542 d 5considerations team2

1. Considerations and solutions of Teaching Listening and Speaking EESL542D Assignment #2: By team#2 Eun Joo Lee Soo yeun Kim Soo Hyun Kim Su jeong Kim January 14th, 2011

2. A Special Considerations in Teaching Listening

4. At this point, many students just tune out or get caught up in an internal dialogue trying to translate a specific word.

5. Some students convince themselves that they are not able to understand spoken English well and create problems for themselves.

7. This is more of an attitude adjustment than anything else, and it is easier for some students to accept than others.

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. However, for this strategy to work, students must not expect improved understanding too quickly.

11. The brain is capable of amazing things if given time, students must have the patience to wait for results.

13. Listen: Understand Details and Ideas - Identify your listening goal - Mentally summarize the details - Link Message details with major idea - Practice - Transform barriers into goals

15. Listening requires effort

17. cultural differences

18. (ex. an idiom, a slang word )

19. problems with different accents/speed

20. lack listening stamina/ they get tiredbut One of the largest inhibitors for listening is... Flatness

22. English-speaking movies are one of the ways to improve listening skills for English language learners

23. Read more: Movies allow students to hear various dialects, accents, and tones of speech.

26. The teacher should make a list of words, phrases that students might have difficulty with or that might need explanation.

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. 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. Have them write down any questions they may have

30. Begin the movie debriefing by going over questions and vocabulary that was problematicstudents may be asked to analyze the movie

32. Keep cool (idiom=stay relaxed) when you do not understand - even if you continue to not understand for a long time

33. Do not translate into your native language (synonym=mother tongue)

36. by Soo Hyun Kim 1. Peer – Pressure . What make students feel difficult whenthey speak in English? www.wondershare.com

40. Talking about familiar topics relating to their community and work

42. It is easier for students to speak in groups rather than as individuals.

44. Students can be exposed to English environment Strengths

46. Students have to judge by inference what speaker is saying

49. To express imperative sentence politely

52. Thank you