Doing Puzzles Activity: gap-fill phrasal verbs [308800]

CONTENTS

INTRODUCTION 5

Arguments and Reasons for Choosing This Theme 11

The Importance of English Language in the Context of Globalization 14

● The English Language Today 14

● The Future of English 17

Conceptual Delimitations 19

CHAPTER I: TEACHING GRAMMAR IN THE 21ST CENTURY

What is Grammar? 25

Types of Grammar Books 25

Grammar in the Mind 27

The Study of Grammar in Today’s Digital Age 28

The Data for Grammar 28

The Place of Grammar in Language Teaching 29

Reasons for Studying Grammar 32

Role of Modern Teacher 35

Students’ Needs 38

CHAPTER II: THE UNIQUENESS OF LEARNERS AND

MULTIPLE INTELLIGENCES THEORY (MI)

The Foundations of Multiple Intelligences Theory (MI). Background 45

The Eight Intelligences Described 46

The Theoretical Basis for MI Theory 48

Key Points in MI Theory 56

Describing Intelligences in Students 59

Assessing Students’ Multiple Intelligences 66

Key Materials and Methods of MI Teaching 75

CHAPTER III: [anonimizat]: structure and meaning 85

Characteristics of phrasal verbs and prepositional verbs 88

Multi-word combinations in multiple categories 91

[anonimizat] 91

Phrasal verbs 92

Most common phrasal verbs 92

Prepositional verbs 94

Most common prepositional verbs 97

Phrasal-prepositional verbs 100

[anonimizat] 101

[anonimizat] 102

Nominalized forms 103

CHAPTER IV: CLASSROOM STRATEGIES AND METHODS OF MI TEACHING

Teaching strategies for linguistic/verbal intelligence 110

Teaching strategies for logical/mathematical intelligence 117

Teaching strategies for visual/spatial intelligence 122

Teaching strategies for bodily/kinesthetic intelligence 127

Teaching strategies for musical/rhythmic intelligence 134

Teaching strategies for interpersonal intelligence 138

Teaching strategies for intrapersonal intelligence 146

Teaching strategies for naturalist intelligence 152

CHAPTER V: TEACHING PHRASAL VERBS ACTIVITIES AND TECHNIQUES

FOR THE ‘OBJECT – RELATED’ MULTIPLE INTELLIGENCES

Becoming an MI teacher 162

Teaching activities for logical/mathematical intelligence 164

Teaching activities for visual/spatial intelligence 179

Teaching activities for bodily/kinesthetic intelligence 205

Teaching activities for naturalist intelligence 228

CHAPTER VI: TEACHING PHRASAL VERBS ACTIVITIES AND TECHNIQUES FOR THE ‘OBJECT – FREE’ AND ‘PERSON – RELATED’ MULTIPLE INTELLIGENCES

Teaching activities for linguistic/verbal intelligence 260

Teaching activities for musical/rhythmic intelligence 279

Teaching activities for interpersonal intelligence 293

Teaching activities for intrapersonal intelligence 322

CHAPTER VII: MY RESEARCH

Argument 341

Aims of the research 341

Hypotheses 342

Objectives 342

Methods and techniques 343

Sample: Identifying Students’ Multiple Intelligences 343

Analysis and interpretation of the results in the survey 344

Conclusions of the research 355

Survey 357

FINAL CONCLUSIONS 362

REFERENCES 366

ANNEXES 375

A Word About MI in Education

The single most important contribution education can make to a child’s development is to help him towards a field where his talents best suit him, where he will be satisfied and competent. We’ve completely lost sight of that. Instead we subject everyone to an education where, if you succeed, you will be best suited to be a college professor. And we evaluate everyone along the way according to whether they meet that narrow standard of success. We should spend less time ranking children and more time helping them to identify their natural competencies and gifts and cultivate those. There are hundreds and hundreds of ways to succeed and many many different abilities that will help you get there.

Howard Gardner

INTRODUCTION

Imagine you’re giving a presentation and in spite of how knowledgeable, clever, and creative you are, everyone does not understand what you’re talking about. As educators, we know that communication problems lie within either the message, the receiver, the environment, and/or the sender. A relatively new consideration is that we, the senders, may be using presentation methods that are not consistent with our audience’s intelligence types.

Intelligence has been defined by Armstrong (1993) as ‟the ability to respond successfully to new situations and the capacity to learn from one’s past experiences.” Therefore, as Karen Denard Goldman and Kathleen Jahn Schmalz point out (2003:87), ‟the most intelligent person to call on to solve a problem depends on who has the intelligence that matches the situation. If your car breaks down on the highway, do you want someone with a Ph.D. from a major university or a car mechanic with a junior high school education?” ‟Intelligence,” said Armstrong (1993), ‟depends on the context, the tasks, and the demands that life presents to us and not on an IQ score, a college degree, or a prestigious reputation.”

When we look back in time at the early years of teaching and education, many educators used to use the term intelligence quite frequently, as an explanation for a student’s success or failure. So, for example, it was ordinary to ascribe a high level of intelligence to students who achieved good results in tests or exams. On the other hand, when students tended to achieve poor results, especially over a longer period of time and perhaps in spite of the fact that they worked hard, educators would explain it by thinking that these students probably didn’t have enough intelligence to succeed (and therefore, of course, the failure had little to do with them, as teachers). These simplistic explanations were used in spite of anecdotal evidence that there are students who don’t do very well at school, and yet become extremely successful later on in life! Likewise, as we know, not every successful learner ends up as a brilliant entrepreneur, scientist, physician, artist or teacher. These phenomena are interesting, since they may lead us to question the usefulness of seeing intelligence as something that some people have a lot of and others only a little of, and to question the belief that the level of this thing called intelligence decides who will be successful in learning and in life.

The teacher trainer Herbert Puchta points out in an article published in 2005 in English Teaching Professional, that (2005:4-7) a newspaper reporter once asked Einstein when he had first had the idea behind the theory of relativity. The reporter was astonished when Einstein answered, ‘When I was 12’ because he knew that Einstein had been a low achiever as a child. But Einstein assured him that what he had said was true, adding something like, ‘When I was 12, I did a lot of daydreaming. In fact, in one particular daydream that I dreamt over and over again, I was sitting at the end of a light beam, riding into the cosmos. And I constantly asked myself the question: what would happen if I really was sitting at the end of a light beam now, riding into the cosmos, instead of sitting at my desk in school? If I really was shooting out into the cosmos, and if I was holding a mirror in front of my face, would I see my reflection in the mirror? Or would I – since I was already riding at the speed of light and the light couldn’t overtake itself, so to speak – just see a black hole? These thoughts are the basis of the theory of relativity, and I first had them when I was 12 and my teachers thought I was an idiot.’

This story is especially interesting since there is evidence that Einstein didn’t speak until he was four years old and didn’t read until he was seven. His teacher described him as ‘mentally slow, unsociable and adrift forever in his foolish dreams’. Isn’t it fascinating that it was his ability to have these ‘foolish dreams’ that eventually made it possible for him to formulate the theory of relativity? Einstein, by the way, is not the only great mind who was regarded as not very capable, to say the least, by teachers or parents:

● Beethoven was said to have been a poor violinist. On top of that, his teacher called him ‘hopeless as a composer’.

● Walt Disney was not very successful as a newspaper reporter and was fired for ‘lack of ideas’! He was also in serious financial trouble several times before he built Disneyland.

● Rodin’s father said, ‘I have an idiot for a son!’, and the famous sculptor-to-be was called uneducable by his uncle. Rodin failed the entry test to art school three times.

● Last but not least, Leo Tolstoy dropped out of college. His teachers said he was ‘both unable and unwilling to learn’.

I think we can learn two things from these stories:

● Firstly, we need to be careful with labelling our students. A student who seems unable to get indirect speech, the present perfect progressive or simply the third person s right is not necessarily stupid, unwilling, incapable or destined to be a complete failure in life.

● Secondly, we are well advised to consider carefully the latest findings from research into human cognition. There are mountains of evidence that things are not as simplistic as pictured previously in the paragraphs above, as educators in the past thought they were. In fact, there is a significant body of findings that suggests that we should be rather wary of using the term intelligence in order to explain success or failure.

Through his pioneering research into human intelligence, Howard Gardner (1983), professor of education at Harvard University, has clearly shown that there is no such thing as a single, unitary mental capability that can be called intelligence, but that there are instead multiple intelligences. Gardner argues very convincingly that IQ tests, and schooling in general, usually only draw on two of the human intelligences, the linguistic and the logical–mathematical. Gardner proposes eight different intelligences to account for a much broader spectrum of human capabilities that our thinking skills draw on:

● Intrapersonal intelligence (self-smart)

As Puchta suggests (2005:5-6), when you are in this intelligence you are focused in (you are in what NLP calls ‘down-time’). ‟People experience this state of mind when they first wake up in the morning or on the way into sleep at night. A person who is strong in this intelligence needs time alone and will suffer if they have to socialise too much. Writing a diary no one else sees, getting deep into a book, or thinking much more than you ever say are some of the hallmarks of this intelligence. Intra-personally sharp students will often seem to be absentminded, and they might also seem slow to us. It is easy not to notice that they are involved in deep thinking while they just seem totally inactive to us, their teachers.”

● Interpersonal intelligence (people-smart)

As Gardner put it (1993:238-239): ‘The core capacity here is the ability to notice and make distinctions among other individuals and, in particular, among their moods, intentions. Examined in its most elementary form, the interpersonal intelligence entails the capacity of the young child to discriminate among the individuals around him and to detect their various moods. In an advanced form, interpersonal knowledge permits a skilled adult to read the intentions and desires – even when these have been hidden – of many other individuals, and potentially, to act upon this knowledge – for example, by influencing a group of disparate individuals to behave along desired lines. We see highly developed forms of interpersonal intelligence in political and religious leaders (as Mahatma Gandhi), in skilled parents and teachers, and in individuals enrolled in the helping professions, be they therapists, counselors, or shamans.”

● Logical–Mathematical intelligence (number-and-reasoning-smart)

This intelligence can be associated with what is called ‘scientific thinking’. It is often used in the analytical part of problem solving, when we make connections and establish relationships between pieces of information that seem separate, when we discover patterns and when we are involved in planning, prioritising and systemic thinking.

● Linguistic intelligence (language-smart)

We use our verbal–linguistic intelligence when we write poems, create stories and are involved in conversations. Metaphors, similes, homophones and all kinds of linguistic jokes and puns give great pleasure to the linguistic intelligence.

● Musical intelligence (music-smart)

For a person with a well-developed musical intelligence, it can be tedious to be away from the world of beat, rhythm, tone, pitch, volume and directionality of sound for long. Therefore, if we want to meet the needs of this intelligence, we need to use jazz chants in our classrooms, sing the grammar, occasionally play music to help students relax, and even allow students to listen to music on their MP3 players while they are engaged in a writing activity.

● Visual–spatial intelligence (picture-smart)

This intelligence is related to an architect’s ability to picture a building in the mind’s eye, and the ability to see a structure from all sides without difficulty. We can also expect air traffic controllers, sculptors, landscape gardeners and civil engineers to have highly developed spatial awareness. In children, the visual intelligence is about daydreaming, pretending to make themselves invisible, and making journeys to magical places and times in their imagination.

● Bodily-Kinesthetic intelligence (body-smart)

This intelligence is about precision and perfection of movement. Ballet dancers, mime artists and athletes have a lot of this intelligence. The kinaesthetic intelligence is often about skills unknown to our conscious minds, like those used when we ride a bike, catch a ball, park a car, type on a keyboard, and so on.

● Naturalistic intelligence (nature-smart)

This intelligence has been proposed later by Howard Gardner to be added to the initial list of seven. It has to do with being in harmony with nature in the way that many early peoples were. It is about observing, noticing and understanding the rhythms and changes of nature.

Hence, transferred to our language classroom, this means that whatever task we set our students, they will use different ways of thinking and getting to the answer. This is also stressed by David Lazear in his book Seven Ways of Knowing (1991):

● Intelligence is a multiple reality that occurs in different parts of the brain/mind system. There are many forms of intelligence and we have different ways of knowing, understanding and learning about our world. These undoubtedly go beyond what IQ tests can measure.

● While the intellect is pluralistic, at some level it is one. In problem solving, all of our intelligences work together in a well-orchestrated, integrated way. The stronger intelligences tend to ‘train’ the weaker ones to do their part in accomplishing an outcome.

● Intelligence is not an innate endowment, fixed at birth. We can enhance and amplify our intelligence. Limits to our intelligence are often self-made and are related to our beliefs about what is possible.

● Not only can intelligence change, it can also be taught to others. At any age, and at almost any level of ability, one’s mental functioning can be improved.

Nevertheless, those of us who agree that in our classrooms there will always be a wide range of different intelligences present, are faced with the question of whether we shouldn’t just carry on with what we have been doing all the time, for a number of reasons:

● If you are a teacher of young learners, you might say that you are already activating various intelligences in your classrooms – after all, pictures, songs, TPR activities and other ‘motivators’ are regular features of your teaching process.

● If you are a teacher of lower-secondary students, you might feel that you hardly have time to cover what the syllabus requires you to teach. After all, work on multiple intelligences is not part of the syllabus, and teaching teenagers with all their behavioural problems is challenging enough already.

● If you are a teacher of young adults, you might feel that you need to prepare your students for their school-leaving exams – and that it might be easy to find multiple intelligences activities for younger students, but a lot more difficult for students whose language level is upper-intermediate or above.

If you identify with the primary teacher’s voice from above, you are probably right that you are doing a fair amount of multiple intelligences work already. But even if you have never thought of applying the concept of MI to your teaching at all, your students have been using their various intelligences freely all the time, regardless of your intentions. So, in sense, your classroom has always been a multiple intelligences one.

Drawing on your students’ various intelligences more systematically, however, and in a more reflective and purposeful way, may be very rewarding for both students and teachers. Inviting them to use their stronger and their weaker intelligences (we can only ‘invite’ students into intelligences, and never ‘force’ them into any) will probably have a number of clear advantages for your students and for you.

Moreover, I believe that teachers who regularly do MI activities:

• often experience that their students feel ‘more addressed’ in their lessons. This is hardly surprising: in a regular language class, it is the linguistically sharp students (the ones who have the same intelligence that language teachers usually have) who are regarded as intelligent by the teacher and therefore get a lot more attention and positive feedback. However, as soon as the teacher starts using activities that draw on other capabilities, those students who otherwise feel that the language lessons have very little to offer them might become more interested.

• discover that language teaching offers an ideal opportunity to facilitate the development of thinking skills alongside linguistic skills. From the students’ (or parents’ in the case of young learners) point of view, this will give added value to the time spent in the language classroom.

• help their young or teenage students acquire social skills which are important for living together in harmony with others, and for using the foreign language more efficiently and communicatively.

To sum it up, although we can never predict what kind of thought processes a certain activity will trigger in our students’ minds, it is safe to say that using MI activities is likely to activate a wider range of intelligences in our students than if language is only taught ‘linguistically’. Consequently, more students are likely to feel ‘addressed’ in our class, and their level of interest in language learning is likely to rise, even if they do not belong to the group of people with a strong linguistic intelligence.

Hence, in the following chapters of my paper, I will outline some MI characteristics, methods, techniques and activities for teaching phrasal verbs to teenagers, which readers might like to try out for themselves.

I’m more interested in arousing enthusiasm in kids than in teaching the facts. The facts may change, but that enthusiasm for exploring the world will remain with them the rest of their lives.

Seymour Simon

Arguments and Reasons for Choosing This Theme

In this paperwork I have included new content based on the evolving understanding of Howard Gardner’s Theory of Multiple Intelligences (1983). In the pages that follow, the reader will find updated resources in each chapter, new technology options, plenty of information about MI, and updated methods, techniques and activities for integrating MI theory into standards-based instruction.

This paper is intended to show other ways of teaching, exercising and consolidating a grammar item – in my case phrasal verb constructions -, techniques and strategies which can be also used while teaching other grammatical items, too. I have found during my teaching experience that students consider the phrasal verb constructions a complicated matter, and the fact that they experience difficulties in understanding and producing utterances with these structures is definitely true.

Hence, the goal of this paperwork was to present an approach of the phrasal verb structures based on the information provided by grammar books and blended with plenty of MI techniques and activities to use during class work, so that teachers may make things clear and easy to be understood by their learners. This paper wants to help the students comprehend and acquire the grammar rules using inductive approach and modern MI strategies which offer a real picture of the present-day English language. I also seek to provide educators with multiple ways of teaching phrasal verbs to teenagers – which is still a complex and difficult grammar ‘territory’, both for teachers, and for learners -, in order to help them meet every student’s different levels of multiple intelligences, expectations and needs, so that students and teachers experience success and enjoyment in learning.

In order to fulfil this objective, I have read a lot of reference grammar, MI, and methodological books and it has been a challenge to make use of efficient and up-to-date bibliography.

This paper is structured in seven chapters:

The 1st one refers to grammar, teaching grammar in the 21st century, the place of grammar in language teaching in today’s digital age, reasons for studying grammar, and the role of the modern teacher according to students’ needs.

The 2nd chapter refers to the foundations and background issues of the Multiple Intelligences Theory (MI). This chapter is written to broaden your understanding of English language learners and to raise awareness about the many factors that will impact their ability to learn and acquire English in your classroom, with the help of the MI theory. First, I made a short presentation of the eight intelligences as described by Howard Gardner in his book Intelligence Reframed. Multiple Intelligences for the 21st Century (1999), and then I presented the theoretical basis for MI Theory, and some key points of it. I also described the eight intelligences in students, I classified some ways of assessing students’ multiple intelligences, and mentioned some key materials and methods of MI teaching.

The 3rd one presents the theoretical aspects of phrasal verbs. In this chapter, I focused on the structure, meaning and frequency of multi-word lexical verb types; I classified some multi-word combinations in multiple categories, the characteristics of most common phrasal verbs and prepositional verbs, sustained by examples from different registers, such as academic prose, conversation, fiction writing and newspaper writing. I also mentioned some other multi-word verb constructions, and presented the characteristics and structure of their nominalized forms.

The 4th chapter provides a reference for classroom strategies and methods to facilitate MI teaching. In this chapter I classified some updated English teaching strategies according to the eight intelligences described in the previous chapters, such as: storytelling, brainstorming, tape recording, journal writing, calculations and quantifications, Socratic questioning, science thinking, visualization, picture metaphors, classroom theatre, hands-on thinking, body maps, rhythms, songs, and chants, supermemory music, peer sharing, people sculptures, board games, simulations, feeling-toned moments, nature walks, windows onto learning, plants as props, eco-study, and many more.

Chapters 5 and 6 are the most dynamic and challenging ones, because here I developed teaching phrasal verbs activities and techniques for Multiple Intelligences, and showed what educators are supposed to accomplish to become MI teachers.

The 5th chapter is a comprehensive source for using instructional strategies to support MI teaching and learning, that refers to the ‘object-related’ forms of intelligence, such as: logical/mathematical, spatial/visual intelligence, bodily/kinesthetic, and naturalist intelligences. I presented different teaching strategies and activities, using modern methods and techniques, ways of teaching phrasal verb constructions to teenagers, adapted to each multiple intelligence and to the students’ expectations and needs.

Chapter 6 covers teaching phrasal verbs activities and techniques for the ‘object-free’ intelligences, consisting of verbal-linguistic and musical, which are not shaped by the physical world but are dependent on language and musical systems, and for the remaining ‘person-related’ intelligences with inter- and intrapersonal intelligences. These activities and techniques that I suggested here aim at helping students acquire phrasal verbs constructions and meanings more easily, offering opportunities to improve students’ accuracy and fluency in using English language in real context.

The 7th chapter is devoted to research, a research which is based on the previous chapters, on theoretical and methodological considerations. Here I presented the aims of my research, its hypotheses, objectives, methods and techniques. The final part of the chapter covers the analysis and interpretation of the results in the survey, and the conclusions of the research.

This grammar work ends with the final conclusions to the study I have done, and, at the back of the book are suggestions for materials and resources that will take your MI learning further.

This paperwork is not intended for experienced teachers or for those teaching young learners. It is not intended to apply in all parts to all teaching contexts. It certainly does not cover all aspects of teaching phrasal verbs to teenagers through MI theory. Instead, it aims to raise awareness of the role of teachers and students teaching and learning English, and to give practical ideas for teaching English as a foreign language to teenagers.

This is effectively, a teaching ‘handbook’ which can be referred to at short notice for suggestions, examples and reassurance. It is just the beginning of the long process of becoming an effective and successful MI teacher. It has been written to provide help and encouragement. I hope it does.

The Importance of English Language in the Context of Globalization

● The English Language Today

According to Sidney Greenbaum the geographical spread of English is unique among the languages of the world, not only in our time but throughout history. English is the majority first language in twenty-three countries. It is an official language or a joint official language in about fifty other countries, where it is used in addition to the indigenous first languages for a variety of public and personal functions. It is also used as a second language, though without official status, in countries such as Bangladesh and Malaysia. Countries where English is a first or second language are located in all five continents (1996:3). As Rodney Huddleston remarks, ‟English is widely known and used in business, government, or media. It is used for government communications in India; a daily newspaper in Cairo; and the speeches in the parliament of Papua New Guinea. You may hear it when a hotel receptionist greets an Iranian guest in Helsinki; when a German professor talks to a Japanese graduate student in Amsterdam; or when a Korean scientist lectures to Hungarian and Nigerian colleagues at a conference in Bangkok.” (2005:1)

As Jeremy Harmer admits, by the end of the twentieth century English was already well on its way to becoming a genuine lingua franca, that is a language used widely for communication between people who do not share the same first (or even second) language. Just as in the Middle Ages Latin became for a time a language of international communication (at least in the Roman Empire), so English is now commonly used in exchanges between, say, Japanese and Argentinian business people, or between Singaporeans and their Vietnamese counterparts. English is also, of course, ‟a mother tongue for many people in the world, though, such ‘native speakers’ are increasingly out-numbered by people who have English as a second or third language and use it for international communication.” (2007:13-14)

Randolph Quirk points out that by foreign language we mean ‟a language used by persons for communication across frontiers or with others who are not from their country: listening to broadcasts, reading books or newspapers, engaging in commerce or travel, for example.” Today, in the context of globalization, ‟no language is more widely studied or used as a foreign language than English. The desire to learn it is at the present time immense and apparently insatiable.” Quirk adds that English is a top requirement of those seeking good jobs, and is often the language in which much of the business of good jobs is conducted. It is ‟needed for access to at least half of the world’s scientific literature, and the most important scientific journals are in English. It is thus intimately associated with technological and economic development and it is the principal language of international aid. The great manufacturing countries Germany and Japan use English as their principal advertising and sales medium; it is the language of automation and computer technology. Not only is it the universal language of international aviation, shipping, and sport, it is to a considerable degree the universal language of literacy and public communication. It is the major language of diplomacy, and is the most frequently used language both in the debates in the United Nations and in the general conduct of U N business.” (1985:5)

Quirk considers that outside the primary and secondary schools, there are large numbers of students in institutions of higher and further education who are learning English for a variety of purposes: as the medium of the literature and culture of English-speaking countries; for access to scholarly and technological publications; to qualify as English teachers, translators, or interpreters; to improve their chances of employment or promotion in such areas as the tourist trade, international commerce, or international programmes for economic, scientific or military aid. In countries where it is a second language, English is commonly used as the medium for higher education, at least for scientific and technological subjects, even when it is not so used at the primary or secondary levels. Many students go abroad for their higher and further education to English-speaking countries, where English is of course the medium for their studies. (1985:6-7)

The British applied linguist David Graddol discusses in his book English Next, how English – originally the language of a small island people – triumphed, despite being infiltrated by other languages, especially Norman French in the eleventh and twelfth centuries (2007:14-15). His use of the term triumph is deliberately ironic, of course, especially when we consider that the language itself grew from a number of roots and incorporated words and grammar from various languages and language groups (Crystal, 2003, in Harmer, 2007:14). Nevertheless, some people have been tempted to see the history of English as it has spread through the world in terms of an onward march to victory. How, then, did English get where it is today? How do languages become truly global? As Harmer points out, there are a number of factors which have ensured the widespread use of English, among which he mentions:

● Economics: a major factor in the growth of English has been the spread of global commerce, pushed on by the dominance of the United States as a world economic power. The English language travelled in the wake of this success, so that now, whatever countries are involved, it is one of the main mediating languages of international businesses. This is the phenomenon of globalisation, described by the journalist John Pilger (at the end of the twentieth century) as ‟… a term which journalists and politicians have made fashionable and which is often used in a positive sense to denote a ‘global village’ of ‘free trade’ hi-tech marvels and all kinds of possibilities that transcend class, historical experience and ideology” (2007:15).

● Information exchange: a great deal of academic discourse around the world takes place in English. It is often a lingua franca of conferences, for example, and many journal articles in fields as diverse as astrophysics and zoology have English as a default language.

Also, Harmer admits that the first years of the Internet as a major channel for information exchange also saw a marked predominance of English. This probably has something to do with the Internet’s roots in the USA and the predominance of its use there in the early days of the World Wide Web.

● Travel: much travel and tourism is carried on, around the world, in English. Of course this is not always the case, as the multilingualism of many tourism workers in different countries demonstrates, but a visit to most airports around the globe will reveal signs not only in the language of that country, but also in English, just as many airline announcements are glossed in English, too, whatever the language of the country the airport is situated in.

● Popular culture: I agree with Harmer, who says that in the ‘western world’, at least, English is ‟a dominating language in popular culture. Pop music in English saturates the planet’s airwaves. Thus, many people who are not English speakers can sing words from their favourite English-medium songs. Many people who are regular cinemagoers (or TV viewers) frequently hear English on subtitled films coming out of the USA.” (2007:16)

Not everyone sees the growth of English as a benign or even desirable phenomenon. Harmer suggests that many people worry about what it means for the cultures and languages it comes into contact with, seeing its teaching as a form of cultural or linguistic ‘imperialism’. They argue that ‟English has been regarded by some as a way of promoting military, cultural or economic hegemony. Nor is it necessarily welcome to those who have been obliged to study it, some of whom see learning English as an unpleasant but sadly necessary occupation”.

● The Future of English

According to Jeremy Harmer, English is spoken by at least a quarter of the world’s population. Harmer points out that it is important, too, to realise that this means it is not spoken by three quarters of that same population. However, it is clear from the way its use has grown in the last decades that this situation is about to change (2007:18). But by how much? In 1997 David Graddol considered a number of future possibilities, all of which questioned the certainty of English as the number one world language. He pointed out, for example, that the fastest-growing language community in the USA was (and is) Hispanic. Taken together with the trade agreements which are springing up in both the North and South American continents, it is highly possible that in the foreseeable future the entire American continent will be an English-Spanish bilingual zone. He also suggested that other languages such as Mandarin, Hindu and Arabic would gain in status and importance as their geopolitical and economic power increased – something that is increasingly visible, especially in the case of China. It is still too early to say whether those predictions were right, but he now suggests that there will be about 3 billion English speakers by the year 2040. He thinks it doubtful ‟that more than 40% of the global population would ever become functional users of English”.

And what of the Internet, the means of e-commerce transmission?

Harmer points out in his book that in 1999 the company Computer Economics (www.computereconomics.com) said that the proportion of first-language English-speaker users to speakers of other languages was 54%:46%, but that by 2005 that balance would change to 43%:57% – in other words, the number of other-language users would rise sharply. In 2007, Harmer shows that Global Reach estimates that this figure has shifted to 35.8%:64.2%. This does not mean that there is a corresponding breakdown of languages actually used on the Internet – and indeed one of the biggest search engines, Google, only currently lists 35 different language options. However, things are changing and whereas it used to be the case that almost all websites seemed to be in English, nowadays there is an increasing amount of information offered in other languages, too.

Thus, I agree with Harmer (2007:19) who thinks that English will grow, but is unlikely to have the catastrophic effect Crystal worried about some years ago, who warned (in a widely-quoted phrase), if, in 500 years, English is the only language left to be learnt, ‟it will have been the greatest intellectual disaster that the planet has ever known” (2007:16). It faces challengers from other big language groups, and the exponential growth of the IT community may not necessarily favour English in the same way that English dominated the virtual world in its early days. However, Harmer points out that what we do know is that ‟because native speakers are becoming less and less powerful in the daily use of the language, we will have to adjust the way in which both native and non-native speaker experts have traditionally thought about learning and teaching English around the world.” (2007:19)

Conceptual Delimitations

In my paper I am going to use the following key terminology and, therefore, I believe it is important to note some definitions down:

Alliteration: the occurrence of the same letter or sound at the beginning of adjacent or closely connected words (e.g. the alliteration of sweet birds sang); a grammatical term meaning two or more words in a row starting with the same sounds (e.g. in writing …winds whipping wildly).

Assessment: judging, valuing, appraising one’s work; evaluating.

Board game: is a game such as chess or backgammon, which people play by moving small objects around on a board, such as counters.

Brainstorming: a technique in which a group generates a large number of ideas to solve a problem or enhance learning.

Corpus: an analysable computer database of real language use, drawn from a range of texts; a large database of written and/or spoken texts in a language (plural: corpora).

Crossword: a crossword or crossword puzzle is a word game in which you work out the answers and write them in the white squares of a pattern of small black and white squares; a puzzle consisting of a grid of squares and blanks into which words crossing vertically and horizontally are written according to clues.

Debate: a discussion on a particular matter which is held in the classroom by the group of students. Here, the role of the teacher is minimized because he/she just has to supervise and control them.

Deductive (grammar-teaching process): students learn a rule and then apply it in practice exercises (see also inductive).

Eliciting: a much-used technique for involving students more in lessons; it involves drawing language from the students (rather than giving it to them).

End – states (a high level of competence developed for each intelligence): in his book, Multiple intelligences: The theory in practice (1993b), Howard Gardner points out we can best see the intelligences working at their zenith by studying the “end-states” of intelligences in the lives of truly exceptional individuals. For example, we can see musical intelligence at work by studying Beethoven’s Eroica Symphony, the naturalist intelligence through Darwin’s theory of evolution, or spatial intelligence via Michelangelo’s Sistine Chapel paintings. Figure 2.1 (Chapter II) includes examples of end-states for each intelligence.

Inductive (grammar-teaching process): a procedure in which the teacher provides students with language data, from which they work out the rule themselves (see also deductive).

Fluency: speaking naturally without worrying too much about being 100% correct.

Function: the purpose for which language is used in particular situations.

Group work: students working together with a number of other students (rather than in pairs or as a whole class.

Individual work: it is that learning situation when students do individual work, they work by themselves.

Information gap: one person knows something that the other doesn’t. Such gaps of information between people give us a need and desire to communicate with each other.

Language skills: teachers commonly talk about four language skills: listening, speaking, reading, writing. Listening and reading are receptive skills; speaking and writing are productive skills.

Language systems: teachers commonly refer to the following as language systems: grammar, lexis (vocabulary), phonology, function, discourse;

Lexical: relating to vocabulary.

Lexical item: a word or a number of words that could be considered to be a single item of vocabulary, e.g. house, first aid kit, solar system, put up with.

Lingua franca: a language used widely for communication between people who do not share the same first (or even second) language.

MI: MI stands for Multiple Intelligences, a concept introduced by the Harvard psychologist Howard Gardner. In his book Frames of Mind (1993a), he suggested that we do not possess a single intelligence, but a range of ‘intelligences’. He listed seven of these: Musical/rhythmical, Verbal/linguistic, Visual/spatial, Bodily/kinaesthetic, Logical/ mathematical, Intrapersonal and Interpersonal. A decade after his initial publications, Gardner has acted on this belief by adding a new intelligence — the naturalist — after deciding that it fits each of the eight criteria. Naturalist intelligence denotes the ability to make consequential distinctions among types of plants, animals, clouds, rocks, etc. Later on, Gardner has considered two additional intelligences: an existential intelligence, the capacity to pose and ponder large philosophical questions, and a pedagogical intelligence, the capacity to impart knowledge effectively to others (see Chapter 2).

Mime (miming game): the theatrical technique of suggesting action, character, or emotion without words, using only gesture, expression, and movement; the use of movements and gestures in order to express something or tell a story without using speech.

Mingling: when students get up and move around (as with a ‘Find someone who …’ exercise).

Monitoring: when the students are working on an activity where teachers do not have an active role, they can keep an active eye over what is going on, perhaps with a view to checking that instructions are being followed, being ready to help if needed, collecting a list of language used for use later in the lesson, etc.

Morpheme: a component of a word that has meaning, for example the word unbreakable has three morphemes: un + break + able.

Morphology: the study of how words are formed, for example the addition of prefixes and suffixes (see also morpheme).

Needs Analysis: ways of finding out (e.g. using questionnaires or interviews) what students need (or want to study) on a language course.

NLP: Neuro-linguistic programming; a quasi-scientific set of suppositions and procedures with aims that include understanding people better and relating to them more clearly and accurately.

Nominalized forms: are nouns derived from phrasal verbs. Some phrasal verbs can be used as nouns or adjectives as well. Usually when used as a noun or adjective, a phrasal verb is combined to form one word (no space or with a hyphen): break down (verb) → breakdown (noun) – e.g. She suffered a nervous breakdown.; warm up (verb) → warm-up (adj.) – e.g. I always do some warm-up exercises before playing tennis (see Chapter 3).

Pair work: students working with one other student. This may be to discuss something, to check answers or to do a communicative activity.

Phoneme: the basic unit of sound from which we build up words and sentences. For example, the word caught has six letters but only three phonemes: /k/, /o:/ and /t/.

Phonology: the study of phonemes, intonation, word stress, sentence stress, rhythm and aspects of connected speech.

Phrasal verbs: are multi-word units that consist of a verb followed by an adverbial particle (e.g. carry out, find out, or pick up). When these adverbial particles are used independently, they have literal meanings signifying location or direction (e.g. out, in, up, down, on, off). However, in phrasal verbs they are commonly used with less literal meanings. For example, the meaning of find out does not include the ‘place’ meaning of out (see Chapter 3).

Phrasal-prepositional verbs: are multi-word units that contain both an adverbial particle and a preposition, as in get away with. Because they are idiomatic in meaning, it is sometimes possible to replace multi-word verbs by single-word verbs with a similar meaning: carry out → undertake; look at → observe; put up with → tolerate; find out → discover etc. (see Chapter 3)

Practice: giving the students chances to use the language being studied.

Prepositional verbs: are multi-word units that consist of a verb followed by a preposition, such as look at, talk about, listen to (see Chapter 3).

Proclivities: as Howard Gardner suggests in his book Frames of Mind (1993a), although it’s true that each child possesses all eight intelligences and can develop all eight to a reasonable level of competence, children begin showing what he calls “proclivities” (or inclinations/talents) toward specific intelligences from a very early age. By the time children begin school, they have probably established ways of learning that run more along the lines of some intelligences than others.

Punch-line: the final phrase or sentence of a joke or story, providing the humour or some other crucial element; the culminating part of a joke, funny story, etc., that gives it its humorous or dramatic point.

Puzzle: is a question, game, or toy which you have to think about carefully in order to answer it correctly or put it together properly (e.g. … a word puzzle).

Quiz: a test of knowledge, especially as a competition between individuals or teams as a form of entertainment; a game or competition in which someone tests your knowledge by asking you questions (e.g. We'll have a quiz at the end of the show.).

Rapport: teachers need to build a good relationship with their students, but also foster good relations between the students. This is rapport. A good classroom atmosphere and good relations between all in the class is essential.

Realia: a method of display using real objects in a graphic organizer or when teaching about a subject.

Role play: an activity in which students take on a character or make use of given information or ideas in order to get speaking practice.

Semantics: the branch of linguistics that deals with the study of meaning, changes in meaning, and the principles that govern the relationship between sentences or words and their meanings; the two main areas are logical semantics, concerned with matters such as sense and reference and presupposition and implication, and lexical semantics, concerned with the analysis of word meanings and relations between them.

Structure: = form.

Task: something students are asked to do. Many tasks are in the form of questions requiring answers, but a task may require students to do things like draw a picture, choose an object from the table, etc. A stricter definition of task would restrict the term to activities that replicate ‘real – world’ ones.

Teaching Method: a method is the practical realisation of an approach. This term refers to the general principles, pedagogy and management strategies used by teachers to enable student learning. It includes different types of exercises, material resources which are necessary for both students and teachers, roles of both participants in the act of learning. There are different methods of language teaching according to the teachers’ goals and objectives, the role of teacher and learner, the materials used, the activities, techniques and procedures, and of course the type of syllabus they use.

TPR (Total Physical Response): in this method of second language instruction, developed by James Asher, students respond to commands that require physical movement to help them internalize the new language.

Warmers: short activities used at the start of a lesson which are not necessarily related to what is to follow. They are useful to wake a class up, give latecomers more time to arrive, etc. Such activities could also be used as fillers when you have time on your hands at the end of your lesson, or during a lesson to vary the pace. Activities can include simple tasks like ‘Think of ten adjectives beginning with c’; or ‘Find out what everyone in the room had for dinner last night.’

Word bank: a list of words about a particular subject, such as ‘spring’, that is generated by the class as a prewriting activity. The words are written on a chart so that the class can refer to the list.

World Englishes: the many varieties of English used in different places around the world.

CHAPTER I

TEACHING GRAMMAR IN THE 21ST CENTURY

What is Grammar?

Types of Grammar Books

Grammar in the Mind

The Study of Grammar in Today’s Digital Age

The Data for Grammar

The Place of Grammar in Language Teaching

Reasons for Studying Grammar

Role of Modern Teacher

Students’ Needs

CHAPTER I: TEACHING GRAMMAR IN THE 21ST CENTURY

What is Grammar?

Types of Grammar Books

Grammar is … the pole you grab to get your thoughts up on their feet and walking.

– Stephen King

Sidney Greenbaum points out that (1996:26) the word grammar is used in a number of ways. It may refer to a book, in which case a grammar is analogous to a dictionary. And just as we have many English dictionaries, which vary in the number of their entries and the quality of their definitions, so we have many English grammars (or grammar books), which vary in their coverage and their accuracy.

Grammars vary in their coverage. They are sometimes restricted to syntax, the ways in which words combine into structures of phrases, clauses, and sentences. But grammars may also include descriptions of one or more other aspects of language: morphology (the internal structure of words), word-formation (how new words are formed from more basic elements), phonetics (the possible sounds and sound patterns), phonology (the distinctive sounds and sound patterns), orthography (the conventional spellings), vocabulary, semantics (the meanings of words and sentences), and pragmatics (the interpretation of utterances in their contexts).

Greenbaum shows that a distinction is often made between a reference grammar and a pedagogical grammar. Like a dictionary, a reference grammar ‟is intended for individual consultation; it is not expected to be read or studied from beginning to end. Some reference grammars resemble dictionaries closely in being organized alphabetically rather than (as is usual) thematically”. Pedagogical grammars, on the other hand, ‟are textbooks, chiefly intended for class use under the guidance of a teacher. The material in pedagogical grammars is graded according to the level and ability of the expected users and is generally presented in sections that can reasonably be absorbed within a class period.”

Further distinctions can be drawn that apply to both pedagogical and reference grammars. Some English grammars are primarily intended for native speakers and others primarily for non-native learners. Moreover, as Greenbaum suggests (1996:24), ‟grammars have different general objectives and their readers differ in their interests. Some readers study grammar because they wish to improve their use of the language. Others feel themselves competent in the language and are interested, or also interested, in learning about the language – in studying grammar for its own sake and not necessarily for practical applications.”

There is an important distinction to be drawn between two kinds of books on English grammar: a book may have either a descriptive or a prescriptive goal.

As Huddleston and Pullum point out (2005:4), ‟descriptive books try to describe the grammatical system that underlies the way people actually speak and write the language. (…) Prescriptive books aim to tell people how they should speak and write – to give advice on how to use the language. They typically take the form of usage manuals, though school textbook treatments of grammar also tend to be prescriptive. In principle you could imagine descriptive and prescriptive approaches not being in conflict at all: the descriptive grammar books would explain what the language is like, and the prescriptive ones would tell you how to avoid mistakes when using it. Not making mistakes would mean using the language in a way that agreed with the descriptive account.”

According to Greenbaum, descriptive grammar attempts to ‟describe the rules of the language objectively, accounting for what actually occurs. Prescriptive grammar is evaluative, guiding readers as to what is correct or incorrect. For example, a prescriptive grammar may prescribe that none takes a singular verb or it may allow either singular or plural; it may proscribe the adverb badly after a copula verb as in We feel badly about it (insisting on the adjective bad). Prescriptive grammar focuses on phenomena that are in divided usage in standard English, such as whether data is to be treated as singular or plural, or features that occur chiefly in non-standard usage, such as the multiple negation in didn't say nothing about nobody (corresponding to didn’t say anything about anybody in standard English).” (1996:24)

Guides to usage are predominantly prescriptive. Many grammars contain both descriptive and prescriptive rules. The most sensitive guides and grammars point to stylistic variation, noting (for example) that the conjunction like is common in speech in standard English but not in writing. Pedagogical grammars are inherently prescriptive when their purpose is to tell their users — for example, foreign learners of English — what to say or write, but the best are based on accurate descriptions of current uses.

To sum it up, I agree with Huddleston and Pullum who say that (2005:5) ‟grammar rules must ultimately be based on facts about how people speak and write. If they don’t have that basis, they have no basis at all. The rules are supposed to reflect the language the way it is, and the people who know it and use it are the final authority on that. And where the people who speak the language distinguish between formal and informal ways of saying the same thing, the rules must describe that variation too.”

Grammar in the Mind

As Greenbaum remarks in his book, during the last decades, the most influential figure in theoretical linguistics has been Noam Chomsky. Even linguists who oppose his views have been influenced by them and have been compelled to react to them (1996:26-27).

Chomsky conceives the goal of linguistics (1985:185-191) to be a description of the internalized grammar of native speakers — their mental grammar. This is the knowledge of rules and principles that underlies their ability to speak and understand their language. It is an unconscious knowledge and is to be distinguished from the conscious knowledge that we obtain if we study grammar. According to Chomsky, as native speakers, we acquire our unconscious knowledge through exposure to the language during childhood. We do not need to study grammar to be able to communicate in our own language. After all, people were speaking and writing English long before the first English grammars appeared at the end of the sixteenth century.

Chomsky draws a distinction between competence in language and performance in language. Competence is the underlying knowledge, whereas performance is the actual use made of that knowledge. Performance is affected by factors that are assumed to have nothing to do with language; for example, limitations on memory and a person’s mental state at the time. Chomsky restricts the goal of linguistics to a description of linguistic competence. Since mental grammars are not directly observable, evidence for a description of competence must be derived from some aspects of performance, such as the judgements of native speakers on whether the constructions are ambiguous and on whether a set of sentences are similar in meaning. Thus, we can assume that today, individual speakers of the language have different mental grammars. It is obvious, for example, that people vary in the number of words they know and the meanings they ascribe to them. We might expect them to vary also in the range of constructions that they can use and understand.

Chomsky also claims that his theory explains how children acquire the ability to speak at an early age despite the complexity of the rules and despite their exposure to fragmentary and imperfect data. Children hear incomplete sentences, hesitations, and false starts, and yet are able to construct an internalized grammar that abstracts from the data that they are exposed to. Chomsky hypothesizes that human beings have a language faculty separate from other mental faculties. This faculty — referred to as universal grammar — is species-specific (limited to human beings) and innate. Because children are equipped with this innate faculty, they are able to construct an internalized grammar quickly when they are exposed to a particular language. Nevertheless, Greenbaum points out that many psychologists and linguists are sceptical of the belief that there is a language faculty distinct from other structures of the mind. They view linguistic knowledge as part of general knowledge, and consider that language acquisition as well as language processing should be investigated within the same framework as other types of cognitive acquisition and processing. (1996:28)

The Study of Grammar in Today’s Digital Age

Once the grammar has been learned, writing is simply talking on paper and in time learning what to say.

– Beryl Bainbridge

The Data for Grammar

According to Greenbaum (1996:35), scholars researching into grammar can draw on a number of sources for their data. One obvious source is examples of actual use of the language. The examples may be collected to investigate a particular point; for instance, negative constructions in English (I don’t have any money, I have no money, I think it’s not right, I don’t think it’s right). These may be collected systematically (for example by reading through a set of newspapers) or casually (by noting examples that one reads or hears) or by a combination of these two approaches.

The recent availability of increasingly powerful small computers has promoted the creation of large corpora (collections of electronic texts) that are distributed internationally, providing data for researchers that were not involved in their compilation. A corpus may be limited in its scope (say, to dramatic texts or runs of particular newspapers) or it may attempt a wide coverage. Some English corpora now run into many millions of words. A few contain transcriptions of the spoken language, material that is not easily obtainable by individual researchers. Some corpora are annotated for grammatical or other features of the language, enabling researchers to retrieve such information as well as specified words or combinations of words. Corpus linguistics has become a major area of linguistic research. Studies in computer corpora have resulted in numerous publications.

As Greenbaum points out, corpus studies have obvious attractions for linguists who are not native speakers of the language, since they can be confident that their material is reliable. Those who are native speakers still find it useful to check corpora for their generalizations. Corpora are essential for studies of varieties of language, since differences between varieties are generally exhibited in the relative frequencies with which particular linguistic features occur.

The Place of Grammar in Language Teaching

As Penny Ur suggests (2006:4) grammar may be roughly defined as ‟the way a language manipulates and combines words (or bits of words) in order to form longer units of meaning. (…) There is a set of rules which govern how units of meaning may be constructed in any language: we may say that a learner who ‘knows grammar’ is one who has mastered and can apply these rules to express him or herself in what would be considered acceptable language forms.”

I agree with Penny Ur who says that (2006:5) there is no doubt that a knowledge – implicit or explicit – of grammatical rules is essential for the mastery of a language: you cannot use words unless you know how they should be put together. But there has been some discussion in recent years of the question: do we have to have ‘grammar exercises’? Isn’t it better for learners to absorb the rules intuitively through ‘communicative’ activities than to be taught through special exercises explicitly aimed at teaching grammar? The fact that a learning process is aiming for a certain target behaviour does not necessarily mean that the process itself should be composed entirely of imitations of that behaviour. In other words, ability to communicate effectively is probably not attained most quickly or efficiently through pure communication practice in the classroom — not, at least, within the framework of a formal course of study.

As Penny Ur claims, in ‘natural learning’ – such as the learning of a first language by a child – the amount of time and motivation devoted to learning is so great that there is no necessity for conscious planning of the learning process: sooner or later the material is absorbed. However, in a formal course of study, there is very much less time available, and often less motivation, which means that learning time has to be organized for optimum efficiency. This means preparing a programme of study — a syllabus — so that bits of the total corpus of knowledge are presented one after the other for gradual, systematic acquisition, rather than all at once. And it also means preparing an organized, balanced plan of classroom teaching/learning procedures through which the learners will be enabled to spend some of their time concentrating on mastering one or more of the components of the target language on their way to acquiring it as a whole. These components may be things like spelling or pronunciation, vocabulary or grammar.

Grammar, then, ‟may furnish the basis for a set of classroom activities during which it becomes temporarily the main learning objective. But the key word here is temporarily. The learning of grammar should be seen in the long term as one of the means of acquiring a thorough mastery of the language as a whole, not as an end in itself. Thus, although at an early stage we may ask our students to learn a certain structure through exercises that concentrate on virtually meaningless manipulations of language, we should quickly progress to activities that use it meaningfully. And even these activities will be superseded eventually by general fluency practice, where the emphasis is on successful communication, and any learning of grammar takes place only as incidental to this main objective.”

Douglas Brown admits in his book (2007:1) that learning a second language is a long and complex undertaking: ‟Your whole person is affected as you struggle to reach beyond the confines of your first language and into a new language, a new culture, a new way of thinking, feeling, and acting. Total commitment, total involvement, a total physical, intellectual, and emotional response are necessary to successfully send and receive messages in a second language. Many variables are involved in the acquisition process. Language learning is not a set of easy steps that can be programmed in a quick do-it-yourself kit. So much is at stake that courses in foreign languages are often inadequate training grounds for the successful learning of a second language. Few if any people achieve fluency in a foreign language solely within the confines of the classroom.”

I agree with Geoffrey Leech (1993:3-5) who says that many people think of grammar as a rather boring school subject which has little use in real life. So, grammar is often associated in people’s minds with one of the following ideas: a dead language such as Latin, learning how to write ‘good English’, or learning how to speak ‘properly’. None of these ideas about grammar is completely wrong, but they do not represent the whole picture. In his book, Leech uses the term grammar in reference to the mechanism according to which language works when it is used to communicate with other people. We cannot see this mechanism concretely, because it is represented rather abstractly in the human mind, but we know it is there because it works. One way of describing this mechanism is as a set of rules which allow us to put words together in certain ways, but which do not allow others. At some level, speakers of a language must know these rules, otherwise they would not be able to put words together in a meaningful way.

Even if they have never heard of the word grammar all native speakers of English (i.e. those who have learnt English as their first language) know at least unconsciously that adjectives are placed before nouns in English. Thus, you would get unanimous agreement among English speakers that The blue book is on the table (where blue is an adjective, book a noun) is a possible sentence, whereas The book blue is on the table is not.

Leech claims that if we study the grammar of our native language, then we are trying to make explicit the knowledge of the language that we already have. We might do this out of pure curiosity as to how language works, but we might also find the knowledge useful for other purposes. We might wish to work out how a foreign language is different from our own. Or we might want to work out how the language of poetry or advertising makes an impact on us, or learn to criticise and improve our own style of writing. He also adds that we can think of grammar as being a central part of language which relates sound and meaning. The meaning of a message conveyed by language has to be converted into words put together according to grammatical rules, and these words are then conveyed by sound. The term phonology is often used to mean the system of sounds in a language, and semantics, the system of meaning. Thus, he refers to the central component of language, grammar, as relating phonology and semantics, or sound and meaning.

So, according to Leech, meanings are conveyed, via grammar, in sound; but what about writing? One of the ideas which many people have about language is that it has to do with the written language. But ‟the written form of a language is really only secondary to its spoken form, which developed first. Children learn to speak before they learn to write; and whereas they learn to speak naturally, without tuition, from the language they hear around them, they have to be taught to write: that is, to convert their speech into a written or secondary form.” (Leech at alii, 1993:4) So, since writing performs an extremely important function in our culture, I agree with Leech who views grammar as ‟a mechanism for producing both speech and writing.” He represents the relationship between the three components in Figure 1.1 below:

Figure 1.1

To sum it up, as Jeremy Harmer says, ‟grammar teaching sometimes happens as a result of other work the students are doing – for example, when they study language in a text they have been reading or listening to, or when a grammar problem presents itself unexpectedly in the middle of a lesson and we feel we have to deal with it on the spot. Grammar teaching may grow directly from the tasks students are performing or have just performed as part of a focus-on-form approach.” (2007:210)

Reasons for Studying Grammar

Grammar is to a writer what anatomy is to a sculptor, or the scales to a musician. You may loathe it, it may bore you, but nothing will replace it, and once mastered it will support you like a rock.

– B. J. Chute

I agree with Huddleston and Pullum (2005:VII) who think that every educated person in the English-speaking world should know something about the details of the grammar of English. There are a number of reasons.

First of all, there are hardly any professions in which an ability to write and speak crisply and effectively without grammatical mistakes is not a requirement on some occasions. Although a knowledge of grammar will not on its own create writing skills, there

is good reason to think that understanding the structure of sentences helps to increase sensitivity to some of the important factors that distinguish good writing from bad. Moreover, anyone who aims to improve their writing on the basis of another person’s technical criticism needs to grasp enough of the technical terms of grammatical description to make sure the criticism can be understood and implemented.

As Huddleston and Pullum remark in their book on English grammar, it is widely agreed that the foremost prerequisite for computer programming is the ability to express thoughts clearly and grammatically in one’s native language. In many professions (the law being a particularly clear example) it is a vital part of the content of the work to be able to say with confidence what meanings a particular sentence or paragraph will or won’t support under standard conceptions of English grammar.

Discussions in a number of academic fields often depend on linguistic analysis of English: not only linguistics, but also philosophy, literature, and cognitive science. Industrial research and development areas like information retrieval, search engines, document summary, text databases, lexicography, speech analysis and synthesis, dialogue design, and word processing technology increasingly regard a good knowledge of basic linguistics, especially English grammar, as a prerequisite.

As Jim Scrivener points out (2011:156), for many years, ‘learning the grammar’ has assumed a central role in students’ expectations about what learning a language involves. Nowadays, however, there are many different views about what learners need to learn and how best to go about teaching it.

When thinking of ‘grammar’ many people probably first picture a book full of explanations and rules that tell them which verbs have what endings, how to use adverbs, how to make a superlative, etc. This, of course, is the kind of information one will find systematically arranged in a grammar reference book, or maybe in a simplified form in a book for learners. And it’s the sort of thing that grammar exercises practise and test.

However, as Scrivener suggests, instead of being a dry record of facts and rules, the information in your head is a living resource that allows you to communicate and be understood. For this reason, learning rules in a grammar book by heart is probably not ‘learning grammar’. Similarly, reciting grammar rules by heart may not be ‘understanding grammar’. Scrivener remarks that ‟there is actually no hard evidence that any of these things lead to people being able to use grammar accurately and fluently in speech. These things are only useful if there is some way that students can transfer this studied knowledge into a living ability to use the language. The information is not in itself of much use. In real life, people rarely come up to you and say Please tell me about conditionals.”

Scott Thornbury, in his book Uncovering Grammar, (2011:157) has suggested that we could open up our concept of ‘grammar’ if we start thinking of it as not just a noun (i.e. the information), but as a verb as well (i.e. the active skill of using language). It’s probably this ‘verby’ kind of grammar that we most need to help our learners work with in class. But, how can our students ‘grammar’ better? How do people get to that point where they are able to use language competently, fluently and accurately? Is studying and memorising rules a helpful waystage on the route to that goal? Are practice activities helpful? What role does teacher explanation and active ‘teaching’ have? And do we need to teach grammar at all?

As Jim Scrivener points out (2011:158), it seems likely that learners have to do a number of things to be able to start making any new grammar item part of their own personal stock of language. They probably need to have exposure to the language while reading and listening; they need to notice and understand specific items when they are being used in texts (e.g. in stories, in conversations) and understand the form (how the pieces fit together), meaning and use of an item (the typical situations, conversations, contexts in which it might be used); they need to try using language themselves in ‘safe’ practice ways and in more demanding contexts (when speaking and writing to communicate in different contexts); they need to remember the things they have learnt.

I agree with Greenbaum (1996:36) who shows that there are sound arguments for teaching about language in general and the English language in particular. An understanding of the nature and functioning of language is a part of the general knowledge that we should have about ourselves and the world we live in. In this respect, he thinks linguistics deserves a place at all levels of the curriculum at least as much as (say) history, geography, or biology. For language is the major means by which we communicate with others and interact with them, and our attitudes to our own variety and the varieties of others affect our image of ourselves and of others. Moreover, study of the English language can help students develop their ability to adjust their language appropriately to different contexts. They should be aware of the expectations that standard English is the norm for public writing, and they will need to learn to adopt the conventions for public writing in grammar, vocabulary, spelling, and punctuation.

Greenbaum considers that grammar (in the sense of ‘syntax’) ‟is generally regarded as central to linguistics, and it should therefore be included in a linguistic curriculum on its own terms. Many educationists have denied that a study of grammar can improve the ability to write English correctly and effectively, but (as with all subjects) it depends on what is taught and how it is taught. It would seem reasonable to suppose that written style can be improved through learning about the resources for grammatical structures, word order, and the devices for connecting sentences and paragraphs. Certainly, that kind of knowledge would be helpful at the editing stages to improve the style of earlier drafts and to correct grammatical errors. There are other applications of a knowledge of grammar both in and out of the classroom: the interpretation of texts (literary or non-literary) sometimes depends on grammatical analysis; recognition of grammatical structures is often required for punctuation; and a study of one’s own grammar is helpful in studying the grammar of a foreign language.” (1996:37)

Huddleston and Pullum add that ‟knowing the grammar of your native language is an enormous help for anyone embarking on the study of another language, even if it has rather different grammatical principles; the contrasts as well as the parallels aid understanding.” (2005:VIII)

Role of Modern Teacher

A good teacher is like a candle – it consumes itself to light the way for others.

