Assignment 2: Focus on the learner

NAME: DATE:

Assessment Criteria:
show awareness of how a learner's background, previous learning experience and learning style affect learning

identify the learner´s language/skills needs

use terminology relating to the description of language systems and skills correctly

select appropriate material and/or resources to aid the learner's language development

provide a rationale for using specific activities with a learner

find, select and reference information from one or more sources

use written language that is clear, accurate and appropriate to the task

Tutor’s Comments:

Pass Resubmit

Tutor name and signature: _______________________________________________________________

Last date for resubmission: ______________________________________________________________

I have read this assignment and agree with the assessment: _____________________________ (2nd Tutor)

Tutor comments on resubmission

Pass Fail

Tutor name, signature and date: __________________________________________________________

Checklist:

Check that you have:

 stated the learner´s general information, their previous English language learning
experience, their motivation and reasons for studying English, their learning style(s) and
language learning preferences
 discussed strengths and weaknesses of both their receptive and productive skills
 included their CEFR level
 identified and discussed possible causes for two grammar, two vocabulary and two
pronunciation errors
 used the phonemic script for error analysis
 submitted three activities in total (one for grammar, one for vocabulary and one for
pronunciation)
 attached a copy of all three materials with the source clearly referenced to your assignment
 provided a rationale for each of the three activities taking into consideration their language
level, learning styles and preferences
 proof-read your work to ensure your written language is clear, accurate and appropriate to
the task

 included a bibliography and a word count

Suggested reference materials:

 TEACHING TENSES R/E

 LEARNER ENGLISH 2/E PPR
 GRAMMAR FOR ENGLISH LANGUAGE TEACHERS 2/E
 HOW TO TEACH ENGLISH BK + DVD PACK
 PRACTICE ENG LANGUAGE TEACH 5/E BK + DVD
 TEACHING PRACTICE 2/E
 LEARNING TEACHING + DVD 3/E

When identifying your learner´s grammar errors, use the suggested reference materials for
Assignment 1: Language related tasks. Remember to use the supplementary materials from the
SAC, the Internet and you could also design your own worksheet if you would prefer to ensure you
submit suitable activities for the learner’s language level, learning styles and preferences

Length of assignment: 750 – 1000 words (not including materials attached)

Instructions:

This assignment is in FOUR parts:

1. Learner Profile
2. Learner’s Skills Needs
3. Learner’s Language Needs
4. Suggested Activities and Rationale
1. LEARNER PROFILE

Choose a learner from your TP group. Arrange to meet the learner for about 15-20 minutes
outside class teaching time. Interview the learner to find out the following information:

a) General information (age, current level of English, profession, interests and hobbies)

b) Previous English language learning experience (how long he/she has been studying
English, teaching methods used, his/her attitude to previous lessons)

c) Motivation and reasons for studying English now

d) Learning style(s) and language learning preferences (e.g. the types of activities he/she
enjoys/dislikes and why)

Ask open questions and encourage long answers. You want the learner to speak freely and
naturally. Don't worry about correcting any mistakes he/she may make. Write up the information in
a couple of paragraphs to produce a ‘learner profile’.

Write a maximum of 200 words.

2. LEARNER’S SKILLS NEEDS

You need to summarise your observations of your student’s learning to include the following
aspects:

 Receptive skills (both reading and listening)

 Productive skills (both speaking and writing)

You can do this by observing them closely in class when you and your peers are teaching as well
as during their performance in your one-to-one interview. You can ask them to do a short piece of
biographical writing, record the interview and/or transcribe part of it (please ask the students’
permission first) – whatever works best for you.

Write a maximum of 200 words.

Please use the Common European Framework Global Scale to help you (see below). A copy of
this can be found by clicking on English at the following link:

http://www.coe.int/t/dg4/education/elp/elp-reg/CEFR_Grids_EN.asp#TopOfPage

3. LEARNER’S LANGUAGE NEEDS

Collect examples of different types of errors that the student makes. Then, categorise them
according to:

 Grammar
 Vocabulary
 Pronunciation
 a) Give two examples of each category (6 in total).

b) Indicate in each case what you think the student meant to say (make sure the context is
clear) and include phonemic script for all problems of pronunciation.

c) Say what the likely cause of each error was make comparisons (when possible) with the
learner’s L1 - Learner English (2nd edition) Swan, M. & Smith, B.

You will find it easier to set these errors out in grid form as below:

EXAMPLE

What the student said What they meant to say Possible cause

Grammar I am more old than my I am older than my sister. Comparatives and superlatives
sister. are expressed by using the
equivalent of more and most. In
addition, there is only one word
for more and most = más

Learner English (2nd edition)

Swan, M. & Smith, B.
Vocabulary The girl was The girl was pregnant. Embarrassed is a false friend in
embarrassed. Spanish (embarazada).

Pronunciation I will go to Spain in June. I will go to Spain in June.  /s/ + another consonant never
occurs at the beginning of a
 word in Spanish or Catalan, so
learners as the /e/ sound.
/espeɪn/ /speɪn/

Write a maximum of 250 words.

4. SUGGESTED ACTIVITIES & RATIONALE

For one error in each category, submit an activity that would help the student develop this area of
weakness. This means you must submit 3 activities in total. Look in coursebooks, workbooks and
other supplementary materials, the Internet or design your own.

IMPORTANT: Make sure that the activities you suggest will be suitable for the level, learning style
and language learning preferences of your learner. For example, if your student likes
communicative activities and participating in groups, it’s not advisable to give them a gap-fill
activity. Think carefully about your choice of activities. You might need to adapt them. Then, write
your rationale for using this material commenting on how it meets their language level, learning
styles and preferences needs. Please also state how this activity would address the identified
error.

Attach a copy of all three materials with the source clearly referenced to your assignment.

Write a maximum of 350 words.