Lockdown - Day 16

Yesterday I found myself looking at my cats and realized that they have spent most of their lives "on lockdown". Yes. They only leave the house when I take them to see the vet. Then I thought of all the people that are locked up prisons and sailors on duty in submarines. Eventually I asked myself if the International Space Station is staffed these days. Is it? Probably.

I then started to consider the qualities that an astronaut must possess in order to be eligible for spaceflight and enter the space program. All of a sudden, a strange thing happened. I remembered seeing an astronaut playing the guitar in the ISS. That hazy memory prompted me to look him up on YouTube. I didn't take me long to find the clip below, in which Canadian astronaut Chris Hadfield plays David Bowie's Space Oddity. The crazy thing about it is that he recorded a whole album in the space station, which he went on to release! You can check it out on Spotify. It's called Space Sessions.

Anyway, I know the video below is not strictly instructional (not in terms of teaching vocabulary or structures) and it may not even be interesting to students who are not really into music. Yet I found it most inspirational. It was recorded in space by a real astronaut! So my first question is: what kind of man do you think Chris Hadfield must be? If you had to make a guess, how would you characterize him? He's experienced "the ultimate lockdown". What strategies do you think he may have used to keep himself busy? What structures/words do you think you need in order to be able to talk about all this? Grist for the mindmill.

Lockdown - Day 15

Hi everyone. How are you holding up? I really hope you've found a (psychologically) healthy way to weather this crisis. With respect to our English classes, I'm going to keep posting on this blog till my fingers bleed. I will also schedule regular weekly videoconferences to tackle specific points and listen to your voices. By the way, I'm not sure if the code 676-546-8161 could grant you access to any meeting, but if it did it would be great. It would certainly go a long way toward making my life easier because I would'nt have to send you an email every time I host an on-line meeting.

So far, I haven't received any essays, but there's absolutely no rush. Tomorrow morning I will update the assignments for my C1.2 students. The C1.1 class still have time to do the exercises from unit 1.

This morning I designing and editing this brief video in which I discuss why it is critical to learn vocabulary in chunks. One thing: a regrettable glitch that occurred during the conversion process deleted one of the slides in which I explain how the German romantics (19th century) managed to restore/redefine the concept of originality and individuality. You, as learners of English, should NOT try to be original. Not yet. First and foremost, you should make sure that you master the conventions. Only when you have accomplished that are you expected to develop your own originality.

Lockdown - Day 12

Here is the second and last part of my extended class about comparisons. Hopefully, after watching the video, you will realize that the ability to use similes is one of the hallmarks of a truly advanced learner. Just remember that understanding idiomatic expressions is not enough. You should try and use them whenever possible. It is easy as pie!

Lockdown - Day 11

For some time now the media have been bombarding us with statistics about the seemingly unstoppable spread of infections. In some weeks, I fear, the focus of attention will shift to the economic consequences of this historic pandemic. I wonder when the powers that be will sit down and analyze the social impact of the present situation.

As far as the English language is concerned, we should be ready to talk about it with some precision. That conversation requires that we handle a number of different topics most of which are dealt with in our textbooks. Close-Up tackles the topics of health (unit 3) and modern living (unit 10). Outcomes discusses relationships (unit 2) and health issues (unit 9). And guess what? You will need all that input to do the writing exercise I'll ask you to submit before April 3.

But let's not get ahead of ourselves. Today I would like to write a few lines about our unusual situation. Don't worry. It will give you some background for your essay.

As you know, my oft-repeated mantra is that the advanced level is all about having options (so we can express different shades of meaning). We should therefore know that a recluse is a person who leads a secluded or solitary life whereas a shut-in is a someone who is confined to a home or a room often due to a disease. So both recluses and shut-ins are home but for different reasons. An inmate remains indoors because they are not allowed to get out. Just like us. Sort of. Kind of... The question is: what are we now? Well, most of us are locked in. We are all staying at home but the term stay-at-home is linked to a well-established labels (e.g. stay-at-home moms/dads) so I don't think we can use it to refer to our particular predicament. We can then contemplate the case of people that voluntarily choose to stay at home and I'm not talking about hermits (who are recluses for different reasons) but people who have found reasons to stay away from social interaction. Now, where do you find those individuals? The truth is you can find them in any society. That said, there is something peculiar about the fact that the Japanese language offers so many social labels describing types and subtypes of loners.

Bizarrely enough, Japan boasts the highest life expectancy in the world, followed by Spain (which is expected to overtake Japan by 2040). These two countries also top the lists of the noisiest in the world. I don't know how to feel about this. Does it mean that noise  is healthy? All joking aside, longevity appears to be the result of a combination of multiple factors. I guess that the eating habits play a major role in this matter. And it is true that the Mediterranean diet and the traditional Japanese cuisine have some common characteristics in spite of which I think it is safe to say that, in terms of social life, Japan and Spain are poles apart. In Spain we tend to be more touchy-feely. We pride ourselves on being open, warm and friendly. We are also emotional in a way that, by Japanese standards, may be brash and even offensive. And, while that may be true, I must admit that I often miss the kind of introspection that brought about such beautiful Japanese expressions as mono no aware, wabi-sabi, komorebi, kintsugi etc. Feel free to look them up. You won't regret it.

