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I'm so great I can stay here.

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Between 50 and 60 years old.

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This park is badly finished, the 3rd follower.

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not so low!

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Don't do it like that.

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How do I get out of here?

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When everything is finished, you can make the questions that you want.

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It would be a pleasure for me to answer the questions that you have.

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I want to ask you a question first.

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How many people from this audience, from here, are science teachers but in English?

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How many people from the science teachers in English use a textbook?

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As you already know, textbooks are very important.

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Let me show you an example of a real textbook.

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This is taken from a textbook from 2nd degree.

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It is about classification of animals.

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According to what they eat, according to how they are born, and if they have a skeleton or not.

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The presentation that we are going to show you today is about the techniques, the activities, and many other resources for you to use in your science classroom.

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Apart from the textbook, you will have some resources.

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I hope these resources will be helpful for you.

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Obviously, it is the teacher who really decides which materials are useful for the children or not.

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This is the aim of this explanation.

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The first activity or the first technique that we are going to show you is the vocabulary box.

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The vocabulary box can be used every time that you want to review the contents, the vocabulary, and the definitions.

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It can be done as a routine for everyday lessons.

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It takes from 5 to 10 minutes to do this.

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We are going to show you some examples of how this activity is going to work.

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According to the previous text, they are born from their mother's womb.

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Say your name and then you answer.

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They are born from...

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You say your name. Instead of raising your hand, you say your name.

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Can you repeat the question, please?

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They are born from their mother's womb.

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Name.

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Patricia.

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Mammals.

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Mammals. Excellent. This is for you.

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Another one, please.

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They eat other animals.

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Which type of animals are these?

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Sorry, man. Don't you know any other?

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Try again.

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Carnivores.

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Be careful.

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I'm sorry. I'm terribly sorry.

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And the last one, please.

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This is a very difficult one.

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The consumers of food are...

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Two possibilities.

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The consumers of food are...

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I will give you a clue.

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Fungi and...

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It starts with B.

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Bacteria.

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This is for me.

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So this could be an example of how it is going on.

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The next activity that we can do, that we can employ,

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are the graphic organizers.

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Graphic organizers are very useful

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to organize the reality in a different way.

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And they are very useful for students in the future

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when they have to study longer texts.

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And they have to use these graphic organizers.

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There are many different types of graphic organizers.

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But I'm going to show you some of them

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and some examples of the topics that can be included there.

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So the first one...

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So the first one is the cloud diagram or circle diagram.

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And in this case,

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if you remember the previous text,

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the introductory text,

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the topic was about animals.

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And animals, they are born and they can be oviparous or viviparous.

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They eat and they can be, according to what they eat,

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omnivores, carnivores and herbivores.

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So if you employ different colors,

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then you will have a creative posture

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and students can study the diagrams much better.

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They can study the contents much better.

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At the beginning is the teacher...

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At the beginning is the teacher

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who really starts or makes the diagrams.

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But as students are more and more used to do this,

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to doing this, to this technique,

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they can do it by themselves and they can summarize.

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The next type of diagram is the pyramid diagram.

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Pyramid because it has the shape of a pyramid, obviously.

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And this time the title is population.

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We're talking about social studies.

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Population, on one hand, it can decrease or it can decrease.

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The factors that make population increase are

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the births and the immigration.

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And the factors that make them decrease are

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deaths and immigration.

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As you can see, this is a type of summarizing.

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The next one is the cycle diagram.

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And the cycle diagram is very useful for processes.

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So, for example, here we are working the life cycle of a butterfly.

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And as you can see, we start with eggs.

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The larva hatches the eggs.

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Then the larva turns into a pupa.

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And the pupa turns into an adult who makes or who lays eggs.

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The next one is the tree chart, which is very useful as well.

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And in this case...

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Okay, the start diagram.

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And the start diagram has the shape of a star.

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And it is a different way of organizing the reality as well.

