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The chapter introduces the language skills approach to curriculum design, which
focuses on developing language skills in teaching. It highlights two main models:
1. Separate Skills Model: Each language skill—listening, speaking, reading, and writing—is
taught separately in different courses.
2. Integrated Skills Model: Skills are combined in one course, either including all four or just a
few together.
The chapter will explain these models by discussing their history and how they are applied. It
will also explore each skill individually and introduce key ideas for improving these skills in

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language teaching and curriculum planning.
Language Skills as Separated
The text explains how language teaching has traditionally divided learning into four skills:
listening, speaking, reading, and writing. These skills can be grouped into two types:
Receptive skills: Listening and reading (understanding).
Productive skills: Speaking and writing (creating or sharing).
Oral skills: Listening and speaking (used in conversation).
Literacy skills: Reading and writing (used for reading and writing texts).
For many years, teachers, textbooks, and programs have focused on teaching each skill
separately. For example, English programs often have separate classes for listening, speaking,
reading, and writing.
This way of teaching comes from a study of language called structural linguistics, which looks at
how language is made up of small parts like sounds, words, and sentences. In the 1970s, some
teachers designed programs that focused mainly on speaking and listening, using repetition and

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drills to practice grammar. This method became known as the audio-lingual method.
Language skills as integrated
The text explains how language teaching can integrate the four skills—listening, speaking,
reading, and writing—because in real life, these skills are often used together. For example:
During a conversation, you listen and then respond by speaking.
In a lecture, you listen and take notes (writing).
Many schools and curriculums focus on combining these skills, especially for literacy (reading
and writing), as it plays a big role in education and society. Literacy is more than just reading
and writing; it’s about how people engage with their culture, society, and the information they
access. Being literate can expand opportunities in life and help people contribute to society.
This integrated approach aligns with the concept of communicative competence introduced by
Hymes. This idea focuses on using language not just correctly (grammar) but appropriately
(socially) and effectively (strategies). Later, theorists like Canale, Swain, and Bachman expanded
it to include using language for real tasks in context.
The integrated skills approach is central to Communicative Language Teaching
(CLT), which emphasizes teaching students to communicate effectively in real
situations. Scholars like Widdowson and Nunan have emphasized designing
lessons that:
1. Use real-life language examples.
2. Link comprehension (listening/reading) with production (speaking/writing).
3. Connect classroom activities with real-world tasks.
Research shows that developing language skills together through activities and
tasks is effective. For example:
Reading is often linked to writing.
Speaking is linked to pronunciation, grammar, or giving presentations.
Teachers aim to include all four skills in their lessons, but some courses may focus more on one

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skill, depending on students’ goals and the course objectives.
Defining language skills
The text explains that each language skill—listening, speaking, reading, and writing—is complex
and depends on the learners' goals and context. For example:
Job-focused adults might need to write things like job applications, lists, instructions, or
informal letters.
University students might need to write research papers, take notes, or do academic writing.
This shows that the way we teach and use language skills depends on the specific needs of the
learners.
Language skills also involve two types of processing:
1. Bottom-up processing: Focusing on details like words and grammar to understand.
2. Top-down processing: Using prior knowledge and context to understand.
Teachers and curriculum designers must consider these processes when creating lessons and
materials for teaching each skill.
Defining Listening is an important way to learn a new language. It helps learners understand
spoken words by recognizing sounds, grammar, and meaning.
In the beginning, new learners may feel like the language is just noise. To help them:
Teachers should focus on helping learners recognize sounds, words, and grammar.
As learners improve, they should practice understanding longer phrases and sentences.
Digital recordings, like audio or videos, are useful because learners can listen to them many
times to practice and improve.
Understanding what we hear (listening comprehension) means:
1. Picking out important information.
2. Using what we already know to make sense of it.
3. Guessing the meaning when needed.
4. Updating what we understand as we hear more.
These steps work together to help learners understand spoken language better.
To improve listening skills in a second language (L2), learners need help identifying important
information. This includes teaching strategies like recognizing intonation (tone) and pausing,
which show what’s important when someone speaks.
Background knowledge also plays a big role in understanding. We use what we already know
(called schemas) to make sense of what we hear. L2 learners might struggle with this because
they may not share the same knowledge or experiences as native speakers. To help, lessons
should:
Connect new knowledge to learners’ existing knowledge.
Encourage discussions to build understanding.
Researchers have suggested three main approaches for teaching listening skills:
1. Text and comprehension:
Focus: Understanding specific sounds, words, and sentences.
Activities: Listening to written passages read aloud, identifying details, memorizing patterns,
and showing understanding.
2. Communication and comprehension:
Focus: Understanding language during interactions for a purpose.
Activities: Listening to real-life language (recorded or natural), understanding information
based on the situation, and responding appropriately.
3. Learner awareness and the listening process:
Focus: Teaching learners to think about their own listening, use strategies, and solve
comprehension problems.
Activities: Developing awareness of how they listen, using strategies to improve, and handling
challenges.

