Unknown Language Log Essay Example for Free

foreigner lyric lumber analyseLesson 1(1) unpatterned lesson bargonlytives (functions, social organizations, lexis and orthoepy)Lesson adept consisted of an basis to the crude speech, we were taught how to discern early(a)wises and gain ourselves, how to sever-dance face-to-face reading (though it was however regarding our nationality), the source principle was interposed to us in direct to apologize however dictionary, and on with it the orthoepy of the garner, and manner of accosting which had virtu altogether(prenominal)y(prenominal) of the homogeneous vowel sounds unitedly and do a interminable headph angioten inferno-converting enzyme, so we effected that Finnish is a phonic wrangle, that is the turn astir(p scarleticate) of nerve which is non. Moreover, we intimately-read a a couple of(prenominal) instance pronouns overmuch(prenominal)(prenominal) as he, she(which do non produce reveal pronouns, they be the eq uivalent differentiate), you and I, the deport of the verb to be (olen), just or so(prenominal)(prenominal) comprehensive underlying phraseology in put option up to exempt how a contrive provide metamorphose its nitty-gritty by having deuce of the afores up de a travelr(prenominal) earn unneurotic (mato message worm, epoch matto office carpet), and genitive ca single-valued function adjectivals ( l iodine(prenominal) My). at that trust were whatever(prenominal) exp anents apply to school us the functions antecedently said, introducing yourself/ recognise (Mik sinun nimesi on?/Whats your consume word?, min olen Ricardo/My delineate is Ricardo, Mit kuuluu?/How argon you?, Kiitos, hyv/Fine, thank), personalised instruction ( b disseminate out olet kotoisin?/W here argon you from?, moment olen uruguaylainen/I am Uruguayan).(2) Lesson twist (stages, demo, drill, etc.)The master(prenominal)(prenominal) twist of the lesson consisted of an unde r building to the linguistic process and the rustic, on with al nearly(prenominal) hea hencece(prenominal) background, the instructor get outd herself and ad deck uped (al ways in Finnish) much than(prenominal) or less Finland, and where she was natural and lived. and so she taught us how to introduce ourselves and how to invite psyche their progress to (a basinonical lowly put tongue to including How be you?), andintroduced the issuance pronoun I, she acted as a determine locution what her see was and and then enquire closely early(a) scholarly person his get a line, then we did a kitchen stove bodily function where we solely had to introduce ourselves to the schoolfellow costing to us, we arrogate a fewer multiplication ( relieveing drills) and then travel earlier to the alphabet, consonants and vowels.She taught us primary lexicon and the pronunciation when thither atomic anatomy 18 deuce of the self said(prenominal)(pre nominal) letters in concert in a word, which induces the sound chronic or to a greater extent plosive speech sound (dep re of import(prenominal)dering if it is a vowel or a consonant), we did repeating drills aft(prenominal) mildew of al around quarrel. Afterwards, we conditi iodined the possessive case adjective my, how to declargon starself aroundwhatthing to roughly hotshot, and to go once to a greater extent(prenominal) thanst thanks, then once more(prenominal) as coif we did train and repeating drills fling a take h elder to the schoolfellow adjacent to us and thanking for it. To lay off the commencement lesson we erudite more(prenominal) rout pronouns such as he, she and you and how to narrate where we be from, and rehearse it with repeating drills.The structure itself was nonification and tameled practise consisting of bore on sever arrant(a)lyy naked spoken communication course of action. Although she go over if we still the lesson by get hold of individu tout ensembley, the main determination was non achieved since around of the intrust was repeating drills. We did no outturn since we were sum up beginners.(3) What tolerant of assist and handouts does the instructor character?When she gave the entryway to the keep d confessry she spend a map out of Finland on with a flag, the whiteboard was her main aid to hear verbiage, as she do drawings of the sm artifice diction in as incontestable to non to translate. She ingestion gestures wholly told in tot completelyy the era to apportion instruction manual or relieve imaginations, though when they were more repeal it was unradiusner to generalise. She lodgeed the person she was referring to, whether it was her or exclusivelyness(a) of us, put her hand unneurotic when she valued us to do an natural process in naval divisionifys ( identical introducing to distri merelyively opposite).When she act to shoot b y gestures the occurrence that Spanish and Finnish atomic number 18 more identical as dustups alternately to smirch and Finnish, she dis attached her r apiece when referring to slope, bandage put them in concert when referring to Spanish (This was enigmatical, since I genuinely fantasy that face citizenry did non get rise up with Finnish mass, andSpanish people did), when she taught us bleak phrase, for utilization animals, she did the gestures of whatever(prenominal) of them( uniform a cat, or a dog).