 What I would like you to do is help me in a visualisation, a scenario. I want you to imagine that you are preparing students for Cambridge first, for FC. You're in the exam class with them, it's a week to the day, it's the exam, the pressure is on. They're trying to hammer out the week areas, the week spots, make sure that they're all fit, ready to go. They know what's happening, they know the spiel. Today you've come in with a math listening. They know the tactics, they know the structure, they know the skills. All you have to do is give them the paper and press play. This test, I shall introduce each part of the test and give you time to look at the questions. It's a familiar sound. They play it on the bus, right? It's a familiar sound, something that you can probably all sympathise with, along with technology doesn't work when you want it to. Along with this, which I'm sure you've all felt as well. But what I will say about these three problems, and I think great bearded minds think alike. There might be some fuss over. The thing with these three problems, with the skipping CD, with the video that will load, with the internet that's down, I think what you find is you see these problems all the time, in class and out of class, they're familiar to you, they're common. And more than likely you kind of know how to work with them. If the internet's down, you can troubleshoot with the little buttons that are on the bottom right of the screen. If the video won't load, you drop the quality of it and it has less to process. So you can do it that way. If the CD starts skipping, you can read the transcript, you can find something online that people go listening online all the time. So you can work around with it. But with new technology, when you are kind of introducing something into the class for the first time, it can be a little bit daunting because you're not familiar with the problems that might go along with it. You're not familiar with how to troubleshoot them when they happen. And it's that familiarity that I kind of wanted to address. Because for me, technology isn't just a treat in the class. It's not just, you know, one video at the end of a lesson to consolidate grammar. It's not just a game after the exam on a Friday. That's not what technology is for me. Technology is something much more integrated. It's kind of woven into the fabric of the lesson. And the way I wanted to do that is to basically show you how you can adapt things that you already do in the class, but using technology. And the fact it's going to mirror what you already do and enhance it, it would be much more comfortable and much more familiar to you, even though you might be using the website of the app for the first time. So what I would like you to do is please take out your phones. And I would like you to go to nearpod.com, which is this lovely little website that I swear I'm not being sponsored by. But if someone from Nearpod happens to be sitting in the audience, I am. So nearpod.com, if it has loaded and the details for the internet are here, if you're looking for them, I don't think my data plan will cover all of your phones. There are three little bars at the top right. I just want you to click that and join lesson. So three little bars at the top right. Click it once. You should get a list of possible buttons. And you just hit the first one. Join lesson. Excellent. When you're in, I want you to put in this code. YUPTN. If you are familiar with Quizlet or Kahoot, it follows a similar side. You put in the code and you write in your name. Are those my feet? We'll soon find out who that is. Okay. Is there anyone still looking to get in? Or is everyone comfortable? Okay. Okay. So I'm going to tell you a little bit about what you're going to see. So Nearpod is a rhenium tool of the website. And it's an app as well that you can download if you haven't used it. So you can use the app or the website. I'm using the website because of a tattoo. But it allows you to do and prepare a lot of interactive activities and questions, quizzes, things like that. So it seems like nothing unusual or nothing that you haven't seen before. But the way it's designed is, I think, quite creative. Because it basically tries to mimic the things that you might do in class and do it in traveling. So. Okay. Here's a question for you. So this should all come up on your phones. When you think of traveling and going abroad, what is the first thing that comes to mind? I want you to draw a picture in 60 seconds that answers that question. When you think of traveling and going abroad, what is the first thing that comes to mind? There are colors if you have time, but don't worry about it. Just the first thing that comes to mind. When you're ready, click submit. So we're still waiting on a few. But in the interest of time, what I want you to do is work with the person beside you. I have hidden all the names. You click show student name and high student name down here. With the person beside you, I'm going to give you one minute to do this. I want you to try and guess which picture your partner drew if you don't have to get to the next. Jim C. Jim C. Jim C. Okay. Can you explain? That's not a basket. That's a suitcase with a big handle. It's a suitcase. Okay. I'm going to draw a backpack and it's supposed to be a passport with a key on it. Lovely. So my partner, he was guessed that I'm the practical person in the direction of the last one. Nicely done. Very good. And we'll take one more. Let's go to, I don't know how to pronounce this name, Tresel? Tresel. You might as well cover all of it. Well, it's the sun and the beach. But the sea and the sea and the sun. Sun, sea and sand, but no sand. So sea and sand. Is that your idea of a holiday? Yes. Okay. So that's where you go anytime you go away? No, but it's where I'd like to be now. Okay. So, so now that we've done that, I'm going to continue the theme by playing a quick one minute video. This is a one minute video that's based on three short films, Move, Learn, Eat, or Move, Eat, Learn. This is the third film called Learn. It's about a man who travels to 40, to 11 countries in 44 days. And he does a lot of different things in that time. The film's only one minute. All I want you to do is watch. Okay. So that is the film. I would like you now to work with your partner again. And if you look at your phones, how many activities can you remember from the video? Yeah, you write it in the little box at the bottom. Uh, okay. So, rock climbing. In class, when you have the time, you can go through all of the different activities that are on the board. Now, these are all of these are all different things that you would have seen in the film. But the next question that I would ask is something that could easily lead into the grammar topic of the day, or whatever vocabulary you want to talk about, because the theme is holidays. So I could ask, have you ever tried any of these activities? If yes, when and where? This could easily lead into what grammar topic? Present perfect versus passable. Yeah. It's connected nicely to the theme of travel and the experiences that you often see in life. This is not a replacement for your current lesson. It's to enhance the lesson because you can easily do what we did with the technology and with your phones. In class, you can get some short pictures on a piece of paper. You can get them to write these up on the board and have kind of mind map on board. So it's not a replacement, it's to enhance the experience, to engage them so that the feeling between you is mutual. It's not leaning one, like one side heavy, you know, and just very little tea, which is always because if I continue to talk anymore, I think it's going to calm me down. So anyway, this is the essence of what I wanted to talk to you about today. Again, just a couple of things that you can use like Google Street View, good for directions, instead of just looking at a map. It's really good for directions. One thing I do, particularly with elementary, if I'm doing directions with them, I'll tell them, okay, choose a place, maybe in Galway, because it can be difficult with the names of their original countries. But you can do with the names of their original countries, but you'll see why that might be the difficulty in a minute. I get them to choose a starting point and a finishing point, not too far from each other. Do the directions at home, come in the next day, they swap with another partner, and then the other partner has to reach the destination using the starting point and the directions. But they're using Google Street View, they're not using a map, so they're physically going along the streets. So you can do it that way. You can do things like videos. If you watch a video, I'm sure you've done things like this, you pause, or you play a short video for the class, but mute the audio, and in groups, students must write the script based on what they think is happening. Or you pause the video halfway through, and the students have to use prediction language. Be going to, for example, based on what they think is going to happen next. So just different ways to enhance the learning experience and put the power in their hands.