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Global warming – video-based activities

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1.) Watch the video and answer the following questions:

1. What milestone did global temperatures reach in 2024?

2. What were some of the impacts of the global temperature rise in 2024?

3. How does the global temperature in 2024 compare to the pre-industrial period?

4. What was the Paris Agreement’s goal regarding the 1.5-degree threshold, and how does the 2024 temperature rise relate to that goal?

5. What does the director of the EU’s Copernicus Climate Change Service say about the possibility of avoiding further global warming?

6. How have the impacts of climate change been affecting people around the world?

7. How has the political will to address climate change changed in some countries?

2.) Watch again and fill in the gaps:

Global warming officially breached 1.5°C threshold in 2024 | REUTERS

The world has just experienced the first full year in which global temperatures _______________(1) 1.5 degrees above pre-industrial times, scientists said on Friday. 2024 saw temperatures rise on every continent, resulting in __________________(2), __________________(3) and __________________(4). The milestone was confirmed on Friday by scientists at the European Union’s Copernicus Climate Change Service.

They’re warning that climate change is pushing the planet’s temperatures to levels never _______________(5) by modern humans. Here’s Carlo Buontempo, director of the EU’s Copernicus Climate Change Service.

“Every single month, January to July, has been the warmest on record. July was the second warmest and then from then on has been the second or close to first around. When you put all of those together, then the _________________(6) is just incredible and sums up to the warmest year on record.”

The planet’s average temperature in 2024 was 1.6 degrees Celsius higher than in 1850 to 1900. That’s the ____________________(7) period before humans began burning CO2-emitting ___________________(8) on a large scale. What’s more, 2024 was the hottest year since records began, and each of the past 10 years was among the 10 warmest on record. The governments promised under the 2015 Paris Agreement to try and prevent average temperatures exceeding the symbolic ____________________(9) of 1.5 degrees to avoid more severe and costly climate disasters.

Yet _______________________(10), the first year above 1.5 degrees does not breach that target, which measures the longer-term average temperature. According to Buontempo, it’s not too late for countries to rapidly cut ________________________(11) and avoid global warming rising faster, although they need to act fast.

“The Paris Agreement will be reached in the near future. We can discuss whether it will be the late 2020s, early 2030s, but we are _____________________(12) 1.5 in the terms of the Paris Agreement and exceed it. It’s not a done deal. We have the power to change the trajectory from now on. We can do it, but we need to do it based on our actions, on facts, on evidence, and there are plenty of evidence available that we can base our actions on.”

The ____________________(13) of climate change are now visible on every continent, affecting people from the richest to the poorest countries on Earth. It is worsening storms and _____________________(14) rainfall because the hotter atmosphere can hold more water, leading to intense downpours.

But as the costs of these disasters _____________________(15), political will to invest in _____________________(16) emissions has waned in some countries. US President-elect Donald Trump, who takes office on the 20th of January, has called climate change a ______________________(17), despite global scientific _____________________(18) that it is human-caused and will have severe consequences if not addressed.

3.) The students are in pairs. There is a third student observing. The 2 students have a conversation on the basis of the topic “Global warming, climate change”. The sentences below are on folded slips in a bag. The task is to involve one of the sentences into your conversations when the third student says “fish” – by taking one random slip out of the bag:

1. The amount of carbon dioxide in the atmosphere has exceeded safe levels for human health and the environment. 
2. During the summer, cities around the world have suffered from dangerous heatwaves that affect both people and wildlife. 
3. Many farmers in California have struggled due to a severe drought that lasted for several years. 
4. Climate change is causing more extreme weather events, such as hurricanes and heavy rainfall. 
5. Last year, our community experienced a record number of flooding incidents due to heavy rains. 
6. Scientists warn that if we don’t act soon, global temperatures will continue on an alarming trajectory. 
7. The current levels of carbon emissions are significantly higher than those seen in pre-industrial times. 
8. Transitioning away from fossil fuels is crucial for reducing global warming and pollution. 
9. Experts believe we are getting close to a threshold where climate effects could become irreversible. 
10. Reducing greenhouse gas emissions is necessary to limit the impact of climate change. 
11. If we do not take action now, global temperatures are bound to reach levels that threaten ecosystems. 
12. The impacts of climate change can be felt everywhere, from rising sea levels to disrupted agriculture. 
13. The torrential rains caused widespread damage in many parts of the city last month. 
14. If we continue to ignore climate change, we may spiral into a crisis that affects our future generations. 
15. Curbing our reliance on plastic can help reduce pollution and protect marine life. 
16. Some people still insist that climate change is a hoax, despite overwhelming scientific evidence. 
17. There is a strong consensus among scientists about the urgency of addressing climate change. 
18. Signing the Paris Agreement was a significant milestone in the fight against global warming. 
19. To effectively tackle climate change, we need solutions that work on a large scale. 
20. Without serious commitment, countries may breach the target set for reducing emissions by 2030.

