The document profiles a language learner named Alexa Reichelt Barraza. It analyzes her performance in an oral assessment role playing a customer at a restaurant. The summary identifies grammar issues like incorrect modal verb ordering and preposition use. It also notes pronunciation difficulties stemming from a lack of practice. The profile provides background on Alexa and evaluates her language needs, such as improving question formation and using correct verb tenses and articles.
The document provides a language learner profile for a student named Nelson Gutiérrez. It includes background on Nelson, an analysis of his oral English abilities based on a diagnostic test, and a proposed lesson plan to teach him strategies to improve his oral performance. The lesson plan focuses on teaching two metacognitive strategies - using language to talk about language by asking clarifying questions, and using pantomime when unsure of a word. The goal is to help Nelson communicate more effectively in English and feel more confident speaking.
The document profiles a language learner named Alexa Reichelt Barraza. It analyzes her performance in an oral diagnostic role play task at a restaurant. The summary identifies several grammatical errors made by Alexa, including incorrect word order when using a modal verb, misuse of prepositions, lack of subject-verb agreement, and improper use of articles. The profile provides examples of Alexa's errors and explains how they could be corrected to demonstrate more proficient English grammar.
Language Learner Profile: Learning Strategiescmillafilo
This document presents a lesson plan aimed at teaching the language learning strategy of substitution to a secondary school student. The plan includes analyzing an interview with the student to identify weaknesses in pronunciation, grammar, and vocabulary. It then proposes using the Cognitive Academic Language Learning Approach to teach the strategy of substitution. The plan involves preparing the student, presenting the strategy, practicing it by finding synonyms for food items, and evaluating how well the student can use the strategy. The overall goal is to help the student maintain conversations when lacking a specific word.
The document provides an analysis of an English language learner interview conducted in Spanish. It identifies several areas for improvement, including the omission of personal pronouns, incorrect use of tenses, and mispronunciation of certain sounds. A lesson plan is proposed to address these issues through preparation, presentation, practice and self-evaluation activities focused on asking and answering interview questions. The analysis recommends the learner gain more experience communicating in English to expand their abilities and suggests cooperation with others to enrich learning.
This document profiles an English language learner named Melanie Torres. It analyzes various aspects of her English abilities, including an interview transcription, analysis of her phonetic, grammatical and lexical skills, and a lesson plan designed to address weaknesses in her vocabulary. The analysis found Melanie has generally good pronunciation for her level, but makes some vowel and consonant mistakes typical of Spanish speakers. Her grammar shows inaccurate verb tense usage and omission of words like articles and pronouns. She also answered some questions with responses that were contextually inappropriate. The lesson plan aims to teach food and tradition vocabulary using grouping strategies to help learn meanings.
My english language learner profile.docx 1 copiaTnovoa
Tania Contreras Novoa is an 18-year-old Chilean student who is studying at university. She provides details about her background, family, education and levels of English proficiency based on tests. She outlines strategies for improving her English skills, including reading strategies, use of resources, and a strategic study plan. Tania analyzes her strengths and weaknesses in English and what language skills are most important for her future goals of traveling, teaching English, and pursuing her university degree.
The document provides a language learner profile for a 21-year-old culinary arts student in Chile. It details his background in English education starting in primary school and continuing use of English through music. The profile examines an interview conducted in English with the student, analyzing aspects of his grammar, pronunciation, and vocabulary use. It finds issues with tense usage, omission of prepositions, parallel structure, and word order in grammar. In pronunciation, it notes his stress and intonation are generally good but he overuses fillers. It also analyzes vocabulary mistakes around omission of connectors and use of cognates.
This document contains an analysis of an interview conducted with a 10-year-old English language learner from Chile. The interview aimed to identify the learner's strengths and weaknesses in phonetic pronunciation, grammar usage, and comprehension. The analysis found some mispronunciations of words related to phonetic rules. It also observed that while the learner was generally able to communicate effectively, she occasionally showed hesitation, especially when pronouncing unknown words. The analysis focused on comparing the learner's pronunciation to Received Pronunciation standards and identifying opportunities to improve her English skills.
The document provides a language learner profile for a student named Nelson Gutiérrez. It includes background on Nelson, an analysis of his oral English abilities based on a diagnostic test, and a proposed lesson plan to teach him strategies to improve his oral performance. The lesson plan focuses on teaching two metacognitive strategies - using language to talk about language by asking clarifying questions, and using pantomime when unsure of a word. The goal is to help Nelson communicate more effectively in English and feel more confident speaking.
The document profiles a language learner named Alexa Reichelt Barraza. It analyzes her performance in an oral diagnostic role play task at a restaurant. The summary identifies several grammatical errors made by Alexa, including incorrect word order when using a modal verb, misuse of prepositions, lack of subject-verb agreement, and improper use of articles. The profile provides examples of Alexa's errors and explains how they could be corrected to demonstrate more proficient English grammar.
Language Learner Profile: Learning Strategiescmillafilo
This document presents a lesson plan aimed at teaching the language learning strategy of substitution to a secondary school student. The plan includes analyzing an interview with the student to identify weaknesses in pronunciation, grammar, and vocabulary. It then proposes using the Cognitive Academic Language Learning Approach to teach the strategy of substitution. The plan involves preparing the student, presenting the strategy, practicing it by finding synonyms for food items, and evaluating how well the student can use the strategy. The overall goal is to help the student maintain conversations when lacking a specific word.
The document provides an analysis of an English language learner interview conducted in Spanish. It identifies several areas for improvement, including the omission of personal pronouns, incorrect use of tenses, and mispronunciation of certain sounds. A lesson plan is proposed to address these issues through preparation, presentation, practice and self-evaluation activities focused on asking and answering interview questions. The analysis recommends the learner gain more experience communicating in English to expand their abilities and suggests cooperation with others to enrich learning.
This document profiles an English language learner named Melanie Torres. It analyzes various aspects of her English abilities, including an interview transcription, analysis of her phonetic, grammatical and lexical skills, and a lesson plan designed to address weaknesses in her vocabulary. The analysis found Melanie has generally good pronunciation for her level, but makes some vowel and consonant mistakes typical of Spanish speakers. Her grammar shows inaccurate verb tense usage and omission of words like articles and pronouns. She also answered some questions with responses that were contextually inappropriate. The lesson plan aims to teach food and tradition vocabulary using grouping strategies to help learn meanings.
My english language learner profile.docx 1 copiaTnovoa
Tania Contreras Novoa is an 18-year-old Chilean student who is studying at university. She provides details about her background, family, education and levels of English proficiency based on tests. She outlines strategies for improving her English skills, including reading strategies, use of resources, and a strategic study plan. Tania analyzes her strengths and weaknesses in English and what language skills are most important for her future goals of traveling, teaching English, and pursuing her university degree.
