AMAZONIA UNIVERSITY IX SEMESTER ENGLISH DEGREE

Cognitive

Social

Affective

Psychomotor

1. The student cannot yet read in the native language, or L1.

2. There is no sound equivalent in L1 for the “morphology”—sound system—in the language to be acquired, L2 æ

3. There is no word form in L1 for one in L2

4. Lack of familiarity with the grammatical and syntactical structures in L2.

The apple doesn't fall far from the tree. 5. Confusions arising from seeming parallels in L1 and L2 from similarities in letter clusters and idioms that are, in fact, not parallel, and therefore, are misleading. Still water run deep

Think twice, act wise.
While the cat's away, the mice will play.

6. Lack of skills and knowledge in interpreting the communicative intent of a speaker/writer

7-Inadequate and incongruous experience and knowledge of the acceptability of various forms of oral and written discourse.

To improve students competences

To motivate them

Learning styles teaching

Reflecting

Analyzing the syllabus

Students’ opinions

Free write

• Develop group
vision

• Survey

• Lesson learnt

Vicky Minderhout. Identifying Learner Needs. Chemistry, Seattle University. From http://cetl.matcmadison.edu/efgb/3/3_2_6.htm Simon Smith. 2003. Unit 109: Identify and assess learners’ needs and Unit 115 Support and Guidance. City and Guilds7407 Level 4 Certificate in Further Education teaching. From www.simonsdiary.co.uk/teaching/teachertraining

AMAZONIA UNIVERSITY IX SEMESTER ENGLISH DEGREE