4.) The video is muted. The task is to produce the voice-over for the video. (the video could be watched again before this activity if necessary.)

Correct answers:

1.) Questions

1. Global temperatures officially breached the 1.5°C threshold above pre-industrial times in 2024.

2. The temperature rise in 2024 resulted in heatwaves, drought, and extreme weather on every continent.

3. The planet’s average temperature in 2024 was 1.6 degrees Celsius higher than in 1850 to 1900, the pre-industrial period.

4. The Paris Agreement aimed to prevent average temperatures from exceeding the 1.5-degree threshold, but 2024 was the first full year in which global temperatures exceeded that level.

5. The director says it’s not too late for countries to rapidly cut emissions and avoid global warming rising faster, but they need to act fast.

6. The impacts of climate change are now visible on every continent, affecting people from the richest to the poorest countries on Earth.

7. The political will to invest in curbing emissions has waned in some countries, such as the United States under the incoming President-elect Donald Trump, who has called climate change a hoax.

2.) Fill in the gaps:

1. exceeded

2. heatwaves

3. drought

4. extreme weather

5. experienced

6. trajectory

7. pre-industrial

8. fossil fuels

9. threshold

10. despite this

11. emissions

12. bound to reach

13. impacts

14. torrential

15. spiral

16. curbing

17. hoax

18. consensus

To create this lesson I used Twee and Turboscribe for activities 1 and 2.

Jimmy Kimmel asks Barack Obama

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The activities are based on a short video and should come as follow-up when students learn can/could for permission and capabilities, and “be able to”.

For more advanced students it can also be used to practice Reported Speech (see point 5).

1.) Warm-up: Discuss the following questions with your partner, then write sentences about each of the situations using can/could/be able to/ need/ needn’t

  1. You are hungry in the middle of the night. What can you do? What do you do?
  2. Your father buys a new electric car. What do you do? What are you allowed to do?
  3. You have a problem with one of your teeth. What do you do? What could you do?
  4. It is daylight saving time. What do people do with traditional clocks? Do you need to do that?

2.) Unjumble the following words (pair-work) The soulutions are in brackets – students do not get them of course! 🙂

  1. adennprstu (underpants)
  2. aeefgirrrrot (refrigerator)
  3. wasielverr (silverware)
  4. dreiv (drive)
  5. rasfetf (staffer)
  6. etscer ecievrs (secret service)
  7. acp (cap)
  8. abeemnst (basement)
  9. adghiylt navgsi iemt (daylight saving time)

Do you know the meaning of the words? Can you explain them?

3.) Prediction: Tell the students that we are going to watch a short video from a Jimmy Kimmel show. It will be a conversation with Barack Obama. Ask: What do you think the above words have to do with Barack Obama?

Watch the video to check.

4.) What does Barack Obama say he can/cannot/is allowed to/is not allowed to do? Students write sentences on the basis of the video. Watch the video again to check.

5.) For more advanced students:

Reported Speech: Students get the script and write sentences beginning with J.K. said that… J.K. asked… B.O. said… B. O. answered…

6.) Follow up: role-play

Students brainstorm a list of activities that the President might want to do in the White House. A student says: I would like to… The others will have to react to that: You can/cannot/could, etc.

This is a script of the video:

J.K.: So when you’re at home, can you run down to the kitchen in your underpants in the middle of the night if you’re hungry?

B.O.: I mean, I could. I don’t.

J.K.: You don’t?

B.O.: No.

