Uploaded June 2019 | Updated September 2026, 2 weeks ago
HUMAN NATURE – SIGNALLING
OK – here is a while-viewing task for your students (just on the off-chance you may want to use it for practice purposes in class…)
i) What are the factors that make it difficult for people to care about the environment?
ii) Why was the To yota Prius more successful than the Honda hybrid car?
iii) In what ways are his Prius-driving friends different from his non-Prius-driving friends?
iv) What is the moral of all this?
The great Dan Ariely draws our attention to a key human motivator: signalling. Much of what we do in life (and about 99% of what we do in the social media) serves to signal to others what wonderful people we are. So why not use this natural tendency to get people to do what is right for the environment, for the planet – for all of us?
And yet we are reluctant to do this– it somehow feels like cheating. This may well be a mistake though. According to Rory Sutherland, 'The error of the environmental movement seems to me to be assuming that it is not only necessary for people to do the right thing, but that they must do the right thing for the right reasons' (‘Alchemy’ – p. 313). Perhaps we should think again…
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes].
HUMAN NATURE – SIGNALLING
OK – here is a while-viewing task for your students (just on the off-chance you may want to use it for practice purposes in class…)
i) What are the factors that make it difficult for people to care about the environment?
ii) Why was the To yota Prius more successful than the Honda hybrid car?
iii) In what ways are his Prius-driving friends different from his non-Prius-driving friends?
iv) What is the moral of all this?
The great Dan Ariely draws our attention to a key human motivator: signalling. Much of what we do in life (and about 99% of what we do in the social media) serves to signal to others what wonderful people we are. So why not use this natural tendency to get people to do what is right for the environment, for the planet – for all of us?
And yet we are reluctant to do this– it somehow feels like cheating. This may well be a mistake though. According to Rory Sutherland, 'The error of the environmental movement seems to me to be assuming that it is not only necessary for people to do the right thing, but that they must do the right thing for the right reasons' (‘Alchemy’ – p. 313). Perhaps we should think again…
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes].
![Pychology and ELT - Products and Experiences
This is an amazing insight: when we design physical products (e.g. a kettle), we take into account the way the human body has evolved, the shape of our hands etc. Yet when it comes to designing experiences, very often we fail to factor in our evolved psychological preferences – perhaps because (unlike our hands) these are not immediately apparent. Now however we know a lot more about how we have evolved to think and what choices we naturally prefer. Isn’t it high time this knowledge informed the way we approach people, the way we teach or the way we design things like websites for instance? Another little gem from Rory Sutherland.
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes]. Pychology and ELT - Products and Experiences](https://i.ytimg.com/vi/d80YaVIoS2I/mqdefault.jpg)
![Ads for ELT - Art
This ad is simply stunning. The people who made it have managed to link together some of the most iconic paintings in a beautiful little ‘story’.
This can be a great warm-up to a lesson on ‘Art’. Students can be asked to describe what they saw and then, as a follow-up, they can try to find out some information about the various paintings and their creators.
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes]. Ads for ELT - Art](https://i.ytimg.com/vi/dLwdYBzp4cY/mqdefault.jpg)
![Psychology and ELT - Demotivation
You try something and it doesn’t quite work; you try a different tack and again you fail. Do you try again? Well, the answer seems to be that it depends on whether ‘failure’ has any consequences. Watch this amazing 2-min video.
Now think about what happens in class: do our students feel safe to experiment with language? Are we perhaps too focused on marks/grades based on performance? And what would have happened here if people were actually rewarded for trying and trying again?
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes]. Psychology and ELT - Demotivation](https://i.ytimg.com/vi/dYoQQ_Ncx3Q/mqdefault.jpg)
![Comedy for ELT - From 29 to 31 [What a Difference!]
[To get a free worksheet (+KEY +Script) just click here: https://drive.google.com/file/d/0ByC3QwWZuGXdT2RIZXBmZVE4OVE/view?usp=sharing ]
Simply amazing!!! :-) The woman on the left is 29 – the woman on the right is supposed to be the same one at 31. And what a HUGE difference two years make…
Watch the brilliant Garfunkel and Oates give us the stereotypical perspective of a woman at these two (oh so different) stages of her life. Excellent language and a fantastic springboard for all sorts of role-plays, debates, stereotype dissection etc. etc. – the possibilities are endless!
Level: C1 - C2 Topics: Marriage / Relationships / Life stages / Stereotypes.
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes].
LYRICS
For the first time in my life, I see it clearly
I realize the power of being a woman.
Twenty nine years old and time’s on my side.
Im in my prime, Ive hit my stride
I got so much charisma, and so many options
Its nice to always have my pick
Theres nobody left, Im all alone
Im at the top of my game, possibilities are endless,
and I just feel really pretty
Im holding out for someone who meets my standards,
wont settle for anything less than perfect
I know what I want and I can have it,
Im surrounded by love and peace
Theres nobody left, Im all alone
Why did I wait, whats wrong with me?
