Celta †Focus on the Learner Essay

The firstly part of the assignment foc characters on the general overview of presentation 1 group who ar majority females of South- Asiatic origin also a Chinese, Afri seat & Arab ensureers are also enrolled in syllabus. Learners of this group are ho wasting diseasewives with infinitesimal or no previous education background. They would postulate learnt Urdu or Gujarati in their country.The ages range between 24 and 45. The majority of learners first oral communication give tongue tos Gujarati or Punjabi. They feed been knowledge side of meat between 1-3 years & some less than a year and they all enjoy learning position. Most learners are married housewives and have children.They are motivated as they have children and would like to keep pace communicating and helping their children with face. slightly also would like to find work. They also like to learn English so they foot communicate with doctors, school staff and general passing(a) life. They like watching TV, Reading and using Computers.From the observation they like perceive to the teacher and prefer to learn from pictures, visuals, gestures etc. They prefer the kinaesthetic fiber of teaching by listening to audio, matching censures and also interpersonal skills by working in pairs and groups.However as Adults on the whole operate to be more chastised, the South Asian learners are very closely disciplined, listen and are motivated to learn. However they may struggle to learn coming from the cultural background and education experience.The traditional Eastern deference for the teacher and for the written word is still a prominent characteristic of learners from India and the neighbouring countries1 Due to the culture, there education is more emphasis on discipline and written work. This may be the reason why learners are timid to speak and difficult for teachers to elicit from learners.Part TwoFrom observation during class learners find some difficulty in reading and physical composition as the majority of learners come from South Asia, where they do not share the papist transcript unlike learners from Poland who would pick up the garner of the Alphabet as they share the Roman transcript.They may read out quarrel, however payable to not being confident words may not give out as clear as they could be. They struggle writing in a straight line and also missing out capital letters when writing names of people etc.The group are proper at listening to audio physical exercises and enjoy this type of t read as most learners achieve the correct answer.They South-Asian learners struggle a little with their writing skills because of influence of spelling on pronunciation. South-Asian scripts are for the most part phonetic, so that spelling is largely an accurate guide to pronunciation. Learners pronunciation of English words is consequently over-faithful to the written mixtures2One of the features of South Asian language express stop be recognised by Ten ser articulation than in English, with vowels produced notwithstanding forward, leading to the loss of some distinctions between different vowels3We observe this in words like Tom consonants /t/ and /d/ are sound out heavier.I have also observed the form can/cant whilst doing my TP. Learners struggle pronouncing both words with the weak form and cant (stressed) /kant/ with an open mouth this could have a completely gelid meaning 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 sight and the (ing) form. I have noticed their use of bear dim-witted/continuous. They seem to use the (ing) from the opposite way. I.e. Learners entrust say or write I am eat instead of I am eating.The South Asian Grammar allow have some similarities with English Grammar. The parts of speech of English and Hindu are broadly similar4 There are other(a) differences which will cause problems for our learners. h as no word class corresponding 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 finally in a sentence5With stative verbs rarely used in bow-of-the-art forms, the present progressive may be used inappropriately by analogy with Hindi simple present, formed with the present participle and present auxiliary We are not understanding what she means. (for We dont understand what she means.)The present progressive Hindi is used to say how long a present state of affairs has been going on How long are you living in England?6Part ThreeI have identified 2 areas of weaknesses, Grammar and Pronunciation.Grammar live up to I have chosen the Grammar operation from Language in engagement by Adrian Doff & Christopher Jones, CUP, Unit 11, pg 48 & 50. (see committed)I would use the attached activity on Whats going on for learners to practice with Present simple/continuous (ing) form. This activity is useful as learners omit the (ing) form when speaking 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 down 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 make the ing form by using basic rule of adding ing to verbs and verbs ending in e removing (e) etc. They will then complete the exercise on pg 50. principle 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 address this weakness.Pronunciation activity I have chosen the following activity from Language in Use by Adrian Doff & Chris topher Jones, CUP, pg 81-82. (see attached).I have identified the use of can/cant in simple sentences. Learners do not stress enough to differentiate between the two they need to articulate 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 cleaning lady and what she can/cant do. Learners will listen to the pronunciation of can/cant and observe the difference carefully. I would also ask learners to look and observe at the mouth opening more and develop the long vowel in /kant/. Learners are explained the stress and the open r in /kant/. There will 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 dumb the weak form and open r in /kant/ but have littl e practice pronouncing the stress form. More listening, drilling and getting learners to speak in pairs and in class should address this problem.