J.K.: Is there someone in the kitchen at all times? Like, if you wanted a sandwich in the night, would you have to wake someone up?

B.O.: Yeah, I wouldn’t wake somebody up to have a sandwich.

J.K.: You’re allowed to go in the refrigerator on your own?

B.O.: I am. I am. There’s a refrigerator, and there’s silverware.

J.K.: What was the last time you actually cooked?

B.O.: Now, it’s been a while since I’ve cooked. It has been a while. I won’t lie about that.

J.K.: Do you ever drive?

B.O.: I cannot drive. I mean, I’m able to drive.

J.K.: Is it because you don’t have a birth certificate?

B.O.: Exactly. I am. I am. In Kenya, we drive on the other side of the street. Actually, the last time I drove, a former staffer came by, and he comes through the South Lawn, and he’s got one of these new electric cars….. at the time they were new. And he was very excited about it. I said, well, yeah, let’s try it out. So I just grab his keys, and we just go out. It’s parked right in front. And I start circling the South Lawn. And the Secret Service: “No matter what you do, do not let him out.” And they were pretty upset.

J.K.: They call you Renegade, right?

B.O.: They do. Yeah.

J.K.: Because you’re tooling around in an electric car, topping speeds of 30 miles an hour.

B.O.: I think we have 35.

J.K.: If you have to go to the dentist, do you go to the dentist?

B.O.: No, the dentist comes to me.

J.K.: The dentist comes to you. Do you have the chair, the tools? You got the whole chair..

B.O.: Everything is all there set up. Everything is there. In the basement. I didn’t know. I showed up. I said, you know, I think I’ve got a cap that’s loose. Sir, here we are.

J.K.: Do you reset the clocks when daylight saving time happens?

B.O.: Somebody else does that for me.

J.K.: Somebody else does that for you. Will you get rid of daylight saving time? Or at least get rid of the part where we have to wake up earlier. You can leave the other one.

B.O.: See, this is a California thing, because you guys are always getting sun. In the East Coast, you don’t mind losing that hour, because that’s a signal that spring is here.

J.K.: We only care about ourselves.

Fingerprints and a mugshot – a lesson on current news, using Twee and Jamboard

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The following lesson is based on current politics. There are a lot of students who are interested in politics and some news articles may also be interesting to students who don’t read the news every day, but may be happy to discuss the “big issues”.

On the other hand, sometimes it is soooo good to do something different than what the coursebooks offers. Not that they are not high-quality products – they are fantastic help in our lessons. Yet, we cannot ignore what is going on in the world around us. Especially when students are discussing that and are interested.

In this lesson I took a BBC article and used my old-time favourite (Jamboard) and my new favourite (Twee) to help me produce a lesson on current news.

  1. Prediction

Students get part of the title: “Fingerprints and a mugshot” – predict what topic we are going to talk about. It is not revealed fully at this point, rather we focus on “someone” being arrested and taken to court.

Next, students brainstorm vocabulary on the topic. This is done in pairs, or small groups, then compared, lists completed, full list on Jamboard.

Now it can be revealed that we take a BBC article related to the latest news about Donald Trump.

2. Start from what students know

Take questions printed in bold as headings from the article, give them to students to discuss what they know/think the answers are.

A.) What is Trump accused of?

B.) Why was Trump accused?

C.) When Trump is arrested, will his fingerprints be taken?

D.) Can he still run for president?

When students have discussed it in pairs or small groups, we compare answers in plenary. Finally students are given the text and have to find answers.

To speed things up this can be done as a split-reading activity, where 4 groups/pairs are given different questions, they have to find the answer to their question only and present the answers to the whole class.

3. Reading for details:

I used Twee (app.twee.com) for the more detailed questions that students get and have to answer again in pairs or small groups. Students are then regrouped, given the correct answers and compare theirs with the correct ones.

    Questions:

    1. What charges is Donald Trump facing, and what is the significance of these charges?

    2. What was Stormy Daniels’ role in this case, and how did Michael Cohen become involved?

    3. Why do prosecutors believe that Mr. Trump falsified business records, and what are the potential consequences of this charge?

