level students of the Celta Teacher Training Program at International house Language School. She took part of the same program two years ago‚ but she didn’t continue studying English afterwards. Virginia studied English in primary and secondary school following a traditional teaching method‚ which used grammar as the starting point and foundation‚ for the development of all language skills — speaking‚ listening‚ writing‚ and reading‚ however there was relatively little focus on speaking and listening
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CAMBRIDGE CELTA WRITTEN ASSIGNMENT 2: FOCUS ON THE LEARNER Learning background Student M of French nationality who speaks French‚ became interested in English at an early age and has a high aspiration for learning English. She enjoys traveling and considers English crucial and useful in everyday life. She has been studying English irregularly in school and after that by herself and at various English language schools. She told me at school a lot of the focus was the grammar as
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PROBLEM: The “R” sound In Portuguese‚ R at the beginning of words‚ at the end of words‚ or before a consonant is pronounced like H. Many Brazilian students carry this habit into English words‚ pronouncing “restaurant” as “hestaurant” and “far” as “fah.” It’s especially common when the English word and the Portuguese word are similar‚ such as in “restaurant” and “regular.” SOLUTION: First‚ I have my students work on pronouncing the English R sound by itself. I demonstrate the correct mouth position
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Assessed Assignment 2: Focus on the learner Muftah‚ married with four children‚ is a pleasant student who is struggling in class. Muftah did not receive any English in secondary school or university. He worked as a Physical Education teacher for two years‚ and then was employed with the Ministry of Youth and Sports for twenty years. In his years of employment‚ Muftah never needed to speak or write in English until about two years ago‚ when he started attending International House. He says that
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Focus on the Learner Learner Characteristics Learner characteristics are difference between learners which influence their attitude to learning a language and how they learn it. These differences influence how they respond to different teaching styles and approaches in the classroom and how successful they are at learning a language. The differences include the learner’s motivation‚ personality‚ language level‚ learning style‚ learning strategies‚ age and past language learning experience. Learning
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Focus on the Learner Shahid Adam Esat Word count: 1055 Learner Profile Gaby Kabengue is a 20 year old refugee from the Democratic Republic of Congo. He has been living in Johannesburg‚ South Africa for just over two months and attends the English language lessons offered at Language Lab. Gaby has a lively persona and a keen interest in learning the language‚ it is for these reason that I chose him for this assignment. Although Gaby holds no formal higher education qualifications he has had some
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Assignment Focus on the Learner 1. I chose to assess Marine who is a mature student and of French nationality‚ she is married and has two teenage children. (Her level of English is intermediate but still requires good flow and a greater repertoire of vocabulary). Marine used to work as a legal assistant and has finished her training to be a patent assistant. This involves working with lawyers where English is becoming an important requirement‚ not just reading but writing and conversing with
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Assignment 2: focus on the learner 1- Background to the learner: My student is called Samir Salem Abdullah Al-Ahsani. He is an Omani student working as an employee in the Bouhelba Company. He speaks Arabic which is his mother tongue and a little English. He’s at the elementary level at Polyglot Institute. He first studied English in the Omani public schools where he didn’t learn much according to him. He felt he couldn’t respond ‚when talked to in English‚ and needs to improve his speaking
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Focus on the Learner Each teacher must deal with a class - a group of individuals with different needs often growing out of their different linguistic and cultural backgrounds. ESL students have widely different needs‚ because of differences in cultural background‚ age‚ and previous education. Even if the students in one class are all from the same language group‚ they inevitably have different learning styles and needs. It means‚ that the teacher needs to be aware of the difficulties involved in
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Focus on the Learners A. The Intermediate level students have different backgrounds‚ learning experiences‚ and learning styles‚ but they find some common ground in the learning styles preferred‚ the parts of speech to be corrected‚ and the skills to be developed. The class is composed of 11 students who fall within the age range of 17 to 43 years. The group diversity also extends to their nationalities: five Thais‚ two Sri Lankans‚ two Pakistanis‚ one Japanese‚ and one Korean. The students with
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