Written Assignment 2 Focus on the Learner

Name Submission Date Word Count

NB: This is non-negotiable
ABDUL WAHID ARESAR 855

I confirm that this submission is all my own work.

Signed: ________________________ (Trainee) Date:

Reserved for the Assessment criteria

tutor
can show awareness of how a learners/learners background(s), previous learning experience and learning
style(s) affect learning (Section A and D)
can identify the learners (s) language/skills needs (Sections A and C)
can correctly use terminology relating to the description of language systems and language skills (Sections,
A, B, C and D)
can select appropriate material and/or resources to aid the learners/learners language development
(Sections C and D)
can provide a rationale for using specific activities with a learner/learners
(Section D)
can find, select and reference information from one or more sources using written language that is clear,
accurate and appropriate to the task (Sections A, B, C and D)
Taken from Syllabus and Assessment Guidelines for Course Tutors and Assessors

First Submission Pass Re-submission

Due date:
Tutor Comments:

Signed: ______________________ (Tutor) Date: __________________Double Mark: ___________________

Second Submission Pass on Resubmission Fail

Tutors comments:

Signed: ______________________(Tutor) Date: __________________Double Mark: ___________________

Referencing and Plagiarism
Your assignments need to be written in clear, accurate and academic English with appropriate
in text referencing. You should use mainly indirect quotes, meaning that you paraphrased the
text. If specific quotes are used, they should be referenced using author(s) surname(s), year
of publication and page numbers quoted, e.g. (Richards 2001:98). Page numbers are not
required if indirect quotes are used. e.g. Richards (2001).

The bibliography should be presented in alphabetical order of authors surname. Year of

publication, city and publisher should be included. This should be presented after the
assignment and before the appendices, and should only include publications referred to in
the text itself.

Referencing should follow a recognised format throughout the assignment. Here are
examples of references according to the APA Publication Manual, (6th ed., 2009); for more
information see www.apastyle.org.

Single author book: Richards, J.C. (2001). Curriculum development in language teaching.
Cambridge: CUP.

Section of edited book: Messick, S. (1989). Validity. In R. Linn (Ed.), Educational measurement
(pp. 13103). New York: Macmillan.

Journal article: Chapelle, C. (1999). Validity in language assessment. Annual Review of Applied
Linguistics 19, 254272. Edited book: Graves, K. (Ed.) (1996). Teachers as course developers.
Cambridge: CUP

Electronic source: British Educational Research Association. (1992). Ethical guidelines.

Retrieved 22 May, 2016, from: http://www.bera.ac.uk/guidelines.html

Please note that plagiarism includes:

copying anothers language or ideas as if they were your own

unauthorised collusion

quoting directly without making it clear by standard referencing and the use of quotation
marks and/or layout (indented paragraphs, for example) that you are doing so

using text downloaded from the internet without referencing the source conventionally

closely paraphrasing a text

submitting work which has been undertaken wholly or in part by someone else.
 CELTA Assignment 2 Focus on the Learner
Length: 750-1000 words*

Instructions:

Section A-
write a profile of your group. Use the information gathered on day one to help.
please share info. with others in your TP group but do the writing alone.
you can mention students by name, especially if its useful to explain who the
exceptions are.
Section B-
provide example strengths in your students language use, one each for
grammar, lexis and pronunciation.
this means specific quotes of things a specific student said or wrote during a
speaking/writing task.
remember to say why its impressive.
Section C-
provide example weaknesses in your students language use, TWO each for
grammar and pronunciation, and ONE for lexis.
again, this means specific quotes of things a specific student said or wrote
during a speaking/writing task.
remember to focus on useful errors for the level, and language points which can
be usefully practiced in class eg. 3rd person sing. s is not challenging for
intermediate sts.
Section D-
provide exercises focusing on two of the errors from section C (ONE for
grammar and ONE for pronunciation).
give the students practice in using the language point.
consider adapting material to suit students reasons for learning (a work
context?) and/or their classroom preferences (kinesthetic? Visual?). Refer here
to section A.
you could use the red folders in the computer room to find activities.

* Any submission totaling more than 1,100 words of your own work is an automatic
resubmission. If you are having problems here, consider using appendices.
* Please write in continuous prose throughout.
l Section A Learner Backgrounds
Find out from the rest of your TP group the information everyone has collected about the
students, and using this information write a summary of the group in the boxes below.

Students in my class are from the various nations like Thais, Chinese,
Afghanis, Pakistanis, Japanese, Syrians and Somalis. Their ages range
from 18 to 25 but two of them are above 50. They are students, models,
Summarize the workers whereas some of them are house wives. They are mixed
composition of the group, populations considering their ages, nationalities, and occupations.
describing the ages,
nationalities and
occupations.

