Lsa2 LP Lexis

CAMBRIDGE ENGLISH
DELTA MODULE 2
LP for TP II LEXIS
CANDIDATE NAME
: BURAY GR
CANDIDATE NUMBER
CENTRE NAME
: ITI
CENTRE NUMBER
: 054
DATE
: 02.01.2017
TIME
: 14:30
VENUE
: PREP. SCHOOL B BUILDING
CLASSROOM
: Z2
CLASS CODE
: B7
Buray Gr Helping Low Level Learners with Lexical Collocatons TEACHING

1
5a: CLASS PROFILE:

5ai: GENERAL OVERVIEW OF THE GROUP OF LEARNERS AND THE COURSE
Atlm University is an English medium school. In order to be eligible to study at their
departments, students need to pass proficiency exam. Those who are unsuccessful to pass are
supposed to study at preparatory school between 2 - 8 months, depending on their levels. The
main objective of the preparatory education is to improve students' reading, listening, writing
and speaking skills, all of which they will need when at department. My class consists of 6
female and 15 male students, aged between 18-22, all of whom passed elementary level and
are studying pre-intermediate level. The course they are currently enrolled on is a 8-week
programme, during which they are going to be provided with specific language points and
strategies. There are three instructors who work with the students for 27 hours a week, 12 of
which is mine, and the rest is my partners. Since I see the students more than my partners do,
I have the main role to monitor and assist students improvement. Attendance is mandatory
for students, and they cannot take the second midterm exam, if they have 40 hours of
absenteeism, which in turn results in having to repeat the level. The course book the students
are taught is Oxford Navigate B1 Pre-Intermediate. Our classroom is equipped with an
overhead projector and a computer with an internet access. Most of the students seem aware
of the importance of learning English, and show keen interest in the lessons being covered.
Their enthusiasm can easily be seen especially when they work in pairs or groups rather than
individually; therefore I try to arrange pair and group work activities as much as possible. I
have also observed that all of them have a visual learning style, so most of the time I use the
overhead projector to show them pictures, cartoons or illustrations. The least liked part of the
lesson is the grammar and reading. On the other hand, students show keen interest especially
in speaking and writing and they try to use newly learned vocabulary while practicing these
skills.
2
Skills (R, L, W, S) :
All the students passed the elementary level and now they are studying the 7th week of the preintermediate level. As for reading, they can easily comprehend level appropriate texts when
they are given necessary vocabulary during pre-reading part. They have so far taken 4 quizzes
and 1 mid-term exam, all of which had reading sections. Most of them seem to have no
problem with these sections. In order to make the students be accustomed to hearing English,
I have been using only L2 during the lessons, and encourage them to do so. They are quite
good at mechanical drills and receptive skills in listening. So far, they have been asked to do
gap-fill activities and answer comprehensive questions. Since the beginning of the term, the
students have been assigned simple writing tasks as the production of reading and listening, in
or after the class. Putting Rengin ,Umut, Kadirhan and Yeim aside, whose writing tasks are
full of wide range of mistakes, there seems no big problem apart from minor spelling,
punctuation and preposition mistakes. They get written feedback. Most of the students show
keen interest to participate the lesson orally. Even the weakest students have a tendency to
speak, since they are not worried about making mistakes in pronunciation and grammar. I try
not to correct every mistake they make so as not to discourage them.

3
5aii: INFORMATION ABOUT INDIVIDUAL LEARNERS TO THE LESSON
Name
Hilal
lker Batuhan
Kaan
Strength
On task mostly. good at speaking and
Weakness
Had to change school, thus a bit
grammar. Participates as much as
demotivated and partly
possible. Tries to use newly learned
prejudiced towards her new
words.
friends.
Fast learner. Good at reading, writing
Switches to L1 too often,
and listening; does hw, participant.
sometimes too talkative, poor at
Attends the classes regularly,
collocations.
Silent, and does not participate
participant. Has good vocabulary
if not nominated.
knowledge
Kadir Han
Hardworking, respectful and well
Needs to be encouraged to
mannered.
participate. Slow learner. Has

insufficient vocabulary. Weak at
Kadir Tetik
Has a good study habit, asks
writing and speaking.

