Why to use_suggestopedia_in_english_classes

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Suggestopedia in teaching English Language

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Why to use_suggestopedia_in_english_classes

  1. 1. Why to use Suggestopedia in English Classes
  2. 2. Using Music in the Classroom
  3. 3. Bodily Responses to Music • Used to change a person’s mood. • Rhythm helps autist children. • Heart beat and pulse are relaxed when listening to Classical or Baroque Music.
  4. 4. Music on Memory and Learning • Activates the left brain while the music activates the right brain. • Playing an instrument or singing, causes the brain to be more capable of processing information.
  5. 5. George Lozanov • Designed a way to teach foreign languages in a fraction of the normal learning time.
  6. 6. Neuropsychologist Robert Zattore • “I can see how rhythm and physical action would have mutual resonance in the nervous system. All sound is produced by movement. When you hear a sound it’s because something has moved.” The rhythm of song creates a pattern that the brain can understand and then organize muscles to join in…. It’s a “social glue.”
  7. 7. King George I
  8. 8. Handel • Water Music
  9. 9. Mozart • Sonata for Two Pianos in D Major
  10. 10. Bach • Air On the G string
  11. 11. Pachelbel • Cannon in D Major
  12. 12. Dave Brubeck • Take Five
  13. 13. Using Drawings in the Classroom
  14. 14. http://esl.about.com/library/lessons/bldrawing.htm www.picturingtolearn.org • A quick sketch helps students focus and generate language. • They also take the sketches as cues.
  15. 15. Using Displays in the Classroom
  16. 16. Hallway Displays http://usefulwiki.com/displays/category/halls-and- corridor-displays/
  17. 17. Using Brain Gym in the Classroom
  18. 18. What is Brain Gym? • “Brain Gym® is an educational, movement based, 'Learning Enhancement' programme which uses simple movements to integrate the whole brain, senses and body, preparing the person with the physical skills they need to learn effectively. Brain Gym can be used to improve a wide range of learning, attention and behaviour skills. www.wholebrainsolutions.com
  19. 19. 1. Stand or sit. Cross the right leg over the left at the ankles. 2. Take your right wrist and cross it over the left wrist and link up the fingers so that the right wrist is on top. 3. Bend the elbows out and gently turn the fingers in towards the body until they rest on the sternum (breast bone) in the center of the chest. Stay in this position. 4. Keep the ankles crossed and the wrists crossed and then breathe evenly in this position for a few minutes. You will be noticeably calmer after that time. "Hook Ups"
  20. 20. "Cross Crawl" 1. Stand or sit. Put the right hand across the body to the left knee as you raise it, and then do the same thing for the left hand on the right knee just as if you were marching. 2. Just do this either sitting or standing for about 2 minutes.
  21. 21. "Brain Buttons" 1. Put one hand so that there is as wide a space as possible between the thumb and index finger. 2. Place your index and thumb into the slight indentations below the collar bone on each side of the sternum. Press lightly in a pulsing manner. 3. At the same time put the other hand over the navel area of the stomach. Gently press on these points for about 2 minutes.
  22. 22. Drinking Water In The Classroom
  23. 23. Structure of a Class 1. Preparatory Stage 2. First Concert: Active Concert 3. Second Concert: Passive Review 4. Practice
  24. 24. Example of a Lesson Plan • Active Concert: A story A song A dialogue (Read out loud by the teacher) • Music is also played in the background • Passive Concert: Students concentrate on understanding the story . • Practice: Team work, pair work, individually. • Summary: Conclusions.
  25. 25. http://www.griffith.edu.au/school/lal/japanesemain/private. kaz.invitation.sp.html http://www.jalt- publications.org/tlt/files/97/feb/suggest.html “Speaking from personal experience, I can say that this works. I took a three hour demonstration class with Dr. Donald Schuster. See Schuster and Gritton(1986) for a description of the methodology used. In the three hours we learned the Russian alphabet, the basic sentence structures, and 156 words. On the test at the end of the class I got 98%. During the following week I did not use Russian and did not even think much about the class; I was busy with other things. However, a week later someone reminded me to take a follow up test, actually a repeat of the same test. This time I got 99.5%. Other students from the class reported similar results”
  26. 26. Many Thanks!!! angelicaguevarabernal@gmail.com

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