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MICHAEL HARRIS

21st Century Skills 1:

CREATING LIFELONG LEARNERS

Which of these skills is the least important for 21st century language learners?

To be able to......

a learn on your own. b communicate and interact in English. c remember a lot of facts. d be aware of language. e get information, process it and apply it f use digital media to communicate. g think critically and creatively. h work well with people from other cultures.

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21st century skills

· Information handling · Critical thinking · Self-directed learning · Language awareness · Global citizenship · Intercultural competence + communication

DIGITAL LITERACIES

LESS

ON

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24 Writing Workshop 4SKILLS

BEES

Warm Up

1 Look at the photos. What do you know about bees?

2 Read the text. What have you learnt about bees? What other animals are useful to our planet? Why?

all , most , many , some , no / none 3 Read the sentences (1–5) from the text. Match

them with the diagrams (a–e).

1 All species are important. a 2 Most bees are in danger.3 Many birds eat berries and seeds.4 Some medicines come from plants.5 None of the species is a true pollinating machine./ No bees, no pollination, no plants, no animals, no man.

LANGUAGE CHOICE 40

1 Read the brochure about a nature school. What three questions would you ask to get more information about the courses?

2 Read the letter. Which of your questions from Exercise 1 does Bruce ask?

3 P SKILLS BUILDER 18 Find formal expressions in the text with these meanings (1–4).

1 Write soon. Yours faithfully 2 All the best 3 Hi there! 4 I want to know about the course.

4 Look at the Sentence Builder. Match the words in bold with the meanings (a–d).

a the second b one more c the rest of the d di! erent

5 Complete the sentences with another , other or the other.

1 Does your centre have any other courses, for example about wild mushrooms?

2 Do I have to sleep in the tent or is there ______ place to stay?

3 You have two centres, what ______ courses do you have at ______ nature centre in Scotland?

4 Have you got ______ nature schools outside Britain?

Unfortunately, most bees are in danger at the moment. Modern farming has changed their habitat and many fl owers have disappeared, so bees do not have enough pollen to eat. Some bees are also killed by diseases. Some people say that if bees disappear, then humans will only have four years to live. No bees means no pollination, no plants, no animals, no humans.

Bees are one of the most important species on our planet.

Of course, all species are important but none of them

compares to bees. Who wants a world without honey, fl owers and chocolate?

Bees fi rst appeared on Earth 150 million years ago and now there are 20,000 bee species around the world. They pollinate about 250,000 species of plants. Many of these plants, like apples and cotton, are very important to world agriculture. In addition, some important medicines come from plants. But bees are not useful only for people. Many birds and small mammals eat plants that need bee pollination. If these animals die of hunger, their predators, the next animals in the food chain, will die too. Although there are other pollinating insects – like butterfl ies and wasps – none of these species is a true pollinating machine like bees.

GRAMMAR

Sentence Builder another/other

1 Another question is about the groups. 2 The other thing is transport. 3 How many other students are there in them? 4 Is it more di" cult than the other courses?

P SKILLS BUILDER 32

6 Write a letter asking for information about one of the other courses at the nature school.

SKILLS BUILDER 33

1 Read the brochure in Exercise 1 again. Write notes for the questions you want to ask.

2 Use your notes to write the letter. Follow the format of the letter in Exercise 2 and use the linkers in Exercise 4.

3 Check your letter for spelling, vocabulary and grammar.

Writing Workshop 4

1 Read the brochure about a nature school. What three questions would you ask to get more

oxenboldnature@uk.co

Wild foods Collect, and cook plants and wild

mushrooms, catch ! sh and animals.

Survival Make shelters and ! res, collect water, cook wild food. Wood crafts Cut down trees and make things from wood . Wildlife watching Identify different species of plants, trees, animals and birds.

Three-day courses (May to September) for £300 (food included). Bring a tent.

a b c

d e

4 Read the rules. Which of the nouns below do not go with many ?

all, most, some , no and none of the with plural countable and uncountable nouns.

many with plural nouns only.

animals honey bees water apples chocolate people danger insects

5 Look at the results of a survey. Make sentences with all, most, many, some, or none of the .

Some students are vegetarian.

