semantics examples

8/12/2019 Semantics Examples

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Curriculum Area of Focus: Lessons 1- 8 Communication

Grades: 11 & 12

Developed by: Lee Griessel

Lielle !isa"ie

#eidi $teyn

Lesson 1: Communication %odel

Lesson 2: !A ' representational systems

Lesson (: %eta %odalities

Lesson ): $tates ' *rimary $tates

Lesson +: *erceptual *ositions

Lesson ,: $ *rinciples of effective communication

Lesson .: /pen ' revision

Lesson 8: $tates as %eta $tates 0$tates about $tates

Lessons 1-8 Cover page

ISNS School Project 2012

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Lesson umber and itle: 1- Communication %odel

Concepts to be tau"3t:

The area of focus of these lessons is for the chilren to learn an e!perience theprocess of Co""unication# the Neuro-Linguistic Progra""ing $NLP% &oel ofco""unication an the principles so the' are a(le to unerstan ho) their (rain)or*s an ho) the' can ta*e charge of running their o)n (rains+

The "ap is not the territor'+People respon accoring to their "aps+,e respect each persons "oel of the )orl+Theres an a(unance of personal resources# plent' for all+

$pecific /b4ectives and*urpose of t3is Lesson:

The specific outco"es an purpose of this lesson are liste (elo)+

.t the en of the lesson# the learners shoul (e a(le to/

efine Co""unication

escri(e the (asic co""unication process

utco"e1/ ,hat the co""unication "oel is

utco"e 2/ Learners to loo* at ho) )e e!perience the sa"e thing ifferentl'+3o) )e are the sa"e an 'et ifferent

utco"e 4/ 3o) our (eliefs5 values etc influence our results an (ehaviours+

Loo* at ho) )e "a*e "aps of one event in ifferent )a's+

5rief otes for eac3er:

Structure of Presenting/

Neuro-Linguistic progra""ing is a co""unication "oel+ It )as "oele fro"three )orl-class co""unicators an create (' a linguistic an a 'oungco"puter stuent+ The NLP "oel )as evelope as the' use the tools of

Transfor"ational 6ra""ar an co"puter science to "oel ho) )eco""unicate )ithin ourselves to create our sense of realit' an ho) )eco""unicate to each other to create relationships# unerstaning# an ourvarious e!periences+

Content/

1 Communication is at essence a mappin"-process6

Lesson 1/ Co""unications &oel


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,e are "appers+ ,e ta*e the events an happenings in the )orl 7out here(e'on our nervous s'ste"s an (ring the" 7insie via neurological an "ental"apping+ 9et as )e "ap things fro" )ithout to insie )e elete lots of stuff#generali:e things# an istort things+ These are the three "oeling processes ofNLP+

,e co""unicate on our insies to our self (' re-presentingon the theater of our"in )hat )e have seen# hear# an felt out there+ This gives us 7the languagesof the "in+ The control *no(s for )hat pla's insie our "ins involve thesensor' languages of visual sights# auitor' souns# an *inesthetic sensations+,e 7"a*e sense of things )ith our senses (' internall' processing infor"ationan representing such as "ovies in our "in+

,e co""unicate using these languages of the "in# the languages that )e useto create our cine"as that )e pla' out on the theater of our "in+ So thelanguages of the "in are our

Sights $visual% Souns $auitor'%

Sensations $*inesthetics%

S"ells $olfactor'%

Tastes $gustator'%

Language $)ors# linguistics# s'"(ols%

There is a tre"enous difference in the speed of speaking and thinking. &ostpeople tal* (et)een 100 an 1;0 )ors a "inute# (ut ho) fast can thought goDia"rams

The follo)ing iagra"s are use an reference in this lesson+

.n Blash Cars of NLP Pre suppositions+

Closure>$ummary>=ecap of 73at 7e learnt:

In this section# )e reflect on )hat the stuent has learnt a(out the"selves ana(out others+

