ACTIVIDAD EN LENGUA INGLESA SOBRE
LA INTELIGENCIA EMOCIONAL
Incluimos dos actividades que de hecho estamos trabajando en el aula con dos alumnos de 3º ESO. Hemos tenido en cuenta las necesidades específicas sus puntos fuertes y débiles.
Proponemos una actividad en lengua inglesa, materia de la soy su posesora para que, partiendo del alto talento lingüístico del alumno. Potenciemos no sólo dicho aspecto, sino su mayor autonomía en el aprendizaje, su pensamiento crítico, creatividad y aquellos aspecto de su conducta que se muestran como deficitarios.
Para llevar a cabo la actividad usamos dos fuentes
1. PROPUESTA PARA 3º ESO: ACTIVIDAD EN LENGUA INGLESA SOBRE LA INTELIGENCIA EMOCIONAL.
1.1. OBJETIVOS
1.2. ESTRUCTURA
1.3. METODOLOGÍA
1.4.ACTIVIDAD. EMOTIONAL INTELLIGENCE
1.4.1.WHAT YOU NEED TO KNOW ABOUT EMOTIONAL INTELLIGENCE
1.4.2. PREPARING A PRESENTATION FOR YOUR SCHOOL PARTNERS. A POWER POINT
1.4.3 . PRESENTING THE POWER POINT TO THE CLASS
1.1.OBJETIVOS.
- Desarrollar las cinco destrezas en lengua inglesa: leer, escribir, oír, hablar e interactuar.
Conocer el vocabulario básico para describir las emociones.
Expresarse con fluidez en una exposición oral sobre un tema ya preparado (inteligencia emocional)
Escribir con fluidez sobre la inteligencia emocional.
Extraer la información más relevante de un texto sobre temas científicos.
Interactuar con sus compañeros y profesores en cuestiones relativas a la inteligencia emocional.
- Desarrollar la inteligencia emocional.
Desarrollar la capacidad de reconocer las emociones propias y ajenas.
Reconocer las propias debilidades y fortalezas.
Controlar la impulsividad y aprender a ser capaz de adaptarse a las circunstancias
Desarrollar la asertividad en sus interacciones.
Crear conciencia de la importancia del lenguaje corporal y facial.
Desarrollar la empatía
Desarrollar el control de impulsos y crear mecanismos de control de ansiedad y estrés.
- Desarrollar la capacidad de hablar en público.
Aprender a manejar el estrés.
Modular el tono de voz.
Aprender a comunicar …
- Desarrollar la capacidad de cooperación con compañeros menos aventajados.
1.2. ESTRUCTURA.
Nuestra actividad pretende potenciar el talento lingüístico, en concreto el aprendizaje de una lengua extranjera, (inglés) y la inteligencia emocional.
Proponemos una actividad en tres partes.
1. Adquisición de las nociones teóricas sobre inteligencia emocional a través de una web search en la que nuestro alumno va a aprender por sí mismo sobre la inteligencia emocional.
A partir de una serie de actividades guiadas va a conocer no solo los fundamentos teóricos que propone Goleman, sino que aprenderá a conocerse a sí mismo, mejorarán sus habilidades sociales en todos los campos partiendo de un alto aprendizaje en lengua inglesa, para ello realizará una serie de actividades interactivas in la red.
2. Preparará una presentación para sus compañeros que recoja lo que ha aprendido, acompañada de una hoja que sus compañeros habrán de cumplimentar a medida que avance la presentación.
3. Realizará la exposición de la presentación y guiará la cumplimentación de la hoja previamente preparada. Dicha actividad será realizada en su propia clase y con alumnos de otros niveles. Esta actividad puede presentarse en la forma en que el alumno desee, un cuestionario, una encuesta, ….
Para ellos incluiremos una triple guía:
- Pautas para el contenido teórico.
- Putas para la realización de una presentación
- Se prestará ayudad en función de lo que el alumno haya decidido.
1.3. METODOLOGÍA.
Vamos a usar diferentes métodos en función de la parte que estamos trabajando.
1ª parte: Adquisición de nociones teóricas: web search, actividades interactivas, lectura de textos, visionado y audición de vídeos.
