CELTA Assignment - Focus on the Learner

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Name: Assignment: Focus on the Learner Word count: 1006 PART 1 The students attending the pre-intermediate course are mostly Czech nationals (except one Polish student) and are in their early thirties to sixties. They all have a good level of motivation and their reasons for learning English include personal development, relocating to an English speaking country, obtaining a better job, travelling, teaching English at a higher level, and communicating with native speakers or family members living abroad. Most of them have learnt the language at school and/or university for at least 4 years (often with long breaks) and were taught by teachers who used both Czech and English in the classroom. The lessons were…show more content…
Essential vocabulary must be clarified before the listening task. Because they are not exposed to spoken English outside the classroom very much and have had little listening practice in their previous learning experience, they sometimes struggle with the different accents of English speakers (natives who speak quickly are particularly difficult to understand). Skill 2: Speaking Speaking tasks work well with the group, especially if the topic is something the students can relate to (like New Year’s traditions, or their hobbies: travelling and holidays were particularly stimulating themes) and have/are taught the necessary vocabulary. Free speaking tasks work best when preceded by guided practice. At times, the speaking tasks progress slowly and students are hesitant to talk. They often stop to think about the accuracy of what they are going to say and always benefit from discussing their ideas in pairs before engaging in the activity. This has to do with their previous English learning experiences, in which skills development was neglected – they were not encouraged to share their ideas or develop fluency. PART 3 Activity 1: /v/ vs. /w/ Aim: To clarify and practice the pronunciation of the sounds /v/ and /w/ in commonly encountered words. Rationale: Students have trouble pronouncing the sound /w/. Often they say /vi:kend/ instead of /wi:kend/ or /ver/ instead of /wər/. The sound /w/ does not exist in their native language, so they use the closest
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