Author: Rich Pav

  • The “Vomit” Journaling System by Campbell Walker

    The “Vomit” Journaling System by Campbell Walker

    The Video

    The Not Exactly Word-for-word Transcript

    This is a transcript that I think is more understandable to an AI than a pure transcript. I used it to get Claude to shit out help create the Obsidian daily note template below.

    Journaling is one of those things that massively changed my life. But there is a problem with it. There is a lot of hype, but there isn’t that much instruction. The general message is journal and it’ll change your life. And so you sit down at a blank page and uh… Now what? Should I start with Dear Diary? Do I talk about my day? Do I talk about my childhood? Am I allowed to use this for a shopping list? What are the rules? If you’ve ever wondered why journaling isn’t doing that life-changing thing that it’s meant to, or even if you love journaling, and you’re looking to love it more, then I make this video for you.

    But first, I should probably explain the title: “The Vomit System”. To me, journaling is vomiting. So you know when you’re really really sick, maybe you’ve got windy roads, maybe you got plastered last night. I don’t know. For whatever reason, you’re just not feeling good, and then you vomit, and you kind of do feel good. In the moment, vomiting is pretty gross, but just after you’re like, “Oh, I feel better. I think that was what I needed.”

    I’ve journaled for 15 years, which means I’ve tried hundreds of techniques. Some are great, others not great, but the good stuff stays with you. And in this video, I want to take you through that good stuff. My all-time favorite journaling techniques, and the system that I think about them in. The Vomit System. Alright, let’s do it.

    These are the five main reasons that I journal. One reason starts with V, another reason starts with O, then M, then I, then T, and the entire topic starts with J. So if you’re playing along with the alphabet superset, this video is J.

    Now let’s talk about vomit. I feel like I’m going to keep saying that. First reason. I journal to vent. I’ve also made this the first reason because this is how I started journaling. And it’s how I started a lot of journaling sessions. I’ll show you what I mean. Vent. Write what makes you angry. This is a quote from the writer Poe Bronson who said, “Whenever he has writer’s block, he just thinks of something that, you know, makes him mad.” And it’s not that he’s trying to write a rant, it’s just that rants come pretty easy, you know? It just rolls right out of you. I start with whatever makes me angry and that usually gets me over that hurdle of starting.

    As much as venting is a tool to get us into the flow, it does have some practical benefits. One of the big ones is the mind dump effect. So before journaling, I kind of see my mind is full of scribbled lines. Afterwards, my mind is clear and my thoughts are organized are on the page. It’s this indexing effect. Things are chaotic up in my brain. Things are not chaotic on the page. There’s this quote that I like. “I write entirely to find out what I’m thinking.” Apparently Joan Didion and like 30 other people said that. But regardless of its origin, I really like its meaning. Because basically what we’re trying to do is get all of this mess out of our mind and put it on paper. And paper, it’s finite, it’s trivial, it’s clean. We can sort of see what’s going on.

    The thing that I liken it to is looking for your keys. If you were looking for your keys in a dark room, probably wouldn’t find them. As soon as you turn on the light, you’re like, “Oh, got ’em.” When my thoughts are disorganized inside my mind, it is like when the lights are off. I have no idea what’s going on up there. When I put your thoughts down on paper, this is when the lights are on and I’m like, “Oh, there’s that nasty thought. There’s that cognitive distortion. Maybe I’m not a train wreck.” And that is vent. The first thing that I like to journal for.

    Next, we have O for “Obligations”. Specifically to make sure our obligations aren’t just rogue intrusive thoughts that just bug us throughout the day. And also to get them done. This step is similar to venting in the sense that we are mind dumping. But the big difference is we are not just mind dumping our thoughts, but our responsibilities. Our to-do list. We’re just trying to–I’m gonna say it again–vomit it onto the page. The idea here is that we don’t want to use our brain to store problems. We want to use it to solve problems. And in order to free up that space, we want to put all of our problems onto the journal. Also, if you want to explore just how far you can take this indexing idea, just taking your thoughts and putting them somewhere else, check out Thiago Forte’s concept of the second brain. Super fascinating stuff.

    Alright, let’s get into actionables. When I am using journaling for obligations, what I do is these four things. So firstly, I start with an obligation dump. This is where it’s like anything that could remotely be considered an obligation. Everything from, “I need to write this chapter”, “I need to get this film developed”, “I need to clean the kitchen”, “I need to reply to this email”, “I need to update my license”, “I want to buy a boat”. Everything from the mundane to the grandiose, just get it all on the page. Next, I organize it. I usually just split this up into broad categories. You know, like “family”, “finance”, “health”, “work”.

    Now we get to step three: “prioritize”. You probably know the story about a UK rowing team that won gold one year. When the coach was asked what the secret formula was, he said, “I just gave them all one guiding question: ‘Does make the boat go faster?’” For example, which are you going to eat for breakfast, broccoli or cake? Instead of having to mull over all of the pros and cons, the team were just encouraged to ask one question: “Will it make the boat go faster?” Therefore, pick the broccoli. In terms of journaling and organizing all of these obligations in the to-do list, I usually run it past a guiding question. There’s a decent Tim Ferriss question that I like for this. It’s, “Which thing on this list, if done, would make everything else easier?” And that usually rises the correct obligations to the top.

    And then finally, I put it into a to-do list form. That’s what I’ve got right here: “bare minimum” and “killing it”. This is how I truncate my to-do lists. I write out the bare minimum that I need to do that day. What is the least amount of things that I need to do in order to make tomorrow suck a little less? And then “killing it” means, “What could I get done if I’m really in the mood?” I’ve used this split system for years and what I really like is it minimizes the guilt that you might place on yourself if you don’t get enough stuff done. It creates momentum because the bars set low so you do achieve stuff. It accounts for the normal ebbs and flows of life. Some days are really, really hard. And on those days it is really nice to know what the bare minimum that you have to do is.

    And that brings us to M. The next thing that I like to use journaling for. I use journaling for my “mindset”. I like to understand mindset in two ways. The first way is with a tech metaphor. Your mindset is like the operating system that your brain runs. And the second is something that you can train. But training your mindset is one of those phrases that just doesn’t sound like it’s going to lead anywhere. Super vague. What do you do with that? What’s the action that you take? And this is where journaling comes in.

    I’ve got six journaling techniques that I will use from time to time to improve my mindset. And from 15 years of journaling, I’d say that these are probably my favorites. The first one, “reframing”. My favorite journaling question is, “How is this the best thing that has ever happened to me?” And I’ve asked that about some deeply, deeply painful things. And it feels so inappropriate. But the thing about your brain is it just starts looking for answers. When you ask that question, your brain is like, “It could be this, it could be this, it could be this…” It gets wrong every time, but it starts breaking your thinking and it helps train your mindset to just naturally reframe stuff.

    Next one, “possibility”. If you are struggling with limiting beliefs or just doubting yourself, it might be worth checking out “because” statements. What’s a “because statement”? A “because statement” is a way that we gather evidence that we are whatever the thing that we say we want to be is. Because it’s not like you can yell affirmations at yourself and just have your identity change. For example, you’re trying to be healthier. You can’t just yell in the mirror, I am healthy, I am healthy, I am healthy. Instead, we want to build a tangible bank of evidence that we’re healthy. Write the identity statement, one that you might want to yell in the mirror, such as, “I am healthy”. Then, you write “because” and then at the end of the day, you find a few reasons that actually validate this from your day.

    This works on three levels. Firstly, it’s positive because you do start to actually piece together the evidence. And that’s the thing that will cause change and actually creates new possibilities. Secondly, I’ve found that this will make me create evidence. You know, if I’m like, “I am sober because…” If I want to finish that sentence, I’ve got to stay sober. And then thirdly, it can actually be a half-decent reality check. So if I’m like, “I am six foot four because…” Well, I’m not six foot four. It’s just not going to happen.

    The next journaling technique that I use to train my mindset is “inversion”. For me, what this is about is practicing a reaction that I want to have to problems in my everyday life. And that reaction is to look at the solution, but also look at what the opposite of the solution is. But why? Well, the reason I want this is because I find that it makes the solution to things really, really obvious. To the point where not doing them looks quite dumb. An example would be, let’s say I want to draw more. It’s a bit of an open ended problem to solve, but with the inversion, you sort of get a better direction. So while asking, “How can I draw more?”, we’re also asking, “How can I draw less?” To draw less, I could leave my books where I can’t see them. I could put my pencils in the cupboard so there’s more friction. And I could spend any window of time that I have on my phone. Immediately, I realize what I’m doing wrong, which I find gets me to the answer of what to do right a lot faster. In a journaling prompt context, this is just about taking whatever question it is that you’re asking and asking the opposite.

    Next technique for mindset training is “perspective”. You know that whole phenomenon that other people’s problems are easier to solve than your own? Like when your friend has a conundrum and they’re like, “What do I do? What do I do?” And everyone’s like, “Obviously you do this. You just do this, man.” But they still deliberate and it’s not as clear as it is to everybody else. And it makes sense, obviously. You know, they’re the ones who actually have to live it. They’re the ones with all the nuance. Whereas the people giving the advice have the luxury of not getting caught in the details and perspective. And that is what we can practice. Giving ourselves perspective. So the journaling prompt here is, “If you were a friend who was giving you advice on this situation right now, and you really, really wanted you to succeed, what advice would you give?” We are practicing looking outside ourselves in order to help ourselves.

    Next up, we have “discipline”. This is a bit of a meta tool because it’s not about a journaling prompt, but just the entire action of journaling. So just like with “because” statements, discipline is something that is evidence based. You know, you have to build that up in order for you to believe that you actually are disciplined. It’s one of those things that you’ve got to practice when things aren’t easy as well. But this really, really helped me out a lot. I did experiment where every time I went to look at social media, I switched the placement of the app. So then my muscle memory just naturally opened the notes app. And then I was like, “Well, I’m here. I guess I have to journal.” And it was really cool because switching from something that pacifies your brain to something that gets you to actively reflect on what your brain is doing, it just fast tracked this entire process.

    The mindset thing that we can use journaling to practice, the one that everybody knows: “gratitude”. Easy prompt: “What are three things that you’re grateful for today?” If you want to spice it up, you can add a bonus prompt. Like, the first thing you’re grateful for is something mundane. Make the second thing something that happened by chance. And for your third thing, something that you made happen. Write them down and watch your brain gets swole.

    The next thing that I use journaling for is to “ideate”. The skill of having ideas is one of those things where I don’t know, there’s so much messaging about it being a innate. And if you don’t have it, you can’t do it. That’s just not true. You can absolutely work on having ideas. You can build that muscle up strong. And journaling, I think, is a really great environment to do this.

    Let’s say you’ve got a problem that you’re trying to solve. Maybe it’s a big problem. Like, “Where do I want to live?” Or a creative problem like, “What should I draw today?” Or even a problem of, “What do I want to do on the weekend?” Whatever it is, and there is always something. What I like to do is put on a timer for five minutes and then challenge myself to come up with 30 answers before the timer goes off. You know that phrase, “If you want a kitten, ask for a horse?” This is like the cognitive version of that. If I want one solution, I’ve got to come up with 30. And usually I find it’s like the 14th idea that I go with. One thing that I find really important is just don’t edit the list until it’s over. It’s a quantity game.

    The second technique that I like to use to ideate is, “How would _ solve the problem?”. And that could be anybody. I learned this when I worked in advertising. My first year I was working for this amazing creative director. And every time we’d get a brief he’d say things like, “What would Nike do? How would Red Bull solve this problem?” And every single time it would just break our thinking in the best way possible. You can substitute this with anything. It’s sort of the basis of, “What would Jesus do?”, I guess.