    4. How might prosecutors argue that Mr. Trump’s attempt to hide his payments to Ms. Daniels breaks election law?

    5. Why is this case not a clear-cut example of criminal activity, according to some legal experts?

    6. Who made the decision to indict Mr. Trump, and when will he be formally charged?

    7. Will the details of the official charges against Mr. Trump be made public before his arraignment?

    8. What security measures will be taken during Mr. Trump’s appearance in court, and why?

    9. What happens during the booking process for defendants in criminal cases, and what rights does Mr. Trump have as a defendant?

    10. What are the possible outcomes of this case, and what factors might influence the final verdict?

    Correct answers:

    1. Donald Trump is facing impending arrest on charges stemming from an investigation into a $130,000 payment to porn star Stormy Daniels in 2016, making him the first former US president to face criminal charges.

    2. Stormy Daniels offered to sell her account of an adulterous affair she had with Donald Trump in 2006, which led to Michael Cohen paying her $130,000 to keep quiet.

    3. Prosecutors believe that Mr. Trump falsified business records by reimbursing Mr. Cohen for the payment to Ms. Daniels under the guise of legal fees, which is a misdemeanour – a criminal offence – in New York.

    4. Prosecutors could argue that Mr. Trump’s attempt to hide his payments to Ms. Daniels breaks election law because it was motivated by not wanting voters to know he had an affair with her, which could be a felony charge.

    5. This case is not a clear-cut example of criminal activity because there is little precedent for such a prosecution, and past attempts to charge politicians with crossing the line between campaign finance and personal spending have ended in failure.

    6. The decision on whether to file charges rests with New York City District Attorney Alvin Bragg, who set up the grand jury to investigate whether there was enough evidence to pursue a prosecution.

    7. The details of the official charges against Mr. Trump will not be made public until a judge reads out the charges against him.

    8. Security measures during Mr. Trump’s appearance in court will involve coordination between the FBI, New York City law enforcement, and the US Secret Service, and may include granting him a private entrance to the court instead of a “perp walk” in front of the media.

    9. During the booking process, Mr. Trump will be fingerprinted and have his mug shot taken like all defendants in criminal cases, and will be read his “Miranda” rights reminding him of his constitutional rights as a defendant.

    10. Possible outcomes of this case include a conviction on a misdemeanour resulting in a fine, or a conviction on a felony charge carrying a maximum sentence of four years in prison, although some legal experts predict a fine is more probable and that any time behind bars is highly unlikely. Factors influencing the final verdict may include the strength of the evidence presented by prosecutors and the arguments put forth by Mr. Trump’s defense team.

    4. True or false?

      Using Twee again students are provided with statements and have to decide if they are true or false according to the article.

      Statements:

      1. Donald Trump is facing criminal charges for a payment made to a porn star.

      2. He will be the first US president to face criminal charges.

      3. The exact charges against Trump have been disclosed.

      4. Stormy Daniels contacted media outlets to sell her account of an affair with Trump.

      5. Paying someone to keep quiet about an affair is illegal.

      6. Trump reimbursed his lawyer for the payment to Stormy Daniels.

      7. Prosecutors say Trump falsified business records.

      8. Covering up a crime by falsifying records is a misdemeanour.

      9. The decision on whether to file charges rests with the FBI.

      10. Trump will not have to appear in court for his formal arrest.

      True/False:

      1. True

      2. True

      3. False (The exact charges have not yet been disclosed.)

      4. True

      5. False (Paying someone to keep quiet about an affair is not illegal.)

      6. True

      7. True

      8. True

      9. False (The decision rests with New York City District Attorney Alvin Bragg.)

      10. False (Trump will have to appear in court for his formal arrest.)

      5. Word formation

      Focusing on some of the target vocabulary Twee produced some gap-fill sentences, which students do individually:

      1. The _____(indict) was handed down by the grand jury.

      2. He was _____(accuse) stealing money from the company.

      3. The _____(crime) against him were dropped due to lack of evidence.

      4. She was fired for _____(falsify) her time card.

      5. The _____(prosecute) presented a strong case against the defendant.

      6. His _____(arraign) is scheduled for next week.

      7. The _____(proceed) lasted for several hours.

      8. The suspect was _____(cuff) and taken into custody.

      9. The _____(defend) pleaded not guilty to all charges.

      10. He was _____(convict) of murder and sentenced to life in prison.

      Correct answers:

      1. indictment

      2. accused of

      3. criminal charges

      4. falsifying

      5. prosecution

      6. arraignment

      7. proceedings

      8. handcuffed

      9. defendant

      10. convicted

      6. Matching words and definitions

      Definitions:

      a.  a unique pattern of lines on the tip of a person’s finger that can be used to identify them

      b.  to say that someone has done something wrong or illegal

      c.  the act of paying back money that was spent for a particular purpose

      d.  to claim that something is true without providing proof

      e.  a minor crime that is less serious than a felony, such as traffic violations or petty theft

      f.  to change information in order to deceive people or make it appear different from what it really is

      g.  a serious crime such as murder, robbery, or arson that is punishable by imprisonment for more than one year

      h.  the legal process of charging someone with a crime and trying to prove in court that they are guilty

      i.  the events that happen during a trial or other legal process

      j.  the practice of parading an arrested suspect through a public place, often for the benefit of the media

      Words:

      1. allege

      2. perp walk

      3. felony

      4. to accuse

      5. prosecution

      6. falsify

      7. fingerprint

      8. reimbursement

      9. proceedings

      10. misdemeanour

      Correct matches:

      1. d

      2. j

      3. g

      4. b

      5. h

      6. f

      7. a

      8. c

      9. i

      10. e

      7. Discussion questions

      The questions were provided by the “Speaking” tool of Twee. Students discuss them in groups or together, if the group member know and trust each other and they are a talkative group. (I prefer small group discussions when there are several quiet students in the group who would not open up in front of more than 2-3 people.)

      1. Have you ever heard of fingerprints and mugshots? What do you know about them?

      2. Do you think it’s possible for a former president to be arrested? Why or why not?

      3. How do you think the media would react if Donald Trump was arrested?

      4. In your opinion, what kind of crime do you think Donald Trump could potentially be arrested for?

      5. Do you believe that everyone should be held accountable for their actions, regardless of their status or position in society?

      6. How important is it for public figures to set a good example for others to follow?

      7. If Donald Trump were to be arrested, how do you think his supporters would react?

      8. Should politicians be subject to the same laws as ordinary citizens? Why or why not?

      9. How do you think the justice system would handle such a high-profile case like this?

      10. Do you think the arrest of a former president would have any impact on the political landscape of the country?

      8. Follow-up/homework

      As follow up and as homework (but very much depending on the level and interest of the group) students can find different media sources, websites with different political background (bias?). They then compare the language the case is discussed. In the next lesson that can be a linguistic point i.e. to compare the language, words, phrases, expressions used by the different media sources.

      How does language influence the readers?

      I have tried AI in teaching – here is what it looks like!

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      Image

      I believe in technology and I believe that every new development has its place if we use it properly. AI, more specifically ChatGPT has been one of the hottest topics these days among language teachers. Another one – perhaps only new to me, but certainly less talked about – is Twee.

      I wanted to give it a try: can it really help me in lesson planning? Can I use them to create actual learning material? The answer is a very definite “Yes”!

      The latest grammar point for a group of students preparing for the B2 level exam was Future Continuous and Future Perfect. We also had a short text on the future of film-making, so here is the way I used artificial intelligence to create some activities, combining grammar and topic:

      1. I asked ChatGPT to create a text on the topic of film-making at level B2 using lots of verbs in the Future Perfect and Future Continuous Tense.
      2. I simply copied the paragraphs of the text to a Jamboard. Task for students: put the paragraphs in the correct order.
      3. I dropped the text to Twee (Reading- Open questions) and asked it to create comprehension questions. Task for students: discuss the questions in pairs. Checking in plenary.
      4. Using the gap-fill function in Twee I picked some words to practice – it created a gap-fill task in no time! Task for students: fill in the gaps with the appropriate words. A little technical step: before I put students into pairs again to do the task I covered the original, full text from the paragraph ordering task so that they cannot look at it. It is a very simple tool in Jamboard in the menu.
      5. Grammar practice: I picked some verbs, some in the Future Perfect, some in the Future Continuous and put them in the “Open the brackets” function in Twee. It created beautiful sentences to me where students have to put the verbs in brackets into the appropriate tense.
      6. Follow up: basically any follow up is appropriate. I picked a speaking activity: students have to design some interview questions to be asked from a film director on the difficulties of film making. They prepare the questions in pairs and then in new pairs they interview each other.
      7. I put the solutions on the last page of the Jamboard for reference. It can also be kept covered during the lesson.