MEANING IN YOUR LIFE: Time allowed: 15 minute

,hat o 'ou ta*e a)a' toa'visual $pictures# i"ages#sights%# auditory $souns# noise# "usic# )ors%# kinesthetic $sensations# feelings%#etc+ These ,epresentation "ystems"a*e up the "ost (asic co"ponents of thelanguagesof our "in+ Bro" these )e create the "ovies in our "in+

!?$@AL:Those )ho prefer an over-speciali:e in the ?isual s'ste">

Lesson 2/ ?.M-. Jepresentational S'ste"s


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&e"ori:e(' seeing pictures an are less istracte (' noise+

ften have trou(le re"e"(ering# an (eco"e (ore ('# long ver(al

instructions+

&ore intereste in ho) so"ething loo*s# value appearances+

,ill often stan or sit )ith their hans5 (oies erect an )ith their e'es

up)ar+ Areathe high# fro" the top of the lungs+

Sit for)ar in a chair (e organi:e# neat# )ell-groo"e# an orerl'+

ften are thin# slener# even )ir'+

&ove e'es up to access visual i"ages# loo* aroun noticing lots of things+

@se a higher pitch# tal* uic*l'# in spurts+

@se gestures that are high# )ie# e!pansive# so"eti"es )ill point+

A@D?/=:Those )ho prefer an over-speciali:e in the .uitor' s'ste">

Pa' attention to souns# tones# volu"es# an fin noises "ore istracting+ Dasil' repeat things (ac* )hat the' hear# an learn (est (' listening+

Li*e "usic an enjo' tal*ing on the phone+

3ighl' value tone of voice an the use of specific )ors+

ften "ove their e'es laterall' $sie)a's%+

Areathe fro" the "ile of the chest# tal* to the"selves# su(-vocali:e#

"e"ori:e seuences# an hol their (o' to ai" their ear+

Thin* in "ore linear# )or-('-)or orering# logical+

@se gestures aroun the "i-section# aopt a 7telephone position# tilt

hea+

?B$#B?C:Those )ho prefer an over-speciali:e in the *inesthetic s'ste">

@se their (o' to thin*# re"e"(er# an co""unicate+

&a' tal* slo)l' an in a (reath' )a'+

&a' respon to ph'sical touch an re)ars+

6esture closer to the (o'# han over heart+

&e"ori:e (' oing so"ething or )al*ing aroun+

&ost intereste that so"ething feels right or evo*es the right feelings+

T'picall' (reathe eepl' fro" the (otto" of their lungs+

&ove e'es o)n)ar to access feelings+ Tonalit' )ill ten to (e slo)er# lo)er pitch# )ith hesitations+

LAG@AGB !Audito"# $i%ital&:Those )ho prefer an over-speciali:e in the language s'ste"s/

,ant to 7"a*e sense of things (' using )ors+

Tal* in "ore a(stract ter"s# generali:e# theori:e# etc+

&a' even have little a)areness of the sensor' (ase s'ste"s+

Lesson 2/ ?.M-. Jepresentational S'ste"s


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&uch less use of (o'# gestures# "ore in a 7co"puter "oe+

LISTENING FOR REPRESENTATIONS IN SPEE'(

Jepresentational S'ste" Preicates

,hat are the cues that a person is using an' given s'ste" of representation tocreate the "ovies in their "inas a neuro-linguistic class of life.

.s a neuro-linguistic class of life )e experience and map the territor' (e'on ours*in# the )orl 7out there so that )e can effectivel' relate to it+ This "eans that

"ost funa"entall'# )e operate as pattern etectors an "appers# an fro" this)e can ta*e control of our inner progra"s+ .s )e "ap things# so )e (eco"e+ It(egins )ith our neurology>ho) )e use our nervous s'ste" an sense receptorsan then our linguistics >ho) )e use s'"(ols# )ors# "etaphors# anclassifications to create our progra"s+

Together this ena(les us to ta*e charge an run our own brains. Ta*ing chargeof our 7realit' constructions e"po)ers us in controlling our neurolog'+ Auilingever-"ore accurate an enhancing "oels of the )orl increases ourresourcefulness+

