Critical Thinking Skills

in the Language Classroom

Critical Thinking Skills

in the Language ClassroomDr. Gregory John OrrDr. Gregory John Orr

Teacher's nightmareTeacher's nightmare

We have lots of choices and decisions to make about textbooks, techniques, syllabi, we have looked to other disciplines to help; linguistics, psychology, neurology, sociology

What we would like to/should dostudent-centered,  empower and challenge them, facilitate their development, open to other ideas/solution, prepare them to handle a complex demanding world, make topics interesting and relevant, engage them, give up some of our control

What limitation there arerequired, exam-centered curriculum; time constraints; teaching norms and traditions;anxieties and fears about our abilities and losing control

What can help bridge the gap

We have lots of choices and decisions to make about textbooks, techniques, syllabi, we have looked to other disciplines to help; linguistics, psychology, neurology, sociology

What we would like to/should dostudent-centered,  empower and challenge them, facilitate their development, open to other ideas/solution, prepare them to handle a complex demanding world, make topics interesting and relevant, engage them, give up some of our control

What limitation there arerequired, exam-centered curriculum; time constraints; teaching norms and traditions;anxieties and fears about our abilities and losing control

What can help bridge the gap

What is critical thinking?What is critical thinking?What is critical thinking? important, complex, purposeful inquiryWhenever we make a listWhenever we describe somethingWhenever we compare two thingsWhenever we make a predictionWhenever we persuade someone of something Whenever we create something

Definition:- Critical thinking involves logical thinking and reasoning including skills such as comparison, classification, sequencing, cause/effect, patterning, webbing, analogies, deductive and inductive reasoning, forecasting, planning, hyphothesizing, and critquing.. A critical thinker uses broad in-depth analysis of evidence to make decisions and communicate his/her beliefs clearly and accurately.

What is critical thinking? important, complex, purposeful inquiryWhenever we make a listWhenever we describe somethingWhenever we compare two thingsWhenever we make a predictionWhenever we persuade someone of something Whenever we create something

Definition:- Critical thinking involves logical thinking and reasoning including skills such as comparison, classification, sequencing, cause/effect, patterning, webbing, analogies, deductive and inductive reasoning, forecasting, planning, hyphothesizing, and critquing.. A critical thinker uses broad in-depth analysis of evidence to make decisions and communicate his/her beliefs clearly and accurately.

How can critical thinking help students?How can critical thinking help students?• Critical thinking can be taught.• Critical thinking can take place at all levels of

language ability• Critical thinking can involve all 4 language skills:

speaking, reading, listening, writing• Critical thinking can be adapted to a variety of themes

or content • CT can give structure and focus to whatever syllabus we

teach (grammatical, situational, notional-functional, communicative)

• CT can help students develop cognitive competence as well as grammatical and communicative.

• CT can improve all aspects of education….and life.

• Critical thinking can be taught.• Critical thinking can take place at all levels of

language ability• Critical thinking can involve all 4 language skills:

speaking, reading, listening, writing• Critical thinking can be adapted to a variety of themes

or content • CT can give structure and focus to whatever syllabus we

teach (grammatical, situational, notional-functional, communicative)

• CT can help students develop cognitive competence as well as grammatical and communicative.

• CT can improve all aspects of education….and life.

Approaches to teaching CTSApproaches to teaching CTS

• Using a variety of questioning

• Selecting appropriate techniques and activities

• Activating our "schemata" via brainstorming, mapping, using "what we've got" in pre-reading, pre-writing, pre-listening, pre-speaking approaches

• Allowing students to work individually, in groups, pairs

• Using challenging and relevant content to engage students intellectually and emotionally

• Applying Bloom's Taxonomy of Educational Objectives

• Using a variety of questioning

• Selecting appropriate techniques and activities

• Activating our "schemata" via brainstorming, mapping, using "what we've got" in pre-reading, pre-writing, pre-listening, pre-speaking approaches

• Allowing students to work individually, in groups, pairs

• Using challenging and relevant content to engage students intellectually and emotionally

• Applying Bloom's Taxonomy of Educational Objectives

Types of questioningTypes of questioning

• yes/no questions, question word questions, choice questions

• content questions

• life questions     (What is your....Would you...

• inference questions   (Why..., What do you think....

• yes/no questions, question word questions, choice questions

• content questions

• life questions     (What is your....Would you...

• inference questions   (Why..., What do you think....

ChocolateChocolate

Chocolate originated in Mexico with the Aztec Indians and came to Spain through the Spanish conquistadors. Christopher Columbus encountered cocoa beans for the first time in 1502. The Aztecs used cocoa beans to make a bitter, foamy beverage called tchocolatl, which was drunk during religious celebrations. The Spaniards weren't fond of tchocolatl, but that didn't stop them from shipping the beans back home. Charles I received a shipment in 1525. Spain held a monopoly over the cocoa trade for about a hundred years. Although cocoa arrived in Italy in the late 16th century, it didn't really become a trend outside of Spain until 1615, when Louis XIII married Anne of Austria, the daughter of King Philip III of Spain. Chocolate was served at their wedding in Paris, and soon after that, it became a favorite drink for French aristocrats.

Chocolate originated in Mexico with the Aztec Indians and came to Spain through the Spanish conquistadors. Christopher Columbus encountered cocoa beans for the first time in 1502. The Aztecs used cocoa beans to make a bitter, foamy beverage called tchocolatl, which was drunk during religious celebrations. The Spaniards weren't fond of tchocolatl, but that didn't stop them from shipping the beans back home. Charles I received a shipment in 1525. Spain held a monopoly over the cocoa trade for about a hundred years. Although cocoa arrived in Italy in the late 16th century, it didn't really become a trend outside of Spain until 1615, when Louis XIII married Anne of Austria, the daughter of King Philip III of Spain. Chocolate was served at their wedding in Paris, and soon after that, it became a favorite drink for French aristocrats.

Chocolate (continued)Chocolate (continued)During the sixteenth and seventeenth centuries, chocolate was the most popular

drink in Spain. Popular foods at the time were sponge cake, marzipan, and crystallized fruits. Richard Ford in Gatherings From Spain said that chocolate "is for the Spanish what tea is for the English and coffee for the French. It is found nearly everywhere and is always excellent." Today, Spain is a major producer of chocolate, with 50 large manufacturers and countless small-scale producers. The quality of Spanish chocolate is still excellent. However, it is not widely marketed abroad.

