Focus On The Learner Essay

The following academic paper highlights the up-to-date issues and questions of Focus On The Learner Essay. This sample provides just some ideas on how this topic can be analyzed and discussed.

Part 1

The pupils go toing the pre-intermediate class are largely Czech subjects ( except one Polish pupil ) and are in their early mid-thirtiess to 1960ss.

They all have a good degree of motive and their grounds for larning English include personal development. relocating to an English speech production state. obtaining a better occupation.

going. learning English at a higher degree. and pass oning with native talkers or household members populating abroad.

How To Focus On An Essay

Most of them have learnt the linguistic communication at school and/or university for at least 4 old ages ( frequently with long interruptions ) and were taught by instructors who used both Czech and English in the schoolroom. The lessons were teacher-centred and focused on grammar. command and prep. go forthing few chances for speech production pattern.

One pupil has besides been go toing English class offered by her employer. and besides learns English independently. Two of the pupils are multilingual ( they speak either German or Gallic ) .

A figure of them have attended English lessons at Akcent IH in the yesteryear. which they enjoyed because they were exposed to assorted speech patterns of native talkers. They prefer lessons where merely English is spoken and are really receptive to CELTA learning schemes. Students are happy to work in braces or groups. though some would wish to be corrected more frequently and experience they learn more when speaking to the instructor.

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They enjoy a mixture of speech production pattern and grammar work. which most perceive as hard. but easier than listening or talking “because grammar can be learned” . They are all eager to pass on efficaciously with native English talkers. develop their hearing accomplishments ( hard because of accents/talking velocities ) and talking accomplishments ( eloquence. bettering their speech patterns ) . The pupils besides want to broaden their vocabulary and better their authorship accomplishments.

All pupils are passionate about going. music. dance and athleticss. and actively prosecute these avocations.

Part 2A:

Description of mistake
Mistake illustration
Correctionss
Reason

Grammar

Not utilizing the right proper noun when mentioning to a peculiar state It is the same in Britain or in Gallic.
It is the same in Britain or in France.
Most probably a faux pas. though perchance pupil doesn’t know the right word for the state or hasn’t had adequate pattern utilizing it. Excluding “-s” in the present simple 3rd individual remarkable
She drink a batch of java.
She drinks a batch of java.
SS are cognizant of the regulation but haven’t internalized it yet. Probably confounding for them because the verb signifier merely changes in the 3rd individual seaborgium.

Vocabulary

Using the incorrect adjectival ( intending )
difficult baggage
heavy baggage
L1 intervention: difficult and heavy are the same in Czech ( tezky ) Using incorrect verb ( collocation: you ride a motorcycle. but drive a auto ) Do you cognize how to sit autos?
Make you cognize how to drive a auto?
Drive in Czech ( ridit ) is similar to sit. Student learned the significances of drive/ride in the past but mixes them up.

Pronunciation

Incorrect sounds
/ven/
/ wen/
Student hasn’t had adequate pattern utilizing the sound /w/ . which does non be in Czech. and uses the sound /v/ alternatively. Incorrect sounds + wrong word emphasis
?
/d? ? : pan/
?
/d? ? P? n/
L1 intervention: in Czech. word emphasis is ever on the first syllable. Student would besides profit from boring pronunciation to rectify the vowel sounds.

Part 2B:

Skill 1: Listening
The pupils handle listening for effect and specific information good if the context is really clear from the start. undertakings are graded to their degree and the activity is prosecuting ( as was the instance when listening to a vocal ) . Essential vocabulary must be clarified before the hearing undertaking. Because they are non exposed to talk English outside the schoolroom really much and hold had small listening pattern in their old larning experience. they sometimes struggle with the different speech patterns of English talkers ( indigens who speak rapidly are peculiarly hard to understand ) .

Skill 2: Speaking
Talking undertakings work good with the group. particularly if the subject is something the pupils can associate to ( like New Year’s traditions. or their avocations: traveling and vacations were peculiarly stimulating subjects ) and have/are taught the necessary vocabulary. Free speech production undertakings work best when preceded by guided pattern. At times. the speech production undertakings progress easy and pupils are hesitating to speak. They frequently stop to believe about the truth of what they are traveling to state and ever profit from discoursing their thoughts in braces before prosecuting in the activity. This has to make with their old English acquisition experiences. in which accomplishments development was neglected – they were non encouraged to portion their thoughts or develop eloquence.

Part 3

Activity 1: /v/ vs. /w/
Purpose: To clear up and pattern the pronunciation of the sounds /v/ and /w/ in normally encountered words.

Rationale: Students have problem articulating the sound /w/ . Often they say /vi: kend/ alternatively of /wi: kend/ or /ver/ alternatively of /w? r/ . The sound /w/ does non be in their native linguistic communication. so they use the closest sound in Czech: /v/ . I found that this mistake is widespread amongst the pupils. The activity I have chosen is suited because. apart from boring the pronunciation of /w/ and /v/ . it encourages pupils to place regulations as to which of sound to utilize in which words. I’ve adapted the undertaking to include some of the words they had problem with in category.

Activity 2: Summer cantonment

Purpose: To give pupils pattern utilizing the right signifier of the present simple 3rd individual singular in the context of forming a summer cantonment. Rationale: Students are already familiar with the regulation for organizing the present tense for the 3rd individual singular. However. particularly during talking undertakings. they omit the “-s” at the terminal of the verb and utilize the bare infinitive signifier. The activity I have chosen is a speech production undertaking. because I believe that pupils will profit from pattern to avoid doing this sort of mistake in a productive undertaking and it will promote eloquence.

Bibliography
Millin. S. ( 2011. June 18 ) – Pronunciation jobs for Czech talkers of English Retrieved from hypertext transfer protocol: //sandymillin. wordpress. com/2011/06/18/pronunciation-problems-for-czech-speakers-of-english/