Showing posts with label Empower p 083. Show all posts
Showing posts with label Empower p 083. Show all posts

Empower p 83. Ways to Improve Learning. Listening

 You will hear an educational psychologist talking about ways to improve learning. For questions 1-8, complete the sentences with a word or short phrase.

1. The traditional view of a thinker is of __________________.

2. The idea of__________________________was put forward by an ancient Roman philosopher, Seneca.

3. Explaining a concept to others makes one's own ________________________ of it stronger.

4. When students teach others in a classroom situation, it has been shown to make their _____________________ faster. 

5. The Protégé Effect could be responsible for higher IQ among _____________________.

6. Betty's Brain features a ________________________________, a teachable agent called Betty.

7. Feedback from the teachable agent leads users to check the material, helping them to learn more ______________________.

8. Students become involved _______________________ with Betty, which powerfully affects their learning.

KEY


1 a solitary person
 

 

 

2 learning through teaching
 

 

 

3 understanding
 

 

 

4 learning
 

 

 

5 first-born children
 

 

 

6 virtual character
 

 

 

7 thoroughly
 

 

 

8 emotionally


Vocabulary

 bounce ideas (off somebody)/(around) to tell somebody your ideas in order to find out what they think about them

  • He bounced ideas off colleagues everywhere he went.

conscientiously adverb   /ˌkɒnʃiˈenʃəsli/       ​in a careful and correct way. E.g.  She performed all her duties conscientiously.


The protégé effect is the idea that, when students explain study material to others, it reinforces their understanding.

thoroughly adverb     /ˈθʌrəli/ completely and with great attention to detail

  • Wash the fruit thoroughly before use.
  • The work had not been done very thoroughly

 

Script

Track 8.2
N: Listening, Unit 8, Page 118, F
ExN: You will hear an educational psychologist talking about ways to improve learning. For questions 1 – 8, complete the sentences with a word or short phrase.
 

Woman: Today I want to talk a bit about the social side of learning and thinking. Although traditionally a thinker is seen as a solitary person, lost in contemplation, scientists are starting to realise the importance of interaction with others when learning. Bouncing ideas off each other can be very useful when trying to problem-solve of course, but that’s not what I’m concentrating on today. No, today, I’m going to look at the relationship between the teacher and the student, but focus on the benefits for the teacher.
Most of us have probably been asked by someone to explain something at some point, and that’s when we take the role of the teacher, and in doing so, we often find out that our understanding of a concept isn’t perfect! However, when we do manage to communicate an idea in such a way that others can grasp it, it invariably means that we, too, as teachers, have a very good knowledge of the subject. Learning through teaching is nothing new. As long ago as ancient Rome, the philosopher Seneca described this phenomenon, stating that, ‘While we teach, we learn.’
In modern psychology, this is known as the Protégé Effect, which basically means that explaining something to others reinforces your own understanding of it and so you become an expert in it. This process has been proven to accelerate learning in the classroom. Experiments have been done where college students teach computer sciences to high school students, who in turn transfer their knowledge to middle school students, thus motivating the older students to learn and engage more conscientiously with the material. It is also believed by some experts that this happens naturally in many families, as older siblings help their younger brothers and sisters to learn. Some even go as far as to suggest that this may be one reason for a tendency for first-born children in a family to have a higher IQ!

Let’s say that we want to make the most of this effect, well obviously one way is to find someone to teach, but there is now also a virtual model that helps students benefit from the Protégé Effect. It’s a computer program called ‘Betty’s Brain’ and it was written to help middle school students master science subjects. The students have to teach Betty, who is a ‘teachable agent’; a virtual character. Of course, as they teach her, they too master the material. They have to check her progress and as they do, they identify gaps in her knowledge, encouraging them to go over the material and learn it more thoroughly. It forces them to organise their knowledge in a structured way.
It’s hardly surprising then, that student performance improves when compared with students without access to Betty’s Brain. Finally, the student tutors connect emotionally with the Betty character, feeling disappointment when she fails to do well and satisfaction when her efforts succeed; something which has a powerful effect on their learning.
ExN: Now listen again.

Empower p 83. Education. Extra Oral Mediation

A friend of yours from England has been asked to write a contribution to a blog about Education around the world. His assignment is to write about Education in Spain. While doing his research, he came across these pictures on Google related to education in Spain. He sends them to you so that you can shed some light on education in your country. Your friend also asks you some questions about this topic. You decide to send your friend a voice message with an explanation of 2 minutes.















