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My Covid-19 experiences

  • ERASMUS+ KA229 HEADS UP!

    SEPTEMBER- NOVEMBER 2020: PRESENTATIONS AND VIDEO ABOUT THE EFFECTS OF THE CORONA CRISIS:

    1. Individual presentations about students’ daily lives during lockdown and life up to now. 4’

    Contents: daily activities, experiences and personal feelings during the lockdown and today.

    Way of presentation: video, Power Point, Prezi, Genially, Poster, Collage, etc. It can be oral or written or both.

     

    PROCESS:

    1. Teacher explains activity and brainstorms ideas to include with students. Use Menti, Slido or the whiteboard to interact with students.
    2. Elicit the vocabulary and grammar needed for:

    Lockdown, the summer and the present since school started.

    • Daily activities in the past: (past simple, adverbs of frequency, routines, etc.) ex. I usually woke up at 9 o’clock to start with my videoconferences.  
    • Experiences up to now: present perfect, for, since, already, yet, ever, never, etc. Ex. I haven’t gone on holidays this summer because my family was afraid.
    • For expressing personal feelings during lockdown (past continuous or past simple and adjectives of feelings) ex. I felt bored.
    • Daily routines now: What you do now since school started. Present simple and adverbs of frequency. Ex. I start school at 8:15 and finish at 11:15
    • STRUCTURE
    • Introduction. Say your name, school, city and nationality. A sentence about our Erasmus project Heads up! Expections about project. A sentence about what the activity is about.
    • Explain what happened during lockdown March-June 2020: your daily routines, what you missed: the fair and other festivals, school, family, friends. Your feelings. Include positive and more difficult changes. Which change has had the most impact on your day-to-day life?
    • Explain about activities or lack of them from June to the start of the school. Feelings. Include positive and more difficult changes. Which change has had the most impact on your day-to-day life?
    • The new school year and how it is different from other school years. Routines and experiences. Feelings. Include positive and more difficult changes. Which change has had the most impact on your day-to-day life?
    • Conclusion. Possible ideas to end: What we should do now. Why this has happened and possible solutions. Hopes for the future related to meeting Erasmus students, etc.
    • Draft. Write a draft with notes of what you want to include​​​​​​.

    2. Share experiences in groups. Watch students’ productions. Form groups of three or four students to discuss shared experiences. After each student has presented their ideas, they will choose shared experiences and common ground.

    3. Role Plays. In these groups and based on the previous discussions, students invent little role-plays or scenes which they will then film and put together in a video. The video should be no more than 4 minutes long.

    ​​​​​​​4. Sharing videos during Turkey meeting. The video will later be shared during the project meeting in Turkey. This exercise considers what students have been going through in 2020 and offers an introduction into the objectives focused on in the project.

     

    Timing:

    1. Individual written composition made in a Google Doc document and uploaded to Google Classroom for teacher’s revision will be made by the 25th September.
    2. Individual final version in chosen format. After teacher’s correction, it should be made into the format the student wishes by 13th October.
    3. Sharing productions in class. We share productions, co-assess them. About 15th October.
    4. Role plays. Form groups, discuss and create video roleplays. About 31st October