Writing assignment on bullying Essay
Diana comes from a big family; she has 1 older brother and lots of male cousins. She is an active member of student body of her school. * In terms of culture, Diana is a bright example of blended and merged Khaki and European cultures. * Her main motivation lies in continued education, since in Astrakhan it is impossible to enter a MA program without a satisfactory grade in English exam. * Her aspirations are to be a professional historian, and in order to do that she needs English, since being used as a lingua franca it facilitates both traveling and professional development.
Diana is mostly visual and dulia learner. From this profile, we may say that Donna’s background strongly affects her leaning style. From her family she has learnt that communication is the key to surviving into a boys’ world, and she has learnt to speak their language. She has been a Vice-president of student body in her university, which means that she is an active listener, speaker and observer; therefore, the best way for her to learn is to observe real-life examples and learn via guided discovery with lots of practice.
As Scrivener mentions, it is essential to define student’s motivation, which can be intrinsic and extrinsic. In terms of motivation, I can say hat her extrinsic motivation comes from necessity to enter an MA program in University, because it is expected by her family; and her intrinsic motivation is driven by Donna’s passion for travel and independence. Learner’s strengths and weaknesses. The student’s main strength is that she is not afraid of speaking and making mistakes.
Being an elementary level student, she makes regular mistakes corresponding both to the level and to being a Russian language speaker (Learner English, Swan, M and Smith, M CUP). Language Firstly, Diana does not use the verb be in the sentences, where it is appropriate “My specialty at university history”). Secondly, she attempts to use the past simple tense, but cannot form it properly (“l was study”). Thirdly, Diana has problems with plurals, she forgets to use the -s ending – “l was study in two school and it was… Fourthly, she struggles with some vocabulary, namely she does not make difference between the verb live and the noun life we decided who is who and what to do in live). Skills Diana tries to use new words immediately, but sometimes is unable to produce them correctly. During the observed lessons she could not say couple of words erectly, namely, she pronounced fear as /Fuji/, and lawyer as /Olav/. She tends to use contraction “wan” every time she says want, even when there is no to after it, e. G. “l wan sister” instead of saying “l want a sister”.
She confuses introductory words, for instance when she explained to me what she likes about university better than about school, she used question word ‘What about” instead of simply “About”. And the last, since none of her first languages have strict word order requirements for building sentences, Diana struggles with making correct sentences in English (“A lot of think decided parents for us. ) Helping the learner For further work, I will use the following problems: use of be in sentences where it belongs and word order. For use of be the following activity can be done: Fruit basket.
Aim: To drill and produce correct form of be in sentences. It will be suitable for the student because it’s a social activity and she likes interaction, it’s also sufficient practice in both producing and listening, because then she will start to pay attention to how be is used and become more aware of it. In terms of personal support, would ask her to go over the rule again, to put together a hart of how be is conjugated. After that would ask her to name when be is used in the English language (e. G. To say who we are, where we are, how we feel, for weather, etc).
For word order: Pair work and competition Aim: To get Diana to structure sentence correctly, i. E. Put subjects, verbs and objects where they belong. It is helpful because it is very visible and there will be a lot of controlled practice and drills that will model correct structuring. In terms of my support, I would start with a warmer, elicit what subject, verb, object, etc. Is on an example of a sentence earlier provided by class. Then elicit that in English the sentence structure is very set and we cannot swap words. Write “l ride a bicycle” and compare it with “Bicycle rides me. Then pair Diana with a student with strong sentence building skill and run the activity. Appendix 1 Fruit basket (adapted from http://bushwhacker. Org/3687-how-to-teach-word -order. HTML) Aim: practice and drill use of be Props: a ball, to be handout (http://bushwhacker. Org/6532-to-be-worksheet. HTML) First make As fill in the handout tables individually to refresh knowledge and then check as a class. After that ARRANGE chairs in a circle so that there is en less chair than the number of students participating. The person in the middle of the circle has to make a sentence, for instance, “l am a student. A ND throws the ball to the next person. Teacher tells a place, for instance, “in school” and the next person stands up and tells a sentence using last word of the previous sentence and the place named by the teacher, i. E. “The student is in school”. Then the teacher tells another word that the next student has to add into his/her sentence. If someone makes a mistake, the peers will have to correct. Result: correct use of verb be in the present simple tense. Word order (adapted from http://bushwhacker. Org/1 6041 -word-order. HTML, http://bushwhacker. Erg/15072-sentence-construction-SF-and-savor. HTML) Aim: to drill correct formation of sentences and make As remember that it is not flexible. Props: Word order handouts, mock trophies First, ask for a sentence from class. Put it on board. Explain/elicit where the subject, verb, etc. Is. Then pair students and explain the first handout. Elicit understanding. After that explain that it is a competition and the team that gets most correct answers wins. Set a 5 to 7 minute time limit. Distribute handouts, ND then monitor activity. Provide help if necessary.
Check as a class. Repeat with the second handout. Freer practice – one student tells a sentence, the next starts his/her with the last word of the previous, etc.