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00:00Ah, no. So, maybe I can have like a journal?
00:06Like a journal, yes. That would be a good idea, you know.
00:09You can have like a journal.
00:11You can also share it online, you know, if you don't want to make it so personal.
00:19You can also share it online.
00:23You can also share it online.
00:28You can also take pictures and write about them, you know.
00:34You can make a photo album, a personal photo album.
00:38So, there are different options that you can choose from in order to keep track of this, you know.
00:45But the most important thing is to make this a habit, you know.
00:50It's important to make it a habit so that you can see your improvements, right.
00:56And you can see what are the positive points that you are getting, you know.
01:01Because that is going to be like a small reward, you know.
01:07Like a small reward where you can actually witness, where you can actually see how you are improving your English.
01:16And how you are spotting and correcting the possible mistakes that you have.
01:23And it's a good practice, you know.
01:25You can use this strategy with readings, with articles, with series or movies or songs or experiences that you see or that you'll leave.
01:37And you can use it with emotions or feelings that you got from an exciting afternoon with your friends or with your family, right.
01:50You can write about your memories.
01:52You can write about everything as possible.
01:54And eventually, when you practice your writing, you will be able to use that strategy in conversation.
02:03Because remember that the advantage that we have with writing is that we can correct, you know.
02:11We can correct as much as we want to.
02:14We can correct everything.
02:16We can change words for other verbs or for nouns or for...
02:23We can change the preposition or the connector in order to see how our idea sounds better or how it sounds in a more natural way.
02:33Which is something that we do not have the possibility to do while in conversation, you know.
02:39In our real conversation, it's a simultaneous activity.
02:44I express something and you answer.
02:46I make a question and you answer.
02:48I propose something and you would say if you agree or not, you know.
02:53So, in a conversation, it's a little bit more tricky or a little bit more difficult because the main purpose of conversation is to be simultaneous.
03:05So, perhaps, it's a good way to get accustomed to writing in English and to get our brain accustomed to thinking in English.
03:20That's why writing is always the way to go and writing could actually help you to improve, you know, to improve different aspects of, let's say, of previous learned patterns that you have already known, that you have already understood on how to use them.
03:44But, correcting different aspects could actually give you the possibility to have a better control and certainly a better understanding of what grammar is, you know.
03:57And, the vocabulary and the vocabulary and the grammar that you already know, that you already know, that you already master, you know.
04:05So, that's mainly how it works there, you know, so that we have it, let me see, where are we, we're over here, okay.
04:18So, for example, here, that's why we're going to watch a video, you know, tomorrow we're going to watch a video about an interview of two students, of two students in a Cambridge interview, you know, in a Cambridge exam.
04:35So, that you can see how the Cambridge evaluation is, what are the important points to cover, what are the strategies that you have to pay attention to, that you have to look up to in order to follow those strategies and to be prepared, you know.
04:55To be prepared to have an English interview in the Cambridge exam and to certainly know what is the purpose of that Cambridge evaluation and how the process is, you know.
05:10Because the process is mainly to have a conversation and to discuss about different topics that are proposed by the interviewer, by using pictures or by using dialogues or by using videos or by simply making questions, you know.
05:29That's how a Cambridge evaluation usually is.
05:34That's why these books are mainly focused on that.
05:38These books are mainly focused on showing you different objectives that you can look up to achieving in this course or in this unit.
05:50For example, discuss people you admire.
05:52Okay, I know that here we're going to have a discussion about people that I know of, famous people, celebrities, or my favorite singer, or my favorite, I don't know,
06:06or my favorite actor, where I can discuss why I do admire that person and what they act in a positive way to my life, you know.
06:22Discuss a challenge.
06:24We all have challenges or we have all been through challenges.
06:30That's also another important topic.
06:32Explain what to do and check understanding.
06:35You know, check understanding is to evaluate what's the knowledge that we have in our understanding, you know, in our listening skills.
06:48So that's another, that's another, an important point here.
06:53So that's another different explanation.
06:57And write an article, you know, we have to summarize all of the contents that we have already learned in writing an article, you know, which is, which is something really, really useful, really practical to use with our, with our English, you know.
07:18Because writing is a skill, and unfortunately, you know, fortunately, Naomi, it's something that, that we don't, that we don't do that often, you know.
07:28It's something that writing, it's, it's becoming like old-fashioned because we already have the, the technologies that can actually write a document for us.
