Here is a link to an anki deck that has flashcards for the “motivation ” topic. The cards are linked to the questions in the ” ☯active thinking, listening, noticing and speaking section ☯
⛏ Building and activating topic related vocabulary ⛏
In the link below there are two boxes, a vocabulary box and an exam questions box. After clicking on the link, look through the questions in the vocabulary box. If you see an epxression in a question that you want to activate, make a note of it in your “to activate” list and then ask yourself the question and answer it out loud, or make a video of yourself doing so.
☯ active thinking ☛ active listening ☛ active noticing ☛ active speaking ☯
On the link below you will find 4 questions related to motivation and an example for each. Rather than just “listening and noting new words”, the following activites will help you
- generate your own ideas and react to others (this is what langugae is for!!)
- become aware of your linguistic choice at the moment
- help you choose specific expressions that you want to activate
- help you develop the habit of speaking more and using this speaking opportunity to activate recently noted expressions
before clicking here to access the 4 questions and examples, read through the 10 steps below so you can then follow them.
Your ideas and linguistic choice (LC) before listening
- think about your ideas to the question
- answer the question out loud and record yourself doing it (video or sound)
- listen to / watch the recording and make a note of your active linguistic choice “before” listening, then……..
Listening, reacting and learning4
- listen to the example answer once to compare ideas
- listen again (pausing and repeating) where necessary to make a note of expressions used that you like and want to activate
- click on the green button to fill in the gaps in the text of the example answer
- listen again to check
- again make a note of expressions you would like to activate
Post-listeing: Speaking to activate
Do one or both of the following…
- Look at the expressions that you noted and identify the speaker’s ideas in the text that the expressions are in. Think about your opinion / reaction to these ideas,paying attention to linguistic choice. Then make a video in which you re-tell these ideas (activating the expressions you wanted to activate) and giving your own opinion on these ideas (re–activating the expressions where possible)
- Look at the question and again think of your own ideas to answer the question. When you have your ideas, plan how you can activate expressions from your “to activate list” in your own answer. Then make a video of yourself giving your own answer and activating the expressions.
Video 1 ►
Your ideas before watching a video about leaders inspiring action
Why do you get out of bed in the morning?
What motivates you to choose the products you choose?
What inspiring leaders can you think of (business, politics, sport..)?
Can you see something common that makes them inspiring?
Now watch the video to compare ideas and pick out new ones
Go through the tapescript briefly and choose five expressions you would like to activate
React to the ideas (activate expressions)
To what extent do you agree or disagree with the following statements (for each question, think of your ideas, then before answering look through your expressions from the previous and your “to activate” list in general to see if you can activate them)
- if you hire people just because they can do a job, they’ll work for your money, but if they believe what you believe, they’ll work for you with blood and sweat and tears.
- If you talk about what you believe, you will attract those who believe what you believe.
- The goal is not just to sell to people who need what you have; the goal is to sell to people who believe what you believe.
- The first 2.5% of our population are our innovators. The next 13.5% of our population are our early adopters. The next 34% are your early majority, your late majority and your laggards.
- Dr. King believed that there are two types of laws in this world: those that are made by a higher authority and those that are made by men. And not until all the laws that are made by men are consistent with the laws made by the higher authority will we live in a just world.
- We follow those who lead, not for them, but for ourselves. And it’s those who start with “why” that have the ability to inspire those around them or find others who inspire them.
Video 2 ►
Your ideas before watching the Professor talking about “getting yourself to work towards goals”
- How conscientious are you / were you as a student? Who is the most industrious person you know? What makes them so industrious?
- Do you set up aims for yourself?
- The speaker mentions the big five personality groups. Read through them below and answer two questions
- Are you in one or more of the groups?
- How might being in one or another group affect what motivates you?
- Neuroticism – A tendency to easily experience unpleasant emotions such as anxiety, anger, or depression.
- Extroversion – Energy, surgency, and the tendency to seek stimulation and the company of others.
- Agreeableness – A tendency to be compassionate and cooperative rather than suspicious and antagonistic towards others.
- Conscientiousness – A tendency to show self-discipline, act dutifully, and aim for achievement.
- Openness to experience – Appreciation for art, emotion, adventure, and unusual ideas; imaginative and curious.
- What things do you value most in yor life (think about relationships, work, free time, possessions, health)?
- The professor says “you won’t do what you tell yourself to do, you must have noticed that.” Hsa this ever been true for you? If no, then for someone you know? Why does it happen?
Now watch the video (from “Biology traits: performance and prediction) to compare your ideas and react to new ones
The Professor’s linguistic choice
Read through the sentences below and choose the word (in the brackets) that Peterson chose (both are correct English, but what was his linguistic choice to convey his idea). When finished check your answers at the end
- “The more you (like / value) the end goal, the more the micro-processes conneceted with that end goal start to take on a postive charge
- “You want to specify a goal that make so say “oh, if that could happen as a consequence of my efforts that would (probably / clearly) be worthwhile”
- “(At university / At some stage) you should figure out who it is you’re trying to be and then you use everything you learn as a means building that.”
- “It’s important to distinguish between between who you (want to / could) be and who you should be”
- “People (usually / often) don’t like to specifiy goals because they don’t like to specify conditions for failure.”
- “A schedule can be (very / indredibly) useful, so you should make a damn schedule and stick to it.”
- “I ‘ve got tomorrow, if I was going to set it up to have the best possible day I could have , (honestely / practically) speaking, what would it look like?”
- People can end up cracking the whip and then procrastinating because they do not think about what the right ratio of responsibility to reward is, which leads to them (tyrannizing / demotivating) themselves
Active reacting to linguistic choice
Keeping in mind his linguistic choice, to what extent do you agree / disagree with the above statements / advice?
Reflection on language use
Did you use any of the expressions you recently added to your “to activate list”?
Looking at your list, can you see where you could have activated more when reacting in the previous exercsie?
Extended speaking practice (more “activating” opportunites)
Go back to the page in the link below, only this time answer the questions in the “Exam speaking questions” box.
- Answer without preparing first.
- Record if possible.
- Listen to yourself
- If you’re not happy and want to improve your active LC, look through your “to activate list” and plan how you can activate expressions for the question then answer again.
Answers (professor’s linguistic choice)
- At university
- want to