1. Where was chocolate initially used? 2. How did the Aztecs name it? 3. Did Spanish like this beverage? 4. How many years did the Spanish monopoly of chocolate last? 5. When did the chocolate catch on in other countries? 6. What other types of food were popular in Spain during the sixteenth

and seventeenth centuries? 7. How did Richard Ford describe chocolate? 8. What do you think Gatherings From Spain is? 9. How does the writer describe Spanish chocolate? 10. Is Spanish chocolate massively marketed outside the country?

During the sixteenth and seventeenth centuries, chocolate was the most popular drink in Spain. Popular foods at the time were sponge cake, marzipan, and crystallized fruits. Richard Ford in Gatherings From Spain said that chocolate "is for the Spanish what tea is for the English and coffee for the French. It is found nearly everywhere and is always excellent." Today, Spain is a major producer of chocolate, with 50 large manufacturers and countless small-scale producers. The quality of Spanish chocolate is still excellent. However, it is not widely marketed abroad.

1. Where was chocolate initially used? 2. How did the Aztecs name it? 3. Did Spanish like this beverage? 4. How many years did the Spanish monopoly of chocolate last? 5. When did the chocolate catch on in other countries? 6. What other types of food were popular in Spain during the sixteenth

and seventeenth centuries? 7. How did Richard Ford describe chocolate? 8. What do you think Gatherings From Spain is? 9. How does the writer describe Spanish chocolate? 10. Is Spanish chocolate massively marketed outside the country?

Additional QuestionsAdditional Questions

• Why do you think the Spaniards did not like chocolate at first?

• Have you ever tasted Spanish chocolate?  Does it differ  from chocolate from other nations? How would you describe it?

• What is your favorite beverage?• Is your country a tea, coffee, or chocolate nation?• What determines a nation's beverage preference?

(tradition, taste, history)• What about other beverages such as beer, wine, and

spirits?

• Why do you think the Spaniards did not like chocolate at first?

• Have you ever tasted Spanish chocolate?  Does it differ  from chocolate from other nations? How would you describe it?

• What is your favorite beverage?• Is your country a tea, coffee, or chocolate nation?• What determines a nation's beverage preference?

(tradition, taste, history)• What about other beverages such as beer, wine, and

spirits?

Schema theorySchema theory

Schema theory describes the process by which readers combine their own background knowledge with the information in a text to comprehend that text. All readers carry different schemata (background information) and these are also often culture-specific. This is an important concept in ESL teaching, and pre-reading tasks are often designed to build or activate the learner's schemata.

Schema theory describes the process by which readers combine their own background knowledge with the information in a text to comprehend that text. All readers carry different schemata (background information) and these are also often culture-specific. This is an important concept in ESL teaching, and pre-reading tasks are often designed to build or activate the learner's schemata.

Schema Theory: types of knowledge            Schema Theory: types of knowledge            linguistic knowledge

cultural knowledge

contextual knowledge

textual knowledge

world knowledge

linguistic knowledge

cultural knowledge

contextual knowledge

textual knowledge

world knowledge

Pre-reading to Activate Our SchemataPre-reading to Activate Our SchemataExample OneYou are going to read a passage about a woman's encounter with a bear while hiking in an American national park. Before reading, answer the following questions:(a) Do bears live in the wild in your country? What kind of bears?(b) How would you feel if you met a bear while hiking?(c) What do you think we should do if we encounter a bear in the wild?

Example TwoYou are going to read about a man's bad experience on a camping trip in the north of England.Before reading, do the following exercises:(a) Write down five problems the man could have had while camping.(b)According to the title and word list, what might have happened?TITLE: 'Our Terrible New Year'WORDS:: holiday, happy, drove, far, camped, beautiful, night, freezing, snow, engine trouble, no help, snow, morning, no helpno phone, ran, ice,

slipped, cut, disaster

Example OneYou are going to read a passage about a woman's encounter with a bear while hiking in an American national park. Before reading, answer the following questions:(a) Do bears live in the wild in your country? What kind of bears?(b) How would you feel if you met a bear while hiking?(c) What do you think we should do if we encounter a bear in the wild?

Example TwoYou are going to read about a man's bad experience on a camping trip in the north of England.Before reading, do the following exercises:(a) Write down five problems the man could have had while camping.(b)According to the title and word list, what might have happened?TITLE: 'Our Terrible New Year'WORDS:: holiday, happy, drove, far, camped, beautiful, night, freezing, snow, engine trouble, no help, snow, morning, no helpno phone, ran, ice,

slipped, cut, disaster

 Bloom's Taxonomy of Educational Objectives Bloom's Taxonomy of Educational Objectives

Bloom's “Taxonomy of Educational Objectives” is a multi-tiered model of classifying thinking according to six cognitive levels of complexity. (The taxonomy was proposed in 1956 by Benjamin Bloom, an educational psychologist at the University of Chicago. Bloom's Taxonomy divides educational objectives into three "domains:" Affective, Psychomotor, and Cognitive.) Throughout the years, the levels have often been depicted as a stairway, leading many teachers to encourage their students to "climb to a higher (level of) thought." The lowest three levels are: knowledge, comprehension, and application. The highest three levels are: analysis, synthesis, and evaluation.

Bloom's “Taxonomy of Educational Objectives” is a multi-tiered model of classifying thinking according to six cognitive levels of complexity. (The taxonomy was proposed in 1956 by Benjamin Bloom, an educational psychologist at the University of Chicago. Bloom's Taxonomy divides educational objectives into three "domains:" Affective, Psychomotor, and Cognitive.) Throughout the years, the levels have often been depicted as a stairway, leading many teachers to encourage their students to "climb to a higher (level of) thought." The lowest three levels are: knowledge, comprehension, and application. The highest three levels are: analysis, synthesis, and evaluation.

