Humanisticki pristup - 9.12.1012

7/28/2019 Humanisticki pristup - 9.12.1012

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\ 16 Visllalizatiol1: LrllIglI,/t;e /(, ,1millg IVitl) the l IIi l /d's l'yeiJ Imagery and creativity in learning( ','111' all have the ;Jhility to mental images . Childr en have this to a

greater d ~ g r e ( ' , as ther h ~ l \ ' e more ill1;lgina lion. Ko sslyn (198)) pointsou t bow research suggests thaI youllg children rely strongly on imagery,something which should c e r t ~ l i n l y he taken into account' in carlyeducation. In fact, \X1hit mO;'e (I 91l G: 2 5) a (firms t h ~ H 'most lea rn i ngoccurs through im;lginilig \ V h ~ l t is to be learned. Ii an individual C;lnnotconceive of something in his nlind it Ill;]y be illlpossible for him to IC;]fIlit in a lasting W;ly'. IIowever, most educational systems cater to thelogic;]l, analytical 'left hrain' :lnd lInwisely phase out the imaginalclements vcry soon. 5til1lulation of the visualization ahilities res ident inthe milhl is generally offerce only to the youngest learner,;, if }, t all.Giving so llluch emphasis to verbal thinking 1 1 l t ' I I l S that ,;,'e deprivelearners of a valuable asset for their dcvelopment. Inactive, ou r naturalability to use mental images and to develop ou r imagination greatlydeclines with age, In ou r educational systems words and numbers havepushed imagery 'Ollt of the picture', alld in the process much is lost.'.Vhen llsed appropriately, im;lges can provide a strong impetus fo rlearning. On e of the reasons (hat this is so is that they are related wcIcati'.'!!.), an d to o ur ~ l l l o t i o ! l s ; a ill I [hcsc relationships can greatlyempower karning. Neviilc (191l9:93 -4) suggests that simple exercisesbe used to retrain the in1:l;;iiling, 'which, like language, significantlyaffects the child's ability to lean -" to develop peer ;lIld adult r e l a t i ~ n -ships, to pursue goals an d te experiencc pleasure': Introduced inlcaching progr,lilllrteS, these cXl'rciscs can hring henefits on diverselevels; 'The children's improved concentration an d ability to visualizeJr e a worthwhile goal in lhcm:dves . Besides that, they ca n be e x p l o i ~for more effective teaching of the curriclilum'. (An ex ercise for develop i ng visuJlizatioll skills can fOlilld in Appendix A on page 277.)

ViwaEzation is invoived in d;t'), dreams ;lnd fantasy and, as such, in a!eft-hrainvorld is subject to ha d press. As a gllided process, however,

I l n a g e ~ ) ' work ca n provide SllllC,iH'C ;ind control for mental images,kadillg to a reversal of the atrc,ilhicd sc nse of creativity an d imaginationp,'e3en t in nuny e d l l e a t i o n ~ - , i selllngs. \,\IC shouldn't forget that theimaginal of exp erience is responsible for many of the 11l0stimportant nrtistic, scientific tcchnologiFal discovcri(:s of history.Th e best known perhaps is Einstein's visuali;:ation of himself riding abeam of light which led him evcntually to iOrInubte the theory ofrelativity. On one level his gellills could be explained by his ability touse first the insights provided ;,y illl:lgcry an d th m rational thinking todevelop Jild expbin the image ,;:lt a later stage. He h ims elf described hisprocess thus: 'The words of the language .. . diu no t seem to play an y26 2

16 VisllalizrlticJI/: I.Ol/gthtg(' 1I"ll l l i l /g lI ' iih tiJe I/Iil/c/'s eyerole ill my mechanism o( thought. Th e ps)'chlc';li L1l 1,jlles which seem 10serve as elements in thought are c l ' \ ' t ~ l i n SlgiiS and Illore or less clearimage, which can be "voluntarily" 1'l'l'wdllccd ;llld combined .. '[These] clements arc, in my cnse, of visll;i\ an d Sllnw d IlIUsntlar type'(Chiselin 1952:43).