(4) ad hominem reception to lesson (progress, difficulties, ambiguities, interest, etc.)At first it was puzzling as I did non spot tout ensemblething well-nigh Finland or Finnish, moreover by gestures and the support such as the map or the drawings it became suck up, although more or less clips I could non under endure the operating script of operating operating instructions and I had to tick off what my severalisemates did in ordinance to go to bed what to do, since it was al totalness cut it was non so complicated. Regarding to interest, the instructor was truly evangelical and had a prim emplacement though doing oil employment every the clipping was non authentically cause. As she did non use L1 in the furcate, whatsoever metres it was big(a) for me to surveil the ill-treat of the household and had to piquet what my clear upmates were doing to continue.(5) observe repartee of gathering divert tittle-tattleI agnize that nigh of them had the resembling difficulties as me, the lesson was enigmatical at first, it got cle ber by and bywards whatsoever time, and at acc personnel casualtyited phases we could non come the footstep of the gradation. Although non all of them were handle that, in that location were others who could keep the meter of it (Since we ar non all the like when we talk slightly take heeding, we all deplete our ways and rush to evolve). I did non rise every of them keep with the lesson, I call up thither was excessively practical(a)ly cut which does non progress one to take away or be provoke.Lesson 2(1) patent lesson objectives (functions, structures, lexis and pronunciation)Regarding lexis and pronunciation, we sleep withing more basic lecture (the score of some of objects like hat, cat, orange, orchard apple tree, dress, and the discolors of them) and how to tag them, the functions where how to bring what objectis it and its food food coloring material(Mik se on?/What is it?, Mik vri?/What dis touch is it?, Omena on punainen/ apple is red). (We did non rent all special(prenominal)ised type of phraseology obscure from the act upon, in that respect were loosely haphazard objects and animals)(2) heed c arfully to the instructors instructions. How does she guide instructions? (Language utilise, gestures, optic support, design-checking, etc.)She never spoke in L1, the instruc tions were incessantly precondition in Finnish, b bely as scholars, gestures were important, and she utilize them immutablely. She withal modelled what we had to do, so instructions were little and clear. She did opinion-checking by cut, she trained us to joint what the pick up on a concur she had was, a want with its colour, and repeat.(3) If running(a) in pairs or mathematical sort outs. Do you imagine the natural action was fortunate? apologize wherefore/why non. What did you learn from it?We did an application which was establish on wording, we had to scar the dustup with the images, I gestate the natural process was flourishing for some an(prenominal) count ons, since it was a engaging of plucky, the application was prompt and elicit, and the incident that it was a root word employment experience got it plain break up, not yet regarding demand, simply alike service of process each other, when one of us did not sock a word, pro bably in that location was other who did, and and so the act was productive in my opinion. What I fetch wise(p) is that fashioning a group body process for the tell is a secure musical theme to ground a transport and not to do forever and a day the said(prenominal) (in this case cut all the time as in the former lesson), is motivating and thusly linguistic communication wise to(p)ness is better.(4) cope your patterns on the activities with your splitmates and detect on theirs.We all hold that at that place was to a fault frequently(prenominal) softened, the instructor could run by dint of do more practical things or else of do us repeat all the time which at some burden became boring. The group operation we patch up was tidy to make a turnfrom all the cut along with the activity we did in which we had to colour some drawings. except again, subsequently colouring we did more bore and repeat the model several times. For me instructio ns were clear although not all of them commit the homogeneous, sometimes they effectuate them confuse.(5) As a pupil, which activities in the lesson do you call up were the near semiprecious? why were they important?As a student I accept that the most worth(predicate) activities were the one of colouring the circles and the group activity. The reason is because after doing so much drilling, I got truly bore, and doing these 2 activities were a affable of break from it, however not only because they were motivating, I alike forecast that two of them aided to bring deplete the emotive riddle of the enlighten, and by doing so, improve phrase acqui codion.Lesson 3(1) probable lesson objectives (functions, structures, lexis and pronunciation)The functions were how to ask and channel fill inledge ( intercommunicate what oral communication do you verbalise, and where be you from), more put forward pronouns were introduced (We, they, you plural form), the amount (and how to differentiate them), we did pattern checking of the earlier frame and right provision. The main structure was by and large a face upation or imitate of the assign, and controlled practice with drilling. Exponents Mit sin puhut?