– Mustafa Kemal Atatürk

As Jeremy Harmer suggests (2007:107-108) it is often helpful to use metaphors to describe what teachers do. Sometimes, for example, teachers say they are like actors because they feel as if they are always on the stage. Others talk of themselves as orchestral conductors because they direct conversation and set the pace and tone. Yet others feel like gardeners because they plant the seeds and then watch them grow. The range of images – these and others – that teachers use about themselves indicates the range of views that they have about their profession. Whether or not we are more autocratic or democratic as teachers, we are called upon to play many different roles in a language learning classroom. Our ability to carry these out effectively will depend to a large extent on the rapport we establish with our students, and on our own level of knowledge and skill. Nevertheless, there will always be a need to be honest to oneself and appropriately honest with our students. But it does mean thinking about presenting a professional face to the students which they find both interesting and effective. So, when we walk into the classroom, we want them to see someone who looks like a teacher whatever else they look like. This does not mean conforming to some kind of teacher stereotype, but rather finding, each in our own way, a persona that we adopt when we cross the classroom threshold. The point is that we should be able to adopt a variety of roles within the classroom which facilitate learning. Some of these roles come naturally to most teachers, while others have to be thought about more carefully.

One of the most important tasks that teachers have to perform is that of organising students to do various activities. This often involves giving the students information, telling them how they are going to do the activity, putting them into pairs or groups and finally closing things down when it is time to stop.

Speaking about the roles of a teacher, Harmer points out (2007:108-110) that a teacher is the facilitator of the educational process, ‟one who is democratic rather than autocratic, and one who fosters learner autonomy through the use of groupwork and pairwork and by acting as more of a resource than a transmitter of knowledge.”

A teacher can also act as a controller, being in charge of the class and of the activity taking place and often ‘leading from the front’. Controllers take the register, tell students things, organise drills, read aloud, give explanations, organise question and answer work, lecture, make announcements or bring a class to order, and in various other ways exemplify the qualities of a teacher-fronted classroom. In many educational contexts it is the most common teacher role, and many teachers fail to go beyond it since controlling is the role they are used to and are most comfortable with. Yet, Jeremy Harmer considers that this is a pity because by sticking to one mode of behaviour, we deny ourselves and the students many other possibilities and modes of learning which are good not only for learning itself, but also for our students’ enjoyment of that learning.

In the role of a prompter, a teacher helps the students who lose the thread of what is going on and may not be quite sure how to proceed when involved in an activity, by ‘nudging’ them forward in a discreet and supportive way, offering words or phrases, suggesting that the students say something (e.g. Well ask him why he says that) or suggesting what could come next in a paragraph a student is writing, for example. When we prompt, we need to do it sensitively and encouragingly but, above all, with discretion. If we are too adamant, we risk taking initiative away from the student. If, on the other hand, we are too retiring, we may not supply the right amount of encouragement.

The traditional picture of teachers during student discussions, role-plays or group decision-making activities, is of people who ‘stand back’ from the activity, letting the learners get on with it and only intervening later to offer feedback and/or correct mistakes. However, there are also times when we might want to join in an activity not only as a teacher, but also as a participant in our own right. There are good reasons why a teacher might want to take part in a discussion, for example. It means that they can liven things up from the inside instead of always having to prompt or organise from outside the group. When it goes well, students enjoy having the teacher with them, and for the teacher, participating is often more enjoyable than acting as a resource.

But, suppose that the students are involved in a piece of group writing, or that they are preparing for a presentation they are to make to the class. In such situations, having the teacher take part, or try to control them, or even turn up to prompt them might be entirely unwelcome. However, the students may still have need of their teacher as a resource. They might need to ask how to say or write something or ask what a word or phrase means. They might want to know information in the middle of an activity about that activity or they might want information about where to look for something – a book or a website, for example. This is where we can be one of the most important resources they have.

Finally, when students are working on longer projects, such as process writing or preparation for a talk or a debate, we can work with individuals or small groups, pointing them in directions they have not yet thought of taking. In such situations, we are combining the roles of prompter and resource – in other words, acting as a tutor. When students are working in small groups or in pairs, we can go round the class and, staying briefly with a particular group or individual, offer the sort of general guidance we are describing. Care needs to be taken, however, to ensure that as many individuals or groups as possible are seen, so that all the learners have a real chance to feel supported and helped. Nevertheless, as Harmer points out, as with prompting and acting as a resource, we need to make sure that we do not intrude either too much (which will impede learner autonomy) or too little (which will be unhelpful).

I will conclude using Harmer’s words who says that ‟the role that we take on is dependent on what it is we wish the students to achieve. Where some activities are difficult to organise without the teacher acting as controller, others have no chance of success unless we take a less domineering role. There are times when we will need to act as a prompter where, on other occasions, it would be more appropriate to act as a resource. A lot will depend on the group we are teaching since our leadership style may well depend on the particular students we are working with; whereas some students might be more comfortable with using the teacher as a resource and a tutor, others may hunger for us to adopt a more controlling role.” (2007:111)

Students’ Needs

If a child can’t learn the way we teach, maybe we should teach the way they learn.

– Ignacio Estrada

Learners have distinct, individual reasons for being in a class and learning English – even when these are not consciously known or recognised. We can teach better if we know more about these. I agree with Harmer (2007:85) who says that ‟the moment we realise that a class is composed of individuals (rather than being some kind of unified whole), we have to start thinking about how to respond to these students individually so that while we may frequently teach the group as a whole, we will also, in different ways, pay attention to the different identities we are faced with.”

When speaking about some practical ways that we could use to find out useful data about students’ needs for learning a language, Jim Scrivener says that (2011:89-90) the ‟various tools, procedures and materials used for finding out about learner needs usually come under the heading of ‘Needs Analysis’.” Often a Needs Analysis includes not only information about why learners might need language in the future, but also information about:

● where learners are starting from: their present language level, current problems;

● what learners would like to learn (which may be different from what they need);

● how they want to study it.

Scrivener suggests that today’s teacher might use formal gathering procedures (eg. setting questionnaires or tests) or approach it more informally (eg. finding information from chats and activities over a period of time).

Some key tools would be:

writing: the learner writes comments, information, answers to questions, etc.

speaking: the learner speaks with the teacher or with other students;

observing: the teacher observes the learner at work.

As Scrivener points out (2011:92) one useful purpose in doing a Needs Analysis is to allow learners to discover that other people in their class have different views, expectations and needs than themselves. He has that ‟it’s natural that a student might imagine that everyone in class has approximately similar ideas to his own; to discover the breadth of different views can be an important ‘light-bulb’ moment, and thus a Needs Analysis can be a vital awareness-raising activity quite apart from any data that comes out of it.”

When describing learners and their needs, Jeremy Harmer thinks that (2007:81) the age of our students is a major factor in our decisions about how and what to teach. People of different ages have different needs, competences and cognitive skills; we might expect children of primary age to acquire much of a foreign language through play, for example, whereas for adolescents and adults we can reasonably expect a greater use of abstract thought.

One of the most common beliefs about age and language learning is that young children learn faster and more effectively than any other age group. Most people can think of examples which appear to bear this out – as when children move to a new country and appear to pick up a new language with remarkable ease. However, as Ur suggests (2012:256-257), this is not always true of children in that situation, and the story of child language facility may be something of a myth. On the contrary, as Ur says, ‟the older they are, the more they will benefit from instruction.”

However, Harmer points out (2007:82) that young children, especially those up to the ages of nine or ten, learn differently from older children, adolescents and adults in the following ways:

● they respond to meaning even if they do not understand individual words;

● they often learn indirectly rather than directly – that is they take in information from all sides, learning from everything around them rather than only focusing on the precise topic they are being taught;

● their understanding comes not just from explanation, but also from what they see and hear and, crucially, have a chance to touch and interact with;

● they find abstract concepts such as grammar rules difficult to grasp;

● they generally display an enthusiasm for learning and a curiosity about the world around them;

● they have a need for individual attention and approval from the teacher;

● they are keen to talk about themselves and respond well to learning that uses themselves and their own lives as main topics in the classroom.

● but, they have a limited attention span; unless activities are extremely engaging, they can get easily bored, losing interest after ten minutes or so.

Referring to teaching adolescents, Penny Ur points out (2012:264-265) that the ‟learning potential of adolescents is greater than that of young children, and they are beginning to use more conscious, explicit strategies for language learning. However, most of them are still learning because they have to rather than because they want to, and may therefore be reluctant to invest effort. There is the added factor of adolescent-specific problems of identity, relationships, physical change and so on, which make it more difficult for them to concentrate. So adolescent classes may be more difficult to motivate and manage, and it takes longer to build up trusting relationships.”

Harmer claims that (2007:83) is it strange that, ‟despite their relative success as language learners, adolescents are often seen as problem students. Yet with their greater ability for abstract thought and their passionate commitment to what they are doing once they are engaged, adolescents may well be the most exciting students of all. Most of them understand the need for learning and, with the right goals, can be responsible enough to do what is asked of them.”

It is perfectly true that there are times when things don’t seem to go very well. Adolescence is bound up, after all, with a pronounced search for identity and a need for self-esteem; adolescents need to feel good about themselves and valued. Moreover, teenage students have an acute need for peer approval and are extremely vulnerable to the negative judgements of their own age group. The teacher’s job, therefore, must be to provoke student engagement with material which is relevant and involving. At the same time, we need to do what we can to bolster our students’ self-esteem, and be conscious, always, of their need for identity. They must be encouraged to respond to texts and situations with their own thoughts and experiences, rather than just by answering questions and doing abstract learning activities. Finally, we must give them tasks which they are able to do, rather than risk humiliating them.

When speaking about adult learners, Harmer mentions (2007:84) a number of special characteristics:

● they can engage with abstract thought. This suggests that we do not have to rely exclusively on activities such as games and songs – though these may be appropriate for some students;

● they have a whole range of life experiences to draw on;

● they have expectations about the learning process, and they already have their own set patterns of learning;

● they tend, on the whole, to be more disciplined than other age groups, and, crucially, they are often prepared to struggle on despite boredom;

● they come into classroom with a rich range of experiences which allow teachers to use a wide range of activities with them;

● unlike young children and teenagers, they often have a clear understanding of why they are learning and what they want to get out of it. Motivation is a critical factor in successful learning, and knowing what they want to achieve is an important part of this. Harmer says that many adults are able to sustain a level of motivation by holding on to a distant goal in a way that teenagers find more difficult;

● nevertheless, adult learners can be critical of teaching methods. Their previous learning experiences may have predisposed them to one particular methodological style which makes them uncomfortable with unfamiliar teaching patterns. Conversely, they may be hostile to certain teaching and learning activities which replicate the teaching they received earlier in their educational careers.

● they may have experienced failure or criticism at school which makes them anxious and

under-confident about learning a language.

Speaking about individual variations, Jeremy Harmer says that (2007:89-90) if some people are better at some things than others – better at analysing, for example – this would indicate that there are differences in the ways individual brains work. It also suggests that people respond differently to the same stimuli. There are two models in particular which have tried to account for such perceived individual variation, and which teachers have attempted to use for the benefit of their learners:

• Neuro-Linguistic Programming: according to practitioners of Neuro-Linguistic Programming (NLP), we use a number of ‘primary representational systems’ to experience the world. These systems are described in the acronym ‘VAKOG’ which stands for Visual (we look and see), Auditory (we hear and listen), Kinaesthetic (we feel externally, internally or through movement), Olfactory (we smell things) and Gustatory (we taste things). The VAKOG formulation offers a framework to analyse different student responses to stimuli and environments and gives teachers the chance to offer students activities which suit their primary preferred systems.

• MI theory: MI stands for Multiple Intelligences, a concept introduced by the Harvard psychologist Howard Gardner. In his book Frames of Mind, he suggested that we do not possess a single intelligence, but a range of ‘intelligences’. He listed seven of these: Musical/rhythmical, Verbal/linguistic, Visual/spatial, Bodily/kinaesthetic, Logical/ mathematical, Intrapersonal and Interpersonal. All people have all of these intelligences, he said, but in each person one (or more) of them is more pronounced. If we accept that different intelligences predominate in different people, it suggests that the same learning task may not be appropriate for all of our students. While people with a strong logical/mathematical intelligence might respond well to a complex grammar explanation, a different student might need the comfort of diagrams and physical demonstration because their strength is in the visual/spatial area. Other students who have a strong interpersonal intelligence may require a more interactive climate if their learning is to be effective.

Rosie Tanner produced a chart (Figure 1.2) to show what kind of activities might be suitable for people with special strengths in the different intelligences. As Harmer admits (2007:91), ‟armed with this information, teachers can see whether they have given their class a variety of activities to help the various types of learner described here. Although we cannot teach directly to each individual student in our class all of the time, we can ensure that we sometimes give opportunities for visualisation, for students to work on their own, for sharing and comparing and for physical movement. By keeping our eye on different individuals, we can direct them to learning activities which are best suited to their own proclivities.”

I will conclude with Harmer’s words who says that (2007:85) good teachers take all of these factors into account. They are aware that their adolescent and adult students will often be prepared to stick with an activity for longer than younger learners (though too much boredom can obviously have a disastrous effect on motivation): ‟As well as involving their students in more indirect learning through reading, listening and communicative speaking and writing, they also allow them to use their intellects to learn consciously where this is appropriate. They encourage their students to use their own life experience in the learning process, too. (…) We can diminish the fear of failure by offering activities which are achievable and by paying special attention to the level of challenge presented by exercises. We need to listen to students’ concerns, too, and, in many cases, modify what we do to suit their learning tastes.”

Figure 1.2 Teaching Intelligently: Language Skills Activities Chart

(Tanner, R. (2001) Teaching Intelligently in English Teaching Professional, Issue Twenty, July: London, retrieved on 12.02.2020 from https://ro.scribd.com/document/221509924/19978multiple-Intelligences-Chart)

CHAPTER II

THE UNIQUENESS OF LEARNERS AND MULTIPLE INTELLIGENCES THEORY (MI)

The Foundations of Multiple Intelligences Theory (MI). Background

The Eight Intelligences Described

The Theoretical Basis for MI Theory

Key Points in MI Theory

Describing Intelligences in Students

Assessing Students’ Multiple Intelligences

Key Materials and Methods of MI Teaching

CHAPTER II: THE UNIQUENESS OF LEARNERS AND MULTIPLE

INTELLIGENCES THEORY (MI)

The Foundations of Multiple Intelligences Theory (MI). Background

It is of the utmost importance that we recognize and nurture all of the varied human intelligences, and all of the combinations of intelligences. We are all so different largely because we all have different combinations of intelligences. If we recognize this, I think we will have at least a better chance of dealing appropriately with the many problems that we face in the world.

– Howard Gardner

In 1904, the minister of public instruction in Paris asked the French psychologist Alfred Binet and a group of colleagues to develop a means of determining which primary grade students were “at risk” for failure so these students could receive remedial attention. Out of their efforts came the first intelligence tests. Imported to the United States several years later, intelligence testing became widespread, as did the notion that there was something called “intelligence” that could be objectively measured and reduced to a single number or “IQ” score. Almost 80 years after the first intelligence tests were developed, a Harvard psychologist named Howard Gardner challenged this commonly held belief. Saying that our culture had defined intelligence too narrowly, he proposed in his book Frames of Mind: The theory of multiple intelligences—10th anniversary edition (1993a:59-70) the existence of at least seven basic intelligences. After a while, in 1999, he has added an eighth and discussed the possibility of a ninth in his book (1999:47-66). In his theory of multiple intelligences (MI theory), Gardner sought to broaden the scope of human potential beyond the confines of the IQ score. He seriously questioned the validity of determining intelligence through the practice of taking individuals out of their natural learning environment and asking them to do isolated tasks they’d never done before—and probably would never choose to do again. Instead, Gardner suggested that intelligence has more to do with the capacity for (1) solving problems and (2) fashioning products in a context-rich and naturalistic setting. So, as Linda Campbell suggests (2004:xix-xxi), Gardner has shed the common premise of intelligence theory which adheres to two fundamental assumptions: that cognition is unitary and that individuals can be adequately described as having a single, quantifiable intelligence. In his study of intellectual capacities, Gardner (1983) established criteria to measure whether a talent was actually an intelligence. Each intelligence must have a developmental feature, be observable in special populations such as prodigies or ‘savants’, provide some evidence of localization in the brain, and support a symbolic or notational system. While most people possess the full spectrum of intelligences, each reveals distinctive cognitive features. We possess varying amounts of the eight intelligences and combine and use them in highly personal ways. Therefore, Campbell thinks that restricting educational programs to a preponderance of linguistic and mathematical intelligences minimizes the importance of other forms of knowing. Thus, many students who fail to demonstrate the traditional academic intelligences are held in low esteem and their strengths may remain unrealized and lost to both the school and society at large.

The Eight Intelligences Described

Once this broader and more pragmatic perspective was taken, the concept of intelligence began to lose its mystique and became a functional concept that could be seen working in people’s lives in a variety of ways. Campbell admits that (2004:xx) Gardner’s research revealed a wider family of human intelligences than was previously believed, and offered a refreshingly pragmatic definition of intelligence. Instead of viewing ‘smartness’ in terms of a score on a standardized test, Gardner (1983) defined intelligence as:

● The ability to solve problems that one encounters in real life.

● The ability to generate new problems to solve.

● The ability to make something or offer a service that is valued within one’s culture.

So, in Campbell’s words ‟this definition of intelligence underscores the multicultural nature of Gardner’s theory. (…) The intelligences are languages that all people speak and are influenced, in part, by the cultures in which we are born. They are tools for learning, problem-solving, and creating throughout life.”

Gardner provided a means of mapping the broad range of abilities that humans possess by grouping their capabilities into the following eight comprehensive categories or “intelligences” (1999:27-46):

Linguistic: The capacity to use words effectively, whether orally (e.g., as a storyteller, orator, or politician) or in writing (e.g., as a poet, playwright, editor, or journalist). This intelligence includes the ability to manipulate the syntax or structure of language, the phonology or sounds of language, the semantics or meanings of language, and the pragmatic dimensions or practical uses of language. Some of these uses include rhetoric (using language to convince others to take a specific course of action), mnemonics (using language to remember information), explanation (using language to inform), and metalanguage (using language to talk about itself).

Logical-mathematical: The capacity to use numbers effectively (e.g., as a mathematician, tax accountant, or statistician) and to reason well (e.g., as a scientist, computer programmer, or logician). This intelligence includes sensitivity to logical patterns and relationships, statements and propositions (if-then, cause-effect), functions, and other related abstractions. The kinds of processes used in the service of logical-mathematical intelligence include categorization, classification, inference, generalization, calculation, and hypothesis testing.

Spatial: The ability to perceive the visual-spatial world accurately (e.g., as a hunter, scout, or guide) and to perform transformations upon those perceptions (e.g., as an interior decorator, architect, artist, or inventor). This intelligence involves sensitivity to colour, line, shape, form, space, and the relationships that exist between these elements. It includes the capacity to visualize, to graphically represent visual or spatial ideas, and to orient oneself appropriately in a spatial matrix.

Bodily-kinesthetic: Expertise in using one’s whole body to express ideas and feelings (e.g., as an actor, a mime, an athlete, or a dancer) and facility in using one’s hands to produce or transform things (e.g., as a craftsperson, sculptor, mechanic, or surgeon). This intelligence includes specific physical skills such as coordination, balance, dexterity, strength, flexibility, and speed, as well as proprioceptive, tactile, and haptic capacities.

Musical: The capacity to perceive (e.g., as a music aficionado), discriminate (e.g., as a music critic), transform (e.g., as a composer), and express (e.g., as a performer) musical forms. This intelligence includes sensitivity to the rhythm, pitch or melody, and timbre or tone colour of a musical piece. One can have a figural or “top-down” understanding of music (global, intuitive), a formal or “bottom-up” understanding (analytic, technical), or both.

Interpersonal: The ability to perceive and make distinctions in the moods, intentions, motivations, and feelings of other people. This can include sensitivity to facial expressions, voice, and gestures; the capacity for discriminating among many different kinds of interpersonal cues; and the ability to respond effectively to those cues in some pragmatic way (e.g., to influence a group of people to follow a certain line of action).

Intrapersonal: Self-knowledge and the ability to act adaptively on the basis of that knowledge. This intelligence includes having an accurate picture of oneself (one’s strengths and limitations); awareness of inner moods, intentions, motivations, temperaments, and desires; and the capacity for self-discipline, self-understanding, and self-esteem.

Naturalist: Expertise in the recognition and classification of the numerous species — the flora and fauna — of an individual’s environment. This also includes sensitivity to other natural phenomena (e.g., cloud formations, mountains, etc.) and, in the case of those growing up in an urban environment, the capacity to discriminate among inanimate objects such as cars, sneakers, and CD covers.

The Theoretical Basis for MI Theory

Many people look at the above categories — particularly musical, spatial, and bodily-kinesthetic — and wonder why Howard Gardner insists on calling them intelligences rather than talents or aptitudes. Gardner realized that people are used to hearing expressions like “He’s not very intelligent, but he has a wonderful aptitude for music.”; thus, he was quite conscious of his use of the word intelligence to describe each category. He said in an interview offered to Helen Weinreich-Haste in 1985: “I’m deliberately being somewhat provocative. If I’d said that there’s seven kinds of competencies, people would yawn and say ‘Yeah, yeah.’ But by calling them ‘intelligences,’ I’m saying that we’ve tended to put on a pedestal one variety called intelligence, and there’s actually a plurality of them, and some are things we’ve never thought about as being ‘intelligence’ at all” (1985:48-49). To provide a sound theoretical foundation for his claims, Gardner (1993a:62-67) set up certain basic “tests” that each intelligence had to meet to be considered a full-fledged intelligence and not simply a talent, skill, or aptitude. The criteria he used include the following eight factors:

1. Potential isolation by brain damage

2. The existence of savants, prodigies, and other exceptional individuals

3. A distinctive developmental history and a definable set of expert “end-state” performances

4. An evolutionary history and evolutionary plausibility

5. Support from psychometric findings

6. Support from experimental psychological tasks

7. An identifiable core operation or set of operations

8. Susceptibility to encoding in a symbol system

● Potential Isolation by Brain Damage

At the Boston Veterans Administration, Gardner worked with individuals who had suffered accidents or illnesses that affected specific areas of the brain. In several cases, brain lesions seemed to have selectively impaired one intelligence while leaving all the other intelligences intact. For example, a person with a lesion in Broca’s area (left frontal lobe) might have a substantial portion of his linguistic intelligence damaged and thus experience great difficulty speaking, reading, and writing. Yet he might still be able to sing, do math, dance, reflect on feelings, and relate to others. A person with a lesion in the temporal lobe of the right hemisphere might have her musical capacities selectively impaired, while frontal lobe lesions might primarily affect the personal intelligences.

Gardner, then, is arguing for the existence of eight relatively autonomous brain systems — a more sophisticated and updated version of the “right-brain/left-brain” model of learning that was popular in the 1970s. Figure 1.1 shows the brain structures for each intelligence (Armstrong, 2009:10-11).

● The Existence of Savants, Prodigies, and Other Exceptional Individuals

Gardner suggests that in some people we can see single intelligences operating at high levels, much like huge mountains rising up against the backdrop of a flat horizon. Savants are individuals who demonstrate superior abilities in part of one intelligence while one or more of their other intelligences function at a low level. They seem to exist for each of the eight intelligences. For instance, in the movie Rain Man (which is based on a true story), Dustin Hoffman plays the role of Raymond, a logical-mathematical autistic savant. Raymond rapidly calculates multidigit numbers in his head and does other amazing mathematical feats, yet he has poor peer relationships, low language functioning, and a lack of insight into his own life. There are also savants who draw exceptionally well, savants who have amazing musical memories (e.g., playing a composition after hearing it only one time), savants who read complex material yet don’t comprehend what they’re reading (hyperlexics), and savants who have exceptional sensitivity to nature or animals (Grandin & Johnson, 2006:1-16).

● A Distinctive Developmental History and a Definable Set of Expert “End-State” Performances

Gardner suggests that intelligences are galvanized by participation in some kind of culturally valued activity and that the individual’s growth in such an activity follows a developmental pattern. Each intelligence-based activity has its own developmental trajectory; that is, each activity has its own time of arising in early childhood, its own time of peaking during one’s lifetime, and its own pattern of either rapidly or gradually declining as one gets older: ‟To be sure, the intelligence will not develop in isolation, except in an unusual person; and so it becomes necessary to focus on those roles or situations where the intelligence occupies a central place. In addition, it should prove possible to identify disparate levels of expertise in the development of an intelligence, ranging from the universal beginnings through which every novice passes, to exceedingly high levels of competence, which may be visible only in individuals with unusual talent and/or special forms of training. There may well be distinct critical periods in the developmental history, as well as identifiable milestones, linked either to training or to physical maturation. Identification of the developmental history of the intelligence, and analysis of its susceptibility to modification and training, is of the highest import for educational practitioners.” (1993a:64-65) Musical composition, for example, seems to be among the earliest culturally valued activities to develop to a high level of proficiency: Mozart was only 4 years old when he began to compose. Numerous composers and performers have been active well into their 80s and 90s, so expertise in musical composition also seems to remain relatively robust into old age.

Higher mathematical expertise appears to have a somewhat different trajectory. It doesn’t emerge as early as music composition ability (4-year-olds do not create new logical principles), but it does peak relatively early in life. Many great mathematical and scientific ideas were developed by teenagers such as Blaise Pascal and Karl Friedrich Gauss. In fact, a review of the history of mathematical ideas suggests that few original mathematical insights come to people past the age of 40. Once people reach this age, they’re considered over the hill as higher mathematicians! Most of us can breathe a sigh of relief, however, because this decline generally does not seem to affect more pragmatic skills such as balancing a checkbook.

One can become a successful novelist at age 40, 50, or even later. Nobel Prize–winner in literature Toni Morrison didn’t publish her first novel until she was 39. One can even be over 75 and choose to become a painter: Grandma Moses did. Gardner points out that we need to use several different developmental maps in order to understand the eight intelligences. Piaget provides a comprehensive map for logical-mathematical intelligence, but we may need to go to Erik Erikson for a map of the development of the personal intelligences, and to Noam Chomsky or Lev Vygotsky for developmental models of linguistic intelligence. Figure 2.1 (Armstrong, 2009:35-38) includes a summary of developmental trajectories for each intelligence.

Gardner points out that (1993a:64-65) we can best see the intelligences working at their zenith by studying the “end-states” of intelligences in the lives of truly exceptional individuals. For example, we can see musical intelligence at work by studying Beethoven’s Eroica Symphony, the naturalist intelligence through Darwin’s theory of evolution, or spatial intelligence via Michelangelo’s Sistine Chapel paintings. Figure 2.1 includes examples of end-states for each intelligence.

● An Evolutionary History and Evolutionary Plausibility

Gardner concludes that each of the eight intelligences meets the test of having its roots deeply embedded in the evolution of human beings and, even earlier, in the evolution of other species. So, for example, spatial intelligence can be studied in the cave drawings of Lascaux, as well as in the way certain insects orient themselves in space while tracking flowers. Similarly, musical intelligence can be traced back to archaeological evidence of early musical instruments, as well as through the wide variety of bird songs. Figure 2.1 includes notes on the evolutionary origins of the intelligences.

MI theory also has a historical context. Certain intelligences seem to have been more important in earlier times than they are today. Naturalist and bodily-kinesthetic intelligence, for example, were probably valued more 100 years ago, when a majority of the population lived in rural settings and the ability to hunt, harvest grain, and build silos had strong social approbation. Similarly, certain intelligences may become more important in the future. As more and more people receive their information from films, television, DVDs, and online sources, the value placed on having a strong spatial intelligence may increase. Similarly, there is now a growing need for individuals who have expertise in the naturalist intelligence to help protect endangered ecosystems. Figure 2.1 notes some of the historical factors that have influenced the perceived value of each intelligence.

● Support from Psychometric Findings

Standardized measures of human ability provide the ‘test’ that most theories of intelligence (as well as many learning-style theories) use to ascertain the validity of a model. Although Gardner is no champion of standardized tests, and in fact has been an ardent supporter of alternatives to formal testing, he suggests that we can look at many existing standardized tests for support of the theory of multiple intelligences (although Gardner would point out that standardized tests assess multiple intelligences in a strikingly decontextualized fashion). For example, the Wechsler Intelligence Scale for Children includes subtests that require linguistic intelligence (e.g., information, vocabulary), logical-mathematical intelligence (e.g., arithmetic), spatial intelligence (e.g., picture arrangement), and to a lesser extent bodily-kinesthetic intelligence (e.g., object assembly). Still other assessments tap personal intelligences (e.g., the Vineland Society Maturity Scale and the Coopersmith Self-Esteem Inventory).

● Support from Experimental Psychological Tasks

Gardner suggests that by looking at specific psychological studies, we can witness intelligences working in isolation from one another. For example, in studies where subjects master a specific skill, such as reading, but fail to transfer that ability to another area, such as mathematics, we see the failure of linguistic ability to transfer to logical-mathematical intelligence. Similarly, in studies of cognitive abilities such as memory, perception, or attention, we can see evidence that individuals possess selective abilities. Certain individuals, for instance, may have a superior memory for words but not for faces; others may have acute perception of musical sounds but not verbal sounds. Each of these cognitive faculties, then, is intelligence-specific; that is, people can demonstrate different levels of proficiency across the eight intelligences in each cognitive area (Weinreich-Haste, 1985:50-62).

● An Identifiable Core Operation or Set of Operations

Gardner says that much as a computer program requires a set of operations (e.g., DOS) in order for it to function, each intelligence has a set of core operations that serve to drive the various activities indigenous to that intelligence. In musical intelligence, for example, those components may include sensitivity to pitch or the ability to discriminate among various rhythmic structures. In bodily-kinesthetic intelligence, core operations may include the ability to imitate the physical movements of others or the capacity to master established fine-motor routines for building a structure. Gardner speculates that these core operations may someday be identified with such precision as to be simulated on a computer.

● Susceptibility to Encoding in a Symbol System

According to Gardner, one of the best indicators of intelligent behaviour is the ability to use symbols. The word “cat” that appears here on the page is simply a collection of marks printed in a specific way, yet it probably conjures up for you an entire range of associations, images, and memories. What has occurred is the bringing to the present (“re-present-ation”) of something that is not actually here. Gardner suggests that the ability to symbolize is one of the most important factors separating humans from most other species. He notes that each of the eight intelligences in his theory meets the criterion of being able to be symbolized. Each intelligence, in fact, has its own unique symbol or notational systems. For linguistic intelligence, there are a number of spoken and written languages such as English, French, and Spanish. For spatial intelligence, there is a range of graphic languages used by architects, engineers, and designers, as well as certain partially ideographic languages such as Chinese. Figure 2.1 includes examples of symbol systems for all eight intelligences.

Moreover, Howard Gardner points out that intelligences are not tied to sensory organs. For example, linguistic intelligence will be activated whether language is presented in written, oral, or tactile (braille) form. (Sternberg et alii, 2018:119)

Key Points in MI Theory

All of us possess each of the intelligences, but no two individuals exhibit exactly the same profile of intellectual strengths and weaknesses.

– Gardner, English Journal, 1995

Thomas Armstrong shows that beyond the descriptions of the eight intelligences and their theoretical underpinnings, certain points of the MI model are important to remember (2009:15-16):

Each person possesses all eight intelligences. MI theory is not a ‘type theory’ for determining the one intelligence that fits. It is a theory of cognitive functioning, and it proposes that each person has capacities in all eight intelligences. Of course, the eight intelligences function together in ways unique to each person. Some people appear to possess extremely high levels of functioning in all or most of the eight intelligences — for example, German poet-statesman-scientist-naturalist-philosopher Johann Wolfgang von Goethe. Other people, such as certain severely impaired individuals in institutions for the developmentally disabled, appear to lack all but the most rudimentary aspects of the intelligences. Most of us fall somewhere in between these two poles — being highly developed in some intelligences, modestly developed in others, and relatively underdeveloped in the rest.

Most people can develop each intelligence to an adequate level of competency. Although individuals may bewail their deficiencies in a given area and consider their problems innate and intractable, Gardner suggests that virtually everyone has the capacity to develop all eight intelligences to a reasonably high level of performance if given the appropriate encouragement, enrichment, and instruction. He points to the Suzuki Talent Education Program as an example of how individuals of relatively modest biological musical endowment can achieve a sophisticated level of proficiency in playing the violin or piano through a combination of the right environmental influences (e.g., an involved parent, exposure from infancy to classical music, and early instruction). Such educational models can be found in other intelligences as well. Betty Edwards, in her book The New Drawing on the Right Side of the Brain (2011), offers a method that improves one’s spatial abilities through drawing (2011:137-161).

Intelligences usually work together in complex ways. Gardner points out that each intelligence as described above is actually a “fiction”; that is, no intelligence exists by itself in life (except perhaps in very rare instances in savants and brain-injured individuals). Intelligences are always interacting with each other. To cook a meal, one must read the recipe (linguistic), perhaps double the recipe (logical-mathematical), develop a menu that satisfies all members of the family (interpersonal), and placate one’s own appetite as well (intrapersonal). Similarly, when a child plays a game of kickball, she needs bodily-kinesthetic intelligence (to run, kick, and catch), spatial intelligence (to orient herself to the playing field and to anticipate the trajectories of flying balls), and linguistic and interpersonal intelligences (to successfully argue a point during a dispute in the game). The intelligences have been taken out of context in MI theory only for the purpose of examining their essential features and learning how to use them effectively. We must always remember to put them back into their specific culturally valued contexts when we are finished with their formal study.

There are many ways to be intelligent within each category. There is no standard set of attributes that one must have to be considered intelligent in a specific area. Consequently, a person may not be able to read, yet be highly linguistic because he can tell a terrific story or has a large oral vocabulary. Similarly, a person may be quite awkward on the playing field, yet possess superior bodily-kinesthetic intelligence when she weaves a carpet or creates an inlaid chess table. MI theory emphasizes the rich diversity of ways in which people show their gifts within intelligences as well as between intelligences.

The Existence of Other Intelligences. Gardner points out that his model is a tentative formulation; after further research and investigation, some of the intelligences on his list may not meet certain of the eight criteria described above and therefore may no longer qualify as intelligences. However, we may identify new intelligences that do meet the various tests. In fact, a decade after his initial publications, Gardner has acted on this belief (1999:47-76) by adding a new intelligence — the naturalist — after deciding that it fits each of the eight criteria. Naturalist intelligence denotes the ability to make consequential distinctions among types of plants, animals, clouds, rocks, etc. Clearly this capacity was vital in preindustrial times. But even in our “shopping mall era” we use our naturalist intelligence to distinguish among pairs of shoes, car makes, and other commercial products.

Gardner has considered two additional intelligences: an existential intelligence, the capacity to pose and ponder large philosophical questions, the ability to contemplate the meaning of life and death, and a pedagogical intelligence, the capacity to impart knowledge effectively to others. As of this writing, he has not carried out research sufficient to determine whether these candidates adequately meet all the aforementioned criteria and can be distinguished from the eight validated intelligences. Moral intelligence involves making of value judgments and because intelligence is value-free Gardner chooses not to credit this capacity as a full-blown intelligence. Similarly, spiritual intelligence enables us to grasp cosmic and transcendent truths but ultimately it depends on affective capacities. He believes that the eight, however, provide a far more accurate picture of human capacities than do previous unitary theories. Campbell says that (2004:xxi) ‟contrary to the small range of abilities that many standard IQ tests measure, Gardner’s theory offers an expanded image of what it means to be human.” Gardner also notes that each intelligence contains several sub-intelligences. For example, there are sub-intelligences within the domain of music that include playing music, singing, writing musical scores, conducting, critiquing, and appreciating music. Each of the seven other intelligences also contain numerous facets.

Other intelligences that have been proposed by individuals other than Gardner include humour, intuition, creativity, culinary (cooking) ability, olfactory perception (sense of smell), an ability to synthesize the other intelligences, and mechanical ability. It remains to be seen whether these proposed intelligences can, in fact, meet each of the eight tests described above. (Sternberg et alii, 2018:120)

Describing Intelligences in Students

Hide not your talents For use they were made. What’s a sundial in the shade!

– Ben Franklin

In an article about students’ learning styles and multiple intelligences called Learning Styles and Multiple Intelligences in Students. Getting the Most Out of Your Students’ Learning (2001), Barbara Manner claims that (2001:390-393) students exhibit different learning styles and multiple intelligences, and only by accommodating these various abilities can instructors properly plan instructional techniques that work best with students’ respective learning traits, conduct assignments and assess what students have learnt, so that students derive maximum educational benefits from it.

Speaking about students’ various learning styles, Manner points out that how students process information – how well they learn and how well they retain knowledge – is directly related to the learning style of the individual. Teachers have long felt that if they lecture and tell students the same thing over and over again, the student will learn and understand a particular science concept. This learning style and instructional technique were traditionally thought of as the way that the majority of people learn. We now know that this is not true. Not everyone learns best with a single instructional technique. Students actually learn best through various styles: personal meaning, conceptual learning, how things work, and self-discovery.

Students who learn best through personal meaning process information according to its relationship to the individual. They learn by listening and sharing ideas, they perceive information concretely and process it reflectively, they tackle problems by reflecting alone and then brainstorming with others, and they view experiences from many perspectives. These learners are usually insightful and have a need to become personally involved with their learning. Those who acquire knowledge best through conceptual learning are goal-oriented, solitary learners who tackle problems with logic. They perceive information abstractly and process it reflectively, form theory and concepts by integrating observations into what is known, and think sequentially. Then, students who are actively involved in their own learning thrive during manipulation of objects or when presented with a problem to be solved. These are the how things work learners. They love a challenge and will cut right to the heart of the matter. They perceive information abstractly and process it actively, excel in down-to-earth, hands-on problem solving, and tackle problems by acting without consulting others. The last of the learning styles is self-discovery. The person who learns best in this way is stimulating, impulsive, and enthusiastic: avoids isolation, and seeks to energize others. However, the drawback to all of this enthusiasm is that he or she will often take on too many responsibilities and as a result will often not complete a task. These learners perceive information concretely and process it actively, are impulsive and intuitive, and thrive on challenges and crises.

In addition to having differences in learning styles, not everyone is smart in the same way, according to Harvard’s Dr. Howard Gardner (Manner, 2001:391-392). As mentioned previously, he says that individuals are intelligent to some degree in each of the following areas:

• verbal-linguistic: facility in producing language;

• musical: sensitivity to components of music as well as to emotional implications;

• logical/mathematical: ability to reason deductively or inductively and recognize and manipulate abstract relationships;

• spatial: ability to create visual representations of the world and transfer them mentally or concretely;

• kinesthetic: use of one’s body to solve problems, make things, and convey ideas and emotions;

• interpersonal: ability to work effectively with others and understand their emotions, goals, and intentions;

• intrapersonal: ability to understand one’s own emotions, goals, and intentions; and

• naturalistic: capacity to recognize and make distinctions in the natural world and use the ability productively; has keen sensory skills.

As Barbara Manner suggests, individuals possess each of these eight multiple intelligences to some extent. The combinations and degrees of their intelligences are all different and very rarely operate independently. Rather, they are used concurrently and typically complement each other as individuals develop skills and solve problems. This must be kept in mind, not only in planning and conducting learning activities, but also in assessing what the students have learnt. Since students have different learning styles and multiple intelligences, this has implications for the design and execution of any teaching situation, and teachers should think of these as equally important and aim to reach a broader range of talents and skills. This philosophy contradicts the traditional educational systems of teaching that typically emphasize the development and use of verbal and mathematical intelligences.

Thus, consideration of the various learning styles and intelligences of learners requires that teachers select instructional techniques that engage most or all of the intelligences and learning styles. As Manner says (2001:392) ‟this not only excites students about learning, but it allows a teacher to reinforce material in various ways. By activating a wide assortment of intelligences, a teacher can facilitate a deeper understanding of the subject material, and a student’s ability to observe, memorize, and recall facts will be significantly higher. Although each learner has his or her own characteristics, it is important to realize, just as Gardner did, that some of these characteristics overlap. One instructional technique may address the needs of more than one learning style or intelligence.” Furthermore, teachers ‟should encourage students to use their strongest domains, but help them to develop their less dominant abilities and reflect on and analyse their own learning styles and ways of thinking. They must learn to think about how they think and learn.”

As Armstrong claims (2009:32), although it’s true that each child possesses all eight intelligences and can develop all eight to a reasonable level of competence, children begin showing what Howard Gardner calls “proclivities” (or inclinations) toward specific intelligences from a very early age. By the time children begin school, they have probably established ways of learning that run more along the lines of some intelligences than others. In this chapter, we will examine how you can begin to describe students’ most developed intelligences so that more of their learning in school can take place through their preferred intelligences. (1999:59-70)

Figure 2.2 provides brief descriptions of the capacities of children who display proclivities in specific intelligences. One must keep in mind, however, that most students have strengths in several areas, so we should avoid pigeonholing a child in only one intelligence. One will probably find each student pictured in two or more of these intelligence descriptions. To help organize your observations of a student’ multiple intelligences, you can use this as a checklist. (Armstrong, 2009:35-38)

Figure 2.2 Multiple Intelligences Checklist for Students

Name of Student: ________________________________________________________________

Check items that apply.

Linguistic Intelligence

___ Writes better than average for age

___ Spins tall tales or tells jokes and stories

___ Has a good memory for names, places, dates, or trivia

___ Enjoys word games

___ Enjoys reading books

___ Spells words accurately (or if preschool, does developmental spelling that is

advanced for age)

___ Appreciates nonsense rhymes, puns, tongue twisters

___ Enjoys listening to the spoken word (stories, commentary on the radio, talking

books)

___ Has a good vocabulary for age

___ Communicates to others in a highly verbal way

Other Linguistic Abilities:

………………………………………………………………………………………..

………………………………………………………………………………………..

Logical-Mathematical Intelligence

___ Asks a lot of questions about how things work

___ Enjoys working or playing with numbers

___ Enjoys math class (or if preschool, enjoys counting and doing other things with

numbers)

___ Finds math and computer games interesting (or if no exposure to computers,

enjoys other math or science games)

___ Enjoys playing chess, checkers, or other strategy games

___ Enjoys working on logic puzzles or brainteasers (or if preschool, enjoys hearing

logical nonsense)

___ Enjoys putting things in categories, hierarchies, or other logical patterns

___ Likes to do experiments in science class or in free play

___ Shows interest in science-related subjects

___ Does well on Piagetian-type assessments of logical thinking

Other Logical-Mathematical Abilities:

………………………………………………………………………………………..

………………………………………………………………………………………..

Spatial Intelligence

___ Reports clear visual images

___ Reads maps, charts, and diagrams more easily than text (or if preschool, enjoys

looking at more than text)

___ Daydreams a lot

___ Enjoys art activities

___ Is good at drawings

___ Likes to view movies, slides, or other visual presentations

___ Enjoys doing puzzles, mazes, or similar visual activities

___ Builds interesting three-dimensional constructions (e.g., Lego buildings)

___ Gets more out of pictures than words while reading

___ Doodles on workbooks, worksheets, or other materials

Other Spatial Abilities:

………………………………………………………………………………………..

………………………………………………………………………………………..

Bodily-Kinesthetic Intelligence

___ Excels in one or more sports (or if preschool, shows physical prowess advanced

for age)

___ Moves, twitches, taps, or fidgets while seated for a long time in one spot

___ Cleverly mimics other people’s gestures or mannerisms

___ Loves to take things apart and put them back together again

___ Puts his/her hands all over something he/she’s just seen

___ Enjoys running, jumping, wrestling, or similar activities (or if older, will show

these interests in a more “restrained” way — e.g., running to class, jumping over

a chair)

___ Shows skill in a craft (e.g., woodworking, sewing, mechanics) or good fine

motor coordination in other ways

___ Has a dramatic way of expressing herself/himself

___ Reports different physical sensations while thinking or working

___ Enjoys working with clay or other tactile experiences (e.g., finger painting)

Other Bodily-Kinesthetic Abilities:

………………………………………………………………………………………..

………………………………………………………………………………………..

Musical Intelligence

___ Tells you when music sounds off-key or disturbing in some other way

___ Remembers melodies of songs

___ Has a good singing voice

___ Plays a musical instrument or sings in a choir or other group (or if preschool

enjoys playing percussion instruments and/or singing in a group)

___ Has a rhythmic way of speaking or moving

___ Unconsciously hums to himself/herself

___ Taps rhythmically on the table or desk as he/she works

___ Is sensitive to environmental noises (e.g., rain on the roof)

___ Responds favourably when a piece of music is put on

___ Sings songs that he/she has learnt outside of the classroom

Other Musical Abilities:

………………………………………………………………………………………..………………………………………………………………………………………..

Interpersonal Intelligence

___ Enjoys socializing with peers

___ Seems to be a natural leader

___ Gives advice to friends who have problems

___ Seems to be street-smart

___ Belongs to clubs, committees, organizations, or informal peer groups

___ Enjoys informally teaching other kids

___ Likes to play games with other kids

___ Has two or more close friends

___ Has a good sense of empathy or concern for others

___ Is sought out for company by others

Other Interpersonal Abilities:

………………………………………………………………………………………..

………………………………………………………………………………………..

Intrapersonal Intelligence

___ Displays a sense of independence or a strong will

___ Has a realistic sense of his/her abilities and weaknesses

___ Does well when left alone to play or study

___ Marches to the beat of a different drummer in his/her style of living and learning

___ Has an interest or hobby that he/she doesn’t talk much about

___ Has a good sense of self-direction

___ Prefers working alone to working with others

___ Accurately expresses how he/she is feeling

___ Is able to learn from his/her failures and successes in life

___ Has good self-esteem

Other Intrapersonal Abilities:

………………………………………………………………………………………..

………………………………………………………………………………………..

Naturalist Intelligence

___ Talks a lot about favourite pets, or preferred spots in nature, during class sharing

___ Likes field trips in nature, to the zoo, or to a natural history museum

___ Shows sensitivity to natural formations (e.g., while walking outside with the

class, will notice mountains, clouds, lakes; or if in an urban environment, may

show this ability in sensitivity to popular culture “formations” such as sneakers

or automobile styles)

___ Likes to water and tend to the plants in the classroom

___ Likes to hang around the gerbil cage, the aquarium, or the terrarium in

class

___ Gets excited when studying about ecology, nature, plants, or animals

___ Speaks out in class for the rights of animals or the preservation of planet

earth

___ Enjoys doing nature projects, such as bird watching, collecting butterflies

or insects, studying trees, or raising animals

___ Brings to school bugs, flowers, leaves, or other natural things to share with

classmates or teachers

___ Does well in topics at school that involve living systems (e.g., biological

topics in science, environmental issues in social studies)

Other Naturalist Abilities:

………………………………………………………………………………………..

………………………………………………………………………………………..

Assessing Students’ Multiple Intelligences

Give me a fish and I eat for a day.

Teach me to fish and I eat for a lifetime.

– Proverb

In an article on assessing student learning through MI, Janet McClaskey asked her readers (1995:56-59) the type of questions which begin many of the presentations on multiple intelligences: ‟Who’s smarter — Liberace or Einstein? Whom would you rather have work on your car — a scientist with 145 IQ or a mechanic of average ability?” The answers may be obvious, but the questions do pose some probing inquiries into the kinds of intelligence valued in our society and, more importantly, the kinds of intelligence taught in our schools.

Educators have often attempted to account for the discrepancies between abilities we see in students and end results such as grades or standardized test scores. We know that students we deem as ‘smart’ or ‘talented’ often fail to perform within the confines of the classroom. We are all too familiar with students who know the material but fail to perform on assessments. A look at traditional views of intelligence shows us how Howard Gardner’s definition can open new avenues for education.

Janet McClaskey agrees with Richard J. Herrnstein and Charles Murray in The Bell Curve: Intelligence and Class Structure in American Life (1994) who provide a historical look at Gardner’s self-proclaimed ‘radicalism’ in the field of psychometry. They divide the field of study into three philosophies. The Classicists define intelligence structurally, seeking to classify it in much the same way that ‟physicists seek to identify the structure of the atom” (1995:56). Though this group is unified in their belief that a general intelligence exists within people, they disagree over ‟the idea that something so important about people as their intellects can be captured even roughly by variations in a single quantity.” The Revisionists reject the structural view of intelligence held by The Classicists and seek to classify intelligence by examining what people are doing when exercising their intelligence rather than classifying the specific elements of intelligence. They believe that ‟what really counts about intelligence are the ways in which people process the information they receive.” Gardner, though a member of the third philosophy The Radicals, agrees that the idea of problem-solving is central to what we mean when we say that someone is intelligent. His view becomes radical, however, when he totally rejects the idea that there is one definition of intelligence. He denies the existence of a general intelligence and offers, instead, seven distinctive intelligences: linguistic, musical, logical-mathematical, spatial, body-kinesthetic, interpersonal, and intrapersonal.

Other researchers in the field of intelligence testing criticize Gardner’s broad definition of intelligence, claiming that he has no psychometric or other quantitative evidence to back up his definition. Secondly, they claim that re-labelling what have traditionally been called ‘talents’ as components of intelligence just muddies the water when discussing intelligence issues. Gardner counters this second criticism in specific terms; since nearly all current intelligence tests rely on linguistic and logical ability, students who could express their intelligence through other forms are not provided the chance. We, as educators, can back Gardner’s premise since we know that offering students the opportunity to share their knowledge orally will often reveal that they actually know more than they were able to communicate in written format. Whether we define abilities as talent or intelligence, the implications of how we view these talents or abilities and how we provide opportunities for students to build on these strengths have far-reaching effects on student success in our classroom.

As Thomas Armstrong suggests, there is no “megatest” on the market that can provide a comprehensive survey of your students’ multiple intelligences. If anyone should tell you they have a computer-scored test that in 15 minutes can provide a bar graph showing the eight “peaks” and “valleys” of each student in your class or school, Armstrong would suggest that you be very sceptical. This isn’t to say that formal testing can’t provide some information about a student’s intelligences; as he admits in his book, it can provide clues to various intelligences. The single best tool for assessing students’ multiple intelligences, however, is probably one readily available to all of us: simple observation. (2009:33-34)

Armstrong humorously suggests to teachers that one good way to identify students’ most highly developed intelligences is to observe how they misbehave in class. The strongly linguistic student will be talking out of turn, the highly spatial student will be doodling and daydreaming, the interpersonally inclined student will be socializing, the bodily-kinesthetic student will be fidgeting, and the naturalistically engaged student might well bring an animal to class without permission! These students are metaphorically saying through their misbehaviours: “This is how I learn, teacher, and if you don’t teach me in the way that I most naturally learn, guess what? I’m going to do it anyway!” These intelligence-specific misbehaviours, then, are sort of a cry for help — a diagnostic indicator of how students want to be taught.

Another good observational indicator of students’ proclivities is how they spend their free time in school. In other words, what do they do when nobody is telling them what to do? If you have a “choice time” in class when students can choose from a number of activities, what activities do students pick? Highly linguistic students might gravitate toward books, social students toward group games and gossip, spatial students toward drawing, bodily-kinesthetic students toward hands-on building activities, and naturalistically inclined students toward the gerbil cage or aquarium. Observing kids in these student-initiated activities can tell a world about how they learn most effectively.

In his opinion, every teacher should consider keeping a notebook, diary, or journal handy in a desk for recording observations of this kind. Of course, if you’re working with 150 students a day at the middle or high school level, regularly recording observations for each student would hardly be possible. You might, however, single out the two or three most troublesome or puzzling students in class and focus your MI assessment upon them. Even if you have a class of 25 to 35 students, writing a couple of lines about each student each week may pay off in the long run. Writing two lines a week for 40 weeks yields 80 lines, or three to four pages of solid observational data for each student.

In addition to observation and checklists, Armstrong suggests several other excellent ways to get assessment information about students’ multiple intelligences (2009:39-42):

Collect documents. Anecdotal records are not the only way to document students’ strongest intelligences. Teachers should consider having a digital camera available to snap pictures of students displaying evidence of their multiple intelligences. Photos are particularly useful for documenting products or experiences that might be gone in another 10 minutes, like giant Lego structures. If students show a particular capacity for telling stories or singing songs, record them and keep the recording as a document. If students have drawing or painting abilities, keep samples of their work or take photos of them. If students show their greatest assets during a football game or through a hands-on demonstration of how to fix a machine or plant a flower, capture their performance on videotape. Ultimately, MI assessment data will consist of several kinds of documents, including photos, sketches, samples of schoolwork, audio and video samples, colour photocopies, and more. Creating computer files for these documents and putting them on CD or DVD can allow all of this information to be conveniently included on a single disc and reviewed by teachers, administrators, parents, and the students themselves.

Look at school records. As two-dimensional and lifeless as they sometimes appear, cumulative records can provide important information about a student’s multiple intelligences. Look at the student’s grades over the years. Are grades in math and the hard sciences consistently higher than grades in literature and the social sciences? If so, this may be evidence of an inclination toward logical-mathematical rather than linguistic intelligence. High grades in art and graphic design may indicate well-developed spatial intelligence, while nine and ten grades in physical education may point toward bodily-kinesthetic abilities. Similarly, standardized test scores can sometimes provide differential information about a student’s intelligences. On intelligence tests, for example, there are often subtests that tap linguistic intelligence (vocabulary and “information” categories), logical-mathematical intelligence (analogies, arithmetic), and spatial intelligence (picture arrangement, block design). A number of other tests may point toward specific intelligences. Here is a partial list of the kinds of tests that may relate to each intelligence:

► Linguistic — reading tests, language tests, the verbal sections of intelligence and achievement tests

► Logical-mathematical — Piagetian assessments, math achievement tests, the reasoning sections of intelligence tests

► Spatial — visual memory and visual-motor tests, art aptitude tests, some performance items on intelligence tests

► Bodily-kinesthetic — manual dexterity tests, some motor subtests in neuropsychological batteries, the President’s Physical Fitness Test

► Interpersonal — social maturity scales, sociograms, interpersonal projective tests (e.g., Family Kinetic Drawing)

► Intrapersonal — self-concept assessments, projective tests, tests of emotional intelligence

► Naturalist — test items that include questions about animals, plants, or natural settings

School records may also contain valuable anecdotal information about a student’s multiple intelligences. One of the most valuable sources Thomas Armstrong has discovered, is the kindergarten teacher’s report. Often, the kindergarten teacher is the only educator to see the child regularly using all eight intelligences. Consequently, comments like “loves finger painting,” “moves gracefully during music and dance time,” or “creates beautiful structures with blocks” can provide clues to a student’s spatial, musical, or bodily-kinesthetic proclivities.

When reviewing a student’s cumulative records, Armstrong has found it useful to photocopy the records (with permission from the school and parents, of course) and then take a highlighter and highlight all the positive information about that student, including the highest grades and test scores and the positive observations of others. He then types up each piece of highlighted information on a separate sheet of paper and organize the sheets according to intelligences. This practice provides him with solid information about a student’s strongest intelligences that he can then communicate to parents, administrators, and the student’s teachers. This approach allows one to begin conferences on a positive note, particularly with troubled and troublesome students, thus facilitating constructive solutions.

Talk with other teachers. If you have students only for English or math class, then you are usually not in a position to observe them displaying bodily-kinesthetic or musical gifts (unless, of course, you are regularly teaching through the multiple intelligences). Even if you work with students through all subject areas, you can often get additional information by contacting specialists who are working more specifically with one or two of the intelligences. Hence, the art teacher might be the best person to talk with about a student’s spatial intelligence, the physical education teacher about certain bodily-kinesthetic abilities, and the school about the personal intelligences (although the counsellor’s ability to share information may be limited due to issues of confidentiality). Regard your colleagues as important sources of assessment information about students’ multiple intelligences and meet with them periodically to compare notes. You may find that a child who appears quite low functioning in one class will be one of the stars in a class that requires a different set of intelligences.

Talk with parents. Parents are true experts on a child’s multiple intelligences. They’ve had the opportunity to see the child learn and grow under a broad spectrum of circumstances encompassing all eight intelligences. Consequently, they ought to be enlisted in the effort to identify the child’s strongest intelligences. Armstrong considers that parents should be introduced to the concept of multiple intelligences and be provided with specific ways through which they can observe and document their child’s strengths at home, including the use of scrapbooks, audio and video samples, photos, stories, sketches, and artefacts that emerged from a child’s special hobby or other interest. Then, parents can bring any information that may help teachers develop a broader understanding of the child’s multiple intelligences to future parent-teacher conferences.