Cre;Hivity sprIngs frolll grc ,ltcr depths than usual of ou r mind, fn)lllareas alive with imnger)' which .lean 1101IS[OII (I ~ ) H 2 : 13,,)) rders 10'inscapes', regions of inner space an d inncr time; there, 'b y tI,:!',king inimages, idc;ls emerge lh ..,t nrl' otherwise impossible'. She cit es ;111experiment in the [9205 in which children were specitically tJlIght tousc imaging processes; yenrs later in their tce ns they were 'llIore creativean d better able to draw. Also, Ihey scored highe r on intelligence teststhan comparahle children whose illlagery was ~ l l 1 o w e J to llIeet the usualfate of atrophy and inhibitioll imposed by educaliOlI;ll processes to ooriented to the verbal' (HoLlston 19112: Lf O). Some verhal capacitiesthemselves Illay be compromised by the lack of a well-developedimaginal faculty; data suggest rhat those wh o have poor imaging abilitymay process words analytically less effectivc\y than goud illlagers(Allen, Wallace an d Loschiavo 1994) . Campos au d Gonzalez (1995)present research carried ou t in ther9905 which further supports theidea that creativity is influenced significantiy by imaging ~ l b i l i t )

Like creativity, generalme\ltnl ability (as mea sured by IQ scores) hasbeen shown to increase through a visualization techniquc called imagestreaming, developed by \X1enger. It consists of starting an 'imagestream' of free associations in yo m mind an d descrihing thclll aloud rosOIlleone or recording them. As several d ffercnt parts of your brain arcbeing used together, a 'pole bridging' effect is produced, an d at SOIllepoint creative discoveries or solutions to problems can be forthcoming.(For further discussion, see !v1lll'phcy 199fL )

Th e use of visualization is becomillg more and more COlllmon ind i v e r ~ e areas of educational endeavor, whether in science, mathematics,creative writing or second langllage learnillg. l\.[ajo)' ([993:64) predictsthat 'visualization will become on e of the mo st powerful, effe(,tive, an dne cessary tools for teachers in the years to come. I Iarnessing iI1ner spacewill revolutionize teaching an d lenrning .. , \Ve must use it as anessential nnd basic teaching skill'.

Imagery and affect in language learningIn the language learning process there are significcHH connectionsbetween in.ages and nffect. \)(lords are gener;ll1)' (:,lIcoded with ,ome typeof image, making them ensier to recall; ill l ' ~ l i v i ( ) ' s formulation it is th 'e

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16 Visualizati()lI: Lllllguage leal'llillt; wit" the lIIilld's eyeimaginal representation t-hat contains the affective aspects. In theirextensive report on the hemispheric speci,llization of the brain, Springerand Deutsch (] ~ 9 3 : 1 conclude thilt there is good reason to believethat the right hemisphere is dominant in 'both the processing ofemotional information :Jnd in the production of emotional expressions'.Quoting Bowd, they offer a pllssiblc expbnation for this: 'emotionalprocessing involves str,1(egies and functions for which the right hemisphere is slIperior: strategies termed nonverhal, synthetic integrative,holistic, and Gestalt, and functions such as pattern perception, visuospatial organization, and vis/lal illlagillg' (Springer and Deutsch1993:20T; emphasis added).

Language learning, of course, deals with words; words arc notencoded in isolation in our brains. They nrc present there with many,many nssociations ,lnd images - visual, auditory, kinaesthetic, p l e a s ~ 1 I l t ,IInpicnsam '" - which play an important role in the learning process.Stevick stresses the diversity of the dimensions of an im;lge andconcludes tklt 'the S/lCctr1llll ol lIo/werba/ melllory itellls that arcrelev;lnt to bngu,lge teaching is very hro,ld, incillding particlliarly itemsof purpose and emotion' (19H(,: 1()2).

