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Designing listening tasks for grade-8 students in section LISTEN AND READ TABLE OF CONTENT: I INTRODUCTION II CONTENT Page 2- 20 The theoretical background 1.1 Listening skill 2- 1.2 Listening tasks Practical background 2.1 Listen and read 2.2 The context Solution 3.1 suggested listening tasks designed for LISTEN AND READ - 20 3.2 Tasks designed for LISTEN AND READ – English III CONCLUSION Results of the implementation Lessons Learned 20 - 21 2.3.Further study IV REFERENCE 21 Designing listening tasks for grade-8 students in section LISTEN AND READ I INTRODUCTION Nowadays, English has become an international language used as the official language in many countries, as the language of business, commerce and technology It is also the language of aviation, international sports and pop music This language is learned by a higher number of people with every passing day because of its two importances in this modern world: A means of communication and a greater opportunity for a job Therefore, English has become a compulsory subject in nearly all Vietnamese schools Learning English is an art, which involves four skills called listening, speaking, reading and writing Listening is one of the most important ones that is the key to all effective communication Without the ability to listen effectively, messages are easily misunderstood, communication breaks down and the sender of the messages easily becomes frustrated or irritated To listen well, a lot of practice is extremely necessary Listening as much as possible, listening anywhere and anytime In fact, however, students don’t have a lot of chances to practice listening At my school, grade-8 students, for example, only officially practice listening in 15 listening lessons taught together with LANGUAGE FOCUS That is never enough for anyone to improve listening With a view to creating more listening opportunities for grade-8 students at my school, in the school year 2015- 2016, I designed listening tasks in LISTEN AND READ in the text book- English and applied them to “getting started and listen and read” lessons I find it really helpful and effective Therefore, I would like to present the topic “Designing listening tasks for grade-8 students in section LISTEN AND READ” II CONTENT The theoretical background 1.1 Listening skill According to Mamimozhi Sayee Kumar (May 2013), listening is generally defined as a conscious, cognitive effort involving primarily the sense of hearing and leading to interpretation and understanding We listen with our senses to understand the communication being spoken We try to identify speaker’s views and analyze his or her views to work out a coherent picture of the communication we face It is a difficult process, in which what is heard is weighed, analyzed, sorted, related, classified, evaluated as well as judged Listening is the most often used skill of communication and good listening is an integrated part of the communication process Designing listening tasks for grade-8 students in section LISTEN AND READ In learning English, listening can help improve speaking considerably When listening, we are reviewing a lot of English usage such as vocabulary, grammatical structures, intonation, accent and our own interpretation We can learn new words and expressions by hearing them frequently Besides the English revision, general knowledge from news, features, or even advertising spots is certainly beneficial for regular listeners.We can imitate what we hear and apply it with great confidence 1.2 Listening tasks The following are some common listening tasks: Listen and match, listen and tick, listen and number, listen and complete, listen and select the correct option, listen and give short answers, true or false statements Practical background 2.1 Listen and read According Ho Thi Thanh Ha (Regular training documentation for secondary teachers, Period 2004-2007 Education publisher-2005), the aim of teaching dialogues is to help students develop listening and speaking skills which are suitable for their levels and age, to give students opportunities to get and exchange information, improve English abilities and social knowledge However, the available tasks in LISTEN AND READ in the textbook lack of listening tasks 2.1 The context In recent years, English has become a more and more important subject in Vietnam Both parents and students find it necessary to spend much time on studying it Many of students, however, learn English for tests and the final examination, not for communication As a result, they are quite good at grammar but bad at communicative skills such as listening and speaking Some of them can only listen to and understand some single words or phrases I am disappointed that when I speak English, most of students catch nothing To be a teacher, I am partly responsible for students’ troubles, which encourages me to find different ways of teaching to help students