Many years ago, the phrase “the six-hour retarded child” was used to describe a student who showed little promise or potential in the classroom but was a real achiever outside of school, perhaps as the leader of a youth group, a jack-of-all-trades to whom neighbours came for all kinds of repairs, or a fledgling entrepreneur with a flourishing small business. Obtaining assessment information from the home is critical in discovering ways to transplant such successes from the home to the school.

Ask students. Students are the ultimate experts on their multiple intelligences, because they’ve lived with them 24 hours a day ever since they were born. After they have been introduced to the idea of multiple intelligences, you can sit down and interview them to discover what they consider to be their most highly developed intelligences. Thomas Armstrong has used (2009:46-47) the ‘MI Pizza’ as a record-keeping form for making notes while he asks students individually about their abilities in each area. You can also have students draw pictures of themselves doing things in their most developed intelligences (a spatial approach), rank from 1 to 7 their most developed to least developed intelligence on the MI Pizza (a logical-mathematical approach), or pantomime their most developed intelligences (a bodily-kinesthetic approach).

Here are some simple terms for each of the intelligences and some questions that could make students aware of their multiple intelligences:

• Linguistic — Word Smart: “How many people here can speak?” Usually, I’ll get a lot of hands with this question! “Well, in order to speak you have to use words, so all of you are word smart!”; “How many people here can write? You’re using words here also, so again, you’re all word smart.”

• Logical-mathematical — Number Smart or Logic Smart: “How many of you can do math?”; “How many people here have done a science experiment?”

• Spatial — Picture Smart: “How many of you draw?”; “How many of you can see pictures in your heads when you close your eyes?”; “How many of you enjoy watching television and films or playing video games?”

• Bodily-kinesthetic — Body Smart, Sports Smart, or Hand Smart (each term represents a different aspect of this intelligence): “How many of you like sports?” “How many of you enjoy making things with your hands, like models or Lego structures?”

• Musical — Music Smart: “How many of you enjoy listening to music?”; “How many of you have ever played a musical instrument or sung a song?”

• Interpersonal — People Smart: “How many of you have at least one friend?”; “How many of you enjoy working in groups at least part of the time here in school?”

• Intrapersonal — Self Smart: “How many of you have a secret or special place you go to when you want to get away from everybody and everything?”; “How many of you like to spend at least part of the time working on your own here in class?”

• Naturalist — Nature Smart: “How many of you enjoy being out in nature?”; “How many of you have ever had a butterfly collection, an insect collection, a collection of leaves from trees in your neighbourhood, a collection of shells, or some other kind of collection of natural things?”; “How many of you have pets or enjoy spending time with animals?”

Essentially, one should ask questions that build inclusion. We must steer clear of questions that might exclude lots of students, such as “How many of you have read 15 books in the past month?” This is a learning model not for deciding which exclusive group one is a member of, but for celebrating all of one’s potentials for learning. You can develop your own questions to illustrate each intelligence. Just make sure they build in inclusion and give all children a chance to initially see themselves as intelligent. You can also give examples of what Howard Gardner calls the “end-states” of each intelligence (1999:64-65) — that is, people who have developed an intelligence to a high level of competence. These examples provide students with models to be inspired by and to aspire to. Pick famous figures and heroes from each student’s own world.

Examples might include:

• Authors of children’s literature that the class has been reading (Word Smart)

• Famous scientists students have studied in class (Number Smart or Logic Smart)

• Illustrators of children’s literature, famous cartoonists, and filmmakers (Picture Smart)

• Famous sports heroes and actors (Body Smart)

• Famous rock stars, rappers, and other musicians (Music Smart)

• TV talk show hosts and politicians (People Smart)

• Famous entrepreneurs (“self-made” people) (Self Smart)

• Animal experts and nature explorers (Nature Smart)

Set up special activities. If you regularly teach through the multiple intelligences, then you have frequent opportunities to assess through the multiple intelligences as well. So, for example, if you teach a lesson on past tenses eight different ways, you can note how different children respond to each activity. The child who is almost falling asleep during the logical presentation may come alive when the bodily-kinesthetic approach begins, only to tune out again when a musical method is used. Seeing little light bulbs go on and off during the course of a day is both an affirmation of the existence of these intelligences as well as a record of the individual differences in your class. Similarly, setting up activity centres for each intelligence provides opportunities for seeing how students function in each area or which areas students naturally gravitate toward when they are free to choose.

If you are introducing MI theory at the beginning of the school year, when students still don’t know each other very well, a Human intelligence hunt is a useful way to teach students experientially about the eight kinds of smart while helping them get to know one another better. It is based on the premise that each of us is a “treasure chest” filled with special gifts. I agree with Thomas Armstrong, who says that these gifts are our intelligences. Sometimes, though, we’re unaware of other people’s gifts, so we have to go on a “treasure hunt”—in this case, an “intelligence hunt” — to discover each other’s special talents. Each student receives a list of activities like those in Figure 2.3 (Armstrong, 2009:50-51). On a signal such as a bell, students take the activity sheet along with a pen or pencil and find other students in the room who can do the activities listed.

There are three basic rules:

1. Students must actually perform the activities listed, not simply say they can do them.

2. Once a student performs an activity to the “treasure hunter’s” satisfaction, he or she should initial the blank space next to the appropriate activity on the “treasure hunter’s” sheet.

3. “Treasure hunters” can ask a person to perform only one activity; therefore, to compete in the treasure hunt, a student must have eight different sets of initials.

Thomas Armstrong suggests that you can modify the activities listed in Figure 2.3 to include activities geared to your students’ aptitudes and abilities. For instance, if you’re working with very young students, you may want to use the song Old MacDonald Had a Farm rather than Beethoven’s Fifth Symphony. You can even create a hunt based entirely on pictures, which would involve students finding people in the class who particularly enjoy doing the kinds of activities depicted in each picture. After the activity, remember to link each task to a different intelligence and to talk about what students learnt about one another’s gifts or intelligences.

Figure 2.3 Human Intelligence Hunt

Find someone who can:

• Hum some of Beethoven’s Fifth Symphony (Music Smart)

• Do a simple dance step (Body Smart)

• Recite four lines from a poem (Word Smart)

• Explain why the sky is blue (Logic Smart)

• Briefly share a recent dream (Self Smart)

• Draw a picture of a horse (Picture Smart)

• Honestly say she/he is relaxed and comfortable relating to other people during this

exercise (People Smart)

• Name five different types of birds (or trees) that are found in the immediate area

(Nature Smart)

Key Materials and Methods of MI Teaching

Not only is the human brain aware of its own existence, but through it the universe has begun to know itself. Our minds have become the spearhead of evolution, and the degree to which we progress depends upon the degree to which we make use of this most incredible product of nature – the degree to which we use our intelligence and our consciousness to the full.

– Peter Russell, The Global Brain

There are a number of teaching tools in MI theory that go far beyond the traditional teacher-as-lecturer mode of instruction. Figure 2.4 provides a quick summary of some MI teaching methods (Armstrong, 2009:57-59):

The lists in the table provide a broader, but still incomplete, survey of the techniques and materials that can be employed in teaching through the multiple intelligences (Armstrong, 2009:60-64):

● Permanent Topic-Specific (Shifting) Activity Centres

In order to make students more aware of their different levels of multiple intelligences, Thomas Armstrong suggests the idea of permanent topic-specific activity centres in schools. They are most appropriate for teachers working with year-long themes. Within each centre, however, are revolving ‘explorations’ that change with every monthly component or weekly topic of the year-long theme. So, for example, if the year-long theme is Change (more appealingly titled Does Everything Change?), a monthlong component might deal with the seasons, and weekly topics might focus on individual seasons. The activity centres, then, might focus on winter for one week and then shift to spring the next week and to summer and fall in subsequent weeks. Every centre might have activity cards posted that tell students what kinds of things they can work on either alone or cooperatively. For example, the activity cards for the topic of ‘summer’ might read as follows (2009:107-109):

• Linguistic — “Write a poem about what you plan to do during the summer. If this is a cooperative group activity, first choose a scribe to write down the poem. Then each person contributes a line to the poem. Finally, choose someone to read the poem to the class.”

• Logical-mathematical — “First find out how many days there are in your summer vacation. Then figure how out many minutes are in that number of days. Finally, calculate the number of seconds in your summer vacation. If this is a group activity, collaborate with the other members of your group on your answers.”

• Spatial — “Make a drawing of some of the things you plan to do during the summer.

If this is a group activity, do a group drawing on a long sheet of mural paper.”

• Bodily-kinesthetic — “Create your own representation of ‘summer’ out of a piece

of clay. If this is a group activity, cooperate with the other members of your group to create a clay sculpture or quickly improvise a short play that includes the group’s favourite summer activities.”

• Musical — “Make up a rap or song about summer. If this is a group activity,

collaborate on a group song to sing to the class, or brainstorm all the songs you can think of that have to do with summer and be prepared to sing some of them to the class.”

• Interpersonal — “Have a group discussion about what you think makes for a great

Summer and select a spokesperson to summarize your conclusions in front of the class.”

• Intrapersonal — “Make a list or a series of sketches of all the things you like about

summer.” (Note: Students work alone in this centre.)

• Naturalist — “Close your eyes and picture all the types of animals and plants you

are likely to see this summer. Then open your eyes and either draw them or create a story (or list) where they are all mentioned.”

Moreover, Armstrong recommends teachers to introduce the idea of activity centres to their class, select a topic that has an emotional charge and that everyone has had some experience with – for instance, fast food. Put up eight signs at various points around the classroom, each bearing the symbol for an intelligence. Under each sign, tape an activity card. Then signal students to move toward the intelligence that they feel most comfortable with. Alternatively, randomly hand out slips of paper on which have been inscribed symbols for each of the eight intelligences (one symbol per slip) and have students go to the centre that corresponds with their individual slips of paper. Students then read the activity for their area and cooperatively begin working on it. Set a time to reconvene so the groups can present their findings. Here are some suggestions for activities related to the topic of fast food (2009:110-111):

• Linguistic — “Create a manifesto (statement of basic principles) concerning student attitudes about fast food.”

• Logical-mathematical — “Using the nutritional charts provided by the fast-food

outlets you see here, develop a fast-food breakfast, lunch, or dinner that is as low in fat as possible; then put together a fast-food breakfast, lunch, or dinner that is as high in fat as possible.”

• Spatial — “Create a mural that concerns itself with people’s fast-food eating habits.”

• Bodily-kinesthetic — “Rehearse a role-play or commercial (with or without words)

about people’s fast-food eating habits and then present it to the class.”

• Musical — “Write a jingle or a rap about people’s fast-food eating habits and then

sing it together.”

• Interpersonal — “Discuss among yourselves the fast-food eating habits of your

small group, and then go out and canvass the rest of the class about their fast-food eating habits. Select a scribe to record and report the results.”

• Intrapersonal — “Think about these questions: If you could be any fast food, which

would you be? Why? Choose a method for recording your thoughts (e.g., drawing, writing, or pantomime). You may work alone or as a group.”

• Naturalist — “Make a list of all the plants and animals used in creating the food at

a fast food restaurant. Discuss the potential impact of their consumption upon the world’s ecosystems (e.g., oxygen-producing rain forests may be cleared for raising the cattle used for meat in hamburgers).”

In conclusion, I could say that one of the major assumptions of this paperwork is that we, as educators, need to do whatever it takes to teach students about their own multiple intelligences. Current cognitive research has clearly shown that the more conscious students can become about every dimension of the learning process, the better they can and will become as active learners, who recognize themselves as responsible for their own learning. Part of this task is to systematically lead them through the development of what David Lazear has called the ‘meta-intelligence levels’ (2000:1-12). Thus, the biggest task of the teacher is to create the developmentally appropriate adaptations of the various exercises, activities, and techniques presented.

At first glance, it may seem that teaching students through multiple intelligences involves a big add-on to the existing curriculum. However, Lazear does not believe that this is really the case. First, he thinks that teaching about multiple intelligences is helping students become metacognitive about their own learning process. It makes them aware that they do indeed possess at least eight ways of knowing what they know; eight ways of acquiring knowledge, processing information, learning, and understanding.

Second, they become aware that not all of their eight intelligences are equally developed; some may be in a state of latency. However, they learn that any underdeveloped or weaker intelligence can be strengthened, empowered, amplified, and enhanced.

Third, through various self-discovery experiences, students can acquire a sizeable battery of strategies, tools, techniques, and methods to more fully tap into and activate the full spectrum of their intelligence potentials.

Finally, the more aware students are of their own learning and the bio-neurological and cognitive processes involved in a multiple intelligences approach to learning, the more active, responsible learners they will become.

Thus, what Lazear advocates (2000:5) is ‟a parallel curriculum, in which teachers are continually helping students become more aware of their own cognitive processes while they are studying the daily required material (hopefully using all eight intelligences). While this is not more ‘stuff’ to teach, it is an additional layer of self-consciousness and self-reflectiveness infused into the instructional process and into the process of students’ learning.”

CHAPTER III

THEORETICAL ASPECTS OF PHRASAL VERBS

Multi-word lexical verbs: structure and meaning

Characteristics of phrasal verbs and prepositional verbs

Multi-word combinations in multiple categories

Frequency of multi-word verb types

Phrasal verbs

Most common phrasal verbs

Prepositional verbs

Most common prepositional verbs

Phrasal-prepositional verbs

Most common phrasal-prepositional verbs

Other multi-word verb constructions

Nominalized forms

CHAPTER III: THEORETICAL ASPECTS OF PHRASAL VERBS

Supposing is good, but finding out is better.

– Mark Twain (DeVoto, 1922)

You’ve only got three choices in life: Give up, give in, or give it all you’ve got.

– Shahzeb Nasir

Multi-word lexical verbs: structure and meaning

Many English language teachers have noted the importance of multi-word knowledge in developing their learners’ nativelike fluency. Idioms (e.g., kick the bucket), phrasal verbs (e.g., chew out), stock phrases (e.g., how do you do), prefabs (e.g., the point is), and other multi-word structures are crucial to English, and they add a definite richness to the language. However, Dee Gardner and Mark Davies wrote in their study on phrasal verbs meant to establish a logical rationale for narrowing the scope of phrasal verbs in English language training based on frequencies of actual occurrence in a large representative corpus of English – British National Carpus: World Edition (2007:339-359), that there has been a general confusion regarding which multi-word items to teach and the best ways to include them in language training and language assessment. Moreover, of particular concern is the evidence that multi-word items ‟are not learned well through ordinary language experience.”

However, the researchers point out that during the past two decades, as many researchers and teachers have begun to shift attention from syntax to vocabulary in second language education, interest in multi-word vocabulary items has been growing. High-powered computers, robust software, and large electronic collections of actual language (called corpora; singular, corpus) have enabled researchers to better identify and classify these otherwise elusive structures that permeate English as well as many other languages. Nevertheless, whereas corpus linguists have been able to provide many more insights regarding these items, it remains clear that the surface of this complex issue has scarcely been scratched.

Perhaps the most important area for progress in the discussion of multi-word items is English phrasal verbs. The study of phrasal verbs promises to provide valuable insights into what many linguists and applied linguists have begun to recognize as a multi-word middle ground between ‟syntax and lexis” that has important ramifications for second language acquisition. Additionally, phrasal verbs are notoriously difficult for non-native learners to acquire, a problem exacerbated by the fact that they tend to be very common and highly productive in the English language as a whole. This dilemma is further complicated by the fact that many non-native English speakers actually avoid using phrasal verbs altogether, especially those learners at the beginning and intermediate levels of proficiency. Even learners whose native language actually contains phrasal verbs (e.g., Dutch) often avoid using such forms when communicating in English.

In an interesting essay in praise of the wealth of idioms in the English language, Logan Pearsall Smith also devoted his attention (1974:59-66) to the question of phrasal verbs. One of the English language’s most striking idiosyncrasies, Smith wrote, is its use of prepositions. He gathered a large number of idioms and arranged them thematically (i.e. nautical idioms, agricultural ones, etc.). He concluded that phrasal verbs, those which combine with a preposition to yield a phrase, are prime examples of what Jespersen had approvingly called ‟the analytic genius of English”, a characteristic which produced a greater ‟suppleness of expression” than that found in synthetic or agglutinative languages. Smith thought that the majority of phrasal verbs ‟render their meanings into terms of bodily sensation.”

As Douglas Biber shows in Longman Student Grammar of Spoken and Written English, many multi-word units function like a single verb. These combinations usually have idiomatic meanings. That is, their meaning cannot be predicted from the meaning of each individual word. These multi-word verbs fall into four classes (2002:123-124):

● phrasal verbs

● prepositional verbs

● phrasal-prepositional verbs

● other multi-word verb constructions.

Phrasal verbs consist of a verb followed by an adverbial particle (e.g. carry out, find out, or pick up), which, in their form and behaviour are like prepositional adverbs (a prepositional adverb is an adverb which behaves like a preposition with the complement omitted: A car drove past the gate. – past = a preposition; A car drove past. – past = a prepositional adverb) (Leech and Svartvik, 2003:243-255):

The children were sitting down. Get up at once.

Drink up quickly. Did he catch on?

The plane has just taken off. He turned up unexpectedly.

When will they give in?

Such verb-adverb combinations are called phrasal verbs. Most of the adverbs are place adverbs (off, on, out, up, across, over, down, beneath). Verbs can also combine with prepositional adverbs which function like prepositional phrases. Here we do not speak of phrasal verbs:

They walked past (the place).

She ran across (the street).

When these adverbial particles are used independently, they have literal meanings signifying location or direction (e.g. out, in, up, down, on, off). However, in phrasal verbs they are commonly used with less literal meanings. For example, the meaning of find out does not include the ‘place’ meaning of out. Prepositional verbs consist of a verb followed by a preposition, such as look at, talk about, listen to. Phrasal-prepositional verbs contain both an adverbial particle and a preposition, as in get away with. Because they are idiomatic in meaning, it is sometimes possible to replace multi-word verbs by single-word verbs with a similar meaning. Some common adverbial particles are: about, across, ahead, along, (a)round, aside, away, back, by, down, forward, in, home, off, on, out, over, past, through, up (Swan, 2005:591):

In contrast to multi-word verbs, free combinations consist of a single-word lexical verb followed by an adverb or preposition with a separate meaning (e.g. come down, go back). In practice, it is hard to make an absolute distinction between free combinations and multi-word verbs. So, Douglas Biber advises us that it is better to think of a continuum where some uses of verbs are relatively free and others relatively idiomatic.

Characteristics of phrasal verbs and prepositional verbs

The meanings and structures of phrasal verbs, prepositional verbs, and free combinations differ in many ways. However, Biber admits that just three criteria are usually sufficient for distinguishing among the types of multi-word combinations. The criteria are (2002:124-126):

A. whether or not there is an idiomatic meaning

B. whether or not particle movement is possible

C. how the wh-question is formed.

The nature of a multi-word expression is determined by whether or not there is a following noun phrase. When there is no following noun phrase (e.g. shut up or go away), there are only two possible interpretations. It must be either an intransitive phrasal verb, or a free combination of verb + adverb. If there is a following noun phrase (e.g. find out the meaning), there are three possible interpretations. Either it is a transitive phrasal verb, a transitive prepositional verb, or a free combination of verb + adverbial prepositional phrase.

A. Idiomatic meaning

Checking for an idiomatic meaning is especially useful when there is no following noun phrase, and you wish to distinguish between an intransitive phrasal verb and a free combination. Intransitive phrasal verbs usually have an idiomatic meaning, while the words in free combinations retain their own meanings. For example, the intransitive phrasal verbs come on, shut up, get up, get out, break down, and grow up all have idiomatic meanings beyond the separate meanings of the two parts (e.g. grow up means to act/become more mature, not literally to grow in an upward direction). In contrast, both the verb and the adverb have separate meanings in free combinations like come back, come down, go back, go in, look back. Thus, as Michael Swan shows, the meaning of a two-word verb is often very different from the meanings of the two parts taken separately (2005:591-592):

e.g. War broke out in 1939. (Broke out is not the same as broke + out.)

Joe turned up last night. (= appeared – not the same as turned + up.)

I looked the word up in the dictionary. (Look up is not the same as look + up.)

We had to put off the meeting till Tuesday. (Put off is not the same as put + off.)

For the succeeding text examples that I give throughout this chapter, I will use the following abbreviations of register identification: ACAD – academic prose; CONV – conversation; FICT – fiction writing; NEWS – newspaper writing):

● Intransitive phrasal verbs:

Shut up you fool! (CONV)

Come on! Tell us then! (CONV)

● Intransitive free combinations:

If this was new, I wouldn't let people go in. (CONV)

Come back, or I'll fire. (FICT)

He was afraid to look back. (FICT)

B. Particle movement

When multi-word combinations have a following noun phrase, tests using structure are more important than those involving idiomatic meaning. The first important test is particle movement: that is, whether the adverbial particle can be placed both before and after the object noun phrase. Adverbial particles can go either before or after noun objects (unlike most adverbs). Transitive phrasal verbs allow particle movement. In the following examples the object noun phrase is shown in brackets (Swan, 2005:591):

I went to Eddie's girl's house to get back [my wool plaid shirt]. (FICT)

I've got to get [this one] back for her mom. (CONV)

Anne came back and picked up [the note]. (FICT)

He picked [the phone] up. (FICT)

She switched off [the light]. (FICT)

She switched [the light] off. (FICT)

Give me [my watch] back. (CONV)

Give me back [my hometown]. (FICT)

When the object of a transitive phrasal verb is a pronoun, the adverbial particle is almost always after the object:

Yeah, I'll pick [them] up. (CONV)

So, I got [it] back. (CONV)

They turned [it] on. (CONV)

Other examples of phrasal verbs with objects are:

blow up (a bridge) fill out (a form) <esp. AmE)

break off (our relations) get out (a book)

bring about (a change) get over (an idea)

burn up (the leaves in the garden) make up (a story)

Most phrasal verbs are informal. In some cases phrasal verbs with objects look identical to verbs followed by a prepositional phrase (Leech and Svartvik, 2003:243-244):

a. They ran over the bridge (= ‘crossed the bridge by running.). (VERB + PREPOSITION)

b. They ran over the cat (= ‘knocked down and passed over’). (PHRASAL VERB)

Particle movement is not possible with prepositional verbs. Instead, the particle (actually, a preposition) always comes before the noun phrase that is the object:

Well those kids are waiting for their bus. (CONV)

<compare: Well those kids are waiting their bus for.>

It was hard to look at him. (NEWS)

Availability depends on their being close to the root. (ACAD)

C. Wh-question formation

Wh-question formation is a second important structural test for deciding the type of multi-word verb. This test is especially useful for distinguishing between a transitive prepositional verb + object and a free combination of verb + adverbial prepositional phrase. In sentences with a prepositional verb, wh-questions are typically formed with what or who. These questions indicate that the noun phrase that follows the preposition functions as the object of the prepositional verb:

What are you talking about? (CONV)

What are you laughing at? (FICT)

< compare the statement: I am talking about/laughing at something. >

Who are you working with? (CONV)

Who was he talking to? (CONV)

< compare the statement: I am working with/talking to somebody. >

In contrast, wh-questions for free combinations can be formed using the adverbial wh-words where and when. These questions indicate that the prepositional phrase is an adverbial that follows the verb:

► place: Where are you walking? (CONV)

< compare the statement: I am walking to that place. >

Where will we meet? (FICT)

< compare the statement: We will meet at that place. >

► time: When are you playing? (CONV)

< compare the statement: I am playing at that time. >

When are you leaving? (FICT)

< compare the statement: I am leaving at that time. >

Comparing these features does not always result in clear-cut distinctions between all multi-word verb combinations. Many combinations can function as more than one type, depending on the context. Further, some combinations can be interpreted as belonging to more than one category.

Multi-word combinations in multiple categories

Sometimes multi-word combinations fit into more than one category. For example, the combination fit in can be an intransitive phrasal verb (1), or a free combination of verb + adverbial prepositional phrase (2) (Biber et alii, 2002:126-127):

1. He just doesn't fit in. (CONV)

2. The mushroom was too big to fit [in a special dryer at Purdue University's plant and fungi collection]. (NEWS)

In addition, some combinations have the characteristics of more than one category even in a single occurrence. For example, consider come back, with the meaning to ‘recover’ or ‘resume an activity’. This combination might be analysed as a free combination because come and back both contribute independently to the meaning. But the combination could also be regarded as an intransitive phrasal verb, because the combined meaning of the parts is idiomatic.

3. Everton came back from a goal down to beat Blackburn 2-1. (NEWS)

4. When Jim went to the police station, officers told him to come back another day. (NEWS) Sentence 4 might seem more clearly a free combination because the adverb back has a literal directional meaning, while 3 has a more clearly idiomatic meaning (‘recover’). However, 4 also has a meaning that can be represented by a single verb: return. In this sense, it, too, is idiomatic. In sum, as for many grammatical categories, the distinction is not always clear-cut.

Frequency of multi-word verb types

As Douglas Biber shows, prepositional verbs are far more common than phrasal verbs or phrasal-prepositional verbs. Both phrasal verbs and phrasal-prepositional verbs are extremely rare in academic prose, while in the other registers phrasal verbs are more common than phrasal-prepositional verbs. The greater frequency of prepositional verbs goes with the greater diversity of the meanings they express. Phrasal and phrasal-prepositional verbs are most commonly used for physical activities, while prepositional verbs cover a wide range of semantic categories.

Phrasal verbs

As Biber points out, there are two major subcategories of phrasal verbs: intransitive and transitive (2002:127-129).

● Intransitive phrasal verbs:

Come on, tell me about Nick. (CONV)

Hold on! What are you doing there? (FICT)

I just broke down in tears when I saw the letter. (NEWS)

● Transitive phrasal verbs:

Did you point out the faults on it then? (CONV)

I ventured to bring up the subject of the future. (FICT)

I want to find out the relative sizes of the most common dinosaurs. (ACAD)

With transitive phrasal verbs the particle can be placed after the direct object. This is the normal word order when the object is a pronoun:

Terri turned it on. (CONV)

I just thought I would point it out to you. (CONV)

The warden said that she would turn the heating on. (ACAD)

In addition, a few phrasal verbs are copular, such as turn out, end up, and wind up.

Most common phrasal verbs

A. Intransitive phrasal verbs

As Douglas Biber shows, conversation and fiction use phrasal verbs much more frequently than news and academic prose do. This difference is especially noteworthy for intransitive phrasal verbs. They are extremely common in conversation and fiction, but extremely rare in news and academic prose. One reason for this difference is that most phrasal verbs are colloquial in tone.

In fact, the most common intransitive phrasal verbs are activity verbs that are used as directives. They often occur as imperatives. Since imperative clauses are most common in conversation and fiction, it is not surprising that these intransitive phrasal verbs are also most common in those registers:

Shut up! Just forget it. (CONV)

Go off to bed now. (CONV)

Stand up straight! People are looking! (FICT)

In declarative clauses, the common intransitive phrasal verbs usually have human subjects (underlined below):

No, he came over to the study. (CONV)

Mark sat up and stared at Frederica. (FICT)

I sat down behind my desk. (FICT)

The intransitive combination come on in conversation is the most common phrasal verb in any register. This verb has three major functions:

● as an exclamation in a call for action:

Come on, let Andy do it. (CONV)

● as a pre-departure summons to move:

Come on, we better go. (CONV)

● as the main verb in a clause, meaning ‘to start’ or ‘become activated’:

The heating didn't come on this morning. (CONV)

The intransitive phrasal verb go on is also extremely common. Go on is similar to come on in having a number of different functions. However, unlike come on, go on is used often in both written and spoken registers:

● as an exclamatory call for action (like come on above):

It's alright, rub it in. Go on! (CONV)

● to express continuation:

I just ignored her and went on. I didn't have time to talk. (CONV)

As time went on, Tom developed his thesis. (ACAD)

● to mark continuation of some general action (as a transitive verb with a complement ing- or to-infinitive clause as direct object):

Labour would go on getting the public's support by constructing strong unity of purpose. (NEWS)

Tom went on to study the newspapers of 11 countries. (ACAD)

● to mark an unspecified activity, with a meaning similar to ‘happen’:

Think what's going on. It's dreadful. (FICT)

B. Transitive phrasal verbs

Transitive phrasal verbs are more evenly spread across written and spoken registers. For example, verbs such as put on, make up, and find out are relatively common in both conversation and the written expository registers:

Some people they read the top bit and read the bottom bit, and sort of make up the bit in the middle. (CONV)

Because you might find out it works. (CONV)

Haven't you found that out yet? (FICT)

In fact, a few transitive phrasal verbs are actually more common in expository writing than in conversation. These include carry out, take up, take on, set up, and point out:

It is common practice to carry out a series of design point calculations. (ACAD)

The rule also affected Henry Cotton, who took up the post at Royal Waterloo, Belgium, in 1933. (NEWS)

When the Spanish arm of the operation needed assistance, he was asked to take on a supervisory role. (NEWS)

The EIT was set up last year to help fund university research. (NEWS)

Gushchin pointed out many of the weaknesses of these attempts. (ACAD)

Finally, the combination turn out is unusual in that it is a common phrasal verb that can function as a copular verb.

Prepositional verbs

Many English verbs are regularly followed by prepositions before objects (Leech and Svartvik, 2003:244):

e.g. You never listen to me. (NOT You never listen me.)

Alan walked down the road without looking at anybody.

He's applied for a new job.

Has anyone commented on the results?

The article also hinted at other possibilities.

Her parents strongly objected to her travelling alone.

Who will be running for president at the next election?

Prepositions are not used when there is no object:

Listen! (Not Listen to!)

All prepositional verbs take a prepositional object, i.e. the noun phrase that occurs after the preposition. Some examples of prepositional verbs are: add to (the bill), allow for (delays), amount to (50 dollars), approve of (an action), attend to (the matter), care for (somebody), compete with (somebody), conform to (a standard), consent to (a proposal), enlarge on (a topic), hope for (improvements), live on (a small salary), part with (a car), refer to (a dictionary), resort to (violence), shout for (help).

There are two major structural patterns for prepositional verbs: with a single prepositional object (Pattern 1), and with a direct object and a prepositional object (Pattern 2) (Biber et alii, 2002:129-130):

● Pattern 1: NP + V + prep + NP (prepositional objects are underlined)

It just looks like the barrel. (CONV)

I've never even thought about it. (CONV)

● Pattern 2: NP + V + NP + prep + NP (direct objects and prepositional objects are underlined):

[Yeah, it's really pretty.] It reminds me of some parts of Boston. (CONV)

He said farewell to us [on this very spot]. (FICT)

But McGaughey bases his prediction on first-hand experience. (NEWS)

The two-object prepositional verb (Pattern 2) is also common with passive verbs. The noun phrase that corresponds to the direct object is placed in subject position:

The media is falsely accused of a lot of things. (CONV)

< compare the active voice: People falsely accuse the media of a lot of things. >

The initiative is based on a Scottish scheme. (NEWS)

< compare the active voice: Someone based the initiative on a Scottish scheme. >

Most prepositional verbs occur with only one pattern. However, some prepositional verbs occur with both Patterns 1 and 2. These include apply (NP) to, connect (NP) with, provide (NP) for, ask (NP) for, hear (NP) about, know (NP) about:

● apply to with Pattern 1:

The regulations also apply to new buildings. (NEWS)

● apply to with Pattern 2:

They were cosmologists wrestling to apply quantum mechanics to Einstein's general theory of relativity. (ACAD)

● ask for with Pattern 1:

But I've asked for much too much already. (FICT)

● ask for with Pattern 2:

He asked Stan for a job. (CONV)

The structure of a prepositional verb can be analysed in two ways. On the one hand, it can be considered a single-word lexical verb that is followed by a prepositional phrase. The prepositional phrase functions as an adverbial. This analysis is supported by the fact that it is usually possible to insert another adverbial between the verb and the prepositional phrase in Pattern 1. The adverbials exactly and much are between the verbs and prepositional phrases in these examples:

She looked exactly [like Kathleen Cleaver]. (FICT)

I never thought much [about it]. (FICT)

However, the verb + preposition can also be considered as a multi-word unit – a single ‘prepositional verb’. This analysis is supported by the fact that prepositional verbs often have idiomatic meanings that cannot be derived from the meanings of the two parts. The two-word units can often be replaced by a single transitive verb with a similar meaning:

thought about it → considered it

asked for permission → requested permission

stand for it → tolerate it

Thus, the meaning of a two-word verb can be very different from the meanings of the two parts taken separately (Swan, 2005:592):

e.g. Could you look after the kids while I’m out? (Look after is not the same as look + after.)

It took him six months to get over his illness. (Get over is not the same as get + over.)

When an object comes at the beginning of a clause (e.g. in a question or a relative clause), a two-word verb usually stays together, so that a preposition can be separated from its object and go at the end of the clause:

e.g. What are you thinking about? (NOT About what are you thinking?)

I’ve found the book which I was looking for. (More natural in an informal style than … the book for which I was looking.)

Also, wh-questions with prepositional verbs are formed using who or what (e.g. What are your thinking about?), rather than a wh-adverb where, when, or how.

Writing about differences between phrasal and prepositional verbs, Leech and Svartvik show that (2003:244-245) phrasal and prepositional verbs may seem very similar, for example the pair:

a. They called up all young men (= ‘conscripted’).

b. They called on their friends (= ‘visited’).

They are, however, different in at least four respects:

1. The adverb in a (a phrasal verb) is normally stressed and has nuclear stress in end-position. The preposition in b (a prepositional verb), however, is normally unstressed:

a. They called 'up all young 'men.

All young men were called 'up.

b. They called on their 'friends.

Their friends were 'called on.

2. The preposition in a prepositional verb must come before the prepositional object:

a. They called up all young men.

They called all young men up.

They called them up.

b. They called on their friends.

They called on them.

3. On the other hand, the prepositional verb allows an adverb to be placed between the verb and the preposition:

a. They called early up all young men.

b. They called early on their friends.

4. A prepositional verb also accepts a relative pronoun after the preposition:

a. All young men up whom they called were not at home.

b. The friends on whom

But both types of verb can have the preposition or adverb end-placed:

The men (whom) they called 'up were not at home.

The friends (whom) they 'called on

Note that, unlike some languages, English often allows the prepositional object to become the subject of a passive sentence:

They looked upon him as a hero. He was looked upon as a hero.

Most common prepositional verbs

As Biber shows, unlike phrasal verbs, prepositional verbs are common in academic writing as well as in conversation and fiction. However, different kinds of prepositional verbs are preferred in each register (2002:131-132).

A. Conversation and fiction

Because of the typical topics and purposes in conversation and fiction, these registers have many common prepositional verbs that are activity, communication, or mental verbs. The most common prepositional verb is look at. It is used in two main ways:

● to direct the attention of others:

Look at that great big tree stuck under the bridge! (CONV)

● to describe actions involving sight:

The boys looked at each other tearfully unbelieving. (FICT)

The communication verb say to (say NP to NP) is also very common in conversation and fiction. This prepositional verb is used to report the content of speech (the direct object), while also identifying the addressee (the prepositional object):

She said something to mom and dad earlier on. (CONV)

I went to say thank you to Doris. (FICT)

In many examples with say to, a clause is used as the direct object, to report the content of the speech. Often, following the principle of end-weight, such lengthy direct objects are in final position:

I said to John something about the house on Frazier Street. (CONV)

< compare: I said something about the house on Frazier Street to John. >

I keep saying to Michael it's so expensive. (CONV)

< compare: I keep saying it's so expensive to Michael. >

In addition to these two very frequent prepositional verbs, conversation and fiction use a number of other common prepositional verbs to indicate activities, communications, and mental processes:

● activity verbs:

Pity we couldn’t go for a romp around a canal, isn’t it? (CONV)

Patrice held her breath, waiting for Lettie’s reply. (FICT)

He stared at me blankly, unbelievingly. (FICT)

● communication verbs:

Just talk to her. (CONV)

I was talking about the old sort of diesel multiple unit. (CONV)

He spoke to Paul in a bitter, controlled tone. (FICT)

● mental verbs:

What did they think of the brochure then? (CONV)

I was thinking about the playgroup downstairs. (CONV)

Since when does nobody listen to you? (CONV)

B. Academic prose

Academic prose also uses several common prepositional verbs that mark physical activities and mental states. However, these are mostly verbs that take the double object pattern (Pattern 2). They are often used in the passive voice. The most common of these is use NP in, and its passive counterpart (be used in):

We will continue to use Table 4.2 in our economic analysis. (ACAD)

Another type of football was used in the second century in China to celebrate the emperor's birthday. (ACAD)

Other common prepositional verbs used in academic prose include the following:

● activity verbs:

For example, the Message Type can be derived from its internal structure. (ACAD)

Similarly, other parts of the body may be used as bases to start from. (ACAD)

The method outlined could now be applied to a selected number of points along the blade length. (ACAD)

● mental verbs:

This induced mustiness is known as Sierra rice. (ACAD)

The electron may be regarded as a tiny mass carrying a negative charge. (ACAD)

All members of the specified Role Class are considered as possible senders of the received message. (ACAD)

In general, academic prose focuses on the relations among inanimate entities, with less concern for the people who are performing actions. The preference for passive voice with prepositional verbs reflects this general focus. Thus, by using the passive, the above examples avoid mentioning the people who derive, use, apply, know, regard, or consider. Academic prose also commonly uses prepositional verbs that express causation, existence, or simple occurrence. These verbs, too, specify relations among entities rather than describing actions:

● causative verbs:

Further experimentation might lead to the identification of other difficulty factors. (ACAD)

Replacing the nonsense stems by English stems would have resulted in a grammatically correct sequence. (ACAD)

● existence verb:

It will depend on the purpose of, and audience for, the writing. (ACAD)

Phrasal-prepositional verbs

I agree with Douglas Biber who says (2002:132-133) that the third major type of multi-word verb shares characteristics of both phrasal and prepositional verbs. Phrasal-prepositional verbs consist of a lexical verb combined as an idiom with both an adverbial particle and a preposition. For example, look forward to has the lexical verb look, the adverbial particle forward, and the preposition to:

I'm looking forward to the weekend. (CONV)

This type of verb is similar to a prepositional verb, as the complement of the preposition (the weekend) functions as the prepositional object of the verb (looking forward to).

Here are some more examples, with the complement of the preposition underlined:

Perhaps I can get out of it without having to tell her anything. (FICT)

I would still end up with a lot of money. (NEWS)

A few phrasal-prepositional verbs can take two objects:

I could hand him over to Samir. (FICT)

Who put you up to this? (FICT)

We can make a clause containing such a verb passive, by changing the prepositional object into the subject (Leech and Svartvik, 2003:245):

They have done away with (= ‘abolished’) the old laws.

The old laws have been done away with.

We cannot insert an adverb between the preposition and the object:

NOT: He puts up with willingly that secretary of his.

though it is possible to do so between the adverb and the preposition:

He puts up willingly with that secretary of his.

In relative clauses and questions, where the object is front-placed, the adverb and preposition come after the verb:

What are the police checking up on (= ‘investigate’)?

You don’t realise what I’ve had to put up with (= ‘tolerate’).

Phrasal-prepositional verbs function as a semantic unit and can sometimes be replaced by a single transitive lexical verb with similar meaning. For example:

put up with such treatment → tolerate such treatment

get out of it → avoid it

come up with a proposal → make a proposal

Other examples of phrasal-prepositional verbs in (informal) English are: back out of (an agreement), catch up on (my reading), catch up with (somebody), drop in on (a neighbour), face up to (the problems), get down to (serious talk), look down on (somebody), make away with (a large sum), stand up for (one’s ideals).

Most common phrasal-prepositional verbs

Biber shows that like phrasal verbs, phrasal-prepositional verbs are more frequent in conversation and fiction than in expository writing. However, common phrasal-prepositional verbs are used for a limited range of meanings. Most are activity verbs.

The most frequent phrasal-prepositional verb is get out of. Often it is imperative (1) or declarative (2):

1. Just get out of my way. (CONV)

2. We have to get out of here. (FICT)

Several other phrasal-prepositional verbs are relatively common with activity meanings. For example:

Stop yakking and get on with it! (CONV)

He said he would get back to me. (FICT)

Burns went up to the soldiers and started talking. (FICT)

In news, two phrasal-prepositional verbs with activity meanings are relatively common: get back to and come up with:

It's going to take time for you to get back to full strength. (NEWS)

The panel will be asked to come up with the best all-time team on earth. (NEWS)

In addition, the mental verb look forward to is relatively common in fiction and news:

She had been looking forward to this moment. (FICT)

In the case of news, look forward to typically occurs in direct (1) or reported speech (2):

‘We are looking forward to the game’. (NEWS)

He said he was looking forward to the results of the inquiry. (NEWS)

Other multi-word verb constructions

In addition to the three types of multi-word verbs discussed above, Douglas Biber admits that verbs are also used in relatively fixed or idiomatic multi-word constructions: verb + prepositional phrase combinations, verb + verb combinations, and verb + noun phrase combinations (2002:134-135).

Verb + prepositional phrase combinations

Many verb + prepositional phrase combinations are idiomatic. Such combinations function semantically as a unit that can often be replaced by a single lexical verb, as in the following sentences:

I also have to bear in mind the interests of my wife and family. (NEWS)

< compare: remember >

The triumph came as a surprise to many. (NEWS)

< compare: surprised >

You have to take into account where the younger shoots are dominant. (FICT)

< compare: consider >

Verb + verb combinations

A second idiomatic category involves verb + verb combinations, such as make do (with) and let NP go/be:

Patients had to make do with quiche or ham salad. (NEWS)

He was 'very reluctant' to let him go. (NEWS)

I think it is time to let it be. (NEWS)

Verb + noun phrase combinations

There are a few verbs – such as take, make, have, and do – that can be used for many meanings. These verbs can combine with noun phrases to form idiomatic verbal expressions. In many cases, the combination also includes a following preposition. For example:

But you know how you make fun of me sometimes. (CONV)

Let's have a look at this. (CONV)

Do you want me to do your hair? (CONV)

Yes, I'll take care of it. (FICT)

Nominalized forms

As Jennifer Seidl admits (1991:31), nominalized forms are nouns derived from phrasal verbs. Some phrasal verbs can be used as nouns or adjectives as well. Usually when used as a noun or adjective, a phrasal verb is combined to form one word (no space or with a hyphen):

For example:

break down (verb) → breakdown (noun)

The car broke down just outside Winchester. [of a machine or motor vehicle –

suddenly cease to function]

She suffered a nervous breakdown.

warm up (verb) → warm-up (adj.)

The band had little time to warm up before going on stage. [prepare for physical

exertion or a performance by exercising or practising gently beforehand]

I always do some warm-up exercises before playing tennis.

drop out (verb) → dropout (noun)

Her son dropped out of college last year. [gave up his course]

There were a lot of dropouts that year. I wonder why?

break in (verb) → break-in (noun)

Somebody broke in last night and stole a computer from the school. [entered by

force to steal something]

Really? That’s the second break-in this year!

rip off (verb) → rip-off (noun)

I got ripped off when I phoned that 0877 number. [informal: was charged too much]

The call cost five pounds a minute! Yes, those numbers are a big rip-off.

Some phrasal verbs have a nominalized form that is in wide use, such as a breakdown, a hold-up. Many do not have a nominalized form.

● Structure

Most nominalized forms are derived from verb + particle combinations, i.e. from pattern 1 and pattern 4 phrasal verbs. Some are derived from pattern 2 phrasal verbs. Most nominalized forms have the structure verb + particle or verb + preposition:

The plural is formed by adding -s to the particle, not the verb, e.g. break-ins, dropouts, rip-offs. An exception is goings-on [strange or amusing events], which is always plural.

There was a lot of gossip about the goings-on at the office party.

Verb + particle noun forms are sometimes written with a hyphen, e.g. break-in, check-in, cover-up; and sometimes without, e.g. dropout, checkout, crackdown. Nouns with -out and -over are usually written as one word, e.g. dropout, lookout, checkout, handout, changeover, leftovers. Nouns with -in, -up and less common particles usually have a hyphen, e.g. lie-in, mix-up, put-down, run-through. In pronunciation, the stress is on the verb, not the particle. a 'break-in at the office, college 'dropouts.

Some phrasal verbs have noun forms where the particle is first. The stress in pronunciation is on the first element, whether it is a verb or a particle/preposition (e.g. phrasal verbs: set out, fall down, look on, keep up, lay out, break down, hold up; the particle + verb nouns are 'outset, 'downfall, 'onlooker, 'upkeep, 'outlay, 'breakdown, 'hold-up).

I knew from the 'outset that there would be problems. [beginning]

The economic crisis caused the 'downfall of the government. [sudden failure or end]

Crowds of 'onlookers watched as the police arrested the man. [someone who watches

an event but doesn’t take part]

(http://brainygerund.blogspot.com/p/verbs-nouns-made-from-verb-particle-in.html)

Writing about the transition from phrasal verb to noun, Knud Sørensen mentioned (1986:272–283) in a journal article published by Modern Language Society this type of word that is a nominalization of verb stem + particle (cutback, pickup, etc.) is widespread and very productive in contemporary English. The article points out some historical causes that have facilitated the growth of this type of noun. It begins to appear in late Middle English, but it is not till the 18th and 19th centuries that it grows popular; in the present century new formations have been so numerous that they are not fully recorded even in the largest dictionaries. Thus, Sørensen suggests that these nouns are characterized by great semantic diversification; for instance, a pickup means, among other things, ‘the tone-arm of a record player’, ‘a truck’, ‘power of acceleration’, and ‘a casual acquaintance’. The existence of one noun may bring about a more or less fanciful antonym; for example, buildup has recently produced builddown. Moreover, some recent formations are not nominalizations: there is no phrasal verb corresponding to brownout. Many members of the type are colloquial, others are technical.

Otto Jespersen once wrote an article in Lingüistica, in Copenhagen (1986:272) in which he emphasized the importance of monosyllabism in Modern English. If one studies the nominalization of phrasal verbs, one may be tempted to add that disyllabism, too, is far from being negligible, since most of the members of this class of noun consist of two syllables. He said that this is because there is a strong tendency for monosyllabic verbs to enter into combination with monosyllabic particles (particularly out and up) and for such combinations to be nominalized. Thus, from the phrasal verb to cut back we get a cut-back, and similar disyllabic nouns are comedown, kickoff, lockout, pickup, and many more. This is the dominant type; Albert Baugh and Thomas Cable calculated and mentioned in their work A History of the English Language (1986:272–274) that ‟the twenty [monosyllabic] verbs back, blow, break, bring, call, come, fall, get, give, go, hold, lay, let, make, put, run, set, take, turn and work have entered into 155 combinations with over 600 distinct meanings or uses.” That calculation was made as early as 1920, thus, today, we should no doubt have to add considerably to this figure. Sørensen points up that less frequently, one or both of the components consist of more than one syllable, so that we get examples like limber-up, poke-around, or potter-about. Thus, he adds that in contemporary English this type of noun has numerous exponents, and it is highly productive, since new members of the type are being created all the time.

In conclusion, as Benjamin White points out (2012:419–438), phrasal verbs present numerous challenges to second language learners of English, who often view verb + particle combinations as random. Still, phrasal verbs represent a complex area of English vocabulary. Although they have traditionally been understood as comprised of verb and adverbial particle, Dee Gardner and Mark Davies (2007:342) note that ‟linguists and grammarians struggle with nuances of phrasal verb definitions”. Accordingly, there has been a lack of consensus on what exactly qualifies as a phrasal verb. This has not prevented phrasal verbs from being the topic of linguistic research for syntactic analyses, as well as cognitive and semantic analyses. White suggests that for second language (L2) learners of English, phrasal verbs pose numerous difficulties. One challenge is highlighted in the following definition from The American Heritage Dictionary of Phrasal Verbs (2005):

A phrasal verb is a combination of an ordinary verb and a preposition or an adverbial particle that has at least one particular meaning that is not predictable from the combined literal meanings of the verb and the preposition or particle.

The issue of unpredictability is obviously a troublesome one for learners of English. As noted by White, meanings may range from transparent, or literal, (e.g. stand up) to aspectual, or completive, (e.g. eat up) to opaque, or idiomatic, (e.g. face off). The opacity, or non-compositionality, in these latter categories has been recognized as a major source of difficulty. Making matters worse, many phrasal verbs are polysemous. In an analysis of the British National Corpus, Gardner and Davies found an average of 5.6 different meanings for each of the 100 most frequent verb + adverbial particle constructions. In fact, in the dictionary cited earlier, one will find 21 separate definitions for go on. Of course, learners face other problems, such as the sheer number of English phrasal verbs and their frequency of occurrence. The researchers claim that ‟learners will encounter, on average, one phrasal verb construction in every 150 words of English they are exposed to.” Furthermore, only a limited number of languages possess phrasal verbs, which necessarily limits the possibility of successful transfer for those learners whose first languages lack phrasal verb constructions (such as speakers of Hebrew, Chinese, Dutch, Swedish and other languages which are not of German origin). Moreover, the researchers note that in addition to the great number of existing phrasal verbs, native speakers coin new ones with ease and facility.

CHAPTER IV

CLASSROOM STRATEGIES AND METHODS OF MI TEACHING

Teaching strategies for linguistic/verbal intelligence

Teaching strategies for logical/mathematical intelligence

Teaching strategies for visual/spatial intelligence

Teaching strategies for bodily/kinesthetic intelligence

Teaching strategies for musical/rhythmic intelligence

Teaching strategies for interpersonal intelligence

Teaching strategies for intrapersonal intelligence

Teaching strategies for naturalist intelligence

CHAPTER IV: CLASSROOM STRATEGIES AND METHODS

OF MI TEACHING

In a school that is a home for the mind there is an inherent faith that all people can continue to improve their intellectual capacities throughout life; that learning to think is as valid a goal for the ‘at risk’, the handicapped, the disadvantaged, and the foreign-speaking as it is for the ‘gifted and talented’; and that all of us have the potential for even greater creativity and intellectual power.

— Arthur L. Costa, The School as a Home for the Mind

If the only tool you have is a hammer, everything around you looks like a nail.

Abraham Maslow

Janet McClaskey believes that (1995:57-58) in the educational world of authentic assessment, performance-based education, and graduation by exhibition, Gardner’s definition of intelligence seems right at home. No longer can educators measure intelligence solely through rote memorization or even application; rather we must consider a fresher definition of intelligence as the ability to respond successfully to new situations and learn from experience, a definition which feels strangely familiar. Gardner’s assertions are based on what he calls misconceptions about intelligence — that it isn’t fixed and that it can be taught. These premises, coupled with the idea that intelligence depends on context, task, and demands, provide a thinking field for teachers to re-examine the traditional IQ measurement of ‘schoolhouse giftedness’. Our job as educators, then, goes beyond redefining and identifying intelligence to developing methods of actually teaching intelligence in our classrooms, and one way to teach intelligence comes from offering students opportunities to understand their own learning processes.

In an article called A Theory of Multiple Intelligences: Working with the Adolescent Brain/Voice (2015), Thomas Blue points out that (2015:57-62) when working with adolescent learners in particular, teachers must approach classroom instruction with an understanding of the students’ physical, social, emotional, and intellectual characteristics. With this knowledge, teachers have the opportunity to engage their students’ minds using a multifaceted approach to guiding their learning experiences. Adolescents’ intelligence should be engaged using various strategies that connect the students with their different learning tasks. One approach is the application of Howard Gardner’s multiple intelligence theory as a guide to instructional planning, organization, and delivery.

In his book Intelligence Reframed: Multiple Intelligences for the 21st Century, Gardner defines intelligence (1999:33-34) as ‟a bio-psychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture.” As language teachers, Blue thinks that we have the opportunity to engage our students by allowing their intelligence areas to be activated and thus let them solve various problems and create language products that are relevant within the culture of the classroom, school, and community.

MI theory opens the door to a wide range of teaching strategies that can be easily implemented in the classroom. In many cases, they are strategies that have been used for decades by good teachers. In other cases, the theory of multiple intelligences offers teachers an opportunity to develop innovative teaching strategies that are relatively new to the educational scene. MI theory suggests that no one set of teaching strategies will work best for all students at all times. All children have different proclivities in the eight intelligences, so any particular strategy is likely to be highly successful with one group of students and less successful with other groups. For example, teachers who use the rhythms, songs, raps, and chants strategy discussed in this chapter as a pedagogical tool will probably find that musically inclined students respond well while non-musical students remain unmoved. Similarly, the use of pictures and images in teaching will reach students who are more spatially oriented but perhaps have a different effect on those who are more physically or verbally inclined.

Because of these individual differences among students, teachers are best advised to use a broad range of teaching strategies with their students. As long as instructors shift their intelligence emphasis from presentation to presentation, there will always be a time during the period or day when a student has his or her own most highly developed intelligence(s) actively involved in learning.

Teaching Strategies for Linguistic/Verbal Intelligence

Because language distinguishes human behaviour and identifies the ability of humans to reason, the verbal/linguistic intelligence (sometimes called ‘word smart’ or ‘book smart) crosses all disciplines. It is also connected to the display of all the intelligences.

Aristotle defined humans as ‘rational animals’. By this definition, he included humans in the ‘animal’ genus because humans share such essential characteristics as warm blood and epidermal layers, and live-born offspring with other living creatures. These characteristics and other distinguished animals from insects, birds, and fish.

Aristotle’s definition also distinguished the human species from the others in the animal genus by identifying the ability to reason as a unique and essential characteristic. The ability of humans to use a complex language system which includes classifiable words (nouns, adjectives, verbs) to construct and communicate meaning in an interactive way, to describe, to solve problems, and to argue or debate distinguishes humans from other animals such as lions, tigers, bears, gorillas, and dolphins.

Other animals communicate by simple sounds or signals that warn of danger, call for mates or young and establish direction. Even the dolphins’ signals are simple when compared to the complex structures and multiple uses of human language.

I agree with James Bellanca and Carolyn Chapman who say that (1997:83-84) ‟human communication not only signals; it communicates the reasoning and meaning that human minds create. When two or more humans communicate, they process information using the agreed upon ‘sign’ and symbol system, called words. Words establish a common ground for sharing and growing in understanding. When teachers teach using their verbal capabilities, they help students expand their verbal/linguistic intelligence.

Because verbal communication is so central to culture, the verbal/linguistic intelligence is commonly intertwined with all the other intelligences. In the multiple intelligences classroom, the skilled teacher’s easiest method for helping students to develop their verbal/linguistic intelligence is the higher-order open-ended question that checks students’ understanding and encourages them to develop their ideas:

● What would happen if … ?

● How did you arrive at that idea?

● Why do you think that?

● What do you already know about … ?

● How is that like … ?

● How is that different from … ?

The oral or written response to such questions allows teachers to know where students are in their understanding of the curriculum as well as their skill level in verbal/linguistic intelligence.”

Thus, we use our verbal/linguistic intelligence when we speak to each other in formal speech or informal conversation. We use it when we put our thoughts down on paper, create poetry, or simply write a letter to a friend. Verbal/linguistic intelligence is involved in story-telling and creating, in all forms of humour involving such things as plays on words, the unexpected ending in a joke, and various funny twists of the language. It is involved in any use of metaphors, similes, and analogies, and, of course, in learning proper grammar and syntax in speaking and writing. In other words, linguistic intelligence involves the human’s ‟potential to have a sensitivity to spoken and written language to accomplish certain goals. Lawyers, public speakers, writers, and poets are people with a high degree of linguistic intelligence.” (Blue, 2015:57)

As Karen Denard Goldman and Kathleen Jahn Schmalz point out (2003:87), people who are particularly smart in this area can argue, persuade, entertain, or instruct effectively through the spoken word. They love to play around with the sounds of language through puns, word games, and tongue twisters. Sometimes they’re also trivia experts because of their ability to retain facts. Or, alternatively, they’re masters of literacy. They read voraciously, write clearly, and can gain meaning in other ways from the medium of print. This is ‟the intelligence of words; the intelligence of the journalist, story-teller, poet, and lawyer.”

Linguistic intelligence is perhaps the easiest intelligence to develop strategies for, because so much attention has been given to its cultivation in the schools. I do not include the traditional linguistic strategies involving textbooks, worksheets, and lectures among strategies discussed here, however, simply because they have been overused. This is not to say that textbooks, worksheets, and lectures should never be used. They serve as excellent channels for effectively imparting certain kinds of information.

