Eva García, Esther Álvarez and Laura Jiménez. 2º Educación Infantil.

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University English Course for Pre-service Primary Teachers

✓ 6A: What to begin with?

✓ 6B: Let’s talk about motivation
✓ 6C: Motivating the students
✓ 6D: Goal diggers
UNIT 6
MOTIVATION:
WHERE 6A: What to begin
EVERYTHING with?
STARTS

1. READING AND LISTENING

a. Read about motivation, its characteristics and the different approaches to its study and
answer the questions after the text41:

What is Motivation?

An internal state that arouses, directs, and maintains behaviour.

Types of motivation:

1. Intrinsic motivation relies on internal, personal factors such as needs, interests,

and curiosity.

2. Extrinsic motivation relies on external, environmental factors such as rewards,

social pressure, and punishment. This kind of motivation is created by external
factors such as rewards and punishments that has very little to do with the task
itself.

It is impossible to tell just by looking if a behaviour is intrinsically or extrinsically

motivated. Intrinsic and extrinsic tendencies are two independent possibilities, and, at any
given time, we can be motivated by some of each.

41 Lorenzo, M. F. (n.d.). Motivation Resources and Activities. In Scribd. Retrieved from

https://es.scribd. com/document/124126461/Motivation-Resources-and-Activities-1 (02/16/2017).

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 Approaches to Motivation

Behavioural Approaches

Source of motivation: extrinsic.

Important influences: reinforces, rewards, incentives, and punishers.
Reward: an attractive object or event is supplied as a consequence of a
behaviour. Incentive: an object or event that encourages or discourages
behaviour.

Humanistic Approaches

Source of motivation: intrinsic.

Important influences: need for self-esteem, self-fulfillment, and self-determination.
Humanistic interpretation: an approach to motivation that emphasizes personal
freedom, choice, self-determination, and which is taken into account for personal
growth.

Cognitive Approaches

Source of motivation: intrinsic.

Important influences: beliefs, attributions for success and failure, expectations.

Social Cognitive Theories

Source of motivation: intrinsic and extrinsic.

Important influences: goals, expectations, intentions, and self-efficacy are considered.

Socio-cultural Conceptions

Source of motivation: intrinsic.

Important influences: engaged participation in learning communities; the identity is
maintained through participation in group activities.
Socio-cultural views of motivation: perspectives that emphasize participation,
identities, and interpersonal relations within communities of practice.
There will be a genuine involvement in the work of the group, even if your abilities are
undeveloped and contributions are small.

1. Which factors create extrinsic motivation?

Environmental factors such as rewards, social pressure, and punishment.

2. Is it possible to tell by looking if a behaviour is intrinsically or extrinsically

motivated?

It is impossible to tell just by looking if a behaviour is intrinsically or extrinsically

motivated. Intrinsic and extrinsic tendencies are two independent possibilities, and, at any

given time, we can be motivated by some of each.

 3. What is supplied as a consequence of certain behaviour?

An attractive object or event.

4. What is the Humanistic Approach taken into account for?
Take into account important influences: need for self-esteem, self-fulfillment, and self-
determination.

5. What influences are considered by Social Cognitive Theories?

Important influences: goals, expectations, intentions, and self-efficacy are considered.

6. What maintains the identity in Socio-Cultural Conceptions?

The participation in group activities.

7. What there will be in the work of the group even if the students’ contributions are
small?
There will be a genuine involvement in the work of the group, even if your abilities are
undeveloped and contributions are small.

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University English Course for Pre-service Primary Teachers

b. Which of the questions above have Passive Verb Forms? Identify them and write them
down.
- What is the Humanistic Approach taken into account for?
- What influences are considered by Social Cognitive Theories?

c. Listen to the interview with John Guthri42 about motivation in reading. Complete the
sentences with the words and phrases in the box below.

Skill and Will motivating students professor

the knowledge African and European American

adolescents avoid reading for enjoyment

1. Dr. John Guthrie was a _______professor and artist_________ at the University of

Maryland.

2. After his retirement, he started researching reading motivation in

__________kids for reading__________.
 3. Affirming Motivation is Intrinsic Motivation: reading something for enjoyment.

4. The opposite is Undermining Motivation which is when the students

avoid reading.

5. There are two sides of reading: relevant and personal (little choices) Skill and Will

6. Your will side is key because if you students read at Secondary School, they don’t
have the knowledge.

7. John Guthrie found a difference in motivation between African and European

American students.

8. Teachers have to teach motivating students.

42 Baker, Kuby and Vander Zanden. (2013, January 27). How motivation, engagement, and reading
achievement are related among adolescents with Dr. John Guthrie [Audio file]. In Voice of Literacy.
Retrieved from http://www.voiceofliteracy.org/posts/49771 (02/24/2017).

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University English Course for Pre-service Primary Teachers
2. SPEAKING AND CREATING ACTIVITIES
a. Work in groups. Look at the picture below43. Talk to your classmates and create an activity
where you combine intrinsic and extrinsic motivation. The activity has to be related to
your specialization. You can work with your laptops, tablets or smart phones.

43 Riche, R. (n.d.). What is Intrinsic Motivation 3.0? In One Clear Message. Retrieved from https://www.
oneclearmessage.co.za/intrinsic-motivation-3-0/ (02/16/2017).

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6B: Let’s talk about motivation

1. SPEAKING AND DEBATING

a. The groups that have created the activities gather again, and name a speaker who will be
in charge of presenting the activity to the class. When each presentation is over, the
class will comment the activity pointing out if it is really motivating for the students. The
students will also say why they consider the activity to be motivating.

