Now, let's introduce the concept of instantaneous velocity. In general, velocity is how fast and what direction you're moving. Because of that, it's a vector quantity which has dimensions of type length over time and standard metric units of meters per second. Instantaneous velocity specifically means the velocity at a specific instant in time. This is compared to average velocity, which was over a time span, how did the velocity average out? Well, the instantaneous velocity is the default form.  So the symbol for velocity is the vector lowercase v. And that is the instantaneous velocity or just called velocity. Now, when we did average velocity, we found that by taking the displacement divided by the time span. Or on a graph, we had two different data points that defined our time span. And we could find the slope connecting those two points to represent our time span and our displacement. For instantaneous velocity, we don't have two points to define something. We're dealing with a single point and you can't find the slope for a single point. Well, there's two different possibilities for how we're going to deal with this. If you have a simple graph where it's composed of line segments, each of which are straight sections, then we can deal with those. If you've got a plot where your position versus time is a curve, we're going to have to deal with that separately. Let's start with the straight sections because they're a little bit easier to understand. If I've got a straight segment, then along one particular whole segment, I always have the same slope. And that means I've got the same velocity along that whole segment because as I move up, I am continuously moving the same displacement in the same amount of time. So we can use the end points of that segment to help us calculate and find the slope. Here's an example. Let's say I wanted to find the velocity at a time of 1.5 seconds, which is on this first segment of the graph. Well, I can use the end points of that segment to help me define my time span and my displacement for that particular section of the graph. And in this case, that's a displacement of 6 meters and a time span of 3 seconds giving me 2 meters per second. So I've got 2 meters per second at a time of 1.5 seconds, but realize that I've got that exact same 2 meters per second when I've got 0.75 seconds or even 2.9 seconds. Anywhere along that segment, I have the same velocity of 2 meters per second. As a second example, we could look at a time of 7 seconds. Well, now I've got the segment over here is my straight line segment, so I want to use just that segment to define my time span and my displacement. In this case, we end up with a minus 1 meter per second for our velocity of that particular segment. And again, that applies for anywhere along the segment, 10 seconds, 8 seconds, 7 seconds, anywhere in there. My last example here is at 3.5 seconds. Well, I've got a straight segment there and I can easily define the time span of that segment, but you'll notice there's no displacement. I stayed at 7 meters that entire time. So what that means if I stayed at 7 meters for those full 2 seconds, I wasn't moving. I have a velocity of 0 meters per second. The slope of that section is 0. So whenever we have a horizontal segment, we know that the velocity anywhere along that segment is going to be 0. Now, if I've got curved segments, it's a little bit more complicated. What happens here is if I pick a particular time along that curved segment, I don't have a straight line endpoints to be able to define my slope. So instead, I want to use what we call the tangent to the curve, a line that meets that curve, which has the same slope for that particular point. So that tangent to the curve defines a slope. Once I've done that on my graph, I might be able to estimate from the graph what the slope of that tangent line is. Otherwise, if you want to calculate it exactly, you're going to need to use calculus to find the instantaneous velocity at a point along a curved segment. So this wraps up our introduction to the instantaneous velocity.


Dear colleagues, please take your seats, so that we can start our evening session. And we will start directly with our very interesting debate with Commissioner Sinkevicius and the Mayor of Turku, the Vice President of Aikli. So dear Commissioner, dear Vice President, ladies and gentlemen, we gather today to discuss the most pressing issues of our time, the climate and the biodiversity emergencies. Right now, leaders are at the Convention on Biological Diversity, the COP 15, where we hope they will agree the 2030 biodiversity targets. And this week, our Committee gave its formal backing to the Edinburgh Declaration that I have the honour of signing today. I would like to thank Vice President Arne and Aikli for continuing to work so closely with us and representing sub-national governments in their international talks. I would like to proceed now to the signing of the Declaration of the Edinburgh Process. Protecting biodiversity is a matter of protecting our health, our economies and our climate. The Edinburgh Declaration is clear, sub-national governments, cities and local authorities play key roles in conserving, restoring and reducing threats to biodiversity. We will make a similar call for the COP 26 Declaration in Glasgow. Regional and regional governments deliver 70% of climate change reduction measures and up to 90% of climate adaptation action. The sub-national level of government must finally be given a formal seat in the UN's climate talk negotiations. So I call on Executive Vice President Timmermans, as the EU's negotiator, to ensure the regional and local dimension is included in the COP 26 conclusions. To ignore the fundamental role and contribution of the world's local and regional governments, we'll hold back our ability to deliver the climate action we need and we will continue to fail our young people and our planet. Dear Commissioner, our committee and the European Commission continues to work together in areas such as the implementation of the EU biodiversity strategy, the zero pollution action plan and the Green City Accord. This is why our committee has also launched its own campaign, Green Deal Going Local, which sets 10 actions for local leaders to deliver, one of which is its three for life initiative. And I'm pleased today, I'm very pleased today, that we agree to further cooperate in this area, contributing to your proposal for 3 billion trip ledges by 2030. I call on all our members and every local leader in Europe to join us. This is our commitment because we need action now for a safer, more resilient and greener future for our children, who are asking us to secure a future to their planet. So Commissioner, welcome and the floor is yours. Commissioner, we have a problem with the sound. We cannot hear you even though before, during the testing, we could hear you. In order to save some time for the Commissioner to, the Commissioner's team to find the solution, let me now give the floor to Mina Arve, the Mayor of Turku and Vice President of Aikli. The floor is yours, Mayor. Okay, maybe you can hear me now. Yes, we can hear you. Go ahead. Mr. President, honourable members of the Committee of the Regents, fellow mayors, ladies and gentlemen. I'm Mina Arve, I'm Mayor of Turku in Finland, and I'm happy to address you as the Vice President of Aikli Local Governments for Sustainability. Aikli is the global network of more than 2,500 local and regional governments committed to sustainable development. We influence sustainability policy on all levels.  Local people are looking for smooth implementation and rapid yet safe transition. Cities and regions are the heart of this change. For example, my city, Turku, in Finland is implementing an ambitious climate plan and promoting circular economy. We are closing the emission gap for 1.5 degree warming. By now, we have already halved our greenhouse gas emissions from the level of 1990s. And during the same time, our economy on the area has grown. By 2029, Turku will be officially 800 years old and one of the first carbon neutral areas in the world. Circular economy has offered us opportunities to preserve biodiversity, promote social equity and support local economic development. Circular economy innovations have created new jobs which actually have helped us to be resilient to COVID-19 crises as well. We are implementing the circular cities declaration managed by IKLEI. Like we in Turku, cities and local governments in Europe and other parts of the world are eager to lead a just and inclusive transition. Heading towards the Glasgow COP26, we have an excellent opportunity to advance the European Green Deal and co-create Green Deal approaches on all levels from local to global. The Mannheim message, adopted at the 9th European Conference on Sustainable Cities and Towns in autumn 2020, calls for local green deals. Local and national plans need to be aligned to accelerate action and solutions for the green recovery. Cities and their leaders need to become true partners in a multi-level governance system. They must be enabled to contribute the shaping of the legal, fiscal and financial frameworks that rule the implementation of their ambitious local strategies. Only on this path, we will be able to move fast from plans and strategies to real action. In this period, we join the local governments and municipal authority constituency and encourage all parties to ensure COP26 in Glasgow embraces multi-level collaboration as the new normal in the second phase of the Paris Agreement. The European Green Deal can indeed serve as an exemplary framework for a global alliance of sub-national and local governments for the green recovery through local green deals. Ikele is your willing partner to create the necessary changes. Together, we can deliver progress on UN Sustainable Development Calls and Paris Agreement. In the end of the day, it's what we achieve. Thank you very much. Thank you very much, Mayor. I would like to give the floor now to Commissioner Zinkevisius to see if the sound is back. Yes, can you hear me? Yes, go ahead. Wonderful, wonderful, wonderful. So yes, honourable members, good afternoon. Thank you, President Tsitsikostas and the Committee of the Regents for this invitation. It's always a pleasure to join you because you are important allies in reaching out to the people of Europe. Fluts in Belgium and Germany and wildfires in Greece and France remind us on the need to urgently tackle the climate crisis. And that's why I'll be talking today about the European Green Deal and what it means on the ground, the local perspective