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Transcript of Enhancing students’ language proficiency & thinking skills through integrative language use at KS2...
Enhancing students’ language proficiency & thinking skills through
integrative language use at KS2
LLSS
12 December 2013
Programme run-down2:00 to 2:10 pm
Registration
Part IWhat is an integrated task and why is it important?
Part II School case 1
Part III School case 2
Part IV Hands-on task & Sharing
4:50 to 5:00 pm
Wrap upQ&AEvaluation
Do we use different language skills in our daily
lives?
Do you …?
• Write down notes of what the presenters say in a lecture or a workshop
• Make summaries or jot down some quotes when reading a reference book
• Help take phone messages
• Chat about weather• Do a presentation
on a particular topic
Listening Writing
Reading Writing
Listening Speaking Writing
Listening Speaking
Listening Speaking
Reading Writing Speaking
Why should we teach different language skills?
• In reality, it is rare for language skills to be used in isolation. Hinkel (2010)
• There are many situations in which we use more than one language skill in an authentic environment.
• in a coherent way with language skills practiced together.
Integrative language useIntegrative
language use
Why should we teach in ways that promote the integrative
use of language?
• DSE (Paper 3)Integrated listening/reading and writing
tasks of different levels of difficulty based on the same theme
Why should we teach in ways that promote the integrative use
of language?
What is
integrative language use?What is
integrative language use?
Integrative language use ∙Language
forms
∙Communicative functions
Three strands:∙Interpersonal∙Knowledge∙Experience
Integrative language use is more than
integrating four language skillsIntegrative language use is more than
integrating four language skills
Source: ELCG 2004, p.96
Receptive skills:Reading & Listening
Productive skills:Speaking & Writing
Language Development
strategies∙thinking skills
∙ reference skills∙ library skills∙information
skills…
(Richards, Platt and Weber,1985)
‘(the teaching of integrated skills) involves the teaching of the language skills of reading, writing, listening, and speaking in conjunction with each other...’
Integrated skills = all four language skills?
spoken medium
Listening
(receptive skill)
Input
speaking (productive skill)
Outputinput and modelling
Involve skills in the same language medium
Integrated skills Integrated skills
written medium
Reading
(receptive skill)
Input
writing(productive skill)
Output
input and modelling
Integrated skills Integrated skills
OR
From 1 receptive skill to 1 productive skill
From 1 receptive skill to 1 productive skill
Integrated skills Integrated skills
+All 4 language skills All 4 language skills
WRITTENREADING WRITING
SPOKENLISTENING SPEAKING
WRITTENREADING WRITING
SPOKENLISTENING SPEAKING
1818
Problem
solving
Creativity
Critical thinkin
g
Source: ELCG 2002, p.46, 49, 59
Provide, use, interpret and present simple information
Make predictions, inferences and
evaluative comments
Find out, organise and classify information
Express freely ideas, views or
feelings
Recognise and and solve problems
Exercise their creative
imagination and independent judgement
Examples of expected achievements of learners
Examples of expected achievements of learners
Why is integrative language use
important?Why is integrative language use
important?
Major principles in curriculum
planning
Integrative use
of English
Communicativepurposes
Source: ELCG 2004, p.93
Why is integrative language use important?
Balanced
coverage
learner-centred
Fundamental intertwining
ways of learning and
using language
‘Language use in real life situations is integrative and creative.’
‘… to use English to respond andgive expression to real and imaginative experience.’
Source: ELCG 2002, p.96-97
Why is integrative language use important?
Integrative use of English
From classroom language practice to real-world uses (e.g. knowledge and skills)
Nunan (1989)
Some principles for integrative langauge use
Source: Hinkel, E. (2010). Integrating the four skills: Current and historical perspectives. In R.B. Kaplan (Ed.), Oxford Handbook in Applied Linguistics, (pp. 110-126). 2nd ed. Oxford University Press.