I'm writing about all this because, in anticipation of the aforementioned debate, I have spent some time pondering the psychological impact of this nationwide lockdown and how it is affecting different societies. In a certain way, the debate has already started. At least on my cellphone. I have received quite a few memes pointing out how little social distancing is affecting Finland (the old stereotype being that Finns like to keep a distance). I have also observed that many an obsessive gamer has already posted in the comment section of YouTube that this confinement has hardly changed their everyday life. But time and again I've found myself thinking about a specific Japanese word: otaku.

What does it mean? Essentially, an otaku is a hardcore geek. Some of them can become quite reclusive and exhibit questionable social skills. However, there is a far more severe form of seclusion: the one practiced by hikikomori, who lead extreme often self-destructive lives. I have chosen this disturbing topic so you can appreciate the benefits  of our lifestyle and consider our own culture from a different angle. If you think about it, it feels weird that two countries that share similar results (longevity and noise) should promote dramatically different lifestyles. At any rate, I believe that considering the ends of this particular spectrum may help you discover all the proverbial shades of grey and prepare for the writing assignments that you can find at the bottom of this post.

As for the dangers of social isolation, you can watch this video and later do your own research into this dark aspect of urban Japan. In the process you might come across the fascinating concept of ikigai, which may or may not partially explain the legendary longevity of the Japanese. Trust me. It's worth exploring.

Writing assignments for C1.1 and C1.2.

A 300-word essay on the topic of modern living. In light of the current circumstances,  consider one of these two questions: Have we humans found a way to reconcile technological progress with a fulfilling way of life? How are lifestyles in the 21st century different from earlier models?

Lockdown - Day 9

When the lockdown became a reality around the globe, American writer Michael Tisserand tweeted that we are all Edward Hopper paintings now. That comment went viral in a matter of hours, probably because it was sublimely succinct and surprisingly accurate. It even reached Spain by means of a glorious piece of journalism written and narrated by Carlos del Amor.

Tisserand's observation resonated with millions of people who, understandably, found a new way to relate to the atmosphere that pervades Hopper's paintings: loneliness, listlessness, melancholy, alienation. Hopper's characters tend to be loners that are silently having a drink or staring into the distance. Is that us now?

I'm telling you all this because, just weeks ago, we discussed Nighthawks, Hopper's masterpiece. If memory serves, I believe I told you that this particular work or art is arguably the most famous painting in U.S. history. That was no overstatement. It is indeed the most frequently referenced painting in popular culture. The number of versions, tributes, etc, it's been subject to is truly mind-boggling. That's the reason why, just last Monday, some Twitter users decided to post funny versions of the lonely diner.

Today I've decided to share with you an interesting analysis of that painting. Nerdwriter happens to be one of my favorite youtubers (the man can write!). In this specific video he analysizes Nighthawks in some depth. Even if you are not into art, bear in mind that the vocabulary he uses justifies the visit. If you watch it you won't regret it.

________________________

N.B. These are the course codes you need to access the on-line material on https://myelt.heinle.com/.
The course keys are the following:

C1.1: E-2BGSG5NJ2Z67Z

C1.2: E-3AQSJHPQVSEE9

Lockdown - Day 8

Hey everyone! To nobody's surprise, this mandatory quarantine has been officially extended by the government, which means that the game goes on.

Just a few minutes ago I "successfully" held my first videoconference with some of my C1.2 students. It was both fun and messy. Anyway, I'm going to schedule similar e-meetings for every group. So be ready to get an email with an invite!

As far the on-line courses are concerned, I have already assigned exercises to the C1.2 class. As for the C1.1 course, I'm still waiting to receive the codes that will allow me to grant you access to the extra on-line Close-Up material.

In the meantime I have decided to revisit a grammar area that we were exploring right before the lockdown. I'm talking about comparative sentences. The texbook we are using in the C1.1 course (Close-Up) deals with the comparisons on pages 114 and 115. I realized that C1.2 students might also benefit from a quick brushup. Guess what I did... Yes. I edited a video so you either can refresh your frazzled memory or learn a few new tricks. Enjoy.

Lockdown - Day 5

The situation is as follows: I keep having technical problems with the presentations that I have already edited for all of you. The one about advanced comparatives is already finished but, for some inexplicable reason, my computer seems reluctant to cooperate. Today I have tried to convert the PowerPoint slideshow into a movie in four different ways... to no avail. I'll keep trying so you can watch it on Monday.

