Summary
Summary TEFL, One-to-one, Lesson plan
- Institution
- North-West University (NWU)
TEFL Assignment, One-to-one lesson plan. 100% pass rate.
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STUDENT PROFILEStudent’s Name Alberto Mozo Minguez
Gender and age Male, 31
Nationality Spanish
Education High School (Industrial Engineer)
Language Level Intermediate
Motivation Intrinsic-
want to learn English because he needs to find a job, or it will help their career progression.
They like watching films in the original language.
They want to communicate with English friends in English.
They enjoy traveling and want to be able to communicate.
Perceived Strengths Writing
Perceived Weaknesses Listening
Speaking (Conversations)
Learning Preferences • Prefer authentic material
• Prefer fun activities
• Improve listening, speaking and pronunciation
Teacher’s Role He prefers a teacher to be:
Funny teacher
Have good pronunciation
Topics of Interest Environment
Science
Technology
Current Affairs
Music
, THE COURSE PLAN
Name of the Teacher Name of the Student Level of the student
Chante van Rensburg Alberto Intermediate B1
Syllabus Type: Functional- Task based syllabus
Course Aims:
By the end of the course, the student will be better able to…
• to engage in conversations on different careers
• to practice natural speaking and listening
• to develop vocabulary of conversational skills
• to develop confidence in spoken communication.
Course Rationale: (700 – 1000 words)
The syllabus type:
I have decided to combine the functional and task-based syllabi to ensure that all my student’s needs are met. The functional syllabus allows for:
1. A functional view of language focusing on doing something through language;
2. A semantic base, as opposed to a grammatical or a situational base;
3. A learner-centred view of language learning;
4. A basis in the analysis of learner needs for using language that is reflected in goals, content selection and sequencing, methodology, and
evaluation;
5. Learner-centred goals, objectives, and content organization reflecting authentic language behaviour and offering a spiralling development of
content;
6. Learning activities involving authentic language use; and
7. Testing focused on ability to use language to react to and operate on the environment (Sabbah, 2018).
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