improve their English, especially, listening skill In fact, many teachers mechanically follow the required textbook They only have students complete all available exercises in the text books without creating more to help students practice more Having attended my colleagues’ teaching lessons for experiences, I realized that some teachers are not clearly aware of the aims of getting started and listen and read lessons Most of the teachers only teach those as reading lessons with stages: Pre-reading, while-reading and post-reading They hardly explore listening skill in these lessons Designing listening tasks for grade-8 students in section LISTEN AND READ Solutions 3.1 Suggested listening tasks designed for LISTEN AND READ - English 3.1.1 True /False statements Ask students to listen to the recording to decide whether the statements are true or false Example : Listen to the recording about Nam’s hobbies and decide whether the following statements are true or false He likes playing chess He usually plays with his father 3.1.2 Listen and give short answers: Ask students to listen to the recording and answer the given questions with no more than three words Example : Listen to the recording about Mai and answer each question given with no more than three words How old is she ? What does she ? 3.1.3 Listen and select the correct option Ask students to listen to the recording and choose the best answer from A,B,C or D to complete the sentences or to answer the questions Example: Listen to the recording about Mr.John and choose the best option from A,B,C or D 1, Where does Mr.John work? A, in a hospital B in a restaurant C in a school D in a museum 3.1.4 Listen and number: Ask students to listen to the recording and number the events in the correct order Example: Listen to the recording about Nga and number the events in the correct order Nga’s activities Order She goes to school She plays tennis She helps her mom with the housework Designing listening tasks for grade-8 students in section LISTEN AND READ 3.1.5 Listen and complete The exercise can be a summary, a grid, a map or a note with some blanks Ask students to listen and complete them.Teachers can give the words in a box for students to choose if students are low-level ones Example: Listen to the recording and fill in each blank with one word or number you hear to complete the summary He is a (1) She lives at (2) Le Loi Street with his parents.He always (3) .his friends with their homework 3.1.6 Listen and tick Ask students to listen to the recording and tick the right picture or tick the right information Example: Listen to the recording and tick the right picture What will the weather be like tomorrow ? A B C 3.2 Tasks designed for LISTEN AND READ – English 3.2.1 Unit 1: My friends (pages 10-11): - Name: Listen and complete - Aims: Students will be able to listen to the conversation between Hoa and Lan for information about Hoa’s friend - Time: minutes - Teaching aids: + Computer, loudspeaker + Handout Listen to a conversation Fill in the table with suitable information NAME: …………………… ADDRESS: …………………… APPEARANCE: …………………… AGE: …………………… PLAN: Visiting Hoa at………………… -Steps: + Ask students to close their books Designing listening tasks for grade-8 students in section LISTEN AND READ + Set the scene: Show the picture in LISTEN AND READ on page 10 in the textbook and say “ Hoa is talking to Lan about her old friend.” + Give handouts to students + Ask students to guess information about Hoa’s friend + Have students listen twice to check their prediction + Elicit the answers from students + Let students listen the third time to check their answers + Give feedback and keys NAME: Nien ADDRESS: Hue APPEARANCE: beautiful AGE: 12 PLAN: Visiting Hoa at Christmas - Tape transcript: (on pages 10-11 in textbook) 3.2.2 Unit 2: Making arrangement (page 19): - Name: Listen and complete - Aims: Students will be able to listen to the conversation between Hoa and Nga for specific information - Time: minutes - Teaching aids: + Computer, loudspeaker + Poster: Listen to a telephone conversation Fill in the missing information TELEPHONE NUMBER: ………………… TIME TO SEE THE MOVIE: ………………… PLACE: At ………………Movie Theater MEANS OF TRANSPORT: TIME TO MEET: ………………… ………………… - Steps: + Ask students to close their books + Set the scene: Show the picture in LISTEN AND READ on page 19 in the textbook and say: “Hoa and Nga are arranging to see a movie on the phone.” Designing listening tasks for grade-8 students in section LISTEN AND READ + Hang the poster on the board + Make sure students understand information they need to fill in + Have students guess the missing information + Have students listen twice to check their prediction + Elicit the answers from students + Let students listen the third time to check their answers + Give feedback and keys: TELEPHONE NUMBER: 3847329 TIME TO SEE THE MOVIE: 6.45 PLACE: At Sao Mai Movie Theater MEANS OF TRANSPORT: bike TIME TO MEET: 6.30 - Tape transcript: (on page 19 in textbook) 3.2.3 Unit 3: At home (pages 27, 28): - Name: True/False statements - Aims: Students will be able to listen to the conversation between Nam and Mrs.Vui for specific information - Time: minutes - Teaching aids: + Computer, loudspeaker + Handouts Listen and check (√ ) if the statements are true (T) or false (F) Statements T F Mrs.Vui is going to be home late tonight Mrs.Vui has to visit her friend after work Mrs.Vui will be home before dinner Nam will have to cook dinner himself The rice cooker is beside the steamer - Steps: + Ask students to close their books + Set the scene: “Nam is talking to his mother, Mrs.Vui on the phone.” Designing listening tasks for grade-8 students in section LISTEN AND READ + Give handouts to students + Have students go through the statements and guess if they are true or false + Have students listen twice to check their prediction + Elicit the answers from students + Let students listen the third time to check their answers + Give feedback and keys: Statements Mrs.Vui is going to be home late tonight T F √ Mrs.Vui has to visit her friend after work √ Mrs.Vui will be home before dinner √ Nam will have to cook dinner himself The rice cooker is beside the steamer √ √ - Tape transcript: (on pages 27-28 in the textbook) 3.2.4 Unit 4: Our past (pages 38, 39): - Name: Listen and complete - Aims: Students will be able to listen to the conversation between Nga and her grandma for missing words - Time: minutes - Teaching aids: + Computer, loudspeaker + Handouts Listen to the conversation and fill in the missing words Nga’s grandma used to live on a (1)……………when she was young She didn’t go to (2)………….because she had to stay home and (3)…………… her Mom She used to (4)…… …….after her younger brothers and sisters She (5) …………….to housework, cook the meals, clean the house and wash the (6) …………… In the evening, after (7)………………, her mom lit the lamp and her Dad used to tell (8)……………… - Steps : + Ask students to close their books + Set the scene: Show the picture in LISTEN AND READ on page 38 in the textbook and say: “Nga and her Grandma is talking about the past.” Designing listening tasks for grade-8 students in section LISTEN AND READ + Give students handouts + Ask students to guess the words to fill in the gaps in the dialogue + Play the tape and have students listen twice to check their prediction + Elicit the answers from students + Let students listen the third time to check their answers + Give feedback and keys: farm 2.school 3.helped 4.look used 6.clothes 7.dinner 8.stories - Tape transcript: (on pages 38-39 in textbook) 3.2.5 Unit 5: Study habits (pages 46,47): - Name: Listen and select the correct option - Aims: Students will be able to listen to the conversation between Tim and his Mom for specific information - Time: minutes - Teaching aids: + Computer, loudspeaker + Poster Listen and choose the best answer from A, B or C Miss Jackson gave Tim’s mother his………… A report card B test C postcard Tim’s report card is……… A good B excellent C poor Miss Jackson said Tim should work harder on his Spanish………… A grammar B listening C pronunciation Miss Jackson gave Tim a…………… A book B dictionary C directory - Steps: + Ask students to close their books + Set the scene: Show the picture in LISTEN AND READ on page 46 in the textbook and say: “Tim and his mom are talking about his studying.” + Hang the poster on the board Ask students to look at the questions + Ask students to guess the answer to each question by choosing A, B, or C Designing listening tasks for grade-8 students in section LISTEN AND READ + Have students listen twice to check their prediction + Have students compare their answers with partners’ + Elicit the answers from students + Let students listen the third time to check their answers + Give feedback and keys: A 2.B 3.C B - Tape transcript: (on pages 46-47 in textbook) 3.2.6 Unit 6: The young pioneers club (page 54): - Name: Listen and complete - Aims: Students will be able to listen to the conversation between the secretary and Nga for Nga’s personal information - Time: minutes - Teaching aids: + Computer, loudspeaker + Poster: Listen to a conversation Fill in the missing information FULL NAME: …………………………… DATE OF BIRTH: HOME ADDRESS : INTERESTS: April 22 , ………… At…………Tran Phu street …………, outdoor activities and ………… - Steps: + Ask students to close their books + Set the scene: “Nga is enrolling for the activities for this summer She is giving the secretary some personal information.” + Hang the poster on the board + Make sure students understand information they need to fill in + Have students guess the missing information + Have students listen twice to check their prediction + Have students compare their answers with partners’ + Elicit the answers from students + Let students listen the third time to check their answers + Give feedback and keys: 10 Designing listening tasks for grade-8 students in section