The document provides a language learner profile for a 21-year-old culinary arts student in Chile. It details his background in English education starting in primary school and continuing use of English through music. The profile examines an interview conducted in English with the student, analyzing aspects of his grammar, pronunciation, and vocabulary use. It finds issues with tense usage, omission of prepositions, parallel structure, and word order in grammar. In pronunciation, it notes his stress and intonation are generally good but he overuses fillers. It also analyzes vocabulary mistakes around omission of connectors and use of cognates.
This document contains an analysis of an interview conducted with a 10-year-old English language learner from Chile. The interview aimed to identify the learner's strengths and weaknesses in phonetic pronunciation, grammar usage, and comprehension. The analysis found some mispronunciations of words related to phonetic rules. It also observed that while the learner was generally able to communicate effectively, she occasionally showed hesitation, especially when pronouncing unknown words. The analysis focused on comparing the learner's pronunciation to Received Pronunciation standards and identifying opportunities to improve her English skills.
The document provides a language learner profile of a student named Javiera Olivares. It identifies several linguistic needs in phonetics and grammar based on an analysis of an interview with Javiera. Specifically, it finds issues with omitting final 's' sounds, influence of spelling on pronunciation, use of the present continuous tense, omission of articles, and subject-verb agreement. It proposes focusing on pronunciation practice and embedding grammar techniques to help Javiera improve accuracy.
This document analyzes the English language learning of a student through a recorded interview. It identifies two phonetic problems - the student does not pronounce the dental fricative sound correctly and mispronounces some vowel sounds. It also finds two grammatical errors - incorrect use of past tense and omission of the 's' in third person verbs. Suggestions are provided to help the student improve, such as explicit phonetic explanations, practice exercises with targeted sounds and verbs, and oral presentations using correct grammar.
This document outlines the objectives and activities for a lesson on modals. The objectives are to understand modals through a song, analyze a comic strip, expand vocabulary, and compose sentences using modals. Activities include discussing a music video, a word matching activity, analyzing a comic strip, learning about different modal uses and functions, and practicing modal sentences. Key points are made about modal verbs like may, can, must, should and their uses for permission, necessity, advisability and prohibition. Sample sentences are provided to illustrate different modal uses.
This document appears to be a table of contents or syllabus for an English language textbook or course. It lists 12 modules that cover a range of topics including everyday activities, past and future verb tenses, socializing, technology, and dilemmas. Each module includes the key language focus for 1-2 lessons, relevant vocabulary, reading and listening activities, tasks and exercises for students, and tips for further practice and study. The document provides an overview of the content and structure that will be covered over the course of the program.
The document provides a language learner profile of a student named Javiera Olivares. It identifies several linguistic needs in phonetics and grammar based on an interview with Javiera. Specifically, it finds she omits final 's' sounds and is influenced by spelling in pronunciation. It also notes her omission of verbs ending in 'ing' and articles. The profile proposes recommendations like encouraging speaking practice and taking a grammar course to address these needs.
Writing when english is not my first language viola gjylbegajViola Gjylbegaj
This document provides guidance on improving writing skills for those writing in English as a second language. It discusses common challenges such as organizing writing, using others' work, improving grammar/vocabulary, correcting errors, and proofreading. Exercises are included to practice things like verb tense, subject-verb agreement, prepositions, and tracking common errors. The overall document aims to help non-native English writers strengthen their skills through self-evaluation and exercises that target specific areas.
This document discusses the use of Randall's ESL Listening Lab website for teaching English listening skills. It describes the various sections on the website, including general listening quizzes with conversations at different difficulty levels, basic listening quizzes, academic listening exercises, vocabulary lessons, and lessons with video. The author analyzes the strengths of the website, such as the large number of interactive exercises and immediate feedback, and the weaknesses, such as needing an internet connection and audio/visual aids. The advantages for students are practicing pronunciation and accessing materials again, while teachers can facilitate exercises in class. However, the answers are visible, limiting its use for tests.
The document provides a list of commonly confused homophones in English. Homophones are words that sound the same but have different meanings and spellings. The list contains 14 pairs of homophones and provides the definition and spelling of each word to help distinguish between the similar sounding words. Understanding homophones is important to avoid spelling errors and communicate meaning clearly in written English.
This document provides a lesson on reported or indirect speech. It begins with definitions and examples of direct versus indirect speech. It then outlines 12 rules for converting direct speech into indirect speech, including changing pronouns, auxiliary verbs, words indicating time and place, and verb tenses. The rules address how the first, second and third person pronouns change based on the subject and object of reporting verbs. It also provides examples to illustrate applying each rule when converting direct speech into the corresponding indirect speech.
This document appears to be an excerpt from an English language textbook. It includes an introductory section, four main sections, and three intersections. Each section and intersection covers a specific language function or area and is divided into parts. The parts include language presentations with model conversations and charts, controlled practice exercises like drills, and situational practice activities. The goal is for students to learn how to vary their language appropriately depending on factors like the social situation.
This lesson plan teaches 9th grade students about modal verbs. It includes objectives, materials, procedures and activities. The procedures involve identifying modal verbs like may, might and shall in sentences. A discussion is presented on how modals indicate modality, ability, permission or obligation. Example sentences are given for may, might and shall. Students do activities constructing sentences with modals and identifying the appropriate modal in given sentences. They learn that shall expresses suggestion in yes-no questions, might expresses less probability and may expresses permission, probability or wish.
Final project for lesson 1 updated with soundMuoi Nguyen
This document provides an overview of modal verbs in English. It defines modal verbs and provides examples of common modal verbs like can, may, must, should, etc. It explains how modal verbs are used to indicate ability, permission, obligation, expectation, and probability. It also categorizes modal verbs as single concept modal verbs, double concept modal verbs, and modal verbs used in the past tense. The document concludes by recommending online resources for students to practice using modal verbs.
1) Modals are helping verbs such as can, will, must, ought to, may, might, would, could, should and shall. They are used with another verb and cannot work alone.
2) Different modals express different meanings such as ability, possibility, necessity, lack of necessity, prohibition, and advisability. For example, may, can and could express permission or possibility, must, have to and have got to express necessity, and should and ought to express advisability.
3) The document provides examples of sentences using different modals like may I, could I, must not, don't have to, and shouldn't to demonstrate their meanings and uses. It also includes an agreement
This document provides a student learning plan for an English 4 class that focuses on changing direct speech to reported speech, also known as indirect speech or narration. The lesson plan aims to help students understand the differences between direct and reported speech through examples and activities. Students will learn how to properly transform verb tenses and pronouns when changing direct quotations into indirect reported statements. This will help students more clearly relay what others have said.
This document provides information about an English language course called Nightingale English Course. It discusses four possibilities for learning English: English Sentence Structure, Business English, Top Notch and Summit, and The Way. English Sentence Structure teaches grammar in a simple way through books from the University of Michigan. Business English focuses on business vocabulary and situations through the Market Leader course. Top Notch and Summit prepare students for communication on daily topics in six levels. The Way teaches English through the Bible to help with evangelism, reading, and professional skills. The document also provides information about the teacher, Ted Nightingale, and his experience and teaching methods.
