Open and Distance National University UNADSchool of Sciences of Education – ECEDU -Bachelor in English as a Foreign Language

First and Second Language Acquisition and Learning551018

Activity 14Collaborative Work 3

Student:Sandra Patricia Genoy Rodríguez

Code: 52370035Group: 7

TutorClara Esperanza Bilbao Cortés

CEADJosé Acevedo y GómezNovember 22th 2013

Bogotá D.C.

EXPLORING CONCEPTS CONCERNING LANGUAGE ACQUISITION AND ALTERNATIVE

SCENARIOS BY ACQUIRING FIRST OR SECOND LANGUAGES

TARGET GROUP AND LEARNING NEEDS IN ENGLISH AS A FIRST OR SECOND

LANGUAGE

This target group is a Basic English level group in an institute in Bogotá. The student’s ages are from 18 to 30 and the group is composed by 20 students. They are students who have finished a traditional high school. They study 10 hours a week, they study 2 hours a day from 5:30 to 7:30 pm. They have not functional English skills. They do not have a large amount of vocabulary. They hope to improve their chances of applying for higher level positions at their jobs.

CONTENT TOPICS, STRATEGIES AND METHODOLOGIES

The importance of the content topic is that it helps to create an environment applicable for both teachers and learners, because this is a guide that supports a vision of the prospects to achieve of the objectives.

In this case the basic content is simple and it belongs to the basic level. The topics are divided in 3 different ranks, the first rank is the previous knowledge with the themes: verb to be the articles and present simple. The second rank is the grammar with the following specific topics: personal and possessive adjectives pronouns, verb to have and Saxon genitive. And finally the third rank is the Vocabulary with the topics: adjectives and the body.

The methodological strategies are related to the method, technique, materials and evaluation.

NEEDED AIMS AND THE SEQUENCE TO BE FOLLOWED IN ACHIEVING THE INTENDED

GOALS

To develop students vocabulary range for describing people.

To present and give controlled practice of questions using verbs to be, verb to have and simple present tense.

To be able to describe people by mentioning their characteristics (physical and non-physical appearance).

Motivation towards the topic:The teacher introduce herself and shows some pictures of two very famous teen artists and describes their physical appearance and asks for how the artist looks like in order to make students' talk.

Activity to elaborate new knowledge: Teacher puts on the board a simple question to be answered by students who can use the dictionary and other resources. The question could be; how does your partner look like? After that the class will read a small and incomplete paragraph which must be complete for students, this paragraph talks about the president of Colombia Juan Manuel Santos. And finally the teacher describes herself and her characteristics in order to give an example.

Activities to practice the topic:Students will prepare a short dialogue or a conversation using the grammatical rules, vocabulary and English expression to describe a partner.

Task:Describe the physical appearance of the famous people.

AIMS STEPS

METHODOLOGY FOR PLANNING THE PROPOSAL TASK

To this lesson the implemented task is a real life task which is something that the learner might imaginable do outside of the classroom.

This task is based on the task based language teaching approach which tells us about the main stages of a task.

The first phase is the pre-task, it refers about the various activities that teachers and students can undertake before they start the task. The second phase, the during task phase, it centres on the task itself and affords various instructional options, including whether students are required to operate under time-pressure or not; this stage is obligatory in task based teaching. The final or third phase is the post task; it involves procedures for following-up on the task performance.

HOW STRATEGIES, METHODS AND CONTENTS BY USING ICT IN THE IMPLEMENTATION WERE SUCCESSFUL OR NOT IN THE CLASSROOM OR VIRTUAL ENVIRONMENT

Many learners enjoy using computers and one benefit of computers may also be the combination of motivation and the practice in a particular tasks providing them practice at an appropriate level.

ICT and the Internet provide language learners with the opportunity to use the language that they are learning in meaningful ways in authentic contexts, also the Internet provides an easy and fast access to the use of current and authentic materials in the language being studied, which is motivating for the language learner.

To develop this topic the physical appearance we could use:

Online newspapers

Webcasts

Podcasts

Pictures

Info graphics

Recording the reading description of famous people

Audios online

News

Room video clips

Video sharing websites as YouTube

Web pages to practice writing, speaking and pronunciation

REFERENCES

Betty Lou Leaver, Madeline Ehrman, Boris Shekhtman, Achieving Success in Second Language Acquisition, Chapter 3 Learning Styles and Learning Strategies. Cambridge books online.

http://ebooks.cambridge.org

Nunan David, Task-based language learning and teaching approach, Cambridge language teaching library.

http://books.google.es/books?id=wBKoWKodDk0C&printsec=frontcover&hl=es&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false

ICT for language teachershttp

://ictforlanguageteachers.blogspot.com/2010/06/hard-to-teach-teaching-foreign.html

The Importance of ICT (Information and Communication Technology) in language Teaching

http://genablog.wordpress.com/2011/12/06/the-importance-of-ict-in-language-teaching/

Teaching and Learning English through Web-based Activitieshttp://www.freewebs.com/cfc03/