Providing input and modelling for productive skills
(e.g. vocabulary & language structures input for writing task)
Language input materials are organised thematically, with consistency and cohesiveness
(e.g. design and arrangements of tasks under the context)
Hinkel (2010)
Theme: Christmas Party
Level: P4
Arrangement of the tasks
The tasks designed are adapted from a unit about Christmas Party.
1. Introduce the contextChristmas is coming. We are going to plan for a class party to celebrate Christmas and then write a letter to a friend to tell him/her about the party.
2. Prepare a Christmasparty planner
3. Design party games
4. Choose party food
5. Write a letter to a friend to tell him/her about the party.
1. Introduce the context and explain the main task
SituationChristmas is coming. We are going to plan for a class party to celebrate Christmas and then write a letter to a friend to tell him/her about the party.
Language skills: Reading Thinking skills: Problem solving
2. Prepare a Christmas party planner• Read an email about how
Harry and his friends prepare for their Christmas party.
2. Prepare a Christmas party planner
• Introduce vocabulary related to Christmas celebration
2. Prepare a Christmas party planner
• Listen to what Harry did at his Christmas party.
2. Prepare a Christmas party planner
• Listen to what Harry did at his Christmas party and fill in the blanks with the correct adverbs.
2. Prepare a Christmas party planner
• Read Harry’s planner for his Christmas party.
2. Prepare a Christmas party planner
• Brainstorm the activities that people do at a Christmas party.
Christmas Party PlannerTime Activities
9:00am Mass in the hall
9:45am Lucky draw
10:30am Play games and sing songs
Eat food
Exchange presents
Clean up
2. Prepare a Christmas party planner
2. Design a Christmas party planner
Language skills: reading, listening, speaking Thinking skills:
•Read Harry’s email about the preparation for a Christmas party•Listen to Harry’s online diary about what he did at the Christmas party•Read Harry’s plan for the Christmas party•Discuss and design a Christmas party planner
Problem solving, critical thinking
1. Introduce the contextChristmas is coming. We are going to plan for a class party to celebrate Christmas and then write a letter to a friend to tell him/her about the party.
2. Prepare a Christmasparty planner
3. Design party games
4. Choose party food
5. Write a letter to a friend to tell him/her about the party.
3. Design party games• Watch videos about party games
and complete the instructions.
Game 1Step on the balloons
Number of players:
________ or more
Equipment: ________ balloon(s) and _______ rubber band(s) for each player
How to play:(Write the numbers in the boxes.)
When the game starts, each player steps on other players’ balloons quickly and make them burst.
The player whose balloon bursts is out. Each player ties a balloon around his ankle
with a rubber band.
How to win: The last player with a balloon wins.
What is the name of the game?
What do you needto find out?
Game 2Musical Chairs
Number of players:
________ or more________ disc jockey
Equipment: _________ (one fewer than the number of players)musica ____________________
How to play:(Write the numbers in the boxes.)
Put the chairs back to back in two even rows.The player who cannot find a chair is out.The DJ plays the music loudly. The players walk around the chairs slowly.The players stand up and the next round begins. The players stand around the line of chairs quietly. They cannot touch the chairs.When the music stops, the players find an empty seat and sit down as quickly as possible. The DJ stops the music suddenly.
How to win: The player who can sit on the last chair wins.
3. Design party games• Teach students the features of instructions.
3. Design party games• Introduce
the thinking tool ‘SCAMPER’ to help students create a new game for the party.
3. Design party games• Do shared
writing with students.
• Write a new party game in groups.
3. Design party games• Invite students to present the games.
3. Design party games• Students do peer and self evaluation.• Vote for the games they like.
3. Design party games
Language skills: listening, reading, speaking, writing Thinking skills:
•Watch videos about two party games•Write a party games using the tool ‘SCAMPER’•Present the party games designed •Do peer and self evaluation about the presentation and vote for the games for the Christmas party
Problem solving, critical thinking, creativity
1. Introduce the contextChristmas is coming. We are going to plan for a class party to celebrate Christmas and then write a letter to a friend to tell him/her about the party.
