Chris: Explaining spoon-making

Chapter one: Introductory level

Task one: Reflect on the language sample

Watch the video and write down some first impressions.

Response sheet - Chris (PDF, 127KB)

Please remember that these tasks are for your own learning and benefit, and there is no ‘right’ or ‘wrong’ answer.

There is no feedback provided at this level.

Task two: Identify features of the language sample

Watch the video clip of Chris’s explanation again. This time, make notes on any observations you have regarding:

  • Overall coherency of the explanation.

  • Sentences used in the explanation.

  • Words that are used.

  • Body language and other nonverbal characteristics.

  • Any other features that you notice.

Task two feedback

There are lots of interesting features of Chris’ explanations. The following is a list of some possible ideas - you may have thought of some additional features too.

You may wish to compare your observations and thoughts to the feedback below. This feedback is based on our observations and thoughts, and is not a ‘correct’ answer. Your own observations are very important and will reflect your own learning and experiences.

A. Overall coherency

  • Chris’ explanation is coherent and easy to follow. He sequences his information well, allowing the listener to follow his explanation and gain a fair understanding of the process of spoon-making.

  • Chris uses phrases such as “to start off with” or “gradually end up” to sequence his explanation.

B. Sentences used in the explanation

  • This is a strength of Chris’ communication skills. Most of Chris’ sentences are complex and include subordinate clauses, such as “so that”, “because”, or “about what’s going on”, adding to the content and complexity of his language.

C. The words that are used

  • Again, this is a strength here. Chris uses technical vocabulary such as “forging” and “assay office”. He also is able to explain what words mean when asked.

D. Body language and other non-verbal characteristics

  • Chris makes eye contact with the interviewer during his explanation, but eye contact is a bit fleeting. He looks down a lot, and sometimes focuses on the spoon which he has brought with him, possibly due to being recorded!

Task three: Identify functional strategies to support explanations in your work setting

Question: If you were working with Chris, what strategies could you use to support his explanation skills?

Task three feedback

Chris’ explanation skills are good: the listener has a good idea of how to forge spoons from listening to Chris’ explanations. He might benefit from advice on further consideration of listener expectation: Chris uses some technical words which the listener might not be expected to know already, but he may not be fully aware of this.

Summary task

Reflective activity:

  • What have you learned from completing this set of tasks?

  • What questions do you have following this set of tasks?

  • How do you plan to address these questions?

  • What are your next steps?

  • How can you apply your learning in your practice?

No feedback.