1. Could you please comment on the pictures I have sent you?
2. What are the most popular teaching methodologies in Spain? What new methodological trends are becoming popular? Have traditional teaching methods outlived their usefulness in your country? How do Spanish children learn best?
3. What are the advantages and drawbacks of online learning in Spain?
4. Do Spanish schools invest heavily in new technologies? Do new technologies improve students' performance? 
5. What are the strengths of the Spanish Education? What problems do schools face in Spain? How do your schools deal with bullying?
6. Is studying at university a guarantee for future employment in Spain? Do they prepare people for the real world in your country? Why? Why not?
7. Do Spanish university students study away from home in order to get a degree? Do Spanish people think that studying in a foreign country on an Erasmus grant is something positive or not?
8. Does vocational training have a high status in Spain?
9. Do the Spaniards have lifelong learning opportunities? How are they being promoted?
10. What controversial issues do schools have to deal with in your country? Is religion a controversial subject at Spanish schools? Do Spanish parents have a say in what moral or sexual issues the schools can teach to their children?
11. Have there been any cutbacks in Education in Spain? What have been their effects?
12. Do many students drop out of school or university in Spain? Is it common for students to play truant? Why do you think these things happen? 
13. Have discipline problems worsened in Spanish schools in recent times? Compare what you know of these issues with your own school days. What punishments do successfully act as a deterrent in Spain? Are student sometimes suspended from school? and expelled?
14. Do Spanish students cheat in exams even at the university level? What do people think about it?
15. Are teachers considered role models in Spain? Does the media give them prominence? 

Useful language to describe a chart:
 
This chart illustrates how...
This
chart compares...
The results that are shown in the
chart are...
As can be seen from these results,
...
According to this chart, 
From the data in the above
chart, it is apparent that ...
We can see on this
chart how... 
The
chart indicates that...
The
chart represents...
The information given in the chart...
The percentage of people who... is shown on the chart.  
The chart shows quite clearly 
the impact of... 

Empower p 83. Reality TV. MC Listening

You will hear part of a discussion between Simon, a TV critic, and Eve, a former reality TV contestant, about reality TV. For questions 1-5, choose the answers (A, B, C or D) which fits best according to what you hear.

1. When reality TV started, Simon

A realised how important it was going to be.

B took an immediate dislike to it.

C could not understand what all the fuss was about.

D did not believe it would be so popular.

 

2. Simon's overall attitude to reality TV is

A disgust at the standard of the content.

B disbelief that anyone could watch it.

C anger at the companies that broadcast it.

D contempt for fame-seeking participants.

 

3. Why does Eve say that her experience of reality TV was realistic?

A The action was shown exactly as it happened.

B Participants had not learned lines from a script.

C People are often humiliated in real life.

D The environment was entirely natural.

 

4. What does Simon believe contributed most to the fall in popularity of reality TV?

A There are no longer talented people producing it.

B The public are bored with the format.

C It has been superseded by the Internet.

D Viewers want more quality content.

 

5. What do both speakers agree about?

A Not all reality TV is in bad taste.

B Instant celebrity is a worthwhile goal.

C Fame can be harmful to children.

D Reality TV is harmless entertainment.


KEY

 

 

 

1. D




2. A




3. B




4. C




5. C


Vocabulary

 supersede: /ˌsuːpəˈsiːd/ to take the place of something/somebody that is considered to be old-fashioned or no longer the best available

  • be superseded (by something) The theory has been superseded by more recent research.

Sp. reemplazar, substituir.

thorny: [usually before noun] causing difficulty or disagreement. Synonym: knotty. Sp. controvertido

  • There are still some thorny questions to be answered.
  • They must tackle the thorny issue of refugees to negotiate a final settlement.
  • It's an elegant solution to a thorny problem.
runner-up: a person or team that finishes second in a race or competition; a person or team that has not finished first but that wins a prize
  • Winner: Kay Hall. Runner-up: Chris Platts.
  • They finished runners-up behind Sweden.
  • The runners-up will all receive a £50 prize.

Sp. segundo, finalista. 



drop something to stop doing or discussing something; to not continue with something

  • I dropped German (= stopped studying it) when I was 14.
  • Drop everything and come at once!
  • Look, can we just drop it (= stop talking about it)?
  • I think we'd better drop the subject.
  • The police decided to drop the charges against her.
  • Let's drop the formalities—please call me Mike.
 
kick off (with something)
  1. (informal) to start
    • What time shall we kick off?
    • And then it all kicked off.
    • Tom will kick off with a few comments.
 
get your head round something
(British English, informal) to be able to understand or accept something
  • She's dead. I can't get my head round it yet
 
 
 
 
dumb down:
dumb down | dumb something down
  1. (disapproving) to make something less accurate or educational, and of worse quality, by trying to make it easier for people to understand
    • The BBC denies that its broadcasting has been dumbed down.

Sp. bajar el nivel 


bent on (doing) something

  1. determined to do something (usually something bad)
    • She seems bent on making life difficult for me.
    • to be bent on destruction/revenge
    • He's your typical supervillain, bent on world domination.

