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HOTS Not just for literature

By Patricia Butler,2014-08-21 03:55
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HOTS Not just for literature

    HOTS: NOT JUST FOR LITERATURE!

    The use of Higher Order Thinking Skills critical and creative thinking in activity

    design in English lessons is important for various reasons: students‟ intellectual development and effective language learning; the fostering of educational values; increase in interest.

    Some main types of HOTS are the following:

    Critical thinking

    Analysis: being able to distinguish between categories, generalize, exemplify etc.

    Precision: being aware of vague, contradictory or tautologous statements in input,

    and taking care to be precise themselves.

    Logic: being aware of illogical reasoning in their reading and listening, and able

    to think logically themselves

    Creative thinking

    Divergent thinking / Creativity: brainstorming a large number of responses to

    any cue or task

    Original or lateral thinking: devising original, unconventional responses to

    problems or tasks

    Links to other classifications:

    Critical thinking: Bloom‟s knowledge and application, but mainly „analysis‟ stage

    Creative thinking: Bloom‟s knowledge and application, but mainly „synthesis‟ stage,

    De Bono: „lateral‟ thinking

    1. Critical thinking

    Analysis (1): Classifying

    a clock, a dog, a dress, a mother, black, a pen, bread, pants, a bag, a frog, red, boots,

    a cat, rice, a man, a baby, pink,a teenager, a hat, a t-shirt,

    a banana, a book, a sheep, meat, kids, a table, green, an elephant, sugar, white

    Animals Colors Things Food Clothes People

    (vocabulary)

     2

    Analysis (2): Generalizing

    Here is a list of sentences.

    1. Goodbye, I hope I‟ll see you tomorrow.

    2. Look at those clouds! It‟s going to rain.

    3. We bought our tickets, we‟re leaving at four this afternoon.

    4. Beth may come to stay with us next weekend.

    5. Our plane lands at 6 pm.

    6. I‟m going to visit my grandmother on Friday.

    In which cases is the speaker sure? absolutely sure? not sure? Can you make

    generalizations about the grammatical forms?

    (grammar)

    What classes do the following belong to?

    a hammer a tool

    sadness December -

    a table - winter -

    a mother - biology -

    a palace - tennis

    (vocabulary)

    Analysis (3): Exemplifying from generalizations

    Define the following items:

    Example: A hammer is a tool which…

    a cow cigarettes

    Canada coffee

    a chicken a cinema

    a carpenter Christmas

    (relative clauses)

    Precision (1): Inherent contradiction (oxymoron)

    Do these make sense?

    an objective opinion

    a definite maybe

    an exact estimate

    the larger half

    genuine imitation leather

    (vocabulary, critical reading)

     3

    Precision (2): Tautology (repetitive redundancy)

    What’s wrong with these?

    1. A free gift

    2. A new innovation.

    3. We made too many wrong mistakes

    4. He exaggerated the situation too much.

    5. It‟s pure undiluted orange juice.

    6. Let‟s meet together at six.

    7. It‟s a biography of Kipling‟s life.

    8. That is a basic and fundamental fact of life. 9. I commute back and forth every day.

    10. The reason is because we were not ready.

    11. The dog was completely dead.

    (vocabulary, critical reading)

    Logic (1): Underlying assumptions

    What assumptions or emotive implications underlie these statements?

    1. This food is composed entirely of natural ingredients, so it is good

    for you as well as being delicious.

    2. Abortion is the murder of an unborn child. 3. This method is scientifically proven to be effective 4. Thousands of people have already signed up: join now! 5. He always wanted to be famous: now he is famous, so he must be

    very happy.

    6. Don‟t use this method: it is based on outdated and old-fashioned

    ideas.

    7. Everyone knows that the earlier you start learning a language the

    more successfully you will master it.

    (critical reading, writing)

     4

    Logic (2): Reasoning: Premise and conclusion

    What’s wrong with these statements?

    1. These people drink a lot of red wine and have few heart problems:

    so drinking red wine is good for your heart.

    2. The boy told me he‟d left his book at home, but it was in fact in his

    bag: so he was lying. That shows he is a liar.

    3. The word „education‟ comes from a Latin word meaning „to draw

    out‟, so education is about drawing out people‟s potential.

    4. The roads in Israel are not very good, and there are a lot of traffic

    accidents; that shows that traffic accidents are caused by bad roads.

    5. She spends a lot of time reading, so she reads very well.

    (critical reading, writing)

    Logic (3): Ambiguity

    What’s wrong with these statements?

    1. We need more comprehensive schools.

    2. Visiting relatives can be boring.

    3. Iraqi head seeks arms

    4. Ambulance man helps dog bite victim

    5. Enraged cow injures farmer with ax

    6. Juvenile court to try shooting defendant

    7. Stolen painting found by tree

    8. Two sisters reunited after 18 years in checkout counter

    9. Kids make nutritious snacks

    (linguistic awareness, contrastive analysis)

     5

    Logic (4): Evidence-based conclusions

    What would be your conclusion from this evidence?

    ; She‟s wearing a white coat.

    ; She‟s wearing a stethoscope round her neck.

    ; I saw her examining a patient.

    ; She has a certificate that says she‟s a doctor hanging in her office.

    ; She was interviewed on television about a disease.

    ; There‟s a notice outside her door that says „Doctor…‟.

    “She must be a doctor.”