    And then the third technique for ideating that I like using is, “Open the loop”. We like closing the loop. Well, our brains do. Our brains love to close the question loop. If a question is posed, our brains want to answer them. “How many regular sized ducks could you fit in a Kia Carnival?” I’ve just opened a loop. It’s a question out of nowhere, but it still opens a loop in your brain. Your brain’s just naturally going to the size of a duck and then the volume of a minivan. And it is just keen to get to the answer. It wants the resolve. And we can use this so much in our journaling.

    If there’s a question that’s on your mind, ask the question. Just write it down and your brain will naturally try to close the loop. This technique I find really good when I’m really struggling with a problem. And the way that I do it is I’ll write down the question just before I go to bed, then I go to sleep. And then hopefully I wake up and I try to answer it. And for me, at least, it works more often than it doesn’t. Close the loop.

    Speaking of closing the loop, it’s time for our final letter in the vomit system, T. “Trajectory”. Yeah, I use journaling to get a good sense of my trajectory and also to tweak it as I go. I split trajectory up into “direction” and “day-to-day”. What I’ve got here is two different journaling techniques. One’s for the macro, one’s for the micro. “Direction” is a pretty well known prompt, but here’s how it goes. To make sure that we are on the right direction, we have our goal up here. Let’s say it’s a financial one. “I want to save a thousand bucks.” Then you look at the day that you’ve just had or the week that you’ve just had, whatever the time period is. And you ask whether you’re moving away from that goal or towards that goal. To answer this, you compile evidence. So evidence for away could be like, “I got Uber Eats. That wasn’t wise.” Evidence for towards could be, “I cancelled eight subscriptions that I’ve forgotten about.” Or, “I resisted the urge to impulse buy.” Whatever it is. Then you just adjust accordingly. So if you’re moving away, you sort of tweak that behavior. If you’re moving towards, just keep it up. Ordered Uber Eats? Delete the Uber Eats app. You can put your save money into savings. You can write down what you learnt so it helps you in the future. If you’re doing good. Double down.

    And then our final journaling technique for today is about getting the day to day “hidden metrics”. So we’ve got visible metrics, things like money. Then we’ve got hidden metrics, things like “happiness”, “fulfillment”, “peace of mind”. And the problem when these are hidden is they can get ignored. And this can lead to all sorts of misery pretty quick. Like people choosing to work a little longer instead of spending time with their kids. Because the dollar, we can count. But the quality of the relationship, we can’t. But just because the metric is hidden doesn’t mean that it is any less important. But what helps with these hidden metrics is making them visible.

    This is where journaling comes back in and actually starts creating change. These three questions, it’s one of my favorite journaling prompts. But basically, at the end of every day, you ask yourself these three questions: “What excited me today?” “What drained me of energy?” and, “What did I learn?” If you do this for 30 days you will get seriously good data on yourself. Honestly you’ll see the patterns in about five days and you’ll be like, “Alright, I get the idea. I gotta do some stuff.”

    And this concludes the vomit system. Thank you very much for watching, I hope you enjoyed that. Also if anybody has any cool journaling prompts, chuck them in the comments. Because I really like collecting them, I just think they’re fun. But yeah, hope you enjoyed the video, hope you have a beautiful day. And vomit.

    A Obsdian-compatible Daily Note Template

    …and a work in progress.

    ```markdown
    ---
    created: <% tp.date.now("YYYY-MM-DD") %>
    modification date: <% tp.file.last_modified_date("dddd Do MMMM YYYY HH:mm:ss") %>
    tags: journal, daily
    type: journal
    ---
    <!-- Gentle reminder: Fill what serves you today. Not every section needs input every day. -->
    # Daily Journal - <% tp.date.now("YYYY-MM-DD") %>
    
    ```dataviewjs
    // Navigation between daily notes
    var none = '(none)';
    var p = dv.pages('"' + dv.current().file.folder + '"').where(p => p.file.day).map(p => [p.file.name, p.file.day.toISODate()]).sort(p => p[1]);
    var t = dv.current().file.day ? dv.current().file.day.toISODate() : luxon.DateTime.now().toISODate();
    var format = app['internalPlugins']['plugins']['daily-notes']['instance']['options']['format'] || 'YYYY-MM-DD';
    var current = '(' + moment(t).format(format) + ')';
    var nav = [];
    var today = p.find(p => p[1] == t);
    var next = p.find(p => p[1] > t);
    var prev = undefined;
    p.forEach(function (p, i) {
        if (p[1] < t) {
            prev = p;
        }
    });
    nav.push(prev ? '[[' + prev[0] + ']]' : none);
    nav.push(today ? today[0] : current);
    nav.push(next ? '[[' + next[0] + ']]' : none);
    
    dv.paragraph(nav[0] + ' ← ' + nav[1] + ' → ' + nav[2]);
    ```
    
    ## Age Milestone Countdown
    
    <%*
    function calculateRetirementCountdown() {
        const birthDate = new Date('1970-01-01');
        const today = new Date(); // Get current date
        
        // Create retirement date (month/day preserved)
        const retirementDate = new Date(birthDate);
        retirementDate.setFullYear(birthDate.getFullYear() + 65);
    
        // Handle case where retirement date has already passed
        if (today > retirementDate) return "Already reached retirement age!";
    
        // Calculate time difference
        const timeDiff = retirementDate.getTime() - today.getTime();
        
        // Calculate days/weeks
        const daysDiff = Math.ceil(timeDiff / (1000 * 3600 * 24));
        const weeksDiff = Math.floor(daysDiff / 7);
    
        return `Days until 65: ${daysDiff}\nWeeks until 65: ${weeksDiff}`;
    }
    
    const output = calculateRetirementCountdown();
    %>
    <% output %>
    
    ## 📊 HEALTH TRACKER
    
    ### Metrics
    - **Sleep**: ___ hrs:min, Sleep score: _/100
    - **Medication**: ✓/✗ at 00:00
    
    ### Blood Pressure
    - Readings
    1. xxx/xxx, xxx BPM, 00:00
    2. xxx/xxx, xxx BPM, 00:00
    3. xxx/xxx, xxx BPM, 00:00
    
    ---
    
    ### Brain Dump
    <!-- Get everything out of your head -->
    - [ ] 
    - [ ] 
    - [ ] 
    
    ### Process Brain Dump (Quick Scan)
    <!-- Decide: Do Now (add to Priorities/Schedule), Schedule Later, Delegate, Defer (to backlog/maybe list), Delete? -->
    - [ ] Processed today's dump
    
    ---
    
    
    ## 🎯 TODAY'S PLAN
    
    ### Today's Intention
    <!-- What do you want to focus on or embody today? -->
    
    
    ### Key Focus (One Thing)
    <!-- If you only accomplish one thing today, what should it be? -->
    - [ ] 
    
    ### Financial Admin (5 min focus)
    <!-- Quick check of bills, bank balance, etc. -->
    - [ ] Check bank balance (1 min)
    - [ ] Identify ONE money task/bill to review later (2 min)
    
    ### Top 1-3 Priorities (Est. time: __ )
    <!-- Your most important tasks for today -->
    1. [ ]
    2. [ ]
    3. [ ]
    
    
    ## ⚡ QUICK CAPTURE
    
    ### Today's Schedule
    <!-- Time blocks or key events -->
    ```
    06:00 - 
    09:00 - 
    12:00 - 
    15:00 - 
    18:00 - 
    21:00 - 
    ```
    
    ## 🔄 TASK MANAGER
    
    ### Must Do
    <!-- Tasks that MUST be done today -->
    - [ ]
    - [ ]
    
    ### Should Do
    <!-- Important tasks to aim to complete today -->
    - [ ]
    - [ ]
    
    ### Could Do
    <!-- Lower priority tasks, if time/energy allows -->
    - [ ]
    - [ ]
    
    <!-- Consider using context tags (e.g., @Computer, @Home, @Errands, @Calls) to group tasks and make them easier to action when you're in a specific context or location. -->
    
    ### Weekly Goals Progress
    <!-- Connect daily tasks to weekly objectives -->
    - **Goal 1**:
      - Progress:
    - **Goal 2**:
      - Progress:
    
    ## 💭 MINDSET (Choose One)
    
    <!-- Select just ONE mindset technique that's most relevant today -->
    
    **Today I'll use:** Gratitude (or choose: Reframing, Perspective, Inversion, Possibility)
    
    
    ### Reframing
    <!-- How is a current challenge actually beneficial? -->
    **Challenge:**
    
    **Potential benefit:**
    
    
    ### Perspective
    <!-- What would you tell a friend in your situation? -->
    **Challenge:**
    
    **Advice to a friend:**
    
    
    ### Inversion
    <!-- How would you guarantee failure? -->
    **Goal:**
    
    **Ways to fail:**
    1.
    2.
    
    ### Gratitude
    1. Something small:
    2. Something meaningful:
    
    ### Possibility
    **I am _____________ because:**
    1.
    2.
    
    ## 🧠 ADHD SUPPORT
    
    ### Today's Challenges (Energy: Low / Med / High)
    <!-- Rate 1-5 (1=struggling, 5=excellent) -->
    - Focus: _/5
    - Task completion: _/5
    - Time awareness: _/5
    - Emotional regulation: _/5
    - Need Body Doubling today? Y/N - For what task? ______
    
    ### Strategies
    **What's working:**
    
    **One strategy adjustment I'll try today:**
    
    ## 📝 DAILY REFLECTION
    <!-- Complete at the end of the day -->
    
    ### Wins & Achievements
    -
    -
    
    ### Challenges & Learnings
    -
    -
    
    ### Tomorrow's Prep
    <!-- Set up for success tomorrow -->
    - [ ]
    - [ ]
    
    ## 📔 HABIT TRACKER
    
    <!-- Add/modify habits that you're currently focusing on -->
    - [ ] Water (2L+)
    - [ ] Movement/Exercise
    - [ ] Meditation/Mindfulness
    - [ ] Reading
    - [ ] Limit screen time
    
    ---
    
    ### Notes created today
    ```dataview
    List FROM "" WHERE file.cday = date("<% tp.date.now("YYYY-MM-DD") %>") SORT file.ctime asc
    ```
    
    ### Notes modified today
    ```dataview
    List FROM "" WHERE file.mday = date("<% tp.date.now("YYYY-MM-DD") %>") SORT file.mtime asc
    ``````
  • Marriage in the Bible: An Examination of Marriage Forms in Biblical Texts

    Marriage in the Bible: An Examination of Marriage Forms in Biblical Texts

    Is this true? Most of these things I see on Facebook are either half true or complete bullshit.

    A text discussing various interpretations of "biblical marriage," citing examples from the Bible including Jacob's marriages to Rachel and Leah, David's multiple wives, Solomon's 700 wives and 300 concubines, and the marriage of Joseph and Mary. It concludes by noting that many biblical marriages involve one man with multiple women or a female child purchased through dowry.

    Biblical Marriage: An Examination of Marriage Forms in Biblical Texts

    The concept of “Biblical marriage” is often invoked in contemporary discussions about marriage, but the actual depictions of marriage in the Bible are diverse and reflect ancient Near Eastern cultural practices rather than a single model. This report examines several examples of marriage found in Biblical texts, verifying the accuracy of claims about these relationships and providing context for understanding marriage as portrayed in scripture.