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So, as we can see here, we have problems in modern societies.

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And we have different types of problems in modern societies.

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Now, we have the chart, the tree chart, or arrow chart.

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And in this case, we are talking about social studies as well

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and the organization of work.

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And the last one is the KWL chart.

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The KWL chart is very useful for our students

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because they perfectly know what we expect from them.

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Sorry, they know their previous knowledge.

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That is to say, K, what they already know.

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W is what we want to know, what they want to know,

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what we expect from them.

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And L is the achievement, what they have learned.

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So, this diagram is very useful and very interesting

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because they know their previous knowledge,

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that is to say, what they already know.

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They know what we expect from them,

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that is to say, the objectives of the unit,

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the objectives for the lesson.

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And finally, they can be aware of the things that they have achieved,

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the objectives that they have achieved.

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And this is about the diagrams or graphic organizers.

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So, let me move on to the next aspect,

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which is the trivial, the science trivial.

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It can be done individually or in groups as well.

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So, as we don't have enough time,

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we're going to employ this written trivial,

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which is a presentation of PowerPoint.

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So, let's start with the first question.

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The first question is, the history is divided into

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three historical ages, five or four historical ages.

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Remember name and price.

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Who knows? Who tells me?

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Three historical ages.

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I don't think so.

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Four historical, no.

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How many? Five historical ages. Good job.

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So, as you can see, the questions can be multiple choice,

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or it can be true or false questions.

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We can make different kinds of questions.

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But the most important thing here is just to test.

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Give them the possibility to test their knowledge.

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So, the next one is, in the prehistory,

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people lived in houses, flats or caves.

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Name? Caves, excellent.

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This is for you.

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This is just an example.

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You can do it at the end of the lesson,

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at the end of the didactic unit,

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just to test if they have achieved the objectives or not.

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It's a different way of assessing students.

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What did the conquest of America mean in the history?

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The beginning of the Middle Ages,

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the end of the modern age,

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or the beginning of the modern age?

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Who knows?

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Chelsea always studies the diagrams.

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Name? Marta.

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Excellent.

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And the last question is,

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which invention improved the navigation in the modern age?

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This is more difficult.

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Which invention? I'm going to give you a clue.

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I'm going to give you a clue.

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It is made of a needle,

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which always points to the north.

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So, which invention?

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Name?

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The compass.

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Excellent.

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Here we got all the kinds of activities,

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which are open questions.

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After dealing with this aspect,

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we're going to go on the presentation with the posters.

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The posters are very useful.

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This is an example of a poster,

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which is reproduction in animals.

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The poster is another way of organizing the reality as well.

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And this way children are learning in a different way.

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They are employing creativity.

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We are developing as well the group work,

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and they have to collaborate,

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which is very important,

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because in the future they will have to collaborate

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when they get a job.

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So, I think this is an important and an interesting resource.

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We have the reproduction in animals.

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This is about our town,

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and we have distributed the posters

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according to the history, census, buildings.

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They had to look for information.

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They had to search for photographs, for pictures.

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This is another poster related to history,

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and it is the prehistory, as you can see.

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We have organized this in this way.

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This is about the ancient age,

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and this is about the middle ages,

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and finally we have the contemporary age.

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The modern age is not here,

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because we had an accident,

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and the modern age unfortunately died.

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These are posters made by the students in groups.

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The first one is the water cycle,

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which is as well very interesting to understand the processes.

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We have here some processes,

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like evaporation, condensation, and so on.

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This is about the five senses,

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and they are being creative.

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First of all, there are words,

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and then sentences.

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The beginning of every poster is words,

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and then sentences.

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We have to add one sentence per word.

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As I said before,

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we are talking about here processes.

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We are learning processes,

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how the leaves take the carbon dioxide,

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and they expel the oxygen,

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or the water and minerals circulate

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from the roots to the leaves, and so on.

