i to i TEFL ASSIGNMENT 2, 2023.

STUDENT PROFILE TEFL ASSIGNMENT 2, 2023. Student’s Name Alberto Mofo Minguez Gender and age Male, 31 years old Nationality Spanish Education High school – Industrial Engineer Language Level Intermediate (B1) Motivation Intrinsic & extrinsic To improve communication with English-speaking friends in casual day-to-day conversation. Student wants to gain confidence in speaking and enjoy English media. To improve his English for better career opportunities in his current job. Learning English will according to the student provide promotion or access to better jobs in a new role in England. Perceived Strengths (1) Established basic English grammar. (2) Writing skills. (3) Comprehension ability. (4) Intermediate grammar and vocabulary. (5) English lesson experience (8 years) (limited to grammar). Perceived Weaknesses (1) Listening difficulties. (2) Speaking difficulties. (3) English fluency. (4) Accuracy in English. (5) Has limited experience in one-on-one speaking settings. (6) Lack of confidence when conversing with native English speakers. Learning Preferences Teacher to use authentic teaching materials. Provision of take-home tasks in the format of homework. Lessons and activities therein must be fun. Technical vocabulary as it is aligned with his technical career and environment. One-on-one lessons. Emphasis and focus by teacher on pronunciation. Teacher’s Role The teacher must: • Speak fluently and accurately. • Pronounce words at pace of the student. • Be patient and humorous. • Correct mistakes and reaffirm good work with grace. Topics of Interest Sports: Football (Soccer). Movies: Comedy and related genres. Music: Rock music and related genres. Travel Science & technology (engineering, math) THE COURSE PLAN Name of the Teacher Name of the Student Level of the student Your name Alberto Mofo Minguez Intermediate (B1) Syllabus Type: Multi-syllabus Course Aims: By the end of the course, the student will have an improved English (1) speaking ability, (2) writing, and (3) understanding. He will have better listening skills, comprehension, faster paced speech and better able to speak with higher levels of fluency. His fluency will improve in terms of topics that interest him and beyond with clearer pronunciation. The student will ultimately be able to improve his speaking ability in his technical work environment. In summary below are the main areas of improvement: (1) Fluency (2) Pronunciation (3) Speaking speed (4) Casual conversations (5) Technical jargon Course Rationale: (700 – 1000 words) Syllabus A multi-syllabus lesson was chosen to approach the student’s course. The reason behind this choice is that the student is already confident in his writing skills. The needs of the student are speaking and listening, and the needs can be approach multi-modal because of the student’s passed learning experiences. For this reason, grammar will not be the focus in this course as he has spent 8 years focusing on grammar. This exclusion will be done while being open to its inclusion where it will be beneficial to his learning needs. Alberto lacks confidence in speaking due to his perceived accent (pronunciation problems). This may be a source of his limited comprehension and understanding during conversations. This implies that although he has a substantial foundation in writing, there is room for improvement. Tasks that address these areas are included in the duration of the 5-hour course. Topics Mr. Minguez mentioned in his interview that using his interests in the lessons will be helpful to him. He stated that he likes (1) football, (2) films, (3) music and (4) travel. These topics are used right through the course to aide Mr. Minguez in being comfortable during the one- to-one interactions. Mr. Minguez has an excellent reason for improving his English which gives him a lot of motivation to reach his goal. The perceived high level of motivation gives the teacher liberty to incorporate a wider variety of tasks in the lesson. The topics Mr. Minguez has provided are universal and easily adaptable for class work and homework. Target language Speaking and listening are the target skills chosen for the course. Mr. Minguez specified that he needs to work on his speaking and listening skills along with this technical vocabulary. Despite these specifications, the lesson will draw from other learning areas that can supplement his needs. Structure The structure of the lesson is multi modal and attempts as best to be balanced and fun. The tasks are oriented around his interests to engage Mr. Minguez and keep him focused. Hour 1: Needs analysis The first hour of the course (i.e., lesson 1 of course) will focus on a ‘needs analysis’ of Mr. Minguez’s speaking and listening skills. To accomplish this, Mr. Minguez and the teacher will engage in small talk in order to (1) create a comfortable atmosphere for Mr. Minguez and to (2) identify other areas of strength and weakness during one-on-one conversations. This stage of the course allows the teacher to change the syllabus accordingly with concern for his ability to use these skills. Mr. Minguez will in addition also receive a feedback form to discuss the most suitable method of providing him feedback in the duration of the course. Hour 2: Introduction to intermediate listening skills The lesson is focussed on Mr. Minguez’s listening ability. Mr. Minguez states that he works in Spain for Renault, thus the specific topic to cover will be on the automobile industry. The learning is oriented on Mr. Minguez’s technical background and work (engineering). Mr. Minguez added that film and comedy are his interests. Therefore, the lesson will be introduced to Mr. Minguez with humorous videos (YouTube, copyright free/Microsoft PowerPoint) that are from the automobile industry. As a warmer, a short fun video (YouTube, subject to copyright laws) will kick-off the class. After the video, Mr. Minguez will be asked about his perspective of the event in the video and warm-up simple questions will be asked about the video’s relation to automobile engineering. Because he states that he has difficulties with comprehension and listening, a listening task will be designed where Mr. Minguez will have to listen to a conversation about a vehicle (e.g.., bus, car, truck) (video) and write down what he understands from that conversation. Interval training between the task will be provided prior to taking up the task and after completing the task. Hour 3: Intermediate speaking skills The third hour will focus on Mr. Minguez’s speaking ability. A discussion on the video will take place with a question and answer (Q&A) session between the teacher and Mr. Minguez. During the discussion, unfamiliar words and words that he finds difficult to pronounce will be identified. After identification, drilling (repetition) and paced pronunciation will be used for each word. The form and meanings of the identified words can also be re-taught for the purpose of re-enforcement. There will also be novel words during the video discussion that Mr. Minguez may encounter. These new words will follow the same procedure of learning keeping in mind that highly advanced jargon will be evaded where necessary. The lesson will progress to more complex jargon as Mr. Minguez learns and becomes more comfortable with what he has learnt. Phonemic charts have shown to be highly successful with pronunciation, therefore I have chosen to use a chart to assist Mr. Minguez how to the pronunciation is formed. The charts can be beamed via PowerPoint, using the chalk/marker board or the computer with additional videos that supplement the pronunciation. Mt. Minguez will be given a take- home chart to practice with and to use or future reference and reflection. Because Mr. Minguez lacks confidence in one-on-one conversations due to his Spanish accent, the teacher (I) may overcome this by showing him that English has many varying accents and that there is no definite accent. This will boost his morale and confidence and remove the feeling of shame and isolation. He must also be shown that it is not wrong to have an accent when speaking English and that the many English accents out there can be learnt, and he can too. Hour 4: Learning technical vocabulary. The fourth hour is centred around Mr. Minguez’s technical vocabulary. Mr. Minguez requested that his vocabulary need is technical language. Approaching this session in this way provides him an opportunity to expand his technical knowledge and improve where improvement is severely required. Although I am familiar with technical and scientific terms, another teacher may not. That is why Mr. Minguez must be taught how to find resources that may help in terms of his engineering vocabulary to aide him. Flashcards are very useful when both the teacher and learner require guidance. Mr. Minguez will be requires writing down the common terms he uses at his workplace first. The common words will be pronounced while the more difficult words will be introduced through flashcards. An additional tool, Google Translate can be incorporated in class to ensure that heavy terms