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Lesson 6 Connie Liao Main Menu Strength-Bombing A Matching Game Reading Analysis Grammar Focus Extension Activity.

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Presentation on theme: "Lesson 6 Connie Liao Main Menu Strength-Bombing A Matching Game Reading Analysis Grammar Focus Extension Activity."— Presentation transcript:

1

2 Lesson 6 Connie Liao

3 Main Menu Strength-Bombing A Matching Game Reading Analysis Grammar Focus Extension Activity

4 Pre-reading Activity

5 What is good at? Please name as many things is good at as you can.

6 Different Types of Intelligence

7 How Are You Smart

8 Linguistic Intelligence (Word Smart) Ability to use words and language Skills  listening, speaking, writing, story telling, explanation, teaching, using humor… Possible career paths  poet, writer, journalist, teacher, lawyer, politician, translator

9 Visual/Spatial Intelligence (Picture Smart) Ability to think in pictures, visualize the result Skills  puzzle building, understanding charts/graphs, a good sense of direction, sketching, painting, designing practical objects, constructing… Possible career paths  navigators, sculptors, visual artists, photographers, architects, interior designers…

10 Logical/Mathematical Intelligence (Number Smart) Ability to use reason, logic,and numbers Skills  problem solving, classifying and categorizing information, working with abstract concepts, doing controlled experiments… Possible career paths  scientists, engineers, computer programmers, researchers, accountants, mathematicians

11 Bodily/Physical Intelligence (Body Smart) Ability to control body movements and handle objects skillfully Skills  dancing, physical co-ordination, sports, hands-on experimentation, using body language, crafts, acting, miming, using hands to create… Possible career paths  athletes, dancers, actors, physical education teachers, firefighters, artisans

12 Musical/Rhythmic Intelligence (Music Smart) Ability to produce and appreciate music Skills  singing, whistling, composing music,playing musical instrument, remembering melodies, understanding the structure and rhythm of music Possible career paths  musician, disc jockey(DJ), singer, composer

13 Interpersonal Intelligence (People Smart) Ability to relate and understand others Skills  seeing things from other perspectives, listening, using empathy, counseling, noticing other people’s moods, co-operating with groups… Possible career paths  counselor, salesperson, politician, business person

14 Intrapersonal Intelligence (Self Smart) Ability to self-reflect and be aware of one’s inner state of being Skills  recognizing their own strengths and weaknesses, reflecting and analyzing themselves, awareness of their inner feelings, desires and dreams, reasoning with themselves… Possible career paths  researchers, theorists, philosophers

15 Naturalist Intelligence (Nature Smart) Ability to recognize flora and fauna Skills  categorizing and organizing a living area, planning a trip, preservation and conservation Possible career paths  farmers, botanists, biologists, conservationists, environmentalists

16 Different Kinds of Intelligence(Smart) 1. Linguistic Intelligence (Word Smart) 2. Visual/Spatial Intelligence (Picture Smart) 3. Logical/Mathematical Intelligence(Number smart) 4. Bodily/Physical Intelligence (Body Smart) 5. Musical/Rhythmic Intelligence (Music Smart) 6. Interpersonal Intelligence (People Smart) 7. Intrapersonal Intelligence (Self Smart) 8. Naturalist Intelligence (Nature Smart) (1996)

17 A Matching Game Please match the following famous people with the kind of intelligence they have.

18 Picasso Michael Jordan Einstein Mozart

19 Plato Darwin Shakespeare Mother Teresa

20 Picasso Visual/Spatial Intelligence; Picture Smart Good job!

21 Michael Jordan Bodily/Physical Intelligence; Body Smart Well-done!

22 Einstein Logical/Mathematical Intelligence; Number Smart Excellent!

23 Mozart Musical Intelligence; Music Smart

24 Darwin Naturalist Intelligence; Nature Smart You got it!

25 Plato Intrapersonal Intelligence; Self Smart Bravo!

26 Shakespeare Linguistic Intelligence; Word Smart Good for you!

27 Mother Teresa Interpersonal Intelligence; People Smart Nice work!

28 Reading Analysis

29 Introduction-- Body-- End-- Paragraph 1 Paragraph 2 Paragraph 3 Paragraph 4 Paragraph 5 Paragraph 6 Paragraph 7 Paragraph 8

30 Paragraph 1-- A High I.Q. = Success in Life Howard Gardener (1984)

31 Paragraph 2-- earning good grades in school  success in life being successful in school  a better chance of being successful in life

32 Paragraph 3-- doing well in one’s future a special quality ( intelligence ) The definition of intelligence-- Problem-solving Being creative Contributing to the world

33 Different Forms of Intelligence Paragraph-- 4 What are the two most common kinds of intelligence people think of when they say someone is “smart”? Linguistic intelligence. Mathematical/Logical intelligence.

