1) The lesson plan focuses on teaching prepositions to a 4th grade English student using imagery as a learning strategy.
2) The teacher will have students complete a learning strategies survey to identify their personal strategies and give advice.
3) Imagery will be introduced as a strategy to help remember prepositions by creating mental images of words. An example of using imagery to remember supermarket prices is provided.
4) Students will be given a worksheet to practice verbs and prepositions before the main speaking activity of giving directions.
The document is a language learner profile of an 18-year-old English language student named Michelle Rodriguez. It includes an analysis of her language skills based on an interview transcript and writing sample. The analysis found Michelle has some difficulties with pronunciation, vocabulary, and grammar. However, she is generally fluent and understandable. A lesson plan is then proposed to help Michelle improve her use of prepositions by using imagery as a learning strategy. The plan involves a survey, presentation of the strategy, and practice applying it to learn directions.
Teacher asks the student to describe some activities he used to do when he was a
child, like "When you were a child, what did you like to do on weekends?" Then teacher
asks what activities he usually does now on weekends to practice simple present tense.
Presentation:
2. - Teacher presents the worksheet with a story in the simple past and present tense.
The document provides a language learner profile for two students, analyzing various aspects of one student's English learning. It includes sections on the student's background, an oral interview transcript, and analyses of the student's phonetic, grammatical, and lexical abilities based on the interview. The analyses identify several common errors in the student's pronunciation of vowels and consonants, use of verb tenses, and omission of words like articles and pronouns. The profile aims to understand the student's strengths and weaknesses to improve their English learning.
The document provides details about a lesson plan taught by Natalia Klein to 7th grade students. The lesson focused on parts of the city and prepositions. Key places taught included bank, chemist, hotel, park, zoo, museum, police station, hospital, post office, traffic lights, building, school, skyscraper, sign, library, bridge, public telephone, sidewalk and street. Prepositions included between, next to, opposite to, under, in and on. The lesson involved warm-up activities, presentation of new vocabulary, development activities practicing the new language, and a closing role-playing activity.
Natalia Klein conducted an English class for 20 secondary students focusing on places in cities. The class reviewed vocabulary from the previous lesson and introduced the structures "there is/there are" to describe locations and existence. Students practiced reading, writing, and listening skills through descriptions of ideal and real cities. For homework, students were assigned to complete a chart comparing information about the teacher's ideal city, an interview about Rio Colorado, and their own city descriptions.
The document summarizes an English lesson taught by Natalia Klein at Cem 24 school in Rio Colorado, Argentina. The 80-minute lesson focused on family members and used the song "The Family Song" as the main material. Students practiced possessive adjectives, pronouns, and the verb "have got." Activities included listening to the song, filling in blanks, matching lines, and ordering stanzas. Students worked in pairs and as a group. For homework, they were assigned to bring a photo of their family to the next class.
The document provides details of an English lesson plan taught by Natalia Klein to 20 elementary level students in Rio Colorado, Argentina. The 40-minute lesson focused on places in the city and the structure "there is/there are". Students practiced asking and answering questions about locations using affirmative and interrogative forms. Activities included reviewing vocabulary, reading a description of San Martin de los Andes, and completing an exercise to identify correct/incorrect sentences. Homework assigned was for students to write their own city description.
This document provides a summary of a teaching practice session held by Natalia Klein. The session took place at Cem 24 secondary school in Rio Colorado, Rio Negro, Argentina. There were 20 students in the beginner/elementary level class. The session lasted 80 minutes and focused on places in the house. Students practiced the structures "there is/there are" and were introduced to "how many" questions. Activities included a role play reviewing city vocabulary, reading descriptions of houses while answering comprehension questions, and writing their own house descriptions.
The document is a language learner profile of an 18-year-old English language student named Michelle Rodriguez. It includes an analysis of her language skills based on an interview transcript and writing sample. The analysis found Michelle has some difficulties with pronunciation, vocabulary, and grammar. However, she is generally fluent and understandable. A lesson plan is then proposed to help Michelle improve her use of prepositions by using imagery as a learning strategy. The plan involves a survey, presentation of the strategy, and practice applying it to learn directions.
Teacher asks the student to describe some activities he used to do when he was a
child, like "When you were a child, what did you like to do on weekends?" Then teacher
asks what activities he usually does now on weekends to practice simple present tense.
Presentation:
2. - Teacher presents the worksheet with a story in the simple past and present tense.
The document provides a language learner profile for two students, analyzing various aspects of one student's English learning. It includes sections on the student's background, an oral interview transcript, and analyses of the student's phonetic, grammatical, and lexical abilities based on the interview. The analyses identify several common errors in the student's pronunciation of vowels and consonants, use of verb tenses, and omission of words like articles and pronouns. The profile aims to understand the student's strengths and weaknesses to improve their English learning.
The document provides details about a lesson plan taught by Natalia Klein to 7th grade students. The lesson focused on parts of the city and prepositions. Key places taught included bank, chemist, hotel, park, zoo, museum, police station, hospital, post office, traffic lights, building, school, skyscraper, sign, library, bridge, public telephone, sidewalk and street. Prepositions included between, next to, opposite to, under, in and on. The lesson involved warm-up activities, presentation of new vocabulary, development activities practicing the new language, and a closing role-playing activity.
Natalia Klein conducted an English class for 20 secondary students focusing on places in cities. The class reviewed vocabulary from the previous lesson and introduced the structures "there is/there are" to describe locations and existence. Students practiced reading, writing, and listening skills through descriptions of ideal and real cities. For homework, students were assigned to complete a chart comparing information about the teacher's ideal city, an interview about Rio Colorado, and their own city descriptions.
The document summarizes an English lesson taught by Natalia Klein at Cem 24 school in Rio Colorado, Argentina. The 80-minute lesson focused on family members and used the song "The Family Song" as the main material. Students practiced possessive adjectives, pronouns, and the verb "have got." Activities included listening to the song, filling in blanks, matching lines, and ordering stanzas. Students worked in pairs and as a group. For homework, they were assigned to bring a photo of their family to the next class.