Attempts to use higher-level
questions to the teacher.
structures which blockade his

fluency at times. Over
confident. Makes collocation
Kadir Yank
Enthusiastic learner. Participates the
errors in his writing.

Needs improvement in
lesson, very confident, good at
pronunciation.
vocabulary and collocations, keeps a

vocabulary notebook
Kerem Frat
Fast learner, good at speaking, and
Hesitant to participate.
has a good pronunciation. Uses wide

range of vocabulary while speaking.
Melek
Mertcan Kabaday
Nice and respectful. Good at reading
Had to change school, thus a bit
and listening. Keen on learning new
demotivated. Spends 2 hours
words. Keeps record of new words.
commuting, and so sleepy
Well-mannered, respectful, loves to join
during the first hours.

Did 40 hours of absenteeism in
group activities, fast learner. Good at
the first two weeks. Too
vocabulary and collocations.
talkative. Rarely does
homework.
Mertcan Cantez
Well-mannered, does homework
Slow learner, needs
4
regularly.
improvement in writing,
vocabulary and collocations.
Shy and reserved. Needs
encouragement of the teacher to
Metehan
Very competent, studies hard, very
participate.
May be too talkative sometimes.
interested in learning and ask for

Burak
suggestions to improve his vocabulary.

Does hw on time, usually on task.
Gets bored easily and loses his

concentration. Needs
improvement in vocabulary and
collocations. Does not like
Mustafacan
Very careful and observant, has a good
speaking activities.
Could go off task, but very
fundamental knowledge of grammar.
rarely. His being over-confident
Likes listening and speaking activities.
results in collocation and

vocabulary errors while
Nilhan
Respectful and social. Does homework.
speaking and writing.

Loses concentration. Gets bored
easily. Misses the lessons too
often. Moody. May start
crying during the lesson. Her

writing skill needs
improvement. Lack of level
appropriate vocabulary.
Onat
Very positive and participant. Usually
A little shy and reserved, needs
on task. Receptive skills strong. Very
to socialize with his peers more.
good at speaking and writing. Has a

good pronunciation and tries to use wide
range of vocabulary and collocations
while speaking and writing. Has missed
Orkun
only 2 hours so far.

Attends the classes regularly,
Does not like studying
participant, does hw. Makes hardly any
grammar.
mistakes while speaking. Uses new

words and collocations appropriately.
Rengin
Has a good relation with his peers.

Tries to participate activities. Does
Weak at speaking and writing.

5
homework regularly.
There is no subject-verb
agreement in her writing. Needs
improvement in vocabulary and
Yekta
Perfect student. The most successful in
collocations.
Tries to manipulate the lesson
the class. Good at all the 4 skills. Takes
sometimes by offering to play a
record of new vocabulary and
game.
collocations. Participates as much as

Umut
possible.
Eager to learn, enjoys group and pair
Weak at speaking and writing.
works. Does homework and attends the
There is no subject-verb
classes regularly.
agreement in her writing. There

was not a single correct
sentence in his writing tasks so
far. Lack of level appropriate
Yeim
Well-mannered. Does homework
vocabulary.
Has some basic grammar and
regularly.
vocabulary problems There was

not a single correct sentence in
her writing tasks so far. Needs
improvement in collocations.
Zeynep
Easy-going and cheerful. Good at
Uses too much bilingual
grammar, reading and listening.
dictionary and thus makes
Likes pair and group works.
collocation errors too often.
5b AIMS
Main aims :
By the end of the lesson students will have;

