New Year and new beginnings!
This month we want to engage students as much as possible in the learning process with our activities for learners from A1 Movers to C1 Advanced.
Happy teaching!
This month our students from Pre A1 Starters to C1 Advanced will talk about the importance that relationships have for people’s happiness and wellbeing while they continue improving their English.
Happy teaching!
This month we’re going to explore the world from home or our classroom! These activities take students from Russia to Perú and the United Kingdom, visiting some of the most famous museums and sights along the way. Students from A1 Movers to C1 Advanced will have the opportunity to find out more about virtual reality and have fun with some handicrafts. Happy teaching!
The academic year is almost over and we want to take the opportunity to reflect on opportunities and future careers with our students. Our B2 First and C1 Advanced learners will listen to an inspiring speech and discuss the topics of success and failure. Our B1 Preliminary and B2 First students can talk about luck, fate and destiny while they practise different skills. Our A1 Movers and A2 Flyers students can improve their vocabulary related to work and professions while they have some fun. Happy teaching!
This month we wanted to celebrate the arrival of the summer with activities about holidays and travel. Our B2 First students and C1 Advanced students will read about jobs that involve travelling and consider the advantages and disadvantages of this. Our B1 Preliminary and B2 First students will look at options for holiday activities around the UK. Finally, our young learners will talk about summer and compare their ideas of a perfect holiday. Happy teaching!
* Please note that for the links to work properly you need to download the document from Slideshare to your computer .
It’s September again and we’re back with a selection of activities for the first few weeks of school.
This month, Ewa brings us a couple of ideas that will help you kick-start the new school year. First, we’ve put together a few getting to know you activities to encourage your students to start up a conversation with each other. There are also a couple of warm-up games, a newspaper project and a reading challenge.
The academic year is nearly over and we want to encourage our learners to reflect on success and what helps them achieve it. Our B2 First and C1 Advanced students will read about and discuss routines of successful people. Our A2 Key and B1 Preliminary learners will talk about the habits and routines that work for them while they practise all four skills. The younger ones will be able to show how much progress they have made when describing their favourite toy and telling a story. Happy teaching!
This month our students from Pre A1 Starters to C1 Advanced will talk about the importance that relationships have for people’s happiness and wellbeing while they continue improving their English.
Happy teaching!
This month we’re going to explore the world from home or our classroom! These activities take students from Russia to Perú and the United Kingdom, visiting some of the most famous museums and sights along the way. Students from A1 Movers to C1 Advanced will have the opportunity to find out more about virtual reality and have fun with some handicrafts. Happy teaching!
The academic year is almost over and we want to take the opportunity to reflect on opportunities and future careers with our students. Our B2 First and C1 Advanced learners will listen to an inspiring speech and discuss the topics of success and failure. Our B1 Preliminary and B2 First students can talk about luck, fate and destiny while they practise different skills. Our A1 Movers and A2 Flyers students can improve their vocabulary related to work and professions while they have some fun. Happy teaching!
This month we wanted to celebrate the arrival of the summer with activities about holidays and travel. Our B2 First students and C1 Advanced students will read about jobs that involve travelling and consider the advantages and disadvantages of this. Our B1 Preliminary and B2 First students will look at options for holiday activities around the UK. Finally, our young learners will talk about summer and compare their ideas of a perfect holiday. Happy teaching!
* Please note that for the links to work properly you need to download the document from Slideshare to your computer .
It’s September again and we’re back with a selection of activities for the first few weeks of school.
This month, Ewa brings us a couple of ideas that will help you kick-start the new school year. First, we’ve put together a few getting to know you activities to encourage your students to start up a conversation with each other. There are also a couple of warm-up games, a newspaper project and a reading challenge.
The academic year is nearly over and we want to encourage our learners to reflect on success and what helps them achieve it. Our B2 First and C1 Advanced students will read about and discuss routines of successful people. Our A2 Key and B1 Preliminary learners will talk about the habits and routines that work for them while they practise all four skills. The younger ones will be able to show how much progress they have made when describing their favourite toy and telling a story. Happy teaching!
Do you want to have a B2 English certificate?
Do you want to get into an English speaking university?
Do you want to improve your job prospects?
This course is designed to help you prepare yourself for the Cambridge English First (FCE) B2 level English exam. This is a globally recognised language exam – accepted by lots of education and work institutions around the world!
In this course I give you all the best tips, techniques and resources to effectively prepare yourself for the B2 First Certificate: FCE Speaking paper. I go through each part of this paper giving you the best advice on how to answer the questions, so hopefully it won't be necessary for you to spend lots of extra money on lessons.
