Language Level B1 Intermediate
Extrinsic – wants to improve his listening, speaking and pronunciation
Motivation
capabilities to increase his chances of getting a job in England.
Perceived Strengths • Feels confident with writing in English
• Wants to improve on his listening skills.
Perceived Weaknesses • Difficulty in speaking and pronunciation of vocabulary.
• Lack of confidence when engaging in conversation.
• Wants to perform fun activities in the process of learning the
required skills.
Learning Preferences
• Prefers to use authentic materials and not follow a
coursebook.
Teacher’s Role Improve the students Listening, Speaking and Pronunciation.
Environment, science, technology, current affairs, work affairs and
Topics of Interest
understanding films in the English language.
THE COURSE PLAN
Name of the Teacher Name of the Student Level of the student
Xxxxx Xxxxxxx Alberto Mozo Minguez B1 Intermediate
Syllabus Type: Skills based syllabus
pg. 1 lesson plan V260423
, Course Aims:
By the end of the course, the student will be better able to:
• Listen when others are speaking and extract the important information from that
conversation.
• Engage in conversation with others and speaking more confidently.
• Pronounce vocabulary pertaining to Industrial Engineering to assist him in his work life.
Course Rationale: (700 – 1000 words)
I have selected to create a Skills-based syllabus for my student based on the requirements expressed
in the needs analysis questionnaire and interview. The student has clearly shown interest to improve
his skills in Listening, Speaking and Pronunciation. Notwithstanding these three main required skills,
I will also touch base on the other skills within my syllabus for the sake of completeness.
The topics I have chosen to cover in this syllabus are, but not limited to the environment, science,
technology, current affairs, work affairs and also a better understanding of films in the English
language. This choice is once again influenced by the needs analysis of the student and therefore the
syllabus will be structured around the priorities of the learner.
I have chosen to set hours 1 and 3 of my syllabus to cover the listening skills. Both these lessons will
follow the listening lesson sequence: warmer, lead-in (pre-listening activity), pre-teach essential
vocabulary, listening for gist, listening for specific information, review vocabulary and a cooler to end
of the lesson on a positive note. Lesson 1 will be pertaining to the environment, while lesson 3 will
be an exciting topic about science and general knowledge. The learner will be tasked with a short
writing task as well as a vocabulary exercise for homework for these two lessons respectively,
building on what he has learnt during the listening lessons.
These lessons will also form part of a listening diagnostic test, in which I will be able to work out
exactly which listening sub-skills the learner struggles with. For example, the student might do well
on overall comprehension of the text (listening for gist) but struggle to pick out specific information
pg. 2 lesson plan V260423
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