The document provides details of an English lesson plan taught by Natalia Klein to 20 elementary level students in Rio Colorado, Argentina. The 40-minute lesson focused on places in the city and the structure "there is/there are". Students practiced asking and answering questions about locations using affirmative and interrogative forms. Activities included reviewing vocabulary, reading a description of San Martin de los Andes, and completing an exercise to identify correct/incorrect sentences. Homework assigned was for students to write their own city description.
This document provides a summary of a teaching practice session held by Natalia Klein. The session took place at Cem 24 secondary school in Rio Colorado, Rio Negro, Argentina. There were 20 students in the beginner/elementary level class. The session lasted 80 minutes and focused on places in the house. Students practiced the structures "there is/there are" and were introduced to "how many" questions. Activities included a role play reviewing city vocabulary, reading descriptions of houses while answering comprehension questions, and writing their own house descriptions.
The document summarizes a lesson plan for a class on places in the city taught in Rio Colorado, Argentina. It includes the teaching points which are revising verbs like "to be" and colors, and introducing new vocabulary for places in a city. During the lesson, students practice reading, listening and speaking skills through activities like answering personal questions, describing places, and matching places with what can be found there. The class involves group work, questions, and gives homework of finding and describing a picture of a city.
During this lesson, students will learn about crime and violence against women. They will develop their listening skills by listening to and interpreting the song "Jealous Guy". Students will also practice talking about past events using the past simple and past continuous tenses. They will role play as detectives interrogating a suspect about a crime by completing a conversation with verbs in the past continuous form. Finally, students will summarize what the victim and suspect were doing the night of the crime and decide if the suspect is guilty based on their answers.
Nadya Rutherford is a student teacher completing her teaching practice at EPJA n° 15 secondary school. She has planned an 80 minute English lesson for an elementary level 3rd year class of 8 students. The lesson aims to teach the past tense verb "to be" through a reading comprehension about The Beatles and listening to one of their songs. The lesson follows the PPP approach and integrates the four skills. It includes a warm-up activity to introduce the teacher, a presentation on The Beatles using a text and song, practice activities using "was" and "were", and a closure getting students to talk about past events in their own lives. Homework is assigned through the classroom blog.
During this lesson, the teacher will:
1) Revise past simple verbs by having students listen to and analyze the lyrics of Michael Jackson's "Black or White".
2) Introduce asking and answering questions in the past tense by having students ask each other questions about their childhoods.
3) Assess students' understanding of past tense questions and verbs through a group activity where they ask each other about what activities a person did the previous day.
The document provides details of a lesson plan for a 7th grade English class on clothes and seasons. The lesson aims to teach students to talk about clothes and describe them using colors, and to recognize different seasons and classify clothes according to the season. The 80 minute lesson uses pictures, flashcards, group activities and a worksheet to present vocabulary, practice structures, and assess comprehension. Students practice describing clothes and assigning them to seasons.
Nelson Mandela was a famous leader from South Africa. During this English lesson, students learned about verbs in the past related to human conflicts and wars. They listened to a song by Bob Marley about war to develop their listening skills. Students then read a text about Nelson Mandela's life and accomplishments, answering true or false questions and completing the text with verbs in the past tense. The lesson integrated speaking, listening, reading and writing skills to teach students about past tense verbs and discuss important historical figures who fought for peace and human rights.
Nadya Rutherford is a student teacher completing her practicum at EPJA n° 15 secondary school in Puerto San Julián, Santa Cruz. She developed a 40 minute English lesson for an elementary level 3rd year class of 8 students focused on talking about past holidays. The lesson uses the PPP approach and integrates CLIL methodology. It includes a warm up activity revising past tense verbs, a presentation of new grammar points, a paired speaking activity practicing the new structures, and a writing assignment. Students are assigned online homework practicing was/were on a blog. The tutor provides positive feedback and notes minor areas for improvement.
The document provides details of an English lesson plan for secondary school students in Argentina. The lesson aims to develop students' listening, reading, speaking and writing skills through activities focused on talking about past events. Students will listen to a video about people's experiences during a blackout, read a text about missing protester Santiago Maldonado, and play an "alibi game" where they invent past activities as suspects in his disappearance. The lesson combines the PPP approach with CLIL to teach language in a meaningful context. Skills will be integrated and assessed through various interactive exercises.
- The document provides a lesson plan for a secondary level English class focused on teaching past forms of the verb "to be".
- The 80 minute lesson involves greeting students, reviewing present tense, introducing past tense through a text and examples, practicing formation and use of past tense in exercises, and having students write about past experiences.
- Assessment of correctly using past tense affirmatively, negatively and interrogatively will occur throughout class activities.
This document provides a lesson plan for analyzing the poem "The Telephone" and radio play "Sorry, Wrong Number". The lesson involves students:
1) Watching a video about the history of the telephone and discussing its importance.
2) Analyzing the poem "The Telephone" in groups to understand its message.
3) Role playing emergency situations and considering how to respond.
4) Listening to the song "Reach Out" and interpreting its meaning.
The lesson aims to have students connect literature to the real world and analyze how technology impacts communication. It assesses students' ability to provide critical feedback and reactions.
This document contains a detailed lesson plan for an English 7 class. The lesson focuses on figures of speech such as simile, metaphor, and personification. Students will analyze examples of these figures of speech in a poem about the Philippines. They will play a game to practice identifying different figures of speech. The lesson aims to help students understand literature and communicate effectively using literal and figurative language.
This lesson plan outlines a 45-minute class for 5th grade students about the parts of plants and what they need to grow. The lesson begins with an introduction and warm-up activity where students identify different flowers. Students then watch two videos, one identifying plant parts and another about plant needs. They complete worksheet activities matching plant parts and circling plant needs. The class concludes with group work filling in sentences about plant life cycles. The teacher assesses if students can recognize plant parts and needs.