But they are only one small part of a vast repertoire of teaching strategies — and not necessarily the most important part. Though used extensively in schools, this trio of teaching techniques most easily reaches only a segment of the learning population: the most ‘book-oriented’ and ‘lecture-gifted’ students. The strategies and methods described below are accessible to a broader range of learners because they emphasize open-ended language activities that bring out the linguistic intelligence in every learner.

Storytelling

Storytelling has traditionally been seen as entertainment for children in the public library or during special enrichment times in the classroom. However, as Armstrong emphasizes (2009:73-76), it should be viewed as a vital teaching tool, for so it has been in cultures all over the world for thousands of years: ‟When using storytelling in the classroom, you weave essential concepts, ideas, and instructional goals into a story that you tell directly to students. Although storytelling is usually thought of as a means of conveying knowledge in the humanities, it can be applied in mathematics and science as well. For example, to teach the idea of multiplication, you can tell students the story of brothers and sisters who have magical powers: whatever they touch multiplies (e.g., for the first child, it doubles; for the second, it triples; and so on). To convey the notion of centrifugal force, you can take students on a mythical journey to a land where everything spins around very rapidly from the centre outward. Prepare for storytelling by listing the essential elements you’d like to include in the story. Then use your imagination to create a special land, a group of colourful characters, or a whimsical plot to carry the message home. It may help to visualize the story at first and then practice telling it to a spouse or to a mirror.”

Stories needn’t be especially original or fabulous for children to benefit from them. Students are often impressed simply by a teacher’s willingness to be creative and speak from the heart about a subject.

Brainstorming

Russian psychologist Lev Vygotsky once said that a thought is like a cloud shedding a shower of words. During brainstorming, students produce a torrent of verbal thoughts that can be collected and put on the board or a video projector or entered into computer software such as Inspiration or Kidspiration (https://www.smartkidssoftware.com/cdisp1b.htm). The brainstorming can be about anything: words for a class poem, ideas for developing a group project, thoughts about material in a lesson being taught, suggestions for a class picnic, and so forth. The general rules for brainstorming are: participants share whatever comes to mind that is relevant, no put-downs or criticisms of any idea are allowed, and every idea counts. You can place ideas at random on the board or screen or use a special system such as an outline, a mind-map, or a Venn diagram for organizing them. After everyone has had a chance to share, look for patterns or groupings in the ideas, invite students to reflect on the ideas, or use the ideas in a specific project (such as in a group poem). This strategy allows all students who have an idea to receive special acknowledgment for their original thoughts.

Tape Recording

Tape recorders or other audio recording devices, including some software, are among the most valuable learning tools in any classroom. This is because they offer students a medium through which to learn about their linguistic powers and help them employ verbal skills to communicate, solve problems, and express inner feelings. Students can use tape recorders to ‘talk out loud’ about a problem they are attempting to solve or a project they are planning to do. In this way, they reflect upon their own problem-solving processes or cognitive skills. They can also use tape recorders to prepare for writing, helping to loosen the soil of their topic. Students who are not good writers may also want to record their thoughts on tape as an alternative mode of expression. Some students may use the tape recorder to send oral letters to other students in the class, to share personal experiences, and to get feedback about how they are coming across to others in the classroom. Tape recorders can be used as collectors of information (e.g., in interviews) and as reporters of information (e.g., talking books). Tape recorders can also be used to provide information. For instance, one can be placed in each activity centre so students can listen to information about the topic in that centre. I agree with Thomas Armstrong, who says that (2009:75) every classroom should have tape recorders available, and teachers should plan on using them regularly to promote the growth of students’ minds.

Journal Writing

Keeping a personal journal involves students in making ongoing written records related to a specific domain. The domain can be broad and open-ended (“Write about anything you’re thinking about or feeling during the class day”) or quite specific (“Use this journal to keep a simulated record of your life as a farmer during the 1800s as part of our Past Constructions assessment.”). Journals can also be kept in literature (“Keep an ongoing record of your responses to the books you’re reading.”). They can be kept entirely private, shared only between teacher and student, or regularly read to the class. They can also incorporate multiple intelligences by allowing drawings, sketches, photos, dialogues, and other nonverbal data. Note that this strategy also draws heavily upon intrapersonal intelligence insofar as students work individually and use the journal to reflect upon their lives.

Publishing

In traditional classrooms, students complete papers that are turned in, graded, and then often thrown away. Many students exposed to this kind of routine begin to see writing as the dreary process of fulfilling an assignment. Armstrong says that (2009:76) ‟educators ought to be sending students a different message: that writing is a powerful tool for communicating ideas and influencing people. By providing students with opportunities to publish and distribute their work, you can make this point in a strong way.”

Publishing takes many forms. Students can submit their writing to a class or school magazine, a city newspaper, a children’s magazine, or some other publishing source that accepts student work. Students’ writing can also be published using desktop publishing software such as Microsoft Publisher, Print Shop, or Print Explosion and then bound in book form and made available in a special section of the class or school library. After publication, encourage interaction between the authors and the readers. You might even have special student autographing parties and book circles to discuss students’ writings. When students see that others care enough about their writing to reproduce it, discuss it, and even argue about it, they become linguistically empowered and are motivated to continue developing their writing craft.

Writing about MI tips for tailored teaching, Karen Denard Goldman and Kathleen Jahn Schmalz suggest that (2003:88) verbal-linguistic learners respond well when the teacher and/or learners are involved in the following activities:

• Speaking and listening activities such as storytelling, interviews, reading aloud (poetry, articles, stories, plays), group discussions, recitations, audiotapes of readings.

• Group discussions including buzz groups; think, pair, share; fishbowls.

• Writing activities such as scripts, slogans, petitions, imaginary diaries, directions, excerpts from one’s own experience, writing from another perspective, songs, graffiti walls, bulletin boards, labels and captions, advertisements, newsletters or newsletter articles, poems, brochures, posters, checklists, editorial essays.

David Lazear (2000:19-40) recommends teachers some strategies and exercises to use with students both inside and outside the classroom to stimulate and support the tacit use of the verbal/linguistic intelligence, as well as the aware and strategic use and understanding of the intelligence:

● Learn the meaning of one interesting, new word each day and practise using it in normal conversation with others.

● Get a book of word games and puzzles which involve understanding the order and meaning of words (for example, crosswords, jumbles, word searches and crossword puzzles in the newspaper) or play language-oriented table games (such as Scrabble, Spill and Spell, Wheel of Fortune).

● Watch a TV drama or detective story, then write your own sequel or tell what you think should happen in the next episode.

● Talk with someone about his/her ideas or opinions. Ask questions, have a discussion, or engage in friendly debate.

● Make a presentation on a topic that interests and excites you (for example, a hobby, a political view, a book you’ve read, or someone you know).

● Have them explain or teach something to you they have learnt.

● Tell each other jokes and teach them about puns.

● Play memory/recall games: trivia games, vocabulary flash cards.

● Read and tell stories to each other.

● Get a book of limericks and read them to each other, then make up some of their own.

● Practise writing about one very ordinary, mundane event each day as if it is the central turning point of history. Use lots of juicy, descriptive words, metaphors, and similes.

● Randomly choose a topic to discuss with each other speaking as if he or she were an expert on the topic.

● Randomly pick a new word from the dictionary each day, learn its meaning, and consciously try to use it in conversations with others throughout the lesson(s).

● Debate the pros and cons of something from the evening news, making sure each person expresses their opinions.

● Try joint storytelling where you begin telling a tale, stopping at various points, and asking

each person to continue the story as it is passed on.

● Experiment with non-traditional ways to study English: learning the parts of speech or

punctuation through drawing, physical actions, and music.

● When students have written an essay/report, for example, take the opposite side and ask him or her to defend what was written.

● Encourage students to think on his or her feet, by asking unexpected questions about things he or she has been studying.

● Ask students to create a sequel to a story or paragraph or tell it as a modern-day story; for

example, say, “What would have happened if …”

● James Bellanca and Carolyn Chapman (1997:17-20) advise teachers to encourage students to keep journals and logs: ‟The journal or log is a personal learning history. It enables students to make connections, examine complex ideas, and think about novel applications of the curriculum over a period of time. The journal is not limited to language arts or English class. It is a tool all students can use to develop their communication skills in all the intelligences and in all subject areas.” Students can use stems to start assessments: I do my best work when …; My strongest intelligence is …; I can improve … by …; students can construct KWL for each new book, or use right angle, Venn, and matrix organizers as reading strategies. They can also use stems to analyse characters in stories: … is like a (animal) because …; The character most important to this story was … because …; or students can use Venn diagrams to compare cultures.

● Students can make objects that are the end result or product outcome connected to a learning unit. Often, products are replicas of art works or multimedia presentations of key concepts. Products are especially helpful in challenging students to make cross-disciplinary connections when studying in a particular discipline such as history or science. Products are the result of a ‘learn-by-doing’ approach. They are especially effective when combined with journals and exhibits. Thus, students can write and draw story books; teams make a video story; learners can write essays and stories about famous scientists, or pairs make mobiles on characters in a novel.

Lazear even goes further (2000:42-43) and talks about the necessity of getting students to a ‘reflective’ level of understanding of the MI that is learning how to use all eight ways of knowing to help them both in difficult school situations and in their daily life outside the classroom. He says that the purpose of the reflective level of teaching and learning about the eight ways of knowing is to help children approach the task of daily living on more levels using their multiple intelligences. This involves encouraging them to use all of their intelligence capabilities to improve their effectiveness in dealing with the issues, challenges, and problems they face in everyday life. This means approaching these situations on multiple levels, using a variety of problem-solving methods which use different intelligences, integrating the intelligences into their repertoire for living. Students should learn the appropriate applications of the intelligences to situations encountered in the world beyond the classroom. The goal is for the intelligences to become a regular part of their cognitive, affective, and sensory coping with life. Thus, in working with the reflective level of the intelligences, we need to help students make connections between their intelligence skills/capacities and other parts of their lives.

Teaching Strategies for Logical/Mathematical Intelligence

You can see logical/mathematical intelligence (sometimes called ‘number smart’ or ‘thinking smart’) in operation most clearly when you are involved in a situation that requires problem solving or meeting a new challenge. It is often associated with what we call scientific thinking. It has its potential in the capacity to analyse problems logically, carry out mathematical operations, and investigate issues scientifically. Mathematicians, logicians, and scientists engage the logical/mathematical intelligence. We also use our logical intelligence when we recognize abstract patterns such as counting by twos, or know if we have received the right change at the supermarket. We use it to find connections or see relationships between seemingly separate and distinct pieces of information. Logical/mathematical intelligence is responsible for the various patterns of thinking we use in our daily lives such as list-making, creating priorities, and planning something for the future.

Karen Denard Goldman and Kathleen Jahn Schmalz claim that (2003:87) traits of the logical-mathematically inclined individuals include the ability to reason, sequence, think in terms of cause and effect, create hypotheses, look for conceptual regularities or numerical patterns, and enjoy a generally rational outlook on life. They call this the intelligence of numbers and logic; the intelligence of the scientist, accountant, and computer programmer.

Typically, logical-mathematical thinking is restricted to math and science courses. There are components of this intelligence, however, that are applicable throughout the curriculum. The emergence of the critical-thinking movement certainly suggests one broad way in which logical-mathematical intelligence has affected the social sciences and humanities. Similarly, the call for ‘numeracy’ (the logical-mathematical equivalent of ‘literacy’) in our schools and, in particular, the recommendation that mathematics be applied to an interdisciplinary curriculum point to the wide application of this form of thinking to every part of the school day. The following are five major strategies for developing logical-mathematical intelligence that can be employed in all school subjects, not only in language teaching.

Calculations and Quantifications

In line with school reform efforts, teachers are being encouraged to discover opportunities to talk about numbers both inside and outside the math and science arena. In subjects such as English and other foreign languages, you may focus regularly on important statistics: lives lost in wars, populations of countries, and so forth. It’s surprising, however, how many novels, short stories, and other literary works make reference to numbers. In a novel by Virginia Woolf, To the Lighthouse, there is a mention of 50 pounds to fix a greenhouse roof. How does that figure translate into our currency? In a short story by Doris Lessing, Through the Tunnel, a boy must count to see how long he can stay underwater and then compare that to the amount of time it takes experienced divers to swim through a submerged tunnel. Each of these passages provides the basis for mathematical thinking. As Armstrong says (2009:77), ‟it is a good idea to keep alert for interesting numbers and intriguing math problems wherever they may be found. By tuning into the numbers in the midst of nonmathematical subjects, you can better engage highly logical students, and other students can learn to see that math belongs not just in math class but in life.”

Classifications and Categorizations

The logical mind can be stimulated anytime information is put into some kind of rational framework, whether the data be linguistic, logical-mathematical, spatial, or any other kind. For example, in a unit on the effects of climate on culture, students might brainstorm a random list of geographic locations and then classify them by type of climate (e.g., desert, mountain, plains, or tropical). Or, in a lesson about types of holidays, the teacher might put the names of five categories — sightseeing, camping, skiing, seaside and safari —at the top of columns on the board and then ask students to list examples of things belonging to each category. Other examples of logical frameworks include Venn diagrams, time lines, attribute webs (listing the attributes of a person, place, or thing as spokes around the subject), 5W organizers (diagrams that answer who, what, when, where, and why questions), and mind-maps. Most of these frame works are also spatial in nature. The value of this approach is that disparate fragments of information can be organized around central ideas or themes, making them easier to remember, discuss, and think about.

Socratic Questioning

The critical-thinking movement has provided an important alternative to the traditional image of the teacher as knowledge dispenser. In Socratic questioning, the teacher serves as a questioner of students’ points of view. The Greek sage Socrates is the model for this type of instruction. Instead of talking at students, the teacher participates in dialogues with them, aiming to uncover the rightness or wrongness of their beliefs. As Armstrong underlines (2009:78), ‟students share their hypotheses about how the world works, and the teacher guides the ‘testing’ of these hypotheses for clarity, precision, accuracy, logical coherence, or relevance through artful questioning. A student defending the motives of a character in Huckleberry Finn is carefully questioned to see if her stand is supported by the facts in the novel. The purpose is not to humiliate students or put them in the wrong but, rather, to help them sharpen their own critical thinking skills so that they no longer form opinions simply out of strong emotion or the passion of the moment.”

Heuristics

The field of heuristics refers to a loose collection of strategies, guidelines, and suggestions for logical problem solving. In terms of this book’s goals, however, heuristics can be regarded as a major teaching/learning strategy. Examples of heuristic principles include finding analogies to the problem you wish to solve, separating the various parts of the problem, proposing a possible solution to the problem and then working backward, and finding a problem related to yours and then solving it. While the most obvious applications of heuristics are in the math and science fields, heuristic principles can also be used in subjects other than these. For teaching English, in talking about What causes air pollution?, in trying to envision solutions to the problems of cars’ waste, for example, a student might look for analogies by asking himself what other things create waste and causes air pollution. Or, while looking for the main idea in a reading passage, a student might separate out each part of the passage (into sentences) and subject each part to qualifying ‘tests’ of a key point. In Polya’s words, ‟heuristics provides students with logical maps to help them find their way around unfamiliar academic terrain.” (Armstrong, 2009:78)

Science Thinking

Just as the teacher should look for mathematics in every part of the curriculum, so too should they seek out scientific ideas in areas other than science. This strategy is especially important given research showing that up to 70 percent of adults lack a fundamental understanding of the scientific process (Armstrong, 2009:79). There are ways to spread science thinking across the curriculum. For instance, students can discuss the influence important scientific discoveries have had on health or civilization (e.g., how the development of new vaccines and treatments helped fight many diseases). They can study science fiction with an eye toward discovering if the ideas described are feasible. They can discuss about global issues such as AIDS, overpopulation, and the greenhouse effect that require some science background to be well understood. In Armstrong’s words, ‟in each part of the curriculum, science provides another point of view that can considerably enrich students’ perspective.”

Karen Denard Goldman and Kathleen Jahn Schmalz consider that logical-mathematical learners respond well when educators teach in the following ways (2003:88-89):

• Ask learners questions that call on them to recall, compare, identify attributes and components, classify, order or rank, identify relationships and patterns, identify main ideas, identify errors, infer, predict, elaborate on, summarize, establish criteria, and/or verify or prove something.

• Pose open-ended problems to be solved.

• Construct models of key concepts and then have learners demonstrate their understanding using concrete objects.

• Help learners predict and verify logical outcomes; use the scientific method.

• Ask learners to discern patterns and connections.

• Ask learners to justify their statements or opinions.

• Offer authentic learning experiences; provide learners with opportunities for observation and investigation.

• Connect logical concepts or processes to behaviour change.

• Have learners sequence or put behaviour change steps in logical order.

• Exercise learners’ deductive and inductive logic; use syllogisms, Venn Diagrams, and analogies.

• Ask learners to do calculations, make a graph, describe behaviour patterns, or decipher some sort of code.

• Use stimulating games and activities.

Here are some other strategies and exercises to stimulate the students’ logical/mathematical intelligence, to support its tacit use in classroom and outside it, and to raise the aware and the strategic use of the intelligence (Lazear, 2000:20-40):

● Practise analytical thinking by classifying a group of 12 randomly gathered objects. See if you can create a rationale for organizing them (for example, shape, colours, size, use, and so on).

● Do a project that requires following step-by-step directions; for example, building something or cooking from scratch.

● Create a four-point outline telling about a movie you have seen with each of the points having four subpoints, and each subpoint having four more subpoints.

● Create a convincing, rational argument for something that is totally absurd; for example, the benefits of roller skates with oval-shaped wheels.

● Create a sequence of numbers that has a hidden pattern. See if someone else can discover the pattern.

● Play guessing games that involve logical thinking: Clue, Jeopardy or games that involve the development of a strategy to win: Monopoly, Battleship, checkers, tic tac toe.

● Brainstorm a list of possible solutions to an environmental problem; then prioritize the list.

● Guess the pattern of a sequence of numbers, a grouping of objects, a set of words, a list of people or places, and so on.

● Make a video on a TV drama or action show, then watch it, stopping the action at critical turning points. Ask people to predict what will happen next. Continue the tape and check the accuracy of the predictions.

● Make up a class code and leave notes written in the code for each other, using only superlative adjectives, relative pronouns, regular verbs, etc.

● Choose a problem situation from the news, a sitcom, or a soap opera. Brainstorm solutions

you can think of to solve the problem, then agree on the ‘best’ solution.

● Have each member of a group of students create a four-point outline on one of their hobbies with each point having four related subpoints, and each subpoint having four sub-subpoints.

● Have students use graphic organizers to analyse and understand what they are studying; for example, a character’s or person’s attribute web, a compare-and-contrast Venn diagram for the comparison degrees of adjectives, or a classification matrix for parts of speech.

Teaching Strategies for Visual/Spatial Intelligence

Visual/spatial intelligence (sometimes called ‘art smart’/‘seeing smart’ or ‘picture smart’) can be seen in its purest form in the active imagination of children involved in such things as daydreaming, pretending to make themselves invisible, or imagining themselves to be on a great journey to magical times and places. As Thomas Blue suggests (2015:58), ‟spatial intelligence features the potential to recognize and manipulate the patterns of wide space (those used, for instance, by navigators and pilots) and the patterns of more confined areas (such as those of importance to sculptors, surgeons, chess players, graphic artists, or architects).” We employ this intelligence when we draw pictures to express our thoughts and feelings, or when we decorate a room to create a certain mood. We use it when we use a map to get where we want to go. Visual/spatial intelligence helps us win at chess, enables us to turn a blueprint on paper into a real object (for example, a bookshelf or a dress), and allows us to visualize things we want in our lives (for example, new curtains or wallpaper, making a successful speech, planning a trip or a holiday, projecting a career change, or receiving an award).

Karen Denard Goldman and Kathleen Jahn Schmalz point out that (2003:87-88) spatial intelligence ‟involves thinking in pictures and images and the ability to perceive, transform, and re-create different aspects of the visual-spatial world. It’s the playground of architects, photographers, artists, pilots, and mechanical engineers. Highly spatial individuals often have an acute sensitivity to visual details and can visualize vividly, draw or sketch their ideas graphically, and orient themselves in three-dimensional space with ease.”

The cave drawings of prehistoric man are evidence that spatial learning has long been important to human beings. Unfortunately, in today’s schools the ‘sensory-channels’ model of presenting information to students through visual as well as auditory modes sometimes translates into simply writing on the board, a practice that is linguistic in nature. Spatial intelligence has to do with pictures — either the pictures in one’s mind or the pictures in the external world, such as photos, movies, drawings, graphic symbols, ideographic languages, and so forth. Here are some teaching strategies designed to use students’ spatial intelligence for academic purposes.

Visualization

One of the easiest ways to help students translate book and lecture material into pictures and images is to have them close their eyes and picture whatever is being studied. An application of this strategy involves having students create their own ‘inner blackboard’ (or movie or video screen) in their mind’s eye. They can then place on this mental blackboard any material they need to remember: spelling words, tenses time lines, history facts, or other data. When asked to recall a specific body of information, students then need only call up their mental blackboard and ‘see’ the data inscribed on it. A more open-ended application of this strategy involves having students close their eyes and see pictures of what they’ve just read or studied (e.g., a story or a chapter in a textbook). Afterward, they can draw or talk about their experiences. Teachers can also lead students through more formal ‘guided imagery’ sessions as a way of introducing them to new concepts or material (e.g., leading them on a ‘guided tour’ in a new city to learn giving directions). Students may experience nonspatial content as well during these activities (e.g., kinesthetic images, verbal images, or musical images).

Colour Cues

Highly spatial students are often sensitive to colour. Unfortunately, the school day is usually filled with black-and-white texts, copy books, worksheets, and chalkboards. There are, however, many creative ways to put colour into the classroom as a learning tool. Use a variety of colours of chalk, markers, and transparencies (where possible) when writing in front of the class. Provide students with coloured pencils, pens and markers and coloured paper on which to write assignments. Students can learn to use different coloured markers to ‘colour code’ material they are studying (e.g., mark all the key points in red, all the supporting data in green, all the unclear passages in orange). Use colour to emphasize patterns, rules, or classifications during instruction (e.g., colouring all th’s red in a phonics lesson, using different colours to write auxiliary verbs or s/es endings in present simple). Finally, students can use their favourite colours as a stress reducer when coping with difficult problems (e.g., “If you run into a word, problem, or idea you don’t understand, imagine your favourite colour filling your head; this can help you find the right answer or clarify things for yourself.”).

Picture Metaphors

A metaphor involves comparing one idea to another, seemingly unrelated idea. A picture metaphor expresses this concept in a visual image. Developmental psychologists suggest that young children are masters of metaphor (Gardner, 1984). Sadly, this capacity often diminishes as children grow older. However, educators can tap this underground stream (to use a metaphor) to help students master new material. The educational value of using metaphors lies in establishing connections between what a student already knows and what is being presented. Think of the key point or main concept you want students to learn. Then, link that idea to a visual image. Construct the complete metaphor yourself (e.g., “How is describing a person like the recipe of a cake?” or “How is the third conditional like the growth of a butterfly?”) or have students develop their own (e.g., “If the major organs in the body were animals, which ones would they be?”).

Idea Sketching

A review of some of the notebooks of eminent individuals in history, including Thomas Edison, Henry Ford, and Charles Darwin, reveals that these individuals used simple drawings in developing many of their powerful ideas. Armstrong believes that (2009:81) teachers should recognize the value that this kind of visual thinking can have in helping students articulate their understanding of subject matter. The Idea Sketching strategy involves asking students to draw the key point, main idea, central theme, or core concept being taught. Neatness and realism should be de-emphasized in favour of a succession of quick sketches that help articulate an idea. To prepare students for this kind of drawing, it may be helpful to play the game Pictionary (or Pictionary Jr.) (https://www.drawasaurus.org/room/Pettigrew) so students get used to the notion of making rapid drawings to convey central ideas. Then, begin to ask students to draw the concept or idea you want to focus on in a lesson. This strategy can be used to evaluate a student’s understanding of an idea, to emphasize a concept, or to give students ample opportunity to explore an idea in greater depth. Here are some examples of subjects or concepts you might have students choose to illustrate: types of holidays, going shopping, the ingredients for a recipe, comparison of adjectives, uncountable nouns (tea, sugar, water, rice, research, information, advice, evidence, etc.) abstract nouns (beauty, bravery, curiosity, determination, enthusiasm, fear, anger, hope, hatred, etc.), pathos (in a literary work), ecosystem, pollution, environment, global warming, and the solar system. Following up the drawing activity with a discussion of the relationship between the drawings and the subject matter is important. Do not evaluate the artistic quality of the drawings themselves; instead, seek to ‘draw out’ students’ understanding from the sketches.

Graphic Symbols

One of the most traditional teaching strategies involves writing words on a blackboard. Less common, especially after primary school, is drawing pictures on the board, even though pictures may be extremely important to the understanding of the spatially inclined student. Consequently, Armstrong believes that (2009:89) teachers who can support their teaching with drawings and graphic symbols, as well as words, may be reaching a wider range of learners. This strategy, then, requires teachers to practise drawing at least some part of their lessons — for instance, by creating graphic symbols that depict the concepts to be learned. Here are some examples:

• Drawing time lines when teaching the tenses

• Drawing different symbols or stick figures that express verbs, nouns, possessives, comparatives, etc.

• Indicating ‘root words’ by putting little roots at the base of those words on the board

• Drawing a time line for a novel’s or a short story’s plot or historical event and marking the line not only with dates and names but also with pictures that symbolize events.

You do not need superior drawing skills to use this strategy. Roughly drawn graphic symbols will suffice in most cases. Your willingness to model imperfect drawing can actually serve as an example for students who feel shy about sharing their own drawing with the class.

People with high visual-spatial intelligence respond to the following types of activities (Denard Goldman and Jahn Schmalz, 2003:89):

• The use of visual tools, display areas, peripheral stimuli, changing perspective by rotating seating, appropriate and consistent non-verbal communication by educator.

• Pictorial representations to represent information graphically: charts, diagrams, photographs, flow charts, visual outlines.

• Visual note-taking and brainstorming tools: concept mapping (rank ordering key concepts on a topic), mind mapping (non-linear global map with tree-like branches of information reflecting key concepts and relationships), clustering (brainstorming with arrows connecting ideas), mindscaping (note-taking using pictures).

• Visualization: visual memory techniques, guided imagery.

• Visual variety in teaching aids: highlighting with colour, uses of varying shapes, visual accompaniment for lectures, and discussions or readings.

• Board and card games.

• Architecture, design and creative problem solving through the built, natural and cultural environment.

• The visual arts: blending visual and language arts, integrating art, numbers and graphic symbols.

David Lazear suggests some exercises and strategies to stimulate the students’ visual/spatial intelligence, to support its tacit use in classroom and outside it, and to raise the aware and the strategic use of the intelligence (2000:20-40):

● Look at the clouds with a group of friends and see if you can find such things as animals, people, objects, faces, and so on, hidden in the formations and speak about them.

● Practise exercises for using the active imagination; for example, imagine yourself living in a different period of history or pretend you are having a conversation with your hero/heroine, a character from literature, or a historical figure, write it down and role-play it with your partner.

● Try to express an idea, opinion, or feeling with clay, paints, coloured markers, or pens. Use images, shapes, patterns, designs, textures, and colours, then describe it to your classmates.

● Plan a scavenger hunt with friends. Make complex and interesting maps for each other to follow that will lead to the ‘treasure.’ Use passive voice along the way to fill-in the boxes.

● Create a picture montage on a theme or idea that interests you. Cut out pictures from magazines and arrange them to convey what you want to say, then share your ideas with the class.

● Play games that require the use of visual skills, such as Pictionary.

● Play ‘I’m thinking of something and its colour or shape is …”

● Practise doing something in your imagination before actually doing it, such as a piano recital or sports’ game, then mime it to your group members.

● Make up a story in which your classmates are the heroes and draw pictures to go with it.

● Ask students to draw images or symbols to express feelings (including the colours of how they are feeling), make up a story and then mime it to the class.

● Play blindfold games: students lead each other around blindfolded inside the classroom or outside and guess where they or their classmates are, or some other objects in the classroom, such as “Pin the Tail on the Donkey”.

(https://www.youtube.com/watch?v=59z2fMKyJVI)

● Imagine seeing a place the students have visited or lived in. Each person describes what they are seeing and helps the others see aspects that may have been neglected.

● Students experiment using various visual media (such as paints, clay, coloured markers, or collage) to express what their day or week was like and answer their classmates’ questions about it.

● Students practise leading each other on various fantasy trips in the mind to exotic places and times. They try to actively imagine everything that is suggested in the journey and guess the place, the historical period or the characters.

● Students practise getting around the city by reading a map. They go to a place that is not well-known and get lost intentionally. Their classmates help them get back to a familiar spot by reading the map and describing different sighting landmarks, buildings, streets, parks, and so on.

● Get the students to prepare for a test by drawing pictures of the concepts and/or visually mapping relationships between things they are is studying.

● Ask students to draw a symbol or image to go along with the homework or what they have been studying.

● Have students enter into an imaginary conversation with some person, thing, or concept in a lesson.

● In reading or listening lessons, lead students in ‘pretend you are there’ imagination exercises, followed-up by creative writing or team role-plays.

Teaching Strategies for Bodily/Kinesthetic Intelligence

Bodily/kinesthetic intelligence (sometimes called ‘body smart’ or ‘movement smart’) could be seen in operation if a person is given a computer keyboard with no markings on the keys, and asked to type a letter. If at some time they learnt how to type, their fingers would ‘know’ the keyboard and would likely be able to produce the letter with little or no effort. The body knows many things that are not necessarily known by the conscious mind; for example, how to ride a bike, park a car, catch an object thrown to it, or maintain its balance while walking. Bodily/kinesthetic intelligence also involves the ability to use the body to express emotions and thoughts (such as dance or body language), to play a game or sport, to invent a new product, and to convey ideas (such as charades, mime, and drama). This intelligence entails the potential of using one’s whole body or parts of the body to solve problems or fashion products. Dancers, actors, and athletes demonstrate this type of intelligence. However, this form of intelligence is also important for crafts persons, surgeons, bench-top scientists, mechanics, and other technically oriented professionals.

Karen Denard Goldman and Kathleen Jahn Schmalz call it (2003:88) ‟the intelligence of the physical self. Includes talent in controlling one’s body movements and also in handling objects skilfully. Body-smart individuals can be skilled at sewing, carpentry, or model-building, or they may enjoy physical pursuits like hiking, dancing, jogging, camping, swimming, or boating. They are hands-on people who have good tactile sensitivity, need to move their bodies frequently, and get ‘gut reactions’ to things.”

Writing about ways of accommodating MI in the English classroom, Wendy F. Simeone reminds us that (1995:60-62) there are many learning styles in any given classroom. Thus, many students learn in motion. ‟Their talent lies in their abilities to anticipate the rhythm and direction of the game, to bisect time and space, and with some great ones (…) to become poetry in motion as they harness their physical strength and turn it to graceful precision.” English teachers, on the other hand, are often right-brained. A book in one hand and paper and pen in the other, we map out our strategies on a linguistic playing field. Simeone considers that we have a responsibility to remember that many of our students require a different set of tools to master the concepts in our curriculum. Most of us plan lessons which accommodate both visual and auditory learners, but it is only recently that we have begun to consider our responsibilities to the kinesthetic learners. Emphasizing the role of the ‘active’ English classroom, Simeone claims that students need to get off their chairs and to be active participants in the educational process. The traditional English class obviously offers opportunities for action through role-play, dramatization and improvisation, and most of us should seize every opportunity we can justify to offer these experiences. However, English instruction runs the gamut from grammatical and syntactical analysis to writing, speaking and discursive literary analysis. Thus, if we do not employ concrete connectives, many of our kinesthetic learners will never fully comprehend the power of language.

As Simeone points out, (1995:60) kinesthetic learners learn ‘by doing’, and many language activities are passive. Hence, ‟the challenge lies in providing these learners with bridges to conceptual awareness. Obviously, we cannot realistically provide this with every classwork or homework activity, nor should we. Kinesthetic learners also need to develop their paper and pen skills.”

While health and fitness are increasing in importance in the curriculum, limited school resources and limited time and space in the curriculum make it difficult to include these features in the primary and middle grades. Thus, James Bellanca and Carolyn Chapman suggest that (1997:149-156) rather than think about health and fitness as something else to add, a school can integrate health content and fitness activities throughout the day:

● Use health content (substance abuse prevention, nutrition, body conditioning) as research projects. Make ‘understanding your health’ a major theme for study. Collect a variety of reading materials and other resource documents. Break the theme into subtopics such as nutrition, health care, medicines, and health careers. Have groups of students review the materials and compose lists of questions about the resources. After the students pick the best questions, have them (a) read the material, (b) develop key vocabulary and spelling lists, (c) write summaries, (d) organize the summaries into newspaper or magazine format, (e) create ads for the document, and (f) use a check list or rubric to assess the language arts, fine arts, and thinking skills they have developed.

● Use kinesthetic activities as learning tools for basic subjects. English teachers could use mime as the tool for their high school students to learn vocabulary by acting out the meanings of key words. They could also use role playing and dance so that students learn about characters and events while expending energy and developing bodily/kinesthetic talents at the same time. Moreover, the use of creative dramatics allows students of all ages to engage in active performances. In creative dramatics, kinesthetic performances engage students in learning how to feel the roles, the setting, the problem, or the story line and turn the feelings into a dramatic presentation.

● Use non-competitive new games from cultures around the world as part of cross-cultural studies.

● Design student tasks and assignments that engage students in manipulation of objects and tools to learn grammar, literature, or science concepts.

I agree with Thomas Armstrong who says that (2009:82) ‟students may leave their textbooks and folders behind when they leave school, but they take their bodies with them wherever they go. Consequently, finding ways to help students integrate learning at a ‘gut’ level can be very important to increasing their retention, understanding, and interest.” Traditionally, physical learning has been considered the province of physical education and vocational education. The following strategies, however, show how easy it is to integrate hands-on and kinesthetic learning activities into traditional academic subjects. (Armstrong, 2009:83-85)

Body Answers

Ask students to respond to instruction by using their bodies as a medium of expression. The simplest and most overused example of this strategy is asking students to raise their hands to indicate understanding. This strategy can be varied in any number of ways, however. Instead of raising hands, students could smile, blink one eye, hold up fingers (one finger to indicate just a little understanding, five fingers to show complete understanding), make flying motions with their arms, and so forth. Thomas Blue thinks that (2015:57) ‟to help students engage the bodily/kinesthetic intelligence, the physical self can be activated through warm-up activities such as movement involving clapping, tapping, and the stepping of rhythmic patterns or pulses.” Students can also provide ‘body answers’ during a lecture (“If you understand what I’ve just said, put your finger on your temple; if you don’t understand, scratch your head.”), while going through a textbook (“Anytime you come to something in the text that seems outdated, I want you to frown.”), or in answering questions that have a limited number of answers (“If you think this sentence has parallel construction, I want you to raise your two hands high like a referee indicating a touchdown; if you think it’s not parallel, put your hands together over your head like the peak of a house.).

Classroom Theatre

To bring out the actor in each of your students, ask them to enact the texts, problems, questions or other material to be learnt by dramatizing or role-playing the content. For example, students might dramatize a birthday party for revising past tenses, a shopping scene for studying clothes and accessories or a restaurant scene for studying food, uncountable nouns or some/any/much/many, etc. Classroom Theatre can be as informal as a one-minute improvisation of a reading passage during class or as formal as a one-hour play at the end of the semester that sums up students’ understanding of a broad learning theme. It can be done without any materials, or it may involve substantial use of props and realia. Students may themselves act in plays and skits, or they may produce puppet shows or dramatizations in miniature (e.g., giving directions inside a shopping mall or playing a funfair scene by putting miniature puppets and moving them around to show funfair rides and activities). To help older students who may initially feel reluctant to engage in dramatic activities, try some warm-up exercises.

Kinesthetic Concepts

The game of charades has long been a favourite of partygoers because of the way it challenges participants to express knowledge in unconventional ways. The Kinesthetic Concepts strategy involves introducing students to concepts through physical illustrations or asking students to pantomime specific concepts or terms from the lesson. This strategy requires students to translate information from linguistic or logical symbol systems into purely bodily-kinesthetic expression. The range of subjects is endless. Here are just a few examples of concepts that might be expressed through physical gestures or movements: global warming, playing musical instruments, playing sports, shopping, eating out, animals, visualizing action verbs, the epiphany (of a novel or short story), checking in and out a hotel, at the airport, in a taxi, giving advice, accepting and refusing, etc. Simple pantomimes can also be extended into more elaborate creative movement experiences or dances (such as dancing the irregular verbs chart).

Hands-On Thinking

Students who are highly developed in the fine-motor aspect of bodily-kinesthetic intelligence should have opportunities to learn by manipulating objects or by making things with their hands. Many educators have already provided such opportunities by incorporating manipulatives, realia or prompts (e.g., Cuisenaire rods, wild or marine animals, foods) into teaching English and involving students in experiments or lab work. In thematic projects, too, students can use hands-on thinking — for instance, in constructing adobe huts for a lesson on Native American traditions or in building dioramas of the rain forest or the ocean life for an environmental theme. You can extend this general strategy into many other curricular areas as well. At a rote level, students can study spelling words or new vocabulary words by forming them in clay or with pipe cleaners. At a higher cognitive level, students can express complex concepts by creating clay or wood sculptures, collages, or other assemblages.

Body Maps

The human body provides a convenient pedagogical tool when transformed into a reference point or ‘map’ for specific knowledge domains. One of the most common examples of this approach is the use of fingers in spelling, pronunciation, emphasizing tone units, or counting and calculating. We can map out many other domains onto the body. In teaching countries and nationalities, for example, the body might represent the seven continents or Europe (if the head represents the Nordic countries, where is Italy located?). The body can also be used to map out an ecosystem issue (tropical forests, deserts, mountains, rivers, oceans and seas) or a countryside landscape or city buildings. By repeating physical movements that represent a specific process or idea, students can gradually internalize the process or idea.

Chalkboard Pictionary

One of Wendy Simeone’s kinesthelic language activities is a game she calls ‘Chalkboard Pictionary’ (1995:61). As a follow-up to a mini-unit on African proverbs, she forms teams (students usually opt for the women versus the men). Chalk in hand, they play ‘Pictionary’ with American and African proverbs like, ‘A bird in the hand is worth two in the bush.’, ‘The apple doesn’t fall far from the tree.’, or ‘It takes a whole village to raise a child.’ She loves this activity because it visualizes in concrete terms the symbolic and metaphorical power of proverbs. Proverbs ask us to use words to ‘see images with the mind’s eye’, something which is very difficult for concrete thinkers to do. The process of translating these metaphors and symbols to pictures enables the students to make the language connection and, it is hoped, to strengthen their inferential skills.

Karen Denard Goldman and Kathleen Jahn Schmalz claim that (2003:89) kinesthetically intelligent people learn through involvement in the following activities:

• Drama: formal theatre, role-play, creative dramatics, simulations.

• Creative movement: activities that require getting in touch with one’s body (bodily-knowing), creative movement activities, content-specific movement activities.

• Dance: telling a story through dance sequences.

• Manipulative activities such as task cards (cards cut into two in jigsaw puzzle manner with matching content written on each piece, mixed with other card pieces and distributed among learners for matching; flash cards), task card puzzles (individual pieces distributed and assembled by learners to create picture reflecting major theme), model making.

• Games: scavenger hunts, floor games (card sorts, flow chart building), physical response games, review games.

• Exercise breaks: quick energizers, exercise.

Here are some other techniques to stimulate the intelligence in students and to support its aware use in classroom (Lazear, 2000:21-44):

● After a presentation or role-play, have everyone in a group express their reactions to it through a physical gesture, action, movement, posture, or other body language.

● Have students mime and guess different physical activities, such as everyday physical tasks, walking, dancing, jogging, shovelling snow, washing dishes, brushing their teeth, eating, buttoning a shirt or fixing the car, trying to match their mood. Ask them if they can become aware of their actions, what their body knows, how to do, and how it functions.

● Play games that require physical movement and the use of the body: Twister, charades.

(https://www.youtube.com/watch?v=E561SwIbOoY)

● Students make up a dance or play drama about a historical event, a movie or a story they have read.

● Create a two or three-minute weekly or monthly class exercise routine that you do together every lesson.

● Get students to role-play a problem they are facing as a class, trying out a variety of solutions.

● Make a list of the body language class members use to express themselves and their feelings.

● Have students role-play/mime an idea, opinion, situation, or feeling using only body movement and physical gestures to communicate.

● Students mime going for a walk and practise walking in different ways to match certain moods/feelings: the thinking-things-over walk, the angry walk, the walk-of-joy/excitement, the walk-of-sadness/depression, the determined walk, and so on.

● Give students opportunities to practise physical mindfulness. Have them choose some routine activity, mime and perform it in slow motion, carefully observing the body in action.

● Students think of a challenge they are facing. Is it like trying to blast through a brick wall, being caught in a spider web, or what? They physically act out breaking through the wall,

untangling themselves from the web, or whatever matches their image of the problem.

● Help students learn vocabulary words by using physical actions movements.

● When teaching useful expressions for giving opinions like agreeing and disagreeing, interrupting someone, giving advice or suggesting alternatives, have students role-play real-life situations or key concepts when studying grammar notions like the tenses, passive voice, phrasal verbs or the conditionals.

● Play ‘Body-Language Jeopardy’ (one person does a gesture, the others tell what it means and/or the feelings it conveys). Talk about use of appropriate body language in everyday communication. (https://jeopardylabs.com/play/body-language17)

● Have students make appropriate hand gestures or body movements to go along with a story as it is being read or listened to.

Thus, in Wendy Simeone’s words (1995:62), ‟the kinesthetic activities are designed to stimulate all learning styles, but especially to provide the athletes, musicians, and artists in any classroom with some success and to foster a love for language and literature in all of our students.”

Teaching Strategies for Musical/Rhythmic Intelligence

We use our musical/rhythmic (also ‘auditory’/‘vibrational’) intelligence when we play music to calm ourselves when we are stressed out or to stimulate ourselves when we’re bored and feeling down. Many of us use music and rhythm to attain a steady rhythm when jogging, cleaning the house, or learning to type. Musical/rhythmic intelligence is involved when we hear a jingle on the radio and find ourselves humming it over and over throughout the day. It is active when we use tones and rhythmic patterns (instrumental, environmental, and humans) to communicate how we are feeling and what we believe, for example the sounds of intense joy, fear, excitement, and loss; or to express the depth of our religious devotion or the intensity of national loyalty.

Karen Denard Goldman and Kathleen Jahn Schmalz consider that (2003:88) musical intelligence includes the capacity to perceive, appreciate, and produce rhythms and melodies. ‟It resides in the mind of any individual who has a good ear, can sing in tune, keep time to music, and listen to different musical selections with some degree of discernment.”

For thousands of years, knowledge was imparted from generation to generation through the medium of singing or chanting. In the 20th century, advertisers have discovered that musical jingles help people remember their client’s product. Educators, however, have been slower to recognize the importance of music in learning. As a result, most of us have thousands of commercial musical jingles in our long-term memory but relatively few school-related musical pieces. The following strategies will help teachers begin to integrate music into the core curriculum.

Rhythms, Songs, Raps, and Chants

Take the essence of whatever you are teaching and put it into a rhythmic format that can be either sung, rapped, or chanted. At a rote level, this can mean spelling words to the rhythm of a metronome (https://www.metronomeonline.com/) or singing the irregular verbs to the tune of a popular song. You can also identify the main point you want to emphasize in a lecture, the main idea of a story, or the central theme of a concept and then place it in a rhythmic format. For example, to teach the conditionals, one-half of the class can chant “I would have come to you, have come to you, have come to you…” while the other half repeats: “if I had had enough time, had had enough time, had had enough time…, etc.” Inviting students themselves to create songs, raps, or chants that summarize, synthesize, or apply meanings from subjects they are studying moves students to an even higher level of learning. This strategy can also be enhanced through the addition of percussion or other musical instruments.

Discographies

Supplement your bibliographies for the curriculum with lists of recorded musical selections — tapes, compact discs, MP3 files, and other audio formats — that illustrate, embody, or amplify the content you want to convey. For example, in developing a unit about past tenses you could collect songs that contain past constructions, like “Somebody that I Used to Know” or “Call Me Maybe” (https://www.fluentu.com/blog/educator-english/songs-for-teaching-english/). Their lyrics allow them to think about which past tense is appropriate to use and why. While upper-intermediate and advanced students will usually have seen quite a few different verb tenses in their day, they may have yet to encounter the subjunctive, and that’s where “If I Were a Boy” comes in. Use this song to introduce a lesson on the subjunctive, asking students what they think this mood implies in English. Once you’ve established the correct use of the subjunctive with your students, allow them to come up with their own “If I were …” scenarios. You can either have them share these statements orally in class or use this in-class preparation for a take-home written production assignment. If it’s the latter, it’s up to you whether you want students to write a more formal essay or a song of their own! After listening to the recordings, the class can discuss the content of the songs in relation to the themes of the unit. Additionally, you can find recorded musical phrases, songs, or pieces that sum up in a compelling way the key point or main message of a lesson or unit. Such ‘musical concepts’ are often effective openers (providing an anticipatory set or ‘hook’) to a lesson.

Supermemory Music

Twenty-five years ago, educational researchers in eastern Europe discovered that students could more easily commit information to memory if they listened to the teacher’s instruction against a musical background. Baroque and classical musical selections in 4/4 time were found to be particularly effective (e.g., Pachelbel’s Canon in D and the Largo movements of concertos by Handel, Bach, Telemann, and Corelli). (https://www.youtube.com/watch?v=SaCheA6Njc4) Students should be in a relaxed state (putting heads on desks) while the teacher rhythmically gives the information to be learnt (e.g., spelling or vocabulary words, grammar facts) against the musical background.

Musical Concepts

Musical tones can be used as a creative tool for expressing concepts, patterns, or schemas in many lessons. For example, to convey musically the intonation of a sentence, begin humming at a certain tone, and then gradually drop or raise the tone, indicating the gradual change in tone and pitch. You can also use rhythms to express ideas. For example, as Armstrong suggests (2009:87) in a lesson on Shakespeare’s Romeo and Juliet, the teacher can pit the rhythms of the Montagues and the Capulets against each other to suggest the two families in conflict, while in the midst of those rhythms, two quieter musical patterns can be heard coming into harmony with each other (Romeo and Juliet). This strategy offers ample opportunity for creative expression from both teachers and students.

Mood Music

Locate recorded music that creates an appropriate mood or emotional atmosphere for a particular lesson or unit. Such music can even include sound effects (nonverbal sounds are processed through the musical intellect), nature sounds, or classical or contemporary pieces that facilitate specific emotional states. For example, just before students are about to read a paragraph or story that takes place near the sea, play a recording of sea sounds (waves crashing up against the shore, sea gulls crying, etc.) or La Mer (The Sea) by Claude Debussy.

(https://www.youtube.com/watch?v=4O9PqE82STc)

Learners with well-developed musical intelligence also learn well when educational methods include the following activities (Denard Goldman and Jahn Schmalz, 2003:89):

• Making up or singing songs about the content area using songs familiar to the learner.

• Playing appropriate music before, during, or after presentations to create or maintain a pleasant atmosphere and help learners warm up, relax, rejuvenate or reinvigorate, and/or focus, and to ease transitions between program segments.

• Asking learners to identify and sing or recite the words of songs that emphasize or contradict the message or theme of the presentation.

Other strategies and exercises to stimulate the musical/rhythmic intelligence (Lazear, 2000:22-45):

● Get students to make a list of different types of music they own or have access to, listen to several minutes of each type and note how each affects them; for example, feelings, images evoked, memories sparked, and so on.

● Students think of something they want to remember, or something they want to teach someone, choose a well-known tune and create a simple song using the information to be remembered or taught.

● Have students experiment expressing different feelings (for example, fear, contentment, anger, exhaustion, exhilaration, and so on) through vocal sounds alone (no words), trying to produce different volumes, pitches, tones, and noises to communicate their meaning for the class to guess.

● Read a story and practise ‘illustrating’ it with various sound effects, music, rhythmic beats, tones, and so on — much like an old-time radio show.

● Get them to learn English by playing with the music videos and filling in the lyrics of their favourite songs, on LyricsTraining. (https://lyricstraining.com/)

● Students make a list of the different music class or family members like at different times of the day, then create a song about their friends or family using a popular tune.

● Play music recognition games such as Name That Tune or Guess the Song apps. (https://www.sporcle.com/games/AuroraIllumina/do-not-press-pause)

● Discuss the use of music in TV shows (for example, to create tension in dramas or action shows).

● Have students learn songs and sing them together as a class or team, for example, popular songs, Christmas carols, Broadway tunes, church songs.

● Put certain grammar or class rules to music and rehearse them by singing the song.

● Get students to list the sounds each member of their group makes to express him/herself at different times and in different situations.

● Have students listen to some sounds in several different situations and list every sound they hear. See if they can picture what is making the sound and what is going on (for example, sound of the traffic, sounds from nature, sounds different animals or other people make).

● Students practise making certain sounds to express emotions: contentment, fear, anger, sadness, excitement, disappointment, and so on, then experiment with using these sounds to punctuate their conversation with others, in role-plays or to accompany a story.

● Get them to decide the major stages of their school life, as a class, then choose a piece of music to go with each stage, then listen to each piece.

● Brainstorm and experiment with different kinds of music and beats as a background to enhance performance during activities; for example, music to lower stress in a test or assessment, promote creativity, help attention and concentration, make them happy, or help focus on a task.

● Get students to illustrate a story or other activity using sound, rhythm, music, beats, and other tonal patterns or noises.

● Groups of students can create rap songs about characters from a story/novel.

(Bellanca et alii, 1997:17)

● When students are reading about a period of history or another culture or tradition, play

music from that period or place and get them to perform folk songs from that culture in karaoke version.

Teaching Strategies for Interpersonal Intelligence

We experience our interpersonal intelligence (sometimes called ‘people smart’) most directly whenever we are part of a team effort, whether it be a sports game, a church committee, or a community task force. This intelligence utilizes our ability to engage in verbal and nonverbal communication, and our capacity to notice distinctions among ourselves, for example, contrasts in moods, temperament, motivations, and intentions. Interpersonal intelligence allows us to develop a genuine sense of empathy and caring for each other. Through this person-to-person way of knowing, we maintain our individual identity, but also become more than ourselves as we identify with and become part of others. We can stand in another’s shoes and understand his or her feelings, fears, anticipations, and beliefs. Salespeople, teachers, clinicians, religious leaders, political leaders, and actors all use an acute interpersonal intelligence.

As Karen Denard Goldman and Kathleen Jahn Schmalz call it (2003:88), interpersonal intelligence is ‟the ability to understand and work with other people. It requires a capacity to perceive and be responsive to the moods, temperaments, intentions, and desires of others. An interpersonally intelligent individual may be very compassionate and socially responsible, or manipulative and cunning, but they all have the ability to get inside the skin of another person and view the world from that individual’s perspective. As such, they make wonderful networkers, negotiators, and teachers.”

Thomas Blue believes that (2015:59) students become aware of their interpersonal intelligence through their group tasks, competitive activities, or programs, and trips. As students become more familiar with their interactions with each other and their own intentions, motivations, and learning desires, they can become more engaged in their relationship with the things they study. These interactions and classroom experiences can translate into more meaningful life experiences and ‘performances’, because the students now have a personal connection with studying.

Some students need time to bounce their ideas off other people if they are to function optimally in the classroom. These social learners have benefited most from the emergence of cooperative learning. But since all children have interpersonal intelligence to one degree or another, every educator should be aware of teaching approaches that incorporate interaction with and among people. The following strategies can help tap each student’s need for belonging and connection to others.

Peer Sharing

Sharing is perhaps the easiest of the MI strategies to implement. All you need to do is say to students, “Turn to a person near you and share _______.” The blank space can be filled with virtually any topic. You might want students to process material just covered in class (“Share a question you have about what I just presented”). Or you might want to begin a lesson or unit with peer sharing to unlock students’ existing knowledge about the topic under study (“Share three things that you know about the relative pronouns.”). You may want to set up a ‘buddy system’ so each student shares with the same person each time. Or you may want to encourage students to share with different members of the class so that by the end of the year, each person has formed a sharing partnership with every student in the classroom. Sharing periods can be short (30 seconds) or extended (up to an hour or more). As Armstrong remarks (2009:88), peer sharing can also evolve into peer tutoring (one student coaching or teaching specific material to another student) or cross-age tutoring (an older student working with a younger student in a different class).

People Sculptures

Anytime students are brought together to collectively represent in physical form an idea, a concept, or some other specific learning goal, there is the possibility for a people sculpture to exist. If students are studying our planetary system, they can build a people sculpture of our galaxy in which each person represents a planet, star, satellite, comet, meteor or asteroids. For a unit on inventions, students can create people sculptures of different inventions, complete with moving parts. Similarly, students can build people sculptures to represent spelling words (each person holding up a letter), sentences (each student representing a word), or whole paragraphs (each person taking responsibility for a complete sentence). Assign a student to help ‘direct’ the activity, or let the components of the sculpture organize themselves. The beauty of this approach is in having people represent things that were formerly represented only in books or lectures. In Armstrong’s words, ‟people sculptures raise learning out of its remote theoretical context and put it into an immediately accessible social setting.” (2009:88)

Cooperative Groups

The use of small groups working toward common instructional goals is the core component of the cooperative learning model. Such groups generally work most effectively when they have three to eight members. Students in cooperative groups can tackle a learning assignment in a variety of ways. The group may work collectively on a written assignment, for example, with each member contributing ideas — much as screenwriters work when preparing a television episode or as scientists do in preparing a scientific paper. The group may also divide its responsibilities in a number of ways. In one case, the group may assign activities based upon the structure of the assignment, with one member doing the introduction, another taking care of the middle section, and another contributing the conclusion. Or groups may use a ‘jigsaw’ strategy and assign each student responsibility for a particular paragraph or subtopic. Alternatively, they may assign different roles among group members, so that one person does the writing, a second reviews the writing for spelling and punctuation errors, a third reads the report to the class, and a fourth leads the ensuing discussion. Cooperative groups are particularly suitable for MI teaching because they can be structured to include students who represent the full spectrum of intelligences. For instance, a group charged with the task of creating a videotaped presentation might include a socially developed student to help organize the group, a linguistically inclined member to do the writing, a spatially oriented student to do the drawing, a bodily-kinesthetically disposed student to create props or be a leading actor, and so forth. Cooperative groups provide students with a chance to operate as a social unit — an important prerequisite for successful functioning in real-life work environments.

Board Games

Board games are a fun way for students to learn in the context of an informal social setting. On one level, students are chatting, discussing rules, throwing dice, and laughing. On another level, however, they are engaged in learning whatever skill or subject happens to be the focus of the game. Board games can be easily made using manila file folders, magic markers (to create the typical winding road or path), a pair of dice, and miniature cars, people, or coloured cubes (available at toy stores or at teacher supply stores) to serve as game pieces. Topics can include a wide range of subjects, from pronunciation facts and phonics skills to ecosystems data or environmental issues and sequence of tenses or word formation questions. The information to be learnt can be placed on the individual squares of the winding road or on cards made from tag board or thick construction paper. Answers can be provided in a number of ways: on a separate answer key, from a specially designated ‘answer person’, or on the board squares or cards themselves (glue a tiny piece of folded paper to each square; on the top flap write the question or problem and on the bottom flap, the answer; players then simply open the flap to read the answer). You can also design board games that involve quick open-ended or activity-oriented tasks. Simply place the directions or activities on each square or card (e.g., “Explain what you would do to control pollution if you were president of the United States.” or “Look up the word threshold in the dictionary.” or ‟Role-play a scene at a hotel complaining about their food service containing ten adjectives or a funny situation using holiday words or phrasal verbs with off.”). (https://busyteacher.org/classroom_activities-speaking/roleplays/)

Simulations

A simulation involves a group of people coming together to create an ‘as-if’ environment. This temporary setting becomes the context for getting into more immediate contact with the material to be learnt. For example, students studying a historical period might actually dress up in costumes of that era, turn the classroom into a place that might have existed then, and begin acting as if they were living in that time. Similarly, in learning about geographical regions or ecosystems, students could turn the classroom into a simulated jungle or rain forest. Simulations can be quick and improvisational in nature, with the teacher providing an instant scenario to act out: “Okay, you’ve just gotten off the boat from your trip to the New World and you’re all standing around together. Begin the action!” Or they can be ongoing and require substantial preparation, such as props, costumes, and other paraphernalia to support the illusion of a particular era or region of the world. Although this strategy involves several intelligences (including bodily-kinesthetic, linguistic, and spatial), it is included in the interpersonal section because the human interactions that take place help students develop a new level of understanding. Through conversation and other interactions, students begin to get an insider’s view of the topic they are studying.

