Thank you very much, Mr. Fergus. CELTA grad here. It always helps to review my CELTA notes and these videos while being open to other forms of instruction. My semester is over and just reviewing my teaching notes from my clasxes while watching these videos. Thank you and looking forward to more videos.
New videos come out every Friday (sometimes Saturdays). I'm very glad you are finding some value from my channel. Please do share this with your teaching colleagues - this is an exciting time for this community of teachers as it is growing a lot with many interesting and useful conversations!
We have to ask ourselves how useful is listening without visuals, apart from telephoning (without video) and listening to the radio. 🤷🏽 Why else would one impede learners from visuals during a listening test or examination?
I very much see your point of view on this one and for a long time I would have fully agreed however consider two points: 1- there is a proliferation in podcasting, audiobooks and voice calls/messages as part of all of our daily lives and so I think these do make up a significant and worthwhile chunk of people's experience of language. 2- by focusing on the discrete skill of listening and not relying on visual components you allow your students to focus on things such as discriminating sounds, focusing on rhythm etc. I think it is metaphorically akin to working our specific muscle groups at the gym or practising a scale on a musical instrument. Thanks for your observations. Are you currently taking CELTA?
@@FergusFadden fair enough. at the same there's just as many vidcasts, and besides audiobook is optimally used alongside the book, at least for learners, not just a visual aid, but a spelling one. ;-) Moreover, reading helps with writing. Even more brain power working there.
Hi there Svetlana, I must admit this is a new term for me. I have an intuitive sense of what I might mean. However, could you maybe provide a little more context and background. Where did you come across this term? My intuitive sense would be, take a subskill, skimming, for example, how would one decode that term "skimming"? To answer that question it would seem to me that we need to understand what a student needs to show us (some criteria) in order for us to objectively say they have performed the subskill. Digging a little deeper, I would also imagine that this would require us to be able to give a strong rationale as to how this aids in the student's second language acquisition(SLA). To briefly answer my own two 'decoding' questions I would say, a student can demonstrate that they have carried out skimming by answering a gist question after having read a text in a short period of time. We could reasonably deduce that this aids SLA by helping the student navigate a text where they don't rely on understanding every word which in turn can expand their vocabulary by inferring meaning from context.
Fantastic Ferguson ! Thankyou for your great advice and ideas ! :)
Ooops! Sorry ! I meant to write ...Fergus ! Sorry ! :)
Fergus ! Sorry ! 😊
Thank you very much, Mr. Fergus. CELTA grad here. It always helps to review my CELTA notes and these videos while being open to other forms of instruction. My semester is over and just reviewing my teaching notes from my clasxes while watching these videos. Thank you and looking forward to more videos.
New videos come out every Friday (sometimes Saturdays). I'm very glad you are finding some value from my channel. Please do share this with your teaching colleagues - this is an exciting time for this community of teachers as it is growing a lot with many interesting and useful conversations!
We have to ask ourselves how useful is listening without visuals, apart from telephoning (without video) and listening to the radio. 🤷🏽 Why else would one impede learners from visuals during a listening test or examination?
I very much see your point of view on this one and for a long time I would have fully agreed however consider two points:
1- there is a proliferation in podcasting, audiobooks and voice calls/messages as part of all of our daily lives and so I think these do make up a significant and worthwhile chunk of people's experience of language.
2- by focusing on the discrete skill of listening and not relying on visual components you allow your students to focus on things such as discriminating sounds, focusing on rhythm etc. I think it is metaphorically akin to working our specific muscle groups at the gym or practising a scale on a musical instrument.
Thanks for your observations. Are you currently taking CELTA?
@@FergusFadden
fair enough. at the same there's just as many vidcasts, and besides audiobook is optimally used alongside the book, at least for learners, not just a visual aid, but a spelling one. ;-) Moreover, reading helps with writing. Even more brain power working there.
Hello Fergus, I have a question. I've heard about decoding subskill in teaching listening? What is that exactly?
Hi there Svetlana, I must admit this is a new term for me. I have an intuitive sense of what I might mean. However, could you maybe provide a little more context and background. Where did you come across this term?
My intuitive sense would be, take a subskill, skimming, for example, how would one decode that term "skimming"? To answer that question it would seem to me that we need to understand what a student needs to show us (some criteria) in order for us to objectively say they have performed the subskill. Digging a little deeper, I would also imagine that this would require us to be able to give a strong rationale as to how this aids in the student's second language acquisition(SLA).
To briefly answer my own two 'decoding' questions I would say, a student can demonstrate that they have carried out skimming by answering a gist question after having read a text in a short period of time. We could reasonably deduce that this aids SLA by helping the student navigate a text where they don't rely on understanding every word which in turn can expand their vocabulary by inferring meaning from context.
I have sent you an email to require a receptive skill of listening lesson plan for intermediate level. Check it and reply me
Can I email you
please do - fergustrainer@gmail.com