This document provides guidance for a lesson teaching students how to say phone numbers and email addresses in English. It includes instructions for classroom activities where students will practice asking for and giving personal contact information. Students are first introduced to vocabulary for numbers 1-20 and the symbols and punctuation used in phone numbers and email addresses. They then practice saying sample phone numbers and email addresses. The main activity has students create a class phone book by collecting the names, phone numbers, and email addresses of at least five other classmates. After collecting this information, students exchange the contact information they have gathered with a partner. The document provides teaching tips and notes on pronunciation. It also references additional practice materials available online.
The document outlines an English lesson plan for 10th grade students focusing on announcements. It includes the lesson's competencies, objectives, materials, activities, and assessment. The lesson introduces students to the definition, purpose, structure and language features of announcements. Students will listen to examples of announcements and work in groups to create their own announcement based on a provided transcript. Their work will be assessed on accurately capturing the meaning of the transcript. The lesson aims to improve students' ability to understand and respond to simple oral announcements.
1. The document outlines a lesson plan for an English exam for 5th grade students.
2. It includes activities assessing reading comprehension, grammar, and writing skills.
3. The lesson plan provides details on the classroom set up, timing of activities, teaching approaches, and potential issues to address.
This lesson plan aims to teach English IV students about idiomatic expressions. It will define what an idiom is and have students construct sentences using example idioms. Students will be grouped and asked questions to test their understanding of idiom meanings. For evaluation, students will determine the meanings of underlined idiomatic expressions in sentences and identify the correct answer. As an assignment, students must write a 5-10 sentence composition describing a memorable experience or place visited using sensory details.
Exploring students language and cultureImsoreal Ja
The document discusses a teacher's experience working with a Spanish-speaking student from Mexico to explore his language and culture. The teacher learned that the student's primary exposure is to Spanish at home through television, books, and communication with his family. Through assessments of the student's spelling and writing, the teacher determined he is at an emergent developmental stage. The teacher plans to use strategies like modeling, discussions, and technology to help the student progress in both English and Spanish literacy.
iBooks Author (iBA): An Opportunity for Pupil-Teacher CollaborationMatthew E. Murray
iBooks Author (iBA) may seem like a frightening proposition. It's time to move towards the fear. Why? iBA offers golden opportunities for teachers to collaborate w/ students to create interactive, media-rich texts. This presentation will aim to convince you to collaborate with your students by using iBA to produce original curriculum content.
The document provides a language learner profile of a student named Javiera Olivares. It identifies several linguistic needs in phonetics and grammar based on an analysis of an interview with Javiera. Specifically, it finds issues with omitting final 's' sounds, influence of spelling on pronunciation, use of the present continuous tense, omission of articles, and subject-verb agreement. It proposes focusing on pronunciation practice and embedding grammar techniques to help Javiera improve accuracy.
This document analyzes the English language learning of a student through a recorded interview. It identifies two phonetic problems - the student does not pronounce the dental fricative sound correctly and mispronounces some vowel sounds. It also finds two grammatical errors - incorrect use of past tense and omission of the 's' in third person verbs. Suggestions are provided to help the student improve, such as explicit phonetic explanations, practice exercises with targeted sounds and verbs, and oral presentations using correct grammar.
This document outlines the objectives and activities for a lesson on modals. The objectives are to understand modals through a song, analyze a comic strip, expand vocabulary, and compose sentences using modals. Activities include discussing a music video, a word matching activity, analyzing a comic strip, learning about different modal uses and functions, and practicing modal sentences. Key points are made about modal verbs like may, can, must, should and their uses for permission, necessity, advisability and prohibition. Sample sentences are provided to illustrate different modal uses.
This document appears to be a table of contents or syllabus for an English language textbook or course. It lists 12 modules that cover a range of topics including everyday activities, past and future verb tenses, socializing, technology, and dilemmas. Each module includes the key language focus for 1-2 lessons, relevant vocabulary, reading and listening activities, tasks and exercises for students, and tips for further practice and study. The document provides an overview of the content and structure that will be covered over the course of the program.
The document provides a language learner profile of a student named Javiera Olivares. It identifies several linguistic needs in phonetics and grammar based on an interview with Javiera. Specifically, it finds she omits final 's' sounds and is influenced by spelling in pronunciation. It also notes her omission of verbs ending in 'ing' and articles. The profile proposes recommendations like encouraging speaking practice and taking a grammar course to address these needs.
Writing when english is not my first language viola gjylbegajViola Gjylbegaj
This document provides guidance on improving writing skills for those writing in English as a second language. It discusses common challenges such as organizing writing, using others' work, improving grammar/vocabulary, correcting errors, and proofreading. Exercises are included to practice things like verb tense, subject-verb agreement, prepositions, and tracking common errors. The overall document aims to help non-native English writers strengthen their skills through self-evaluation and exercises that target specific areas.
This document discusses the use of Randall's ESL Listening Lab website for teaching English listening skills. It describes the various sections on the website, including general listening quizzes with conversations at different difficulty levels, basic listening quizzes, academic listening exercises, vocabulary lessons, and lessons with video. The author analyzes the strengths of the website, such as the large number of interactive exercises and immediate feedback, and the weaknesses, such as needing an internet connection and audio/visual aids. The advantages for students are practicing pronunciation and accessing materials again, while teachers can facilitate exercises in class. However, the answers are visible, limiting its use for tests.
The document provides a list of commonly confused homophones in English. Homophones are words that sound the same but have different meanings and spellings. The list contains 14 pairs of homophones and provides the definition and spelling of each word to help distinguish between the similar sounding words. Understanding homophones is important to avoid spelling errors and communicate meaning clearly in written English.
This document provides a lesson on reported or indirect speech. It begins with definitions and examples of direct versus indirect speech. It then outlines 12 rules for converting direct speech into indirect speech, including changing pronouns, auxiliary verbs, words indicating time and place, and verb tenses. The rules address how the first, second and third person pronouns change based on the subject and object of reporting verbs. It also provides examples to illustrate applying each rule when converting direct speech into the corresponding indirect speech.
This document appears to be an excerpt from an English language textbook. It includes an introductory section, four main sections, and three intersections. Each section and intersection covers a specific language function or area and is divided into parts. The parts include language presentations with model conversations and charts, controlled practice exercises like drills, and situational practice activities. The goal is for students to learn how to vary their language appropriately depending on factors like the social situation.
This lesson plan teaches 9th grade students about modal verbs. It includes objectives, materials, procedures and activities. The procedures involve identifying modal verbs like may, might and shall in sentences. A discussion is presented on how modals indicate modality, ability, permission or obligation. Example sentences are given for may, might and shall. Students do activities constructing sentences with modals and identifying the appropriate modal in given sentences. They learn that shall expresses suggestion in yes-no questions, might expresses less probability and may expresses permission, probability or wish.
