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0:04Hi, welcome to this video where we're
0:06talking about reading and listening
0:09skills and how to help your students
0:11improve in those areas when they're in
0:13the classroom with you. So, let me share
0:16the main learning objectives here. So by
0:19the end of this section, you will
0:20understand the purpose of using reading
0:23and listening activities in the
0:25classroom, the parameters that should be
0:27considered when choosing them, and how
0:30to incorporate them into the PPP
0:33methodology, which of course you've
0:36already been introduced to in a previous
0:38video.
0:41So how can we define reading and
0:43listening skills for our students? Well,
0:45they are both passive uh receptive
0:48skills. So, they're relying on input
0:51rather than output. Output skills are of
0:55course much more the speaking skills and
0:57the writing skills, which you'll also
0:59get introduced to um at various points
1:01in these uh video series.
1:05Helping your students improve their
1:07reading and listening skills can help
1:09them make connections between um
1:12understanding how English is pronounced
1:15and the the phonetic connections.
1:18If you know anything about Spanish um
1:21and and if you don't yet, I'm sure you
1:22will by the time you've come and done
1:24your Spanish classes with us as well
1:26after the TEFL. Um but you'll understand
1:29that Spanish is uh what we call a
1:31phonetic language. So basically a letter
1:34and a sound is exactly the same as how
1:37you see it and how you say it. Whereas
1:40if you know English well enough, you'll
1:42realize that that isn't the case in many
1:44forms. Um just make it more complicated
1:47for your your Spanish learners to
1:49understand English. Um phenology,
1:52phonetics, the the pronunciation of
1:54words is far more complex for them. Um,
1:57and so this is a a good way for help to
2:00help them make connections sometimes
2:01between what they're reading, um, what
2:04they're looking at and and and how
2:06things sound as well.
2:09In general, it's a good way for them to
2:11improve their comprehension of the
2:13language as a whole uh, package. So,
2:17speaking is definitely something that
2:18your students will love to do in class.
2:21There's no doubt about it. um and that's
2:24mostly because they don't have the
2:26opportunity to speak English in in many
2:28other um scenarios. So in classroom it's
2:31something for them to do with you as a
2:33teacher. But actually improving their
2:35reading and listening skills is
2:37fundamental to that as well because it
2:39can help ingrain grammar structures,
2:42vocabulary, as I said, pronunciation and
2:45all of these things will give them a
2:46more general rounded um understanding
2:50and an ability to speak English in
2:52general.
2:54And as I said, it obviously helps them
2:57um improve a range of vocabulary
3:00um in terms of um building their
3:02vocabulary. So they might get quite
3:04stuck on just same words, the same use
3:07of adjectives etc. By reading and
3:10listening to other people talking um it
3:13can improve that it can sound it can
3:15help them see how naturally other words
3:17are used in in other situations and of
3:20course it will help ingrain those
3:23grammar structures which can be so
3:24challenging sometime for them. So
3:27definitely improving their reading and
3:30listening skills is going to give them
3:31more rounded balance of English and you
3:33can do that by assisting that in the
3:35class um as well as encouraging that
3:37outside of the classroom.
3:42So students are going to have
3:43difficulties with their reading and
3:45listening skills um especially their
3:47listening. You can guarantee that they
3:50will say that their listening is one of
3:52the hardest skills and well there's many
3:54reasons for that. Obviously, they're not
3:57listening to English on a daily basis,
4:00so it's going to prove to be more
4:01challenging for them. Um, if they were
4:04in living in an English-speaking
4:06country, then that would improve um much
4:09more vastly and much much quicker. Um,
4:12but they're not. So, you know, we have
4:14to be empathetic to the fact that this
4:17is is something that is going to be
4:18challenging for them. But that doesn't
4:20mean as a teacher we shouldn't do it. It
4:22doesn't mean as a student they shouldn't
4:24practice. but they will disengage if a a
4:27listening activity in the classroom is
4:29too hard for them. So, it's going to be
4:31really really important that we choose
4:34level appropriate um activities. The
4:37same with a reading. Exactly the same.