2ª parte. Realización de la presentación , de la hoja de actividades y…
En esta parte sólo daremos una breve guía de lo que esperamos del alumno, para dejar espacio al desarrollo de la creatividad. Sin embargo le ofrecemos la posibilidad de realizar una investigación, una encuesta, un experimento…
3ª parte. La metodología aquí será igualmente la de guiar el proceso partiendo de la lectura de textos.
1.4.
ACTIVIDAD. EMOTIONAL INTELLIGENCE.
1.4.1. WHAT YOU NEED TO KNOW ABOUT EMOTIONAL INTELLIGENCE.
Go to the following link and find out:
(a) What emotional intelligence is and in how many parts it is divided.
(b) What are the differences between emotional intelligence and intellectual intelligence?
(c) What does the following test mean?
“In order to learn about emotional intelligence in a way that produces change, we need to engage the emotional parts of the brain in ways that connect us to others. This kind of learning is based on what we see, hear, and feel. Intellectual understanding is an important first step, but the development of emotional intelligence depends on sensory, nonverbal learning and real-life practice.”
(d) What can we do to develop emotional intelligence? What are the five key skills?
(e) Emotional intelligence (EQ) skill 2: The ability to recognize and manage your emotions.
Learn to deal with your feelings in a positive way
Activities:
- Use the pictures (fotocopy given to the student) below to identify the different emotions. Match the pictures and the emotions.
Happy, upset, bored, surprised, exhausted, sad, afraid, worried, suspicious, jealous, embarrassed, confident, angry, proud, excited, nervous, depressed.
- In the spaces bellow complete each statement based on how you feel.
I feel…….
Emotional self-awareness is the ability to recognize one´s feelings.
In the spaces bellow complete each statement based on how you feel.
Activities:
3. Fill in the blanks with your own words
I am most happy when…………………………………….
I feel embarrased when……………………………………
I am bored when…………………………………………...
I am surprised when………………………………………..
I am angry when…………………………………………..
I feel excited when…………………………………………
I feel exhausted when……………………………………..
I feel happy when…………………………………………
I am confident when……………………………………..
4. Place the following words in two columns, one for the positive aspects and one for the negative ones.
Happy, upset, bored, surprised, exhausted, sad, afraid, worried, suspicious, jealous, embarrassed, confident, angry ,proud, excited, nervous, depressed.
(f) Let´s pass a test where you can learn about the different emotions.
(g) Watch the following video about the importance of body language and measure the importance of facial expression, tonality, posture and words.
(h) Let´s learn about assertive behavior. Go to the following link.
- What is assertiveness?
- What is aggressive, passive and assertive behavior? Think of examples of assertive versus unassertive and aggressive behavior
- Find out tips for Behaving Less Aggressively and analyze if you usually do this.
(i) We still have to learn about some parts of emotional intelligence . Go to the following link to learn what other people think.
http://ezinearticles.com/?What-Is-Emotional-Intelligence?&id=249807
(j) What is Self Motivation?
(k) Which of the previous skills can you use to manage relationships in the right way?
(l) If you still have any doubts about emotional intelligence, try to solve it investigating, you can always go to the internet, the library or ask the teacher.
(m) To finish this part, give some tips to somebody who just wants to feel better with himself/herself and others.
1.4.2. PREPARING A PRESENTATION FOR YOUR SCHOOL PARTNERS. POWER POINT AND…
1.1. Before doing anything read the following tips to prepare a power pint presentation
Tips to prepare a power point presentation:
Here are ten tips to help you add a little zing! to your next presentation. They are, of course, far from comprehensive, but they’re a start. Feel free to share your own tips in the comments.
1. Write a script.
A little planning goes a long way. Most presentations are written in PowerPoint (or some other presentation package) without any sort of rhyme or reason.
That’s bass-ackwards. Since the point of your slides is to illustrate and expand what you are going to say to your audience. You should know what you intend to say and then figure out how to visualize it. Unless you are an expert at improvising, make sure you write out or at least outline your presentation before trying to put together slides.
And make sure your script follows good storytelling conventions: give it a beginning, middle, and end; have a clear arc that builds towards some sort of climax; make your audience appreciate each slide but be anxious to find out what’s next; and when possible, always leave ‘em wanting more.
2. One thing at a time, please.
At any given moment, what should be on the screen is the thing you’re talking about. Our audience will almost instantly read every slide as soon as it’s displayed; if you have the next four points you plan to make up there, they’ll be three steps ahead of you, waiting for you to catch up rather than listening with interest to the point you’re making.