6
been more aware of the meaning and form of lexical collocations of adjective+noun
noun+noun through;
a. reading an article named Save Animals (see App.1) adapted by the teacher.
b. answering concept-check questions (App.2) asked by the teacher.
c. analysing the form of the collocations on the board (App.5)
Practiced the collocations they studied in a controlled-practice activity

a. by matching the collocations with their meanings and photos prepared by the
teacher (App.3)
b. by filling in the blanks of a text prepared by the teacher (App.4)
c. by playing a card game prepared by the teacher (App.6)
Practiced the pronunciation of the newly presented collocations by drilling
Practiced the newly presented collocations by

a. writing a letter to win a prize to save endangered animals in groups of 4 and 5
(App. 7).
PDA Aims:
In this particular lesson, I will focus on one point I am trying to improve in my teaching
which is: student centred feedback. I will try to achieve my aim by having students discuss
their answers with their friends and by having them come up on the board to write the
answers.
5c. LANGUAGE ANALYSIS
Collocations:
7
Collocation is the association of two or more words where the combination is semantically
transparent, but includes an arbitrary choice of at least one constituent based on grammatical
or sociolexical conventions (Ko, 2006:15). As for the categorization, collocations belong to a
continuum and are divided basically into two categories as grammatical and lexical
collocations (Sinclair, 1991). In this specific lesson, I will focus on lexical collocations.
Lexical Collocations:
Lexical collocations are divided into five categories, verb + noun, noun + verb, adjective +
noun, adverb + adjective, verb + adverb (Lewis, 2000). In this lesson, the focus will be on
adjective+noun and noun+noun collocations, and the following collocations will be taught:
Collocation
Meaning
Endangered animal a type of animal that
Form
Pronunciation
Other words
that collocate
Endangered
language/
culture
Adj + N
/ndendrd /
Adj + N
/ndstril west /
Industrial
revolution/
design/societ
y
Adj + N
/rnju..bl /
Renewable
resources /
Adj + N
/lbl
wm/
Global
assumption/
acceptance
/fs.l fjl/
Fossil record/
sample/
deposits
might stop existing

because there are only a
few of that type alive
Industrial waste
things that are not

wanted by the factories
and thrown away
Renewable energy
energy that is produced

using the sun, wind, etc.,
or from crops, rather
than using fuels such as
Global warming
oil
an increase in the
temperature of the air
around the world that is
caused by pollution
Fossil fuel
fuels such as gas, coal,

and oil, that were
formed underground
N+N
from plant and animal

8
remains millions of
years ago
Vehicle exhaust
waste gas (carbon

moxide) from cars,
N+N
/vikl zst/
Vehicle tyre/
manufacture
buses, etc
5d. TIMETABLE FIT

Learners of this class are pre-intermediate students, and it is the 7 th week of the term. Since
the elementary level, they are only taught collocations with de-lexicalised verbs, such as get,
have, take and do. Although , students are familiar with collocations, they need more practice
of different types of collocations, since they are going to sit an achievement exam to be
eligible to study at intermediate level the following week. In the writing part of the
achievement exam, students will be asked to write a solution paragraph, one of whose topics
might possibly be environmental related. Therefore, the students will definitely benefit from
the focus of the lesson (the collocations to be taught). Before this lesson, students will have
already been familiar with the context, environmental problems and solutions, by reading a
text (App. 1). They will have watched a short video in the book (Unlock Reading & Writing
Skills B1 Cambridge University Press) in order to be able to be familiar with the topic. In this
lesson, students will practice the meaning and use of the highlighted collocations in the text
by concept check questions and photos (App. 2). They will also practice them by matching
the collocations with their meaning and photos (App.3). In order to check whether the
meanings of collocations are clear, students will also be provided with a text with blanks to be
filled with collocations (App 4). Students will also practice the form by filling a table to
categorize the target collocations (App.5). Depending on time allowance, the students will
have a chance to practice the collocations by playing a card game. Later, they will be asked to