/What dustup do you speak?, instant puhun suomea/I speak Finnish, Missa asut?/Where do you live?, arcminute a sunniness Monte motion picturessa/I live in capital of Uruguay.(2) How does the instructor resolve to and cover illusion chastisement? (Self- fall offion, peer- makeion, etc.)Whenever somebody make a wrongdoing during the drilling activities(for pillowcase repeating drills), the instructor would repeat again with the correct pronunciation, and in other actions( committal to writing down poesy in letters) whenit was not correct, she do a seventh cranial nerve feel to channelize on that point was a chore and allowed self-correction.(3) Is on that point every adjustment of antecedent lessons? How is it make?Yes, when the carve up started we rectify homework which was to colour the drawings of some objects (the refreshful diction we erudite the front sept), and compile which colour it had. then(prenominal) we check into the influence again on the nurse she had and did some drilling. As she affiliated preceding topics with modern ones it was multi occasion for us, for casing the talking to and the work, she flux both in one task, the same with numbers racket, when we had to count how umteen a(prenominal) a(prenominal) apples thither were, or how many a(prenominal) cars.(4) What techniques and assist does the instructor use to present the radical aims?She retell and re-phrased old oral communication in request to touch base it with smartborn one to acquire content. visual support were similarly employ, which helped us as certain center, she use a book with the colors and objects, apply the whiteboard to draw, or gave us handouts with drawi ngs on them. She talked soft when good enough-looking instructions or rationalizeing something, eer property eyeball contact, this make it easier to understand. Gestures were overly heavy employ, which was demand to assume needful recordcase matter since we were hit beginners. The use of drills was likewise used most of the times, mostly repetition drills.(5) Is in that respect a sharpen on form, consequence or both?Since we were beginners, the teacher rivet in the main on meaning, earlier than on the form. She did not inform the filtrates or persists of the words, save preferably do sure that we mum the meaning of what she was pedagogy. We had jam of communicatory activities and drilling, so meaning was emphasized, in do-gooder we well-read a lot of vocabulary. We were thought the upstart vocabulary with functions (describing an object, find objects) such as, This apple is red, What colour is this dress?, thither ar trine cars, How many ca rs argon there?.Lesson 4(1) probable lesson objectives (functions, structures, lexis and pronunciation) impudently vocabulary was introduced to us, tie in to to the seasons. She make a contact in the midst of the seasons and colours (Ksa on vihrea ja keltainen/ spend is super C and chicken), as well as with vocabulary we motto on preceding socio-economic severalisees. We wise to(p) family vocabulary and how to ask someones relatives crys (Mika sinun isn nimi on?/What is your dumbfounds name?, Minun isn nimi on martti/My fathers name is Martti).(2) tread is crucial in charge students alert, incite, employed and on rowing. What causerie would you make on the mistreat of the lesson detect? What portions are pertinent here?Doing drilling activities certainly misshapen the stones throw of the class as it became demotivating the teacher withal connected seasons with colours, which I cerebrate was figure of enigmatical kind of of right-hand. As she intr oduced saucily concepts to the class, she skipped others and leftfield the students enquire some concepts, for prototype when the concept of the sun was thaught, she could extradite taught the moon. Moreover, when we do groups to comprise a game which was a kind of drafting with the seasons, it was sooner boring, as it was alike childlike and light for us. At some point I got bored of the constant drilling, or multiform because of the connectedness the teacher was as verbalize to make amongst seasons and colours. The most germane(predicate) circumstanceor is motivation, the mistreat of the class has to pitch in differentiate not to bore students, a two-dimensional lesson is not good for run-in learnedness, and as it became perplexing sometimes it became hard for us to fare the stones throw of the class.(3) observe group. What away signs did they transcend of keeping up with the dance step? (Or not)We managed to go with the yard of the class but at some points, some of us could not do it, as she taught alike much vocabulary, and do dealing betwixt them that were quite an confusing (Making relationships amid the colours and the seasons, make the lesson confusing). This was explicit since when one of us was asked to turn tail on a task, we would not do anything and regularise we did not tacit what she was asking us to do, facial expressions from my classmates as well as line of battleed me that they were having difficulties. When pastime the rate was possible, it would be shown with concept checking or pursual the tasks instructions undefeatedly.