/ur %ind-5ody Components of $tatesIf )e create states fro" ho) )e "ap things "entall' an e"otionall' in our (o'#then )e have two royal roads to state+ T)o avenues that )e can use to evo*e astate/ 1 %ind Lin"uistics:

Internal representations specif' our state of "in>the things that )einternall' "ap things visuall'# auitoriall'# an *inestheticall' as )ell asthe things that )e sa' to ourselves $language%# our unerstanings#learnings# (eliefs# values# etc+ that "a*e up the representations on Rthetheater of the "in+R Choice a(out )hat to represent an ho) to encoegives us representational power+ These are the languages of the "ingoverning ho) the "in )or*s+ In Neuro-Se"antics )e call the result# therepresentational screen or internal cine"a or "ovie of the "in $see)ovie)ind# 2004%+

'he sensory representation systems or /:!isual/ pictures# scenes# i"agesAuitor'/ souns# noises# "usicinesthetic/ sensations# touches# tactile# proprioceptive# "otor"ove"ents

Lesson E/ States Pri"ar' States


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lfactor' $s"ell%# 6ustator' $taste%# an ?esti(ular $(alance%'he language representation system $auitor'-igital%

,ors# Sentences# Linguistic structures&athe"atics# &usic s'"(ols# &etaphors# Stories# S'"(ols

2 5ody eurolo"y:Ph'siolog' an5or Neurolog' escri(es the ph'sical state or state of7(o'>the things that )e e!perience in our (o' involving health#posture# (reathing# (io-che"istr'# etc+ The functioning of our nervouss'ste" as it interacts )ithin our (o' an ph'siolog' of our central#peripheral# an autono"ic nervous s'ste"s+

$tate %ana"ement E11

erminolo"y and strate"ies useful for t3e teac3er>facilitator:$tate /b4ect:

In pri"ar' states $i+e+# fear# anger# jo'# cal"ness# saness# etc+% the ob4ectusuall' refers to so"ething outside 'ou an 7(e'on 'our nervouss'ste"+What are thoughts-an-feelings referring to< ,hats on 'our "in$ummary>=ecap of 73at 7e learnt:

In this section# )e reflect on )hat the stuent has learnt a(out the"selves ana(out others+ Bor this section allo) a 10 1; "inutes ti"e slot+

.s* uestions/

,hat i 'ou learn a(out 'ourself toa'Dia"rams

The follo)ing iagra"s are use an reference in this lesson+

Blash Cars of NLP an NS Presuppositions


In this section# )e reflect on )hat the stuent has learnt a(out the"selves ana(out others+ Ti"e allo)e/ 10 "inutes

.s* uestions/

,hat i 'ou learn a(out 'ourself toa' =evision

Concepts to be tau"3t:

The area of focus of these lessons is for the chilren to learn an e!perience theprocess of Co""unication# the Neuro-Linguistic Progra""ing $NLP% &oel ofco""unication an the principles so the' are a(le to unerstan ho) their (rain)or*s an ho) the' can ta*e charge of running their o)n (rains+

Jevie) the sessions that have (een co"plete an the concepts covere up tono)+

To grasp all the concepts# fro" Session 1 to Session G# to unerstan ho)language shape (ehaviour# unerstaning the "ental )orl an ho) )e canchange (ehaviours an states+

$pecific /b4ectives and*urpose of t3is Lesson:

The specific outco"es an purpose of this lesson are liste (elo)+

This lesson is to revie) the content fro" all previous lessons an chec* forunerstaning

A' the en of this lesson/

utco"e1/ Clear unerstaning of all concepts covere in previous lessons

utco"e 2/ e"onstrate that the' unerstan an can appl' principles#

5rief otes for eac3er:

Structure of Presenting/

Content/Jevision

Jefer to the follo)ing &anuals/Coaching (ssentials )anual )odule #

Frames to set for t3e students about t3e lesson

3ere are so"e fra"es that )ill (e useful an resourceful to set at the start of'our lesson/