    Jacob’s Marriage to Rachel and Leah

    The Biblical account of Jacob marrying two sisters, Rachel and Leah, is found in Genesis 29. According to the text, Jacob fell in love with Rachel, the younger daughter of his uncle Laban, and agreed to work for Laban for seven years in exchange for her hand in marriage. The scripture states, “So Jacob served seven years to get Rachel, but they seemed like only a few days to him because of his love for her” (Genesis 29:20)6. However, when the wedding day arrived, Laban deceived Jacob by substituting his older daughter Leah in the marriage bed. The next morning, when Jacob discovered the deception, he confronted Laban, who explained that it was not their custom to give the younger daughter in marriage before the older one2.

    Laban then offered Rachel to Jacob as well, on the condition that Jacob would work another seven years. The text states, “Finish this daughter’s bridal week; then we will give you the younger one also, in return for another seven years of work” (Genesis 29:27)2. Jacob agreed to this arrangement, completed the week of celebration with Leah, and then married Rachel as well. The scripture continues, “And Jacob did so. He finished the week with Leah, and then Laban gave him his daughter Rachel to be his wife” (Genesis 29:28)2. Jacob indeed served Laban for an additional seven years after marrying both sisters6.

    This Biblical account confirms that Jacob did marry two sisters after working seven years for each of them, though it’s important to note that the dual marriage was not Jacob’s original intention but resulted from Laban’s deception.

    David’s Marriages and the Bathsheba Incident

    King David’s marital history includes a notorious episode involving Bathsheba, the wife of Uriah the Hittite. According to 2 Samuel 11, David saw Bathsheba bathing from his palace rooftop, summoned her, and slept with her despite knowing she was married. When Bathsheba informed David she was pregnant, he attempted to cover up the affair by recalling her husband Uriah from battle, hoping he would sleep with his wife and assume the child was his own3.

    When Uriah refused to go home to his wife out of solidarity with his fellow soldiers still on the battlefield, David resorted to more sinister means. The text recounts that David commanded his military leader to place Uriah on the front lines and then withdraw support, ensuring Uriah would be killed in battle. After Uriah’s death and Bathsheba’s period of mourning, David married her37.

    The Biblical account states, “After her time of mourning, Bathsheba married David and gave birth to a son. ‘But,’ 2 Samuel 11:27 notes, ‘the thing David had done displeased the LORD’”3. This resulted in divine judgment pronounced through the prophet Nathan, including the death of the child conceived through their adultery.

    While the Bible clearly depicts David as having multiple wives, the search results do not specifically address the claim about “his master’s wives given to him by God.” David’s actions regarding Bathsheba are presented as sinful rather than divinely sanctioned, with clear consequences following from his adultery and orchestrated murder.

    Solomon’s Extensive Harem

    The Biblical record is quite clear about King Solomon’s numerous marriages and concubines. 1 Kings 11:3 explicitly states, “He had 700 wives who were princesses and 300 wives who were concubines”4. The text further indicates that many of these marriages were politically motivated: “Seven hundred of his wives were daughters of kings”4.

    The scripture also notes the negative spiritual consequences of these marriages: “As Solomon got older, some of his wives led him to worship their gods. He wasn’t like his father David, who had worshiped only the Lord God”4. The Biblical narrative presents these marriages as ultimately leading Solomon away from faithful worship: “He had seven hundred wives, princesses, and three hundred concubines. And his wives turned away his heart”4.

    The historical accuracy of the exact numbers has been debated by scholars, but the Biblical text unambiguously depicts Solomon as having an exceptionally large harem, consistent with the practices of other ancient Near Eastern monarchs who used marriages to cement diplomatic alliances.

    Joseph and Mary’s Relationship

    The relationship between Joseph and Mary, parents of Jesus, involves the Jewish betrothal customs of the time. The search results indicate that betrothal in ancient Jewish culture was a much more binding arrangement than modern engagement. When Joseph discovered Mary was pregnant, Matthew 1:19 indicates he planned to “send her away privately”5. The Greek verb used (apolusai) means “divorce,” suggesting they were already considered legally married despite being in the betrothal period.

    This is further reinforced when the angel addresses Joseph, saying, “Do not fear to take Mary your wife, for that which is conceived in her is of the Holy Spirit” (Matthew 1:20)5. Both the evangelist Matthew and the angel refer to Mary as Joseph’s “wife” even during the betrothal period, indicating the seriousness of the commitment.

    However, the search results do not provide Biblical evidence for the specific ages of Joseph and Mary. The claim that Joseph was “in his 20s” and Mary was a “female child in her mid-teens” is not directly supported by Biblical texts. While teenage marriages were common in ancient Near Eastern cultures, the Bible does not specify Mary’s age, and assumptions about her being a young teenager come from extra-biblical traditions rather than scripture itself.

    Biblical Marriage in Cultural Context

    The marriages depicted in the Bible reflect the diverse practices of the ancient Near East rather than presenting a single model of “Biblical marriage.” Polygamy appears frequently among patriarchs and kings, including Jacob (two wives plus two concubines), David (multiple wives), and Solomon (700 wives and 300 concubines). However, the Biblical narratives often show the complications and conflicts that arose from these arrangements, rather than presenting them as ideals to be emulated.

    The Bible describes marriage practices of its time without necessarily endorsing all aspects of these relationships. For example, Solomon’s numerous marriages are explicitly connected to his religious downfall, as “his wives turned away his heart”4. Similarly, David’s taking of Bathsheba is presented as sinful, bringing divine judgment.

    Throughout the Biblical narrative, there is a development in the understanding of marriage, with later New Testament texts generally emphasizing monogamy. For instance, in pastoral epistles, church leaders are instructed to be “the husband of one wife” (1 Timothy 3:2, 3:12; Titus 1:6), suggesting a shift toward monogamous marriage as the Christian ideal.

    Conclusion

    The examination of Biblical texts confirms some elements of the claims about marriage forms in scripture while providing important context and nuance. The Bible does indeed describe marriages between a man and two sisters (Jacob), a man who married the widow of someone he had killed (David), and a man with hundreds of wives and concubines (Solomon). However, these descriptions should be understood within their historical and cultural context rather than as prescriptive models for marriage.

    The Biblical texts often present these complex marriage arrangements as sources of conflict, jealousy, and sometimes as leading to negative spiritual consequences. This suggests that while the Bible honestly portrays the marriage practices of its time, it does not necessarily endorse all of these arrangements. Understanding Biblical marriage requires careful consideration of the entire Biblical narrative, the cultural context of the ancient Near East, and the development of marriage concepts throughout scripture rather than isolated examples taken without context.

    Citations:

    1. https://pplx-res.cloudinary.com/image/upload/v1741829677/user_uploads/lpwYAFCtdIBYKcV/image.jpg
    2. https://www.biblestudytools.com/bible-stories/jacob-and-rachel.html
    3. https://www.gotquestions.org/David-and-Bathsheba.html
    4. https://www.biblegateway.com/verse/en/1%20Kings%2011:3
    5. https://www.catholic.com/magazine/online-edition/when-were-joseph-and-mary-married
    6. https://www.bible.com/bible/compare/GEN.29.20-35
    7. https://loandbeholdbible.com/2020/02/12/king-davids-affair-with-bathsheba-2-samuel-111-1215/
    8. https://www.bible.com/bible/compare/1KI.11.3
    9. https://www.gotquestions.org/Joseph-and-Mary.html
    10. https://www.biblegateway.com/passage/?search=Genesis+29%3A15-35&version=NKJV
    11. https://biblehub.com/2_samuel/12-24.htm
    12. https://biblehub.com/1_kings/11-3.htm
    13. https://www.bible.com/bible/1932/MAT.1.25.FBV
    14. https://www.biblegateway.com/passage/?search=Genesis+29&version=ESV
    15. https://www.biblestudytools.com/bible-stories/david-and-bathsheba.html
    16. https://www.gotquestions.org/Solomon-wives-concubines.html
    17. https://www.biblegateway.com/passage/?search=Matthew+1%3A18-25&version=NIV
    18. https://biblehub.com/genesis/29-30.htm
    19. https://www.biblegateway.com/passage/?search=2+Samuel+11&version=NIV
    20. https://jwa.org/encyclopedia/article/women-of-solomon-bible
    21. https://en.wikipedia.org/wiki/Matthew_1:19

    Answer from Perplexity: pplx.ai/share

  • EdCourse Architect, an expert educational course designer specializing in self-directed learning programs.

    EdCourse Architect, an expert educational course designer specializing in self-directed learning programs.

    # EDUCATIONAL COURSE DESIGNER - v1.0
    
    ## ROLE AND PURPOSE
    You are EdCourseArchitect, an expert educational course designer specializing in self-directed learning programs. Your purpose is to transform a user's learning goal into a comprehensive, structured, and actionable self-study curriculum that guides them from beginner to practical competence.
    
    ## INTERACTION PARAMETERS
    - Begin by asking clarifying questions about the user's:
      * Current knowledge level (complete beginner, some familiarity, intermediate)
      * Available time commitment (hours per week)
      * Learning preferences (reading, video, hands-on)
      * Access to resources (paid courses, specific equipment)
      * Primary motivation for learning this subject
    - If the request is outside educational course design, politely redirect to your core function
    - If the learning goal is too broad, help narrow it to a manageable scope
    
    ## PROCESS FRAMEWORK
    Follow this sequential process for all course designs:
    
    ### 1. SUBJECT ANALYSIS
    - Identify core discipline and fundamental principles
    - Map key knowledge areas required for competency
    - Determine appropriate scope based on user's goals
    - Identify prerequisite knowledge and provide remedial resources if needed
    
    ### 2. STRUCTURAL DESIGN
    Create 4-5 progressive modules with the following specifications for each:
    - Module title and theme
    - 3-5 specific learning objectives (formatted as "After completing this module, you will be able to...")
    - Core topics with brief descriptions (5-8 topics per module)
    - Estimated completion time (hours/days)
    - Rationale for included content and progression logic
    
    ### 3. RESOURCE CURATION
    For each module, provide:
    - 2-3 primary learning resources (books, courses, documentation)
      * Include titles, authors, links where possible
      * Specify which chapters/sections are relevant
    - 2-3 supplementary resources (videos, tutorials, articles)
    - Required tools, software, or environments with setup guidance
    - Free alternatives when paid resources are suggested
    
    ### 4. PRACTICAL APPLICATION DESIGN
    - 3-5 progressive exercises per module that:
      * Apply theoretical knowledge to practical scenarios
      * Include clear instructions and evaluation criteria
      * Provide scaffolding that decreases with each exercise
    - 1 comprehensive final project that:
      * Integrates multiple skills from across modules
      * Includes project requirements specification
      * Contains milestone checkpoints
      * Results in a portfolio-worthy demonstration
    
    ### 5. ASSESSMENT FRAMEWORK
    - Knowledge check questions for each module (5-10 questions)
    - Practical skill verification criteria
    - Self-reflection prompts to deepen understanding
    - Final project evaluation rubric with specific criteria
    
    ### 6. 30-DAY IMPLEMENTATION PLAN
    - Daily schedule with:
      * Specific learning activities (60-90 minutes per day)
      * Clear deliverables for each day
      * Weekly themes aligned with modules
      * Strategically placed rest days
      * Review sessions and milestone assessments
    
    ### 7. LEARNING SUPPORT STRATEGIES
    - Motivation maintenance techniques
    - Progress tracking methods (templates or tools)
    - Community resources for questions and feedback
    - Common obstacle identification with specific solutions
    - Recommended study techniques for the subject
    
    ### 8. GROWTH ROADMAP
    - 3-5 advanced topics for continued learning
    - Related fields that complement the primary subject
    - Trends and emerging areas to monitor
    - Specialization pathways with resource recommendations
    
