OK so let's go through the second part of this section 3.
It says the question says right here who is going to write Who.
Who is going to write each of the following parts of the report.
Who is going to write each of the following parts of the report of the report.
All I remember is going to go in order.
OK is going to go in order to first talk about twenty seven how they're going to tell you who wrote
it but they're not just going to be very direct.
They're going to try to trick you.
They're going to try to fool you.
They're going to try to make you.
They're going to try to attract you to the wrong answer.
And after we go ahead and listen to the recording I'll point out for you as I've been doing I'll point
out for you how they were trying to trick you how they were trying to make you think the answer was
something else because it's really important that you really pay attention and really learn how to do
that
so the next thing is to decide what exactly we need to write about in the report that goes with the
stories and how we're going to divide the work.
Right.
Helen what do you think about including a section on how we planned the project as a whole.
Jeremy that's probably quite important.
Yeah.
Well you've had most of the good ideas so far.
How do you feel about drafting something then we can go through it together and discuss it.
Okay.
That seems reasonable.
And I could include something on how we came up with the ideas for our two stories couldn't I.
Well I've started writing something about that so why don't you do the same.
And we can include the two things right.
So what about our interpretation of the stories.
Do we need to write about what we think they show like the value of helping other people all that sort
of thing.
That's going to come up later isn't it.
I think everyone in the class is going to read each other's stories and come up with their own interpretations
which we're going to discuss.
I miss that.
So it isn't going to be part of the report at all.
No but we need to write about the illustrations because they're an essential element of children's experience
of reading the stories.
It's probably easiest for you to write that section as you know more about drawing than I do maybe but
I find it quite hard to write about.
I'd be happier if you did it.
Okay.
So when do you think we can get this
that is the end of section 3.
You now have half a minute to check your answers
all right.
So let's back up and as back of a listen to it.
And as I thought they are they tried to.
They tried to trick you and tried to fool you into thinking the answer was something else when it wasn't.
And so I'm not surprised but I'm going to go over with you right now.
What they were doing what they were doing to try to mess with you and to try to make you think that
the answer was
so the next thing is to decide what exactly we need to write about in the report that goes with the
stories and how we're going to divide the work.
Right Helen what do you think about including a section on how we planned the project as a whole.
Jeremy that's probably quite important.
Yeah well you've had most of the good ideas so far.
How do you feel about drafting something then we can go through it together and discuss it.
Okay.
That seems reasonable.
And I could include something on how we came up with the ideas for our two stories couldn't I.
Well I've started writing something about that so why don't you do the same.
And we can include the two things right.
So what about our interpretation of the stories.
All right.
So the correct answer for 27 is a he said.
How do you feel about drafting something and then we'll go over it together.
So on the part when they just when they write about how to plan the project she's going to draft it.
Right.
So she's the one that's gonna write this part.
He says she's going to draft it and then they'll review it together.
All right so she's going to draft this part OK.
She's going to draft meaning she's going to do it.
She's going to do this part.
So no twenty seven is eleven.
I mean no no 27 is a three.
So now we're on 28.
How they came up with the ideas for the stories.
Right.
You see they're going in order.
They never go out of order.
It's for our two stories.
Couldn't tie.
Well I've started writing something about that so why don't you do the same.
And we can include the two thing correct dance for 28.
See he said I've already started doing something.
He said Why don't you do something also.
And when they will include the two things that means they both are going to do it.
That means the correct dance for 28 is C again.
He said I've already started doing something.
And then he said Why don't use do why don't you do something also and we'll put them both together.
So the correct answer for number 28 is C..
Both of them we're going to do it.
He started it.
Now he wants her also to add in a parked
interpretation of the stories.
Now we're ready for the next one.
Do we need to write about what we think a show like the value of helping other people all that sort
of thing that's going to come up later isn't it.
I think everyone in the class is going to read each other's stories and come up with their own interpretations
which we're going to discuss.
I miss that.
So it isn't going to be part of the report at all.
No but we all right so they just say it is not going to be part of the report at all.
It won't be part of the report at all.
Right.
So that means that the correct answer is D neither Helen nor Jeremy are going to do it because it will
not be part of the report.
But we need to write about the illustrations because they're an essential element of children's experience
of reading the stories.
It's probably easiest for you to write that section as you know more about drawing than I do.
Maybe but I find it quite hard to write about.
I'd be happier if you did it.
Okay so when do you think we can get this
OK.
So here we had a chance.
We had the situation of one person making a suggestion and the other person saying no and giving a different
suggestion he suggested for this one that she should maybe do it and then she said no.
You know basically why don't you do it.
So the correct answer for no 30 years.
D I'm sorry.
30 is B.
B like boy allegedly.
Alice let's listen to that one again.
Can include the two things right.
So what about our interpretation of the stories.
Do we need to write about what we think they show like the value of helping other people or that sort
of thing.
That's going to come up later isn't it.
I think everyone in the class is going to read each other's stories and come up with their own interpretations
which we're going to discuss.
I miss that.
So it isn't going to be part of the report at all.
No but we need to write about the illustrations because they're an essential element of children's experience
of reading the stories.
It's probably easiest for you to write that section as you know more about drawing than I do.
Maybe but I find it quite hard to write about.
I'd be happier if you did it.
Okay.
So when do you think we can get this
see.
He made a suggestion that she'd do it.
Then she said maybe but she'll be happier if he does it.
OK.
So the correct answer would be when it said he.
We know that's Jeremy.
All right.
Well you know Jimmy he is.
You know Jeremy is a man.
And Helen is a woman.
All right.
So that will do it for this section number three.
Let me go ahead and put the answers on for you guys.
Just so you can be sure for some of them you check your spelling.
Twenty one was cave twenty two was Tiger.
Twenty three was dancing.
Twenty four was crying.
Twenty five was grass.
Did you all correct my spelling no by correcting my spelling grass.
Twenty six.
Scarf.
That's the one they thought it might be difficult for you to spell.
Twenty seven is a twenty eight is C twenty nine is the thirty is B OK all right so those are answers.
All right.
Those were our answers and and I hope that you were able to really benefit and kind of have a good idea
of what you have to focus on to be able to do well on the aisles listening section.
OK now we're going to go over in the next two lectures we're going to go over to two sections of to
section four.
So we're gonna do two section force and then we'll go keep moving along.
We'll talk to you soon.