Getting students to open up can be difficult, yet when you look at language examinations, particularly from levels B1 onwards, talking about opinions and experiences plays a key role. Sometimes teachers need to create their own tasks or materials to help their students develop these skills and finding inspiration can be hard. The Common European Framework of Reference (CEFR) is something we use today to assess our students’ current levels, but many teachers are missing out by not tapping into its potential as inspiration for lesson planning or material design. This practical workshop talks about why feelings and experiences can be hard to express and how we can use the CEFR to create practical, meaningful tasks that will build confidence and prepare them not only for oral exams, but for real life situations. Sign up for our Newsletter: https://www.telc.net/en/contact.html

1. 1
Getting emotional with CEFR-inspired
communication tasks

2. 2
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.

3. 3
Agenda:
• The importance of Emotions
• Why some students are reluctant
speakers
• The CEFR and how it can help
• Creating our own Speaking Tasks

4. 4
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

7. 7
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

8. 8
Ice-breaker
Why might it not work in the
classroom?
Give some reasons

9. 9
Reluctant Students
1. Students feel anxious about speaking in front of
others
2. Task might be above their capablilites
3. Insufficient preparation time
4. May worry about being judged
5. Might be unwilling to share personal information
with classmates

10. 10
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.
Speakingsub-descriptor
Informal discussion (with friends).

15. 15
• 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.

16. 16
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

17. 17
• 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.

18. 18
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.

19. 19
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 interview
In 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.

20. 20
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

21. 21
B2 Can develop an argument systematically with
appropriate highlighting of significant points and
relevant supporting detail.
B1 Can develop an argument well enough to be
followed 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

26. 26
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

27. 27
Over to you
Disappointment
Uncertainty
Regret

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