07:38And it's a good tool, you know, there's nothing wrong with technology, it makes our lives a lot easier, but, but I think that sometimes we rely too much on replacing completely those skills that, that are important for us with technology.
07:56And that's not okay, you know, I mean, I mean, the idea is to use technology to add something to our lives, instead of replacing completely our, what our intelligence is, you know, instead of replacing what, what we certainly understand as, as, as using our rational aspects in our lives, you know, our rational skills.
08:23So, it's, so it's an important, it's an important, it's an important point there.
08:30Um, you know, it sounds like very, like very basic that, to say that, uh, that we have lost some, um, some basic skills of writing and to associate vocabulary and concepts, but it's true, you know, it's true.
08:48We, we, we, we, we tend to feel more, uh, dependent or committed on technology that we say, well, I don't need to write an article anymore, I don't need to write my opinion because I can use technology to send an email or to, or to simply copy-paste the information from a website, you know.
09:08Um, that's another, that's another, another action that we, that we tend to use, you know, we have, we have all done that, but, uh, the important thing is to become conscious about the skills that we're losing by, um, depending or relying completely on, uh, technology.
09:28So, uh, we have to be responsible, we have to be conscious about it, because if we don't, if we don't, uh, realize about it, if we don't take action, um, we could leave everything to technology, you know, and that's, that's not the idea.
09:46So, uh, even whenever we write, you know, whenever we write something, whenever we write a text message, uh, we have this, uh, automatic corrector in our, you know, writing, you know, in our spelling of the words, and that's, uh, it's a tool, yes.
10:07So, I mean, I mean, it's there for us to use, it's a, it's an excellent tool that helps you to write faster, or to correct aspects that, that, uh, that you may have, you know, in your, in your spelling.
10:24And certainly, it's a lot easier, but, uh, the problem is that if we use it all the time, we may end up forgetting how to do it ourselves, you know, how to correct words ourselves.
10:33So, when we, when we change from the automatic corrector to writing, to writing in a notebook, where an automatic corrector doesn't exist, we may face some, uh, problems or some issues that, uh, that we weren't conscious that we have them until we change to a more basic form of, uh, writing, you know.
10:59So, we, we, we, we had to be careful with that, uh, because we may not be conscious of the skills that we're losing until we go back to, to more essential aspects of our lives that, uh, do not require technology.
11:15And that's where we realize of the skills that we have lost, uh, or, uh, or the skills that we haven't practiced, you know.
11:25So, it's, uh, it's a very interesting topic, very related to, uh, to technology, but it's something real that it's happening, you know.
11:33And if we don't, if we do, if we do not become aware of it, uh, it could be, um, it could be dangerous in the future, you know.
11:43So, that's, uh, that's the point.
11:51So, that's what this, I mean, technology is always good.
11:55I mean, it helps us greatly these days.
11:58For example, these days we have access to a lot of, uh, different, uh, conversational materials, audio materials online, you know, in the, from firsthand,
12:10where we can actually watch videos or, or movies or listen to audios of different people having a nailist conversation, you know, in real time, in real, uh, in real time, in a simultaneous, in a simultaneous way.
12:28In the meantime that I listen or that I watch to that conversation, I can do, I can be doing something else.
12:35And that's something great, you know, that's something that we didn't have in the past, that's something that, uh, that we didn't have the advantage to have in the past,
12:44because a couple years ago, from, uh, 15 to 20 years ago, we used to, uh, rely completely on, on the book.
12:55You know, we, we used to rely completely on our teacher, uh, on our classmates that, to, to look for the classmate that actually took all of the notes or, uh, that knew all the vocabularies
13:09so that we could, so that we could ask for some advice, for some strategies, um, to improve our English, you know.
13:17And that's something that, that, uh, is not occurring anymore, you know, because, what would you want to ask somebody else for the vocabulary that we studied in class,
13:27if you have the possibility to verify this by using your technology, you know.
13:32So that's, um, that's something that, that, uh, sometimes it's, it's not good, right, it's, it's not something positive for, for, uh, the people learning processes.
13:47So that's why we have to be aware and to use our, um, our grammar and our vocabulary, uh, carefully and effectively, right?
13:59So that's the point.
14:01So, uh, do you have any questions, Naomi, about, uh, this book or about a topic that we are discussing?
14:08Tell me, how do you, how do you feel with, uh, with technology?
14:12Do you use it, or how is your experience with people that, that use technology?
14:18Perhaps, I don't know, your, your relatives, your friends, you know?