In two short years, Im gonna be 33
Who the hell who want me then,
my ovaries are shrinking
Im disgusting and everyone feels bad for me
And I never get invited to dinner party anymore
Thing unfolds when theyre supposed to,
cause everything happens for a reason
It’ll happen for me when Im not even looking,
hell just appear and Ill just know
And hell love me forever without any work,
who needs to try when things are meant to be
Theres nobody left, Im all alone
[…….] ahhhhhhhhhhhhhhhhhhhhh
Cause life is good/over Comedy for ELT - From 29 to 31 [What a Difference!]](https://i.ytimg.com/vi/dwITFkPxjBA/mqdefault.jpg)
![Ads for ELT - Friends
ADS FOR ELT – FRIENDS
OK – that toy rabbit has certainly seen better days… It’s pretty battered up and quite filthy… Surely, the best thing to do would be to put it out of its misery and throw it in the bin? Yet Harvey things otherwise; that rabbit is not just any rabbit… Enjoy! 😊
[NB: I do not own the copyright to this video clip. I have only uploaded it here for educational purposes]. Ads for ELT - Friends](https://i.ytimg.com/vi/dxi0HPfDY8s/mqdefault.jpg)
![Psychology and ELT - Gamification
If you think about what it is that gamers do when they spend hours and hours playing WoW or other online games, it’s pretty unexciting isn’t it? They are just sitting there, looking at a screen and pressing buttons. But it certainly doesn’t feel like this to them. This simple demonstration shows how we can tweak things so as to make something mundane suddenly appear much more attractive.
So – what about the activities in the EL classroom? Of course, we are not software designers, but there are some game elements that we can play with to turn run-of-the-mill tasks into something exciting. How about i) dividing students into teams? ii) getting them to work together? iii) setting a goal? iv) selecting a (fairly trivial) award? v) adding time pressure to maintain a brisk pace? vi) making sure the challenge is not too difficult? vii) setting up a point system? The list could go on and on…
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes]. Psychology and ELT - Gamification](https://i.ytimg.com/vi/e28gS1D_VzY/mqdefault.jpg)
![Psychology and ELT - Projects
How do we motivate students? According to Dan Heath just offering them ‘good’ and ‘useful’ lessons doesn’t cut it; there will be nothing for them to remember afterwards. What if they were to stage a play though? Or record themselves acting out a funny sketch? And how about this idea: putting William Golding (the author of ‘Lord of the Flies’) on trial for libel against humankind. Brilliant!
Watch the great Dan Heath make a convincing case for why we should worry less about delivering smooth lessons and focus instead on spicing them up with ‘Peak’ moments… [Then go and order that amazing book ‘The Power of Moments’]
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes]. Psychology and ELT - Projects](https://i.ytimg.com/vi/eRTLT8HrOTo/mqdefault.jpg)
![Comedy for ELT - The Castaway
“There was a chap who was a passenger on a flight to New York, and when they started the film, he had seen it before on the telly, and he was so disgusted he got up and walked out…” It is at this point that things start getting really interesting… :-)
Jokes are excellent language practice material: they are short, they are fun and they can help students improve their fluency and (crucially) their prosodic features as well; you cannot tell a joke well unless you play with stress, pitch, intonation and pausing. But students still need a good model. Here is the great Ronnie Corbett in one of his inimitable monologues. Enjoy!
[NB: I do not own the copyright to this audio clip. I have uploaded it here for educational purposes]. Comedy for ELT - The Castaway](https://i.ytimg.com/vi/eZng8snC9N4/mqdefault.jpg)
![Ads for ELT - Editing
An ordinary ad for a light dessert is in the process of being recorded. The problem is that the script says Its deliciously indulgent AND it only has 100 calories and the actress cannot bring herself to say this surely this is impossible?! A little gem of an ad a brilliant idea! Topic: Advertising / Food Level: B2 C1
[NB: I do not own the copyright to this audio clip. I have uploaded it here for educational purposes].
SCRIPT
A: Ever wished you could have it all? Now you can with new ‘Yoplait Delights’. Two layers of rich, creamy yogurt. It’s deliciously indulgent or it only has 100 calories…
P: Hang on – the script says ‘and’…
A: What did I say?
P: You said ‘or’… It should be ‘deliciously indulgent AND 100 calories’… Let’s go again from ‘Yoplait Delights’; rolling on two…
A: …new Yoplait Delights. Two layers of rich, creamy yogurt. It’s deliciously indulgent or it only has 100 calories… Better?
P: No, you still said ‘or’.
A: Yeah, but that can’t be right; delicious AND 100 calories? Seriously – look at these flavours: Chocolate Raspberry, Lemon Torte, Creme Caramel…
P: It’s in the script – take it again from ‘deliciously’ please.
A: …deliciously indulgent, or 100 calories – I’m sorry, I can’t do it.
P: (sighs) Fine, I’ll fix it in edit.
