2

Lesson 20

What is your experience of working with PERPLEXITY.AI

and YOU.COM ai assistants?
In our day and age, when any public talk can be written by a
generative ai, what can people value in a talk? Work in a
group of 4-5 people and suggest criteria to evaluate a talk.
Report to the class.
TASK 1. Giving a 3-minute talk.
What is a successful talk?

Signposting your talk:

My talk addresses three main questions… / I’ll highlight some
key ideas related to… / I’m assuming that you know… / So those
are the two main ways of looking at this. / If we go back to my
example with …

Using idioms (at least one):

Breathe down someone's neck / A square peg in a round hole /
Off the hook / A fly on the wall / Hit the jackpot / Let the cat out
of the bag / The penny has dropped / Pull the plug (on
something) / Feather your (own) nest / Pull strings / Wet behind
the ears / Jump through hoops / Hit the buffers / From the frying
pan into the fire / Take a leaf out of someone's book

1.1. Pair-work: Deliver the 3-minute talk that you prepared

at home - How can students improve their motivation?
Your partner will time your answer. When you are finished,
you will receive a question from your partner.
1.2. Then, your partner will provide you with their feedback.
In their feedback, you partner will use the criteria that the
class discussed in 1.1.

Repeat 1.1. – 1.2. for your partner.

TASK 2. What does it mean to learn something?

When do you know that you’ve learnt something? Look at
slides 1 and 2 and speculate how they can be used in the
context of learning.

Listen to the lecture and compare your answer with the

answer that the lecturer provides. Can you think of an
example of when you experienced learning as qualitative or
quantitative changes?
How would you describe the lecturer as a public speaker? In
terms of talk delivery, what would you like to learn from the
lecturer?
TASK 3. Further practice with talk delivery
Look through the expressions below to make sure that you know the
words highlighted in green:

I aim to achieve an excellent command of English / highly

articulate / I have become a bit rusty / people tend to be
bilingual / to switch between the languages with ease /
living in the country, you just pick up language naturally /
accuracy is as important as fluency / rote learning /

Try to use the new vocabulary as much as possible.

Spend a few minutes preparing a 3-minute talk (see the
topics in the table below). Remember to introduce the topics
you are going to cover, then start with the claim that you are
making, explain what you mean, provide reasons and
examples and make a conclusion. Use the new vocabulary as
much as possible.
Student A Student B
What is the most creative approach to What would be the best feedback for a
learning languages? student at a business school?

Your partner will time your talk and provide feedback using
the assessment criteria.
Always start and finish your feedback on a positive note.
Assessment Criteria Points
Content (1 – 5)
The listener has a feeling that the speaker has been using his or her ideas rather than the
ideas offered by AI.
• the talk is
o relevant to the topic
o engaging
o personalised
o logically organised

Grammatical Resource (1 – 5)
• the range of grammatical patterns is varied
• the language is grammatically accurate
Lexical Resource (1 – 5)
• wide range of advanced vocabulary
• frequent use of the new vocabulary from Wordlist 1
• word choice is correct
Phonological Control (1 – 3)
• words are pronounced correctly
• intonation is appropriate
• sounds are pronounced correctly
Total: maximum 18

Revision of Tenses:
The Past Simple, Present Perfect, Past Perfect, Present Perfect
Continuous and Past Perfect Continuous
Choose the correct option in the brackets.
1. I ___________ (have met / met) someone very special
for me last night.
2. Your luggage is still in the hotel since you __________
(haven’t checked out / didn’t check out) yesterday at 2
PM.
3. I ____________ (have known / had known) my best
friend since I went to kindergarten.
4. ____________ (Have / Had) you ever seen him before
that match?
5. I went to school and was feeling nostalgic about my
life that I ___________ (have been / had been)
enjoying before.

What is in the next class?