We could say that circular rel;nionship exists between imagery and~ f f e c t . Images arc saturated with affect, but in turn mental imagery caninfluence our .lffective states and development. Both directions areimportant (or bngu,lge learning. This bond between affect and imageryin our mcntal processes points to the lIsefnlness of incorporatingvisu:1lization into an affective appro,Kh to language learning. Whenposirive emotions arc involved, \c;lrning is reinforced, and an easy wayto h :ng about an associatioll of emotion nnd -language is throughimages. \'(/ords arc nll:rel),


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16 Visualizatioll: Longuage Il', .r l l i l lg wil/J Ihe lII ill, i'S eyetheir bnguage Icarning skilL.; and thcn to illl;lgilll' how tltt:y would liketo be at the end of the cOllrse. It ill1lllln;lIlt for thelll \() im,lgine tbepossible new st;\ie 'as cOll,:)letcly as possihle: What wOllld they fedlike? What would tbey be ahle to do? \Vbat doors would I)e opelled?\'(/ho might "lure thcir satisL1Cli()1l with thelll? Aitn thcy have hadenll\lgh tillle to develop .111(1 enjoy the second image, IUl'e thelll writedown their specific language learning gO;II, aII II dcvise plans to fL'achthese goals.

For work with illlagL'ry, especially with (iL-vcloping p()werful newimages, it is often useful to . have students close their eycs and relax. Aquiet, cOllcentratcd mind is a morc fertile ground for the growth ofmental imagery. Le.Hllcrs call he prep;uc d for this gradually to avoidresistance to wklt for sOllle lila y he a vcry new type of .lctivity: Closeyour eyes ,/ 1II0lllellt ali l i illlUgilll' a ,- I/'. W/J,1I co/o/(,. is it? .. . IlIIagilleII dog. Whot ,/oes it lo(d, IiI,.:? i\t a !;un S(;lge ,I hasic reLlxatiollexcrcisr.; to preceJe vislialil.;lIi()n might I)c lIsdul. III a slow, calm voice(possibly in their nalive LlJIguagl:) lell stlldcllts: Clo se your eyes allliobserl/e )'ollr breathing. l Is )'011, hre i lfhe Ollt, lI()iicc Imll ' 1.11/ Il)e lellsiollil l YOltr body disilp./Jl'ars. Brerlllh' ill ,I (e('lillg o( cahll alld well-heilig,IJrcathe (Jill all your I/!(I/'/'il's. 51 reS5, diS(;(JIII(orl, ' Il ly ICIISioll yOIl (illd ii iYO lr vod)'. ~ i k r c cxtensive reLl.,ati()\l exercisc,; which ask b\l'l\l:rs torelax the body gradnally Lan he introdilcl'd whell reviewing voc'lblliaryof the parts of !he \Judy. (i',,\oskowitz J 9711: 17 !;1 - Ho is a goodexam plt:.) ,

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r 6 Visualizatioll: LallKIIllge leillllillg with the mind's eyeconcret(' words - repeating the words over an d over, constructingseparate images of the p,lirs of objects an d constructing an image of thetw o objects interacting, the latter was definitely the most effectivememory stratcgy. Drose an d Allen (r994) comment on how imagery hasalso been shown to increase retclltion on the sentence level.

Students can be tallght to make mental flash cards to help themassimilate vocabulary. Especially with languages such as English whichar e no t spelled phonetically, it is very llseful to be able to picture theword itself and, if possible, an image associated with it. Revell andNorll1:1n describe an illteresting NLI> spelling technique which incorpo-rates visualization. Write the word on the board high enough so learnershave to look up, the natural position of th e eyes when visualizing. Havestudents take a mell!al picture of the word an d then close their eyes andsec it. Nexi the)' write it down from memory. These steps can berepeated until the word is mastered; if one part of a word createsproblems, they can imagine that part bigger (Revell an d Norman1997: .P)RehearsalMcl.aughlin (1990: I l5) points ou t that for complex cognitIve skills,such as those involved in language learning, to become automatic an dthus free attention for ne w learning, practice is a necessary activity: 'Askill must be practiced again and again and again, until no attention isrequired for its performance'. On e type of practice for a secondlanguage would be to repeat verb conjugations or do gnlInmar exer-cises. Tliis type of practice can lead to greater accuracy but may notaffect fluency at all. With visualization we can do another type ofpractice called rehears