Final project for lesson 1 updated with soundMuoi Nguyen
This document provides an overview of modal verbs in English. It defines modal verbs and provides examples of common modal verbs like can, may, must, should, etc. It explains how modal verbs are used to indicate ability, permission, obligation, expectation, and probability. It also categorizes modal verbs as single concept modal verbs, double concept modal verbs, and modal verbs used in the past tense. The document concludes by recommending online resources for students to practice using modal verbs.
1) Modals are helping verbs such as can, will, must, ought to, may, might, would, could, should and shall. They are used with another verb and cannot work alone.
2) Different modals express different meanings such as ability, possibility, necessity, lack of necessity, prohibition, and advisability. For example, may, can and could express permission or possibility, must, have to and have got to express necessity, and should and ought to express advisability.
3) The document provides examples of sentences using different modals like may I, could I, must not, don't have to, and shouldn't to demonstrate their meanings and uses. It also includes an agreement
This document provides a student learning plan for an English 4 class that focuses on changing direct speech to reported speech, also known as indirect speech or narration. The lesson plan aims to help students understand the differences between direct and reported speech through examples and activities. Students will learn how to properly transform verb tenses and pronouns when changing direct quotations into indirect reported statements. This will help students more clearly relay what others have said.
This document provides information about an English language course called Nightingale English Course. It discusses four possibilities for learning English: English Sentence Structure, Business English, Top Notch and Summit, and The Way. English Sentence Structure teaches grammar in a simple way through books from the University of Michigan. Business English focuses on business vocabulary and situations through the Market Leader course. Top Notch and Summit prepare students for communication on daily topics in six levels. The Way teaches English through the Bible to help with evangelism, reading, and professional skills. The document also provides information about the teacher, Ted Nightingale, and his experience and teaching methods.
This document provides guidance for a lesson teaching students how to say phone numbers and email addresses in English. It includes instructions for classroom activities where students will practice asking for and giving personal contact information. Students are first introduced to vocabulary for numbers 1-20 and the symbols and punctuation used in phone numbers and email addresses. They then practice saying sample phone numbers and email addresses. The main activity has students create a class phone book by collecting the names, phone numbers, and email addresses of at least five other classmates. After collecting this information, students exchange the contact information they have gathered with a partner. The document provides teaching tips and notes on pronunciation. It also references additional practice materials available online.
The document outlines an English lesson plan for 10th grade students focusing on announcements. It includes the lesson's competencies, objectives, materials, activities, and assessment. The lesson introduces students to the definition, purpose, structure and language features of announcements. Students will listen to examples of announcements and work in groups to create their own announcement based on a provided transcript. Their work will be assessed on accurately capturing the meaning of the transcript. The lesson aims to improve students' ability to understand and respond to simple oral announcements.
1. The document outlines a lesson plan for an English exam for 5th grade students.
2. It includes activities assessing reading comprehension, grammar, and writing skills.
3. The lesson plan provides details on the classroom set up, timing of activities, teaching approaches, and potential issues to address.
This lesson plan aims to teach English IV students about idiomatic expressions. It will define what an idiom is and have students construct sentences using example idioms. Students will be grouped and asked questions to test their understanding of idiom meanings. For evaluation, students will determine the meanings of underlined idiomatic expressions in sentences and identify the correct answer. As an assignment, students must write a 5-10 sentence composition describing a memorable experience or place visited using sensory details.
Exploring students language and cultureImsoreal Ja
The document discusses a teacher's experience working with a Spanish-speaking student from Mexico to explore his language and culture. The teacher learned that the student's primary exposure is to Spanish at home through television, books, and communication with his family. Through assessments of the student's spelling and writing, the teacher determined he is at an emergent developmental stage. The teacher plans to use strategies like modeling, discussions, and technology to help the student progress in both English and Spanish literacy.
iBooks Author (iBA): An Opportunity for Pupil-Teacher CollaborationMatthew E. Murray
iBooks Author (iBA) may seem like a frightening proposition. It's time to move towards the fear. Why? iBA offers golden opportunities for teachers to collaborate w/ students to create interactive, media-rich texts. This presentation will aim to convince you to collaborate with your students by using iBA to produce original curriculum content.
This document provides instructions for observing and assessing a preschool classroom using the Teaching Pyramid Observation Tool (TPOT). The TPOT is used to assess implementation of the Teaching Pyramid model. The summary is:
1. The TPOT provides a checklist to assess teaching practices associated with components of the Teaching Pyramid intervention model during a classroom observation and teacher interview.
2. The observation should last at least 2 hours and include one teacher-directed activity and one free play period.
3. Items are scored based on observation and teacher responses, with higher scores indicating greater implementation of Teaching Pyramid practices.
The document proposes a symbol to represent teachers globally. The symbol depicts a teacher blessing a student, representing their roles. It also includes sketches of a mother and unborn child to represent the nurturing role of teachers. The symbol uses various designs, letters, and colors to symbolize concepts like knowledge, education, and the global nature of teaching. The authors believe this symbol can help establish teachers' identity and status while also promoting unity across disciplines, levels, places and time. It is meant to honor teachers and their profession on a global scale.
The business plan for a Jermyn Street school features excellence in pre and primary education by offering project-based-learning. Project-based-learning is the most modern system in the education of children. The target of the school is the niche we have called Jermyn Street. It constitutes of parents from influential families with high spending power. This market faces very little competition with only one school offering project-based-learning education in Pakistan.
With a differential advantage of project-based-learning education, a fee of Rs. 20,500/- per child per month will be charged. The school will break even at a low volume of 47 students in the first year of its operations
Principles of teaching accroding to various authorsmrspumpkin
This document outlines various principles of teaching according to different authors and theories of learning. It discusses principles like scaffolded instruction, addressing different forms of knowledge, and making instruction explicit. Some key principles of learning mentioned include that learning is an internal experience activated by the learner, involves discovery of personal meaning, and is sometimes a painful process. The document also discusses laws of learning like the law of effect, exercise, and readiness.
Group 2 principles of teaching according to the variuos authorsJason Calonzo
1. Principles of teaching refer to the psychological laws of learning, educational concepts, and rules that guide effective teaching.
2. Principles are formulated from expert opinions, comparisons of effective and ineffective teachers, and experimental classroom studies.
3. Principles include starting principles about students' nature, guiding principles about instructional methods, and ending principles about educational goals.
4. Both techniques and principles are important, but principles are more fundamental in guiding effective instructional techniques.
The Teacher In the Classroom & In the Community: Part 1Rodeliza Japson
This document discusses the role of teachers both in the classroom and the wider community. It emphasizes that teachers should create a supportive learning environment in the classroom through good organization, time management, record keeping, and establishing discipline and routine. It also stresses that teachers have a responsibility to participate actively in community activities to promote moral, social, educational and civic development. The school and community are seen as interconnected learning environments where teachers can facilitate students' growth. Effective classroom management is key to providing the conditions for learning.
FS6 Episode 3: The Teacher in a School SettingJamaica Olazo
My Concrete Experience
My Observations
My Affirmed Concepts
My Reflections
My Future Applications
Prepared by: Ms. JAMAICA OLAZO
Want to ask a copy on this, just reach me on my fb account:
https://www.facebook.com/jamFeb25
DON'T FORGET TO HIT LIKE or LEAVE A COMMENT BELOW.