LISTEN AND READ FULL NAME : Pham Mai Nga DATE OF BIRTH : April 22, 1989 HOME ADDRESS : At Tran Phu street INTERESTS : Drawing, outdoor activities and acting - Tape transcript: (on page 54 in textbook) 3.2.7 Unit 7: My neighborhood (pages 63-64): - Name: Listen and select the correct option - Aims: Students will be able to listen to the conversation between Na and Nam for specific information - Time: minutes - Teaching aids: + Computer, loudspeaker + Poster Listen and choose the best answer from A, B or C Na has been to the neighborhood since………… A last night B last week C last month Nam has lived in the neighborhood for about……… A years B 10 years C 12 years Na will have dinner at…………tonight A home B Nam’s house C a restaurant The restaurant serves food from…………… A Hue B Ha Noi C Nghe An - Steps: + Ask students to close their books + Set the scene: “Na is new to Nam’s neighborhood She is talking to Nam” + Hang the poster on the board Ask students to look at the questions + Ask students to guess the answer to each question by choosing A, B, or C + Play the tape and have students listen twice to check their prediction + Have students compare their answers with partners’ + Elicit the answers from students + Let students listen the third time to check their answers + Give feedback and keys: 11 Designing listening tasks for grade-8 students in section LISTEN AND READ B 2.B 3.C A - Tape transcript: (on pages 63-64 in textbook) 3.2.8 Unit 8: country life and city life (pages 72,73): - Name: Listen and tick - Aims: Students will be able to listen to the conversation between Na and Hoa for specific information - Time: minutes - Teaching aids: + Computer, loudspeaker + Poster Listen Hoa or Na? Check (√ ) the boxes Hoa Na Statements went to the countryside for the weekend doesn’t want to live in the countryside permanently thinks life in the countryside is changing for the better prefers the city prefers the countryside - Steps: + Ask students to close their books + Set the scene: Show the picture in LISTEN AND READ on page 72 in the textbook and say: “Hoa and Nga are talking about the countryside.” + Hang the poster on the board + Ask students to guess the person, Hoa or Na with the right information + Have students listen twice to check their prediction + Have students compare their answers with partners’ + Elicit the answers from students + Let students listen the third time to check their answers + Give feedback and keys: Hoa Na √ Statements went to the countryside for the weekend 12 Designing listening tasks for grade-8 students in section LISTEN AND READ √ √ doesn’t want to live in the countryside permanently thinks life in the countryside is changing for the better √ √ prefers the city prefers the countryside - Tape transcript: (on pages 72- 73 in textbook) 3.2.9 Unit 9: A first-aid course (page 80): - Name: Listen and number - Aims: Students will be able to listen to the conversation between a nurse and Lan to order the events - Time: minutes - Teaching aids: + Computer, loudspeaker + Poster Listen and put the events in the correct order as you hear Number from to Events Order Hold the wound tight She fell off her bike Use a towel or a handkerchief to cover the wound Keep her awake She had a bad cut on her head - Steps: + Ask students to close their books + Set the scene: “Lan is talking to a nurse on the phone about an emergency.” + Hang the poster on the board + Ask students to guess the order of the events by number the events from to + Have students listen twice to check their prediction + Elicit the answers from students + Let students listen the third time to check their answers + Give feedback and keys: 13 Designing listening tasks for grade-8 students in section LISTEN AND READ Events Order Hold the wound tight She fell off her bike Use a towel or a handkerchief to cover the wound Keep her awake She had a bad cut on her head - Tape transcript: (on page 80 in textbook) 3.2.10 Unit 10: Recycling (pages 89,90): - Name: True/False statements - Aims: Students will be able to listen to the conversation between Miss Blake and students of Quang Trung school for information about recycling - Time: minutes - Teaching aids: + Computer, loudspeaker + Poster Listen and check (√) if the statements are true (T) or false (F) Statements T F Recycling is difficult Shirts and shocks are usually overpackaged 3.We can reuse plastic bottles We should use plastic bags - Steps: + Ask students to close their books + Set the scene: “A representative from Friends of the Earth, Miss Blake, is talking to the students of Quang Trung school Friends of the Earth shows people how to protect the environment and save natural resources.” + Hang the poster on the board + Ask students to guess if the statements are true or false + Have students listen twice to check their prediction + Elicit the answers from students 14 Designing listening tasks for grade-8 students in section LISTEN AND READ + Let students listen the