4:39If it's too much uh it's too complex in
4:43its structure, they will find that more
4:45demotivating than encouraging.
4:48Well, there's no specific activity or
4:50reason why they are listening. then they
4:53will also find that difficult. So we're
4:55going to be talking about the process to
4:58administer these tests and a key thing
5:01in that is giving them a reason to
5:04listen. So getting them to think up
5:06front and understand up front what they
5:08need to listen for so they can listen
5:10for certain details and not worry about
5:13having to understand every word that is
5:15being said.
5:18Um, in general, of course, if they just
5:20find it hard for the level, as I said,
5:22they'll find it difficult
5:24listening and reading. Well, there's no
5:26body language or facial expressions to
5:28assist them. Uh, there's no little video
5:30in the corner like we have here where
5:32you can see me um using the the the
5:34facial expressions and the body
5:36language. Um, of course, if it's a video
5:39with an audio, yes. But a lot of the
5:41time, an audio is just uh just literally
5:44listening to them or reading is reading.
5:47So there's no extra supportive
5:49information and that's particularly why
5:51they'll find it difficult when they're
5:54reading something. They'll want to
5:56translate every word. Um and this is
5:59something that we'll encourage you not
6:01to to get them to do. Um one because it
6:04takes a very long time, two because
6:06generally it's not necessary to
6:08translate every word. Um and and three
6:12will slow down their their learning.
6:14Now, if they choose to do that in their
6:16own time, of course, that's fine. But in
6:18the classroom, you want to keep things
6:20moving and you want to encourage them to
6:22think about learning to read at a at a
6:25better pace, at a more natural pace,
6:27which doesn't mean they have to
6:28translate every word, but actually
6:30identify meaning around various words or
6:33sentences.
6:34And of course, their own language that
6:37we can refer to as L1. So, language one
6:41interferes with their attempted
6:43translation. And again, this comes down
6:45to wanting to translate every word. Um,
6:48trying to listen for every clue that
6:50that relates to something in their own
6:52language. This can actually slow things
6:54down. And again, we encourage them to to
6:57not worry about that too much, to be
6:59able to put things into context with
7:01this the whole scene, the whole
7:03scenario. Um, and then of course you're
7:05going to teach them anyway some of the
7:07the key points from the reading and
7:09listening as part of your your target
7:10language for the class. So these are the
7:13reasons why the students will will find
7:16reading and listening more challenging.
7:18As I said, doesn't mean that they should
7:20escape doing it and doesn't mean that
7:21you should not teach it.
7:25So how are we going to choose some
7:26appropriate materials then in terms of
7:29um the the target language? Well, the
7:33most important thing is to make sure
7:36that you are teaching around 70% of your
7:39vocabulary or grammar that is part of it
7:42um for it to be um in the in the
7:46language that you're teaching.
7:47Otherwise, we'd have to question what
7:50advantage is there to this particular
7:52reading or this particular listening. We
7:54really should make sure that it's
7:56connected to what we're going to teach
7:58them. So in our classrooms, we use the
8:01readings and listenings in the
8:03presentation stage. This is the first
8:06stage and we use it to introduce them to
8:10the language that we're going to be
8:11teaching them as opposed to using it in
8:14a practice section to um review the
8:17language. Okay. So, if we're looking at
8:20the PBP methodology here, basically what
8:23we're doing is we're going from maybe
8:26some gist questions, um, an image to
8:28start a conversation to get the flow of
8:31the session straight into then
8:33instructing and modeling an activity for
8:36a reading and or reading or listening.
8:39It's only one or the other in each
8:41class. Okay? And then after that, and
8:44I'm going to show you how to do that in
8:45in a bit. After that then you'll teach
8:49the vocabulary or the grammar that is
8:51for the class that will have around 70%
8:54of it having been in the reading or the
8:56listening and that will be another good
8:58way to introduce it. Okay.
