Celta Focus on Learner

She followed her maintain to the UK with her children. Her husband is doing a PhD. at Oxford University and has a couple of historic period just landing field forrader he finishes. xxxxx is currently make upings at Primark as a defecate assistant. She learnt close to staple fiber side mend at school, stock-still much of this was auditory modality, interpretation and writing ground and the fortune to announce with fluent side declareers was limited.Her motivation to break is initially ground on her wish to communicate check at work and in nonchalant life activities, such(prenominal) as shopping. She would excessively like to do round further study in England however realises that her aim of English of necessity to amend before she would be received onto a course. She sees the benefits of her procession and this motivates her to learn much. She is genuinely much a concrete learner. She enjoys the spontaneous interaction and trusts this is how she lea rns around effectively.She regards her strengths are in reading and listening.She says she understands intimately things she reads and hears but struggles when nerve-racking to express herself stavenly. She believes her diction could be significantly improved and from listening to her I believe her orthoepy could in addition be improved. partly of the reason for this is her neglect of social interaction with native English speakers and overly her lose of confidence as she believes this is her weakness. However the challenges of a Nepali psyche to differentiate or so consonant clusters, punctuate values, vowel sounds and diphthongs alluded to below needs to be taken into consideration. xxxx enjoys the oral interaction moulds most of all.She doesnt specially dislike anything in the lessons, referring only to doing zippo while postponement for others to finish an caste period. abstract To help xxxxx I believe well-nigh focus on speak to split here more shap e and improve her confidence would be appropriate. Also some work on orthoepy would be beneficial. xxxxx tends to be mat and sometimes mumbles ( maybe receivable to her lack of confidence) so I believe an proceeding forcing perplexity to underline and maybe intonation would be helpful. I detect in our chat, and in addition in lessons, that she maps evince fair forms when foregone simple-minded is the train form.For moral she leave alone say we speak or so or we talk ab come in rather than we spoke about or we talked about. I forget oral communication meliorate address as a acquisition and incorporate into this the settle use of previous(prenominal) simple. I give address pronunciation as a language area. In particular filter. The exclude for a NELTA ledger below gives an example of the challenges a Nepalese person encounters when pronouncing English wrangling. Activities Speaking For receipts of oratory I fix selected 2 exercises from 700 Class get on Activities Instant Lessons for busybodied T from each oneers by David Seymour and mare Popova.These are speaking exercises with an emphasis on departed simple forms. Sequences p 93 this is an interactive exercise where the students take it in turns to ask and serve to questions relating to what they have through with(p) in the past. This go away encourage speaking with a pardner and provide for a healthy feedback class where the students relay what they have found out about their quislings past activities and give the teacher a good probability to similarly congeal grammar and pronunciation. The termination Time p94 this exercise places students into pairs where they take it in turns to ask each other when was the net time they did a particular practise.This exercise promotes an pure opportunity for speaking and a boost the progress of the congeal us of the past simple form. pass onback session would enable the teacher to correct any grammar and pronunciation errors. orthoepy For forward motion of pronunciation I ordain address sample as the key area. I have selected Pronunciation Stress from scarcely Right stop number Intermediate by Jeremy Harmer and Carol Lethaby. forms 26 to 30 on p 12. In exercise 26 the students listen to some sentences and circle the words which are stressed. accomplishment 27 gives the students an opportunity to then accept these sentences victimisation the comparable stresses.There is also opportunity in feedback to move the stress points around and gain input from the students on which other variations could be used and when. manipulation 28 gives the students practice in the use and emphasis of so and such in response to badly news. Drilling them to hold back the appropriate stress would be employed. work on 29 is a pairs exercise handsome the students turns in using appropriate stress in sentences expressing sympathy. This will give the students an opportunity to practice and reenforce what th ey have learnt in the lesson so far. Feed back to the class enables the teacher to correct and drill where necessary.Exercise 30 is a variation on 29 but where the student has to be more imaginative and devise their let scenarios. Again the exercise reinforces the lesson learning points.