9
use these collocations in a writing activity and receive feedback from one another and the teacher. In
the following lesson, students will choose the best written production.
5e. ASSUMPTIONS
All the students in this particular class, like visuals, such as cards, photos, illustrations etc. I
am going to use power point slides throughout the lesson. Providing students with not only
the definitions but also the photos of collocations will make the comprehending of meanings
of the new collocations easier. Besides, most of the students also like working in pairs or
groups. Therefore, the activities, all of which will be done either in pairs or groups, will most
probably appeal the students. As for the topic, students in this class like reading popular
issues, and hence, reading about endangered animals will appeal to them. Another positive
feature of the topic is realizing that the newly learned collocations will be most useful if they
are asked to write a solution paragraph about global warming in the achievement exam they
are going to sit the following week will also enhance students attention to the lesson. Before
the production part, in order to help students memorize the collocations, they will play piti
with real playing cards. I assume that this activity will be liked by the students, since I
sometimes see them playing cards during lunch break. In the production part, students will be
asked to write a letter to Donald Trump to receive a donation of 1 millon dollar. This activity
will be done in groups and students will wear a mask of specific endangered animals, and the
teacher will wear a mask of Donald Trump. I assume that wearing masks will promote
students interests in the task. Thanks to various types of activities, I assume that students will
not lose their concentration during the lesson.
5f. & 5g. ANTICIPATED PROBLEMS AND SOLUTIONS

10
If there is any student who does not attend the previous hour, in which students will have
a general idea about the problems some animals face by reading a text, the teacher may
ask other students to give concise information about what is covered in the previous
hour.
If there are any late comers after the first fifth minute, the teacher will not let
them in, since it is strictly forbidden according to the institution policy.

The meaning of the collocations will be made clear to the students through concept
check questions and photos. However, some of the weak students may still not grasp the
meaning. If that happens, some of the collocations (i.e. renewable energy, vehicle
exhaust) may be translated to Turkish.

There are four really weak students, Rengin, Kadirhan, Yeim and Umut. They
might not finish the task on time or, might give totally wrong answers. In order to avoid
this, I will make them pairs with stronger students

There may be a technical problem about the computer, the projector or the keyboard I
have. In that case I have the hard copies of all the photos I am planning to use in the
lesson.
Timing may not go as I planned and some students may finish the activity
earlier, especially in the production part. If that happens I will ask these students help
other groups.
There might be absent students, and this can be a problem in production part, because we
will have 5 groups with 4 students. My solution to this problem will be arranging groups
accordingly.
CONTINGENCY PLAN:
There may be some changes in the lesson procedures as below due to time constraints:
The teacher may decide not to do playing card activity.
11
Providing students cannot finish the writing on time, the teacher may tell them to
continue in the next hour.

The teacher may postpone the feedback of writing production to the following hour.
The teacher may just show the answers of some of the activities on the board rather than
asking students to come to the board.
5h,j LESSON PROCEDURE & TIMING

Stage
Stage aim
Timing
Teacher activity
Student activity
Inter
actio
n
Materials
& aids
Lead in & Warming
patte
rns
To activate
students
background
knowledge
and
introduce
the topic of
the next
activity.
Teacher elicits from

students what they had
done in the previous
lesson.
answer
questions
/discuss
T-S
App. 1
OP

12
on Presentati
To present
the
meanings of
T. asks the concept-check Answer

questions/mak
questions to elicit the
e comments
collocations from the
T-S
App.2
OP
Cardboards

