Problem: Article: It is well-established that young children are, on average, more adept at acquiring second (and beyond) languages than older teens and adults.  The reasons for this, however, are not as clear.  Small children tend to excel at picking up spoken languages through simple exposure to them, and some theorize that this skill is lost around the ages of 12-14 as the brain reallocates its precious resources to other, more important areas.  Essentially, you are likely to have learned to communicate by then, and thus no longer need to expend substantial brain power toward that ability.  Whether or not changes in the brain make language acquisition more challenging for adults, it is certain that adults tend to be busier, more stressed, and less singularly focused on picking up the language.  Adults have also picked up a lifetime of assumptions, conventions, perspectives, biases, and habits, all experienced via the native language, that can make developing “communicative competence” in a second language (with its own cultural “baggage”) a more arduous task. With any desired skill, talent, or ability, having a clear goal in mind makes the process of acquiring said competency more manageable.  The same holds true for language acquisition.  As a teacher, it may benefit your adult students if you help them define a clear, and ideally short-term, goal for why they want to learn a particular foreign language.  Instead of promoting language-learning as beneficial in and of itself (even if it is), help them focus on their desire to connect more deeply with a grandparent or be prepared for a long-awaited trip abroad. As you help students find their motivation, feed it through targeted tasks.  For instance, offer a project that involves interviewing the grandparent in his/her native (and the student’s second) language.  Be aware, however, that motivation will vary in intensity class-to-class, so be prepared to take advantage of high points and offer encouragement during lower ones. While you have an essential role as the teacher, the students in the class can also be critical to each other’s ability to learn a new language.  Learner-to-learner interaction tends to help both parties “notice the gap” between their communication in the language and the proper form.  Offering learner-to-learner tasks, such as having one student describe a picture in the foreign language to another, who must draw it, can not only be fun but helpful in enabling students to work through gaps in their comprehension. While such tasks need not replace more traditional methods of teaching vocabulary and grammar, this more indirect method of teaching the “nuts and bolts” of a new language does seem to be at least as effective at instilling them in the long run. ”  It is estimated that an adult needs to understand about 3,000 word families (think, thought, and thoughtful are in one word family, for instance) to be able to understand a foreign language from context.  Traditional vocabulary-building methods, like memorization, drills, and tables, can still be utilized in the classroom with success.  However, simply encouraging students to read level-appropriate and interesting passages, both in class and at home, can be an effective strategy. This is especially true when the readings are combined with vocabulary-building activities.  Games like Bingo, Password, and Concentration can facilitate “active meaning negotiation,” where task-oriented problem solving helps build an “incidental vocabulary” —  almost, in essence, picking up new words without realizing it. There are as many ideal ways to learn a new language as there are people wanting to do it.  Some even say that foreign languages cannot be taught, but only learned, implying that each learner’s unique motivations and skills must be prioritized. Each time you teach a new student or new class, then, your methods will likely need to adjust in order to have the most impact.  Be flexible and willing to work with your adult learners, while drawing from a range of theories, strategies, and practical advice.
Summary: Consider roadblocks to adult language acquisition. Assess and assist learner motivation. Facilitate student interaction. Build vocabulary directly and “incidentally. Be flexible.

INPUT ARTICLE: Article: It's the rainbow “G” icon on your home screen (or in the app drawer). It's in the tab in the lower-right corner.  It has an icon that resembles 3 dots. It's near the bottom of the More menu.  It's next to an icon that resembles a gear. It's about halfway down the settings menu.  It's next to an icon with different sized dots. It's the second tab at the top of the page.  This displays the Google Assistant Settings. It's the first option in the "Assistant" menu.  This displays a list of languages you can choose. This displays a list of languages you can choose from. This adds the language to Google Assistant. Alternatively, you can talk to Google Assistant in your choice language. It's in the upper-left corner. This returns to the Assistant menu. It's the second option below the Assistant tab. Each colored circle represents a different voice you can select for your Google Assistant.  When you tap a colored circle, you will hear a sample of how the voice sounds.  Tap the circle of the voice you want your Google Assistant to have.

SUMMARY: Open the Google app. Tap More …. Tap Settings. Tap Google Assistant. Tap the Assistant tab. Tap Languages. Tap Add a language. Tap the language you want to add. Tap . Tap Assistant Voice. Tap one of the colored circles.

In one sentence, describe what the following article is about: You'll need HM01 Cut to get this one. You'll pass a man talking to his Poliwrath, then follow the road south and west again around a park. The buildings will disappear and trees will line the road, indicating that you're not in the city. As soon as you leave the city, you'll see a tree that's smaller than the others and next to a fence. Interact with the small tree to initiate the dialog box. Once the tree is cut down, you can walk through to the path behind it. You'll pass some kids waiting outside a house. You'll walk west through a hallway, past an old man, and through the other doorway to the back of the house. You'll see a girl and a Pidgeot. She'll ask you to keep the house a secret; say yes and as a reward, she'll give you HM02 Fly." "Fly" lets you use flying Pokémon to go to any Pokémon Center you have before.
Summary:
Go to Celadon City. Head west onto Route 16 out of the city. Cut the tree down. Follow the path behind the fence. Enter the house and follow the path. Enter the second house. Talk to the girl.