Spring_Festivals_Multiple_Intelligences.pdf

Spring Festivals – Cultural Notes

Easter

People think of Easter in connection with spring and new life. There are many Easter traditions in both the US and the UK. In the UK people

eat hot cross buns on Good Friday, which is a public holiday. People paint eggs in bright colours for Easter, and often hide these eggs or

small chocolate eggs for children to ind. Young children believe that the eggs were hidden by the Easter Bunny. Sometimes children roll

the coloured Easter eggs down a hill to see which ones break. In the US some people also give Easter baskets full of chocolate eggs or

other sweets as presents, especially to children. In the UK, people give chocolate Easter eggs as presents, especially to children. In the past,

people often got new clothes for Easter, and women wore special hats called Easter bonnets.

Mother’s Day

In Great Britain mothers celebrate their day on the fourth Sunday in Lent (26 March 2006) and in the USA on the second Sunday in May

(14 May 2006). In Poland Mother’s Day is on 26th May. In the UK Mother’s Day is also called Mothering Sunday.

On this day people give presents and cards to their mothers. Mothers are often taken out for lunch, and usually do not have to do the

work they normally do.

Father’s Day is also celebrated. It takes place on the third Sunday in June in the UK and the US.

Flower Day

May is generally called the lower month. In the French Republican Calendar, Floréal was the eighth month. It was named after the Latin

word ‘los’, meaning lower. It was the second month of the spring. It started on 20/21 April and ended on 19/20 May, when many lowers

(such as lilacs and dandelions), and many trees and shrubs start blooming. People celebrate 20 May as Flower Day.

Earth Day

On Earth Day we appreciate the environment of our planet and ight pollution. Earth Day was irst celebrated in the 1960s. Some people

celebrate Earth Day on April 22 and others on the irst day of spring. Schools and local authorities organise events during which people

clean green areas such as parks and learn how to be environmentally friendly.

Europe Day

Europe Day takes place on 9 May because on that day in 1950 Robert Schuman presented his proposal for the creation of an organised

Europe. His proposal, known as the “Schuman declaration”, is considered to be the beginning of the European Union. Europe Day is the

occasion for activities and festivities that bring Europe closer to its citizens and the people of the Union closer to one another.

Other Spring Festivals

Date

Festival

8 th March

International Women’s Day

17 th March

St. Patrick’s Day

21 st March

Tolerance Day – International Day for the Elimination of Racial Discrimination

First day of spring

1 st April

All Fools’ Day (April Fools’ Day)

13 th April

Maundy Thursday (Holy Thursday)

21 st April

Queen Elizabeth’s Birthday

1 st May

May Day

Labour Day

Multiple Intelligences

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 as humans we do not possess a single intelligence, but a range of intelligences (Gardner 1983).

He listed seven of these:

1.Musical/Rhythmic,

2.Verbal/Linguistic,

3.Visual/Spatial,

4.Bodily/Kinaesthetic,

5.Logical/Mathematical,

6.Intrapersonal,

7.Interpersonal.

All people have all of these intelligences, he said, but in each person one (or more) of them is more pronounced. This allowed

him to predict that a typical occupation (or ‘end state’) for people with a strength in logical/mathematical intelligence is that

of the scientist, whereas a typical end state for people with strength in visual/spatial intelligence might well be that of the

navigator. The ‘athlete’ might be the typical end state for people who are strong in bodily/kinaesthetic intelligence, and so

on.

Gardner has since added an eighth intelligence which he calls Naturalisticintelligence (Gardner 1993) to account for the

ability to recognise and classify patterns in nature.

Daniel Goleman has added a ninth Emotionalintelligence (Goleman 1996). This includes the ability to empathise, control

impulse, and self-motivate.

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.

Murray Loom, a teacher at the Giralang primary school in Canberra, Australia, produced the following chart to show what

the original seven intelligences might mean for his students.

What the original seven intelligences might mean for students

Armed with this information, teachers can look at the right-hand column and 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, during our language programme,

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.

Taken from:

Harmer, J 2001 The Practice of English Language Teaching Pearson Education Ltd

Last column in the table taken from:

Brewster, J, Ellis, G 2002 The Primary English Teacher’s Guide Pearson Education Ltd

You can read more on MI in:

Gardner, H 1983 Frames of Mind: The Theory of Multiple Intelligences Basic Books

Gardner, H 1993 Multiple Intelligences: The Theory of Practice Basic Books

Goleman, D 1996 Emotional Intelligence. Why Can it Matter More than IQ? Bloomsbury

Free Resources for Your Class!