    ## OUTPUT FORMAT REQUIREMENTS
    - Use clear hierarchical headers (Markdown formatting)
    - Employ bullet points for lists and sub-components
    - Include a summary table of modules with time estimates
    - Format the 30-day plan as a calendar-style schedule
    - Use bold text for key terms and concepts
    - Include a "Quick Reference" section at the end summarizing essential tools and resources
    
    ## QUALITY STANDARDS
    Your course design must:
    - Be comprehensive but focused on the stated learning goal
    - Balance theoretical knowledge with practical application (minimum 40% practical components)
    - Include both guided learning and self-directed exploration
    - Be realistically completable within the specified timeframe
    - Include contingency options for faster or slower progress
    - Provide clear indicators of learning progress
    
    ## ETHICAL GUIDELINES
    - Recommend diverse learning resources representing multiple perspectives
    - Suggest accessible alternatives when possible
    - Avoid requiring unnecessarily expensive resources
    - Respect intellectual property by recommending legitimate sources
    - Ensure course design accommodates different learning styles
    
    ## EXAMPLES
    When someone asks to learn Python for data analysis:
    * DON'T just list Python books and tutorials
    * DO create a structured pathway starting with basic Python syntax, moving to data libraries, then analysis techniques, and culminating in a real-world data project
    
    When someone wants to learn digital photography:
    * DON'T focus only on camera technical specifications
    * DO balance technical skills (exposure, composition) with artistic development and post-processing workflows
    
    ## TONE AND APPROACH
    - Maintain an encouraging, supportive tone
    - Use clear, straightforward language avoiding unnecessary jargon
    - Acknowledge the challenges of self-directed learning
    - Emphasize the practical value of each component
    - Communicate with the authority of an experienced educator
  • Creating an ADHD Life Management System in n8n

    Creating an ADHD Life Management System in n8n

    I’m creating a comprehensive automated life management system using n8n to help manage my ADHD and autism. This system will serve as a virtual executive function assistant, helping me organize tasks, manage time, prioritize effectively, and overcome executive function challenges that have significantly impacted my life.

    Core Problem I’m Addressing

    As an adult with ADHD and autism, I struggle with:

    • Task initiation and completion
    • Prioritization (spending too much time on unimportant but novel tasks)
    • Time management and awareness
    • Project follow-through (getting stuck in perpetual planning/learning loops)
    • Financial management (particularly sending invoices)
    • Overwhelming feelings when faced with large task lists
    • Rejection sensitivity dysphoria that prevents important actions
    • Difficulty maintaining regular routines and habits

    Despite having skills and capabilities, these executive function challenges have created significant barriers to my financial stability and professional success.

    The Workflow Solution

    I’m building an n8n workflow that functions as a 24/7 life coach by:

    1. Centralized Task Management

    • Capturing tasks from multiple input methods (Telegram bot, Obsidian)
    • Storing and organizing them with metadata (deadlines, importance, effort)
    • Breaking large projects into manageable steps
    • Tracking task status and completion history

    2. Intelligent Prioritization System

    • Using Ollama (local AI) to analyze and prioritize tasks based on:
    • Deadlines and time sensitivity
    • Real-world impact and importance
    • My energy patterns and executive function state
    • Implementation of evidence-based ADHD management techniques
    • Helping me focus on what truly matters rather than being diverted by novelty

    3. Dynamic Scheduling and Time Management

    • Integrating with Google Calendar for visual time blocking
    • Creating appropriate work/break schedules based on task demands
    • Implementing buffer time for transitions
    • Sending strategic reminders to leverage the Zeigarnik effect
    • Delivering contextual notifications to my smartwatch at appropriate moments

    4. Behavioral Pattern Analysis

    • Integrating with RescueTime to understand my actual productivity patterns
    • Tracking mood, energy, and focus levels throughout the day
    • Recognizing what strategies are working and what aren’t
    • Adapting recommendations based on empirical data about my behavior

    5. Specialized Workflow Components

    • Invoice Assistant: Automated system to overcome my invoice avoidance
    • Project Completer: Breaking down stalled projects (like my school website) into actionable steps
    • Financial Health Monitor: Tracking income, spending, and financial goals
    • Emotional Regulation Support: Providing CBT/DBT-inspired interventions when needed

    Technical Implementation

    The system utilizes:

    • n8n running in Docker on my M1 Mac for workflow automation
    • Ollama for local AI processing (avoiding privacy concerns and costs of cloud AI)
    • Obsidian for knowledge management and task storage
    • Google Calendar for scheduling
    • Telegram for mobile interaction and notifications
    • RescueTime for activity tracking
    • JavaScript custom functions for personalized logic
    • Webhooks for event-based triggers

    Why This Approach Is Essential

    Traditional task management apps don’t address the specific executive function challenges of ADHD. This custom system:

    1. Removes Decision Fatigue: Tells me exactly what to do when, reducing the paralysis of choice
    2. Provides External Scaffolding: Creates the structure my brain struggles to maintain internally
    3. Leverages Technology: Uses automation to compensate for executive function deficits
    4. Adapts to My Specific Needs: Can be continuously refined based on what works for my particular ADHD presentation
    5. Reduces Cognitive Load: Handles the mental overhead of tracking, prioritizing, and scheduling
    6. Creates Accountability: Provides consistent feedback and monitoring

    This isn’t just about productivity—it’s about creating an external executive function system that compensates for neurological differences. The goal is to build a reliable support structure that allows me to overcome the barriers that have prevented financial stability and professional success, despite having the necessary capabilities.

    By combining current technological tools with evidence-based ADHD management strategies, this n8n workflow aims to provide the consistent structure and support that would otherwise require a live-in human executive function coach.

    Pages: 1 2

  • About adult language learning

    About adult language learning

    This transcript features a conversation between the host, Matt Brooks-Green, and Dr Angelika Kraemer, Director of the Language Resource Center at Cornell University, about adult language learning. Here’s a summary of the key points:

    How Adults Learn Languages:

    • Existing Framework: Adults already have a framework from their first language(s), making the process different from children, who start with a “blank slate.”
    • Motivation & Communication: Adults are often motivated by a desire to communicate, not just learn rules.
    • Experience: Adults draw on communication experiences from various backgrounds and cultures.
    • Similarities & Differences: While the brain functions differently, there are more similarities than differences in how adults and children acquire languages.

    Traditional vs. Modern Methods:

    • Traditional Ineffectiveness: Traditional methods of rote memorization and grammar drills are often ineffective for communication.
    • Goal-Oriented Learning: The best approach depends on individual goals (reading, speaking, etc.).
    • Focus on Communication: Modern approaches prioritize communication and interaction over strict rule-learning.
    • There is value in grammar.
    • Language learners should make mistakes.

    Technology in Language Learning:

    • Increased Access: Technology provides access to a vast range of resources (movies, music, news) and potential communication partners.
    • Gamification: Apps can motivate some learners through gamified approaches (streaks, points).
    • Human Interaction is Key: Technology cannot replace human interaction and immersion in a language and culture.
    • AI Concerns: AI is limited by its data and may not be entirely accurate, requiring fact-checking.
    • Language Availability: Resources are not equally available for all languages, with less commonly taught languages having fewer options.
    • Vet Resources: Learners need to discern between effective and ineffective resources, seeking advice from teachers or experienced individuals.

    Culture’s Role in Language Learning:

    • Culture as a Lens: Culture shapes how language is understood and used.
    • Non-Verbal Communication: Gestures, empathy, and politeness vary across cultures.
    • Humor and Idioms: Humor, sarcasm, and idiomatic expressions are culture-specific and challenging to master.
    • Cross-Cultural Competence: Learning a language fosters respect for different cultures and promotes cross-cultural understanding.
    • Cultural vs. Linguistic Ability: Cultural knowledge is needed.

    Advice for Language Learners:

    • Find a Teacher/Partner: Human interaction is crucial for guidance and practice.
    • Don’t Be Shy: Embrace making mistakes as part of the learning process.
    • Be Patient and Compassionate: Language learning takes time and consistent effort.
    • Regular Exposure: Immerse yourself in the language through various media (music, news).
    • Focus on the Benefits: Remind yourself of the connections and opportunities that language proficiency can create.

    In essence, Dr. Kramer emphasizes that adult language learning is a complex process influenced by individual motivations, goals, and experiences. While technology offers valuable resources, it’s crucial to prioritize human interaction, cultural understanding, and consistent practice.

  • Fifteen lies people with ADHD keep telling themselves

    Fifteen lies people with ADHD keep telling themselves

    1. New Notebook Fallacy
      • Misconception: A new notebook will solve all my organizational issues.
      • Reality: While a new notebook can be motivating, it’s consistent use and established systems that truly help manage ADHD.
    2. Screenshot Delusion
      • Misconception: Taking a screenshot means I can look at it later and retain the information.
      • Reality: Screenshots don’t aid in memory retention; they’re better for quick reference or when you know you’ll revisit the content.
    3. Professional Gear Myth
      • Misconception: Buying top-tier professional gear is necessary for long-term success in a hobby.
      • Reality: What matters most is consistent practice and genuine interest, not the quality of equipment.
    4. Memory Mirage
      • Misconception: I’ll remember this person’s name.
      • Reality: Active recall and repetition are key to remembering names; relying on hope alone isn’t effective.
    5. Lazy Organization
      • Misconception: I’ll put that pile of clothes away later.
      • Reality: Tackling tasks immediately reduces stress and keeps living spaces organized.
    6. Last-Minute Panic
      • Misconception: I’ve got enough time to buy coffee before my train leaves.
      • Reality: Planning ahead and setting reminders can prevent last-minute rushes.
    7. Digital Disarray
      • Misconception: I’ll save this to my desktop now and organize it later.
      • Reality: Regular organization and file management are essential to maintain a clutter-free workspace.
    8. Time Management Illusion
      • Misconception: I’ll be there in five minutes.
      • Reality: Estimating time accurately requires practice and awareness of distractions.
    9. Overcommitment Syndrome
      • Misconception: I can organize two social gatherings in one day and be okay afterwards.
      • Reality: Prioritizing and scheduling events helps avoid overcommitment and stress.
    10. Subscription Surprise
      • Misconception: I’ll remember to cancel that free subscription before my card gets charged.
      • Reality: Setting reminders and reviewing subscriptions regularly prevents unexpected charges.
    11. Tab Troubles
      • Misconception: I definitely need all these tabs open, even though they’re so small and squished together I can’t even read them anymore.
      • Reality: Closing unnecessary tabs improves focus and productivity.
    12. Morning Mayhem
      • Misconception: Thirty minutes is definitely enough time to get ready.
      • Reality: Allocating specific times for morning routines helps ensure punctuality.
    13. Laundry Lag
      • Misconception: I’m going to put the laundry on and empty the machine when it’s finished.
      • Reality: Regularly checking and managing laundry ensures it doesn’t pile up.
    14. Distraction Dilemma
      • Misconception: I’m going to go grab something in the other room and I definitely won’t be distracted by a side quest.
      • Reality: Being aware of potential distractions and setting clear goals helps stay focused.
    15. Habitual Hesitation
      • Misconception: This is the last time I buy another reusable shopping bag.
      • Reality: Consistent habits and planning reduce the likelihood of impulse buys.
  • How to use AI to create a lesson from a single image

    How to use AI to create a lesson from a single image

    A sample lesson is on page two of this post.

    Instructions

    1. Paste the system prompt below into the “System Instructions” text field at https://aistudio.google.com/
    2. Selecting a model on the right. I use “Gemini 2.0 Flash Thinking Experimental 01-21” or “Gemini 2.0 Pro Experimental 02-05” if the thinking model is acting wonky.
    3. Past or upload a photo to the text area at the bottom of the page, the same place where you type your commands.
    4. Tell it the CEFR level for the lesson (CEFR A1, A2, B1, B2, C1 or C2). For example:
    Don't assume the students are small children. They can be JHS or HS students, or adults. Create a CEFR A2 lesson.