Grade 9 english lesson exemplar 2nd quarterShiela Capili
This document contains a lesson exemplar for a 9th grade English class. It includes learning competencies, content, tasks and assessments related to analyzing literature and comparing information across texts. Specifically, it focuses on exploring the concepts of valuing others and their circumstances through analyzing two poems - "Auld Lang Syne" and "I Think Continually of Those Who Were Truly Great". Students will read and discuss the poems, identifying similarities and differences. They will then explore the idea of greatness further through learning about Martin Luther King Jr. and creating infographics about Filipinos who exemplify greatness. The goal is for students to gain insights about valuing others from analyzing the literature.
This document provides information about a teaching practice conducted by Natalia Klein. It took place at the secondary level at Cem 24 school in Rio Colorado, Rio Negro, Argentina with 20 students at an elementary/basic English level. The class focused on the topic of professions. During the 80 minute lesson, students revised verbs like "to be" and pronouns, learned new vocabulary for jobs, and participated in activities like a game and roleplays using the target language. The lesson incorporated reading, speaking, and cooperative learning skills through a communicative approach.
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.
Teacher asks the student to describe some activities he used to do when he was a
child and some activities he usually does now to activate his background knowledge of past
and present tense verbs.
Presentation:
2. - Teacher shows a short video without sound and asks the student to predict what is
happening in the video using verbs in the simple past and present tenses.
The document contains an interview with a 20-year-old university student from Chuquicamata, Chile who is now living in Concepción and studying law. In the interview, the student discusses his background, including where he grew up, his family members, and details about his English language learning experience in high school. He also shares information about his studies, hobbies like football, and his pet cat named Steve. The interview transcript is then analyzed to identify problems in the student's pronunciation, vocabulary, grammar and interference from his native Spanish.
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 discusses using a language learning profile framework to analyze learners' language skills and strategies. It proposes examining learners' perspectives in different areas like grammar, pronunciation, and vocabulary to identify mistakes and understand how they acquire a second language. The framework involves analyzing learners' cognitive processes and applying language learning strategies and metacognition to help them become more independent and proficient language users. The goal is for learners to recognize their own thinking processes and develop productive and receptive language skills.
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 provides a lesson plan for a English class focusing on the topic of talented people. The 80 minute lesson will include warming students up with pictures of famous talented individuals, having students listen to and fill in a chart about the biographies of 4 talented people, reading and answering questions about a man who can create drawings in his sleep, practicing modal verbs of ability, and concluding by having students research and write about a talented person for homework. The lesson aims to develop students' speaking, listening, reading and writing skills through cooperative and communicative activities integrated with technology.
The document summarizes a lesson plan for a class on places in the city taught in Rio Colorado, Argentina. It includes the teaching points which are revising verbs like "to be" and colors, and introducing new vocabulary for places in a city. During the lesson, students practice reading, listening and speaking skills through activities like answering personal questions, describing places, and matching places with what can be found there. The class involves group work, questions, and gives homework of finding and describing a picture of a city.
During this lesson, students will learn about crime and violence against women. They will develop their listening skills by listening to and interpreting the song "Jealous Guy". Students will also practice talking about past events using the past simple and past continuous tenses. They will role play as detectives interrogating a suspect about a crime by completing a conversation with verbs in the past continuous form. Finally, students will summarize what the victim and suspect were doing the night of the crime and decide if the suspect is guilty based on their answers.
Nadya Rutherford is a student teacher completing her teaching practice at EPJA n° 15 secondary school. She has planned an 80 minute English lesson for an elementary level 3rd year class of 8 students. The lesson aims to teach the past tense verb "to be" through a reading comprehension about The Beatles and listening to one of their songs. The lesson follows the PPP approach and integrates the four skills. It includes a warm-up activity to introduce the teacher, a presentation on The Beatles using a text and song, practice activities using "was" and "were", and a closure getting students to talk about past events in their own lives. Homework is assigned through the classroom blog.
During this lesson, the teacher will:
1) Revise past simple verbs by having students listen to and analyze the lyrics of Michael Jackson's "Black or White".
2) Introduce asking and answering questions in the past tense by having students ask each other questions about their childhoods.
3) Assess students' understanding of past tense questions and verbs through a group activity where they ask each other about what activities a person did the previous day.
The document provides details of a lesson plan for a 7th grade English class on clothes and seasons. The lesson aims to teach students to talk about clothes and describe them using colors, and to recognize different seasons and classify clothes according to the season. The 80 minute lesson uses pictures, flashcards, group activities and a worksheet to present vocabulary, practice structures, and assess comprehension. Students practice describing clothes and assigning them to seasons.
Nelson Mandela was a famous leader from South Africa. During this English lesson, students learned about verbs in the past related to human conflicts and wars. They listened to a song by Bob Marley about war to develop their listening skills. Students then read a text about Nelson Mandela's life and accomplishments, answering true or false questions and completing the text with verbs in the past tense. The lesson integrated speaking, listening, reading and writing skills to teach students about past tense verbs and discuss important historical figures who fought for peace and human rights.
Nadya Rutherford is a student teacher completing her practicum at EPJA n° 15 secondary school in Puerto San Julián, Santa Cruz. She developed a 40 minute English lesson for an elementary level 3rd year class of 8 students focused on talking about past holidays. The lesson uses the PPP approach and integrates CLIL methodology. It includes a warm up activity revising past tense verbs, a presentation of new grammar points, a paired speaking activity practicing the new structures, and a writing assignment. Students are assigned online homework practicing was/were on a blog. The tutor provides positive feedback and notes minor areas for improvement.
