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EMOTIONAL INVOLVEMENT NAME ACTIVITY OBJECTIVE

Role-Play Getting emotionally involved

SUBJECT/FIELD Any OF STUDY Language lessons. AGE GROUP OR LEVEL PROCEDURE - Materials needed: cards with different roles - Students get in pairs. A has a role and B has a different role. - Ss play this role for 5 minutes making the effort to use the right structures and vocabulary. - Teacher stops the roleplay and gives them expressions and vocab that might be useful to perform the role-play, -

Ss get in different pairs and now change the role.

-

They play out the conversation in class.

Ex. Housemates discussion, parent-children discussion, etc REFERENCE


NAME ACTIVITY

How do I see myself? How do the others see me?

OBJECTIVE

Emotionally involve students

SUBJECT/FIELD OF STUDY Language AGE GROUP OR LEVEL PROCEDURE

Teenagers and adults Materials needed: a list of character adjectives[1] 1. Put Sts in pairs but ask them to work on their own for the first part of the activity: Sts choose 8 adjectives that best describe them and 8 adejctives that they think are especially applicable to their partner. Ask them to be honest 2. Pairs get together to comment and discuss their choices: Student A talks about his own characteristics first and gives examples or reasons for his choice. Then B discusses his choices for A, telling him why he chose the adjectives. Afterwards B starts and then A presents his view of him, again justifying his choices.

[1] See Appendix 1

RATING

Excellent 5/5 Students feel proud of themselves as partners usually describe them in a positive way. Occasionally funny comments are made and are most welcome. Students get closer to each other as they realise their qualities are appreciated amonst their classmates. Mary Kritikou, Greece

REFERENCE

www.onestopenglish.com


NAME ACTIVITY

National stereotypes

OBJECTIVE

Emotionally involve students in the subject

SUBJECT/FIELD OF STUDY Language, geography, social studies AGE GROUP OR LEVEL PROCEDURE

Teenagers and adults 1. Put students in groups of 3/4 and ask them to make a list of positive and negative qualities about their nationality. 2. Students of different groups get together, they compare and discuss the choices of their group and try to make a unique list. 3. Feedback and short class discussion class

Follow up[2]. If students are interested in national stereotypes you can now continue the activity by asking students how they see American people: 1. Ask students to tell you positive and negative qualities about American people and write them on board on two different lists 2. Listen to different British people talking about Americans. Sts tick the adjectives from their lists and write any new ones they hear

[1] For this activity you need the video Americans. See Appendix 2 REFERENCE


NAME ACTIVITY The 10 stress busters OBJECTIVE

Emotionally involve students in the subject

SUBJECT/FIELD Language, social studies... OF STUDY All AGE GROUP OR LEVEL PROCEDURE Materials needed. Power point slides. See text in appendix[3] 3 1. Ask the class what stress is, show slide 1 to introduce the topic 2. Ask the class, "What are stresses students face?" Write their responses on the board so they can see the list of stressors and recognize them in their own lives. (5 minutes) 3. Put students in groups of 3-4 and ask them to make a list of the physical and psychological effects of stress they can think of. 4.

Show slides 2 and 3. Sts compare with their lists

5. Now, in their groups students think of healthy stress reduction techniques to overcome stress. Ask them to write their ideas in two lists: new thoughts and new behaviours. Feed back and write students' ideas on the board. 6. Put the power point slides num. 4 and 5 and ask if they see any ideas not on their list. Clarify any they may not understand. Invite them to add any to their list. 7. Hand out a 3x5 card to the students and ask them to write their personal top 10 Stress Busters. 8. Ask students to decide on one place they will post their top ten-list/menu card as a reminder. Have the class brainstorm all the places they could post their top ten list. Suggest that they look at the card during the week and report back on the impact the card had. 9. After a week, offer an evaluation to follow up on the impact of the exercise. You may ask use slide num. 6 to comment on the activity.