13
To have
students
analyse the
meanings
and forms
of
collocations
T. asks students to match

collocations with their
meaning and photos.
T. elicits the answers on
the board.
T. asks sts to fill in the

blanks of a text.
the board.
Practice
T. asks sts to write the

word categories of each
word underlined. T. does
one of them himself
the board.
Sts. work in
pairs and
match the
collocations
with their
meanings and
photos.
Sts. peer check
their answers.
T-S
S-S
App.3
OP
Sts. Work
T-S
individually,
S-S
and fill in the
blanks of a text
with
collocations.
Sts. peer check
App.4
OP
T-S
S-S
App.5
OP
T-S
S-S
App.5
OP
Sts. work in
pairs and write
the word
categories of
each word
underlined.
Sts. peer
check.
T. asks presents
collocations.
T. asks sts. to put
collocations into two
categories.
T. again underlines what

collocation is.
T. gives instruction for
Sts. put
collocations
into two
categories, and
peer check.
Sts. come to
board and
write the
answers
T-S
S-S
T-S
App.6
Buray Gr Helping Lowthe

Level
cardLearners
game. with Lexical Collocatons TEACHING
14
Sts. play a card S-S

game
n Productio
Writing a
letter using
the newly
T. shows the photos of 5

different endangered
animals on the board. T.
Sts. open their

envelope and
picks one of
T-T
S-S
App. 7
App. 8
Masks
5i MATERIALS AND AIDS:
Appendix 1
Cambridge University Press

Power point slights for concept check questions
Appendix 2
Matching exercise
Appendix 3
Gap fill exercise
Appendix 4
Table for form
Appendix 5
Playing cards
Appendix 6
Writing prompt for the production activity
Appendix 7
Masks, overhead projector, cardboards
Reading text, Adapted from Unlock Reading & Writing Skills B1
5k: COMMENTARY
Rationale for choice of lesson focus
The focus of this lesson is helping low level students with lexical collocations of two forms :
adjective + noun and noun + noun. An article adapted from Unlock Reading & Writing Skills B1
Cambridge University Press , a matching exercise and gap fill exercised will be used. There
are quite many reasons as to why collocations should be given a high priority in the L2
classes. The first and most obvious reason is that the way words combine in collocations is
fundamental to all language use. Besides, knowledge of collocation is fundamental in order to
be more natural, more native-speaker-like and fluent in English. Furthermore my preBuray Gr Helping Low Level Learners with Lexical Collocatons TEACHING
15
intermediate level students at Atlm University learn English for academic purposes, thus they
need a good command of lexical collocations. The shape of the lesson will be a 55- minute PPP,
whereby I will be able to present target collocations in a meaningful context and apply controlled and
freer practice respectively. The reason why I chose these specific collocations within this specific
context is their potential usefulness in the writing part of the approaching achievement exam.
Link to Background Essay

The research I have done for my LSA assignment has shed light on my perception of the
importance of lexical collocations. In order to be fluent in English it is a must to acquire
sufficiently large vocabulary, most of which consist of prefabricated chunks of different kinds.
The single most important kind of chunk is collocation (Lewis, 2000, p. 8) . Besides,
collocation allows us to think more quickly and communicate more efficiently and thus
enhances fluency. Native speakers can only speak and listen at the speed they do because
they are calling on a vast repertoire of ready-made language, immediately available from their
mental lexicons (Hill, 1999). Therefore, I will help my students become more aware of the lexical
collocations by implementing PPP shaped lesson.
Rationale for the choice of lesson content
Lead in and Warm up

In order to activate students schemata on the topic, the teacher will ask students questions about the
text they read in the previous lesson.

Presentation
The teacher will ask concept check questions so as to elicit the collocations highlighted in the text
from them. In order to make the meaning clearer, the teacher will also provide photos and show them
on the board via overhead projector.
Practice
At this stage the teacher will ask students to do two different activities. In the first one, students will
work in pairs to match the collocations with their meanings and photos. Next, a gap fill exercise will
16
be given to students to practice the meaning one more time. In order to practice the form of the
collocations and raise students awareness of different types of collocations, students will be asked to
complete a table. Pronunciation of some of the problematic collocations will be practiced through
drilling at this stage. Depending on time allowance, the students will play piti with real playing
cards. The rationale behind this activity is to practice the form of collocations and help students to
learn them by heart.
Production
At this stage of the lesson, students will work in groups of 4 and 5 to do a writing practice. Each
group will imagine that they are an endangered species, and will write a letter mentioning their
problems and suggesting solutions to Donald Trump, who will donate a 1 million dollar to only one of
the species. Meanwhile, they will be wearing a mask of that specific species to help personalisation.
The purpose of this activity is to help students revise the newly taught collocations. There will be
student centred feedback, and students will decide the winner.
Word count: 620
REFERENCES
Hill, J.
(1999) Collocational competence. English Teaching Professional
Ko, Glay. (2006) Developing Collocational Awareness, A Masters Thesis, Bilkent