      Was AI useful in preparing the lesson? Absolutely! Was it fast to create the tasks? Yes!

      Does AI have its place in language teaching? I believe so. And I also think that this was just the beginning for me and more complex tasks will follow.

      https://jamboard.google.com/d/16G06FUCCVR3pz3k3xLY8ZXYK5kVPg19xkgR_RmCRwUk/edit?usp=sharing

      Teacher-life in emergency – Days 9-12

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      Hosted Applications | Cloud Linked UK

      The big question this week was which applications and websites to use and how, plus whether on-line lessons, i.e. actual contact lessons are better than task sheets.

      Well, let’s see websites and applications that I used during the week.

      1. Google classroom – I simply love all its features! Students can turn in assignments in google doc form and I can correct and return the assignments really simply. I am even considering keeping up the system when this craze is over and we go back normal teaching. Creating assignments and attaching files, links to them is also very simple and I find the “scheduling” function especially useful. The Grades part makes it easy to follow who has already turned in a task and whether I have returned it.
      2. Zoom.us – it works fine, I can share the screen with students and the whiteboard function was useful, too. It is a pity that I discovered (actually a colleague showed it to me) the break out room function only today: it will be very useful for pair work or group work that I missed so much during the week.
      3. Redmenta.com – it is a Hungarian site, but the language can be set to English. Excellent to create worksheets, task sheets, tasks and tests. You can schedule the tasks, you can even determine how much time students are allowed to spend with the task sheet, how many times they are allowed to fill them in. It calculates the results in percentage, and it is easy to follow what students have done and accomplished. Short answers, multiple choice, matching, sequencing, all task types. Simply lovely.
      4. Awwap.com – like a whiteboard but we can use it collaboratively wit the students. I used it for quick brainstorming. Only the teacher has to register and only the link should be shared with the students, and we can immediately use it together. We brainstormed on it.
      5. Socrative – I used to make it part of the lesson and it was high time I returned to it. I used it for grammar practice with the short answer function: I gave the sentence to transform and each student was working alone. Then I shared the solutions and we could analyse it together. Another function that I love is the quiz and more precisely the space race that was like a “warm-up” activity at the beginning of the lesson and I could assign one of the vocabulary lists that I put in the quiz part. Students were competing individually but I could follow the whole competition on my teacher’s view – which I shared with them on Zoom. It was great!
      6. Quizlet – it is a well-known, old friend of mine. Great as always for vocabulary lists.
      7. Padlet – I really find it useful. I can assign different tasks for students. For example I used the canvas function and scattered questions on it that served as prediction questions before a listening activity during the Zoom lesson. The students could click on the “comment” icon under each question and give their ideas. During the lesson we ran through the predictions and could do the listening task immediately. Or before another lesson students had to read a text or watch a video and produce a vocabulary collection on a padlet canvas. I could easily turn that collection to a quizlet set and use it during the lesson by sharing my screen in Zoom.
      8. iSLCollective – I have already used some of the worksheets here, but this was the first time I had used the video lessons with vocabulary practice test. I found it useful and it was a great preparation for the actual lesson. Students could do it before the lesson and not too much preparation created a fantastic and engaging task. Simply lovely.

      The other issue during the week was: online, actual contact lessons, or tasks for individual study.

      I think you have to find the balance. In my view for language teaching the role of the teacher as a facilitator cannot be ruled out. We have to communicate, we have to inspire and motivate each other and that is impossible through a task sheet. But for differentiation task sheets can be good solutions. I will experiment next week with finding the right ratio. It would be nice to know how other teachers think about it. There was a little discussion with some colleagues this afternoon about online contact lessons but I still don’t have a clear picture.

      Teacher life in emergency – day 6-7-8

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      Image result for overloaded teacher in front of the computer cartoon

      There was the weekend. At least there was the weekend. Just a little time to relax. But then came week 2, day 1. That is today.