In the next class, you will have an interview with the Teacher
that will cover Unit 1 topics. After you have finished your
talk, the Teacher will ask you a question related to your talk.
She will also ask you to explain in English a few words from
Wordlist 1. You can get 18 points for this assignment.
During this class, you will also write the Unit 1 Test which
includes Vocabulary, Grammar and Reading tasks. You
won’t be able to use your notes, dictionaries or any
electronic devices during the test. Learn words on Wordlist 1
and revise grammar rules (Lessons 1 and 2). You can get 10
points for this assignment.
At home, you can practice completing reading tasks which
are available in TEAMS in the folder “Reading Practice.”

HOME ASSIGNMENT
TASK 1. Read or watch 5 resources from the list below to
prepare for the speaking test. Take notes on the main ideas. The
links highlighted in yellow, require the use of a vpn. While
studying the information, think critically - question the
assumptions provided to you in the resources.
 The resources to study for the speaking test (a monologue):
1. Research: Flexible Work Can Dampen Motivation
https://hbr.org/2022/04/research-flexible-work-can-
dampen-motivation
2. TED talk by Abigail Marsh
https://www.youtube.com/watch?v=uq-6T6TAu74
3. Lecture on Learning (TEAMS – Class Materials – Unit 1 –
audio file)
4. Forbes – Characteristics of Great Managers
https://www.forbes.com/sites/adp/2017/12/13/5-
characteristics-of-great-managers/?sh=5cdfc3975eba
5. What is 360-degree feedback
https://en.wikipedia.org/wiki/360-degree_feedback (A new
form of feedback)
6. How to learn anything by Elon Musk.
https://www.youtube.com/watch?v=H1mb3ARvSJo
7. All about motivation at school (Does offering students a choice in
assignments lead to greater engagement?)
https://www.gse.harvard.edu/news/uk/18/09/all-about-
motivation (click on the internal links in the article to
explore more texts on the topic).
1. Flexible work is here to stay. A 2019 survey found
that 80% of workers would prefer to work for a company
that offers flexible work schedules — and the pandemic has
only intensified this trend, with employees in every industry
embracing the option to work when and where they want to.
This has been hugely beneficial for many people, especially
for those balancing work with caregiving responsibilities,
side hustles, or even just a demanding personal life.
However, our recent research suggests that alongside the
benefits, there may also be a hidden downside to flexible
work.
Through a series of studies with almost 2,000 employees and students in the U.S. and
Europe, we found that working at non-standard times such as weekends or holidays
significantly reduced people’s intrinsic motivation, making work less motivating and
enjoyable. Why would a policy that employees seem to be so excited about end up making
them feel worse?
The answer lies in one of the most powerful psychological forces in our lives: social norms.
Despite increasing acceptance of non-traditional work schedules, society continues to have
clear norms that define when it is — and isn’t — appropriate to work. The 9-to-5 default
remains strongly embedded in our culture: Calendar apps gray out weekends and
evenings, Google Doodles and other consumer products rebrand for holidays, and many
businesses and schools close on weekends, evening, and holidays.
To be sure, going against a norm can sometimes feel empowering. But it can also sap our
motivation. In one of our experiments, we asked employees how they felt about their work
first when working on a regular day, and then one week later, when they were working on a
federal holiday. We found that motivation and enjoyment were significantly lower when
employees were working on a holiday, even though both days were Mondays and
employees engaged in similar work-related activities.
The good news is, our research also identified a strategy that can help employees and
students stay motivated when working outside of “regular” work hours: We found that by
intentionally shifting their mindsets, people were able to preserve motivation while still
reaping the benefits of a flexible schedule.
In an initial experiment testing this idea, we had full-time employees imagine working on
the weekend. We told one group to think about how their time could have been better spent
pursuing non-work activities, like relaxing with friends or listening to music, while we told
a second group to think about how they were making good use of their time by catching up
on work. A control group was simply instructed to reflect on how they would feel when
working during this time, without an explicit mindset prompt.
While these differences may seem subtle, they had a major impact. Focusing on the benefits
of working on the weekend helped the employees in the second group normalize working
during this non-standard work time, and as a result, this group reported that they would
be on average 23% more interested and engaged with their work than the other two
groups. Interestingly, the control group imagined they would be just as demotivated as the
first group, even though we didn’t push them to focus on the downsides of working on the
weekend. This suggests that people’s natural tendency when working during non-standard
work times is to think about how their time could have been better spent pursuing non-
work activities, highlighting the power of our mindset-shifting intervention.
In another experiment, we tested this intervention in a real-world setting, with students
working in a campus library during Spring Break. We helped one group of students
reframe this time as standard work hours by prompting them to think about how people
often use Spring Break to get ahead or advance with their work, while prompting another
group to maintain the default social norm by thinking about how people usually use this
time to have fun, relax, and unwind. We then asked the students how they felt about their
work and found that those in the first group were 15% more intrinsically motivated to
complete their work.
Importantly, while these experiments allowed us to intentionally prompt people to shift
their mindsets, our daily lives are full of subtle reminders of time-use norms that can have
a substantial impact on how we feel about our work. For example, you may be planning to
use a long flight to get some work done, but when you sit down and see a screen full of in-
flight entertainment options, it can dampen your motivation to work. Similarly, you might
have been excited to take Fridays off and work on Sundays instead…but when you open
your calendar and are reminded that you’re working on a weekend, it can be highly
demotivating, leading you to experience your work as less engaging and fun than if you had
worked on Friday. Noticing these cues and proactively replacing them with prompts that
help you shift how you think about non-standard work times can help you stay motivated
when working on a non-traditional schedule.
Flexibility is a boon to the modern workplace — but it shouldn’t have to come at the cost of
intrinsic motivation. When employees find their work motivating and enjoyable, they work
harder, perform better, are more creative, and are more helpful and altruistic. They also
report improved work-life balance and overall well-being.
To enjoy the benefits of flexible work without sacrificing your ability to stay motivated, try
to find ways to proactively shift your mindset (whether that’s customizing your calendar
display, installing an app to notify you when it’s work time, or simply reminding yourself to
focus on the benefits of flexibility). With the right state of mind, it’s possible to have the
schedule you want and love your job too.
1. The main idea is that people lose motivation working on weekends or holidays
thinking instinctively about how they could have spent their spare time having fun
and unwinding, but one research proved that if people think that they are doing
work for some aim and benefits their motivation increases
2. Altruistic people have some parts of their brains which are in charge of altruism
working better that others (psychopaths)