 Old & New Versions         Old & New Versions         

An alternative versionAn alternative version

Individual skills at each level of taxonomyIndividual skills at each level of taxonomyremembering: Tell, List, Describe, Relate, Putting in order, Locate, Write, Find, State, Name, Identify, Label, Recall, Define, Recognise, Match, Reproduce, Memorize, Draw, Select, Write, Reciteunderstanding: Explain, Interpret, Outline, Discuss, Distinguish, Predict, Restate, Translate, Compare, Describe, Relate, Generalise, Summarise, Put into your own words, Paraphrase, Convert, Demonstrate, Visualise, Find out more information aboutapplying: Solve, Show, Use, Illustrate, Construct,Complete, Examine, Classify, Choose, Interpret, Make, Put together, Change, Apply, Produce, Translate, Calculate, Manipulate, Modify, Put into practiceanalyzing: Analyze, Distinguish, Examine, Compare, deduce.Contrast, Investigate, Categorise, Identify, Explain, Separate,Advertise,Take

apart,Differentiate,Subdivide evaluating:Judge, Select, Choose, Decide,Justify, Debate,Verify, Argue,Recommend, Assess, Discuss, Rate, Prioritize, Determine, Critique, Evaluate, Criticise, Weigh, Value, Estimate, Defendcreating: Create, Invent, Compose, Predict, Plan, ConstructDesign, Imagine, Propose, Devise, Formulate, Combine, Hypothesize, Originate, Add to, Forecast

remembering: Tell, List, Describe, Relate, Putting in order, Locate, Write, Find, State, Name, Identify, Label, Recall, Define, Recognise, Match, Reproduce, Memorize, Draw, Select, Write, Reciteunderstanding: Explain, Interpret, Outline, Discuss, Distinguish, Predict, Restate, Translate, Compare, Describe, Relate, Generalise, Summarise, Put into your own words, Paraphrase, Convert, Demonstrate, Visualise, Find out more information aboutapplying: Solve, Show, Use, Illustrate, Construct,Complete, Examine, Classify, Choose, Interpret, Make, Put together, Change, Apply, Produce, Translate, Calculate, Manipulate, Modify, Put into practiceanalyzing: Analyze, Distinguish, Examine, Compare, deduce.Contrast, Investigate, Categorise, Identify, Explain, Separate,Advertise,Take

apart,Differentiate,Subdivide evaluating:Judge, Select, Choose, Decide,Justify, Debate,Verify, Argue,Recommend, Assess, Discuss, Rate, Prioritize, Determine, Critique, Evaluate, Criticise, Weigh, Value, Estimate, Defendcreating: Create, Invent, Compose, Predict, Plan, ConstructDesign, Imagine, Propose, Devise, Formulate, Combine, Hypothesize, Originate, Add to, Forecast

RememberingRememberingVERBS: Tell, List, Describe, Relate, Putting in order, Locate, Write, Find, State, Name, Identify, Label, Recall, Define, Recognise, Match, Reproduce, Memorize, Draw, Select, Write, Recite

MATERIALS/SITUATIONS: Events, people, newspapers, magazine articles, definitions, videos, dramas, textbooks, films, television programs, recordings, media presentations

ACTIVITIES/TECHNIQUES: Make a list of the main events . Make a timeline of events. Make a facts chart. Put pictures and sentences in sequence.List all the …in the story. Make a chart showing..Recite a poem.

LANGUAGE: First, Second, Third... Next…..ThenAfter that….FinallyThe most important….The least important

STRIP STORY: JACK’S CAREERSTRIP STORY: JACK’S CAREER1. Jack said, "Thanks.”____________________________________________________2. Only a year later he became vice-president of the company._____________________________________________________3. The president explained that he would retire soon and Jack

would become president.____________________________________________________4. Within six months he became a salesman.

___________________________________________________5. "Well." Jack replied. "Thanks a lot, Dad.” ___________________________________________________6. A few days later the president called Jack into his office.___________________________________________________7. Jack started as a janitor in the XYZ company.___________________________________________________8. The president said. "You've here less than 2 years and all

you can say is thanks?” ___________________________________________________

1. Jack said, "Thanks.”____________________________________________________2. Only a year later he became vice-president of the company._____________________________________________________3. The president explained that he would retire soon and Jack

would become president.____________________________________________________4. Within six months he became a salesman.

___________________________________________________5. "Well." Jack replied. "Thanks a lot, Dad.” ___________________________________________________6. A few days later the president called Jack into his office.___________________________________________________7. Jack started as a janitor in the XYZ company.___________________________________________________8. The president said. "You've here less than 2 years and all

you can say is thanks?” ___________________________________________________

UnderstandingUnderstandingVERBS: Explain, Interpret, Outline, Discuss, Distinguish, Predict, Restate, Translate, Compare, Describe, Relate, Generalise, Summarise, Put into your own words, Paraphrase, Convert, Demonstrate, Visualise, Find out more information about

SITUATIONS/MATERIALS: Speech, stories, drama, cartoons, diagrams, graphs, summaries, outlines, analogies, posters, bulletin boards.

ACTIVITIES/TECHNIQUES: Explain the purpose of something. Paraphrase the main idea. Make an outline to show the sequence of events. Retell the story in your own words. Write a summary report of an event. /Pre-viewing, pre-reading, pre-listening, pre-writing. Keyword. Cloze activities. Crossword puzzles. Charades. Mini-photo file. 20 questions.

LANGUAGE: I think that...Perhaps…Maybe…It's possible that...May, might, could. How about?What about?

InferencesInferences

The meaning of a sentence or paragraph may be stated directly sometimes, though, the sentence or paragraph only hints at or implies the meaning.  You must use the hints given to determine what the meaning is.  When you do this, you are making inferences.

The meaning of a sentence or paragraph may be stated directly sometimes, though, the sentence or paragraph only hints at or implies the meaning.  You must use the hints given to determine what the meaning is.  When you do this, you are making inferences.

Inference exerciseInference exerciseRead each paragraph and the unfinished sentence that follows it.  Then select the word that best describes the person mentioned in the paragraph.

1. At the railroad crossing, the bus driver stopped the bus and looked both ways before going ahead.The bus driver was _________. (lost, cautious, slow)2.  The salesman listened quietly to the customer's angry complaints about the television he had purchased.The salesman was ________. (impatient, rude, polite)3.  The contestant looked at the announcer with wide eyes and asked, "Did you say I won fifty thousand dollars?"The contestant was _________. (angry, astonished, amused)4.  As the driver promised that he would be more careful, the policeman continued to write the ticket for speeding.The policeman was _________. (lenient, weak, firm.)

