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While English is a rich language, there are some words from other languages that don’t have a direct translation. These words often describe special feelings, situations, or ideas that are deeply connected to their cultures. For example, just as some languages have specific words for different types of weather, other languages have unique words for particular moments or emotions that are hard to explain in English. Here are some interesting examples of untranslatable words that show us the different ways people see the world.

We want lots of fun in our lessons, with a good balance of activities and games with strong educational value. But in my opinion, today’s young learners need more than just fun and games to stay motivated. Fun and games can quickly become meaningless and boring for some students.

How do we create fun and engaging lessons for young learners aged 6-14?

• Have a strong relationship with your students. Know about their natural talents, their weaker points and where they are in their development.
• Encourage them to be active learners and engage them in learning that is meaningful to all of them. E.g. through project work.
• Provide opportunities for students to use technology and develop success skills. E.g. collaboration, communication, critical thinking, creativity and self-learning.

Most teachers agree that we have to assume the responsibility of preparing students for life as well as helping them to acquire a language – and this is what I aim to demonstrate in this blog. Using , I want to demonstrate how you can learn more about your students and care for individual needs in one classroom.

The students will also learn about themselves and their classmates. They will acquire vocabulary and language (at their level) in a dynamic way and create a project to explore their interests and demonstrate their talents. They will use technology and develop their success skills. Assessment will be fun and engaging. I hope you will be able to adapt the ideas and put them into practice with children aged 6-14.

Howard Gardner’s Model of Multiple Intelligences

prompts us to ask: How is this child intelligent? He identified eight different types of intelligence which guide the way students learn:

• Verbal-Linguistic Intelligence (Word Smart)
• Logical-Mathematical Intelligence (Maths Smart)
• Spatial Intelligence (Picture Smart)
• Musical Intelligence (Music Smart)
• Bodily-Kinesthetic Intelligence (Body Smart)
• Naturalistic-Environmentalist Intelligence (Nature Smart)
• Interpersonal Intelligence (People Smart)
• Intrapersonal Intelligence (Self-Smart)
• (He later went on to identify Existential Intelligence – Life Smart, and Pedagogical Intelligence -Teacher Smart)

Lesson 1: Outline the student’s learning goals

Explain to the students that they are going to learn about Howard Gardner’s Model of Multiple Intelligences and that you want them to achieve learning goals on completion of the project. Write the goals on a poster and discuss them with your students. Take a digital photo of the poster to use during the assessment.

Student learning goals – you will be able to:

• Identify different intelligences and what they mean. Name eight different intelligences you have
• Communicate ideas clearly through a project to demonstrate your talents and interests
• Use your success skills more effectively.

Tip: Video parts of lesson 1, especially discussion of the learning goals, to use as part-assessment and reflection on completion of the project.

What do you know about the Multiple Intelligences? How are you smart?

• Ask children what they know about multiple intelligences. Teach key language and vocabulary as necessary, depending on level.
• Ask, “What does it mean be intelligent?” (They will probably say, good grades, be good at maths, English, reading, writing, computers...)
• Tell them being intelligent or smart (get the younger children to repeat the word smart several times) isn’t only about getting good grades. Ask them to think of more ways to be smart.
• Elicit the eight ways to be smart according to Gardner. (You may need to mime). E.g. mime playing the piano or clap a rhythm to elicit Music Smart.
• Discuss what the different intelligences mean. (E.g. Word Smart (Linguistic Intelligence): you like reading, writing or speaking, you are probably good at languages…)
• Teach career vocabulary associated with the different intelligences. (E.g. Word Smart: journalist, teacher, lawyer, editor, TV announcer, web editor.)

Lesson 2: Find out your smarts quiz

Tell students they are going to do a quiz to discover how they are smart. Model each stage of the activity and do the quiz with them to find out about your own strengths. Give each student a piece of paper.

• Take your paper and show the students how to fold it into eight sections, then unfold it and draw lines along the folds to make a grid.
• Write the different smarts in each section. (Use small handwriting to leave room to illustrate each smart with a picture).
• Give a picture dictation to illustrate each smart. Here are some examples:

Word Smart:��Draw a dictionary and children reading, writing and speaking.

Logic/Number Smart: Draw sums on a computer, a scientist with test tube.

Music Smart: Draw children singing and playing musical instruments.

Body Smart: Draw children playing a sport, dancing or cooking.

Nature Smart:��Draw trees, animals, insects, child watering a plant.

Spatial/Picture Smart: Draw children drawing, painting or taking photos and a pilot in a plane.

People Smart:��Draw a child helping or leading a group or a group of children holding hands.

