STUDENT PROFILE
Student’s Name Alberto
Gender and age Male, 31 years old
Nationality Spanish
Education High school - Industrial Engineering
Language Level Intermediate (B1)
Motivation Extrinsic - To find a job in England or get a higher position in Spain
Perceived Strengths He has a great attitude and a willingness to learn
Perceived He has some pronunciation problems
Weaknesses Seems quite nervous speaking in English
Has trouble finding ways to explain what he means with a limited
vocabulary
He has an affinity for subjects in Maths and the Sciences, but
struggles with English.
Listening in English
Learning He needs a teacher with a sense of humour
Preferences A teacher with good pronunciation
Visual and auditory learning
Would prefer speaking over writing
Authentic materials
Teacher’s Role To have good Pronunciation
To get the student engaged in the lesson
To make the lesson exciting and fun
Have more speaking and listening activities rather than writing and
reading
Topics of Interest Football (sports)
Music
Scary movies
Traveling
Science & Maths
THE COURSE PLAN
Name of the Teacher Name of the Student Level of the
student
Andrea Noome Alberto Intermediate
(B1)
Syllabus Type:
Skill based syllabus – Listening and speaking
Course Aims:
By the end of the course, the student will be better able to…
, Speak with more fluency, have better pronunciation and grow their vocabulary so they
are better able to translate their thoughts into English. To have the student learn the
course in a style best suited to his needs.
Course Rationale: (700 – 1000 words)
Here you need to include:
why you have chosen this syllabus type
I have chosen this syllabus type because it best reflects what the learner needs and how he
feels comfortable learning. The student has been learning English for the past 8 years and
feels he has made very little progress. This is because he has not been taught in a style that
best works for him. The student’s main goal is to learn how to speak more fluently and
with the correct pronunciation and improve his listening skills. Speaking and listening
based activities and lessons centred on this will better help the student to achieve his goals
and feel he has made the progress he is looking for.
why you have chosen the topic(s) covered
The topics I chose were centred on: travel, comedies, job interviews, pronunciation (tongue
twisters) and ordering from a restaurant. These are things that the student has expressed an
interest in and will make him more focused in the lesson and will increase his desire to
learn the language and improve his confidence in the subject.
why you have chosen this target language/skill
The skills I chose have to do with listening and speaking, which the student has expressed
is his biggest priority. He has expressed that he wants to either get a job in England, or a
higher position in his company in Spain. I included the job interview section so that he will
feel prepared for the workplace and confident in his English abilities. I included the tongue
twisters so that the student can focus on his pronunciation and fluency in the language. The
lesson on ordering food from a restaurant will help the student to have better social skills in
a place he will most likely visit often, and is the perfect place for him to develop his
speech.
The lesson on the Comedy clip is to get the student engaged in a lesson I know will have
him listening intently, I included a worksheet so that he can also further develop his
reading and writing skills, even though this was not the focus of the lesson. The first lesson
which was focused on travel destinations, would help the learner to see what all is out there
and how learning English would help him to go to those places and since his motivations
are extrinsic, it will be a good motivator for him to focus on his English skills.
The rationale behind the structure of the course, e.g. why is it in this order?
I used hour one as a listening exercise because I first wanted to get the student to watch a
clip on travel destinations, which I think will motivate him throughout the rest of the
course.
Next I did a pronunciation lesson to help him to develop his pronunciation skills and
become more comfortable using sounds in English, as opposed to saying words as he
would in Spain.
Next I did another listening lesson to again, further his motivation and interest in the
subject by using a comedy clip. The student expressed another motivator for him is
watching English movies in its original form.
Student’s Name Alberto
Gender and age Male, 31 years old
Nationality Spanish
Education High school - Industrial Engineering
Language Level Intermediate (B1)
Motivation Extrinsic - To find a job in England or get a higher position in Spain
Perceived Strengths He has a great attitude and a willingness to learn
Perceived He has some pronunciation problems
Weaknesses Seems quite nervous speaking in English
Has trouble finding ways to explain what he means with a limited
vocabulary
He has an affinity for subjects in Maths and the Sciences, but
struggles with English.
Listening in English
Learning He needs a teacher with a sense of humour
Preferences A teacher with good pronunciation
Visual and auditory learning
Would prefer speaking over writing
Authentic materials
Teacher’s Role To have good Pronunciation
To get the student engaged in the lesson
To make the lesson exciting and fun
Have more speaking and listening activities rather than writing and
reading
Topics of Interest Football (sports)
Music
Scary movies
Traveling
Science & Maths
THE COURSE PLAN
Name of the Teacher Name of the Student Level of the
student
Andrea Noome Alberto Intermediate
(B1)
Syllabus Type:
Skill based syllabus – Listening and speaking
Course Aims:
By the end of the course, the student will be better able to…
, Speak with more fluency, have better pronunciation and grow their vocabulary so they
are better able to translate their thoughts into English. To have the student learn the
course in a style best suited to his needs.
Course Rationale: (700 – 1000 words)
Here you need to include:
why you have chosen this syllabus type
I have chosen this syllabus type because it best reflects what the learner needs and how he
feels comfortable learning. The student has been learning English for the past 8 years and
feels he has made very little progress. This is because he has not been taught in a style that
best works for him. The student’s main goal is to learn how to speak more fluently and
with the correct pronunciation and improve his listening skills. Speaking and listening
based activities and lessons centred on this will better help the student to achieve his goals
and feel he has made the progress he is looking for.
why you have chosen the topic(s) covered
The topics I chose were centred on: travel, comedies, job interviews, pronunciation (tongue
twisters) and ordering from a restaurant. These are things that the student has expressed an
interest in and will make him more focused in the lesson and will increase his desire to
learn the language and improve his confidence in the subject.
why you have chosen this target language/skill
The skills I chose have to do with listening and speaking, which the student has expressed
is his biggest priority. He has expressed that he wants to either get a job in England, or a
higher position in his company in Spain. I included the job interview section so that he will
feel prepared for the workplace and confident in his English abilities. I included the tongue
twisters so that the student can focus on his pronunciation and fluency in the language. The
lesson on ordering food from a restaurant will help the student to have better social skills in
a place he will most likely visit often, and is the perfect place for him to develop his
speech.
The lesson on the Comedy clip is to get the student engaged in a lesson I know will have
him listening intently, I included a worksheet so that he can also further develop his
reading and writing skills, even though this was not the focus of the lesson. The first lesson
which was focused on travel destinations, would help the learner to see what all is out there
and how learning English would help him to go to those places and since his motivations
are extrinsic, it will be a good motivator for him to focus on his English skills.
The rationale behind the structure of the course, e.g. why is it in this order?
I used hour one as a listening exercise because I first wanted to get the student to watch a
clip on travel destinations, which I think will motivate him throughout the rest of the
course.
Next I did a pronunciation lesson to help him to develop his pronunciation skills and
become more comfortable using sounds in English, as opposed to saying words as he
would in Spain.
Next I did another listening lesson to again, further his motivation and interest in the
subject by using a comedy clip. The student expressed another motivator for him is
watching English movies in its original form.