REFERENCE

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/t eachtip/top10stress.htm


NAME ACTIVITY Me too

OBJECTIVE

Emotionally involve students in the subject. Group building

SUBJECT/FIELD Language OF STUDY All AGE GROUP OR LEVEL PROCEDURE

1. It works best for small groups sitting together as a team (4-6 learners) 10 cards, pieces of paper‌

2. The first student states something he/she has done which he thinks no else who has done the same thing puts one card in the middle of the table.

3. Then the second person states something. Everyone who has done it p centre. Continue until someone has run out of cards.

REFERENCE

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/b


NAME ACTIVITY I’VE DONE SOMETHING YOU HAVEN’T

OBJECTIVE

Emotionally involve students in the subject. Group Building

SUBJECT/FIELD Language OF STUDY All AGE GROUP OR LEVEL PROCEDURE Similar to the previous activity “Me Too”. It can be used on the 1st day of class f themselves

1. Have each person to introduce themselves and then state something think no one else in the class has done. If someone else has also done it, the something else until he/she finds something that no one else has done.

REFERENCE

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/b


NAME ACTIVITY

DAVID’S SPOOKY VERB MAZE OF TERROR

OBJECTIVE

Getting students emotionally involved

SUBJECT/FIELD OF STUDY

Any

AGE GROUP OR LEVEL PROCEDURE

All the students have a photocopy of a maze with numbers like the one in the example. Instructions: Start at the box marked IN. If the sentence/theorem/concepts/facts/anything you want to work on is correct/true, follow the white arrow to the next circle. If it is incorrect, follow the black arrow. To get out of the maze, you must pass through all 14 circles. In the example, each number has a sentence associated and the students have to decide whether the sentence is correct or it is incorrect and then follow the appropriate arrows.

REFERENCE EXAMPLE

British Council conference “Making Grammar Fun” by David Gatrell


IN

My parents have met in Cambridge in 1972.

1. I went to Cologne in 2004 because I was flying to Barcelona from there. 2. My friend's having his 30th birthday party in a bar beca'use he's only having a small flat. 3. I saw Happy Go Lucky last weekend, one of the best films Mike Leigh's ever made. 4. I've just started reading Kafka On The Shore by Haruki Murakami. 5. I've been to Germany several times, but I've never spent more than a few hours in Cologne. 6. I wasn't understanding the difference between Spanish and Catalan when I first moved here. 7. It's by far the nicest flat I've ever lived in much better than where I used to live. 8. Since moving here, I've been giving around a dozen training sessions to Catalan teachers. OK 9. Nothing I'd ever seen had prepared me for teaching Spanish children! 10. I've had my hair cut a few days ago, and I think it looks pretty good. What do you think? 11. I'd spent the summer with a friend in Maastricht, you see, and Cologne was the nearest airport. 12. My friend Rob works on a play in Cologne at the moment and I'm going to visit him there. 13. I am living in the same flat for over a year now, and I love it. 14.

I use to enjoy doing maths puzzles when I was a

child.

Tbe United Kingdom's Im.NltionIII org.n .••• lon for educational opportunities and cultur.1 r.LMionI. We are registered In England _ a Charity.

KEY:


IN- Incorrect 14- Incorrect 6- Incorrect 8- Incorrect 9- Correct 4- Correct 13- Incorrect 7- Correct 2- Incorrect 10- Incorrect 3- Correct 12- Incorrect 5- correct 1- Correct 11- Correct OUT


NAME ACTIVITY

MATCHING PAIRS!

OBJECTIVE

Getting students emotionally involved

SUBJECT/FIELD OF STUDY Any AGE GROUP OR LEVEL PROCEDURE

Time: 5-30 minutes Instructions: Divide the students into groups. Give each group a different coloured sheet of card with a 5x4 grid cut up into cards. Tell them to shuffle the cards, turn them face down and arrange them in a grid. Students take turns to turn over two cards, trying to find matching pairs. The winning student in each group is the one with the most matching pairs. Examples: in the case of English this activity can be used to revise on comparative-superlative, infinitive-past simple-past participle, make-do, adj-nouns, phrasal verbs-pictures/definitions/translations, etc.

