- •Балаценко л.М.
- •Contents
- •Передмова
- •Theme: Learning and Teaching Styles
- •Text 1 managing your study time
- •Vocabulary Practice
- •Text 2 how I got my first-class degree
- •What does it take to graduate from university with a First?
- •Vocabulary Practice
- •Text 3 how to be a good learner (a gapped text)
- •------------------1------------------
- •------------------2------------------
- •------------------3------------------
- •------------------4------------------
- •Vocabulary Practice
- •Text 4 my lessons in the classroom
- •Vocabulary Practice
- •If necessary, write down your answers to the questions.
- •Text 5 allowing for thinking styles
- •I'm Oligarchic, You're Oligarchic
- •Ibm Professor of Psychology and Education
- •Vocabulary Practice
- •Text 6 applying multiple intelligences theory (Abridged)
- •Implications of Ml theory for foreign language education
- •Vocabulary Practice
- •Text 7 a fresh look at the classroom
- •Vocabulary Practice
- •Vocabulary Practice
- •Text 9 a tale of two teachers
- •Vocabulary Practice
- •Insisting
- •Text 10 teaching with a magic touch
- •Vocabulary Practice
- •Introducing a listening activity
- •Introducing a reading activity
- •Introducing a writing activity
- •Introducing a true/false activity
- •Introducing a gap-filling activity
- •Introducing a discussion activity
- •І. Word Formation
- •My Child’s a Genius!
- •Improve Your Child’s Mind
- •І. Idioms
- •Expectation fortune pressure world undone strike useful force light realise
- •3. Expressions with do
- •І. Defining and Non-defining Relative Clauses
- •Іі. Stative Verbs
- •In each sentence, write the correct form of the verb. Explain the differences in meaning between the simple and continuous forms of the verbs.
- •Continuous Aspect
- •Іі. Modal Verbs
- •I. Fill in the blanks below using these phrases and a suitable form of the verbs in the brackets. The first one has been done as an example.
- •In order to learn to write a summary you should do all the activities.
- •I. In pairs or small groups, discuss the following questions.
- •II. Read the texts about reading skills and do the assignments that follow.
- •Informal letters
- •It's a student's life
- •In order to write a good article you should remember the following:
- •Vocabulary in use
- •How to Be a Successful Learner.
- •What Is the Cost of Genius?
- •The Brain and Intelligence
- •Reference literature
- •For Notes For Notes
- •Learning and Teaching Styles Навчаючи вчимося
- •40002, М. Суми, вул. Роменська, 87
Vocabulary Practice
Explain the meaning of the words and expressions from the article to your partner as you would to a group of advanced students.
intelligence
profound
to predict
to emanate
at one extreme
exhaustive
discrete facets
cognition, cognitive styles
cultural artifacts
the rudimentary aspects
Text Comprehension
Read the statements and define whether they are true or false:
The notion of intelligence has a considerable effect on a person’s social status, educational opportunities, and career choices.
Most of us can exactly define what intelligence is.
Intelligence is synonymous with a score on the traditional intelligence test.
Psychology offers a variety of perspectives on the notion of intelligence.
The words talent and intelligence can be used interchangeably.
Howard Gardener has a special vision of intelligence.
There are no clear-cut criteria that each intelligence must meet.
Each person has a raw biological potential.
Howard Gardner designed a curriculum and prepared a model to be used in schools with his multiple intelligence theory.
The theory found its successful application in ELT only.
Critical Reading
The University where you are studying has asked you to write an article for the freshers about a popular theory – the Multiple Intelligences Theory. To make your article more cohesive and logically structured you have decided to write a plan. Make it in the form of questions referring to the article you have read.
Talking points
A Discuss with your partner or partners the questions given below:
Why is it of the utmost importance that we recognize and nurture all of the varied human intelligences?
How can a teacher benefit from the Multiple Intelligences Theory?
Why is it significant to integrate MI theory in TEFL teacher education programs?
What are the ways of applying MI theory to the EL classroom?
B Look at the activities below. Group them according to eight intelligences. When you have finished, share the results with your partner or a small group. Be prepared to justify yourself.
Lecture
Using maps or charts
Small group discussion
Creative movement
Mime
Jazz Chants
Personal journal keeping
Logic puzzles
Role play
Making collages
Problem-solving activities
Group singing
Using a video clip from a movie
Visualization activities
Scientific demonstrations
Word games
Field trips
Peer teaching
Group brainstorming
Classroom ‘cooking’
Word mazes
Classroom publishing
Using student-created art
Memorization
Folk dancing
Strip story
Storytelling
Mood music
Writing a short essay
Find someone who…
The following useful language may come handy.
Strong Agreement
You’re a hundred percent / absolutely right.
I couldn’t agree with you more.
I’m totally with you on this one.
Strong Disagreement
What? You must be joking / kidding!
You are not seriously suggesting that…, are you?
I’m sorry, I think you’ve got the wrong end of the stick/you’re barking up the wrong tree.
Excuse me, but what you’re saying amounts to nonsense.
Challenging Someone to Express Their Opinions
You have a better idea?