      I woke up as on a normal school day. (When are we going to have one again?). I did the morning routine, although it is a bit less hurried, I don’t have to travel to school after all. School is on my desk, on the screen of my laptop.

      I did not have a first lesson today, what a luxury! So I did the shopping for my father who is 82 years old and is not allowed to leave the flat in this situation. Doing the shopping was also quite depressing, but I just took the food to him, we did not hug, we did not kiss, we did not get close to each other. 😦

      Back home I did some preparation, tried to download an application, but then gave it up. I had some difficulty with Zoom today. I put the invitation to the Google Classroom of the group and was waiting for my students to arrive, but there was something wrong so it took us about 20 minutes to find each other in the virtual world. Well, I did some teaching in the end, juggling with screen share, applications, presentations and explanations, but it worked!

      The highlight of the day was the class lesson with my sweet 10th graders. I love them so much! All of them logged into Zoom without any problems and we could discuss our first impressions, experiences, feelings and fears. Seeing them, even if it was in a little square and on the screen was such a pleasure!

      In between lessons I rushed into the kitchen and cooked lunch. That was kind of frustrating to be ready with everything before my next lesson began. But I managed somehow.

      Correcting essays, returning them, preparing for tomorrow’s lessons, communicating with students, colleagues… It is already evening and I haven’t relaxed for one single minute. Still in front of the laptop screen but now with a backache that I have developed over the long hours of working. I had planned some work-out for today, some gymnastics, but not only did I forget about the work-out but also about a webinar that I had planned to participate in. It completely slipped my mind!

      I still try to figure out ow to organise my day in a more practical way. Heeeeelp….

      Teacher life in emergency – Day 4 and 5

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      Image result for scared emoji

      My ICT competencies have improved a lot this week!

      The Classrooms are all set, students are in. Some tasks have been turned in, others assigned. Met online with students.

      Zoom has proved to be just great – I could see my students, we could even have a chat. They even helped me figure out how the shared whiteboard can be used collaboratively among the participants of the on-line conference. What’s even more: one of my students has prepared a lot of tutorials to help his classmates and teachers as well. Nobody asked him to do that, we didn’t even know what he had been preparing: he simply posted the tutorials and even mailed them to us:

      There are several tutorials here: Google Classroom, Zoom and many more…

      I am planning to post some of my best lesson plans, but it is difficult to find the time to do that. I am overwhelmed with looking at, trying out the lots of things that the colleagues all over the world offer – for free. God bless them for being so generous!

      Also: producing a lesson plan for an online lesson is completely different from what I am used to. And it takes way longer than the traditional preparation. Think about everything, find the material, upload, make it ready so that when the lesson is on, with just one click you can screen share the right material and not the messenger chat with your colleagues, or one of the emails of the Management.

      I still cannot resist reading or watching the news. That is something I shouldn’t do if I would like to preserve my mental health. It is so depressing that it is very difficult to sit down again in front of the laptop.

      What is happening in Italy??? Why is this happening to them? Is this waiting for us, too? I am scared…

      But then: I am a teacher, I have to be calm, I have got students to educate.

      Teacher life in emergency – Day 2 and 3

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      20200318_204143

      The past two days have been extremely busy. We decided to use Google Classrom and for on-line lessons we tried Hangouts and Zoom, but Zoom seems to be easier to handle and it has some nice features.

      But… Everything goes extremely slowly. We, colleagues try all these on-line platforms, applications with each other, on each other. That is kind of OK to make mistakes, to have problems with understanding, but still… Sometimes I feel stupid, slow and impatient with myself. Nevertheless, I have managed to set up classes, students have registered, some of them have even prepared the tasks that I uploaded for them. I still struggle with organizing a lesson, imagining what actually is going to happen when students arrive at a Zoom video. Preparing it takes a lot longer than preparing for a traditional lesson.

      I look at people when I go shopping. Many of them wearing masks, some even gloves, they are queuing in front of pharmacies and at the supermarket check-out keeping at least 1 m distance. Empty shelves. All very depressing.

      And there are the ones who just don’t care. Take their children for a walk or to the playground. Why???

      How is this whole thing going to work? And for how long?

      Teacher life in emergency – life at home Day 1

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      I am trying to stay sane by writing my experiences. Something new has begun and I don’t remember anything similar.

