Getting emotional with CEFR-inspired communication tasks

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Getting emotional with CEFR-inspired communication tasks

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Emotional name-tags. Note down 3 emotions you’ve experienced today. Include one negative one.Be inventive!Introduce yourself in the comment box and tell us about one of your emotions.

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Agenda:• The importance of Emotions• Why some students are reluctant

speakers• The CEFR and how it can help• Creating our own Speaking Tasks

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When dealing with people, remember you are not dealing wtih creatures of logic, but creatures of emotion.

Dale Carnegie

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Humans react and learn through the lens of emotionally laden experience.

Shuck et al (2013)

Emotions and their effect on adult learning: A constructivist perspective.

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Why Emotions are Important?

1. Emotions have an impact on the classroom

atmosphere making it conducive to learning

2. Emotions are strongly linked to memory

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Emotions in the Classroom

1. Talking about our emotions makes learning

personal

2. Learning how to express emotions makes

learning meaningful and practical

3. Emotions help us understand our students and

their needs

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Ice-breakerWhy might it not work in the

classroom?

Give some reasons

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Reluctant Students

1. Students feel anxious about speaking in front of others2. Task might be above their capablilites3. Insufficient preparation time4. May worry about being judged5. Might be unwilling to share personal information with classmates

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Encouraging Reluctant Speakers in ESL/EFL

• Bring the Tasks Within Students’ Experience

• Allow Students to Collaboratively Solve Communicative Tasks

• Give Students More Time to do Tasks

• Attend to Individual Students’ Needs and Ability*

(Hue, 2010)

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Common Europe Framework of Reference

1. Language use comprises the actions performed by persons who develop a range of competences, in particular communicative language competences. They draw on the competences at their disposal in various contexts to engage in language activities … activating those strategies which seem most appropriate for carrying out the tasks to be accomplished. The monitoring of these actions by the participants leads to the reinforcement or modification of their competences. (2001 a:9)

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Creating action-oriented activities for the classroom.

Let’s get emotional!

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Extra Gum: The Story of Sarah & Juan

https://www.youtube.com/watch?v=XLpDiIVX0Wo

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B2 Can take part in informal discussion in familiar contexts. Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments.

B1 Can give or seek personal views and opinions in discussing topics of interest. Can make his/her opinions and reactions understood as regards solutions to problems or practical questions.S

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Informal discussion (with friends).

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• Did you like this ad?

Why/ why not?

• B2: Is this ad effective?

• Identify Emotions: How do they feel? List 4 - 6 emotions.

• Discuss with your partner, explain your choices.

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B2 Can engage in extended conversation on most general topics in a clearly participatory fashion. …

B1 Can follow clearly articulated speech directed at him/her in everyday conversation. Can maintain a conversation or discussion. Can express and respond to feelings such as surprise, happiness, sadness, interest and indifference

Conversation

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• I’m anxious about moving away for this new job. I’ll miss you so much.

• Don’t worry. We’ll talk every day and see each other at weekends.

Express and respond to emotions:With your partner, choose 3 of the emotions you both listed. Write a short dialogue for each where the first speaker expresses how he feels. The second speaker should responds appropriately. Act out dialogues.B2: Continue the conversation.

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Interviewing and being interviewed

B2 Can take initiatives in an interview, expand and develop

ideas with little help or prodding from an interviewer.

B1 Can provide concrete information required in an

interview…. but does so with limited precision. Can take

some initiatives in an interview but is very dependent on

interviewer in the interaction.

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Exploring emotions through roleplay:

A local newspaper has heard about the romantic proposal and wants to interview Sarah or Juan to write about their story. What questions could the interviewer ask? In pairs, make a list.

The interviewIn pairs. Choose your role and think about what you are going to say. When you are ready, role play the interview. B1: Can stick to the questions prepared. B2: Should improvise.

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Add Reflection post-task

B2 Can take initiatives in an interview, expand and develop

ideas with little help or prodding from an interviewer.

How easy was it to

• give concrete answers to the questions?

• take initiative in the interview?

• expand and develop your ideas?

• understand what the interviewer was asking?

What was done well?

What could be improved?

Find examples

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B2 Can develop an argument systematically withappropriate highlighting of significant points andrelevant supporting detail.

B1 Can develop an argument well enough to befollowed without difficulty most of the time.

Arguing a case

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Arguing a case:Big romantic gestures are important in a relationship.

You are going to argue for or against this statement. Plan your arguments with reasons to support your opinions. You will speak for 90 seconds.

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Tell your story:

• What would be the perfect date?• Does love at first sight exist?• Can long distance relationships last?• What is the perfect age for marriage?• What do you think? What’s your experience?

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Talking about emotions - step by step

1: Identifying emotions and the reasons behind them.

2: Expressing and responding to emotions.

3: Exploring emotions through role play.

4: Presenting your argument.

5: Tell your story.

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Over to you

Telenor: Puppy Love

Creating tasks

Telenor/www.youtube.com/watch?v=vE9IjL1Uz9U

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Informal discussion

B2 Can take part in informal

discussion in familiar contexts.

Can account for and sustain

his/her opinions in discussion by

providing relevant explanations,

arguments and comments.

B1 Can give or seek personal views

and opinions in discussing

topics of interest. Can make

his/her opinions and reactions

understood as regards solutions

to problems or practical

questions.

B2 Can engage in extended

conversation on most general topics

in a clearly participatory fashion. …

B1 Can follow clearly articulated speech

directed at him/her in everyday

conversation. Can maintain a

conversation or discussion. Can

express and respond to feelings

such as surprise, happiness,

sadness, interest and indifference.

Conversation

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Over to you

Disappointment

Uncertainty

Regret

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