Focus on the Learner Template

Focus on the Learner Template

Part 1

Introduction to the student (get this information by interviewing the student)

Students name:

Learning background (get this information by interviewing the student). Comment on the students learning background with regards to English and other languages.

Learning and teaching preferences:(get this by interviewing and observing the student)Comment on what you perceive to be thestudentslearning and teaching preferences.

Part 2 -section D

Type of

Error Examples Reason for mistake, development task, and rationale behind task selection

Grammar:

(Write here -name of structure/language point)

Reason:

Suggested activity:

Rationale:

Pronunciation:

(use phonemes) Reason:

Suggested activity:

Rationale:

Skills Work:

(which skill is weak) Reason:

Suggested activity:

Rationale:

Appendices: Attach copies of the suggested activities (referenced). Also attach a copy of the students writing if you have mentioned these in your assignment. Include a bibliography at the end of the assignment and a word count.

Type of

Error Examples Reason for mistake, development task, and rationale behind task selection

Grammar

Present and Past habits: used to, versus the Present Simple Tense

Pronunciation

The ss have a tendency to pronounce the sound /t/ instead of // and // sounds.

.

Skills Work:

Length of time required to get the gist of a text.

When asked what kind of activities the learner did in their previous school, he responded:

We watch movies and take notes and then join the classes

He tinks it is a good idea.

I want someting to drink.

The learner takes a long time to read any kind of text. He looks up every unknown word in the dictionary, which slows down his reading speed and enjoyment of the text considerably.

Reason:

The ss have confused The Simple Present Tense to talk about things that happen regularly with Used To, which is used to talk about repeated actions and events in the past.

Development task:

T puts the picture of Mike on the board, tells the SS that Mike has a mysterious past and they have find out what it is using Yes/no questions using Did he use to + infinitive? Then SS brainstorm what Mike used to/didnt use to do/wear/look like. Then tell SS that Mike is going to be interviewed by a reporter from HI magazine and give out role cards www.onestopenglish.comRationale:

This task provides a context to convey meaning and practice meaningful, accurate production of the target language in an interactive way.

Reason:

It is difficult for the ss to pronounce // and // sounds as they dont exist in Turkish (Learner English, Swan and Smith, P98)

Development task:

Two flashcards on which // and // sounds are written for each S. Then give out flashcards to students. As the T reads out words with // and // sounds (thing, teeth, this, breathe, father) SS show the flashcards. T prepares a phonetic puzzle where SS connect a word with its flashcard. SS pronounce these words in groups.

(Adapted from Tree or Three? Baker, A CUP)

Rationale:

The task first helps learners to hear the differences between the sounds and actively participate by holding up the flashcards. The learners can then practice producing the sound through puzzle activity.

Reason:

The problem could be caused by teaching practices in his native school system in which understanding of every aspect of a text is required for the text to be considered fully understood.

Development task:

Gist reading tasks are consistently given a time limit and the learner is told to refrain from using his dictionary when developing gist reading skills.

The learner can also complete a gist reading activity, which is followed by an activity in which he has to match words from the text to their definitions, using context to guide them to meaning. Reading Extra has several activities at Intermediate level that will help the learner in this area. (Reading Extra, CUP - Liz Driscoll, 2008)

Rationale:

These task will push the learner to lose his dependence on dictionaries. Time limits will help here. In addition, doing activities which encourage the use of context to infer meaning will give the learner the confidence required to do this independently.

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WORD LENGTH: 750-1000 (+ appendices)

To pass this assignment you need to demonstrate your learning by:

showing awareness of how learners/learners background(s), previous learning experience and learning preferences affect learning

identifying the learners/learners language/skills needs

correctly using terminology relating to the description of language systems and language skills

selecting appropriate material and/or resources to aid the learners/learners language development

providing rationale for using specific activities with a learner/learners

finding, selecting and referencing information from one or more sources using written language that is clear, accurate and appropriate to the task

_______________________________________________________________________

Overview

In this assignment you will investigate the learning context and assess a learners needs; identify sources for language development and, where appropriate, give support; suggest specific language and skills focused activities; and, give a rationale for the use of these activities.

Instruction

Note that the assignment is split into two parts - Part 1 includes sections A, B, C. Part 2 consists of sections D and E.

You will collect information for this assignment by interviewing your learner via Zoom or other video conferencing tool, collecting samples of the learners written work and observing the learner during teaching practice. It is advisable to record your interview if permission is granted by the student beforehand.

You will be provided with some interview questions to help you gather useful data.

You can ask your learner to write something for you (i.e. some biographical information or a story from his/her childhood). You could also collect information from any speaking activities that you do during class.

The assignment should consist of the following sections:

Part 1

A Introduction

Write a brief paragraph introducing the learner and giving general information about the student, including age, languages spoken and proficiency in them, current level of English, profession, and motivation for learning English.

B Learning Background

You should talk to your learner to find out about their educational background and previous language learning experiences. Write one paragraph on this commenting on how you think the learners background affects their learning. For example, you could say: He studied only grammar at school so he has little confidence in speaking. Or, She learned English while working in a restaurant in the UK, so her speaking skills are more developed than her writing skills.

C Learning Preferences

Observe your learner in class and note their reactions to different interaction patterns, activities, and lesson types. Decide whether your student prefers visual, auditory, or kinesthetic ways of learning. They could be a mixture of two or even all three of these. Decide which learning preferences(s) your learner displays and describe it in a brief paragraph giving examples from your observations of the learners performance in class. You will be given a brief overview of the three learning preferences on the first day of the course.

Part 2

D Linguistic Needs

Collect information on your learner through language generated in the interview, samples of written work and observations from the classroom and identify language learning needs through your analysis of this data (consider recording a lesson and/or the interview).

a) Analyse the 2 systems below and identify one weakness in each category for your learner (e.g. one weakness for pronunciation and one for grammar). Please be specific and give examples to support your analysis.

Grammar

Pronunciation

Write your findings giving examples from your data which support your analysis. Say briefly why you think the learner makes these errors. Use Learner English by Swan and Smith to help you and cite this in the text and bibliography.

Suggested Activities

Look at the problem areas you identified in section above (linguistic needs). Considering your learners preferred learning style, find an activity for each of the weaknesses you identified (one for grammar - one for pronunciation) aimed at helping your learner develop in each area. These activities must not come from the students course book that you use in teaching practice (you can use resources in the accompanying teachers book, however). They should come from supplementary material (e.g. the teacher's book, resource books, online learning resources).

Describe the two activities clearly in continuous prose of approximately 350 words in length. Say why you have chosen each activity, how the activity will help your learner develop his/her language, and how it relates to your learners preferred learning style. You must source and attach the supplementary material you have chosen to your assignment.

b) Provide an overview of a weakness for one of the following skills; reading, listening, writing or speaking. Give an example of this weaknesses and the reason behind it, based on your interview data, written work from the student and classroom observations. Find an activity from a resource book, which will help your learner improve in this area and attach it in an appendix at the end of the assignment (referenced).

Appendices

Attach copies of the suggested activities (referenced). Also attach a copy of the students writing if you have mentioned these in your assignment. Include a bibliography at the end of the assignment and a word count.