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If ) Vislla/izatioll: Lt/I/,lj l ldg" Icurnillg '(',II! Ihe liill"!'S eyeStcvick (-ryHn), is to re:HI :1 short n:1rrati\,(' tn t ;1I1t! th(,ll elicit answerst o


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16 Visllalizatioll: Lllllgllage ICI/mill!; I{lith the lIIilld's eyeStudents can deal with learning difficulties by imagining them Iselves able to handle the task with case. They can deal with Iif:ltigue an d boredoll1 by a visualisation in which they are irefreshed and energised. They can deal with depression an d Ifrustration hy a fantasy in which these emotions arc symbolically transformed into . hcir opposites.

Drawing on the work of Assagioli and psychosynthesis, \X/hitmore(I9S6) describes ways to help learners recognize their feelings an drecondition those that arc no t positive through a structured use ofimagery. This type elf visualization can provide support for developingseveral of Gardner's Illultiple intelligences, especially the interpersonalan d intra persona I.

1\ basic usc of vi sualization in this sense is to help students learn toleave their problems and worries .1t the door to the classroom. If theyarc centrud, learning will he Illnch easier. 1\ simple centring exercisewould he:

Closc ),Ollr eyes IIlId rcl.l.\ YOllr IJoily alld lIIil1d. 11 is a 1)IeasalltSIJfillg day. Go ill YOllr lIIil/(l to " place that yOIl elljoy. It lIIaylic II 1)I


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16 Vi.waiiwli(lI1; LJI.!gllllge ICLIm illg with tl)(' willd's eye3hlc to do it. Om : example is an L'xcn:isc sllgg

Teaching materials and activitiesTh e more experience we :lcq ,lire as tC;h:hers, the more we arc attractedto diversifying ou r c1assrool11 activities, supplel11cntillg thc textbookwith Illateri:ll that we is :1ppropriatc and imcrcsting for ou rparticular context. One objection to supplelllcnting th e tcxtbook with274

1'6 \'isllalizl1tioll: l .fl lI gllage let1rllillg with the willd's eyeGther materials is that this requires considerablc expenditure of timean d money. However, with imagery work, we can creatc vtry enrichinglanguage activities with little timc and no mane}' beca use these activitiesrely on material that is in cach studcnt's mind a l r ~ a d y

We cannot assume that all learn ers arc ilhlc to visualize wel!. Preciselybecause, as we have seen, the imaginal parts of our mind h ,l ve beenallowed to rust, it is often nccessary to provide Icarners wili} exerciscsto develop their imaging abilities at the sanle time as they


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J6 Visllalizatiol1: l .allgllilt;C learllillg lUith th e lIIind's eyeHe'lJ the cognitive and [lffective [lSPC ':h of the language learning processcall henefit from ;]ctiv


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I G Viwaiiuztioll: Lallgllllgc ic,.' millg luitiJ the III/ lid's eyethe Wlrrator :-,nd could talk with Ethan, what would you ask him? " ,Discll ss '.vith him anything that you may have !IH)lIght about as YOI Iwe re rc;".!ing his story . .. Th e il c l);1ll ge roles and illl ;lgine YOII arc /::thall. . . Expla in yo m experien ces and feelings to SOlllCO fH .. .

