Привет всем. Я — Дженнифер из «Английский с Дженнифер». Многие студенты обращаются к YouTube и другим социальным медиа-платформам, чтобы учить английский. Основные цели включают в себя изучение разговорного английского, улучшение произношения, изучение идиом и получение ответов на вопросы по грамматике.
Вопрос, который у меня к вам есть: ищете ли вы также онлайн возможности для чтения на английском? Вы включаете чтение в свои языковые занятия?
Хотела бы представить вам своего коллегу. Его зовут Джозеф Полшок. Как и я, Джози является преподавателем английского языка с многолетним опытом. Он создал платформу ReadOasis.com, которая предоставляет материалы для чтения на английском на всех уровнях сложности.
На ReadOasis.com вы найдете библиотеку книг и статей, а также аудио- и видеоматериалы для чтения и прослушивания. Цель платформы — сделать чтение на английском доступным и интересным для всех.
Чтение — ключ к пониманию языка и развитию навыков. Это может помочь вам улучшить английский язык, научиться правильно читать и найти подходящие материалы для чтения.
Слушайте беседу с Джозефом, где вы узнаете о распространенных ошибках при изучении английского, советах по чтению, создании приятного чтения и многом другом. В конце беседы будет предложена эксклюзивная скидка на ReadOasis.com.
Спасибо Джозефу за присоединение ко мне и за его работу в области изучения английского языка.
Чтение — один из самых эффективных способов улучшить свой английский язык.
Он помогает не только увеличить словарный запас, но и развивает понимание английской грамматики. В этой статье мы рассмотрим несколько полезных советов, которые помогут вам читать на английском языке для улучшения своей свободы владения языком и полюбить чтение.
- Найдите книгу, которая вам интересна: Чтение должно быть увлекательным и интересным, поэтому выберите книгу, которая вам действительно нравится. Это может быть любой жанр — фантастика, детективы, романы или даже комиксы.
- Не бойтесь использовать словарь: Если вы столкнулись с незнакомым словом, не бойтесь использовать словарь. Это поможет вам понять значение слова и контекст, в котором оно используется.
- Читайте вслух: Чтение вслух поможет вам улучшить свою произносительную способность и понимание английской речи. Вы можете записать себя, чтобы услышать свой голос и произношение слов.
- Используйте аудиокниги: Аудиокниги — это отличный способ улучшить свою аудирование и понимание английской речи. Вы можете слушать аудиокниги вместе с чтением текста, чтобы лучше понимать произношение слов и интонацию.
- Найдите чтение-партнера: Найдите друга или коллегу, который также изучает английский язык, и читайте вместе. Это поможет вам улучшить свою способность понимать английскую речь и общаться на английском языке.
Чтение — это не только отличный способ улучшить свой английский язык, но и занятие, которое может приносить удовольствие. Найдите книгу, которая вам нравится, используйте словарь, читайте вслух, слушайте аудиокниги и найдите чтение-партнера. Следуя этим советам, вы сможете улучшить свою свободу владения английским языком и полюбить чтение на английском языке!
Расшифровка видео на английском языке
Hi everyone. I’m Jennifer from English with Jennifer. Many students turn to YouTube and other social media platforms to learn English. Common goals include learning to speak English, improving pronunciation, picking up idioms, and getting answers to grammar questions — and that’s great because I’m happy that I can be part of the solution. The question I have for you is whether you also look online for opportunities to read in English. Do you include reading in your language studies? I’d like to introduce a colleague to you. His name is Joseph Poulshock. Like me, Joey is an English language teacher with a lot of years under his belt. Joey uses his experience outside of YouTube to help language learners. He is a classroom instructor, but he’s also built a platform that provides reading practice at all levels. Please listen and enjoy the conversation. Here’s what you can gain: Awareness of common mistakes that learners make in their approach to learning English. Tips for reading the right way to build your English skills. Tips for finding appropriate reading materials. Tips for making reading enjoyable. What’s a «home run book»? Insights into self-esteem, performance, and courage. Do you want to know what fear I recently faced? You’ll find out. The chance to hear two American English speakers from the field of ESL speak at length about a subject that has importance to you. And at the end, how to get an exclusive discount on ReadOasis.com. Joey, thank you so much for taking the time to join me. Thank you for having me. Right. So, of course, we’ve had plenty of time to chat a little bit. Could you give a brief intro to those who aren’t familiar with you and your work? Like who are you, where are you from ,and what do you do? Sure. I originally come from the United States, Pacific Northwest. But I’ve been in Japan for quite a while teaching English at Japanese universities, and when I first got over here, one of my bosses he was saying, «Yeah. I taught English before.» And he said, «It was really boring.» And I was like, «Wow. Um, I don’t want my English classes to be like that.» And so I kind of made it sort of my educational…my teaching mission to see if I can’t make, you know, English classes, English learning interesting. Um, I even like to use the word «compelling.» That’s