Read each paragraph and the unfinished sentence that follows it.  Then select the word that best describes the person mentioned in the paragraph.

1. At the railroad crossing, the bus driver stopped the bus and looked both ways before going ahead.The bus driver was _________. (lost, cautious, slow)2.  The salesman listened quietly to the customer's angry complaints about the television he had purchased.The salesman was ________. (impatient, rude, polite)3.  The contestant looked at the announcer with wide eyes and asked, "Did you say I won fifty thousand dollars?"The contestant was _________. (angry, astonished, amused)4.  As the driver promised that he would be more careful, the policeman continued to write the ticket for speeding.The policeman was _________. (lenient, weak, firm.)

Keyword Sequence and Cloze ExercisesKeyword Sequence and Cloze Exercises

1. girl - red hood - grandma - forest - wolf - woodcutter - ax

2. lottery - village - stone - death - tradition

Placido Domingo's ability to thrill an ________ is such that a legendary curtain call _____ Vienna lasted over an hour.  "It would have ______much easier for me to sing the  entire  ________   all over again," Placido said.

1. girl - red hood - grandma - forest - wolf - woodcutter - ax

2. lottery - village - stone - death - tradition

Placido Domingo's ability to thrill an ________ is such that a legendary curtain call _____ Vienna lasted over an hour.  "It would have ______much easier for me to sing the  entire  ________   all over again," Placido said.

Exploration -- why in the world?  The traditional reason for exploration - to boldly go where no man ______ gone before - has become a _____ out of date now.  Corners ____ the world that have not ______ explored are rare indeed.  They ____ exist, however, and from polar _____ to tropical rainforest, from 8,000 m ______ in the Himalayas to submarine______ in the Caribbean, the attempts _____ discover still continue. The increasing ________in exploration is reflected in ____ growth of companies which specialise _____ holiday-length expeditions to the foothills ____ the Himalayas, Africa and South _______. Such tours are unlikely to _____ real danger but they offer ______ challenge to allow the traveler some ____the achievement of full-scale ______.  Nowadays, the dividing line between exploration and ________ is difficult to draw.

Exploration -- why in the world?  The traditional reason for exploration - to boldly go where no man ______ gone before - has become a _____ out of date now.  Corners ____ the world that have not ______ explored are rare indeed.  They ____ exist, however, and from polar _____ to tropical rainforest, from 8,000 m ______ in the Himalayas to submarine______ in the Caribbean, the attempts _____ discover still continue. The increasing ________in exploration is reflected in ____ growth of companies which specialise _____ holiday-length expeditions to the foothills ____ the Himalayas, Africa and South _______. Such tours are unlikely to _____ real danger but they offer ______ challenge to allow the traveler some ____the achievement of full-scale ______.  Nowadays, the dividing line between exploration and ________ is difficult to draw.

Exploration -- why in the world?  The traditional reason for exploration - to boldly go where no man ______ gone before - has become a _____ out of date now.  Corners ____ the world that have not ______ explored are rare indeed.  They ____ exist, however, and from polar _____ to tropical rainforest, from 8,000 m ______ in the Himalayas to submarine______ in the Caribbean, the attempts _____ discover still continue. The increasing ________in exploration is reflected in ____ growth of companies which specialise _____ holiday-length expeditions to the foothills ____ the Himalayas, Africa and South _______. Such tours are unlikely to _____ real danger but they offer ______ challenge to allow the traveller some ____the achievement of full-scale ______.  Nowadays, the dividing line between exploration and ________ is difficult to draw.

to, interest, America, has, peaks, exploration  involve, little, sufficient, do, in, vacation, caves, the, of, been, regions

Exploration -- why in the world?  The traditional reason for exploration - to boldly go where no man ______ gone before - has become a _____ out of date now.  Corners ____ the world that have not ______ explored are rare indeed.  They ____ exist, however, and from polar _____ to tropical rainforest, from 8,000 m ______ in the Himalayas to submarine______ in the Caribbean, the attempts _____ discover still continue. The increasing ________in exploration is reflected in ____ growth of companies which specialise _____ holiday-length expeditions to the foothills ____ the Himalayas, Africa and South _______. Such tours are unlikely to _____ real danger but they offer ______ challenge to allow the traveller some ____the achievement of full-scale ______.  Nowadays, the dividing line between exploration and ________ is difficult to draw.

to, interest, America, has, peaks, exploration  involve, little, sufficient, do, in, vacation, caves, the, of, been, regions

Listening: Bette Midler's "The Rose"Listening: Bette Midler's "The Rose"Some say love, it is a riverthat drowns the tender reed.Some say love, it is a razorthat leaves your soul to ______.Some say love, it is a hunger,an endless aching ______.I say love, it is a flower,and you its only ______.

It's the heart afraid of breakingthat never learns to dance.It's the dream afraid of ______that never takes the ______.

Some say love, it is a riverthat drowns the tender reed.Some say love, it is a razorthat leaves your soul to ______.Some say love, it is a hunger,an endless aching ______.I say love, it is a flower,and you its only ______.

It's the heart afraid of breakingthat never learns to dance.It's the dream afraid of ______that never takes the ______.

It's the one who won't be taken,who cannot seem to give,and the soul afraid of dyin’,that never learns to ________.

When the night has been too lonelyand the road has been to long,and you think that love is _____for the lucky and the _______,just remember in the winterfar beneath the bitter snowslies the seed that with the sun's lovein the spring becomes the ______.

It's the one who won't be taken,who cannot seem to give,and the soul afraid of dyin’,that never learns to ________.

When the night has been too lonelyand the road has been to long,and you think that love is _____for the lucky and the _______,just remember in the winterfar beneath the bitter snowslies the seed that with the sun's lovein the spring becomes the ______.

Listening: Bette Midler's "The Rose"Listening: Bette Midler's "The Rose"

Some say love, it is a riverthat drowns the tender reed.Some say love, it is a razorthat leaves your soul to bleed.Some say love, it is a hunger,an endless aching need.I say love, it is a flower,and you its only seed.

