Assignment 2 celta samples
His level of English is upper intermediate. He has an extensive vocabulary, he told me that he likes to collect and note new words, and 2. This would be important, as the meaning of many phrasal verbs change according to context, and this is an aspect of learning phrasal verbs that Student A finds particularly confusing. He feels that he has sufficient vocabulary to be able to enjoy travelling and holidays in English speaking countries. As a young child she regularly went swimming and played volleyball. Do they give up if the listening seems too difficult? Identify the main language problems. D Linguistic Needs: The learner is studying English for professional reasons. He started learning English 23 years ago, but he has had four periods of three years during this time in which he did not attend any formal language classes. He is interested in living and working abroad. See the guide to needs analysis to get some ideas. Some students were more confident in answering questions aloud, while some needed to use their dictionaries regularly during lessons, and were less assured with speaking in front of the class.
Section Two: Error Analysis 9. Motivation As stated above living and eventually getting a job in New Zealand are his primary motivations for learning English, also his partner is from New Zealand and is therefore very keen to speak in her native language.
Christophe informed me also that he liked to learn things by doing than either hearing instructions or by visual motivation.
She enjoyed growing up there as she had a good social life. Christopher has clearly an issue with what article to use with nouns that are not countable This can lead to statements such as; I like the Orange better than the Lemon, I like the France better than the Germany or the cats make the great pets.
Focus on the learner celta assignment arabic
Avtar would therefore benefit from being asked plenty of concept and instruction checking questions to clarify his understanding, and this might make his frequent contributions to the lesson more relevant. This task might be particularly suitable for Agneska due to the fact that she said she was learning English to further her career and make her more employable, and having a range of comparatives and being able to use them correctly is common practice in any kind of office job. He takes pride in his status as a high intermediate learner, and regards it as one of the most important achievements of his life. Why might they be enjoying the activity or not? To date, he has not taken any official examinations, but sees this as a possibility for the future. Sometime, Student B uses the wrong tense. He can understand the general gist of what he reads in class without having to consult a dictionary constantly.
It's not necessary and you don't have enough words to play with. Like Student A, he dislikes phrasal verbs. Why might they be enjoying the activity or not?
In fluency speaking, Student B mostly speaks and responds to questions with little or no hesitation. Needs can overlap so some will fall into one or more categories.
Celta assignment 2
Using the errors you have selected, complete the table in Section Two. Her name is Diana. If they have problems, why might his be? What problems do they have with fluency speaking? He has problems with the meaning and the grammar of phrasal verbs, and this activity would be suitable as it focuses on both aspects. For Avtar, the problem lies in identifying which tense and verb form to use. Write sentences beginning with You should… and use the adverbs in the correct place. I have now taught him and observed him being taught for over ten hours, and I agree with this. He can be described as an intrinsic learner. He can understand the general gist of what he reads in class without having to consult a dictionary constantly. He is also keen on martial arts.
The syllabus now contains reference to learning preferences. Many will let you have a copy of something called a VARK questionnaire to give to the subject.
Celta assignment 3 essay
Student A has been learning English since he was 10 years old. At that course he was introduced to English Vocabulary, pronunciation and grammar and began to develop his Productive skills of speaking and writing in English and his receptive skills of reading and listening. He has very few opportunities to speak English outside the classroom, and this lack of practice contributes to his hesitation. He can understand the general gist of what he reads in class without having to consult a dictionary constantly. He can be described as an intrinsic learner. This would be important, as the meaning of many phrasal verbs change according to context, and this is an aspect of learning phrasal verbs that Student A finds particularly confusing. You can, of course, gather some of this data by designing a questionnaire. Some students were more confident in answering questions aloud, while some needed to use their dictionaries regularly during lessons, and were less assured with speaking in front of the class. Do one of two things: Record the interview and listen to it again, making notes of consistent errors and the learner's communicative effectiveness. He enjoys English grammar, and generally finds it much less complicated than Spanish or Catalan grammar. B Motivation for Studying English: For professional and communicative reasons. I have also noticed that the same mispronunciation is often made only moments after drilling the correct pronunciation! Student B also learns English for his own enjoyment, for example, to watch English language films. He is in the upper intermediate stage, he has a lot of vocabulary, and some practice in grammar and speaking, and he reads very little in English and has learnt a lot from television, radio and music CDs. For a group of learners you'll need slightly different information-gathering techniques but the structure is exactly the same.
based on 41 review