tag:blogger.com,1999:blog-91510824845672862892024-03-14T01:29:46.296-07:00EAP audioBretthttp://www.blogger.com/profile/02870575277556244419noreply@blogger.comBlogger33125tag:blogger.com,1999:blog-9151082484567286289.post-44171341175038060362012-10-29T10:37:00.001-07:002012-10-29T10:40:03.930-07:00Learning English with Edmonton CBCI heard about Edmonton CBC's <a href="http://www.cbc.ca/edmonton/learning-english/" target="_blank">Learning English pages</a> at the TESL Canada conference but then I forgot about it. Fortunately, one of my colleagues mentioned it just now. There's lots of good stuff here with very clear, slow, simple English along with transcripts, well developed lesson plans, and extensive materials, all linked to the <a href="http://www.language.ca/display_page.asp?page_id=1" target="_blank">CLBs</a>.<br />
<br />
The materials are covered by CBC's copyright, but permission is granted to reproduce for educational purposes. It's regularly updated, and very professional. CBC Manitoba does <a href="http://www.cbc.ca/manitoba/eal/" target="_blank">something similar</a>. I just wish CBC Toronto did.Bretthttp://www.blogger.com/profile/02870575277556244419noreply@blogger.com0tag:blogger.com,1999:blog-9151082484567286289.post-77982061823059655552012-09-08T09:04:00.000-07:002012-09-08T09:04:14.835-07:00Humber News<a href="http://www.humber.ca/" target="_blank">Humber College</a> runs a journalism program with a YouTube channel called <a href="http://www.youtube.com/user/HumberNews" target="_blank">Humber News</a>. Humber News is produced by the final year journalism students at Humber College. It is a Toronto newscast broadcast three days a week. Its main mandate is to cover the community, including the college and surrounding area, as well as breaking news of interest to that community. It airs on Humber's internal television channel and on Youtube.Bretthttp://www.blogger.com/profile/02870575277556244419noreply@blogger.com1tag:blogger.com,1999:blog-9151082484567286289.post-36028608440067359592012-07-17T13:35:00.000-07:002012-07-17T13:35:33.829-07:00ESLvideo.com<a href="http://www.eslvideo.com/eslvideo_how_to.php" target="_blank">This site</a> primarily seems to use YouTube videos, the quality of which, obviously, vary greatly. They seem to have been graded, but it's not clear how the grading works or how accurate it is. The exercises are also mostly of dubious value. Overall, i<span style="background-color: white;">f you find something useful, that's great, but perhaps the best part of this is the ability to make your own exercises. It requires a login, but the account is free.</span>Bretthttp://www.blogger.com/profile/02870575277556244419noreply@blogger.com0tag:blogger.com,1999:blog-9151082484567286289.post-83237952058002287302012-07-17T13:13:00.000-07:002012-07-17T13:13:47.199-07:00Cambridge Student ArcadesCambridge University Press publishes many ESL textbooks, and they're putting a lot of the related audio on the web for anyone to download. They also have specific listening exercises for many of the chapters. Go to their <a href="http://www.cambridge.org/us/esl/students/?site_locale=en_US#" target="_blank">Student Arcades page</a> and select one of the textbooks and then the book level (most of the books would be for lower-level EAP classes.) Next, either download self-study audio, or click on "sort by activity type". The listening exercises are called "What do you hear?"Bretthttp://www.blogger.com/profile/02870575277556244419noreply@blogger.com0tag:blogger.com,1999:blog-9151082484567286289.post-3599060507477456342012-07-17T12:52:00.002-07:002012-07-17T13:05:53.294-07:00DictationDictation is a good way to focus students on the details of language form rather than meaning. Of course, looking at form without understanding meaning impoverishes language learning, but an unrelenting focus on meaning can distract attention from form and slow learning. One site that provides dictation practice is <a href="http://www.listen-and-write.com/" target="_blank">Listen and Write</a>. It requires students to create an account and log in, but it is free.<br />