It's the heart afraid of breakingthat never learns to dance.It's the dream afraid of wakingthat never takes the chance.

Some say love, it is a riverthat drowns the tender reed.Some say love, it is a razorthat leaves your soul to bleed.Some say love, it is a hunger,an endless aching need.I say love, it is a flower,and you its only seed.

It's the heart afraid of breakingthat never learns to dance.It's the dream afraid of wakingthat never takes the chance.

It's the one who won't be taken,who cannot seem to give,and the soul afraid of dyin'that never learns to live.

When the night has been too lonelyand the road has been to long,and you think that love is onlyfor the lucky and the strong,just remember in the winterfar beneath the bitter snowslies the seed that with the sun's lovein the spring becomes the rose.

It's the one who won't be taken,who cannot seem to give,and the soul afraid of dyin'that never learns to live.

When the night has been too lonelyand the road has been to long,and you think that love is onlyfor the lucky and the strong,just remember in the winterfar beneath the bitter snowslies the seed that with the sun's lovein the spring becomes the rose.

ApplyingApplyingVERBS: Solve, Show, Use, Illustrate, Construct,Complete, Examine, Classify, Choose, Interpret, Make, Put together, Change, Apply, Produce, Translate, Calculate, Manipulate, Modify, Put into practice

SITUATIONS/MATERIALS: Diagrams, sculptures, illustrations, dramatisations, forecasts, problems, puzzles, organizations, classifications, rules, systems, routines.

ACTIVITIES/TECHNIQUES: Construct a model to demonstrate how something work. Make a scrapbook about the theme. Make a map to include relevant information about an event.Take a collection of photographs to demonstrate a particular point. Make up a puzzle game showing the ideas from an area of study./Problem solving. Minute mysteries.

LANGUAGE: I will show you ….Use…Please illustrate how….Construct a model of…Complete the following…I’ll examine the…..to classify according to

Problem Solving: The DoctorProblem Solving: The Doctor

A man and his son are traveling in a car when they have an accident.  The man is killed and the boy is  gravely injured  and is rushed to the emergency room of the hospital for an operation.  The doctor looks at the boy and says, "I can't operate on him.  He is my son."  How can this be?

A man and his son are traveling in a car when they have an accident.  The man is killed and the boy is  gravely injured  and is rushed to the emergency room of the hospital for an operation.  The doctor looks at the boy and says, "I can't operate on him.  He is my son."  How can this be?

Minute MysteriesMinute Mysteries

The object of minute mysteries is to unravel a mystery based on very limited and somewhat ambiguous clues.  You are given a scenario (usually involving a death of some sort). and you have to decide what has happened.  Someone must look at the solution so that you can ask them questions to try and figure it out.  the questions have to be phrased so tha the only possible answers are "yes", "no" or "not relevant.  There is no limit to the number of questions. and it can be to have several people working on the same case.

The object of minute mysteries is to unravel a mystery based on very limited and somewhat ambiguous clues.  You are given a scenario (usually involving a death of some sort). and you have to decide what has happened.  Someone must look at the solution so that you can ask them questions to try and figure it out.  the questions have to be phrased so tha the only possible answers are "yes", "no" or "not relevant.  There is no limit to the number of questions. and it can be to have several people working on the same case.

Minute Mysteries: ExamplesMinute Mysteries: Examples

1.  A man is lying dead, face down in the desert wearing a backpack.2. A man walks into a bar and asks fora drink.  the bartender pulls out a gun and points it at him.  The man says, "Thank you," and walks out.3.  In the middle of the ocean is a yacht.  Several corpses are floating in the water nearby.4.  A man marries twenty woman in his village  but he isn't charged with polygamy.5.  A man is dead in a puddle of blood and water on the floor of a locked room.

1.  A man is lying dead, face down in the desert wearing a backpack.2. A man walks into a bar and asks fora drink.  the bartender pulls out a gun and points it at him.  The man says, "Thank you," and walks out.3.  In the middle of the ocean is a yacht.  Several corpses are floating in the water nearby.4.  A man marries twenty woman in his village  but he isn't charged with polygamy.5.  A man is dead in a puddle of blood and water on the floor of a locked room.

Minute Mysteries: SolutionsMinute Mysteries: Solutions

1.  He jumped out of an airplane, but his parachute failed to open.2.  The man has hiccups; the bartender scares them away by pulling a gun.3.  A bunch of people are on an ocean voyage on a yacht.  one afternoon they all decide to go swimming, so they dive into the water.  Unfortunately they forget to set up a ladder on the side of the boat, so there’s no way for them to climb back in, and they drown.4.  He's a priest; he is marrying them to other people, not to himself.5.  He stabbed himself with an icicle.

1.  He jumped out of an airplane, but his parachute failed to open.2.  The man has hiccups; the bartender scares them away by pulling a gun.3.  A bunch of people are on an ocean voyage on a yacht.  one afternoon they all decide to go swimming, so they dive into the water.  Unfortunately they forget to set up a ladder on the side of the boat, so there’s no way for them to climb back in, and they drown.4.  He's a priest; he is marrying them to other people, not to himself.5.  He stabbed himself with an icicle.

AnalyzingAnalyzingVERBS: Analyze, Distinguish, Examine, Compare, deduce.Contrast, Investigate, Categorise, Identify, Explain, Separate,Advertise,Take

apart,Differentiate,Subdivide SITUATIONS/MATERIALS: Surveys, questionnaires, arguments, models, displays, demonstrations, diagrams, systems, conclusions, reports, graphed information

ACTIVITIES/TECHNIQUES: Design a questionnaire.Write a commercial. Construct a graph to illustrate selected information. Make a jigsaw puzzle. Make a family tree showing relationships. Write a biography. Prepare a report. Arrange a party. Review a piece of art including form, colour and texture

LANGUAGE: to be classified according to…to be divided intoto be categorized according to…bigger than...as big as...How is ....similar to....same as…also, too similarities…Both...and..neither......nor...not only...but also...different from…differences