9:02Um if it's a a reading then we want to
9:05make sure that it's there's an
9:07appropriate level to the reading. Um so
9:11for example I I'll show you a couple of
9:13examples now on the next slide but in
9:15general if it takes you 5 minutes to
9:18read then it will take a high level a C1
9:2210 minutes to read. Okay it will take
9:24even longer for a B2 to read it even
9:27longer for a B1 and five times longer
9:30for an A2. And probably as you can
9:32imagine if it's taking you five minutes
9:34it's probably going to uh be far too
9:37difficult for an A2. We'll talk about
9:39that now. Um, but it's not just about
9:42how long articles take to read. It's
9:45about content. It's about the grammar
9:48that's being used and it's about the
9:49vocabulary that's being used. So, for a
9:52rule of thumb, stick to these ideas for
9:55lengths of articles.
9:58Okay. So, to start with, um, we've got
10:01one article here that I would say would
10:03be around a B1 level. So thinking about
10:07the levels, we go from A2, which is
10:09really low, B1 next level kind of
10:12pre-intermediate, B2 intermediate, upper
10:15intermediate, and C1, you're going far
10:18more to the upper intermediate advanced
10:20level there. So we're looking at B1
10:22here, quite basic. Um there's a fair
10:25amount of text there, but if you look at
10:27it, it is quite um basic structures.
10:31There is no complex language here. um it
10:34is mostly speaking in the present tense
10:38um which is obviously something that
10:39they would be able to do at this stage.
10:42Okay. So looking for something that
10:45that's relevant and appropriate to their
10:47level is really important.
10:50Now if we go to the next one, we've got
10:52something a little bit more complex
10:54here. This is typically could be a B2.
10:57We've got some more language that's kind
10:59of different tenses. So using the past
11:01for example, um we've got the words
11:04couldn't have for example, etc. So we're
11:07looking at more complex stuff here. Um
11:10in terms of the
11:13uh the content, it's not particularly
11:16less or more than the other one, but
11:18it's certainly more complex.
11:22And then if we look at this one now, I
11:24think you can guarantee here that this
11:26would be a C1 level, right? You can tell
11:29just by looking at the amount of content
11:31in it. This is something that is more
11:33complex. There's far more of it. And if
11:36you take a little glance at the the
11:38content, you can immediately see that
11:40there's more complicated words here.
11:43Something that really would need the
11:45level the level to have a a higher
11:47understanding. Okay? So, they don't need
11:50to understand every word. That's why
11:51you're going to use it and teach them
11:53some stuff, but they're really going to
11:54be able to follow that flow better. um
11:58get a better understanding of the the
12:01article first of all.
12:05Okay. Now, if we're choosing appropriate
12:08materials, um here what we're going to
12:10be doing is choosing listening um audios
12:14that are also suitable in terms of
12:16length. Okay. So, how long can you
12:18actually listen for before you start to
12:21switch off? And imagine if you don't
12:23know what's happening, um you're going
12:25to switch off much quicker than that.
12:26So, it's going to be really important to
12:28choose something that has a good and
12:31appropriate length of time. So, for
12:34example, a C1,
12:37we would say a maximum of 2 and a half
12:40minutes for a listening activity.
12:43Maximum. Um, now that doesn't mean that
12:45a C1 person couldn't listen to something
12:48longer, but we're in class and we don't
12:50want to take up lots of time just doing
12:52the listening activity. So pushing it
12:55two and a half minutes. Okay, for a C1
12:58level, the audio again, you need to
13:00think about how complex it is, um how
13:03fast they're speaking, etc. Those are
13:06other things to can take into
13:07consideration. If it's a B2, you start
13:10to come down with the the length of
13:13time. Okay? So, we're talking more like
13:151 and 1/2 minutes to 2 minutes. A B1
13:19more like 1 minute to 1 and 1/2 minutes.