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These approaches help learners develop better listening skills in different ways.
Speaking a second language involves three main skills:
1. Knowing the language: Understanding how to use sounds, words, and grammar.
2. Using the language: Speaking for different purposes, like sharing information or having
conversations.
3. Adapting to situations: Using strategies to communicate effectively.
Key Ideas:
Pronunciation:
Traditional teaching focused on sounding like native speakers. Now, the focus is on being clear
and easy to understand, especially since most English communication happens between
non-native speakers.
Speaking purposes:
Social purposes (interactional): Talking to build relationships, like chatting with friends.
Information purposes (transactional): Sharing facts or giving presentations.
Lessons should include both to prepare for real-life situations.
Practice with peers:
Speaking with classmates helps learners practice adapting their speech to different people and
situations. This prepares them for using English in the real world.
Clear communication:
Instead of focusing on accents, learners work on avoiding pronunciation mistakes that could
cause confusion.
In short, speaking lessons should teach clear pronunciation, real-life communication skills, and

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provide plenty of practice with others.
Teaching reading in a second language focuses on two key skills:
1. Decoding: Learning to match letters with sounds and pronounce words correctly.
2. Comprehension: Understanding the meaning of written words and sentences.

Key Points:
Different learners, different needs:
Young beginners need help with basic skills like recognizing letters, sounds, and simple words.
Advanced learners, like university students, focus more on understanding complex texts,
building vocabulary, and using strategies to study academic materials.

Important elements of a reading curriculum:

1. Recognizing sounds and understanding how letters represent them (phonological awareness).
2. Learning to sound out words (decoding).
3. Developing fluency (reading smoothly and quickly).
4. Expanding vocabulary.
5. Using strategies to understand and analyze texts.
6. Providing access to plenty of reading materials.
7. Encouraging silent reading to build reading habits.

Customizing the curriculum:

Not all programs need every element. For example, beginners might focus on decoding and
fluency, while advanced learners concentrate on vocabulary and comprehension strategies.

Guiding principles:
Experts have developed principles to help teachers design effective reading programs. These
principles are based on research and help ensure reading lessons are practical and effective.

In short, reading lessons should adapt to learners' needs, provide practice in both decoding and
understanding, and include materials and strategies to build strong reading skills.

L2 writing (writing in a second language) is a diverse field with different teaching

approaches, and there is no one-size-fits-all method.

Key Points:
Different Approaches:
Some programs start with smaller writing tasks and gradually move to bigger ones (bottom-up
approach).
Others focus on writing longer pieces, like essays, from the beginning (top-down approach).

Writing Skills Focus:

Learning to write in stages, such as starting with short tasks and progressing to longer ones.
Developing a writing process, understanding how to organize an essay, and citing sources
properly.
Understanding the key parts of texts (like expository writing) and improving fluency through
journal writing.

Context and Learners:

The type of writing program chosen should depend on the learners’ goals and the context. For
example, academic programs might focus on academic writing skills, while more general
programs might include writing as part of an overall language learning approach.

In short, L2 writing programs can vary depending on the learners' needs, focusing on both basic
writing skills and more complex writing tasks.

✨✨✨✨✨✨✨If the party was over and our time on earth was through
I'd wanna hold you just for a while
 And die with a smile
If the world was ending
I'd wanna be next to you