      This morning students are not going to school but we, teachers still have to go. I hope this is the last day… I feel endangered if I meet a lot of people.

      There are other fears as well. How am I going to solve this? How is it going to work for my classes? How am I going to find my way in the tide of applications and sites that has been pouring on us from helpful teachers? Others, who seem to know. Others, who seem to be confident about using those websites.

      I spent the weekend with studying some applications, how some virtual classrooms work, and of course reading the news. I open my computer and I feel frightened by all the news about the new coronavirus while I keep telling myself: Don’t panic… Don’t panic…

      I am going to keep track of the days here.

      Good luck for all of us!

      A lesson on a TED Talk: Procrastination

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      I have been procrastinating on writing this blog post for a while, but let’s see what goes on “Inside the Mind of a Master Procrastinator”!

      It is a great and funny talk and fits pefectly to Unit 1 of Pearson’s Longman Exam Accelerator but it can be used independenttly when discussing ways of how we carry out our tasks – whether we are disorganised, distracted, efficient, perfectionists or procrastinators.

      In any case students are supposed to know the word procrastination, and could have a discussion of their own personality type. If done together with the Longman book, the lesson works best following hte reading on page 61 (Things to do).

      1. Pre-watching:

      Students match words and definitions:

      1.  to bump it up a)   (before nouns) related to a government
      2.  civil b)  a student’s main subject at college or university
      3.  deadline c)   a piece of writing or a talk on an academic subject
      4.  government d)  polite
      5.  major e)   a long piece of writing that is the final part of an advanced university degree
      6.  a paper f)    a way of working
      7.  thesis g)   to increase the speed
      8.  whole-nighter h)  a specific time or dateby which you have to do something
      9.  work flow i)    a whole night that you spend studying while you are at university

      2. While watching:

      a) Students watch the talk from 0:00 until 2:45 to raise their interest when they summarize what they have just heard using hte words from the first activity.

      b) Students watch and listen from 2:45 until 3:38 and fill in gaps in the text:

      No, no, it was very, very bad. Anyway, today I’m a (1)……………………………. guy. I write the blog Wait But Why. And a couple of years ago, I decided to write about (2)……………………… My behaviour has always perplexed the non-procrastinators around me, and I wanted to explain to the non-procrastinators of the world what (3)……………………………… in the heads of procrastinators, and why we are the way we are. Now, I had a (4)…………………………………. that the brains of procrastinators were actually different than the brains of other people. And to test this, I found an MRI lab that actually let me (5)…………………….. both my brain and the brain of a proven non-procrastinator, so I could compare them. I actually brought them here to show you today. I want you to take a look carefully to see if you can notice a (6)……………………………. I know that if you’re not a trained brain expert, it’s not that obvious, but just take a look, OK? So here’s the brain of a non-procrastinator.

      c) Students are put into three groups. They watch and listen to the video from 3:39 until 10:00. They have to describe how the mind of a procrastinator works but the students in one of the groups listen to and take notes about the instant gratification monkey, the students in the other one about the rational decision maker and the students in the third gourp about the panic monster. They then regroup to have one student from each group and discuss the roles of each participant in the procrastinator’s mind.

      d) Finally students watch the rest of hte video and answer the following questions:

      1. What happened when he wrote about it on his blog?
      2. What jobs does he mention?
      3. What was the general answer?
      4. What is the other type of procrastination?
      5. Why is the second type dangerous?
      6. What did he find out about his audience?
      7. Why does he show the Life Calendar?

      3. Post-watching:

      The follow-up can be a discussion on how they solve similar problems, or writing an essay on the topic or doing a survey on types among their peers.

      Key:

      Matching task: 1g; 2d; 3h; 4a; 5b; 6c; 7e; 8i; 9f

      Gap-fill:  (1) writer-blogger; (2) procrastination; (3) goes on; (4) hypothesis; (5) scan; (6) difference

      Answer the questions: 1. He got thousands of e-mails from different people; 2. nurse, banker, painter, engineer, PhD students; 3. Everybody has the same problem; 4. When there is no deadline; 5. The panic monster doesn’t wake up; 6. That everybody is a procrastinator; 7. To be aware of what we are procrastinating on

       

       

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