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2.2.IntegrationofEnglishandtheprimarycurriculum
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Figure2.3.Examplesofareastobrainstormwhenplanningactivities(source:Read,1996)
med.AccordingtoHolderness(1995:23),activitiescanincludeoneorseveralofthefol-
lowingcognitiveskills:
•describing;
•identifyingandrecognizing;
•matching;
•sortingandclassifying;
•makingconnections;
•comparing;
•sequencing;
•remembering;
•solvingproblems;
•testingtheories.
Holdernessalsoclaims(ibid:24)thatactivitiesshouldbechallengingforchildren.
Assuchsheconsidersopen-endedactivitiesinwhichtheproductisinitiallynotspeci-
fied.Althoughclosed-endedactivitiesarenotdiscardedasuseless,thedistinctionis
madeinthefactthattheopen-endedonesencouragecreativityandthinking,whereas
closed-endedactivitiesonlypromptthechildrentoremember.
Itseemsreasonabletokeepthebalancebetweenbothtypesoftasks.Closed-ended
activitiesareeasiertomanageandaremorepredictableintermsoftimeandchildren,s
response,whereasopen-endedonesprovidethechallengenotonlyforthestudents,but
alsotheteacher.Iftheactivityoutcomeisunpredictable,socanbeitstimeandmanage-
ment.Theexamplesofopen-endedandclosed-endedactivitiesareincludedintable2.5.