3. -quantitative increase (pile of rocks)

-memorizing (store sth that can be reproduced later)
-skills should be retained and used later (not only for some school tests, but also for
applying them in real life)( ex: vocabulary that the speaker learned was used in
writing)
-qualitative change (ex: the speaker learned some specific vocabulary about glaciers
and then she started to see them in a different way and understand sth about them-
she made some sense of that words- she connected them to the world(not just
memorising)
-understanding reality in a different way

4. It's hard to pinpoint the characteristics of great managers — the personal and
professional qualities that make them so effective at driving organizational success.
However, we've identified five crucial traits that can make a good manager
outstanding, along with five leaders who exemplify these characteristics. How many
of these five qualities do you embody?
 While even a bad manager might get decent results in the short term by squeezing
their team, the best managers develop their people, because talented, empowered
employees are well-positioned to deliver long-term results that make everyone
successful. Former General Electric CEO Jack Welch is a perfect example. In his
book, Winning: The Ultimate Business How-To Book, he sums up his management
philosophy like this: "When you were made a leader, you weren't given a crown.
You were given the responsibility to bring out the best in others."

Exemplary Communication Skills

Communication is a two-way street that requires listening well and speaking openly
and honestly in a way that everyone can understand. Communication should never
stop; it's the lifeblood of any viable business and the only way a company can help
make sure that all employees and stakeholders stay on the same page. Walter
Montgomery, a retired CEO who's helped many businesses, says that whether a
company succeeds or fails, "depends heavily on skillful communication," according
to the Wharton School of the University of Pennsylvania. Montgomery has seen
giant companies disappear because of their managers' inability to communicate.