University.
Lewis, M.
(2000). Teaching Collocation: Further Developments in the Lexical Approach.

London: LTP.
Sinclair, J.
(1991). Corpus, concordance, collocation. Oxford: Oxford University Press.

17
APPENDICES
Appendix 1 (Adapted from Unlock Reading &Writing Skills B1 Cambridge University Press)
SAVE
ANIMALS
There were a lot of animals that lived in the past, but dont live today anymore, such as dinosaurs or
mammoths ; they all died out now, and we can only see their photos,. But, our bigger problem is
endangered animals. They are a group of animals that may soon die out. Because there are only few
of them left on earth; their population is very low. Many species are in danger, such as polar bears,
cheetahs, tigers, foxes etc.; and we may not see most of them anymore on earth if we dont do
anything to save them. There are many reasons why species become endangered but most of them are
because of humans. However, there are things that we can do to save endangered species.
The main reason why animals become endangered is that we destroy their habitats and this happens in
two ways. When humans move into a new area, the animals habitat - where they live is destroyed
and there is nothing to eat for them because humans cut trees and build houses and farms. Pollution
also destroys animal habitats. Industrial wastes from factories and vehicle exhaust from our cars and
buses cause pollute the air and cause global warming. Because of global warming, the temperature of
earth is getting hotter and hotter gradually, and so it destroys habitats of many animals; for example,
there is not enough ice for the polar bears to live in the North Pole. Many lakes in the world dried. In
addition, there is not enough forests for tigers, because we cut trees.
Endangered animals are also the result of hunting and fishing. People hunt animals such as Arabian
oryx too much because of the high price of their meat. People kill other animals for their fur, bones or
skin, or just for sport, for example people kill rhinos to make medicine and crocodiles to make bags
and shoes. Because of overfishing, whales, tuna and sharks have become endangered.
So what can people and governments do to protect animal and plant species from becoming
endangered? We must not pollute natural areas, and farms and companies who destroy animal habitats
must pay a lot of money as a punishment. We should also stop using fossil fuels, such as oil and coal
because they pollute the air, sea and rivers. Renewable energy, such as solar power, can be a solution
to decrease the pollution. People should not buy animal products, such as seal fur coats or crocodile
bags. Governments can prohibit hunting, fishing or trading endangered species. They can also build
special places for animals and zoos, because here, endangered animals are protected. If we all work
together, we can protect our planet so that our children and their children can enjoy it too.

18
Original Text from Unlock READING & WRITING B1 CAMBRIDGE UNIVERSITY

19
Appendix 2 Concept check questions (prepared by Buray Gr)

1. Endangered animal
Are they in
danger?
3. Fossil Fuel
Where do
we get
them?
2. Industrial Waste
What do
we call
them ?
4. Renewable energy
Do they
pollute the
environme
nt?

