Strong Emotions and Balancing Work Life
B2 Upper Intermediate level
To review pre-learned vocabulary and phrases and build on it using their extreme forms in sentence formulating and group discussions.
To provide accuracy and fluency describing their experiences and to cultivate a friendly class dynamic.
Procedure (140-174 minutes)
Open 'Angry German Kid' and 'How To Master Your Emotions - Emotional Intelligence' Introduce topic of Emotional Management and discuss the videos.
Expose sts to new vocabulary and elicit meanings from them if possible. Proceed to Activity 1 and have sts acquaint themselves with the words in sentences. Instruct them to pair-check and then give whole class feedback.
Present the sts with a PP presentation on how the vocabulary lends itself to different life situations. Show list of randomised words pertaining to strong emotions. Ask sts to sort the list of vocabulary into extremely positive or negative denotations/connotations. Check in pairs and then provide WC feedback.
Provide sts with flashcards that have scenarios written on them. One, for example will be about an office worker who runs into a malfunctioning printer 20 minutes before his presentation to his client. Sts will discuss their cards and provide a solution to how these hypothetical people should deal with their reality or emotions without overexerting themselves on using target language. This will be a pre cursor to the group activity at the end.
Instruct students to look at the Listening section on their handouts and have them tick the box of the subject the speakers mention. In the second listening sts will this time complete a gap fill of the audio script. Play twice if necessary.
Instruct sts to match the two sets of randomised sentence halves together in the appropriate form. Check answers in pairs and then give WC feedback. Next, give onestopenglish exercise segment and further expand on vocabulary pertaining to emotional management in the work place. Here they will find the definitions and put it to practice completing a sentence halves exercise. Provide WC feedback.
Give 15 minutes.
Here, sts will form five written sentences about highly emotional moments (anecdotal or hypothetical) and five sentences about managing stress in work/academic life using TL. Once finished have sts to share their sentences with a partner. Provide WC feedback.
Play 'How to channel your stress to help you succeed | Heidi Hanna | TEDxSDSU' (https://www.youtube.com/watch?v=yrwWvdM_Yns) Provide sts Concept Checking questions on what her analogies were and what the suggested solutions are to stress management. Allow class discussion time before they provide their answers to teacher.
Tell sts either a personal or example anecdote of a time you found a way to deal with stress at a critical time in your life. Discuss if necessary. Instruct sts to think of their own anecdotes and have weaker students write it down if needed. If the class is large enough have students share their anecdotes in pairs. Following 5 or so minutes of preparation instruct class to share their anecdotes. Students will now provide each other feedback by what they could have done in those situations. Since this is free practice, sts are permitted to stray a little bit of topic if students are employing TL. Monitor and provide feedback. Next, teacher will provide the second set of scenario flashcards in which they will continue to discuss and suggest solutions to these people in difficult situations.