Sp. decidido, empeñado.


hell-bent on something/on doing something determined to do something even though the results may be bad

  • He seems hell-bent on drinking himself to death.
outdo somebody/something: to do more or better than somebody else. Synonym beat
  • Sometimes small firms can outdo big business when it comes to customer care.
  • Not to be outdone (= not wanting to let somebody else do better), she tried again.
  • The brothers tried to outdo each other in everything.

Sp. superar. 


the lowest common denominator: something that is simple enough to seem interesting to, or to be understood by, the highest number of people in a particular group; the sort of people who are least intelligent or accept something that is of low quality. 

The biggest possible number of people, including people who are very easily influenced or are willing to accept low standards  E.g. Television quiz shows often seem to target the lowest common denominator. 

Used to refer in a disapproving way to the sort of people in society who are least intelligent and who will accept low-quality products and entertainment: E.g. The problem with so much television is that it is aimed at the lowest common denominator

Sp. mínimo común denominador.

  • The school syllabus seems aimed at the lowest common denominator.
misnomer: a name or a word that is not appropriate or accurate
  • ‘Villa’ was something of a misnomer—the place was no more than an old farmhouse.

Sp. nombre equivocado 

compelling: that makes you pay attention to it because it is so interesting and exciting

  • Her latest book makes compelling reading.
  • His eyes were strangely compelling.

Sp. emocionante, absorbente, cautivador


shrewd:clever at understanding and making judgements about a situation. Sp. listo, astuto, inteligente.


warts and all
​(informal) including all the bad or unpleasant features of somebody/something. Sp. con todos sus defectos. E.g. The documentary shows the life of a fashion model, warts and all.
She still loves him, warts and all.
 
you name it (they’ve got it)!  used after a list of things to mean that there are many more you could mention. E.g. Clothes, books – you name it, they've got it! 

out of favour: Having lost approval.  E.g.    ‘proper dancing has gone out of favour’

wear off:
to gradually disappear or stop
  • The effects of the drug will soon wear off.
  • The novelty of married life was beginning to wear off
 
crave:  to have a very strong desire for something. Synonym: long for
  • crave (for) something She has always craved excitement.
  • to crave alcohol/drugs/sweet food/carbohydrates/cigarettes/coffee
  • crave to do something They craved to return to their homeland.
 
pave the way (for somebody/something)
  1. to create a situation in which somebody will be able to do something or something can happen
    • This decision paved the way for changes in employment rights for women.
 
 
stream something (computing) to play video or sound on a computer by receiving it as a continuous stream, from the internet for example, rather than needing to wait until the whole of the material has been downloaded.
  • You can stream the song for a single listen.
  • The programme was streamed on the Web 24 hours a day.
the ratings:
[plural] a set of figures that show how many people watch or listen to a particular television or radio programme, used to show how popular a programme is. Sp. índice de audiencia.
  • The show has gone up in the ratings.
  • The BBC is currently ahead in the ratings war.
franchise:
1. a right to sell a company's products in a particular area using the company's name: E.g. a fast-food franchise a franchise holder.
2. a series of films that have the same or similar titles and are about the same characters: The next instalment in the Star Wars franchise is out soon. the "Spiderman" movie franchise
 
 
pushy: trying hard to get what you want, especially in a way that seems rude
  • a pushy salesman
  • Her parents were never pushy although they encouraged her acting ambitions from an early age.
 
impression (of somebody) a clever or funny copy of the way a person acts or speaks. Impersonation. Sp. imitación. E.g.
  • He did an impression of Tom Hanks.
  • She did her Marilyn Monroe impression.
cringeworthy: /ˈkrɪndʒwəːði/ causing feelings of embarrassment or awkwardness. E.g. I'm afraid it sounds pretty cringeworthy to me.
 
hasten: Cause (something, especially something undesirable) to happen sooner than it otherwise would.
‘this tragedy probably hastened his own death from heart disease’
 
demise /dɪˈmaɪz/   the end of something that used to exist. E.g. the imminent demise (=happening soon) of the local newspaper.

on-demand: able to be watched at any time: Most people in this region do not even have television, let alone on-demand movies.  Sp. a la carta.


be on your/its last legs
​to be going to die or stop functioning very soon; to be very weak or in bad condition. E.g. The car’s on its last legs.
 
Script
 
You will hear part of a discussion between Simon, a TV critic, and Eve, a former reality TV contestant, about reality TV. For questions 1 – 5, choose the answer (A, B, C or D) which fits best according to what you hear.