of its implementation. And I should stress straight away that the need for the European Green Deal is as strong as it was before COVID-19. The Green Deal is designed to deliver a transformative recovery. We need to ensure that we don't go back to what used to be business as usual and move towards more sustainable patterns of production and consumption. Here is where the Recovery and Resilience Facility comes in. With this instrument we aim to mitigate the impact of the pandemic and make European economies and societies more resilient and better prepared for the challenges and opportunities of the green and digital transitions. The RRF makes more than 700 billion euros in loans and grants available to support reforms and investments carried on by member states. Through the European Green Deal we are encouraging all sectors, businesses, public authorities and citizens to participate in the transition to ensure its success. There are many targets inside the Green Deal and they cannot be delivered by European Quota in Brussels alone. To take one example we need a major effort from Europe's regions and multidiscipalities to help deliver a 55% cut in emissions by 2030. Challenging areas to decarbonize, like buildings, need local solutions. And they need programs supported by national and EU funding like RRF. The Commission will always remain a willing partner, but there is a lot you can do on your own. Cities are major economic players, their procurement decision can promote clean, integrated and inclusive public transport services. Cities can also lead in sustainable urban mobility planning so that we can tackle the poor air quality that still causes more than 400,000 premature mortalities every year. Strong commitment from public authorities is crucial for the climate neutral and just transition. You are close to citizens, you know their needs and views and you can help create a social consensus for climate action, environmental protection and sustainability. With the European Climate Act we have a way to bring everybody together. I mentioned the 55% proposal. We call it fit for 55% and it's our plan to reduce greenhouse gas emissions by that amount by the end of the decade. It's a very comprehensive package and it includes a tightening of the EU's emissions trading system, the increased use of renewable energy, greater energy efficiency, a faster rollout of low emission transport modes and infrastructure and fuels to support them and alignment of taxation policies with the European Green Deal objectives, measures to prevent carbon leakage and tools to preserve and grow our natural carbon sinks. The proposal is also an engagement to biodiversity, circular economy and air quality. Negotiations with the co-legislators have begun. We are determined to maintain their ambition and coherence and we are counting on your support. The recent spike in global energy prices reinforces the need for greater shares of renewable energy and more efficient use of energy. We have presented proposal to achieve this in the fit for 55 package. In December we will also present a major new proposal to improve the energy performance of buildings that should double the rate of renovation with major economic benefits for EU households. A new social climate fund was proposed to provide dedicated funding to member states to help citizens finance investments in energy efficiency, new heating and cooling systems and cleaner mobility. The fund will provide over 72 billion euros of funding to member states for the period of 2025-2032 based on a targeted amendment to the multi-annual financial framework. With a proposal to draw on matching member state funding, the fund would mobilize 144 billion euros for a socially fair transition. Our regions are extremely important, but problems like climate change and biodiversity laws demand to be addressed at scale. In fact, they both need action on global scale. The two big international conferences coming up on climate in Glasgow and biodiversity in Cumming will test the world's commitment to change the status quo. We are leading with our own internal policies and encouraging others to follow that lead. Of the 191 parties to the Paris Agreement, more than 110 parties have so far submitted a new or updated national action plan, but the emission reductions they have planned by 2034 far short of the ambition we need to limit global heating to 1.5 degrees. The fit for 55 package proves that commissions, determination to respond with speed and intensity and the international finance we offer is further proof. We have mobilized 21.9 billion euros for public funding in the EU to support climate action in developing countries. In 2019, a 7% increase over the year before. President Fandelion recently announced a doubling of external assistance for biodiversity to help the most vulnerable countries. The president also indicated her desire to step up climate finance for partner countries in others, if others such as the US and China do the same. 11 years ago, the world agreed on a global framework for biodiversity, with targets to be met by 2020. We set a vision to live in harmony with nature by 2050, but we collectively failed to implement these targets and we failed to stop biodiversity loss. And we cannot afford another fail. We need to stop the extinction of species. Our goal to hold biodiversity loss and restore nature, this must go hand in hand with climate action because nature is climate strongest ally. In Cummink, we need to agree on an ambitious post 2020 global framework. And the first draft is a good start, but we should work on making it stronger, clearer and more precise. Regional authorities indeed have a crucial role in the implementation of these global goals. We need action on the ground for this, the Scottish government launched the Edinburgh process for engaging local and sub national authorities. And I'm very happy with the strong engagement from the committee of the regions in this global process and with the opinion of on biodiversity and regions beyond 2020 adopted by the committee of the regions last year. Thank you very much for this engagement. This committee has always been an important partner on our environmental policy. We share a long and fruitful history of cooperation and I look forward to the many joint actions that are under development for this coming year. The enhanced cooperation we agreed in April is already taking shape. We have a list of impressive pragmatic actions and ideas and this will ensure that the implementation of the Green Deal is done properly on the ground. Our cooperation touches upon many areas and I would like to single out in particular protecting and restoring nature and biodiversity, building a circular economy and eliminating pollution. On that note, I'm already happy to announce that stakeholders can now apply to become members of the Zero Pollution Stakeholder platform, a joint initiative between the committee and the commission to be launched later this year as part of our enhanced cooperation. So please spread the word. And I would like to particularly mention the initiative of the committee of the regions on reforestation, planned by planting the first tree for life by June 2022. I'm pleased to inform you that we are sending a joint letter together with President Sisi Kostas, encouraging to participate in this initiative, which follows the use by adverse strategy and the proposal to plant 3 billion additional trees by 2030. Let me stop here. Thank you for your attention, ladies and gentlemen, as I'm here to listen to your views and contributions. I'm of course very happy to open the floor and I will be very glad to continue our regular dialogue as we did last year. Thank you. Thank you very much, Commissioner. Let us start our debate now. However, I want to let know, all of you, that we have a time constraint. We have a lot of speakers. So I would like for you to make very short statements, please, and questions. I will start with the EPP and Ms. Zdanovska. You have the floor. Thank you very much. Ladies and gentlemen, the European Union has always played a leading role in the activities of the climate and through the Green Light, it was assumed that Europe will be the first climate-neutral continent in the world. This achievement of this ambitious goal is necessary for cooperation, cities and regions, which will be the foundation for the invasion of the Green Light. This, after the degradation of the environment and ambitious climate goals, is our government's goal to impose responsibility for the green transformation. It can be said only then, when the local and regional authorities become the partner of world and domestic leaders. However, not only within the framework of the necessity to use our small parents for climate goals, but above all within the framework of co-projecting of activities and solutions. This is also a sign of the Committee of the Regions for COP26. We believe that we, as the economy responsible for the local green transformation, should participate in shaping accepted climate obligations. Our ambivalence activity within the framework of the climate pact or the understanding of the Burmese is important, but it will not be able to urgently speed up the necessary changes. I hope that COP26 in Glesgow will be a breakthrough. I would like us to, in the next plenary session, be able to make a list of the climatic steps to address the change in history and in terms of the government. But I am at the same time aware that this is a very difficult task. We need strong support of the UN institutions, which are planning a negotiation effort for COP26. However, we, the government, have to intensify our actions in order to convince the decision-makers that the government is necessary and even the most important element of green transformation, which should be a permanent partner of the climate solutions. We must strengthen the position of local and regional leaders. We would be able to take more effective actions. Please, please. Thank you very much. Thank you. Mr. Trinka, from the EPP, you have the floor, please. Thank you. Mr. Commissioner, dear colleagues, I am deeply convinced that the changes in the implementation of green agreements to a large extent depends on the case itself. I would like to briefly explain why I will come up with the initiative of our region. As we know, regions and cities realize the majority of concerns in the region. Their success is only so if they are developed with regard to local changes. However, the second aspect is the success of the implementation of the climate and the support of the citizens. Citizens who do not