2. Prepare a Christmasparty planner
3. Design party games
4. Choose party food
5. Write a letter to a friend to tell him/her about the party.
4. Choose the food for the Christmas party
• Read food reviews of some party food.
4. Choose the food for the Christmas party
• Look for information and find out the writer’s attitude.
4. Choose the food for the Christmas party• Introduce more party food.
• Christmas pudding• Turkey• Salad• Pudding• Sushi• Pizza• Crisps• Sausages,• Chicken wings
4. Choose the food for the Christmas party• Use ‘Value Grid’ to help students
choose the food for the party.Steps:1. List the ideas in the first column.2. List the things to consider in the first
row.3. Fill in the grid.4. Compare the pros and cons of all ideas.5. Choose the best idea.
4. Choose the food for the Christmas party• Introduce the language for discussion.• Demonstrate how to discuss.
Hamburger VS Nachos
A: Let’s choose hamburgers! I think they are more tasty than Nachos.
B: I don’t think that’s a good idea! Hamburgers are difficult to make.
A: Well, we can buy them at McDonald’s. There’s a McDonald’s near our school.
B: They are not cheap. I think Nachos are better party food. We can share Nachos but we can’t share hamburgers. Shall we choose Nachos? Let’s vote. If you like Nachos, raise your hands….
If voting doesn’t work, group leaders should make the final decision.
Sandwiches VS Ice Cream
A: Let’s choose Ice Cream! It got 11 scores! B: I don’t think that’s a good idea. Ice Cream
is tasty but Ice Cream can’t sit on the table for long.
A: Ice Cream is my favourite food…B: I know but it’s not good for our party.
We have no fridge. Why don’t we try Sandwiches? A, is it okay if we choose sandwiches?
A: Okay, let’s have sandwiches for the party.
Your group chooses an item that you hate!Relax! There are always other dishes!
4. Choose the food for the Christmas party
• Present their ideas.
4. Choose party food.
Language skills: reading, listening, speaking Thinking skills:
•Read food review about party food and find out the attitudes of writers.•Use a ‘value grid’ as the basis for discussion to choose party food.•Present the food students would like to choose.
Problem solving, critical thinking
1. Introduce the contextChristmas is coming. We are going to plan for a class party to celebrate Christmas and then write a letter to a friend to tell him/her about the party.
2. Prepare a Christmasparty planner
3. Design party games
4. Choose party food
5. Write a letter to a friend to tell him/her about the party.
5. Write a letter to Harry to tell him about the Christmas party• Recall what
was done at the Christmas party.
• Show a sample letter to show the features of a letter.
5. Write a letter to Harry to tell him about the Christmas party• Use a graphic
organiser to help students brainstorm and organise ideas.
5. Write a letter to Harry to tell him about the Christmas party• Students write a
letter to Harry to tell him about the Christmas party.
Appropriate text features
Use connectives to show the sequence
of activities
Use the past tense to talk about a past event
Use adverbs to describe actions
Main idea Supporting details
5. Write a letter to a friend about the Christmas party.
Language skills: reading, writing Thinking skills:
•Read an example of a friendly letter about a Christmas party.•Use graphic organiser to organise ideas.•Write the letter.
Problem solving, critical thinking
Tasks Language Skills
Thinking Skills
Introduce the context and explain the main task
reading Problem solving
Prepare a class Christmas party planner
reading, listening,speaking
Problem solvingCritical thinking
Design party games
reading, listening, speaking, writing
Problem solvingCritical thinkingCreativity
Choose party food
reading, listening, speaking
Problem solvingCritical thinking
Write a letter about the Christmas party
reading, writing Problem solvingCritical thinking
Language forms/ Communicative functions
• To name food items for parties• To name some activities for
celebrating Christmas• To use connectives to talk about
sequence• To use adverbs to describe actions• To use imperatives to write
instructions or rules• To use the simple past tense to talk
about a past event
A unit about police reportsLevel: P5
Ss are to read:
- a story about a theft that happened in a school
- statements of 3 suspects
p.49 p.50
Reading
Reading
Ss have to complete a police officer’s report (successful completion means they understand what they read)
Vocabulary related to crime: - nouns (people)- verbs (actions)
Use of “when” to link a shorter action (past tense) and a longer action (past continuous tense) in the past
p.50
Comprehension ExerciseKey Words
p.51
p.51
Key Structures
Reading
Reading
Thinking
Thinking
Give Ss practice mainly on use of past continuous tense
p.52
Pre-task Activity A
- A car accident happened near Tim’s building
- A police officer is asking Tim and his neighbours about it
- Finish what they say
Did you see the accident?
