STUDENT PROFILE
Student’s Name Alberto M Minguez
Gender and age Male, 31 Years Old
Nationality Spanish
Education High School (Industrial Engineer)
Language Level Intermediate (B1)
Motivation To get a job in England
Progress in the company he’s currently working at in Spain
Being able to watch and understand English films better.
Better able to converse with his English friends
Loves to travel and feels that English is necessary when
travelling.
Perceived Strengths Writing
Comprehension
Perceived Speaking
Weaknesses Listening
Pronunciation
Confidence when speaking
Learning Wants to use Authentic Materials
Preferences Wants Funny Activities which will improve his skills
Would like to focus on Speaking, Listening and Pronunciation.
Teacher must have good pronunciation.
One-to-One lessons
Wishes to get homework
Learning Technical Vocabulary is useful
Teacher’s Role Be funny with good pronunciation
Use funny activities which will get Alberto to improve on the
required skills
Create a syllabus focusing on Speaking, Listening and
Pronunciation.
Topics of Interest 1. Science, Environment, Current Affairs, Technology.
2. Football, Music, Movies, Travel, Work related
THE COURSE PLAN
Name of the Teacher Name of the Student Level of the
, student
Justin Meyer Alberto M. Minguez Intermediate
(B1)
Syllabus Type:
Multi-Syllabus
Course Aims:
By the end of the course, the student will be better able to…
Speak more fluently and accurately in both social- and work environment.
Use the sub-skills Listening for Gist and Specific Information when listening.
Speak more confidently when conversing in English
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
After reviewing the information that I gathered from the needs analysis questionnaire and video, I
concluded that a multi-syllabus type course would be the best syllabus type for Alberto. The
diversity that this type of syllabus gives, will allow me to create lessons focusing on the different
skills with topics that Alberto has an interest in. It will also keep each lesson interesting and
different. Since Alberto has had a lot of grammar lessons in the past, I will keep the written side of
English to a bare minimum. However, that doesn’t mean I will exclude it from the course, I will use
activities that focus on written English when doing lessons which will be work related. If I find that
his written English is poor, I will have a discussion with Alberto and I will recommend that we
incorporate more writing into the course. However, this will be Alberto’s decision.
The topics were taken from the needs analysis questionnaire and video. The topics were ones that
Alberto had requested himself, had an interest in and related to his career. I believe by using
these topics, I will be able to create some awesome lessons with some humour for Alberto, which
will keep him interested and motivated. I will start the syllabus with a topic which Alberto has an
interest in, rather than one of his choosing because by doing this I can get him to open-up more
and to feel comfortable in the new environment that he will experiencing (One-to-One).
The reason why I structured the syllabus around the target skills was because these were the skills
that Alberto wishes to improve in, which were clearly stated in the needs analysis. Furthermore,
these skills are also related to the reasons why he wants to improve his English. If he’s needs do
change, I will then update the syllabus and make sure his needs will be met throughout the
course.
The main reason for structing the course in the way I have is firstly to make sure that Alberto feels
comfortable in the new environment and doesn’t get overwhelmed with the lessons. Seeing how
nervous he was when speaking to a native speaker, made me think of ways I could make sure that
Student’s Name Alberto M Minguez
Gender and age Male, 31 Years Old
Nationality Spanish
Education High School (Industrial Engineer)
Language Level Intermediate (B1)
Motivation To get a job in England
Progress in the company he’s currently working at in Spain
Being able to watch and understand English films better.
Better able to converse with his English friends
Loves to travel and feels that English is necessary when
travelling.
Perceived Strengths Writing
Comprehension
Perceived Speaking
Weaknesses Listening
Pronunciation
Confidence when speaking
Learning Wants to use Authentic Materials
Preferences Wants Funny Activities which will improve his skills
Would like to focus on Speaking, Listening and Pronunciation.
Teacher must have good pronunciation.
One-to-One lessons
Wishes to get homework
Learning Technical Vocabulary is useful
Teacher’s Role Be funny with good pronunciation
Use funny activities which will get Alberto to improve on the
required skills
Create a syllabus focusing on Speaking, Listening and
Pronunciation.
Topics of Interest 1. Science, Environment, Current Affairs, Technology.
2. Football, Music, Movies, Travel, Work related
THE COURSE PLAN
Name of the Teacher Name of the Student Level of the
, student
Justin Meyer Alberto M. Minguez Intermediate
(B1)
Syllabus Type:
Multi-Syllabus
Course Aims:
By the end of the course, the student will be better able to…
Speak more fluently and accurately in both social- and work environment.
Use the sub-skills Listening for Gist and Specific Information when listening.
Speak more confidently when conversing in English
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
After reviewing the information that I gathered from the needs analysis questionnaire and video, I
concluded that a multi-syllabus type course would be the best syllabus type for Alberto. The
diversity that this type of syllabus gives, will allow me to create lessons focusing on the different
skills with topics that Alberto has an interest in. It will also keep each lesson interesting and
different. Since Alberto has had a lot of grammar lessons in the past, I will keep the written side of
English to a bare minimum. However, that doesn’t mean I will exclude it from the course, I will use
activities that focus on written English when doing lessons which will be work related. If I find that
his written English is poor, I will have a discussion with Alberto and I will recommend that we
incorporate more writing into the course. However, this will be Alberto’s decision.
The topics were taken from the needs analysis questionnaire and video. The topics were ones that
Alberto had requested himself, had an interest in and related to his career. I believe by using
these topics, I will be able to create some awesome lessons with some humour for Alberto, which
will keep him interested and motivated. I will start the syllabus with a topic which Alberto has an
interest in, rather than one of his choosing because by doing this I can get him to open-up more
and to feel comfortable in the new environment that he will experiencing (One-to-One).
The reason why I structured the syllabus around the target skills was because these were the skills
that Alberto wishes to improve in, which were clearly stated in the needs analysis. Furthermore,
these skills are also related to the reasons why he wants to improve his English. If he’s needs do
change, I will then update the syllabus and make sure his needs will be met throughout the
course.
The main reason for structing the course in the way I have is firstly to make sure that Alberto feels
comfortable in the new environment and doesn’t get overwhelmed with the lessons. Seeing how
nervous he was when speaking to a native speaker, made me think of ways I could make sure that
