LLSS 12 December 2013

1. Enhancing students’ language proficiency & thinking skills through integrative language use at KS2 LLSS 12 December 2013

2. Programme run-down

3. Part I

4. Do we use different language skills in our daily lives?

5. Do you …? Listening  Writing Reading  Writing Listening  Speaking  Writing Listening  Speaking Listening  Speaking Reading  Writing  Speaking 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

6. Why should we teach different language skills?

7. 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.

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

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

10. 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?

12. What is integrative language use?

13. Receptive skills: Reading & Listening Productive skills: Speaking & Writing • Language forms • Communicative functions Three strands: • Interpersonal • Knowledge • Experience Language Development strategies • thinking skills • reference skills • library skills • information skills… Integrative language use Integrative language use is more than integrating four language skills Source: ELCG 2004, p.96

14. Integrated skills = all four language skills? • ‘(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)

15. Involve skills in the same language medium input and modelling Integrated skills spoken medium Input Output Listening (receptive skill) speaking (productive skill)

16. input and modelling Integrated skills written medium Output Input Reading (receptive skill) writing (productive skill)

17. Integrated skills WRITTEN READING  WRITING SPOKEN LISTENING  SPEAKING OR From 1 receptive skill to 1 productive skill + SPOKEN LISTENING  SPEAKING WRITTEN READING  WRITING All 4 language skills

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

19. Why is integrative language use important?

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

21. 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

22. Some principles for integrative langauge use Fromclassroom language practice to real-world uses (e.g. knowledge and skills) Nunan (1989) Language input materialsare organisedthematically, with consistency and cohesiveness (e.g. design and arrangements of tasks under the context) Providing input and modelling for productive skills (e.g. vocabulary & language structures input for writing task) 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). 2nd ed. Oxford University Press.

23. Part II School Case 1

24. Theme: Christmas Party Level: P4

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

26. 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 Christmasparty planner 3. Design party games 4. Choose party food 5. Write a letter to a friend to tell him/her about the party.

27. 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

28. 2. Prepare a Christmas party planner Read an email about how Harry and his friends prepare for their Christmas party.

29. 2. Prepare a Christmas party planner Introduce vocabulary related to Christmas celebration

30. 2. Prepare a Christmas party planner Listen to what Harry did at his Christmas party.

31. 2. Prepare a Christmas party planner Listen to what Harry did at his Christmas party and fill in the blanks with the correct adverbs.

32. 2. Prepare a Christmas party planner Read Harry’s planner for his Christmas party.

33. 2. Prepare a Christmas party planner • Brainstorm the activities that people do at a Christmas party.

34. ChristmasPartyPlanner 2. Prepare a Christmas party planner

35. 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

36. 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 Christmasparty planner 3. Design party games 4. Choose party food 5. Write a letter to a friend to tell him/her about the party.

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

38. Game 1 What do you need to find out? What is the name of the game?

39. Game 2

40. 3. Design party games Teach students the features of instructions.

41. 3. Design party games Introduce the thinking tool ‘SCAMPER’ to help students create a new game for the party.

42. 3. Design party games Do shared writing with students. Write a new party game in groups.

43. 3. Design party games Invite students to present the games.

44. 3. Design party games Students do peer and self evaluation. Vote for the games they like.

45. 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

46. 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 Christmasparty planner 3. Design party games 4. Choose party food 5. Write a letter to a friend to tell him/her about the party.

47. 4. Choose the food for the Christmas party Read food reviews of some party food.

48. 4. Choose the food for the Christmas party • Look for information and find out the writer’s attitude.

49. 4. Choose the food for the Christmas party Introduce more party food. • Christmas pudding • Turkey • Salad • Pudding • Sushi • Pizza • Crisps • Sausages, • Chicken wings

50. 4. Choose the food for the Christmas party Use ‘Value Grid’ to help students choose the food for the party. Steps: • List the ideas in the first column. • List the things to consider in the first row. • Fill in the grid. • Compare the pros and cons of all ideas. • Choose the best idea.