Yes, I did.
What were you doing at the time of the accident?
I was walking the dog.
SpeakingSpeaking
Grammar Practice Grammar Practice
Give Ss practice on use of past tense and past continuous tense
p.53
Pre-task Activity B
- Tim went to the police station to give a statement about the accident
- There were a lot of people giving statements about other incidents
- Finish what they say
What happened?
I was waiting for my daughter when a car
knocked down a woman.
SpeakingSpeaking
Grammar Practice Grammar Practice
• What: Peter Law’s gold watch being stolen• Who: Sally the detective + 3 suspects
p.54 p.55
Task: Play a detective game and find out who the thief is
Reading
Speaking
Writing???
Listening Thinking
ReadingSs are given a story and 3 statements to read about, then complete a police report
Key wordsSs are given 6 words with pictures: a pickpocket, a robber, a thief, break into, rob, steal
Key structuresPast continuous tenseQ: What was he/they doing at a particular point of time? A: He was talking with a man. / They were practising football.
Past continuous tense and past tenseUse of “when” to link up the use of past continuous tense and past tense- I was walking by the school football pitch when some pupils waved at me.- The cleaners were still cleaning when I left.
Any integrative use of language if T follows what the book provides?
(passage: stole, theft)Knowledge strand
Language forms
Pre-task ASs assume the roles of Tim and his neighbours to answer the police officer’s Qs about a car accident near Tim’s building. Q: Did you see the accident?A: Yes, I did. Q: What were you doing at the time of the accident?A: I was …
Pre-task BGiving of more statements at the police station by Tim and other people about different incidents.
Q: What happened?A: I was waiting for my daughter when a car knocked down a woman.
TaskSs are to play a detective game to find out who the thief is. They are given:- a police report of Peter Law’s gold watch being stolen- role cards of three suspects- Qs to be asked by a detective
Language forms &
Communicative functions
(past continuous
tense)
Language forms & Communicative
functions(past tense + when + past
continuous tense)
ReadingSs are given a story and 3 statements to read about, then complete a police report
Key wordsSs are given 6 words with pictures: a pickpocket, a robber, a thief, break into, rob, steal
Key structuresPast continuous tenseQ: What was he/they doing at a particular point of time? A: He was talking with a man. / They were practising football.Past continuous tense and past tenseUse of “when” to link up the use of past continuous tense and past tense:- I was walking by the school football pitch when some pupils waved at me.- The cleaners were still cleaning when I left.
Pre-task ASs assume the roles of Tim and his neighbours to answer the police officer’s Qs about a car accident near Tim’s building. Q: Did you see the accident?A: Yes, I did. Q: What were you doing at the time of the accident?A: I was …
Pre-task BGiving of more statements at the police station by Tim and other people about different incidents.Q: What happened?A: I was waiting for my daughter when a car knocked down a woman.
