Meriel Rhodes Assignment 2 - Focus on the Learners Background Angeles is Catalan, 40+, lives in Barcelona and speaks Catalan, Spanish
and is studying English at Pre-Intermediate level at IH. She has studied English for several years and this is her fourth attempt to study to a level of fluency, which is her aim. She began studying English at age 18 and reached intermediate level but then stopped classes for 15 years. She has taken 2 subsequent 3-month courses the most recent at the University in Barcelona. Motivation Angeles is highly motivated and interested in improving her English for personal reasons although she feels it could also be useful in her work to some degree. Her sister lives in London and is married to an Englishman and she has visited England several times. She likes to watch films in English and to go to the cinema to watch old English language films, the most recent being last weekend (singing in the rain). She is always early for class, has 100% attendance record and actively seeks out opportunities to converse in English. Learning Style Angeles is extremely studious and a voracious reader (mainly travel & biographies). Although she finds it difficult to read in English she does and she accesses the internet in English as well as Spanish. She finds listening extremely difficult but knows she needs to improve. She says she finds listening to the radio in Spanish also very difficult. On the VARK scale her key areas are visual and reading/writing. She responds better to listening activities if she has preread a matching text and knows the context of the exercise. Angeles enjoys pair work and group activities, but is also focused and able to work independently. Strengths Angeles is very keen to learn English for intrinsic reasons, it is important to her and she values the work she has already put into learning a base of English to pre-intermediate level but is determined to advance to her aim of upper intermediate. She is careful about her speech and prioritises accuracy over fluency. She likes to be corrected, actively notes corrections for her own reference and often corrects herself. She has a wide range of interests and enjoys engaging in conversation. Although she makes some rudimentary errors in terms of the precision of her language she has gathered a wide vocabulary (a reflection of her interests in life). She likes to gather and use specific words that are appropriate to a particular situation rather than those in common use. Weaknesses
Error Grammar I have she pen Reason for error Use of pronoun in place of possessive pronoun. Correction I have her pen Suggested resource http://www.ego4u.com/en/cr amup/grammar/pronouns/exer cises?04 and http://www.ego4u.com/en/cr amup/grammar/pronouns/exer cises New Inside Out Pre-Int WORKBOOK 2008 (Kay with Jones & Kerr). Grammar review P4-5. Macmillan Inside Out student book (Pre-Int)
No, I not want …
Present simple negative requires an auxiliary (do/does) student has omitted do, perhaps because in Spanish there is no auxiliary, you simply say I want ../ I not want.. This problem also occurs with the interrogative form - Do you want? Word mis-selection (selection of wrong word), probably because the Spanish verb asistir means to attend.
No, I don’t want …
I assisted a class ..
I attended a class..
Online resource for student self teaching http://www.macmillandiction ary.com/dictionary/british/lo ok This online dictionary and thesaurus has the phonetic representation of the word
Looked /lʊkd/ Washed /wɒʃd/
Phonetic list in Inside Out Student Book (Kerr. Probably due to L1 interference. She does however respond well to listening activities where she is in direct communication with the source (conversational activities or listening to instructions or presentations from a teacher in class). I’m trying to find As above or a good learner’s dictionary such as Longman learner’s dictionary. Ask the class to re-tell the story using the storyboard to their partner (work in pairs).html
Looked /lʊked/ Washed /wɒʃed/
Word stress in wrong place.com/convo/prons1.englishzone. mis-pronunciation of –ed endings. 6. Follow Up Activity 7.Focus on the Learners
as well as an audio button so students can hear the word pronounced. key story
elements/stages.de/en/exercises/pron unciation/index.Meriel Rhodes Assignment 2 . Present a familiar story text (little red riding hood or similar) to the class & allow for a first read through for gist
with simple task (which of the 3 titles best fits the story). Online resource with audio presentation. I would recommend a set of activities as follows: 1.htm
2 specific activities to help the learner improve Listening Angeles finds listening incredibly challenging and has particular issues listening for key information.php Or http://www. Perhaps due to L1 interference.
He /wɒʃ/ in /hɒʃpɪtəl/
He /wɒs/ in /ˈhɒspɪtəl/
Online exercise for self testing http://www. Use of /ʃ/ sh sound in place of hard s /s/. Controlled Practice
4. how easy did they find the exercise. 8. Ss answer key questions which draw out key information: the main idea.
. Jones & Kay) P130.englischhilfen. Have the class arrange a mixed up storyboard (a series of picture boxes) and then match with a key sentence for each. http://www. Ask them to work in pairs to write a list of key vocabulary they remember as important in the story.englishclub. FB on the tasks. FB: Discuss answers as a class & highlight key sentences in the text to the class to highlight key story elements. I’m pretending to find… Word mis-selection (selection of wrong word). Freer Practice 5. Play the audio for the text. Mini FB 3.com/ pronunciation/-ed. L1 interference as pretender (sp) means try in English Confusion over pronunciation of final –s. Introduce a story theme
grammar.com/doc/67910920/New-inside-out-Pre-intermediate-workbook Hardcopy Practical English Usage – Swan (Oxford University Press) Grammar for English Language Teachers – Parrott (Cambridge University Press) Learner English .htm Online tenses game for students to test their knowledge.Swan & Smith (Cambridge University Press) How to teach English – Harmer (PEARSON Longman) How to teach pronunciation – Kelly (Longman) How to teach vocabulary – Thornbury (Longman)
. Collect storyboards and arrange in wall presentation/poster format for display in the class. http://www.Meriel Rhodes Assignment 2 .scribd.html Common pronunciation errors. http://www.btinternet.bbc.
Grammar revision I would like to focus on a set of revision exercises to help consolidate Angeles’ knowledge of the present tense particularly in negative and interrogative forms.about. I would suggest that working through the grammar revision section of the Macmillan Inside Out Pre Intermediate Workbook (with audio) Page 4 and 5 (attached as copy or at http://www.co.com/doc/67910920/New-inside-out-Preintermediate-workbook) would be extremely beneficial to Angeles but I would add a pair work activity (alternate questions and answers) focused around family (to also actively use pronouns – another weak area for Angeles) and replicate and personalise some of the activities as freer practice in order to check understanding.scribd.cl/Games/Simple_Present_Tense.com/~ted. (Have students do this if they have time).power/l1spanish.
Bibliography Online http://www.com/doc/67910920/New-inside-out-Pre-intermediate-workbook http://www.com/cs/vocabulary/a/obviouswrong http://www.uk/worldservice/learningenglish/grammar/pron/ Online pronunciation tips with audio for key sounds. tips on how to practice correct pronunciation and practice materials.
Resources http://www.com/blogs/johnson/2011/10/auxiliary-verbs http://spanish.scribd.economist.Focus on the Learners 9.