542 d 5considerations team2


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542 d 5considerations team2

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  • Your group did a wonderful job! The slides are clear and address really important points. I like your ideas for working with films.
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  • Hi, I’m In Young Choi. Your team’s presentation is mainly dealing with ‘Psychological areas’ of education and “Mental Block” theory was very interesting. Mental block, fear, peer-pressure, anxiety… can be the first factor of poor performance. I remember that when I watched the movie, Mr. Holland’s Opus, for the last quarter’s group work, one student who was afraid of expressing herself finally opened her mind after getting confidence. Because we are studying how to teach the ESL/EFL learners better, we usually focus on teaching method or materials. However, emotional, psychological and philosophical considerations should always be kept in mind.
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  • Hi- this is Kyoung A You.
    I like your idea that do not translate into their native language when students listen.
    I think one of the most difficult factors to improve listening skills is because for learners to traslate into their mother tongue. So teachers need to help students to accept Enlglish in itself.
    Also as you pionted out that to think grammar deeply before learnes speak English makes students speak English uncertainly, on the basis of this, teachers need to encourge learners to speak unaffectedly and to do collaboration work relating to their familiar subjects.
    Thanks for giving me lot of new ideas.
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  • Wow! Your team made a fairly well-formed ppt. It is another masterpiece like ours.
    As I looked through this, I learned many special and unique ways to teach listening and speaking effectively. Especially the most interesting and helpful part to me was the listening section that Eun Joo Lee made, since teaching English with multimedia is my favorite way of teaching. She said taking advantage of movies is a really good way to enhance students’ listening skill because through movies, students can listen to and learn various dialects, accents, and tones of speech directly. She also suggested specific methods to use movies in listening class. I’d like to try her teaching methods using movies in my listening class.
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  • Hi:-) This is Min Jeong Kim
    Good job!! This is great presentation with full of teaching tips. I was in charge of listening part therefore I only focused on how to teach listening effectively. I have never thought about how much listening activities are boring compared with other portions in language. Just now I realized the biggest problem in listening is flatness. I believe Learners’ motivation will reduce the flatness of listening. We, teachers need to consider the feature of listening and build the lesson interesting and exciting to make learners to participate in the activities.
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542 d 5considerations team2