third time to check their answers + Give feedback and keys: Statements T Recycling is difficult F √ Shirts and shocks are usually overpackaged √ 3.We can reuse plastic bottles √ We should use plastic bags √ - Tape transcript: (on pages 89-90 in textbook) 3.2.11 Unit 11: Traveling around Viet Nam (page 99): - Name: Listen and select the correct option - Aims: Students will be able to listen to the conversation between Hoa, Tim and Tim’s family for specific information - Time: minutes - Teaching aids: + Computer, loudspeaker + Poster Listen and choose the best answer from A, B or C Hoa helps Mrs John with her……… A hat B bags C coat Hoa sits next to………… A Mrs Jones B Tim C Tim and Shannon It is about…………from the airport to Hanoi A 40 kilometers B a 40-minute drive C a 14-minute drive They see…………on the way to Ha Noi A sugar canes B a bamboo forest C a mountain B buy some drinks C takes a photo Tim wants to………… A have a rest - Steps: + Ask students to close their books + Set the scene: “Hoa meets Tim and his family at the airport.” + Hang the poster on the board 15 Designing listening tasks for grade-8 students in section LISTEN AND READ + Ask students to look at the questions and guess the answer to each question by choosing A, B, or C + Have students listen twice to check their prediction + Have students compare their answers with partners’ + Elicit the answers from students + Let students listen the third time to check their answers + Give feedback and keys: B 2.C 3.B A 5.C - Tape transcript: (on page 99 in textbook) 3.2.12 Unit 12: A vacation abroad (page 112): - Name: Listen and give short answers - Aims: Students will be able to listen to the telephone conversation between Mrs Quyen and Mrs Smith for specific information - Time: minutes - Teaching aids: + Computer, loudspeaker + Poster Listen and answer the questions in short forms 1,Where is Mrs Quyen calling from? 2, When is Mrs Quyen coming to San Francisco? 3, Is Mrs Quyen busy on Tuesday evening? 4,What time will Mrs Smith pick Mrs Quyen up? - Steps: + Ask students to close their books + Set the scene: “Mrs Quyen is talking to Mrs Smith on the phone ” + Hang the poster on the board + Ask students to look at the questions and guess short answers to them + Have students listen twice to check their prediction + Have students compare their answers with partners’ + Elicit the answers from students + Let students listen the third time to check their answers + Give feedback and keys: 16 Designing listening tasks for grade-8 students in section LISTEN AND READ 1, From Ha Noi 2, On Monday 3, Yes 4, At o’clock - Tape transcript: (on page 112 in textbook) 3.2.13 Unit 13: Festivals (page 121): - Name: Listen and complete - Aims: Students will be able to listen to the conversation between Liz and Ba for specific information - Time: minutes - Teaching aids: + Computer, loudspeaker + Handouts: Listen and choose a number in the box to fill in each gap There is one extra number a, There is (are)………competition(s) in the rice-cooking contest b, The water comes from a river about………kilometer(s) away c, There is (are)……….bottle(s) of water on the river bank d, In the fire-making contest, ……….team member(s) try to make fire by rubbing pieces of bamboo together e, ………person ( people) from each team participate(s) in the rice-cooking contest - Steps: + Ask students to close their books + Set the scene: Show the picture in LISTEN AND READ on page 121 in the textbook and say: “Liz and Ba is talking about the rice-cooking festival.” + Give handouts to students + Have students guess the missing numbers + Play the tape and have students listen twice to check their prediction + Elicit the answers from students + Let students listen the third time to check their answers + Give feedback and keys: a, b, c, d, e, 17 Designing listening tasks for grade-8 students in section LISTEN AND READ - Tape transcript: (on page 121 in textbook) 3.2.14 Unit 14: Wonders of the world (pages 131-132): - Name: Listen and tick - Aims: Students will be able to listen to the conversation between Hoa, Nhi and Nga for places - Time: minutes - Teaching aids: + Computer, loudspeaker + Handouts places Checking (√ ) Viet Nam China Asia America The Great Wall of China San Francisco New York PERTRONAS Twin Towers The Statue of Liberty France The Golden Gate Bridge - Steps: + Ask students to close their books + Set the scene: “Hoa, Nga and Nhi are playing a game They think of famous places.” + Give handouts to students + Ask students to guess names of places Hoa, Nhi and Nga mention by checking (√) in the table + Have students listen twice to check their prediction + Elicit the answers from students 18 Designing listening tasks for grade-8 students in section LISTEN AND READ + Let students listen the third time to check their answers + Give feedback and keys places Checking (√ ) Viet Nam √ China Asia √ America √ The Great Wall of China San Francisco √ New York √ PERTRONAS Twin Towers The