Note how these factors affect the students’ learning. Comment on the learners’ overall communicative ability and their language/skills needs. Background Most of the students studies in II . They have been previously exposed to teacher centered learning in big classes where they listen, take notes and are tested. This is supported by Jab’s statement as the classes are huge, it limited students’ participation. Learning Style Most of the As are a mixture of visual kinesthesia and interpersonal learner.
Visual learners because S associate picture to words, respond well to mind map of Alias lesson and the picture of Charles in Kelvin’s writing lesson.
When I used Tory technique during lead in stage, S used mental imagery and responded well. Kinesthesia learners as S love activities that enable them to move and mingle around. This is seen in both my lesson where S move around to get the words as well as match the pictures in Kelvin lesson. Interpersonal as S work well in group work as they are assist each other and this is prevalent in a collective society like Thailand.
Hefted , 2010) Motivation/ Reason for Study There is a different reason instrumental motivation as they have specific goal like for career advancement, business and academically as well as integrative titivation as they want to learn English to be accepted by their group. Most of the students want to be independent users and proficient users. Factors that affect the learners Due to the shift of previous learning from a passive studied method which was more ETC and focused on receptive skills to active studied method, SC. They are less fluent in productive skills .
They are introvert and use Al to confirm instruction from a more proficient peer. Due to lack of communicative confidence S will not ask T when in doubt. Communicative ability Overall communicative ability is at pre- elementary level. S had good reading skills. They perform on other activities well when the task is modeled followed by a controlled and freer practice. However it’s hard to decipher whether is a result of mimicking or assimilation of language. Their contextual appropriate is generally pertinent. Part 2 Area 1 (Grammar) Example of good usage: G: Spoken – I’m divorced and have two kids.
Correct subject verb agreement Example of error: What the student’s said / wrote: PLEASE SPECIFY – WRITTEN OR SPOKEN Spoken: have four wheels. (describing a car ) What is wrong? Missing subject and error in Subject verb agreement Why did they make the mistake? Al interference as in Thai there is no auxiliary verbs or distinction between singular and plural . Subject is often omitted when context is clear. Swan, 2011 Area 2 (Vocabulary) The movie is terrible. Able to use the word in the correct context Spoken: have equipment in house Semantic error due to over application or selection of wrong word Why did they make the mistake?
Over application word acquired from work as an engineer to other things Area 3 (Pronunciation) It’s a horror movie. Great example of contextual appropriate and the word is correctly stressed What the student’s said: It’s a lace , it supposed to be race Pronunciation of [r/ sound like ‘l/ Strangulations (2006) mentioned /r/ is pronounced differently in Thai and Swan & Smith (2001) mentioned it’s due to substitution of Al pronunciation of the word in Q part 3 ( 550 words) Problem Grammar – Subject verb agreement Activities & Rationale Aims: Enable the s to use the correct subject agreement in simple present tense.
Remedial activity Students play spot the error game then correct sentence and correct the ones with mistake task where students ask and answer using the present tense. (Appendix 3). As S will visually see the subject the verbs it will be suit the visual learners. S discovering the rules The activity serves as a remedial activity . S will discover and rules through the activity in pairs. Then T will use ICQ to ensure S sufficiently understand the grammar rules. Reinforcement of Rules : S given worksheet with an explanation of subject verb agreement that focuses on simple present tenses to reinforce their understanding .
Then students will complete exercises where select the correct verb with subjects (Appendix 1) Controlled Practice : This is followed by gap fill activity in (Appendix 2). It could be adapted using a throw the ball game where S will answer and throw the ball to another S to satisfy kinesthesia learners Freer Practice : ( activities ) Students will write three sentences (two truths and a lie) using the present simple. Then mingle and tell each other the three sentences and have the other student guess which statement is false This is followed by the subject and verb auction to facilitate freer practice.
S will debate and discuss the suitability of usage based on the rules. Visual learners will see the words while kinesthesia learner will move to match the words ND placing bets. Rationale These activities incorporate visual and kinesthesia learning styles to reinforce and recycle what they have learned. Students will also get a chance to practice both of their production skills, which would increase confidence and help use English correctly in their English speaking environments.
One key component of teaching real-world grammar is to show students the different grammatical structures that are used in formal versus informal settings, drawing attention in particular to the differences inherent in writing and speaking. Pronunciation due to Al interference Aims: To enable S to differentiate II/ and [r/ using VA and movement. Once the sound is produced correctly the S motivation will increase T will start off by using flash cards of race If the S does not get it .
T will model /r/ using Jolly Phonics mimicking the dog “err” T show and model of position of tongue pronouncing ‘r/ Then drill the components first to help S produce the sound T distribute the cards and let S to produce the sounds alone. This is followed by pair work using card games. S draw a card and produces it with the friends. T monitors when S produces the sound. Conduct a listening minimal pair exercise so that students can distinguish the two sounds Controlled practice . -T divides S into group of 2.
T displays the words adapted from Tree or Three, the group that that slap the white board and pronounces the word according to the sound [r/ and /l/correctly is the winner. -A gap fill activity can follow. S then compare and discuss the answers Freer Practice: -S will mingle and ask each other what is the people doing in the picture -This can be followed by a board game where S will engage and pronounce /r/ and /I/. This S centered activity will enable kinesthesia learners to throw the dice ND move pieces along the board. Visual learner will see the words.
Rationale: The students start with something familiar like auditory learning to build confidence and then move on to visual and kinesthesia learning to help reinforce their pronunciation. These activities are set up to encourage independence of recognition and correct production of target sounds and to develop students’ fluency. Students will be motivated since correct pronunciation is needed to communicate in formal workplaces and general conversation. Activity addresses the problem /r/ and II/ and suits learning style 1 . She four languages. A. Speak b. Speaks 2. Jane is a teacher.