Let’s hear a suggestion from you, then.
OK, then. Put something on the table.
Why don’t you tell us what you have in mind?
I don’t know if you’re aware of this, but …
Creative Writing
Multiple Intelligences Profile.
Most of us have a mixture of different intelligences - the interesting thing is to find out each person’s unique profile. What is yours? Put a tick against each item that is true about you. Compare your results with the key. Analyze it and write some comments on your Multiple Intelligence Profile. Compare it with that of your partner.
I can hear words in my head before I speak or write them down.
I often have music playing while I’m studying or working.
I play at least one sport or physical activity regularly.
I enjoy being out in the countryside and feel ‘trapped’ in cities.
I prefer group sports to solo sports.
I keep a personal diary or journal.
I learn more from listening or reading than I do from TV or films.
I often see visual images when I close my eyes.
I regularly spend time alone meditating, or thinking about important questions.
I like things to be measured or quantified in some way.
English and history are easier for me than maths and science.
I am very interested in ecology and preserving the planet.
People come to me for advice.
My best ideas often come to me when I’m walking or doing something physical.
I can generally find my way around unfamiliar territory.
I often make tapping sounds or sing melodies while working or studying.
I enjoy teaching people what I know.
I find it much easier to do geometry than algebra.
I consider myself to be strong-willed or fiercely independent.
I can easily imagine how something would look from all angles.
If I hear a tune once or twice, I can usually sing it fairly accurately, and I can tell if a note is out of tune.
I consider myself (or others have called me) a leader.
I read books or attend seminars to know more about myself.
I believe that most things have a rational explanation.
I find it difficult to sit still for long.
I like classifying things and sorting them into categories.
I have a special hobby or interest that I mostly keep to myself.
I play an instrument and / or I know the tunes to many songs or pieces of music.
I need to practice a new skill by doing it rather hearing about it or seeing it.
I wonder about how things work.
I enjoy word games, tongue twisters, nonsense rhymes or puns.
I like to observe things closely and keep detailed records.
I can double or triple a cooking recipe or carpentry measurement in my head.
I often have a tune in my head.
Other people sometimes ask me to explain the meaning of words I use.
I enjoy solving jigsaw puzzles, mazes, or other visual puzzles.
I feel comfortable in a crowd.
I beat my friends in chess, checkers or other strategy games.
I know a lot about biology, rocks or stars.
I frequently use hand gestures or other forms of body language when conversing.
KEY - Multiple Intelligences Profile
Type of Intelligence Question numbers
Linguistic 1, 7, 11, 31, 35
Logical-Mathematical 10, 24, 30, 33, 38
Spatial-Visual 8, 15, 18, 20, 36
Musical 2, 16, 21, 28, 34
Bodily-Kinaesthetic 3, 14, 25, 29, 40
Interpersonal 5, 13, 17, 22, 37
Intrapersonal 6, 9, 19, 23, 27
Naturalist 4, 12, 26, 32, 39
Test Your Knowledge of Vocabulary
Translate the situation into English cramming it with the Thematic Vocabulary.
Що стосується теорії множинного інтелекту, то вона суперечлива й дійсно викликає багато дискусій. Основна проблема полягає в тому, що важко однозначно визначити термін «інтелект», який є одним із найважливіших аспектів сучасної психології. Але чому цей термін викликає так багато протирічь? Відповідь заключається в тому, що саме поняття «інтелект» має досить серйозний вплив на життя людини, її можливості й соціальний статус.
Традиційно інтелект, і взагалі обдарованість людини, ототожнювали з її показниками IQ тестів. Але видатний американський психолог Говард Гарднер зробив революційне припущення, що інтелект не дорівнюєся розумовим здібностям людини. Це більш широке поняття, яке включає і різноманітні способи пізнання світу, що реалізуються під час вирішення проблем у повсякденних життєвих ситуаціях. Гарднер запропонував нові критерії для визначення інтелекту, розробив і обґрунтував теорію множинного інтелекту, виділивши його 8 типів: кінестетичний, міжособистісний, внутрішньоособистісний, лінгвістичний, логіко-математичний, музикальний, просторовий, натуралістичний.
Хоча практично кожній людині властиві 8 типів множинного інтелекту, всі ми значно відрізняємося тим, що кожен має унікальну комбінацію природжених розумових якостей і здібностей. Деякі здібності домінують в особистості від народження, їх рівень функціонування достатньо високий. В той же час сформованість інших якостей є дуже низькою і не відповідає нормам.
Зрозуміло, що активно використовуючи свої природні здібності й таланти протягом свого життя, людина підживлює їх, чим стимулює їх подальший розвиток. Проте не слід обмежуватися тільки сталим стилем мислення. Для вирішення різноманітних життєвих задач і участі в нових ситуаціях конче потрібно знати свої сильні та слабкі сторони, розвивати недостатньо розвинуті складові інтелекту та формувати нові стратегії мислення і поведінки.
І останнє, якщо ми зуміємо продемонструвати різноманітний арсенал стилів пізнання і типів інтелекту, нам є чим пишатися.