The following useful language may come handy

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.

Explain the meaning of the words and expressions from the article to your partner as you would to a group of advanced students.

Study the Essential Vocabulary; use it while doing the assignments that follow.

Mary Ann Chistison

( from English Teaching Forum)

v Thematic Vocabulary

1) to have a profound effect on one's social status, educational opportunities, etc.

2) objective, agreed-upon referent

3) to predict school performance

4) to emanate from smth.

5) to recognize many different and discrete facets of cognition

6) cognitive strengths and contrasting cognitive styles

7) to give rise to a full range of intelligence human activities

8) to be framed in light of smth.

9) to be purposely provocative in one’s choice of words

10) to sketch the criteria for smth.

11) to differ in the particular intelligence profiles

12) to provide opportunities for physical challenges

13) to know how to handle one’s feelings

14) to respond effectively to other people

15) to solve problems and resolve conflicts

16) to understand your strengths and weaknesses

17) to use words effectively both orally and in writing

18) to recognize cultural artifacts

19) to harbor a number of educational implications

20) highly developed / modestly developed / underdeveloped intelligences

21) to apply MI theory to the lesson planning

22) to provide a framework for applying MI theory to teaching

v Vocabulary Practice

intelligence

profound

to predict

to emanate

at one extreme

exhaustive

discrete facets

cognition, cognitive styles

cultural artifacts

the rudimentary aspects

v Text Comprehension

4. Read the statements and define whether they are true or false:

1) The notion of intelligence has a considerable effect on a person’s social status, educational opportunities, and career choices.

2) Most of us can exactly define what intelligence is.

3) Intelligence is synonymous with a score on the traditional intelligence test.

4) Psychology offers a variety of perspectives on the notion of intelligence.

5) The words talent and intelligence can be used interchangeably.

6) Howard Gardener has a special vision of intelligence.

7) There are no clear-cut criteria that each intelligence must meet.

8) Each person has a raw biological potential.

9) Howard Gardner designed a curriculum and prepared a model to be used in schools with his multiple intelligence theory.

10) The theory found its successful application in ELT only.

v Critical Reading

5. 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.

v Talking points

6. A Discuss with your partner or partners the questions given below:

1) Why is it of the utmost importance that we recognize and nurture all of the varied human intelligences?

2) How can a teacher benefit from the Multiple Intelligences Theory?

3) Why is it significant to integrate MI theory in TEFL teacher education programs?

4) What are the ways of applying MI theory to the EL classroom?

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…

Strong Agreement

ü You’re a hundred percent / absolutely right.

ü I couldn’t agree with you more.

ü I’m totally with you on this one.

Strong Disagreement

ü What? You must be joking / kidding!

ü You are not seriously suggesting that…, are you?

ü I’m sorry, I think you’ve got the wrong end of the stick/you’re barking up the wrong tree.

ü Excuse me, but what you’re saying amounts to nonsense.

Challenging Someone to Express Their Opinions

ü You have a better idea?

ü Let’s hear a suggestion from you, then.

ü OK, then. Put something on the table.

ü Why don’t you tell us what you have in mind?

ü I don’t know if you’re aware of this, but …

v Creative Writing

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