Enhancing students language proficiency thinking skills through

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Enhancing students’ language proficiency & thinking skills through integrative language use at KS 2 LLSS 12 December 2013

Programme run-down 2: 00 to 2: 10 pm Registration Part I What 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 up Q&A Evaluation

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 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.

Skills cannot be taught isolated • in a coherent way with language skills practiced together. Integrative language use

Why should we teach in ways that promote the integrative use of language?

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

int hat is W e use? nguag tive la egra

Receptive skills: Reading & Listening Productive skills: Speaking & Writing Integrative e th∙an languagesuse r Language forms se i mo u Three strands: nguage e skills ∙Communicative e la ∙Interpersonal languag tegrativ In ∙Knowledge functions ng four egrati ∙Experience int Language Development strategies ∙thinking skills ∙ reference skills ∙ library skills ∙information skills… Source: ELCG 2004, p. 96

ü ‘(the teaching of integrated skills) involves the teaching of the language skills of reading, writing, listening, and speaking in conjunction with each other. . . ’ (Richards, Platt and Weber, 1985) Integrated skills = all four language skills?

Integrated skills spoken medium Involve ski lls in the same lang uage med ium Output Input input and modelling ing) ten kill s Li ceptive s (re spea king (prod uctiv e ski ll)

Integrated skills written medium Output Input input and modelling ingl) eadve skil R pti e (rec writi (prod uctiv ng e ski ll)

Integrated skills WRITTEN SPOKEN OR READING WRITING LISTENING SPEAKING oductive skill to 1 pr m 1 recepti Fro + WRITTEN READING WRITING SPOKEN LISTENING SPEAKING nguage skills All 4 la

Critical thinking Problem solving Creativity Source: ELCG 2002, p. 46, 49, 59 Provide, use, interpret and present simple information Recognise and Exa and solvemples expected problems Make predictions, inferences and evaluative comments Find out, organise and classify information of achievem ents of learne rs Express freely ideas, views or feelings Exercise their creative imagination and independent judgement 18

ge use angua ative l integr hy is W rtant? impo

Why is integrative language use important? learnercentred Balanced coverage Fundamental intertwining ways of learning and using language Major principles in curriculum planning Communicative purposes Source: ELCG 2004, p. 93 Integrativ e use of English

Why is integrative language use important? Integrative use of English ‘Language use in real life situations is integrative and creative. ’ ‘… to use English to respond and give expression to real and imaginative experience. ’ Source: ELCG 2002, p. 96 -97

Some principles for integrative langauge use From classroom language practice to real-world uses (e. g. knowledge and skills) Nunan (1989) 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) 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). 2 nd ed. Oxford University Press.

Theme: Christmas Party Level: P 4

Arrangement of the tasks The tasks designed are adapted from a unit about Christmas Party.

1. Introduce the context Christmas 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 Christmas party 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 Situation Christmas 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.

2. Prepare a Christmas party planner Christmas Party Planner Time Activities 9: 00 am Mass in the hall 9: 45 am Lucky draw 10: 30 am Play games and sing songs Eat food Exchange presents Clean up

2. Design a Christmas party planner • 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 Language skills: reading, listening, speaking Thinking skills: Problem solving, critical thinking

3. Design party games • Watch videos about party games and complete the instructions.

Game 1 Step on the balloons What dothe name What is you need of the game? to find out? Number of players: ____ or more Equipment: ____ balloon(s) and _______ rubber band(s) for each player How to play: When the game starts, each player steps on (Write the other players’ balloons quickly and make numbers in them burst. the boxes. ) 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.

Game 2 Musical Chairs Number of players: ____ or more ____ disc jockey Equipment: _____ (one fewer than the number of players) music a __________ How to play: (Write the numbers in the boxes. ) p 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 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 • 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 Language skills: listening, reading, speaking, writing Thinking skills: Problem solving, critical thinking, creativity

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 If voting doesn’t work, group leaders should make the final decision. 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 Mc. Donald’s. There’s a Mc. Donald’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….

Your group chooses an item that Cream Sandwiches VS Iceyou hate! Relax! There always other dishes! 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?

4. Choose the food for the Christmas party • Present their ideas.

4. Choose party food. • 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. Language skills: reading, listening, speaking Thinking skills: Problem solving, critical thinking

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. • Read an example of a friendly letter about a Christmas party. • Use graphic organiser to organise ideas. • Write the letter. Language skills: reading, writing Thinking skills: 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 Design party games reading, listening, speaking Problem solving Critical thinking reading, listening, speaking, writing Problem solving Critical thinking Creativity Choose party food reading, listening, speaking Problem solving Critical thinking Write a letter about reading, writing the Christmas party Problem solving Critical 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 reports Level: P 5

p. 49 p. 50 Ss are to read: - a story about a theft that happened in a school - statements of 3 suspects Reading

Key Words Comprehension Exercise p. 51 Vocabulary related to crime: - nouns (people) - verbs (actions) Key Structures p. 50 Ss have to complete a police officer’s report (successful completion means they understand what they read) Reading Thinking p. 51 Use of “when” to link a shorter action (past tense) and a longer action (past continuous tense) in the past