20
5.Vehicle Exhaust
Does
renewable
energy
produce
vehicle
exhaust?
6. Global warming
because of
global
warming?
Appendix 3 Match the collocations with their definitions and photos.(prepared by Buray Gr)
Endangere
d
Animal
a type of animal that might

stop existing because there
are only a few of that type
alive
Industrial
Waste
things that are not wanted

by the factories and thrown
away
Fossil
Fuel
fuels such as gas, coal, and

oil, that formed
underground from plant
and animal remains millions
of years ago

21
waste gas (carbon moxide)

from cars, buses, etc.
Vehicle
Exhaust
an increase in the
temperature of the air
around the world because of
pollution
Global
Warming
energy that is produced

using the sun, wind, etc.,
NOT from fossil fuels such
as oil or coal.
Renewable
Energy
Appendix 4 (prepared by Buray Gr)
. Fill in the blanks with a collocation in the box.

renewable energy
endangered animal
fossil fuel
global warming
industrial waste
vehicle exhaust
There are a lot of (1) __________ on earth, such as polar bears and rhinos. If we dont do
something to protect them, our children wont be able to see them in the future, because we
destroy their habitats and kill them for our benefits. So, what can we do to protect their
habitats? Well, first of all we can start using clean energy sources, that is (2) __________ at
22
our homes and work, and stop using (3)__________ that we get from oil and coal, because
they pollute the air too much, cause (4)_________ and the earth gets hotter. In addition, we
must also use our cars less and public transport more, because (5) __________ from our cars
also destroys the habitats of animals. Big businesses also can do something. They should use
filters at their factories to reduce (6)__________ . In brief, we must start doing something
immediately to save our animals.
Appendix 5 Form and stress of collocations (prepared by Buray Gr)
noun + noun
vehicle exhaust
Appendix 6 Card Game (prepared by Buray Gr)

23
Appendix 7 Donald Trump wants to save one of the species that is endangered, and he
organized a competition. The prize is 1 million dollars .You are an endangered animal. Write a
letter to him and try to get the money by telling which endangered animal you are, why you
are endangered, why you need the money, what your solution is. Dont forget to use at least 4
of the collocations in the box, and underline them in your letter. (prepared by Buray Gr)
renewable energy
endangered animal
fossil fuel
global warming
industrial waste
vehicle exhaust

24
Score:
Appendix 8

25
POLAR BEAR

26

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CAMBRIDGE ENGLISH

: PREP. SCHOOL B BUILDING

Buray Gr Helping Low Level Learners with Lexical Collocatons TEACHING

5a: CLASS PROFILE:

Buray Gr Helping Low Level Learners with Lexical Collocatons TEACHING

5aii: INFORMATION ABOUT INDIVIDUAL LEARNERS TO THE LESSON

grammar. Participates as much as

demotivated and partly

possible. Tries to use newly learned

prejudiced towards her new

Fast learner. Good at reading, writing

Switches to L1 too often,

and listening; does hw, participant.

sometimes too talkative, poor at

Attends the classes regularly,

participant. Has good vocabulary

Hardworking, respectful and well

participate. Slow learner. Has

Has a good study habit, asks

writing and speaking.

questions to the teacher.

structures which blockade his

Enthusiastic learner. Participates the

errors in his writing.

lesson, very confident, good at

vocabulary and collocations, keeps a

Fast learner, good at speaking, and

has a good pronunciation. Uses wide

Nice and respectful. Good at reading

Had to change school, thus a bit

and listening. Keen on learning new

demotivated. Spends 2 hours

words. Keeps record of new words.

commuting, and so sleepy

Well-mannered, respectful, loves to join

during the first hours.

group activities, fast learner. Good at

the first two weeks. Too

vocabulary and collocations.

talkative. Rarely does

Very competent, studies hard, very

interested in learning and ask for

suggestions to improve his vocabulary.

Gets bored easily and loses his

Very careful and observant, has a good

fundamental knowledge of grammar.

rarely. His being over-confident

Likes listening and speaking activities.

results in collocation and

Respectful and social. Does homework.

speaking and writing.

crying during the lesson. Her

Very positive and participant. Usually

A little shy and reserved, needs

on task. Receptive skills strong. Very

to socialize with his peers more.

good at speaking and writing. Has a

only 2 hours so far.

Does not like studying

participant, does hw. Makes hardly any

mistakes while speaking. Uses new

Has a good relation with his peers.

Weak at speaking and writing.