Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Transcript of DESUGGESTOPEDIA
How the human brain works and how we learn most efficiently.
We set up psychological barriers to learning
We have need to be “desuggested.”
Desuggestion: getting rid of bad feelings, unwanted memories and blocking thoughts.
Suggestion: loading the memory banks with desired and facilitating memories.
The most conspicuous characteristics of desuggestopedia:
Arrangement of the classroom
The use of music
Authoritative behavior of the teacher
For teacher who uses desuggestopedia should give importance to using voice, intonation and timing.
University class (Egypt)
English; Beginners; 2hrs/day=6hrs/week
Aim is to lower the affective filter
Aim is to motivate students’ mental potention.
Aim is to accelerate the process.
The Observers and the 1rst Dialogue
Class is different (colourful; bright)
Posters: 1-most= Travels; 2-few= Grammatical info (possessive pronouns; conjugason of verb be.
1rst Dialogue: Practice; Introduce themselves to the teacher; play the rhythm instruments; sing a name song.
Title: To want is to be able to
Long; 20pages; Arabic translation
Right page: 2 columns: left= English dialogue; right= Arabic translation
Left page: Comments in Arabic; Vocabulary and grammar structures highligted
On all the 20 pages= reproduction of classical paitings. WHY?
Thierno Mamoudou DIALLO 1120313154
Hacer KÜF 1120313036
Büşra KOÇ 1120313052
Outline: partly in English; Arabic; through pantomime. What is pantomime?
Together, they look at the vocabulary and grammar
On the table= rhythm instruments (hats, masks….)
Greets them in Arabic. Why?
You are now going to pick new English names. For experience of learning.
Shows new english names in the Roman Alphabet but did not teach them……why?
Pronounces, students repeat and say which name they have chosen.
Next= they will create an imaginary biography.
Using Pantomime to help them how to act out with their professions.
Greets them with their new identites, asking questions about their occupation
Reading the dialogue, follow dont repeat= gives time to look at the arabic translation
Enjoy enjoy enjoy; relax relax relax
Reads while music is playing (soft voice with varied intonation……
2/3 minutes, same time repeat after the…..while the music…..
Break= out, when back= painting of nature
Changes from Mozart to Handel. Now, reads alone in a normal rate
Over, no homework
Greets them in their new identites, greet back
Open your dialogue scripts
The hat, wears it, pointed a character in the dialogue. Why does she point a character?
Volunteer. A girl and 3 others wear
2nd group= in a sad way
3rd group= an angry way
4th group= an happy way
4 new volunteers
Acting like they are auditioning for a role in abroad play
Acting like they want to get the role
In order to impress the DG, they should read their lines dramatically.
Translation: English to Arabic; Arabic to English
Teaches an alphabet song containing English names and occupation. Ex: my name is...
They stand, throw ball
Corrects their mistakes by repeating
The dialogue used in a creative way; competitive and playing roles.
Sitting around a rectangular table
Posters in the class more complicated than……
Introduces a story, gives them synonyms and descriptions for the new words in the dialogue
New words listed at the end of the story
They are encouraged to add their own words to the list and translate
Reads the dialogue while music is playing (Beethoven piano conoerto)
Following day= all together= read, discuss, play grammar and pronunciation games
ALL THIS IS DONE IN A HAPPY AND PLAYFUL WAY
1.What are the goals of teachers who use Desuggestopedia?
To accelerate the process of learning a foreign language for everyday communication.
To desuggest learners psychological barriers.
2.What is the role of the teacher?What is the role of the students?
Teacher is the authority in the classroom.
Students must trust and respect the teacher.
Teacher should create situations in which learners are most suggestible.
3.What are some characteristics of the teaching/learning process?
Classroom atmosphere — decoration&posters
A new name and occupation — to dispel fear or anxiety
Texts - contain lengthy dialogues
4.What is the nature of student-teacher interaction? What is the nature of student- student interaction?
The teacher initiates interactions in two way :
1.the teacher to a group of students
2.the teacher to only one student
The students respond through :
2.a few target language
student- student interaction—role play
5.How are the feelings of the students dealt with?
6.How is language viewed? How is culture viewed?
the two-plane process of communication.
Everyday life of people who speak target language.
7.What areas of language are emphasized? What language skills are emphasized
Grammar is dealt with explicitly but minimally.
8.What is the role of the students’ native language?
Native language is used to make the meaning of the dialogue clear.
The teacher uses the native language less and less.
9.How is the evaluation accomplished?
students ’ normal in-class performance.
not formal tests.
10.How does the teacher respond to student errors?
The classroom should be bright and cheerful.
The walls are decorated with scenes from the target language’s country.
Learning unconciously is always better than consciously.
Posters on the wall contain grammatical informations.
It is more a natural way.
Positive suggestion includes direct suggestion and indirect suggestion.
Direct suggestion is consciously.
Indirect suggestion is unconsciously.
Indirect suggestion is better than direct suggestion.
Choose a new identity
The student choose a target language name.
The student develops a biography about their fictional characters include their childhood, hometown and family.
Students become someone else.
They perform in the target language as if they were that person.
First concert (active)
The teacher starts to read dialog in target language.
The students have copies in the target language and native language.
Music is played.
The teacher begins reading with music.
The music should be classical.
The teacher’s voice raises and falls with the music
Second concert (passive)
Students put their scripts and listen the teacher.
The teacher sits and read with the music.
At the end of this concert the class ends for today.
Students reread playfully.
They read out loud individually or in groups.
Different activities help the students to use the target language spontaneously.
Activities include singing, dancing, dramatizations and games.
Students do not focus on the structure, they focus on communication.
ADVANTAGES AND DISADVANTAGES OF DESUGGESTOPEDIA
THINKING HIGHLY OF STUDENTS’ FEELING
THE EMPHASIS OF INTERACTION
THE TREATMENTS TO STUDENTS’ MISTAKES
LACK OF FLEXIBILITY
OVER-EMPHASIZED OF LANGUAGE USE
ABSENCE OF TESTS