STUDENT PROFILE
Student’s Name Alberto
Gender and age Male, 31 years old
Nationality Spanish
Education High School (Industrial Engineer)
Language Level B1 – Intermediate
Motivation Intrinsic – Would like to learn English for work progression, for travelling and
to converse with English speaking friends.
Perceived Strengths • Feels that reading English is his strongest skill
Perceived • Listening and Conversation skills
Weaknesses • Difficulty with pronunciation and speaking fluently
• Would like to learn job interview and CV writing skills
• Lacks confidence with listening and struggles with fast speech
Learning Prefers using authentic materials
Preferences Wants fun games and activities
Prioritizes speaking, pronunciation and listening
Homework will be very useful
Teacher’s Role Wants to converse as much as possible with teacher
Provide a fair amount of error correction and feedback
Topics of Interest Environment
Science
Technology
Current Affairs
Hobbies include football, films, and music
.
, THE COURSE PLAN
Name of the Teacher Name of the Student Level of the student
Teacher Amy Alberto B1 - Intermediate
Syllabus Type:
Multi-syllabus
Course Aims:
By the end of the course, the student will be…
Better able to converse with native English speakers in work-related and casual situations mainly in the
context of science and engineering.
Better able to listen for gist and specific information.
Better able to speak more fluently with increased accuracy on topics related to interests and work.
Better able to go through an interview more confidently and with ease.
Course Rationale: (700 – 1000 words)
I decide to use a multi-syllabus type for this student as he needs help with multiple skills. This syllabus type
enables me to use any type of authentic materials sourced from the internet and a variety of activities that can be
adapted to help the student progress. Once the student’s needs are met I will be able to focus on any additional
areas that need to be improved.
The topics used were chosen after analysing the student’s questionnaire; they are based on his interests and
needs. The student is interested in current affairs, the environment, science, and technology. The student is also
interested in movies and music. Using topics that the student is interested in will motivate him more and ensures
more engagement in each lesson. Topics in the lessons include travel, environment (climate change), jobs (job
interviews), future goals (speaking about and understanding goals with others), and vocabulary (vocabulary range
will continuously increase based on topics of interest and the student’s needs).
The main target skills are pronunciation, listening, and speaking. These are skills the student specified he needs
the most in his needs analysis. Additionally, I have integrated other skills into the lessons to ensure that all skills
are constantly improved for a better understanding of the English language. However, the needs and skill
requirements of the student will be prioritized.
The course structure is consistent and will enable student engagement throughout the lessons. The course is also
flexible with the syllabus, prioritizing the needs of the student and allowing for the aims to be met as he
progresses.
Speaking and Reading (Small talk) :
By the end of the lesson, the student will have developed their speaking and reading skills by reading a short
article about countries least travelled to and by speaking to the teacher about his own country and why he thinks
it is worth travelling to. The teacher will focus on the student’s pronunciation and will ensure the student clearly
understand the reading material and topic.
Speaking and Listening (Fluency) :
By the end of the lesson, the student will have developed his listening skills (Listening for Gist and Specific
Information) by watching a short video about climate change and answering a series of questions to ensure
understanding of the video content. The student will have also developed his speaking skills by speaking with the
teacher about the topic, providing effective methods that he feels may improve and prevent damage to the
environment. The teacher will focus on the student’s pronunciation and his ability to use his listening skills to
understand the video.
.
Student’s Name Alberto
Gender and age Male, 31 years old
Nationality Spanish
Education High School (Industrial Engineer)
Language Level B1 – Intermediate
Motivation Intrinsic – Would like to learn English for work progression, for travelling and
to converse with English speaking friends.
Perceived Strengths • Feels that reading English is his strongest skill
Perceived • Listening and Conversation skills
Weaknesses • Difficulty with pronunciation and speaking fluently
• Would like to learn job interview and CV writing skills
• Lacks confidence with listening and struggles with fast speech
Learning Prefers using authentic materials
Preferences Wants fun games and activities
Prioritizes speaking, pronunciation and listening
Homework will be very useful
Teacher’s Role Wants to converse as much as possible with teacher
Provide a fair amount of error correction and feedback
Topics of Interest Environment
Science
Technology
Current Affairs
Hobbies include football, films, and music
.
, THE COURSE PLAN
Name of the Teacher Name of the Student Level of the student
Teacher Amy Alberto B1 - Intermediate
Syllabus Type:
Multi-syllabus
Course Aims:
By the end of the course, the student will be…
Better able to converse with native English speakers in work-related and casual situations mainly in the
context of science and engineering.
Better able to listen for gist and specific information.
Better able to speak more fluently with increased accuracy on topics related to interests and work.
Better able to go through an interview more confidently and with ease.
Course Rationale: (700 – 1000 words)
I decide to use a multi-syllabus type for this student as he needs help with multiple skills. This syllabus type
enables me to use any type of authentic materials sourced from the internet and a variety of activities that can be
adapted to help the student progress. Once the student’s needs are met I will be able to focus on any additional
areas that need to be improved.
The topics used were chosen after analysing the student’s questionnaire; they are based on his interests and
needs. The student is interested in current affairs, the environment, science, and technology. The student is also
interested in movies and music. Using topics that the student is interested in will motivate him more and ensures
more engagement in each lesson. Topics in the lessons include travel, environment (climate change), jobs (job
interviews), future goals (speaking about and understanding goals with others), and vocabulary (vocabulary range
will continuously increase based on topics of interest and the student’s needs).
The main target skills are pronunciation, listening, and speaking. These are skills the student specified he needs
the most in his needs analysis. Additionally, I have integrated other skills into the lessons to ensure that all skills
are constantly improved for a better understanding of the English language. However, the needs and skill
requirements of the student will be prioritized.
The course structure is consistent and will enable student engagement throughout the lessons. The course is also
flexible with the syllabus, prioritizing the needs of the student and allowing for the aims to be met as he
progresses.
Speaking and Reading (Small talk) :
By the end of the lesson, the student will have developed their speaking and reading skills by reading a short
article about countries least travelled to and by speaking to the teacher about his own country and why he thinks
it is worth travelling to. The teacher will focus on the student’s pronunciation and will ensure the student clearly
understand the reading material and topic.
Speaking and Listening (Fluency) :
By the end of the lesson, the student will have developed his listening skills (Listening for Gist and Specific
Information) by watching a short video about climate change and answering a series of questions to ensure
understanding of the video content. The student will have also developed his speaking skills by speaking with the
teacher about the topic, providing effective methods that he feels may improve and prevent damage to the
environment. The teacher will focus on the student’s pronunciation and his ability to use his listening skills to
understand the video.
.
