Speaker 1 (1)
Section three.
Speaker 1 (2)
You will hear a conversation between two students, Lynn and Robin, who are discussing an assignment.
Speaker 1 (3)
First, you have some time to look at questions 21 to 30.
Speaker 1 (4)
Now listen carefully to the conversation and answer questions 21 to 30.
Speaker 2 (5)
That essay we have to write, the one on how children learn through the media, how are you planning to write it?
Speaker 3 (6)
Well, I've given it some thought and I think that the best way to approach it is to divide the essay into two parts.
Speaker 3 (7)
First of all, we'd have to look at some examples of each type of media.
Speaker 2 (9)
What they are.
Speaker 2 (10)
Then we could describe how we can use each medium so that children can learn something from each one.
Speaker 3 (12)
Maybe we could draw up a table and look at examples of each medium in turn.
Speaker 3 (14)
The different forms of media would be the print media.
Speaker 2 (15)
Here you'd have things like books and newspapers, that sort of thing.
Speaker 3 (16)
And included in these are the pictorial forms of print media like maps.
Speaker 2 (18)
Maps are really just formal pictures, aren't they?
Speaker 2 (19)
And then there are what we call the audio forms of media where children can listen.
Speaker 2 (21)
CDs and radios are probably the best examples because a lot of children have access to these, especially radios.
Speaker 3 (22)
And this would lead into the audio visual medium, which can be seen as well as heard.
Speaker 3 (23)
Uh, film, television, and we mustn't forget videos.
Speaker 2 (25)
But there's a final category as well.
Speaker 2 (26)
Computers Mhmm.
Speaker 2 (27)
That make up the so called electronic media.
Speaker 2 (28)
In The United Kingdom and Australia, they say that one in three families has a computer now.
Speaker 3 (30)
I believe it.
Speaker 3 (31)
Well, uh, that's a good list to start with.
Speaker 3 (32)
We're really getting somewhere with this essay now.
Speaker 3 (33)
So let's move on to when each type of medium could be used.
Speaker 3 (34)
I guess we could start by trying to identify the best situation for each type of media.
Speaker 2 (35)
What do you mean?
Speaker 3 (36)
I'm talking about whether each medium should be used with different sized groups.
Speaker 3 (37)
For example, we can look at pictures and ask whether they're more useful for an individual child, a few children together, or a full class.
Speaker 3 (38)
In this case, I'd say pictures are best with individual children because they give them an opportunity to let their imaginations run wild.
Speaker 3 (41)
Let's take tapes next.
Speaker 3 (42)
Although tapes look ideal for individual children, I feel they're best suited to small group work.
Speaker 3 (43)
This way, children don't feel isolated because they can get help from their friends.
Speaker 3 (44)
Computers are the same.
Speaker 3 (45)
I think they're better with small numbers of children, and they're hardly ever useful with the whole class.
Speaker 3 (46)
Videos, however, are ideal for use with everyone present in the class, especially when children have individual activity sheets to help them focus their minds on what's in the video.
Speaker 2 (47)
And what about books?
Speaker 2 (48)
What would you recommend for them?
Speaker 2 (49)
Books are ideal for children to use by themselves.
Speaker 2 (50)
I know they're used with groups in schools, but I wouldn't recommend it.
Speaker 2 (51)
Other pictorial media like maps, though, are different.
Speaker 2 (52)
I'd always plan group work around those.
Speaker 2 (53)
Give the children a chance to interact and to share ideas.
Speaker 3 (55)
Teachers often just leave maps on the wall for children to look at when they have some free time.
Speaker 3 (56)
But kids really enjoy using them for problem solving.
Speaker 2 (58)
Different people have different ideas, I suppose.
Speaker 3 (60)
And different teachers recommend different tools for different age groups.
Speaker 1 (61)
That is the end of section three.
Speaker 1 (62)
You will now have half a minute to check your answers.
Speaker 1 (63)
Now turn to section four.