Plan your presentation so just one new point is displayed at any given moment. Bullet points can be revealed one at a time as you reach them. Charts can be put on the next slide to be referenced when you get to the data the chart displays. Your job as presenter is to control the flow of information so that you and your audience stay in sync.
3. No paragraphs.
Where most presentations fail is that their authors, convinced they are producing some kind of stand-alone document, put everything they want to say onto their slides, in great big chunky blocks of text.
Congratulations. You’ve just killed a roomful of people. Cause of death: terminal boredom poisoning.
Your slides are the illustrations for your presentation, not the presentation itself. They should underline and reinforce what you’re saying as you give your presentation — save the paragraphs of text for your script. PowerPoint and other presentation software have functions to display notes onto the presenter’s screen that do not get sent to the projector, or you can use notecards, a separate word processor document, or your memory. Just don’t put it on the screen – and for goodness’ sake, if you do for some reason put it on the screen, don’t stand with your back to your audience and read it from the screen!
4. Pay attention to design.
PowerPoint and other presentation packages offer all sorts of ways to add visual “flash” to your slides: fades, swipes, flashing text, and other annoyances are all too easy to insert with a few mouse clicks.
Avoid the temptation to dress up your pages with cheesy effects and focus instead on simple design basics:
· Use a sans serif font for body text. Sans serifs like Arial, Helvetica, or Calibri tend to be the easiest to read on screens.
· Use decorative fonts only for slide headers, and then only if they’re easy to read. Decorative fonts –calligraphy, German blackface, futuristic, psychotic handwriting, flowers, art nouveau, etc. – are hard to read and should be reserved only for large headlines at the top of the page. Better yet, stick to a classy serif font like Georgia or Baskerville.
· Put dark text on a light background. Again, this is easiest to read. If you must use a dark background – for instance, if your company uses a standard template with a dark background – make sure your text is quite light (white, cream, light grey, or pastels) and maybe bump the font size up two or three notches.
· Align text left or right. Centered text is harder to read and looks amateurish. Line up all your text to a right-hand or left-hand baseline – it will look better and be easier to follow.
· Avoid clutter. A headline, a few bullet points, maybe an image – anything more than that and you risk losing your audience as they sort it all out.
· 5. Use images sparingly
There are two schools of thought about images in presentations. Some say they add visual interest and keep audiences engaged; others say images are an unnecessary distraction.
Both arguments have some merit, so in this case the best option is to split the difference: use images only when they add important information or make an abstract point more concrete.
While we’re on the subject, absolutely do not use PowerPoint’s built-in clipart. Anything from Office 2003 and earlier has been seen by everyone in your audience a thousand times – they’ve become tired, used-up clichés, and I hopefully don’t need to tell you to avoid tired, used-up clichés in your presentations. Office 2007 and non-Office programs have some clipart that isn’t so familiar (though it will be, and soon) but by now, the entire concept of clipart has about run its course – it just doesn’t feel fresh and new anymore.
6. Think outside the screen.
Remember, the slides on the screen are only part of the presentation – and not the main part. Even though you’re liable to be presenting in a darkened room, give some thought to your own presentation manner – how you hold yourself, what you wear, how you move around the room. You are the focus when you’re presenting, no matter how interesting your slides are.
7. Have a hook.
Like the best writing, the best presentation shook their audiences early and then reel them in. Open with something surprising or intriguing, something that will get your audience to sit up and take notice. The most powerful hooks are often those that appeal directly to your audience’s emotions – offer them something awesome or, if it’s appropriate, scare the pants off of them. The rest of your presentation, then, will be effectively your promise to make the awesome thing happen, or the scary thing not happen.
8. Ask questions.
Questions arouse interest, pique curiosity, and engage audiences. So ask a lot of them. Build tension by posing a question and letting your audience stew a moment before moving to the next slide with the answer. Quiz their knowledge and then show them how little they know. If appropriate, engage in a little question-and-answer with your audience, with you asking the questions.
9. Modulate, modulate, modulate.
Especially when you’ve done a presentation before, it can be easy to fall into a drone, going on and on and on and on and on with only minimal changes to your inflection. Always speak as if you were speaking to a friend, not as if you are reading off of index cards (even if you are). If keeping up a lively and personable tone of voice is difficult for you when presenting, do a couple of practice run-throughs. If you still can’t get it right and presentations are a big part of your job, take a public speaking course or join Toastmasters.
