| Intelligence |
Learning activities |
| Verbal-Linguistic |
Make up a story or write an article/essay about the importance of reading; focus on the fact that reading is a key element in developing human individuality. |
| Logical-Mathematical |
Choose a problem (lack of reading skills, lack of interest in reading, etc.), give arguments and reasons for the problem; offer solutions to the problems. |
| Visual-Spatial |
Carry out a questionnaire among your classmates, friends on the role of books in their life. Make diagrams/charts describing the results of the questionnaire (preferences, genres, favourite authors, the approximate number of books they have read). Present the results of your project. |
| Bodily-Kinaesthetic |
Act out a dialogue in which 1) a student and a teacher, 2) a parent and a child, 3) friends discuss a book. |
| Musical |
Watch or listen to operas, musicals based on a literary work. Or find songs in which a main character of a story/novel is mentioned. Explain the reason for choosing this or that material and the fact of using a literary character in the song. |
| Interpersonal |
Work on your own plays or playscripts. Act out scenes from your plays or the ones of well-known British writers. |
| Intrapersonal |
Talk about yourself or your family/friends. What would you like to change in your/your friends’ attitude to reading? Prove that books may have either positive or negative influence on a reader as well as motivate or discourage people from reading. |
| Naturalistic |
Visit 2-3 bookshops and 2-3 internet bookshops, study the genres of books which are available for sale; find out the proportion of the genres presented in both types of shops. While travelling by bus/underground pay attention to people’s reading preferences according to their age. |