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This is about the weather,

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the types of climates that we have in Spain,

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and finally the senses in our town,

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which is Camarmo.

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Okay, coming up.

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Coming up, exactly.

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And the interactive posters.

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What does it mean, an interactive poster?

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It's a poster we have in public,

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and it's a poster we have in private.

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It's a poster we have employed,

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made by ourselves, made by the teachers,

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or made by the students.

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In this case, I'm going to employ this part

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of the plant and functions.

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I made this poster at the beginning

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of this didactic unit about the plants,

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and as you can see,

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I have numbered every process.

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I have chosen a number.

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Let's start with number one,

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which is part of the plant and the function,

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which is the presentation, actually.

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With the mouse, definitely.

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Okay, this is what I was looking for.

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Interactive poster.

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Remember number one.

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So let's listen to number one.

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Okay, excellent.

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The sound, what happens to the sound?

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Maybe you're going to click on it here.

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No.

259
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Well, there's no sound.

260
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She's explaining it.

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Okay, she's explaining the process.

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It's a shame you cannot listen to the process, okay?

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If you remember number two.

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Number two or number three, for example,

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have different explanations made by different children, okay?

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So he's explaining how the water and minerals

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circulate from the roots to the leaves, okay?

268
00:16:16,260 --> 00:16:18,260
I'm sorry, you cannot listen to this.

269
00:16:18,260 --> 00:16:21,260
So every part, different child, okay?

270
00:16:21,260 --> 00:16:24,260
That's why they introduce, you know, the way they work.

271
00:16:29,260 --> 00:16:33,260
The next one is a game, which is I have, who has,

272
00:16:33,260 --> 00:16:37,260
and I have practiced this at school,

273
00:16:37,260 --> 00:16:41,260
and we're going to give you a piece of paper.

274
00:16:41,260 --> 00:16:44,260
While Guillermo is giving you the piece of paper,

275
00:16:44,260 --> 00:16:48,260
you're going to see how this works.

276
00:16:48,260 --> 00:16:49,260
Look at this.

277
00:16:49,260 --> 00:16:53,260
Imagine that we are talking about parts of the relief,

278
00:16:53,260 --> 00:16:55,260
like mountain and the definition,

279
00:16:55,260 --> 00:16:59,260
valley, island, archipelago, cliff, ocean,

280
00:16:59,260 --> 00:17:02,260
cape, river, gulf, et cetera.

281
00:17:02,260 --> 00:17:05,260
So how can we work these definitions?

282
00:17:05,260 --> 00:17:06,260
How can we work?

283
00:17:06,260 --> 00:17:07,260
Look at this.

284
00:17:07,260 --> 00:17:11,260
We have a game, which is I have, who has.

285
00:17:12,260 --> 00:17:16,260
I need player number one, just with words.

286
00:17:16,260 --> 00:17:18,260
I need a volunteer.

287
00:17:18,260 --> 00:17:23,260
Is there any volunteer that has player one, just the words?

288
00:17:26,260 --> 00:17:29,260
You, could you stand up, please?

289
00:17:32,260 --> 00:17:34,260
Number two, player two.

290
00:17:34,260 --> 00:17:36,260
Who has player two?

291
00:17:38,260 --> 00:17:40,260
Come on, don't be shy.

292
00:17:42,260 --> 00:17:44,260
What is our plan?

293
00:17:44,260 --> 00:17:45,260
Player three.

294
00:17:46,260 --> 00:17:48,260
Who has player three?

295
00:17:48,260 --> 00:17:50,260
Please, come on, help us.

296
00:17:50,260 --> 00:17:51,260
Come on.

297
00:17:53,260 --> 00:17:54,260
Yes.

298
00:17:55,260 --> 00:17:56,260
Come on.

299
00:17:56,260 --> 00:17:58,260
That's not difficult.

300
00:17:58,260 --> 00:18:00,260
And player number four.

