Group 4 assignment 2

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Group # 4 Slide ShowGroup # 4 Slide Show

• Tzu-Yin Lin Page 2 -- 8• Jie Ma Page 9 -- 15• Gary W McCloud Page 16 -- 22• Shawn Y Mohamed Page 23 -- 27

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Accuracy in Speaking Accuracy in Speaking EnglishEnglish

Tzu-Yin Lin

003861766

01/22/10

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Why teaching accuracy in speaking English?

People always talk about that for an ESL students should just speak out without

hesitation, even when there’s some grammar error. Of course to speak fluently is everyone’s

priority, but to speak accuracy is important, too. Therefore, I think that the accuracy in

English what I consider in teaching speaking.

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Tips for teaching accuracy in speaking English

In cognitive way,

1. Remind the students that there are different

grammatical structure in different languages.

2. Motivate the students to challenge

themselves by speak accurately.

3. Encourage the students to speak.

4. An in-class drama play.

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Remind the students that there are differentgrammatical structure in different languages.

Take myself as an ESL students, my first language is

Mandarin. There is no tense for our language. We simply put yesterday/today/tomorrow in out

sentence (ex: I yesterday eat an apple) to make it past/present/future tense. Therefore the teacher should provide very clear grammar instructions to

show the students that they should always remember to

use tenses not just in writing, but also in speaking.

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Motive the students to challenge themselves by speak accurately.

To motivate students, the teacher can provide interesting topic for the students, such as

movie/music. Then to encourage the students to speak out. Structured the sentence in their head first, then to speak out. The teacher takes note when in-class speaking, who can reach the highest point of

making no grammatical error when speaking can receive a

gift. The students will willing to challenge themselves to reach the goal.

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An in-class drama play

To make the class more interesting, role-play or a

drama play is always the best way for the students to

speak out and also speak accurately. Also, this is a good

way to interest the students. If there’s only lecture in

the classroom, it will be too boring for the students.

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Encourage the students to speak

As a teacher, instruction is not the only way to lead the

students to perfection. To give out appropriate

encouragement or compliment is another way to lead

the students to perfection. With positive feedback

from the teacher, the students will willing to speak out

and speak accurately.

IIdioms in dioms in LListening is istening is HHard ard to Lto Learn earn

for ESLfor ESL S Studentstudents

Jie Ma

Idioms is hard for ESL studnets

• Listening comprehension exists in a lot of English exams, it is an important factor for ESL students to get high score in English exams. So, ESL students focus to remember vocabulary, it will help them comprehend the listening material. But, when they meet the idioms in listening, we can say it is the most difficult part for ESL students.

Why idioms is the hardest part for ESL students??• Each country has their own culture, each ESL s

tudent has their own idioms.• When they learn a new language, they should f

ace to a new culture, but they are not live in that culture, so they can't understand idioms easily, although sometimes the idioms are formed by some simple words.

Tips to learn idioms well

(1) Read Original English Newspapers more

• eg: Car is the Pandora's box of pollution.

=> Car is the cause of pollution.

(2) Listen to VOA as much as possible

In Feb,2008, there is an idiom appeared in "Special English" in VOA.

-->>hit the spot

(It is formed by simple words, but it's hard for ESL students,because they lack the culture background)

eg: Pepsi Cola hits the spot.

= Pepsi Cola tatses good and makes me feel satisfied.

(3) Watch original English movie ,no translation lines.

In the year of 1995, there is an idiom appeared in the movie "Othello".

green-eyed monster = jealousy

eg: Oh, Beware, my lord, of jealousy. It is the green-eyed monster which doth mock the meat it feeds on.

Learn idioms, have fun in English!

• Those tips above are good way for ESL students to learn idioms well, meanwhile, students can have fun from those activities.

• Interest is the best teacher for learning! Those activities will also evoke their interest of learning English. They can learn English better, not only for idioms.

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PROBLEMS IN TEACHING PROBLEMS IN TEACHING LISTENING IN EFL LISTENING IN EFL

CLASSROOMSCLASSROOMSBy

Gary McCloud

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OUR FOCUS IS: How To Improve Listening Comprehension by the L2 Student

OUR SOLUTION IS: By Increasing L2 listener’s Use of Cognitive Listening Strategies

We begin by asking:

Why do so many L2 students in EFL classrooms have trouble understanding what they listen to? From beginners to advanced, most L2 students often say “… but I didn’t understand what they said...”

why? why? why? why? why?

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To answer this, we must take a look at exactly what the listening process is

The listening Process can be defined as:

“an active process in which listener’s select and interpret information that comes from auditory and visual clues in order to define what is going on and what the speakers are trying to say” (Thompson & Rubin, 1996).

But as we know, many L2 listeners believe they can’t do this well. What exactly are some of the reasons they give:

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Three major reasons that L2 listeners give for not understanding are:

• Speed of Speaking: what L2 listeners hear seems to be spoken too quickly; they can’t control the pace at which the speaker speaks

• Phonology: L2 listeners often can’t hear or pronounce letters/sounds that don’t occur in their mother language; they often can’t decode reduced forms

• Interpretation Problems: L2 listeners often hear words/phrases correctly but get the wrong meaning. They get lost in the idioms and colloquialisms

Therefore, how can we as teachers help L2 learners who have such difficulties improve their listening

comprehension?

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Teachers Can Focus on Listening Strategies

• Now, we will focus on the cognitive listening strategy and how it relates to the 3 problems above

The cognitive listening strategy can be partially defined as

“situation-specific techniques used during the performance of a speaking/listening task to facilitate comprehension, for example, listening for details, making inferences, using background knowledge (top-down processing), getting the gist of material, etc.”

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Cognitive listening strategy as it relates to L2 problem “Speed of Speaking”:

Since L2 learners think speakers speak too fast, teachers need to be aware of why this happens. Teachers need to understand how to better organize a listening activity in the classroom. Teachers need to understand that students, when hearing a recording in class, are unable to get non verbal clues or pick up on sounds or catch the gist.

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Therefore, when planning a listening activity that includes a recording, a teacher could:Explain the situation in the recording and have students predict what th

e dialogue might be, before they listen to it

Repeat the recording several times

Have students take notes of the recording

Explain the dialogue

Role paly the dialogue so as to reveal nonverbal clues

Have students get into groups and role play the dialogue

Have the students change some words in the dialogue to keep the same meaning, or to get new meaning

While Tackling Accents

English is spoken as a Native language in United States of America United Kingdom Canada Australia Many others as well

Within these countries English takes on many different accents and dialects

With the student who is learning all new language sounds foreign.

We may not realize it but some of our accents make it hard for our students to hear particular sounds in words.

Some of us may not have really strong or pronounced accents but we may have speech impediments that augment our speech as well.

Deaf people who have high speech ability People with lisps People with stutters

Utilize other teachers that you work with as your resources to improve your students listening skills.

Utilize movies from different English speaking countries.

Create audio listening files for your students to listen to.

A good exercise would be to show an episode of “The Office” to your students (if they are Adults)

The Office is a popular show in both the U.S. and U.K. and the students can practice listening to dialogue in British English as well as in American English.

Then afterwards go through the different and similar words that the students heard and see what needs clarification.