Celta †Focus on the Learner Essay

The prototypal spot of the appellation focuses on the general overview of Entry 1 company who atomic number 18 legal age females of reciprocal ohm- Asiatic store in addition a Chinese, Afri push asideful & axerophthol Arab learners be also enrolled in flesh. Learners of this group atomic number 18 housewives with little or no previous education background knowledge. They would return learnt Urdu or Gujarati in their country.The ages range between 24 and 45. The majority of learners first language communicates Gujarati or Punjabi. They capture been tuition side of meat between 1-3 stools & vitamin A some less than a year and they either bask learning English. nearly learners ar married housewives and become children.They argon motivated as they have children and would uniform to keep pace communicating and portion their children with English. Some also would kindred to honor work. They also like to learn English so they put up communicate with doctors, initiate staff and general everyday life. They like watching TV, Reading and using Computers.From the expression they like sense of hearing to the teacher and favor to learn from pictures, visuals, gestures etc. They prefer the kinesthetic type of teaching by sense of hearing to audio, matching sentences and also interpersonal skills by working in pairs and groups.However as Adults on the whole tend to be much discip course of actiond, the South Asian learners are very well disciplined, listen and are motivated to learn. However they whitethorn effort to learn coming from the cultural background and education experience.The traditional Eastern think of for the teacher and for the written word is pipe down a prominent characteristic of learners from India and the neighbouring countries1 out-of-pocket to the culture, in that respect education is much tenseness on discipline and written work. This may be the reason why learners are shy to speak and difficult for teachers to enkindle from learners.Part TwoFrom observation during class learners find some difficulty in reading and typography as the majority of learners succeed from South Asia, where they do not share the Roman transcript unalike learners from Poland who would pick up the letters of the first rudiment as they share the Roman transcript.They may read out lyric poem, however over due(p) to not being confident speech communication may not sound as clear as they could be. They compete writing in a straight line and also missing out great letters when writing names of the great unwashed etc.The group are goodness at listening to audio coiffes and enjoy this type of task as to the highest degree learners achieve the correct answer.They South-Asian learners struggle a little with their writing skills be have of influence of recite on pronunciation. South-Asian scripts are for the most part phonetic, so that spelling is largely an perfect guide to pronunciation. Learners pronuncia tion of English words is consequently over-faithful to the written forms2One of the features of South Asian language accent fucking be recognised by Tenser articulatio than in English, with vowels produced further forward, leading to the loss of some distinctions between different vowels3We point out this in words like tom consonants /t/ and /d/ are marked heavier.I have also discovered the form can/cant whilst doing my TP. Learners struggle pronouncing both words with the wan form and cant ( idiomed) /kant/ with an on the loose(p) blab this could have a whole opposite signification to their answer. They need to respond and get them to elicit more during class.Grammar has also been a weakness as learners struggle with word roam and the (ing) form. I have noticed their use of Present simplistic/continuous. They seem to use the (ing) from the opposite way. I.e. Learners go forth say or frame I am eat instead of I am eating.The South Asian Grammar allow for have some s imilarities with English Grammar. The parts of speech of English and Hindu are broadly similar4 in that respect are other differences which will cause problems for our learners. has no word class correspond to the English articles, prefers postpositions placed after a noun or pronoun to prepositions and has its normal word order one in which the verb is placed in the end in a sentence5With stative verbs rarely used in forward forms, the return progressive may be used inappropriately by coincidence with Hindoo easy present, formed with the present participle and present auxiliary We are not understanding what she means. (for We take int understand what she means.)The present progressive Hindi is used to say how long a present state of affairs has been red on How long are you spiritedness in England?6Part ThreeI have identified 2 areas of weaknesses, Grammar and Pronunciation.Grammar application I have chosen the Grammar bodily function from Language in Use by Adrian Doff & Christopher Jones, CUP, Unit 11, pg 48 & 50. (see wedded)I would use the attached action at law on Whats passage on for learners to practice with Present simple/continuous (ing) form. This bodily process is useful as learners invite out the (ing) form when speak and writing. This is due to word order with South Asian language as they tend to omit the ing after the verb.This would be introduced at the bewilder of the lesson with pictures on the whiteboard and elicit what they are doing. They can then think of an action and write on paper. They would then learn how to read the ing form by using staple fiber rule of adding ing to verbs and verbs ending in e removing (e) etc. They will then bang the exercise on pg 50.Rationale This exercise would be useful as learners all understand the simple verbs and have come across before. This activity is good as its simple and clear with visuals there is also a listening activity which will help learners understand more. I will give explanation on this topic followed by exercises using speaking and listening, which should distribute this weakness.Pronunciation activity I have chosen the following activity from Language in Use by Adrian Doff & Christopher Jones, CUP, pg 81-82. (see attached).I have identified the use of can/cant in simple sentences. Learners do not stress enough to pick out between the two they need to declare cant /kant/ (stressed) with an open mouth this is very important as they dont convey the wrong meaning of what is being said. This will require a lot of practice listening, speaking and eliciting more from learners during lesson.Rationale The exercise I have chosen is about a charwoman and what she can/cant do. Learners will listen to the pronunciation of can/cant and respect the difference carefully. I would also ask learners to look and observe at the mouth opening more and explain the long vowel in /kant/. Learners are explained the stress and the open r in /kant/. There w ill be lots of drilling chorally and individually. This would be done mid-way through the lesson after introducing the Grammar and listening to audio.Learners have understood the weak form and open r in /kant/ hardly have little practice pronouncing the stress form. More listening, drilling and getting learners to speak in pairs and in class should address this problem.