The document provides details of an English lesson plan for secondary school students in Argentina. The lesson aims to develop students' listening, reading, speaking and writing skills through activities focused on talking about past events. Students will listen to a video about people's experiences during a blackout, read a text about missing protester Santiago Maldonado, and play an "alibi game" where they invent past activities as suspects in his disappearance. The lesson combines the PPP approach with CLIL to teach language in a meaningful context. Skills will be integrated and assessed through various interactive exercises.
- The document provides a lesson plan for a secondary level English class focused on teaching past forms of the verb "to be".
- The 80 minute lesson involves greeting students, reviewing present tense, introducing past tense through a text and examples, practicing formation and use of past tense in exercises, and having students write about past experiences.
- Assessment of correctly using past tense affirmatively, negatively and interrogatively will occur throughout class activities.
This document provides a lesson plan for analyzing the poem "The Telephone" and radio play "Sorry, Wrong Number". The lesson involves students:
1) Watching a video about the history of the telephone and discussing its importance.
2) Analyzing the poem "The Telephone" in groups to understand its message.
3) Role playing emergency situations and considering how to respond.
4) Listening to the song "Reach Out" and interpreting its meaning.
The lesson aims to have students connect literature to the real world and analyze how technology impacts communication. It assesses students' ability to provide critical feedback and reactions.
This document contains a detailed lesson plan for an English 7 class. The lesson focuses on figures of speech such as simile, metaphor, and personification. Students will analyze examples of these figures of speech in a poem about the Philippines. They will play a game to practice identifying different figures of speech. The lesson aims to help students understand literature and communicate effectively using literal and figurative language.
This lesson plan outlines a 45-minute class for 5th grade students about the parts of plants and what they need to grow. The lesson begins with an introduction and warm-up activity where students identify different flowers. Students then watch two videos, one identifying plant parts and another about plant needs. They complete worksheet activities matching plant parts and circling plant needs. The class concludes with group work filling in sentences about plant life cycles. The teacher assesses if students can recognize plant parts and needs.
Grade 9 english lesson exemplar 2nd quarterShiela Capili
This document contains a lesson exemplar for a 9th grade English class. It includes learning competencies, content, tasks and assessments related to analyzing literature and comparing information across texts. Specifically, it focuses on exploring the concepts of valuing others and their circumstances through analyzing two poems - "Auld Lang Syne" and "I Think Continually of Those Who Were Truly Great". Students will read and discuss the poems, identifying similarities and differences. They will then explore the idea of greatness further through learning about Martin Luther King Jr. and creating infographics about Filipinos who exemplify greatness. The goal is for students to gain insights about valuing others from analyzing the literature.
This document provides information about a teaching practice conducted by Natalia Klein. It took place at the secondary level at Cem 24 school in Rio Colorado, Rio Negro, Argentina with 20 students at an elementary/basic English level. The class focused on the topic of professions. During the 80 minute lesson, students revised verbs like "to be" and pronouns, learned new vocabulary for jobs, and participated in activities like a game and roleplays using the target language. The lesson incorporated reading, speaking, and cooperative learning skills through a communicative approach.
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.
Teacher asks the student to describe some activities he used to do when he was a
child and some activities he usually does now to activate his background knowledge of past
and present tense verbs.
Presentation:
2. - Teacher shows a short video without sound and asks the student to predict what is
happening in the video using verbs in the simple past and present tenses.
The document contains an interview with a 20-year-old university student from Chuquicamata, Chile who is now living in Concepción and studying law. In the interview, the student discusses his background, including where he grew up, his family members, and details about his English language learning experience in high school. He also shares information about his studies, hobbies like football, and his pet cat named Steve. The interview transcript is then analyzed to identify problems in the student's pronunciation, vocabulary, grammar and interference from his native Spanish.
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 discusses using a language learning profile framework to analyze learners' language skills and strategies. It proposes examining learners' perspectives in different areas like grammar, pronunciation, and vocabulary to identify mistakes and understand how they acquire a second language. The framework involves analyzing learners' cognitive processes and applying language learning strategies and metacognition to help them become more independent and proficient language users. The goal is for learners to recognize their own thinking processes and develop productive and receptive language skills.
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 provides a lesson plan for a English class focusing on the topic of talented people. The 80 minute lesson will include warming students up with pictures of famous talented individuals, having students listen to and fill in a chart about the biographies of 4 talented people, reading and answering questions about a man who can create drawings in his sleep, practicing modal verbs of ability, and concluding by having students research and write about a talented person for homework. The lesson aims to develop students' speaking, listening, reading and writing skills through cooperative and communicative activities integrated with technology.
The document provides a daily lesson log for an English teacher covering grades 7-9 over one week in January 2023. It details the objectives, content, learning resources, procedures, and reflections for lessons on topics like Anglo-American literature, Philippine literature during the Period of Apprenticeship, processing information strategies, different forms of adverbs and conditionals, chamber theatre presentations, and more. The lessons incorporate tasks, activities, and assessments involving listening, viewing, extracting information, resolving conflicts in texts, using language appropriately, and transfers of learning.
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 language learning profile analyzes the phonetic and grammatical errors made by a first-year English student during a recorded interview. Two phonetic problems were identified: incorrect pronunciation of the "th" sound and vowel sounds. Two grammatical errors were also found: omitting the "s" in third-person verbs and using the wrong past tense form of an irregular verb. The profile proposes exercises to help the student practice the correct sounds and grammar structures, such as explaining pronunciation rules, providing word lists to practice, and role-playing family descriptions to use third-person verbs. Identifying common learner errors can help teachers effectively target instruction to improve students' English skills.
Rodrigues - TPD - Primer Período - Planificación 5Natyrod1984
This document provides details of an English lesson for young students in Argentina. It introduces new vocabulary words for shapes - triangle and rectangle - through a video. It then revises previously learned shapes like circle and square. Students practice identifying and saying the new shapes. They also complete a worksheet coloring shapes according to the teacher's instructions to reinforce the vocabulary. The goal is for students to be able to identify and say the names of the shapes.