301
00:18:05,260 --> 00:18:06,260
I start?

302
00:18:06,260 --> 00:18:07,260
Yeah.

303
00:18:07,260 --> 00:18:08,260
I have.

304
00:18:11,260 --> 00:18:14,260
No, these are the definition.

305
00:18:14,260 --> 00:18:16,260
No, this is not.

306
00:18:17,260 --> 00:18:19,260
She's player one.

307
00:18:19,260 --> 00:18:21,260
Player four, number four.

308
00:18:22,260 --> 00:18:24,260
Number three, number two.

309
00:18:26,260 --> 00:18:27,260
Number two.

310
00:18:29,260 --> 00:18:31,260
There is no player two?

311
00:18:31,260 --> 00:18:33,260
There are no players two.

312
00:18:34,260 --> 00:18:36,260
Come on, please.

313
00:18:38,260 --> 00:18:40,260
Okay, I start the game.

314
00:18:40,260 --> 00:18:41,260
Look at this.

315
00:18:43,260 --> 00:18:48,260
I have mountain, who has valley, and you have to say.

316
00:18:48,260 --> 00:18:52,260
Sorry, I have landscape, who has mountain, and you say.

317
00:18:52,260 --> 00:18:54,260
I have elevation of the land

318
00:18:54,260 --> 00:18:57,260
that has usually snow on top of it.

319
00:18:57,260 --> 00:18:59,260
That is the mountain.

320
00:18:59,260 --> 00:19:03,260
Don't say the definition, just say the name, okay?

321
00:19:03,260 --> 00:19:05,260
Shall we start again?

322
00:19:05,260 --> 00:19:07,260
I start again.

323
00:19:07,260 --> 00:19:08,260
I have.

324
00:19:08,260 --> 00:19:09,260
I have a mountain.

325
00:19:09,260 --> 00:19:10,260
Who has.

326
00:19:10,260 --> 00:19:11,260
Who has a valley.

327
00:19:14,260 --> 00:19:16,260
So you say, I have valley.

328
00:19:16,260 --> 00:19:17,260
I have valley.

329
00:19:17,260 --> 00:19:18,260
Who has.

330
00:19:18,260 --> 00:19:19,260
Flat land.

331
00:19:22,260 --> 00:19:24,260
Piece of land surrounded by.

332
00:19:26,260 --> 00:19:28,260
Just say the word, please.

333
00:19:29,260 --> 00:19:30,260
Who has.

334
00:19:30,260 --> 00:19:31,260
But this?

335
00:19:31,260 --> 00:19:32,260
Yeah.

336
00:19:32,260 --> 00:19:33,260
But this one.

337
00:19:33,260 --> 00:19:34,260
This one.

338
00:19:34,260 --> 00:19:36,260
You've got that one, which is valley,

339
00:19:36,260 --> 00:19:38,260
and you are looking for the person in the background.

340
00:19:38,260 --> 00:19:40,260
I don't understand the game, sorry.

341
00:19:40,260 --> 00:19:41,260
Who has piece of land.

342
00:19:41,260 --> 00:19:42,260
Shall we start again?

343
00:19:42,260 --> 00:19:43,260
I have.

344
00:19:45,260 --> 00:19:46,260
I have land.

345
00:19:48,260 --> 00:19:50,260
Just the definition, okay?

346
00:19:52,260 --> 00:19:55,260
Okay, let's start the game.

347
00:19:55,260 --> 00:19:56,260
I have landscape.

348
00:19:56,260 --> 00:19:58,260
Who has mountain?

349
00:19:58,260 --> 00:20:00,260
I have mountain.

350
00:20:00,260 --> 00:20:03,260
Who has a flat land between two mountains?

351
00:20:03,260 --> 00:20:04,260
Valley.

352
00:20:04,260 --> 00:20:05,260
Valley.

353
00:20:06,260 --> 00:20:07,260
Skip it out.