The access to the on-line platform is a different story.

C1.1: The National Geographic representative has promised to give me codes for all of you (which you will need to access the on-line exercises). Unfortunately, they seem to be swamped right now and, quite understandably, are taking quite a while to get things done. They have apologized and asked me to be patient. My hands are tied, but don´t worry. You'll soon get the codes and start working.

C1.2: You have it easier. In order to access the on-line material you will need in order to enter the so-called "content access code", which is in the scratch-off panel on the inside cover of your student book. Every code is unique to your student book. Okay, theoretically, it works like this:

Step 1. You go to this URL address

Step 2. Enter the username and your password. Don't worry. You will get them in an email I'll send you tomorrow.

Step 3. You will see our Outcomes course and a bunch of assignments.

Step 4. Click on the button that says: enter content access code, which is on the inside cover of your textbook (look at the photograph below) and voilà: you're in.

Content Access Code for the C1.2 course

I have already contacted all my C1.2 students in Laredo to join a videoconference on Monday morning. I'll do the same with my C1.2 class in Castro and, of course, with the C1.1 group. If everything goes according to plan (I don't see why it shouldn't), I will organize smaller sessions (around 6 students) so we can do on-line oral exercises. I tried the website (www.zoom.us) and it actually rocks! Be ready to meet me on-line next week.

Again, I have to ask you to be patient. This lockdown situation is going to be quite a protracted experience. Turning ours into an on-line course might pay off in the end.

Check your emails and visit this blog every now and then to get updates on my progress. Talk to you soon!

Lockdown - Day 4

Hi everyone! How are you holding up? I'm still ironing out the details of the on-line courses I'm stetting up for all of you. I'm afraid this lockdown situation is not going to be over anytime soon. So we might as well get used to the idea of remote-learning. I am in touch with National Geographic to make sure that you experience a smooth transition. 

In the meantime, you may check out this interesting coronavirus-related vocabulary that my favorite English dictionary analyzes some of the expressions that have become (sadly) common.

If your self-esteem needs a boost, you should take these two quick quizzes that put your advanced skills to the test:

Quizz 1: lexical accuracy
Quizz 2: statements and opinons 

Enjoy!

Lockdown - Day 3

My dear students at EOI Laredo. I'm back. Yes! It looks like I found a way to circumvent the technical glitches that plagued me yesterday. I'm still trying to set up an on-line classroom for you so I can present you with more resources. In the meantime, you can brush up on your advanced strategies by taking a look at the thirty-minute presentation below these lines in which I give you some pointers as to the most relevant skills you are expected to master. Nothing new under the sun. I know. Just take it as a reminder of the material we have already seen in class. I apologize for the typo in the last slide of the presentation. I typed aproach instead of approach. Sorry.

Lockdown - Day 2

Greetings, my dear students!

Bizarre as it may seem, I've been working like a slave for the past three days. Seriously, I've been building content (so to speak) trying to put together a series of videos that will hopefully help you keep your English afloat. An unfortunate chain of events, though, has prevented me from uploading any clips so far. To cut a long story short, my computer is giving me a hard time. I'm glad to say it's not a virus-related issue (it would be quite ironic, wouldn't it?).

Anyhow, for the time being, I'm going to use this blog to keep you posted on my progress. I might also try and send you emails to let you all know how I'll go about "teaching" in these challenging circumstances.

Most likely I'm going to use a rather eclectic approach, that is to say, I may resort to a combination of multiple systems. So rest assured, you won't be left to your own devices (but will be expected to use your own devices!). Get it? Your own devices... Anyway. Talk to you soon. In the meantime you can check out the poster below so you become acquainted with some words that are now sadly popular.

During the coronavirus outbreak

So, the state of alert has come into effect today and we are facing a nationwide lockdown. By any standards, this is an anomalous situation that demands patience from all of us. Strange as it may seem, I believe this state of affairs presents us with an opportunity to hit the pause button, look back and take stock of we've achieved so far. At the EOI we have received instructions to keep working, which is what I plan to do. So be ready to get some learning material and a bit of homework too.

Alright. Today I've decided to start by giving you a couple of references that, hopefully, you'll find helpful. As you probably are vaguely aware of, I'm not exactly prone to divulging practical information regarding exams and certifications but, given the extraordinary circumstances that have befallen us, I think we can take a look at the big picture and try and answer an old question from a different perspective. What does the C1 level sound like? You can check it out in these two videos:

1. Charlotte discusses a book 
2. Annabelle talks about communication development

Interestingly enough, the French Ministry of Education deemed those videos to be literally exemplary, which goes a long way to sidestepping the usual wordy descriptions, don't you think?

Also, if you happen to be curious about the official certification you should visit our school's website. It offers some practical information about the C1 official exam. Okay. That's it for now. Over the next few days I'm going to be working on ways to keep you busy. So stay tuned!