DEVELOPING INTELLIGENCES

Intelligence Activities
Interpersonal  Find somebody who…
 Team presentation
 Interview
 Role play
 Information gap
 Small-group discussion
Intrapersonal  Journal writing
 Reflecting on learning
 Writing an essay
Verbal / Linguistic  Story telling
 Dictation
 Debating
 Arranging sentences
 Crossword puzzles
Mathematic / Logic  Looking for cause and effect
 Association game
Naturalist  Watching nature video
Musical / Rhythmic  Listening to music
 Jazz chants
Visual / Spatial  Categorising by colour, form, size
 Strip story
 Making a poster
 Graphic Organizer
 Guided vision
 Using charts, maps
 Using video clips
Bodily / Kinesthetic  Mime

Sensory (Perceptual) Learning Styles

1. Visual learners
2. Auditory learners
3. Kinesthetic learners (feel, smell, taste)
a) Olfactory sensory channel (smell)
b) Gustatory sensory channel (taste)

Examples of activities appropriate for different types of learners:

- arranging pictures on the board, according to a story they hear on a tape

(visual, auditory and kinesthetic learners)
- drawing characters according to a description they hear on a tape (V+A+K)
- miming and explaining words to other students in order to do a crossword
puzzle (V+A+K)
- role play of a story in the Students’ Book (V+A+K)
TEACHING GRAMMAR

There are two ways to teach grammar:

- deductively, by stating the rule first and then giving an example; and
- inductively, by giving the example first and encouraging the students to supply
the rule or stating it yourself
It is better to teach grammar inductively and in a communicative context (do not focus
on talking about grammar; instead focus on the use of the particular language element
in everyday situations)

Grammar can be taught following this three-step pattern:

1. Meaning – first teach the meaning of the grammar point using visual aids or
present it orally:
2. Form – present the oral and written form of the particular structure. At this point
spelling should also be considered:
3. Use – allow students to use the grammar structure in the following manner:
a) controlled practice (students use the structure in a controlled situation,
determined by the teacher. Ex. Students make a sentence in Present Continuous Tense
using the prompts: I / swim / now)
b) free practice (students make their own isolated sentences using the grammar
structure)
c) communicative activities (teacher gives students a situation in which they will
use the structure presented during the lesson in order to communicate)

The visual and oral context should always come before the written context. The
teacher should ask concept questions during the presentation of the grammar point to
ensure understanding.

Example of the stages in a lesson focusing on Present Perfect Continuous Tense

1. Visual context – Teacher shows a picture of a girl sitting on a bench at 3 o’clock,

and another picture of the same girl sitting on the bench at 4 o’clock.
2. Concept – Teacher explains the concept to the students
3. Oral form – Teacher presents the oral form of the sentence that explains the
situation on the pictures. She has been waiting for an hour.
4. Written form – Teacher writes the sentence on the board emphasizing the form of
the Present Perfect Continuous
5. Substitution Drill – Teacher conducts a substitution drill in which students
substitute different elements in the sentence. E.g. Instead of waiting students use
painting, cooking, reading etc.
6. Written exercise – Students write examples using the Present Perfect Continuous
Tense, or do gap filling exercises which will help them learn the form of the tense
7. Oral communicative activities – Teacher creates a situation in which students will
use the Present Perfect Continuous Tense in order to communicate.
TEACHING VOCABULARY

Vocabulary can be taught using several techniques:

1. Realia – Concrete nouns can always be taught using the real objects that
are denoted by them.
2. Pictures, drawings – This technique can be used to teach concrete nouns
that cannot be brought into the classroom and for abstract nouns, such as
feelings (faces showing the emotions), genres (posters that show genres
such as comedy, horror) etc.
3. Mime, gestures – This technique can be used for teaching verbs (e.g. fold,
run, write) as well as to express feelings.
4. Synonyms, antonyms – By giving the synonyms or antonyms the teacher
gives associations for the students to understand the meaning
5. Examples – Teacher uses the vocabulary in a sentences and encourages
students to guess the meaning from the context
6. Definitions and explanations – This technique can be used for teaching
vocabulary that is abstract and cannot be presented using the techniques
given above.
7. Translation – This technique should be used for teaching culture specific
vocabulary and only as a last resort.

After presenting the vocabulary, the teacher should ask concept questions (e.g. when
teaching the word napkin the teacher should ask questions such as: Where do you use
a napkin? How do you use it?) The meaning should be elicited whenever possible.