34 Paragraph 5-- Visual/spatial intelligence. Musical intelligence.

35 Paragraph 6-- Physical intelligence.

36 Paragraph 7-- Interpersonal intelligence. Intrapersonal intelligence.

37 Paragraph 8-- Everyone is intelligent in some way. How to become a well-rounded intelligent person? Conclusion:

38 * What is the first step toward becoming a well-rounded intelligent person? * Then, what should you do next?

39 Grammar Focus

40 associate A with B ( 把 A 與 B 聯想在一起;關聯 ) Line 2 1.White carnations are associated with death in the Japanese culture. 2. I associate summer with various kinds of ice treats. Your turn! _________________________________

41 Education is the key to future success. (… 的關鍵 ) Line 4 1. the answer to the question 2. the solution to the problem On your own! _____________________________________________________ 3. a new approach ( 方法 ) to cancer treatment

42 on the other hand… 1.On the one hand I want to sell the house, but on the other hand I can’t bear the thought of moving. 2. Mr. Wang works awfully slowly, but on the other hand, he does nice careful work. On your own! _________________________________________

43 Musically intelligent people have such characteristics as loving to sing,ability to play an instrument, and good sense of rhythm. LL.32~34 1.I love to eat such juicy fruit as watermelons, oranges, and pineapples. 2. Such food as hamburgers and French fries is very high in calories but low in nutrition. On your own! _________________________________________

44 would rather + VR…than + VR... L.34 ( 寧願 … 而不願 …) 1. I would rather be punished than tell lies. 2. He would rather starve than beg for food. On your own! __________________________________________

45 S + V…so that S + V…. L. 57 (so that- clause serves as a ‘purpose clause’) 1.Mom exercises regularly so that she can stay in good health. 2. I am now taking three part-time jobs and trying hard to save money, so that I can realize my dream of traveling around the world someday. On your own! _________________________________________

46 Supplementary Reading Material: Multiple Intelligence: A Principal’s Perspective

47 I.Two things the principal likes about his school--

48 (1)The feeling of community among parents and teachers who are working together (2)the climate of collegiality among the teachers

49 II. The vision of the school-- (1)How has intelligence been defined for a long time? (2)According to Principal Hoerr, the school’s job is to ____________.

50 (1)Intelligence has been for a long time defined in terms of mathematical and linguistic intelligence. (2)the school’s job is to identify the kids’ talents and nurture them.

51 III. How the school communicates the vision to parents--

52 (1)The principal sends a letter out to all the parents every Friday. So do all the teachers. (2)They integrate multiple intelligence into the language they use on the report card. (3)Every teacher begins the school year by teaching multiple intelligence theory.

53 IV. What the teachers in The New City School are like--

54 (1)They are a committed, creative, hard-working group. (2)They develop their own curricula. (3)They are not just disseminators of knowledge; they create situations in which students can learn constructively.

55 V. What a typical classroom in the New City School looks like--

56 (1)15 to 17 kids per teacher (2)The kids sit at tables that are usually grouped in fours. (3)There are risers or lofts in the classes.

57 V. Examples of how students strengthen their various intelligences--

58 (1)They try to integrate the intelligences into all classes. (a) the personal skills (b) intrapersonal intelligence (2)Examples: (a) First graders (b) Bodily/kinesthetic intelligence (c) Naturalistic intelligence

59 Opinion Sharing-- If you were a parent, would you send your kids to a school where linguistic intelligence and mathematical intelligence are the main concern or would you like your kids to learn in a school where multiple intelligence theory is put into practice? Why?

60 Follow-up Activity-- your English teacher and share how you feel with her.

61 Translation-- 1. I can’t think of his name at this moment. 2. It’s a myth to associate earning good grades with success in life. 2. He doesn’t associate with politicians. 3. Constant practice is the key to learning lanuages. 5. It requires/takes courage to tell the truth. 4. Apparently he is a child with multiple intelligences. 6. I don’t doubt his ability to handle the case.

62 7. an English-speaking country a trouble-making child an eye-opening journey a man-eating tribe 8. Einstein contributed a lot to the advancement of science. 9. he lived in which he lived in in which he lived 10. They are no longer opposed to the plan.


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