STUDENT PROFILE
Student’s Name Alberto Mozo Minguez
Gender and age Male, 31
Nationality Spanish
Education High school (Industrial engineer)
Language Level Intermediate
Motivation Extrinsic- to communicate better with his English-speaking
friends in casual conversations, and to enjoy English media more.
Extrinsic- to improve his English to open up career possibilities, in
his current role for promotion opportunities or job hunting for a
new position of work in England.
Perceived Strengths Writing English and overall writing skills, which also shows
confidence in vocabulary and grammar.
Perceived Pronunciation of specific words and the ability to communicate
Weaknesses fluently are perceived weakness. The student listening skills are
also perceived as a weakness.
Learning Make the use of authentic material.
Preferences Like topics that include math, the environment, science,
technology, and current affairs.
likes music and movies.
Likes to focus on speaking and pronunciation in English.
Teacher’s Role Alberto likes an educator who is light-hearted and that involves
activities that are fun and that is great in pronunciation.
Topics of Interest Environment, Science, Technology, and current affairs, watching
movies, listening to various music and maths.
THE COURSE PLAN
Name of the Teacher Name of the Student Level of the
student
Priscilla Alberto Intermediate
Syllabus Type:
Skills and Topic based syllabus
In skill based: the student will start on activities where speaking and listening is important, and
focusing on correct pronunciation or certain sounds, especially for a native Spanish speaker.
Listening skills will also be practiced for better communication. Speaking skills will later get
, attention with conversation for casual use and then skills for going for an interview.
In topic based: the student will focus on activities of interest, such as discussing various movies,
music, and job hunting.
Course Aims:
By the end of the course, the student will be better able to:
Improve his fluency and pronunciation of English words concentrating on mistakes native
Spanish speaker makes.
Be better able to listen and understand speech in audio and be able to pick out certain
words that are connected and make it sound different that is spelled.
Improved his spoken English to use in casual conversation with friends and in job
interviews.
Learned a few slang words and their meaning to make conversations more clearer.
Course Rationale:
This lesson plan was developed for Alberto Minquez, a 31-year-old native Spanish speaker with
intermediate level (B1) language skills.
A multi- syllabus advanced will be followed, focusing on skills and specific topics. The skills-based
approach focusses on practicing one or all of the main skills (reading, writing, listening, and
speaking) helping the student to improve their ability in that area by teaching them strategies. The
student will focus on activities where speaking and listening is important, such as applying for a
job or going out with friends. A lot of focus will be placed on pronunciation skills as this is an area
of need for the student and are detected through the need’s analysis. The topic-based syllabus is
content centred. The student showed his interests/hobbies and could be determined through a
questionnaires, test, or interview. It also creates more difficulty the higher the level of the
student. Topic based syllabus also motivates the learner as it is something he/she will have more
interest in. In these particular lessons, the student will focus on activities of interest, such as
movies, music, job hunting and having a casual conversation with the teacher on numerous
interests and things in common.
The topics chosen are based on the answers I received from the questionnaire that was provided
and the video I received. He prefers authentic material, and like a teacher who is funny (through
use of funny activities) and good at pronunciation.
Based on his answers I then chose the activities. Topics include music, conversation with friends
and very highly job hunting and job possibilities. I chose these topics as the student want to better
his English for potential job offerings in an English-speaking country and or better his
improvement at his current job. Topics include a funny video about mispronunciation of words,
and also the first job interview. English slang words used in leads and music trivia. These are all
topics of interest the student has identified in the questionnaire.
The target language was chosen and identified through the questionnaire the student filled out
and the video interview, here are the main reasons he chose to study further in the target
language (English):
• He studied Industrial Engineering, and then needed to improve his English for improvement in
Student’s Name Alberto Mozo Minguez
Gender and age Male, 31
Nationality Spanish
Education High school (Industrial engineer)
Language Level Intermediate
Motivation Extrinsic- to communicate better with his English-speaking
friends in casual conversations, and to enjoy English media more.
Extrinsic- to improve his English to open up career possibilities, in
his current role for promotion opportunities or job hunting for a
new position of work in England.
Perceived Strengths Writing English and overall writing skills, which also shows
confidence in vocabulary and grammar.
Perceived Pronunciation of specific words and the ability to communicate
Weaknesses fluently are perceived weakness. The student listening skills are
also perceived as a weakness.
Learning Make the use of authentic material.
Preferences Like topics that include math, the environment, science,
technology, and current affairs.
likes music and movies.
Likes to focus on speaking and pronunciation in English.
Teacher’s Role Alberto likes an educator who is light-hearted and that involves
activities that are fun and that is great in pronunciation.
Topics of Interest Environment, Science, Technology, and current affairs, watching
movies, listening to various music and maths.
THE COURSE PLAN
Name of the Teacher Name of the Student Level of the
student
Priscilla Alberto Intermediate
Syllabus Type:
Skills and Topic based syllabus
In skill based: the student will start on activities where speaking and listening is important, and
focusing on correct pronunciation or certain sounds, especially for a native Spanish speaker.
Listening skills will also be practiced for better communication. Speaking skills will later get
, attention with conversation for casual use and then skills for going for an interview.
In topic based: the student will focus on activities of interest, such as discussing various movies,
music, and job hunting.
Course Aims:
By the end of the course, the student will be better able to:
Improve his fluency and pronunciation of English words concentrating on mistakes native
Spanish speaker makes.
Be better able to listen and understand speech in audio and be able to pick out certain
words that are connected and make it sound different that is spelled.
Improved his spoken English to use in casual conversation with friends and in job
interviews.
Learned a few slang words and their meaning to make conversations more clearer.
Course Rationale:
This lesson plan was developed for Alberto Minquez, a 31-year-old native Spanish speaker with
intermediate level (B1) language skills.
A multi- syllabus advanced will be followed, focusing on skills and specific topics. The skills-based
approach focusses on practicing one or all of the main skills (reading, writing, listening, and
speaking) helping the student to improve their ability in that area by teaching them strategies. The
student will focus on activities where speaking and listening is important, such as applying for a
job or going out with friends. A lot of focus will be placed on pronunciation skills as this is an area
of need for the student and are detected through the need’s analysis. The topic-based syllabus is
content centred. The student showed his interests/hobbies and could be determined through a
questionnaires, test, or interview. It also creates more difficulty the higher the level of the
student. Topic based syllabus also motivates the learner as it is something he/she will have more
interest in. In these particular lessons, the student will focus on activities of interest, such as
movies, music, job hunting and having a casual conversation with the teacher on numerous
interests and things in common.
The topics chosen are based on the answers I received from the questionnaire that was provided
and the video I received. He prefers authentic material, and like a teacher who is funny (through
use of funny activities) and good at pronunciation.
Based on his answers I then chose the activities. Topics include music, conversation with friends
and very highly job hunting and job possibilities. I chose these topics as the student want to better
his English for potential job offerings in an English-speaking country and or better his
improvement at his current job. Topics include a funny video about mispronunciation of words,
and also the first job interview. English slang words used in leads and music trivia. These are all
topics of interest the student has identified in the questionnaire.
The target language was chosen and identified through the questionnaire the student filled out
and the video interview, here are the main reasons he chose to study further in the target
language (English):
• He studied Industrial Engineering, and then needed to improve his English for improvement in
