Skip to 0 minutes and 4 secondsHi, everybody. Hi, Mary Therese. Hello, Lindsay. Good morning, how are you? I'm good, thank you, yeah. It's the end of Week Two, it's been another good week. Absolutely fantastic. So many ideas, so many lovely comments, and this week we talked about receptive skills, about reading and listening. We did. Yep. So we started with reading, and Olga said she thought it was probably the most difficult of the four skills to teach online, because you've got to maintain learners' motivation. And, you know, that is something to think about, isn't it, that keeping them motivated certainly with the type of text that we ask them to read, the topic and that kind of thing.
Skip to 0 minutes and 41 secondsBut we looked at sort of different tasks types that we could use in reading lessons online, and also thinking about whether we would get students to read online or at home depending on the age and motivation levels and the type of text and so on. Absolutely. We also talked about sharing documents, and Ross said that he'd just used Google Docs in a lesson recently to presumably share a reading text, and he said it worked a treat. So that's great to know. Fantastic. Very good. And we also had participants coming up with their own reading ideas, which was great, wasn't it? Absolutely. We had lots and lots of ideas for reading lessons.
Skip to 1 minute and 22 secondsFor example, Jennifer, her idea was to get the students in your class to read the beginning of a story. I've actually done this lots in my lessons, but actually I kind of unpicked it a little bit more in my brain. Because before what I did was, you read the beginning of the story, and then you get them to make up the end of it. But Jennifer's made me think a little bit deeper about this, about all the other stuff that you could be doing. It's so generative. They could be talking about the characters, you could be inputting language about describing character, describing physical appearance.
Skip to 1 minute and 54 secondsYou could be inputting language about people, speculating, for example, using hypothetical if this happened, then that would happen. So not only talking about what happens next in the story, but also talking about the people, the places, and that sort of thing. Very nice idea. We also had the first assignment on the course, and lots and lots of people have done that. And thank you everyone for doing that, because really I know how hard it is to find a text that you think would be really good with learners. And people found a text, they designed lessons around it, we had that uploaded for the assignments, and people were able to give each other immediate feedback, which I think is really fantastic.
Skip to 2 minutes and 34 secondsSo well done everyone. Lovely, really nice lessons. We can actually see them, because we've got different access on the course, so it's really fantastic. Thank you so much. And then we moved on to listening, didn't we, Lindsay? We did, yeah. And we're not going to talk too much about what we did this week with listening but we're going to do a little demo, aren't we? Yeah.
Skip to 2 minutes and 57 secondsYou're going to share your, how to share audio, we'll start off with, shall we? Yeah. So we're in Zoom, so we're going to focus on Zoom. I think we talked a bit last week about how Skype can be a bit problematic sometimes, but with Zoom and with WebRoom you can actually play audio and video on your device, and your student should be able to hear it. Now with Zoom you do have to allow that to happen, so I'm just going to show you how. Now you can't see it because of the way we're recording it at the moment, but a little pop up bar comes up at the bottom of my screen.
Skip to 3 minutes and 27 secondsAnd I can click on the Share button, and this is what you will see here. So you'll see something like this. So you have the opportunity to share your screen or share the whiteboard. Well if you share your screen, it means that whatever you show on your computer, students will be able to see it. So that's what I will choose. But before that, if you want to play audio or video, you need to make sure that in the bottom left corner of this box the Share Computer Sound box is ticked, because it isn't usually. So you tick it when you go into the meeting room, and then you'll be able to play audio or video throughout the lesson.
Skip to 4 minutes and 2 secondsSo you tick that box and then click on Share, and then you'll be able to play it. So let me give you an example. I'm going to bring up a web page, and I've got YouTube open, so I'm just using my browser. And you can see that, can't you, Mary Therese? Yeah, and presumably I'm seeing exactly what you're seeing on your screen. So you are seeing a picture of Cambridge English, this is from the Cambridge English YouTube website, where they have samples of speaking exams. And these are two candidates taking their speaking exam. Yep. So let's imagine that you are my advanced student preparing for your Cambridge Advanced.
Skip to 4 minutes and 41 secondsI'd like you to watch this video and I'd like you to do a little task while you watch it. So I'm going to play it just to check that you can hear it. OK. [VIDEO PLAYBACK] It's in the drum part. And what do you do there? I'm still at school, and I have two years to go. Oh, isn't he sweet? He's still at school and he's got two years to go. [END PLAYBACK] Exactly. So you could hear that and see that fine, yes? Fine. And so you'd be - if I'm your advanced student, you might be giving me an introduction to what I have to do during the exam? Exactly, yes.
Skip to 5 minutes and 8 secondsCan I just point out, you can see the video perfectly fine, can't you? It's playing very smoothly? Yes, I can. But when the participants are home now watching this on our video of watching the video, it's going to be jerky. But that's just because the Zoom software is obviously not very sophisticated at screen capturing that video that's playing. It's not capturing it smoothly. It works. Yeah, and it's the same problem that we have with the syncing and the recording, the synchronising the mouth and the speak and the voice with the end of week video we had last week. I was all over the place. I looked like I had too much to drink. OK.
