WEBVTT

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>> Listening is not a
vocabulary or reading class.

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Do not give students
list of vocabulary

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or the transcribed text
before or after listening

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that is something, uh huh?

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>> I think that is
kind of questionable.

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>> Questionable, Ok,
why is it questionable?

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That is something as a belief
and many in the field I come

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from in Arabic, many of my
colleagues before they go

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to listening, go to reading,
they give the students a list

00:00:32.400 --> 0, 15 vocabulary items

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of vocabulary, like
10, 15 vocabulary items

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with translation and I say
why are you doing this.

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So they understand,
is the purpose

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of this listening activity
to teach vocabulary,

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if it is to teach vocabulary

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that is not really developing
listening strategies.

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I do accept that sometimes
there is a key word,

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one or two key words that
are very important, Ok,

00:01:01.920 --> 0 or 15

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but if you give me something
where you need 10 or 15

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items to understand,

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or 20 vocabulary
items to understand,

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it means that the text or the
task you are is not appropriate

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for the level of the students.

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The basically if you
are going to give them,

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this is vocabulary,
you can do vocabulary,

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teach then vocabulary, post.

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After we listen, let's take
some vocabulary items and work

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on them and highlight them,
I have no issues with that,

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but I am talking before.

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Let the students, would
the students be able to,

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don't deprive the
student of the chance

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to guess things from
the context.

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Don't deprive the students
of developing strategies

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to guess the meaning of
vocabulary from context.

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Don't deprive the students
of the chance to learn

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from each other in
class, without me,

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Mahmoud preempting
and giving you the.

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So these are some of the things,
we will go back to the question.

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Why would that be?

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>> Well I can understand before
listening you are not supposed

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to give the students a lot of
vocabulary, but after listening,

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I mean the whole activity
is over, all of my students,

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they will ask for the
transcript text, no exceptions.

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>> Ok that is very nice, because
my students don't ask now,

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because they know this
is a losing battle.

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My reluctance to do that is
because I am a firm believer

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that listening and
the developing

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of the listening skills
come through the ear

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and not through the eye.

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Ok this was a listening
text, this existed,

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this text I am using
was a listening text,

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it is a news broadcast or
it is the weather broadcast

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or it is...

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I think it is important
for the students to be able

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to engage the text multiple
times, which means that we have

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to utilize technology
to allow us to do that

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and I will be demonstrating
that, so if you want

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to reproduce the text, if
you have to have a transcript

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of the text, go listen to it
and write it down yourself.

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That is what I tell them
and I do give them exercises

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where they have to do dictation.

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I tell them ok I want you
to go listen to this part

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and I can give them
some parts of the texts,

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but there are many holes
and you can fill that

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or sometimes I ask them
go and write down word

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by word what you hear.

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Again, this is working
on the bottom up,

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but I am very reluctant to
give them the transcribed text.