Thanks :)
DEFINITION AND IMPORTANCE OF PRINCIPLES OF TEACHINGLeizel Despi
Principles are fundamental truths or guiding rules that govern processes and conduct. They represent the origin, laws, objectives, and nature of things. Principles are generalized statements that systematize and interpret data. In education, principles guide the path and are compasses that direct the ship. Principles are important for making teaching and learning effective by proceeding from one situation to another and governing actions and techniques. Principles also explain educational processes by showing how things are done and results are achieved.
The NCBTS outlines 7 domains of effective teaching in the Philippines which include creating a positive learning environment, considering learner diversity, effective curriculum implementation, aligning assessment to standards, community linkages, and personal and professional growth. An ideal teacher serves as a role model, treats students with respect, engages students in varied activities to high standards, and links with communities to help achieve curricular goals through continuous learning and development.
Definitions of Personal Learning Environment (PLE)Ilona Buchem
A Personal Learning Environment (PLE) can be summarized as:
1. A PLE is a collection of digital tools and resources that are brought together and controlled by an individual learner to facilitate their learning.
2. It allows learners to access, aggregate, configure and interact with digital materials from their ongoing learning experiences from a single interface.
3. A PLE represents a shift to a learner-centered approach where students control their own learning goals, materials and processes through a personalized learning center composed of interconnected applications and services.
A Power Point Presentation of the Topic ''The PRINCIPLES of LEARNING'' on the subject '' The Principles of Teaching 1''
Contains the following:
-9 Principles of Learning by Horne and Pine
-Laws of Learning by Thorndike
with Pictures to be easily understand, or for to you ask share their insight about the given principles, Quotation related to the topic and also a special video.
Hope it will help you, thank you~
The document discusses key aspects of an effective learning environment for students. It emphasizes that the learning environment should include a well-arranged classroom with comfortable furniture, adequate space, and displays for student work. The classroom should also be clean, well-lit, ventilated, and free from distractions. Positive interactions between the teacher and students are important to create a conducive atmosphere for learning. An ideal learning environment encourages active learning, discovery of personal meaning, differences in students, tolerance of mistakes, and cooperative self-evaluation.
The document discusses different teaching approaches and methods. It begins by distinguishing between direct/expository approaches that have high teacher direction and guided/exploratory approaches with high student participation. It then defines key concepts like approach and method. The main types covered are direct/expository methods like deductive and demonstrative, as well as guided/exploratory methods like inductive. Characteristics, examples and advantages/disadvantages of each method are provided. The document aims to help teachers understand different instructional strategies and how to apply them based on learning objectives and content.
The document discusses the importance of teaching academic language to English language learners. It defines academic language as the language used in the classroom, textbooks, and assessments. Students who master academic language are more likely to be successful in school and their careers. The document provides examples of how a student's writing improved after receiving instruction in academic language and discusses strategies for teaching vocabulary, grammar structures, and other components of academic language.
The document discusses the importance of teaching academic language to English language learners. It defines academic language as the language used in the classroom, textbooks, and assessments. Students who master academic language are more likely to be successful in school and their careers. The document provides examples of lessons and activities teachers can use to explicitly teach academic vocabulary, grammar structures, and other features of formal academic language to help English learners access content material and develop proficiency over time.
Teacher portfolio inclusive of teaching philosophy, methodology and preferred practice. Herein, you may find artifacts and evidences of teaching and learning.
The document is Arkiel Brown's teaching portfolio which includes sections on teaching responsibilities, philosophy, materials, efforts to improve teaching, student ratings, evidence of student learning, and teaching goals. The portfolio provides artifacts and evidence of Brown's teaching approach and methodology to interested parties. It details Brown's view that teachers should adapt their approach based on student needs and abilities.
This document provides an analysis of an English language learner based on an interview. It identifies some of the student's strengths, such as an acceptable level of fluency, but also weaknesses in grammar knowledge and vocabulary. The analysis examines three examples from the interview transcript that illustrate issues with using past tense verbs, sentence structure, and lack of vocabulary. It then provides recommendations to address these weaknesses, such as practicing past tense verbs through listening activities, focusing on sentence structure through self-monitoring, and expanding vocabulary through reading texts. The analysis also identifies pronunciation errors like omitting final sounds and issues differentiating similar sounds. It recommends techniques like minimal pair practice and increased pronunciation feedback and correction.
The assignment needs to accomplish two things1. Provide a crit.docxlillie234567
The assignment needs to accomplish two things:
1. Provide a critical account of your previous beliefs about first and second language acquisition, with reference to theories or concepts of first/second language acquisition
2. Be a well-written, well-organized essay, following all academic conventions, including a reference list following APA style.
The questions
1. How do you think we learn our first language? (What happens? How does it happen? How
does it progress? What happens in the child’s head? How important is correction? What do
parents have to do? and so on.) (First language acquisition)
2. What do you think is the most effective way to teach or learn a second language? Why?
(What is the main process? What do the learners have to do? What does the teacher have to
do? Does this change as time goes on? What has to happen in the classroom? What is the role
of the syllabus? What should be in the syllabus?) (Second language acquisition)
My previous beliefs on 1st and 2nd language acquisition
1- First language acquisition: Language is a critical aspect that defines humans and their identities. It is a means of communication that they acquire from a very young age and onwards. As to how they acquire it, children start off learning language by attempting to communicate their instinct needs through body language and facial expressions. They can further communicate them through using their vocals, and this will be achieved through crying, shouting, laughing and more. At a later stage, they will be able to utter sounds and perhaps simple words they are exposed to by their parents, siblings and overall their surroundings. The first attempts to learn their first language could be through trying to repeat the words and sounds they often hear from others and other interactive tools, such as videos, games, songs and more. The words used by infants, even if they are not pronounced correctly, at this stage are enough for them to feel understood and provide them with a sense of security. Structuring phrases and sentences will probably start when they become toddlers. At this stage, the area responsible for learning a language in their brain will be developed. Having said that, children at this age might struggle in forming phrases and short sentences that are grammatically correct. In this regard, parents should not constantly correct their toddlers’ mistakes but rather encourage them to communicate their needs and express their feelings and emotions freely. This is because the mistakes children make at this age are due to their language incompetence. Pronouncing some words and trying to use longer forms can be overwhelming for them. Once the children begin to go to school, they will first be taught how to utter certain sounds and words correctly. This will be achieved through teaching them the alphabet and a variety of words they can use to communicate with others. Not only will they learn how to use nouns, but they will learn how to use verb.
1. The document contains responses to questions about language learning.
2. For question 1, the respondent argues that learners should not relate the second language to the first because it will lead to mistakes. Learners should acquire the second language like babies do.
3. For question 2, the respondent agrees that teachers should use the first language in foreign language classes to help guide learning and explain meanings, though the ideal is for the teacher to use the target language as much as possible.