understand the importance of the climate crisis do not want to achieve the goals they have set. Why are we trying to do it on our own? When we try to make certain changes, they show that our citizens believe in their regional and local responsibilities as a national government. That is why we are the ones who have the best opportunities to achieve the support of the citizens for climate change. Our region has also recently created the first Slovak water bus, which we want to put on the road and highlight the benefits of such solutions to our citizens. Dear colleagues, I would like to challenge you to raise information from people together that we are not afraid to implement green innovations. I would like to say that the success of the green agreement lies in great measure on our shoulders. We need to experience enough and an example of support. Thank you, Bekne. Thank you very much, Ms. Tuto from the PS. Thank you very much for the floor, dear commissioner. I will not repeat what has been said. I think all of us can enforce that. Bringing together the global green deal, climate targets, biodiversity goals and sustainable development goals, it's all important. We as committee of the regions try to provide as much, and we always tell what we can give as cities and committee of the regions. We gathered all the best practices we have. We always share examples, form-city alliances. But you also have to know, I think it's also been said, bringing our citizens with us, that's not an easy thing. So you need us, you need mayors to bring citizens because too many changes happening at the same time. A lot of goals, we are pushing for very, very strong goals, but we cannot go in the same pace. Somebody is slower and somebody is quicker, and you need to understand this. Bringing good examples, like from Budapest being deputy mayor, we've been working on our strategies at the same time, biodiversity, setting up a new sustainable energy and climate action plan. Because when looking at adaptation, there are a lot of times two ways, and finding the nature-based solution is very important. Bringing one good initiative, I think it's like one of kind we found out in Budapest, giving values to our biomass, our trees, new ways of counting values of trees. We not count the value, how the cost of growing it up, but what it can provide. So we give value to the trees by the capacity, it binds dust, the size of the shade it can cast, the amount of CO2 it absorbs, and also the water it can evaporate. And it can give a different value, and so this can put biodiversity in cities, absolutely besides all other economic issues. So please count on mayors and bring mayors to the table. Thank you. Thank you very much for respecting the time as well. Mr. Chauvet, please, from Renew Europe. Thank you very much. As mayor, as local elected, we have to systematically explain why we have to, for example, limit the use of outdoor heating, especially outdoor heating in bars and restaurants, and even in breakfasts in Brussels. I have not seen very far from here that we continue to heat terraces, which is an absolute ecological aberration. So we must have a real commitment, a real understanding of citizens, and I share the opinion of those who say that there is a real danger to what the extremely ambitious climate policy of our continent is not understood, and that this misunderstanding becomes a contestation of the very idea of the European project. It is for this that among the arguments that we must put forward, the financial argument is not always the first or the most important, and by the way, the answers that are effective from an environmental point of view and from an economic point of view. But we must put forward this question of the quality of life, not only of the purchasing power that we talk about a lot, but also of the increase of the quality of life, a safe air, a safe environment, clean and green cities, which can attract in our cities and villages men and businesses. But let's not forget that as local elected, we are trying to put in place various transitions, the ecological transition, the digital transition, the demographic transition, and that is why in our Havoc that we have adopted during the full summer, we have also asked that sufficient resources, including in human capital, are allowed for local collectivities, especially at the municipal level and in rural areas that sometimes have trouble attracting experts or specialists able to lead this transition. And I say it again in echo to my colleagues, we really want to be formally recognized as a representative of the process, to be at the table of negotiations and to make sure that we have, as for the Declaration of Edinburgh and as for other international initiatives, really our place. And that's why I would like in conclusion to ask this question to Mr. the Commissioner, what is according to you the secret recipe or the missing ingredient to make our production in Glasgow the success of COP 15 and the Declaration of Edinburgh. Thank you very much Mr. Chauvet. Mr. Stelbstra from the ECR Group, please. You have the floor. Thank you. The mondial assignment to stop the expansion of the greenhouse and to protect biodiversity cannot be independent of each other. And that's why an integral application is needed and there are tensions between companies, the science and the authorities of importance and at all levels of ice. And I think it's good to apply the Sustainable Development Goals namely 7, 9, 11, 12 and 13 that should form the core. Local initiatives and projects are the backbone of the energy transition to a circular economy in Europe. As a rapporteur within this committee about the action plan Circular Economy I have the impression that local and regional governments have a respect for experience but also opportunities and opportunities that help to bring a circular society closer together. If I look at my own region an energy region has won turf has won oil, has won gas but now we are dealing with a transition to an energy system where sun, wind and hydrogen play an important role. We set the concrete steps to become a fit for 55 province. We do this with our regional approach, regional energy strategy and we are the first hardies in the valley of Europe. That's why we work continuously from our industry and we work for example on the mobile infrastructure because green hydrogen has 30 hydrogen buses right now. I would like to give one example about circularity. This is a very innovative circular economy aimed at an effective way to stimulate innovation and knowledge sharing with the circular economy in our region. It connects students with companies, companies and social organisations who are looking for solutions for a linear problem. For example, students contribute to the project Drenthe Woon Circular, Drenthe Leef Circular and it is an ambitious plan to build 140 houses in circularity. Six companies can work together in this living lab to try, to learn and develop new ways of housing. These are examples of how regions, cities and villages can achieve good results but also how the transition and strengthening of the economy go hand in hand and that's why it is crucial for this transition. Thank you very much. Mr. Markauskas from the EA Group, please. You have the floor. I would like to remind you that the European Committee and the European Alliance Group are all very concerned about the climate crisis that we are facing in the region in the face of the climate of the climate crisis. As the minister said and the young people of the non-political government in the region in the face of the current situation and I will remind you that for the sake of the quality of the sector and the financial resources investment is impossible with non-politics for the economy and for the90s and for the Euro this is a possible way of the climate to look at the future in a positive direction. This is the fact that Thank you very much. Ms. Aras, please, from the Greens. Mr. Commissioner, ladies and gentlemen, there is too much talk about the costs of climate protection and, unfortunately, too little about sustainability. Sustainability is not only forced offers, but also a payment of the business model with which you can earn money. Because if we want to play a role in the world market in the US and China, then we have to think and act sustainably. Climate protection is not cost-effective. The consequences of climate change are cost-effective, because no climate protection is cost-effective. We have seen this clearly this year, both in Germany and worldwide. Extremists take massive risks. They cause floods and forest fires. They cost people's lives, destroy crops and existences. They lead to economic damage in billions of dollars. Humanitarian costs are added to this. Not the war conflicts, but extreme weather causes more floods. The entire regions of the Earth's surface will disappear or be uninhabitable. What will these people do? Will there be hiking movements? Will this be a humanitarian catastrophe? Will this also cost millions of dollars? Ladies and gentlemen, there has been a 1.5-degree transition from Paris since 2015. After that, much time has gone into the country and too little has happened. According to the latest UN climate protection report, we can no longer reach this goal. It is because we are setting the lever immediately. We really have to act seriously. With the FIFTIV package, we have to act quickly. We need to make quick political decisions and a quick implementation. Thank you very much. Ms. O'Neill, please, from the PS Group and from now on, we all have one minute, please. Mr. President, Mr. Commissioner, I see a major trend in urbanization as a global green deal, especially in the cities and their surroundings. Here we have to go forward as a European with air guides. As already mentioned, a manheim message European mayor with the call Local Green Deals is here for a good example or our own ADR campaign, Green Deal Going Local, which I actively support as a ambassador of the European Climate Act. But we also have to be creative in the region. Here, for example, in my region of Niedersachsen, the REACT EU means for the development of resilience to the active contribution of climate protection. And from the background of the European increased energy prices, I have one point very, very important. The European Union with the Green Deal proves that with energy efficiency and renewable energy a social, legal energy transition is possible without energy poverty. Thank you very much. Thank you very much. Ms. Schouten, please. One minute. Thank you, Mr. President. In the last two weeks, we