The document summarizes a group presentation by three students on topics related to teaching English as a foreign language. Meghan Tansey discusses motivating English learners through games and a positive classroom environment. Shinan Zhou covers challenges in teaching vocabulary and strategies like distinguishing word meanings. Michael Trap outlines bottom-up and top-down listening processing and classroom activities to develop both skills types.

1. Group 6 PowerPoint Presentation Group members and topics: Meghan Tansey -Motivating English Learners Shinan Zhou -Teaching Vocabulary to EFL students Michael Trap -Teaching bottom-up and top-down processing

2. Motivating English Language Learners Meghan Tansey 01/28/11

7. Special consideration of teaching of listening and speaking Vocabulary I think vocabulary is the most important for teachers to consider when they are in the process of teaching of listening and speaking. Because if there is no vocabulary, there will be no grammar, no structure and no meaning.

8. Why vocabulary is so difficult for ESL/EFL learners? 1. They can’t get the right pronunciation of the vocabulary. 2. They can’t connect the sounds with the right vocabulary. 3. They have difficulty in memorizing many new words. 4. They don’t fully understand the meaning of the vocabulary in different situations. 5. They don’t have the chance to use the vocabulary often.

9. When EFL learners start to learn English, teachers and texts will focus on the teaching of phonics, but later when teaching listening and speaking, teachers will assume that the learners will practice the pronunciation by themselves according to the phonetic symbol, but that is not the case. Many learners can’t remember the new vocabulary, one of the reasons is that they can’t read the new words or phrases. So for the new vocabulary I’ll teach the learners how to read and after teach them how to read according to the phonics. Also try to ask them to spell words according to sounds.

10. The EFL learners have difficulties in memorizing so many vocabularies. First, they don’t have right strategies to memorize the new vocabulary. Second, they don’t spend much time memorizing new words or phrases because they feel it’s boring to memorize the vocabulary just by reciting. Third, they can’t use the new words in daily life. Teachers will help offer the right strategies for learners to memorize the new vocabulary. And the next day, teachers will check the new vocabulary to see whether the learners have mastered them or not. Also try to create authentic tasks or situations for learns to use the new words they have learned.

11. The EFL learners don’t totally understand the meanings of the word, especially polysemy, synonyms and homophone. When teaching these kinds of vocabularies, teachers just read through the sentences instead of focusing on the differences of the words. Students will be confused about their uses. It’s important for the learners to know about the differences in word use and they will decide when to use them in appropriate situations. Teachers should keep in mind when teaching polysemy, synonyms and homophone, they will focus on distinguishing the different uses among these words.

12. Teaching bottom-up and top-down processing of spoken discourse EESL 542.d Module 2 By Michael Trap