This research proposal aims to describe the researcher's experience teaching pronunciation to English as a foreign language (EFL) children. The researcher will analyze current theoretical and methodological approaches to teaching pronunciation to EFL children and compare them to their own experience. The objectives are to describe the researcher's teaching experience, analyze approaches to teaching pronunciation to EFL children, compare the researcher's experience to current approaches, and analyze the benefits of teaching pronunciation to EFL children. The proposal includes sections on the abstract, introduction, rationale, objectives, literature review, and methodology.
This autobiographical narrative discusses the author's experience learning and teaching English in Morocco. As a student, the author was motivated by inspirational English teachers but found that classes focused too much on grammar accuracy over communication skills. As a teacher, the author initially followed the same grammar-focused approach but realized it did not improve students' English proficiency. The author also evaluates "The Teacher's Grammar of English" course book, finding the content rich but the exercises not adequately focused on developing communicative skills for Moroccan learners. The conclusion is that while grammar knowledge is useful, the primary goal of language learning should be communication and fluency rather than grammatical accuracy and terminology.
Through a language learning course, students improved their pronunciation, clarified grammatical issues, and enhanced their communication skills. The tutor used various activities like phonetic exercises, interactive discussions, and group work to help students learn. Students benefited from peer interaction and feedback from the teacher. While students had varying English levels, the teacher communicated fully in English and created a supportive classroom environment for all.
The document discusses several perspectives on language acquisition from authors Cook, Krashen, and Freeman. Cook compares first and second language learning, noting key differences that should be considered in classroom instruction. Krashen's theory is that a learner's first language impacts their second language acquisition, causing them to rely on first language skills when uncertain. Freeman examines first language acquisition from various viewpoints and debates about whether writing is learned or acquired. The reaction evaluates how these perspectives align with the author's own language learning and may influence their future teaching approach.
This document discusses how to teach speaking skills in a foreign language classroom. It provides guidance on replicating natural language acquisition within the classroom by focusing on motivation, language exposure, maximizing speaking time, and providing opportunities to use the language. Speaking tasks should give students a chance to rehearse real-life conversations and provide feedback. Conversation skills involve more than just grammar and vocabulary - students must learn how conversations work through turn-taking, responding to cues, and choosing appropriate topics. The document also covers simplification and elision in informal spoken English.
This document discusses improving vocabulary instruction in classrooms. It notes that simply having students look up words or study lists is ineffective for retention. Factors like increasing poverty rates and more rigorous academic standards require boosting students' vocabularies. The author discusses strategies they used successfully as a teacher, like having students find and record unknown words from their independent reading and share words in "word talks." The goal is for students to learn vocabulary naturally through reading and use, not just for tests.
Andrew Yim proposes researching strategies for tutors to develop long-term relationships with ESL students. He conducted interviews with 4 Chinese students who discussed their experiences learning English. They struggled adapting to English classes in the US and wanted to improve their writing skills. Andrew found programs at some writing centers that encourage relationships between tutors and ESL students. He will continue his research, observe ESL conversation groups, and interview more students to understand how writing centers can better serve ESL students. His goal is to present his findings at the 2015 ECWCA conference and help tutors build confidence in ESL students and encourage independent learning.
This document provides an overview of contrastive analysis between English and Arabic. It begins with the objectives of familiarizing trainee teachers with contrastive analysis and its pedagogical implications. The document then defines contrastive analysis and outlines its emergence. Key points of contrast between English and Arabic phonology, grammar, and other linguistic features are described. Finally, the interference of an Arabic mother tongue on learning English is discussed through case studies of errors related to redundancy, prepositions, syntax, and other areas. The document aims to help teachers address challenges English learners face due to their native language.
Saray Cisternas is a first-year English Pedagogy student from Chile. His interview revealed several issues with pronunciation and grammar due to interference from his native Spanish language. He studied English starting in 7th grade but his teacher always spoke in Spanish, hindering his English development. The analysis proposes strategies to improve his accuracy, including encouraging speaking practice and embedding grammar techniques into lessons. Formal classroom instruction alone may not be enough to fully acquire pronunciation.
This document summarizes interviews with an English teacher and student about their use and views of coursebooks. The teacher finds coursebooks important for their focus on communication and uses them mainly for presentation and practice. She supplements materials when activities are inappropriate or to encourage different skills. She would like varied listening activities and more visual grammar instruction. The student uses the coursebook as required but prefers reading activities about familiar topics. While not very important on its own, she sees it as a useful guide for studying.
The document contains a list of 10 classroom activities with their purpose, stage in the lesson, and intended audience. It then provides instructions, guidelines or rubrics for assessing each of the 10 activities which include role plays, writing letters, debates, making magazine articles, oral presentations, puzzles, games, creating posters, designing menus and family trees. The activities are intended to develop students' speaking, writing, critical thinking and creative skills at different levels and stages of a high school lesson.
1. The document discusses methodology in teaching English as a foreign language and the importance of effective lesson planning. It argues that methodology provides tools to improve language teaching and addresses challenges like what and how to teach.
2. Effective lesson planning is also discussed as an important framework that helps teachers stay organized and achieve learning goals. Lesson plans should consider student characteristics and allow flexibility for adjustments.
3. While resources exist to help teachers, results have not always matched expectations. The document emphasizes that teachers must select appropriate methods based on student abilities and apply methodology correctly to create functional language users.
This document summarizes observations from English language teaching classes. It describes the lessons and activities conducted by the teacher over several class periods, including establishing objectives, monitoring student work, eliciting information, and practicing vocabulary. It also provides feedback on lessons delivered by the author and another student teacher. Areas of strength and aspects to improve are discussed, such as using questioning techniques, room setup, and projecting voice. The author reflects that real classroom experience is needed to develop teaching skills and the ability to adapt to unexpected situations.
The author reflects on their first teaching experience and considers it a proof of their ability to teach well despite difficulties. They planned lessons carefully based on their methodology course, focusing on communicative approach and using realia when students struggled. While low student turnout was initially frustrating, applying what they learned helped them do a good job overall and identify areas to improve further like using more variety and target language.
The document describes an English lesson plan for a class on personal information and descriptions. The lesson aims to teach students how to give personal information and describe places orally and in writing using the present simple tense. The plan outlines target language, procedures, stages of the lesson including introduction, practice and production activities. Students will practice describing themselves, pictures of places, and things around them using vocabulary taught.
This document contains scoring rubrics and categories for evaluating various classroom activities in a Methods course. It includes rubrics for activities such as role plays, writing letters, debates, making magazines, oral presentations, and designing menus. Each rubric has 4 categories (4 being the highest score, 1 being the lowest) to assess different elements of the activities, such as use of props, grammar, organization, comprehension, and adherence to requirements. The document provides teachers with a way to systematically evaluate student performance across multiple interactive activities.
