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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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Joey’s Room-Mate Search

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Képtalálat a következőre: „Joey's room-mate search”

This is a video-based lesson connected to the topic of ‘Home’. The level is B1+ but it can be adapted to lower levels as well.

Before wathcing

The students are in pairs and discuss the characteristics of a perfect room-mate. After a couple of minutes of discussion adjectives can be gathered (written on the board) in a plenary.

Following the above discussion the students agree on the “perfect ad” for a room-mate. They can even write the advertisement in pairs, so that the ads can be compared and the best one voted for.

The students are told that we are going to watch a segment from the series ‘Friends’, and discuss the situation why Joey is looking for a new room-mate. (Chandler is about to move out as he and Monica have decided to live together. Monica’s room-mate, Rachel is also looking for a new place to rent.

While watching

The students watch the segment and answer the following questions:

  • What 3 things does Joey offer to Rachel?
  • What does Chandler find strange in Joey’s ad?
  • Why is he advertising like that?
  • What is the misunderstanding between Joey and the girl in blue T-shirt?
  • Why did Joey take the shower curtain down? Is his explanation true?
  • Why doesn’t Rachel accept Joey’s offer for the second time, either?
  • What test does Joey give to the girl? Why?

After watching:

The students are in pairs again and write questions that they find appropriate when looking for a room-mate.

They act out an “interview” situation.