Toa' is a(out learning "ore a(out 'ourself+

Toa' is learning a(out ho) to (eco"e a leaer an the (est leaers*no) ho) to lea the" selves an ho) their "in )or*s+

Lesson H/ pen Jevision


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Toa' )e are going to learn a(out our (rain an another piece of ho) )e

can run our o)n (rain+ ,e are going to spen an hour together having fun as )e learn a(out ho)

our (rain )or*s+ Toa' )e are going to learn "ore a(out the po)ers )e have as hu"an

(eings# the po)er to run our o)n (rain+ Toa' )e are going to learn an (eco"e a)are of ho) clever our "in is+

Toa' )e are going to learn another piece of ho) our "in an (o' )or*together so 'ou can (e the (est 'ou that 'ou can (e+

Toa' )e are going to learn strategies that help us to feel ifferentl' a(out

ourselves so )e can o "ore an achieve )hat )e )ant to achieve+ Toa' )e are going to learn "ore a(out ho) our (rain is our frien an

ho) it can help us o )hat )e )ant to o an reach our goals+

Lesson *lan 07it3 step by step *rocedures

The content of this lesson is (ase on the o(jectives ientifie an set at(eginning of the lesson plan+

.t the (eginning of this lesson# if reuire# chec* in if tas* fro" the last lesson)as co"plete an ho) it )ent+

=e9uired %aterials>ools>Dia"ramsThe follo)ing iagra"s are use an reference in this lesson+

NLP an NS Presuppositions

&oels an i"ages use uring previous lessons+


In this section# )e reflect on )hat the stuent has learnt a(out the"selves ana(out others+

.t the en of this lesson the teacher )oul have covere a thorough revision anintegration of all the sessions# an euipping learners to unleash their truepotential+

.s* uestions/

,hat i 'ou learn a(out 'ourself toa'the things that )e internall'

"ap out visuall'# auitoriall'# an *inestheticall' $?.M% as )ell as the things that

)e sa' to ourselves $language%# our 7unerstanings# learnings# (eliefs# values#

etc+ that "a*e up the representations on Rthe theater of the "in+R

Aecause )e al)a's have a choice a(out )hat to represent an ho) to coe that

representation# )e have Jepresentational Bower+

The languages of the "in# ho) the "in 7thin*s an encoes infor"ation+ In

NS )e call the result# the representational screen or internal cine"a or "ovie of

the "in $see )ovie)ind# 2004%+

'he sensory representation systems:

!isual/ pictures# scenes# i"ages

Auitor'/ souns# noises# "usicinesthetic/ sensations# touches# tactile# proprioceptive# "otor "ove"ents

lfactor' $s"ell%# 6ustator' $taste%# F ?esti(ular $(alance%

'he language representation system $auitor'-igital%

,ors# Sentences# Linguistic structures

&athe"atics# &usic s'"(ols# &etaphors# Stories# S'"(ols

2 5ody eurolo"y:

Ph'siolog' an5or Neurolog' escri(es the ph'sical state or state of 7(o'>the

things that )e e!perience in our (o' involving health# posture# (reathing# (io-

che"istr'# etc+ The functioning of our nervous s'ste" as it interacts )ithin our

(o' an ph'siolog' of our central# peripheral# an autono"ic nervous s'ste"s+

'ogether; mind-6od# makes up our tate the interface (et)een neurolog'

an the 7languages of "in (' )hich )e encoe the infor"ation of the process

)orl 7out there an in the process )orl 7insie+

Lesson 8/ States as &eta states


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This structure of our "in-(o' states serves as the (asis for )eta-"tates; the

higher levels of the "in+ .lfre Mor:'(s*i first coine the ter"s# neuro-

linguistics an neuro-semantics an use the" interchangea(l'+ 3ere )e use

euro-@inguistics for pri"ar' states an euro-"emantics for "etastates+

$AB %AAGB%B E11

$tate /b4ect:

In pri"ar' states $i+e+# fear# anger# jo'# cal"ness# saness# etc+% the ob4ect

usuall' refers to so"ething outside 'ou an 7(e'on 'our nervous s'ste"+.