Categorizing - elementaryCategorizing - elementary1.  tea, apple, bread, coffee, cake, water. egg, chocolate, potato, rice, pasta                 Food                                         Drink2.  shout, scream, whisper, crash, sigh, rustle, roar, bang                Loud                                          Soft       3.  sun, book, ball, window, moon, pizza, DVD               Round                               SquareWhat is the category ?                      categorycricket  soccer tennis                     _________Mexico  China   Russia                     _________   mother aunt niece                         _________      Cross out one that does not belong; say why student  bus classroom  desk blackboard  egg  milk chicken butter sugar flour

first  four  third  sixth eighth                           

1.  tea, apple, bread, coffee, cake, water. egg, chocolate, potato, rice, pasta                 Food                                         Drink2.  shout, scream, whisper, crash, sigh, rustle, roar, bang                Loud                                          Soft       3.  sun, book, ball, window, moon, pizza, DVD               Round                               SquareWhat is the category ?                      categorycricket  soccer tennis                     _________Mexico  China   Russia                     _________   mother aunt niece                         _________      Cross out one that does not belong; say why student  bus classroom  desk blackboard  egg  milk chicken butter sugar flour

first  four  third  sixth eighth                           

Categorizing - continuedCategorizing - continued

Categorizing exercise: Theme “sports” - Elicit names of sports from students - Have students (in pairs and small groups) put them

into natural categories with a principle of classification (sports played as a team, sports played with a ball…..)

- Have students share their lists while others must guess what principle of classification they use.

(“Is your list categorized/classified according to……”)

- Have students write sentences (or a classification essay)

Categorizing exercise: Theme “sports” - Elicit names of sports from students - Have students (in pairs and small groups) put them

into natural categories with a principle of classification (sports played as a team, sports played with a ball…..)

- Have students share their lists while others must guess what principle of classification they use.

(“Is your list categorized/classified according to……”)

- Have students write sentences (or a classification essay)

Mini-Photo FileMini-Photo File1.  Put students into small groups.  Randomly give each group 10-15 cards.  Tell them they must use at least 5 cards to make a cohesive story.  You could have them write the  story together or simple tell it orally.  After groups have finished constructing their stories, they then shae them with other groups.

2.  Have students get into pairs or small groups.  Give each group 20 or so picture cards.  Tell them to put the cards into 4 or 5 groups and give each group a title or heading.  Their categories might be adjectives (beautiful, ugly, sad, red. etc.) or nouns or verbs.  When students finish categorizing their cards, they shoukd pass the cards in the piles in which they have put them to a neighbouring group.  The new group should try to figure out what the categories are.

1.  Put students into small groups.  Randomly give each group 10-15 cards.  Tell them they must use at least 5 cards to make a cohesive story.  You could have them write the  story together or simple tell it orally.  After groups have finished constructing their stories, they then shae them with other groups.

2.  Have students get into pairs or small groups.  Give each group 20 or so picture cards.  Tell them to put the cards into 4 or 5 groups and give each group a title or heading.  Their categories might be adjectives (beautiful, ugly, sad, red. etc.) or nouns or verbs.  When students finish categorizing their cards, they shoukd pass the cards in the piles in which they have put them to a neighbouring group.  The new group should try to figure out what the categories are.

Mini-photo file (continued)Mini-photo file (continued)

3.  Have students pair off.  Give each pair a pile of 20 or so picture cards.  Each partner picks a card off the top of the pile and is careful not to show the other.  they then talk and ask questions of each other until they find 3 similarities (e.g. shapes, colors, people, animals, etc.) between the pictures.  They show each other their cards and continue in this fashion through the rest of the pile.

4.  Have students pair off.  Give each pair 20 cards.  Tell them to spread the cards in front of them.  Student  A should say a sentence about one picture.  Students B should listen and try to point to the correct picture, S/he keeps the card i fthe guess is correct.  The game conitnues with roles reversed until all the cards are gone.

3.  Have students pair off.  Give each pair a pile of 20 or so picture cards.  Each partner picks a card off the top of the pile and is careful not to show the other.  they then talk and ask questions of each other until they find 3 similarities (e.g. shapes, colors, people, animals, etc.) between the pictures.  They show each other their cards and continue in this fashion through the rest of the pile.

4.  Have students pair off.  Give each pair 20 cards.  Tell them to spread the cards in front of them.  Student  A should say a sentence about one picture.  Students B should listen and try to point to the correct picture, S/he keeps the card i fthe guess is correct.  The game conitnues with roles reversed until all the cards are gone.

EvaluatingEvaluatingVERBS: Judge, Select, Choose, Decide,Justify, Debate,Verify, Argue,Recommend, Assess, Discuss, Rate, Prioritize, Determine, Critique, Evaluate, Criticise, Weigh, Value, Estimate, Defend

SITUATIONS/MATERIALS: Recommendations, self-evaluations, group discussions, debates, court trials, standards, editorials, values.

ACTIVITIES/TECHNIQUES: Conduct a debate about a special issue. Prepare a list of criteria to judge something. Form a panel to discuss views.Write a letter of complaint. Write a report advising on changes needed at …Present your point of view./Debates. Discussions. Values Clarification.

LANGUAGE: What is the best way to......How would you feel if....What do you think about....Do you believe....I am convinced that........for the following reasons.

Topics for Discussion or DebateTopics for Discussion or Debate

• Money invested in space travel should be better invested in helping the poor and needy

• Experimenting on animals in laboratories is cruel • Genetic engineering is a violation of the laws of nature • Cloning could have disasterous consequences for mankind in

the future • The energy crisis is 'necessary' to maintain the world

balance in power • Man is his own worst enemy • There is always a price to pay in protecting the

environment. • Animals should not be kept in captivity • It is right to meddle with Nature • Too much knowledge is a dangerous thi• Any method is justifiable to preserve life

• Money invested in space travel should be better invested in helping the poor and needy

• Experimenting on animals in laboratories is cruel • Genetic engineering is a violation of the laws of nature • Cloning could have disasterous consequences for mankind in

the future • The energy crisis is 'necessary' to maintain the world

balance in power • Man is his own worst enemy • There is always a price to pay in protecting the

environment. • Animals should not be kept in captivity • It is right to meddle with Nature • Too much knowledge is a dangerous thi• Any method is justifiable to preserve life