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 Grammar Practice Did you see the accident? Speaking Yes, I did. What were you doing at the time of the accident? I was walking the dog. p. 52 Give Ss practice mainly on use of past continuous tense

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 Grammar Practice - Finish what they say Speaking What happened? I was waiting for my daughter when a car knocked down a woman. p. 53 Give Ss practice on use of past tense and past continuous tense

• What: Peter Law’s gold watch being stolen • Who: Sally the detective + 3 suspects Task: Play a detective game and find out who the thief is Reading Listening Thinking Speaking Writing ? ? ? p. 54 p. 55

Any integrative use of language if T follows what the book provides? Reading Ss are given a story and 3 statements to read about, then complete a police report Key words Ss are given 6 words with pictures: a pickpocket, a robber, a thief, break into, rob, steal (passage: stole, theft) Key structures Past continuous tense Q: 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 tense Use 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. Knowledge strand Language forms

Pre-task A Ss 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 B Giving 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. Task Ss 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)

Evaluation of the integrative language use in this unit Quite a good unit Pre-task A Reading Ss are given a story and 3 statements to read. Ss assume the roles of Tim and his neighbours to Receptive skills: officer’s Qs about a car accident answer the police about, then complete a police report Reading & Listening near Tim’s building. Key words Q: Did you see Productive skills: the accident? Ss are given 6 words with pictures: a A: Speaking Yes, I did. you doing at the time of the accident? pickpocket, a robber, a thief, break into, rob, Q: & Writing What were steal A: I was … Key structures Pre-task B Past continuous tense Giving of more statements at the police station by Q: What Three strands: at a particular Tim and other people about different incidents. was he/they doing ∙ Language forms point of. Interpersonal time? ∙ talking with a man. / They were Q: What happened? A: He ∙ Knowledge was A: I was waiting for my∙ daughter when a car Communicative practising football. knocked down a woman. ∙ Experience functions Past continuous tense and past tense Task Language Development Use of “when” to link up the use of past Ss are to play a detective game to find out who the strategies are given: continuous tense and past tense: thief is. They - I was walking by the school football∙pitch - a police report of Peter Law’s gold watch being thinking skills when some pupils waved at me. stolen ∙ reference skills three suspects - The cleaners were still cleaning when I left. role cards of - Qs to be asked ∙ information skills by a detective Integrative language use

How to make improvement Ss are required to complete a police officer’s report Type of crime: ______________ Reading (locating information) Where did it happen: ___________ Suspect: ________________ Reading (integrating & Report: synthesizing information) w He said he watched __________ Problem-solving & w He said he got home at _________ Critical thinking w He telephoned _______ and told him _____________________ Improve the comprehension exercise by setting more Wh-questions

Replace Reading with Listening Instead of asking Ss to read, have them listen to the three statements

Can anything be done for Writing? Limitations of the writing task in the book Language Content - Involve past tense, but not past continuous tense - Very much governed by what’s given in the case - No chance to recycle many of the vocab items Thinking - Any creativity?

What do you think of this writing task? Situation You are a police officer. You are to write a police report for one of the following events that happened this week. Part I Theft Robbery Burglary Pickpocketing Accident Other: ____

Part II Who When Event: _________ Where What happened

Part III. Write the draft <1 st paragraph> Give background information about the event: what the event was where it happened when it happened who was involved <2 nd paragraph> Give details of what happened using: Pre-task Activities the past tense (for shorter actions) A&B the past continuous tense (for longer actions) “when” to join up the shorter and longer actions

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 Reading Completion of è Answer Whquestions a police report Listening Note-taking WS Key Words Discrete vocab items Key Structures Different parts of speech + how the words are used Ss can use the words in writing later on Nothing Elements of integrative language use 1 source to 2 sources of information Resemblance to real-life situations Fill the gaps & make effective use of WSs Strengthen Knowledge Strand Meaningful learning of new words (as input for writing) Meaningful learning of language structures (as input for writing)

Original version Pre-task Activities Provision of contexts for practising language structures Task Playing of a detective game similar to theft mentioned in the reading passage Improved version Nothing Tasks R & S & L + Thinking èCan play the detective game in the textbook Writing + Thinking èDesign a writing task which requires Ss to use the target vocab and language structures Elements of integrative language use Reinforce Ss’ learning of target language structures Prepare them for using them later on Put all that Ss learnt into application Interpersonal Strand ill the gaps & make effective use of WSs Thinking skill involved: Creativity

Before the surgery After the surgery Receptive skills: Reading & Listening Productive skills: Speaking & Writing Three strands: ∙ Interpersonal ∙ Knowledge ∙ Experience Integrative language use ∙ Language forms ∙ Communicative functions Language Development strategies Problem-solving + ∙ thinking skills Critical thinking + Creativity ∙ reference skills ∙ information skills

Conclusion What How Why

http: //cd 1. edb. hkedcity. net/cd/languagesupport/

Please fill in the Evaluation Questionnaires

Creativity Thinking skills 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)