  1. 1. Considerations and solutions of <br />Teaching Listening and Speaking<br />EESL542D Assignment #2:<br />By team#2<br />Eun Joo Lee <br />Soo yeun Kim<br />Soo Hyun Kim<br />Su jeong Kim<br />January 14th, 2011<br />
  2. 2. A Special Considerations in <br /> Teaching Listening<br />
  3. 3. by Soo yeun Kim<br />1. Mental Block<br />One of the largest inhibitors for listening<br /><ul><li>While listening, a student suddenly decides that he or she doesn't understand what is being said.
  4. 4. At this point, many students just tune out or get caught up in an internal dialogue trying to translate a specific word.
  5. 5. Some students convince themselves that they are not able to understand spoken English </li></ul> well and create problems for themselves.<br />
  6. 6. The Key for helping students improvetheir listening skill<br /><ul><li>To convince them that not understanding is OK.
  7. 7. This is more of an attitude adjustment than anything else, and it is easier for some students to accept than others.
  8. 8. Another important point to try to teach students is that they need to listen to English as often as possible, but for short periods of time. </li></li></ul><li>Application<br /><ul><li>Encourage them to get a film, or listen to an English radio station, but not to watch an entire film or listen for two hours.
  9. 9. Students should often listen, but they should listen for short periods - five to ten minutes. This should happen four or five times a week.
  10. 10. However, for this strategy to work, students must not expect improved understanding too quickly.
  11. 11. The brain is capable of amazing things if given time, students must have the patience to wait for results.
  12. 12. If a student continues this exercise over two to three months their listening comprehension skills will greatly improve</li></li></ul><li>Solution for Mental Block<br /><ul><li>Stop: Turn Off Competing Messages</li></ul> - Decentering<br /><ul><li>Look: Listen With Your Eyes
  13. 13. Listen: Understand Details and Ideas</li></ul> - Identify your listening goal<br /> - Mentally summarize the details<br /> - Link Message details with major idea<br /> - Practice<br /> - Transform barriers into goals<br />
  14. 14. Company Logo<br />Important points to remember<br /><ul><li>Listening is not a natural process
  15. 15. Listening requires effort
  16. 16. All listeners do not receive the same messages</li></li></ul><li>by Eun Joo Lee<br />2. Fun activity for listening<br /><ul><li>For students of English, the main reason listening comprehension is difficult is that there are simply too many new and unfamiliar words. in addition,
  17. 17. cultural differences
  18. 18. (ex. an idiom, a slang word )
  19. 19. problems with different accents/speed
  20. 20. lack listening stamina/ they get tired</li></ul>but<br />One of the largest inhibitors for listening is...<br />Flatness <br />
  21. 21. The Key for helping students improvetheir listening skill<br /><ul><li>Active listening enhances understanding of vocabulary as well as various aspects of literacy.
  22. 22. English-speaking movies are one of the ways to improve listening skills for English language learners
  23. 23. Read more: Movies allow students to hear various dialects, accents, and tones of speech.
  24. 24. Students who enjoy listening to their movie idols will enjoy</li></ul> the challenge of imitating their idols speech<br /><ul><li>Imitation is the highest form of flattery; it is also a great</li></ul> way to learn - think "modeling."<br />
  25. 25. Application<br /><ul><li>Before showing a film, it is best that the educator familiarize with the film.
  26. 26. The teacher should make a list of words, phrases that students might have difficulty with or that might need explanation.
  27. 27. The teacher can discuss things like the period around which the movie was made, why the director decided to use a particular location, who the actors are and why they made the movie.
  28. 28. Once the movie is over, allow students to sit for a few minutes, silently processing what they have seen and heard. (They may take notes to help them remember.)
  29. 29. Have them write down any questions they may have
  30. 30. Begin the movie debriefing by going over questions and vocabulary that was problematicstudents may be asked to analyze the movie
  31. 31. If students are able to answer questions about what they have just seen and heard, they understood the movie, which means their listening skills are developing</li></li></ul><li>Solution for Mental Block<br /><ul><li>Accept the fact that you are not going to understand everything .
  32. 32. Keep cool (idiom=stay relaxed) when you do not understand - even if you continue to not understand for a long time
  33. 33. Do not translate into your native language (synonym=mother tongue)
  34. 34. Listen for the gist (noun=general idea) of the conversation.</li></li></ul><li>Important points to remember<br /><ul><li>Arouse student's interest through fun activity.
  35. 35. Choose material (movies) they can understand at least part of, but which also challenges you to listen hard.</li></li></ul><li>A Special Considerations in <br /> Teaching Speaking<br />
  36. 36. by Soo Hyun Kim<br />1. Peer – Pressure<br />. What make students feel difficult whenthey speak in English?<br />www.wondershare.com<br />
  37. 37. Why do students have peer-pressurewhen they speak in English?<br /><ul><li>Overly aware of their audience
  38. 38. Over consideration of grammar due to the fear of making mistake</li></li></ul><li>How can we address the difficulty in a classroom?<br /><ul><li>“ Collaboration in a small group”
  39. 39. Have students participated in small group conversation</li></li></ul><li><ul><li>“ Collaboration in a small group”
  40. 40. Talking about familiar topics relating to their community and work
  41. 41. Using vocabulary and grammar by asking questions and communicating personal information</li></li></ul><li>How collaboration affects the difficulty of peer-pressure?<br /><ul><li>Working collaboratively with classmates is an effective strategy to encourage students to speak English more confidently.
  42. 42. It is easier for students to speak in groups rather than as individuals.
  43. 43. In each group, students can exchange their opinions about different cultures, share their learning experiences and complete a given task together.</li></li></ul><li>by Su jeong Kim <br />2. difficulties with teaching speaking <br />When non- native speaker teachesby using English<br /><ul><li>Students can learn authentic language
  44. 44. Students can be exposed to English </li></ul> environment <br />Strengths<br />
  45. 45. <ul><li>Students can not understand English 100%
  46. 46. Students have to judge by inference what speaker is saying
  47. 47. It is difficult for students to learn grammar </li></ul> systematically<br /><ul><li>Students tend not to concentrate on teacher </li></ul>Weaknesses<br />
  48. 48. Points for non- native teachers <br /><ul><li>Don’t slang expression
  49. 49. To express imperative sentence politely
  50. 50. To making creative activity games </li></li></ul><li>Key to phonetic symbols <br />Pronunciations<br />
  51. 51.
  52. 52. Thank you<br />