13:22and an A2 really basic 30 seconds 1
13:27minute maximum anything more than that
13:30and your students are going to start to
13:32suffer if they don't start if they don't
13:34understand everything so do make sure
13:36that your students aren't overwhelmed by
13:39long and complicated audios use
13:42authentic materials where possible okay
13:44so it's always nice I think if you
13:46especially for um higher levels once
13:50they can start to understand things
13:52things like TED talks, um maybe mini
13:56like cuts of a program that's been on
13:58television, a documentary or something.
14:00Um and again, that can work for A2
14:02levels, but there just has to be less
14:04audio content in terms of of using it.
14:08Um but anyway, if you can use authentic
14:10materials, then this is awesome. Um but
14:13if not there are plenty of reading and
14:16listening materials available to you in
14:19teacher resources in terms of books um
14:24websites and uh CDs and audios that come
14:28digitalized now as well. So you don't
14:31have to worry yourself necessarily about
14:34finding an an audio and article that
14:36seems appropriate. You can actually use
14:39teacher resources to do that. Okay,
14:41which are the ones that I showed you
14:43from the previous slide are all uh
14:46articles that have been taken from um
14:49resources, teacher resources for the
14:51appropriate levels.
14:55Okay, so uh continuing on that talking
14:58about these appropriate levels, find out
15:00what your students are interested in.
15:03Look for relevant reading or listening
15:06materials. Okay. Um um and that will
15:09keep them engaged from the outset. So
15:12the more that they're engaged, the more
15:14effort they're going to make to focus,
15:17learn, and retain the information. I
15:18think this is so important. Um showing
15:21your students that you are taking
15:23interests into account um will also make
15:26you seem like a more professional
15:28teacher. So if they're really interested
15:30in certain topics, um go out and find an
15:33audio or a reading article based on
15:35that. guarantee you that's going to help
15:37them uh take part in the class, take an
15:41interest in that reading and listening
15:42that they're going to find challenging,
15:44but at least if they're challenged, it
15:46will be in a good way.
15:48So, let's take a look now at the best
15:50way to teach reading and listening
15:53activities in the classroom. Want you to
15:55follow the uh the process when you're in
15:59the classroom teaching uh how I show you
16:02now.
16:04So, we're going to start with the
16:06reading activities and we're going to be
16:07talking about skimming and scanning.
16:12So, on the next slide, I'm going to show
16:14you a story. I will give you 10 seconds
16:17to skim the story and find the answer to
16:21the following questions. Who are the
16:24characters mentioned in the story? And
16:26what was the reason for the race? For
16:29example, maybe one character in the
16:31story is a fox. Ready?
16:3610 seconds. We're counting. Off you go.
16:52That's it.
16:54Let's go back. So, who are the main
16:56characters mentioned in the story? I
16:57wonder if you got them. I already told
16:59you that one was a fox. And did you get
17:02the others that are rabbit and a turtle?
17:05And what was the reason for the race?
17:08Well, because the rabbit thinks that
17:11they're going to win. They're basically
17:12being very kind of showoffy and uh and
17:16they wanted to compete and the the
17:19turtle was like, "Okay, fine. Why not?"
17:21Okay, so hopefully you just got in in 10
17:25seconds a little glance at that reading
17:28activity to enable you to answer those
17:30first two questions.
17:32Now, why would we do it like this? Now,
17:34let me just explain here. You would
17:36never give your students only 10
17:38seconds. Okay, that is not enough time
17:40by any means. I only did that for you
17:42because your natives or near natives
17:44speak up. So, you should be able to do
17:46it and I didn't want it to be too easy
17:48for you. Um, so ask your students to
17:52read the activity quickly and only focus
17:56on the first couple of questions that
17:59you give them. Okay? So, the first
18:01couple of questions are designed to just
18:03get them to like skim, notice the word
18:06skim here, skim the information. By
18:08doing that, you're not asking them to
18:11read every word. And remember, I talked
18:14about that being a danger earlier. If
18:16they start doing that, the uh the
18:18activity will go on forever and they'll
18:20start saying, "Uh, Siri, what does this
18:22mean? What does this mean?" We don't
18:24want that. We kind of want flow to the
18:26activity where they're pushed to just
18:27look for certain information. So, they
18:30need to just focus on those two
18:33questions. This is why it's super
18:35important when you administer the
18:37activity that you give them the
18:38questions up front. Okay? So instruct
18:41them and give them the questions exactly
18:44as I've done here for you on the screen.
