Развитие эмоционального интеллекта на уроке английского языка по материалам видеоресурса ed.ted.com

Vocabulary Activity

Context

Psychology is the subject of the course. The students are at their advanced proficiency level (C1-C2). There are 8 students in the class. The psychology lesson is connected with the Emotions and Emotional Intelligence. Firstly, students are introduced to the Mood Meter (https://www.ps120q.org/mood-meter/) and try to identify their emotions choosing the specific word that describes their particular emotion or emotional state that they are feeling now. Secondly, students are asked to watch the video on ed.ted that I had created for them about Emotional Agility.

The List

The vocabulary list: agility, emotional agility, values-aligned, emotional rigidity, mindset, grit, trigger, amplification, readiness potential, diversity of emotions, etc. Some collocations: to take active steps, to be open to the difficult emotions, race for emotional exit, reveal emotional truth, etc.

a) Technical terms related to the field of psychology: agility, rigidity, mindset, grit, amplification, readiness potential, trigger, emotional exit

b) Academic words: diversity, values-aligned

c) General English vocabulary: emotions, active steps, difficult emotions

I usually make my students aware of the vocabulary studied in the classroom, for example, low frequency words or high frequency words, words that pertaining to the academic world or technical terms as well as general English words. At the beginning of each class period, I normally elicit the vocabulary that is relevant to the topic discussed and where else these words belong to apart from this topic (theme) or where we can them come across (in which field of expertise or just in everyday conversation). My students know that they have to notice/learn all these differences as it’s crucial for their essay writing, they should know which style and register to choose.

Learning

1. What opportunities will your students have to learn the words in class? Include initial presentation and later practice opportunities.

Usually, at this proficiency level, students are expected to watch the video and discuss the main points of the video, thus practicing these words in the specific context. The vocabulary introduction is planned to be like that:

1. Ss watch the video for the first time and pick up some challenging vocabulary, then every student has to share what notes has she/he made or what vocabulary he finds difficult to comprehend.

2. Ss negotiate the meanings or try to guess the meanings from the close context and situations. When we watch the video for the second time, my students have to make sure that the video is completely understood and we can start discussing it.

3. Then, students do role-playing: the group is divided into two subgroups: the psychologists’ group and clients’ group. The clients’ group has a set of questions: What are our emotions telling us? What does it mean to be ‘emotionally agile’? Do we really face our emotions which provoke or induce bad emotions? How can we identify bad emotions?” So the psychologists’ group acts as professional psychologists trained in EI and give the detailed answers. Ss interact with each other discussing the main points in-depth (based on the video) and tap into their own mental thinking, prior knowledge.

It’s so easy to check Ss’ comprehension through their talks or interactions, whether students have acquired the vocabulary or not and will be able to resort to it in case they need it.

1. As a follow-up activity, Ss answer the questions on https://ed.ted.com/on/aQrvOCyu#watch, there they may choose to answer the critical thinking questions according to the categories: Think, Dig Deeper and Discuss. So, students are supposed to practice the words and expressions in the context at the lesson and outside the classroom as an assigned homework. Also, I usually assign vocabulary tasks on quizlet to students to check on the words and expressions later at home and learn them in-depth, collocations, word-building formations, etc. My lessons look like the flipped class model as most of the time, my Ss cover lots of material at home, and in the classroom we are opt more to hone and master/advance our language skills.

https://quizlet.com/_4qkv56 OR https://quizlet.com/286508202/the-gift-and-power-of-emotional-courage-susan-davids-video-on-edted-flash-cards/