Публикации: Использование звука, цвета, пространства в практическом изучении английского языка - Школа Творческого Развития КЛЮЧ

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Публикации: Использование звука, цвета, пространства в практическом изучении английского языка

ИСПОЛЬЗОВАНИЕ ЗВУКА, ЦВЕТА, ПРОСТРАНСТВА В ПРАКТИЧЕСКОМ ИЗУЧЕНИИ АНГЛИЙСКОГО ЯЗЫКА
Джулия Ждановски (теоретическая часть)
О. Баженова, М. Токарь (практическая часть)

Ребёнок - умный, рассудительный исследователь, который стремится использовать все: будет ли это воздух, вода, пища, мысль, чувства, пространство, все, что существует в природе.

Общение с ребенком позволяет и взрослым по-новому взглянуть на мир: услышать музыку природы, ощутить пространство, увидеть яркость красок. Именно в образовательном пространстве необходимо создать условия для того, чтобы ребенок сохранил способность быть "волшебником", который умеет преображать мир вокруг себя. Воспитание и обучение ребенка в тонкой и светлой атмосфере живой гармонии позволяет взрастить его целостным человеком.

В последнее время значительно активизировались исследования в области развития интеллектуально-творческого потенциала каждого ребенка. Интеллектуально-творческие достижения возможны при сочетании трех факторов: мотивация, креативность, категории интеллекта. Данная триада представлена в виде трех взаимно пересекающихся окружностей:

Представленная триада является основным ядром обучения и развития интеллектуально-творческого потенциала личности:

МОТИВАЦИЯ ЛЮБАЯ ДЕЯТЕЛЬНОСТЬ ЧЕЛОВЕКА ПОЛИМОТИВИРОВАНА, Т.Е. В ОСНОВЕ ЛЮБЫХ ДЕЙСТВИЙ ЛЕЖАТ САМЫЕ РАЗНЫЕ МОТИВЫ.

КРЕАТИВНОСТЬ Беглость. Гибкость. Оригинальность. Разработанность.

КАТЕГОРИИ ИНТЕЛЛЕКТА:

- музыкальный

- телесно-кинестетический

- логико-математический

- лингвистический

- пространственный

- внутреннеперсональный

- внешнеперсональный

Вниманию слушателей будут представлены различные методы и приемы работы со звуком, цветом, пространством, которые при обучении иностранному языку служат источником информационного и духовного обогащения мира в сознании учащихся.

1.PREFACE

WE HAVE A MIND. WE HAVE FEELINGS.
TO SEPARATE THE TWO IS TO DENY ALL THAT WE ARE.
TO INTEGRATE THE  TWO IS TO HELP US REALIZE WHAT WE MIGHT BE.

GEORGE ISAAC BROWN

WE LIVE IN TIMES OF GREAT UNREST - LOCALLY, NATIONALLY, AND INTERNATIONALLY. "APATHY" IS A WORD COMMONLY USED TO DESCRIBE FAMILIES, CITIZENS, AND NATIONS.

THE FOREIGN LANGUAGE CLASS HAS BEEN DEPICTED BY MANY AS HAVING INTERACTION THAT IS TOO AUTOMATIC, TOO CONTROLLED AND WITH TOO MUCH PARROTING, AND WITH THE TEACHER BEING VIEWED AS A DRILL SERGEANT. NOW IT IS THE TIME, HOWEVER, FOR FOREIGN LANGUAGE TEACHERS TO CHANGE THE STEREOTYPES OF THE FOREIGN  LANGUAGE CLASS.

THE "COLOUR. SPACE. SHAPE" ACTIVITIES HELP THE STUDENTS TO BE THEMSELVES, TO ACCEPT THEMSELVES, AND TO BE PROUD OF THEMSELVES, ENCOURAGE THE STUDENTS' DESIRE TO EXPRESS THEMSELVES IN THE TARGET LANGUAGE AND ADD VARIETY TO THE CLASS.

THROUGH THESE ACTIVITIES WE CAN LEARN ABOUT OURSELVES, EXPRESS OUR FEELINGS, AND DISCOVER NEW DIMENSIONS THAT EXIST WITHIN US. THE EXERCISES THAT FOLLOW COMBINE TECHNIQUES WITH THE AREAS OF ART, MUSIC, DANCE, AND ACTING TO HELP CREATE INSIGHTS, SELF-ESTEEM, AND FUN.