TaskSs are to play a detective game to find out who the thief is. They are given:- a police report of Peter Law’s gold watch being stolen- role cards of three suspects- Qs to be asked by a detective
Evaluation of the integrative language use in this unit
∙Language forms
∙Communicative functions
Receptive skills:Reading & Listening
Productive skills:Speaking & Writing
Language Development
strategies∙ thinking skills
∙ reference skills∙ information skills
Integrative language useThree strands:
∙ Interpersonal∙ Knowledge∙ Experience
Quite a good unit
Quite a good unit
How to make improvementSs are required to complete a police officer’s report
Type of crime: ___________________________
Where did it happen: ______________________
Suspect: _______________________________
Report: He said he watched ____________________ He said he got home at _________________ He telephoned _______ and told him ______
____________________________________
Reading (locating information)
Reading (integrating & synthesizing information)Problem-solving & Critical thinking
Improve the comprehension exercise by setting more Wh-questions
Instead of asking Ss to read, have them listen to the three statements
Replace Reading with Listening
Can anything be done for Writing?
Limitations of the writing task in the book
Language
- Involve past tense, but not past continuous tense
- No chance to recycle many of the vocab items
Content
- Very much governed by what’s given in the case
Thinking
- Any creativity?
What do you think of this writing task?
SituationYou are a police officer. You are to write a police report for one of the following events that happened this week.
Theft Robbery Burglary Pickpocketing Accident Other: _________
Part I
Event:
__________________
Who When
Where What happened
Part II
Part III. Write the draft
<1st paragraph>
Give background information about the event:
what the event was
where it happened
when it happened who was involved
<2nd paragraph>
Give details of what happened using:
the past tense (for shorter actions)
the past continuous tense (for longer actions)
“when” to join up the shorter and longer actions
Pre-task Activities A & B
Part IV. Revise the draft
Work in pairs or in groups.
Show your draft report to your partner or
group members to read and give
comments.
Write your final report.
I was in Mong Kok at 2 pm on 12 December 2013. When I was walking along Sai Yeung Choi Street, I saw a man running out of a bank.
Original version
Improved version
Elements of integrative language
useReading Completion
of a police report
Reading Answer Wh-
questionsListening Note-taking WS
1 source to 2 sources of information Resemblance to real-life situationsFill the gaps & make effective use of WSs
Key Words Discrete
vocab items
Different parts of speech + how the words are used
Ss can use the words in writing later on
Strengthen Knowledge StrandMeaningful learning of new words (as input for writing)
Key Structures Nothing
Meaningful learning of language structures (as input for writing)
Original version
Improved version Elements of integrative
language usePre-task
Activities Provision of
contexts for practising language structures
Nothing
Reinforce Ss’ learning of target language structures Prepare them for using them later on
Task Playing of a
detective game similar to the theft mentioned in the reading passage
TasksR & S & L + ThinkingCan play the
detective game in the textbook
Writing + ThinkingDesign a writing
task which requires Ss to use the target vocab and language structures
Put all that Ss learnt into applicationInterpersonal Strandill the gaps & make effective use of WSsThinking skill involved: Creativity
Before the surgery
∙Language forms
∙Communicative functions
Receptive skills:Reading & Listening
Productive skills:Speaking & Writing
Language Development
strategies∙ thinking skills
∙ reference skills∙ information skills
Integrative language useThree strands:
∙ Interpersonal∙ Knowledge∙ Experience
Problem-solving + Critical thinking
Problem-solving + Critical thinking + Creativity
After the surgery
Conclusion
What WhyHow
http://cd1.edb.hkedcity.net/cd/languagesupport/
Please fill in the Evaluation Questionnaires
Thinking skills
Creativity
Critical Thinking
Problem Solving
Creativity
- Produce original ideas
- Go beyond the given information
- Use imagination, curiosity
- Generate new ideas and meanings by using an idea as a springboard for new ideas or ways of thinking
- Open to new and unusual ideas/methods/approaches
Critical thinking
- Extract, classify and organize information
- Identify values, attitudes, beliefs, experiences in texts
- Make predictions, inferences and evaluative comments
- Compare and contrast ideas to find similarities & differences
- Understand cause-and-effect relationships
- Distinguish between facts and opinions
- Make judgments through questioning and enquiry
- Draw logical conclusions based on adequate date and evidence
Problem-solving
- Identify the problem (e.g by gathering facts about the problem)
- Solve the problem (by identifying sources of help and using the support and advice given to determine the best course of action)