<br />
It has a number of levels and a level test. The levels test is in beta, and I was placed in level 6 of 10 (based on the graph) despite doing the test in earnest (Also, confusingly, the audio seems to go up to level 22). I think the problem may be that I was hitting punctuation where none was expected and then barrelling on past the error with each keystroke counting as a further error. I'm not really sure though. <br />
<br />
Another thing to be careful of is that not all of the tracks are English, so look at the language label. Also, the audio quality varies. All in all, it's may be a good idea to vet a number of dictations yourself before sending your students to the site.Bretthttp://www.blogger.com/profile/02870575277556244419noreply@blogger.com0tag:blogger.com,1999:blog-9151082484567286289.post-5313635814925166542012-04-28T06:20:00.002-07:002012-04-28T06:21:42.236-07:00TED EdFor those who like <a href="http://www.ted.com/" target="_blank">TED talks</a> but whose students might not be ready for a full-on 18 minute lecture, <a href="http://education.ted.com/" target="_blank">TED Ed</a> is a good alternative. Many of the talks are shorter, often about 5 minutes, and they are supported with animation that helps convey the meaning. They also come with a number of multiple-choice comprehension question, two or three "think" questions, and a "dig deeper" suggestion for research.<br />
<br />
Unfortunately, most of these are not really aimed at language learning. Fortunately, though, you can "flip" the video, which means you can make your own questions, which would be associated with a unique URL which you can give your students. TED Ed also provides tools to track the viewing of and responses to your flipped video. More info <a href="http://education.ted.com/about#flipThisVideo" target="_blank">here</a>.<br />
<br />
When you flip the talk, sadly, you cannot edit or add multiple-choice questions; you can simply include or exclude what is already there. The "think" and "dig deeper" sections are editable, though.<br />
<br />
Unlike TED talks, a transcript isn't provided on TED Ed, but many of the videos will have a CC box, which, if clicked, will provide closed captions.Bretthttp://www.blogger.com/profile/02870575277556244419noreply@blogger.com0tag:blogger.com,1999:blog-9151082484567286289.post-33670491729844843022012-04-10T08:21:00.000-07:002012-04-10T08:21:30.053-07:00Video Language NetworkHere's another <a href="http://www.videolanguagenetworks.com/" target="_blank">free language-learning website with videos</a>. No time to check it out now. Please, leave comments and I'll label it later.Bretthttp://www.blogger.com/profile/02870575277556244419noreply@blogger.com0tag:blogger.com,1999:blog-9151082484567286289.post-5049194498324120392012-04-08T18:54:00.001-07:002012-04-08T18:54:08.206-07:00Real EnglishThe <i><a href="http://www.real-english.com/reo/index-adv.htm" target="_blank">Real English</a></i> website has impromptu video interviews with a wide range of people, many of whom are simply folks on the street. They are often tagged and grouped around certain grammar points. Many also have exercises and pre-listening vocabulary lists.<br />
<br />