    The System Prompt

    (It’s a good read too. It’s useful instructions for how to create a lesson even if you don’t use AI.)

    # CEFR-Based EFL Photo Description Lesson Generator
    
    ## Purpose and Scope
    
    You are an expert EFL (English as a Foreign Language) curriculum developer specializing in creating educational blog posts from photo descriptions. Your role is to transform complex descriptions of photographs into structured, level-appropriate English lessons for Japanese learners, organized according to CEFR proficiency levels (A1-C2).
    
    Your primary functions are to:
    
    1. Analyze photo descriptions to extract relevant vocabulary and language points
    2. Adapt content to match specific CEFR proficiency levels
    3. Create complete, printable blog post lessons with appropriate activities
    4. Provide supplementary teaching recommendations
    
    This system addresses the needs of EFL instructors teaching Japanese-speaking students who want to transform visual content into comprehensive language lessons.
    
    ## Requirements and Process
    
    ### Initial Analysis
    
    1. Parse the provided photo description thoroughly
    2. Extract key vocabulary items relevant to the image description:
        - Objects, people, actions, colors, emotions, spatial relationships
        - Clothing, facial features, environmental elements, artistic qualities
        - Technical terms related to photography when relevant
    
    ### Adaptation Process by CEFR Level
    
    For each proficiency level, adapt content as follows:
    
    #### CEFR A1 (Beginner)
    
    - Simplify vocabulary to most basic terms (nouns, common adjectives, basic verbs)
    - Use present simple tense predominantly
    - Keep sentences short (5-8 words)
    - Provide Japanese translations for ALL instructions and vocabulary items
    - Focus on concrete, visible elements in the photo
    - Use mostly SVO sentence structures
    - Include picture-based activities and simple fill-in-the-blank exercises
    
    #### CEFR A2 (Elementary)
    
    - Introduce more descriptive vocabulary (basic adjectives, common adverbs)
    - Incorporate present continuous and simple past tenses
    - Use sentences of 8-12 words with basic conjunctions (and, but, or)
    - Provide Japanese translations for all instructions and key vocabulary
    - Include writing and speaking activities with scaffolding
    - Add matching exercises and guided discussion questions
    
    #### CEFR B1 (Intermediate)
    
    - Introduce more nuanced descriptive vocabulary
    - Incorporate a wider range of tenses and some modal verbs
    - Use compound sentences and simple complex sentences
    - Provide Japanese translations only for advanced vocabulary
    - Include more creative writing activities and role-plays
    - Add discussion questions requiring opinions
    - Include paragraph-writing tasks
    
    #### CEFR B2 (Upper Intermediate)
    
    - Utilize more specialized and nuanced vocabulary
    - Incorporate conditionals and passive voice
    - Use complex sentences with relative clauses and subordination
    - Provide Japanese translations only for technical or specialized terms
    - Include debate topics and argumentative writing tasks
    - Add critical thinking questions about composition and meaning
    - Incorporate language analysis activities
    
    #### CEFR C1 (Advanced)
    
    - Use advanced, precise vocabulary including idiomatic expressions
    - Incorporate all tense forms, conditionals, and complex structures
    - Use sophisticated sentence structures with varied rhythm
    - Provide minimal Japanese translations (only for highly technical terms)
    - Include creative content creation and analytical exercises
    - Add rhetorical analysis of descriptive techniques
    - Incorporate stylistic comparison activities
    
    #### CEFR C2 (Proficiency)
    
    - Use sophisticated, nuanced vocabulary including field-specific terminology
    - Incorporate all grammatical structures with emphasis on subtlety and precision
    - Use varied, complex sentence structures reflecting native-like competence
    - Provide no Japanese translations
    - Include content creation, critical analysis, and evaluation
    - Add scholarly discussion questions about cultural/artistic significance
    - Incorporate advanced linguistic analysis activities
    
    ### Integration of EFL Methodologies
    
    Incorporate the following methodologies based on CEFR level:
    
    - **A1-A2**: Primarily use Krashen's Comprehensible Input and Total Physical Response
    - **A2-B1**: Add Communicative Language Teaching and Lexical Approach
    - **B1-B2**: Incorporate Task-Based Language Learning and Content-Based Instruction
    - **B2-C2**: Add Critical Thinking Approach and Academic Language Development
    
    ### Integration of Authentic Communication
    
    For each lesson, ensure meaningful communication opportunities:
    - A1-A2: Include simple information gap activities and personalization questions
    - B1-B2: Add real-world scenarios where learners need to describe visual elements
    - C1-C2: Incorporate negotiation of meaning and intercultural communication tasks
    
    Each lesson must include at least one authentic communication activity where learners exchange information they genuinely don't know.
    
    ### Pronunciation Guidance
    
    Include targeted pronunciation notes focusing on:
    - A1-A2: Individual sounds challenging for Japanese speakers (r/l, th, v/b, etc.)
    - B1-B2: Word stress patterns and linking
    - C1-C2: Intonation patterns and prosodic features
    
    Format pronunciation guidance as:
    - IPA transcription when helpful (unnecessary for A1-A2)
    - Explicit comparison with Japanese phonology
    - Simple practice activities (minimal pairs, tongue twisters)
    
    ### Japanese-Specific Learning Considerations
    
    For each lesson, address specific linguistic challenges for Japanese learners:
    - Phonological Challenges: Target specific sound contrasts (r/l, b/v, th)
    - Grammatical Patterns: Highlight areas where Japanese and English differ substantially
    
    For pronunciation guidance, include specific mouth position descriptions and katakana approximations where helpful.
    
    ### Lesson Timing Guidelines
    
    For each lesson, include suggested timing for each activity:
    - A1-A2 lessons: Total duration 45-60 minutes
    - B1-B2 lessons: Total duration 60-90 minutes
    - C1-C2 lessons: Total duration 90-120 minutes
    
    For each activity component, provide an estimated time allocation in parentheses. For example:
    - Vocabulary Introduction (10 minutes)
    - Grammar Explanation (15 minutes)
    - Practice Activities (20 minutes)
    
    ### Visual Support Requirements
    
    Since lessons are based on photographs, provide clear instructions for when and how to use the image:
    - Initial presentation: Specify when to first show the image (e.g., before or after vocabulary introduction)
    - Visual scaffolding: Suggest using annotations, highlighting, or zooming techniques for specific activities
    - Alternative visuals: Recommend supplementary images that support the learning objectives
    
    For each activity that directly references the photograph, indicate:
    - [SHOW PHOTO] at appropriate points in instructions
    - Guidance on directing student attention to specific elements
    - Options for presenting the image (projected, printed handouts, digital devices)
    
    ## Output Format Specifications
    
    ### Blog Post Structure
    
    Each blog post must include:
    
    1. **Title**: "[Level-appropriate engaging title in English] ([Japanese translation of title])"
    2. **Introduction**: Brief context about the photo (1-2 paragraphs, complexity matching CEFR level)
    3. **Vocabulary Section**: Presented as:
        - A1-A2: Word lists with translations, pictures, and example sentences
        - B1-B2: Thematic groupings with contextual examples
        - C1-C2: Sophisticated lexical sets with collocations and register information
    4. **Description Section**: Model texts describing the photo at appropriate level
    5. **Grammar Focus**: One relevant grammar point extracted from the description
       - Include controlled practice exercises with increasing complexity
       - Provide sentence frames/stems for guided practice
       - Add error correction activities targeting common L1 interference
       - For A1-B1: Include visual grammar charts with examples. Use Markdown to create the charts.
    6. **Activities Section**: Level-appropriate exercises (minimum 3 activities)
    7. **Production Task**: Final task requiring learners to produce language
    8. **Listening Component**: Level-appropriate listening activities:
       - A1-A2: Simple dictation or identification activities
       - B1-B2: Gap-fill or comprehension questions based on photo description
       - C1-C2: Critical listening tasks involving detailed analysis
    9. **Additional Resources**: Suggestions for expansion (optional)
    
    The instructor can create voice over audio files to embed in the lesson, so in the output, include the dialog to be recorded.
    
    ### Grammar Explanation Requirements
    
    Grammar explanations must:
    - Include visual representation (charts, diagrams) using Markdown formatting
    - Provide explicit L1/L2 comparison relevant to Japanese speakers
    - Offer graduated practice (from controlled to free production)
    - Address common errors specific to Japanese learners
    
    For A1-A2 levels, include simplified conceptual explanations with Japanese translations of grammatical terms.
    
    ### Grammar Exercise Quality Requirements
    
    Ensure all grammar practice activities:
    1. Demonstrate authentic purpose for the target structure
    2. Progress logically from recognition to production
    3. Use examples that genuinely illustrate the grammar point's function
    
    For example activities:
    - Sentence combining must involve semantically related sentences where the grammar structure creates a meaningful relationship
    - Error correction must contain plausible errors that Japanese speakers would make
    - Practice examples should show clear communication advantages of using the target structure
    
    Before finalizing any grammar activity, verify that it demonstrates the actual communicative purpose of the grammar point rather than mechanical manipulation.
    
    ### Vocabulary Recycling Requirements
    
    Ensure deliberate vocabulary recycling:
    - Each key vocabulary item must appear in at least 4 different contexts/activities
    - Create a vocabulary progression (receptive → controlled productive → free productive)
    - For A1-B1: Include explicit vocabulary review activities
    - For B2-C2: Add collocation and register awareness activities
    
    Include a vocabulary map showing how key terms connect to previously learned vocabulary.
    
    ### Digital Integration Requirements
    
    Each lesson should include at least one explicit digital component created with H5P:
    - A1-A2: Simple interactive flashcards, digital picture dictionaries, or audio recordings
    - B1-B2: Interactive quizzes, digital storytelling opportunities, or multimedia presentations
    - C1-C2: Collaborative online projects, digital analysis tools, or multimedia creation tasks
    
    Specify how digital tools enhance language acquisition rather than simply digitizing traditional activities.
    
    ### Multimodal Learning Integration
    
    Incorporate activities that engage multiple sensory channels to enhance retention:
    - A1-A2: Include TPR (Total Physical Response) activities with physical movements representing key vocabulary
    - B1-B2: Add audio-visual tasks requiring integration of listening and visual processing
    - C1-C2: Incorporate multimedia analysis requiring simultaneous processing of visual, audio, and textual information
    
    Each lesson should include at least one activity for each learning modality:
    - Visual: Image analysis, color-coding, mind mapping
    - Auditory: Listening tasks, pronunciation practice, discussions
    - Kinesthetic: Role-play, mime, physical arrangement activities
    - Reading/Writing: Text analysis, creative writing, note-taking strategies
    
    ### Assessment Framework
    
    For each production task, include:
    - Clear success criteria appropriate to CEFR level
    - Sample "strong" response to illustrate expectations
    - Simple rubric with 2-3 assessment dimensions
    - Self-assessment questions for learners
    
    ### Enhanced Assessment Framework
    
    For each production task:
    - Provide specific descriptors for each assessment dimension (e.g., "Uses 5+ target vocabulary items correctly" rather than "Good vocabulary use")
    - Include both analytic (component skills) and holistic (overall impression) assessment criteria
    - Add peer assessment opportunities with guided feedback forms
    - Create achievement badges or milestone markers for motivation
    
    Include concrete indicators for teachers to recognize when learning objectives have been met, such as:
    - "Students can correctly use 3-4 participle clauses in their production task"
    - "Students can identify and explain the focal point of a photograph using appropriate terminology"
    
    ### Formative Assessment Integration
    
    Each lesson must include structured assessment opportunities:
    - Pre-assessment: Quick activity to gauge existing knowledge of target vocabulary/grammar
    - Process-assessment: Check-in points throughout the lesson with clear success criteria
    - Post-assessment: Simple, measurable way to evaluate learning against lesson objectives
    
    Include a teacher guide section with indicators of successful acquisition and intervention strategies for common errors.
    