Language for Discussion or DebateLanguage for Discussion or Debate

* In my opinion____ * I think that_____ * I feel that______ * I believe that______ * It seems to me that___ * If you ask me_____ * I'd say that_______ * The point is________ * As I see it_______ * I'd say that______ * The point is______

* You're right * I think so, too * I agree with you * You could be right * That's a good point * I see what you mean * That's just what I was thinking * Yes, but_____ * I disagree * That's not the point * No, I think you're wrong * Yes, that's quite true, but_____ * I'm not sure I quite agree * I see what you mean,but_______

Evaluating: Finish the SentenceEvaluating: Finish the Sentence

Start this activity in silence, with each student writing down his or her own completion. This guarantees that people will not be stuck for words, which usually happens if you present somebody with a half-finished sentence and ask for an immediate verbal reaction. If you give students time to think, they will produce better sentences. If, for example, you have a group of seven, each student will probably come up with a different finish. At the end of the exercise have the students compare their answers first in pairs and then in the group, promoting discussion and debate.

Start this activity in silence, with each student writing down his or her own completion. This guarantees that people will not be stuck for words, which usually happens if you present somebody with a half-finished sentence and ask for an immediate verbal reaction. If you give students time to think, they will produce better sentences. If, for example, you have a group of seven, each student will probably come up with a different finish. At the end of the exercise have the students compare their answers first in pairs and then in the group, promoting discussion and debate.

Evaluating: discussion exercisesEvaluating: discussion exercises• My sister...

o My sister is my best friend./My sister and I fight all the time. Now you try it. • My best friend ... • Last night ... • I have never .. • Politicians ... • Parents ... • I once dreamt that ... • Christmas ... • I get really angry when ... • Some people ... • Going on holiday ... • Having my hair cut ... • Talking to a drunk .... • A millionaire ... • When it rains, I ... • Vegetarians ...

• My sister... o My sister is my best friend./My sister and I fight all the time.

Now you try it. • My best friend ... • Last night ... • I have never .. • Politicians ... • Parents ... • I once dreamt that ... • Christmas ... • I get really angry when ... • Some people ... • Going on holiday ... • Having my hair cut ... • Talking to a drunk .... • A millionaire ... • When it rains, I ... • Vegetarians ...

Values Clarification: Who Gets the heart?Values Clarification: Who Gets the heart?

ReadYou are members of a heart transplant surgery team at a hospital. At the moment you have 6 patients who desperately need a transplant in order to live.  All six patients are classified as "critically ill".  You have just received news that the heart of a 16-year-old boy killed in an auto accident, has become available.. Speed is extremely important as you decide which of the following patients is to receive the heart.Consider-The age and sex of the donor has no relationship to the age and sex of the recipient.-For each patient give reasons why he/she should or should not receive the heart.  Rank the patients in order, 1 to 6.

ReadYou are members of a heart transplant surgery team at a hospital. At the moment you have 6 patients who desperately need a transplant in order to live.  All six patients are classified as "critically ill".  You have just received news that the heart of a 16-year-old boy killed in an auto accident, has become available.. Speed is extremely important as you decide which of the following patients is to receive the heart.Consider-The age and sex of the donor has no relationship to the age and sex of the recipient.-For each patient give reasons why he/she should or should not receive the heart.  Rank the patients in order, 1 to 6.

Who gets the Heart? (cont.)Who gets the Heart? (cont.)

1.  Jonas Kasperak, male, 55.  Mr. Kasperak is employed as a steelworker.  He and his 47-year-old wife have 7 children.2.  Elena Rodriguez, female,  31.  She is soloist in the national opera.  She is divorced and has 2 children (2 and 3).3.  Franklin Johns, male, 42.  He is a university research scientist and a leading authority in genetics.  He is unmarried.4.  Hiroki Tanabe, male, 10.  He is the son of the Japanese ambassador's and would someday like to be a doctor.5.  F. Lincoln Bradley, male, 65.  He is Vice President of the U.S. with 3 grown children and 5 grandchildren.6.  Helen Thomas, female, 39.  She's a recent widow, and is unemployed and on welfare.  She has three children (4,8,10).

1.  Jonas Kasperak, male, 55.  Mr. Kasperak is employed as a steelworker.  He and his 47-year-old wife have 7 children.2.  Elena Rodriguez, female,  31.  She is soloist in the national opera.  She is divorced and has 2 children (2 and 3).3.  Franklin Johns, male, 42.  He is a university research scientist and a leading authority in genetics.  He is unmarried.4.  Hiroki Tanabe, male, 10.  He is the son of the Japanese ambassador's and would someday like to be a doctor.5.  F. Lincoln Bradley, male, 65.  He is Vice President of the U.S. with 3 grown children and 5 grandchildren.6.  Helen Thomas, female, 39.  She's a recent widow, and is unemployed and on welfare.  She has three children (4,8,10).

Other Values Clarification ExercisesOther Values Clarification Exercises

What School Program to CutSituation:  You are members of a school committee whose task is to decide which of a list of school programs to cut to save the Ministry of Education money.List:  Sports, Foreign Languages, Arts Programs, School Lunches, School Bus Transportation, School Health OfficeTask:  Discuss each program, considering the merits of each.  Prioritize your list: 1 for the programs you think should be cut first to 6 for the programs you'd least like to see cut.

What School Program to CutSituation:  You are members of a school committee whose task is to decide which of a list of school programs to cut to save the Ministry of Education money.List:  Sports, Foreign Languages, Arts Programs, School Lunches, School Bus Transportation, School Health OfficeTask:  Discuss each program, considering the merits of each.  Prioritize your list: 1 for the programs you think should be cut first to 6 for the programs you'd least like to see cut.

Who(m) do you admire?Who(m) do you admire?

Working in pairs students rank the following list for their contribution to society.• David Beckham• George Clooney• Annita Roddick• President Michele Bachelet• JK Rowling • Hillary Clinto • Pablo Neruda • Angelina Jolie • Vladimir Putin• Fernando Gonzales• Richard Branson • Bill Gates

Working in pairs students rank the following list for their contribution to society.• David Beckham• George Clooney• Annita Roddick• President Michele Bachelet• JK Rowling • Hillary Clinto • Pablo Neruda • Angelina Jolie • Vladimir Putin• Fernando Gonzales• Richard Branson • Bill Gates

Now as a group consider:[A] How have women fared compared to men?[B] How have these categories fared? - Business- Literature- Showbiz- Sport- Politics[C] What sort of people appear on TV and in print most often? [D] Does media coverage fairly represent how important people are? [E] Who is missing from the list?