Willingness to Innovate

A close-minded, "do-it-my-way-or-hit-the-highway" manager is the opposite of a

great manager. Great managers don't just tolerate new ways of thinking, they
actively seek them out when hiring and engaging employees. Daniel Vasella, former
CEO of pharmaceutical firm Novartis, was legendary for hiring smart people,
pointing them to hard problems and letting them work independently to solve them.
As a manager, Vasella empowered people to be different. According to Forbes,
Vasella believes that "Personally and professionally, conformity is not important.
What is crucial once one sees a new innovative way is to test it out, to get both
challenge and support from competent people."

A Focus on Diversity

Among the characteristics of great managers is the willingness to cast the widest net
possible when it comes to finding and developing talent. One of the best examples of
this approach comes from Sheryl Sandberg, COO of Facebook, who's become a
champion for women breaking into science and technology, areas where they've
traditionally been underrepresented. In a commencement speech at
BarnardCollege, Sandberg made her views clear, saying "We need women at all
levels, including the top, to change the dynamic, [and] reshape the conversation."

The Ability to Motivate Meaningfully

Great managers motivate employees by providing a larger sense of meaning beyond

money. No business can grow unless its employees grow, too, developing new skills
and following their passions. Jane Stevenson, vice chairman of consulting firm Korn
Ferry, puts the leader's role well in a quote she shared with Forbes. "Each person
needs to feel that they matter, that the outcome wouldn't be the same without their
contribution. One of the key jobs of leaders is to make sure each person has a clear
sense of purpose and value in connection to the larger mission."

------A good manager shouldn’t squeeze his or her team but develop it and make
better, also communication is a way of achieving success, everyone should listen
each other and be sure that everyone understand each other, also managers have to
be creative and find different ways of doing something, evoke new ideas and so on,
managers should cast the widest net possible when it comes to finding and
developing talent (an example that Sheryl Sandberg helped women to break into
spheres where they had never been before) moreover, managers should motivate
their employees and make them think that they are vital and matter and they are
doing something for a large mission.

4. Elon Musk says that colleges are not for learning, a person should learn sth by
his/her own, the main problem at schools is that teachers don’t explain why children
are being taught a subject
5. When you allow autonomy and require responsibility, you encourage motivation
and self-guided learning in your students — and you fuel academic achievement
and a sense of excitement. Here, we explore these and other insights into student
motivation from researchers and experts in the field of education

Ask a Researcher, a project from Digital Promise and the Harvard Graduate School
of Education, offers evidence-based guidance on classroom dilemmas. We pair
questions from educators across the country with answers from researchers and
experts. Are you in need of insight for your own teaching challenge? You can submit
your question here.

Does offering students a choice in assignments lead to greater engagement?

Decades of psychological research concludes that providing students with choices

leads to increased in autonomy and, in turn, motivation and learning. Students, like
adults, tend to be more motivated to complete a task — and perform better on it —
when they choose to engage in the task themselves, rather than having the task
chosen for them.

But when it comes to giving choices — just like ice cream and movie sequels —
more is not always better. Faced with too many choices, students can become
overwhelmed, and they instead prioritize ending the choice-making process, rather
than making the choice they really think is best. Research suggests three to five
options may produce the most satisfaction and motivation.

How do we allow for inquiry while still ensuring learning (the proficiency of
standards)?

Inquiry and learning are not meant to be mutually exclusive, but rather
complementary parts of any teaching and learning experience. It is this Inquiry is a
vehicle for understanding. And understanding, different from the accumulation of
knowledge, entails being flexible with what one knows. flexibility that, we hope, will
support young people in exhibiting the proficiency of standards that are required of
them in many school settings, while also giving them the opportunity to further flex
their understanding in new and exciting ways. Allowing students autonomy — the
ability to choose how to express their knowledge to their teacher — is an essential
gateway to engagement; when students feel empowered, they become more excited
to learn.

What are the most effective practices for facilitating diverse youth leadership in
schools?

Most young people are inherently driven to create positive change and to be leaders.
Unfortunately, we don’t always make it easy for young people to see their inherent
motivation as something useful for, or related to, school. How can we foster young
people’s natural capacities to be leaders, in ways that are equitable and collectively
beneficial?