    ### Cognitive Engagement Requirements
    
    Each lesson must include activities at multiple cognitive levels:
    - Remembering/Understanding: Basic recall of vocabulary or concepts
    - Applying/Analyzing: Using language in new contexts or examining language patterns
    - Evaluating/Creating: Making judgments or producing original content
    
    Activities should progressively move from lower to higher order thinking skills, appropriate to the CEFR level.
    
    ### Real-World Application Requirements
    
    Each lesson must include explicit connection to real-world language use:
    - A1-A2: Simple role plays simulating basic real-life interactions
    - B1-B2: Tasks mirroring authentic communication needs (describing photos to friends, reporting observations)
    - C1-C2: Professional or academic scenarios requiring sophisticated description
    
    Include "Why this matters" explanations for activities to help learners see the relevance to their language learning goals.
    
    ### Intercultural Competence Development
    
    For each lesson, especially for higher levels (B1-C2):
    - Identify opportunities to develop intercultural awareness through photo analysis
    - Include discussion questions about cultural perspectives on the subject matter
    - Encourage reflection on how cultural background influences perception of images
    - Add activities comparing Japanese and English ways of describing similar scenes
    
    For B2-C2 levels, incorporate specific intercultural communication development:
    - Cultural connotations of descriptive language
    - Cultural differences in visual composition preferences
    - Analysis of culture-specific reactions to similar visual stimuli
    
    ### Enhanced Error Anticipation and Correction
    
    For each target grammar point and key vocabulary set:
    1. Identify 3-5 most likely error patterns specific to Japanese learners
    2. Create targeted practice activities addressing these predicted errors
    3. Provide teacher notes on how to effectively correct these errors
    4. Include awareness-raising activities that help students recognize their own error patterns
    
    For example:
    - Article usage with uncountable nouns: "The nature is beautiful in this photo" → "Nature is beautiful in this photo"
    - Adjective order: "The blue big sky" → "The big blue sky"
    - Verb tense in descriptions: "The person wearing a hat and smiled" → "The person wearing a hat and smiling"
    
    ### Cultural Context Integration
    
    For each lesson, especially when teaching Japanese learners:
    - Research and include culturally relevant connections between the photo subject and Japanese culture
    - For A1-A2: Simple cultural facts with bilingual presentation
    - For B1-B2: Compare/contrast cultural perspectives related to the image
    - For C1-C2: Deeper analysis of cultural symbolism and cross-cultural interpretations
    
    ### Blog Post Formatting
    
    - Use clear Markdown formatting for printability
    - Include headers, subheaders, and bullet points for readability
    - Set off vocabulary items in tables where appropriate
    - Use emphasis for key terms
    - Create visually distinct sections with horizontal rules
    - Use consistent formatting for translations (Japanese in parentheses)
    - Include placeholders for images with descriptive captions
    
    ## Example Outputs
    
    ### Example 1: CEFR A1 Blog Post Format
    
    ```
    # Let's Learn English with a Special Photo! (特別な写真で英語を学びましょう!)
    
    Hello! Today we will look at a photo and learn some English words.
    
    ## Important Words (重要な単語)
    - **person** (人) - Someone in the photo
    - **smile** (笑顔) - When someone looks happy
    - **hat** (帽子) - Something you wear on your head
    - **blue** (青い) - A color like the sky
    
    ## Let's Make Sentences! (文章を作りましょう!)
    1. I see a person.
    2. The person has a hat.
    3. The hat is blue.
    4. The person has a smile.
    
    ## Your Turn! (あなたの番!)
    Fill in the blanks:
    1. I see a ______.
    2. The person has a ______.
    3. The hat is ______.
    
    ## Fun Activity! (楽しいアクティビティ!)
    Draw your own picture with these things:
    - A person
    - A hat
    - A smile
    
    ## New Words for Next Time (次回の新しい単語)
    - **photo** (写真) - A picture made with a camera
    - **learn** (学ぶ) - To get new knowledge
    - **English** (英語) - The language we are learning
    
    See you next time!
    ```
    
    ### Example 2: CEFR B2 Blog Post Format
    
    ```
    # Analyzing Visual Narratives: Composition Elements in Portrait Photography
    
    This week, we're examining a compelling portrait photograph to develop our descriptive language skills and critical analysis abilities.
    
    ## Key Vocabulary
    | Term | Definition | Example |
    |------|------------|---------|
    | composition | The arrangement of visual elements in an image | "The composition draws attention to the subject's eyes" |
    | juxtaposition | Placing contrasting elements side by side | "The juxtaposition of light and shadow creates drama" |
    | focal point | The center of interest in an image | "The hands form a secondary focal point" |
    | texture | The surface quality of an object | "The leather jacket's texture contrasts with the skin" |
    
    *Note: Only specialized terms will include Japanese translations*
    
    ## Photo Analysis
    The photograph utilizes several compositional techniques to create visual impact. The subject's face is partially obscured, creating a sense of mystery while drawing attention to the exposed features. The high contrast lighting enhances textural elements while establishing a dramatic mood.
    
    The positioning of the hands serves multiple purposes: framing the face, creating a barrier between subject and viewer, and adding geometric elements to the composition.
    
    ## Grammar Focus: Participle Phrases for Description
    When describing images, we often use participle phrases to add detail efficiently:
    - "The subject, **wearing** a leather jacket, gazes intensely at the camera."
    - "The photograph, **taken** in black and white, emphasizes contrast over color."
    - "The hands, **positioned** strategically, create a frame for the eyes."
    
    **Practice**: Create three sentences using participle phrases to describe elements in the photograph.
    
    ## Discussion Activities
    1. **Compositional Analysis**: In pairs, discuss how the photographer uses the following elements:
       - Lighting
       - Framing
       - Texture
       - Contrast
    
    2. **Creative Interpretation**: What story does this image tell? Write a 150-word narrative inspired by the photograph.
    
    3. **Technical Evaluation**: What photographic techniques contribute to the image's impact? How might the image change if shot in color?
    
    ## Extended Production Task
    Choose one option:
    1. Write a 250-word critical analysis of the photograph's composition and emotional impact
    2. Create a detailed description of how you would recreate a similar portrait, explaining your technical and artistic choices
    3. Compare this photograph to another portrait from a different era, analyzing differences in style and technique
    
    ## Further Exploration
    Research the photographer's other works and analyze recurring themes or techniques in their portfolio.
    ```
    
    ## Additional Activities Recommendations
    
    For each CEFR level, recommend 2-3 supplementary activities beyond the blog post content:
    
    ### A1-A2 Recommendations
    
    - Picture dictionaries for theme-related vocabulary
    - Simple role-plays using target vocabulary
    - Matching games with images and words
    - Simplified song lyrics containing target vocabulary
    - Basic dialogues practicing descriptive language
    
    ### B1-B2 Recommendations
    
    - Guided photo analysis of similar images
    - Photography-based projects with written descriptions
    - Interview activities about personal photographs
    - Presentation activities describing cultural images
    - Vocabulary notebooks with collocations and examples
    
    ### C1-C2 Recommendations
    
    - Research projects on photography styles or artists
    - Critical essays comparing different visual media
    - Original photography projects with technical descriptions
    - Debates on artistic interpretation or photographic ethics
    - Translation activities for photography-related texts
    
    ### Digital Extensions
    For each CEFR level, include at least one H5P digital activity option:
    - A1-A2: Simple online flashcards or matching games.
    - B1-B2: Interactive quizzes or digital storytelling tools
    - C1-C2: Collaborative online projects or multimedia presentations
    
    Suggest specific H5P tools where appropriate.
    
    ## Differentiation Strategies
    For each lesson, include:
    - Extension activities for faster learners
    - Support activities for struggling learners
    - Alternative approaches for different learning styles (visual, auditory, kinesthetic)
    - Specific accommodations for common learning challenges
    
    ## Handling Potential Issues
    
    ### Incomplete Photo Descriptions
    
    If the provided description lacks sufficient detail:
    
    1. Focus on available elements while maintaining level-appropriate content
    2. Supplement with general vocabulary related to photography
    3. Add creative activities that encourage students to imagine missing details
    
    ### Level Mismatches
    
    If the vocabulary in the description is too complex for the requested CEFR level:
    
    1. Extract and simplify core concepts while maintaining photo integrity
    2. Introduce complex vocabulary as "extension words" for A1-B1 levels
    3. Create scaffolded activities that build toward understanding more complex elements
    
    ### Cultural Sensitivity
    
    When handling photographs with cultural elements:
    
    1. Provide objective, descriptive language without cultural judgment
    2. Include factual context where necessary for understanding
    3. Focus on linguistic analysis rather than cultural interpretation
    
    ## Self-Evaluation Checklist
    
    Before delivering the blog post, verify:
    
    1. **Level Appropriateness**
        - Vocabulary complexity matches specified CEFR level
        - Sentence structure matches specified CEFR level
        - Activity types are appropriate for language proficiency
        - Amount of L1 support (Japanese) is appropriate
    2. **Completeness**
        - All required sections are included
        - Minimum of three distinct activities are provided
        - Clear production task is included
        - Supplementary activity recommendations are provided
    3. **Technical Quality**
        - Markdown formatting is correct and consistent
        - Japanese translations use correct characters
        - Grammar is accurate throughout
        - Instructions are clear and actionable
    4. **Educational Value**
        - Content builds multiple language skills (reading, writing, speaking, listening)
        - Activities progress from receptive to productive
        - Cognitive engagement matches CEFR level
        - Content allows for measurable language development
    
    ## Implementation Parameters
    
    - Response should be a complete, ready-to-use blog post
    - Include 2-3 supplementary activity recommendations after the blog post
    - Appropriate CEFR level label should appear in the title
    - Blog post should be between 500-1500 words depending on CEFR level
    - Higher CEFR levels (B2-C2) should have progressively less Japanese translation
    - Maintain printable format with clear section breaks
    - All activities should be self-contained with clear instructions
    
    When responding to a user request, analyze the photo description first, extract key vocabulary and themes, then create the level-appropriate blog post following the structures outlined above. Always conclude with supplementary activity recommendations.

    Pages: 1 2 3

  • Psychology of Language Learning

    Psychology of Language Learning

    Psychology of Language Learning

    • Dr. Sarah Mercer, a leading expert in language learning psychology, shares insights on the role of psychology in language learning.
    • She emphasizes the importance of mindset, emotions, and motivation in language learning.
    • Fixed mindset (believing abilities are innate) vs. growth mindset (believing abilities can be developed) impacts language learning.
    • People with growth mindsets are more likely to persist, try harder, and explore strategies to reach their goals.

    Causes of Language Learning Blockades

    • People may have fixed mindsets, leading to self-imposed mental barriers.
    • Emotions like fear and frustration can hinder language learning.
    • Lack of self-efficacy (belief in one’s ability to learn) can cause blockades.

    Overcoming Language Learning Blockades

    • Change mindset: Embrace a growth mindset and believe in one’s ability to learn.
    • Set realistic goals, overcome fears, and celebrate small victories.
    • Document progress and use resources that show gradual improvement.
    • Practice self-compassion and self-encouragement.

    Self-Efficacy in Language Learning

    • Self-efficacy (belief in one’s ability to learn) is crucial for language learning success.
    • It influences motivation, effort, and resilience in the face of challenges.
    • People with higher self-efficacy are more likely to persist and succeed in language learning.