Skip to 5 minutes and 50 secondsSo, now one thing that Diana said actually is that she's noticed that if she, I guess, shares let's say a Word document with a task on it and then she wants them to watch the video, they're trying to juggle between two tabs or something like that. Especially if she's got the white board open as well, so she's juggling between two things. But you have a fix for that, don't you? You know how to split the screen. So you can split the screen, yeah. So you split the screen, it means that you can show two separate screens, two things that you have open at the same time.
Skip to 6 minutes and 21 secondsSo if you look on your keyboard, Lindsay, you'll see a Windows - you know, the Windows button? The Windows key? Press the Windows key and press the arrow, which is the other end of the keyboard. Press the right hand arrow and the Window keys at the same time. I think first I just have to minimise this, don't I? So I minimise it here with the button at the top right. You didn't have to do that, but yeah. Let's see. So I Windows and then right. There we go. And now that brings up the other things that are open.
Skip to 6 minutes and 50 secondsThat brings up all the other things you have open, and you click on the other one that you want to open beside. That's it. There you go. So now I can play one. Yeah. The student can listen to the thing, watch the video, and look at the task at the same time. Exactly. So thank you very much. Windows keys. Windows key and then the right arrow or the left arrow, I think it brings it up on the left hand side, so either or. So thank you very much, brilliant. I'm going to stop my screen now, stop sharing so that we can see each other again. Hello. Are we going to move on to questions now?
Skip to 7 minutes and 20 secondsWe're going to go onto questions, and we had some questions which are important I think. Nicoletta and Matt both raised the issue of copyright, and I think this is a really good time to kind of clear the air and say what's allowed and what's not allowed. But also it brings in the question of resources. So maybe we should start, actually, with talking about resources and what kind - lots and lots of questions from people about resources that you can use in online lessons. So Lindsay, do you want to start saying something about resources? Yeah, sure. I mean, you know, you can choose - There isn't a course book, is there? Well, people are asking, is there an online course book?
Skip to 8 minutes and 0 secondsNot that we know of. So it will be a case of using a normal course book and adapting it, or creating your own materials writing from scratch yourself, or going online and finding resources. And we are sharing websites with you during the course of places where you can find useful resources, and obviously participants, you are all sharing with each other lots of wonderful ideas of resources and things like that. Don't worry too much. You don't need to know all of them, you know? Just make a note of a small number you think will be useful to you if you're starting to feel overwhelmed. Because you don't need to know all of them.
Skip to 8 minutes and 36 secondsYeah, I think the starting point is, is talk to the student, do a little bit of needs analysis, find out what they're interested in, why they want to learn English, why they need to improve their English, what skills they want to improve. And then do some analysis of their language, find out what language areas they need to improve on. And then plan a little bit of a programme. What language areas you're going to cover, what topics they're interested in, and then you can find materials either using a course book or materials on particular topics and subjects online. So Lindsay, let's go onto copyright. So as far as coursework goes, course books go, talk about what's allowed. What's allowed?
Skip to 9 minutes and 19 secondsSo if you are going to use a course book, then you should purchase the course book, your learner should purchase the course book. And then if you want to scan some pages and bring them online or use the e-version, then obviously that will be OK, because you've paid for it, your students paid for it. That's not really going to be an issue. So you can use excerpts and so on. Using audio - sorry? Oh, yeah, all right. Using audio, yeah. So using audio and video, if you stream it live from the website, that's going to be fine.
Skip to 9 minutes and 50 secondsIf you show reading texts, show them on the website by bringing up the website and sharing your screen, that's going to be fine as well. Shall I talk about what's not OK? Yes, talk about what's not OK. So downloading PDF versions of course books. They're likely to be illegal copies, because I don't know of any publishers or authors that would share their books in that way. Also, if you download audio from a website that isn't offered as free as a downloadable version, or they offer it and you don't pay for it in some way, then that is obviously going to be against copyright. Same with video. Yeah, that's going to be an issue. Right.
Skip to 10 minutes and 32 secondsSo to summarise, if you buy the course book, student buys the course book, you can use anything you want because it's yours. Be suspicious or think twice about anything that you download from a site where you haven't been given specific permission to do that. On the other hand, anything that you open in real time, any link that you open, any audio that you play, where you have the link, the learner has the link, that's OK. That's fine. Fantastic. Perfect. OK, Lindsay, so I think that's it. We kind of, I think probably need to wrap up. Just one thing. Can I just say one thing? Yes.
Skip to 11 minutes and 12 secondsI just want us to mention what Willem has said, about how he's enjoying the course so much, because he's reading all your comments. He's learning so much from you and your ideas, and we learn from you and your ideas as well, so thank you so much for sharing. Yeah. And I think it's really a feature of this course, actually, where people have been so generous with their ideas and so polite to each other in this horrible world that we live in where people are, you know, routinely nasty to each other. I think we're really blessed to have such a positive atmosphere and people being so nice. So Lindsay, next week? Please keep the comments coming, by the way, everybody. Yep.
Skip to 11 minutes and 48 secondsSo next week, speaking and writing, so yep, we'll see you then. Yeah, bye bye. Bye.
Video review of week 2
We’ve come to the end of the second week of the course and, in this video, Lindsay and Marie Therese look back at some of the main talking points of the week. The video will appear here on Friday 18 October.
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