10. Break the rules.
As with everything else, there are times when each of these rules – or any other rule you know – won’t apply. If you know there’s a good reason to break a rule, go ahead and do it. Rule breaking is perfectly acceptable behavior – it’s ignoring the rules or breaking them because you just don’t know any better that leads to shoddy boring presentations that lead to boredom, depression, psychopathic breaks, and eventually death. And you don’t want that, do you?
http://www.lifehack.org/articles/technology/10-tips-for-more-effective-powerpoint-presentations.html
1.2. To organize the content, use your creativity, bur always try to have the audience n mind, think that you need first their attention, and for that its is necessary to present information in a motivating way. Don´t worry about getting lost, you´ll find an attractive way, and more important, your own personal way, bur remember that you can ask your teacher.
23. You need know to give your partners something to do while you are presenting your power point.
If they don’t´have the necessity to pay attention they won´t listen to what you say but if they have the obligation of understanding what you are telling them, they will listen.
You can decide the best option, it can be a “fill in the gaps activity”, where the only need to complete the missing parts when you speak or a matching activity, where they have to put together two parts.
Remember to give them the opportunity to ask questions…
As a final task you can give them a test, a survey…, use your creativity again. It doesn´t need to be difficult, the idea is making them interact.
1.4.3. PRESENTING THE POWER POINT AND…TO THE CLASS
You will present your power point to the class.
Before beginning with your presentation you will give your partners all the tips you consider necessary for them to fill in the gaps…with the information they are about to learn.
Be original now. To end you need to think of a final task for your partners which can be done when they are paying attention to you.
Remember you have the information they need !,
1.3. Read the following article with tips about how to prepare for an oral presentation
At some point during your time as a student, you'll be assigned an oral presentation such as a book report, debate or PowerPoint presentation. How can you get your point across to the class in an interesting way, avoid getting nervous and get a good grade to boot?
Here are a few tips to help you achieve all three of these goals.
Practice, Practice, Practice
Many people are good speakers, but most weren't born that way. What's the key to their success? Practice. Everyone who speaks well- from Angelina Jolie to the president -- rehearses speeches and presentations ahead of time and asks others for their feedback. Practicing your presentation in front of a mirror is also helpful because it gives you hints on how to improve your posture, body language and gestures.
Use Note Cards Wisely
If you're allowed to use notes or an outline when speaking, consider putting your main points on 3-by-5-inch note cards. On each card, list one point and a few supporting points or buzzwords that will jog your memory about the topic if your mind goes blank. Avoid writing entire sentences on the cards because they're harder to read at a glance and encourage you to read your speech rather than speaking to the audience.
Consider Your Audience
One of the most important things to remember about public speaking is that you're speaking to an audience. Is the audience a group of your classmates? If so, what are some points about the topic that they might find interesting? Consider adding anecdotes from the class or peppering the speech with bits of humor to keep your listeners interested. The more you can relate it to their own experiences, the better -- and the more positively you're likely to be received.
Slow Down, Speedracer!
The biggest mistake teen speakers make is talking too fast. It's something that happens to most of us when we’re feeling anxious.
However, you can prevent yourself from speeding -- and make your presentation easier to understand -- by practicing your speech ahead of time for a friend, or by rehearsing it into a tape recorder and playing it back to hear how fast you're speaking and how many times you say things such as "like" and "um."
Pause, Project and Speak Clearly
Some people say it's helpful to imagine yourself singing the words to your speech, which would require you to pause and enunciate more than you do in everyday conversation. It also helps you to speak loudly and clearly enough so others can hear you.
Another way to make sure you're pausing enough during your presentation is to take a small breath between each sentence. This is also a great opportunity to smile at your audience and gather your thoughts.
Make Eye Contact
Making eye contact with your audience members makes you appear confident and knowledgeable about your subject, plus it helps them feel connected to you and the topic you’re speaking about.
If you're speaking to a small class, try to make eye contact with each person once during your presentation. If you're particularly nervous about speaking in front of the class, you can also try looking at an object just beyond the people in the audience, such as a clock or bulletin board on the back wall of the room.
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