When designed correctly and allowed to work on substantive issues, student

government can be an authentic leadership body. If this group is designed in ways
that fully represents the demographics of the school and the interests of students,
then it can play a fundamental role in shaping the school’s values and structures. A
representative group of students could also collect data from their peers about what
they want, and then share these data with adults. This process would allow students
to think about their needs and desires, and how these connect to the heart of the
school’s pedagogy. For all young people, but particularly for young people who have
been oppressed in society, getting the tools and opportunities to create change can
start to help undo the trauma of feeling powerless.

Do digital learning materials improve student achievement or motivation?

I can think of two main ways that technology can effectively increase engagement
with the kind of tasks traditionally found on worksheets: giving feedback and
 tracking student performance. You want computers to offer feedback that
reinforces the work that led to a correct response, or feedback that helps guide the
learner to pathways to correct answers. Feedback for correct answers, from the
teacher or the computer, should highlight the steps that led to success. Feedback for
incorrect answers should promote reflection on the error.

Digital technology can use past performance and the performance of similar
students to dynamically determine what item, tasks, or bit of instruction should
come next. The focus on learning can be reinforced by a focus on growth, and digital
systems can display that growth graphically and immediately. That kind of progress
feedback can be very motivating. We all like to see ourselves getting better.

----Providing students with choices leads to increased in autonomy and, in turn,

motivation and learning. Students, like adults, tend to be more motivated to
complete a task — and perform better on it — when they choose to engage in the
task themselves, rather than having the task chosen for them. Inquiry is a vehicle
for understanding. And understanding, different from the accumulation of
knowledge, entails being flexible with what one knows. Also, its advisable to have a
school government which will learn about their peers needs and wishes and give
them life.
Digital tools for learning help people to get feedback on their responses, the tools
can use the performance of similar students to dynamically determine what item,
tasks, or bit of instruction should come next, they can show graphically progress of
a student.

TASK 2.
Exercise Rules
1. I _met__________ (have met The Present Perfect IS NEVER USED to talk about a
/ met) someone very special definite time in the past.
for me last night. I had an accident on my way home last night. (We use the
past simple because we say when the accident happened –
2. Your luggage is still in the “on my way home last night”.)
hotel since you
___didn't__check out_____ I’ve had an accident! I’m going to be late for the meeting.
(haven’t checked out / didn’t (We use the present perfect because the moment when the
check out) yesterday at 2 accident happened is not mentioned - it is not important.
PM. What is important is that THERE WAS an accident.)

3. I __have known__________ We use the Present Perfect or the Present Perfect

(have known / had known) Continuous to talk about actions/events that started in
my best friend since I went the past and have been continuing up to the present.
to kindergarten. Often, we use FOR or SINCE to say how long the action
has been continuing.
I have been writing letters for 6 hours. I have known my
future wife since I came to this town.

4. __Had__________ (Have / We use the Past Perfect to describe actions and events
Had) you ever seen him which happened at an earlier time than the events
before that match? described in the past simple or past continuous. There
must always be a past tense to refer to.
5. I went to school and was I had never played tennis until I went to Spain.
feeling nostalgic about my We use the past perfect in the continuous form when
life that _____had describing an action which continued for some time
been______ (have been / before some event in the past.
had been) enjoying before. He had been waiting for an hour before the train arrived.

Grammar Revision for the Final Test. Complete the exercises and compare your answer
with the key. If you have any questions, ask them in class.
Present Tenses
Present Perfect

Past Tenses

Key
1 2 3
b) I’m cooking b) has been writing b) was watching
c) has been asking c) used to live
c) Do you like d) Did you give / saw d) was driving
e) haven’t been listning e) had gone
d) Are you using f) have found f) had eaten
e) do the people here do g) has changed/has been changing g) did
h) Have you visited h) used to like
f) you turn i) Have you two met i) were you doing
g) goes j) Did you meet/Have you met j) had told
k) used to
h) are you reading
i) Are you waiting
j) is building