2. LEARNING TO LEARN
a. Look at the verb forms in the box below and write them in the table in their
corresponding column.

was taught has been learned is studying

was teaching is being explained

will understand will be understood can teach

must be studied can’t be written

is analyzed are analyzing are being told

had spoken had been said is read

 Active forms Passive forms

can teach was taught

will understand has been learned
are analyzing is being explained
is studying will be understood
was teaching must be studied
can´t be written
is analyzed
are being told
had spoken
had been said
is read

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b. Now complete the following table with the passive forms following the example.
Tenses Passive forms

Present Simple is teach

Present Continuous is being taught

Present Perfect has been taught

Past Simple was taught

Past Continuous was being taught

Past Perfect had been taught

Future forms will be taught

 Modal verbs in the Present should be taught

c. Having a look at the passive forms above, complete the rule.

The structure of the passive in English is:

Auxiliary verb ___to be_________ in the corresponding tense +
____past_______ Participle.

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d. Uses of Passive in English. Look at the different uses of the passive and complete the
table with the sentences below.
Use Example

1. We are interested in the action but not in who or what does or did it. a
The “Agent” is not mentioned.

2. We want to put the news at the end, beginning with something we c, e, i, f

know and leaving for the end the new information.

3. We do not know the person or thing that performed the action. b

4. We use Passive when we want to emphasize the person or thing that d, g

has performed the action.

5. Some sentences that are better expressed using passive forms. h

Examples:

a. In class, only English is spoken.

b. We were given lots of homework.
c. I’ve been told that being punctual is highly appreciated at this school.
d. Lorena’s dictionary has been stolen.
e. The next lecture will be given by Mr. Brown not by Miss Leeds.
f. Billy is often confused by very complicated Math exercises.
g. John has been given detention for cheating in the exam.
h. Smoking is not allowed within the school premises.
i. I was told to shut up but it was Peter, not me!
e. Now work in pairs and write one more example of each use. Use different tenses.

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University English Course for Pre-service Primary Teachers

6D: Goal Diggers

1. VOCABULARY AND LISTENING

a. Look at the following list of words. Connect them to their definition below. Write the
definition in the corresponding box in the table.
Word Definition

Purpose (propósito) Something that you hope to achieve.

Topic (tema) A theme about which you write, talk or learn about.

Goal (meta) The intention, aim or function of something, the thing that’s
supposed to be achieved.

Syllabus An action or thing that continues something that has already

(programación started or comes after something similar that was done
didáctica)
earlier.

Assignment (tarea) A document that is given to students in class that contains

tasks, exercises, tests, etc.

Quizzes A task or piece of work that is given to do usually as part of a

(cuestionario) job or studies.

Discussion The process of talking about something, especially in order to

decide something.

Protocol A system of fixed rules and formal behavior used at official

meetings.

Follow-up (hacer The way in which people or things behave and react to each
un seguimiento) other in a particular situation.
 Dynamics Competitions or games in which people try to answer
questions to test their knowledge.

Outline (esquema) A description of the main facts or points involved in

something

Handout (impreso) A list of topics, books, tasks, etc. that students should study
and do in a particular subject at school or college.

Encourage (alentar) To give somebody support, courage, or hope.

Novel (novedoso) New, interesting and often seeming slightly strange.

1. A task or piece of work that is given to do usually as part of a job or studies.

2. The way in which people or things behave and react to each other in a particular
situation.
3. Competitions or games in which people try to answer questions to test their knowledge.
4. The intention, aim or function of something, the thing that’s supposed to be achieved.
5. A description of the main facts or points involved in something.
6. The process of talking about something, especially in order to decide something.
7. Something that you hope to achieve.
8. New, interesting and often seeming slightly strange.
9. A document that is given to students in class that contains tasks, exercises, tests, etc.
10. A theme about which you write, talk or learn about.
11. An action or thing that continues something that has already started or comes after
something similar that was done earlier.
12. A system of fixed rules and formal behavior used at official meetings.
13. To give somebody support, courage, or hope.
14. A list of topics, books, tasks, etc. that students should study and do in a particular
subject at school or college.

b. Listen to Dr. Concepción Godev45 , faculty fellow from the center of teaching and learning
at the University of North Carolina in Charlotte, USA, speaking about motivating
students with instructions and choose the best option that completes the statements
below:
1. Dr. Godev says that instructions a) should guide students.
b) have an uncertain goal.

2. Between the items that can a) quizzes and out-class

contain instructions, she mentions activities. b) homework and
feedback.

3. According to her, textbooks a) bring all the information necessary

for the instructions.
b) don’t tell teachers some
information necessary to be given.
 4. The information teachers should a) how long the activity will take. b)
give the students includes what to do before the activity starts.

5. When students are engaged in a project, a) feedback should be given only

once. b) it’s advisable to give
feedback more than once.

6. The study guide a) is supposed to have a bad impact on

the students.
b) may motivate students quite a lot.

7. Exams and quizzes a) should be something the

students already know how to
handle.
b) should be totally new every time
you give one to the students.

8. The students work exams and a) the questions are discussed in class.
quizzes better if b) the students don’t have the data
basis related to them.

2. READING

a. Read the following extract and complete it with the words in the box below.

45 Godev, C. (2012, May 03). Instructions Can Motivate Students (Part 3) [Audio file]. In The
University of North Carolina at Charlotte. Retrieved from http://teaching.uncc.edu/podcast/instructions-can-
motivate students-part-3 (02/24/2017).

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If a student is motivated to learn, he will…

• engage in a _____work____ with greater energy and activity.

• set ___goals_____ for himself.
• increase time on task by _________initiating___________ and by
persisting despite_________difficulty and
interruptions___________________.
• be cognitively engaged, i.e. actually thinking about __________what’s being
taugh____.

what’s being taught goals task

initiating work difficulty and interruptions