Appendi>: C Visit with a master teacherClose your cyt's and hring Y()\lf attention to )'ou r hreathillg. Notice howwith each breath YOll become 1l1L:'C ;lIfd more relaxed .. . It is a warIHspring cby an d you ,Ire in thc countrysidc Ilcar a beautiful 1l1011lHain.TheIl' is a very casy path go in g up thc mlHlIlIain and you decidc ro walkClp to rile top, As you you noti ce , ~ i ! the sights illld sounds and sme llsa long the way. There is a soft h r e ~ ' z e that ) '0\1 feel lOuchillg your bc e asyou walk. You sec !lowers of a ll colollrs alollg I he path and hcar thebirds $:ng ing il l the trees. \VhL'li yO I\ get l( ) the lOp YOI\ (;1 11 sec thecountryside below. 1\ , you I'Jok aroulld, YOll Ilotice a shady trec. Underthe tree is a lart 'e rock w hercSOIlH 'Olle is sittillg. It is a pcrson who isycry wise and who call help you 1(,;11"1\ eX:1l'lI) ' what YOlillceJ to know atthis momcnt, This perSOH is W:1ilillg for you t(l help you with theprGC(; !'S of leaming yO\lf 1 1 ' ~ \ \ ' lal11-\lI:1 1-\c. Ask ;111)' questions, seek any:1dvlce you need , This tcachr- 111,1)' C0Il111Hll1icate with you in man)'different ways in order to improve your abilities to nsc thc langu \lge.You wil! have .hree milllllcs, which is ;, 11 the lime you need to receive:hcs(; te;lchings. .

(After thrce minu.tes) Now rOil I l lmr sa}' good-bye, thanking thispersOIl allli knowing th;it you call rl'fllrn for more help whcncver youwish. Y(n walk down tile moulltaill, laking with YOll everything thatyou hal'l:' learned . . . I ;1f T1 going to (( Hint to ! i v t ~ ;lIHI whcn I reach five ,open )O l l l eyes, feeling reiaxed, a!nt and cOllscious of your ahilit): tolearn the language wei! .. ,

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EXERCISE 65. MYSTERIOUS ME8Purposes:

Affective-To observe what tangibles about us reveal insights into usTo call on the imagination

Linguistic-To practice the third person singular To practice the use of adjectives Jnd nouns To wrik a narrative abollt oneself

Levels: All l , ~ w5'fze ofgroup.I" Abou [ six

Procedures: As yu J give the assignment, tell the class:"There are many clues around us that reveal what we are like. Imagine thatyou are a f:JIl!OllS person but have kept your life a mystery to the public.

"A top ;'.porter for a wellknown newspaper gets )n idea of how todiscover wll.:t you are really like: in order to write your unknown story. Thereporter b r e , ! k ~ j in to your house one day when no one is home and goes co y O ~ l [bedroom. She searches through your drawers and in your closets and looks atevelything in sight. B a s ~ J upon the condition of your room and what she finds


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I EXERCISE 70.FIREMAN, SAVE MY . . . 3

Purposes:Affective-To encourage students to think about what they really cherish andplace a high value on

Linguistic- .To converse freely in the languageTo stress the conditional tense

Levels: Midway through the first year and all other levels; beginning students canbe given sentences to complete in carrying out the exerciseSize ofgroups: Approximately five

Procedures: Ask the studen ts to close their eyes and imagine the foHowing scene:You have been away all day and are returning home. As you arrive at yourhouse or apartment, you find it is on fire. Luckily, all members of your familyand your pets 2re safe. But almost everything else is destroyed.

A firemarl' then calls uown to YOll, "1 can save just one thing that's ifi yourhouse for you. Te l! what you want." Think about all the belongings in your


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My VailiesIIJle does 110/ h"licl'e /11111 cioc>' " " / l i v ~ occorciill!: 10 his belief

- Tlhllllas "LerIf you ask students,. "What uo you v,due in Iire'I " you llIay very welll!ncountersilence. Many peopk lJr all ,Iges Lire not Cllnsciously aware of wlwi they believe in.

