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

Dörnyei´s L2 Motivational Self System

Level of influence

Focus

https://medium.com/the-mission/how-to-hack-your-brain-for-insane-focus-and-productivity-according-to-harvard-research-5a3504d43d93

• What do you not understand about males / females?

• Where would you go on a first date?

• Would you rather be extremely intelligent or extremely good looking?

• Have you ever met a celebrity?

• Have you ever saved an animal´s life? What about a person?

• What´s a controversial opinion you have?

• What is one thing you do that annoys other people?

• What´s the first thing you notice about a boy or girl?

https://medium.com/the-mission/how-to-hack-your-brain-for-insane-focus-and-productivity-according-to-harvard-research-5a3504d43d93

RandomQuestions

Competition

http://www.theleadershipnotebook.com/start-early-teaching-kids-healthy-competition/

• Teacher-student contract• Visual reminder• Class cooperation• Second chances and

negotiation• Behaviour management

(younger groups)

Green Team Blue Team

M

US I C

D R UE

L L O

A

LI

A

N

Rich Games for Learning

https://www.linkedin.com/pulse/humans-wired-curious-how-put-natural-inclination-work-andrea-backman/

Curiosity

https://www.roughguides.com/gallery/abandoned-places/https://www.maxim.com/.image/ar_16:9%2Cc_fill%2Ccs_srgb%2Cq_80%2Cw_1280/MTM1MzIxOTMzMjIxNzM1MDQz/drsmith_zombies_article1jpg.jpg

https://rdcnewscdn.realtor.com/wp-content/uploads/2017/10/the-walking-dead-atlanta.jpg

http://editorial.designtaxi.com/news-silentworld0504/1.jpg

2nd Conditional:

If clause + Condition

past simple + would

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

https://www.spillsspot.com/wp-content/uploads/2016/09/challengeeverything.jpgchallengeeverything.jpeg

Challenge

https://www.pbs.org/newshour/app/uploads/2015/05/StHelensBeforeAfter.jpg

1.Mount St Helen is a volcano located in Skamania County in the state of Washington, USA.

2.Mount St Helen erupted on May 18th 1980 as a result of an earthquake.

3.It was the deadliest and most destructivevolcanic event in USA history and 57 peoplewere killed.

4.If it had erupted a day later, when peoplewere working after the weekend, then thenumber would have been much higher.

1.Despite the number of deaths, many peoplesurvived including two people who were camping near the area.

2.They saw a cloud of smoke and thought it was a forest fire.

3.It was completely silent until it reached thecanyon and they heard a loud noise. The smellwas terrible.

4.They fell into a hole but managed to escape byusing their shirts to protect them from the ashand smoke.

1.Where is Mount St. Helen specifically located?

2.Why is it famous?

3.What date did the volcano erupt?

4.How many people were killed?

5.What day of the week did the volcano erupt?

6.What were the two survivors doing that day?

7.What did they think the smoke was at first?

8.When did they hear a loud noise?

9.How did they escape?

Cambridge First Objective Schools p160

https://www.fundesem.es/bt/galeria/fb-Motivation%20Techniques.jpg

Goal Setting & Motivation

"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?

English will be important for my future

1 2 3 4 5 6

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

He stands out from his classmates because he is the best in maths

https://i.ytimg.com/vi/MrExLSpNphE/hqdefault.jpg

Positive Atmosphere

•Rapport

•Delegate responsibility

•Praise effort not accuracy

•Let students lead (sometimes)

•Don´t underestimate them

•Use Spanish (sometimes)

(ALMOST)

https://sites.psu.edu/leadership/files/2017/02/shutterstock_144352681-2i98rbl.jpg

Confidence

1.Teacher isenthusiastic

2.The teacher has a goodrelationship with us

3.S/he encourages us tothink for ourselves

4.S/he enjoys our progressand success

5.She creates a safe and supportive environment

ZoltánDörnyei

A place you´ve never been but would like to visit

A film that you really enjoyed watching.

Something you´ve never done that you´d like to try

Your favourite place in your town / city

A musical instrument you can play or wish you could play

Something you like to do to relax

Mike Astbury: teachinggamesefl.com

https://theallenflame.org/wp-content/uploads/2017/01/music.jpg

Music

Youtube•Grammatik

• Jazzy Hip Hop

•Trip Hop

•Casey NeistatVlog Music

Verb adjective nounnegativeadjective

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

TheoreticalFramework: Dörnyei´s L2 Motivation SelfSystem

Activities

Ten Top Tips for Tired Teens

ahawthorneteachingenglish@gmail.com

References• Dörnyei, Z. (2009). The L2 Motivational Self System. In Z. Dörnyei & E. Ushioda

(Eds.), Motivation, language identity and the L2 self (pp. 9-42). Bristol: Multilingual Matters.

• Motivational Strategies in the Language Classroom. Dörnyei, Z. Cambridge CUP 2001

• Motivating the Unmotivated- Ken Wilson https://www.teachingenglish.org.uk/article/motivating-unmotivated

• Mike Astbury Picture Prompts Ice Breaker -https://teachinggamesefl.com/2017/11/08/picture-prompts-ice-breaker/

• Mike Astbury Teaching Games: Pictionary for Lexical Chunkshttps://teachinggamesefl.com/2015/05/29/adapting-games-pictionary-for-lexical-chunks/

• Word Square: Adapted from Rich Games for Learning https://www.youtube.com/channel/UCsxVX-fLTgF9Tw5tmk5KxNw

• Relative Clauses: https://hiveofactivities.wordpress.com/2014/04/09/defining-relative-clauses/

• Music: • Casey Neistat Vlog Music- https://www.youtube.com/watch?v=wyKwFFIh2aI&t=24926s• Grammatik- https://www.youtube.com/watch?v=kj-vCeuFwFI&t=2500s• Jazz Hip hop- https://www.youtube.com/watch?v=9ka5bgHnHyg• Trip Hop- https://www.youtube.com/watch?v=pD6S69pCj28

References

• Celebrity Photos:• Enrique Iglesias: Photo: Joe Seer/Shutterstock https://www.ranker.com/list/celebrities-who-learned-english-as-a-second-

language/celebrity-lists

• Ricky Martin: Photo: DFree/Shutterstock https://www.ranker.com/list/celebrities-who-learned-english-as-a-second-language/celebrity-lists

• Antonio Banderas: Photo: Tinseltown/Shutterstock https://www.ranker.com/list/celebrities-who-learned-english-as-a-second-language/celebrity-lists

• Shakira: Photo: Jaguar PS/Shutterstock https://www.ranker.com/list/celebrities-who-learned-english-as-a-second-language/celebrity-lists

• Penelope Cruz: Photo: Tinseltown/Shutterstock https://www.ranker.com/list/celebrities-who-learned-english-as-a-second-language/celebrity-lists

• Rafa Nadal: https://www.flickr.com/photos/visitmelbourne/24151218270/

• Paul Gasol: http://diarioenfermero.es/pau-gasol-jugador-de-baloncesto-mi-padre-es-enfermero-la-profesion-tiene-todo-mi-respeto/

• Marc Marquez: Box Repsol - Marc Márquez. GP de Aragón 2016

• Garbine Muguruza: Tourism Victoria from Australia - Garbine Muguruza (Spain)

• David de Gea: https://www.soccer.ru/galery/1022771/photo/691822

• Bernardo Hernandez: Raidoriva10 - Own work

• Jose Andres: David Shankbone - Own work