18:47Okay. You also model an example answer
18:50by giving a potential answer to the
18:52first question which I also did for you
18:55here. Okay. So this is what we call the
18:59times one. So when you are putting it in
19:01your plan, you'll have the PPP section
19:05and you'll have the presentation section
19:07which is the first one which is where
19:09you're going to administer this. You're
19:11going to administer it by starting with
19:14your uh images or discussion. We call
19:17this the before
19:20reading or the before listening section.
19:22Okay, you'll be able to notice this in
19:24some of the example model plans. Then
19:27when you come to this section, we call
19:28it the during and this is the during
19:31times one. So during listening or during
19:34reading, this is the first thing that we
19:36want you to do. Okay, let's go back. So
19:41now we're going to read the story again.
19:43You'll have longer this time, I promise.
19:45You can scan the information this time
19:47to answer the following questions. Why
19:50did the rabbit think the race was a
19:52joke?
19:54What happened at the halfway point?
19:57What was the turtle's strategy?
20:00And what is the moral of the story? For
20:03example, the rabbit thought the race was
20:06a joke because he's fast on his feet.
20:09And clearly the turtle is not. Off you
20:12go. Ready? I'll give you longer this
20:14time. I promise. Yeah.
21:09Okay, I think that's enough time for you
21:11to have read it and thought about
21:13answering the questions. Okay, we're not
21:16going to go through the answers now. I'm
21:18sure that you've been able to understand
21:19those, but this is what we call the
21:22during times two. So, this will be in
21:26your plan during times two. This is
21:27where we ask them to read a second time.
21:30If I go back to the original
21:31instructions, what you'll notice is that
21:34I instructed again. This time you're
21:37going to scan the information. Now, what
21:39we mean by that is look for more
21:41details. Okay? So, they're looking, they
21:43can use their their finger to scan. Um,
21:47in terms of details, they want to find
21:50actual concrete information. Okay. I
21:54gave them the questions up front again,
21:56which is only fair because they need to
21:58know why they're reading and if we don't
22:00tell them, they will read every word
22:02again. We don't need them to. We need
22:04them to look for key data only.
22:08And then we gave them a model example as
22:12well. And with that, that enabled them
22:14to get on with the activity, enabled you
22:16to get on with the activity, I'm sure.
22:19Now obviously at the end of that
22:21activity you would go through the
22:23answers with them. Yeah. Use a selection
22:25of different people to to go through the
22:28answers and then that's when you would
22:30move on to teaching language from the
22:35article. So let's say we were choosing
22:40um words now to teach from the article.
22:43I think words for example would be
22:45boasting. That would be an awesome word
22:48to teach to boast. What does that mean?
22:51Okay, maybe I would choose something
22:54like challenge um to challenge or the
22:58challenge. So talking about it is an
23:00action verb and then one as a noun. That
23:02could be really cool. We might go to
23:04something maybe just a little bit more
23:06basic like umpire. Um and then we could
23:11go to or let's have a look here. Quit.
23:15what it means to quit something or to
23:17not quit something. So, we choose a
23:19selection of words. Remember, 70% of
23:22what we choose to teach must come from
23:25the reading or the listening, in this
23:27case, the reading. And um if you wanted
23:30to make up some other words, so the
23:32other 30%, then you could choose some
23:35other words. So perhaps I would um teach
23:38something like
23:40um to stagger uh which maybe is another
23:44word that we would use if we were
23:46running a race for example. Okay.