Karen Denard Goldman and Kathleen Jahn Schmalz consider that (2003:89-90) interpersonal intelligence learners are individuals with strong interpersonal intelligence who respond well to the following types of activities:

• Collaborative learning experiences.

• Cooperative learning activities: cooperative out-loud problem solving; cooperative group discussion of situations or issues.

• Service activities: volunteer work, club or co-curricular activities, community service.

• Activities that appeal to learners’ interests in other people’s greetings; talk; meetings; role relationships; gestures; personal appearance; expressions of general attitudes by age, sex, and position; languages; religion and philosophy; holidays and holy days; work; diet and food customs; recreation, leisure, sports; arts; history and government; transportation and communication systems; health; sanitation and medical facilities; land and climate; customs; courtesies, and conditions; with follow-up storytelling and/or role playing to demonstrate lessons learnt.

In David Lazear’s opinion (2000:23-45), the following strategies and exercises could be used in class to stimulate students’ interpersonal intelligence and support its aware and strategic use in classroom:

● Get students to work with a partner to try to reproduce a complex drawing, shape or design they have drawn. These are the rules: (1) verbal instructions only; (2) partner may not look at the drawing; (3) partner may ask him/her any question; and (4) he/she can’t look at what the person is drawing.

● Have students explore different ways to express encouragement and support among each other (for example, facial expressions, body posture and language, gestures, sounds, words, and phrases), and practise giving encouragement and support to their classmates after activities in class every day.

● Get them to practise listening deeply and fully to another person, force themselves to stay focused on what is being said, and ask relevant questions, make appropriate comments, or paraphrase to check for their own understanding.

● When they work in teams or groups, being part of a team effort, get one or two students in each group to watch for positive and negative team behaviour, based on verbal and nonverbal clues, for example, gestures, attitudes, words and expressions, voice tone, body language, feelings and emotions, encouragement and cooperation or, on the contrary, hesitation, lack of involvement, excessive shyness or teasing (positive behaviours are things that help the team work together and be successful).

● Have students play various communication games as educational tools or to help highlight the negative effects gossip can have on a person, such as ‘telephone’, ‘gossip’ games (Gossip Tellers, This is Me, Gossip Revisited, Gossip Murder), active listening games for teenagers (interviews, sport games, Changes, telephone games), fun gratitude games (Gratitude Grab Bag, Brainstorming, The Gratitude Letter, Circle of Praise), talking or funny games for groups (Story Chain, Famous Name, Truth or Dare, Two Truths and a Lie, Guess the Act, Telephone, Curses), children’s games that demonstrate forgiveness (Linking Up, Talent Show, Hot Potato) or ice breaker games for small groups (Fact or Fib, Dictionary, Name Game). (https://ourpastimes.com/gossip-game-ideas-8540539.html)

● Create a class project with each member having a part to complete.

● Role-play what to do when there is disagreement of opinions in class or between classmates.

● Have them give each other supportive/clarifying feedback on some personal achievement, tasks or goals, and practise giving positive encouragement to each member of the classroom on demanding and stressful situations.

● After watching a short video, a TV show or movie, have students see if they can guess what their partner or group members thought about it.

● In speaking activities in pairs, have students practise extending each other’s response by asking relevant questions which help them understand where their interlocutors are coming from, get to know their partners and their thinking as much as they can.

● Get students experiment with different ways to help class teams/groups improve their interpersonal skills, create a group motto, emblem, and cheer, list accomplishments on the wall, plan a celebration, or discuss what’s going well in the group and what needs improvement.

● Divide a homework assignment into sections, with each class member learning one part,

then teaching it to the others; give a quiz to make sure each person ‘got it’.

● For a group research project, help students to map out a research plan, then get them to create a multimodal report for the class.

● Create a game in which the whole class help each other prepare for a test, for example, ‘Mammals Trivia’, ‘Parts-of-Speech Bingo’, ‘Tense-Changes Jeopardy’ or ‘Irregular Verbs

Wheel of Fortune’. (https://www.funtrivia.com/quizzes/animals/wild_mammals.html)

● When a student has a paper to write as an assessment, ask the class to brainstorm ideas for him/her. The student writes it, using whatever ideas seem appropriate. His or her classmates give feedback and ask questions.

● Have the students experiment with a class council in which individuals air complaints about their school work, share difficulties, celebrate successes, plan, or share ideas.

● Groups of students can make performances, for example, write cigarette, alcohol, and drug abuse playlets to represent at a school assembly.

● They can make a demonstration and show how characters in a story could have solved the story problem in a different way. (Bellanca et alii, 1997:17)

● Teach students how to do reflective listening, where they listen to a person, a recording, or watch a video and then paraphrase what has been said and/or seen; when doing the activity in pairs, they can ask the other person about his or her feelings, making observations about body language, mimic gestures and so on.

● Give students a list of various interpersonal skills and then target time to work on one skill per week as a class; interpersonal skills are the skills we use every day when we communicate and interact with other people, both individually and in groups; they include a wide range of skills, but particularly communication skills such as listening and effective speaking; they also include the ability to control and manage your emotions. Students can improve their interpersonal skills by developing their awareness of how they interact with others and practising their skills. These interpersonal skills include: communication skills (verbal, non-verbal and listening skills), emotional intelligence, team-working, negotiation, persuasion and influencing skills, conflict resolution and mediation, problem solving and decision-making. (https://www.skillsyouneed.com/interpersonal-skills.html)

James Bellanca and Carolyn Chapman also believe that (1997:179-183) the student with this intelligence responds to a ‘we’ atmosphere in the classroom. A great way to get this student’s attention is to start a lesson with the think-pair-share strategy such as: ‟Think what we know about … . Now, turn to your partner and share what you already know.”

The interpersonal student also enjoys instruction organized through cooperative study groups, base groups, group investigations, group games and activities, informal pair-sharing, team projects, and pair tutors.

The authors think that to construct an interactive classroom where development of the interpersonal intelligence is purposeful, teachers need to see themselves as facilitators of interactive learning. They will have to teach the cooperative social skills, model their use, and set up learning tasks that require the students to practise and to assess use of the targeted social skills. As students work in groups, teachers monitor how well students perform their assigned roles, cooperate with others, and complete the group task. The assessment tool that can be most helpful in this group learning environment is the observation check list.

Moreover, embedding interpersonal skills in every learning task is a beneficial goal for several reasons. First, when students practise cooperative social skills in their daily interaction, the teacher has fewer management and discipline issues to worry about. Most discipline problems arise from students who cannot interact in positive ways with the teacher or their peers. The teacher has the option of constantly putting out these fires or of encouraging students to take responsibility for communicating in positive ways. By teaching and assessing cooperative social skills, the teacher can diminish his or her involvement in discipline and increase all the students’ involvement in positive interactions.

Bellanca and Chapman consider that (1997:186-187) of all the intelligences, the interpersonal is the easiest to assess. Integrating interpersonal intelligence requires the teacher to move away from total direct instruction, often described as the ‘sage on the stage,’ to a wide range of student-cantered, interactive groupings. The room should be set up to encourage the interpersonal intelligence. When the classroom desks are organized into small, clustered work stations and cooperative guidelines are prominently posted, interactive thinking is encouraged on a daily basis.

‟If this intelligence is integrated across the curriculum, it will be demonstrated in so many positive ways. Students will be involved in group activities ranging from peer editing to group investigation. Students will talk, some excitedly, some more controlled, and the teacher will be difficult to spot because he or she will be involved in one of the group discussions. The atmosphere will exude warmth and encourage the free flow of ideas. Students and teachers will react in respectful ways. Students will reinforce and support one another. Attendance will improve and discipline problems will diminish. (…) If a school’s goal is to integrate the curriculum through the multiple intelligences, one of the easiest ways to begin is to honor and employ the interpersonal intelligence throughout the learning environment.”

Teaching Strategies for Intrapersonal Intelligence

Intrapersonal intelligence (sometimes called ‘self-smart’, or ‘Intelligence of the Inner-Self’) is the introspective intelligence. It allows us to be self-reflective; that is, to step back from and watch ourselves, like an outside observer. Intrapersonal intelligence involves knowledge about and awareness of the internal aspects of the self, such as knowledge of feelings, thinking processes, self-reflection, and a sense of/or intuition about spiritual realities. Both self-identity and the ability to transcend the self are part of the functioning of intrapersonal intelligence. When we experience a sense of unity, have an intuition about our connection with the larger order of things, experience higher states of consciousness, feel the lure of the future, and dream of unrealized potentials in our lives, it is the result of our intrapersonal way of knowing.

Karen Denard Goldman and Kathleen Jahn Schmalz believe that (2003:88) people strong in this kind of smart ‟can easily access their own feelings, discriminate among many different kinds of inner emotional states, and use their self-understanding to enrich and guide their lives. They are often counsellors, theologians, and self-employed business people; can be very introspective and enjoy meditation, contemplation, or other forms of deep soul-searching.” On the other hand, they might be fiercely independent, highly goal directed, and intensely self-disciplined. They prefer to work on their own rather than with others.

Most students spend about six hours a day, five days a week in a classroom with 25 to 30 other people. For individuals with strongly developed intrapersonal intelligence and an introverted personality, this intensely social atmosphere can be somewhat claustrophobic. Hence, teachers need to build in frequent opportunities during the day for students to experience themselves as autonomous beings with unique life histories and a sense of deep individuality. Each of the following strategies helps accomplish this aim in a slightly different way (Armstrong, 2009:91-93):

One-Minute Reflection Periods

During lectures, discussions, project work, or other activities, students should have frequent ‘time outs’ for introspection or focused thinking. One-minute reflection periods offer students time to digest the information presented or to connect it to happenings in their own lives. They also provide a refreshing change of pace that helps students stay alert and ready for the next activity. A one-minute reflection period can occur anytime during the school day, but it may be particularly useful after the presentation of information that is especially challenging or central to the curriculum. During this one-minute period (which can be extended or shortened to accommodate differing attention spans), there is to be no talking and students are to simply think about what has been presented in any way they’d like. Silence is usually the best environment for reflection, but you occasionally might try using background ‘thinking’ music as an option. Also, students should not feel compelled to ‘share’ what they thought about, but this activity can be combined with Peer Sharing to make it both an intra- and interpersonal activity.

Personal Connections

The big question that accompanies strongly intrapersonal students through their school career is: “What does all this have to do with my life?” Most students have probably asked this question in one way or another during their time in school. It’s up to teachers to help answer this question by continually making connections between what is being taught and the personal lives of their students. This strategy, then, asks you to weave students’ personal associations, feelings, and experiences into your instruction. You may do so through questions (“How many of you have ever … ?”), statements (“You may wonder what this has to do with your lives. Well, if you ever plan on …”), or requests (“I’d like you to think back in your life to a time when …”). For instance, to introduce a lesson on the body parts and internal organs you might ask, “How many people here have ever broken a bone?” Students then share stories and experiences before going on to the lesson itself. Or, for a lesson on travelling, you might ask, “Has anybody ever been to another country? What country?” Students then identify the countries and places they’ve visited and locate them on the map.

Choice Time

Giving students choices is as much a fundamental principle of good teaching as it is a specific intrapersonal teaching strategy. Essentially, choice time consists of building in opportunities for students to make decisions about their learning experiences. Making choices is like lifting weights. The more frequently students choose from a group of options, the thicker their ‘responsibility muscles’ become. The choices may be small and limited (“You can choose to work on the exercises on page 12 or 14.”), or they may be significant and open-ended (“Select the kind of project you’d like to do this semester”). Choices may be related to content (“Decide which topic you’d like to explore next.”) or to process (“Choose from this list a method of presenting your final project.”). Choices may be informal and spur of the moment (“Okay, would you rather stop now or continue talking about this?”), or they may be carefully developed and highly structured.

Feeling-Toned Moments

One of the sadder findings of John Goodlad’s A Study of Schooling (2004) was that most of the 1,000 classrooms observed had few experiences of true feeling — that is, expressions of excitement, amazement, anger, joy, or caring. All too often, teachers present information to students in an emotionally neutral way. Yet we know that human beings possess an ‘emotional brain’ consisting of several subcortical structures (Armstrong, 2009:92-93). To feed that emotional brain, educators need to teach with feeling. This strategy suggests that educators are responsible for creating moments in teaching where students laugh, feel angry, express strong opinions, get excited about a topic, or feel a wide range of other emotions. Teachers can help create feeling-toned moments in a number of ways: first, by modelling those emotions yourself as you teach; second, by making it safe for students to have feelings in the classroom (giving permission, discouraging criticism, and acknowledging feelings when they occur); and finally, by providing experiences (such as movies, books, and controversial ideas) that evoke feeling-toned reactions.

Goal-Setting Sessions

One of the characteristics of highly developed intrapersonal learners is their capacity to set realistic goals for themselves. This ability certainly has to be among the most important skills necessary for leading a successful life. Consequently, educators help students immeasurably in their preparation for life when they provide opportunities for setting goals. These goals may be short-term (“I want everybody to list three things they’d like to learn today.”) or long-term (“Tell me what you see yourself doing 25 years from now.”). The goal-setting sessions may last only a few minutes, or they may involve in-depth planning over several months’ time. The goals themselves can relate to academic outcomes (“What grades are you setting for yourself this term?”), wider learning outcomes (“What do you want to know how to do by the time you graduate?”), or life goals (“What kind of occupation do you see yourself involved with after you leave school?”). Try to allow time every day for students to set goals for themselves. Teachers may also want to show students different ways of representing those goals (through words, pictures, etc.) and methods for charting their progress along the way (through graphs, charts, journals, and time lines).

Thus, learners with strong intrapersonal intelligence learn best from ‟activities that bring their thoughts and feelings into consciousness”, such as (Denard Goldman and Jahn Schmalz, 2003:90):

• Self-esteem enhancement activities: private, individualized acknowledgment of achievements or strengths; compliment circles (round robin of learners complimenting each other); peer-led programs; pairing with mentor; involvement in peer networks.

• Goal setting and action planning activities: realistic goal setting; skill development; barrier identification; progress markers; use of short-term contracts; daily affirmations.

• Thinking skill development exercises: providing insight into how they think and attitudes that are beneficial or detrimental to their thinking.

• Activities that allow learners to identify and express their feelings on the topic: journal writing; interviews with feedback.

• Self-directed learning driven by learners; guided by educators who teach the learning process rather than a topic content.

• Exercises that identify resources for personal support.

• Activities that clarify values.

Here are some strategies for stimulating students’ intrapersonal intelligence, suggested by David Lazear (2000:24-45):

● Have students make a mood graph showing the high points and low points (as well as points in between) of their day. Note the external events that contributed to the different moods.

● Get students evaluate their thinking strategies and patterns in different situations, then role-play those situations in pairs or small groups; for example, a problem arises in a well thought-through plan, an emergency or crisis occurs, or you have to make a decision when there are a number of viable and attractive options.

● In the midst of a routine activity, let students practise acute mindfulness; that is, an intense awareness of everything going on: thoughts, feelings, physical movements, and inner states of being and ask them to give feedback and share those thoughts and feelings with the whole class.

● As part of both formative and summative assessment, get them to keep a daily/weekly journal or reflective log where they record their thoughts, feelings, ideas, insights, and important events from their day/week. Let students try a variety of recording media such as writing, drawing, singing, acting out, painting, or sculpting their reflections. Designate time each week for sharing.

● Have students pretend they are an outside observer watching their thoughts, feelings, and moods on different occasions, notice different patterns that seem to kick into gear in certain situations, for example, the ‘anger pattern’, ‘playfulness pattern’, ‘anxiety pattern’, ‘homework and studying pattern’, ‘doing house chores pattern’, ‘boredom pattern’, or ‘good spirits pattern’, and write about it.

● After a demanding activity, play games that require focus and concentration of the mind, like ‘Concentration’, rhythm games, storytelling memory games, counting, missing item, word list memory games, and rhyming word games.

(https://icebreakerideas.com/memory-games/)

● Have each student create a personal emblem or symbol then explain it to the rest of the class.

● Get them experiment with keeping a mood chart or graph to track their feelings during the day or week. Note high points, low points, and middle-of-the-road points. Note what kinds

of external things were happening at each point.

● Advise students to keep a special notebook for keeping track of their thinking and learning; for example, write about the main idea of a lesson, or tell what they find interesting and boring about this lesson, and so on, then share it to the class.

● Have learners pretend they can become what the class is studying or reading about and learn about it from the inside out; for example, become a tree or plant to learn about environment and ways of protecting it, become an animal and speak about animal fears and threats, imagine being an insect and tell what life is like, or pretend to be an organ in the body and describe a typical day.

● Provide chances for students to think and write about “Questions I’m thinking about,” “New understandings about life,” “Things I feel,” or different techniques for building self-esteem and esteem for others and affirmation exercises like ‟What’s right with me”, creating personal symbols of possibility, as a result of something assigned.

● Teach students how to have an imaginary conversation with someone or something that was upsetting from the day, speaking or writing about feelings they had, and how to resolve these feelings.

● When learners are working in pairs or groups, get them to imagine being a character from a story or a movie and, projecting themselves into a future situation, plan how they will handle difficulties and/or challenges that the character faces.

James Bellanca and Carolyn Chapman think that (1997:165-172) the intrapersonal intelligence is one of the easiest to assess if it is integrated across the curriculum. Teachers want to promote thoughtful, creative, critical thinkers and to do this they need to give students time to think. If the intrapersonal intelligence is made a priority in an integrated curriculum, students should have ample opportunities to reflect on what was learnt from any meaningful activity in terms of both skill development and application.

‟Writing down a major idea or insight gained from a just-completed interaction does not take much time from the school day. But it does give a broader sense of meaning to what school is all about for students. This time for reflection crystallizes the learning experience and the insights gained. Teachers can help their students grow immeasurably by affording them the time to reflect. The few minutes spent encouraging students to Take out your thinking logs and write down one insight you had or one question you will have or one thing you enjoyed about this activity is well spent. What assurance students feel because they realize the activity they were involved in had merit and could be learned from and enjoyed.” (Bellanca et alii, 1997:167)

Bellanca and Chapman add that students in the primary grades who don’t yet have writing skills well in hand can draw a picture about what they just experienced. “When students are asked to draw at whatever age, they are being asked to use the highest-order thinking skills; they are being asked to synthesize. They are being asked to put together information so that it makes sense to them, and when the information makes sense, it is learned. The biggest difficulty teachers have with the intrapersonal intelligence is providing time for reflection. (…) When a teacher asks students to work alone, it should be for the purpose of independent exploration, developing problem-solving possibilities, or reflecting on what the learning process and the various activities are all about. The work that Gardner has done demonstrates that the human mind is a highly motivated learning machine that is able to understand incredibly complex concepts. The mind does this when given the opportunity to reflect, to process the connection between what is already known and that which is new information, and to internalize what it means personally. Reflection is the key to enhanced learning, and time for it needs to be built into the integrated curriculum for that curriculum to make sense.”

Teaching Strategies for Naturalist Intelligence

The naturalist intelligence (sometimes called ‘nature smart’) deals with all that we know in and through the natural world (as opposed to the world created by humans). This intelligence is highly sensitive to and stimulated by all aspects of nature, including plants, animals, the weather, and physical features of Earth. It includes such skills as recognizing various categories and varieties of animals, insects, plants, flowers, and so on. It involves the ability to grow things and to care for and train animals. And it involves a sensitivity to and love for Earth, as well as a desire to care for and protect its natural resources.

Karen Denard Goldman and Kathleen Jahn Schmalz (2003:88) define the naturalist intelligence as ‟the ability to recognize and classify plants, minerals, and animals, including rocks and grass and all variety of flora and fauna. The ability to recognize cultural artifacts like cars or sneakers may also depend on the naturalist intelligence. These people have the capacity to classify nature and to master taxonomy, understand about different species, recognize patterns in nature, and classify objects. The trait is evidenced, for example, in children aged 3 or 4 who can recognize dinosaurs better than their parents and accounts for the achievements of great biologists, for example.”

As we know, most of classroom instruction takes place inside of a school building. For children who learn best through nature, this arrangement cuts them off from their most valued source of learning. There are two primary solutions to this dilemma. First, more learning needs to take place for these kids outside in natural settings. Second, more of the natural world needs to be brought into the classroom and other areas of the school building, so that naturalistically inclined students might have greater access to developing their naturalist intelligence while inside of the school building. The strategies that have been selected for inclusion here are all drawn from one or both of these approaches.

Nature Walks

The Nobel Prize – winning physicist Richard Feynman once wrote that he got his start along the path of science by taking walks in nature with his father. It was from the kind of questions that his father would ask him as they walked along (e.g., “What animal do you think made that hole over there?”) that his own scientific questioning attitude was formed. In similar fashion, Armstrong believes that (2009:94-95) teachers might consider the benefit of ‘a walk in the woods’ (or whatever other natural features are available within walking distance of your school) as a way of reinforcing material being learnt inside of the classroom. Virtually any subject lends itself to a nature walk. Any subject and theme can be examined, of course, in the various principles at work in the growth of plants, the weather above, the earth below, and the animals that scurry or fly about. If you’re using a piece of literature or preparing a role-play that involves any kind of natural setting (and most do at least somewhere along the way), then you might use a nature walk as an opportunity to reconstruct a scene or two from the story or period of history (“Imagine that this is the meadow where the Pickwick Club had their ridiculous duel in Dickens’s Pickwick Papers.” Or “Picture this as the setting of the Battle of Hastings just before the troops arrived on the scene.”). Also, nature walks make a superb preparation for getting your class ready to do creative writing, drawing, or other activities.

Windows onto Learning

One of the classic images of an ‘inattentive’ student in the classroom is of a child sitting at a desk looking wistfully out the window while, presumably, fantasizing about what she’d rather be doing! Why do kids want to look out the window? All too often, it’s because what they see out there is more interesting than what is going on in the classroom. If this is true, then why not use this ‘off-task’ tendency in students as a positive classroom strategy? In other words, ‘looking out the window’ is a technique that instructors can use to further the curriculum. What can be accomplished, pedagogically speaking, by looking out a window? There are many possibilities, including weather study (in discussing weather forecast have a class weather station to make measurements), bird watching (have binoculars handy), understanding time (study the seasons’ effects on the trees, grass, plants, etc.), and creative writing (have students create metaphors based on nature in their writing). In fact, looking out a window can be used as a strategy for just about any subject and theme. As with nature walks, looking out a window can be used to set a scene for nature, weather, fauna and flora, landscape, literature, history or for scientific observation. Other subjects can take what’s beyond the window as a starting point, a place to briefly stop during a lesson, or a final stopping point. Examples include geology or geography (“What nature features do you see in the earth or along the horizon?”), environmental problems (“Investigate the benefits of planting the trees just outside the window.”), ecological issues (“How well designed is the area just outside the window for human beings?”), and literature (“As we finish reading this story, I want you to look out the window and imagine our protagonist walking between the trees there into the distance.”). Of course, if you don’t have windows in your classroom or your windows look out onto other classrooms or expanses of concrete (a lamentable consequence of using architects who have little of the naturalist in them), then it’s not possible to fully realize the possibilities of this strategy. However, even then, you might use the Visualization strategy from spatial intelligence to help your students imagine that they do have imaginary windows that they can look out of to gain at least some semblance of connection to the natural world!

Plants as Props

If you can’t go out of the classroom on nature walks and don’t have windows in your classroom through which to look at nature, then the next viable alternative is to bring nature into your classroom. Many teachers have adorned their windowsills or shelves with house plants simply to create a positive ambiance for learning. However, it is also useful to consider the practical advantage of using plants as learning tools. Plants can make useful ‘props’ as background scenery for the Classroom Theatre and People Sculpture strategies described earlier in this chapter. In teaching about family members and family tree you can use a nearby branching plant as a naturalistic metaphor to illustrate the concept. In reading or story-telling, their function or usefulness as herbal medicines, foods, or even poisons might be considered. Assigning a particularly difficult child with a naturalistic bent the job of taking care of a plant in the classroom can be a useful way to redirect his or her energies. Finally, it’s a good idea of using the image of plant growth as a metaphor for the learning that is going on in the classroom — at the beginning of the year, bring in a sprout of a plant, and at the end of the year, point out to the class how much both the plant and the students have grown during the year!

Pet-in-the-Classroom

Many elementary school classrooms in other countries already have a ‘class pet’ kept in a gerbil cage, a rabbit hutch, or some other species-appropriate container. This strategy underlines how important this particular addition to the classroom is in terms of sheer instructional value. First of all, having a pet in the classroom automatically creates for many naturalistically inclined students a ‘safe place’ where they can go to have a relationship to the natural world and to feel a sense of caring for nature’s beings (some of these kids may be our future veterinarians). Second, many specific instructional uses can come from having a pet in the classroom. The scientific skill of observation can be developed by having kids keep notes on a pet’s behaviour. The naturalist Jane Goodall traces her own love of animals back to an incident at 5 years old where she stayed in a chicken coop for five hours just to see how chickens lay eggs (Armstrong, 2009:96). Kids can keep records on their pet’s food intake, weight, and other vital statistics and share them with the class or use them in writing or role-plays. For high school classrooms, teachers can use a class pet as a kind of ‘alter ego’ for the classroom in posing instructional questions (e.g., “How do you think our rabbit Albert would feel about the problem of world hunger?”). Students who relate best to the world through their love of animals might well use Albert’s persona in giving voice to their own thinking on the matter. Having a pet in the classroom creates a sort of ‘reality check’ for teachers and students alike, reminding us of our own connection to the animal world and our need sometimes to learn from the wisdom of our pets.

Eco-study

Implied in the concluding statement of the last strategy is the importance of having a sense of respect for the natural world. This is the core idea behind the next strategy: Eco-study. This strategy essentially means that whatever we are teaching, whether it has to do with grammar, geography, history, astronomy, cooking, literature, natural world, art, music, or any other subject, we should keep in mind its relevance to the ecology of the earth. In essence, Armstrong even suggests that (2009:97) ecology facts and problems shouldn’t just be a unit, course, or topic isolated from the rest of the curriculum but that it be integrated into every part of the school day. So, for example, if the topic is expressing percentages or fractions, the teacher can ask students to investigate the fraction of a particular endangered species that exists today as opposed to, say, 50 years ago or the percentage of rain forest left in Brazil compared to what it was in 1900. Or, if a teacher has the option of choosing literature, then a dramatic work like Ibsen’s An Enemy of the People — an ecological play written before its time — might be assigned or even acted out by the students. For students who are humanity’s ‘earth angels’ (those with a particular sensitivity to ecological issues), this sort of strategy can help draw them into the curriculum and at the same time stimulate all students to take a deeper interest in the welfare of our planet’s diminishing natural resources.

Karen Denard Goldman and Kathleen Jahn Schmalz suggest that (2003:90) learners with strong naturalistic intelligence tendencies learn best from activities that involve the following types of activities:

• Recognizing key characteristics, patterns, and/or trends.

• Classifying games.

• Differentiation exercises.

• Sorting activities.

• Matching tasks.

Here are some strategies and exercises to use with students both inside and outside the classroom to stimulate and support the tacit use of the naturalist intelligence, as well as the aware and strategic use and understanding of the intelligence (Lazear, 2000:25-45):

● Have learners go to a favourite place out in nature and walk slowly around, experiencing all this setting has to offer and paying conscious attention to nature’s impact on their five senses (sights, sounds, tastes, textures, and so on). What do they hear, smell, taste, see, and feel? They write a short composition about it and share it with the class.

● Get them to create a mini-greenhouse in their home or yard (or, if possible, inside the classroom, where they can plant something together and experiment with growing some of their own food year-round and/or with creating plant hybrids, and track their development or progress day by day on special plant files). Have students discuss together what plants, flowers, herbs, and so on, they can grow, then write or speak about plants’ and flowers’ role in our lives.

● Gather a set of CDs or videos that have environmental or natural sounds (sounds of a rain forest, a waterfall, ocean, birds singing, river noise, wild or marine animals sounds, etc.). Let students spend time listening to them, immersing themselves in the sounds of nature, and write about what they evoke in them; these nature sounds could also be used as background music when students are involved in other activities.

(https://www.youtube.com/watch?v=Qm846KdZN_c)

● Ask students to find an object in nature and study it carefully, looking for patterns in their own life that are reflected in this object.

● Learners could spend time with a favourite animal (pet, creature in a zoo, and so on) and really allow themselves to get to know it better and imagine what it is thinking, feeling, and so on. They could search more information about it on the internet, in books, make an animal facts file or poster, write a short story or creative composition about it, or a quiz with trivia questions about that species and/or other species of animals for their classmates.

(https://www.youtube.com/watch?v=-7yw5ewbI3w)

● Have students play “I’m thinking of an animal” guessing games where the clues are the animals’ characteristics. (https://www.animalgame.com/)

● Students who raise a new pet and/or train a current pet to perform something such as a trick, a helpful task, obedience, and so on, could write about it and share their experience with their classmates.

● Get learners to create and participate in various kinds of nature scavenger hunts, such as finding information about plants, animals, birds, the physical world, and the weather.

● Help students create a plan to enhance the decor and/or atmosphere of the classroom, or their own home or room, with things from the natural world that different class or family members would enjoy, and write about their accomplishments in the school’s magazine.

● Get them to watch videos on various kinds of animal observation safaris and see how much they can learn about the behaviours of different animals. They could use the information they gather in making quizzes about animals, physical world, environmental issues, and weather.

● Students research a topic and prepare an exhibit to display what they have learnt. In past

generations, exhibits at science fairs and art shows were limited to the ‘best students’, as the school or club attempted to win competitions and bring home trophies and ribbons. Exhibits were also prepared for extra credit or required extracurricular work. In the multiple intelligences classroom, however, construction of exhibits is a learning experience open to all. Thus, students can visit different zoos, animal shelters and rescues for pet adoption and make an ad campaign to save the animals.

● The class can prepare a performance, for example, a documentary video about the environment to show to the board of education. (Bellanca et alii, 1997:16-17)

● When going on trips, visit interesting geological places and/or museums and have students work together later to understand how things got formed, then write about their experiences and the things they have seen.

● They could also get to know and appreciate the various plants of a place they’re visiting on a first-hand basis, discuss and understand why they exist there and how they’re used.

● After watching nature documentaries, learners could play a game to see how many repeating or recurring patterns one can find in a natural setting, then think about where else they can find these same patterns, such as symmetries, trees and fractals, spirals, meanders, waves, dunes, bubbles, foams, cracks, spots or stripes.

(https://study.com/academy/lesson/patterns-in-nature-definition-examples.html)

(https://en.wikipedia.org/wiki/Patterns_in_nature#Chaos,_flow,_meanders)

● Have students design a dinner recipe using only ingredients and things we can gather from nature (such as vegetables, berries, an animal or fish, churned butter, ground maize, and so on).

● Get learners to discuss and do an analysis of their class’s environmental friendliness and create conservation plans where needed, such as recycling, planting, water usage, and so on.

● Engage students in their own weather predictions using a barometer, or radar pictures on the Internet, for example, then check the accuracy of their predictions.

● Get students discuss and try to apply various animal and plant behaviours to problems faced by human beings, such as how they care for their young, how they gather food, how they fend off predators, and so on. (https://theconversation.com/by-studying-animal-behaviour-we-gain-an-insight-into-our-own-20001)

● Ask students to read and discuss stories in which the natural world is used as a place for renewal, rebalancing, and gaining perspective on different issues or challenges the characters are facing (such as The Harvest, by Tomas Rivera, A Day in the Country, by Anton Chekhov,

Love Song, by Deirdre Kessler, The Wave, by Liam O’Flaherty, Big Two-Hearted River, by Ernest Hemingway, An Idle Fellow, or The Night Came Slowly, by Kate Chopin, The Music on the Hill, by Saki, and so on).

(http://www.shortstoryguide.com/short-stories-about-nature-environment/)

● Students can also do creative writing using the patterns and events of the natural world to help reflect on their own life experience and journey from childhood to teenage years.

● Have students create a class nature album in which they place things that are important to each member of the class: objects gathered from nature, nature photographs, plants, animals and weather facts files, descriptions and photos of their pets, gardens, flowers and herbs, CDs with nature sounds, etc.).

Writing about using MI in an English class, Peter Smagorinsky stresses out that (1995:19-26) ‟any effort to change instruction cannot be done piecemeal, but must be part of a larger effort to reconceptualize teaching and learning”. John Ackerman (1991) has criticized the ‟writing to learn” movement for insisting that by including ‟writing to learn” activities in a classroom, teaching and learning will change. Ackerman argues that (1995:19-26) ‟the technology of writing will not, on its own, bring about the intellectual and social changes that our field has traditionally valued.”; rather than being an agent of change, it is part of a greater change in how we view teaching and learning. In other words, ‟if a teacher who lectures incessantly suddenly starts assigning journals, the introduction of journals into students’ meaning-making repertoire will likely change very little else about the class unless the teacher makes an effort to make wholesale changes in the overriding conceptions of classroom process that govern life for teacher and students.” Similarly, through research conducted, Smagorinsky has found that ‟using small groups does not necessarily guarantee that students will engage in lively, interactive discussions; rather, the type of discussion that takes place in a small group is in part a function of the type of discussion that takes place during the continuum of discussions that take place in the class as a whole. ‘Small groups’ are not a panacea for involving students, as is often believed, but rather are highly dependant on the patterns of discourse that surround them in the overall instruction.” His point in making these references is that a teacher simply cannot begin, out of the blue, ‟to allow students to dance interpretations of literature and expect immediate growth-producing results. The introduction of multiple intelligence activities must be accompanied by large changes in the values of the classroom, and concomitant changes in what students believe to be appropriate and acceptable ways of thinking and communicating in an English class.” A teacher, for instance, needs to reconsider the whole issue of assessment when pondering the introduction of multiple intelligence activities into the core curriculum. Smagorinsky asks his readers ‟How does one assess creativity, particularly in domains in which one has little formal knowledge?”; ‟Are student interpretations to be valued according to the apparent quality of the finished product, or according to what they appear to have learned through the process of creating it?”; ‟How central are multiple intelligence activities to be in terms of overall assessment?”; in other words, ‟should they displace conventional evaluations such as writing, or supplement them as extra credit opportunities? Must all students participate in multiple intelligence activities, or should students who are primarily strong in logical analysis be permitted to choose not to engage in them? Should students only operate in their areas of strength, or should they distribute their responses amidst the areas in which they are weak as well?”

Of course, there are no definitive answers to these questions; teachers must sort out the answers according to their personal situations, including the overall values of the schools and communities in which they teach. Thus, I agree with Smagorinsky who says that multiple intelligence activities, like ‘writing to learn’ opportunities, small groups, portfolios, and other pedagogical methods, are not in and of themselves educational panaceas, but activities that may present excellent learning opportunities when used thoughtfully in the midst of a comprehensive reconceptualization of teaching and learning.

CHAPTER V

TEACHING PHRASAL VERBS ACTIVITIES AND TECHNIQUES

FOR THE ‘OBJECT – RELATED’ MULTIPLE INTELLIGENCES

Becoming an MI teacher

Teaching activities for logical/mathematical intelligence

Teaching activities for spatial/visual intelligence

Teaching activities for bodily/kinesthetic intelligence

Teaching activities for naturalist intelligence

CHAPTER V: TEACHING PHRASAL VERBS ACTIVITIES AND

TECHNIQUES FOR THE ‘OBJECT – RELATED’ MULTIPLE INTELLIGENCES

Becoming an MI teacher

We do not see in our descriptions [of classroom activity] . . . much opportunity for students to become engaged with knowledge so as to employ their full range of intellectual abilities. And one wonders about the meaningfulness of whatever is acquired by students who sit listening or performing relatively repetitive exercises, year after year. Part of the brain, known as Magoun’s brain, is stimulated by novelty. It appears to me that students spending 12 years in the schools we studied would be unlikely to experience much novelty. Does part of the brain just sleep, then?

– John I. Goodlad

I agree with Thomas Armstrong, who admits that a teacher in an MI classroom contrasts sharply with a teacher in a traditional linguistic/logical-mathematical classroom (2009:56-57). In the traditional classroom, the teacher lectures while standing at the front of the classroom, writes on the blackboard, asks students questions about the assigned reading or handouts, and waits while students finish their written work. In the MI classroom, while keeping her educational objective firmly in mind, the teacher continually shifts her method of presentation from linguistic to spatial to musical and so on, often combining intelligences in creative ways.

The MI teacher may spend part of the time lecturing and writing on the blackboard at the front of the room. This, after all, is a legitimate teaching technique. Teachers have simply been doing too much of it. The MI teacher, however, also draws pictures on the blackboard or shows a video clip to illustrate an idea. She often plays music at some time during the day, either to set the stage for an objective, to make a point about the objective, or to provide an environment for studying the objective. The MI teacher provides hands-on experiences, whether they involve getting students up and moving about, passing an artefact around to bring to life the material studied, or having students build something tangible to reveal their understanding. The MI teacher also has students interacting with each other in different ways (e.g., in pairs, small groups, or large groups); plans time for students to engage in self-reflection, undertake self-paced work, or link their personal experiences and feelings to the material being studied; and creates opportunities for learning to occur through living things. Such characterizations of what the MI teacher does and does not do, however, should not serve to rigidify the instructional dimensions of MI theory. The theory can be implemented in a wide range of instructional contexts, from highly traditional settings where teachers spend much of their time directly teaching students to open environments where students regulate most of their own learning. Even traditional linguistic teaching can take place in a variety of ways designed to stimulate the eight intelligences. The teacher who lectures with rhythmic emphasis (musical), draws pictures on the board to illustrate points (spatial), makes dramatic gestures as she talks (bodily-kinesthetic), pauses to give students time to reflect (intrapersonal), asks questions that invite spirited interaction (interpersonal), and includes references to nature in her lectures (naturalist) is using MI principles within a traditional teacher-centred perspective.

As shown in the previous chapters, Gardner is careful to explain that intelligence should not be limited to the ones he has identified. In his 1999 book, entitled Intelligence Reframed. Multiple Intelligences for the 21st Century, Gardner considered (1999:47-67) potential new intelligences. These included existential, moral, and spiritual candidates. Existential intelligence entails the ability to contemplate the meaning of life and death, but Gardner has been unable to locate its origin in the brain and so it is premature to be considered an intelligence. Moral intelligence involves making of value judgments and because intelligence is value-free Gardner chooses not to credit this capacity as a full-blown intelligence. Similarly, spiritual intelligence enables us to grasp cosmic and transcendent truths but ultimately it depends on affective capacities. He believes that the eight, however, provide a far more accurate picture of human capacities than do previous unitary theories. Contrary to the small range of abilities that many standard IQ tests measure, Gardner’s theory offers an expanded image of what it means to be human. He also notes that each intelligence contains several sub-intelligences. For example, there are sub-intelligences within the domain of music that include playing music, singing, writing musical scores, conducting, critiquing, and appreciating music. Each of the seven other intelligences also contain numerous facets.

Another aspect of the Multiple Intelligences mentioned by Linda and Bruce Campbell (2004:XXI-XXII) is that they may be conceptualized in three broad categories. Four of the eight, which I will refer to in this chapter, logical-mathematical, spatial, bodily-kinesthetic, and naturalist, may be viewed as ‘object-related’ forms of intelligence. These capacities are controlled and shaped by the objects that individuals encounter in their environments. On the other hand, the ‘object-free’ intelligences, consisting of verbal-linguistic and musical, are not shaped by the physical world but are dependent on language and musical systems. The third category consists of the ‘person-related’ intelligences with inter- and intrapersonal intelligences reflecting a powerful set of counterbalances. I will refer to these last four MI in the next chapter of my paper.

Teaching activities for logical/mathematical intelligence

● Why is logical/mathematical intelligence important in the curriculum?

Logical/mathematical intelligence is the ability to use inductive and deductive reasoning, solve abstract problems, and understand complex relationships of mathematical reasoning and the scientific process. The critical thinking skills of sequencing, analysing, and estimating are already embedded in most school curricula, but persistence, precision, inquiry, and elaboration need to be stressed more often. Teachers should use instructional approaches that will bring these to the forefront of classroom time and student use.

As James Bellanca and Carolyn Chapman admit (1997:105-108), beginning with the Greek philosophers, especially Aristotle and Plato, western civilization has given primary attention to the development of this intelligence. Some western cultures such as Germany have highly refined the logical/mathematical intelligence in science and engineering. Germany’s thirteen-grade curriculum emphasizes rigorous mathematical training. Likewise, American and other European schools give the most attention to the logical/mathematical intelligence, at least when it comes to standardized testing. Schools emphasize using inductive and deductive reasoning, solving abstract problems, and understanding complex relationships so that the individual can develop products based on mathematical reasoning and use those products with skill.

In a high-tech global society, the rationale for this intelligence is clear. Week after week, news stories describe layoffs of clerical and management workers whose jobs have given way to the computer. In manufacturing plants around the world, robots replace the assembly line. Those few individuals who survive the downsizing and rightsizing must learn how to work with new computer-dependent tools to do their jobs. This means they must think at complex levels as they analyse data, interpret information, and solve problems.

James Bellanca and Carolyn Chapman think that (1997:106) ‟mathematical reasoning and logic skills are critical. Secretaries, pipefitters, auto assemblers, army tank team members, medical technologists, and Ph.D. candidates in physics are required to use the logical/mathematical intelligence to a high degree in their daily work. A curriculum that neglects the development of this intelligence in any student is creating a major impediment to that student’s ability to work and live in the high-tech world.”

1. Puzzle 1 → Title: Doing Puzzles; Activity: gap-fill; phrasal verbs;

Level: intermediate (pair/group work)

Directions: A. Most people enjoy the challenge of solving a puzzle. Here the authors of a book on puzzles give some hints on how to solve them.

First, study these phrasal verbs and their meanings:

B. Now complete these hints on solving puzzles with the most appropriate phrasal verb.

Use one phrasal verb twice.

When you are doing puzzles, always __________ (1) the question carefully, bit by bit. __________ (2) what each part means as you read. If you can’t __________ (3) the answer after a little thought, you may be on the wrong track. Try going back to the beginning again and thinking in a different direction. Don’t __________ (4) too quickly – the answers are often quite obvious once you begin to look at the puzzle in the right way. Don’t forget to __________ (5) trick questions either. Some puzzles are deliberately designed to __________ (6) (you) and often sound much more difficult than they really are. Take your time, too – it doesn't matter how long it takes you to __________ (7) the answers. You will find some puzzles easier than others. If you __________ (8) one that seems too difficult, leave it and __________ (9) to another. It may seem easier when you come back to it another time. (Seidl, 1991: 63)

Now try the puzzles in the next exercises!

2. Puzzle 2 → Title: Doing Puzzles; Activity: gap-fill; phrasal verbs;

Level: upper-intermediate (individual/pair/group work)

Directions: A. Many puzzles use phrasal verbs, asking the reader to work

things out, sort things out or fill things in, for example. Some of the instructions are missing from these puzzles.

Study these phrasal verbs and their meanings, then complete the

instructions using the most appropriate phrasal verb. If you think two phrasal verbs are possible in some cases, write both.

Can you do the puzzles?

1. Instructions:

Example:

Can you __________ _____ the spaces with the four-letter words to make six-letter words?

Answer: fill in

O _ _ _ _ E P _ _ _ _ T T _ _ _ _ Y → Answer: LANE WENT RANG

1. It takes two people two days to dig two holes. __________ _____ how long it takes one person to dig one hole.

2. The book titles are __________ _____ . __________ _____ the letters to __________ _____ what the titles are. The authors’ names will help you:

a. RUREMD SI SYAE b. HET HTRIYT-EINN TSPES

Agatha Christie John Buchan

c. HET LOD NMA DNA TEH AES

Ernest Hemingway

3. A, B, C and D want to hold a tennis tournament. They all have to play against each other once. Can you __________ _____ how many matches will be played?

4. Which figure does not __________ _____ with the others?

a. b. c. d. e. f.

5. Complete the series by __________ _____ the missing numbers.

a) 4 5 7 11 19 ?

b) 64 48 ? 36 34 33

6. The letters of five countries are __________ _____ . Can you _________ them _____ ?

Which country does not __________ _____ with the others?

a. RCEGEE b. TAYIL c. GADENNL d. RFANEC e. IDANI

7. Can you __________ _____ which three-letter words end one word and start another?

a. RAB (_ _ _) TER b. CAR (_ _ _) ROL c. HAP (_ _ _) CIL

8. Complete the series by __________ _____ the missing letters.

а) A C E G I ?

b) A A E B I ? O D U E

9. The numbers 2, 4, 6 and 8 are missing from the number puzzle.

Where do they go? Can you __________ them _____ ?

9 = 15

3 5 7 = 15

1 = 15

= = =

15 15 15

10. Time puzzle. These pictures show people who lived long ago, but the chronological order is wrong. Can you __________ them _____ ? Put them in the order in which they lived.

1. 2. 3.

4. 5.

(Seidl, 1991: 64-66)

3. Puzzle 3 → Title: Who’s Going Where?; Activity: solving the puzzle; phrasal

verbs; speaking; Level: intermediate (individual/pair/group work)

Directions: A. First, study the phrasal verbs and their meanings:

Here’s a puzzle for you to solve:

Mike, Peter, Lucy, Diana and Bill are going on holiday.

One of them is going on a camping holiday by bicycle.

One of them is flying to Australia to visit an aunt.

One of them is going on a package holiday to Tenerife.

One of them is flying to Greece on a study trip.

One of them is touring Scotland by car, staying at different places.

B. Work out who’s going where, using the information provided. Work alone, in pairs or in small groups.

Mike has gone off camping holidays.

One of the girls is brushing up her Spanish.

One of the girls is stopping over in Singapore.

Lucy doesn’t speak a foreign language.

The boy touring Scotland will be putting up at guesthouses or bed and breakfast places.

Bill has to check in at the airport very early.

C. If you wish, use a grid to record the information, like this:

D. Talking point

1. What is the longest journey you have ever made by air? Did you stop over anywhere? If so, where did you put up?

2. Have you ever had to check in at an airport in the middle of the night? How did you feel about it? Did it make you go off flying?

3. Bed and breakfast places are very popular in Britain and in several other European countries. Have you ever put up at one? What was it like?

4. What advice would you give to someone wishing to brush up his/her English?

5. Apart from English, is there any other language that you would like to brush up on? Where would you go to brush it up? (Seidl, 1991:47-48)

4. Health, Fitness and Body → Title: Doctor, Doctor; Activity: gap – fill; phrasal

verbs; Level: intermediate (pair/individual work)

Directions: A. Each joke is missing one phrasal verb. Write the correct phrasal verbs from the box below in the correct jokes (Dainty, 2002:5):

1. Patient: Doctor, doctor, I think I’m a dog.

Doctor: ……………… on the sofa and tell me about it.

Patient: ……………………………………. .

2. Patient: Doctor, doctor, I’m not feeling well.

Doctor: Go to the window and ………………… your tongue.

Patient: Will that help you to …………..……. what’s wrong with me?

Doctor: ……………………………………………………… .

3. Patient: Doctor, doctor, every time I ………………….. anywhere people ignore me.

Doctor: ……………………………………………………… .

4. Patient: Doctor, doctor, every time I ……………………. my left arm I get a pain.

Doctor: ………………………………………………………. .

5. Patient: Doctor, doctor, I keep stealing things from shops.

Doctor: Take this big strong bag with you next time you ……………………. .

Patient: Will that help me to ……………………. stealing?

Doctor: ………………………………………………………. .

6. Patient: Doctor, doctor, you gave me some pills to make me stronger.

Doctor: So, why have you …………………. ? Didn’t the pills work?

Patient: ………………………………………………………. .

7. Patient: Doctor, doctor, I have a terrible memory.

Doctor: How long has this been …………………… ?

Patient: …………………………………………..…………… .

8. Patient: Doctor, doctor, I can’t …………………….. .

Doctor: When did this problem start?

Patient: ………………………………………………..……….. .

9. Patient: Doctor, doctor, I think I’m a telephone.

Doctor: How strange, I’ve never ……………………. this before. Are you married?

Patient: ……………………………………………..………….. .

B. Read the jokes again. Can you find the correct punchline for each joke?

5. Health, Fitness and Body → Title: Sports Quiz; Activity: gap-fill; phrasal verbs

and nouns that use prepositions; Level: upper-intermediate (pair work)

Directions: Complete the sentences with the prepositions in the box, then check your

answers by using the same prepositions to make words at the end of the exercise

(Dainty, 2002:19):

1. A football match starts with a kick- ……. .

2. A basketball game begins with a throw- ……. .

3. Many people go to the gym to work ……. .

4. In football, if the ball goes out of play you can have a goalkick, a corner

or a hrow- ……. .

5. Before a tennis match, the players have a knock- ……. .

6. A boxer can win a fight with a knock- ……. .

7. In the football World Cup, some matches are decided by a penalty shoot-

……. .

8. If the referee shows you a red card, you are sent ……..

9. In basketball and American football, you can stop the match for a time-

……. .

10. Before exercising you should always warm ……. with some stretching

exercises.

11. A supporter is someone who cheers his or her team ……. .

12. Professional sports players are dedicated to working ……. their game.

13. It’s a good idea to take ……. a sport if you want to get fit.

14. There’s always the danger that a tennis match will be rained ……. at

Wimbledon.

Now use the 14 prepositions to complete these words and check your answers with the whole class:

1. a c______ee pot 8. a t_____fe apple

2. a butterc_____ 9. a roundab_____

3. inside, _____side 10. a c_____board

4. a safety p_____ 11. bac_____

5. an eggc_____ 12. _____ion

6. the m_____h of a river 13. p_____py

7. east, west, north, s_____h 14. _____ice building

6. People, Animals and Objects → Title: Ask a Silly Question; Activity: matching definitions and punch-lines; phrasal verbs; idioms with FOR; comparisons using LIKE; Level: upper-intermediate (pair work)

1. Carina doesn't understand some of the things that her pen-friend, Grimelda, says.

Help Carina by matching the idioms with their definitions (Dainty, 2002:30-31):

1. sleep like a log a) very pale/ill

2. smoke like a chimney b) madly/wildly

3. treat someone like dirt c) really well

4. eat like a horse d) a lot, continuously

5. drive like a lunatic e) freely, without a care

6. get on with someone like a house on fire f) soundly/very deeply

7. look like death warmed up g) very badly

8. spend money like it's going out of fashion h) a lot at one time

2. What advice would you give in these situations?

3. Carina thinks that Grimelda's family is very strange. Help Grimelda answer Carina's questions by matching the questions to the answers.

7. Numbers → Title: Idioms and other expressions that use numbers; Activity: gap-fill; idioms and other expressions that use numbers; crossword; phrasal verbs; Level: advanced (pair/group work)

Directions: Sentences 1 – 20 all contain an idiom or other expression in bold that uses a cardinal number (1, 2, 3, etc.) or an ordinal number (first, second, third, etc). Complete each idiom/expression with one word only, and write the word in the appropriate space in the grid on the next page. Each idiom/expression is explained in italics at the end of each sentence. The first and last letters of each word are already in the grid. If you complete the grid correctly, you will reveal a four-word expression in the shaded vertical column. This expression can be used to complete sentence 21.

(Wyatt, 2006:41-42)

1. If you decide to sell your car, could you give me first _______? (to give someone the opportunity to buy something before offering it to anyone else)

2. She paid me a two-edged _______: she said that I was very good looking for a fat person! (capable of being understood in two different ways, or of having both good and bad effects)

3. Tom has got a one-_______ mind. He just thinks about girls all the time! (Tom thinks about the same thing all the time)

4. She sometimes arrives early, but nine _______ out of ten she's late. (nearly always)

5. "Do you think we'll win the match tomorrow?" "Maybe. We've got a _______ – _______ chance." (our chances are equal. Note that the same word is used twice in this expression. You only need to write it once in the grid)

6. "I've failed my driving test twice, but I'm going to try again tomorrow." "Oh, well, good luck. Third time _______ , right?" (a spoken expression that is used for saying that the third time you try something you will be successful when the first two times you were not successful)

7. When he asked me to marry him I said yes immediately, but now I'm having second _______. (to begin to doubt a decision that you have made)

8. I went to a party last night and had one too _______. (to drink too much alcohol)

9. "I haven't got any money." Well, that _______ two of us!" (a spoken expression used for telling someone that you are in the same situation as they are)

10. You're so two-_______! You tell me that I work hard and get good results, then you tell everyone else that I'm lazy and incompetent! (dishonest about your feelings, thoughts and beliefs, and tending to tell people whatever you think will please them)

11. Redheads Wine Bar is popular with thirty_______ professionals. (an adjective used to describe people between the ages of 30 and 39)

12. When I was young, we moved from the city to a one _______ town in East Anglia. (a place that is small and boring)

13. It was a very formal dinner party, so everyone was _______ up to the nines. (wearing extremely fashionable or, in this case, formal clothes)

14. OK, everyone, we've worked really well and got a lot achieved in the last couple of hours. Let's_______ five. (a spoken expression which means 'stop working for a short period of time')

15. How did you know I was in the house? You must have a sixth _______! (a special ability to feel or see things without using sight, hearing, touch, smell or taste)

16. Holly thinks she's an expert on computers, but she hasn't got the first _______ about them. (to not know anything about a subject, or not have the skills to do something)

17. "She hit me, so I hit her." "That was stupid. Two _______ don't make a right." (a spoken expression used for saying that you should not react to someone's wrong behaviour by doing something wrong yourself)

18. She's been in seventh _______ ever since she got the job. (to feel extremely happy)

19. When I saw my girlfriend coming out of a restaurant with a strange man, I naturally put two and two _______ . (to guess what is happening or what something means based on what you have seen or heard)

20. I was supposed to come home by 10 o'clock, but I didn't get back until 4 in the morning. Naturally my mother gave me the third _______ and demanded to know where I had been. (to ask someone a lot of questions in a determined way)

Use the expression to complete this sentence:

21. Tickets for the concert will be allocated on a _______ _______ , _______ _______ basis.

(a four-word expression which is used for saying that if you arrive before other people, you will be given or sold something before them)

Teaching activities for visual/spatial intelligence

● Why is visual/spatial intelligence important in the curriculum?

In James Bellanca’s words (1997:123-128), ‟visual/spatial intelligence is the capacity to perceive the visual world accurately and to be able to re-create one’s visual experiences. It involves the ability to see form, colour, shape, and texture in the ‟mind’s eye” and to transfer these to concrete representation in art forms.” The author points out that this intelligence begins with sharpening of the sensorimotor perceptions of the world around us. The eye discriminates colour, shape, form, texture, spatial depth, dimensions, and relationships. As the intelligence develops, eye-hand coordination and small muscle control enable the individual to reproduce the perceived shapes and colours in a variety of media. The painter, sculptor, architect, gardener, cartographer, drafter, graphic designer, and house painter all transfer the images in their minds to the new object they are making or improving. In this way, visual perceptions are mixed with prior knowledge and experience, emotions, and images to create a new vision for others to experience. ‟On the aesthetic side, development of the visual/spatial intelligence creates the climate that gives birth to the painters, sculptors, and photographers who record our cultural history in images rather than words. If a picture is truly worth a thousand words, then visual artists are a culture’s most valuable communicators.”

For the many who don’t become successful artists, the appreciation of perspective, colour, shape, and form enriches the experience of viewing fine art in a museum or browsing a new car showroom. Beyond the nurturing of future artists, attention to this intelligence has practical value. Instruction in design principles and practices, spatial reasoning, and hand-eye coordination lays the foundation for careers in graphic design, architecture, film and video production, fashion design, advertising and marketing, computer design in a multitude of fields, cartooning, and cartography. For those who don’t pursue a formal career in the visual arts, the visual/spatial intelligence developed in school can help them make more aesthetic decisions concerning their homes and wardrobes; help them become better drivers; or help them in choosing a hobby in ceramics, calligraphy, computer graphics, or gardening. In the classroom, development of visual/spatial skills assists with spatial reasoning in geometric forms, development of depth and angle perception for interpreting graphs and charts, and the production of class assignments and projects with visual appeal.