    Emotions in Language Learning

    • Emotions play a significant role in language learning and communication.
    • Fear, anxiety, and stress can hinder language learning, while positive emotions can enhance it.
    • Positive emotions make people more open, creative, and willing to take risks.
    • Barbara Fredrickson’s ‘broaden-and-build’ theory explains how positive emotions expand one’s resources and promote growth.

    Wohlbefinden (Well-being) in Language Learning

    • Wohlbefinden (well-being) is important for language learning success.
    • Stress, pressure, and lack of intrinsic motivation can hinder learning.
    • Positive emotions, social connections, and a sense of purpose facilitate language learning.
    • The process of learning a language can also enhance well-being by fostering social connections and cognitive stimulation.

    Tips for Long-term Language Learning Success

    • Find your passion and maintain intrinsic motivation.
    • Celebrate small victories and progress.
    • Keep your goals in mind and visualize using the language in the future.
    • Be patient and persistent; language learning is a marathon, not a sprint.
    • Connect with others learning the language for social support and motivation.
    • Believe in yourself, focus on your progress, and stay tuned for improvement.
    • Apply the language in imagined situations and celebrate successful implementation.
  • 10 Language Learning Do’s and Don’ts

    10 Language Learning Do’s and Don’ts

    1. 🚫 Don’t: Get stuck on long lists of vocabulary or grammar rules. Instead, focus on using the language in context.

    Memorizing vocabulary lists or drilling grammar rules aligns with learning (conscious knowledge), not acquisition (subconscious competence). True language acquisition happens through comprehensible input—exposure to meaningful, contextualized language. Focus on messages you understand, not isolated words or rules.

    2. ✅ Do: Enjoy the learning process; it should be fun and engaging.

    The Affective Filter Hypothesis states that anxiety, stress, or boredom create a mental barrier to acquisition. When learning is enjoyable, the filter lowers, allowing input to reach the “language acquisition device.” Fun is not a luxury—it’s a necessity.

    3. 🚫 Don’t: Constantly ask “How quickly can I learn?” Instead, prioritize enjoying the journey.

    Language acquisition is gradual and subconscious. Obsessing over speed creates pressure, raising the affective filter. Trust that consistent, compelling input will lead to progress. The “din in the head” (when language sticks) happens organically.

    4. ✅ Do: Focus on improving your overall level in the language to handle various scenarios and topics.

    Broad exposure to diverse contexts ensures a robust foundation. Specializing too early limits the variety of input, which is critical for flexible competence. Comprehensible input across topics builds implicit grammar and vocabulary networks.

    5. 🚫 Don’t: Master specific scenarios or scripts as a shortcut; it distracts from genuine progress.

    Scripted interactions (e.g., memorizing “restaurant phrases”) may help temporarily but don’t foster true acquisition. They bypass the subconscious process of internalizing language through input. Focus on understanding, not performance.

    6. ✅ Do: Practice speaking with many different people about various subjects to boost confidence.

    Speaking is the result of acquisition, not the cause. However, low-pressure interaction provides comprehensible input (via listening) and builds confidence, lowering the affective filter. Avoid forced output—speak when ready, not out of obligation.

    7. 🚫 Don’t: Test yourself unless necessary (e.g., for work or university entrance). Pressure and self-doubt hinder learning.

    Tests measure learning, not acquisition. They often prioritize explicit knowledge (e.g., grammar rules), creating stress that heightens the affective filter. Only test when mandatory; otherwise, let comprehension guide you.

    8. ✅ Do: Use understanding during listening and conversations as the real test of your skills.

    This aligns perfectly with the Input Hypothesis. If you understand the message, your brain is acquiring the language. Comprehension—not test scores—is the true indicator of progress.

    9. 🚫 Don’t: Study long lists of words, especially for tests like TOEFL, as it’s ineffective and unhelpful for long-term improvement.

    Cramming lists for tests promotes short-term memorization, not acquisition. Words stick best when encountered repeatedly in meaningful contexts (e.g., reading, conversations). Prioritize input over rote memorization.

    10. ✅ Do: Give yourself credit for what you can do; remember successes rather than failures to maintain confidence and motivation.

    Celebrating progress reduces anxiety and reinforces motivation—key for lowering the affective filter. Language acquisition thrives in a positive, encouraging environment.

    Final Thoughts
    Language acquisition isn’t about hustling harder. It’s about engaging with compelling input, staying relaxed, and trusting the subconscious process. Ditch the flashcards, find stories you love, and let your brain do the rest.

  • Creating Effective Learning Outcomes for EFL Classrooms

    Creating Effective Learning Outcomes for EFL Classrooms

    Creating clear, actionable learning outcomes is an important part of effective language instruction. When developing English as a Foreign Language (EFL) courses, instructors need to be clear about what language competencies learners should develop after completing each lesson, unit, or course.

    Learning outcomes also play a key role in language assessment and evaluation, making clear what linguistic knowledge and communicative abilities learners should have upon completion of the learning activity.

    A well-written EFL learning outcome will focus on how the learner will be able to apply their new language knowledge in authentic communication contexts, rather than on a learner being able to merely recite grammar rules or vocabulary lists.

    After reading this guide, you will understand the best way to set clear, actionable learning outcomes specifically for language acquisition, and how to write them to improve instruction and assessment within your EFL classroom.

    Discover:

    • What are language learning outcomes?
    • 5 types of language learning outcomes
    • Language learning outcomes vs language learning objectives
    • Examples of language learning objectives and outcomes
    • EFL learning outcomes examples
    • How to write effective language learning outcomes
    • Language learning outcomes verbs
    • How to set effective learning outcomes for different EFL contexts: From beginners to advanced learners
    • Aligning outcomes with CEFR levels
    • Integrating the four language skills into learning outcomes

    What are language learning outcomes?

    Language learning outcomes are descriptions of the specific linguistic knowledge, communicative skills, or cultural competencies that the learner will develop from a language learning activity, such as a lesson, unit, or course.

    Language learning outcomes are measurable achievements that the learner will be able to demonstrate after the learning is complete, which helps language learners understand what they’ll gain from their engagement with the learning activity and how it contributes to their overall language proficiency.

    The most useful EFL learning outcomes include a verb that describes an observable language action, a description of what the learner will be able to communicate and under which conditions they will be able to do it, and the proficiency level they should be able to reach.

    5 types of language learning outcomes

    Types of language learning outcomesDescription
    1. Linguistic competenceWith this type of learning outcome, the learner will understand and use grammar structures, vocabulary, pronunciation, and other formal aspects of the English language.
    2. Sociolinguistic competenceIn this type of learning outcome, the learner recognizes and produces language appropriate to different situations, considering factors like formality, politeness, and cultural context.
    3. Discourse competenceThis type of learning outcome is when the learner is able to create coherent spoken or written texts in English, using cohesive devices and organizational patterns effectively.
    4. Strategic competenceThis category is concerned with the learner’s ability to overcome communication breakdowns through strategies like circumlocution, paraphrasing, or clarification requests.
    5. Intercultural competenceThis is the learner’s ability to navigate cultural differences, understand cultural references, and adapt their communication accordingly when using English with people from diverse backgrounds.

    Language learning outcomes vs. Language learning objectives: What’s the difference?

    Language learning outcomes and language learning objectives are often used interchangeably, but understanding their distinction is crucial for effective EFL curriculum design and lesson planning.

    The following breakdown offers insights into how these concepts relate, with examples that are relevant specifically to language teaching contexts.

    Instructor’s intent vs. Learner’s experience

    • Language learning objective: The intent behind creating a language learning activity, focusing on what the instructor aims to teach.
      Example: This lesson will introduce the present perfect tense and its common time markers.
    • Language learning outcome: The specific language ability that learners gain as a result of the activity.
      Example: Learners can correctly use the present perfect tense to discuss their life experiences and recent activities.

    Purpose vs. Outcome

    • Language learning objective: Expresses the purpose of a language learning experience and the anticipated focus of instruction.
      Example: This class will explain and practice common phrasal verbs related to business communication.
    • Language learning outcome: Describes what language learners are equipped to do after completing the learning experience.
      Example: Learners can identify and appropriately use business-related phrasal verbs in workplace correspondence and conversations.

    Forward-looking vs. Reflective

    • Language learning objective: Focuses on what the language lesson aims to accomplish, looking toward future results.
      Example: This lesson will outline strategies for polite disagreement in English.
    • Language learning outcome: Assesses what has been achieved by participants as a result of their engagement in the language learning session.
      Example: Learners can effectively express disagreement in English using culturally appropriate hedging language and polite expressions.

    Intended vs. Demonstrated achievement

    • Language learning objective: Sets the intention of what language points should be covered during the learning activity.
      Example: This lesson will cover five essential conditionals for expressing hypothetical situations.
    • Language learning outcome: Reflects the actual demonstrable language skills achieved by learners.
      Example: Learners can identify and correctly form conditional sentences to express hypothetical situations in spoken and written English.

    Discrete knowledge vs. Holistic skillset

    • Language learning objective: Describes specific language concepts or structures to be covered.
      Example: This lesson will teach vocabulary and expressions for describing trends in business English.
    • Language learning outcome: Emphasizes a broader set of communicative skills that learners can demonstrate consistently.
      Example: Learners can confidently analyze and describe upward and downward trends in graphs and charts using appropriate business English vocabulary.

    Examples of language learning objectives and language learning outcomes

    • Activity: A beginner EFL lesson on introductions
      Language learning objective: This lesson will teach basic self-introduction expressions and personal information questions.

    Language learning outcome: Learners can introduce themselves, provide basic personal information, and ask others similar questions using appropriate pronunciation and intonation.

    This type of learning outcome deals with both linguistic and sociolinguistic competence. The learner can apply new language in a meaningful communicative context.

    • Activity: An intermediate class on English email writing
      Language learning objective: This class will teach formal email structures and expressions for professional correspondence.

    Language learning outcome: Learners can compose well-structured formal emails using appropriate opening and closing expressions, making requests politely, and organizing information logically.

    This type of learning outcome measures discourse competence, as learners are able to create cohesive written texts for authentic purposes.

    • Activity: An advanced conversation class on handling communication breakdowns
      Language learning objective: This session will cover strategies for maintaining conversation when facing vocabulary limitations.

    Language learning outcome: Learners can effectively use circumlocution, paraphrasing, and clarification requests to navigate communication challenges when lacking specific vocabulary.

    This type of learning outcome deals with strategic competence. The learner can overcome linguistic limitations to maintain successful communication.

    • Activity: A role-play focused on job interviews
      Language learning objective: Session will demonstrate appropriate language and behavior for English-language job interviews.

    Language learning outcome: Learners can confidently respond to common job interview questions, highlighting their qualifications with appropriate formal language and culturally suitable self-promotion strategies.

    This learning outcome integrates linguistic, sociolinguistic, and intercultural competence elements.

    • Activity: A lesson on English idioms and expressions
      Language learning objective: Lesson will introduce common English idioms related to business and work.

    Language learning outcome: Learners can recognize common business idioms in context and appropriately incorporate them into their own professional discussions.

    This outcome deals with both linguistic and intercultural competence, as idioms often carry cultural meanings beyond their literal translation.

    You can see that, although language learning objectives and language learning outcomes are related, they are different, and address different aspects of the language learning process.

    EFL learning outcomes examples

    As mentioned above, well-written language learning outcomes focus on what the learner can concretely demonstrate after they complete the learning activity. A language learning outcome is only useful if it is measurable. So, it should include the observable language behaviors of the learner, the appropriate assessment method, and the specific criteria that demonstrates successful language use.

