Multiple Intelligences as Strategy for Teaching EFL to high school graduates

Have learners use mirrors to see placement of tongue and lips or shape of the mouth.

Have learners use kazoos to provide reinforcement of intonation patterns

Have learners stretch rubber bands to illustrate lengths of vowels.

Provide visual or auditory associations for a sound (a buzzing bee demonstrates the pronunciation of /z/).

Ask learners to hold up fingers to indicate numbers of syllables in words.

3.1.2 Use the World Wide Web in teaching English to secondary school

graduates

The Internet – a network that links computers all over the world – is now used widely by businesses, educators, government staff, and individuals for information gatthering, entertainment, commerce, and

Communication. Much has been written about the use of Internet technologies such as e-mail, listsers, bulletin boards, and newsgroups in ESL and foreign language classroom.

Skills developed through the World Wide Web.

Websites cover a wide variety of topics and interests including health, entertainment, news,, and sports. These sites provide information with which learners can interact in order to built basic language and employability skills.

A number of websites were created especially for English learners and contain exercises in grammar, vocabulary, writing, or reading.

with the help of many websites we can develop the linguistic intelligence. It gives us opportunity to write, listen and speak. We can speak with our partners in the UK or the USA using computer’s Web. For example, one of my pupils likes to write letter by e-mail. He gets more information not only about another country or city but he learns the genuine English. He is developing the Linguistic Intelligence there.

with the help of Sound Card we can develop the Musical Intelli-

gence. If a person listens to the music he (or she) feels the musical

elements - pitch, rhythm, and timbre (understanding the

characteristic qualities of a tone).

3.1.3 Use of the Video in teaching English to secondary school graduates

Video can be used in a variety of instructional settings – in classrooms. In distance-learning sites where information is broadcast from a central point to learners who interact with a facilitatir via video or computer. It can be used in teachers’profecional development or with students as ways of presenting content, starting corversations, and providing illustration for concepts. Students or senior pupils can create their own videotapes as content for the class. It provides the development of MI.

There are such advantages there:

There are a number of good reasons to use video in the senior forms . Video combines visual and audio stimuli, is accessible to those who have not yet learned to read and write well, and provides context for leanning. As for TEFL, video has the added benefit of providing real language and cultural information. Video can be controlled (stopped, paused, repeated), and it can be presented to a group of students, to individuals. It allows learners to see facial expressions and body language at the same time as they hear the stress, intonation, and rhythms of the language.

Authentic videos.

Many excellent videos present real language and the senior pupils can hear the genuine language. These videos include movies, television programmes, and news broadcasts; they can provide a realistic view of American culture.