Stephen Krashen’s famous idea. The Compelling Input Hypothesis, where we kind of solve the motivational problem by just giving students what’s really interesting. So yeah, I’ve been spending my whole career thinking about how I can make English language teaching interesting, inspiring, motivating, compelling. And I’ve basically, you know, come to focus on what what I call big, easy reading, which the the experts call extensive reading, and then I like to combine that with the power of stories. I think stories are the most interesting kind of information in the world, the most powerful way to put information put language in our brain. So, I’ve focusing on stories of over the last few years, and that’s been kind of my passion for teaching — using the power of story. I love a lot of the keywords coming out: passion, compelling, motivating. It’s really what each teacher tries to create, but we all do it in our own way. And of course, the learners want something engaging. They want something motivating. And I believe there’s more than one path towards fluency. There are different directions you can take. There’s a lot of resources out there, and that’s part of the problem…is that I find I think it’s overwhelming today, as a language learner. There’s a lot available, and that’s wonderful, but it’s also overwhelming. But can you tell me then, with everything available now today, what are some of the common mistakes that language learners face? What kind of problems tend to be common as they create their studies? Right. So, my experience has been primarily teaching English in Japan. So, some of my answers might be more Japan-specific than globally, uh per se, but in Japan, I think we teachers still use the, um, grammar translation method. So, you know, that’s different from just teaching grammar. It’s sort of a method that, as I understand, it doesn’t have any research to support it, and doesn’t have any theory behind it. That’s different from teaching grammar the good way, like you do. Thank you. Some people are very gifted at teaching grammar, and I’m in awe of people like you who can teach grammar in a very interesting and very intelligent way, and you have a really powerful grasp of it. I’m not as good at grammar, so maybe that’s one of the reasons why I focus more on story. But students in Japan will tend to focus too much or overfocus on grammar and also do it in a translation approach, so the grammar translation — translating back from English to Japanese, translating sentences, and focusing on grammar in that way, and that’s a kind of a learning mistake. I think if we overfocus too much on grammar, we definitely need focusing on grammar to focus on grammar, but, um, we need balance. And then I think another mistake that learners often make, especially here in Japan, is focusing on test prep. We have a big examination culture here in Japan. Um, they even have a word for it: examination hell. Uh. So, what happens is that in Japan, as I understand it, junior high school students are really enjoying their English classes. Um, they don’t have a lot of uh exam pressure, um, to get into university yet. But once they get to high school, English becomes exam-oriented, and so they focus on test preparation. And I think they lose their motivation, or there’s a tendency for students to lose their motivation because they’re only studying for exams. Not only that, not always, but in many cases the exams here at Japanese universities are extremely difficult, and they kind of aim way above the level of the students. And so what happens is they end up studying really difficult vocabulary words in preparation for those exams, and as you know being an expert English teacher and knowing about high frequency vocabulary, they’re not getting the high frequency vocabulary that they need first. Those are the words that they need to know first — that form the foundation to learn the rest of the words. So, the third thing that happens is, by focusing on these test difficult tests, they end up also studying really difficult vocabulary words that are very rare — that they don’t need yet. They do need them…they will need them at one point, but not yet. And so that the focus on difficult vocabulary, test prep, grammar too much, yeah, and then also maybe also a lot of difficult texts, texts that are over their head. Yes. One of one of my first experiences as an English teacher, this is like my very first experience. I was teaching back in the States. I taught for three years at an intensive program, and the school provided the textbook. And on the first lesson, one of my students brought me her textbook, and she was from Japan, and she had highlighted and translated into Japanese about 50 words on one page. Wow. And I’m like, Oh my goodness. This is too too difficult. And that’s a common problem here as well. Yes. Yes. Yes. A lot of what you’re saying makes sense. Um, going back to the grammar, I love grammar, but even I as a teacher, I need to pull away from it sometimes. Even when I choose what to teach, there are times where I pull away for for a while because I’m like, I’ve done enough of that. I need to focus elsewhere, you know. There are a lot of skills out there. Grammar is just one of them, adn overfocusing on just one aspect of language, just one aspect of communication, I feel, is is a mistake that you want to avoid as you create your studies. Grammar is important, in my opinion. You do need