What o 'our thoughts-an-feelings refer to< ,hats on 'our "in)oul 'ou li*e that< Q es

-,oul that attitue transfor" things as 'ou thin* a(out that activit'< Qes -3o) )oul it transfor" things+++ just notice insie+++ an enjo'+ Qes -

=efleive $tatesSo"ething happens )hen )e access an relate one state to other states>)egenerate a "eta-state+ In these co"ple! states# our self-refle!ive consciousnessrelates $not to the )orl%# (ut to ourselves# to our thoughts# feelings## or to so"ea(stract conceptual state+ ,e access a state of thoughts-feelings an apply it toanother state+ ,e la'er state upon state/ )e feel upset a(out our anger jo'fulaboutfreeo" anger atour fear+

(i%/e" StateThe ob&ect of the state changes fro" an outsie5e!ternal o(ject to an internal#conceptual# an se"antic o(ject+ ,e no) thin*-an-feel a(out previousthoughts-an-feelings+ The state in a higher position is meta$a(ove# (e'on% tothe secon an so operates as a higher logical level+

P#./o-lo%i.al StateThe 7cra:' internal logic that arises fro" the la'ering of states# na"el'# our



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psycho-logics. ,hen )e transcendfro" one state $sa'# anger or jo'% to anotherstate $sa'# cal"ness or respect% )e set the secon state as a fra"e over the firstan include it insie it+ This gives us 7cal" anger# respectful jo'# jo'ful learning#etc+ It "a*es the first state a "e"(er of the class of the secon+

Bsycho-@ogical. If 'ou sa'# 7Aut thats not logical+ 9es# 'oure right+ It is not+9et it ispsychoElogical. .n thats the ifference+ n the insie# )hen )e put astate li*e anger or fear insie another state $cal"ness# respect# gentleness#courage# etc+%# )e change the internal logic of our nervous s'ste" an person+This is )hat )e "ean )hen )e tal* a(out 7logical levels+ ,hen )e put onestate in a 7logical relationship to another state so that one is at a higher levelthen the higher one is about the other+ This about-relationshipesta(lishes the7logic+

Meta- o" Lo%i.al-Le+el State>There are no such 7things as logical levels+ The' o not e!ist 7out there+ The'

e!ist onl' in the "in as ho) )e represent categories as )e categori:e an sola'er level of thought upon level of thought an e"otion+ The ter" logical levelis"ae up of t)o no"inali:ations+ So )hats the hien ver( in those false-nouns< La'ering an reasoning>the reasoning that )e la'er over our previouse!periences+

State a"e made out o) )luid Lo%i.al Le+elTo unerstan &eta-States# 'ou have to shift fro" thin*ing a(out rigihierarchical levels to fluid levels ever in flu!# ever "oving# changing# an inprocess+ The' are not things# the' are not rigi# as "ental an e"otional energ'e!pressions of representing an fra"ing the' arise an vanish accoring to our

thin*ing+ Thats )h' the' are so flui an plastic an o not hol still+

U The levels $or la'ering% are "ae out of the stuff of state $thoughts-an-feelings%+ The' are not 7real or soli or static even though )e useno"inali:ations li*e (eliefs# values# ientit'# "ission# unerstaning#intentions# etc+ to escri(e the"+

U In &eta-States )e have ientifie over *= logical levels+ These "eta-levels then give us the &eta-uestions/ ecisions# unerstanings#e!pectations# *no)lege# pleasure# intention# s'"(ols# "etaphors# etc+

U Dach of these ter"s are (ut facets of the sa"e thing> e!perience anjust other )ors for escri(ing the la'ering of our thoughts+ If 'ou (ring astate of confience to 'our self# this operates as a belief# an (ecause 'outreat this as i"portant# 'ou value it 'ou understand facets of so"eknowledgethat area# this leas to expectations; decisions# identifications;intentions; etc+

Semanti.all# Loaded State&eta-States also ena(les us to ientif' the levels in our "ental "appings an the)a' )e create "eanings in our "in-(o' s'ste"+ ,hat are the levels of



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