Interviewer: To discuss the thorny topic of reality TV today, it’s great to welcome Simon, a TV critic, and Eve, who you may remember as a contestant in Survival; the fifth series, was it?
Eve: That’s right, I was runner-up, but just glad I survived!
Interviewer: That series has since been dropped, I wonder, Simon, do you think the end has finally come for reality TV?
Simon: Well, I for one wouldn’t be sad to see it go. You know, when it first really took off – I suppose we could say Big Brother kicked it off back in 2000 in this country – back then there was a huge debate about it in the media. I remember journalists predicting reality TV as the future of television and not quite being able to get my head round that. Oh, but sure enough, they were proved right as the format just continued to develop and pretty soon most of TV was reality TV. With hindsight, I’m afraid it really marked the start of the dumbing down of television programmes, a process which has continued to this day. Every reality show seems bent on outdoing the one before with even more humiliation and exploitation of sad losers who just want their fifteen minutes of fame. The genre really plays to the lowest common denominator when it comes to viewers, and it has turned into a kind of reality/soap opera mix in recent years.
Interviewer: Yes, a lot of critics say that ‘reality’ is a misnomer, because although these shows are unscripted, the reality they show is directed and edited in such a way as to make it more compelling. What is your experience of that, Eve?
Eve: Well, of course, when the cameras are filming 24/7, you’re not going to see everything, and a lot of footage is cut. And you can’t say that a bunch of people being stuck on a desert island for a TV show is very realistic. Of course they choose to show the dramatic scenes, and every film student knows that the story depends on shrewd editing, but we were not acting in any sense of the word and we were not told what to say!
Interviewer: Didn’t you feel a bit humiliated though, by some of the challenges? The bug-eating one comes to mind, I mean, is it right to film people making fools of themselves?
Eve: No, I didn’t find that humiliating, it was just part of the format and showed contestants’ ability to survive. I think it’s good for viewers to see a warts-and-all portrayal of this kind of environment, you know some of us looked quite rough towards the end. That was real, you know, whereas, before people might have thought that living on a desert island was, well, something idyllic. Surviving on an island without any luxuries is really tough. I felt I had achieved something.
Simon: Yes, but it’s not just you and your team and a couple of tents, is it? There’s a whole camera crew and production team, you name it.
Eve: Well, obviously, otherwise how are they going to film? But really, it’s tough. It’s dangerous. Don’t you remember a couple of contestants had to be airlifted to hospital because they got very sick?
Simon: Exactly what I’m talking about, putting people in danger for the entertainment of the masses, it’s not that different from the gladiators in ancient Rome, except today health and safety measures mean no-one should actually risk their lives.
Eve: But people in those situations, they’re not acting, you know, and I think that’s what appeals to audiences.
Simon: Oh come on, they are acting. Not from a script maybe, but playing to the cameras. It’s clear that a lot of the contestants are playing a kind of role, often encouraged to do so by the producers.
Eve: Well, the situations are deliberately dramatic; I mean no-one wants to watch a bunch of people sitting around and all getting along!
Interviewer: Why do you think these shows are finally falling out of favour? Is it just that the novelty has worn off?
Simon: Well, I suppose that’s partly the reason. I mean, it seems that the endless variations of the formula have now been exhausted. Also, I think the instant celebrity that some of these shows’ contestants crave is now better served by the Internet. A lot of reality shows paved the way for the kind of vlogs you see today, and then there is even an app, I believe, that lets you stream your life live from your mobile, so really anyone can be famous today.
Eve: Yes, but what if that’s what the public wants? The ratings used to be phenomenal for these shows, they were often the most watched shows and their franchises were global. There’s something that appeals to a whole lot of people.
Simon: The problem is though, Eve, is that the viewers often had no choice. When there wasn’t much else on the television, they either watched or turned off. Now let’s hope we can get back to some proper programming. I’d like to see more of the quality dramas and documentaries that have been squeezed out of prime-time television for over a decade.
Interviewer: Eve, are there any aspects of reality television that you don’t like?
Eve: Well, I’m not keen on the shows that involve children, you know the dancing or singing competitions. I think there is always a pushy parent behind these kids, hoping their child will be famous. I mean, it’s one thing to fail in front of a small audience, but to get something wrong in front of an audience of millions, that’s a huge blow for a small child to take. Also I don’t like watching ten-year-olds doing pop star impressions, however good their voices may be, I think it’s just cringeworthy.
Simon: Well the whole question of children and fame is a tricky one, even before reality TV, there was a problem with that. I have to say that my main objection to the whole reality TV thing is that it is just lazy. It really doesn’t require much talent or imagination to put together, and requires even less thought from its viewers. It feeds the belief that, because viewers see people, just like them on the shows, they too could be famous without achieving anything! Whatever the future of reality shows, I’m afraid they have hastened the demise of television as we know it. Writers have moved into creating series for streaming companies, so now if you want quality television, all you have to do is subscribe to on-demand packages. All the talent has disappeared from television, which, like a lot of old media, is on its last legs!