10% are vegetarian 85% don't go to the zoo 100% watch nature fi lms on TV 15% don't like playing with animals 0% wear natural furs 60% don't buy cosmetics tested on animals 70% have a pet 0% work for an animal charity

7 Work in pairs. Give your letter to your partner. He/she asks you the questions in your letter.

A: How many students are there in the classes?

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1 Dear Sir/Madam,

2 I am writing to ask for information about your

wood-cra! s course.

3 First, is it more di" cult than the other courses?

Do you need to have any previous experience? I am

from London and do not know a lot about the coun-

tryside. Second, do I have to bring any equipment?

Another question is about the groups. How many

other students are there?

4 I have also got some practical questions. Does the

price include all food? What kind of food is there? I

am a vegetarian. # e other thing is the journey from

Exeter station to your centre. Is transport included

in the price of the course?

5 I look forward to hearing from you.

Yours faithfully,

Bruce Newtown

M01_CHOI_SB_PINGLB_2049_U08.indd 66-67 10/6/10 11:18:59

INFORMATION HANDLING

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SELF-QUESTIONING

You are going to hear a five-minute talk about 21st century skills. 1- Write two questions about it. 2- Listen and write notes about the talk. 3- Which of your questions can you answer?

CHOICES INTERMEDIATE

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CRITICAL THINKING

Welcome to the web site for the Dihydrogen Monoxide Research Division (DMRD), currently located in Newark, Delaware. The controversy surrounding dihydrogen monoxide has never been more widely debated, and the goal of this site is to provide an unbiased data clearinghouse and a forum for public discussion.

http://www.dhmo.org/

WELCOME

Dihydrogen Monoxide FAQ

Enviro Impact of DHMO

DHMO and Cancer

DHMO Research

Editorial: Truth about DHMO

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ONLINE SKILLS

1.  Look at the photo of Aung San Suu Kyi and read the profile of her. Which three facts do you think might not be true about her?

Research 2. Choose three of the websites to check the information in Exercise 1. Then write notes about two of these things: - her childhood and family background - her studies and travels - her entry into politics - her fight for freedom CHOICES UPPER INTERMEDIATE

1) http://www.infoplease.com/biography/var/aungsansuukyi.html 2) http://www.pitara.com/magazine/people/online.asp?story=35 3) http://simple.wikipedia.org/wiki/Aung_San_Suu_Kyi 4) http://en.wikipedia.org/wiki/Aung_San_Suu_Kyi 5) http://www.nobelprize.org/nobel_prizes/peace/laureates/1991/kyi-bio.html

TIPS: When evaluating websites in English to get information, think about: · The level of language. Websites for young people or simplified websites can have more accessible language (e.g. simple Wikipedia). Pictures and photos can also help. · The amount of information. Depending on the kind and amount of information you need you should use different types of websites (e.g. for basic information = simple websites). · The organisation of the websites. Is it easy to find the contents? Are there summaries of information? Is there a search facility (usually at the top right-hand side of the page)? · Reliability. Is the information up to date? Is it from a reliable source (e.g. a well-known encyclopaedia or non-governmental organisation)? Does it give further reference or links?

3. Evaluate the three websites you used. Which of the websites: · was the easiest to understand? · had the best information? · was best organised? · looked the most reliable?

CHOICES UPPER INTERMEDIATE

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Lifelong learners: What helps you?

1 googling expressions to check them 2 using online dictionaries to check words 3 copying online texts and highlighting new words 4 taping/filming yourself and playing it back 5 checking out problem areas online (e.g. le/lo/la) 6 thinking about links between words and expressions in the languages you know 7 making a list of words that you find hard to pronounce and ways of avoiding them 8 keeping a notebook for new words and expressions 9 checking the news online in different languages 10 watching films with subtitles in the same language 11 using spell and grammar check features in Word

SELF-DIRECTED LEARNING

ORGANISING VOCABULARY BOOKS Which of these ways of organising vocabulary is useful for you? 1- By topic. 2- By date. 3- Alphabetical order. 4- Ideas networks. 5- Word trees. 6- Tables (e.g. wordbuilding/collocation) 7- Grammatically (nouns/verbs/adjectives etc.)