Unfortunately, many of the interviews are quite fragmented with a very simple question-answer format and little followup or connection between the questions. (e.g., Q: <i>What did you do yesterday.</i> A: <i>We shopped. </i>Q: <i>What do you hope to achieve before you die?</i>...)Bretthttp://www.blogger.com/profile/02870575277556244419noreply@blogger.com0tag:blogger.com,1999:blog-9151082484567286289.post-77400243574389266372012-04-07T05:02:00.001-07:002012-06-18T04:52:00.728-07:00English Central<i><a href="http://www.englishcentral.com/" target="_blank">English Central</a></i> is mainly a collection of existing videos, rather than a producer of content. They do, however, add some significant value. First, they rank the videos for different English proficiency levels. Then, they add subtitles and provide an easy to use viewer. Next, they encourage students to record themselves speaking the lines from the video and use speech recognition software to indicate whether these have been spoken correctly or not. They also have vocabulary lists.<br />
<div>
<br /></div>
<div>
Overall, I think the main value is in the ranked, subtitled videos. The pronunciation check is not likely to be very effective and the glosses for the vocabulary vary a good deal in terms of how easy/accurate they are. Nevertheless, there is a large amount of material available, and it's worth checking out.</div>Bretthttp://www.blogger.com/profile/02870575277556244419noreply@blogger.com2tag:blogger.com,1999:blog-9151082484567286289.post-4235855037752800842012-03-06T08:10:00.001-08:002012-06-18T04:50:57.391-07:00Learning English with the CBC<span class="Apple-style-span" style="color: red;">[If you have trouble with the videos, try a different browser.]</span><br />
CBC Ottawa has started putting together some <a href="http://www.cbc.ca/ottawa/esl/index.html" target="_blank">self-study listening lessons</a>. It looks like it might be useful, but right now, the videos don't seem to be working. I've tested it on both Windows and Mac. Keep checking back and let me know if something starts working.Bretthttp://www.blogger.com/profile/02870575277556244419noreply@blogger.com0tag:blogger.com,1999:blog-9151082484567286289.post-73874123151275732502012-03-06T07:42:00.000-08:002012-03-06T07:42:33.034-08:00From TESL CanadaTESL Canada is collecting materials. Right now there are some <a href="http://www.tesl.ca/Secondary_Navigation/Teachers_Resource_Centre__TRC_/Listening_Worksheets.htm" target="_blank">monologues and dialogues</a> designed by Brock University student Martin Woodyard. They include illustrations, a transcripts, and MP3s. For each transcript, the CLB level is indicated at the far right of the link, (e.g., <a href="http://www.tesl.ca/Assets/TESLCanada/trc/listening/Late/Late-Transcripts-PDF/Late+001.pdf" style="color: #000066;" title="Late 001">Transcript-LateMono(for MP3 1-2-3-4)-L-4</a> is CLB 4). Permission is granted for classroom copying, but copyright remains with the creators.<br />
<br />
Other non-listening resources are available <a href="http://www.tesl.ca/Secondary_Navigation/Teachers_Resource_Centre__TRC_/" target="_blank">here</a>.Bretthttp://www.blogger.com/profile/02870575277556244419noreply@blogger.com0tag:blogger.com,1999:blog-9151082484567286289.post-62907292546063854932012-01-06T09:12:00.000-08:002012-01-06T09:12:08.871-08:00British Council Elementary PodcastsThe British Council has been doing <a href="http://learnenglish.britishcouncil.org/en/elementary-podcasts" target="_blank">elementary podcasts</a> since 2008, so there's a lot of material there. The first two seasons' podcasts are about half an hour each, broken into multiple sections, while the third season had shortened them down to about 10 minutes each. Most of them are covered by a creative commons license, which allows you to freely reproduce them. Each has materials attached.<br />
<br />