2. COLOUR. SOUND AND SPACE IN CLASSROOM ACTIVITIES.

COLOURFUL NAMES.

PURPOSES:

- TO HELP STUDENTS GET ACQUAINTED

- TO ENCOURAGE STUDENTS TO EXPRESS THEIR FEELINGS THROUGH COLOURS AND SHAPES

- TO PRACTICE VOCABULARY OF COLOURS, APES, FEELINGS

PROCEDURES:

STUDENTS CUT OUT A NAMETAG FOR THEMSELVES IN A COLOUR AND SHAPE THAT REPRESENTS THEM IN SOME WAY. THEY WRITE THEIR NAMES ON THE PAPER, AND PIN THE NAMETAG ON. A RECORD WITH PLEASANT, RELAXING MUSIC SHOULD BE PLAYED DURING THIS EXERCISE, THEN ANNOUNCE TO THE STUDENTS:

"WE ARE GOING TO MEET ONE ANOTHER. I AM GOING TO PLAY SOME MUSIC. YOU WILL GET UP AND WALK AROUND AND LOOK AT THE NAMETAGS AND FOCUS ON THE PEOPLE AS THEY PASS BY. WHEN I STOP THE MUSIC, GET A PARTNER AND GREET THE PERSON. GIVE YOUR NAME. THEN EACH OF YOU ASK THE OTHER WHY THE COLOUR WAS CHOSEN FOR THE NAMETAG AND WHAT THE SHAPE MEANS. EACH TIME THE MUSIC IS PLAYED, WALK AROUND AND LOOK AT THE NAMETAGS OF OTHERS. WHEN THE MUSIC STOPS, TALK WITH A NEW PARTNER"

A SAMPLE OF YOUR CONVERSATION MIGHT BE:

- HI. I AM KEITH.

- HI. I AM CAROL. WHY DID YOU CHOOSE BLUE, KEITH?

- BLUE MEANS CALMNESS AND PEACE. I FEEL RELAXED TODAY. WHY DID YOU CHOOSE BRIGHT PINK, CAROL?

- BRIGHT PINK MEANS EXCITEMENT AND WARMTH TO ME. THAT'S HOW FEEL ON THE FIRST DAY OF SCHOOL WHEN I SEE MY FRIENDS. WHAT DOES YOUR DIAMOND SHAPE MEAN, KEITH?

- A DIAMOND IS BRIGHT AND IS WORTH A LOT. WHY IS YOUR SHAPE LIKE AN ARROW, CAROL?

- AN ARROW CAN GO FAR. I AM AMBITIOUS.

THE SHAPE I AM IN

PURPOSES:

- TO LEARN ABOUT ONESELF BY ASSOCIATION

- TO PRACTICE THE VOCABULARY OF SHAPES

- TO PRACTICE THE ADJECTIVES

PROCEDURES:

ANNOUNCE TO THE STUDENTS THAT THEY ARE GOING TO FIND OUT SOME THINGS ABOUT THEMSELVES BY MAKING A CHOICE FROM A NUMBER OF SHAPES. ALL THE SHAPES SHOULD BE SEEN AT THE SAME TIME. IF THEY ARE ON THE BLACKBOARD COVER THEM BY A SCREEN OR MAP, WHICH YOU PULL UP TO REVEAL THEM. AS STUDENTS VIEW THE FIGURES, REMIND THEM TO DECIDE WHICH ONE APPEAL TO THEM MOST. THE SHAPES ARE A TRIANGLE, A CIRCLE, A SQUARE, A HEXAGON, AND A ZIGZAG LINE ASK THE STUDENTS TO DRAW ON A SLIP OF PAPER THE ONE THAT THEY LIKE BEST. THEN IN GROUPS OF SIX, THE STUDENTS SHOULD DECIDE WHAT THEY HAVE IN COMMON WITH THE FIGURE THEY HAVE CHOSEN AND SHARE THIS.

WHEN THE GROUPS ARE FINISHED, THE STUDENTS GET UP AND MILL AROUND THE ROOM HOLDING THE SKETCH OF THE FIGURE THEY CHOSE IN FRONT OF THEM FOR OTHERS TO SEE. THE STUDENTS ARE TO STOP ASK A NUMBER OF OTHERS HOW THE FIGURE THEY CHOSE IS LIKE THEM. DURING THIS ROUND, THE STUDENTS WILL GET A CHANCE TO HEAR HOW OTHERS CHOSE THE SAME SYMBOL AS THEY, BUT FOR SIMILAR OR DIFFERENT REASONS.