There is no other course that I have found which focuses on and instructs you how to pass each section of this exam, using exam samples for practice exercises. This course allows you to concentrate specifically on what you need to do in order to pass the Speaking paper.
The course comprises 75 slides with lots of useful information, tips, resources and practice exercises. Homework exercises are given.
What you need to take this course:
You should have a lower-intermediate (A2-B1) level of English
It is better if you have a personal computer (pc) or laptop
Who should take this course?
Lower intermediate (A2-B1) level English students who would like to get into university.
Lower intermediate (A2-B1) level English students who would like to get better jobs.
Lower intermediate (A2-B1) level English students who would like to have more job opportunities.
Any student who wants a B2 English language certificate!
After taking this course:
Students will have a much better understanding of the Cambridge English: First (FCE/B2 First) Certificate 'Speaking' paper structure.
Students will know the best strategy to answer all the questions in the Cambridge English: First (FCE/B2 First) Certificate 'Speaking' paper.
Students will be able to prepare themselves more effectively for the Cambridge English: First (FCE/B2 First) Certificate 'Speaking' Paper
It's almost October and this month our activities are dedicated to the topic of Halloween.
Students from Pre A1 Starters to C1 Advanced will have the opportunity to discuss this fun topic while improving their English.
Happy teaching!
This month our activities are dedicated to the topic of fashion. Our C1 Advanced students and B2 First students will watch a video on sustainability in the fashion industry. Our B1 Preliminary and B2 First students will read about research into the clothes we wear and how they affect our emotions. Finally, our young learners will practise their vocabulary and learn useful expressions to use when shopping for clothes. Happy teaching!
Natural disasters and tragedy are a part of life, and they attract attention and persist in people’s memory. People also react to them in different ways. This is the topic of this month’s activities. Our C1 Advanced and C2 Proficiency students will find out about an explosive documentary while they stretch their listening skills and practise their speaking and writing. B1 Preliminary and B2 First students will reflect on the choice of some tourist destinations. Our A2 Flyers and A2 Key students can have fun while they learn about volcanoes and make their own! Happy teaching!
Do you want to have a B2 English certificate?
Do you want to get into an English speaking university?
Do you want to improve your job prospects?
This course is designed to help you prepare yourself for the Cambridge English First (FCE) B2 level English exam. This is a globally recognised language exam – accepted by lots of education and work institutions around the world!
In this course I give you all the best tips, techniques and resources to effectively prepare yourself for the B2 First Certificate: FCE Speaking paper. I go through each part of this paper giving you the best advice on how to answer the questions, so hopefully it won't be necessary for you to spend lots of extra money on lessons.
There is no other course that I have found which focuses on and instructs you how to pass each section of this exam, using exam samples for practice exercises. This course allows you to concentrate specifically on what you need to do in order to pass the Speaking paper.
The course comprises 75 slides with lots of useful information, tips, resources and practice exercises. Homework exercises are given.
What you need to take this course:
You should have a lower-intermediate (A2-B1) level of English
It is better if you have a personal computer (pc) or laptop
Who should take this course?
Lower intermediate (A2-B1) level English students who would like to get into university.
Lower intermediate (A2-B1) level English students who would like to get better jobs.
Lower intermediate (A2-B1) level English students who would like to have more job opportunities.
Any student who wants a B2 English language certificate!
After taking this course:
Students will have a much better understanding of the Cambridge English: First (FCE/B2 First) Certificate 'Speaking' paper structure.
Students will know the best strategy to answer all the questions in the Cambridge English: First (FCE/B2 First) Certificate 'Speaking' paper.
Students will be able to prepare themselves more effectively for the Cambridge English: First (FCE/B2 First) Certificate 'Speaking' Paper
It's almost October and this month our activities are dedicated to the topic of Halloween.
Students from Pre A1 Starters to C1 Advanced will have the opportunity to discuss this fun topic while improving their English.
Happy teaching!
This month our activities are dedicated to the topic of fashion. Our C1 Advanced students and B2 First students will watch a video on sustainability in the fashion industry. Our B1 Preliminary and B2 First students will read about research into the clothes we wear and how they affect our emotions. Finally, our young learners will practise their vocabulary and learn useful expressions to use when shopping for clothes. Happy teaching!
Natural disasters and tragedy are a part of life, and they attract attention and persist in people’s memory. People also react to them in different ways. This is the topic of this month’s activities. Our C1 Advanced and C2 Proficiency students will find out about an explosive documentary while they stretch their listening skills and practise their speaking and writing. B1 Preliminary and B2 First students will reflect on the choice of some tourist destinations. Our A2 Flyers and A2 Key students can have fun while they learn about volcanoes and make their own! Happy teaching!