The document summarizes an interview conducted with Maximiliano José Toro Urrutia, an 18-year-old Chilean student, for a didactics course. The interview covers background information on Maximiliano, including his English experience and goals of becoming an English teacher. It also analyzes Maximiliano's responses, finding issues with his vocabulary, grammar, and pronunciation in English. Specifically, the analysis notes Maximiliano's overuse of "because," misuse of verbs and adjectives, code-switching to Spanish, and generally informal vocabulary profile.
This document discusses the components of communicative competence. It defines four areas: linguistic competence, sociolinguistic competence, discourse competence, and strategic competence. Linguistic competence includes knowledge of phonology, syntax, morphology, and semantics. Sociolinguistic competence involves appropriate language use in different social contexts. Discourse competence is combining grammatical forms to create coherent texts. Strategic competence refers to communication strategies for dealing with problems in communication. The document also reviews the history of theories around competence and performance and references key scholars in the field.
The document discusses creativity in the language classroom and activities that can be used with young English learners between the ages of 3-12. It describes characteristics of different age groups and focuses that should be used, including listening, speaking, reading, writing, vocabulary and grammar. A variety of activity ideas are provided such as sentence games, riddles, word puzzles, songs and chants, jokes and brain teasers, and games involving movement. The goal is to keep students engaged through fun and interactive activities that suit their developmental levels and interests.
The document provides a lesson plan for a class of beginner English students. The lesson aims to develop students' speaking, reading, listening and writing skills. Students will review present tenses and vocabulary for describing interests and hobbies. They will then read about an exchange student named Mandy and answer questions about her profile. Finally, students will write their own personal profiles describing their basic information, activities, entertainment interests and sports to practice new vocabulary and structures.
This is totally about how we teach pronunciation. If you have any problem please discuss with me in comment session. if you likes.my work is beneficial for you please give me likes.
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.
This document is an excerpt from an English pronunciation textbook for Brazilian learners. It provides context and praise for the book from its foreword. The foreword notes several strengths of the book, including that it is specifically targeted towards Brazilian learners and addresses their unique phonological challenges. It emphasizes practice and a student-centered approach. The preface then introduces the book's focus on American English sounds and its goal of helping students sound more native-like through ample practice exercises. The excerpt concludes by previewing a sample unit focused on the sounds /r/ and /h/, important points of difference between English and Portuguese.
The document discusses assessing listening skills. It defines listening as an active process involving both linguistic and non-linguistic knowledge. Listening assessment is important because the act of listening cannot be observed. The document outlines different types of listening like intensive, extensive, selective, and responsive. It provides examples of assessment tasks that can measure various dimensions of listening including phonological recognition, paraphrasing, answering questions, note-taking, and retelling stories.
The author reflects on their teaching practicum from August to December at Liceo de Niñas de Concepción. They learned that teaching involves more than just lesson planning, grading, and classroom activities, and requires skills like organization, engagement, humor, and effective classroom management. The author gained confidence over time and realized their students were learning. Areas for continued improvement include timing of lessons and strengthening classroom management skills. Overall, the practicum was a positive learning experience.
Throughout her teaching experience, Camila has learned things she did not expect. She has come to understand what it is like to be a teacher in Chile with its advantages and disadvantages. One history teacher is very passionate about his work and puts a lot of effort into making improvements at the school, which his students appreciate. Camila has also discussed the Chilean educational system and changes over the last decade with other teachers and enjoys chatting with them during breaks, which creates a positive atmosphere.
Este documento describe un curso de práctica profesional para estudiantes de educación. El curso tiene como objetivo demostrar las competencias profesionales adquiridas por los estudiantes y analizar críticamente su desempeño pedagógico. Los estudiantes desarrollarán proyectos pedagógicos, participarán en actividades educativas y administrativas, y reflexionarán sobre su práctica docente. La evaluación incluirá observaciones de supervisores y profesores, autoevaluación, portafolios virtuales y asist
This document summarizes two English lessons taught to an 11th grade class. In Lesson 2, the teacher had students work in pairs to discuss situations and create advice after students were talkative from time off for a holiday. In Lesson 4, the teacher had students only create posters with job advice due to a matching activity taking longer than planned, removing the poster presentation from that lesson. Assessment results showed most students successfully identified jobs vocabulary and used modal verbs for advice.
This document provides an evaluation plan for an English language lesson on jobs and professions. It includes learning goals, activities, and assessment methods for diagnostic, formative, and summative evaluations. Diagnostic activities assess prior knowledge through games. Formative activities like pair work and self-reflection help students practice and improve. Summative evaluations like letters and posters evaluate learning and provide grades. The plan aims to help students learn vocabulary and give advice related to different jobs and professions.
Students learned about giving advice using the modal verb "should".
The teacher presented examples such as "You should get a part time job" and "You should pay attention in class".
Students then practiced rearranging sentences using the structure Subject + Should + Verb + Complement.
As a production activity, students worked in pairs to write three pieces of advice each for three teenagers with problems, using "should".
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The document analyzes a teacher's perspective on a course book used for teaching English. The teacher finds the course book provided by the Chilean government to be important, but thinks it focuses too much on grammar and needs more engaging, communicative activities. He supplements it with materials from other sources. While the course book provides structure, its topics are sometimes boring and it lacks suggestions for teaching diverse age groups. The teacher believes course books should be more updated to hold students' interest.
The document summarizes a course assignment where students evaluated an English textbook used in Chilean public schools. They analyzed that the textbook was quite plain and lacked current information and images. One key aspect realized was that teachers have the ability to decide whether to use the entire textbook to organize lessons or select and adapt materials appropriately according to students' needs, as the author's professors had done by choosing activities based on the class level and preferences. Coursebooks can be useful tools if used properly with students' needs in mind.
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The document discusses an assignment where students created a language learner profile analyzing a student's English performance, identifying their strengths and weaknesses. It required significant analysis but helped improve their teaching skills. The assignment also had students propose a lesson plan to help correct the student's mistakes, which was motivating even though the plan wouldn't be implemented. The profile gave insight into focusing on individual learners and their needs.
