1. Open and Distance National University UNAD
School of Sciences of Education – ECEDU Bachelor in English as a Foreign Language
First and Second Language Acquisition and Learning
551018
Activity 14
Collaborative Work 3
Student:
Sandra Patricia Genoy Rodríguez
Code: 52370035
Group: 7
Tutor
Clara Esperanza Bilbao Cortés
CEAD
José Acevedo y Gómez
November 22th 2013
Bogotá D.C.

2. EXPLORING CONCEPTS CONCERNING LANGUAGE
ACQUISITION AND ALTERNATIVE SCENARIOS BY
ACQUIRING FIRST OR SECOND LANGUAGES

3. TARGET GROUP AND LEARNING NEEDS IN
ENGLISH AS A FIRST OR SECOND LANGUAGE
This target group is a Basic
English level group in an
institute in Bogotá. The
student’s ages are from 18
to 30 and the group is
composed by 20 students.
They are students who have
finished a traditional high
school. They study 10 hours a
week, they study 2 hours a
day from 5:30 to 7:30 pm.
They have not functional
English skills. They do not
have a large amount of
vocabulary. They hope to
improve their chances of
applying for higher level
positions at their jobs.

4. CONTENT TOPICS, STRATEGIES AND METHODOLOGIES
The importance of the content topic is that it helps to create an environment
applicable for both teachers and learners, because this is a guide that
supports a vision of the prospects to achieve of the objectives.
In this case the basic content is simple and it belongs to the basic level. The
topics are divided in 3 different ranks, the first rank is the previous knowledge
with the themes: verb to be the articles and present simple. The second rank
is the grammar with the following specific topics: personal and possessive
adjectives pronouns, verb to have and Saxon genitive. And finally the third
rank is the Vocabulary with the topics: adjectives and the body.
The methodological strategies are related to the method, technique, materials
and evaluation.

5. NEEDED AIMS AND THE SEQUENCE TO BE
FOLLOWED IN ACHIEVING THE INTENDED GOALS
AIMS
STEPS




To develop students
vocabulary range for
describing people.
To present and give
controlled practice of
questions using verbs to be,
verb to have and simple
present tense.
To be able to describe
people by mentioning their
characteristics (physical
and non-physical
appearance).
Motivation towards the topic:
The teacher introduce herself and shows some
pictures of two very famous teen artists and
describes their physical appearance and asks for
how the artist looks like in order to make students'
talk.

Activity to elaborate new knowledge:
Teacher puts on the board a simple question to be
answered by students who can use the dictionary
and other resources. The question could be; how
does your partner look like? After that the class will
read a small and incomplete paragraph which
must be complete for students, this paragraph talks
about the president of Colombia Juan Manuel
Santos. And finally the teacher describes herself
and her characteristics in order to give an example.

Activities to practice the topic:
Students will prepare a short dialogue or a
conversation using the grammatical rules,
vocabulary and English expression to describe a
partner.

Task:
Describe the physical appearance of the famous
people.

6. METHODOLOGY FOR PLANNING THE PROPOSAL
TASK



To this lesson the implemented task is
a real life task which is something
that the learner might imaginable do
outside of the classroom.
This task is based on the task based
language teaching approach which
tells us about the main stages of a
task.
The first phase is the pre-task, it refers
about the various activities that
teachers and students can
undertake before they start the task.
The second phase, the during task
phase, it centres on the task itself
and affords various instructional
options, including whether students
are required to operate under timepressure or not; this stage is
obligatory in task based teaching.
The final or third phase is the post
task; it involves procedures for
following-up on the task
performance.

7. HOW STRATEGIES, METHODS AND CONTENTS BY USING
ICT IN THE IMPLEMENTATION WERE SUCCESSFUL OR
NOT IN THE CLASSROOM OR VIRTUAL ENVIRONMENT
Many learners enjoy using computers and one benefit
of computers may also be the combination of
motivation and the practice in a particular tasks
providing them practice at an appropriate level.
ICT and the Internet provide language learners with the
opportunity to use the language that they are
learning in meaningful ways in authentic contexts,
also the Internet provides an easy and fast access
to the use of current and authentic materials in the
language being studied, which is motivating for the
language learner.
To develop this topic the physical appearance we
could use:

Online newspapers

Webcasts

Podcasts

Pictures

Info graphics

Recording the reading description of famous
people

Audios online

News

Room video clips

Video sharing websites as YouTube

Web pages to practice writing, speaking and
pronunciation

8. REFERENCES

Betty Lou Leaver, Madeline Ehrman, Boris Shekhtman, Achieving Success in Second
Language Acquisition, Chapter 3 Learning Styles and Learning Strategies. Cambridge books
online.
http://ebooks.cambridge.org

Nunan David, Task-based language learning and teaching approach, Cambridge language
teaching library.
http://books.google.es/books?id=wBKoWKodDk0C&printsec=frontcover&hl=es&source=gbs_ge
_summary_r&cad=0#v=onepage&q&f=false

ICT for language teachers
http://ictforlanguageteachers.blogspot.com/2010/06/hard-to-teach-teaching-foreign.html

The Importance of ICT (Information and Communication Technology) in language Teaching
http://genablog.wordpress.com/2011/12/06/the-importance-of-ict-in-language-teaching/

Teaching and Learning English through Web-based Activities
http://www.freewebs.com/cfc03/