STUDENT PROFILE
Student’s Name Alberto
Gender and age Male 31
Nationality Spanish
Education High School
Language Level Intermediate
Motivation Both intrinsic and extrinsic (aims to improve conversational skills both
informally with English speaking friends and more formally in business)
Perceived Strengths Understands written English
Perceived Overall, he gives the impression that improving his speaking skills is
Weaknesses his main aim. He admits to difficulties in listening
He feels that because he was taught English by a native Spanish
teacher his pronunciation suffered.
He seems to lack confidence in his ability to be `a good` student
Learning Preferences Alberto prefers the use of authentic materials therefore his `s aim
to improve both his listening and speaking can be met using
authentic materials in his real life, such as newspapers and video
clips.
He admits to liking `funny` activities and requests discussion of the
following topics of interest, environment, science, technology,
travel, current affairs.
He feels technology vocabulary would be beneficial.
Teacher’s Role
He says he `prefers fun teacher` with `good pronunciation`.
More informal approach suggested.
He feels that homework , review and revision would be useful and
rates error correction as being essential.
Learning job seeking skills is essential to his requirements.
Topics of Interest Technology, Science, Environment, current affairs, travel.
THE COURSE PLAN
Name of the Teacher Name of the Student Level of the
student
Fiona Gunn Alberto Mozo Minguez Intermediate
Syllabus Type:
Multi syllabus
, Course Aims:
By the end of the course, the student will be better able to…
Speak more fluently using both functional and more formal English, in the contexts of living and
working (Specifically in engineering)
in England.
Converse fluently on his chosen topics of
interest.
Proficiently use job-seeking skills, such as form
filling, making telephone requests, writing CVs
and interview techniques.
Course Rationale: (700 – 1000 words)
I have decided to make a multi syllabus for Alberto. I feel that using a combination of
language teaching approaches to produce varied lesson plans will be a refreshing change
for Alberto, who says `I always use coursebook `to describe his previous learning
experience and that he was taught `grammar overall`. He has a natural motivation to learn
with the aim of obtaining a job.
From reading his needs analysis and watching his interview I determined his preferred
teaching style (roleplays, error correction, review/revision), noted his requested areas to
improve (listening, speaking, pronunciation) and suggested lesson topics (job interview
skills, CV writing, technology etc).
Bearing all this in mind I was able to produce a 5hour syllabus of lessons to meet his
needs. I feel that the need to teach lessons based on his job seeking needs takes priority
over that of lessons focussed upon his areas of interest. Hence 3 of 5 lessons are focussed
on job interviews whereas only 2 lessons are based on his areas of interest
(technology/environment, current affairs). I included his other areas of interest (watching
films) in homework exercises. These tasks introduce learning through enjoyment which
should help capture his interest and continue his motivation to learn. I will encourage
Alberto to use spoken language over all 5 hours to meet the aims of improved fluency and
pronunciation in his speech.
All five lessons use the skill speaking to meet syllabus aims of improving
speech/pronunciation. Lessons 2,3 and 4 meet the syllabus aim of (and Alberto`s aim)
obtaining and using job seeking skills/interview techniques.
The first lesson on the topic of technology use in the environment starts with an informal
introduction. During this lesson my priority was to determine what Alberto `already
knows` rather than to teach important life skills which are covered in hours 2-4. Although
he says his level is `intermediate` he does not state whether he is at the lower end(B1) or
upper level (B2). For this reason, a diagnostic language test was included as a homework
task. My intention was to engage Albert`s interest with the use of authentic materials found
online rather than bombarding him with worksheet tasks etc during his first lesson. This
article provides a large range of talking points and therefore helped reach my aim of getting
him to relax and get used to talking with me in English confidently, without feeling self-
conscious. During his interview I detected some shyness that needed addressing.
Student’s Name Alberto
Gender and age Male 31
Nationality Spanish
Education High School
Language Level Intermediate
Motivation Both intrinsic and extrinsic (aims to improve conversational skills both
informally with English speaking friends and more formally in business)
Perceived Strengths Understands written English
Perceived Overall, he gives the impression that improving his speaking skills is
Weaknesses his main aim. He admits to difficulties in listening
He feels that because he was taught English by a native Spanish
teacher his pronunciation suffered.
He seems to lack confidence in his ability to be `a good` student
Learning Preferences Alberto prefers the use of authentic materials therefore his `s aim
to improve both his listening and speaking can be met using
authentic materials in his real life, such as newspapers and video
clips.
He admits to liking `funny` activities and requests discussion of the
following topics of interest, environment, science, technology,
travel, current affairs.
He feels technology vocabulary would be beneficial.
Teacher’s Role
He says he `prefers fun teacher` with `good pronunciation`.
More informal approach suggested.
He feels that homework , review and revision would be useful and
rates error correction as being essential.
Learning job seeking skills is essential to his requirements.
Topics of Interest Technology, Science, Environment, current affairs, travel.
THE COURSE PLAN
Name of the Teacher Name of the Student Level of the
student
Fiona Gunn Alberto Mozo Minguez Intermediate
Syllabus Type:
Multi syllabus
, Course Aims:
By the end of the course, the student will be better able to…
Speak more fluently using both functional and more formal English, in the contexts of living and
working (Specifically in engineering)
in England.
Converse fluently on his chosen topics of
interest.
Proficiently use job-seeking skills, such as form
filling, making telephone requests, writing CVs
and interview techniques.
Course Rationale: (700 – 1000 words)
I have decided to make a multi syllabus for Alberto. I feel that using a combination of
language teaching approaches to produce varied lesson plans will be a refreshing change
for Alberto, who says `I always use coursebook `to describe his previous learning
experience and that he was taught `grammar overall`. He has a natural motivation to learn
with the aim of obtaining a job.
From reading his needs analysis and watching his interview I determined his preferred
teaching style (roleplays, error correction, review/revision), noted his requested areas to
improve (listening, speaking, pronunciation) and suggested lesson topics (job interview
skills, CV writing, technology etc).
Bearing all this in mind I was able to produce a 5hour syllabus of lessons to meet his
needs. I feel that the need to teach lessons based on his job seeking needs takes priority
over that of lessons focussed upon his areas of interest. Hence 3 of 5 lessons are focussed
on job interviews whereas only 2 lessons are based on his areas of interest
(technology/environment, current affairs). I included his other areas of interest (watching
films) in homework exercises. These tasks introduce learning through enjoyment which
should help capture his interest and continue his motivation to learn. I will encourage
Alberto to use spoken language over all 5 hours to meet the aims of improved fluency and
pronunciation in his speech.
All five lessons use the skill speaking to meet syllabus aims of improving
speech/pronunciation. Lessons 2,3 and 4 meet the syllabus aim of (and Alberto`s aim)
obtaining and using job seeking skills/interview techniques.
The first lesson on the topic of technology use in the environment starts with an informal
introduction. During this lesson my priority was to determine what Alberto `already
knows` rather than to teach important life skills which are covered in hours 2-4. Although
he says his level is `intermediate` he does not state whether he is at the lower end(B1) or
upper level (B2). For this reason, a diagnostic language test was included as a homework
task. My intention was to engage Albert`s interest with the use of authentic materials found
online rather than bombarding him with worksheet tasks etc during his first lesson. This
article provides a large range of talking points and therefore helped reach my aim of getting
him to relax and get used to talking with me in English confidently, without feeling self-
conscious. During his interview I detected some shyness that needed addressing.