ASK THE STUDENTS TO CLOSE THEIR EYES AS THEY ARE  GOING TO TRY TO EXPRESS SOME FEELINGS BY MEANS OF THEIR HANDS. EACH STUDENT SHOULD HAVE A PARTNER. AS YOU MENTION A PATICULAR FEELING, THE STUDENTS WILL TAKE THE HANDS OF THEIR PARTNER IN A WAY THAT COMMUNICATES THAT FEELING. THEY KEEP THEIR EYERS CLOSED DOESN'T TALK. THEN ONE AT A TIME TELL THE STUDENTS TO EXPRESS A NUMBER OF CONTRASTING FEELINGS TO EACH OTHER BY MEANS OF THEIR HANDS (TIMIDITY - ANGER).

THEN ASK THE STUDENTS EXPRESS THE SAME FEELING S WITH THEIR EYES OPEN. YOU CAN ASK WHICH OF THE FEELINGS THEY FOUND THE EASIEST AND THE HARDEST TO EXPRESS AND WHY.

SELF COLLAGE

PURPOSES:

- TO ENCOURAGE GREATER SELF -AW ARE NESS BY ASKING STUDENTS TO THINK ABOUT WHAT THEY ARE REALLY LIKE

- TO TRY TO COMMUNICATE CREATIVELY HOW ONE PERCEIVES HIMSELF

PROCEDURES:

INSTRUCT THE STUDENTS TO MAKE A COLLAGE, WHICH WILL CONVEY TO THE OTHERS IN THE CLASS WHAT THEY ARE LIKE. ASK THEM TO USE PICTURES AND WORDS IN ENGLISH TO SHOW WHERE THEY ARE NOW IN THEIR THINKING, FEELINGS, AND ATTITUDES. TELL THEM TO SHOW WHAT THEY ARE LIKE AND WHAT THEY BELIEVE IN.

THEY CAN CUT OUT THE WORDS THEY USE FROM NEWSPAPERS AND MAGAZINES. GIVE THE CLASS ONE OR TWO WEEKS TO WORK ON THEIR COLLAGES. THEN HAVE THE COLLAGES HUNG UP ALL AROUND THE ROOM. THE STUDENTS ARE TO CIRCULATE AROUND THE ROOM, STUDY EACH COLLAGE, NOTE THE IMPRESSIONS THEY GET OF WHAT EACH PERSON IS LIKE. WHEN EVERYONE HAS COMPLETED THE CYCLE, EACH OWNER TAKES DOWN THE COLLAGES. THE STUDENTS READ OVER THE COMMENTS MADE ABOUT THEIR COLLAGES. THEN THEY EXPLAIN THE MEANING OF THE VARIOUS PARTS OF THEIR COLLAGES AND ANSWER QUESTIONS RAISED.  

BRANCHING OUT

PURPOSES:

- TO DISCOVER QUALITIES ABOUT ONESELF THROUGH THE MEDIUM OF ART

- TO PRACTICE THE VOCABULARU OF COLORS

- TO PRACTICE THE USE OF ADJECTIVES DESCRIBING POSITIVE QUALITIES

PROCEDURES:

ASK THE STUDENTS TO DRAW A TREE. DRAW IT IN ANY THAT PLEASES YOU.  DECIDE ON THE TYPE OF TREE, THE SIZE. THE SHAPE. THE COLOURS YOU WILL USE. AS THE STUDENTS CREATE THEIR TREES, YOU CAN PLAY SOME RELAXING MUSIK IN THE BACKGROUND. AT THE END OF FIVE MINUTES, TELL THE STUDENTS TO STUDY THE TREE THEY HAVE CREATED AND TO THINK ABOUT THE POSITIVE WAYS THEY CAN DESCRIBE IT. THEN DIVIDE THE CLASS IN TO GROUPS. THE STUDENTS WILL HAVE A TURN AT DESCRIBING THE TREE THEY HAVE DRAWN. WHEN EVERYONE HAS HAD A TURN, THE STUDENTS WILL HAVE A TURN AT DESCRIBING THE TREE THEY HAVE DRAWN. WHEN EVERYONE HAS HAD A TURN, THE STUDENTS CAN COMMENT ON SIMILARITIES AND DIFFERENCES IN THE TREES. HANG A DISPLAY OF TREES IN THE ROOM LATER.