Statue of Liberty √ France The Golden Gate Bridge √ - Tape transcript: (on pages 131-132 Nam in textbook) 3.2.15 Unit 15: Computers (page 138): - Name: True/False statements - Aims: Students will be able to listen to the conversation between Nam and Mr Nhat for specific information - Time: minutes - Teaching aids: + Computer, loudspeaker + Poster Listen and check (√) if the statements are true (T) or false (F) Statements T F The printer is in trouble The printer is old Nam can connect a printer Mr Nhat bought the printer in Ha Noi 19 Designing listening tasks for grade-8 students in section LISTEN AND READ - Steps: + Ask students to close their books + Set the scene: “Nam is talking to his father, Mr Nhat about the printer.” + Hang the poster on the board + Have students go through the statements and guess if they are true or false + Have students listen twice to check their prediction + Elicit the answers from students + Let students listen the third time to check their answers + Give feedback and keys: Statements The printer is in trouble T F √ The printer is old √ Nam can connect a printer √ Mr Nhat bought the printer in Ha Noi √ - Tape transcript: (on page 138 in the textbook) III.CONCLUSION Results of the implementation: Last school year, I applied those listening exercises for students of class 8A, , 8B and 8C As a result, students’ English listening ability has gradually improved They can listen to friends, the teacher and English tests better They are less scared of listening English Especially, good students are more confident when listening They got quite good grades in the examinations for gifted students Many of students know how to listen effectively Some of them can watch English news, cartoons and films on TV and listen to English programs Lessons Learned: After applying this experience innovation to my real teaching at my school, I have got some experienced lessons: Firstly, before each teaching lesson, teachers should spend more time researching and designing activities which not only focus on the aims of the lessons but also suit students’ levels For lower level students, teachers should design really simple activities We should not pay attention to only good students but create chances for average and bad students to work so that we can control and involve most of students in the lessons 20 Designing listening tasks for grade-8 students in section LISTEN AND READ Secondly, good teaching aids preparations are necessary for listening such as cassettes, computer, loudspeaker, handouts, posters, pictures and flashcards Thirdly, when organizing a listening activity, teachers’ instructions must be short, clear, and easy to understand Fourthly, it is important for teachers to get students into the habit of pronouncing standard English Students must know the right ways of pronouncing English sounds as well as using right intonations when speaking English Good pronunciation helps students listen more effectively Finally, teachers must be career-loving and children-loving people who are always close and helpful to students So that, we can make students feel like English and spend more time studying it In my opinion, when teaching English, all of the teachers must obey the common methods Each teacher, however, has his own way of exploring and expressing the lessons Therefore, in order to make our teaching lessons better and better, teachers ourselves should constantly study and train I hope to get colleagues’ sincere opinions I also hope that my teaching experience is effective not only for my students but also for others Further study In my opinion, those ways of designing listening tasks are not only effectively applied for LISTEN AND READ of English but they can be used for LISTEN AND READ of English IV REFERENCE Nguyen Van Loi(2004), Textbook -English education publisher Nguyen Van Loi(2004), Teacher book -English education publisher Hoang Thi Dieu Hoai(2003), Practical activities -English publisher education Nguyen Thi Hanh Dung, Documentation for training secondary school teachers regularly cycle education publisher Slavin, Robert E (1992), Research Methods In Education Allyn and Bacon, USA Harmer, Jeremy (1998), An Introduction To The Practice of English Language Teaching Longman Ltd, England 21 Designing listening tasks for grade-8 students in section LISTEN AND READ 22 ... lessons Designing listening tasks for grade- 8 students in section LISTEN AND READ Solutions 3.1 Suggested listening tasks designed for LISTEN AND READ - English 3.1.1 True /False statements Ask students. .. judged Listening is the most often used skill of communication and good listening is an integrated part of the communication process Designing listening tasks for grade- 8 students in section LISTEN. .. Visiting Hoa at………………… -Steps: + Ask students to close their books Designing listening tasks for grade- 8 students in section LISTEN AND READ + Set the scene: Show the picture in LISTEN AND READ