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Michelle Rodriguez is an 18-year-old English language learner interviewed about her background and experiences learning English. The interview is transcribed phonetically and then analyzed, noting some of Michelle's challenges with pronunciation, vocabulary, and grammar. Specifically, she struggles with certain sounds like /θ/, uses the wrong parts of speech at times, and her responses lack clarity due to incomplete sentences. The analysis provides examples from the interview to illustrate these points.
The lesson plan focuses on teaching English grammar to 4th grade high school students. It uses an imagery learning strategy to help students learn and remember prepositions needed to give directions. Students complete a learning strategies survey, receive an example of how to use imagery, and are given a worksheet to practice verbs and prepositions before the speaking activity where they give directions.
The lesson plan focuses on teaching English grammar to 4th grade high school students. It uses an imagery learning strategy to help students learn and remember prepositions needed to give directions. Students complete a learning strategies survey, receive an example of how to use imagery, and are given a worksheet to practice verbs and prepositions before the speaking activity where they give directions.
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1. UNIVERSIDAD CATÓLICA DE LA SANTÍSIMA CONCEPCIÓN
FACULTAD DE EDUCACIÓN
PEDAGOGÍA EN EDUCACIÓN MEDIA EN INGLÉS
“LANGUAGE LEARNER PROFILE”
Course: English Methodology II
Teacher: Roxanna Correa
Students’ names: Camila Cuevas - Angel Sandoval Villarroel
2. 2
Concepción, September 23th, 2013
INDEX
i.
Language Learning Strategies Framework…………………………………………….3
ii.
Learner’s background…………………………….………………………………………5
iii.
Interview……………………………………………………………………………………6
iv.
Phonetic transcription……………………………..………………………………………8
v.
Analysis and examples:
a. Phonetics and phonology………………………………………...………………9
b. Lexis………………………………………..………………………………………9
c. Grammar………………………………………………………………………… 10
vi.
Lesson Plan……………………………………………………………………………….13
vii.
Lesson plan evaluation…………………………….……………………………….……15
viii.
Conclusions………………………………………………………………………….……16
ix.
References………………………………………….……………………………….……17
1. LANGUAGE LEARNING STRATEGIES FRAMEWORK
Throughout many years it has been very difficult to find out a successful or a
standard way to teach language. Many approaches and methods have been
created to discover what the key is to teach successfully and to make the learning
process more efficient for students. Chamot (2004) points out that it is important to
3. 3
have some strategies to make the teaching process easier and more helpful for our
students, because learning strategies involve techniques for understanding,
remembering, and using information and skills to model the new content. These
techniques can help students by showing them explicitly how to learn a certain
area of the target language, which will facilitate the developing of their
independence and confidence as learners. In addition, students increase their
motivation by becoming more successful in school and much more aware of their
own critical thinking and learning process.
Three additional learning strategies are considered to be essential when
acquiring a second or foreign language. These strategies are: Planning, which
refers to set goals and identifying steps to achieve that aim; monitoring, which is
related to checking your comprehension while completing a task and identifying
specific problems you might have; and evaluating, which is connected to assessing
yourself on how well you have completed the task.
Chamot and Robbins (2010) in their CALLA handbook, present five different
phases that involve the learning process. These phases are: Preparation,
presentation, practice, self-evaluation and expansion.
In the preparation phase, it is relevant to identify clear objectives as well as the
strategy the student is going to use to develop new vocabulary. This phase
consists of motivate all the students in the class. In presentation, the teacher
presents the new information in varied ways to make students clearly understand
the target content. When presenting, it is recommended to emphasize the strategy
that will be used and to connect students’ prior knowledge. Then, in practice, the
type of task is essentially important, it has to be authentic and it has to provide
collaborative work with classmates so they can complement their knowledge with
each other. After that, during the self-evaluation phase, students reflect on their
own performance and evaluate how well they did by assessing the strategy they
used. During this step, students will identify their main difficulties and obstacles
that made them not to achieve the goal previously proposed. Finally, expansion is
concurrent with students’ personal decisions about the strategies that they find
4. 4
more effective for them, so they can apply the same strategies to new areas or
other subjects by modelling them according to the new context.
Eventually, having some strategies into account to achieve students’ goals
during a task or activity seems to be vital to make students’ learning process
successful. Therefore, as teachers, it is indispensable the use of strategies in the
classroom to master both students’ self-reliance and their own pace of learning.
2. LEARNER’S BACKGROUND
Michelle Rodriguez is an 18-year-old girl, who is in her 4th grade in an elementary
school called “Colegio Amanecer” located in Coronel. Michelle explains she has
been exposed to English language since 5 th grade in primary school. She admitted
that the learning process was very weak until she got in elementary school, where
5. 5
the English level is higher. Throughout these four years she has been asked to do
many tasks such as dialogues, oral reports and brief research, which have been
very challenging for her.
When Michelle was 10 years old, she began to listen to English music, influenced
by her older siblings and demonstrating a special preference for Hip-Hop. At that
age, she continues learning when starts to look for some of the lyrics in order to
understand what the songs were about. In addition to this, Michelle declares that
she and her family tend to watch several movies during the week, most of them
with Spanish subtitles. She thinks that it is a good idea to do this, because the idea
to compare both languages makes it easier to understand their different structures.
3. TAPED INTERVIEW
Interviewer (I)
Student (S)
1) I: Hi Michelle, how are you?
S: Fine.
6. 6
2) I: Yeah, uhm… how old are you?
S: Uhm, I am eighteen years old.
3) I: Eighteen?
S: Yes…
4) I: Umm… When’s your birthday?
S: Ehm, my birthday is… mmm… December thirty.
5) I: Alright... what kind of music do you like?
S: I like emm… Hip-Hop music.
6) I: Michelle, what’s your favourite singer or band?