HANDY - TALK:

PURPOSES:

- TO REVEAL TO STUDENTS THAT THERE TWO SIDES TO ALL OF US

- TO HELP STUDENTS GAIN SOME INTROSPECTION-INTO THEMSELVES

- TO PROMOTE CREATIVITY, GREATER SELF-KNOWLEDGE, AND FUN

PROCEDURES:

ANNOUNCE TO THE STUDENTS THAT THEY ARE GOING TO CREATE THE ORIGINAL DIALOG BETWEEN THEIR RIGHT HAND AND THEIR LEFT HAND. ASK THE STUDENTS TO TAKE A PEN IN THEIR RIGHT HAND AND WRITE A SENTENCE THAT THEIR RIGHT HAND MIGHT WANT TO SAY IF IT COULD TALK TO THE LEFT HAND. NOW TELL EVERYONE TO SWITCH THE PEN TO THE LEFT HAND, AND WRITE A ONE-SENTENCE ANSWER THAT THE LEFT HAND WOULD WANT TO REPLY WITH TO THE RIGHT HAND. THEN INSTRUCT THE CLASS TO FOLLOW THIS PROCEDURE, SWITCHNG THE PEN BACK AND FORTH BETWEEN HANDS, UNTIL THEY HAVE A SIX-LINE DIALOG WITH THREE STATEMENTS FROM EACH HAND.

WHEN THE DIALOG IS FINISHED, ASK THEM TO SHARE IT WITH THE CLASS.

SUPPOSE YOU WEREN'T YOU

PURPOSES:

TO INTROSPECTIVE ABOUT ONESELF WHILE CALLING ON THE IMAGINATION

PROCEDURES:

TELL THE STUDENTS THEY ARE GOING THAT THEY COULD BECOME DIFFERENT THINGS OR OBJECTS AND STILL HAVE SOME OF OUR OWN QUALITIES. YOU NAME A CATEGORY AND THE STUDENTS DECIDE WHAT THEY WOULD BE IN THAT CATEGORY, WHAT WOULD FIT THEM AND THEIR PERSONALITY AND WHY.

HERE ARE SOME EXAMPLES:

- IF YOU WERE A COLOUR, WHICH COLOUR WOULD YOU BE? WHY?

- IF YOU WERE A

THE STUDENTS THEY ARE GOING ! HAT   PHE    COULD BECOME DIFFERENT iHiiNGS OR OBJEC1 i STILL HAVE SOME OF OUR OVS QuAi ;T1HS. YOU NAME A CA1 EGORY AND THE DENTS DECIDE WHAT THEY WOULD Bi:  N I : 1AT C.TEGOk V, WHAT WOULD Hi Th i THEIR PERSONALITY AND WHY.

E ARE SOME EXAMPLES:

IF YOU WERE A COLOUR, Wl ;ICH CO. 0( R WOULD YOU BE? WHY<;

IF YOU WERE A SHAPE, WHICH SHAi- : YOU BE? WHY?

IF YOU WERE A MUSICAL INSTRUM!-:. ,T. WHICH .N'STRUMENT WOULD YOU BE?

WHY?

SAY IT WITH YOUR MAN; ;S

-----

PLORE HOW FEELINGS CAN BE CO.. 1MUNK UN

iDURES:

fHE STUDHN'I S THAT VX.-P ":urv.i, o tv.

ANY WAY THAT PLEASES YOU. DECIDE ON THE TYPE WILL USE. AS THE STUDENTS CREATE THEIR TREE S, CKGROUND .AT THE END OF FIVE MINUTES, TELL ,U A ; !?D A.Ni i TO THINK ABOU I HIE POSITIVE WAYS os TO GROUPS. THE STUDENTS WILL HAVE A TURN AT EVERYONE HAS HAD A TURN, THE STUDENTS CAN i'Hh i KhES. hR.


 

КОНТАКТЫ


Часы работы офиса:
Пн-Пт: 10-19 ч.
Сб-Вс: 10-17 ч.


 
 
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