took part in the opening of a hydrogen fuel station, the start of a so-called climate plan at a garden center, where climate adaptation measures have been demonstrated. And I saw how the renovation of streets was used to bring a new type of street. For better drainage, everything to be prepared for climate change. These are just a few examples of where citizens and governments work together. But we cannot do this alone. The many causes of climate change are often the so-called Wicked Problems. We can approach this with empathic local leadership that is connected with its citizens and their interests through European institutions. And renovation is one of those Wicked Problems. We also welcome the approval of the European Commission on the Zero Pollution Action Plan. And in our response to this plan, we will pay more attention to the principle of the renovation and on a strong source of fuel. We see this as a very important source to support local leadership and the development of climate action. Thank you. Thank you very much. Mr. Ortil, please for one minute. Thank you. I would like to deeply understand the environment and the social and economic systems. Thanks to the satellite image, we have the opportunity to monitor various environments, and also to take more conscious decisions when it comes to environmental protection. My region, Wojusław Podkarpacki, cooperates with 22 regions on the Zero Pollution Action Plan. Together with the European Commission, the European Commission, we have created a collection of the best practices. The regions are already using them. Examples of these good practices confirm that, first of all, we have to use them for those politicians who are involved in the Zero Pollution Action Plan. The satellite images are not only for experts today, they are really visible from space. We have to use them. Thank you very much. Thank you. Mr. Hegedus, one minute. Mr. Yorgos Chatzimarkos, please. It is a very important climate change. We are inviting the Desmond Foundation of FIT for 55 to congratulate you on the completion of the team that will be present on the 26th of December, the meeting of the members in Glaskow. At this point, in order to have a public meeting and the right to vote on this political issue, there must be a proper review for the National Council of Europe and, by providing a report with 50 bills and 34 bills, I would like to say that the level of clarity of the National Council of Communities and the economy regarding climate change, mainly in the issues of energy, is very high. With a few words. In the United States of America for the National Council of Europe for the 2,400 member states of Europe, political agreements in the major but also the specialities of the nations and the clarity of the National Council as a special criterion for the implementation of policies. The National Council for us is every small and organized island to become a place of opportunity which was also the foundation in Rome. Thank you. Thank you very much. Mr. Frey, please. And this is our last intervention for one minute. Ladies and gentlemen, we are all called to support a maximum of climate change measures. Subnational governments can and must be involved in this. Today, Trasladen Württemberg started a joint initiative in 2015 with California for the COP21 the so-called Under-2 Coalition in life. Today, the� has 206 governments worldwide and 50% of the global pinch. In the COP26, Until 2050, it will reach net-zero emissions. The coalition will form a net-zero coalition with its new targets on the scientific requirements. It has also joined with the UN-Campaign Race to Zero to support all world-class actors. The campaign will be connected to our earth. The more states, regions and cities participate here, the more a real transformation is achieved. And if you are interested in the coup coalition, you can join us. And of course, thank you very much all for your intervention. They are very important. And I'm very happy to feel that energy in the room and eagerness to actually cooperate, work together in actually looking for best possible solutions to foster our Green Deal. As I told you in my introductory speech, your role is crucial because every day you are the ones that are closest to people, that people can relate to, ask questions and that people can feel that they have a direct impact on policies and changes in the closest surroundings. And I think this is what can motivate them well to actually be supportive, supportive of the Green Deal. Now, on a couple of your remarks that you mentioned, I will give maybe a bit more precise answers. So first of all, we thank the committee for the good cooperation on environmental policies. And we are open to enhancing cooperation further with the committee and in 2021, we undertook an enhanced cooperation with the G environment on four thematic areas, so zero pollution, circular economy, Green City Accord and biodiversity. And we prefer to focus our energy on this new cooperation. We decided that the structure of the cooperation will look like together with the committee and we recognize the important role that the local and regional authorities have in handling and executing most environmental strategies on the ground. Fit for 55 package was mentioned a few times. So first of all, in absolute terms, energy-related expenses for European households are expected to raise up until 2030. Building related heating expenses may increase by the equivalent of up to 1% of household incomes by 2030, poorer household will be impacted more. The inclusion of road fuels in the emissions trading system would raise prices by around 12 cents per liter with an increase for the average household of about 120 euros. And the green transition will not happen unless it's supported by all in society. It must be fear. And the climate policies risk putting extra pressure on vulnerable households, microinterprises and transport users in short run. The design of the policies in the Fit for 55 package therefore fairly spreads the costs of tackling and adapting to climate change. Carbon pricing offers tools to address distributional impacts by using the revenues to mitigate regressive impacts. The commission proposed a new social climate fund to provide dedicated funding to member states to help citizens finance investments in energy efficiency, new heating and cooling systems and cleaner mobility. The social climate fund would be financed by EU budget using 25% of the expected revenues from including buildings and road transport in the emissions trading system. And it will provide more than 72 billion of funding to member states for the period of 2025-2032. And if member states match the EU's funding the fund would mobilize 144 billion for a socially fear transition. So the commission will also present a major new proposal in December to improve the energy performance of buildings which in the longer term will of course reduce heating bills for households and provide more comfortable homes. The member states will also include measures international energy and climate plans to address energy poverty. And these plans will be updated in mid-2023 and should... I have a connection problem. Can the administration please inform me what the issue is here? Okay, let me give the floor so that we don't lose time. Hmm? The floor to Mina Arve, please. So thank you for your contribution and very important and impressive input for this discussion. I could maybe conclude my part with three points I have which I've learned also during the COVID pandemic. First of all, everything is possible. If there is a will, there is a way. Secondly, actions is everything what counts. Science is there for help. Cities are already acting. So now in COP26 there is also a possibility for national governments and global community to show that they are also willing to act. Thirdly, everyone has responsibility which is larger than individuals, larger than from one city, larger than from one country. Neither virus, COVID virus, neither climate, they don't recognize borders. So we need everyone on board. So in the end of the day it's about what we achieve not what we promise. Thank you. Is Commissioner Sinckevicius back? No. Okay. So I would like to thank our two guests, the mayor of Turku and Commissioner Sinckevicius for participating in this very interesting debate. I would like to thank all of you dear colleagues for participating actively in this debate in person and online. And I would like now to move to our next debate debate on natural disasters, responding to emergencies and building resilience in cities and regions, and I would like at this point to welcome the Commissioner for Crisis Management, Janice Lenarchic, a good friend of the Committee of Regions and of the Regions and Cities all across Europe, and the great supporter of our work. Commissioner, welcome.


oh my gosh hello welcome hi Linda here from ITTT back with another live session this week hi guys how are you doing um first of all if you can see me if you can hear me just drop a quick hi into the comment box we are actually live on Facebook and we're also live on YouTube at the same time so if you can see me if you can hear me please just let me know and also let me know where you're watching from where are you at right now I am in South Korea it is 10 a.m. Friday morning I'm super excited to be here again so um yeah sometimes there are some technical difficulties I had some issues I think last week so there was no sound for some reason for a few seconds so if that happens just let me know and then I can repeat myself or I can fix try and fix the issue so that's why it's very important that you just give me a green light real quick letting me know that everything's working well before we jump into the topic yeah cool let me see comments hello Fiti from Algeria hi then we have Ajarn from Thailand perfect hi thanks so much for tuning in that's great I see there's quite a lot of people here we have Hema from Plymouth hi oh what time is it there right now isn't it like in the middle of the night where you are thanks for watching though that's great and you're staying up for today's topic just a reminder you can always come back and rewatch these sessions you know if you can't watch them in real time or you don't have that much time and then you can watch the rest later we always keep them in our playlist on Facebook and also on YouTube and I just recommend like checking out that playlist and just browsing it a little bit to see all the other topics that we talked about previously we go live twice a week one time I go live and then the other time my colleague