Self-Smart: Draw children keeping a journal, researching on a computer, or meditating.

Encourage students to order their smarts from 1-8. For example, if you love music, write number 1 in the Music Smart section and continue to 8 in order of preference. (You may wish to model this first and order your smarts from 1-8 and then encourage the children to order their smarts.)

After the quiz

• Encourage students to compare and discuss their results. Collect the papers and make notes about each student’s results. This will help you reach all your students when planning activities.
• Explain that we have all the intelligences in different degrees and that all of the intelligences are equal (no intelligence is better than another). Also point out that it is important to know our strengths in order to help in all subjects. (E.g. a music smart student who finds maths challenging may want to sing multiplication tables). Remind students that we usually use several intelligences to do something and we can explore and develop all our smarts.

Tip: Video lesson 2 to use as part of assessment.

Lesson 3: Beginning the project

Encourage the students to create a project for enjoyment. Explain that you want them to collaborate in groups that share the same smarts and interests and using their creativity you want them come up with an interesting topic to explore. (Remind students to concentrate on developing their success skills when they are working with others and mention that you will also be monitoring this as part of the assessment).

Organize the students into groups of no more than five students in each. Give students time to brainstorm in their groups and come up with the best topic for the project, using their critical thinking skills. (E.g. Picture Smart students may decide to create a project about a famous artist, such as Salvador Dali).

You may wish to give each student a ��(Know, Want-to-know, and Learned) to complete during the project process, asking questions such as: What do you know? What do you want to know? What have you learned?

Lesson 4: Planning the project

Inform students about the timing of the project. Encourage each group to make a project mind map, which will encourage them to be more creative and organized.

Remind all the groups to keep the following questions in mind:

• What are you going to do/make? (Presentation, PowerPoint, website, video, posters.)
• How will you research it? (Internet, tech tools, library.)
• How will you delegate responsibilities?
• How will you check that your audience has understood the message of your project? What questions will you ask?

Decide on how many lessons are needed to prepare the project and how much will be done in school or at home, depending on the age groups and timing.

Encourage the students to share their work with the rest of the class (or in assembly.)

Tip: Video the different groups sharing their work.

Can assessment also be fun and engaging?

Yes, it can; here are some tips and suggestions.

• Show the videos you have recorded and ask the students to compare and contrast their knowledge in Lesson 1 and how it developed over the lessons. Encourage them to observe and comment on their success skills.
• Display the photo of the Student Learning Goals poster from Lesson 1. Get the students to self-assess and decide whether they have achieved the goals that were set in Lesson 1. (You may wish to give the students three small pieces of colored paper: red to represent I understand quite well, orange to represent I understand well and green to represent I understand very well). Ask: Can you identify the different intelligences and say what they mean? Encourage the students to hold up a colored piece of paper according to their understanding. (Make a mental note of all red pieces of paper to be ready to give extra help to those students). Check understanding by getting several students to answer the question.
• Get the children to reflect on the learning experience. What have they learned about the different intelligences? How can they develop weaker points using their strengths to help them? Can they use all eight intelligences inside and outside school? Did they manage to get along well with their classmates? Did they communicate the message of their project so that the audience understood?
• Give individual feedback to each student. E.g. congratulate them on their attitude and effort or identify areas for improvement: “You managed to use vocabulary and language effectively when you shared your project, we understood your message perfectly.” Or “You need to work on being more collaborative.” “You weren’t on task during the project.” “How do you think you can improve that?”
• Ask students to give you feedback on the activities they enjoyed. Get them to draw happy and sad face cards. Go through all the activities and get the students to show a happy or sad face according to whether or not they liked the activity. E.g. say “Did you like the ‘Find out your smarts’ quiz?” and ask them to hold up the happy or sad face depending on whether they liked the activity or not.

Create fun lessons to engage all your students keeping this model in mind: traditional activities such as short fun activities and games + Howard Gardner’s model of Multiple Intelligences + PBL (Project Based Learning) + success skills + meaningful assessment. Enjoy the results with your students.

How the Global Scale of English can help

The��Global Scale of English (GSE) Learning Objectives for�� provides ready-made learning objectives that can help with planning curriculums and lesson and benchmarking learners’ progress. They are great for young learners because they describe language functions in a granular way, enabling educators to give their learners credit for small achievements. They also clearly show the language functions to target next in order to take learners to the next level.

Love is in the air on February 14th, with hearts, red roses and boxes of chocolates everywhere. We’re all set for the big day, and to help you prepare as well, here are six of our favorite love stories for learners of all ages and levels. There are also plenty of fun ideas for your classroom.

