Focus on the Learner Essay

1.Group ProfileIts a mixed collection with a very mixed cultural background as just three students are actu every(prenominal)y from Germany. Four of the students were born in some early(a) country e.g. Lithuania, Turkey, France and Romania. They all moved to Germany as adults and all share German as a common diction.The mathematical group is heterogeneous concerning the age they started erudition incline. Two students started learning as adults while the others started learning at take aim. approximately of the students form learnt another language as an adult and thitherfore overhear previous language learning experience.The motivation for doing the course is preferably a in high spirits and the group behind be divided into two groups students who need side for their job/university and students who want to learn for their own savourment. They are all at upper intermediate level.Except for one student (who could be classed as a converger), the boilers suit group c ould be classed as concrete learners. They enjoy the social aspects of learning and wish to learn from direct experience. They are fire in the language and they enjoy games and group-work in class. The entire group could similarly be classed as communicative learners because they show a degree of say-so and a willingness to take risks. They are much more interested in social interaction with other speakers of the language than they are with analysis of how the language works. (Learning styles based on Keith Willing 1987).2.Strengths and weaknessesGrammarThe students are weak when forming the infix dim-witted (especially 3rd person singular) (e.g. I must to take the train, She like climbing, Stephen come from Australia) very often conf use it with the return round-the-clock. (sometimes Im reading Turkish books). Most students also have problems when exploitation the simple aside (we seed its ill, I gone to school with her, We can found this in a school, Where are you born?, She were ).Some students also have problems with verb-noun collocations (e.g. She make all the housework)VocabularyThe students have a good basic association of diction. They can talk about themselves, where they come from, their profession, their families, experiences they have had in the early(prenominal) and things they like to spend more money on. (Example of good language My insure is a technical object but I really shamt know what it is used for, Because you met the Pope, you changed your mind You said dug so it is dig, dug, dug = verb orientation).Many of the students try to translate directly from German into side (The cat was by us) and sometimes use a German word in a sentence, using it questioningly enabling other students to help out with the correct English word. The students respond very well, fling suggestions until correct solve is found.Most of the students focus on finding the get translation of the unknown word rather than trying to paraphrase their idea. pronunciation all in all the students have a strong L1 interference and speak with an accent.The group responds well to drilling the right pronunciation and where to put stress on the words. They are keen to sound natural and like repeating laterthe teacher.Some students pronounce the endings of words that arent necessary e.g. clothes, gibe instead of sea, Lus their jobsWords 2083.Strengths and weaknesses skillsReadingThe students are able to read a text fairly quickly in order to understand the overall meaning. After enquiring about a some words of vocabulary (sometimes facial expression this up themselves in a dictionary) they are able to answer all the questions quickly and correctly.ListeningThe students are able to listen to texts read to them and in most cases understand the general meaning already after the outset time. After hearing the text for the second time, they are able to answer questions, in most cases correctly.The students react well to instructions and during conversation they lodge patiently until their dialogue partner has finished.One student is a panicked listener, the others all seem to be relaxed listeners.WritingThe students have a coarse range of vocabulary appropriate for the given tasks. Their sentences are well-structured and they make few mistakes.SpeakingThe students try to use structured sentences. If they are confident with the vocabulary hesitation is less frequent, with new vocabulary or grammar most students falter frequently. The students are motivated to improve their speaking ability and they make a great effort to only speak English.Some of them use gestures when they do not know a word, others switch between German and English, using the German word to fill in the gaps in the sentence (I go with the Straenbahn, I make Teig with Zimt and ).4.RecommendationsLanguage training1.Total English Workbook (Pre-intermediate)Antonia Clare/JJ Wilson Longman Publishersvarlet 8, Section 1.3Grammar fork out Simple vs Pre sent ContinuousJustificationAll 3 exercises on this varletboy help the students to distinguish between the present simple and the present continuous. It also concerns activities they can associate with2.New Cutting pass on (Pre-intermediate learners script)Sarah Cunningham/Peter Moor Pearson/Longman PublishersModule 4, page 34Language think 1Present continuous and present simpleJustificationAt the top left of the page at that place is a grammar exercise image where the students have to underline and give an example of the present simple/present continuous. Exercises 1 and 2 help to design the use of them.3.Language to go Students Book (Pre-intermediate)ghillie Cunningham/Sue Mohamed Longman PublishersLesson 3, page 9 The Present (Grammar focus)JustificationExercises for the students to practice distinguishing between Present simple and Present continuous. startle of all filling in the gaps, then writing their own netmail and finally using the language by talking in pai rs4.Total English Students Book (Pre-intermediate)Richard Acklam/Araminta Crace Pearson/Longman PublishersChapter 1, page 14 Review and practiceJustificationExercises for practicing both present simple and present continuous (including question-forming)5.Clockwise Pre-intermediate carve up BookBruce McGowen & Vic Richardson Oxford University PressChapter 25, page 65 Present simple and continuousJustificationStudents can fill in the tables with the verb and then complete the rules for using Present simple and continuous themselves in exercise 16.New mutant pedestal for BusinessDavid Christie Cornelsen & OxfordUnit 2, pages 24 and 25 Further carry (Simple present and present continuous)JustificationOn page 24 there is an news report of when to use simple present and present continuous and on page 25 there are exercises to practice7.New Edition Basis for BusinessDavid Christie Cornelsen & OxfordUnit 3, pages 37 and 38 Further study (Simple aside and past continuous)Justifi cationOn page 37 there is an explanation of when to use simple past and past continuous and on page 38 there are exercises to practice8.Powerbase Pre-intermediateDavid Evans Longman PublishersUnit 4, pages 30 to 33 Going placesJustificationThe article on page 31 is quite interesting for the students. On page 30 they can fill-in the verbs in the past and present form and on page 32 the past simple can be practiced in exercises.9.Business opportunitiesVicki Hollett Cornelsen & OxfordUnit 5, produce and development, pages 50 and 51 Past experiencesJustificationThe article on page 31 is quite interesting for the students. On page 50 they can fill-in a time line. On page 51 there is an explanation on when to use the simple past, questions for the students to answer and discussion exercise.Skills development10.Business opportunitiesVicki Hollett Cornelsen & OxfordUnit 2, Telephoning to make arrangements, pages 23, 150 and 151Justification Students usually enjoy doing role play. In t hese exercises they work with a partner and discuss a) a conference programme and b) arranging a meeting.11.Business opportunitiesVicki Hollett Cornelsen & OxfordUnit 7, Telephoning to exchange information, page 73Justification Students will probably find the stories on this page quite amusing. They will then discuss any car accidents or risible incidents that they have experienced themselves.References1.Total English Workbook (Pre-intermediate)Antonia Clare/JJ Wilson Longman Publishers2.New Cutting Edge (Pre-intermediate Students Book)Sarah Cunningham/Peter Moor Pearson/Longman Publishers3.Language to go Students Book (Pre-intermediate)Gillie Cunningham/Sue Mohamed Longman Publishers4.Total English Students Book (Pre-intermediate)Richard Acklam/Araminta Crace Pearson/Longman Publishers 5.Clockwise Pre-intermediate Class BookBruce McGowen & Vic Richardson Oxford University Press6.New Edition Basis for BusinessDavid Christie Cornelsen & Oxford7.Powerbase Pre-intermediateDavid Evans Longman Publishers8.Business opportunitiesVicki Hollett Cornelsen & Oxford