După analiza evaluării pe domeniul de dezvoltarea limbajului, am întocnit planul individual personalizat pentru dezvoltarea limbajului și comunicării, pe durata întregului an școlar.
Utiliser la chanson en classe de FLE : projet didactique
Proiect didactic al activităţii: Exploitation de la chanson « C’est la vie »/ Khaled, public ţintă: adolescenţi, nivel de competenţă lingvistică A2, fişa elevului, fişa profesorului, anexe.
Fișă de lucru _ Grupa mare
Copiii preșcorari vor înțelege importanța mediului înconjurător
Rolul jocurilor dramatice în manifestările sociale ale copiilor de vârstă preșcolară
În lucrarea mea, căutam un răspuns la modul în care aș putea să reduc agresivitatea copilului sau expresia neliniștită, timidă și să măresc comportamentul relativ al copiilor. Pentru a realiza acest lucru, am apelat la drame, pentru că jocurile dramatice vizează dezvoltarea umană, sarcina lor este modelarea personalității, contactarea, comunicarea, facilitarea comunicării, socializarea neobservată.
Dramatising a Piece of Literature in the English Language Classroom
Social Drama – Experiential Learning Applied on What Has Happened to Lulu? by Charles Causley
Metaphor and Myth
We used to see mind as a mirror of some God-given reality that can be best described in simple, nonmetaphorical terms, language that more closely reflects underlying truths about the world. The traditional view of mind is inappropriate because human cognition seems to be fundamentally shaped by various poetic or figurative processes. In The Poetics of Mind, Raymond W. Gibbs, Jr. claims that metaphor, metonymy, irony and other tropes are not linguistic distortions of literal mental thought but constitute basic schemes by which people conceptualize their experience and the external world. Since every mental construct reflects an adaptation of the mind to the world, the language that expresses these constructs attests to the continuous process of poetic thinking. The above-mentioned book1 is construed as an argument for the thesis of the poeic structure of mind and makes us admit that our understanding of most language, whether it is consciously identified as literal or figurative, is very much constrained by the poetic structure of mind. Chapter 4 explores the ubiquity of metaphor in thought and language. Contrary to the accepted notion that metaphor requires a special intellectual talent or is used in special rhetorical situations, metaphor is found in virtually all aspects of our everyday thinking and speech. Among other ways metaphor is constitutive of everyday communication, Gibbs explores more specialized forms of artistic, legal, religious, and cultural experience. This paper aims to bring forth the power metaphor has in expressing via mythology the relationship between the known and the unknown both in the external world and in our inner experience.
Narrative Identity in John’s Barth Lost in the Funhouse
Foucault claims that we are now realizing that “humanity” is nothing more than a fiction composed by the modern human sciences. Human self is no longer viewed as the ultimate source and ground for language; to the countrary we are now coming to see that the self is constituted in and through language. When the world seems to be nothing more than “a sea of stories” , the implicit cosequence would be that man, as part of this world is nothing more than a story. The focus of this paper is meant to be the possible correlation of self-definition /identity and the narrative/story as John Barth gives account of this in his Lost in the Funhouse. The first unit introduces the notion of the self as a contingent effect of language. Then it is followed by a demonstration of the failure of the imaginative stories of the 1960s American novels as providers of identities. The author’s self who is storyfying experiences becomes the central concern of the third unit. The conclusion runs like this: there can be no mediation of and by the self through an attempt of conceiving itself with the help of stories.
THE PHILOSOPHICAL EUROPEAN HERITAGE OF THEODOR ADORNO. ON AESTHETIC REASONING – THE REHABILITATION OF THE NONIDENTICA
The approach of the present paper is settled by the premise that we can no longer pretend that the assumptions of the Enlightenment set the rules for all rationality. The original contribution of the Frankfurt School philosopher, Theodor W. Adorno is firstly examined in his critique of the “enlightened” bequeathal of exclusionary epistemologies, an analysis which culminates with his account of the alternative “aesthetic understanding”. The working hypothesis is that art functions as a legitimate form of knowledge that acknowledges the “excess” of experience that cannot be quantified by rational categories, by the prototype of “identity logic. The alternative aesthetic reasoning Adorno ushers in might stand for the horizon of a dramatic renewal within the Romanian educational approaches and contemporary culture interaction. Key words: exclusionary epistemologies, identity logic, Frankfurt School, negative dialectics
Student Personal and Social Development through Drama Techniques in the English Language Classroom
Învățarea limbii engleze și dezvoltare personală prin tehnici dramatice
Action and Experiential Learning in the Service of Virtuous Teaching
Principiile învățării experiențiale activ participative în achiziționarea unei limbi străine