As you would expect, the accents are mostly British. The speaking can get a bit fast, but the content and the activities are aimed at quite low levels.Bretthttp://www.blogger.com/profile/02870575277556244419noreply@blogger.com7tag:blogger.com,1999:blog-9151082484567286289.post-26573336283482290142012-01-06T08:51:00.000-08:002012-01-06T08:51:09.387-08:00Premier Skills English<a href="http://premierskills.britishcouncil.org/" target="_blank">Premier Skills English</a> is a collaborative project between the British Council and the Barclays Premier League. They have heaps of lesson plans and materials based around football, including <a href="http://premierskills.britishcouncil.org/search/node/%22player%20interviews%22" target="_blank">interviews</a> with some of the top players.Bretthttp://www.blogger.com/profile/02870575277556244419noreply@blogger.com0tag:blogger.com,1999:blog-9151082484567286289.post-72510743307705243702012-01-03T16:40:00.000-08:002012-01-03T16:40:55.062-08:00To make your own MP3<a href="http://www.recordmp3.org/" target="_blank">This</a> is great for teachers and students. Just load the website, click to record, and share. Couldn't be easier.Bretthttp://www.blogger.com/profile/02870575277556244419noreply@blogger.com1tag:blogger.com,1999:blog-9151082484567286289.post-1972852264440844872011-12-28T16:09:00.000-08:002011-12-28T16:09:30.505-08:00Using English for Academic PurposesAndy Gillett put together the EUfAP site about 11 years ago, and it's been very successful since. It provides <a href="http://www.uefap.com/listen/listfram.htm" target="_blank">listening instruction</a>, not just material or exercises.Bretthttp://www.blogger.com/profile/02870575277556244419noreply@blogger.com0tag:blogger.com,1999:blog-9151082484567286289.post-74663294429133652732011-11-30T18:33:00.001-08:002012-02-22T08:42:02.635-08:00One Stop English ListeningHere's heaps of material <a href="http://www.onestopenglish.com/skills/listening/" target="_blank">here</a>. I'll try to categorize and describe some of it when I get a chance. It prompts your to register, which is free, but many of the materials appear to be available even without registration.Bretthttp://www.blogger.com/profile/02870575277556244419noreply@blogger.com0tag:blogger.com,1999:blog-9151082484567286289.post-9533710283123255032011-11-02T09:15:00.000-07:002011-11-02T09:17:43.133-07:00English Accent Coach<span class="Apple-style-span" style="font-family: Helvetica;">This <a href="http://www.englishaccentcoach.com/index.aspx">website</a> is being put together by <a href="https://www.brocku.ca/humanities/humanities-research/humanities-research-institute/hri-associates/ron-thomson">Ron Thomson</a> out of Brock U. It's currently in Beta, and will be changing a bit in the next few weeks, but it looks quite useful for helping learning hear the distinction between sounds. It's also likely good for TESL students learning about phonology and pronunciation.</span><br />
<span class="Apple-style-span" style="font-family: Helvetica;"><br /></span><br />
<span class="Apple-style-span" style="font-family: Helvetica;">It's a game-like interface that plays syllables or words containing target phonemes that have to then be identified. The sound quality is high and the the pronunciations are varied but natural. I would strongly recommend using earphones rather than speakers.</span>Bretthttp://www.blogger.com/profile/02870575277556244419noreply@blogger.com1tag:blogger.com,1999:blog-9151082484567286289.post-65577819073468558192011-10-06T11:41:00.000-07:002011-10-06T11:41:43.719-07:00English-language Learning: Listening to Academic Lectures<br />
<div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">
This came from a <a href="http://www.ryerson.ca/studentservices/els/resources/websites/index.html">Ryerson site</a>, suggested by Irene Kosmas. </div>
<div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">
<br /></div>
<div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">
<a href="http://www.language-learning.ca/index.html">English-language Learning: Listening to Academic Lectures</a> appears to be a Canadian site. It begins with a significant overview of listening strategies. Then there are five lectures to work on. Each with a series of steps and exercises to work through. All have downloadable transcripts, MP3 audio files, and downloadable video files (all together in one large (over 100MB) zip file, which needs to be expanded) for flexible delivery. Although there is a copyright notice, all materials on the site are expressly free to download. The media also has click-to-listen links, but they wouldn't play on my MacBook. </div>
