Notesale: Turn your study into money

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Full name
Date
CELTA Course, City
Name of the institute

Word count: 1095
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Learner Profile
Amir S
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He was born in Algeria and
his first language is Arabic
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He also studied automated systems for nine months in Poland for
a master’s degree
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He started learning English when he was thirteen years old and is now
taking English lessons at the British Institute
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He plans to begin a
doctorate degree needs a greater command of English to reach his educational goals
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He is well educated: his
language learning abilities attitude have been strengthened and positively influenced by his
long journeys abroad2
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His young age, along with his educational achievements and career objectives encourage him
to continue his efforts required to reach his goals and stimulate his motivation
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Learning Styles & Preferences
1
2

Learner English, 2nd Edition, Michael Swan and Bernard Smith, p195, 199, 200, 208
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Not only
was it confirmed by two tests that I made him take (VARK & Multiple Intelligences), but I
also came to this conclusion when I observed him closely during the lessons
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He is also an extroverted person
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As a Kinaesthetic and Visual learner, Amir is more attracted to activities involving his body –
like the snowball fight as a getting-to-know-you ice breaker which he enjoyed, and moving
around during follow-up activities – and his thoughts and feelings through visualisation5
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Other activities involving
individual or grammar-centred work may not arouse the same interest in him and will result in
a lack or loss of motivation
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Linguistic Ability
3
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Speaking & Writing
Our learner is able to take part in unpredictable exchanges 6, for example, casual conversations
as he showed me several times at the British Institute
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He can achieve his communicative goals with the appropriate language and
the right register (e
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invitations)
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Amir has effective writing skills
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Moreover, his written discourse is efficiently organised
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g
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8
Reading & Listening

3

Gardner’s framework of multiple intelligences (1983) identityandtype
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com
Language Learning styles and strategies: An overview, Rebecca L
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ntpu
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tw/~language/workshop/read2
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6
Learning to Teach English, A practical introduction for new teachers, Peter Watkins, p78
7
Learning to Teach English, A practical introduction for new teachers, Peter Watkins, p71
4

8

The practice of English Language Teaching, 5th Edition, Jeremy Harmer, p18

Amir’s receptive skills are above average
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Our learner is also involved in both intensive and extensive readings
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Ultimately, I found out during my second teaching practice
(listening) that he “was understanding the main message of what we [were] listening to”
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I had many conversations with him and he understood
much of the lexis I was using
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His successfully learns new words and phrases while showing constant progress
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He can repeat and internalise the right
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3
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g
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”

Pronunciation
10
11

Learner English, 2nd Edition, Michael Swan and Bernard Smith, p199
Learner English, 2nd Edition, Michael Swan and Bernard Smith, p211,212

“ it was a great idea to
make students near to each
other’s”

(use phonemics to show wrong and

(consider: intonation,
sentence stress, word
stress, connected speech,
individual sounds, etc)

correct pronunciation)

Connected speech : E
...

Weak forms of
contractions in
pronunciation



Correct:
/ aɪm /
/ aɪl /
/ wɪə /



Wrong:
/ aɪ æm /
/ aɪ wɪl /
/ wiː ɑː /

“ I think that I am not good in
grammar” (Instead of “I’m
not”)
“ I think that I will find books”
(instead of “I’ll”)
“ We are making videos”
(instead of “we’re”)

4
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As a Visual and Kinaesthetic
learner, videos and slide shows along with learning games will be perfect to meet his needs
while taking his learning styles into consideration
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How?
Learners will first watch a video explaining the different rules concerning capitalisation in
English
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They will be shown
different sentences and examples of the rule and will have to stand up and write the right rule
on the board
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They will eventually play a learning game (multiple choice questionnaire – right or wrong –
true and false etc
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12

Learner English, 2nd Edition, Michael Swan and Bernard Smith, p211,212

System weakness Pronunciation: Connected speech
“Unnatural speech” activity
Why?
The learner wants to improve his pronunciation so that he can sound like a native speaker
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Since our learner is a Visual and Kinaesthetic learner, it would be
smart to use pictures, flashcards, and colors to provide him with necessary rules, examples,
and exercises
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I would also write the words onto flashcards and show them one by one
to the student
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“When you have a few sentences, play
them several times to the students, who should then work in pairs to try to make the speech
more natural sounding
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All in all, this activity will successfully help him develop his weaknesses while taking into
account his learning styles and preferences
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teachingenglish
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uk/article/connected-speech



Learning to Teach English, A practical introduction for new teachers, Peter Watkins,
Delta publishing



Learning Teaching, The Essential Guide to English Language Teaching, 3rd edition,
Jim Srivener, Macmillan



How to Teach English, New edition, Jeremy Harmer, Person Education Limited



Learner English, A teacher’s guide to interference and other problems, 2 nd edition,
Michael Swan and Bernard Smith



The practice of English Language Teaching, 5th edition, Jeremy Harmer, Pearson
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wordpress
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Oxford, PhD



BusyTeacher, http://busyteacher
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time4writing
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teachingenglish
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uk/article/connected-speech

STUDENT INTERVIEW QUESTIONS
Do not forget to record the interview and get some writing as well (in a 2 nd part)

Name ? Amir Soltani

When did you start learning? Since he was 13 years old

Age ? 26

Job : Teacher of Electronics

Nationality ? Algerian

Previous language learning experiences? Magister degree with the English language
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Studied in Arabic
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Bachelor in Electronics
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Magister degree in Automated systems
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No degrees
in English

Have you lived or studied abroad? 6 months in France (masters) 8 months in Poland (magister)

Why are you learning English? What are your personal goals with English? Studies : He wants to go
for a PhD and he needs English to reach his objective (to write his thesis)

Feelings about learning English/English-language culture? America’s got talent
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His field of
study is also closely connected to the English language so he’s in contact with English when he has
to do some research

Time dedicated to English study out of class and what type of study?? Doesn’t study English out of
class
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Other factors? Time? Family? Work Commitments? Very motivated but can’t fit it in?

He has not started his PhD yet so he does not feel the need to improve his skills but he may have to
hit the books when he starts his studies
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S: Self-confident when he speaks and not afraid to make mistakes when he speaks! Very good
listening skills

Activities you enjoy/find useful in class? Snowball fight
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Speaking : need for a group and people so this is why he neglects reading and writing
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What has been your best experience so far in the British Institute? Or in other places?
What has been your worst experience? Please write at least 150 words
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SAMPLE SELF ASSESSMENT GRID
Intensive School of English Language Limited, UK
NOT GOOD

SPEAKING
READING
WRITING
LISTENING
VOCABULARY
GRAMMAR
PRONUNCIATION

NEARLY
GOOD
ENOUGH

GOOD

IMPORTANT

NOT
IMPORTANT



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