STUDENT PROFILE
Student’s Name Alberto Mojo Minguez
Gender and age Male, 31 years old
Nationality Spanish
Education High School – Industrial Engineering
Language Level Intermediate – B1
Motivation Intrinsic – Wants to improve conversation when socialising with English friends.
Wants to watch and understand films in the English language. Wants to travel
to countries where English is spoken.
Extrinsic – Wants to progress his job prospects in Spain and possibly work in
England.
Perceived Strengths Writing – displays the ability to carry out short writing tasks, e.g., answering
questions, and writing about his reasons for learning English.
Motivation – appears to be well motivated, wants to learn a lot of languages,
and has made good progress with French and Portuguese.
Perceived Pronunciation – needs to work on correct pronunciation.
Weaknesses Speaking with accuracy and fluency in a range of situations.
Listening to and understanding English.
Writing using correct grammatical structures.
Limited vocabulary, particularly technical language and language required to
search for jobs.
Learning Wants to develop all 4 skills, but particularly speaking and listening.
Preferences Wants to practice his pronunciation.
Wants some practice with reading, writing and grammar.
Wants to improve his technical vocabulary.
Wants to improve his English through roleplays and games.
Requires error correction.
Wants some homework.
Wants to use authentic materials.
Prefers a relaxed, informal teaching style.
Teacher’s Role Design a range of lessons that are relevant to Alberto’s interests, needs and
learning style.
Provide clear and accurate pronunciation models for Alberto to emulate.
Encourage regular speaking practice through activities like role plays,
discussions, and presentations.
Provide constructive feedback on pronunciation, fluency, and accuracy.
Correct errors in a constructive and encouraging manner.
Focus on one or two specific areas of improvement at a time to avoid
overwhelming the student.
Provide a range of learning materials (e.g., roleplays, websites, audio clips,
video clips, songs, dialogues)
Suggest apps, websites, or exercises that focus on pronunciation and listening.
Provide regular assessment and feedback.
Offer constructive feedback on improvements and areas that still need
attention.
Provide positive reinforcement to boost the student's confidence and
motivation.
Be responsive to the student's evolving needs and adjust the lesson plans
accordingly.
Topics of Interest Travel, Science, Technology, Football, Films, Current Affairs.
pg. 1 lesson plan 150823
, THE COURSE PLAN
Name of the Teacher Name of the Student Level of the
student
Syllabus Type:
Multi – syllabus – a combination of topics, vocabulary, and skills practice.
Course Aims:
By the end of the course, the student will be better able to…
Speak in English with greater fluency and accuracy in a range of ‘real life’ situations, e.g., social, job
interviews.
Listen and understand the most important details, main ideas, and specific information from a range of
sources.
Extract key information, main ideas, and specific details from video clips, audio clips, websites and written
texts.
Demonstrate an improvement in writing skills by effectively expressing ideas, organizing thoughts
coherently, and using a broader range of vocabulary.
Course Rationale: (700 – 1000 words)
Here you need to include:
why you have chosen this syllabus type
why you have chosen the topic(s) covered
why you have chosen this target language/skill
the rationale behind the structure of the course, e.g. why is it in this order?
how the course will meet the learner’s needs
Syllabus Type: A multi-type syllabus with a focus on real-life communication.
I chose a multi-type syllabus for the 20 hours course because of Alberto’s desire to develop all 4 skills. I
made this decision because of the evidence that I gathered from watching the video of Alberto and the
needs analysis questionnaire. I decided that the main aims of the syllabus would be to enhance Alberto’s
speaking, listening, reading, and writing skills in English, with a particular emphasis on improving Alberto’s
speaking skills. Although Alberto has reached intermediate level and can speak English reasonably well, I
decided that Alberto needed to improve his fluency and accuracy and expand his vocabulary range. This
would enable him to communicate more freely with his friends in English, improve his chances of career
progression in Spain or in an English-speaking country, and help him when travelling to, and in countries
where English is the native language.
I think that learning a language is most effective when it mirrors real-life situations. Therefore, I decided
that a multi-type syllabus that focused on the development of the 4 skills in a range of ‘real-life’ contexts
would be appropriate for Alberto and would meet his needs.
Topic Selection: Real-life contexts.
The topics for each individual lesson are centred around real-life situations, and I chose them based on the
evidence presented by Alberto in the video and the needs analysis. I wanted to ensure that each topic
would be interesting, engaging, and relevant. By exploring themes like the Bucket-list destinations in
England, Job Interviews, Technology, Football, and Glastonbury Festival, the lessons expose Alberto to
language that is applicable in everyday life. I also thought that the chosen topics would help to boost
pg. 2 lesson plan 150823
Student’s Name Alberto Mojo Minguez
Gender and age Male, 31 years old
Nationality Spanish
Education High School – Industrial Engineering
Language Level Intermediate – B1
Motivation Intrinsic – Wants to improve conversation when socialising with English friends.