354
00:20:11,260 --> 00:20:12,260
We know human beings.

355
00:20:22,260 --> 00:20:23,260
Well, did you copy?

356
00:20:26,260 --> 00:20:27,260
One minute.

357
00:20:33,260 --> 00:20:34,260
Okay.

358
00:20:35,260 --> 00:20:36,260
I'm sorry.

359
00:20:37,260 --> 00:20:40,260
The next activity is the PowerPoints.

360
00:20:42,260 --> 00:20:45,260
PowerPoints are very useful as well

361
00:20:45,260 --> 00:20:48,260
to review the contents that we have been working

362
00:20:48,260 --> 00:20:51,260
during the unit, and at the beginning,

363
00:20:51,260 --> 00:20:53,260
they can be made by the teacher,

364
00:20:53,260 --> 00:20:56,260
but once the students are used to making it,

365
00:20:56,260 --> 00:20:59,260
they are used to how it works,

366
00:20:59,260 --> 00:21:01,260
then they can do it.

367
00:21:01,260 --> 00:21:03,260
They can write the PowerPoint,

368
00:21:03,260 --> 00:21:06,260
and it is an interesting writing activity.

369
00:21:06,260 --> 00:21:09,260
So let me show you two PowerPoints,

370
00:21:09,260 --> 00:21:11,260
just two PowerPoints.

371
00:21:11,260 --> 00:21:13,260
One made by the teacher.

372
00:21:29,260 --> 00:21:31,260
One made by the teacher.

373
00:21:34,260 --> 00:21:36,260
Okay, that's right.

374
00:21:41,260 --> 00:21:42,260
Here it is.

375
00:21:43,260 --> 00:21:47,260
So this is about, for example, the solar system.

376
00:21:49,260 --> 00:21:50,260
Look at this.

377
00:21:50,260 --> 00:21:52,260
It was made by myself at the beginning

378
00:21:52,260 --> 00:21:54,260
of the didactic unit.

379
00:21:58,260 --> 00:21:59,260
Okay.

380
00:21:59,260 --> 00:22:02,260
Our solar system, so you can see,

381
00:22:02,260 --> 00:22:05,260
has eight planets and a dwarf planet.

382
00:22:05,260 --> 00:22:06,260
You have to change this.

383
00:22:06,260 --> 00:22:07,260
Don't forget.

384
00:22:07,260 --> 00:22:10,260
We don't have nine planets now.

385
00:22:10,260 --> 00:22:11,260
Okay?

386
00:22:11,260 --> 00:22:15,260
So this is very important to review the contents,

387
00:22:15,260 --> 00:22:17,260
as I said before.

388
00:22:17,260 --> 00:22:21,260
Or you can use it to introduce the lesson as well.

389
00:22:21,260 --> 00:22:22,260
Okay?

390
00:22:23,260 --> 00:22:26,260
Okay, time's up, so we gotta go fast to the next step,

391
00:22:26,260 --> 00:22:27,260
which is...

392
00:22:27,260 --> 00:22:31,260
So this is an example of presentation of PowerPoints,

393
00:22:31,260 --> 00:22:33,260
so we're going to go on.

394
00:22:36,260 --> 00:22:37,260
Okay.

395
00:22:41,260 --> 00:22:44,260
Okay, so Will is going to explain now

396
00:22:44,260 --> 00:22:47,260
the relationship between the Cambridge examinations

397
00:22:47,260 --> 00:22:49,260
and the area of science.

398
00:22:49,260 --> 00:22:50,260
Pretty quickly.

399
00:22:50,260 --> 00:22:52,260
The only way that we can help children,

400
00:22:52,260 --> 00:22:55,260
if we are using CLIL, just to pass Cambridge exams,

401
00:22:55,260 --> 00:22:59,260
is having the same kind of exercises in science.

402
00:22:59,260 --> 00:23:01,260
So here I've got some...

