Teaching Integrated Skills Teaching Isolated Skills

Receptive and Productive Skills feed off each other

through a dynamic relationship between input
Practice either input or output.
(what we hear or see) and output (what we say or
write).

Learning Lessons follow circular or cyclical

Learning Lessons follow straight sequences.
sequences.

Cooperative Learning is needed to practice the

Cooperative Learning is not essential.
natural integration of language skills.

Project-Based Learning is one of the most used

Project-Based Learning is not possible.
methods involving more than one skill.

Provide both study and activation of the language Provide both study and activation of the language
developing skills integration naturally. without developing skills integration.

Tasks promote the interaction between top-down

Tasks promote either top-down or bottom-up
(general view) and bottom-up (detail) processing
processing using just one language skill.
using all language skills.

Proficiency based on continuous and spontaneous Proficiency based on limited and automatic results
results of tasks with the use of all language skills. of tasks with the use of a single skill.

Projects and tasks are on a larger scale so they Projects and tasks can be shorter and demand less
require detailed planning and more time. time.

Is not possible to consider all learning styles most

Every lesson considers all learning styles.
of the time.

Students develop the art of getting past language Isolated language skills are consider the end of
problems. For example, to find ways of saying communication so students don´t have the chance
things even when a lack of language. to face some language problems.