James Bellanca and Carolyn Chapman think that today’s children have more opportunity to develop their visual/spatial intelligence than any other generation in history. After thousands of hours of TV, electronic games, and a saturation of visual magazines, they may respond more easily to the picture than they respond to the printed word. The classroom affords many opportunities to capitalize on their visual/spatial awareness. In addition to heightening students’ appreciation of the visual and graphic arts, it is easy for today’s teacher to design lessons and assessments that integrate visual designs with the academic curriculum. In this way, students advance several intelligences at one time.

1. People → Title: Who’s Who?; Activity: matching people to their descriptions;

phrasal verbs and idioms; Level: intermediate (pair work)

Directions:

1. Match the sentence halves to make descriptions of the people in the picture.

2. Write the names of the people next to them in the picture. (Dainty, 2002:8)

1. Patricia hasn't eaten since breakfast.

2. Jane's just got engaged.

3. Mr Johnson lives next door. He doesn't like parties.

4. Henry is going bald.

5. Mark wants to be a footballer.

6. Greg tripped over the dog and fell down the stairs.

7. Karen's very rich.

8. Albert's not very friendly.

9. Olga is terrible at dancing.

10. Victoria keeps falling asleep.

11. Trevor isn't very well at the moment.

a) He's a cold fish.

b) He's following in his father's footsteps.

c) She's so hungry she could eat a horse.

d) He's under the weather.

e) He's a bit thin on top.

f) The noise is driving him up the wall.

g) She's rolling in it.

h) She's over the moon.

i) She's got two left feet.

j) He's been in the wars.

k) She's been burning the candle at both ends.

2. People, Animals and Objects → Title: All at Sea; Activity: finding the differences between two pictures; phrasal verbs and idioms; Level: intermediate (pair work)

All at Sea

Student A

Directions: Find the differences between your picture and your partner's picture.

Fill the gaps in each sentence to find clues. (Dainty, 2002:10-11)

1. Have you seen Jean Marc's new girlfriend? She's as pretty as a ……………………… .

2. I don't like tennis. It's just not my …………………………………………………………. .

3. What's your new teacher called? Michael Jones, hmm … that name rings a …………………… .

4. I couldn't answer the first question, but the rest of the test was plain …………………. ing.

5. My brother's a footballer. He's 18 and he's just been signed up by Barcelona. He's got the world at his ………………….. .

All at Sea

Student B

Directions: Find the differences between your picture and your partner's picture.

Fill the gaps in each sentence to find clues.

1. My brother and sister don't get on. They don't see eye to ………………….. .

2. Is it your first day here? Don't worry, I'll show you the ………………….. .

3. The weather is awful. It's raining cats and …………………. .

4. Lucy will be really angry when she finds out you copied her homework. I wouldn't like to be in your …………………. when she finds out what happened.

5. I know you're sad because you've broken up with your boyfriend, but remember, there are plenty more …………………. in the sea.

3. Cars → Title: On the Road; Activity: gap-fill; phrasal verbs;

Level: intermediate (pair/group work)

Directions: A. Phrasal verbs are often used when talking about driving.

Study these phrasal verbs and their meanings:

B. Now look carefully at the traffic situations in the pictures on the next pages and use suitable phrasal verbs to complete the sentences as in the example:

Example: Car A is _______________ .

Car A is driving off/pulling out.

1. Car B is _______________ . 2. Car C is _______________ .

3. The tractor is _______________ the traffic. 4. The sportscar has _______________ a tree.

5. Car D has _______________ . 6. The delivery van has just _______________ .

7. The motorbike has just _______________ dangerously. 8. The lorry is _______________ .

9. All the traffic has to _______________ .

C. Complete the sentences with the correct phrasal verb:

1. If the car engine suddenly stops functioning, we say it has _______________ .

a. pulled up b. slowed down c. cut out

2. If your car won’t go we say it has ________________ .

a. drawn up b. broken down c. broken up

3. If you put your car from fourth gear into third gear you _______________ .

a. break down b. change down c. pull up

4. _______________ means ‘go faster’.

a. draw up b. speed up c. pull up

5. _______________ means ‘stop your car’.

a. draw up b. hold up c. change up

(Seidl, 1991:99-101)

4. Health, Fitness and Body → Title: The Health Maze; Activity: gap-fill maze;

phrasal verbs; Level: upper-intermediate (pair/group work)

Directions: Go through the maze from the start to the finish by joining up the words or phrases that complete the sentences. If you join them up correctly, you will find the right answer to the question at the end! Take the letters in each square to find the answer.

You can go left ←, right → or down ↓. (Dainty, 2002:33)

1. If you …………………………. with measles your face is covered in red spots.

2. Some people …………………………. in a rash if they eat something they are allergic to.

3. You can sometimes …………………………. to a doctor's surgery for a check-up.

4. If you have a headache, it might help to …………………………. for a while.

5. You …………………………. about an hour after having an operation.

6. A rash may disappear if you …………………………. some cream.

7. If you twist your ankle it can …………………………. quite badly.

8. You get pins and needles if you …………………………. for a long time.

9. An injection can be quite painful at first, but the pain will soon ………………………….. .

10. If you have toothache, the dentist might have to …………………………. a tooth.

11. If you have a bad fall and can't …………………………. , you might have broken your leg.

START

FINISH

5. Health, Fitness and Body → Title: Domino Game with COME; Activity:

matching game; phrasal verbs with COME; Level: upper-intermediate (group work)

Instruction for the teacher

Divide the class into small groups. Give each group a shuffled set of dominoes.

The students must take turns to arrange the dominoes so that each phrasal verb is next to its definition. They are all correct at present if run on in one continuous line. (Dainty, 2002:34)

6. People, Animals and Objects → Title: Domino Game with TURN; Activity: matching game; phrasal verbs with TURN; Level: upper-intermediate (group work)

Instruction for the teacher

Divide the class into small groups. Give each group a shuffled set of dominoes.

The students must take turns to arrange the dominoes so that each phrasal verb is next to its definition. They are all correct at present if run on in one continuous line. (Dainty, 2002:35)

7. People, Animals and Objects → Title: What’s the Difference?; Activity: finding the differences between two pictures; phrasal verbs and idioms; Level: upper-intermediate (pair work)

STUDENT A:

Find the differences between your picture and your partner’s picture.

Fill the gaps in each sentence to find clues. (Dainty, 2002:36-37)

1. Elizabeth's really posh; she was born with a silver ……………………. in her mouth.

2. Toby's ever so busy at the moment; he's got a lot on his …………………….. .

3. They came to a ……………………. in the road and didn't know which way to go.

4. The news was incredible – you could have knocked me down with a …………………….. .

5. Mark is the ……………………. of his mother's eye. She never tells him off for anything.

6. A little ……………………. told me that it's your birthday today. I can't believe you were going to keep it a secret!

7. We don't talk to Emily anymore. She's the black ……………………. of the family.

8. You shouldn't spend a lot of money on things you don't need – money doesn't grow on ………………….. .

STUDENT B: Find the differences between your picture and your partner’s picture.

Fill the gaps in each sentence to find clues.

1. He loved skiing from the beginning – he took to it like a ……………………. to water.

2. I've lost my ring. It could be anywhere in the house. It's like looking for a needle in a …………………….. .

3. We'll make a lot of money if we sell all the tickets for the school show, but we mustn't count our ……………………. before they're hatched. People might not want to come.

4. Kate has worked all day and gone out every evening this week. She's been burning the ……………………. at both ends.

5. Pete says the rumours aren't true, but I don't believe him. There's no ……………………. without fire.

6. It would be nice to be a teacher instead of a student, but I suppose the ……………………. is always greener on the other side.

7. Emma looks quiet and shy, but you mustn't judge a ……………………. by its cover. She's really outgoing and friendly.

8. I don't know if I'll have enough money for the school trip next year, but I'm not going to worry about it now. I'll cross that ……………………. when I come to it.

8. Places → Title: Signs; Activity: gap – fill; matching signs to places;

phrasal verbs; Level: intermediate (pair work)

Directions: Use the phrasal verbs below to complete the signs. Then match the signs and the places you would find them (Dainty, 2002:12):

9. Holidays → Title: Carla goes on Holiday; Activity: matching pictures to

sentences, re-ordering a sequence; phrasal verbs; Level: intermediate (group work)

Instructions for the teacher: This game should be played in small groups. Photocopy the 28 pictures from the page 196 and the 28 sentences cards from the next page, so that there is one set of pictures and sentences for each group. Before you hand out the cards, make sure that each set has been shuffled. The students must work together to put the pictures in the correct sequence and then put the correct sentence card with each picture.

Follow up: Take away the sentences, leaving just the cartoon sequence. The students have to remember the phrasal verbs that go with each picture. (For more advanced groups, ask the students to repeat whole sentences.) One student from each group is allowed to look at the sentences. He/she can tell the other students whether their guesses are correct or incorrect, but must not give clues. The winning group is the first to repeat the story (or phrasal verb sequence) correctly without the sentence cards. (Dainty, 2002:14-15)

CARLA GOES ON HOLIDAY

10. Jobs → Title: The perfect Job (2); Activity: gap-fill maze; phrasal verbs and

idioms; Level: advanced (pair work)

Directions: Go through the maze from the start to the finish by joining up the words or phrases that complete these sentences. If you join them up correctly, you will find the right answer to the question at the end. Take the letters in each square to find the answer. You can go left ←, right →, or down ↓. (Dainty, 2002:49)

1. as cool as a cucumber = ……………………….

2. If you're nervous, you have ………………………. in your stomach

3. If you go as red as a beetroot, you ……………………….

4. From ………………………. means 'from the very beginning'

5. If you delay things, you ………………………. them ……………………….

6. advantages and disadvantages = ……………………….

7. to save regularly = ……………………….

8. to be mean with money = ……………………….

9. to turn down (an offer) = ……………………….

10. off the beaten track = ……………………….

11. to put your feet up = ……………………….

12. Don't put all your ………………………. in one basket.

13. To get through difficult times is to weather the ……………………….

14. To make trouble is to rock the ……………………….

15. to improvise = play it by ……………………….

START

FINISH

11. People Animals and Objects → Title: Super Grid: UP; Activity: gap-fill

grid; phrasal verbs with UP; Level: advanced (pair/group work)

Directions: Use the words below to complete the Super Grid for phrasal verbs with the particle UP (Dainty, 2002:50-51):

SUPER GRID: UP

12. People Animals and Objects → Title: Super Grid: DOWN & Do-it-yourself Grid; Activity: gap-fill grid; phrasal verbs with DOWN; making sentences with phrasal verbs; Level: advanced (pair/group work)

Directions: Use the words below to complete the Super Grid for phrasal verbs with the particle DOWN. (If you need help, you'll find the letters of the verbs in the underlined words in the sentences.) (Dainty, 2002:52-54)

SUPER GRID: DOWN

Super Grid

Now use this blank grid to make your own Super Grid.

1. Choose a preposition to enter into each square of the grid, e.g. into, out, in, on, away. Do not write any verbs in your grid.

2. Write as many sentences as you can in 'My Sentences' with verbs which combine with the preposition you have chosen. Instead of writing the verbs, leave them out.

3. Your teacher will make copies of your grid to give to other pairs or groups.

4. When you have completed the grid your teacher gives you, hand it back to the student who wrote it, for checking.

My sentences

1. ……………………………………………………………………………………..

2. ……………………………………………………………………………………..

3. ……………………………………………………………………………………..

4. ……………………………………………………………………………………..

5. ……………………………………………………………………………………..

6. ……………………………………………………………………………………..

7. ……………………………………………………………………………………..

8. ………………………………………………………………………………………

9. ……………………………………………………………………………………..

10. …………………………………………………………………………………….

11. ……………………………………………………………………………………

12. ……………………………………………………………………………………

13. ……………………………………………………………………………………

14. ……………………………………………………………………………………

13. People → Title: A Pop Star’s Diary; Activity: word circle gap-fill; phrasal verbs; idioms for comparison: as ……. as; Level: advanced (pair work)

Directions: Find the 10 words you need to complete the entries in the pop star’s diary in the word circle on page 205 (Dainty, 2002:70-71):

A Pop Star’s Diary

Go round the circle taking alternative letters to find the words you need:

Teaching activities for bodily/kinesthetic intelligence

● Why is bodily/kinesthetic intelligence important in the curriculum?

Bodily/kinesthetic intelligence enables us to control and interpret body motions, manipulate physical objects, and establish harmony between the mind and the body. The Spartans of ancient Greece built their culture around the importance of the body, its looks, and its performance. In modern times, the Olympics carries on that tradition.

James Bellanca thinks that (1997:141) ‟it is mistake, however, to think that the development of this intelligence is limited to athletics. Imagine a surgeon without the fine small-motor control to perform an intricate heart operation or a plane navigator who cannot fine-tune his instruments. How would you like a porch built by a carpenter who can’t hit the head on a nail? Would you hire a plumber who can’t straighten pipes with a wrench?”

Marcel Marceau is an example of an individual with a highly developed bodily/kinesthetic intelligence. With his body, the mime can create many different personalities: the bully, the recluse, and the clown. He can suggest the mountain climber, the butterfly, waves cresting, or the concepts of good and evil or freedom and bondage with equal facility. More amazingly, he can create a number of these illusions simultaneously.

(https://www.youtube.com/watch?v=XEsfpRrfXf4)

In a high-tech, consumptive world, the ‘couch potato’ disease afflicts students even before they start school. Wealth or poverty seems to make little difference. The statistics on passive TV watching and snack food munching made clear why today’s young people need multiple avenues for developing healthy lifestyles.

Within the traditional curriculum, health and physical education have been considered frills for the many or extracurricular activity for the elite athlete. But now as our society begins to understand the cost of poor health attitudes and habits, the need to integrate health programs across the curriculum for all students is becoming apparent. Good health care is less costly than poor health repair.

James Bellanca and Carolyn Chapman think that (1997:142-151) in schools, the traditional model of leaving the full responsibility to the P.E. and sports departments for developing the bodily/ kinesthetic intelligence is not enough. In a world where longevity is increasing, it is important that lifestyle habits be formed at an early age. These habits, built on the beliefs that healthy bodies make healthy minds, that people who develop early habits of positive health continue these habits through life, and that such habits are essential for a low-risk lifestyle in the senior years, encourage young students to develop active, physical lives that are built on the principles of whole health. In this context, every child becomes an athlete, not a superstar, who develops bodily/kinesthetic talents, habits, and attitudes for a lifetime of good health.

The development of the bodily/kinesthetic intelligence also has instructional significance. When teachers use concrete manipulatives to introduce new concepts, they put into practice a basic constructivist principle: they create the concrete sensations that Piaget pointed out were so necessary for the student to form a concept. When teachers start with abstract ideas for which students have no prior knowledge, it is very difficult for students to form the abstraction. Techniques that put this theory into practice draw upon and develop the bodily/kinesthetic intelligence.

Students develop their bodily/kinesthetic intelligence when they are actively involved in physical performances. Intramural sports programs which allow all students to practise new skills and learn new games are an important start. When teaching English, role playing and mime go a step beyond in having students simulate a character in a movie or literature or act out in concrete terms an abstract grammar principle, such as the third conditional, or passive voice. When used in this way, the bodily/kinesthetic intelligence enriches conceptualization and solidifies memory.

1. People, Animals and Objects → Title: The Elephant Joke; Activity: gap-fill;

phrasal verbs; Level: intermediate (pair and group work)

Directions: Complete the phrasal verbs, using the prepositions written on the elephants (students work in small groups and then, as a whole class, check their answers, go to the teacher’s desk, pick up the correct magnetic elephants and stick them on the board in the correct place) (Dainty, 2002:6):

An elephant walks 1. ……………. a restaurant, sits 2. ……………. at a table near the window and says to the waiter, "Good morning, could I have a cup of coffee, please?"

The waiter is amazed. "What's wrong?" the elephant asks, "You look like you've seen a ghost".

"I'm sorry. I've never heard an elephant talking before, and you speak perfect English."

"I don't know why you're surprised" the elephant says, "I'm Indian, I grew 3. ……………. in Bombay, and a lot of people speak English there. I can speak other languages, too. I'm fluent in French and Japanese and I can get 4. ……………. in Spanish and Danish. Anyway, can I have my coffee, now?"

"I’m afraid we've run 5. ……………. of coffee, Sir, but how about a nice cup of tea?"

"Tea?" says the elephant "Yes, that'll be fine."

So, the waiter goes into the kitchen and tells the manager that there is an Indian elephant sitting by the window, who wants a cup of tea.

"OK," says the manager, "We'd better give him some tea, then."

The waiter goes 6. ……………. to the elephant and says, "Here's your tea, Sir, and here's your bill for £3.50."

The elephant says "Thank you," picks up the cup with his trunk, and starts drinking. But a few moments later, the elephant throws the cup and the tray 7. ……………. the floor and starts shouting.

The waiter is terrified, and says, "What's wrong, Sir?"

"It's this tea," the elephant says, "you put milk in it. Don't you know ANYTHING about elephants? We NEVER put milk in our tea!"

"I'm really sorry," the waiter says, "I didn't realise. It's just that we don't come 8. ……………. many elephants in this part of the world."

"That's not surprising," the elephant says, "£3.50 for a cup of tea is much too expensive!"

2. Role-play → Title: Ringing People Up; Activity: writing short dialogues; role-play short dialogues; phrasal verbs; Level: upper-intermediate (pair/group work)

Directions: Several phrasal verbs are used in connection with telephoning.

Study these phrasal verbs and their meanings:

A. Make short dialogues for the given situations, using suitable phrasal verbs as in the example. Then, in pairs, mime the dialogues in front of the class.

A asks to be connected with Mr Johnson on extension 25. B tries to make the connection but Mr Johnson’s number is engaged. B asks A if he would like to phone again later.

A.: Good morning, could you put me through to Mr Johnson, please, on extension 25?

B.: Just a moment, please, I’m trying to put you through . . . I’m sorry, but Mr Johnson’s number is engaged. Would you like to ring back later?

1. Ann tells Bill that she has tried to phone him three times, but couldn’t get a connection. Ann wants some information from Bill. Bill promises to contact Ann with the information later.

2. Mr Fox asks to be connected with the bank manager. A bank clerk tells Mr Fox that the bank manager will be free in a moment and asks him to wait.

3. Janet and Peter are speaking. Peter has to end the call as the door-bell rings. Janet asks Peter to phone again later.

4. Mark and Kate were speaking when the connection was suddenly lost. Now Mark rings Kate again and explains what happened. Kate says she thought Mark had ended the conversation abruptly for some reason.

5. Andy asks Terry to give him Robert’s address. Terry asks Andy to wait until he gets his address book. Terry can’t find it, so he tells Andy that he will contact him again later. Terry says he has to end the conversation now anyway. He’s going out.

B. Now work with your partner and invent a short telephone dialogue using get through, hang up, hold on and ring someone back.

C. Talking point

On average, how many times a week do you ring up friends or members of your family? Who do you ring up most often?

How often do you ring up someone abroad?

When you make a call abroad today, do you sometimes have difficulty getting through?

Have you ever been cut off during a conversation? What did you do? (Seidl, 1991:73-74)

3. Sport → Title: Talking About Sport; Activity: reading, replacing phrasal verbs with their meanings; answering questions about sport; Level: upper-intermediate (pair/group work)

Directions: A. Study these phrasal verbs and their meanings:

B. Read the text then answer the questions:

Most of us are interested in one kind of sport or another, even if we don’t go in for it actively. Lots of people take up a particular sport at an early age, for example tennis, skiing or ice-skating. If they get up to a suitably high standard, they may go in for local competitions or even championships. But special training is hard work and most young people don’t keep it up. Many of them opt out when they come up against tough competition.

To become a professional in any sport, you have to go through with a strict training schedule. And it’s not easy! It means doing without some of life’s little pleasures, too. For example, to build up your physical strength you may have to stick to a special diet and give up some of your favourite foods. Smoking and alcohol are out, and to keep fit you have to work out regularly evert day.

Sometimes it all pays off, but the road to success is long and there are no guarantees. No wonder that countless young talents decide to settle for a regular job instead, and, as far as professional sport is concerned, prefer to look on as spectators.

1. The first two phrasal verbs in the text are given in italics. Can you find 14 more? Write them down in the order they appear.

2. What do they mean? Replace each phrasal verb with a word or phrase with the same meaning, as in the examples.

go in for → participate in

take up → begin to pursue

C. Talking point

1. Did you take up any sport as a child? What made you take it up?

2. Did you keep it up? If not, why not?

3. Have you given up a sport in recent years? If so, why did you give it up? (e.g. too expensive, not enough time, no partner, lack of facilities, for health reasons)

4. Do you ever go in for competitions or championships?

5. In your opinion, what are the different reasons why people take up a sport? (e.g. health, social contacts, prestige)

6. Do you know anyone who goes in for an unusual kind of sport? (e.g. mountaineering, hang-gliding, ski-jumping, deep-sea diving, bungee jumping, etc.) (Seidl, 1991:97-98)

4. People, Animals and Objects → Title: Act It Out; Activity: miming game;

phrasal verbs; Level: upper-intermediate (group work)

Instructions for the teacher

Photocopy the illustrated list of phrasal verbs and go through them with their meanings with the students. The students should keep their lists to refer to during the game.

Divide the class into small groups. Give each group a pile of mime cards which they must place face down. The students must take it in turns to pick up a card and mime the situation on it.

Before the students begin their mimes, they must read out the first sentence on the card, which tells the rest of the group what information they are looking for, e.g. You are looking for a place and a phrasal verb. The others must guess what is being mimed. This version of the game is just for fun and there is no scoring involved.

Alternative

Divide the class into two teams. Ask a student from Team A to come to the front, pick up a card and mime the situation. Students from both teams can try to guess what is being mimed. The first student to guess correctly scores a point for their team. A student from Team B must then do a mime. The game continues until all of the cards have been used.

Note: Some of the mimes are for two people. When two people are needed, it is indicated on the card. (Dainty, 2002:26-27)

5. People, Animals and Objects → Title: What's the Punch-line?; Activity: matching definitions and punch-lines; phrasal verbs; miming game; Level: upper-intermediate (pair/group work)

Directions: 1. In small groups, students have to match the phrasal verbs and their definitions. Then, one or two students from each group mime their phrasal verb in front of the class, for the others to guess the verb and its definition: (Dainty, 2002:38)

1. pull over a) to get fatter

2. put on (weight) b) to offer someone a bed

3. have (someone) in c) to ask someone into your house to do a job

4. put (someone) up d) to stop your car at the side of the road

5. put up with something e) to learn a skill quickly

6. look into f) to suffer something unpleasant

7. to pick (something) up g) to investigate

2. Match the jokes with their punch lines (in pairs or groups, students have to go to the teacher’s desk, search through the list of punch-lines and choose the correct ones for their jokes, and stick them on the board):

1. Two women are standing on a street corner talking when there is a sudden "WHOOSH" sound overhead. They look up and see a phone box flying across the sky. "Wow," says one of the women ‘Superman's ……………………………………………………….. .

2. Al and Jack are two tramps who sleep rough on the benches in the park. One morning Al comes to Jack and says: ‘The council are going to paint my bench today. Since I've got the decorators in, ……………………………………………………….. .

3. A woman is driving along the motorway at 200 kilometres per hour. When the police move alongside her car, they notice she is knitting. ‘Pull over,’ the police officer says. ‘No, it's not a pullover’ she replies, ……………………………………………….. .

4. It's the middle of winter, the snow is one metre deep, and Farmer Jones announces that he's going to move his two donkeys into his sitting room.

‘But what about the smell?’ his friend says.

‘Well,’ Farmer Jones replies, ‘The donkeys ……………………….. .

5. One night a huge hole appears in the Thompsons' front garden. Mrs Thompson goes down to the police station to report it. When she comes home, her husband says ‘Are the police going to investigate?’ ‘I think so,’ his wife replies, …………………………………………………………… .

6. Charlotte gets a detention for talking in class. ‘Go and collect the litter in the playground,’ the teacher says. ‘But I don't know how to collect litter,’ Charlotte replies, ‘I've never done it before.’

‘Don't worry,’ the teacher says, …………………………………………………………… .

6. Health, Fitness and Body → Title: Body Language; Activity: choosing the correct definition; phrasal verbs; idioms connected with the body; Level: upper-intermediate (group/pair work)

Directions: 1. Work in pairs. Choose the correct definition for each idiom lines (in pairs or groups, students have to go to the teacher’s desk, search through the list of definitions and choose the correct ones for their idioms, and stick them on the board) (Dainty, 2002:39):

Now try to find the correct completion for each joke.

7. Food and Drink → Title: Dinner Time; Activity: picture gap-fill; phrasal verbs; idioms connected with food and drink; Level: upper-intermediate (pair work)

Directions: Look at the food and drink in the picture and use ten of the items to complete the sentences below. One item in the picture is not used in the sentences. Which one? (in pairs, students have to go to the teacher’s desk, search among the food realia and choose the correct ones for their sentences, then complete their sentences on the board) (Dainty, 2002:43)

1. Riding a bike is easy. It's a piece of ……………………… .

2. I've never really taken to opera. It's just a lot of odd people wandering around shouting at each other. It's not my cup of ……………………….. .

3. My uncle's a couch ………………………. and he's always glued to the TV.

4. Andre suffers from terrible road rage. If another driver cuts him up or pulls out in front of him, he just goes …………………………… .

5. Michel looks as if ……………………… wouldn't melt in his mouth, but don't be taken in by him. I wouldn't trust him an inch. He's a wolf in sheep's clothing.

6. Ana was standing in a queue at the bank when two robbers burst in and held up the staff. Some of the customers started screaming but Ana was as cool as a ……………………….. . She took out her mobile phone and called the police.

7. Elena thinks her new WAP phone is the best thing since sliced …………………………….. .

8. I turned up at a party last night wearing jeans and a T-shirt. Everyone else was dressed formally. I felt like a ………………………. out of water.

9. Pierre works on the checkout at his local supermarket. They pay him ……………………….. .

10. What does Sabine mean, she didn't want to win the art competition?! She spent ages doing her project! I think it's just sour ………………………. on her part. She's jealous, because someone else won instead of her.

8. People, Animals and Objects → Title: Around the House; Activity: picture gap-fill; phrasal verbs; idioms connected to the house; Level: advanced (pair/group work)

Directions: Look at the picture. Find the objects that you need to complete the following idioms (Dainty, 2002:65):

1. If you have a dark secret, you have a skeleton in your ………………………. .

2. A chain smoker smokes like a ……………………….. .

3. If you waste your money you are pouring it down the ……………………….. .

4. If you admit defeat you throw in the ……………………….. .

5. If you pack more than you need when you go on holiday, you take everything but the kitchen ……………………….. .

6. If you can't decide who to agree with, you sit on the ……………………….. .

7. If someone annoys you, they drive you up the ……………………….. .

8. If you don't want to face your problems you try to sweep them under the …………………… .

9. When the cost of something rises very quickly, the price goes through the ……………………….. .

10. If I make you leave the room I show you the ……………………….. .

11. If you're really busy, you have a lot on your ……………………….. .

12. If you have to change you plans completely, they go out the ……………………….. .

13. If someone isn't honest with you, they're leading you up the garden ……………………….. .

9. People → Title: The War of the Roses; Activity: gap-fill, re-ordering

paragraphs; idioms and phrasal verbs; Level: advanced (group work)

Group 1

You have six parts of a 12-part story. The other group has the other six parts. Use the words below to complete your six parts. The other group will do the same for theirs. Then work out the sequence of the story together.

The words you need to fill in the gaps are (Dainty, 2002:66-69):

When they come to an agreement, students from both groups stick the twelve parts of the story on the board, in the correct order.

Group 2

You have six parts of a 12-part story. The other group has the other six parts. Use the words below to complete your six parts. The other group will do the same for theirs. Then work out the sequence of the story together.

The words you need to fill in the gaps are:

The War of The Roses

Phrasal verbs and idiom quiz

Directions: Match the phrasal verbs on the left (1-13) with their definitions on the right (a-m). Do the same with the idioms (14-26) and their definitions (n-z). When you’ve matched the numbers on the left with the letters on the right, use it as a code to work out the joke (students use magnetic cut-outs with the sentences and letters which they stick on the board accordingly).

Teaching activities for naturalist intelligence

● Why is the naturalist intelligence important in the curriculum?

This intelligence, which Howard Gardner added to his original seven in 1995, springs from an individual’s ability to recognize species of plants or animals in his or her environment and to create taxonomies that classify the many different subspecies.

Bellanca and Chapman believe that (1997:193-199) individuals such as Charles Darwin, John Audubon, Louis Agassiz, and E. O. Wilson are well-known naturalists. Young children who can pick out different types of flowers, name different types of animals, or arrange such common items as shoes, cars, or designer clothes into common categories are budding naturalists. The connection to naturalistic knowing is obvious in botany and zoology, but individuals who work with organic chemistry, entomology, medicine, photography, weather forecasting, civil engineering, and a host of other fields must also develop their naturalist skills.

This intelligence is essential to high performance in the study of science. Starting in the early grades with the study of patterns, the examination of the characteristics of a community, and the introduction to hands-on science activities, the science curriculum proceeds to in-depth studies of biology, earth science, and chemistry with regular and advanced placement courses. Success in these courses is often a gate to careers in engineering, science, and medicine.

1. Weather → Title: The Weather Forecast; Activity: matching phrasal verbs with definitions; gap-fill; describing the weather; Level: intermediate (pair/group work)

Directions:

A. Match the phrasal verbs written in bold with their definitions:

The Weather Forecast

It will brighten up (1) in the north of England tomorrow morning, but the sun won’t last long and the region will soon cloud over (2) again. Rain in the east will clear up (3) later. An area of high pressure means it should warm up (4) over the next few days in most regions, except in the far north, where it will actually cool down (5) a little because of strong north-easterly winds. On the south coast winds will pick up (6) during the afternoon, becoming strong by the evening. (McCarthy & O’Dell, 2017:126-127)

(https://www.thinglink.com/scene/845763394140110848)

B. Complete these sentences using one of the phrasal verbs from A. Write the verbs in an appropriate form.

1. There’s a lovely blue sky now, but unfortunately the forecast says that it’s going

……………….…….. later in the day.

2. I hate it when it’s so hot – I wish it would ……………….…….. .

3. Let's go and fly the kite – it'll be fun now the wind ……………….…….. .

4. The sea is quite cool in the mornings, but by midday it has usually ……….………… .

5. Let's go for a walk this afternoon if the rain ……………….…….. .

6. We could have a picnic lunch if the weather ……………….…….. .

C. Complete these sentences with a noun or phrasal verb from the box:

1. It rained heavily all day. I've never seen such a ……………….…….. .

2. It's been pouring down all day. I wish it would ……………….…….. .

3. If the river breaks its banks, the villagers will be ……………….…….. .

4. No-one left their homes until the hurricane ……………….…….. .

5. Because of the storms, a number of football matches ……………….…….. .

6. It's too gloomy to take good photos now. Why don't you wait until it …………….. .

7. It's very hot there in summer – even at night it doesn't ……………….…….. .

8. It's been terribly cold, but they have promised that it will ……………….…….. next

week.

BE OVER

(Shovel, 1992:39) Is it still raining?

D. Describe the weather. Is it still windy?

Make a sentence describing what has happened

to the storm.

Think of another way of saying be over.

Answer:

be over → to be finished.

The storm is over; it has stopped raining and the sun is shining.

2. Weather → Title: The Weather and Its Effects; Activity: matching phrasal verbs with definitions; gap-fill; matching weather situations with logical consequences; answering questions about metaphorical meanings of phrasal verbs; writing about weather; Level: intermediate (pair/group work)

A. Talking about the weather and its effects

Directions: Leo is talking about his camping trip to the Scottish mountains.

Match the phrasal verbs written in bold with their definitions.

The weather was dreadful; we were there for a week and the storms just never let up (1). We were flooded out (2) twice in our tent and ended up staying in a hostel. It just poured down (3) every day – one heavy downpour (4) after another. We were rained off (5) most days and couldn't do any serious walking. Then one day we thought the storms had blown over (6), so we climbed one of the highest peaks in the area. It started to snow. Luckily there was a cabin at the summit, so we took shelter there. We were snowed in (7) for two days before we could get out and go back down again. I shall never forget it as long as I live! (McCarthy & O’Dell, 2017:126-127)

(https://www.alamy.com/stock-photo-cabinsnowed-94559896.html)

B. Match the weather situation on the left with the most logical consequence on the right.

1. We were snowed in. a. Some trees got blown down.

2. We were flooded out. b. The teams were very disappointed.

3. The rain didn't let up. c. All our carpets were ruined.

4. It cleared up later on. d. We couldn't even open the front door.

5. A strong wind picked up. e. We ate our picnic in the car.

6. The match was rained off. f. We went for a walk in the evening.

C. Some of the phrasal verbs on the opposite page can be used in a metaphorical way. Try to work out the metaphorical meanings and answer these questions.

1. If Martina is brightening up a bit, is her mood getting more or less cheerful?

2. Would you suggest that someone should cool down if they are angry or if they are sad?

3. If an argument or scandal blows over, does it start or finish?

4. If an illness clears up, does it get better or worse?

5. If a party warms up, does it get more or less enjoyable?

6. If someone's face clouds over, do they start to look worried or happy?

D. Follow Up!

Write a paragraph about the weather you have experienced recently. Use as many as possible of the words presented in A, B and C.

3. Natural World → Title: Natural disasters and destruction (1); Activity: matching phrasal verbs with definitions; making sentences less formal: replacing verbs with the corresponding phrasal verbs; error correction; Level: intermediate (pair/group work)

Directions:

1. Match phrasal verbs 1-8 with definitions A-H:

1. Some tents were blown away in the storm.

2. The fire broke out on the fifteenth floor.

3. An earthquake caused the buildings to fall down.

4. A bomb went off in the building last night.

5. The fumes from the fire knocked her out for a short time.

6. We need to use less water, otherwise we might run out.

7. He was run over by a bus and injured.

8. The car was completely written off in the accident.

A. hit or drive over someone, causing injury

B. have no more of something left

C. explode

D. damage a vehicle so it is not worth repairing

E. cause someone to become unconscious

F. break into pieces due to being old, weak, or damaged

G. begin suddenly

H. be moved away from a place by the wind

2. Make these sentences less formal. Replace the verbs written in bold with the phrasal verbs in the box.

1. They had to demolish the door to get access to the apartment.

2. It took them four hours to extinguish the fire.

3. Scientists are trying to eradicate the disease.

4. A car was destroyed in the explosion.

5. Police managed to stop the bomb exploding last night.

6. The town's food supplies are starting to decrease.

3. Correct the phrasal verbs in these sentences:

1. The wind blew up all the papers on my desk.

2. My car broke out on the way to work.

3. After the petrol shortage, petrol supplies have all run down.

4. The earthquake caused large parts of the building to fall through.

5. It took fire fighters several days to put off the fire.

6. She wrote away the car when she crashed into a wall.

(Flockhart & Pelteret, 2012:100-101)

4. Natural World → Title: Natural disasters and destruction (2); Activity: matching questions with replies; gap-fill; choosing the best answer; completing news headlines with particles; deciding if the sentences are true or false; Level: intermediate (pair/group work)

Directions:

1. Match questions 1-8 with replies A-H.

1. Who was injured in the explosion?

2. When did the war break out?

3. Was this area affected by the floods?

4. What kind of damage was caused by the earthquake?

5. Did you lose your power supply during the storm?

6. What happened to the building during the hurricane?

7. Was there an accident on this road earlier?

8. Did you write off your car in the accident?

A. Yes, the storm knocked out our electricity.

B. Many buildings fell down as a result of it.

C. Yes, someone was knocked down by a car.

D. No one was injured. But a car was blown up.

E. It started about a year ago.

F. Yes, the flood water completely cut off parts of the town.

G. No, but the other car was badly damaged.

H. It was completely reduced to rubble.

2. Complete the sentences with the correct form of the phrasal verbs in the box:

1. Hundreds were left homeless after storms __________________ their houses.

2. The boat was_________________ fifty years ago by a torpedo.

3. Last night the train_________________ leaving passengers stuck for eight hours.

4. The old wooden shed was __________________a pile of wood by the storm.

5. She thought she could hear the sound of a gun __________________ in the distance.

6. A man was __________________ by a bus while trying to cross the road.

3. Choose the best answers:

1. What breaks out?

A. a fire B. the wind C. a car

2. What usually blows something away?

A. an explosion B. the wind C. a balloon

3. What breaks down?

A. a building B. a vehicle C. a tree

4. What falls down during a storm?

A. a road B. the wind C. a tree

5. What can be written off?

A. a letter B. a building C. a car

6. What can be put out?

A. fire B war C. an explosion

4. Complete the news headlines with the particles in the box:

1. BUS BREAKS ___________ CAUSING TRAFFIC JAM

2. MALFUNCTION CAUSES POWER PLANT TO BLOW ___________

3. POWER CUT ___________ FOR THOUSANDS OF CITY RESIDENTS

4. BRIDGE REDUCED ___________ RUBBLE IN TRAIN CRASH

5. MILLIONS COULD BE WIPED ___________ BY DISEASE

6. FIREFIGHTERS STRUGGLE TO PUT ___________ BLAZE

5. Read the news story. Underline all the phrasal verbs, then decide if the sentences that follow are true (T) or false (F).

1. The fire started on a farm. ______

2. Firefighters did not have enough water supplies yesterday. ______

3. They have still not stopped the fire burning. ______

4. Large areas of forest were destroyed by the fire. ______

5. No buildings were damaged. ______

6. A nearby town was separated from the firefighters by the fire. ______

(Flockhart & Pelteret, 2012:100-101)

Your turn!

Look for news stories about an accident or disaster in a newspaper or online. Can you find any examples of the phrasal verbs used in these activities?

5. Weather → Title: Rain and Snow; Activity: matching definitions

to phrasal verbs; gap-fill; Level: upper-intermediate (pair/group work)

Directions:

1. Match the phrasal verbs to their definitions, then fill-in the correct form of the phrasal verb in each sentence.

beat down

pelt down

hold off

freeze up

not start, although you expect it to

come down in large amounts with force

become blocked with ice and stop working

(informal) fall very heavily

1. It was a very hard winter last year and many people had problems with pipes …………. (-ing) ………. .

2. The rain was …………. (-ing) ………. by the time we got to the top of the mountain.

3. Lying in bed, I could hear the rain …………. (-ing) ………. .

4. Fortunately the snow …………. ………. until we had got safely home.

2. Complete these statements about Sun and clouds with the correct form of the phrasal verbs in the box below:

1. If the sun …………. ………. (the clouds), it starts to appear from behind the clouds.

2. If the sun ………… ………., it shines very strongly and makes the air hot.

3. If some kind of bad weather such as clouds or fog …………. ………., it appears in a large amount.

4. If cloud or smoke …………. ………. the sun, it covers it and prevents it from being seen.

5. If windows or glasses …………. ………., they become covered with small drops of water and you can’t see through them.

3. Match the phrasal verbs written in bold with their definitions.

Metaphors

I suspected there would be trouble at the office as soon as the new boss breezed in (1) on his first day. He was very competent and he’d breezed through (2) the job interview, but he had no patience at all for anyone less able and he had a very sharp tongue. I noticed that as soon as he spoke to his PA, her face clouded over (3) in anger. He asked the sales manager to explain some contradictory figures in such an aggressive manner that she froze up (4) and couldn’t say a word. I could see her eyes misting over (5). By the end of that first day, his PA had stormed out (6), saying she would never return. The rest of us got together after work and decided that we had no choice but to try to freeze him out (7). We agreed only to speak to him if we absolutely had to. (McCarthy & O’Dell, 2017:100)

6. Weather → Title: Water and Sky; Activity: matching definitions to phrasal verbs; gap-fill; answering to questions; rewriting sentences; Level: upper-intermediate (pair/group work)

Directions:

1. Match the phrasal verbs to their definitions, then fill-in the correct form of the phrasal verb in each sentence.

dry up

freeze over

go out/come in

come out

go in

overcast

wash away

eat away at

1. disappear (used about water)

2. become covered with ice

3. move further away from the beach /nearer the beach

4. appear in the sky (used of the sun, moon or stars)

5. become hidden by a cloud

6. grey, covered in cloud (used about the sky)

7. carry away by water

8. gradually destroy by taking little bits at a time

1. The river is in flood now – it’s hard to believe it completely …………. ………. six months ago.

2. Let’s go indoors now – the sun has …………. ……….and it’s getting chilly.

3. The sea is …………. (-ing) ………. ………. the cliff, and houses close to the edge are at risk.

4. When the tide …………. ………. (1), we can look for shellfish. But we’ll have to be careful as the tide …………. ………. (2) quickly here.

5. In the far north, the sea …………. ………. for several months each year.

6. It is spectacular here at night when the stars …………. ………. .

7. An old boat abandoned on the beach was …………. ………. by the unusually high tide.

8. I don’t want to go to the beach today as it is so ……………. .

2. Answer these questions using phrasal verbs or phrasal adjectives from the pages above:

1. What would happen to a pond if the temperature dropped to –10°C?

………………………………………………………………………………………………

2. What might happen to a shallow lake if the weather is very hot and there is no rain for a long time?

………………………………………………………………………………………………

3. What adjective can describe the sky when it is grey and covered in cloud?

………………………………………………………………………………………………

4. Why is the sea not always at the same place on a beach?

………………………………………………………………………………………………

5. If the police suspect that bank robbers are hiding in a forest, what might dogs help them to do?

………………………………………………………………………………………………

3. Rewrite these sentences using phrasal verbs or phrasal adjectives from the page above:

1. As night fell, the stars appeared.

………………………………………………………………………………………………

2. The sun became hidden by a cloud and the temperature fell suddenly.

………………………………………………………………………………………………

3. Cats (both large and small) lift their young with their teeth to move them around.

………………………………………………………………………………………………

4. It was lovely and sunny this morning but now the sky is grey.

………………………………………………………………………………………………

5. Many wild animals and plants are on the verge of becoming extinct.

………………………………………………………………………………………………

7. Nature → Title: Animals and Plants; Activity: matching phrasal verbs with

their definitions; gap-fill; Level: advanced (pair work)

Directions:

Match the phrasal verbs written in bold with their definitions.

Definitions of phrasal verbs:

a. becoming more and more rare and eventually disappearing completely

b. plants which have developed from a larger plant

c. catches for food

d. force an animal to come out of its hiding place

e. to eat something, as its usual food (about animals)

f. to move something upwards; lift something/someone

g. to open/appear (about flowers)

h. to find or capture animals by forcing them to come out of the place where they are hiding

i. to deliberately destroy something; bring something to the ground

j. to let all the water come out of something

k. to cut through the trunk of a tree in order to make it fall to the ground

l. to remove/separate something from the main part

m. to produce something in a way that causes it to spread out from a central point

n. to make a sudden effort to seize something, as with the hand; take or grab something quickly

o. to remove something from the ground where it has been buried or planted

(Longman Phrasal Verbs Dictionary, 2000)

2. Complete these commentaries from television nature documentaries with the correct phrasal verbs. You are given the first letter each time.

A. Here in this cold landscape of cliffs and stony beaches, these birds f…………… ………. (1) the many fish which are found offshore. Seals also p………… ………. (2) the abundant fish stocks. It is hard to imagine that if global warming increases, these wonderful creatures may d…………. ………. (3) and never be seen again at this latitude. Sea levels will rise and e…………. ………. ………. (4) the cliffs and rocky shores, w…………. ………. (5) their natural habitats forever. And, paradoxically, as the temperature and sea levels rise, some of the inland lakes may d…………. ………. (6) altogether, leaving an arid landscape.

(http://hindi.fansshare.com/gallery/photos/17865975/harp-seals-the-north-pole/?displaying)

B. These elegant creatures p…………. ………. (7) the higher branches of trees and eat the succulent leaves. In the course of their feeding, they often b…………. the branches ………. (8) causing damage to the trees, and even more so by p…………. ………. (9) the youngest saplings altogether. Fortunately, nature always revives, and the destroyed and damaged trees s…………. ………. (10) new o…………. (11) so that, in time, the forest renews itself. Only humans are the real enemy, c…………. ………. (12) the trees and d…………. ………. (13) the most precious plants to collect specimens, denuding the forest forever, and all for commercial gain. (McCarthy & O’Dell, 2017:98-99)

3. Complete these encyclopaedia entries using phrasal verbs from the box in the correct form. Use a dictionary if necessary.

A. In many places, grey squirrels have …………. ………. (1) and …………. the native red squirrels …………. (2). They have then …………. ……… (3) their territory.

B. Many animals …………. ………. (4) their young in a similar way to human parents, …………. ………. (5) them till they are mature; others leave their young to …………. ………. (6) themselves shortly after birth.

8. Weather → Title: Rain and Snow; Activity: matching particles to phrasal verbs; gap-fill; explaining answers; writing sentences about pictures using phrasal verbs; Level: advanced (pair/group work)

Directions:

1. Complete the text below using the correct particles from the cloud below:

The weather forecast said that there would be rain later on, but we were all hoping that it would hold ………. (1) until Julia’s birthday barbecue was over. When we first arrived, the sun was beating ………. (2) and some people were too hot. But then grey clouds appeared and the rain started. At first it was quite light but then it began to pelt ………. (3). We had to cook indoors but Julia wasn’t too disappointed.

2. Mark these sentences with a if you are happy in this situation or a if you are not happy in this situation. Explain your answers.

1. Your pipes at home freeze up while you are on a skiing holiday. ______

2. You receive a letter that makes your face cloud over. ______

3. You are walking by the sea when fog rolls in. ______

4. You can hear the rain beating down outside as you sit by a big log fire. ______

5. You are on a long country walk and the rain holds off. ______

6. You have to give a speech at a friend’s wedding and you freeze up. ______

7. You breeze through an important exam. ______

8. You storm out of a meeting. ______

9. A group of friends start to freeze you out. ______

10. You are sitting on the beach and the sun is beating down. ______

3. Write a sentence about each picture using a phrasal verb from the cloud:

1. 2.

3. 4.

5. 6.

(McCarthy & O’Dell, 2017:101)

1. ……………………………………………………………………………………..

……………………………………………………………………………………..

2. ……………………………………………………………………………………..

……………………………………………………………………………………..

3. ……………………………………………………………………………………..

……………………………………………………………………………………..

4. ……………………………………………………………………………………..

……………………………………………………………………………………..

5. ……………………………………………………………………………………..

……………………………………………………………………………………..

6. ……………………………………………………………………………………..

……………………………………………………………………………………..

4. Complete these sentences using a phrasal verb from the ……… in an appropriate form. Add any other words that are needed.

1. Ellis arrived an hour late but he didn’t seem worried; he just ………………………..… .

2. It was such a sad film. When the hero died I could feel my eyes ……………………… .

3. Whenever I go from a cold street into a heated shop, my glasses …………..………….. .

4. I can see a little bit of blue sky. I think the sun is trying to ……………..……………… .

5. We’re going to an open-air concert tonight. I hope the rain …………….……………… .

6. I think the weather’s changing for the worse. Look at those clouds …………………… .

7. Don’t worry about your driving test. I’m sure you’ll ………………………….……….. .

8. I always get really nervous before oral exams. I’m afraid I’ll ………………………….. .

9. Animal Rescue → Title: A Life in the Day of Celia Hammond; Activity: gap-fill; true or false statements; discussing about someone’s obsession with cats; phrasal verbs; Level: advanced (pair/group work)

Directions: A. Celia Hammond, cat lover, talks to The Sunday Times Magazine.

First, study the phrasal verbs and their meanings:

B. Read the text carefully.

Parts of the phrasal verbs have been missed out. Can you put them back in their correct form, as in the example?

Celia Hammond gave up a successful modelling career fifteen years ago, to concentrate on saving London’s cats. Eighteen months ago she __________ (1) up the Celia Hammond Animal Trust.

‘The first thing I do when I __________ (2) up is __________ (3) out where I am. I've usually been out trapping1 cats the night before and I'm quite likely to have slept on the floor at a friend's house. Then I'll have a quick cup of tea. I don't take vitamins, but I'll have some garlic if I think I've got a cold coming __________ (4) .

I eat a lot of chocolate and bread, lots of unhealthy things. I met a woman on a bus once who showed me some pictures of a slaughterhouse2 and it __________ (5) me off eating meat, but I still feed the cats with meat. Sometimes I'll go a whole week without a hot meal, just __________ (6) crisps and chocolate bars in the car en route3 somewhere. I finished __________ (7) in hospital once; my weight dropped to seven stone.

As a model I was spoilt rotten4, because I only worked with the best. I used to go abroad a lot, until Norman Parkinson (a photographer) refused to take me any more because I'd stay out all night feeding stray5 cats. Next morning I’d __________ (8) up with false nails hiding my broken ones, trying to look as if I'd had a good night's sleep. Clothes were never important to me. When you're wearing beautiful clothes all day it’s a relief to get them __________ (9).

I've spent everything I ever had on saving cats. I don't have a social life. My friends have long since __________ (10) up. I never take holidays but I __________ (11) two days off at Christmas when I stayed with friends in Wales. In some ways I wish I didn't have this obsession. My life would have been a lot more fun without it. No man is going to put __________ (12) with me.

I get a lot of emergency calls that have to be dealt __________ (13), like animals being trapped inside a building due for demolition6. Concentration is very tiring, especially if you're __________ (14) around in some cold, derelict7 building for four or five hours, waiting for the one cat who chooses to play hard to get. But the majority of the cats I trap are domestic ones who have __________ (15) off.

Weekends are always spent finding homes for the cats best suited to rehabilitation8. The others go to farms or stables. I visit all the families personally, and I'm never finished until eleven o'clock at night, and that's early.

Sometimes if I’m out at night in the West End9, where I do a lot of trapping, I see people done up10, dashing __________ (16) to the theatre. Meanwhile there I am lurking11 in some building site, and I wish things could be different. Just for a second, then it's gone.'

(https://www.alamy.com/celia-hammond-with-her-cats-celia-hammond-was-a-supermodel-in-the-1960s-and-has-since-become-famous-as-a-campaigner-against-fur-and-for-neutering-of-cats-to-control-the-feral-population-image268857320.html)

1catching

2place where animals are killed (for food)

3on the way

4treated very well

5lost, runaway

6due to be pulled down

7deserted; in need of repair

8becoming tame again

9the entertainment area of London

10wearing evening dress

11waiting and hiding

C. Are these statements about Celia Hammond true (T) or false (F)?

1. Recently she opened a cats’ home. _____

2. She usually sleeps at home. _____

3. She takes vitamins to cure a cold. _____

4. She eats a lot of meat. _____

5. She often eats crisps and chocolate bars. _____

6. As a model, she sometimes came to photo sessions looking less than her best. _____

7. She enjoyed wearing beautiful clothes. _____

8. She’s married. _____

9. Her friends often contact her. _____

10. Over Christmas she worked in Wales. _____

D. Talking point

Celia Hammond’s obsession with cats has changed her life completely. In what ways has her life changed? (Seidl, 1991:105-107)

10. Weather → Title: Idiom Crossword; Activity: crossword; phrasal verbs;

idioms connected to geography and the weather; Level: advanced (pair work)

Directions: Complete the crossword with the missing words from the idioms. Each word is connected with geography or the weather. (Dainty, 2002:55)

Clues across

1. It's mum's 40th birthday next week. She says she's over the ……………………. but 40 isn't that old.

4. We did a geography exam today. The first question was, 'How many people live in Birmingham?' How could I know something like that? I haven't a clue – I haven't the …………………… idea!

7. I've got so much homework to do for next week – I'm completely …………………… ed under.

10. Monika is doing really badly at school, but she won't admit there's a problem. She's burying her head in the ……………………. .

11. Eva's really dreading the test on Friday, but she's good at maths and it isn't a real exam. She's making a …………………… out of a molehill.

Clues down

2. Karolina is very outgoing. She isn't afraid to go up to people and talk about herself. She certainly breaks the …………………… at parties.

3. Erika won a skiing holiday in a competition. She was over the ……………………. .

5. The new shopping centre in town is amazing. You can buy anything there. It's got everything under the …………………..

6. I twisted my ankle yesterday and I'm going to be laid up in bed for a couple of days. My ankle is really sore, but at least I get out of going to school for a while. Every …………………… has a silver lining.

7. Stop making such a big fuss about your argument with Klaus. It's not very important. It's just a …………………… in a teacup.

8. Steffi has got a part-time job and she puts by £5 a week. She's saving it for a …………………… day.

9. My new bike is fantastic – it's really fast. It goes like the …………………….. !

11. Weather → Title: Phrasal Verb Activator; Activity: gap-fill; phrasal verbs connected to weather; Level: advanced (pair/group work)

Directions: Students are asked to fill-in the gaps with words connected to weather from the box; they have to stick the weather-related magnetic cut-outs into the correct blank space (Longman Phrasal Verbs Dictionary, 2000:290):

When the weather gets worse:

● ______________________

● ______________________

● ______________________

● ______________________

When the weather prevents something

from happening:

When the weather gets better: ● _____________________

● ______________________ ● _____________________

● ______________________ ● _____________________

● ______________________ ● _____________________

● ______________________ ● _____________________

The sun:

● _________________

● _________________

● _________________

● _________________

● _________________

When it rains a lot:

● ______________________ When it does not rain The wind:

● ______________________ although it looks as if it will: ● ________________

● ______________________ ● _____________________ ● ________________

● ______________________ ● _____________________ ● ________________

● ______________________

12. Weather → Title: Idioms and other expressions that use words connected with the weather; Activity: gap-fill; idioms and other expressions that use words connected with the weather; phrasal verbs; Level: advanced (pair/group work)

Directions: As you might expect, a country with changeable weather like the United Kingdom has a lot of idioms that use weather words. In sentences 1 – 24, complete the first part of each idiom or expression in bold with its second part from the box: (Wyatt, 2006:62)

1. The Education Minister's speech to the teachers got a frosty ____________ .

2. I can't think properly. I'm tired, and my mind is ____________ .

3. I usually spend most of my salary, but I always try to save something ____________ .

4. I'm sorry you don't feel very well. Why don't you go to bed, and I'm sure you'll be right

____________ in the morning.

5. She's always happy, friendly and smiling: she has a really sunny ____________ .

6. I can't join you for lunch today. I'm absolutely ____________ under with work.

7. I would avoid the boss if I were you: he's got a face like ____________ .

8. Your train leaves in one minute. You'll have to run ___________ if you want to catch it.

9. I know that you're angry and upset, but don't let your emotions cloud ____________.

10. I told Bill about my ideas for improving the company, then he told them to the boss and said they were his ideas. I can't believe he stole ____________ like that!

11. I'm usually fairly calm and relaxed, but when someone intentionally scratched my car with their keys, I got the ____________ .

12. I thought my idea to improve sales was fantastic until my manager told me it would never work. As you can imagine, that took the ____________ .

13. Elaine has been on __________ ever since she got the promotion that she wanted.

14. What a morning! I got a parking ticket, then someone drove into my car in the supermarket car park, and to top it all I ran out of petrol. I guess it never rains ____________ .

15. I would love to go for a drink, but I'm a bit busy. Can I take a ____________?

16. She thinks she's as pure as ____________ , but she's no better than the rest of us.

17. "We haven't got any tea. Would you like coffee instead?" "I suppose so. Any port ____________".

18. "Do you think we should employ more staff?" "I'm not sure. Let's see which way ____________ in the next few weeks".

19. "Are you coming to the match with us on Saturday?" "Oh yes, we wouldn't miss it for anything. We'll be there come rain ____________ .

20. The shop refused to refund my money, so I told them that I would take them to court. That put the ____________ them!

21. Everybody was getting angry and upset about nothing. It was just a storm _________ .

22. He tried to keep his plans secret, but we soon got ___________ them.

23. Her suggestions were met with a hail ____________ .

24. Her suggestions were excellent, and it was wrong of you to rain on her ____________ .

13. Animals → Title: Idioms and other expressions using animals; Activity: gap-fill; idioms and other expressions using animals; phrasal verbs; Level: advanced (pair/group work)

Directions: Complete the idioms and other expressions in bold with an animal, insect, etc., from the box. Many of the animals must be used more than once. The meaning of each idiom/expression is explained in italics at the end of each sentence.