Lisa she goes live and she also talks about a lot of really cool topics about teaching English and lesson planning and a lot about what it's like teaching English as a non-native English speaker because she is from Russia and she taught English in China and she's teaching English online so a lot of good stuff on her side as well I can see someone from Hong Kong hi awesome okay okay cool yeah we can talk about that and you're in the Q&A session or you can also message me on Instagram here at Linda goes east I'm always there for you to have a chat hi Marcia in Chile it's 9 p.m. okay great cool that's not too bad awesome awesome thank you so much for tuning in I'm so happy to be here and excited to talk about today's topic this was kind of a suggestion from someone who wanted to talk about more sort of like teaching tips and lesson planning side of things so that's what we're gonna do today I picked this topic and if you are already Teflor T-cell certified if you took a Teflor course a Teflor course with I TTT you have heard about this term before I hope you remember it so maybe you can add some comments there but yeah this is just sort of maybe a refresher for people who took a Teflor course already and something new for people who are not yet Teflor certified hi Juliana nice to see you again as well hello oh yeah you're okay yes Hong Kong finish the course 120 hours that's great cool okay great just real quick please don't forget to like and subscribe like our Facebook page subscribe to our YouTube channel so that you never miss any of our other live sessions and our other amazing content that we share every day check it out on our Facebook page there's a lot of good materials for you to use in the classroom or something to learn about ESL Teflor in general for yourself then we also have a 30% off discount code that we always share during our live sessions only during our live sessions very very special and what you can do is you can either scan the QR code up here or I'm going to share a link in the comments in the comment box and then you can just copy that and you can apply and you can get 30% off so it looks like this looks like this this code ends with Facebook live minus Linda and you get 30% off any Teflor T sole course from ITTT so if you are not yet certified or if you're certified and you're looking to you know add something to your portfolio a specialized course a T sole diploma something like that you can definitely do that oh well maybe y'all you paid full price no problem maybe you can use the 30% off to get an additional course one of the 50 hour specializations teaching English to young learners teaching business English teaching English online you can get that 30% off then it's it's actually really really cheap maybe that's something you could do all right also if you are listening to this as a podcast episode thank you so much for the download you will also find the discount link in the podcast episode description you can find it there we always turn our live sessions into podcast episodes for just audio only so if you're interested in podcasts you can also find us on all major podcast platforms really iTunes Spotify Google podcasts you can find us you can just type in Teflon and T sole podcast by ITTT and it should show up there and then you can also find these episodes there if you prefer just listening to it yeah that is about it like I said today or as you can see today's topic ESA that's what we're gonna talk about today hello for us from Egypt oh thank you so much for asking how I'm doing I am doing good today I'm doing really really good also Marcia thank you very much some of you might know I had some health issues but yeah it was the beginning of the week Monday and Tuesday it was not so pleasant also Wednesday Wednesday was pretty bad and then yeah Thursday and today I'm doing well thank you very much okay great so oh question here just curious where is ITTT based so we actually have offices all around the world when you check out our our website you find all the different locations for our in-class centers so really there's 30 plus locations where we're actually based yes so you can pick and choose if you especially if you want to do an in-class course you can do that I work from home actually so I don't work in an ITTT office I work in my home office so that's where I am in South Korea and I'm actually gonna do a quick introduction about myself just real quick before we jump into it so you can for people who are new here who haven't seen me before my name is Linda I am a travel writer and content creator on one side here under the name Linda goes east you can also find me on Instagram at Linda goes East some of you have already reached out to me there and it's been really really fun and I also have my own website at Linda goes or www.lindagoz.com and I'm originally from Germany and the US my mom is German my dad is American and yeah I've been based in South Korea for the past six years I also taught English in China before I came to Korea and taught full-time at a private English kindergarten in South Korea my first year here and then I transitioned into Teflon T cell marketing for ITTT but I still teach English on the side different classes here and there I've also started I also started started teaching English online this year which has been really exciting and I learned a lot of new things that also helps me you know provide more value to you guys so maybe I'll do a live about teaching online in the future but actually my colleague Lisa Lisa excuse me Lisa I think she's actually so much better at that she has a lot more experience about teaching English online so I kind of want to leave it up to her but maybe I'll do something in the future you can find ITTT or ITTT first of all stands for international Teflon T cell training you can find us at Teflon course net and if you want to check us out on Instagram at international Teflon training and ITTT is a leading Teflon T cell course provider worldwide okay that was a lot of talking let me just get one sip of my coffee real quick that's much better great so that's a little bit about myself now moving on I want to ask you guys a question so have you heard about the ESA methodology of teaching before who has heard about it you can just say yes and if it's completely new to you you can just say no in the comment section so if you've heard about it just type yes if you have not heard about it is it if it's new to you just say no so that I know what we're dealing with today so yes or no have you heard about ESA before have you heard about ESA before let me know okay great so Juliana says yes of course I know you're already certified so good that you also remember that Tiana hi yes I'm in the middle of the course 220 hour one great far as also yes good yes great good good I wonder if there's someone who has not heard about it yet don't be shy just let me know in the comments because this is what today's session is about also is actually for someone who has not heard about it before I will cover just the basics what ESA is what it is used for and also the different types of ESA liturge oh far as yes liturge yes feiti no and Laura no haven't heard about it okay great good so a good mix some people heard have heard about it because they already took a course some people have not heard about it yet no problem because that's what today's session is about today basically okay great um good ESA methodology of teaching and why every teacher should use it okay Marcia is not sure good maybe if I keep talking you remember it if you already took a course as well good okay so as you can see yes ESA is a methodology of teaching and it's one of the newer ones actually and one that we also use in our TEFL course that we kind of use for our lesson planning sections as well because we just think it is really really helpful and yeah why every teacher should use it basically that's what I'm going to talk about next so first up yes as many of you already are typing in the comments I can see you there ESA stands for engage study and activate so there are three phases in the ESA method of teaching this method is really great for new and unexperienced teachers but also experienced teachers alike but especially for new and unexperienced teachers because they can just follow this structure follow this model and it kind of just gives you the opportunity to conduct your classroom in organized and productive way and it also keeps the students interested motivated and eager to learn more if done correctly that's basically the aim of it and what it stands for okay ESA engage study activate so who came up with this methodology I didn't come up with it ITTT didn't come up with it this guy came up with it Jeremy Harmer Jeremy Harmer is I checked it on his own website he calls himself an ELT writer presenter teacher and trainer he first proposed this theory the ESA theory in his book how to teach English from 1997 that's where it first appeared the term and then it quickly caught on it became very very popular and used pretty much all around the world for ESL EFL teaching nowadays his personal experience he taught English as a foreign language extensively in both the UK and also in Mexico and that's sort of where he got his experience and got inspired to develop this theory and currently he is an online tutor for the MAT Sol at the new school in New York and he has his own website he also has a couple of videos on YouTube some interviews so if you're interested in learning more about Jeremy Harmer you can google him you can check out his own website I believe he also has social media platforms you can even maybe reach out I found an email address where you can actually contact him and yeah you can buy the book it's on Amazon you can read it maybe that would be quite interesting I actually haven't read it I should read it maybe I'll order it and I'll read it as well but yeah this is Jeremy Harmer who created this ESA methodology so it's not a very old methodology 1997 and if you took a TEFL course with us we also introduce other teaching methodologies in there that came before the modern ESA methodology and also basically the pros and the cons of each methodology and Jeremy Harmer he kind of took all of these previous methodologies and took all the benefits all the pros out of them to create this new ESA method that should be or is aimed at being the most beneficial for English as a foreign language so there you go just a bit of background about ESA before we jump into it so let's look at every phase in detail what it means and what the purpose of this phase is and some examples of