some direct attention. You can’t just pick all…pick it up, like, all of it with a degree of…high degree of accuracy. You need some practice. But too much of a focus is…too much of anything…is not a good thing. Um, this is important. Balance is important, and of course, um, you know, once you get into any kind of vocabulary lesson, whether it’s conversational idioms or, you know, academic English, business English, you have to control the volume. How much are you presenting at one time? How much are you trying to absorb at one time? And of course, the level. Um, you know, even if you say, Okay. Five words is appropriate for this lesson. Okay. Five is a good number, but which five Which five vocabulary items? Are they level appropriate? Again too much of anything… It’s great to have ambition, but you need to go at your level when you’re studying any skill, be it reading or grammar, etc. And I do love the fact that you are passionate about reading. I do think people need to remember that it is one of the major skills of communication, um, but even so, you can’t spend all your time reading and thinking, Yes, I’m studying English. I read every single day. I’m like. Great. You read every day. What else are you doing? So there’s a question: how? How should people be reading in order to learn English? In order to gain fluency? Do you feel that there’s a right way or a wrong way or just different ways? I think it goes along exactly with what you just finished saying about balance. Right? So, I’m a fan of Paul Nation. He’s, I think, kind of a legendary linguist language teacher who’s had tremendous influence in the field, and he talks about the four strands of a language course or the four ways to balance the way you study. So, one of them is getting meaningful input, and that could be through listening or reading. Another way is to get or to produce…so there’s input and then there’s meaningful output. So, that can be writing and, of course, speaking, and then he also says we need to focus on fluency — um, improving our reading speed, our speaking speed as well. And then his fourth strand is the language focus strand, which is grammar discourse, structure, vocabulary, and all of that. As far as the right way to read, um, so let’s start out with the wrong way. So, I mentioned my student, who had highlighted like 50 words on one page. Yeah. Um. That’s the wrong way to read, and I have a name for that. I call it torture reading. Um, and so it’s like, you know, reading it’s basically…there’s a high percentage of noise in the text that doesn’t have any meaning, and that’s the wrong way to read. If you have a really high motivation, you might be able to do it, but my experience is that if I’m listening or reading something that’s way beyond my level, I actually end up losing my motivation. Um so, torture reading is definitely not the way to go. Three other kinds of reading that I think are good are…the the first one is called intensive reading, which is reading for language study, where you focus on, uh, structure in the text, um, comprehension questions, um, discourse, which means like you know, what does «it» refer to in the text? Or what does this pronoun refer to? So, you’re focusing on language, and we call that intensive reading, and that’s important and needs to be done. Another kind of reading that Paul Nation also recommends is called fluency reading or speed reading. So you choose a really easy text. You try to read for speed, and you measure your reading speed, and then you might do a few comprehension questions to make sure that you get it, but your goal on fluency reading is to improve your reading speed, and you can do fluency reading, um, out loud as well or read aloud. And so you can work on fluency that way. For example, you can you can read a text for one minute that’s very easy and then see….and then mark the spot to how far you read and then start over at the beginning and read again for one minute and then see how many more words you read the second time. Um, I got that idea from William Grabe, who’s a reading teacher in the University of Arizona system. And then my favorite way is big…I call it big, easy reading or big fun reading. Um, and that’s extensive reading, where you read lots and lots of easy texts for pleasure. So, those are the three ways I would recommend reading: a little bit of intensive reading, a little bit of fluency reading, and a lot of big, easy reading. Right. Right. I know, um, just from my kids going through the public schools very early on, they taught them this five-finger rule about opening up a book to a random page and scanning it and seeing how many unfamiliar words there are on one page. And ,you know, one, two, three, okay. Four is a little challenging. Five — it’s probably pushing you past, um, your level of comfort, and it’s not going to be enjoyable. We go into that zone where, you know, you talk about torture reading. If it’s too hard, you’re not going to…Panic…you’re not going to enjoy it. It’s going to be frustrating. If there’s, you know, 50 words for your student on that page alone, what about page two? There’s another 50 words. Now you’re at 100 unfamiliar words. It’s above your level. It’s going to be too difficult. It will not be enjoyable, and you won’t be able to retain 50 to 100 words on that day, so it’s too much. So, the question is, okay, I like the idea of pleasure reading, fluency reading. Where should people be