Congratulations, your students are now ready to develop plans for their chosen career and implement them!
From the previous session, they were able to identify their strengths and weaknesses, and analyzed opportunities and threats that run with them. They also learned that SWOT is not only an effective tool for business but is also beneficial for job seekers and students like them who aim to climb the career and success ladder.
In this module, they will learn the step by step procedure in making plans depending on their timeframe. This will assure them of a more structured and reliable implementation of plans that will lead to achieving goals. Finally, this session will enable them to focus their talents, skills, and values to the career and life plans that they dream of.
So, let us now take off and begin their future today!
have you ever considered the questions you use and how you use them? When and what for? Why \'why\' is such a difficult concept yet poorly used and often out of sync?
Bulkely valley nov general session 2013Faye Brownlie
Current and effective strategies across the grades and across the curriculum. Building on the work of the past 2 years and the frameworks of UDK and BD, scenarios and applications of engaging, effective teaching. Samples from Bulkley Valley teachers.
Designing Your Future: Creative and Reflective Exercises for Your CareerFahri Karakas
In this presentation, I present a lot of exercises and resources to improve your employability and creativity.
Check out the resources and article links I provide below.
I am sharing all of the articles and resources below, as I think each of them will add value to your personal and professional life and improve your creativity and employability.
You will do two exercises in this workshop. You can watch the videos, read the accompanying Medium articles, and complete these activities yourself.
Flower Exercise
The first one: You will complete the Flower Exercise from the book 'What Color is Your Parachute' which will help you craft and design your ideal career.
https://medium.com/an-idea/what-does-your-dream-job-look-like-be48647edfc5?sk=c3fb82c070ac40f7c047a85fe3c3a9a6
Choose Your Own Option Exercise
The second one: You will choose one activity that you wish to do. There are 6 activities to choose from:
1) Create your own personal logo.
2) Coach yourself for the upcoming 12 months.
3) Choose your role models and learn from them.
4) Create a system for tracking your job applications, firms, and positions.
5) Create a SWOT analysis of yourself in the job market and reflect on your employability.
6) Create your own Netflix show - imagine wildly.
You can try any of these activities as they will help you tremendously in designing your life and your career after graduation. These activities will help you create a better self.
Below is the article guide:
https://medium.com/an-idea/six-personal-development-and-creativity-exercises-to-up-your-game-5fa1ce7275e7?sk=2d76b898a53d4ef732486a6b0cd3d372
In addition, I want you to focus on your asset creation journey.
Use your asset creation project to achieve your financial independence and to unleash your creativity,
I have written some articles to inspire you - check them out:
Create Your Own Creative Assets on the Internet:
https://medium.datadriveninvestor.com/create-your-own-creative-assets-on-the-internet-74af0e289dcd?sk=f019a56bfac1c6706032fd10f4487a74
Invest in Your Medium Content Shop:
https://2madness.com/invest-in-your-medium-content-shop-fef0cc64a393?sk=b6dc357aa52e7ff99f0b866daf5ea05b
Four Universal Principles to Create Your Content Empire:
https://medium.com/swlh/four-universal-principles-to-create-your-content-empire-1c0d7db9481e?sk=f5c94423fe81e53061b83ea639d72601
Seminar 7 and 8 - Complete The Flower Exercise and Choose Your Own Creative A...Fahri Karakas
This is the last set of seminars before individual portfolio submission in the first half of the module 'Employability, Creativity, and Personal Development'.
We do two exercises in this seminar.
For Seminar 7, you will complete the Flower Exercise from the book 'What Color is Your Parachute' which will help you craft and design your ideal career.
For Seminar 8, you choose one activity that you wish to do. There are 6 activities to choose from:
1) Create your own personal logo.
2) Coach yourself for the upcoming 12 months.
3) Choose your role models and learn from them.
4) Create a system for tracking your job applications, firms, and positions.
5) Create a SWOT analysis of yourself in the job market and reflect on your employability.
6) Create your own Netflix show - imagine wildly.
You can try any of these activities as they will help you tremendously in designing your life and your career after graduation.
These activities will help you create a better self personally and professionally.
Enjoy!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
1. 1
New beginnings
New Year and new beginnings! This month we want to engage our learners as much as
possible in the learning process. Our B2 First and C1 Advanced students will have the
opportunity to set their own goals and make a plan to achieve them. B1 Preliminary and B2
First students will contribute to the classroom by bringing images that inspire them while they
practise their listening, speaking and writing. Finally, our younger learners can have some fun
while learning about animals and art. Happy teaching!