They are studying here to improve their target language and some of
them have dreams to study abroad and they also have intentions of
Why are they studying? doing jobs in future. Few of them are from the Public schools of Thailand
What has been their past and some have studied at international school system. They prefer
learning experiences? activities on reading and vocabulary especially visual and kinesthetic
What kind of activities do
activities. They also like performing in game activities in class.
they prefer?

Overall they are good in conduct but most of them are weak in grammar,
writing and vocabulary whereas they are strong in speaking, arguing,
reading, listening and functional usage of language.
What do you think are
their strengths and
weaknesses? Think about
the 4 skills

Pup says; She wants to study more because she wants to be strong
politician for Thai nation.
Whereas majority of them are eager to learn language more to improve
their speaking and listening.
What do they say that Abdi says that he wants to learn language because he wants to speak
they want to study more like native speakers.
of? However, majority said that they want to study speaking and writing.

(250 words approx.)

Section B Learner Strengths
Observe the students carefully during TP and note down one specific example of their strengths in
grammar, lexis and pronunciation. You can refer to either spoken language or written language
(but specify which). Simply complete the boxes below.

Learner said: He has done task properly

Example of
grammar
strength

Why this is Successful use of the present perfect tense.

good usage Subject + has + verb 3 + object + adverb.
for this It shows that he has knowledge regarding the usage of the tenses.
learner Why? It will help in speaking properly about the time that has gone.

Determination
Example of
lexis strength

Why this is Because the use of this word is not ordinary and it has many meanings in varied
good usage contexts. My students are able to use it properly.
for this
learner

Asthma
Example of / sm / / zm /
pronunciation
strength

Why this is majority of the speakers who speak English language as second language they
good usage pronounce this word as asthma / m /.
for this This suggests how learner knows the sound system as well.
learner

(Approx. 100 words)

Section C Learner Weaknesses
Observe the students carefully during TP and note down two specific examples of their
weaknesses in grammar and pronunciation, and one for lexis. You can refer to either spoken
language or written language (but specify which). Simply complete the boxes below.N.B. You can
choose the same areas of weakness as your peers, but the analysis should be your own.

Grammar Error 1
Ubha have completed her task.
What the student
said/wrote (delete
as necessary)

Wrong form of an auxiliary verb is used here. It should be has not have.
What is wrong

Because sometimes have and has are used for the possession as well. So
may be learner has taken it as possession. This is understandable because
Why did the they speak English as second language.
learner make this
error?

Grammar Error 2

What the student A learner wrote:

said/wrote (delete Did all the staff members talked to students?
as necessary)

There must be first form of the verb in interrogative sentences of the past
What is wrong simple tense.

Learner was given a writing activity in the class. He made this error because
of the less concentration or maybe he did not know the use of the verb
Why did the when there is interrogative and negative sentences.
learner make this
error?
 Pronunciation Error 1

What the student Diet : \ dat\

said

Diet : \dat\
How this should be
pronounced

Learner stressed at the final consonant of the word diet.

What is wrong

Learners always put stress at the final part of the word. It is because of the
Why did the mother tongue involvement.
learner make this
error?

Pronunciation Error 2
Learner said: I want to study more
What the student /a wnt tu stdi mr/
said

How this should be /a wnt t stdi m/

pronounced
Flat speech - each word is pronounced with equal emphasis
What is wrong

interference of first language in which each word is pronounced with same

Why did the
emphasis.
learner make this
error?

Lexis
Learner said: Tin cannot be used for food.
What the student
said/wrote (delete
as necessary)
Tin can be used for food.
What is wrong
 Students were confused in tin and Can.
Because both words are always used for the liquid or drinks commonly.
Why did the So tin is used for food like a tin of tomatoes and Can is used for liquid like a
learner make this can of cola.
error?

(Approx. 350 words)

Section D Helping the Learner

Look again at the grammar and pronunciation problems identified above.
1. Select one specific activity which will help the learners with each of these areas (grammar
or pronunciation). You can select activities either from your course book, from a book of
supplementary materials in the CELTA library, or design your own activity. However, at least
one of the activities you choose should be taken from published resource material that is
not the course book+.
2. Attach photocopies of the activities in the appendices, paying due regard to copyright.
3. Complete the boxes below to justify the above.

Grammar Interrogative & Negative Past Simple Tense ( Did + 1st form of verb ) and
Problem: choose correct form of verb.