Multiple Intelligences

TYPE

LIKE TO

IS GOOD AT LEARNS BEST BY

LANGUAGE

ACTIVITES

Linguistic Learner

‘The word player’

Read, write, tell stories

Memorising names,

places, dates and trivia

Saying, hearing and

seeing words

Word games

Reading games

Writing games

Storytelling

Show and tell

Role-play

Using puppets

Tongue twisters

Crosswords/anagrams

Logical/ Mathematical

Learner

‘The questioner’

Do experiments, igure

things out, work

things out, work with

numbers, ask questions,

explore patterns and

relationships

Maths, reasoning, logic

and problem solving

Categorising,

classifying, working

with abstract patterns /

relationships

Word puzzles

Reading puzzles

Writing puzzles

Logical problem solving

Computer games

Number puzzles

Classifying

Ranking

Sequencing/Ordering

Spatial Learner

‘The visualiser’

Draw, build, design

and create things,

daydream, look at

pictures, watch movies

play with machines

Imagining things,

sensing changes, mazes,

puzzles, reading maps,

charts

Visualising, dreaming,

using the mind’s eye,

working with colours

and pictures

Shape puzzles

Mind Maps

Drawing

Visualisations

Diagrams

Constructing models

Maps and coordinates

Drawing

Learning from videos

and CD-ROM-s

Musical Learner

‘The music lover’

Sing, hum tunes,

listen to music,

play an instrument,

respond to music

Picking up sounds,

remembering melodies,

noticing pitches and

rhythms, keeping time

Rhythm, melody, music

Songs

Action rhymes

Chants

Bodily/ Kinaesthetic

Learner

Move around, touch

and talk, use body

language

Physical activities

(sport/dancing/acting)

Touching, moving,

interacting with space,

processing knowledge

through bodily

sensations

TPR

Craftwork

Dancing

Physical activities

Action rhymes, songs

and games

Interpersonal Learner

‘The socialiser’

Have lots of friends, talk

to people, join groups

Understanding

people, leading

others, organising,

communicating,

manipulating, mediating

conlicts

Sharing, comparing,

relating, cooperating,

interviewing

Pair work

Group work

Brainstorming

Peer Teaching

Dialogues

Interviews

Surveys

Intrapersonal Learner

Work alone, pursue

own interests

Understanding self,

focusing inward on

feelings/dreams,

following instincts,

pursuing interests/goals,

being original

Working alone,

individualised projects,

self-paced instruction,

having own space

Learning Diaries

Relection

Creative writing

Project work

Personal goal-setting

Taken from How to Use Gardner’s seven intelligences in a class program , presented by M Loom at the Internet site for the University of Canberra in Australia

Easter Teacher’s Notes

Verbal/Linguistic

Worksheet A

1. Introducing Easter vocabulary. Pupils match pictures with words.

Vocabulary input: chick, basket, egg, daffodil, bunny, catkin

2. Easter word puzzles. Children trace the letters from the eggs to the appropriate places on the basket handle and then check the

solution together. If you have a strong group, children can draw their own puzzles and solve them in pairs.

Answer key:

a. Easter Sunday

b. Chocolate bunny

c. Yellow chicks

Worksheet B

Visual/Spatial

3. Easter patterns.

l Teacher draws patterns on the blackboard and asks pupils to chant the words.

Egg, bunny, dafodil, egg, bunny, dafodil, etc.

Egg, egg, chick, egg, egg, chick, etc.

Basket, catkin, catkin, basket, catkin, catkin, etc.

l Pupils decide what comes next in the sequence and draw the relevant pictures.

Answer key:

Repeated sequence: Egg, bunny, dafodil

Repeated sequence: Egg, egg, chick

Repeated sequence: Basket, catkin, catkin

l Teacher asks pupils to draw their own sequence and keep it secret. Then, in pairs, one pupil says the pattern and their partner

draws it. Alternatively, pupils could use numbers to ask questions:

Q: What is number 1?

A: A bunny.

At the end they compare their drawings.

To round off, the teacher says a sequence and pupils draw the pictures. Then they compare to check that everybody has the same pictures.

Free Resources for Your Class!

Easter Worksheet

A. Match the pictures with the words.

basket bunny chick catkin egg daffodil

............................................. ............................................. .............................................

B. Solve these Easter word puzzles.

C H

L L

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