turning then? It’s like, well, I don’t want to go to, like, children’s books. Even children’s books can be, um, inappropriate in the sense that they can pull in vocabulary that’s not, um, everyday vocabulary. So, how can language learners, meaning, let’s say older teens and adults, where can they find appropriate texts for them to practice reading? Right. That’s a really good point you made about children’s books. So, children’s books, um, have rare…more have rarer vocabulary than conversation between adults, and so yeah, so you’re going to find, um, that children’s books might not always be appropriate for a second language learner. Yeah, and so, what we have is an area of literature which some people call learner literature, uh, language learner literature, and basically those are called, um, graded readers. So, graded readers are published by all the major publishers. They have probably thousands of of them available, um, and so that’s one way that learners can get lots of interesting input at their level. These books are written for English language learners, and they use special vocabulary profiling systems and vocabulary lists that are targeted for English language learners, and they’re more appropriate, I think, than children’s books or books for young people that are written for native speakers. Yeah. Yes. Yes. Yes. Agreed. Um, and when I do my own texts and I write, I try to refer to the high frequency word lists to remember where I need to stay in terms of the range of vocabulary, so it’s something that, if you are writing texts, teachers out there, for your language learners, use the resources out there to guide you so that you’re using the high frequency vocabulary appropriate for the level that you’re targeting. We’re talking about reading. You and I probably love to read in our own free time, and yet there are people who say, «I don’t like reading much. Never did.» You know, and yet you’re learning a new language, and you and I are saying, «Hey, it’s one of the skills you need to give attention to.» How can…what can you say to people who say, «I don’t enjoy reading.» Yeah. That’s a…that’s a really important question, and I think one of the first things to think about…is if you don’t experience pleasure while reading, you might want to think back to your experience with it, and maybe you have had an experience where reading has been taught for basically testing. Right? So there’s an author we mentioned. We talked about her in our conversations previously. Donalyn Miller, who has a book out called The Book Whisperer, and I’ll just read a quote from her, from that book. She says, «Endless test prep is the number one reason that students come to my class hating to read. They don’t think test prep is one kind of reading; they think it is reading.» So, that might be, at least according to Donalyn Miller, in her book The Book Whisperer…that could be one major reason why, um, people haven’t fallen in love with reading. I was lucky. My father read books to me when I was a little kid, um, growing up, and I can I remember those times with him. I also had experiences where, on a few occasions, I read a book that I couldn’t put down. Um, and it was just lucky, you know, just…I just picked up this book and, okay, I’ll just start reading. And then next thing you know, it’s, like, three in the morning, and I can’t stop reading it. And some people have a name for that. They actually call it a «home run book.» Um, and I guess, I would just say, you know, a home run is a baseball term, right? So, when you hit a home run and you hit it hit the ball out of the park, and everybody goes, «Yay!» It’s a highlight of baseball. Like, if you don’t know about baseball, a home run is a…is an exciting moment in baseball, something really good happens. But, um, yeah. So, I guess I would say, if you haven’t had a lot of pleasure with reading yet, um, you could you could change maybe the language how you say, and say, «I don’t like to read» and then «yet» put the «yet» in there, and then believe that somewhere out there there’s a home run book, uh, or a home run story waiting for you to read. Or a home run writer, blogger… There’s probably some writing stuff that’s going to resonate with you, so you haven’t found that yet exactly, but there’s so much. Yes. Right. There’s so much wonderful information out there to consume. Yeah, um, and we’re very lucky because we have the internet to access it all. So, yes. Now, I love what you said. You had a book and you couldn’t put down. You probably even reread it, right? And I have some of those books too. I love physical books. I have some books, you can tell by the spine how much opening and closing I did. Of a favorite novel. Yeah, but that means you’re getting something out of the text, and as a language learner, there’s a pleasure reading, and, hopefully, some of you have found that home run book, that home run story, and you’ve read it and reread it, and you’re like, I like that. But even if you’re working with a more academic text, the question is, are you reading it just once and is once enough? And isn’t there more that you could do with that text? So, I like to ask, «How much can a learner get out of a single text? How much do they try to get out of a single text? You just read it and you’re done? Answer those comprehension questions and boom! Move on to the next? What do you think? Well, that’s a good question. Um, if it’s…if it’s