1.��Cinderella��(Level 1)

Poor Cinderella lives with her stepmother and two horrible stepsisters. They treat her badly, making her cook and clean, while they relax and wear beautiful clothes. However, one night, Cinderella gets the chance to sneak away and attend a fabulous ball. She meets a handsome prince…but must run away before he discovers her true identity. With only a glass shoe to help him, will the prince ever find Cinderella?

How to use this Reader in class:

It’s no surprise that the story has a happy ending. After reading the story, have the learners draw a picture and write about Cinderella’s new life in the castle, with her loving new family.

2.��Lady and the Tramp��(Level 3)

This classic Disney story tells the tale of two young dogs who come from different backgrounds. Lady lives in a house while Tramp lives on the street. However, one day, Lady is forced to leave the house and the life she knows. Tramp teaches her about life on the streets and the two dogs fall in love… but with the dog-catcher always chasing them, will the story have a happy ending?

How to use this reader in class:

After reading the story, why not watch the animated version with your students? They can choose their favorite character from the movie and write a description of them.

Looking for more romantic Readers for young learners? How about��The Little Mermaid��(Level 2) or��Aladdin��(Level 5)? There’s something for everyone��in our catalog.

3.��Pirates of the Caribbean: The Curse of the Black Pearl��(Level 2)

If your teenagers are looking for more adventure than romance, this Reader has both. Follow crazy Jack Sparrow, handsome Will and brave Elizabeth as they fight pirates and uncover the curse of the Black Pearl. But will Elizabeth and Will survive the dangerous life on the seven seas?

How to use this Reader in class:

After reading the story, why not ask your students to write a review of it? It’s a great way for them to summarize the plot and share their opinion.

4.��Pride and Prejudice��(Level 5)

A timeless classic,��Pride and Prejudice��tells the story of young Elizabeth Bennett. As the oldest daughters in a family of five, she and her sister Jane are both expected to find good husbands and marry soon. But will Elizabeth find love, or will no man be good enough for her?

How to use this Reader in class:

While reading the story, learners can keep a diary, writing entries in the voice of Elizabeth Bennett. This helps them to demonstrate their understanding of the novel and encourages them to have a more empathetic reaction to the story’s heroine. They can either write the diary entries using typical language from Jane Austen’s day, or updating it to more modern language.

Here’s an example:

I had the ‘pleasure’ of meeting Mr Darcy today and found him rather rude and reserved. I imagine he feels this country life is inferior and that the locals are uncultured simpletons!

or

Met Mr Darcy today – what a stuck-up dork! He just stood there, looking down his nose at everyone… you can see he thinks he’s better than us locals.

If you think your teenage learners would enjoy a different modern or classic tale of romance, check out our readers��. There are plenty to choose from, including��Romeo and Juliet��(Level 3),��Love Actually��(Level 4) and��Madame Bovary��(Level 6).

5.��Tales from the Arabian Nights��(Level 2)��

What would you do if you needed to fascinate a king to save your life? This is the problem Sheherezade faces when she marries a king who has killed all his previous wives. So she tells her new husband exciting, mesmerizing stories every night and always ends the tale with the king wanting to hear more. She tells him stories of adventure, love and mystery… and you can read her stories too in this Level 2 Reader.

How to use this reader in class:

After reading the book, have students vote on their favorite story from Sheherezade. They can then work in groups to present a short play of one of the stories, working together to write a short script.

6.��Wuthering Heights��(Level 5)��

Unfortunately, the path of true love isn’t always easy. Set in 19th Century Yorkshire, this tragic romance follows the story of Catherine and Heathcliff. The two childhood friends grow up together very closely. However, although she loves him deeply, Catherine can’t marry Heathcliff because of his lower social status. Instead, she marries another man, Edgar. How will Heathcliff react to this news? Will Catherine and Edgar be happy together?

How to use this reader in class:

At one point in��Wuthering Heights, Heathcliff runs away from home because he thinks Catherine is embarrassed by him and doesn’t love him. Have the learners write a letter from Catherine to Heathcliff at that point, expressing her regrets about why they can’t be together. It provides students with the opportunity to use phrases such as��If only…,��I wish…��and��I should have…��whilst demonstrating their understanding of the novel so far.

If Yorkshire moors and Arabian nights aren’t quite what your students are looking for, there are more tales of romance on our site. Choose from modern-day love stories such as��Notting Hill��(Level 3) and��Lisa in London��(Level 1) or classics like��Anna Karenina��(Level 6) and��Persuasion��(Level 2).

If you enjoyed this post here are some more practical posts to get your students engaged in reading, 'How to bring Shakespeare to life in the classroom'��and 'How to motivate reluctant readers'.