403
00:23:01,260 --> 00:23:03,260
I wanted to show you another way,

404
00:23:03,260 --> 00:23:05,260
but I've got here some books.

405
00:23:05,260 --> 00:23:07,260
I'm not doing publicity of Cambridge,

406
00:23:07,260 --> 00:23:08,260
but Cambridge is the goal.

407
00:23:08,260 --> 00:23:10,260
And here, for example, we've got activities

408
00:23:10,260 --> 00:23:13,260
related to English, okay?

409
00:23:13,260 --> 00:23:14,260
The only thing that we gotta do

410
00:23:14,260 --> 00:23:16,260
is just to transform them, okay?

411
00:23:16,260 --> 00:23:19,260
So for example, if here I've got clothes and CDs

412
00:23:19,260 --> 00:23:22,260
and a bicycle, I can transform them,

413
00:23:22,260 --> 00:23:26,260
depending on the unit, into animals, plants, or whatever.

414
00:23:26,260 --> 00:23:29,260
So this is an idea that we gotta take into consideration

415
00:23:29,260 --> 00:23:31,260
if we want children just to pass the exam.

416
00:23:31,260 --> 00:23:33,260
Because one thing is what they know,

417
00:23:33,260 --> 00:23:35,260
and the other thing is if they are able

418
00:23:35,260 --> 00:23:37,260
to do the exercise, okay?

419
00:23:37,260 --> 00:23:39,260
Just to avoid committing errors

420
00:23:39,260 --> 00:23:41,260
in the way the exercise is,

421
00:23:41,260 --> 00:23:43,260
we gotta prepare them.

422
00:23:43,260 --> 00:23:45,260
And this is the idea, okay?

423
00:23:45,260 --> 00:23:46,260
If you want, you can pass them, okay?

424
00:23:46,260 --> 00:23:47,260
And that's all.

425
00:23:47,260 --> 00:23:48,260
Thank you.

426
00:23:48,260 --> 00:23:49,260
Thank you.

427
00:23:49,260 --> 00:23:50,260
Thank you very much.

428
00:23:50,260 --> 00:23:52,260
Thank you.