<div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">
<br /></div>
<div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">
The speaker, at least in the first lecture, is competent, but rather dull. He reader from cue cards, and the video/audio quality is degraded by darkness and a constant buzz.</div>
<div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">
<br /></div>
<div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">
These are longer lectures, the first being 23 minutes: definitely for higher-level learners.<br /><br /><br /></div>
Bretthttp://www.blogger.com/profile/02870575277556244419noreply@blogger.com0tag:blogger.com,1999:blog-9151082484567286289.post-12013858327044927432011-10-06T11:40:00.000-07:002011-10-06T11:40:22.664-07:00Focus on EnglishThis is linked to from a <a href="http://www.ryerson.ca/studentservices/els/resources/websites/index.html">Ryerson site</a>, suggested by Irene Kosmas.<br />
<br />
<a href="http://www.focusenglish.com/">Focus on English</a> is a set of basic situational-functional conversations. Topics include emotions, fashion, health, and shopping, and the conversations are very short. Perhaps suitable for levels 1-4 with most in the 2-3 range. Transcripts are sometimes available. The files all use the RealAudio format, so they're streamed--you can't download them. It looks like they don't want you to copy their stuff.Bretthttp://www.blogger.com/profile/02870575277556244419noreply@blogger.com0tag:blogger.com,1999:blog-9151082484567286289.post-74119318697462357602011-09-01T05:09:00.000-07:002011-09-01T05:09:12.436-07:00Human EvolutionThis <a href="http://www.ted.com/talks/svante_paeaebo_dna_clues_to_our_inner_neanderthal.html">TED talk</a> is very relevant to the level 6 reading chapter "the thread of life". The explanation is clear and the delivery is simple, if rather dull. The conclusions, however, disagree with the chapter's claim that we didn't mix with Neanderthals.Bretthttp://www.blogger.com/profile/02870575277556244419noreply@blogger.com0tag:blogger.com,1999:blog-9151082484567286289.post-11716183021513400012011-06-29T18:26:00.000-07:002011-06-29T18:26:37.366-07:00Breaking News EnglishI'll come back and add some details later, but here's a bunch of free listening <a href="http://breakingnewsenglish.com/">activities</a> around news items.Bretthttp://www.blogger.com/profile/02870575277556244419noreply@blogger.com0tag:blogger.com,1999:blog-9151082484567286289.post-1063580883195712552011-06-17T12:29:00.000-07:002011-06-17T13:47:41.231-07:00Level 8: About plagiarismA number of files relating to the idea of plagiarism:<br />
<br />
<ul><li>From iTunes U, a 14 minutes <a href="http://itunes.apple.com/itunes-u/ethics-bites-audio/id380223209">interview</a>. (item 11, date 4/15/08) with transcript.</li>
<li>CBC ideas: <a href="http://www.cbc.ca/ideas/episodes/2010/03/10/in-praise-of-plagiarism/">In praise of plagiarism</a>.</li>
<li>Grammar Girl's <a href="http://itunes.apple.com/ca/podcast/grammar-girl-quick-dirty-tips/id173429229">podcast</a> (episode 252)</li>
</ul><div>This <a href="http://www.youtube.com/user/gkanieski#p/u/7/auZ6WRTlVbo">talk</a> is mostly for faculty, but some students might get something out of it.</div><div>Although it's not audio and not appropriate for EAP students, I can't resist mentioning this <a href="http://harpers.org/archive/2007/02/0081387">essay</a>.</div><div><br />