literature, um, yeah. You know, if it’s literature, I like to hear it, um, and so you know, I might read it silently, um, but then I might also want to read it aloud. Yes, recently…I think the famous author Cormac McCarthy recently passed away, and his books are very dark and scary, but I’m listening to his books read aloud by a professional actor. It’s a very, um, powerful experience, and uh, so if it’s literature, if it’s oriented towards poetry or yes or literature that kind of thing, you definitely want to hear it, um, you can read it out loud yourself, but it’s it’s actually, you know, some some people are really good at reading out loud. There are professional actors that read these books, these audiobooks, and it’s pretty cool to listen to them. Yes. You can do that. Yes. Yes. For academic books, um, I think rereading is okay. I think it’s good. but I think that science seems to suggest that for academic books. you know. one or two readings or rereadings is good. but you actually want to quiz yourself on the material. and that brings up a different whole set of subjects of how to go about quizzing yourself. writing quiz questions. putting them on flash cards. and things like that. That’s the way. If you really want to remember material from a book, it’s better to quiz yourself on the material than it is to actually reread it. At least, that’s what I’ve heard. No. True. There’s a couple things I love what you said. Um, first of all, because I I do have some poetry out there on my online store. I do. I’ve chose, um, 15 poems and I read them because I want people to see them, read, them but then also look at the text and read along with me silently, enjoying it, because I do think, yes, you can read, but you can also read along listening to someone read. That’s a different experience. Right. It’s a really interesting idea that you mentioned that you have poetry out there. Is it yours? Is it written for language learners? No. Well ,I chose…there’s two poems that I wrote myself, the two original ones, but in the collection, I chose, um, poems that I’ve shared at livestreams. These are poems in the public domain, um, so Robert Frost, um, Dickinson. So things that are in the public domain, and I go over some key vocabulary to make sure it’s comprehensible, and then I really want people just to enjoy the experience of listening. There’s listening to understand, but when it comes to poetry, it is art. It’s beautiful, and I just also want you to enjoy it. I want the pleasure to be there from the listening experience — to hear the music of the language as well. It’s out there. It’s a cool thought. Yeah poetry works, um, for language learners. One, because it’s short and even though the text might be difficult, you have a a small amount of text, so you can do it. But it also seems like there might be a place for learner literature oriented poetry. Yes. We control the level a little bit, so that’s kind of like a little bit of a thought I’m going to put it back in the back of my head. Language learner poetry. I’ve dabbled with my poetry, and the poetry that I’ve shared is not too complex. Keeping that in mind, um, but the other thing that you said is, um, there are texts available online for students to to read, and they’re often somewhat short. You’re not reading a book, per se. It’s usually a short story or an article, and I would say when you’re reading, you can read silently. There’s often an option to listen and as you read along silently, which is a different experience. That could be reading too, but also when you’re done, even if there are comprehension questions, I like to encourage people pause, stop, reflect, and ask yourself, «What did I just read? What were the key points?» Quiz yourself. Can you retell? Can you summarize? And then the step further, especially with poetry, is can you react? So you’re not…it’s not just this isolated, passive experience, where, «Okay, I read. I got the input. Move on.» I think you want to work with the text, ideally, um, and I know.. Poetry seems to be perfect for that. Yes. Yes. Yes. I want a provoke thought. So, hey, anybody interested in poetry…or you think you don’t love poetry yet, check out my collection and I might get you to love the poetry that I’ve chosen. Um, something I know we both have in common is we’ve written texts for language learners. Um, because we want people to read. Um, how do you go about crafting the texts that you write for learners? What elements do you consider? Right, exactly. So, the problem is how can, you know, the first problem of communication is getting someone’s attention. I think, um that Chip and Dan Heath in their book Made to Stick said that, but, um over the years, I’ve studied about story and how stories are structured, and so, um, one of the things that stories have, um, they call it the inciting incident or a critical incident. Um, in a murder mystery, it’s the dead body on the street corner that somebody, you know, like in Law & Order, they always start out with a critical incident, and those Law & Order crime dramas. Um, so recently, we’ve…me and another guy, um, my colleague John and I have produced a set of stories about sports for low-level English Learners who are athletes at a university here in Japan. And um, we start out with a critical incident like a moment…we start out in the action, so it’s like, you know, let’s say right now in in Japan the baseball player Shohei Otani is a big deal. He’s