23:53So let's go through these different then
23:56in detail. A reading times one. We give
24:00them clear and concise instructions. a
24:02specific activity to think about whilst
24:05they are skimming the article. They are
24:08skimming which means they do not need to
24:10look for the details just the main
24:13ideas. We do not give them enough time
24:16to read every word and translate from
24:18their own language. We allow students to
24:21practice getting the main ideas without
24:23needing to understand every word, which
24:26builds confidence and shows them that
24:28searching for certain information and
24:30key words can help them get the bigger
24:32picture. Um, and not basically getting
24:36them focused on what they don't know.
24:38That's such a good point. You know, not
24:40focusing on on I don't know this, I
24:43don't know that. What do you know? What
24:44can you work out? It's much more much
24:46more motivation building.
24:49And then you've got the reading times
24:51two which is again clear and concise
24:54instructions a specific activity to
24:57think about now whilst they are scanning
25:00the article and scanning now they are
25:02looking for details they're reading with
25:04much more intent of understanding things
25:07but it doesn't require them to
25:09understand every word still it's not
25:11necessary so we just give them the
25:13question so they search for the specific
25:15information that we want them to and
25:18This allows students to focus on details
25:21without translating everything. It's
25:23amazing how you'll see this skill really
25:26give them confidence and help them. Um
25:29you'll see that motivation in class. And
25:31I promise you that if you know if you
25:34don't follow this standard or follow
25:35this procedure, I guarantee you your
25:38students will immediately say they found
25:40it too hard, they will immediately start
25:42translating every word. They'll take
25:44longer than you anticipated in class,
25:46etc. and you'll see kind of levels,
25:49motivation levels can drop a little bit.
25:51So, do make sure you follow this process
25:53to to make sure it's a good activity.
25:58All right. Now, we're going to have a
25:59look at the the skimming and scanning
26:01for listening. It's it's the same
26:04process. Okay? So, we'll just revisit
26:06that, but obviously a different
26:08activity.
26:10So, I'm going to play you an audio and
26:12as you listen, I want you to make a note
26:15to answer the questions that I'm going
26:17to put on the following page. Listen out
26:19for clues to help you. And the example
26:22for the first answer is wine store.
26:25Okay? So, grab a pen and paper and I
26:28want you to listen. You're going to
26:30listen to two short conversations about
26:32customer service. For the first and the
26:35second conversation, I want you to make
26:37a note of the type of service and the
26:41experience.
26:42For the first example was already here.
26:44It's a wine store. Are you ready?
26:47Okay, let's listen.
26:51Recording 10.3.
26:54Conversation one.
26:57It was just before Christmas.
26:58>> Okay. I went into this wine store and
27:01bought two bottles of red wine. I bought
27:04them because they were promoted as wine
27:05of the month. So I thought, well, that
27:07must be good. When I tried one of them,
27:10I found the wine was much too sweet,
27:12like fruit juice almost. Fruit juice?
27:15>> Yeah, really. I offered a glass to my
27:17neighbor who was our guest. She took one
27:19sip and asked me if I had anything else.
27:21So what did you do?
27:23>> Well, I took the bottles back to the
27:25store and complained about the wine. The
27:27salesman didn't argue. He took the
27:29bottles back and told me to choose
27:30another two bottles. I'll look for
27:32something at the same price, I said. Oh,
27:34don't do that, he said. Choose any two
27:36bottles you like. I chose two which are
27:40quite a bit more expensive and thanked
27:41him. I always go to that store for my
27:43wine now because I like the way they
27:45treat their customers.
27:51Conversation two.
27:54I flew to Spain recently with my family
27:56and I was really impressed with the
27:58level of customer service we received.
28:00We were flying with a relatively cheap
28:02no frrills airline and they didn't
28:03promise much. No meals for example, but
28:06what they did promise they delivered.
