1. Help them focus 2. Provide healthy competition 3. Make them curious 4. Challenge them 5. Give them activities they like 6. Goal Setting 7. Motivation 8. Create a positive atmosphere 9. Be confident 10.Use music Theoretical Framework Activities Ten Top Tips for Tired Teens
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Ten Top Tips for Tired Teens - aceia.es€¦ · •Elicit some lexical items (phrasal verbs, collocations, idioms) recently studied in class (8 max) •Students work in pairs and
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1. Help them focus2. Provide healthy competition3. Make them curious4. Challenge them5. Give them activities they like6. Goal Setting7. Motivation8. Create a positive atmosphere9. Be confident10.Use music
TheoreticalFramework
Activities
Ten Top Tips for Tired Teens
1. Ideal L2 Self
• Learners visionof themselves in the future
• Could be successful orunsuccessful
2. ´Ought to´ L2 self
• Qualities orattributes learnersbelieve they shouldpossess
• Result of social pressure fromlearnersenvironment
• Includes beyond theclassroom
3. L2 LearningExperience
• Situation specificmotivation
• Immediate learningenvironment
• For example: intrinsic enjoymentof an activity orantipathy towards a test
If I were the last person on earth, I would clone myself
If I cloned myself, I would havesomeone to talk to
If I could only talk to my clone, I would probably get bored
3rd Conditional:
If clause + Condition
past perfect + would have verb
(pp)
If I had known someone wouldring, I wouldn´t have drunk the poison.
1.a place where you like to eat2.someone who annoys you3.a time when you were surprised4.an activity which you hate doing5.someone who you love6.a reason why you got up this morning7.something that you can do really well8.a place in which you feel relaxed
"Motivation, like the concept of gravity, is easierto describe (in terms of its outward, observable effects) than it is to define. Of course, this has not stopped people from trying it.” (Martin Covington 1998)
1. Ideal L2 Self
• Learners visionof themselves in the future
• Could be successful orunsuccessful
2. ´Ought to´ L2 self
• Qualities orattributes learnersbelieve they shouldpossess
• Result of social pressure fromlearnersenvironment
• Includes beyond theclassroom
3. L2 LearningExperience
• Situation specificmotivation
• Immediate learningenvironment
• For example: intrinsic enjoymentof an activity orantipathy towards a test
Dörnyei´s L2 Motivational Self System
Level of influence
What do they have in common?Would they be as successful if they didn´t know another language?
Speaking another language is more important than a university degree
My friends and family think English is very
important
I can think of one person I admire who has excellent English
Speaking is the most important language skill
It´s important to take advantage of all opportunities to practice English
I´m worried about making mistakes when I
speak English
It´s very difficult to practice my English
outside the classroom
Visualizing myself in the future speaking English motivates me to learn
Absolutely disagree
Absolutely agree
1. How important is learning English for you? 1 2 3 4 5 6 7 8 9 10 (circle your answer)
2. English will help me achieve my academic / social / sport / work objectives (circle at least 1)
3. In the future I will use English to…. (at least 2 things)
4. What do you want to achieve by the end of the academic year?
5. What can you do in class this year to help achieve this objective?
6. What can you do at home? (3 things) 7. What things in your life might stop you achieving your objectives?
8. Tell me what you like about your English classes? 9. What would you change about your English classes?
In the future I will have a _____________level of English
I will be able to use English to:
By the end of this year I want to
To achieve this objective, I can:
Project Outcomes• To enhance the L2 Learning Experience by:
• building rapport
• showing enthusiasm
• showing commitment to students and their learning
• building expectations
• reducing anxiety
• To activate the students Ideal L2 Self and Ought to Self to increase intrinsic and extrinsic motivation
• To determine meaningful short term and long term objectives
Anecdotal
How?
How?
Achievement scores are arguably an indirect measure of motivation since they are influenced by other factors such as learners´ ability or learning opportunities (Dornyei 2001b). However they can be useful as learners have control over their actions and can be more objective thanmeasuring other criterio such as language choice, behaviour or attitude.
(Calvo 2015)
What happened?
• T1 & T2: 18.29% increase in homework completion and 59% increase in achievementscores (accounting for outliers)
• T2 & T3: A decrease in both measures
• T1 & T3: 0.95% decrease in homework completion and a 51.21% increase in achievement
Two measures: completion of homework & achievement scores
• Extended version of Pictionary• Elicit some lexical items (phrasal verbs, collocations, idioms)
recently studied in class (8 max)• Students work in pairs and come up with a sentence for each
item (separate slips of paper)• They then randomly choose one and draw the sentence. Their
partner tries to guess the sentence• After all 8 are finished, pairs circulate the class to match
sentences to pictures of other groups• Then take away the sentences and pairs try to recreate the them
from their original picturesMike Astbury Teaching Games
Do you have the adjective of popularise, which is popular?
Yes, here you go.
No, go fish!
OBJECTIVE: Who can get the most sets?
2 compete 6 ease 10 impress A know
3 apply 7 popularise J satisfy
4 respond 8 rely Q permit
5 enable 9 recognise K help
noun verb adjective negative adjective
competition compete competitive uncompetitive
application apply applicable inapplicable
response respond responsible irresponsible
ability enable able unable
ease ease easy uneasy
popularity popularise popular unpopular
reliance rely reliable unreliable
recognition recognise recognisable unrecognisable
impression impress impressive unimpressive
satisfaction satisfy satisfied unsatisfied
permission permit permissible impermissable
helpfulness help helpful unhelpful
knowledge know knowledgable unknowledgable
1. Help them focus2. Provide healthy competition3. Make them curious4. challenge them5. Give them activities they like6. Goal Setting7. Motivation8. Create a positive atmosphere9. Be confident10.Use music