a world famous baseball player that’s playing in America right now, and you could say, you know, Shohei Otani was born in Japan blah blah blah, and that’s not really starting in the action. You want to say, you know, um, you know…we want you know…we want to you know Shohei stood at the at the plate, and he swung the bat. You start in the action. That’s one thing, but then we want to…also he’s the main character. You want to have a character in your story, but the character…to make him interesting and compelling, needs to be facing something challenging, difficult. So um, the story experts call this conflict or trouble. And then the next thing is he’s got to get out of the trouble or at least try. Right. So, if he fails to get out of the trouble, or if he fails to hit a home run or whatever, then that’s the sad ending. But if he’s successful, then you have the happy ending, so you have the critical incident, and then the character who experiences that and who experiences trouble in trying to get something and then tries to get out of it. Hopefully, he does at the end, so those three elements character plus trouble plus, I call it, um, attempted extrication. It’s actually not my word. It’s another story expert by the name of Jonathan Gottschall, in his book, The Storytelling Animal. So, it’s character plus conflict plus attempted extrication. Because it just means try to get out of trouble. So yes, getting out. Right. So yeah, you’re more of a master storyteller than I am. When I write my texts, I tend to do, um, non-fiction, and I’m looking at high frequency words, but you are leaning towards those happy endings, like overcoming something, extricating, um, oneself out of the situation, so I think I think one thread that we have in common, hopefully not just the only one, but one very important thread is positivity. That element of positivity. And to me, it’s become very important. You talk about what you’re passionate about. Um, one of my passions is «Happy studies!» And I really do mean it from the heart because I want the overall experience to be a positive one. Not all of it is going to be, um laughter and happy…There’s always going to be challenges in any experience, um, but I do overall want language learning to be a positive experience. So given that you focus on positivity as you write your own text, why do you feel that positive psychology has a place in language learning? Yeah. That’s a great question, and we talked about this a little bit before, but it’s like learning a second language is kind of, um, it’s…when you’re speaking in a second language, you feel like you can’t be your full self. Yeah. Recently, I was hearing…listening to a vocal coach say that uh your voice is your personality and and, in a sense, it’s kind of like hard to truly express my voice in a second language, and therefore, my personality doesn’t come all the way out. Yeah. Um and so that’s stressful. That’s, you know, we talk about in language teaching the affective filter. Right. The level of stress that a learner feels in learning a second language, and that stress can hinder or stop learning and acquisition, so, um, we need to be encouraged and inspired and feel empowered…feel power so that we can we can speak and learn and express ourselves in a foreign language. And so I’ve got on my website…I’ve got a lot of stories that are based on positive psychology, based on research in positive psychology, but made very simple and easy to understand for English language learners. So in a word, that’s my answer to your question. I hope that covers it. Yeah, it does. It does. And I thought of another thread that we do have in common. Um, as a writer, you draw from experiences, and obviously our life experiences extend beyond ESL, um, you know, teaching English as a second or foreign language, and I’m curious to ask…I know a little bit about your other interests, um, other than being a teacher. How have other experiences informed your teaching, your writing? What have you drawn from, like, what, yes, what have you drawn from outside of ESL? Sure, um, I’ll just give one answer about that. So, my family, all of my my parents, my grandparents, my grandfather, and my son, they’re all musicians. Um, I also am a ukulele hobbyist, um, but there’s something about two aspects of music. There’s this technical side of music, the technical skill, and you need to be able…you need to be able to play the notes. You need to be able to finger the the ukulele correctly, play the notes. Right. Your technical skill is important, but you also need, um, for lack of a better word, showmanshi,p charisma. Um, and in language teaching and language learning, we need skill — technique, grammar, technical parts of language, but we also need, um, communicative energy, like you know, the energy to communicate well, and that’s something that we can always develop and grow. Even as a native speaker of English, I can I can always work and to try to change and transform, um, to power up my communicative energy. So, from the world of music, I kind of can see how that fits, um, into the world of communication or goes both ways from the world of communication it also goes into the world of music. So yes, yes. What you’re saying makes me think of the concept of self-esteem, and how it’s not just that one person feels confident overall in every aspect of their life. There can be certain situations where the self-esteem lowers. Right. It