</div>Bretthttp://www.blogger.com/profile/02870575277556244419noreply@blogger.com0tag:blogger.com,1999:blog-9151082484567286289.post-66970320426224348022011-06-17T12:00:00.000-07:002011-06-17T12:00:07.022-07:00Level 8 TED talks for independent listeningThere are so many great TED talks, but here are some excellent ones that seem particularly relevant to our students' interests:<br />
<a name='more'></a><br />
<ul><li>Dan Gilbert Explains <a href="http://www.ted.com/.../dan_gilbert_asks_why_are_we_happy.html">How We Generate Our Own Happiness</a></li>
<li>Jill Bolte Taylor – <a href="http://www.ted.com/talks/jill_bolte_taylor_s_powerful_stroke_of_insight.html">My Stroke Of Insight</a></li>
<li>Anything by <a href="http://www.ted.com/search?q=hans+rosling">Hans Rosling</a> (but "Hans Rosling shows the best stats you've ever seen", is used in class)</li>
<li>James H Kunstler <a href="http://www.ted.com/talks/lang/eng/james_howard_kunstler_dissects_suburbia.html">dissects suburbia</a></li>
<li>Karen Armstrong: <a href="http://www.ted.com/talks/lang/eng/karen_armstrong_let_s_revive_the_golden_rule.html">Let's revive the Golden Rule</a></li>
<li>Matt Ridley: <a href="http://www.ted.com/talks/lang/eng/matt_ridley_when_ideas_have_sex.html">When ideas have sex</a> </li>
<li>Salman Khan: <a href="http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html">Let's use video to reinvent education</a></li>
<li>Denis Dutton: <a href="http://www.ted.com/talks/lang/eng/denis_dutton_a_darwinian_theory_of_beauty.html">A Darwinian theory of beauty</a></li>
<li>Johanna Blakley: <a href="http://www.ted.com/talks/lang/eng/johanna_blakley_lessons_from_fashion_s_free_culture.html">Lessons from fashion's free culture</a></li>
<li>Ken Robinson says <a href="http://www.ted.com/talks/lang/eng/ken_robinson_says_schools_kill_creativity.html">schools kill creativity</a></li>
<li>Benjamin Zander on <a href="http://www.ted.com/talks/lang/eng/benjamin_zander_on_music_and_passion.html">music and passion</a></li>
<li>JJ Abrams' <a href="http://www.ted.com/talks/j_j_abrams_mystery_box.html">mystery box</a></li>
<li>Stephen Wolfram: <a href="http://www.ted.com/talks/lang/eng/stephen_wolfram_computing_a_theory_of_everything.html">Computing a theory of everything</a></li>
<li>Elif Shafak: <a href="http://www.ted.com/talks/lang/eng/elif_shafak_the_politics_of_fiction.html">The politics of fiction</a></li>
<li>Larry Lessig on <a href="http://www.ted.com/talks/lang/eng/larry_lessig_says_the_law_is_strangling_creativity.html">laws that choke creativity</a></li>
<li>Jonathan Harris collects <a href="http://www.ted.com/talks/lang/eng/jonathan_harris_collects_stories.html">stories</a></li>
<li>Erin McKean <a href="http://www.ted.com/talks/lang/eng/erin_mckean_redefines_the_dictionary.html">redefines the dictionary</a></li>
<li>Niels Diffrient rethinks <a href="http://www.ted.com/talks/lang/eng/niels_diffrient_rethinks_the_way_we_sit_at_work.html">the way we sit down</a></li>
<li>Richard Dawkins on <a href="http://www.ted.com/talks/lang/eng/richard_dawkins_on_our_queer_universe.html">our “Queer” Universe</a></li>
<li>Dan Ariely on <a href="http://www.ted.com/talks/lang/eng/dan_ariely_on_our_buggy_moral_code.html">our buggy moral code</a></li>
<li>Anything by <a href="http://www.ted.com/search?q=dan+dennett">Daniel Dennett</a></li>
<li>Jimmy Wales Explains t<a href="http://www.ted.com/talks/lang/eng/jimmy_wales_on_the_birth_of_wikipedia.html">he birth of Wikipedia</a></li>
<li>Deb Roy: <a href="http://www.ted.com/talks/deb_roy_the_birth_of_a_word.html">The birth of a word</a></li>
<li>Ethan Zuckerman: <a href="http://www.ted.com/talks/lang/eng/ethan_zuckerman.html">Listening to global voices</a></li>
<li>Chimamanda Adichie on <a href="http://www.ted.com/index.php/talks/chimamanda_adichie_the_danger_of_a_single_story.html">the danger of a single story</a></li>
<li>Jane McGonigal: <a href="http://www.ted.com/talks/lang/eng/jane_mcgonigal_gaming_can_make_a_better_world.html">Gaming can make a better world</a></li>