A: Ever wished you could have it all? Now you can with new ‘Yoplait Delights’. Two layers of rich, creamy yogurt. It’s deliciously indulgent (P: AND) it only has 100 calories. Find it first at Kroger. Ads for ELT - Editing](https://i.ytimg.com/vi/ei1C_FRqJnY/mqdefault.jpg)
![Ads for ELT - 007
No language at all – but excellent material for a brilliant speaking / writing activity nevertheless! The ad is just 2 min long. You get the class to watch it and then you ask them: ‘How many obstacles did the producers come up with in order to make it harder for people to get to Platform 6? There were 9 of them altogether.’ Working in pairs, students have to try to remember everything. They score one point for every obstacle they remember, and an extra point for each if they remember where it came in the sequence. Do not accept incomplete sentences (e.g. ‘dogs’). Enjoy! :-) Level: B2 – C1 Topic: Advertising / Spying / Secret Agents
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes].
KEY
People had to run past….
1. ….a cleaner who was sweeping the floor,
2. ….a woman who pretended to be a former acquaintance,
3. ….two runners who were jogging on the escalator,
4. ….a woman walking 5-6 dogs simultaneously,
5. ….two workers carrying a large pane of glass,
6. ….an orange juice seller who emptied his oranges on the floor to trip them up,
7. ….a guy carrying some boxes who dropped them to block their path,
8. ….a guy trying to offer them a rose…
9. …and finally they had to sing the Bond tune… :-) Ads for ELT - 007](https://i.ytimg.com/vi/fl9oMu2vVm0/mqdefault.jpg)
![Comedy for ELT - British vs American English
[To download a free worksheet (+ KEY + Script) just click here: https://drive.google.com/file/d/0ByC3QwWZuGXdYWlEWmlMc3lXdE0/view?usp=sharing ]
It has been said that the Brits and Americans are two nations divided by a common language. Normally, the Brits dont mind their American friends tampering with the language a little, but it seems that things have gone just a little bit too far, so the Queen has decided to take a firm stand. There are two expressions in particular that the Americans have to learn to say properly... A funny little clip, which is also perfect for classroom use as David Mitchells articulation is perfectly clear. Level: B2 C1 Topic: Language.
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes].
SCRIPT:
Dear Americans,
As you know everyone in Britain knows The Queen and shes asked me to have a quick word with you on her behalf about her English. Dont worry this isnt the standard tedious British sneering about lieutenants and aluminum, essentially her message is use it how you like. She doesnt mind. She doesnt mind about the sensible ones like spelling plow the way quite obviously should be spelled, but nor does she mind about the silly ones like saying tidbit because you think the syllable tit is intrinsically rude. By all means leave the u out of color if it bothers you. I can quite see the bit of a car you put stuff in, looks more like a trunk than a boot. And that sidewalks are the bit at the side that you walk on.
Fine says The Queen Help yourself!. She couldnt care less. She couldnt care less though, not She could care less. Thats the one thing shed really like you to stop saying because that, as an expression for not or hardly caring just makes no sense. If you could care less about something then all your telling us is that you do care at least a little bit because you could care less. But if you couldnt care less look observe this graph.
Here is me on the scale of caring. Im at zero, therefore since negative caring is impossible or rather is simply caring of another sort (love and hate being different sides of the same coin et cetera et cetera) I couldnt care less. I could care more but I couldnt care less. If I could care less, I would have to care at least the smallest possible unit of caring in order to get myself room to care less. I cant care nothing if I could care less. But I might care much more than nothing. I could care anything from here; (30) to here (higher). And I could still truthfully claims to be able to care less. I could care less is absolutely useless as an indicator of how much you care because the only thing it rules out is that you dont care at all; which is exactly what youre trying to convey. So thats the one thing I really want...The Queen really wants you to stop saying.
Although, while Ive got you; The expression is: Can you hold the fort? Not hold down the fort. If I ask you to hold the fort; the metaphor Im employing is perfectly clear. You and I are in the fort together; holding out against the enemies of the fort who were besieging the fort. I now have to pop out of the fort a bit, to get some printer toner or take the cat to the vet. While I do this dont worry about how Ill get past the besieging enemy. I have a secret tunnel and a false beard while I do this I want you to hold the fort, so that when I come back, well both still have the fort. A perfectly reasonable metaphor embodying a sound military strategy. If I ask you to hold down the fort what the hell my talking about? Hold down the fort while I go out, because as you know its an inflatable hover fort and once relieved of my weight it might float off into the sky. Hold down the fort and when I get back the two of us can tickle the fort. No. Meaningless. Stop it but those are the only two things.
Stop doing those and you can say Research and Bernard to your hearts content. Although, herbs, really youre French now, are you? With your herbal tea and your herbal remedies. Well, fine whatever makes you appy. I could care less. Comedy for ELT - British vs American English](https://i.ytimg.com/vi/g4hiLGz_JKQ/mqdefault.jpg)