decreases, and I felt that, um,…every day…yeah. Yes, as a…aspiring, I’m not aspiring, I am partly a musician in that I can play the piano, and I can play a little bit on the accordion, um, but you know my confidence lowers a bit when I’m asked to perform for other people because I haven’t done it as much. Um, you know, put me in front of a large group of students, I get excited and energized. I have experience doing that. Put me on a stage with a piano, and my hands start shaking. I know the feeling. But I’ve recently overcome that …at least faced the fear and done it, and I think that’s something that I’ve drawn from to build my overall confidence, and also again, I seek out those experiences occasionally, here and there, to remember what it is like to put yourself out there and overcome fears, or at least face them. The first thing is just to face them, and I I did that. Recently, I have not…I’ve never…I had never done a recital, and then I recently said yes to one, and I got on stage and played, and I made mistakes. It wasn’t perfect, but I was so happy that I just did it, and it made me feel better for having tried, and I think that’s something that I can bring now to my teaching to remember the courage that it takes to try and to put yourself out there. That’s a good point. It’s a good point in the sense that it helps you feel what your students might be feeling when they’re asked to speak up in class, for example. Yes. I remember being called on in my Japanese class once, and I could feel my heart pounding out as the 25 students waited for me to make a fool of myself, you know, so um yeah. So, it is good to put yourself out there and remember what it’s like to be in a not necessarily a panic situation,…no…but uh but uh an uncomfortable enough situation that pushes you to grow. Yes. Agreed. Agreed. Oh good conversation. We can go on and on, but we’re going to end soon. My final question is…you mentioned only in passing «my site,» but can you tell us, um, what would you like learners to know about the site that you offer? What do you offer? What’s there? What’s available? Sure. Maybe I can send you some screenshots later or something, but my website is called ReadOasis.com, and it’s been online for about 12 years now, maybe more. Um, and basically, the the tagline is «Learn English with stories.» Um, we’ve got a few other words here. It says, «Power up your English for work and school. Learn the fun, fast, better way with stories.» And um, we have…a it’s a premium site, but we have three tiers that people can sign up for, um, and uh I’d be happy to tell you about those now if you’d like, I could do that, um, so we have a a Lifetime Master Plan, which is a pretty expensive one $247 for lifetime access. It includes two live coaching sessions. Um, the goal for that group would be, like, try to read two million words, which experts seem to say equals about one year of study abroad in an English-speaking country. We have a one-year access for the Expert Plan, we call it, for $79. And the goal for that one would be try to read 500,000 words in maybe a year. And then I have the Cup of Coffee plan, which is$5.97 a month, and you can cancel anytime. All of these you can cancel after one month and get a whole full refund. Um, but since we’re doing this together, um, I thought I would offer a discount… pretty big one of 20% with the coupon code «Jennifer,» so um, if anybody wants to sign up using the coupon code «Jennifer,» you can get a 20% off. Yeah. Please and um, that’s a pretty big discount, so I think it’s a pretty good deal, and the site’s been used by thousands of learners. It’s stood the test of time. I think people will probably enjoy it, and get a lot out of it if they were to use it. So and again texts at their level — interesting, engaging, compelling. Lots of rich features. Audio and uh different things. You know, there’s a lot of different features, um, goal setting and audio and 10 different levels ,and there’s quizzes on high frequency vocabulary. There’s a lot of material on the website, so if you’re looking for a way to integrate reading into your studies because you feel you have not given this skill enough attention, this is a possibility…and affordable. Yeah…yeah. Joey, thank you so much for taking the time to talk with me and to share everything you did. Look forward to another chance to talk to you. Awesome. All right. Thank you. I hope you enjoyed the interview with Joey. He’s a dedicated educator who wants to offer quality reading resources to engage learners and help them build fluency. On ReadOasis.com, Joey has carefully crafted texts for language learners. You can read for pleasure, read to learn, read to get inspired, and read to build your English language skills. On ReadOasis.com, you can use the coupon code «Jennifer» to receive your exclusive 20% at checkout. I’ll put the link in the video description. Thanks again to Joey for sharing the discount, his expertise, and his passion. That’s all for now. Please remember to like and share the video if you found it useful. And hey! Check out my poetry collection. It’s one of the digital downloads I’m currently offering. You can get the PDF and two MP3 audio recordings: one with music and one without. As always, thanks for watching and happy studies! Follow me on Instagram, Facebook, Twitter, and Patreon. And don’t forget to subscribe here on YouTube. Turn on those notifications thank you [Music]