1. Special Considerations for teaching Listening & SpeakingEESL-542D Module 2January 28, 2011 Group #5 Brian Natarte Donna Parrish Tzuyun Shih

2. Cognate Awareness By: Brian Natarte Cognates are words that are very similar in meaning, spelling and/or form. These types of words have most likely been inherited from the same base language and have been altered slightly over the years. Cognates are most often an issue between Spanish and English since there are so many similar words among these two languages. Reference: http://spanish.about.com/cs/vocabulary/g/cognategloss.htm

4. Idea

5. Simple

6. Construction

9. Improve Teaching Cognates Cont. Cognate Awareness Test (CAT) – A test that shows exactly how aware students are of cognates and how high the difficulty level could be for them when learning cognates. Reference: http://www.cal.org/acquiringliteracy/assessments/cognate.html

10. Improve Teaching Cognates Cont. Practice As with anything in life, practice is the only way to improve upon something. Allow the students the time and space to practice as much as possible.

11. Overview Cognate Awareness is something that not every teacher may take into consideration. When a student is learning to speak and listen in a new language there are many things that propose challenges for the student. Teachers need to be aware of all special considerations when teaching listening and speaking; cognate awareness is just one of those special considerations.

12. Schemata Is a unit of understanding to store knowledge. Students use existing knowledge or schemata (plural) to recognize & connect with learning. Reference – Diaz-Rico, L. (2008). Strategies for Teaching English Learners. (p. 117). Donna Parrish

14. Schemata are created through repeated experiences with

15. EVENTS, PEOPLE, & OBJECTS

16. Encountering new information - shemata can be modified THREE ways: Reference - Sousa, D. (2005). How the Brain works. (p.52).

18. TUNING – Learners realize existing schema is inadequate and alters their schema to become consistent with the experience.

19. RESTRUCTURING – Learners create a new schema to understand the material.Reference - Sousa, D.(2005).How the Brain Works. (p.52-53).

23. Authentic Listening Materials Tzuyun Shih

24. Why authentic listening materials is important for ESL/EFL students? Prepare students for real listening. Listeners must be able to understand natural English speech to meet their own needs as members of the English-speaking community. Offering students guidance for similar, thematic listening in the L2 can help them pursue their listening interests in English outside the classroom.

25. Why authentic listening materials is important for ESL/EFL students? Using the authentic materials in ESL classroom will increase students' comfort level and their self-confidence to listen to the target language.( Thanajaro, 2002) For the teachers who are non-native English speakers, authentic listening materials is more important for ESL/EFL to learn the “real” language.

26. How can teachers more effectively use authentic materials in class? Authentic materials produced primarily for the use of native speakers of the target language. Such as: TV, Radio, Internet, CDs, videos, songs…etc. Students need to be participants then eavesdroppers in the activity . Students have opportunities to interact, negotiate, discuss and become part of the event.

27. How can teachers more effectively use authentic materials in class? Some keys to successful adaptation of authentic materials include:• converting them into workshop activities• adjusting the length of the materials• simplifying or explaining key language elements• converting authentic materials into a variety of exercise types (Larry M. Lynch, http://www.eslbase.com/articles/authentic-materials-2)

28. THE END EESL 542D-70 Module 2 Assignment Group #5 Brian Natarte Donna Parrish Tzuyun Shih