Now as a group consider:[A] How have women fared compared to men?[B] How have these categories fared? - Business- Literature- Showbiz- Sport- Politics[C] What sort of people appear on TV and in print most often? [D] Does media coverage fairly represent how important people are? [E] Who is missing from the list?

CreatingCreatingVERBS: Create, Invent, Compose, Predict, Plan, ConstructDesign, Imagine, Propose, Devise, Formulate, Combine, Hypothesize, Originate, Add to, Forecast

SITUATIONS/MATERIALS: Experiments, games, songs, reports, poems, speculations, creations, art, inventions, drama, rules.

ACTIVITIES/TECHNIQUES: Design a new classroom or a school…Create a new product, give it a name and then devise a marketing strategy…Write about your feelings in relation to …Design a record, book or magazine cover…Imagine what you’ll be doing in 10 years …Compose new words to an old song….Write a poem…

LANGUAGE: What would you do if...I would...If I were.....

Critical Thinking: WritingCritical Thinking: Writing

Comparison Essay To write a comparison or contrast essay, first decide what the similarities or differences are by writing lists,plan to discuss the less significant first, followed by the more significant.   You can discuss the similarities. the differences, or both.

Classification EssayIn a classification essay, a writer organizes or sorts things into categories, makes sure all the categories follow a single organizing principle. and gives examples that fit into each category.

Argumentative or Persuasive EssayThe function of an argumentative essay is to show that your assertion (opinion, theory, hypothesis) about some phenomenon is correct or more truthful than others.

Comparison Essay To write a comparison or contrast essay, first decide what the similarities or differences are by writing lists,plan to discuss the less significant first, followed by the more significant.   You can discuss the similarities. the differences, or both.

Classification EssayIn a classification essay, a writer organizes or sorts things into categories, makes sure all the categories follow a single organizing principle. and gives examples that fit into each category.

Argumentative or Persuasive EssayThe function of an argumentative essay is to show that your assertion (opinion, theory, hypothesis) about some phenomenon is correct or more truthful than others.

Critical WritingCritical WritingCause and Effect EssayCause and effect essays are concerned with why things happen (causes) and what happens as a result (effects). Cause and effect details are commonly organized chronologically, according to importance For causes: because, due to, on cause is, another is, since, for, first, second For effects:consequently, as a result, thus, resulted in, one result is, another is, therefore.

Expository EssayThe purpose of an expository essay is to present, completely and fairly, other people's views or to report about an event or a situation. Expository writing, or exposition, presents a subject in detail; i.e., the writer elucidates a subject by analyzing it. Such writing is discourse designed to convey information or explain what is difficult to understand. Exposition usually proceeds by the orderly analysis of parts and the use of familiar illustrations or

analogies.

Cause and Effect EssayCause and effect essays are concerned with why things happen (causes) and what happens as a result (effects). Cause and effect details are commonly organized chronologically, according to importance For causes: because, due to, on cause is, another is, since, for, first, second For effects:consequently, as a result, thus, resulted in, one result is, another is, therefore.

Expository EssayThe purpose of an expository essay is to present, completely and fairly, other people's views or to report about an event or a situation. Expository writing, or exposition, presents a subject in detail; i.e., the writer elucidates a subject by analyzing it. Such writing is discourse designed to convey information or explain what is difficult to understand. Exposition usually proceeds by the orderly analysis of parts and the use of familiar illustrations or

analogies.

Planning a CTS around a theme: SportsPlanning a CTS around a theme: Sports

SKILL:            ACTIVITYremembering: 

understanding:

applying:

analyzing: 

evaluating:

creating:

SKILL:            ACTIVITYremembering: 

understanding:

applying:

analyzing: 

evaluating:

creating:

Planning a CTS lesson around a theme: SportsPlanning a CTS lesson around a theme: SportsSKILL:            ACTIVITYremembering: List all the sports you play with a ball

understanding: Explain the rules of one of the sports

applying: Classify sports into natural categories

analyzing: Compare the abilities of men and women in sports

evaluating: Debate the value of sports in school

creating: Create your own sport

SKILL:            ACTIVITYremembering: List all the sports you play with a ball

understanding: Explain the rules of one of the sports

applying: Classify sports into natural categories

analyzing: Compare the abilities of men and women in sports

evaluating: Debate the value of sports in school

creating: Create your own sport

Planning a CTS lesson around F. Scott FitzgeraldPlanning a CTS lesson around F. Scott FitzgeraldSKILL:            ACTIVITYremembering:  Make a timeline of the key dates in the life of

F. Scott Fitzgeraldunderstanding: Summarize the plot of The Great Gatsby

applying: Illustrate how incidents in F. Scott Fitzgerald’s life may have found their way into his writing

analyzing:  Compare the styles of F. Scott Fitzgerald and Ernest Hemingway

evaluating: Evaluate the place of F. Scott Fitzgerald in American literature during the 20th century

creating: Imagine an interview with F. Scott Fitzgerald

SKILL:            ACTIVITYremembering:  Make a timeline of the key dates in the life of

F. Scott Fitzgeraldunderstanding: Summarize the plot of The Great Gatsby

applying: Illustrate how incidents in F. Scott Fitzgerald’s life may have found their way into his writing

analyzing:  Compare the styles of F. Scott Fitzgerald and Ernest Hemingway

evaluating: Evaluate the place of F. Scott Fitzgerald in American literature during the 20th century

creating: Imagine an interview with F. Scott Fitzgerald

Planning a CTS lesson around ___________(topic/theme)Planning a CTS lesson around ___________(topic/theme)SKILL:            ACTIVITYremembering: 

understanding:

applying:

analyzing: 

evaluating:

creating:

SKILL:            ACTIVITYremembering: 

understanding:

applying:

analyzing: 

evaluating:

creating: