Презентация, доклад по английскому языку Discussion and values clarification techniques

groups for a few minutes before views or solutions are reported to the whole class.

FISHBOWL
All the members of the class
sit in a big circle. In the
middle of the circle there are
five chairs. Three are occupied by students whose views (preferably controversial) on the topic are known beforehand. These three start the discussion. They may be joined by one or two students presenting yet another view. Students from the outer circle may also replays speakers in the inner circle by tapping them on the shoulder if they feel confident that they can present the case better.

HEARING


“Experts” discuss a topical
questions and may be interviewed by a panel of students who then have to make a decision about that question.

. . . .

…………

N E T W O R K

The class is divided into groups. Each group receives a ball of string. Whoever is speaking on the topic chosen holds the ball of string. When the speaker has finished he gives the ball of string to the next speaker, but holds on to the string. In this way the web of string develops, showing who talked the most and who the least.

O N I O N

The class is divided into two equal groups. Chairs are arranged in a double circle, with the chairs in the outer circle facing inwards and those of the inner circle facing outwards. Thus each member of the inner circle sits facing a student in the outer circle. After a few minutes of discussion all the students in the outer circle move on one chair and now have a new partner to continue with.

S T A R
Four to six small
groups try and find
common view or solution.
Each group elects a speaker who remains in the group but enter into discussion with the speakers of the other groups.

MARKET
All the students walk about the room; each talks to several others.

skills: speaking, writing
language: conditional, comparatives, making suggestions
other: note taking, thinking creatively
Preparation: none

The students have to think of plus points (P), minus points (M) and interesting points (I) of an idea. The teacher gives the class an idea and then everybody works on their own for a few minutes. Possible ideas:
A new law is passed that forbids smoking in all public places
Every family is only allowed to have meat once a week
People should wear badges to show what mood they are in
To save energy public buildings like post offices, stations, schools and offices are no longer heated
A scientists discover a way of making gold cheaply
Children over 5 are given the vote
Planes do not work any more. They all crash after take-off…etc.
Each student works with a partner and they share their ideas. Then the ideas are discussed with the whole class.

e.g. “It is good for your health if you do some sport” Then one student from the other team (pessimist) gives the other point of view, e.g. “But sports like boxing or car racing are dangerous.” The pessimists continue with a new – pessimistic – statement, which the optimists have to react to.
After a few minutes of exchanging statements, the students are asked if they found it difficult to adopt one point of view throughout. They could also mention those statements which went against their personal viewpoint.

Variations: A good follow-up activity is I/ You/ He statements like:
I don’t dance very well.
We haven’t got much feeling for rhythm.
He tramples on his partner feet.
I enjoy eating.
You are a bit overweight.
He is fat.
You are so reserved.
I’m against any diet.
We” re keen on riding
a bike.

Optimists and pessimists

getting to know each other. Preparation: Masking tape, 20 big pieces of paper with one word on each. The classroom should be cleared of tables and chairs.
Time: 20 – 30 minutes

The teacher fixes a piece of paper in each of the four corners of the room. The words on each pieces of paper should belong to the same category, e.g. colours: white, red, brown, yellow, purple; or writers: George Orwell, Arthur Hailey, William Wordsworth, Leonard Cohen. Other possible categories for the signs are: types of music, articles of clothing, tools, cities, countries, drinks, numbers, animals, etc.
The students are asked to read all four signs and stand in the corner which suits them best. All the students in one corner interview each other about why they chose this one. When the next four signs are hung up every, one chooses again.
At the end of a short discussion can follow on which students often chose the same corner, which students never met, etc.

Four corners

students now have to discuss what evidence each of them would accept as regards the truth of each statement. They should not discuss whether they believe that a statement is true but what evidence would convince them. If cannot agree on acceptable proof they should note down their differences of opinion.
When all the statements have been discussed, the groups report back to the whole class.

Life is hard Children likes ice-cream Spiders have eight legs Pop music is horrible Peter is conservative Men are better cooks than women Rachel is intelligent A car is more expensive than a bike Maud will never be able to sing in tune Hiroshima was destroyed in 1945 Violence on TV makes people more aggressive Girls are better storytellers than boys Cacti grow better in sunlight than in the shade

What evidence?

group is asked to tell his version of a story with the same basic plot. Each student makes notes on what his right-hand neighbour says. The basic stages of the story are as follows:
You are walking in a wood; describe what it is like. Then you come to some water; describe what it is like. What do you feel about this water and what do you do about it? Next you find a key. Describe it and say what you would do with it. At the end of the wood there is a barrier. What is it like? What is on the other side? What do you do about it?

What does it mean

Tell us a story

Remarks: This activity should not be taken too seriously. It is not meant to provide a psychoanalyst’s couch for the foreign language classroom.

When everyone has told his story the teacher reveals how each episode of the story might be interpreted. The wood gives the indication of the storyteller’s view of life. Is it described as dark and frightening or sunlit and happy? Full of menace, or full of hopeful possibilities? It depends on attitudes to living.
The water is sex. Is it dark and dirty or lovely and sparkling? Deep or shallow? Frightening, but pleasantly so? Do you dive right in or keep well out?
The key is worldly success and ambition to attain it. Do you see a big golden key or dreary little Yale key? Is it rusty or shining? Do you reject or hold on to it? Do you use it immediately in some way, or later on, perhaps finding a box full of treasure to go with it, or do you just hopefully tuck it in your pocket? Do you give it away to someone you think may want it?
The barrier is death, the view beyond a picture of the life hereafter. (When I first played this game, I saw a range of formidable mountains, and nothing beyond. I disliked it intensely, and turned round and went back the way I’d come. There’s hope!)

divides the class into small groups and present the situation:
Mary Taylor, a 35 year-old housewife, would like to go back to her job, teaching physics and mathematics, after an eight year break. Imagine what her husband, her eight year-old daughter, her mother-in-law, her parents and the headmaster might feel about the situation.
The teacher writes the names, ages and jobs of the people mentioned in the situation on the board and assigns one of these people to each group. The students discuss amongst themselves what they think this particular person might feel.
The teacher gives each group that part of the handout which concerns “their” person. The groups compare their own ideas with those on the handout. Then they try to add more thoughts and arguments.
One person from each group comes forward. This students sit in a circle in the middle of the class and hold a conversation in which they put their arguments and feelings. The “fishbowl” procedure is followed.

go back to teaching, feels unfulfilled at home, has an offer of a job in a nearby school, a friend of hers is a teacher there .

Moira Taylor, 8, at school, is afraid her mother will have less time for her when working; would like a brother or sister.

Frank and Elizabeth Martin, 70 and 58, Mary’s parents, retired postman and housewife, both very much against Mary going back to work, feel both Moira and Mark would suffer, think Mary has everything she needs, live in the next street, come and see their daughter very often.

Mark Taylor, 40, architect, is understanding, does not mind Mary working, has a demanding job, no time or desire to help in the house, feels that Mary have forgotten a lot about the subject.

Margaret Taylor, 68, widow, Mark’s mother, runs a bookshop, has been working all her life, supports Mary, lives far away.

Gordon Parson, 45, headmaster of the school, thinks women cannot be good mathematicians, but thinks women are good at classroom management, desperately needs a physics and maths teacher for his school, feels that Mary is a bit shy and may not know about the latest developments in her subjects.

comparisons; thinking about the world around us and how we are affected by what happens there Preparation: Two charts for each student Time: 20 – 30 minute

When students have finished, they form groups to share and discuss their hopes and fears for the future. Each group can focus on one time period and report the good and bad feelings of their group.
It is important to see the connection between the various squares.

Futures

Each student receives two copies of the chart. He is asked to fill in one with Good Things, the other with Bad Things by writing examples in each square.

What happens in the world now may well affect our children in twenty years’ time.

what
I like

Pets are
a pest

?

All work and no play
makes Jack a dull boy

P L A Y

Animals are more human than people

A N I M A L S

To possess nothing is
to possess everything

M O N E Y

You are what you
wear

F A S H I O N

Look at nature and
you will not need art

A R T

?

The class is divided into six groups. Each group is provided with one handout and three dice. Each group member is given a number from 1 to 6. The dice are thrown; two dice indicates the students who start the discussion, the third die indicates the topic they have to talk about. After a short while the other group members can join the discussion. Every topic on the wheel should be discussed at least once. If the topic die shows the number 6, the two students choose their own discussion topic.

1

2

3

4

5

6

an action card. Examples:
A25-hour working week is introduced.
A lorry driver empties a tankful of poisonous waste into the river near a town.
Animal merchants catch the last animals of a dying species and sell them to zoo in Europe and
North America.
Men can get maternity leave (paternity leave) like women.
Scientists discover that cancer is caused by pollution.
Robots that can do housework are built.
Each now has to think of the possible long-term and short-term consequences this action may have. The group secretary writes down all the consequences.
When the group cannot think of any more consequences they exchange cards with another group. With each new card a different group member becomes secretary.
The consequences of each action are shared and discussed with the whole class. It should be stressed that there is rarely a chain of events triggered by one action alone. This technique is slightly misleading as it does not take complex situations and reasons for actions into account. Nevertheless it may help students realize that simple actions have far- reaching consequences.
You are free to choose but you are not free from the consequences of your choice.

magazines) from which all names and pictures of the products advertised have been removed, half as many advertisements as there are students. (Don’t throw away the bits that have been cut out).

Taking turns, each pair of students show their second advertisement to the rest of the class and report their ideas on the product being advertised. The two students who discussed this particular advertisement in the first round say where they agree or disagree and give reasons. When all the advertisements have been discussed the teacher gives the solutions (by presenting the cut-out parts of each advertisement).

Each pair of students receives one advertisement. The partners discuss what product the advertisement could be for and why they think so. One of each pair makes some notes. After about five minutes the advertisements are exchanged and each pair of students discusses another advertisement in the same way.

When the students are making suggestions about the type of product being advertised, their attention can be drawn to the associations which certain pictures give us (e.g. waterfall – clean air; health – cigarettes).

about without telling the others what it is. The two students start discussing their topic without mentioning it. The others listen. Anyone in the rest of the group who thinks he knows what they are talking about, joins in their conversation. When about a third or half of the class have joined in, the game is stopped.

Variations:
Students who think they know the secret topic have to write it on a piece of paper and show it to the two students before they are accepted.
The game can be played in teams and points awarded according to the number of people who find out the secret topic.

Level: advanced
Language: talking without coming to the point, fun, imagination.
Time: 10 – 20 minutes

pieces of paper with one word written on them. The class is divided into teams. One student from each team comes forward. Each chooses a piece of paper with a topic on it. He then has three minutes to argue with the student from the other team about which is more important for mankind, e.g. alsatians or pizzas.
Possible topics: flowers, New York, operas, ships, plastic spoons, birthday cards, passport, watches, modern art, detective novels, schools, bakers, socks, zips, paper, the wheel, etc.
A jury decides who has put the best arguments and awards points for each team. Then the next two students continue with new topics.
In this game it is important not only to put forward good arguments for one’s own case but to try and contradict the opponent’s point of view.

Word wizard

The teacher asks the class to imagine the following situation: “A wizard has taken away all the words from the world. Everybody can keep just four words. Choose four words which you would like to keep and write them down.
Each student finds a partner and tries to communicate using only his four words. The pair share their words with each other so that now both have eight words they can use. Each student shares his eight words with another student, so that both have 16, then twice more. In the end everybody has 64 words.
Each alone or with a partner the students write a story or poem using only their words. The stories are read out or stuck up on the wall.

(of about 20 items), which are written up by secretaries from the two teams. List A contains people and animals, list B – objects.
Example: A B
Teacher Book
Mother Walking stick
Shop-assistant Plaster
Baby 50 coins
Elephant Pen
Crocodile Loaf of bread
Soldier Car
Dustman Cactus
Old woman Glass of beer
Nurse Safety pin
The two teams sit facing each other. The secretary from team 1 starts by inserting one word from list A and one word from list B into one of the two sentence patterns: “What can a/an A do with a/an B?” “Why a/an A need a/an B?” The students in team 2 must find three answers quickly. Then the secretary makes up a new question for team1
The game is finished when all the words have been used up.

rest of the class is read the story (or played the recording) They listen to the story twice and after the second reading agree on a few important points which summary of the story should contain. These are written down by everyone.
The first student is asked to come in and listens to the story (once). The second student is called in and hears the story from the first student while the class notes down which of the important points have been mentioned. Student 2 then tells the story to student 3 , student 3 to student 4, and student 4 to the last one. Student 5 tells the story to the class.
Using their notes, the students who were listening and observing report on the changes in the story. Then the original is read (played) once again.
Variations: Instead of telling a story, a picture could be described and drawn by the last student. If a cassette recorder is available, all the versions of the story can be recorded and compared.

Shrinking story

positive human qualities written on them, three times as many slips as there are students (qualities may occur more than once).
Each student receives three slips of paper, each with a positive human quality on it, e.g. honesty, intelligence, fairness, humour, health, beauty, stubbornness, curiosity, cheerfulness, gentleness, humility, optimism, perseverance, politeness, hospitality, helpfulness, thoughtfulness, wisdom, justice, friendliness, adaptability, charity.
Each student decides which of his three qualities he would like to keep and which to exchange for others. Students then barter with different people.
After 10 minutes of bartering, students report on which qualities they received, which ones they kept and whether they are happy with their present one(s) (they may have more or fewer than three).

receives a handout of the answers and tries to work out the appropriate questions. Solutions are read out.

Here are 12 answers given in an interview. Think of questions that fit these answers and decide what the person who was interviewed is like.

Yes, I did.
This is quite true.
No. Gardening.
I can do either, but I prefer the first.
I can’t answer that question.
Frogs and snakes.
New Zealand, Iceland or Malta.
As often as possible, but I’m not very good at it yet. I need to find someone to practice with.
I don’t care which.
I wouldn’t be able to tell one from the other.
Never.
That was the nicest Thing that ever happened to me.

Interview topics:
Smoking
Quality of life
Old and young under one roof
Single- parent family
Keeping fit
Moving house
Eating out
Wildlife protection
Plans and ambitions
Private and public transport
Saving things
Old and new things
Loneliness

A
Ask your partner questions about his / her last holiday. Use the following notes to help you.
Where?
How long for?
Stay where?
With whom?
Like it? – Why? Why not?

Sightseeing?
Sports?
Food?
Go again?
Do anything special?
Bad points?

Holidays B
You can either answer your partner’s questions by using following notes or by talking about a holiday you really had.
Iceland
2 weeks
camping
group of students
Very nice – nice people from different countries
a bit
hiking, swimming in lakes
a bit boring, no fruit
perhaps
climb a volcano, see a glacier
rain, cold

description of 15 miracle workers. Each student should divide them into three groups of five:
the five most desirable ones for himself, whose services he would like to obtain;
The next most interesting ones;
The five least desirable ones.
Step 2: In small groups or the whole class together, students compare their lists and try to find out if they agree on a few not very desirable miracle workers. They should try and discover a pattern in their choices, e.g.: “What values are dominant in your choice of the desirable miracle workers?”
Step 3: Individual students talk about one particular miracle worker and tell the class which category he is and why they put him there.
Step 4: (optional) A few students take over the roles of their most valued miracle workers and hold a mock discussion as to who is most important for mankind.

for their methods.

Claire Voyant
Everything you want to know about the future will be answered by her and she will train you to become a clairvoyant as well.

2. Jack Goldrich
He will help you to become
an expert at making
money. You will never be poor again.

Dr B.U. Tiful
She is an expert in cosmetic
surgery and will help you to
achieve the appearance you
have always dreamed of. She have even alter your height and shape.

4.Prof. I.Q. Clever
He will help you become very
intelligent.

Robinson Crusoe
He is a specialist in
adventures and exciting
trips to foreign countries. Your
life will be dangerous but never
boring.

A.L.L. Wright
Learn how to be optimistic
Even in the most depressing
situations you will always see a good points.

B. Oldcastle
She is the expert on growing old. You will learn how to accept old age and lead an interesting and fulfilling life after 60.

Alex Fame
He will help you become famous.
Whatever you do you will be
well-known everywhere.

Art. Iste
Develop your artistic abilities
He will help you become a
good painter or sculptor, a photographer
or draughtsman. Your art will be talked
about and bought by the world’s leading
museums.

Pop Ular
He will make you
popular with lots of people. You will always have a lot of friends.

M.O. Ther
She will help you with
Your family life. It will be very happy and satisfying.

St Valentine
He is an expert on love.
with his help you will find
the right partner.

I.N. Sight
She will give you self-
knowledge and insight
into your own personality.