Wants to watch and understand films in the English language. Wants to travel
to countries where English is spoken.
Extrinsic – Wants to progress his job prospects in Spain and possibly work in
England.
Perceived Strengths Writing – displays the ability to carry out short writing tasks, e.g., answering
questions, and writing about his reasons for learning English.
Motivation – appears to be well motivated, wants to learn a lot of languages,
and has made good progress with French and Portuguese.
Perceived Pronunciation – needs to work on correct pronunciation.
Weaknesses Speaking with accuracy and fluency in a range of situations.
Listening to and understanding English.
Writing using correct grammatical structures.
Limited vocabulary, particularly technical language and language required to
search for jobs.
Learning Wants to develop all 4 skills, but particularly speaking and listening.
Preferences Wants to practice his pronunciation.
Wants some practice with reading, writing and grammar.
Wants to improve his technical vocabulary.
Wants to improve his English through roleplays and games.
Requires error correction.
Wants some homework.
Wants to use authentic materials.
Prefers a relaxed, informal teaching style.
Teacher’s Role Design a range of lessons that are relevant to Alberto’s interests, needs and
learning style.
Provide clear and accurate pronunciation models for Alberto to emulate.
Encourage regular speaking practice through activities like role plays,
discussions, and presentations.
Provide constructive feedback on pronunciation, fluency, and accuracy.
Correct errors in a constructive and encouraging manner.
Focus on one or two specific areas of improvement at a time to avoid
overwhelming the student.
Provide a range of learning materials (e.g., roleplays, websites, audio clips,
video clips, songs, dialogues)
Suggest apps, websites, or exercises that focus on pronunciation and listening.
Provide regular assessment and feedback.
Offer constructive feedback on improvements and areas that still need
attention.
Provide positive reinforcement to boost the student's confidence and
motivation.
Be responsive to the student's evolving needs and adjust the lesson plans
accordingly.
Topics of Interest Travel, Science, Technology, Football, Films, Current Affairs.
pg. 1 lesson plan 150823
, THE COURSE PLAN
Name of the Teacher Name of the Student Level of the
student
Syllabus Type:
Multi – syllabus – a combination of topics, vocabulary, and skills practice.
Course Aims:
By the end of the course, the student will be better able to…
Speak in English with greater fluency and accuracy in a range of ‘real life’ situations, e.g., social, job
interviews.
Listen and understand the most important details, main ideas, and specific information from a range of
sources.
Extract key information, main ideas, and specific details from video clips, audio clips, websites and written
texts.
Demonstrate an improvement in writing skills by effectively expressing ideas, organizing thoughts
coherently, and using a broader range of vocabulary.
Course Rationale: (700 – 1000 words)
Here you need to include:
why you have chosen this syllabus type
why you have chosen the topic(s) covered
why you have chosen this target language/skill
the rationale behind the structure of the course, e.g. why is it in this order?
how the course will meet the learner’s needs
Syllabus Type: A multi-type syllabus with a focus on real-life communication.
I chose a multi-type syllabus for the 20 hours course because of Alberto’s desire to develop all 4 skills. I
made this decision because of the evidence that I gathered from watching the video of Alberto and the
needs analysis questionnaire. I decided that the main aims of the syllabus would be to enhance Alberto’s
speaking, listening, reading, and writing skills in English, with a particular emphasis on improving Alberto’s
speaking skills. Although Alberto has reached intermediate level and can speak English reasonably well, I
decided that Alberto needed to improve his fluency and accuracy and expand his vocabulary range. This
would enable him to communicate more freely with his friends in English, improve his chances of career
progression in Spain or in an English-speaking country, and help him when travelling to, and in countries
where English is the native language.
I think that learning a language is most effective when it mirrors real-life situations. Therefore, I decided
that a multi-type syllabus that focused on the development of the 4 skills in a range of ‘real-life’ contexts
would be appropriate for Alberto and would meet his needs.
Topic Selection: Real-life contexts.
The topics for each individual lesson are centred around real-life situations, and I chose them based on the
evidence presented by Alberto in the video and the needs analysis. I wanted to ensure that each topic
would be interesting, engaging, and relevant. By exploring themes like the Bucket-list destinations in
England, Job Interviews, Technology, Football, and Glastonbury Festival, the lessons expose Alberto to
language that is applicable in everyday life. I also thought that the chosen topics would help to boost
pg. 2 lesson plan 150823