Write the questions of answers, choose the best answers and fill in the blanks.
State specific
http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-
activity selected
english-9793.php
Aim of the The aim of this activity to make students aware of did + 1st form of verb
activity grammar rule
Why it is suitable This activity is suitable for the learners because it will let students explore this
for your learners rule in different techniques. It will provide ample amount of practice to
refer back to become acquainted with its usage.
part A and your
comments on
learner
preferences to
help
It requires Ss to work in pairs and decide with their partners to complete their
Indicate how it cue cards. Students will read the answers first and then ask each other what
will help the could be the correct question for that answer. In part II, students will be filling
learner and the gaps and choosing the correct to be verb to make sentence grammatically
briefly how you fit.
would use it
 Pronunciation Flat Speech
Problem:
Everybody, Somebody, Anybody and Nobody from Pronunciation
State specific
activity selected made Simple, Lesson 20, page: 95

Aim of the To teach connected speech.

activity
Why it is suitable This activity is suitable for learners because they will practice connected
for your learners speech in kinesthetic learning style. It is also highly interactive and fun-
refer back to oriented.
part A and your
comments on
learner
preferences to
help
Briefly state how I will model the correct way of speaking as well as their way of speaking so
you will help they can recognize the difference between both. Besides, I will also use
learners repetition drill to emphasize the correct pronunciation.
recognise the
error

Indicate how all Students will be given a small cue card with a story written on it. Some of the
of the above will words will be bold-faced. Teacher will read the story first by putting special
help the learner
emphasis on bold-faced and raising hands each time she utters them. Now,
and briefly how
Students will be asked to imitate their teacher and put extra stress on the
you would use
bold-faced and raise their hands each time they utter them. They will first do
your selected
activity the practice in pairs, then all the learners will chorally say the story with the
teacher.

(300 words approx.)

Section E - Bibliography
Dale, P., Poms, L., & Dale, P. (2005). English pronunciation made simple. White Plains, NY:
Longman.
Section F Appendices
Appendix 1: Grammar activity
Cue Cards in Pairs
Part (I)
Write the questions of following answers in Past
Simple Tense.
1. She fell ill yesterday.
_________________________________________
2. They went to London last month.
_________________________________________
3. I wrote a letter last night.
_________________________________________
4. You bought a beautiful dress.
_________________________________________
5. Diana chose the right book.
_________________________________________
Part (II)
Choose the correct answer and fill in the blanks.
1. I (didnt /doesnt) like ice-cream, but he
________________.
2. _______ she (miss / missed) the flight
again?
3. What __________ you (have / had) for
breakfast this morning?
4. He said he would do it but he (doesnt /
dont / didnt).
5. He ________ not come to
(work/worked/works) yesterday.
Grammar Point: Did + 1st form of
verb
Level: Intermediate
Activity type: Write questions of
given answers in Part (I) and choose
the correct answer and fill in the
blanks in Part (II).
Timings: 10 to 15 minutes
Rules of the activity:
Part (I) Work in pairs and decide
what could be the best question for
the given answers. Be careful with
the tense.
Part (II) Work in pairs and choose
the correct answers, then write the
correct form of verb in the blank
followed by.
Presentation:
Part I: Sit with your partner, and
read the answer. Let your partner
say the right question. If your
partner cannot say right question,
help each other and then give cue
card to your partner to let them
take the turn for saying the next
answer. As soon as you listen the
answer, try to figure out the right
question.
Part II: Sit with your partner and
solve the activity by choosing
correct answers and fill in the
blanks. If you assume that your
partner has wrong answer, reason
with him/her by giving the
examples. Call your teacher for
further assistance.
Appendix 2: Pronunciation activity

Pronunciation Point: Connected speech

Level: intermediate:

Activity type: Story of four people

Timings: 10 to 15 minutes

Rules for the activity: Pair Practice and Choral Practice associated with raising hands.

Preparation: 03 minutes for instructions. Listen to your teacher carefully while she tells you

the story from cue card. Listen the way your teacher uses stress and rhythm in her speech.

Your teacher will raise the hand every time any word will be stressed. Some of the words

will be more prominent others.

Presentation: Sit with your partner and read the first paragraph given in the cue card. Try to

use the stress like your teacher as much as possible. Ask your partner to close the eyes and

listen to the stress you are using in your speech. While reading, raise the hand every time

you come across the stressed word. Once you are done with your paragraph, ask your

partner to open his/her eyes and tell the stressed words. Now give cue card to your partner

and follow the same directions.

Text:

Everybody, Somebody, Anybody and Nobody

Once upon a time, there were four people named Everybody, Somebody, Anybody and

Nobody. An important job to be done and everybody was sure that somebody would do it.

Anybody could have done it but nobody did it.

Somebody got angry about that, because it was Everybody's job. Everybody thought

anybody could do it but nobody realized that everybody did not do it. It ended by

everybody blaming somebody when, actually, Nobody could accuse anybody!

----- Adopted from Pronunciation made Simple, Lesson 20, page: 95