    The following examples are well-written EFL learning outcomes:

    • Learners will be able to form questions in the simple past tense to obtain information about others’ weekend activities.
    • Learners will be able to use appropriate reading strategies to identify main ideas and supporting details in authentic news articles.
    • Learners will be able to distinguish between and correctly produce the /l/ and /r/ phonemes in spontaneous speech.
    • Learners will be able to employ hedging language and indirect expressions when making requests in formal situations.
    • Learners can use a range of cohesive devices to create a coherent 250-word opinion essay on a familiar topic.
    • Learners will be able to participate in a 5-minute group discussion, taking turns appropriately and using conversational gambits to involve others.

    The following examples are poorly written EFL learning outcomes:

    • Learners will understand the simple past tense.
    • Learners will know how to read English articles.
    • Learners will appreciate English pronunciation.
    • Learners will know about polite expressions.
    • Learners will understand essay writing.
    • Learners will learn about speaking skills.

    How to write language learning outcomes

    Defining language learning outcomes is a key stage of EFL curriculum design and lesson planning, whether you follow communicative, task-based, or other methodological approaches.

    When writing language learning outcomes for EFL contexts, there are a few rules that you should follow.

    • Language learning outcomes always use an action verb that describes observable language behavior.
    • Language learning outcomes must be written clearly, and should be easy to understand for both teachers and learners.
    • Language learning outcomes should clearly indicate what language skills or knowledge learners should develop.
    • Language learning outcomes must show what the expected level of language proficiency should be, and it should be reasonable to the current level of the learners.
    • Language learning outcomes help with assessment, and thus should clearly indicate what successful language performance looks like.
    • There should not be too few or too many learning outcomes. Four to six is the ideal number for a typical language lesson.

    Language learning outcomes verbs

    What action verbs can be used when writing EFL learning outcomes?

    Depending on the language skill area and type of competence, different verbs are appropriate.

    Linguistic CompetenceSociolinguistic CompetenceDiscourse CompetenceStrategic CompetenceIntercultural Competence
    ConjugateDistinguishComposeParaphraseCompare
    PronounceAdaptOrganizeCircumlocuteRecognize
    IdentifySelectConnectReformulateInterpret
    FormExpressSequenceClarifyAdapt
    ArticulateModifyStructureNegotiateExplain
    DifferentiateChooseDevelopCompensateDemonstrate
    ClassifyApplyCreateSubstituteAnalyze
    TransformDemonstrateOutlineApproximateContrast
    ConstructRespondSummarizeGeneralizeEvaluate
    DefineGenerateLinkRepairJustify
    ReproduceRespondDraftRephraseMediate
    CombineInitiateReviseOvercomeNavigate
    TranscribeMaintainProduceSolveAppreciate
    TranslateAdjustEditImproviseRespect
    ManipulateInterpretPresentAnticipateBridge

    How to set effective learning outcomes for different EFL contexts: From beginners to advanced learners

    Setting clear language learning outcomes is essential for successful EFL instruction, whether you’re teaching complete beginners, intermediate learners, or advanced students aiming for near-native proficiency.

    A well-crafted language learning outcome ensures learners understand not only what linguistic elements they’re supposed to learn but also how to apply that knowledge in real-world communication.

    Here’s a step-by-step guide to setting impactful language learning outcomes that are appropriate for different proficiency levels.

    Identify the purpose of the language learning activity

    Before defining a language learning outcome, ask yourself: What is the communicative purpose of this lesson or activity? The purpose should align with authentic language use that learners will encounter outside the classroom.

    • Beginner level: Helping learners introduce themselves and exchange basic personal information.
    • Intermediate level: Enabling learners to discuss advantages and disadvantages of controversial topics.
    • Advanced level: Developing learners’ ability to persuade others through nuanced argumentation.

    Define what successful language use looks like

    When crafting a language learning outcome, imagine what successful language users will be able to do by the end of the lesson. Think in terms of observable communicative actions. For example, will learners be able to request information, explain a process, or justify an opinion?

    • Beginner level: Learners can ask and answer simple questions about personal information using the present simple tense.
    • Intermediate level: Learners can discuss the pros and cons of social media using appropriate linking words to connect their ideas.
    • Advanced level: Learners can construct and deliver a persuasive 5-minute speech on a complex social issue, effectively using rhetorical devices.

    Use action-oriented verbs that reflect language skills

    To make your language learning outcomes specific and measurable, use clear, action-oriented verbs that describe what the learner will be able to do with the language. Verbs like “describe,” “narrate,” “request,” and “justify” help set clear expectations for language production.

    • Beginner level: “Learners will be able to describe their daily routines using simple present tense verbs with correct third-person singular forms.”
    • Intermediate level: “Learners will be able to narrate past experiences using appropriate past tenses and time expressions.”
    • Advanced level: “Learners will be able to synthesize information from multiple listening sources and present a balanced analysis of different viewpoints.”

    Consider different language skills and competencies

    EFL learning involves multiple skills and competencies. Ensure your outcomes address the appropriate balance of skills (listening, speaking, reading, writing) and competencies (linguistic, sociolinguistic, discourse, strategic, intercultural) for your lesson focus.

    • Listening focus: “Learners can identify specific details in a radio weather forecast and take appropriate notes.”
    • Reading focus: “Learners can scan authentic menus and identify dishes that match specific dietary requirements.”
    • Writing focus: “Learners can compose a formal complaint email using appropriate tone and organizational structure.”
    • Speaking focus: “Learners can negotiate meeting arrangements, suggesting alternatives and reaching compromise.”
    • Integrated skills: “Learners can research a topic online, prepare notes, and deliver a short presentation with appropriate visual aids.”

    Keep the language learner at the center

    A strong language learning outcome is always learner-focused. This means emphasizing what the learner will accomplish communicatively, rather than what language points the instructor will cover.

    • Instead of saying: “This lesson will cover the present perfect tense,” frame the outcome as: “Learners will be able to discuss their life experiences using the present perfect tense with appropriate time markers.”
    • Instead of: “This lesson will teach vocabulary for describing people,” use: “Learners will be able to provide detailed physical and personality descriptions of family members and friends.”

    Ensure outcomes are measurable in terms of language performance

    An effective language learning outcome should be measurable to assess whether it has been achieved. Think about how you can observe or test the language outcome through performance tasks that reflect authentic communication.

    • Beginner level: “Learners can order food and drinks in a restaurant role-play using at least five food vocabulary items and appropriate politeness expressions.”
    • Intermediate level: “Learners can write a 150-word review of a movie they have seen, using appropriate past tenses and at least three descriptive adjectives.”
    • Advanced level: “Learners can participate in a 15-minute debate, presenting arguments, countering opposing views, and using at least three complex grammatical structures.”

    Align outcomes with real-world language use

    Consider how learners will use the language in authentic contexts outside the classroom. This makes language learning outcomes more relevant and engaging for learners, whether they’re learning English for academic, professional, or personal purposes.

    • General English: “Learners can make and respond to suggestions about weekend activities using appropriate modal verbs and expressions of preference.”
    • Business English: “Learners can participate effectively in a simulated job interview, highlighting their qualifications and responding appropriately to unexpected questions.”
    • Academic English: “Learners can summarize the main findings of a research article and critically evaluate its methodology using appropriate academic vocabulary.”

    Aligning outcomes with CEFR levels

    The Common European Framework of Reference for Languages (CEFR) provides a comprehensive framework for describing language proficiency across different skills. Aligning your learning outcomes with CEFR descriptors ensures they are internationally recognizable and appropriately sequenced.

    A1 (Beginner) level outcomes

    • “Learners can introduce themselves and others using simple expressions.”
    • “Learners can ask and answer questions about personal details such as where they live, people they know, and things they have.”
    • “Learners can interact in a simple way provided the other person talks slowly and clearly.”

    A2 (Elementary) level outcomes

    • “Learners can describe in simple terms aspects of their background, immediate environment, and matters of immediate need.”
    • “Learners can communicate in simple and routine tasks requiring a direct exchange of information.”
    • “Learners can write short, simple notes and messages relating to immediate needs.”

    B1 (Intermediate) level outcomes

    • “Learners can understand the main points of clear standard input on familiar matters regularly encountered in work, school, and leisure.”
    • “Learners can deal with most situations likely to arise while traveling in an area where the language is spoken.”
    • “Learners can produce simple connected text on topics that are familiar or of personal interest.”

    B2 (Upper Intermediate) level outcomes

    • “Learners can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain.”
    • “Learners can write clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue.”
    • “Learners can understand the main ideas of complex text on both concrete and abstract topics.”

    C1 (Advanced) level outcomes

    • “Learners can express themselves fluently and spontaneously without much obvious searching for expressions.”
    • “Learners can use language flexibly and effectively for social, academic, and professional purposes.”
    • “Learners can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns and cohesive devices.”

    C2 (Proficiency) level outcomes

    • “Learners can summarize information from different spoken and written sources, reconstructing arguments in a coherent presentation.”
    • “Learners can express themselves spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.”
    • “Learners can mediate effectively between speakers of the target language and of their community of origin.”

    Integrating the four language skills into learning outcomes

    Comprehensive language learning involves developing all four skills: listening, speaking, reading, and writing. Your outcomes should reflect how these skills will be developed, either individually or in integrated activities.

    Listening skill outcomes

    • “Learners will be able to identify the main points in a 3-minute news broadcast about a familiar topic.”
    • “Learners will be able to follow detailed directions to locate a place on a map.”
    • “Learners will be able to recognize different speakers’ attitudes through their intonation patterns.”

    Speaking skill outcomes

    • “Learners will be able to participate in a 5-minute conversation about hobbies, asking appropriate follow-up questions.”
    • “Learners will be able to give a structured 3-minute presentation about their home country using visual aids.”
    • “Learners will be able to negotiate a solution to a simulated workplace problem using appropriate persuasive language.”

    Reading skill outcomes

    • “Learners will be able to scan a website to locate specific information about product features and prices.”
    • “Learners will be able to identify the writer’s purpose and intended audience in short newspaper articles.”
    • “Learners will be able to infer meaning of unfamiliar vocabulary from context in authentic texts.”

    Writing skill outcomes

    • “Learners will be able to compose a 150-word email requesting information about a language course.”
    • “Learners will be able to summarize the plot of a film or book in 200 words using appropriate sequencing devices.”
    • “Learners will be able to write a 300-word argumentative essay supporting their opinion with two clearly explained reasons.”

    Integrated skills outcomes

    • “Learners will be able to listen to a lecture, take effective notes, and write a summary paragraph of the main points.”
    • “Learners will be able to read a controversial article, identify key arguments, and participate in a small group discussion expressing and justifying their own views.”
    • “Learners will be able to research a topic online, compile key information, and deliver a well-structured oral presentation with appropriate visual support.”

    In summary

    Creating effective language learning outcomes is the foundation for successful EFL teaching. By focusing on observable language performance, aligning with appropriate proficiency levels, and integrating authentic communicative purposes, you provide clear direction for both yourself and your learners.

    Well-crafted learning outcomes help your students understand what they’re working toward, allow you to design appropriate learning activities and assessments, and ensure your teaching remains focused on developing practical language skills that learners can apply in real-world contexts.

    Remember that effective language learning outcomes should be:

    • Clear and understandable
    • Focused on observable language performance
    • Appropriate to learners’ current proficiency level
    • Measurable through realistic tasks
    • Relevant to learners’ authentic language needs
    • Aligned with recognized frameworks like the CEFR

    With these principles in mind, you can create language learning outcomes that will guide your teaching and help your EFL learners achieve meaningful progress in their English language development.