28:08Really? Yes. The service was excellent
28:10and friendly. It was service with a
28:12smile. They were particularly friendly
28:15and helpful to people with small
28:16children.
28:17>> We took off on time and arrived on time.
28:20We'll definitely use them again.
28:23Okay, there you go.
28:29So, now you have been able to listen to
28:32the two customer service videos and I
28:34hope you were able to identify the types
28:36of service and the experience that they
28:38had. Now, the idea for this activity is
28:42they just have to listen to some key
28:44words, right? They're just getting the
28:45general idea of what's happening. They
28:48don't have to have listened and
28:50understood all of the details.
28:53Generally, you can pick out the words
28:54here and there. Um, they may not get it
28:57right. They may think it was a positive
28:58instead of a negative experience or a
29:00negative or positive because they heard
29:02the occasional word. Um, but this is
29:04part of them growing uh their listening
29:07skills. Okay. Um, so that is what we
29:10call the during times one for the
29:13listening activity.
29:16Now once you've gone through the answers
29:17there um we would go to the audio and we
29:21would ask them to um make notes now to
29:25listen for the details. So this is what
29:28I want you to do. I want you to listen
29:30for the details um to which expressions
29:33will be used um in both conversations.
29:38Okay. So for example, maybe in both
29:41conversations somebody says tell me
29:43more. So, we've got one, tell me more.
29:46Two, do you mean? Three, you seem a bit.
29:48Four, sounds like. Five, really. Six,
29:51you're kidding. Seven, let's pause to
29:53make sure you're on the same page.
29:55Eight, I'm sorry, that's awful. And
29:57nine, h, okay, so I won't play the
30:00audios again for you. But in this case,
30:03your students now are listening for the
30:07details. Okay, this means they have to
30:10concentrate that bit more on what's
30:12actually happening. And of course they
30:15will um have already got an idea of the
30:17conversation. So there there's things
30:19they don't need to focus on anymore, but
30:21now they will focus on the details. Um
30:23and so in case you're wondering, the
30:25answers here were really and h. Okay, so
30:29that's that.
30:31And this of course is the listening
30:33times two. So let's go through this
30:34again in just a summary. So, we've got
30:37listening times one, clear and concise
30:40instructions, a specific activity to
30:43think about whilst listening to the
30:44audio, skimming,
30:47so they're not listening to everything,
30:49just some of the main ideas. They're not
30:52focused on translating while they're
30:54listening. It allows students to listen
30:56for clues without needing to understand
30:58every word. It builds their confidence
31:00because they are listening and they know
31:02they only have to listen for certain
31:03information. um and they don't have to
31:06focus on what they don't know again,
31:09which is the important thing. And then
31:11the listening times too will be clear
31:14and concise instructions. Uh a specific
31:17activity to think about while they're
31:18listening for the second time, some
31:20scanning, so details, reading, um sorry,
31:24listening with more intent, I should
31:25say. still don't require them to
31:27understand every word, but searches the
31:29information to answer the questions and
31:32allows the students to focus on details
31:34without translating every word.
31:39I think it's important here for you to
31:41recognize that uh it can be a bit of a
31:44complex scenario when you're in the
31:46class, but if you follow this process,
31:48it's it's going to work. I I I guarantee
31:51it. And I can't wait to see you use it
31:52in the classroom yourself. Um, as
31:54always, watch out for these structures
31:56in the model classes and any um, lesson
31:59plans that you get to review and see.
32:02We'll be making sure that you're
32:04structuring your reading and lesson
32:06listening activities correctly when
32:08you're doing your teaching practices.
32:09So, don't worry about that. We'll make
32:10sure that that's all done and then we
32:13promise you we'll guarantee you for some
32:14success when you're in the classroom.
32:16Okay. So, now it's time for you to do
32:19the tasks for this video on reading and
32:22listening skills. and I look forward to
32:24receiving them and uh getting back to
32:26you in the next section. Bye-bye.

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