This document contains a lesson plan for teaching daily routines in English to students. The aim is for students to be able to describe their daily routines orally and in writing. The lesson plan outlines the target language, which is the present simple tense. It provides examples of how to form sentences using the present simple tense. The procedure section details the stages of the lesson, including introducing vocabulary, having students match pictures to routines they hear, completing a true/false worksheet, and writing an email describing daily routines. The lesson plan aims to provide practice and production of the target language through these interactive activities.
This document outlines a lesson plan for teaching English vocabulary related to food. The lesson aims to teach students to use vocabulary to express what foods they like or dislike orally and in writing. The plan includes introducing new food vocabulary through a presentation, having students practice by categorizing words and creating questions about food preferences, and producing dialogues asking their classmates about likes and dislikes. The plan anticipates students may struggle with verb forms and pronunciation and provides solutions such as drilling and modeling sounds.
This document outlines 4 Spanish language lessons with the following aims: 1) give personal information and describe a place, 2) use food vocabulary and discuss likes/dislikes, 3) describe things that are close to them, and 4) describe daily routines. It notes that the learning goals and topics covered are aligned with the national curriculum and coherent with the level of the general English students taught, covering basic topics for the first years of high school.
1. The class consists of 34 English students from various majors at Universidad Católica de la Santísima Concepción. There is diversity in years of study but little diversity in socioeconomic status or race.
2. Many students get distracted easily by technology and have a very basic level of English. This will require lessons with dynamic activities and clear language to keep students engaged and ensure understanding.
3. The classroom lacks visual elements but uses group seating. Lessons should incorporate collaborative work and provide students with materials instead of writing on the board to avoid lost time. Understanding the student context is essential for effective lesson planning.
1) The novel "The Perfume" follows Grenouille, a man obsessed with creating the perfect perfume who commits multiple murders to achieve his goal.
2) Driven solely by his obsession, Grenouille kills without regard for how it affects others. He tracks his 24th victim, a beautiful woman named Laure, to a remote house but finds them.
3) Grenouille lacks his own body scent, leaving him unable to experience love or happiness. His death at the end demonstrates that without an understanding of morality, ambition can have destructive consequences.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
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The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
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Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
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Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
1. Language Learner Profile
Authors: Javiera Barrueto.
Scarlett Espinoza.
Teacher: Gabriela Sanhueza.
Course: EFL Methodology
November 17th, 2014.
2. Introduction
The following language learner profile is about analyzing different sort of
problems that can affect beginners when they are in the process of acquiring a
new language. In this research, we have decided to apply to a first year student
a short dialogue within the context of a restaurant. Consequently, we will be able
to detect which errors could be more frequent in first year students, and
afterwards how they can be overcome. From the interview we decided to take
into account some grammatical and phonetics issues in order to analyze them
deeper.
3. Theoretical framework: the importance of language learning strategies in
the learning of an L2.
Nowadays, learning a new language is very important in order to be able to
communicate when you meet new people or simply to interact with other
cultures. According to this, the complexity in the process of learning a new
language can be related to the strategies that learners and teachers can manage
with the purpose of providing an easier procedure that can make this moment
significant.
According to McDonough (2006), learners are the users of strategies, the ones
who decide which and they are going to learn. Learners are the ones who decide
which strategy they would use in relation to the context and the situation that
they are facing. Students and teachers need to be conscious about what they
can do, in this way both teachers and learners would be able to have an
umbrella of options when they need to decide what to teach and, in the case of
students, what they have to learn.
Moreover, Ellis (1994) points out that the study of learning strategies holds
considerable promise, both for language pedagogy and for explaining individual
differences in second language learning. Nonetheless, the discussions about
learning strategies typically go to the conclusion that the difficulties to make
decisions at the moment of teaching learners are probably the hardest part. Ellis
states that choosing appropriate learning strategies is essential for learners;
otherwise, one mistake can make a lot of difference in the process of learning a
new language. Strategies are tools provided for those who are dealing permanently
with new situations, and if learners do not know how to use these strategies in
order to face those contexts, it could be a huge problem becoming an obstacle for
them in their process of acquiring a new language.
In the other side, Rebecca Oxford (2003), explains that a foreign language is a
language studied in an environment where it is not the primary vehicle for daily
interaction and where input in that language is restricted. In other words, Oxford
4. claims that the use of strategies is completely necessary, because the process of
learning a new language is quite difficult. Besides, the new language could be
provided in different contexts, thus these strategies would be chosen by students
for those moments in which they can be receiving input in different ways.
In consequence, it has been said for several authors that students need to use and
select different techniques in order to conduct the process of learning more fluent,
and strategies have to be taught by teachers. Strategies act as bridges in the
acquisition of a new language, as well as teachers, who have to act as facilitators
in the teaching of those. The appropriate combination of strategies depending on
the linguistic components that have to be reached by students would mean the
success in their process of training. Besides, it is very important to keep students
constantly motivated and engaged in order to make learning more enjoyable and
effective.
5. Learner’s Background
The learner’s name is Alexa Reichelt Barraza, she is 22 years old and lives in
Hualpén. At the present time, she is studying her first year of English Pedagogy at
Universidad Católica de la Santísima Concepción. Her high school was in Centro
Educacional Evangélico de Hualpén (CEDEPH), and afterwards she decided to
study translation as her first option. Nevertheless, she realized then that she would
feel more helpful if she studies a major which allows her to make that people could
learn a new language; consequently, she replaced her first option by studying
pedagogy, because it permits her to combine the two things that she loves more:
languages and teaching.
When she was 10, she went to France for two years, which gave her the
opportunity to learn French. Subsequently, when Alexa came back to Chile five
years after, she learnt English.
English studies
She was studying English Pedagogy at Universidad de Las Américas during two
years; nonetheless, when she was in the road of acquiring more courses in her
third year, the major had lost its accreditation. Before long, she decided to move to
another university with prestige and high renown, in order to continue studying the
same major.
At long last, the learner had pointed out after finishing the interview that ‘vocation’
was the most valuable feeling if anybody wanted to teach to the future generations
of students and get better the education of our all society.
6. Oral diagnostic performance
The girl was asked to act out role play task. She had to perform the character of
a customer in a restaurant where she was supposed to request what she wanted
to eat. The idea of the task was to test her oral abilities, both pronunciation and
the correct use of grammatical rules of the English language. Moreover, another
aspect such as her attitude in terms of being exposed to the language in a
spoken way was taken into account in our evaluation as well. We assumed that
this role play situation not only provided her the space to show off all the
knowledge that she has been acquiring until now, but also let us notice in which
features of the language she would have to work deeper in order to polish up
them.
In order to make this role play more appropriate, we acted out as a waitress,
thus our learner performed the role of a customer. Besides, it is important to say
that the interview was copied exactly as it was said by our interviewee.
7. Interview
(Context: In a restaurant)
W: Waitress
C: Customer (our learner)
W: Hello! Welcome to Pollos Hermanos, what can I do for you?
C: Mmmmm I would like an enchilada please.
W: Ok, would you like some drink?
C: Mmmmm, I can have some water?
W: Yes, you can. Ok, I will back with your order in a minute.
C: Oh wait! I want my main dish.
W: Oh excuse me, what do you want?
