Tag Archives: engaging students

• Short, High-Interest Articles for Extensive Reading: #11: “Hidden Tricks for Getting People to do What You Want”

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Cover Agreeing

(This posting includes a handout LINK AT THE END OF THIS POST which you are welcome to use with your students.) *

I was totally confused. I saw 18-year-old Ronny walking outside his house carrying a guitar case, but I knew he didn’t play the guitar. I asked him if he was starting to take lessons. He said, “No, but I’m planning to find a date for a party. And I just learned three tricks to do that, and one of them uses a guitar case.” Then he told me about the three interesting experiments.

Researchers sent a very handsome guy to a shopping mall in France to ask women for their phone numbers so that he could call them for a date. He stood in front of different types of stores (for example, a bakery, a shoe store, a café) and as women walked by, he approached them. However, he wasn’t very successful. Only 13% of the women gave him their numbers when he stood in front of those shops. Surprisingly, however, he was twice as successful (26% of the time) in front of one particular shop: a flower shop.

The researchers have a theory about these results. (See complete article below.)

For background information about these articles and for suggestions for how to use them with your students, see  • Introducing “Short, High-Interest Readings”  Also, I’ll be adding more of these articles in the right-hand column: ESL Reading> Short, High Interest Articles for Extensive Readings

Here is the 10th article. You can download the article for your students by clicking on the link at the end. Also included are three optional exercises: True-False Questions; Paraphrasing Exercise; Reflection Exercise.

Continue reading →

• Short, High-Interest Articles for Extensive Reading # 10:“Ants Who Stop Elephants and Help Lions”

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(This posting includes a handout LINK AT THE END OF THIS POST which you are welcome to use with your students.) *

In Kenya, there was a type of tree called acacia trees which had a special relationship with a type of native ant. The trees helped the ants by providing food and a home for them. And similarly, the ants helped the trees by stopping animals, for example, elephants, from eating them. Whenever an elephant started to eat the leaves of a tree, these ants would rush up inside their trunks and bite them. Therefore, the elephants avoided trying to eat those leaves, and as a result, the grasslands continued to be covered with those acacia trees.

Unfortunately, this story does not have a happy ending for the ants and trees. (See complete article below.) 

For background information about these articles and for suggestions for how to use them with your students, see  • Introducing “Short, High-Interest Readings”  Also, I’ll be adding more of these articles in the right-hand column: ESL Reading> Short, High Interest Articles for Extensive Readings

Here is the 10th article. You can download the article for your students by clicking on the link at the end. Also included are three optional exercises: True-False Questions; Paraphrasing Exercise; Reflection Exercise.

Continue reading →

• A Technique For Getting Students To Perform Better On An Assignment (Research Based)

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In a study, researchers used a technique with half the participants but not with the other half (the control group). The results: the ones who experienced the technique made half as many mistakes on the task as the control group.

We teachers could apply a variation of this technique during our lesson-introductions as a way to motivate our students.

Here is how the study was carried out by a psychologist, Dan Ariely. The participants were asked to read words in a room with extremely bright lights. They were all give sunglasses, but half of them were told they were wearing expensive Ray-Ban sunglasses. The other half were told that theirs were just ordinary sunglasses. However, both groups were actually given the exact same type of sunglasses.

The researchers found that the participants who thought they were wearing the Ray-Ban sunglasses read twice as many words correctly as the “ordinary” sunglasses group. Also, they completed the task more quickly.

Scientists call this the expectation effect. People tend to perform better when they expect to do so.

In a similar study, half the participant were told that they were going to listen to a task through expensive headphones and half were told they had cheap ones. Actually, all the headphones were the same, but the expensive-headphone group performed much better at identifying distorted words than the cheap-headphone group.

Applying this technique to our classrooms Continue reading →

• Short, High-Interest Articles for Extensive Reading # 9: “An Important Reason Why Teenagers Stink”

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Cover pic stink

(This posting includes a handout LINK AT THE END OF THIS POST which you are welcome to use with your students.) *

People think close family members smell worse compared to the smell of strangers, according to recent research. And there is an interesting reason for this.

Most studies about recognizing human smells (odors) looked at mothers and their newborn babies. The studies found that they recognized each other’s odors soon after birth. However, a team of researchers wanted to know how well other family members could recognize the smell of each other.

Twenty-five families with at least two children between 6 and 15 years old volunteered for the study. The participants were given special T-shirts and soap that had no odors. They slept in the T-shirts for three nights. Each morning, they put the T-shirts in special bags and then washed themselves with only the special odorless soap (in other words, soap that has no smell).

Next, researchers asked everyone to sniff with their nose two T-shirts. One of the shirts was worn by a family member and the other by someone they didn’t know and was not a relative. The researchers asked mothers and fathers if they could identify which shirt was their children’s, and asked children if they could tell which was their parents’ or siblings’. In addition, they asked which odor they preferred.

Here are the results: (See complete article below.)

For background information about these articles and for suggestions for how to use them with your students, see  • Introducing “Short, High-Interest Readings”  Also, I’ll be adding more of these articles in the right-hand column: ESL Reading> Short, High Interest Articles for Extensive Readings

Here is the 9th article. You can download the article for your students by clicking on the link at the end. Also included are three optional exercises: True-False Questions; Paraphrasing Exercise; Reflection Exercise.

Continue reading →