S: My favourite singer is Eminem, eh because is a great… emmm he is
ammm… he… he is a good… so… uhm... I like.
7) I: Do you like the way he sings?
S: Yes.
8) I: Ah ok... uhm what’s your favourite song of that artist?
S: My favorite song is a “The love the way you lie”, eeh... because… eeh…
singer with Rihanna and she is a beautiful and like eeh… his style.
9) I: Ah ok... Uhm Michelle… would you like to be a famous artist?
S: No, really no.
10)I: Why?
S: Ehh... because is a… ehh… have a normal… normal life... eh with my
parents and my sister.
11)I: Ah ok... what’s your favourite sport?
7. 7
S: My favourite spot… sport is a… basketball... and football.
12)I: Ah… Do you play basketball?
S: Yes.
13)I: And what’s your favourite basketball player?
S: Emmm my favourite team is a… Lakers.
14)I: Lakers? Ahh, ok. And your favourite basketball player? I don’t know, uhm…
Michael Jordan or… any other?
S: Mmm… emmm Cole Brian.
15)I: And where is he from? United States? Spain?
S: Mmm… United State.
I: Ah ok. Ok, that’s it. Thank you very much.
S: Thank you.
I: Bye.
S: Bye.
4. PHONETIC TRANSCRIPTION
Question #8
I: Ah ok... uhm what’s your favourite song of that artist?
S: My favorite song is a “The love the way you lie”, eeh... because… eeh…
singer with Rihanna and she is a beautiful and like eeh… his style.
8. 8
I: Ah ok... Uhm Michelle… would you like to be a famous artist?
S: No, really no.
I: Why?
S: Ehh... because is a… ehh… have a normal… normal life... eh with my
parents and sister.
I: /ɑː (ok) (uhm) wɒts jə ˈfeɪvərɪt sɒŋ əv ðæt ˈɑːtɪst/
S: /maɪ ˈfeɪvərɪ sɒn ɪz ə ðə lʌv ðə weɪ jʊ laɪ | (eeh) bɪˈkɔːz
(eeeh) ˈsɪnʤər wɪð (Rihanna) ænd ʃiː ɪz ə ˈbjuːrifəl ænd laɪk
(eeehh) hɪz staɪl/
I: /ɑː (ok)/ /(Uhm) (Michelle) wʊd jʊ laɪk tə biː ə ˈfeɪməs ˈɑːtɪst/
S: /noʊ ˈriːəliː noʊ/
I: /waɪ/
S: /(Ehh) bɪˈkɔːz ɪz ə (ehh) hʌv ə ˈnɔːrməl | ˈnɔːrməl laɪf eɪ wɪð
maɪ ˈperənts ænd ˈs ɪstər/
5. ANALYSIS AND EXAMPLES
a) Phonetics and Phonology
RP
Student
9. 9
Birthday
/ˈbɜːθdeɪ/
/ˈbɪrddeɪ/
Thirtieth
/ˈθɜːtɪɪθ/
/ˈθɪrtɪː/
Great
/greɪt/
/greət/
Sport
/spɔːt/
/espɔːrt/
Michelle is quite fluent at the moment of answering questions, and it is very easy to
understand her due to her good intonation and word stress. Nevertheless, she
makes some minor mistakes when pronouncing some words that represent a
challenge even in the written form. The /θ/ phoneme seems to be difficult for her
since there is not such sound in Spanish which explains why she could not
articulate it properly.
b) Lexis
Michelle’s vocabulary storage presents some faults and lack of some function
words as seen in question 4; she did not use the preposition in before the month
and in question 6 Michelle forgot the noun ‘singer’ when trying to give a complete
characteristic to her favourite artist. Another problem is presented at the moment of
using words either as a verb or as a noun. In question 8, firstly the student forgot to
mention the personal pronoun ‘he’ to refer to the singer (line 2), secondly, used to
word singer instead ‘sings’ (line 2), and thirdly, she made a mistake using the
wrong possessive pronoun his instead ‘her’ when referring to a woman’s style (line
2). Then, in question 10, the interviewee seemed not to remember the form ‘I like
to…’ and after a long hesitation she finished the sentence with the reason why she
did not want to be famous. Finally, in question 13 it can be observed that the
student misunderstood the question by mentioning her favourite basketball team,
but not her favourite basketball player.
c) Grammar
10. 10
Generally speaking, Michelle presents several grammatical mistakes; however, her
answers are clearly understood and related to what she was asked. Now, there are
some sentences that need to be more complete in order to achieve a good
understanding.
During the interview, we focused mainly in the way she linked her ideas,
notwithstanding, the lack of vocabulary made her speech sounds quite slow
producing a lot of hesitation in her answers. In question 6, the student was not able
to express her whole idea, but at the end of the sentence she did not mention the
object pronoun ‘him’:
“He is a good… so… I like (him).”
In question 8, at the moment of giving the reason why she likes that song, Michelle
shows a problem with the use of determiners as well as in question 11 and the use
of personal pronouns:
“(…) she is a beautiful and (I) like eeehh… his style.” (question 8)
“My favourite spot… sport is a… basketball…” (question 11)
Then, in question 9, two mistakes are noticeable. The first mistake is the wrong
expression of negation: “No, really no.” instead ‘No, not really’. The second mistake
is when she gave the reason of her answer by omitting the form ‘I like to…’
In the following table Michelle’s mistakes are shown and contrasted with their
correct use:
What the student said
What the student wanted to say
11. 11
He is a good… so… I like. (Q6)
He is a good singer, so I like him.
… because… eeeh… singer with
Rihanna and she is a beautiful and
like eeehh… his style. (Q8)
… because he sings together with
Rihanna and she is beautiful and I like
her style.
No, really no. (Q9)
No, not really.
Because is a… ehh… have a
normal… normal life with my parents
and my sister. (Q10)
Because I like to have a normal life
with my parents and my sister.