REFERENCE


APPENDIX TO ACTIVITIES Appendix 1 CHARACTER AND PERSONALITY How do I see myself?

How do others see me?

A lot of people have only few possibilities of getting feedback about their own person. In this exercise you will have the opportunity to get some feedback and to discuss it with a partner. Try to be honest!

1. Self assessment Of the following characteristics choose 8 that are particularly applicable to you personally. ADVENTUROUS

BAD-TEMPERED

BOSSY

BRAVE

CHEERFUL

CLEVER

INDEPENDENT

EASY-GOING

STUBBORN

TALENTED

HONEST

AMBITIOUS

GENEROUS

FRIENDLY

DETERMINED

ORGANIZED

COWARD

POLITE

RELIABLE

SELF-CONFIDENT

SELFISH

SENSITIVE

SENSIBLE

RESPONSIBLE

HOSPITABLE

RUDE

ARROGANT

LOYAL

SELF-CONFIDENT

SINCERE

PRACTICAL

HARD-WORKING

COLOURFUL

LAZY

MEAN

NOISY

TIDY

SOCIABLE

PATIENT

SPOILT

HELPFUL

PLEASANT

WELL-BEHAVED

ENTHUSIASTIC

LOUD


2. Parner Assessment Now choose 8 characteristic features which you think are especially applicable to your partner.

Appendix 2. Video: The Americans

Appendix 3. Text to be included in Power Point slides: SLIDE 1--WHAT IS STRESS? American Medical Association Definition: "Any interference that disturbs a person's mental or physical well-being." Physiology - The release of chemicals called cortisol and epinephrine (adrenaline) increases heart rate, metabolism, breathing, muscle tension, and blood pressure. (Fight or Flight) Releases 1,400 chemical reactions in your body, some continuing for hours after the stressor that caused it has passed. SLIDE 2--PHYSIOLOGICAL EFFECTS OF STRESS: Too much stress inhibits digestion, growth, tissue repair, and response of your immune system and inflammatory systems. Studies show that: • • •

people with high stress are twice as likely to develop colds are those with low-stress. 70-80% of doctor visits are stress-related illnesses. Ex: high blood pressure, headaches, backaches, indigestion, ulcers, diarrhoea, fatigue, insomnia, physical weakness

SLIDE 3--EMOTIONAL EFFECTS OF STRESS • • • • • • • •

Anger Hostility Irritability Anxiety Sadness Depression Powerlessness Total overwhelm

SLIDE 4--HEALTHY REDUCTION TECHNIQUES - CHOOSE NEW BEHAVIORS • • • • •

Separate from an external stressor Resolve incompletes - Take care of it now! Keep your finances organized Delegate Say "no" - Understand your boundaries


• • • • • • • •

Exercise Relax Breathe deeply Get a massage Do something (anything!) towards your goals. Exercise Listen to uplifting music. Laugh

SLIDE 5--HEALTHY REDUCTION TECHNIQUES - CHOOSE NEW THOUGHTS • • • • • • • • • • • • • •

Visualize problems and troubles shrinking to a manageable size Take a mental vacation Challenge pessimistic beliefs Focus on the positive Find the opportunity in the problem Elevate - Will this matter one year from now? Trust a positive outcome Detach Reframe Visualize success with safety Assume the best Face the fear Identify your hurt Forgive

SLIDE 6--EVALUATION • • • • •

What did you learn/get out of this activity? What did you like about this activity? Dislike? How would you improve this activity? Where did you post your card? Did you look at it?

What impact, if any, did it have?

[1] See Appendix 1

[3] See Appendix 3

emotional motivation  

Educationa activities with emphasis on emotional motivation

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