Language for Teachers Task 2

ICELT 2014-2015 Villahermosa

 Assignment Title: Language for Teachers 2

Name:

imena !aola !arrillat "igueroa

Can#i#ate num$er: 00% Centre Num$er: &'005 (ate of su$mission: "e$ruar) 4 th 2015

Language for Teachers Tas* 2: E+aluation of the learner,s so*en language. For this task, I was required to observe a lesson taught by a colleague and give my judgement on the English Language ability of the class as a whole. I have included samples of the spoken language used by a range of learners. he samples include accurate and inaccurate, appropriate and inappropriate language from various aspects! language, grammar, pronunciation, vocabulary, function, discourse and style. "L#$$ %E$"&I'I()! he class observed for this task, consisted of *+ years old students * intermediate level according "ommon European Framework. here are seven learners. -ost of them have studied English for fourteen years, since preschool. hey have achieved the "ambridge "ertifications! E and 'E. #t the moment, they are studying to present the F"E e/am. #lthough they are currently in the last year of high school, this group of students is a lower ability group. he class observed was a $peaking Language $kill lesson. he aim of the lesson, as stated by my colleague, was to 0'ractice oral fluency1. he topic of the lesson was! 0If I were famous21. he first stage was a reading, about fa mous people, which then elicit a discussion among the students. o promote the discussion eacher ask each learner, 0would you like to be famous31. his lead to several other questions from the teacher and the students.

Sample 1 Grammar/ pronunciation *.4 05e was *discover* by someone from the *TeAther* 67 "onte/t! %uring a reading from the coursebook, which theme was about 0famous people1. "omments! he first error is grammar7 morphology e/ample. he verb 0discover1 is in an incorrect form. #fter the form of the verb to be, the following verb should be in participle form. his is when used after the form of be4was. $econd mistake is a mispronunciation of the word 0heater48 ˈth94:4 t:r 7 .this word as for my e/perience can be a common issue for EFL students even more, when reading the word. For L* $panish learners having vowels together can confuse them. In this sample, the student pronounced 0;1 as 07t71. he student mispronunciation is a common mistake, although this should not be the case since the pronunciation and phonetic form has been taught many times.

Sample 2 Grammar/ word collocation ith the statement used he demonstrates e/posure to the English language.he sample is similar to the song? 0illionaire1 y runo -ars. In which lyrics sings 0I wanna be on the cover of Forbes -agaCine21. It is also an accurate sample of grammar. he student is capable of using the third conditional that is needed in hypothetical situations.

Sample " Vocaular! D.4 0es o be famous and =be= on talk shows like Gimmie immel and all that21 "onte/t! his sample is also part of the conversation task between students and teacher on the subject of fame. "omments! it is clear that the student has had e/posure to L< in 0pop culture1 conte/t like songs, .H. shows, etc. (n one side, the =be on talks shows= error did not hinder the student from

transmitting its message. # more suitable word would be to 0appear1 on the .H. show. #nd this kind of errors are to be watch. #s fossilisation errors are likely to happen when the student can e/press the message clearly enough. #s suggested by >. Littlewood 6*JK.

Sample # $luenc!/%rammar  .40 =eeeeeh=2 I donAt play =the= instrument.1 "onte/t! a student said that he would like to be famous as a musician. eacher then comment? 0thatAs interesting2and what instrument would you like to play31 "omments! =eh= is a $panish e/pression. It is a performance error. 5esitation markers in English are usually 0mm1 or 0um1. he second is a grammatical wrong article. he student should have use 0any1 or 0an1. he student used present tense, and the teacherAs question was hypothetical. he student should have used the third conditional. his student shows a lack of comprehension of grammatical structures.

Sample & Grammar  +.4 0I would like to learn how to play the piano.1 "onte/t! the sample is a continuation of the dialogue previously shown. #s the eacher encourage her to the possibility of learning an instrument. here was a brief conversation while the student could not remember the instrument name. "omments! he student was fluent enough and did not pay much attention to accuracy, as she carried on speaking? even when she got lost in words. $he e/pressed herself in a different form of communication 6mimicsK.

Sample ' (e)ical/*ocaular!. J.4 0I would like to be famous in other =things=1 "onte/t! the student was e/pressing his preference for profession. %uring the hypothetical topic 0If I were famous1. "omments! his mistake is common in $panish, the speakers tend to generaliCe and they use the word 0things1 to group all sort of nouns. his could be a slip of the tongue error. ut given that the

teacher had previously taught vocabulary of the topic, she even elicited the student to use the proper  word. $he asked him? 0things31. he student was able to self4correct and rephrased the word with 0professions1.

Sample +. Grammar  .4 0I =donAt= like to be a singer.1 "onte/t! conversation of the 0If I were famous1 topic. "omments! his sample is inaccurate. he tense was wrong as it was said in the present tense. It is a hypothetical topic. For this reason, the tense should have been third conditional. his as many of the former samples shows that the learners have not grasped the use of third conditional in hypothetical conte/ts.

Sample 1 Grammar/le)ical *M.4 0I would prefer to be famous as a soccer player because I like playing soccer.1 "onte/t! $tudents were on the free controlled stage of production, they were speaking voluntarily. $till on the topic of 0if I were famous1. "omments! the student demonstrates knowledge of the tenses. 5e conjugates both tenses that were needed correctly. #lso, the student was fluent.

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Step to $ollow

In sum, a single observation does not offer a complete picture of the classN total language  performance. -any of the samples above could be considered, as developmental errors. Irrespective of erroneous as well as ill4formed utterances, $s were keen to speak English. -ost of the errors were grammar related to the use of third conditional specifically. >hile others were le/ical vocabulary or pronunciation. efore the lesson, I would do a warm up activity about the vocabulary to get $s background vocabulary and its pronunciation. I would also continue with follow up lesson about the third conditional so that $s can use the accurate grammatical structure. I would complement the practice part with some fill4in4the4blank third4conditional drill worksheets where $s could hypothetically reflect on the possibilities of fame. I would also teach the students the difference in meaning between hypothetical and the real situations. "ause $s, at times continued to speak as if it was a real situation &ecapitulating, our main focus is that the $s can communicate effectively without being misunderstood. (verall the $s were successful in pronunciation and intonation was good. he vocabulary is in the standards of the class. I also was able to observe many teaching techniques. herefore, I would say this task was meaningful for me in more than one way. >ord count! *,BDD.

&eferences 5armer, G. 6