My favourite spot… sport is a…
basketball and football. (Q11)
My favourite sport is basketball and
football.
WRITING TASK
Instruction: Write a short story including the following five words: Mother –
house – cat – city – run
“My mother went out house in the car. When she was in the car for city,
appeared a cat running and she killed it. When she arrived work she felt
guilty all day”.
WRITING TASK ANALYSIS
During this task, Michelle worked with a dictionary to find the meanings of the
words she did not know. Despite that, she made the two typical mistakes when
12. 12
students use a dictionary, one is the use of incorrect words in different contexts,
and the other is the word-by-word translation.
In the first sentence, Michelle does not make use of the prepositions that would
create a more specific description of her story; the lack of prepositions can be seen
in the sentence:
“My mother went out house in the car”.
This is explained she should have used: ‘My mother went out the house and got
into the car’.
Moving on to the second sentence, we can identify two main problems; firstly, there
is a wrong use of the preposition ‘for’ (“for city”) which is why we consider Michelle
should have used ‘across the city’ instead.
“When she was in the car for city, appeared a cat running and she killed it”.
Secondly, we can see a problem with syntax, “appeared a cat running…” (verb +
subject), so our student has a difficulty when following English grammatical
structures with Spanish grammatical structures at the moment of translating.
Finally, in the last sentence, the only problem we identified is the wrong use of the
verb ‘arrive’ referring to ‘get’ to a certain place or activity, ‘work’ in this case.
6. LESSON PLAN
13. 13
Learning Strategies Lesson Planning Form
Content Area
: Grammar
Topic: Giving directions
Grade
: 4 grade highschool
Objectives
Content knowledge/Skills: At the end of the class the S will be able to learn how
to use the imagery strategy to learn prepositions through a speaking activity.
Procedures
Preparation
In the first place, the student is asked to answer a learning strategies survey in
order to find out what her own personal strategy is and at the same time know how
she likes learning grammar.
“Today class we are going to learn how to give directions, but first, we are going to
concentrate on the different ways to learn grammar. I’m going to give you a survey
that you have to complete according to your preferences. Read each sentence
carefully, and if it matches with your characteristics mark with a tick (✓) in the
corresponding box. Once you have finished the survey, we will discover which is
your personal strategy and I will give you some advices on how to work with them
when you study at home”.
Presentation
14. 14
Present the strategy using imagery and tell the student why it is useful and why it is
appropriate for the lesson.
“Today we are going to learn how to use imagery. This strategy will help you
remember the prepositions that we will learn today because you will create a
mental image for both words and images. Imagery can be used for remembering
facts, for example when you study history, and when you need to memorize the
address of one of your friends. Let me give you an example of how I use imagery.
When I go to the supermarket, I always remember the prices of the food I usually
buy, because the price label is written in big and bright colours. You know that
every supermarket has its own particular colour, and that makes it easy to
remember. So, what I actually do is to read the information (look at the images and
texts) and afterwards, make a picture of that information in my head. That’s how I
remember prices”.
Practice
Give the student a worksheet with a list of verbs and prepositions she needs to
complete before doing the actual activity so she can have a guide when giving
directions. Discuss and correct her answers and tell her to use the strategy
discussed to try to both remember the correct use of the prepositions and also
reinforce her memory capacity. After that, give the student a map of the city she
lives in and ask her to choose one place to start from there (for example, the
square). Now ask her to help you get to different places in the city (bank, church,
school, etc.) because you need to do some paperwork so she has to give you
directions (turn to the left, at the corner, in front of, etc.). Tell her she can use the
worksheet to help herself.
Evaluation
15. 15
Once the student has finished, give her the corresponding feedback on her
performance and then ask her to evaluate herself. Right down the mistakes she
made while giving the directions and explain why she made them. Lead a
discussion in which the imagery strategy is analyzed and discuss how much it
helped her.
In order to finish this part, give her some time to memorize the use of the
prepositions using the imagery strategy. Give her another worksheet with a
different map and repeat the activity. Once it is finished, ask her if she would use
the imagery strategy again to help her memorize things.
Expansion
Ask the student to show you her geography or history textbook and ask her to read
and memorize the information using her memory and imagination.
7. LESSON PLAN EVALUATION
To start with, our lesson has several advantages. The development of our strategy
involves many cognitive areas that will be helpful for our student in her learning
process, due to it improves mental imagination through imagery of words
(prepositions in this case) and increase memorizing development in the student’s
brain. In addition, the strategy we selected is expandable, in other words, it can be
applied on other subjects or different contexts that our interviewee could be
complicated. On the contrary, our strategy presents an important disadvantage,
because memorizing using imagery requires a lot of practice by part of the student,
so the more exposure to this learning strategy the more effective will be the
acquisition of the target language.
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8. CONCLUSIONS
Throughout this assignment, we discovered that the main problem of our
interviewee is related to prepositions. For this reason, we decided to reinforce her
lack of prepositions when producing the target language through a lesson using a
strategy, which will help her to memorize many of them. Another problem that we
identified was the incorrect use of determiners such as ‘the’, ‘a’ or ‘an’ and the
instance when to use them or not. We will try to cover them together with
prepositions as a whole in order to model her language production in a better way.
During this process of interaction with an authentic student and after assessing all
the aspects of her language production, we could realize what the main problems
are when students learn a second language. This extensive review has been very
helpful for us, because it is related to what we will have to do in the future with our
own students in school, so we are more aware of the typical mistakes students
commit and we can deal with them by thinking of a solution from now on.
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9. REFERENCES
Chamot, A. U. (1999). “Prediction with Story Telling” “The Learning Strategies
Handbook.
Addison Wesley Longman.
Chamot, A. U. (2004). Issues in language learning strategy research and
teaching. Electronic journal of foreign language teaching, 1(1), 14-26.
Chamot, A. U., & Robbins, J. (2005). The CALLA Model: Strategies for ELL student
success.