4,000
So this is the PowerPoint

496
00:21:05,000 --> 00:21:06,000
And it is an interesting writing activity

497
00:21:07,000 --> 00:21:08,000
So let me show you

498
00:21:09,000 --> 00:21:10,000
Two PowerPoints

499
00:21:11,000 --> 00:21:12,000
Just two PowerPoints

500
00:21:13,000 --> 00:21:14,000
One made

501
00:21:15,000 --> 00:21:16,000
No, one made by the

502
00:21:17,000 --> 00:21:18,000
By the teacher

503
00:21:20,000 --> 00:21:21,000
Okay, sorry

504
00:21:28,000 --> 00:21:29,000
Well

505
00:21:30,000 --> 00:21:31,000
One made by the teacher

506
00:21:31,000 --> 00:21:32,000
And the other one

507
00:21:33,000 --> 00:21:34,000
Okay, the mouse

508
00:21:35,000 --> 00:21:36,000
Okay, that's

509
00:21:41,000 --> 00:21:42,000
Here it is

510
00:21:43,000 --> 00:21:44,000
So this is about

511
00:21:47,000 --> 00:21:48,000
For example, the solar system

512
00:21:49,000 --> 00:21:50,000
Look at this

513
00:21:51,000 --> 00:21:52,000
It was made by myself

514
00:21:53,000 --> 00:21:54,000
At the beginning of the

515
00:21:55,000 --> 00:21:56,000
Of the didactic unit

516
00:21:58,000 --> 00:21:59,000
Okay

517
00:22:00,000 --> 00:22:01,000
Our solar system

518
00:22:02,000 --> 00:22:03,000
So you can see

519
00:22:04,000 --> 00:22:05,000
As a planet

520
00:22:06,000 --> 00:22:07,000
You have to change this

521
00:22:08,000 --> 00:22:09,000
Don't forget

522
00:22:10,000 --> 00:22:11,000
We don't have nine planets now

523
00:22:12,000 --> 00:22:13,000
Okay

524
00:22:14,000 --> 00:22:15,000
So this is very

525
00:22:16,000 --> 00:22:17,000
Important to review the contents

526
00:22:18,000 --> 00:22:19,000
As I said before

527
00:22:20,000 --> 00:22:21,000
Or you can

528
00:22:22,000 --> 00:22:23,000
Use it to introduce the lesson as well

529
00:22:24,000 --> 00:22:25,000
Okay

530
00:22:26,000 --> 00:22:27,000
Okay, time is up

531
00:22:27,000 --> 00:22:28,000
Please

532
00:22:29,000 --> 00:22:30,000
So this is an example of the

533
00:22:31,000 --> 00:22:32,000
Of presentation of PowerPoint

534
00:22:33,000 --> 00:22:34,000
So we're going to go on

535
00:22:35,000 --> 00:22:36,000
Okay

536
00:22:42,000 --> 00:22:43,000
Okay, so we're going

537
00:22:44,000 --> 00:22:45,000
Will is going to explain now

538
00:22:46,000 --> 00:22:47,000
The relationship between the

539
00:22:48,000 --> 00:22:49,000
Cambridge examinations

540
00:22:50,000 --> 00:22:51,000
And the area of science

541
00:22:52,000 --> 00:22:53,000
Pretty quickly

542
00:22:54,000 --> 00:22:55,000
The only way that we can help

543
00:22:55,000 --> 00:22:56,000
Cambridge exams

544
00:22:57,000 --> 00:22:58,000
Is having the same kind

545
00:22:59,000 --> 00:23:00,000
Of exercises in science

546
00:23:01,000 --> 00:23:02,000
So here I've got some

547
00:23:03,000 --> 00:23:04,000
I wanted to show you

548
00:23:05,000 --> 00:23:06,000
Another way

549
00:23:07,000 --> 00:23:08,000
But I've got here some books

550
00:23:09,000 --> 00:23:10,000
I'm not doing publicity of Cambridge

551
00:23:11,000 --> 00:23:12,000
But Cambridge is the goal

552
00:23:13,000 --> 00:23:14,000
And here for example

553
00:23:15,000 --> 00:23:16,000
We've got activities

554
00:23:17,000 --> 00:23:18,000
Related to English

555
00:23:19,000 --> 00:23:20,000
Okay, the only thing that we've got to do

556
00:23:21,000 --> 00:23:22,000
Is just to transform them

557
00:23:23,000 --> 00:23:24,000
Okay, so for example

558
00:23:25,000 --> 00:23:26,000
We've got to do it

559
00:23:27,000 --> 00:23:28,000
With plants or whatever

560
00:23:29,000 --> 00:23:30,000
So this is an idea

561
00:23:31,000 --> 00:23:32,000
That we've got to take into consideration

562
00:23:33,000 --> 00:23:34,000
If we want children just to pass the exam

563
00:23:35,000 --> 00:23:36,000
Because one thing

564
00:23:37,000 --> 00:23:38,000
Is what they know

565
00:23:39,000 --> 00:23:40,000
And the other thing

566
00:23:41,000 --> 00:23:42,000
Is if they are able to do the exercise

567
00:23:43,000 --> 00:23:44,000
Okay, just to avoid committing errors

568
00:23:45,000 --> 00:23:46,000
In the way the exercise is

569
00:23:47,000 --> 00:23:48,000
We've got to prepare them

570
00:23:49,000 --> 00:23:50,000
And this is the idea

571
00:23:51,000 --> 00:23:52,000
Okay, if you want you can pass them

572
00:23:53,000 --> 00:23:54,000
Okay, and that's all

573
00:23:55,000 --> 00:23:56,000
Thank you