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LINKS/BIBLIOGRAPHY

21st Century Skills (1) 21st Century Learners Website: http://www.pearsonschool.com/index.cfm?locator=PSZjZc 21st Century Schools (2008) What is 21st Century Education http://www.21stcenturyschools.com/what_is_21st_century_education.htm Andrews, C. (2012) Integrating 21st Century Literacies into the Curriculum http://www.slideshare.net/ca92/literacies-lightning-round-academic-librarians De Bono. E. (2004) How to Have a Beautiful Mind London: Vermillion Downes, S. (2009) 21st Century Skills: An Operating System for the Mind http://halfanhour.blogspot.com/2009/09/operating-system-for-mind.html Dudeney, G and Hockly, N. (2007) How to teach English with Technology London: Longman Dudeney, G. and Hockly, N. (2012) Digital Literacies London: Pearson forthcoming) See webinar: https://lancelot.adobeconnect.com/_a875817169/p1l3u0bqbz8/?launcher=false&fcsContent=true&pbMode=norma Feree, T. and Sanabria, K (2004) North Star: Listening and Speaking (High Intermediate) White Plains: Pearson Harris, R. (2010) Evaluating Internet Research Sources http://www.virtualsalt.com/evalu8it.htm Haughnes, N. and Maher, B. (2004) North Star: Reading and Writing (Low Intermediate) White Plains: Pearson Hoven, D (1999) A model for listening and viewing comprehension in multimedia environments Language Learning & Technology Vol. 3, No. 1, pp. 88-103 Goldstein, B. (2011) The digital image: developing visual literacy in ELT http://www.bengoldstein.es/blog/2011/10/27/the-digital-image/ King,A. (1992) Comparison of Self-questioning, Summmarizing and Notetaking-review as Strategies for Learning from Lectures. American Educational Research Journal 29/2 pp 303 323 Kellner, D. (2000) New Media and New Literacies: reconstructing education for the new Millennium http://ldt.stanford.edu/~ejbailey/05_MASTERS/MA%20Articles/kellner_newtech_newlit.pdf Lin, M and Mackay, C. (2004) Thinking through Modern Foreign Languages, Chris Kington Publishing Partnership for 21st Century Skills http://www.p21.org/index.php Pergrum, M e-language http://elanguage.edublogs.org (Mark’s blog) Pergrum, M. (2010) Digital Literacies- where do we start? http://www.slideshare.net/OzMark17/pegrum-digital-literacies-iatefl-lt-sig-pce-harrogate-april-2010 Sze, P. (2007) Developing Students’ Listening and Speaking Skills through ELT Podcasts podcasterpaul.wikispaces.com/file/view/NET+Section+Workshop.ppt Wilson, J.J. (2008) How to Teach Listening London: Longman Woodward, T. (2011) Thinking in the EFL Class: Activities for blending language learning and thinking. Helbling Languages

LEARNING(STRATEGIES!!!Which(of(these(strategies(do(you(use(to(remember(words?(Are(there(any(other(strategies(that(you(want(to(try(out?(!VISUAL!a)!Read!through!a!page!of!your!vocabulary!book.!Then!try!to!imagine!the!words!on!the!page.!b)!Write!out!example!sentences.!c)!Write!out!the!word!several!Dmes.!f)!Draw!more!pictures!or!images!of!words!in!your!vocabulary!book.!g)!Imagine!pictures!of!words.!!!Eg)!!river!!(imagine!a!river!you!know)!ORAL!!!a)!Say!words!to!yourself!that!have!the!same!sounds!in!them,!like!boat%and!coat.!b)!Imagine!dialogues!with!words!and!expressions!in!them.!c)!Repeat!words!silently!or!aloud!to!yourself!again!and!again.!d)!Associate!words!with!music.!e)!Record!the!new!words!yourself!on!a!casseKe.!Listen!to!the!words.!ANALYTIC!!a)!Think!about!the!similariDes!or!differences!between!English!words!and!words!in!your!!language!(eg)!sugar/azúcar)!b)!Break!words!into!different!parts!and!think!about!how!they!fit!together.!c)!Think!about!the!origin!of!a!word!(eg)!bungalow!=!Indian)!SELF)TESTING!a)!Use!your!vocabulary!book!to!test!yourself.!Use!the!translaDons!and!cover!the!English!words!and!expressions.!b)!Go!through!your!vocabulary!book!and!highlight!or!underline!any!words!that!you!have!forgoKen.!c)!The!day!aXer!you!have!studied!vocabulary!test!yourself!mentally!on!your!way!to!school.!d)!Cover!part!of!a!word!or!expression.!Try!to!remember!the!rest.!e)!Write!new!words!on!pieces!of!paper!and!put!them!in!a!bag.!Take!out!pieces!of!paper!and!check!if!you!can!remember!the!words.!GROUPING!a)!Go!through!your!vocabulary!book!and!make!new!groups!of!words!in!terms!of!topics.!b)!Use!colours!to!help!you!classify!words.!Example:!Go!through!your!vocabulary!book!and!underline!adjecDves!in!blue!/!preposiDons!in!green!/!verbs!in!red!/!nouns!in!yellow!c)!Write!down!words!or!phrases!from!your!vocab!book!using!a!network!or!table.!d)!Associate!words!or!expressions!with!specific!situaDons.!Example:!going!to!a!restaurant.!!PHYSICAL!RESPONSE/FEELINGS!a)!Think!about!what!feelings!you!associate!with!a!word.!!!Eg)!river!!(calm/peaceful)!b)!Mime!physical!acDviDes.!Eg)!!cu^ng!wood!/!wriDng!a!leKer!c)!Say!expressions!and!mime!the!gestures!and!facial!expressions!you!would!use.!Eg)!I'm!sorry.!(shrugging!shoulder)!!