1. Set a goal, make a plan .................................................................................................. 2
2. A picture is worth a thousand words................................................................................ 6
3. What is it? ...................................................................................................................... 8
4. References....................................................................................................................10
2. 2
1. Set a goal, make a plan
Level: B2 First / C1 Advanced
Skills: speaking, listening, writing
Interaction: in groups, in pairs, individual activity
Time: 60 minutes
Warm up (10’) – in groups of 3
• Do you consider yourself confident? Why (not)?
• How do you react to new situations and challenges? Why?
• Think about a successful experience you have had and that you want to share with
your classmates. Tell us about it.
• Think about a moment when you failed at something (not necessarily an exam) and
that you are happy to share with your classmates. Tell us about it. Did you learn
anything from it? If so, tell us more about it.
Lead in (5’) – in groups of 3
You are going to watch a short video on TED Talks about how to boost your confidence.
What tips or recommendations do you think will be mentioned?
3. 3
Listening (10’) – individual activity
Watch the video and answer these questions. You will watch the video twice.
1. What are the three factors that affect confidence?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. What does the video mean by a ‘quick fix’? Can you give two examples of how you
can follow this recommendation?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. What should you think about when considering setting a long-term goal?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4. According to research, what features do people with a growth mindset have?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. What is the connection between J.K. Rowling and the Wright brothers?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
6. What lessons can you learn when you fail?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Discussion (10’) – groups of 3
• How much of the information in the video did you already know?
• Did you find any of the content of the video surprising? Why (not)?
Writing and reflection (15’) – individual activity
Think about two objectives that you would like to achieve by the end of the course. One of
them should be related to language learning e.g. improving my vocabulary, organising my
ideas better. Try to make it as specific as possible.
4. 4
The second objective should be related to other abilities not necessarily related to language,
but which will help you when learning English e.g. collaborating more, being more organised,
planning better.
Speaking (10’: 5’ for each goal) – in pairs
You are going to talk to your partner about one of your long-term goals. Discuss it thinking
about these aspects.
Has your classmate given you any useful feedback to fine-tune your goal and your plan? If so,
make any necessary changes before presenting the idea to your teacher.
My goal
•Set a time limit to achieve your goal (e.g. end of the course)
•Explain how achieving this goal will have a positive impact on learning English. You can connect it
to the assessment criteria for example.
My actions
•What classroom activities are going to help you achieve this objective? Ask your teacher for
support with this.
•What personal work do you need to do outside the class toachieve this objective? Consider time
available and type of support you may need.
Reflection
and feedback
•Plan for opportunities to receive feedback (from your teacher, from classmates) about activities
you have done. For example, ask your teacher to focus on a specific aspect of the writing tasks
you have submitted.
•Plan for opportunities for reflection. What have you done? How has this helped you achieve your
objective? What changes do you need to make based on the feedback you have received?
My goal
Learning materials
Learning strategy
Relevance and
motivation
Time
Effort
5. 5
KEY
1. What are the three factors that affect confidence?
The first one has to do with your genes, the second one is related to how you are
treated e.g. social pressures, and the third one is about the choices you make, the
risks you take and how you respond to challenges and setbacks.
2. What does the video mean by a ‘quick fix’? Can you give two examples of how
you can follow this recommendation?
By a ‘quick fix’the author refersto tricks that can give you an immediate confidence boost in
the short term. Some ways in which you can follow this recommendation are by picturing your
success when you're beginning a difficult task; listening to music with deep bass, which can
promote feelings of power; striking a powerful pose or giving yourself a pep talk.
3. What should you think about when considering setting a long-term goal?
Consider the way you think about your abilities and talents. Think about whether you
consider that these abilities are fixed at birth or if they can be developed like a
muscle.
4. According to research, what features do people with a growth mindset have?
People who have a growth mindset are more successful, get better grades, and do better in
the face of challenges.
5. What is the connection between J.K. Rowling and the Wright brothers?
They succeeded in the end, but they failed at first. J.K. Rowling was rejected by twelve
different publishers before one picked up "Harry Potter." The Wright Brothers built on history's
failed attempts at flight, including some of their own, before designing a successful airplane.
6. What lessons can you learn when you fail?
You can learn how to try different strategies, ask others for advice, and persevere.
6. 6
2. A picture is worth a thousand words
Level: B1 Preliminary / B2 First
Skills: speaking
Interaction: in pairs and whole class activity
Time: 30 minutes
Warm up (15’) – whole class activity
• Do you like drawing and painting? Why (not)?
