would like to reserve a room please.
When will you arrive?
I will land at Boston Airport on May the 20th.
Good afternoon, Hotel Boston. How can I help you?
I would like to reserve a room please.
I would like to reserve some rooms at your hotel. I will be with three colleagues and my
wife. My wife and I will need a double room.

Have the students pair up and take a role (either A or B).

Have them do a short role play using the three dialogues until they get familiar
with the expressions.
Have them do the role play without looking at the dialogues.
Once the students are ready with the dialogues, have them extend each
dialogue with two more turns for each speaker.
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2. While-computer Work
Speaking

Activity: Guided speaking

Have the students pair up, go over the first five steps, and ask the teacher any
words that they do not understand. Figure 10.8 is the detailed steps to decide
on a destination.
Make sure all the students understand the first five steps.
Have the students work with their partners and follow the direction.
As the students complete the task, have them share their ideas with their
partners.
After the students complete the first five steps, have them move on to the next
five steps.
Upon completion of the ten steps, have the students share their details as to
how they decided on a destination with the whole class.

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2. While-computer Work
Speaking

Activity: Guided speaking

Figure 10.8 Ten steps to choosing a destination

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2. While-computer Work
Reading
E-text on the Web (USA TODAY) is provided for the students. (How to
Make Reservations in a Hotel for a Business)
Have the students read the text focusing on what the main content is about.
See Figure 10.9 for the e-text.
Have the students write down the unknown words in mind maps and predict
the meaning of words. Then have them look up the online dictionaries for the
unknown words.
Remind them that the purpose of the reading for the first time is not to
translate each word into Korean, but use the multiple choice question as
presented in Figure 10.10 to get the grasp of the main idea.
After having the students find the main idea, give instructions on how news
articles are organized.

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2. While-computer Work
Reading
Once the question for main idea is explained along with instruction on text
organization, have the students do exercises using JQuiz for comprehension
check-up.

Figure 10.9 The e-text from USA

TODAY
Figure 10.10 A sample multiple choice question on comprehension
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3. Post-computer Work
Language in use

Pronunciation
Have the students listen to the provided example and record their own
pronunciation.
Have them compare their own sound wave and that of a native speaker. Figure
10.11 is the sample pronouncing practice and its sound wave feedback.

Figure 10.11 The screenshot of word pronunciation

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3. Post-computer Work
Language in use

Pronunciation
Following pronunciation practice with discrete words, have the students move
onto the next practice where they are to practice longer chunk of a sentence.
Have them listen to the sample sentence and after a few rehearsals, have them
record their own pronunciation, taking suprasegmental features in the sentence.
Figure 10.12 illustrates the practice with sample and learner-made sound waves.

Figure 10.12 The screenshot of sentence pronunciation

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3. Post-computer Work
Language in use

Vocabulary
Picture-Word Association
Have the students match the image with the right word (caption).
Have them check the answers.

Figure 10.13 The screenshot of picture-word association

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3. Post-computer Work
Language in use

Grammar
Word Order, Sentence Transformation, and Key Explanation.

Figure 10.14 The screenshot of word order

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3. Post-computer Work
Language in use

Grammar
Have the students order the scrambled words in order.
Have them check the answers.
Have the students move onto the next grammar practice of Sentence
Transformation. Figure 10.15 illustrates sentence transformation exercises.
Have the students change given sentences using will or be going to.
For each question, have them check the answers.
Explain the four major grammar points covered: Questions without
interrogatives, interrogatives, kind of followed by a noun, and the use of
will, and to be going to. The practice is followed by a wrap-up Key
Explanations which summarizes the grammar points practiced. Figure 10.16
illustrates Key Explanations.

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3. Post-computer Work
Language in use

Grammar

Figure 10.15 The screenshot of sentence transformation

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3. Post-computer Work
Language in use

Grammar

Figure 10.16 The screenshot of key explanations

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3. Post-computer Work
Writing
Getting the student to make a travel plan referring to the images
Short sentence patterns are practiced using an activity that is close to real life
situation

Figure 10.17 Sample images of top destinations around the world

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3. Post-computer Work
Writing
Have the students work in a group of three or four and complete the travel
plan to London.

The teacher provides a list of words that the students may need.
Have the students share information about the places they have selected to
visit and share with the members.
Along with the destinations, have the students find what each attraction is
famous for and write extra sentences on information they found from the
Internet.
Once the itinerary is completed, have the groups post their own itinerary in
the class BBS and have them share the itinerary and information. Figure 10.17
is a sample itinerary activity sheet created using the word processor.

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Tasks for Study and Discussion

Create a teaching plan on the integrated skills for your target students.
Make sure to use various ICT and Web content to meet the goals and
objectives of your lesson based on the sample lesson plans.
Remember to provide theoretical background and materials, lesson plan, and
teaching methods and techniques.
Work individually, and then share your work with your partners.

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