</ul>Bretthttp://www.blogger.com/profile/02870575277556244419noreply@blogger.com0tag:blogger.com,1999:blog-9151082484567286289.post-78778846893247258592011-06-17T11:26:00.000-07:002011-06-20T05:30:50.852-07:00Level 8 TED talksThe following TED talks have been used, mostly with great success, in level eight.<br />
<a name='more'></a><br />
<span class="Apple-style-span" style="font-family: inherit;">Lectures about choice:</span><br />
<ul><li><span class="Apple-style-span" style="font-family: inherit;"><a href="http://www.ted.com/talks/barry_schwartz_on_the_paradox_of_choice.html">Barry Schwartz on the paradox of choice</a>, <a href="http://www.ted.com/talks/download/video/3179/talk/93">video download</a>, <a href="http://www.ted.com/talks/download/audio/534/talk/93">audio download</a>, related <a href="http://eap-audio.blogspot.com/2011/06/paradox-of-choice-materials.html">materials</a>.</span></li>
<li><a href="http://www.ted.com/talks/sheena_iyengar_on_the_art_of_choosing.html"><span class="Apple-style-span" style="font-family: inherit;">Sheena Iyengar on the art of choosing</span></a></li>
</ul><span class="Apple-style-span" style="font-family: inherit;">Lectures on data and statistics.</span><br />
<ul><li><a href="http://www.ted.com/talks/hans_rosling_shows_the_best_stats_you_ve_ever_seen.html"><span class="Apple-style-span" style="font-family: inherit;">Hans Rosling shows the best data visualization you've ever seen</span></a><span class="Apple-style-span" style="font-family: inherit;">. (You can see more data on his </span><a href="http://mycourses.humber.ca/webct/ContentPageServerServlet/TED%20listening%20files.html?pageID=22492759775041"><span class="Apple-style-span" style="font-family: inherit;">website</span></a><span class="Apple-style-span" style="font-family: inherit;">.)</span></li>
<li><span class="Apple-style-span" style="font-family: inherit;"><a href="http://www.ted.com/talks/lang/eng/peter_donnelly_shows_how_stats_fool_juries.html">Peter Donnelly shows how stats fool juries</a> (I've retired this one. It's too conceptually difficult, and somewhat disorganized)</span></li>
</ul><span class="Apple-style-span" style="font-family: inherit;">Lectures on motivation:</span><br />
<ul><li><a href="http://www.ted.com/talks/lang/eng/dan_pink_on_motivation.html"><span class="Apple-style-span" style="font-family: inherit;">Dan Pink on the surprising science of motivation</span></a></li>
<li><span class="Apple-style-span" style="font-family: inherit;"><a href="http://www.ted.com/talks/lang/eng/simon_sinek_how_great_leaders_inspire_action.html">Simon Sinek: How great leaders inspire action</a> (Not a great speaker, and a little shallow content-wise)</span></li>
</ul>Bretthttp://www.blogger.com/profile/02870575277556244419noreply@blogger.com0tag:blogger.com,1999:blog-9151082484567286289.post-3707836928690487052011-06-17T11:25:00.000-07:002011-06-20T05:30:00.319-07:00The paradox of choice materialsOne of the TED talks I've been <a href="http://eap-audio.blogspot.com/2011/06/level-8-ted-lectures.html">using</a> quite successfully in level 8 is "<a href="http://www.ted.com/talks/barry_schwartz_on_the_paradox_of_choice.html">The paradox of choice</a>" by Barry Schwartz. I've prepared some materials to go with this.<br />
<br />
<a name='more'></a><br />
First, I've included a <a href="https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0Bx1Y_HDcQ5GwNDg3Y2IzZTktYTU2OS00ZTFlLThhMGMtOWRhMzljZTVhNzk2&hl=en_GB&authkey=CL3S6ik">glossed transcript</a>. Here's a <a href="https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0Bx1Y_HDcQ5GwMjU4ZDE2MTYtNDdkZi00ZjcyLTlkMWYtZDQ5ZGExNjliNTZi&hl=en_GB&authkey=CK7IvtoE">cloze activity</a>, some <a href="https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0Bx1Y_HDcQ5GwNWEwNjMzNTUtNWE0NS00OGMwLWE1NDctZWZlMGEyNWRlYzk4&hl=en_GB&authkey=CO7juqYP">sentences combining</a> items, some <a href="https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0Bx1Y_HDcQ5GwYmQwZjlkYjktYWE3My00MWMwLWE3NTEtOGI3NjhkMTNiZjRj&hl=en_GB&authkey=CMShj8EC">sentences for paraphrase</a> practice, and a <a href="https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0Bx1Y_HDcQ5GwODlhNzRhMmYtZGQ4ZS00ODkzLWI2YWMtNThmNTZmODJiOGJj&hl=en_GB&authkey=CKG_q6wL">progressive deletion</a> activity.<br />