The rollowing cxerds\.!s arc inlcndeJ to help slUde'!!ts discover some of theirvalues: what is illly ,rtant 10 thelll, what they LJclieve in,' wnat they reel se ntimentalabout, and what thev want frollllii'e.I '

I CHERISHED ODJECT!EXERClSL! 68. IPlIrposes : IIArreclive

. To d r blop a deeper Icvelllr closenes s among studen!sTo erlcburage students to thillk about and J,ecide what is precious and

I l l c i n g f u l t o themTo : I I ( k n t s to see each other in a IIl t re intimate light

Linguisti c To I+ bice the past tense(s) . Tll pra t tic\.!. the structure "It is importallt td mc because . To t i c c .Isking and answering qlle stilln s ITo practice the skillofwritillg

Levels: Intermedbte to advant:ed; beginning groups wuld do this exercise ifprovided with silll'l ie openellded statements to comple\e.Size o!grollps: About six to eight ', ."",,',," ",,


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{ EXERCISE 72.I GLORlpUS GARMENTPlirpas('s:I Affec tivc-Toex


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ITHE GIFT I'VE L W A Y ~ W A N T E D 4EXEr{CISE 1.Pllrpose s: .

rfe ctlve - .To have students assess wlwt they v


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PRICELESS GIFTS?EXERCISE 38.Purposes:

Affective-- .To encourage introspective thinking about another member of theclassTo develop further closeness and sharing in the class

To promo'te creativity, humor, anJ warmthLill"uistic- .

b To have students write a personal mess3'ge wh 'ich they wish [0communicate to anolher rr.ernber of the class

Levf'ls: All levelsSize ofgroups: T0tal class

Prucedures: This activity is most appropi'iate at the Christmas-Chanukah seasonor jurinJ the last week or day of school.

Pbce the name 0 f every person in the cbs!; on a sepaw!e slip of paper andfGld it. certain that no cne's name is overlooked. Include your nar.le as well.;; bout two weeks before the date you will carry this out in class, have eachstudent pick aslip with ~ o n e dsc $ name on it. No Cont should have his/her c)wn

:lame. tklt anyone who is absent that day receives a ~ l i p UpOlO ~ e t u r ! 1 i n g toc: ia5s .


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'I ,EXERCiSE 47, FEELING l\HMEPurposes:Affective

To ~ s s e ~ s how one is rlcscll,tly i"celiJlt; To draw allention (0 how (Jtlters ke l by comparison For fUll

Unguistic-To ~ ' r ~ c t i c e the vocabulary 01" feelingsTo practicc ilsking ancl an"vcring questions and responding in the

; I ~ g a t i v e ITo practice thc IIrst, second, and third persons s!'lgular in the present

"nd past tensesTo practice the subjunctive mood, if so desired

Levels: All leve,lsSize o!grollps:2ight 10 twelve or can be done as a total class if (here are no morethan twenty in the group 'IProced/lres: The studenls are seated in a circle so everyone in the grodp canone anoqler. O l ' ~ student starts by turning to tile PC / SOIl to the right and " s k i n ~ ,"How dd YOIl I " ~ e l right now"!" This person rcspolld1by lion verbally acting outthe elllotion s / h ~ preselltly feels. 'Fhe olhers in the group try to guess by askingappropriate qu:estions: "Do you l i:d anxious ) " "DOlyOU fcel angry?" "Do youfeel excited?" focus prrsoll responds in the negative, "No, I don'! feelanxious," etc!, until somCOII Gin the grnllp gucsses r r e c t l y . Then the focus. Iperson statcs the emotion and acts it out again while saying it : "[ feel excited rightnow." I f ITIle student to Ihe Id"t of the OIlC who illitial! , asked "I'low do you feelright now?" sa;ys the following to the persun on the,light as s/he acts It out: "Jimfeels excited lright now. Iinw do you I,'cl r i g ~ lIow,IDolorrs?" The patterncontinues in tl /is way}vith ea ch PCbOI l SUlIllililriZintl and acting out how everyonewho has rcsPolfld,Cd so fill[ feels : "Jilll kcls


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To leL.!1 pleaS;llIt cliildll(Hld Illelllorles exchange the se InCiliUlies wllh ot.hers

Lingl.istic-Ii I 1:0 I;OIL'tice nOllns .1IId possessive a ~ j e c t . i v e s r' '0 practtce aSKlllg alld answering qllestlOns I practice the past tcnse(s)