C: Mmmmm I want French fries with meat.
W: Ok, do you want something else?
C: I want a desert.
W: Ok, what kind of dessert do you want?
C: I want eat a ice cream, thank you!
8. Identification and analysis of linguistic needs
In the following lines, we are going to analyze different issues taken by Alexa’s
performance, in terms of grammatical structure, and phonetics mistakes. As a
general entry to our analysis, we have noticed that our leaner’s di fficulties about
grammar were such as the misuse of translation from our L1, or the incorrect use
of the grammatical order in questions with modal verbs. On the other hand, there
were mistakes in pronunciation because of the lack of practice in certain words.
Grammar issues
1. Our learner did not say the correct grammatical order when she used the
modal verb “can”.
“C: Mmmmm, I can have some waiter?”…
Alexa seems to have a very common elementary mistake, which is the incorrect
use of word order. This issue is very important to be taken into consideration in
order to be able to ask a proficient question. As it is known, when we ask any
question, the subject has to be placed in a different position which is not the first
one as in any statement. Following the correct order of a sentence using a modal
verb: Modal verb + Subject + Verb, she should have formulated that question
naming the modal verb ‘can’ first.
That is to say:
“C: Mmmmm, can I have some waiter?”…
9. 2. Another mistake taken from our learner’s interview was about the misuse
of prepositions, in this case the use of the preposition “with”. Look at the
following statement said by our interviewee:
C: Mmmmm I want French fries with meat.
As we know, if we translate this sentence into our L1 it would be correct the use
of “with” to say: “Quiero papas fritas con carne”. However, its translation
changes into the English language. Our interviewee should have used the
conjunction “and”. Thus, to enumerate two or more types of food in a sentence it
is correct to use the conjunction “and” instead of “with”. In consequence, we
could say that our L1 has interfered.
That is to say:
C: Mmmm I want French fries and meat.
3. Furthermore, there is no agreement in the following example:
C: I want eat a ice cream, thank you!
Here, we have two issues. The first one is the misuse of these two base verbs, in
this case “want” and “eat”. As it is known, we cannot join two verbs without either
using the infinitive form of the second verb which is “eat”, adding the preposition
“to”, or using its gerund for which is “eating”. Our learner should have used any
of these two options in order to say a proficient statement. The second issue
corresponds to the misuse of the article “a”. In the English language, when we
10. use both “a” and “an”, it will be determined for the noun that they are going to
precede. If the noun starts with a vowel, it is correct to use the article “an”,
otherwise; if the noun starts with any consonant, it must be preceded by the
article “a”. In this case, our interviewee had a misuse of the article, because
Alexa used the article “a” to precede the noun “ice cream”, which starts with a
vowel.
Taking these two issues into consideration, our leaner should have said:
C: I want to eat an ice cream, than you!
C: I want eating an ice cream, thank you!
Phonological issues
1. During the interview, we noticed that our learner made some mistakes in
pronunciation. The following one corresponds to the word “meat”. The
interviewee mispronounced this word, changing completely its correct
phonetic translation:
Alexa said:
Meat /meat/
Alexa should have pronounced this word using the long vowel “/iː/”.
That is to say:
11. Meat / miːt /
2. Another mistake made by our learner was the confusion between the
word “desert” and “dessert”. Despite the fact that these words may look
very similar in their spelling, both are pronounced in different ways in
terms of vowels and stress. Our interviewee pronounced this word:
Dessert / ‘dezert /
She should have said:
Dessert / dɪˈzɜːrt /
As it can be seen, the appropriate word that our learner was asked to say has
the stress in its second syllable.
12. LLS lesson
We designed a LLS lesson in order to help our learner to overcome her mistakes,
either grammatical or phonetic issues, highlighting the use of strategies.
Topic: Food
Content objectives
Content area: English
Grade: Elementary level
Student will be able to identify new vocabulary about food.
Student will be able to use new vocabulary in order to name what he/she
would like to eat in the context of a restaurant.
Language Objective
Student will be able to watch a video about performances in a restaurant
and understand what the speakers are saying
Student will be able to perform a role play about the information contained in
the video.
Learning strategies
Strategies objective: Using background knowledge and realia.
Materials: real food and a video about performances in a restaurant.
13. Procedures
Preparation
T elicits prior knowledge by showing a video of performances in a
restaurant.
T asks students what they think that the next activity will be about
T asks students about their experiences when they have gone to a
restaurant
Presentation
T shows real food and asks students to predict the name of each food
that T shows.
T asks students how they think that making predictions can be useful to
them in order to identify new vocabulary
T explains students how to make predictions through their own
experiences
Practice
T explains the role play activity
Students can use real objects in order to make it more real.
14. Evaluation
T asks students to reflect on their own experiences in performing
different situations that they can see in a restaurant every day.
T tells students how good they did the task in order to improve it.
T shares with the students what it is important to have in mind in this
context in a real situation.
Expansion
T asks students to explain orally what they think about the activity.
T teaches students other expressions such as “could you bring me the
bill, please?”, among others.
T asks students to think in which other situations they can use strategies
15. Discussion and conclusions (general evaluation of the case)
This research was the English learner profile of a first year student of Universidad
Católica de la Santísima Concepción. We decided to focus our analysis on one of
the productive skills, which is speaking, and how proficient our leaner was in order
to formulate either a statement or question with a correct use of grammar.
Accordingly, we could get from our research grammatical and phonological issues
in order to be analyzed. To our minds, the mistakes that Alexa made were very
elementary; nevertheless, necessary to be fixed. Moreover, in terms of confidence,
we have concluded that our learner could have been affected because she was
exposed to perform a role play orally. For this reason, we agree that she could
have presented those problems because of her affective filter. According to
Krashen (1982), the affective filter can interfere when someone is producing a
product in the language. In the case of our interviewee, her affective filter could
have been high.
On the other hand, the correct use of word order and prepositions goes with
practice, as well as the correct pronunciation of words. It is related to how much
time our learner is exposed to the language that she is learning.
Taking everything into consideration, this analysis permits us to think of how our
future students can be closer and more conscious about the use of strategies when
they learn a new language. Strategies are made for learners in order to provide
them security in every case that they have to face problems related to the new
language. In the case of Alexa, she had problems in pronunciation and use of
English. To resolve this, we decided to add realia in our LLS lesson as a strategy.
We strongly believe that it would support her to improve her vocabulary about the
content that we covered on the role play (food), because she would practice with
real objects making everything more reliable.
16. References
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford
University Press.
Krashen, S. (1982). Principles and Practice in Second Language Acquisition.
California: Pergamon Press Inc.
Naiman, N., Frohlich, M., Stern, H. H. & Todesco, A. (1976). The good language
learner. Research in Education Series No. 7. Toronto: The Ontario Institute for
Studies in Education.
Oxford, R. L. (1990). Language learning strategies: What every teacher should
know. Rowley, MA: Newbury House.
Oxford. R. L. (2003). Language learning styles and strategies: an overview. Oxford.