activities you would do during that phase of um studying or teaching good so first up we have the engage phase so that is the phase that you would start your lesson with the engage phase the aim of this phase is basically to get your students ready to participate in the lesson that's the engage phase is the first basically contact you have with your students that day at the beginning of the lesson so it also aims at getting your students talking and thinking in English because if you teach English as a foreign language in a another country um they obviously don't use English in like they're outside of the classroom basically right in their free time or in their regular life normally um so it takes if you learn a foreign language you know this it kind of takes some time to just get into the other language um so the engage phase really just aims at kind of turning that switch on in your students brains to okay now it's English time so start thinking and speaking in English so that's the aim of the engage phase also the aim can be to elicit the meaning of different words vocabulary or topics that you will cover in the lesson to sort of get them warm for what's about to be taught and also it's aimed at including all of the students in the activity so in the engage phase you should really engage all of the students give all of them a chance to talk or just yeah turn that switch on for everybody if that makes sense okay so some possible activities that you can do in an engage phase and there's so so many more obviously maybe some of you guys can name some other activities that you could do in an engage phase other than what i've listed here but these are pretty common ones like showing pictures or even sometimes movies for example or magazine magazines and pictures and stuff so showing pictures and then ask them hey what do you see what are the people doing in the picture and stuff like that then realia what is realia just real life either objects or it could also be like a newspaper article for example then we have contrasts this works especially well if you're introducing like for example adjectives or the topic of comparing so like you could show a picture of two different people and then one short one's tall so they learn oh person a is shorter than or taller than person b and so on so that works really well you could also do miming and acting activities where either you or students mime and act out different things and the kids have to think and yell out what you're miming or acting or also just simply answering questions for example like what's the weather like today look outside what do you see how's the weather what does the sky look like just simple questions can also do it or like discoveries class discussions of any sort so discoveries like could be the news or anything depending on what kind of class you teach so like if you teach more like an english science class you could you know pick some kind of recent discovery that was made and have like a discussion about that anything really so if there's something that you feel also fits really well in the engage phase let me know in the comments real quick before I move on to the next one but this is the engage phase and the engage phase is so so important I think a lot of teachers tend to maybe just skip it and they go right to okay open your books let's go down let's study you know but the engage phase is so important and really makes a difference in your classroom and in your students so you should never skip it even if it's just five or ten minutes long it shouldn't be much longer than that it depends you know how much time you have how long your lesson is how long your class time is but even just five minutes or ten minutes of these activation things to turn the switch on really really make a big big difference all right fitty can we encourage students to ask questions to raise their curiosity curiosity about the topic as in reading texts texts can we encourage students to ask questions yes you can also sure you ask a question have them ask questions back ask questions to each other yeah that's also really really great oh great example liturg listening to music yes that's also really really great have them listen to music maybe then describe you know what kind of feeling they get when they listen to that song for example yeah you could play a sad song then they would say oh it makes me feel sad happy song makes me feel happy if you teach emotions that would work really really well that's a great example yeah for sure awesome yeah that's good stuff good stuff does anybody have another good idea listening to music I like that that's really great oh that's a good point thank you tiana so tiana says the engage phase or engage is about getting the student talk time higher than the teacher talk time yes that's a good point so in the engage phase you as a teacher don't want to be talking too much you you want to give the students the opportunity to talk more and think in English and yes that's a good point marcia says we can use graphic organizers at the beginning of the lesson two yes that's good depending if especially if you teach like a business English class I would imagine if you show some kind of graphics graphs of you know like some kind of depending on what industry you teach but like the change in you know some kind of spending or some kind of industry changes totally that would work really really well so yeah you can really adapt this obviously according you would adapt this according to you know what the aim of the lesson is the level of your students obviously yes yes we can use a spider map yes you can do like a brainstorming on the board absolutely absolutely to work vocabulary too yes yes good yes very very good awesome yeah that's good stuff great so that is the engage phase and like I said this is really very important a lot of teachers tend to maybe skip the engage phase and go straight to book work or the study phase which actually follows the engage phase and then the students just are kind of thrown into cold water and that's what we're trying to avoid by having this engage phase to also just create this comfortable environment for the students that they feel safe and they feel ready to speak in English and share their thoughts and experiences and you know in English great yeah good stuff thank you so much for adding your comments yeah tiana also says having the students interact with each other that's also really great good okay awesome so then after the engage phase we entered the study phase the aim of this phase is really pretty simple you teach the students new words or new topics new grammar whatever the study point of this lesson is that's the study phase and you also show them the correct way of using them so this phase is all about you know correctness accuracy you want to focus on that errors also may be corrected and discussed in a tactful way and you also want to help the students come to a better understanding of each subject so that they can learn and move forward in the best way possible so the study phase really is your book work your worksheets your writing whatever it is that this class is about basically and here are some examples of possible activities in the study phase so this really depends on your school on your lesson plan on your curriculum but it can be textbook you know book work it could be dialogues it could be gap fills it could be reading and writing it could be crosswords any kind of worksheets also grammar patterns really anything and typically the study phase is longer than the engage phase also good then we have tiana saying in the study phase is letting them do their work without interruption as much as possible right right but the first part should also be the teaching for so that they know what first so yeah the study phase is basically you teach them either a new grammar point or the vocabulary and also how to use it correctly the structure or whatever and then they do the book work the worksheets and definitely feedback is also very important to feedback to make sure that they use it correctly so yeah that is the study phase I don't think there's any much more to add to this but yeah like I said I think most teachers they just really jump straight into the study phase because I remember at my school it was like that when I taught in Korea my first year I worked at the kindergarten at this English speaking kindergarten and we had a very strict curriculum we had to you know complete we we knew exactly how many pages we had to do that day so sometimes it was just not enough because it was it's a kindergarten so it's little kids so it can be sometimes quite challenging to get all those pages done so sometimes a lot of teachers would just skip the engage phase and would be like okay open your books we need to get this done and that's just not a really great way of teaching especially any kind of student really not especially children but really any kind of student so that's why the engage phase is very important and then after only after the engage phase you go into the study phase and do your book work and your worksheets and the real teaching side of things yep good does anybody have one more comment an additional comment about the study phase before we move to the activate phase also if something's not clear for people who have never heard about the ESA method let me know and I'll go I'll explain a little bit more but yeah I think it makes I hope it makes sense and obviously to me because I've dealt with this methodology for a long time now I know how it works but if you know it doesn't make sense to someone who has no idea about it please let me know and then I'll elaborate a bit more but really I think the study phase I don't know what else to say about it really than that it's just a study phase so yeah I'm just waiting a couple more seconds because there is a delay so I don't want to move on too quickly but yeah just think about that a little bit more also for yourself you know if you are a teacher if you taught before have you made that mistake did you just jump right into the study phase at the beginning of beginning of your lesson or do you actually have something like an engage phase try and think maybe for yourself great the TIRC says word order arrangement is a nice activity in the study phase yes I so that's actually funny I study Korean I live in South Korea so I study Korean and there's a test a topic test and actually also another test the language test that I took before the exercise that I hated the most was the word order arrangement activity that I think that is the most difficult out of all of them