Consists of the potential to recognize and use the patterns of wide space and more confined areas. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related. It is the skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms.
According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence. It involves the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counselors all need a well-developed interpersonal intelligence. Mathematical-Logical Intelligence: Create a graph or chart that shows the highest mountains, rivers, vs.
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Spatial Intelligence: Prepare a journey brochure that shows the tourist destinations in the target country. Interpersonal-Social Intelligence: Act out a play that presents a daily life in the target country. Personal Intelligence: Listen to a cassette and then reflect some of the parts of daily lives in the target country by writing on a piece of paper.
Kinaesthetic Intelligence: Create a map and then show important cultural and historical buildings in the target country. Musical-Rhythmic Intelligence: Sing a popular song by using an instrument and then present some of the popular singers in the target country to the class. Naturalistic Intelligence: Explore the plants and animals that grow up and live in the target country.
Existential Intelligence: Analyse the cultural traits of the people in the target country by showing daily clothes and materials, which reflects the target culture, people wear and use there. Bas, , p. Words are not enough for language learning. Do not rely on the spoken word only. Most activities for the younger learners should include movement and involve the senses, colours and sounds. You will need to have plenty of objects and pictures to work with, and to make full use of the school and classroom and your surroundings.
Demonstrate what you want them to do.
The balance will change as the children get older, but appealing to the senses, colours, sounds, and movements will always help the pupils to learn. Think about children telling jokes. Five year olds laugh because everybody esle does, but they do not always understand the joke. If they are asked to re-tell the joke, it will be nonsense.
Seven-year-olds think jokes are funny and they learn them off by heart. This means that they often get the punch line wrong or have to be prompted. Ten and eleven-year-olds remember jokes and can work out the punch line from the situation. The system of language and the understanding of it seems to fall into place for many children in the same way. Students, in this regard, can create puppets and then tell jokes to their peers. They can also compose a song for the joke and then act out the joke in the classroom.
In this way, jokes encourage children to think. Let the pupils talk to themselves.
Make them play with the language by making up rhymes, singing songs, telling stories, etc. Children love songs, rhymes, stories and chants and their repetitive nature and rhythm make them an ideal vehicle for language learning. Encouraging children to clap the beat as they go along or say rhymes will help to develop a sense of rhythm in English.
Additionally, pupils draw or colour pictures of songs, rhymes and chants: they can also act out the songs, rhymes and chants and then apply those to new atmospheres. As can be seen, according to Brewster et al. So this helps children play with the target language in humorous and funful environment. So because of this reason, avoid prizes and awards in the class. In this regard, make room for shared experiences because they are a valuable source for language work and create an atmosphere of involvement and togetherness. We all enjoy the feeling of belonging and this is particularly true of young children.
Group the children together whenever and wherever posible.go
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This does not mean that they have to work in groups all the time, but most children like to have other children around them, and also sitting with others encourages cooperation. Genuine cooperative pairwork or group work is usually the result of a long process.
Also, working with dialogues with pairs or groups is a useful way to develop the cooperative atmosphere in the classroom. Propensities are more flexible than abilities because they refer to individuals' preferred way of learning. There are a large number of psychological models of learning style but the distinction that has attracted the greatest attention in SLA is that between field dependence and field independence.
Those learners see things as a whole without looking at the details or the parts which constitute the whole. Those learners are sociable and they find communication with others pleasurable. Teachers should match the instruction to meet the preferred learning style of learner. Teachers should encourage learners to identify their own learning style. Teachers can help students know the advantages of learning styles other than the ones they adopt.
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Motivation can be defined as the effect that the learner is prepared to make in order to learn the language and his persistence in learning. Charles Darwin. For Whom The Bell Tolls. General Introduction.