In terms of applying videos in the English listening class, Harmer (2007) suggests that students should be provided with opportunity to watch while they listen because it has many uses in the classroom. Firstly, it offers students rich contextual settings of language in use. As watching videos, students can acquire language as well as paralinguistic cues involving the match between tones and facial expressions, between utterances and gestures and rule of behaviors. These non-language clues make the listening class become more real-life settings because “in most situation, listen is not an aural activity. We can usually able to see speaker who provides non-verbal clues to meaning, for example, lip movement, facial expression and gesture” …show more content…
To employ authentic materials and videos in classrooms, there are many actions should be carried out to make sure the proper implementation in class. First, teachers should be aware of the new methods and techniques in teaching and selecting authentic materials and videos in English listening class, thus seminars or short courses should be organized and opened to wide range of teachers throughout Vietnam. Second, it is of importance to provide teachers and students with necessary facilities to support teaching and learning English with videos such as projectors, TV screen or computer with internet connection in the classroom. Moreover, they should be provided with opportunities to easily access the authentic sources. Designing more laboratories with computer and internet access is a useful approach to help students and teacher to reach the authentic materials. School libraries should be equipped with plenty of English books, magazines, stories to help students familiar with these kinds of materials. When used properly with the above-discussed techniques and approaches, authentic materials and videos are beneficial to teachers and learners of English language not in listening lesson only, but also in other skills of English
It is never good to be judge a book by its cover. This is also applies to people. We cannot judge someone or know everything about a person just by looking at them. We do not know what they have been through, their struggles and life experiences. The novel, Speak written by Laurie H. Anderson, is about a girl name Melinda Sordino, who is a rape victim and a freshman in highschool.
Not many English and Language Arts classes use contemporary novels and literature as part of their curriculum. Speak, by Laurie Halse Anderson, is a novel that has been and continues to be used in classrooms throughout the country whether it is in middle school or high school. This novel discusses issues that adolescents face in high school, which can help prepare early adolescents for what they need to know. The novel portrays real challenges that adolescent’s face. It presents an honest, real portrayal of experiences that occur in adolescence.
Over 300,000 people around the world have received cochlear implants (NIDCD, 2014). Research showing the importance of early intervention for children with hearing loss has led to children receiving the implants (CIs) earlier and earlier. However, by the time children are approved for the implant, have the surgery, and have the implant programmed, they can lose up to two years of hearing experience. This lost time puts children behind their normal-hearing peers in speech, language, and social development. After so much lost time, children need extra support to catch up to their hearing peers.
According to Cristina De Rossi, an anthropologist at Barnet and Southgate College in London, “Culture encompasses religion, food, what we wear, how we wear it, our language, marriage, music, what we believe is right or wrong, how we sit at the table, how we greet visitors, how we behave with loved ones, and million other things.” I think basically culture expresses the ways we live. Every region, every family and everyone has their own culture. For example, people usually call “Western Culture,” “Eastern Culture,” “Latin Culture,” or “African Culture” etc. Therefore, with Deaf people, they also have their own culture, which is Deaf Culture.
Speaking in the Presence of a Deaf Person is Considered Impolite Speaking in the presence of a Deaf person is considered impolite. You are being disrespectful and inconsiderate, especially if you know ASL and choose to speak instead. By speaking, you exclude them from the conversation. I am definitely guilty about speaking rather than signing in the classroom. I really try to not speak during class
For my deaf community experience project, I chose to have a silent dinner with my family. This is a deaf community experience because it makes you understand what it is like to not be able to hear or communicate with one another. I think that it is also a deaf community experience for what it is like growing up deaf in a hearing family, or hearing in a deaf family. At the dinner, there was me, my older brother, my younger brother, my dad, my dad’s girlfriend, my grandmother, and my grandfather. There was a little bit of mouthing, mainly from my little brother, throughout the dinner, but otherwise it was silent.
My qualifications that demonstrate my ability to be an asset to your Master Degree program of Education of the Deaf, is my background in Deaf Studies where I have received my Associate degree at Quinsigamond Community college. Furthermore, my degree has allotted me the necessary communication skills and cultural sensitivity, needed in order for me to work with the individual who has been the diagnosis of hard of hearing and deaf. In addition to my educational background, some of the following course have further my ability to better understand and work with individuals within the American Sign Language community is my Intermediate ASL 1&2, Introduction to the field of interpreting, and American Deaf -Culture to name a few. My reasons
The essay “Learning to Listen.” by Peggy Ramin, goes into depth about the true meaning of listening. Peggy, explains to the reader that growing up she was not raised to listen. She states, “And when I say “listening,” I am not referring to the nodding-your-head-and-politely-murmuring-Uh-huh-or-Ooh-I-see variety.” (Ramin,1).
One of the Founding Fathers of the United States, Benjamin Franklin, once said, “Tell me and I forget. Teach me and I remember. Involve me and I learn.” This is a particular way of learning in which I have come to realize that is extremely useful for myself and my learning experience. Through my educational career, I have either thrived or struggled in the subject of English.
Williams_K_Week4_Assignment_ActiveListening Completed in 40 minutes Improving Active Listening Yes I have been in a situation where my very own poor listening caused problems. I'm a very detached listener when I become uninterested or I know exactly whats about to be said.
The plan-do-review process is the most important segment of the daily routine in which children make choices about what they will do, carry out their ideas and plans while playing in the different areas of the classroom, and reflect upon their activities and experiences with adults and other children. This cycle aims to help play become meaningful. The plan-do-review process fosters children’s development of initiative, reflection, problem solving, responsibility, and they can see themselves as individuals who can act on decisions. Children experience the power of independence and are conscious of their intentions which support the development of purpose and confidence.
About Phillip Phillip is a very humble and loyal person that is easy going and listens to instructions given to him. He gets nervous and distracted easily; especially, when he is being watched or sees people with authority around him. Things to Avoid When Working with Phillip • Avoid having side conversation. • Avoid using cell phone. • Avoid looking at him directly in the eyes, especially when worker is new working with him.
Reflection on the 5-Days Journey to Become a Better Listener Throughout the 5-days practice of active listening and basic attending skills in daily conversations, it was easiest for me to practice empathy. I found it easy to perceive the situation through others’ eyes and perspectives in order to capture the accurate meaning when I was nonjudgemental and listened attentively to others. As a result, I was able to develop empathic rapport in which I accurately sensed and understood others’ concerns as well as feelings as compared to when I conversed without empathy, allowing my presumptions to affect my interpretation of others’ meaning due to the need for others to agree with my worldview. Besides that, I was able to practice basic empathy, which is the second level of empathy where I paraphrased
As a result, in this article he proposed different kinds of visuals and how they can be used in the classroom. Yunus, Salehi, and John (2013) conducted a research to investigate the teachers’ opinion toward using visual aids in classroom. Therefore, they selected 52 English teachers in Malaysia and interviewed with them. The majority of teachers believed in the significant effect of visual aids on teaching materials. In fact, they used visual aids to engage the students and also make the materials more interesting for
But many pupils do not have adequate Language proficiency to learn from this excessive verbalism. Hence it interferes with effective class-room communication. To avoid excessive verbalismthe teacher may use a variety of instructional materials like charts, diagrams, specimens, models, tape recorders, sound films, video-cassettes and many others which use the best of the communication techniques to transmit the subject