O.K. Work
He will help you
find the job which is
right for you.

I. Dear
She is an expert on
originality. She will help you
Become full of ideas for every situation in your life and your job as well as your hobbies and family life.

– acknowledging the influence other people have on us, note taking

Aims:

The students are asked to think about their lives and the people they know / have known. Each students should find at least two people who have influenced him in his life. These may be parents, other relations, friends, or personalities from history or literature. He should note down some points in order to be able to tell the rest of the class briefly how these people have influenced him. Each student in turn says a few sentences about these people. A discussion and / or question may follow each speaker.

Students are asked a day or so beforehand to bring along three objects which are important or significant for them. Students work with a partner. Each of them explains the use / purpose of the three objects he has brought with him and says why they are important and significant for him. Both partners then talk about similarities and differences between their choice of objects.
A few of the students present their partner’s objects and explain their significance to the rest of the group.
Variations:
Instead of real objects, drawings or photographs may be used.
Before the paired discussion starts, a kind of speculating or guessing game can be conducted, where the three objects of a student whose identity is not revealed are shown, and suggestions about their significance are made.

sum of money on, e.g., 50p, 2, 5, 20, 50, 100, 500, 1,000, 5,000, 100,000.
Students sit together in small groups and describe what they have decided to buy with a particular amount of money and why they would like to make this purchase.
VARIATIONS:
Students are given a choice of five to eight items for each sum, e.g. for 2 you could buy a) a cinema ticket for the latest James Bond film, b) a paperback novel, c) a pack of cards, d) a T-shirt, e) an LP with a selection of pop songs, f) a Chinese meal, g) a pot plant. These items can be adapted to suit the group of students.

on his agreement or disagreement with each statement.

STEP 2: The distribution of agreements and disagreements within the class is revealed and differences of opinion are discussed.

STEP 3: (optional) Students are asked to look at their handouts again and note those statements where they agreed or disagreed very strongly. They are asked then to sum up their insights.
VARIATIONS: Instead of statements proverbs or sayings can be used.

Beating children is sometimes necessary.

Think before you act.

People who tell lies steal as well.

For every problem there is only one correct solution.

It’s never too late.

Modern problems cannot be solved by old methods.

People cannot be changed by education.

Proverbs are usually true.

Where there’s a will there’s a way.

We can learn a lot from the past.

Never fight against things you cannot change by yourself

Everybody is different.

asked to write a list of 20 things they would like to do. These can be ordinary activities like eating a lot of ice-cream or more exotic dreams like going for a trip in a balloon. They should jot down anything that comes to mind, writing the activities one under the other. These lists will remain private.
STEP 2: The students are asked to code their lists by putting one or more of the following symbols in front of them:
if the activity is expensive
WF if the activity involves other people (WF = with friends)
A if they would do this on their own (A = alone)
M or F if they think their mother (M) or father (F) would enjoy this too
X if the activity is at all physically or mentally harmful ( smoking)
STEP 3: Now the students should think about the distribution of these symbols on their lists and continue the following stem sentences:
I have learnt from this exercise that… I am surprised that…
I am pleased that... I am worried that... I don’t mind that…
The completed sentences are collected by the teacher and individual ones read out, provided they contain a stimulus for discussion.
VARIATIONS 1. Students may want to make suggestions for other ways of coding.
2. The list are made up of things the students would not like to do.

equal size. The chairs are arranged in two circles, one inside the other, facing each other. Each student receives a handout and sits on a chair. There are always two students facing each other. They each continue the first of the unfinished sentences on the handout and talk about their sentences. The students in the outer circle then all move one chair to the left and do the second sentence with a new partner. They continue moving on after each sentence until all the sentences have been discussed.
Variations: if a particular grammatical structure is to be practiced, e.g. the infinitive or if-clauses, sentences using this structure may be chosen.

I’d rather be…
The teacher reads out pairs of “opposites” from her list and asks the students which ones they would rather be. The students should also give the reasons for their choice.
Possible word pairs:
Soft – hard hammer – nail
Glass – wood rose – cactus
Water – fire mineral water – whisky
Bitter – sweet square – round
Beauty – ugliness cold – hot
Sparrow – snail candle – neon light
Hawk – mouse village – city
Chicken – egg lemon - potato