Реферат: Use of the Topical Project Work “My Body” for Developing All Language Skills in Form 4
Figure 1. Types of the Intelligences in Form 4
Figure 1 shows the result of the questionnaire where the vertical axis reflects the percentage of the students’ intelligences in 4-d class.
It turned out that the most part of the learners had linguistic, visual and socialiser intelligences. So, refering to the Gardner’s table of intelligences (see Chapter 2) it is possible to conclude that 6 learners like to read, write and tell stories; 2 learners like to do experiments, ask questions; 5 learners like to draw, look at pictures; 2 learners like to sing, listen to music; 3 learners are good at physical activities; 4 learners like to join groups; 1 learner is the best by having own space.
It was also interesting to find out what the students felt concerning their abilities to speak and read in English. The respondents were to choose the statement according to their feeling:
Speaking in English:
I speak as much as possible
I should speak more
I want to speak but I am afraid
Reading in English:
I can understand the main idea
I understand partly, I need help
I understand very little
So, 14 respondents out of 23 confessed that they were afraid to speak in English and 10 respondents out of 23 understood very little while reading in English.
Having generalized the results of the questionnaire and interviews with the students the following conclusion can be drawn. The teacher can use project work for developing all language skills. So, the next step to make was to complete a set of activities and tasks for the theme “My Body” according to the students’ types of intelligence.
4.2 The Implementation of the Project Work “My Body” in Form 4
In order to develop all language skills according to the students’ types of intelligence, to motivate students to learn the language a set of activities and tasks was worked out.
Having studied the advantages and disadvantages of the project work and work in big classes it was decided to organise the class into groups and pairs.
The cognitive aim of the topic “My Body” was to review the knowledge about the body in English and through activities gain understanding of new information. Pupils were also expected to substantially develop their co-operative skills while working in pairs and in groups.
Table 2 reflects the summary of the activities used for developing four language skills. This material was designed for young children.
TABLE 2. Activities for the Topic “My Body”
| Description of activity | Teacher’s Language | Language Skills Focus |
| 1.Sing song and do the actions | Nose, head, shoulders, etc. | Listening, speaking skills |
| 2.Drawing the parts of the body |
“Show me…” “What is it?” | Speaking, writing, listening skills |
| 3.To listen to the dialogue | Helping with difficult words | Listening and speaking skills |
| 4. Mime-show | Introduce new words | Speaking, writing, reading, listening skills |
| 5. Measuring your body | Giving instructions | Speaking, listening, reading, writing skills |
| 6. English food |
Giving key words. “What is different about English food?” | Reading, listening, speaking skills |
| 7. Game “Healthy Food for Healthy Body” | Questions about the text | Speaking, listening, writing |
| 9.“Table Manners” | Helping with new and difficult words | Reading, speaking, writing, listening |
| 10. Test | Read the first task | Listening, writing, reading, skills |
Before the first lesson of the project work the author prepared a large chart which was attached to one of the walls of the classroom. In this chart the pupils were supposed to show their opinion after each lesson by drawing an appropriate face:
I like the activities in the lesson
I partly like the lesson
I did not like the activities
The first project task was begun with the song “Head and Shoulders”. (Appendix 3) Children sang and touched the body parts mentioned in the song.
The next step was work in pairs. Pupils were showed the parts of the body each other, were drawing and writing the parts of the body in their notebooks. It was done in the form of game. (Appendix 4)