um because sometimes word order is fluid sometimes you know it depends on what you want to say but obviously in the test there's only one answer so it's really challenging I just remembered that that was just a side note that I hate those exercises but they're so so useful for sure yeah Fenty says how do we explain a grammar point yeah so um you know it depends on what grammar point um yeah it really depends on what grammar point you want to explain so um can't really answer that right now would depend on what grammar point but my colleague Lisa she actually had a live session about really her recommended textbook textbooks and grammar books for teaching English so maybe you should check that out and then you can use those books and then kind of explain it using those books I think that'd be a good way of doing it Marcia says we base our work on Bloom's taxonomy okay all right cool Tiena says during my course which I'm still in they said writing isn't as important as other things I would add my writing activities yeah well you know it depends on what kind of class you teach sometimes you teach a writing class so then writing is important it's not some schools they don't only have like general English classes some schools have very specific classes so they have a writing class they have a reading class they have a translation class they have you know what what have you so um but that's the beauty of esa that you can really adapt it to any subject any topic um and just if you what I what the purpose of this live session is just to follow this structure first have an engage then have a study and then have the next phase that we're going to talk about and if you follow this structure it's just going to be a lot easier for you as a teacher especially as a new teacher to plan your lessons and kind of follow it and especially also time wise I remember when I was first teaching you have kind of no sense of time so um what this method gives you is sort of like also being able to map it out time wise so you would okay I have 10 minutes for my engage phase and then 30 minutes for my study phase and then another 10 minutes for my activate phase the last phase I'm just going to talk about in a minute um and then it kind of helps you just keep track of things whereas if you're just like thrown in there without any plan without any structure you're kind of probably struggling you don't really know oh you know how much time things take and then maybe you you you think you're in a hurry complete all your 10 pages of work that you need to do that day and then you're still have 20 minutes left and you don't know what to do so that's kind of kind of something that we we're trying to avoid with this esa methodology if that makes any sense so yeah good so I just already talked about it lastly the last phase of the esa method is the activate phase the aim of this phase is to have the students or the students put to work the things that they learned in the study phase and it also helps the teacher to know if the students understood the material that was discussed in the class so if it's a grammar point the study phase you teach them the grammar maybe you do some board work together fill in the gap you know with for example simple past go went do did and so on and then the activate phase the students really need to do everything by themselves and you kind of observe and you can see if they understood it or if they didn't understand so yeah that's the activate phase and so what kind of activities can we do during the activate phase really so many different things those are really just a handful of things that you could do here that I mentioned so class discussions would be great role plays are also really really good story building you know especially with if it's a if you teach grammar and then if you have a story in the present tense oh put it in the past tense or things like that posters adverts very popular especially if you talk about you know if you have new vocabulary I remember doing a lot of posters about like environment global warming environment things like that posters are great for that simulations any kind of simulations debates also I taught a debate class before was super fun and really any kind of projects are really really great any kind of projects and any kind of like activate game lots of games are really fun so the activate phase is really flexible and you can really do a lot but the aim of the activate phase is just to use that what you learned during the study phase and then put it into practice for the students and as the teacher to observe and make sure that they understood if they didn't understand I would not interrupt the activate phase unless it's a super duper big error that like everybody makes and you're like oh they didn't really understand what I was saying then maybe like okay stop guys let's take a moment and then you would explain it again maybe but if it's just a little thing like here and there what you would do is maybe you would write it down and then at the end of the class the last couple minutes you can be like okay I noticed these mistakes or you write down like the three biggest mistakes on the board guys you made these mistakes can you spot the mistake what did we say is correct and then maybe just hey write these sentences at home three times because you got them wrong something like that and then you have it you have a successful class that flows that makes sense that you can also pace that you have control over because I think a lot of new teachers are not good at that especially the pacing the time and then also just kind of taking control of the class that's really important you lead the class you have it in your hands and it also has to flow and I think that's why the esa methodology is just so great and makes so much sense okay good now I'm gonna look at the comments um our css yeah you are right Linda when you when we are new at teaching one of the most difficult things is to manage pacing yeah definitely I remember that and I think also even as an experience well I mean it gets better with experience but especially if you have new students it can happen all the time because you don't know the students yet you don't know if they quick if they work quickly if they are slow you don't really know so it can happen all the time and it just takes a few lessons you know until you're really in it especially if new students Marcia also says so I can see that the activate phase is the moment that we in our country call the evaluation time oh okay evaluation time sounds like more like testing to me kind of if you have a test but yeah okay the moment when you can make students to apply the content of the lesson yes exactly that is the activate phase and then Marcia says thank god I'm doing all these phases I'm so glad to know that yes good job that's why I was saying ask yourself if you are teaching if you're already teaching if you are really doing all of these phases especially the engage phase I think that's the most important one then we have Chantal hi there I've taught English as a second language to Japanese students using the esa method and it definitely works awesome yes I think so too I really also like using the esa method it's just really safe bulletproof this method really works and especially like I said as a new teacher it just kind of gives you something to follow and something to think about so yeah awesome okay then just recapping real quick so this what we just talked about esa is called a straight arrow esa lesson if you already took a TEFL course you know that there are different types of esa lessons so you can actually kind of mix and match a little bit but this one is called straight arrow because it goes from e to s to a engage first then study and then activate that's the base basic form of esa now there's other types as well that I just want to show you guys real quick and the first one here is the boomerang esa lesson boomerang because as you can see we have two activate phases so first an engage then an activate then a study and then an activate two and this is called a boomerang so you would engage do an engage activity then you go straight into an activate depending on what kind of lesson you have or if it's something that the students kind of already know or should know you can go straight into an activate and then make and then see oh if they understood that or not if they didn't understand if there are some mistakes made you then go into the study phase or if this is like a review for example you would do an engage you then go into an activate for I like to teach grammar so I always use grammar examples but for example the present perfect for example you do an activate for present perfect which they already learned in like a previous lesson and then you do a study for a present perfect progressive tense because they're connected so it kind of makes sense right and then you do an activate two for present perfect progressive for example great it is a review session yes it can definitely be used as a review or like my example like building on existing knowledge for example Fethi asks can we say that activate one is discovering phase yeah kind of yeah that kind of makes sense in my example what I said with present perfect and then present perfect progressive yes for sure kind of like a discovery phase yeah absolutely so this is called the boomerang esa and then there is another one bonus points for someone in the comments who can let me know which other type of esa lesson there is because I know a lot of you have already taken the course so you should know this let me just wait a few seconds and I'm going to answer Fethi's question and activate two is explaining no so activate two is still activate so in my example what I was saying for example you taught in a previous lesson you taught the present perfect I've done my homework or I've been to France three times for example this tense is called present perfect you taught that in a previous lesson this lesson today you use the boomerang esa lesson because you're going to teach the present perfect progressive or continuous for example I have been living here for three years with inform so you could do an engage you know you could show a picture or you could um any any kind of engage activity to elicit again the present perfect for example then you don't activate to activate reactivate if you if you will the present perfect some kind of activity and then you're going to the study phase and you teach them the present perfect continuous which is similar but something new and then you do an activate two where you only do the present