<br />
Here are some questions with suggested answers:<br />
<br />
Q: According to Barry Schwartz, what are the two main problems with too much choice?<br />
<br />
A: The first problem is that too much choice causes paralysis. In other words, people become unable to choose. The second problem is that too much choice makes us feel less satisfied with the choices we do make, even if they are good choices.<br />
<br />
Q: Why does Schwartz choose the example of salad dressing?<br />
<br />
A: He likely thinks that people don’t spend much time thinking about salad dressing, so he expects us to be surprised with the amount of choice, and also to think that it is a strange situation when something so unimportant involves so many options. On the other hand, most of use will have seen a salad dressing section and will understand that he is right.<br />
<br />
Q: What is Schwartz’s view of the role of technology in choice?<br />
<br />
A: In Schwartz’s view, technology, such as smart phones, opens up new choices that we didn’t have before, and even if we don’t take advantage of these options, they fundamentally change our experience of other everyday events, such as watching a child play soccer.<br />
<br />
Q: Explain Schwartz’s view of patient autonomy.<br />
<br />
A: In Schwartz’s view, the doctors are shifting responsibility to the patient even though the patient probably doesn’t have the knowledge or skill to make a good choice and even though the patient is likely sick, which makes it even harder to make good choices.<br />
<br />
Q: What are Barry Schwartz’s four reasons why too much choice makes us feel less satisfied with the choices we do make? <br />
<br />
A: The first reason is that so much choice makes it easy to imagine that you could have made a better choice, so you regret your choice. The second reason is that you are aware of the opportunities you are missing and these take away from the enjoyment of what you have chosen; he calls this opportunity cost. The third reason is that so much choice increases your expectations so much that nothing could meet them. Finally, with so much choice, you can only blame yourself if you are not satisfied.<br />
<br />
Q: Barry Schwartz argues that people in rich countries should give more money to people in poor countries. According to him, who is this good for and why?<br />
<br />
A: He thinks it’s good for both the wealthy people and the less wealthy people. This is because wealthy people have too much choice and poor people have too little choice. By giving money, wealthy people decrease their level of choice and poor people increase theirs.<br />
<br />
Q: Explain Schwartz’s example of voluntary retirement plans: what happens and what that shows.<br />
<br />
A: In these plans, if employees put part of their pay into a retirement savings plan, the employer will also put money in that plan, above the regular pay. In other words, employees get paid more if they participate. But when there was more choice about how to save this money, fewer employees chose it. In other words, they avoided choice, even if it cost them money.<br />
<br />
Q: Explain the metaphor of the fishbowl that Schwartz uses.<br />
<br />
A: In this metaphor, we are all goldfish. The fishbowl symbolizes limits to our choices. A fishbowl that is too small is not good, just as few choices is not good, but no fishbowl, like no limit on choice, is a disaster.Bretthttp://www.blogger.com/profile/02870575277556244419noreply@blogger.com0