    ; He never smiles.

    ; We sometimes see him cry.

    ; The funniest jokes can‟t make him laugh.

    ; He stays at home all the time.

     “He can‟t be very happy.”

    “He must be unhappy”

    (grammar: must/ can’t of logical necessity)

    Pair work: in turn, each partner tries to elicit a sentence from their list by providing evidence why this

    must be so. Note that each partner has a different list, they won‟t find the answer on their own list!

    List 1

    1. There must be a 2. That child must be 3. She must have lost

    lost. her house key. party at their

    house.

    4. That woman must 5. That car must have 6. It must be very

    be very rich. cold outside. been in an

    accident.

    7. Nobody can have 8. That boy must be 9. That television

    in love. lived in that house program must be

    for a long time. very funny.

    10. They must have 11. Something terrible 12. The lesson must be

    boring. gone to bed very must have

    late last night. happened.

    13. I must have 14. There must be mice 15. You must be very

    in the house. happy! offended her

    somehow.

     6

    List 2

    1. That girl must be 2. That man must be 3. He must have hurt

    ill. from the U.S.A. his foot.

    4. She can‟t possibly 5. He must have 6. It must be time to

    be a dancer. missed the bus. finish the lesson.

    7. You must have a 8. That dog must be 9. The air conditioner

    cold. very old. can‟t be working.

    10. That boy can‟t 11. The house must 12. Someone must

    washed for some have been burgled have been baking

    time. in the night. bread here.

    13. The grapes can‟t be 14. This room can‟t 15. She must have run

    ripe yet. all the way home. have been cleaned

    for a long time.

    Logic (5): Logical relations

    Insert an appropriate conjunction: because / since, although/in spite of the fact

    that, so/therefore, but/however/nevertheless, and, moreover/in addition,

    if/provided that

    1. She is a teacher … she hasn‟t had much training.

    2. I know they are here… I saw them a moment ago.

    3. She has ten children … she still has time to write books.

    4. He is a good boss … he has a sense of humour.

    5. We will come … we get an invitation.

    6. We will certainly come … we have plenty of time.

    7. He‟s lived in the US all his life… he must know English.

    8. He is a good speaker … I don‟t like him very much.

    9. There isn‟t much water in the desert … not many plants can grow there.

    10. It seems there‟s plenty of time … we need to get started immediately.

    (coherence, conjunctions)

     7

    2. Creative thinking

    1. Creativity

    How many ways can you think of to use an empty tin can? (A pen? A piece of plasticine?)

     (oral fluency/can/could)

    How many adjectives can you think of to describe the noun road? (movie?

    song?)

    (grammar: adjective-before-noun, vocabulary) How many nouns can you think of that could be described by the adjective hard? (black? clear?)

     (adjective-before-noun, vocabulary)

    How many things can you think of to say about this picture?

    (oral fluency)

    How many ways can you think of to solve this dilemma?

    ( oral fluency)

    How many ways can you think of to compare a train with a car

    (comparatives)

    How many endings can you think of for the sentence: If I had a million dollars…?

     (conditionals)

    2. Originality, ‘lateral’ thinking

    Think of ten ways to compare a tree with a piece of spaghetti.

     (comparatives)

    Think of as many ways as you can in which a lesson is like a wedding.

    (both…and)

    Find six questions to which the answer is …twelve…(tomorrow / of course! / my mother)

     (interrogatives)

    Suggest at least three advantages of being an only child. (of not having a cellphone / of having no car?)

    (writing)

    Name ten things you have never done.

    Name six things that you can’t touch, and why.

    Say six negative things about …a pen (a cat / English)

    Say four NICE things about your friend, using negative sentences.

    (grammar: negatives)

     8

    Conclusion

    It‟s good to make classroom activities meaningful, communicative, personalized, „authentic‟; but it is not enough.

    We need to think also about getting students to think more critically and creatively, whether we are working on the four skills, or teaching grammar, vocabulary or language awareness.

    And, of course, when we are teaching literature. But not only.

     9

    Appendix: Relative clauses exercise. Using one of the lists, design together with the students definitions for each of the items,

    using relative clauses.

     Then distribute all the other slips; each pair/group gets a different slip. Tell them to

    design a quiz: each item has to be defined by a relative clause (but tell them to be careful

    not to mention the item itself on the paper!). Groups then exchange quiz sheets and try to

    solve each other‟s quizzes. If they are stuck, they can ask the authors!

    List 1 List 2 List 3 Australia a book a cow apples Bangladesh Canada August bread a chicken an airport a bedroom a carpenter an artist a baby cigarettes an African bottles coffee an alligator a bus a cinema air a birthday Christmas

    List 4 List 5 List 6 a duck eyes Hollywood a doctor England a helicopter Denmark an elephant hands doors the evening a hotel December an emperor happiness a dream an engine a hairdresser a daughter economics history disinfectant eight a horse

    List 7 List 8 List 9 the morning night a policeman Malaysia New Zealand a parrot a mother a newspaper a pen a motorbike a nurse a pear a map the news Poland matches a neighbour a post office money a nose a panda milk names pain

    List 10 List 11 List 12 spaghetti a television wine shoes Thailand Wales Saudi Arabia a tomato the winter a shop tigers a wife a snake tennis a witch the sun a taxi-driver water the summer time the west a scientist a tooth walls

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