(Wyatt, 2006:6-7)

1. I always thought Laurence was rather shallow and superficial, but yesterday I saw him reading a book of Renaissance poetry. He's a bit of a dark _________, isn't he? (someone with a secret, especially a secret ability, skill or achievement that surprises you when you discover it)

2. I'm not going out with you looking like that. You look like something that the _________ dragged in! Brush your hair and put on some clean clothes! (to have a very dirty or untidy appearance)

3. I live on the 14th floor of a tower block, so I have a wonderful ________'s-eye view of the town. (a good view of something from a high position)

4. How did I know that you were going out with Lucy? Aha! A little ________ told me! (an expression used for saying that you are not going to say who told you something)

5. It really gets my ________ , the way she keeps interrupting all the time. (to annoy someone)

6. William didn't get the promotion he wanted last year, and he's had a ________ in his bonnet about it ever since. (to be very involved in something that you think is important, in a way that other people find annoying)

7. You really let the ________ out of the bag when you asked Louise what time her party started. She didn't know anything about it. It was supposed to be a surprise. (to tell someone something that was supposed to be a secret)

8. Where have you been? You're soaking wet! You look like a drowned ________! (looking very wet and cold)

9. Tony! What a surprise! It's wonderful to see you again. I haven't seen you for ________'s years! (an extremely long time)

10. The hotel used to be the best in town, but since the new manager took over it's really gone to the________s. (not as good as it was in the past)

11. I don't trust Eric when he says he's working late at the office. To be honest, I smell a __________ . (to be suspicious, or to think that someone is trying to trick you)

12. That's the third burger you've eaten. I wish you'd stop making such a ________ of yourself. (to eat a lot of food)

13. "Do you think I'll pass my driving test tomorrow, Julie?" "Sorry, Mark, I don't think you have a________ in hell's chance." (to have no chance at all of doing something)

14. I only started my new job last week, and I still feel like a ________ out of water. (to be in a situation that you know nothing about or are not used to)

15. "How did you know that Mr Roberts is going to resign?" "I got it straight from the ________'s mouth." (information that comes from someone who is directly involved – in this case, from Mr Roberts)

16. Have you met our new manager? He really thinks he's the ________'s knees! (to think you are very clever and important)

17. What do you think of our new English teacher? Personally I think she's a bit of a cold ________ . (someone who is not very friendly)

18. Antonia is very timid: she wouldn't say boo to a __________ . (an expression used to describe someone who is very quiet and shy)

19. Why do I always have to do the ________ work? (boring work that needs a lot of effort but has to be done as part of a job)

20. I'd love to be a ________ on the wall when Debbie tells Mr Roberts what she thinks of him! (to be able to see what people are doing without them noticing you)

21. Two weeks before her wedding, Jane went to a nightclub for her ________ night. (a celebration for a woman who is about to get married, in which only her women friends take part)

22. I'm so hungry, I could eat a ________! (an expression used for saying that you are very hungry)

23. The bank wouldn't lend me the money, so I had to go to a loan ________ . (someone who lends money to people and charges them a very high rate of interest)

24. My boss is such a ________ bag. I don't think I can go on working for her much longer. (somebody who is unpleasant with other people)

25. I feel really sorry for poor old Steven: he's so ________ pecked. (criticised and given orders all the time by a wife or female partner)

26. It was a very simple job, but I made a ________'s ear of it. (do something very badly)

27. I wanted to go to Spain for my holiday, but just before I left for the airport I lost my passport. As you can imagine, that really cooked my ________ . (to cause a lot of problems for someone, or spoil their plans)

28. I can't help you at the moment, I'm afraid. I've got bigger ________ to fry. (to have more important things to do or think about)

29. The party was wonderful. We had a ________ of a time. (to have a lot of fun)

30. You can tell John that he's a stupid boring idiot if you like, but I'm afraid it will just be water off a _________ 's back. (an expression used for saying that advice, warnings or insults do not affect someone)

31. I've got so many things to do today. I'm running around like a headless ________! (trying to do a lot of things quickly without being sensible or calm about it)

32. He thinks he's better than us. I wish he would get off his high ________ . (stop behaving as if he knows more or is better than anyone else)

33. Corporate fat ________s have once again been accused of putting profits before people. (people who receive too much money for the job they do)

34. I don't like him, I don't respect him, and I don't give a ________'s what he thinks. (to not care about something at all)

35. While we're in town doing our shopping, let's go and see my mother. That way, we can kill two _________ s with one stone. (to achieve two aims with one action)

36. I've never seen Arnie looking so happy. He's like a ________ with two tails. (to be very happy because something good has happened)

Note that most of the expressions in this exercise are informal or very informal.

When designing activities and techniques to use with students to stimulate and support the tacit use of their multiple intelligences, as well as their aware use and understanding of the intelligences, Janet McClaskey suggests that (1995:59) we, as educators, should continually come back to Gardner’s definition of intelligence (1993) as ‟the ability to solve problems that one encounters in real life, to generate new problems to solve, to make something or offer a service that is valued in one’s culture.” McClaskey thinks that ‟it is toward this end that we as educators must work, using our classroom to pose interesting questions and to aid students in knowing their own intelligences well enough to pose their own.”

I will conclude using David Lazear’s words (2000:3) who says that ‟the tacit level of teaching and learning about multiple intelligences involves helping students become aware of capacities and potentials that we generally take for granted. We do many ‘intelligent’ things each day without realizing how really clever we are. Think about what is involved in crossing the street without getting hit by an automobile, listening to music to relax at the end of a day, making a grocery list, parallel parking, drawing diagrams or maps to help someone get from one place to another, using body language to communicate feelings and ideas, telling and understanding jokes, and balancing a checkbook. The tacit level for teaching and learning about the eight ways of knowing involves activities to help students become aware of the capacities and potentials that are the students’ legacy as part of the human species and to help them recognize these capacities as intelligent behaviour.”

CHAPTER VI

TEACHING PHRASAL VERBS ACTIVITIES AND TECHNIQUES

FOR THE ‘OBJECT – FREE’ AND ‘PERSON – RELATED’

MULTIPLE INTELLIGENCES

Teaching activities for linguistic/verbal intelligence

Teaching activities for musical/rhythmic intelligence

Teaching activities for interpersonal intelligence

Teaching activities for intrapersonal intelligence

CHAPTER VI: TEACHING PHRASAL VERBS ACTIVITIES AND

TECHNIQUES FOR THE ‘OBJECT – FREE’ AND

‘PERSON – RELATED’ MULTIPLE INTELLIGENCES

The ever-increasing complexity of our world is requiring that we humans become equally complex in our capacities for orchestrating this new reality. This means that we must train ourselves to ‘operate on more channels’ or to ‘cook on more burners’ than have been necessary until this present, unique moment in the evolutionary process.

– David Lazear, Seven Ways of Knowing

In this chapter of my paper, I will refer to the second and third broad categories of MI, which Linda and Bruce Campbell (2004:XXI-XXII) mention as the ‘object-free’ intelligences, consisting of verbal-linguistic and musical, which are not shaped by the physical world but are dependent on language and musical systems, and the ‘person-related’ intelligences with inter- and intrapersonal intelligences reflecting a powerful set of counterbalances.

Teaching activities for linguistic/verbal intelligence

● Why is verbal/linguistic intelligence important in the curriculum?

Verbal/linguistic intelligence is the ability to use with clarity the core operations of language. As James Bellanca and Carolyn Chapman remark (1997:69-90), only human beings communicate through the written word. When we communicate through reading, writing, listening, or speaking, we are employing the significant components of this intelligence. More important, human beings can also link prior knowledge and understanding to new information and can explain how the linkage occurs. The verbal/linguistic intelligence that enables us to make our personal perceptions understood is probably one of the most important of the multiple intelligences in our culture. Verbal/linguistic intelligence helps the student produce and refine language use in its many forms and formats. The ability to form and recognize words and word patterns by sight, by sound, and for some by touch, is the start. After learning to read and write in the basic patterns, the more advanced learner learns to distinguish the many formats of language including stories, essays, and poems, and the techniques of language such as metaphor, hyperbole, symbol, and grammar. These are enriched with meaning by abstract reasoning, conceptual patterns, feeling, tone, structure, and an ever-expanding vocabulary. Ultimately, the peaks of language development are reached by those who combine sound and sense in unique patterns to express universal thoughts and to speak to the hearts of the many.

I agree with James Bellanca and Carolyn Chapman who say that (1997:69-70) ‟in today’s fast-paced world of burgeoning information, the development of this intelligence is essential. The key to understanding the complexities of the technological and global aspects of life in the twenty-first century is well-developed verbal/linguistic intelligence. We work at developing language so that we can better understand one another. We use words to interpret feelings, actions, steps in a formula, and end results. Language, written or spoken, is our primary communication tool. Therefore, it is mandatory that the curriculum, and we, as teachers, provide opportunities for verbal/linguistic development. Students need to be as proficient in reading technical manuals as they are in reading fiction. They need to be able to express their understandings orally as well as in prose. The command of this intelligence assures success in the interpersonal interchanges that are the foundation of the human experience.”

1. People → Title: The Traveller; Activity: paired interview; phrasal verbs;

Level: upper-intermediate (pair/group work)

Directions: Look at the pictures below: (Dainty, 2002:20-21)

● What do the people look like?

● How long do you think they have been travelling?

● What places do you think they have travelled to?

● What do you think their lives are like?

2. Computers and the Internet → Title: Surfing the Web; Activity: wordsearch gap-fill, reordering sentences; phrasal verbs; Level: intermediate (individual/pair work)

Directions: Find the eight missing words in the grid.

Then put the captions into the correct order. (Dainty, 2002:13)

a) T ……………… in the website address.

b) Log off, s ……………… down the computer and switch it off.

c) S ……………… the computer on.

d) S ……………… down the page.

e) L ……………… on, using your password.

f) P ……………… out the information you want.

g) C ……………… on the Internet symbol.

i) P ……………… the computer in.

3. People, Animals and Objects → Title: The Ladder; Activity: punch-line gap-fill; phrasal verbs and idioms; Level: upper-intermediate (pair/group work)

Directions: Complete the Ladder Crossword with the words missing from the punch-lines below (Dainty, 2002:24-25):

THE LADDER

4. Holidays → Title: Hotel Magnifico; Activity: gap-fill letters; phrasal verbs;

Level: upper-intermediate, individual/pair work

Student A

Mona Lott didn't enjoy her holiday at the Hotel Magnifico, so after the holiday she wrote a letter to the travel agent with a list of her complaints.

Use these phrasal verbs with run to complete her letter. (Dainty, 2002:28-29)

Now work in pairs. Match the phrasal verbs and their definitions:

1. run through a) chase, follow

2. run over b) leave quickly

3. run out of c) hit someone with a vehicle

4. run away d) allow to deteriorate, criticise

5. run after e) use something up, have none left

6. run up (a bill) f) spend a lot of money on something

7. run down g) summarise

8. run into (a problem) h) start experiencing difficulties

Student B

The manager of the Hotel Magnifico received a letter from a customer who wasn't satisfied with her holiday. He replied to the letter.

Use these phrasal verbs with run to complete the letter:

Now work in pairs. Match the phrasal verbs and their definitions:

1. run through a) chase, follow

2. run over b) leave quickly

3. run out of c) hit someone with a vehicle

4. run away d) criticise, allow to deteriorate

5. run after e) use something up, have none left

6. run up (a bill) f) spend a lot of money on something

7. run down g) summarise

8. run into (a problem) h) start experiencing difficulties

5. People → Title: True Stories?; Activity: true or false quiz; phrasal verbs;

Level: advanced, individual/pair work

Directions:

a) Look at the stories and facts below. For each of the numbers 1 to 13 you have to decide if the information is true or false. Choosing the correct definition for the phrasal verb in the box will help you do this!

b) All of the stories contain more phrasal verbs. How many phrasal verbs can you find?

c) How many of the phrasal verbs can you replace with other verbs? For example, in number 2, If you are having problems picking up English changes to If you are having problems learning English. (Dainty, 2002:46-47)

6. Words that Rhyme → Title: Idioms and other expressions that rhyme or alliterate; Activity: gap-fill; rhyming or alliterative expressions; idioms; phrasal verbs; Level: advanced (pair/group work)

Directions: There are lots of English idioms and expressions in which the words alliterate or rhyme. When two or more words that make an idiom or expression alliterate, they begin with the same letter or letters (for example, double Dutch). When two or more words that make an idiom or other expression rhyme, they end with the same sound as each other (for example, higgledy-piggledy).

In dialogues 1 – 30 below, you will see the first letter of each of the main words from a rhyming or alliterative expression. The rest of the expression is in the table. Complete the sentences with these. (Wyatt, 2006:51-52)

1. "Hi, Liz. How are things?"

"Oh, the family's fine, work's good, everything's h ________ d ________ ."

2. "Did you understand what the manager's speech was about?"

"No, not a word. It was all d _______ D _______ ."

3. "There's a rumour that Mrs White has left her husband for a man half her age!"

"Hmm, I wouldn't listen to t _______ -t _______ if I were you."

4. "Why did you get involved in their argument?"

"I didn't intend to, but I got drawn into it w _______ -n _______ ."

5. "Can we go home yet?"

"No, there's still some work to do, but as soon as everything's d _______ and d _______ we can leave."

6. "Have the children tidied their bedrooms?"

"Well, sort of, but everything's still a bit h _______ -p _______."

7. "Do you think his plan will work?"

"Not really. His ideas are good in theory, but in reality they're just p _______ in the s _______ ."

8. "Did you manage to get a seat on the train?"

"No, it was c _______ -a -b _______ with commuters, so I had to stand."

9. "It's the middle of the night. What's that strange noise outside?"

"I've no idea, but it's giving me the h _______ -j _______ . "

10. "It's really peaceful here, isn't it? No cars going by, no aeroplanes flying over."

"It certainly is. Nothing but the p _______ -p _______ of rain on the window."

11. "Come on, let's go or we'll be late."

"H _______ your h_______. I'm not quite ready yet."

12. "Do you think it's time we got a new computer?"

"I think so. The one we've got now is really showing signs of w _______ and t _______. "

13."The city centre is terrible on a Friday and Saturday night."

"I agree. The place is full of l _______ l ______, causing trouble and starting fights."

14. "I thought you were going to have a bath."

"I was, but there's a big c _______-c _______ in the bathtub!"

15. "Do you think we'll get the contract?"

"We certainly will, by h _______ or by c _______ . "

16. "What do you think of our new teacher?"

"Well, he's good at explaining things, but he's as d _______ as d _______ ."

17. "How long have Mr and Mrs McCall been married?"

"Fifty years. They've stayed with other through t _______ and t _______ ."

18. "Nigel always talks down to me and acts like he's better than me."

"Don't worry. He's very h _______ -t _______ with everyone. It's just his way."

19. "Have you got a girlfriend?"

"Not at the moment. I'm footloose and f _______ f _______ !"

20. "Shall we go somewhere this weekend?"

"Good idea. Let's get out into the countryside, away from the h _______ -b _______ of the city."

21. "I'm not ready to decide yet. Can I sleep on it?"

"Yes, but don't s _______ -s _______: there are several more people who are interested in the job."

22. "The new manager's nice, isn't he?"

"Yes, but he seems a bit w _______ -w _______ . "

23. "Do you agree that men are more intelligent than women?"

"No, I don't. I've never heard such c _______ -t _______ !"

24. "Sandra seems to be in a world of her own at the moment, doesn't she?"

"Yes, well, she's fallen h _______ over h _______ for that new accountant on the third floor."

25. "Marissa thinks she can communicate with dead people."

"Yes, she's told me, but I don't believe in any of that h _______ -p _______ ."

26. "Was the film as good as everyone says?"

"Not really. In fact I thought it was very h _______ -h _______ ."

27. "When I fly, I prefer to go business class."

"Me too. I don't like mixing with the h _______ -p _______ in economy class."

28. "Do you think I should ask Mr Searle if I can take Monday off work?"

"Well, you can try, but I think he'll give you very s _______ s _______ ."

29. "Who do you think will win the match?"

"Well, it's e _______ S _______ at the moment, so it could go either way."

30. "Do you know why she left the company without giving any notice?"

"No, there was no r _______ or r _______ for her sudden departure."

Teaching strategies for musical/rhythmic intelligence

● Why is musical/rhythmic intelligence important in the curriculum?

Musical/rhythmic intelligence is the language-related intelligence that starts with the degree of sensitivity one has to a pattern of sounds and the ability to respond emotionally to these sound patterns. As students develop pitch, tone, timbre, and rhythm, they develop this intelligence.

As James Bellanca and Carolyn Chapman suggest (1997:91-97), this intelligence has its own rules and thinking structures. These structures are not necessarily linked to other kinds of intelligence. Two common myths are that mathematical students make better musicians and that most musicians are better math students. Carolyn Chapman knows from her own experience that the second myth is definitely not true. She can sing but she cannot balance her check book, as she admits. Children, more comfortable than adults with this intelligence, quickly learn words to jingles, raps, and complex songs even when reading or math skills are difficult for them. As they develop the intelligence, children may become adept at singing, playing a musical instrument, or dancing the ballet.

Musical/rhythmic intelligence is the acute awareness of sound in one’s environment and the ability to use the core set of musical elements – pitch, rhythm, and tone.

Thus, as James Bellanca and Carolyn Chapman point out (1997:91-92), “in the MTV generation, music and its beats and rhythms are an important aspect of life. Yet, in our schools today, there is little classroom emphasis on the musical/rhythmic intelligence. Think about a high school parking lot before and after school. One of the first things a teenager does is turn on the radio to tune in to the beat. Videos and the sensational musical sound systems of today open up the world that students enjoy. Most children know the words to many popular songs and raps of today. Why is it they can learn all of this and not what we expect them to learn in the classroom?”

As the authors admit, awareness of sounds is also a vital part of this intelligence, which emphasizes the auditory learning so important for all students. Special music classes, such as band, chorus, and glee club, are offered to very few students in the typical school. Generally, in a primary school, a student goes to music class thirty minutes once a week. In middle and secondary school, only those selected for a music class usually get to attend. With this selection process, James Bellanca thinks that the school system is telling many students they have no musical/rhythmic intelligence. He adds that ‟all classrooms should have planned musical/rhythmic activities so this intelligence can continue to grow in each student. Many of today’s students, because of their extensive exposure to music, find this to be one of their favourite ways to learn.”

1. Festivals and Special Days → Title: Christmas List; Activity: picture comprehension; phrasal verbs; Level: intermediate (pair and group work)

Directions: It is the 24th December. This morning, Father Christmas made a list of all the things he had to do today before his busy night. Put a under Yes for the things he has done and a under No for the things he hasn't done (students do the exercise while listening to some traditional English carols, e.g. Jingle bells, Deck the Halls, We Wish You a Merry Christmas) (https://www.youtube.com/watch?v=0Z0wz_8DXP8)

(Dainty, 2002:4)

2. Music → Title: Hit Parade; Activity: gap-fill; phrasal verbs;

Level: intermediate (pair/group work)

Directions: The titles of pop songs often include phrasal verbs.

Study these phrasal verbs and their meanings, then complete the Top Ten song titles with the phrasal verbs given in brackets. Put the pronouns in their correct positions!

TOP TEN SONGS

Example: I’m still _____________ (get over, you)

Answer: I’m still getting over you.

1. Don’t _____________ (let down, me)

2. We’ll _____________ (work out, it)

3. I’ll _____________ (see through, you)

4. If you _____________ (stand by, me)

5. Let’s _____________ (think over, it)

6. You can always _____________ (count on, me)

7. Since you _____________ (walk out on, me)

8. But you were only ____________ (lead on, me)

9. I just can’t _____________ (do without, her)

10. You’re _____________ (get to, me)

3. Music → Title: Profile of Bruce Springsteen; Activity: gap-fill; role-play;

phrasal verbs; Level: upper-intermediate (pair/group work)

Directions: A. Study the phrasal verbs and nominalized forms and their meanings:

B: Now complete the facts about Bruce Springsteen by putting in the missing phrasal verbs in their correct form, as in the example. Use some twice.

His concert tours are total sell-outs, his albums instant hits.

1. Born on September 23, 1949, the son of Irish-Italian parents, he _______ in the run-down town of Freehold, New Jersey.

2. At eight years old he started taking guitar lessons, but hated them so much that he decided to _______ (them).

(https://nme.backstreetmerch.com/fi-fi/artist/uncut/magazines/bruce-springsteen-bookazine)

3. At school he had few friends and didn’t _______ the nuns who taught him.

4. He was so unpopular at college that his fellow students _______ a petition asking him to leave.

5. At 16 he won an audition with a record company and was _______ .

6. Over the next few years he played with several bands, then formed the Bruce Springsteen Band, which _______ a short while later.

7. By then he had been _______ to fight in Vietnam, but escaped conscription when injured in a motorbike accident.

8. His _______ came in 1975. His record Born to Run was a massive success in America.

9. It wasn't until 1985 that he became popular in Britain with the record Dancing in the Dark. His tour in Britain later that year was a _______ .

10. In the past two years alone, he has _______ nearly £2 million to help the poor, homeless and jobless in every town he plays.

11. Five years ago, feeling the full isolation of being a star, he almost _______ (it all).

12. Of his wife he says: ‘Julianne has _______ to be the one thing that was missing in my life.’

13. Now, with every record he releases going straight into the charts, it seems as if Springsteen really was born to run and _______ running . . .

C. Imagine you are going to interview a pop star or a pop group. Think up some questions to ask him/her/them using grow up, sign up, break up, give up something, sell-out, breakthrough.

Now work in pairs. One partner is the interviewer, the other is the pop star. Hold an interview using the questions you have prepared. Then reverse roles. (Seidl, 1991:87-88)

4. People → Title: Clowns International; Activity: gap-fill, role-play; phrasal

verbs; Level: advanced (pair/group work)

Directions: 1. Students watch a short video with clowns and after that, they are asked to express their opinion about clown jokes and answer the following questions (https://www.youtube.com/watch?v=JLR9JbOY78oz):

What do you think about clown jokes? Do they make you laugh?

What do you like/dislike about the clowns' costumes and make-up?

Why do you think each clown has a unique costume and make-up? Discuss.

(Dainty, 2002:56-57)

2. Match the phrasal verbs to their definitions:

1. go on A. to establish an organisation

2. carry out B. to prepare to do something

3. crop up C. to register

4. find out D. to happen

5. give up E. to get information

6. hit upon (a solution) F. to appear, often suddenly and unexpectedly

7. put on (a show) G. to do something as arranged or promise

8. put on (make-up) H. to sacrifice something

9. set out I. to perform

10. set up J. to have a new idea

11. sign up K. to apply cosmetics

3. Use the phrasal verbs to complete the text. You will have to use the present continuous form in some places (students do the exercise while listening to some Circus Music (https://www.youtube.com/watch?v=pct1uEhAqBQ):

5. People → Title: Pocahontas; Activity: gap-fill, discussions; phrasal verbs with

SET and general phrasal verbs; Level: advanced (pair/group work)

Students watch a video with the Pocahontas movie theme song, Colors of the Wind, and then discuss about the movie: (https://www.youtube.com/watch?v=O9MvdMqKvpU)

Have you seen the movie Pocahontas? Did you like it?

Who was Pocahontas?

What you know about her life?

Directions: 1. Complete the text with the phrasal verbs below. There are questions in the text for you to discuss as a class. (Dainty, 2002:58-60)

POCAHONTAS

Directions: 2. Put the pictures below into the right order, adding a preposition to complete the phrasal verb.

a) When Pocahontas was kidnapped, her father b) In 1609, war broke ………………. between the

was told to stop the war if he wanted to see his colonists and the Algonquians.

daughter again. But he refused to give

………………. to blackmail.

c) Pocahontas's captors cut her ………………. from d) Some of the houses the settlers built

her family. burned ……………….. .

e) In 1608, Pocahontas set ……………. a meeting f) When Pocahontas visited Jamestown, she

between her father and the settlers. enjoyed trying ………………. the strange

clothes of the settlers.

g) Four centuries ago, hundreds of British people h) Pocahontas first came ………………

set ………………. for the New World. the settlers in 1607.

i) The town that the settlers built was named ………………. King James.

Teaching activities for interpersonal intelligence

● Why is interpersonal intelligence important in the curriculum?

Unlike the intrapersonal intelligence, which is focused inward, the interpersonal intelligence focuses outward to other people. The most noticeable attributes of this intelligence are the abilities to understand and relate to others. Those exhibiting this intelligence notice and distinguish among others’ ‟moods, temperaments, motivations, and intentions” (Gardner, 1983:239). For example, at a very simple level, this intelligence is seen in children who notice and are sensitive to the moods of the adults around them. A more complex interpersonal skill is an adult’s ability to read the hidden intentions of others.

Bellanca and Chapman point out that (1997:173) this intelligence includes ‟the capacity to understand and interact with other people with a win-win result. Interpersonal intelligence involves verbal and nonverbal communication skills, collaborative skills, conflict management, consensus-building skills, and the ability to trust, respect, lead, and motivate others to the achievement of a mutually beneficial goal. Empathy for feelings, fears, anticipations, and beliefs of others; the willingness to listen without judgment; and the desire to help others raise their level of performance to its highest are all critical traits of those with a strong interpersonal intelligence.”

The authors think that (1997:173-181) as we move from the factory model of education where students learn discrete facts by rote memory toward a classroom of socially shared learning, this intelligence becomes critical. Ever-increasing numbers of the world’s businesses and industries encourage whole-team participation in product design, development, and production. As the globe shrinks and more and more cultures come into daily contact through electronic communication, this intelligence helps individuals interact across cultural and language barriers. To prepare students to successfully move into these interactive business environments, curriculum models need to provide a variety of collaborative, interactive learning activities that develop interpersonal skills.

1. People → Title: A Round-Table Discussion; Activity: working out information from texts containing phrasal verbs; answering questions; speaking; phrasal verbs; Level: intermediate (pair/group work)

Directions: A. Study the phrasal verbs and their meanings:

B. Six men are sitting at a table having a discussion. Their names are Smith, Jones, Brown, Hill, Evans and Walker. The diagram shows where Smith is sitting.

From this information, work out who’s who and who’s sitting where:

Smith keeps nodding off.

Brown is sitting next to Jones, who keeps breaking in.

Directly opposite Smith is someone who keeps bringing up unimportant matters.

The man who keeps breaking in is sitting next to Smith.

Hill is sitting on the right of Evans, who comes up with some good ideas.

The man with the good ideas is to the right of the man nodding off.

Jones is sitting to the right of a man who likes talking others down.

The man just looking on is next to the man with the good ideas.

C. If you have solved the puzzle correctly, you will be able to answer these questions:

1. Who is sitting between Hill and Brown?

2. Who likes to talk the others down?

3. Who just looks on?

4. What does Walker keep doing?

5. Who is sitting opposite the man who keeps breaking in?

D. Talking point

1. Do you like taking part in discussions? Whv?

2. What do you think of people who keep breaking in when others are speaking?

3. Have you ever nodded off during a lecture or discussion? If so, why?

4. Do you often come up with good ideas or suggestions during discussions?

5. During discussions, do you usually take an active part or do you prefer to look on and listen?

6. Do you think it is impolite to talk others down? (Seidl, 1991:52-53)

2. Situations → Title: What would you do?; Activity: discussing what one would do in a given situation; answering questions about given situations; phrasal verbs; Level: upper-intermediate (pair/group work)

Directions: A. Study these phrasal verbs and their meanings, then use them to say what you would probably do in a given situation, as in the example:

Example: You receive an invitation to a party, but you don’t really want to go.

I would think it over.

I would probably turn the invitation down.

1. Someone in your family is ill and you don’t know what to do.

2. You make a mistake at work and you think someone else may be blamed for it.

3. You have received a job offer with good pay, but you think the job may be boring.

4. You see a £5 note lying on a bus seat. No one claims it.

5. You arrive at a party where people are dancing and having fun.

6. You are having trouble with your landlady. The room is expensive and not very comfortable.

7. A friend makes you a very good offer for your old car.

8. You have the chance of going to England for a year to study English. You would like to go, but your family may object.

9. You are travelling to New York next week. You have a friend who lives there.

10. You have invited some friends to a barbecue, but on the day it rains heavily.

B. Talking point

1. Have you ever turned down a job? What were your reasons?

2. When was the last time you looked up an old friend? Was he/she pleased to see you?

3. Have you ever had to call off something important, for example, your holiday plans, a birthday party, a special celebration, a meeting, etc? Why?

4. When was the last time that someone took you up on an offer? What did you offer to do?

(Seidl, 1991:89-90)

3. People, Animals and Objects → Title: Board Game 1; Activity: group board

game; phrasal verbs and idioms; Level: intermediate (group work)

BOARD GAME 1

Instructions for the teacher: Divide the class into groups of four. Each group will need:

● one copy of the board on pages 320 & 321

● one set of idiom cards

● one set of phrasal verb cards

● a die

● a counter for each player

Rules of the game

Player 1 must role the die and move his/her counter the corresponding number of spaces along the board. If the space that they land on has instructions, such as 'Go forward 3' they must do as the instructions say. If they land on a square that says 'phrasal verbs' or 'idioms', another player must pick up a card from the appropriate pile and read out the question on it. If player 1 gives the correct answer, they may role the die again and have another go. If player 1 gives the wrong answer, play passes to the next person. The winner is the first person to get around the board, from beginning to end. (Dainty, 2002:16-17)

4. People, animals and objects → Title: Mind Matching 1; Activity: Team game:

completing sentences; phrasal verbs and idioms; Level: intermediate; group work

Instructions for the teacher

1. Photocopy the chart below so that there is one for each person in the class.

2. Divide the class into two teams. Each team should nominate someone from their group to be the 'player'. The two players must go to the front of the class, so that they are facing their teams.

3. Give one of the photocopied charts to everyone, including the two players at the front of the class. Ask everyone to complete the first three squares on their chart. The students must not talk to each other or show anyone what they have written.

4. When everyone has finished writing, read out the first question. The two players should then read out their answers to the first question.

5. Everyone from both teams must then read out their answer to the first question. Teams score one point for each person who has the same answer as their team player. (To prevent cheating, move around the class and check what the students have written on their charts.)

6. Read out the second question and repeat the process. When you have heard all of the answers for the first three questions, ask the students to write down their answers to the next three, and continue the game. The team with the most points wins.

Alternative

For a smaller class, play as one team, with one player. Each person scores one point for every answer that matches the player's answer. The winner is the student with the most points at the end of the game. (Dainty, 2002:9)

5. People, Animals and Objects → Title: Picture Interviews; Activity: paired

picture comprehension; phrasal verbs; Level: upper-intermediate (pair work)

Student A: Your partner will ask you some questions. Use the pictures below to answer them. Then ask your questions and write down the answers that your partner gives you (Dainty, 2002:22-23):

1. Why have they called off the football match?

a) It's been snowing heavily.

b) It's been raining heavily.

2. Why is Kerry putting by £5 a week?

a) She is saving up to buy a motorbike.

b) She is saving up to buy a bicycle.

3. Why is the cat putting on weight?

a) She's eating a lot of sausages.

b) She's eating a lot of bananas.

4. Why is Mr Robson putting the kettle on?

a) He wants to make a hot water bottle.

b) He wants to make some tea for his friends.

5. What has put Michael off his soup?

a) He has found a hair in it.

b) He has found a hare in it.

6. What has put the traffic warden out?

a) A car has just driven through a puddle and splashed her.

b) It's so hot that she can't concentrate on her work.

Student B: Ask your questions and write down the answers that your partner gives you. Then use the pictures below to answer your partner's questions.

1. Why can't the helicopter take off?

a) The weather is really bad.

b) The helicopter isn't ready yet.

2. Who does Anna take after?

a) Her mother.

b) Her father.

3. Yoko bought a jacket without trying it on first.

Why should she now take it back to the shop?

a) It's much too big for her.

b) The sleeves are much too short.

4. Why did Lee and George take to each other straight away?

a) They have a common interest.

b) They have nothing in common.

5. Why has Harry taken up karate?

a) To stop bullies picking on him.

b) To get out of having to tidy up his bedroom.

6. Who has been taken in by the conman?

a) The old man.

b) The young woman.

6. People, Animals and Objects → Title: Board Game 2; Activity: group board

game; phrasal verbs and idioms; Level: upper-intermediate (group work)

BOARD GAME 2

Instructions for the teacher

Divide the class into groups of four. Each group will need:

● one copy of the board on pages 320 & 321

● one set of idiom cards

● one set of phrasal verb cards

● a die

● a counter for each player

Rules of the game

Player 1 must role the die and move his/her counter the corresponding number of spaces along the board. If the space that they land on has instructions, such as 'Go forward 3' they must do as the instructions say. If they land on a square that says 'phrasal verbs' or 'idioms', another player must pick up a card from the appropriate pile and read out the question on it. If player 1 gives the correct answer, they may role the die again and have another go. If player 1 gives the wrong answer, play passes to the next person. The winner is the first person to get around the board, from beginning to end. (Dainty, 2002:40-41)

7. Colours → Title: Colour Codes; Activity: gap-fill maze; phrasal verbs;

idioms with colours; Level: advanced (pair work)

Directions: Find your way through the maze by finding the missing words. Move one square at a time. You can move left ←, right →, or down ↓. (Dainty, 2002:61)

START

FINISH

1. My best friend swears she's related to the Queen. She thinks she's got ……………….. blood.

2. He's so shy. When a girl spoke to him on the bus yesterday, he went as ……………….. as a beetroot.

3. You can shout at him until you're ……………….. in the face but you'll never get him to tidy up his room.

4. Is it right to eat meat? I don't know. It isn't a black and white issue. There are lots of ……………….. areas.

5. Why didn't she come out with us yesterday? She said she was going to stay home and have an early night but I don't believe her. I think she was telling us a ……………….. lie.

6. He's got a fantastic new DVD player. I'm ……………….. with envy.

7. The test was really difficult. I think that there were a few trick questions. Some of them definitely looked like ……………….. herrings.

8. I really wasn't expecting your letter. It came out of the ………………… .

9. We don't talk to my cousin any more. She's the ……………… sheep of the family.

10. I hardly ever see Drita – maybe once in a ……………….. moon.

11. When I walked into the changing-room, Anna was going through your sports bag looking for money. I caught her ……………….. handed.

12. My gran loves using the Internet. She's a ……………….. surfer.

13. My uncle's a wonderful gardener. He's got ……………….. fingers.

14. That printer I bought last year is useless now. They've stopped selling the ribbons it needs, so it's become a complete ……………….. elephant. I might as well throw it away.

15. Marcella was tickled ……………….. when the President remembered her name.

8. People → Title: Relationship Questionnaire; Activity: personality quiz;

phrasal verbs; idioms; Level: advanced (individual work)

Directions: Choose one of the three options a, b or c for each item. Then see the KEY to find out what kind of boyfriend/girlfriend you are! (Dainty, 2002:62-63)

KEY:

Match the definitions with the idioms taken from the analyses:

1. to lose your temper

2. to consider all the alternatives before making a decision

3. in all situations, good and bad

4. sharing

5. to characterise everyone and everything as either good or bad, with nothing in between

6. things that are neither completely good nor completely bad

7. to treat someone badly, as if they mean very little to you

8. to defend your rights as a person

9. to have a strong influence on someone so that they do whatever you want

10. to behave badly but not be blamed

11. controlled, rational and sensible

12. to assume that someone has the best intentions, even though you can't be sure that is the case

a) to stand up for yourself

b) grey areas

c) to give someone the benefit of the doubt

d) cool, calm and collected

e) to see things in black and white

f) through thick and thin

g) to wrap someone round your little finger

h) to blow your top

i) to look before you leap

j) give and take

k) to walk all over someone

l) to get away with murder

9. People, Animals and Objects → Title: Mind Matching 2; Activity: team game:

completing sentences; phrasal verbs and idioms; Level: advanced (group work)

Instructions for the teacher

1. Photocopy the chart below so that there is one for each person in the class.

2. Divide the class into two teams. Each team should nominate someone from their group to be the 'player'. The two players must go to the front of the class, so that they are facing their teams.

3. Give one of the photocopied charts to everyone, including the two players at the front of the class. Ask everyone to complete the first three squares on their chart. The students must not talk to each other or show anyone what they have written.

4. When everyone has finished writing, read out the first question. The two players should then read out their answers to the first question.

5. Everyone from both teams must then read out their answer to the first question. Teams score one point for each person who has the same answer as their team player. (To prevent cheating, move around the class and check what the students have written on their charts.)

6. Read out the second question and repeat the process. When you have heard all of the answers for the first three questions, ask the students to write down their answers to the next three, and continue the game. The team with the most points wins.

Alternative

For a smaller class, play as one team, with one player. Each person scores one point for every answer that matches the player's answer. The winner is the student with the most points at the end of the game. (Dainty, 2002:64)

10. People, Animals and Objects → Title: Board Game 3; Activity: group board

game; phrasal verbs and idioms; Level: advanced (group work)

BOARD GAME 3

Instructions for the teacher

Divide the class into groups of four. Each group will need:

● one copy of the board on pages 320 & 321

● one set of idiom cards

● one set of phrasal verb cards

● a die

● a counter for each player

Rules of the game

Player 1 must role the die and move his/her counter the corresponding number of spaces along the board. If the space that they land on has instructions, such as 'Go forward 3' they must do as the instructions say. If they land on a square that says 'phrasal verbs' or 'idioms', another player must pick up a card from the appropriate pile and read out the question on it. If player 1 gives the correct answer, they may role the die again and have another go. If player 1 gives the wrong answer, play passes to the next person. The winner is the first person to get around the board, from beginning to end. (Dainty, 2002:72-73)

BOARD GAME TEMPLATE

BOARD GAME TEMPLATE

(Dainty, 2002:74-75)

Teaching activities for intrapersonal intelligence

● Why is intrapersonal intelligence important in the curriculum?

Intrapersonal intelligence fosters the ability to know oneself and assume responsibility for one’s life and learning. The individual with a strong intrapersonal intelligence is able to understand his or her range of emotions and draw on them to direct his or her behaviour. This individual thrives on time to think, to reflect, and to complete self-assessments. The need for such introspection makes this intelligence the most private. In Gardner’s words (1983:239), ‟the intrapersonal intelligence amounts to little more than the capacity to distinguish a feeling of pleasure from one of pain and, on the basis of such discrimination, to become more involved in or to withdraw from a situation.”

This is the intelligence that enables learners to take greater responsibility for their lives and learning. Too few students, Gardner suggests, know that they can take responsibility for their learning, especially when they find themselves in schools that base recognition on external motivations. This intelligence requires that students have the time to think, reflect, and complete self-assessments that will help them take control and be responsible for their learning choices. The responsible student is most able to access full intellectual potential.

James Bellanca and Carolyn Chapman consider that (1997:157) ‟by helping students develop their intrapersonal intelligence, the classroom teacher moves students out of the factory model of education with its overemphasis on an external locus of control. The teacher encourages the introspective intelligence by moving away from whole-group instruction, lock-step textbook coverage, rigid daily schedules, and rote exercises that have no intrinsic value. Recognizing that the intrapersonal student thrives in a classroom where self-determination is encouraged, the elementary classroom offers many choices in what, when, where, and how to learn. There are several exploratory centres and a quiet corner. Centre time is balanced with individual reading time. The opportunities to work in cooperative groups are balanced with time to plan and chart individual learning tasks and to look back at how learning occurred.”

Thus, as James Bellanca and Carolyn Chapman suggest (1997:158-171), the fundamental message that the intrapersonally directed classroom sends is that the students are responsible for their learning. Each student in this kind of classroom is an individual learning project. The teacher is seen as a helper, guide, and support person who makes time for private conversations with students. These conversations help each student analyse his or her strengths and areas needing improvement so that they can make responsible learning choices.

In the authors’ words (1997:158), ‟in encouraging this intelligence, both teachers and students have the opportunity to reflect on the relevance of the curriculum. As students become more adept at goal setting, the focus of the curriculum becomes clearer. Students create their own independent assignments and learning becomes more meaningful. Processing information, applying facts in one’s own world, realizing weaknesses and strengths, learning to express feelings and be a confident citizen are ‘traits’ teachers can build by providing tasks to challenge the intrapersonal student.”

1. People → Title: Talking About Yourself; Activity: answering to questions/speaking about oneself; gap-fill; phrasal verbs; Level: intermediate (pair/group work)

Directions: A. Study these phrasal verbs and their meanings, then use them in your

answers to the questions.

1. Where did you grow up? (in a city/in the country/in this town)

2. Who brought you up? (my parents/my grandparents/my mother/an aunt)

3. Do you take after either parent or any other relative? If so, in what way? (in looks/temperament/character)

4. Where would you like to settle down? (in this country/abroad/in an English-speaking country/in a big city/in the country)

5. Are you likely to go into any of the following? If not, what do you think you are likely to go into?

teaching nursing/medicine journalism

business politics office/secretarial work

B. Ask your partner/other students in your English class the same questions.

C. Complete the sentences with the appropriate phrasal verb in its correct form:

1. Jeff is over forty and still a bachelor. I don’t think he will ever __________ _____ .

2. Jim’s parents were killed in an air crash when he was very young. An aunt _________ him ____ .

3. Kathy says that she would like to __________ _____ nursing. I think she would make a very good nurse.

4. Jane plays the piano beautifully. She __________ _____ her father who used be a concert pianist.

5. I __________ _____ in the country, but I’ve spent most of my life living in cities. (Seidl, 1991:45)

2. Self-Confidence Quiz → Title: How Self-Confident Are You?; Activity: answering questions in a quiz; speaking; phrasal verbs; Level: upper-intermediate (individual/pair work)

Directions: A. Do you panic at the thought of public speaking? Or do you enjoy it? To

find out how shy or how self-confident you are, do the following quiz.

First, study these phrasal verbs and their meanings:

Self-Confidence Quiz

Now do the quiz. Score as follows:

almost always – 1; sometimes – 2; rarely – 3; never – 4

1. If someone criticizes you, do you stick up for yourself?

2. Do you get on well with strangers?

3. At meetings or discussions do you break in if you have something important to say?

4. If someone is wasting your time, would you politely tell him or her to push off?

5. If someone you hardly know invited you to call on him or her, would you do so?

6. If you’re angry with someone, do you blow up?

7. If someone is rude to you, do you answer back?

Now score like this:

never – 1; rarely – 2; sometimes – 3; almost always – 4

8. If someone pays you a compliment, do you prefer to brush it aside?

9. In a group, do you prefer to go along with other people’s suggestions rather than make your own?

10. Do you sit out while others enjoy themselves?

11. Do you give up easily when you feel challenged?

12. At a party or social gathering, does it take you a long time to warm up?

13. In a shop, etc., do you let others push in even if it’s your turn?

14. Do you try to get out of doing things that make you the centre of attention, e.g. public speaking?

Add up your score and look up your self-confidence rating in the key!

(Seidl, 1991: 93-94)

KEY → Rating:

● If your score is 14 to 20, you are bursting with self-confidence. You can handle any situation.

● If your score is 21 to 30, you are reasonably self-confident, but learn to put yourself first more often.

● If your score is 31 to 42, you tend to be shy at times. Don’t let the opinion of others influence you too much.

● If your score is 43 to 56 you are extremely shy and should try to build up your self- confidence.

B. Talking point

Did you answer the questions honestly? Did you think you would be more or less self-confident and why? Discuss with other students whether they think your self-confidence rating is accurate. Ask other students the quiz questions. (Seidl, 1991: 93-94)

3. Personality Quiz → Title: How Impulsive Are You?; Activity: answering questions in a quiz; speaking; phrasal verbs; Level: upper-intermediate (individual/pair work)

Directions: A. Do you plan your life or are you impulsive? To find out, do the quiz!

First, study the phrasal verbs and their meanings.

1. If you are planning to do something special, when do you decide what you will wear?

a. Ten minutes before I have to set off.

b. The night before, usually trying on different clothes before deciding.

c. The same morning, but I give myself enough time to settle on something suitable.

2. You meet someone of the opposite sex who attracts you. You make a date with this person. Before the date you find out that he/she is married. Would you . . .

a. give in to temptation and keep the date?

b. ask a friend for advice?

c. simply not turn up?

3. Money matters. Do you . . .

a. put money aside whenever you have extra cash?

b. put a fixed amount aside every week?

c. splash out on luxuries when you have extra cash?

4. Would you describe yourself as . . .

a. a careful shopper who never rushes into buying?

b. someone who snaps up a bargain whatever the cost?

c. a moderately careful shopper?

5. Do you drop in on people unexpectedly?

a. Yes, often.

b. Sometimes.

c. Never.

6. You have a deadline for a project in four weeks’ time. Are you likely to . . .

a. set to immediately and finish it two weeks early?

b. wait until week four and sit up every night working?

c. work at a steady pace and finish it on time?

7. At work or school, if you are not in a working mood, you . . .

a. do as little as possible.

b. get on with your work whether you feel like it or not.

c. simply switch off and don't work at all.

8. Have you ever got up and walked out of a play/lecture/concert because you were bored?

a. Never. I sit everything out once I've bought a ticket.

b. Often. I don't believe in wasting time with boring things.

c. Occasionally.

9. What do you think about people who phone you at odd times (e.g. very early or very late) just for a chat?

a. I don't mind. I like impulsive, easy-going people.

b. They annoy me. I tell them to ring back at a more convenient time.

c. I don't mind if it happens only occasionally, but I ring off as soon as possible.

10. Some of your friends decide to drive somewhere for the weekend at very short notice. They want you to go with them. You . . .

a. fall in with the plan and say 'Yes' immediately.

b. say you need time to chew it over.

c. turn it down because it's all happening too fast.

Score like this:

Add up your score and look up your rating in the key!

KEY: How impulsive are you?

Rating:

● If your score is 35 to 50 you are impulsive and relaxed. You live for the moment and rarely plan ahead. Life is a lot of fun, but it is also unpredictable. More control over your easy-going approach to life would help you to avoid future mistakes.

● If your score is 20 to 35 you know where you are going in life, but you have not planned every step of the way. You are sometimes impulsive, but always flexible.

● If your score is 10 to 20 you lack the impulsiveness that makes life fun. You like routine and are in control of all your actions. Stop planning so much.

Relax more and just learn how to be.

Now work with a partner. Ask each other the quiz questions giving the three alternatives. Try to remember the alternatives and answer without looking at the book if possible. You can answer truthfully or just for fun.

B. Talking point

Did you answer the questions honestly? Do you think your rating is accurate? Did you think you would be more or less impulsive and why? (Seidl, 1991:110-112)

4. Student Life → Title: Study Habits; Activity: answering questions about study

habits; discussing; phrasal verbs; Level: upper-intermediate (pair/group work)

Directions: A. Are you a hard-working student?

Study these phrasal verbs and their meanings, then use them in your answers to the questions, as in the example:

Example: Do you ever put off doing your work?

Sometimes. But then I fall behind.

I try not to put work off too often, because it is hard to catch up.

Not often. I try to get on with it as soon as possible.

1. What do you do if you fall behind with your work?

2. If you come across an English word that you don’t understand, what do you usually do?

3. How do you try to learn and remember new English words?

4. Have you come across any new words today?

5. If you have a difficult problem with your work, do you give up easily?

6. If you have a lot of homework to do, do you settle down to it straightaway?

7. If you have a long exercise to do, do you keep at it until it’s finished?

8. How do you check your work for mistakes?

9. If a piece of written homework was only half done, what would you do before your next lesson?

10. What do you usually do if you find an exercise difficult? (Seidl, 1991:84-85)

5. People → Title: Get Matching; Activity: matching sentences; phrasal verbs with GET; Level: upper-intermediate (pair work)

Directions: Fill the gaps in section B with the correct prepositions and then match a sentence from A with a sentence from B. (Dainty, 2002:32)

Ask your partner …

● What time do you get up at the weekends?

● What gets you down?

● Have you ever told a white lie to get out of doing something you didn't want to do?

● Is there something that you've been meaning to do for a long time but never get round to?

● What things do you sometimes get away with (e.g. not doing your homework)?

6. People, animals and objects → Title: Fact or Fiction?; Activity: true or false

quiz; phrasal verbs; Level: advanced (individual work)

Directions: Decide whether the following sentences are true or false. Write the letter next to your answer in the boxes below. If your answers are right, you will find the name of a SNAKE, a FRUIT and a COUNTRY. (Dainty, 2002:44)

True False

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

A sheep dog chases after sheep. A P

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

2. A sausage dog looks after sausages. S N

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

3. A nervous cow is called a milkshake. F A

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

4. A windpipe is part of your body. C G

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

5. A gas pipe is part of your body. Z O

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

6. You can eat traffic jam. U N

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

7. A king that likes to go fishing is called a kingfisher. W D

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

8. An aeroplane lands on a runway. A B

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

9. A clock has hands. B S

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

10. A table has legs. A L

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

11. You can catch a train at a power station. O N

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

12. You can milk a cow. A U

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

13. You can write a letter with a penknife. X N

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

14. A penny has two sides: heads and feet. T A

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

15. A river has a mouth. C G

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

16. A tea bag is full of tea leaves. A R

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

17. A tea cake is full of tea leaves. Y N

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

18. You serve food on a number plate. P A

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

19. Day breaks. D I

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

20. Night falls. A V

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

7. Crime → Title: Criminal Quiz; Activity: matching pictures to questions; phrasal verbs; Level: advanced (individual/pair work)

Directions: See if you can answer the questions in this quiz about people and their relationships. You will find clues by matching one picture to each question. (Dainty, 2002:45)

1. Who does a bully pick on? Someone weaker or stronger than themselves? ……………………………….

2. The jewel thief got away with the crime. Was the jewel thief punished or not? ……………………………….

3. The police are cracking down on joyriders. Does this mean the police are now making more effort or less effort to stamp out joyriding? ……………………………….

4. My cousin was beaten up by a couple of thugs yesterday.

Who was injured, my cousin or the thugs? ………………………….

5. The policewoman let me off with a warning. Did I have to go to court or not? ……………………………….

6. Someone broke into the factory last night. Did the thief use a key to get in? ……………………………….

7. The mugger ran off with my wallet. Does a mugger steal things secretively? ……………………………….

8. The tout wanted £100 for the concert ticket. I told him he was ripping me off. Did I think it was a fair price? ……………………………….

9. ‘Do you want to buy a video recorder, brand new, for £20? I've got ten of them for sale; they all fell off the back of a lorry!՚ Were the videos stolen? ……………………………….

10. They've done away with speed limits on German motorways. Does this mean you can drive as fast as you want now? ……………………………….

11. Someone tipped the police off that the robbers were going to hold up the security van. Were the police at the scene of the crime by chance? ………………………………

8. Jobs → Title: The Perfect Job (1); Activity: personality questionnaire; phrasal

verbs and idioms; Level: advanced (individual work)

Are you a goalkeeper, a book-keeper or a beekeeper? What sort of job would suit you? Would road sweeping be right up your street? Would waitressing be your cup of tea? Would you be on cloud nine working as a pilot?

Find out by answering the job quiz below!

Directions: Answer the questions below choosing a, b or c. Tick the picture next to your answer. Then see the box below to discover what sort of job would really suit you. (Dainty, 2002:48)

1. You have to make a speech in front of a large group of people. What do you do?

a) stay as cool as a cucumber and just get on with it

b) get butterflies in your stomach but still go through with it

c) go as red as a beetroot and run away

2. You are offered a great job in another country. But if you take up the job, you'll need to learn a new language from scratch. What do you do?

a) jump at the chance and start preparing

b) ask if you can put off a decision for a year or two while you weigh up

the pros and cons

c) turn down the job because it would be too much hassle

3. What are you like with money?

a) You think that money grows on trees

b) You like to put by money every month, saving for a rainy day

c) You're tight-fisted. Getting money out of you is like getting blood out

of a stone

4. You win a prize in a competition: you get a free bungee jump from a platform 100 metres off the ground, without a safety net. What do you do?

a) jump for joy and go for it

b) come up with a compromise, how about 50 metres with a safety net?

c) turn down the offer saying 'Anyone who bungee jumps is one sandwich

short of a picnic!'

5. What sort of holiday would you prefer?

a) mountain climbing, white-water rafting, camping off the beaten track

b) a long lie-in followed by gentle hill walking and boat trips around the bay

c) two weeks at home, and a chance to put your feet up. You’d catch up on all those TV programmes you videoed but never got round to watching

What your answers mean:

Mainly sweet things

You're generous and sociable, the life and soul of the party. You get on well with people from all walks of life and a job that involves contact with people would be right up your street. You want to change the world and be the centre of attention. Think of a career as: an actor, a tour guide, a television presenter, a flight attendant, a politician, a goalkeeper.

Mainly fruit

You want a job with loads of responsibility. You're cautious and sensible and don't like taking risks. You look before you leap and never put all your eggs in one basket. Careful planning will help you weather a storm. You don't like to rock the boat, you want to know where you stand. These jobs would suit you perfectly: a doctor, a judge, a traffic warden, a bank manager, a book-keeper.

Mainly vegetables

You like the simple life, nothing too strenuous. A regular 9-5 job would suit you down to the ground. You don't really like planning ahead, you play it by ear and go with the flow. You take things one day at a time, and although you get on well with people you keep yourself to yourself and don't mind working alone. So, think about a job as: an athlete, a painter, a lighthouse keeper, a zookeeper, a beekeeper.

The techniques and activities presented above are mainly designed for teenage learners (14 – 18 years), but they are easily adapted for younger or older ones. Once you have grasped MI theory, you begin to see any learner, or any learning, in a richer way.

As Mike Fleetham points out (2006:7-8), ‟MI is not an educational bolt-on or quick fix. It is not a curriculum, strategy or a catch-up programme. Nor is it a trendy educational ‘gadget’ – here today, gone tomorrow. MI is a scientifically validated philosophy that has been steadily absorbed into classrooms worldwide over the last 20 years. MI offers an enriched way of seeing the world that can expand your thinking about human success. It gives you the chance to discover, value and enhance the talents of all learners, not just those who are suited to ‘traditional’ schooling. And it provides a means to improve self-esteem, self-motivation and independence, which can then lead to raised academic standards and life success.”

This paperwork doesn’t aim to tell you how you should use the theory of multiple intelligences, or even try to prove to you that it ‘works’. That would be against the spirit of MI. But it does present the basics of the theory and how it can be brought to life in the classroom. The paper offers a menu rather than a diet. This means choices of practical stuff: classroom resources, activities and ideas for you to apply, adapt, evaluate, praise, criticize, or even discard, as you wish! You are a creative, professional educator and only you know what is best for yourself and your learners.

Therefore, in Fleetham’s words, ‟MI is a powerful and empowering tool, but it needs a skilled person to pick it up and make something valuable with it: you’re that person … and the valuable thing you’re making…? The teaching that your learners really need!

CHAPTER VII

MY RESEARCH

Argument

Aims of the research

Hypotheses

Objectives

Methods and techniques

Sample: Identifying Students’ Multiple Intelligences

Analysis and interpretation of the results in the survey

Conclusions of the research

CHAPTER VII: MY RESEARCH

Argument

In this section I want to illustrate the research and practice I have conducted during the school year 2019-2020 at Technical College Traian Vuia, Oradea. The classes I chose for my research were from high school: 9th and 12th grade but also from vocational school: 10th grade.

My main purpose for writing this paper and conducting this research is to analyse the influence of Multiple Intelligences Theory on the process of acquiring a foreign language. MI theory developed by Howard Gardner (1983), says that every single individual possesses eight different types of intelligences: Linguistic, Logical-Mathematical, Musical, Spatial, Bodily-Kinesthetic, Interpersonal, Intrapersonal, and Naturalist. It stands in opposition to the belief that intelligence is an innate entity which we inherit or we are born with. Nevertheless, not everybody has eight very well-developed intelligences, some may be dominant or underdeveloped. Moreover, Gardner claims that all these types of intelligence may be improved. As a result, learners of English language are able to know themselves better and find appropriate milieu in which they would feel comfortable and safe. Different intelligence capacities provide various ways of knowing, acquiring, understanding, and learning about the surrounding world. Hence, teaching with the knowledge concerning students’ dominant intelligences is perceived as fruitful and lucrative because then educators may nurture their intelligences.

This chapter will also include the aims of this research, hypotheses, objectives, methods and techniques, sample, analysis and interpretation of the results in the survey and, of course, my conclusions.

