STUDENT PROFILE
Student’s Name Alberto Mozo Minguez
Gender and age Male, 31 years old
Nationality Spanish
Education High School, Industrial Engineer
Language Level Intermediate
Motivation Extrinsic – Wants to improve English in order to better his chances
for job opportunities in the UK, as well as progress to higher levels
within companies in Spain.
Intrinsic – Enjoys watching films and going out with his friends.
Improving his speaking skills would help him to enjoy these
activities more.
Perceived Strengths Feels he understands written English well.
Perceived Feels that he needs to improve his listening and conversational
Weaknesses skills.
Feels that pronunciation is one of his weaknesses.
Difficulty pronouncing certain sounds, such as the /r/ sound.
Has difficulty using the correct tense when speaking and writing.
Lacks confidence when speaking and has difficulty speaking
fluently.
Learning - Wants to use authentic materials.
Preferences - Prefers fun activities such as games.
- Wants to write tests.
- Homework is useful, but not essential.
- Speaking, pronunciation and listening are most important.
Teacher’s Role He wants the teacher to:
- Keep lessons interesting by alternating between activities and
using fun, authentic materials.
- Always correct him.
- Test his progress.
- Give him a lot of opportunities to practice his speaking skills.
- Have good pronunciation.
Topics of Interest Environment.
Science.
Technology.
Current affairs.
Music.
Football.
Movies.
Traveling.
, THE COURSE PLAN
Name of the Teacher Name of the Student Level of the
student
Alberto Mozo Minguez Intermediate
B1
Syllabus Type:
Multi-Syllabus
Course Aims:
By the end of this course, the student will have improved his vocabulary related to
subjects he is interested in, as well as his listening and speaking skills, aiding him to speak
more fluently in social as well as professional situations. The student will also better be
able to prepare for job interviews and speak in interviews with more confidence.
Course Rationale: (700 – 1000 words)
I have chosen a multi-syllabus, as it offers the opportunity to be creative when a
coursebook doesn’t fit the students needs. Alberto mentioned in his questionnaire that he
has always been taught using coursebooks but said in his interview that this had become
somewhat monotonous. In his questionnaire he also states that he prefers authentic
materials. I therefore believe that a multi-syllabus will suit Alberto’s needs best.
The topics I have chosen are topics that are of interest to the student, as he is more likely to
be interested in the lesson, if the topic is something he enjoys. One of the reasons why
Alberto wants to improve his English, is to perform better in job interviews. For this
reason, I thought it essential to include a topic related to job interviews. Some of my
topics, such as traveling and ordering at a restaurant were chosen not only because they are
of interest to the student, but I thought it the best match for the skills that I wanted to cover
in those lessons.
It is clear from reading Alberto’s questionnaire and watching his interview, that his priority
is to improve his conversational skills, both in a social and professional manner and that he
also struggles when it comes to listening to native English speakers. I have therefore
chosen to base most of the lessons around listening and speaking. Vocabulary is also
included, as this will give him more confidence when speaking English. Although
grammar is not at the top of Alberto’s priority list, I chose collocations for one of the
lessons, as it will help him to speak more fluently and sound more authentic.
I decided to start the course with a less intense lesson, in order to help the student get
comfortable and ease into the course. Starting with a listening lesson, as opposed to a
speaking lesson, will also help with this aim.
I included two lesson which mostly cover vocabulary and speaking, before continuing to a
grammar lesson, for Alberto to gain some confidence. The fifth lesson requires a bit more
Student’s Name Alberto Mozo Minguez
Gender and age Male, 31 years old
Nationality Spanish
Education High School, Industrial Engineer
Language Level Intermediate
Motivation Extrinsic – Wants to improve English in order to better his chances
for job opportunities in the UK, as well as progress to higher levels
within companies in Spain.
Intrinsic – Enjoys watching films and going out with his friends.
Improving his speaking skills would help him to enjoy these
activities more.
Perceived Strengths Feels he understands written English well.
Perceived Feels that he needs to improve his listening and conversational
Weaknesses skills.
Feels that pronunciation is one of his weaknesses.
Difficulty pronouncing certain sounds, such as the /r/ sound.
Has difficulty using the correct tense when speaking and writing.
Lacks confidence when speaking and has difficulty speaking
fluently.
Learning - Wants to use authentic materials.
Preferences - Prefers fun activities such as games.
- Wants to write tests.
- Homework is useful, but not essential.
- Speaking, pronunciation and listening are most important.
Teacher’s Role He wants the teacher to:
- Keep lessons interesting by alternating between activities and
using fun, authentic materials.
- Always correct him.
- Test his progress.
- Give him a lot of opportunities to practice his speaking skills.
- Have good pronunciation.
Topics of Interest Environment.
Science.
Technology.
Current affairs.
Music.
Football.
Movies.
Traveling.
, THE COURSE PLAN
Name of the Teacher Name of the Student Level of the
student
Alberto Mozo Minguez Intermediate
B1
Syllabus Type:
Multi-Syllabus
Course Aims:
By the end of this course, the student will have improved his vocabulary related to
subjects he is interested in, as well as his listening and speaking skills, aiding him to speak
more fluently in social as well as professional situations. The student will also better be
able to prepare for job interviews and speak in interviews with more confidence.
Course Rationale: (700 – 1000 words)
I have chosen a multi-syllabus, as it offers the opportunity to be creative when a
coursebook doesn’t fit the students needs. Alberto mentioned in his questionnaire that he
has always been taught using coursebooks but said in his interview that this had become
somewhat monotonous. In his questionnaire he also states that he prefers authentic
materials. I therefore believe that a multi-syllabus will suit Alberto’s needs best.
The topics I have chosen are topics that are of interest to the student, as he is more likely to
be interested in the lesson, if the topic is something he enjoys. One of the reasons why
Alberto wants to improve his English, is to perform better in job interviews. For this
reason, I thought it essential to include a topic related to job interviews. Some of my
topics, such as traveling and ordering at a restaurant were chosen not only because they are
of interest to the student, but I thought it the best match for the skills that I wanted to cover
in those lessons.
It is clear from reading Alberto’s questionnaire and watching his interview, that his priority
is to improve his conversational skills, both in a social and professional manner and that he
also struggles when it comes to listening to native English speakers. I have therefore
chosen to base most of the lessons around listening and speaking. Vocabulary is also
included, as this will give him more confidence when speaking English. Although
grammar is not at the top of Alberto’s priority list, I chose collocations for one of the
lessons, as it will help him to speak more fluently and sound more authentic.
I decided to start the course with a less intense lesson, in order to help the student get
comfortable and ease into the course. Starting with a listening lesson, as opposed to a
speaking lesson, will also help with this aim.
I included two lesson which mostly cover vocabulary and speaking, before continuing to a
grammar lesson, for Alberto to gain some confidence. The fifth lesson requires a bit more