perfect continuous or you do present perfect plus continuous so activate two is not explaining the study phase is explaining hope that makes sense let me know if that makes sense um good and then yes I asked if somebody remembers what the other type of esa lesson is and juliana said patchwork yes good job patchwork yes the next type that i'm covering is the patchwork esa lesson look how many steps there are so patchwork uh is really mix and match you as a teacher you can do whatever you want to do but you make sure you always start with an engage right always start with an engage and so for example this patchwork is engage activate one study one activate two activate three study two activate four so whatever I feel like patchwork you know the more experience you have with just straight arrow esa and then maybe doing a boomerang at some point what happens is if you always do the straight arrow esa here engage study activate especially for more advanced students it just becomes predictable and predictable becomes boring they all if you always use this for especially advanced students they're gonna know okay first we're gonna do engage then we're gonna do study oh and then we're gonna do a role play or whatever it kind of defeats the purpose because it gets boring so then what you will do after a while once you also become more popular and more more confident um with your teaching you can then do the patchwork style and just mix and match uh different activities different phases and stages to then also make it more interesting more fun less predictable for your students and that really gets your class going as well so this is not a fixed structure of patchwork patchwork really can be anything starting with an engage and ending with an activate and all the phases that come in between here all of these are up to you basically but it should always start with an engage and always start with an activate so this one you're very flexible and you can do whatever you want also depends on you know how long your lesson is you might not have these seven steps um but if you teach like a whole workshop or something then you have more time and you can definitely do all of these steps and more more activities here and there and more activates and all of that and juliana says it is my favorite one yeah definitely definitely but i do think it takes some time especially like if you're really new to teaching um this is probably a little bit overwhelming for you so you do want to start with straight arrow first and then maybe try out the boomerang and then later when you're more confident and more um you know have more teaching skills then you can do the patchwork model for example so yeah and you're going to learn a lot more about esa and about the different types that i mentioned here so the boomerang and the patchwork this is all explained in much more detail in a tefl course and so if that kind of piqued your interest if that got you um interested in the in esa and to learn more about it please uh take advantage of this offer 30% off and just sign up for a tefl course and you're going to learn a lot more about that in there a lot more detail a lot more examples also lesson plans that you can download straight arrow lesson plans patchwork lesson plans boomerang lesson plans all of that you can download it if you take a tefl or t-sol course so if you're not yet certified um take advantage of that also we have specialized courses um if you did not know those are 50 hour courses um teaching english to young learners teaching business english teaching english online we also have bundles where it includes the basic 120 hour course plus different specializations there's also a t-sol diploma course depending on how far you want to go in this teaching journey of yours so i hope you enjoyed today's live session and i just want to mention one more time how to find it so our website is teflacourse.net and here you can see our facebook twitter and instagram um so do check that out and yeah back to q and a now you can scan this code or i'm just going to share the link one more time in the comment section for anyone who may have tuned in late and didn't see it in the beginning it looks like this you can just click on this link it leads you straight to the application page you can fill out your application and then complete your payment later you don't have to pay right away um you can do that whenever you are ready just note that this 30 percent code is there for you and you can use it all righty well that was my take on esa today i hope you enjoyed it i hope it made sense um if you have any questions about it um you can ask right now or you can just message me also here on instagram and you can reach out to itt oh and actually i also wanted to share that we have some videos also about esa if you're more interested you can check them out we have a whole playlist on youtube actually if you're on youtube right now you can find it i think it's called esa methodology um and i'm also here on our website this is the first video of the playlist so you can click on that you can check it out if you're if you want to find out more details about esa something that i did not mention in the live session but yeah oh and leterx says i've just heard the patchwork is a listen cool i enjoy your live session today thank you so much thank you so much for coming back here week after week i remember uh seeing you here quite a lot so thank you so much also juliana thank you so much for always being here i really really appreciate that i hope you guys learn something fun and yeah now is um we still have some time for q and a so if you have any other questions not about esa or about esa or just tefal tesol teaching abroad in general teaching english online now is your time i'm still going to be online for a couple more minutes so if you if you have any questions feel free to ask right now and just keep it an eye here on the comments marcia says thank you linda i want to watch the videos because nowadays i'm getting ready for my teaching evaluation great cool yeah i hope you'll find something you can use and faras says thank you a lot yeah thank you for staying all the way until the end i really appreciated oh okay marcia says our ministry of education evaluates us every four years oh wow good good luck good luck with that i think you're gonna do just fine you seem like a really good teacher so okay y'all says thank you linda i will watch this session later yeah it's actually not a live session the link that i just shared it's i don't know it's a i don't know how long the video is it's not that long but yeah there are different parts so it might take a while good all right yeah you're very welcome all right let me just take more sips of my coffee while you maybe think of a question i don't want to sign off too early not giving people the opportunity mm-hmm feizi says thank you it was interesting i'm glad i'm glad it was interesting i had fun too yeah um like i said before we always keep our live sessions in our playlists so um you can go back to the playlist we have so many different topics um it's getting kind of difficult to think of new topics every week so if you have any any topic suggestions anything that you want me to talk about in the future let me know um yeah i would appreciate some help oh god matt says i tuned in late thank you linda i've never heard of e is a before now wow cool okay glad i could teach you something new you can always watch the replay from the beginning maybe you have missed some important parts in the beginning but um yeah great okay good question y'all says for non-native speakers is it hard to be an esl teacher i would say it's not hard um you can definitely be an esl teacher even if you are non-native english speaker there's actually so many benefits to that because you learned english um from scratch like your future students so you can actually um really really feel for them and you understand how it's like learning english so i think that's a huge huge benefit that a lot of native speakers just don't have um my like i mentioned in the beginning i don't know if you've heard that y'all but my colleague lisa she's a non-native english speaking teacher from russia and she taught english in china and she's now back in russia and she's teaching english online most of the time but um you should check out her live sessions she has so many tips for non-native speakers to become esl teachers so um she has like tips on you know what books to use where to look for students also how to which courses to take for for your personal uh for your professional development and what kind of english uh certifications you should get to increase your you know portfolio and also the places where you can teach abroad as a non-native speaker so yeah don't freak out there's so many places where you can go and where um non-native speakers are really appreciate it as well i think non-native english teachers are sometimes even better actually because they know how english works a lot better and usually understand grammar a lot better um and that also goes for anyone if it's a native speaker and they can speak other foreign languages it's the same you i think any teacher who is a language teacher who also speaks and has learned a foreign language is a better teacher maybe that's not your opinion but that's my opinion that's just me um because you understand what how language learning works and how hard it is and you know so that's what i think all right cool good then if there are no more questions i'm ready to sign off very soon um yeah what else don't forget to like and subscribe i just want to say that one more time because we do go live every week you don't want to miss it me and my colleague lisa like i said she's awesome don't miss her live sessions either don't forget the 30 off you can find the link in the comments and if you have any topic suggestions you can message me here at linda goes east um on instagram would be great also on facebook i have a facebook page also called linda goes east you can check that out as well if you want uh message me i would appreciate it if you have any other questions that you don't want to share in the comments publicly um you can just ask me privately in a message as well and then yeah i hope you have a lovely day i hope to see you all again next week i'll be here i hope you'll be here as well and then i think i'm ready to go i hope you're gonna have a lovely lovely weekend uh wherever you are whatever you're doing stay safe and until next time okay okay all right i'm signing off all right thank you guys so much see you next time bye