• Do you enjoy going to museums and art galleries to see paintings, photographs and
sculptures? Why (not)?
• Do you think taking photographs is a better way of capturing memories than writing
down about your experiences? Why (not)?
• Do you usually take photographs with your phone? What do you take photographsof?
• Do you print some of the photos you take? Why (not)?
• Can you think of an image that you’ve seen and that impacted you in some way? What
was special about it? Why do you think it had that effect on you?
• A picture is worth a thousand words. What do you think this saying means? Do you
agree? Why (not)?
Writing and Speaking (15’) – in pairs
The image of the week. Your teacher has asked you to bring an image that you saw over the
last seven days and that attracted your attention and has had an impact on you. It can be a
painting you’ve seen, a photograph in a newspaper or magazine, a photograph you’ve taken,
something that you have drawn or an image you’ve seen in the street.
Your teacher will put the different images students have brought on the wall. She will assign
each of them to a student in the class (not the person who brought it). Students will have to
answer these questions about their image, taking some notes.
- What do you think the image shows? Why?
- Where do you think this image was found? Why?
- What may this image represent? Why?
- Why do you think the author took the photograph, painted the work or drew it?
- How does this image make you feel? Why?
- Why do you think your classmate might have chosen this image?
The person talking about the image will then check their answers with the person who brought
the image. Were they right about their assumptions? How were they different?
7. 7
Writing (40’) – individual activity
The image of the year 2022. At the end of January, a well-known magazine is going to publish
the image of the year 2022 and has asked young people between 13 and 18 to submit what
for them has been the image of the year (they should include the source if it isn’t their own
image) and an article explaining what makes the image special, how it has made them feel
and why it is important to share it with the rest of the world.
The image of 2022
We want to hear your thoughts about the image of the year 2022. Send us your
suggestions and tell us what makes the image special, how this image made you feel
when you first saw it and why you think it is important to share it with the rest of the
world. Write your article in about 140 words.
Those whose image is shortlisted will receive a grant to do a photography or painting
course worth up to 500 euros. If your image and article are the winners, you will be
invited to our exhibition in New York and will receive a grant to do an art course worth
up to 500 euros.
Deadline 15th
January 2023
8. 8
3. What is it?
Level: A1 Movers / A2 Flyers
Skills: speaking and reading
Interaction: individual, in pairs and whole class activity
Time: 30 minutes
Warm up (10’) – whole class activity
Do you like drawing and painting?
Do you enjoy looking at pictures and photographs? Why (not)?
Do you usually draw or paint?
If so, where do you usually do it?
What is your favourite colour? Why?
Speaking (10’) – in pairs / whole class activity
Visit the National Geographic for Kids website and play the game.
Once you have completed the puzzle. Say five things about what you can see in the image.
Then read the fun information about the animal. Did you already know that?
9. 9
Vocabulary (10’) – individual activity
Find the words below in the word search.
10. 10
4. References
Gilleette, D. (2016). Blue and Orange Sunset over Lake With Tree Silhouettes. [image/ jpeg].
Available at: https://www.pexels.com/photo/blue-and-orange-sunset-over-lake-with-
tree-silhouettes-89749/ [21st November 2022].
Monstera (2021). Opened notebook with white blank pages and pen on table. [image/ jpeg].
Available at: https://www.pexels.com/photo/opened-notebook-with-white-blank-
pages-and-pen-on-table-9429448/ [21st November 2022].
Adkins, A. (n.d.) 3 tips to boost your confidence. [online]. TED-Ed. Available at:
https://www.pexels.com/photo/opened-notebook-with-white-blank-pages-and-pen-on-
table-9429448/ [17th November 2022].
Danilyuk, P. (2016). Children Attending Art Class. [image/ jpeg]. Available at:
https://www.pexels.com/photo/children-attending-art-class-8382271/ [21st November
2022].
Grabowska, K. (2021). Boy with a Puzzle. [image/ jpeg]. Available at:
https://www.pexels.com/photo/boy-with-a-puzzle-7269501/ [21st November 2022].
National Geographic Society (2015). Puzzles: Photo Ark [online]. National Geographic KiDS.
Available at: https://kids.nationalgeographic.com/games/puzzles/article/puzzles-
photo-ark [17th November 2022].
Flippity.net (2022). Flippity Crossword. Available at:
https://www.flippity.net/cw.php?k=1VFg8neptpLljbsQMH9SSO1tjzk0yH3TIR5Xq6HtE
47E [17th November 2022].