I.nels: 1 I 1 t \ ( 1 sSize vi+L IPs: Dyau sMaterials L ede


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I 88 * ,Caring and Sharing in the Foreign Language Class,Ic e ~ l I r e s Introduce this awareness e x ~ r c i s r . as f o l l o w ~ :I "We all have many strengths. Some of them we are

After the class finishes this phase of th e exercise , continue '"YCll !lew will focus on c'ne person at a time. The who begin wii!

read J.il . . .he strengths they have written about themselves . Then the others in tbegroup 'will share what streng1hs they see in t r . . ~ focus F ~ r . ; wh,ile the student tu

, the rig:1t of the focus writes them down , After everyone h3S been the fo cus pers;m ,give the list of recorded strengths to the owner to keep,"

\l,.lle:l the aClivity is done, ask students to discr:s in their smJIl groups anci !or ,he iotal group:3 u0

I" Did anyone say sO i!;ething ,ilal. surpristtl YC)u').., Which strength that SOme lln e else sees in you me:mr rhe n:, ,)st to yuu')""./ 3. T,-, wilut extent was your Est of strwgths simila r to or dirrerelit fr olr.j,,-" the one others in your group find in you'!OJ

V" 4. What reactions tlo you have to this activity?c: -=':.J:;-:::: 5. What did you learn frorn this exercise '; :=:= -:r. : 0)


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My M!'lnories,\I (' ll1(lrieJ 1(:;111 I/I f! corners of 111)' mind..1li.uy H'l'ltl1 'l"o /ur IIl c lllc "'rif's of lite Wll)' \\Ie \'.'(re.

- - I \hn :iIHJ h.brilytl UcrgmanAlthOllgh some u( the ,Hher exercises encollrag.: stlldClds to silG!"c evcnts from thepast, those ill "Illy ..kll"Hies" tend to be lighter ifl !lalllre. Ti>cy arc the refore

~ o n d l l c i v c to being u:icd curli.::r in the ye,lr wilen Ihe sludents ;;re gelling acqu:linted.In Ihese aotivjli" s the stlldellts U! '" bClierally :t,ked 10 recall pl c2silnl, hUlllorous, orfuvorile IllCIllO!'ies of I h e i r as a means or getting 10 know wh;;t ~ i a s m a t c s werclike in the pa st.

E X E I ~ C I S E 51. NAME GAMElPlir/'oses:

AfCective To nutl! ihe St! lllficallce peopic's Ilailies have for others To fa cilitate ieallling lIiC Ilamcs of Illembers of the class Lillgllistic To practice "because" stLltclllcnl s To placllc'e explesslOlb in J ivlllg n:tlnes of people

l ,ul" '/I: I n l c l l l l ~ d i . l l c to "dV.IIIl"l'ti, the begillning levcl would h:tve I.) carry out theactivity in lite native iallgllllgC since exercisc is intended for II!c I\.rsl o r secondlesson llr the sciltlol )'0:11.STojgmop' Ii " 10 ,i ,l irucedllres : Tltis activity wOllld Wille arter one or more exerci:;es II I which Ii. :

l l e s of studenls WeiC I! .icd. This coull! lake thc for.1l of excrc;i ,cs in wlt;cltO d u c t i o n s were gi vell llr where Ilallld-tags h ~ v e been worn (see Exercise I,Ci'1 .0 I r 1'1allles ; .xercise '13 "] magcf I' 4() , "I 've G01 a - ..r II "I ' _. . I " ;. :xercise 1 I' elc.. -ce lng,I[ l ite students arc wearllig n a l l l ~ t a g s a! tillS pOint ask them to remove theml p L l r a n l y nnd pUI litell) face down.

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Next lell tht: stllli e lllS to write Ull 'VIl as Illnny first names [IS they can q ;frt lllcillber of pcopk Ihey did IIllt klluw before , Allow a couple of minutes for ' . , ~(fdljL Then tell the sllIuellts 10 notice thJ first three names they wrole uown.' j

Humanisticki pristup - 9.12.1012

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