14:25Uh, well, I actually use it, uh, technology.
14:29Yes.
14:29Like, ChatGPT is the most that I use.
14:33But, um, I learned how to use it.
14:38Yeah.
14:38Because, when you use it, like, just, uh, answer, well, no answer, uh, making questions, uh, the, the, the program just make, like, uh, normal response, you know?
14:57Yeah.
14:57And, but you, but, but if you make the, the, but if you make better questions and you learn how to use it,
15:07you can improve, uh, any skill or anything.
15:12So, it's also how to, how, learn how to use it correctly.
15:17Mm-hmm.
15:18Yes, uh, that's correct, you know?
15:20Uh, and I think that, that should also be done with, uh, Google and with technologies and with a translator.
15:27I mean, it's important to teach people how to use it, especially students, you know?
15:31Like, young students, young people, high school students, middle school students, how to use it properly, that it is a tool for you to, uh, to get, uh, in a more logical way to the information that you're looking for, you know?
15:47That it can, helps you to, uh, shorten the, uh, the curve, the, the curve of learning, to shorten the, uh, the learning strategies that you, that you're facing so that you can get to a better conclusion,
16:02so that you can get to a more concise aspect of the information that you're looking for, but not necessarily to get the full answer, you know?
16:13So, to get, to simply make the question and to get the full answer, I mean, it's important to use it in a way where you can actually think logically with yourself and to ask logical questions to these artificial intelligence so that you can, so that, that it can help you to, um,
16:32like to analyze your weaknesses better and to, to boost your strengths by, um, helping you, uh, looking for the required information or the required strategies that you're looking for in terms of, uh, any topic that you may be studying.
16:50But, yeah, I agree, you know, I agree on that, that, uh, the problem is that most of the times, as, uh, as it commonly occurs, uh, we are not really, uh, we're not really close to use that information properly or to use that technology properly.
17:08So, okay, that's good. So, okay, that's good. So, that's mainly the, uh, introduction, Naomi, that's the discussion that, uh, we had, uh, today.
17:17Uh, sorry about the delay today, you know, that there was, uh, raining right here, but, uh, but, uh, yesterday we begin as well at, uh, 8, you know, at 8 p.m.,
17:30so let's hope for the other classmates to join in too, and, uh, well, I hope that you feel comfortable with these, uh, uh, with this course.
17:40I would, I would like you to read a little bit more about active learning, so I'm gonna, I'm gonna send you an interesting article about that,
17:48so that we can discuss in class about it. Uh, do you have any other questions, Naomi?
17:55No, no, thank you.
17:57Okay, in the, in the process of this course, we are gonna be studying, uh, different strategies to have our Cambridge evaluation,
18:07you know, to how to, how to interact properly in that interview, so we are gonna have some, some, uh, active practices here,
18:17some rehearsals here, so that you can feel comfortable and prepared, so, uh, remember that any question, any doubt that you have
18:25with, with the content that we study, with the vocabulary that we see, or any grammatical structure that we, that we get to study,
18:34uh, let me know, you know, let me know your questions, so I can help you out, you can text me, you can send me a message,
18:41uh, you can ask here in class, uh, whatever you need, or, um, even if you have any, uh, doubts or issues,
18:51in terms of a more basic topic, let me know, so that we can verify, we can clarify all of those aspects,
18:59so the purpose is for you to have a better understanding, and, uh, and to feel more comfortable with your English,
19:07you know, to, to feel that you are in control of your English, to feel that you can use it properly,
19:13and to feel that, uh, you have someone to assist you whenever you need it, you know, so, so that's working that together, right?
19:24Okay, thank you so much.
19:29So that's good, yes, very welcome, Naomi, so, uh, we continue tomorrow, right? We continue tomorrow right there,
19:35so, uh, so I'll see you tomorrow at 8, and we'll start discussing some of these topics about
19:43what challenges we do have in life, people we admire, and, uh, explaining what to do to check
19:52the understanding of lesson, what are the important keys of, uh, or the important aspects of the information
19:59that we analyze to get, uh, a better summary of the information that we study
20:04to, uh, boost our English in a better way, you know, so those are topics that we'll be discussing today,
20:12so that's it for today, Naomi, if you don't have any questions, uh, I hope that you have a good night,
20:18you know? Okay, thank you. That's good, thanks to you. See you tomorrow. See you tomorrow.
20:24Have a good night, Naomi. Thank you. Bye-bye.
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