Aims of the research

The aim of the study was to test the learners’ level of eight intelligences. This information was used to scrutinize learners’ needs and capabilities. The subjects of the study were fifty-six learners from different classes of Technical College Traian Vuia, Oradea. Surveyed pupils were between fifteen and eighteen years old. The test was taken in four different classes, in order to check the expected intelligences with the factual findings: learners of an Electric class (9th grade), which included fourteen males, learners of an Electronics and automation class (12th grade), with sixteen males, and learners of a Clothing designer class (12th grade) with eleven females and two males from high school, and finally learners of an Aesthetics and tourism class (10th grade) with the number of ten females and three males in the group, from vocational school. The high school learners had two English lessons a week, and the vocational school learners had one hour of English a week. They started their education of English at the age of seven in the first class of the primary school so they have learnt it for eight, nine or eleven years. According to the Common European Framework their proficiency level of English is assessed between A2 and B2.

Hypotheses

Humanists believe that learners must feel safe, confident, and appreciated. Human beings are able to make a strong effort in order to feel satisfied, on the other hand, they also

resist easily. Any earthly obstacle may cause the decrease of desire and motivation of discovering unknown aspects of a foreign language as self-realization is perceived as one of

the most basic human needs. Hence, teachers often make huge efforts to get to know their students in order to design the appropriate syllabus, activities, and lesson plans for them. Finding out their interests, abilities, attitudes, values, learning styles, and finally levels of eight different types of intelligence allows educators to reasonably and adequately plan the teaching methods and techniques. Not only should they use them, but also remember about using the variety of language teaching activities which are related to each intelligence. Howard Gardner’s MI Theory provides suitable guidance to understand students’ learning differences and particular needs. As a result of it, learners may activate themselves during lessons, may change their attitude towards learning, and become more willing to involve into some tasks.

Objectives

The objectives of the survey are:

To identify the easiest way for students to learn and practise English;

To identify the students’ strengths and highest levels of competencies and skills in each of the eight types of intelligences;

To incorporate Multiple Intelligences theory into my English classes;

To focus on the highly developed intelligences which appeared in the particular classes;

To find out what English is for them and how they consider the study of it and why they

should learn it;

To determine the most difficult part in learning English;

To see if my methods have helped them in this school year;

To make them realize the importance of English in general.

Methods and techniques

The study was carried out in the Technical College Traian Vuia, Oradea, from January until April, 2020. The Multiple Intelligences test were given to learners who agreed to take part in the study. The test addressed to the learners consisted of forty questions related to eight kinds of intelligences. These are the numbers of questions in the Multiple Intelligences Test from the Survey in Figure 7.11 which refer to each kind of the eight intelligences:

Bodily-Kinesthetic: 4, 10, 12, 13, 16. These questions referred to the ways of learning and solving problems. The questions concerned the methods of thinking during the walk or any other kind of movement. Intrapersonal: 8, 21, 25, 31, 35. They were directed at inner feelings and thought of learners. They checked how well pupils knew themselves. Questions

9, 22, 23, 36, 39 were related to Interpersonal Intelligence and were responsible for checking pupils’ sensibility and sensitivity to others. Logical-Mathematical questions number: 2, 5, 27, 28, 33 were pointed at pupils’ knowledge concerning logical thinking and the use of it in learning. Inquiries which were orientated towards the Linguistic Intelligence (3, 6, 18, 26, 34) pertained to the ways of thinking, explaining, and expressing particular issues or problems. Musical questions, numbered 1, 7, 17, 24, 38 were asked in order to find out what the learners’ attitudes towards music, tunes, rhythm and sounds were. They checked the skills of remembering things by repeating them to the rhythm. Questions 11, 15, 19, 32, 37 were asked to check the pupils’ Naturalist Intelligence. They were connected with natural environment types of animals, birds or plants and general mindset of nature. Finally, due to the Visual-Spatial questions (14, 20, 29, 30, 40) learners’ depth perception, ability to reconstruct, and sense of direction were measured.

Sample: Identifying Students’ Multiple Intelligences

The sample is representative for all the two levels of high school and the one level of vocational school, i.e. 9th, 10th and 12th grade. As previously mentioned, the age of those who have been surveyed is between 15-18 years old. The learners that took part in the survey are of mixed levels, ranging from elementary to intermediate and some of them are upper-intermediate and advanced level. Some students have two English classes per week, but others have only one a week. The surveys have been filled in at school, during the English classes, and at home, using Google Classroom and Meet aps. The number of students that have been asked to fill in the survey is 56.

Analysis and interpretation of the results in the survey

The survey I have conducted is made up of 40 questions related to the topic of Multiple Intelligences theory and the results and their interpretation will be presented in the next pages. It should be mentioned that the students had the possibility to choose between the five different types of fixed answers that were provided at the end of each question regarding the eight types of intelligences, such as: never, not much, don’t know, quite a lot, a lot.

The table in Figure 7.1 presents the results of the study carried out in four different classes. It presents the lowest and the highest values for particular classes. It shows the average rates as well as the differences among the four classes: Electric, Electronics and automation, Clothing designer and Aesthetics and tourism. The students may obtain maximum five points for each type of intelligence. Number 4 and 5 mean that the intelligence is well-developed, number 3 signifies that the intelligence is averagely evolved whereas number 1 and 2 mean the learners’ intelligence is low-developed.

According to the study, the Electronics and automation class learners scored the highest result concerning visual-spatial intelligence which was equalled 4.2; however, they also gained the average 3.2 as the level of bodily-kinesthetic intelligence was the lowest in this class. Surprisingly, musical intelligence turned out to be the dominant intelligence in the Electric class from high school (average 3.9), whereas logical-mathematical (average 3.1) was the worst one. The Clothing designer class was the best at interpersonal skills as the average of interpersonal intelligence was 3.8. The lowest average concerned bodily-kinesthetic intelligence and it was equalled 3.2. As far as the Aesthetics and tourism class is concerned, intrapersonal intelligence scored the highest result 3.9 and simultaneously these learners obtained the average 3.2 for bodily-kinesthetic and linguistic intelligences. It signifies that the profile of the class does not fully reflect learners’ intelligences. I may be assumed that they did not choose the class profile in terms of their levels of particular types of intelligences, but they probably had other reasons. Charts below present the results of the study. The results are presented in charts in order to emphasize the differences among more and less developed intelligences. The chart in Figure 7.2 presents the averages of the intelligences which were developed in all classes.

Figure 7.1 Average values of each kind of intelligences among learners in four types of class

Figure 7.2 Multiple intelligences in all classes

The first analysed Multiple Intelligences test derived from learners of the Electronics and automation class. As it can be seen in the chart in Figure 7.3, the most developed intelligences among learners from the Electronics and automation class are visual-spatial (average 4.2), interpersonal (average 3.9), logical-mathematical (average 3.8), and linguistic (average 3.8). The table in Figure 7.4 presents detailed average results among the sixteen males in the class.

Figure 7.3 The average value of Multiple Intelligences of Electronics and automation class learners

When the results of the test were considered, 69% of pupils in the Electronics and automation class obtained the average of four or more answering the questions related to visual-spatial intelligence (questions: 14, 20, 29, 30, 34) from the MI questionnaire in Figure 7.11. Thanks to these results it can be assumed that they know themselves well and they think in pictures, acquire knowledge with the help of visual input like charts, diagrams, tables, illustrations, and charts. With regard to learners’ answers related to interpersonal intelligence, there are 44% of learners who scored the average of four or more. They answered positively for questions: 9, 22, 23, 36, 39 from the MI questionnaire. Moreover, there were no learners with the average below three. From these results it can be noticed that they work in groups willingly, like the interaction, and share their energy and get it from group tasks. Learners are also good at organizing, sharing ideas, communicating, and understanding other members of their team. As far as the logical-mathematical intelligence is concerned, there are 44% of students of the Electronics and automation class who scored the average of four and above four answering questions (2, 5, 27,28, 33) from the questionnaire in Figure 7.11.

Simultaneously, there were eight learners who gained the average lower than four, and only one whose average did not exceed three and it was equalled 2.6. All in all, the average for the whole class was 3.8 which constitutes that they are willing to solve puzzles and riddles as well as play number and logic games. They easily figure out how various things work, notice logical patterns, and enjoy analytical and ranking tasks.

According to the study, there were 50% of learners of the Electronics and automation class who obtained the average of four and more in terms of linguistic intelligence. They answered questions: 3, 6, 18, 26, 34 from the MI questionnaire. Seven of them scored the average lower than four and only one person whose result was below three and it was equalled 2.4. This means that students are good at doing a variety of tasks, such as: making lists, writing directions, and preparing oral presentations. Furthermore, their comprehensive reading plays an important role here, as they are able to summarize, interpret, and remember the context of a particular text.

Figure 7.4 Results of Electronics and automation learners

The second analysed Multiple Intelligences test derived from learners of the Electric class. As it can be seen in the chart from Figure 7.5, the most developed intelligences among pupils from the Electric class are musical (average 3.9), interpersonal (average 3.8), intrapersonal (average 3.8), and visual-spatial (average 3.8). The table from Figure 7.6 presents detailed average results of the tests among the fourteen males in the class.

When the results of the test were considered, 43% of pupils in the Electric class obtained the average of four or more answering the questions related to musical intelligence (questions: 1, 7, 17, 24, 38) from the questionnaire in Figure 7.11. Thanks to these results it can be assumed that they are able to combine various pieces of music and hear particular elements of it. They are also willing to memorize information to the rhythm or by creating rhymes. They appreciate video and audio input, possess the ability of improvising, and simply enjoy listening to any piece of music in their learning milieu.

With regard to learners’ answers related to interpersonal intelligence, there are 57% of learners who scored the average of four or more. They answered positively for questions: 9, 22, 23, 36, 39 from the MI questionnaire. The average of four pupils of the Electric class was lower than four. However, there was only one student with the average below three which was equalled 2.6. From these results it can be noticed that they work in groups rather willingly. They enjoy tasks which require the interaction, communication and mutual respect and understanding.

As far as the intrapersonal intelligence is concerned, there are 21% of learners of the Electric class who scored the average of four and above four answering questions (8, 21, 25, 31, 35) from the questionnaire. Simultaneously, there were ten students who gained the average lower than four, and only one whose average did not exceed three and it was equalled 2,6. All in all, the average for the whole class was 3,8 which constitutes that these learners possess strong self-respect and are able to solve personal problems. They have no problems with the expression of their feelings, they understand others’ troubles and empathetically respond to them. They understand their feelings, thoughts, motivations, and beliefs.

According to the study, there were 36% of pupils of the Electric class who obtained the average of four and more in terms of visual-spatial intelligence. They answered questions: 14, 20, 29, 30, 40 from the questionnaire in Figure 7.11. Nine of them scored the average lower than four and there was nobody who gained the average below three. On the basis of these findings, it can be assumed that they like learning and thinking with the use of various visual materials like pictures, charts, diagrams, tables, and illustrations. They enjoy thinking and simultaneously using their imagination.

Figure 7.5 The average value of Multiple Intelligences of Electric class learners

Figure 7.6 Results of Electric class learners

The third analysed Multiple Intelligences test derived from pupils of a Clothing designer class. As it can be seen in the chart from Figure 7.7, the most developed intelligences among learners from the Clothing designer class are interpersonal (average 3.8), visual-spatial (average 3.7), intrapersonal (average 3.6), and naturalistic (average 3.6). The table in Figure 7.8 presents detailed average results of the tests among eleven females and two males.

When the results of the test were considered, 54% of students in the Clothing designer class obtained the average of four or more answering the questions related to interpersonal

intelligence (questions: 9, 22, 23, 36, 39) from the MI questionnaire. Three of them gained the average lower than four, and there were three learners who scored the following averages: 2.8, 2.6 and 2.4. Thanks to these results it can be assumed that these learners are willing to do tasks which involve such elements as: communication, understanding, and interaction. They enjoy working in groups or pairs.

With regard to learners’ answers related to visual-spatial intelligence, there are 39% of them who scored the average of four or more. They answered positively for questions: 14, 20, 29, 30, 40 from the MI questionnaire. The average of six pupils of the Clothing designer class was lower than four. However, there were also two learners with the averages below three which were equalled 2.8 and 2.6. From these results it can be noticed that they enjoy using pictures, illustrations, diagrams, and charts when they think and learn. They willingly use their imagination and depth perception.

As far as the intrapersonal intelligence is concerned, there are 23% of pupils of the

Clothing designer class who scored the average of four and above four answering questions (8, 21, 25, 31, 35) from the questionnaire. Simultaneously, there were nine learners who gained the average lower than four, and only one whose average did not exceed three and it was equalled 2,8. All in all, the average for the whole class was 3,6 which constitutes that these learners possess strong self-enhancement and self-respect. They are good at solving personal problems. They express their feeling easily, understand the problems of other people. As they understand their feelings, thoughts, motivations, and beliefs they are able to respond to them with huge empathy.

According to the study, there were 15% of pupils of the Clothing designer class who obtained the average of four and more in terms of naturalistic intelligence. They answered questions: 11, 15, 19, 32, 37 from the questionnaire. Nine of them scored the average lower than four and there were two learners who gained the average below three; their averages were equalled 2.6 and 2.8. The findings indicate that they easily acquire knowledge concerning the nature. They are willing to look after, coexist, and live in harmony with nature. They are perceived to be good gardeners, farmers, florists, and botanists. These students like to be outdoors when they learn, are able to recognize and categorize various types of birds, trees, and plants.

Figure 7.7 The average value of Multiple Intelligences of Clothing designer class learners

Figure 7.8 Results of Clothing designer class learners

The fourth analysed Multiple Intelligences test derived from learners of an Aesthetics and tourism class, from vocational school. As it can be seen in the chart from Figure 7.9, the most developed intelligences among students from the Aesthetics and tourism class are intrapersonal (average 3.9), visual-spatial (average 3.8), musical (average 3.6), and interpersonal (average 3.5). The table in Figure 7.10 presents the average detailed results of the tests among ten females and three males.

When the results of the test were considered, 54% of students in the Aesthetics and tourism class obtained the average of four or more answering the questions related to intrapersonal intelligence (questions: 8, 21, 25, 31, 35) from MI questionnaire. Six of them gained the average lower than four, and there were no learners who scored the average below three. Thanks to these results it can be assumed that solving personal problems is not a big problem for them as they understand and respect other people’s feelings, motivations, beliefs, and thoughts. They willingly respond to these problems and show empathy towards others.

With regard to learners’ answers related to musical intelligence, there are 23% of learners who scored the average of four or more. They answered positively for questions: 1, 7, 17, 24, 38 from the MI questionnaire. The average of nine learners of the Aesthetics and tourism class was lower than four. However, there was also one learner with the average below three which was equalled 2.8. These results say that these students memorize information with the use of independently created rhymes. They possess the ability of combining and also learning with music, thus, they prefer video and audio input to be used during lessons. With regard to improvisation, they do not hesitate and continue their task.

As far as the visual-spatial intelligence is concerned, there are 39% of pupils of the Aesthetics and tourism class who scored the average of four and above four answering questions (14, 20, 29, 30, 40) from the questionnaire. There were six learners who gained the average lower than four, and two of them whose averages did not exceed three and they were equalled 2.6 and 2.9. Otherwise, the average for the whole class was 3.8 which means that these students enjoy creating various types of diagrams, charts, tables and learning with the use of them. Visual materials in the classroom, such as pictures, posters, and illustrations, definitely help them to acquire knowledge. Moreover, they like to make lists, can join things together and pick out patterns with no difficulties. They enjoy logic problems and patterns.

According to the study, there were 15% of pupils of the Aesthetics and tourism class who obtained the average of four and more in terms of interpersonal intelligence. They answered questions: 9, 22, 23, 36, 39 from the MI questionnaire. Eleven of them scored the average lower than four and there were no learners who gained the average below three. On the basis of these findings it can be assumed that they easily acquire knowledge by doing communicative tasks. They may express and share their ideas during the workgroup, but also sort out arguments between friends. They are sensitive to moods and feeling of others.

Figure 7.9 The average value of Multiple Intelligences of Aesthetics and tourism class learners

Figure 7.10 Results of Aesthetics and tourism class learners

In conclusion, the use of Multiple Intelligences in the classroom has a big influence in teaching English. Their significant division and strategies cause that the Multiple Intelligences are perceived as useful and advantageous. The use of MI in the classroom may positively affect students’ involvement into the learning process of a foreign language. Thanks to the lesson plans full of tasks related to the development of the dominant intelligences, classes may change into more valuable ones.

The study was conducted in order to determine the kinds of intelligences learners may have. It may be treated as an attempt to help teachers address all intelligences during their lessons. Educators can make use of it in favour of learners because it may help in planning lessons and provide ideas for a variety of activities, thus, pupils’ potential and abilities may be developed in a more effective way. A series of English lessons, with the emphasis on the dominant intelligences in particular classes, should be conducted in order to ease acquiring the language, to make comfortable conditions, and to encourage students to use and develop their intelligences more often.

Conclusions of the research

According to Gardner’s MI theory, people possess all eight intelligences which are

developed in different levels: some may be better or worse. The study conducted among the

learners from four different classes shows that students’ highly developed intelligences are rather related to their class profiles; however, it was not proved in each class. It may be assumed that the correlation between Multiple Intelligences Theory and the main school subjects is caused by the fact that the vast majority of them know their abilities and want to develop them. The quintessential factor is that these intelligences provide specific data concerning individuals themselves and their preferences. Thus, learners may choose the class profile consciously in order to improve their abilities.

The study presents visual-spatial, interpersonal, logical-mathematical, and linguistic

intelligences as the most developed intelligences among learners from the Electronics and automation class. Visual-spatial intelligence is responsible for the development of it by means of visual materials. It seems to be natural that pupils who are believed to be good at electronics and automation scored such results. Similarly, it may be compared to the results of the learners from the Aesthetics and tourism class. Interpersonal, musical, visual-spatial, and intrapersonal turned out to be the best developed intelligences. Doing communicative tasks, expressing ideas, sharing them, and even sorting out arguments are elements of interpersonal intelligence. Moreover, they react sensitively to various moods of their peers, and may understand them easily.

However, a questionnaire, as a type of a quantitative research, may be perceived as a rather unreliable source of information. The aim of quantitative research is usually to quantify data, generalize results, and to measure the incidence of various views and opinions. Therefore, the questionnaire conducted in the four classes may have some disadvantages: teenagers could ignore the questions they did not know the answer to or were not sure about them and simply answer ‟Don‘t know”, but, luckily, there were not so many of such answers; learners could make fun of the questionnaire and put the tick in the same column in all forty questions, fortunately, they did not come up with this idea; however, it could be perceived as a threat. Hence, as studies are believed to have some disadvantages, this conducted by me could not be approved as fully authoritative.

Nevertheless, the results of the research show that knowing the most developed intelligences of our learners is helpful and crucial in designing and organising teaching methods, techniques and activities for them. They give a lot of valuable information about learners needs and skills and they may be used in order to improve the quality of acquiring knowledge. Hence, tasks which are orientated on particular types of intelligences may not pose problems for them. Working on the basis of the new discoveries, constantly observing learners, and making notes about how they react to different activities may help teachers discover their learners even better and decide what is best for them.

Educators may change or tailor curriculum to meet their learners’ needs in order to ease the process of learning a foreign language. Teachers should give them the possibility to make use of their dominant intelligences and simultaneously allow them to train these which are not so highly developed. Therefore, learners may work on their weaknesses and strengths. It will be inevitably the best way to fulfil learners’ needs and abilities, to let them feel bright, and to raise their self-esteem because the easier learning is, the more satisfied students are.

All in all, teachers who know their learners’ levels of particular intelligences may differentiate their needs and abilities, hence, they may use the best teaching techniques and ways to present the material. Students who are aware of their dominant intelligences work more willingly, effectively, and productively. As a result, knowing the dominant intelligences in a class, teachers can use appropriate exercises and improve learners’ skills. Consequently, educators might detail most important aspects of teaching, focus on improving underdeveloped intelligences, and brighten the teaching of a foreign language. Moreover, learners who are aware of possessing eight different types of intelligences, and know their levels may pay more attention and choose their own style of learning. Owing to the intelligence test which could be conducted among students, they are more conscious of their needs and abilities. Thus, Multiple Intelligences Theory has positive effects on both learning and teaching English as students and teachers may use it effectively.

Survey

Figure 7.11 Multiple Intelligences Questionnaire – Find Your Strengths:

Identify and Understand Your Top Intelligences

Questionnaire – Find Your Strengths:

Identify and Understand Your Top Intelligences

Sex: Male Female

Age: ____________________

Name: ________________________________________________________

Class: _________________________________________________________

(http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/questions.cfm)

Figure 7.12 MI Questionnaire Key

FINAL CONCLUSIONS

The introduction of Multiple Intelligences Theory (MI) in 1983 generated great excitement in the educational community. In marked contrast to the traditional view that individuals possess one general intelligence, it was a provocative new concept claiming the existence of at least eight distinct intelligences: linguistic, logical–mathematical, musical, spatial, bodily–kinesthetic, interpersonal, intrapersonal, and naturalist.

Multiple Intelligences Theory was intended for an audience of psychologists when Howard Gardner first introduced it in 1983 in his book Frames of Mind (1993a). Although it said little about classroom practice, the theory was received primarily and enthusiastically by educators, who saw in the theory the variety of abilities they regularly observed and recognized in their students.

Since its introduction, MI theory has been used by educators to plan and support programs that draw on an understanding of students as uniquely able individuals. But because it is neither a learning theory nor a curricular model, MI theory does not come with a prescription or set of directions for practice. As a result, its implementation varies widely among the thousands of individuals who use it.

Diversity in students and high expectations that all our children deserve to learn make our task as teachers daunting, because the MI theory challenges traditional ideas about what it is to be smart. Our culture, Gardner insisted, focuses too much on verbal and logical thinking — the abilities typically assessed on an intelligence test — at the expense of other ways of knowing. In fact, he claimed that (1999) ‟people have all of these intelligences” to different degrees, and we can develop all of them to reasonable levels of mastery. However, Gardner is very clear that a type of intelligence is not the same as a learning style: ‟MI claims that we respond, individually, in different ways to different kinds of content, such as language or music or other people. This is very different from the notion of learning style.”

With our diverse population in society at large, we have a diverse population of learners. This diverse population of students is becoming more diverse with the movement of special educators for total inclusion of all special education students in to the regular education classes. Thus, to be successful in educating all of our students, we need to be aware of their individual learning styles and multiple intelligences. To be more effective teachers of this diverse population of learners, teachers need concise and efficient ways to learn more about their students’ learning styles and multiple intelligences.

Carl Jung (Snyder Finley, 1999:11-20) was the father of learning-style theory in that he noted the differences in the way students perceived, made decisions, and interacted. In the past 30 – 35 years, educators have become more aware of the research of cognitive and educational psychologists in the area of individual differences, learning styles, and multiple intelligences. The research of these psychologists in the area of learning styles, have provide educators with additional insights into how to work with our diverse population of learners. Gardner (1983) and Gardner & Hatch (1989:4-10), in their effort to rethink the theory of measurable intelligence embodied in intelligence testing, studied the work of cognitive and educational psychologists and developed their theories of multiple intelligences. The basic difference between learning style theories and multiple intelligences theories is that learning styles are concerned with the differences in the process of learning and multiple intelligences centre on the content and products of learning. Until recently, neither theory had much to do with each other. Silver, Strong, and Perini (Snyder Finley, 1999:11-20) believe that by integrating the theories, the classroom teacher will be provided with some very practical suggestions that will prove to benefit the students. Guild suggests that teachers that are concerned with learning styles and multiple intelligences ‟bring an approach and attitude to their teaching of focusing on how students learn and the unique qualities of each student.”

Hence, as you read through the above chapters, think about the degree to which you possess each of the intelligence types and how that might be influencing/limiting your choice of teaching methods. Then think about the fact that your ‘audience’ will always include learners with different degrees of each of these types of intelligence. Think about the value of learning to recognize MI and the advantages of teaching with them in mind.

Moreover, I think that not only is it important for teachers to recognize the intelligence in our mind/body systems, it is also important to consider that it is possible to create positive environments in which to live and learn. The new field of research on “distributed cognitions” suggests that intelligence extends beyond individuals and is enhanced through interactions with other people, with books, and with the tools we use to think, learn, and problem-solve, such as pencils and paper, notebooks and journals, calculators and computers.

Therefore, educators should take a moment to reflect on their classroom environment. How is it “smart?” Are there sufficient opportunities for students to interact with each other in pairs, small groups, and as a whole class? Are a variety of resources available, including books, magazines, trade publications, bulletin boards, art work, posters, computers, databases, and networks?

It is well to remember that noted neurophysiologists such as Marian Diamond (https://www.wsj.com/articles/marian-diamond-studied-the-secrets-of-boosting-brain-power-1501855201) have discovered that the brain can change structurally and functionally in response to learning and experience – for better or worse. Throughout life we can continue to develop enhanced mental abilities in environments that are positive, nurturing, stimulating, and interactive. Consequently, throughout this paperwork you will find suggestions for creating environments that foster the development of all the intelligences.

Written for educators, this book offers practical classroom applications of the Theory of Multiple Intelligences. Personally, I believe that students must have opportunities for the creative exploration of their individual interests and talents while also learning valued skills and concepts through multimodal means. Not all children exhibit the same intelligence profile, nor do they share the same interests. In an age of exploding information, none of us can learn everything; choices ultimately must be made about what and how we will learn. In making such choices, the students’ individual inclinations and interests should guide some of their curricular options.

The basic knowledge that many state standards claim all students should master in language arts, mathematics, history, and science does not need to be taught in the same manner for everyone. Frustration and academic failure can be reduced if teachers presented information in numerous ways, offering students multiple options for success. The chapters above assist educators in acquiring “intelligence fair” methods of perceiving students and their talents, of designing MI techniques and activities for teaching phrasal verbs to teenagers and of nurturing individual capacities so that each student may experience academic success and the joy of pursuing an area of intrinsic interest.

It is known that teachers are somewhat frustrated in today’s educational climate, peppered with state and national standards and high-stakes testing. With the emphasis on teacher accountability and student achievement, many teachers are hesitant to try new ideas unless they can be sure that the approach will enhance student learning.

Therefore, the paperwork above introduces teachers to the many ways MI-informed instruction can be used to engage students in their learning and familiarizing with phrasal verb constructions, thus energizing classrooms and providing opportunities for all students to achieve.

All of these suggestions presented in my paper are founded on the same goal: to help improve students’ achievement and self-efficacy, and to free the learning potential and creative expression of every student in every classroom.

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12. Gardner, H., 1993b, Multiple Intelligences: The Theory in Practice, SUA, Basic Books, A Member of the Perseus Books Group;

13. Gardner, H., 1985, The Mind’s New Science: A History of the Cognitive Revolution, SUA, Basic Books, Inc., Publishers;

14. Lazear, D., 2004, Higher-Order Thinking: The Multiple Intelligences Way, SUA, Zephyr Press;

15. Lazear, D., 2000, Pathways of Learning: Teaching Students and Parents about Multiple Intelligences, SUA, Zephyr Press;

16. Lazear, D., 1991, Seven Ways of Knowing: Teaching for Multiple Intelligences. A Handbook of Techniques for Expanding Intelligence, Second Edition, SUA, IRI/Skylight Training and Publishing, Inc.;

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COURSEBOOKS:

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ANNEXES

Figure 1. A Multiple Intelligences Inventory for Students

I agree with Thomas Armstrong who says that (2009:22-26) ‟developing a profile of a person’s multiple intelligences is not a simple matter. No test can accurately determine the nature or quality of a person’s intelligences”. As Howard Gardner has repeatedly pointed out, standardized tests measure only a small part of the total spectrum of abilities. The best way to assess your students’ multiple intelligences, therefore, as Armstrong suggests, is ‟through a realistic appraisal of their performance in the many kinds of tasks, activities, and experiences associated with each intelligence. Rather than perform several artificial learning tasks, look back over the kinds of real-life experiences they’ve already had involving these eight intelligences.” The MI inventory from below can assist teachers in doing this.

As Armstrong points out, it is important to keep in mind that this inventory is not a test and that quantitative information (such as the number of checks for each intelligence) has no bearing on determining students’ intelligence or lack of intelligence in each category. The purpose of the inventory is to begin to connect them to their own life experiences with the eight intelligences. What sorts of memories, feelings, and ideas emerge from this process?

Check those statements that apply to you in each intelligence category. Space has been provided at the end of each intelligence for you to write additional information not specifically referred to in the inventory items.

Linguistic Intelligence

___ Books are very important to me.

___ I can hear words in my head before I read, speak, or write them down.

___ I get more out of listening to the radio or a spoken-word recording than I do from

television or films.

___ I enjoy word games like Scrabble, Anagrams, or Password.

___ I enjoy entertaining myself or others with tongue twisters, nonsense rhymes, or puns.

___ Other people sometimes have to stop and ask me to explain the meaning of the words I

use in my writing and speaking.

___ English, French/German, social studies, and history are easier for me in school than

math and science.

___ Learning to speak or read another language (e.g., French, Spanish, Italian, German)

has been relatively easy for me.

___ My conversation includes frequent references to things that I’ve read or heard.

___ I’ve written something recently that I was particularly proud of or that earned me

recognition from others.

Other Linguistic Abilities:

………………………………………………………………………………………………………………………………..

………………………………………………………………………………………………………………………………..

Logical-Mathematical Intelligence

___ I can easily compute numbers in my head.

___ Math and/or science are among my favorite subjects in school.

___ I enjoy playing games or solving brainteasers that require logical thinking.

___ I like to set up little “what if” experiments (for example, “What if I double the amount

of water I give to my rosebush each week?”)

___ My mind searches for patterns, regularities, or logical sequences in things.

___ I’m interested in new developments in science.

___ I believe that almost everything has a rational explanation.

___ I sometimes think in clear, abstract, wordless, imageless concepts.

___ I like finding logical flaws in things that people say and do at school, work and home.

___ I feel more comfortable when something has been measured, categorized, analyzed,

or quantified in some way.

Other Logical-Mathematical Abilities:

………………………………………………………………………………………………………………………..

………………………………………………………………………………………………………………………..

Spatial Intelligence

___ I often see clear visual images when I close my eyes.

___ I’m sensitive to colours.

___ I frequently use a camera or camcorder to record what I see around me.

___ I enjoy doing jigsaw puzzles, mazes, and other visual puzzles.

___ I have vivid dreams at night.

___ I can generally find my way around unfamiliar territory.

___ I like to draw or doodle.

___ Geometry has always been easier for me than algebra in school.

___ I can comfortably imagine how something might appear if it were looked down on

from directly above in a bird’s-eye view.

___ I prefer looking at reading material that is heavily illustrated.

Other Spatial Abilities:

………………………………………………………………………………………………………………………..

………………………………………………………………………………………………………………………..

Bodily-Kinesthetic Intelligence

___ I engage in at least one sport or physical activity on a regular basis.

___ I find it difficult to sit still for long periods of time.

___ I like working with my hands at concrete activities such as sewing, weaving, carving,

carpentry, or model building.

___ My best ideas often come to me when I’m out for a long walk or a jog or when I’m

engaging in some other kind of physical activity.

___ I often like to spend my free time outdoors.

___ I frequently use hand gestures or other forms of body language when conversing with

someone.

___ I need to touch things in order to learn more about them.

___ I enjoy daredevil amusement rides or similar thrilling physical experiences.

___ I would describe myself as well coordinated.

___ I need to practise a new skill rather than simply reading about it or seeing a video that

describes it.

Other Bodily-Kinesthetic Abilities:

………………………………………………………………………………………………………………………………..

………………………………………………………………………………………………………………………………..

Musical Intelligence

___ I have a pleasant singing voice.

___ I can tell when a musical note is off-key.

___ I frequently listen to music on radio, MP3 players, records, cassettes, or compact

discs/DVDs.

___ I play a musical instrument (Which one(s)? ………………………………………………………….)

___ My life would be poorer if there were no music in it.

___ I sometimes catch myself walking down the street with a television jingle or other tune

running through my mind.

___ I can easily keep time to a piece of music with a simple percussion instrument.

___ I know the tunes to many different songs or musical pieces.

___ If I hear a musical selection once or twice, I am usually able to sing it back fairly

accurately.

___ I often make tapping sounds or sing little melodies while studying, working, or

learning something new.

Other Musical Abilities:

………………………………………………………………………………………………………………………..

………………………………………………………………………………………………………………………..

Interpersonal Intelligence

___ I’m the sort of person that people come to for advice and counsel at school, in my

class, or in my neighbourhood.

___ I prefer group sports like football, basketball, volleyball, badminton, or softball to solo

sports such as swimming and jogging.

___ When I have a problem, I’m more likely to seek out another person for help than

attempt to work it out on my own.

___ I have at least three close friends.

___ I favour social pastimes such as Monopoly , chess, or bridge over individual

recreations such as video games and solitaire.

___ I enjoy the challenge of teaching another person, or groups of people, what I know

how to do.

___ I consider myself a leader (or others have called me that).

___ I feel comfortable in the midst of a crowd.

___ I like to get involved in social activities connected with my school, work, church, or

community.

___ I would rather spend my evenings at a lively party than stay at home alone.

Other Interpersonal Abilities:

………………………………………………………………………………………………………………………..

………………………………………………………………………………………………………………………..

Intrapersonal Intelligence

___ I regularly spend time alone meditating, reflecting, or thinking about important life

questions.

___ I have attended counseling sessions or personal growth seminars to learn more about

myself.

___ I am able to respond to setbacks with resilience.

___ I have a special hobby or interest that I keep pretty much to myself.

___ I have some important goals for my life that I think about on a regular basis.

___ I have a realistic view of my strengths and weaknesses (borne out by feedback from

other sources).

___ I would prefer to spend a weekend alone in a cabin in the woods rather than at a fancy

resort with lots of people around.

___ I consider myself to be strong willed or independent minded.

___ I keep a personal diary or journal to record the events of my inner life.

___ I am/would like to be self-employed or have at least thought seriously about starting

my own business in the future.

Other Intrapersonal Abilities:

………………………………………………………………………………………………………………………..

………………………………………………………………………………………………………………………..

Naturalist Intelligence

___ I like to spend time backpacking, hiking, camping, fishing, or just walking in nature.

___ I belong to some kind of volunteer organization related to nature and I’m concerned

about helping to save nature from further destruction.

___ I thrive on having animals around the house.

___ I’m involved in a hobby that involves nature in some way (e.g., bird watching,

fishing).

___ I’ve enrolled in courses relating to nature at community centers or colleges (e.g.,

botany, zoology).

___ I’m quite good at telling the difference between different kinds of trees, dogs, birds,

marine animals, or other types of flora or fauna.

___ I like to read books and magazines or watch television shows or movies that feature

nature in some way.

___ When on vacation, I prefer to go off to a natural setting (park, campground, hiking

trail, lakeside) rather than to a hotel/resort or city/cultural location.

___ I love to visit zoos, aquariums, or other places where the natural world is studied.

___ I have a garden and enjoy working regularly in it.

Other Naturalist Abilities:

………………………………………………………………………………………………………………………..

………………………………………………………………………………………………………………………..

Figure 2. Eight Ways of Learning

Figure 2. provides brief descriptions of the capacities of children who display proclivities in specific intelligences. Keep in mind, however, that most students have strengths in several areas, so one should avoid pigeonholing a child in only one intelligence. One will probably find each student pictured in two or more of these intelligence descriptions. (Armstrong, 2009:33)

Instructions: Check the statements that apply to you:

A. I usually THINK:

___ 1. in words

___ 2. by reasoning

___ 3. in images and pictures

___ 4. through somatic sensations

___ 5. via rhythms and melodies

___ 6. by bouncing ideas off other people

___ 7. in relation to their needs, feelings, and goals

___ 8. through nature and natural forms

B. I absolutely LOVE:

___ 1. reading, writing, telling stories, playing word games

___ 2. experimenting, questioning, figuring out logical puzzles, calculating

___ 3. designing, drawing, visualizing, doodling

___ 4. dancing, running, jumping, building, touching, gesturing

___ 5. singing, whistling, humming, tapping feet and hands, listening

___ 6. leading, organizing, relating, manipulating, mediating, partying

___ 7. setting goals, meditating, dreaming, planning, reflecting

___ 8. playing with pets, gardening, investigating nature, raising animals, caring for

planet Earth

C. I definitely NEED:

___ 1. books, tapes, writing tools, paper, diaries, dialogue, discussion, debate,

stories

___ 2. materials to experiment with, science materials, manipulatives, trips to

planetariums and science museums

___ 3. art, Legos, videos, movies, slides, imagination games, mazes, puzzles,

illustrated books, trips to art museums

___ 4. role-play, drama, movement, building things, sports and physical games,

Tactile experiences, hands-on learning

___ 5. sing-along time, trips to concerts, playing music at home and school, musical

instruments

___ 6. friends, group games, social gatherings, community events, clubs,

mentors/apprenticeships

___ 7. secret places, time alone, self-paced projects, choices

___ 8. access to nature, opportunities for interacting with animals, tools for

investigating nature (e.g., magnifying glasses, binoculars)

Figure 3. MI Questionnaire – Assessment: Find Your MI Strengths!

The next questionnaire in Figure 3. can help you determine which intelligences are strongest for you. If you’re a teacher or tutor, you can also use it to find out which intelligences your learners use most often.

Instructions: Read each statement carefully. Choose one of the five buttons for each statement indicating how well that statement describes you.

1 = Statement does not describe you at all

2 = Statement describes you very little

3 = Statement describes you somewhat

4 = Statement describes you pretty well

5 = Statement describes you exactly

1. I pride myself on having a large vocabulary. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

2. Using numbers and numerical symbols is easy for me. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

3. Music is very important to me in daily life. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

4. I always know where I am in relation to my home. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

5. I consider myself an athlete. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

6. I feel like people of all ages like me. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

7. I often look for weaknesses in myself that I see in others. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

8. The world of plants and animals is important to me. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

9. I enjoy learning new words and do so easily. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

10. I often develop equations to describe

relationships and/or to explain my observations. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

11. I have wide and varied musical interests including

both classical and contemporary. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

12. I do not get lost easily and can orient myself with

either maps or landmarks. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

13. I feel really good about being physically fit. ⃝ ⃝ ⃝ ⃝ ⃝

______________________________________________________________________________

14. I like to be with all different types of people. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

15. I often think about the influence I have on others. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

16. I enjoy my pets. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

17. I love to read and do so daily. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

18. I often see mathematical ratios in the

world around me. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

19. I have a very good sense of pitch, tempo,

and rhythm. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

20. Knowing directions is easy for me. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

21. I have good balance and eye-hand coordination

and enjoy sports which use a ball. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

22. I respond to all people enthusiastically, free of

bias or prejudice. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

23. I believe that I am responsible for my actions

and who I am. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

24. I like learning about nature. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

25. I enjoy hearing challenging lectures. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

26. Math has always been one of my favorite classes. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

27. My music education began when I was

younger and still continues today. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

28. I have the ability to represent what I see

by drawing or painting. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

29. My outstanding coordination and balance

let me excel in high-speed activities. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

30. I enjoy new or unique social situations. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

31. I try not to waste my time on trivial pursuits. ⃝ ⃝ ⃝ ⃝ ⃝ _______________________________________________________________________________

32. I enjoy caring for my house plants. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

33. I like to keep a daily journal of my daily experiences. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

34. I like to think about numerical issues and examine

statistics. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

35. I am good at playing an instrument and singing. ⃝ ⃝ ⃝ ⃝ ⃝ _______________________________________________________________________________

36. My ability to draw is recognized and complimented

by others. ⃝ ⃝ ⃝ ⃝ ⃝ _______________________________________________________________________________

37. I like being outdoors, enjoy the change in seasons, and

look forward to different physical activities each season. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

38. I enjoy complimenting others when they have done well. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

39. I often think about the problems in my community, state,

and/or world and what I can do to help rectify any of them. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

40. I enjoy hunting and fishing. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

41. I read and enjoy poetry and occasionally

write my own. ⃝ ⃝ ⃝ ⃝ ⃝ _______________________________________________________________________________

42. I seem to understand things around me through a

mathematical sense. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

43. I can remember the tune of a song when asked. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

44. I can easily duplicate color, form, shading, and

texture in my work. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

45. I like the excitement of personal and

team competition. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

46. I am quick to sense in others dishonesty

and desire to control me. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

47. People come to me when they need help

with math problems or any calculations. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________48. I enjoy hiking in natural places. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

49. I talk a lot and enjoy telling stories. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

50. I enjoy doing puzzles and building blocks toys. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

51. I take pride in my musical accomplishments. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

52. Seeing things in three dimensions is easy

for me, and I like to make things in three dimensions. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

53. I like to move around a lot. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

54. I feel safe when I am with strangers. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

55. I enjoy being alone and thinking about

my life and myself. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

56. I look forward to visiting the zoo. ⃝ ⃝ ⃝ ⃝ ⃝

_______________________________________________________________________________

(adapted from: https://www.literacynet.org/mi/assessment/findyourstrengths.html)

Figure 4. How are you clever? (1)

Name: __________________________________________ Date: ______________

Colour in the box next to each statement if you agree with it.

If you ‘sort of’ agree, colour in half of the box.

If you disagree, leave the box empty.

The more colour there is for an intelligence, the stronger that intelligence may be for you.

(adapted from Fleetham, M., 2006:124)

Figure 5. How are you clever? (2)

Name: __________________________________________ Date: ______________

Colour in the circle for things you do a lot or enjoy.

If you ‘sort of’ enjoy it, or do it a little, colour in half the circle.

If you don’t enjoy it or don’t do it, leave the circle empty.

The more colour there is for an intelligence, the stronger that intelligence may be for you.

(adapted from Fleetham, M., 2006:125)

Figure 6. Ml Through Feelings Questionnaire

(adapted from Fleetham, M., 2006:126)

Figure 7. Student MI Questionnaire

Please complete the following questions as honestly as you can. There are no right or wrong answers!

1.What is your favorite subject in school? ___________________________________

2.What are your hobbies and interests outside of school?

_________________________________________________________________________

3. Check all of the things you think you are good at:

_____ Reading

_____ Writing

_____ Speaking in front of others or in small groups

_____ Art (drawing, painting, sculpting, etc.)

_____ Music (singing, listening to music, playing an instrument, etc.)

_____ Math (calculating, measuring, solving logic problems, etc.)

_____ Movement activities (dancing, acting, playing sports, etc.)

_____ Working by yourself

_____ Working with others in groups and teams

_____ Building activities (constructing things)

4. List other things you think you are good at that aren’t on the list above:

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

5.What is your favorite way to learn about things? For example, reading, talking

to others, acting things out, hands-on activities, studying alone, etc.

_________________________________________________________________________

6. Rank yourself in the following intelligences. Use a 1–10 scale with 10 meaning

that you are very strong.

Verbal-Linguistic _______ Math-Logic _______

Spatial _______ Bodily-Kinesthetic _______

Intrapersonal _______ Musical _______

Interpersonal _______ Naturalist _______

7.What skill, activity, or school subject would you most like to improve in?

_________________________________________________________________________

_________________________________________________________________________

8.What skill, activity, or school subject do you feel you have improved in?

_________________________________________________________________________

_________________________________________________________________________

9.What improvements or changes could be made to make learning more

interesting and meaningful for you?

_________________________________________________________________________

10.What is one of your best memories of school?

_________________________________________________________________________

11.What are some careers that interest you for your future?

_________________________________________________________________________

(adapted from Nicholson-Nelson, Kristen, 1998:154-155)

Figure 8. What type of learner are you?

Many times our own childhood plays a role in the way we teach. We need an awareness of our own learning styles to learn more about ourselves as teachers.

1. When I was a child, my favorite activities and hobbies outside of school were:

2. My favorite subject(s) in school was/were:

3. My favorite teacher was . . . because:

4. As a child, I always felt I was intelligent in the following ways:

5. As a child, I didn’t feel intelligent in the following areas:

6. School would have been better for me if . . .

7. I decided to teach because of the following reasons:

(adapted from Nicholson-Nelson, Kristen, 1998:14)

Figure 9. Student observations

Name: __________________________________________ Date: ______________

Note the date under the behaviour when observed. Add your own observations as appropriate.

Musical/Rhythmic

Verbal/Linguistic

Logical/Mathematical

Interpersonal

Intrapersonal

Visual/Spatial

Naturalist

Existential

(adapted from Fleetham, M., 2006:128)

Figure 10. Ml-based parents’ meeting

Child: __________________________________________ Date: _________________

Parents: _________________________________________________________________

Record parent responses to these questions, and others you might add, under the relevant intelligence below.

(adapted from Fleetham, M., 2006:129)

Figure 11. Teacher Reflection Inventory

This teaching inventory is designed to help you reflect on your personal teaching style. After filling out the inventory, review it to see which intelligences you are strong in and which offer challenges. Pay close attention to those areas of instruction you may neglect because of your individual strengths and weaknesses. Discuss your intelligences with a colleague and ask what he or she thinks are your strong intelligences.

1. My personal intelligence strengths include:

2.The subjects and lessons I teach typically include the following intelligences.

(Is there any correlation with your answers in question no. 1?)

3.The intelligences I enjoy most in my students are:

4. Intelligences I usually overlook in my teaching are:

5. It would be easier to teach through these overlooked intelligences if:

6. Resources for enhancing my teaching by bringing in these overlooked intelligences

would include:

(adapted from Nicholson-Nelson, Kristen, 1998:158)

Figure 12. Lesson Plan

Date: Wednesday, November 13th, 2019

School: C.T. Traian Vuia, Oradea

Teacher: Mateiaș Ramona – Maria

Class: the 10th grade, 10G (vocational school)

No. of pupils: 19

Field of study: English

Time: 9-10 a.m.

Lesson length: 50 minutes

Coursebook: Enterprise Plus, Pre-Intermediate, Student’s Book, Virginia Evans, Jenny Dooley, Express Publishing, 2004

Title of lesson: Unit 4: Travellers’ Tales: Pacific Paradise Tour

Type of lesson: Combined/mixed lesson (vocabulary and grammar)

Developed skills: reading, listening and speaking

Targeted multiple intelligences: verbal/linguistic, logical/mathematical, visual/spatial and interpersonal

Information about the class:

There are 19 teenagers in the class, studying one hour a week. They have been studying the coursebook for three months and we have worked through Units 1-3. The present lesson is the ice-breaker for Unit 4. The main difficulty I have with these students is that most of them don’t have a full understanding of the English I use in my teaching yet.

Main aim:

By the end of the lesson, learners will have reinforced, learnt and used selected vocabulary items (language related to holidays, places/sights, tourist attractions and activities: cable cars, watersports (surfing, windsurfing, snorkelling, scuba diving, water-skiing, water-skating, etc.), coast, hilly, steep roads, sandy, suntan oil, sunbathers, long chair/beach chair, straw umbrellas, short drive, palm trees, ice-cream parlours, funfair, golden beaches, islands, etc.); they will have also used and learnt phrasal verbs with the adverbs: down, off, on, out, over and up.

Subsidiary aims:

By the end of the lesson, the pupils will have:

• identified cities, countries and tourist attractions (Los Angeles, San Francisco, San Diego, Hawaii, Golden Gate Bridge) in pictures;

• revised and matched phrasal verbs with RUN with pictures representing them (run into sb, run out of, run after, run over);

• practised the skills of skimming the text for the gist;

• practised the skills of reading silently for detailed understanding and specific information;

• practised the skills of scanning to insert missing information;

• practised the skills of listening for specific information;

• revised and used Present Simple, Past Simple and Continuous constructions;

• described and talked about places concerning sights, tourist attractions and activities;

• role-played interviews about childhood/family background, what kind of person they are, places they have travelled to, their daily life, people they’ve met, etc.

Personal aims:

• to reduce teacher language in whole class activities and provide learners with more interaction;

• to act more as a facilitator of learning and co-communicator;

• to ensure an appropriate balance between teacher-fronted and learner-centered activities;

• to use simple language to give instructions and when explaining.

Teaching aids: coursebook, workbooks, whiteboard, coloured markers, pictures, video projector, CD player, CDs, flipchart, magnetic flashcards, worksheets, cutouts.

Techniques: dialogue, presentation, observation, conversation, brainstorming, individual work, pair work and group work, question and answer drill, listening, exercises, demonstration, explanation.

Auxiliary bibliography:

• Biber, D., Conrad, Susan & Leech, G., 2002, Longman Student Grammar of Spoken and Written English, England, Longman Pearson Limited;

• Dainty, P., 2002, Timesaver Photocopiable Phrasal Verbs and Idioms (Pre-intermediate – Advanced), Great Britain, Mary Glasgow Magazines, Scholastic Inc.;

• Eastwood, John, 2006, Intermediate Oxford Practice Grammar with Tests, England, Oxford University Press;

• Evans, Virginia & Dooley, Jenny, 2002, Enterprise Plus, Pre-Intermediate, Grammar, England, Express Publishing;

• Evans, Virginia & Dooley, Jenny, 2004, Enterprise Plus, Pre-Intermediate, Student’s Book, England, Express Publishing;

• Evans, Virginia & Dooley, Jenny, 2000, Enterprise Plus, Pre-Intermediate, Workbook, England, Express Publishing;

• Godfrey, Rachel, 2009, Intermediate Oxford Practice Grammar. Lesson Plans and Worksheets Ready to Use in Class, England, Oxford University Press;

• Harmer, J., 2007, The Practice of English Language Teaching, Fourth Edition, England, Pearson Longman;

• Longman Pocket Phrasal Verbs Dictionary: For Intermediate – Advanced Learners, 2001, England, Longman Pearson ELT;

• Seidl, Jennifer, 1991, English Idioms: Exercises on Phrasal Verbs, England, Oxford University Press;

• Scrivener, J., 2011, Learning Teaching: The Essential Guide to English Language Teaching, Third Edition, England, Macmillan Books for Teachers.

Procedure:

Student’s Worksheet UNIT 4 – Travellers’ Tales – Pacific Paradise Tour

Exercise 1 – Adverb ‘Experts’ (Group Work)

Directions: Look at the list of adverb meanings and example phrasal verbs from Adverb Meanings 1, then, complete your part of the worksheet by writing the correct adverb meanings and example sentences in your table. You are now ‘experts’ on those adverb meanings.

Adverb Meanings 1

down = becoming less down = completely to the ground down = stopping completely

turn down the music knock a house down the car broke down

bring down the cost of living cut down a tree a factory closing down

down = on paper off = away, departing off = disconnected

copy down the words set off on a journey switch off the heater

write down the message jump in the car and drive off cut off our electricity

note down the details see Emma off at the station the caller rang off

the plane took off

the pain is wearing off

on = connected on = wearing on = continuing

switch on the kettle put a coat on carry on working

turn on the TV try the sweater on drive on a bit further

leave the lights on all night hang on/hold on a minute

out = away, disappearing out = to different people out = aloud

wash out the dirt hand out free tickets read out the article

cross out a mistake share out the winnings call out anxiously

blow out the candle

out = from start to finish over = from start to finish check your work over

write out the whole list think the problem over

work out the answer

up = increasing up = completely

prices are going up eat up these chocolates

put up taxes fill up with petrol

speak up so we can hear count up the money

tear up the paper

Some phrasal verbs have more than one meaning: Can you turn down the radio? (= make less loud); I turned down the offer. (= refused); How do we get around this problem? (= deal with); The news will soon get around. (= be widely communicated)

Group A – Phrasal verbs with DOWN

Group B – Phrasal verbs with OFF and UP

Group C – Phrasal verbs with ON and OVER

Group D – Phrasal verbs with OUT

Exercise 2 – Adverb Meanings 2 (Group Work)

Directions: Write the meaning of the words written in bold in these sentences, then add these new phrasal verbs into the relevant columns in your table:

►I must get these ideas down in writing. → … on paper …

1. Daniel finished all the cake up. → …………………………

2. I’m writing in pencil so I can rub out my mistakes. → …………………………

3. Vicky didn’t answer. She just went on reading. → …………………………

4. I’ll just read over what I’ve written. → …………………………

5. A woman in the audience shouted something out. → …………………………

6. The water was turned off for about an hour today. → …………………………

7. Nick’s aggressive manner frightens people off. → …………………………

8. The company wants to keep its costs down. → …………………………

9. The embassy was burnt down by terrorists. → …………………………

10. Someone will have to type all these figures out. → …………………………

11. Social workers were giving out soup to the hungry. → …………………………

12. Luckily, Zedco’s sales figures are moving up again. → …………………………

13. The man was tall and dark. He had a blue jacket on. → …………………………

14. Business is so bad that many firms have shut down. → …………………………

Exercise 3 – Puzzle: Who’s Going Where? (Pair Work)

Directions: Study the phrasal verbs from the table and their meanings, then solve the puzzle and work out who’s going where, using the information below:

Here’s a puzzle for you to solve:

Mike, Peter, Lucy, Diana and Bill are going on holiday.

One of them is going on a camping holiday by bicycle.

One of them is flying to Australia to visit an aunt.

One of them is going on a package holiday to Tenerife.

One of them is flying to Greece on a study trip.

One of them is touring Scotland by car, staying at different places.

Mike has gone off camping holidays.

One of the girls is brushing up her Spanish.

One of the girls is stopping over in Singapore.

Lucy doesn’t speak a foreign language.

The boy touring Scotland will be putting up at guesthouses or bed and breakfast places.

Bill has to check in at the airport very early.

Use this grid to record the information, like this:

Talking point

1. What is the longest journey you have ever made by air? Did you stop over anywhere? If so, where did you put up?

2. Have you ever had to check in at an airport in the middle of the night? How did you feel about it? Did it make you go off flying?

3. Bed and breakfast places are very popular in Britain and in several other European countries. Have you ever put up at one? What was it like?

4. What advice would you give to someone wishing to brush up his/her English?

5. Apart from English, is there any other language that you would like to brush up on? Where would you go to brush it up?

Exercise 4 – Signs: Matching Signs to Places (Pair Work)

Directions: Use the phrasal verbs below to complete the signs. Then match the signs and the places you would find them:

Exercise 5 – The Traveller: Paired Interview (Pair Work)

Directions: Look at the pictures below:

●What do the people look like?

●How long do you think they have been travelling?

●What places do you think they have travelled to?

●What do you think their lives are like?

Student A: Imagine you are one of the people in the pictures. You meet Student B for the first time. He/she she is very interested in your life and asks you lots of questions. You are happy to talk about your life. Before you start, think of the following:

● your childhood/family background

● what kind of person you are

● how you ended up travelling

● your daily life

● whether you enjoy your life or not

● the people you’ve met and experiences you’ve

Had

Student B: lmagine you meet one of the people in the pictures (Student A). You are very interested in the kind of life he/she has led. You have lots of questions to ask him/her. Read through the questions and make sure you understand them fully.

1. Where do you come from?

2. Where did you grow up?

3. How did you end up here?

4. Did you fall out with your family?

5. What have you found out about yourself by living on the road?

6. If I wanted to live the same life as you, would you try and put me off?

7. Do you come across strange people on the road?

8. Do you find it difficult to get on with other people? Do you find it difficult to fit in?

9. How do you get by?

10. What do people make of you? Do they look down on you?

11. What sort of things do you have to do without?

12. Has anyone ever put you up in their home for a night?

13. What are the good things about living on the road? And what are the drawbacks?

14. Do you feel free because there's nobody to tell you off or order you about, or do you feel cut off from society in some way?

15. Can you take me through a typical day? How do you spend your time?

DECLARAȚIE DE AUTENTICITATE A AUTORULUI

LUCRĂRII METODICO – ȘTIINȚIFICE PENTRU ACORDAREA

GRADULUI DIDACTIC I

Titlul lucrării: MULTIPLE INTELLIGENCES THEORY (MI) IN

TEACHING PHRASAL VERBS TO TEENAGERS

Autorul lucrării

POPA (MATEIAȘ) RAMONA – MARIA

Instituția de învățământ superior: Universitatea din Oradea

Centrul de perfecționare: Departamentul Pentru Pregătirea Personalului Didactic

Prin prezenta, subsemnata declar pe proprie răspundere că această lucrare a fost elaborată de către mine, fără niciun ajutor neautorizat și că nicio parte a lucrării nu conține aplicații sau studii de caz publicate de alți autori.

Declar, de asemenea, că în lucrare nu există idei, tabele, grafice, hărți sau alte surse folosite fără respectarea legii române și a convențiilor internaționale privind drepturile de autor.

Lucrarea nu a mai fost folosită în alte contexte de examen sau concurs.

Data predării lucrării Semnătura

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