CC!MLGH!1997!

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Self-directed learning: Allright, R. (1988) Autonomy and Individualisation in Whole Class Instruction. From: Individualisation and Autonomy in Language Learning. ELT Documents 131 ed Brookes, A. Modern English Publications / British Council. Dam, L. (1995) Learner Autonomy 3: Theory for Classroom Practice. Dublin: Authentik Dam, L. (2010) IATEFL Plenary: Coursebooks and learner autonomy http://www.youtube.com/watch?v=5aJr3SoheNU Dickinson, L. (1987) Self-instruction in language learning. Cambridge: CUP. Fenner, AB. and Newby, D. (2000) Approaches to Materials Design in European Textbooks: Implementing Principles of Authenticity, Learner Autonomy and Cultural Awareness. Strasbourg: Council of Europe emile.uni-graz.at/pub/05w/2005-11-0167.DOC Harris, M. (1997) Perceptions of progress: self-assessment of language learning in formal educational settings ELT Journal 50/1 http://203.72.145.166/ELT/files/51-1-2.pdf Holec, H. (1981) Autonomy and Foreign Language Learning. Oxford: Pergamon. Little, D. (1991) Learner Autonomy. 1: Definitions, issues and problems. Dublin: Authentik. Little, D. (2010) Issues in Learner Autonomy http://juergenkurtz.wordpress.com/2010/11/13/david- little-issues-in-learner-autonomy-tesolacademic-org/ Littlejohn, A. (1985) Learner Choice in Language Study. In- ELT Journal Vol 39/Issue 4, pp. 253-261 Oskarsson, M. (1980) Approaches to Self-assessment in Foreign Language Learning Council of Europe/Pergamon Reinders, H. and Balaikanli.C. (2011) Do Classroom Textbooks Encourage Autonomy? http://www.novitasroyal.org/Vol_5_2/ReindersH_BalcikanliC.pdf Rodriguez, S. (2011) Learner Autonomy: Where are we now? http://www.learnerautonomy.org/51MariaSaraRodriguez.pdf Tudor, I (2004) Motivation: Towards a methodology of motivation. Humanising Language Teaching Year 6, issues 1 and 2. Non-ELT: Bowell, T. and Kemp, G. (2005) Critical Thinking: A concise guide New York: Routledge Dean, J. (2010) Blog Theory: Feedback and Capture in the Circuits of Drive. Cambridge: Polity Press Goldacre, B. (2009) Bad Science. London: Harper Perennial Lawrence, P.R. And Nohria, P. Driven: How human nature shapes our choices. San Francisco: Jossey-Bass Leadbeater, C (2009) We-think: Mass innovation, not mass production. London: Profile Books Martin, J. (2006) The Meaning of the 21st Century: a vital blueprint for ensuring our future. London: Eden Project Books Roszak, T. (1977) Person / Planet: The creative disintegration of industrial society. London: Victor Gollancz Toffler, A. (1970) Future Shock. New York: Random House Watson, R. (2010) Future Minds: how the digital age is changing our minds, why this matters and what we can do about it. London: Nicholas Brealey