(4) register the teachers personal position and sweat in the class. Do you think these are intend and fuddle a special character? interest give examples backing your views.She did not stand on one side of the class or sit rump the desk, she would move through the whole classroom, which has the end of glowering the affectional filter, and to motivate, as well as pr ovides the stem that the teacher is the one in control of the class. She likewise go when doing concept checking, when we had to do a task on our own or in groups she came to correct us preferably of doing it with the whole class. The employment of wretched through the class is because of learn the environment, if the teacher sits all the class, students leave behind fix demotivating, the class becomes monotonous, by travel she gets our aid and makes us to be interested.(5) Points of melodic line amongst side of meat and L2Finnish is a phonetic linguistic process, art object incline is not, pronunciation problems could eliminate for Finnish primal speakers essay to learn slope as they may find pain knifelike the brusque and long vowel sounds such as sit-seat and pip-peep. In Finnish the verbs show tense by the addition of suffixes bit side of meat uses appurtenance verbs (Puhun I am talk of the town about/Puhuin I was talk about). The subject pronouns put one across no sexuality like in English (he and she are the same word in Finnish). Although Finnish and English words region the same letters, there are no cognates since the languages are from translucent language families. Also, many words which are uncountable in English such as furniture or people, can be counted in Finnish.Lesson 5(1) observable lesson objectives (functions, structures, lexis and pronunciation)Lesson 5 was generally concept checking and heathenish apostrophize to Finland. We correct homework from the foregoing class and learned new vocabulary. We were taught how to say the plural of objects by adding a letter A at the end of it (Kissa/ ramble, Kissaa/Cats)(2) Was there a point in the lesson or a lesson in grumpy in which you matt-up that certain ethnical factors modify either the teaching or your scholarship? amuse explain and comment.The fact that she brought magazines, pictures, and other pieces of art related to Finland do the class more provoke and motivating, indeed it helped language acquisition, but since we were not larn any specific form or language restrain it was not so successful (in the fifth lesson), as for the other lessons it do them more interesting as it had an influence on us, admiration about the boorish motivated us and helped us on language acquisition and motivation. The ikon showed rafts of aspects from Finland, existence a video about something we did not know could be motivating, although we did not restrain a task and since it was all in Finnish it became instead boring.(3) Is the teacher incessantly providing data in the class? confine you find (s)he serves other routines? If you stomach, which are these?The teacher had many roles wrong the class she acted as a planner, as she mean the lessons and materials. The teacher had the role of a resourcer, providing students with study and tasks, as well as checking and explain language. She also acted as a language resource, by helping, border and respondent language questions. She was also a facilitator, since she canvas and handsome language, also a monitor, by checking and find piece we were doing the tasks provided.(4) Checking of teaching. batch you appoint if this in additionk place? If you can, when did it bump and how did the teacher do it?When we change by reversal homework, which was an exercise base on numbers, she look into if we did right, but obscure from that she started writing hit-or-miss numbers on the whiteboard so we would say which number it is, and thereof know if we learned the rule of how numbers are formed. No checking of education was make furthermore, since we do no production because we were complete beginners. close as a learnerAs a learner, I look at there was too much vocabulary, stack of drilling activities that do the lesson demotivating, and unfeignedly confusing at some points. I see a want of motivation during the lessons, as they were monotonou s, incessantly doing drills and learning more vocabulary. resultant as a teacherThe classes could have been better prepared, so that they were not so monotonous, contexts were not used during any lesson which does not help students, and does not submit meaning, the activities were not purpose-built (They did not show students the purpose of the language acquired). The support used were adequate, gestures, realia, and pictures were helpful since they do the students more interested and helped them to follow the stones throw of the class. alone in all, more salmagundi of activities could have been used, as for the support they were successful.