enhancing students’ language proficiency & thinking skills through integrative language use at...

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


OR

From 1 receptive skill to 1 productive skill

From 1 receptive skill to 1 productive skill


+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


• Listen to what Harry did at his Christmas party.


• Listen to what Harry did at his Christmas party and fill in the blanks with the correct adverbs.


• Read Harry’s planner for his Christmas party.


• 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. 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

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.


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

4. Choose the food for the Christmas party

• Read food reviews of some party food.


• 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!


• 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.


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.


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





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





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)

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