August 07, 2017
Individual Project Report
1) Data collection
Student Profile
1. Personal data
Name
Murat
Nationality
Turkish
Age
33
Education
University
Native language
Turkish
Target language
English
Skill level
Upper Intermediate
2. Occupation
What is your job?
I work as a pharmacist.
Please describe your responsibilities.
I help my patients, I give them information about medicines.
Please describe your daily routine at work.
I’m selling medicines, I’m answering to questions, I use PC for recipe verification.
In which situations do you use English at work?
I use English to talk to foreign patients, to read instructions for pills.
3. Education background
Did you learn English at school/university?
I studied English at school, after school I passed exam successfully and had no need to
study English at university.
How were the lessons organized?
We studied grammar mostly and did some speaking activity.
Did you learn other languages at school /
I studied Arabic language at secondary school.
university?
Have you studied English since leaving full-time
No
education?
Do you have any certificates / qualifications in
No
English?
4. Personal interest
In which situations do you use English apart
For reading news, listening to music, watching movies, talking to friends from different
from work?
countries, web search, shopping in internet
Why do you want to improve your English
I need to improve my English to do export business, to travel around the world, to move
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skills?
to another country for a while.
How good do you think your English is?
Listening – poor
Please rate choosing from options below:
Speaking – good
Poor – Quite Good - Good – Very good
Reading – good
Writing – good
What skill areas would you like to focus on in
I want to concentrate on listening and grammar.
the next lessons?
5. Learning style
Please choose one answer:
See the material
I learn best when I can …
 see the material
 hear the material
 touch the material
Which part of the day (morning, afternoon,
Could be in the morning. Generally, any time is ok for me.
evening) is more productive for you to study?
How long can you study in one sitting?
Not more than 60 min.
What is the best thing a teacher can do to help
To give more records to listen, moving from simple to complicated
you learn English?
To revise some grammar points for which I feel mistakes could be made (some types of
conditional sentences)
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2) Data analysis
In order to get to know Murat and assess his strengths and weaknesses as of English learner, prior to preparing for individual lessons, I
have prepared some questions which have been discussed in a form of a dialogue with the student. Having analysed the data collected and
taking into account the results of simple reading/listening/writing tasks which have also been used for conducting of needs analysis, I have
come to realise that student’s level of English is close to Upper Intermediate.
Murat has excellent speaking skills, he speaks fluently, has good intonation and clear pronunciation. Also, Murat doesn’t make any
significant grammar mistakes, though he may use more complicated grammar constructions to sound more natural and professional. It has
been mentioned by the student that he would like to refresh his knowledge about conditional sentences, especially the ones of 2nd and 3rd
type. Murat would also like to improve his comprehension of authentic audio and video materials.
Murat has good educational background and needs to improve his English skills to succeed in export business activities as well as to have
a possibility to travel abroad and to experience living in a foreign country. Murat is obviously a visual learner with preferable time of studies
in the mornings and the time limit for an effective lesson for him should not exceed 50 minutes.
3) Proposal
Based on the results of data analysis and discussion with the student in person, I have decided to plan my lessons around 2nd and 3rd type
of conditional sentences and teach them separately. Considering student’s learning style, I will provide a set of visuals to support verbal
explanations and will prepare multiple examples for each subject matter.
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Since Murat already has strong reading, writing and speaking skills, I will use video and audio materials in order to train and improve his
listening skills. But to make lessons interesting and interactive, I will mix listening activities with speaking, reading and writing tasks to make
it possible to train all receptive and productive skills during the lessons.
Language focus of the first lesson will be based around conditional sentences of the 2nd type. I will lead into the topic by playing a record
and eliciting discussion about finance. I will check student’s comprehension of the topic by making him produce conditional sentences of the
2nd type. To avoid any possible future mistakes in the subject matter, I will explore the function/meaning through CCQ, providing examples
for each point of study. To build and support student’s confidence in this grammar structure, I will prepare different types of exercises to
practice – matching activity, filling a gap activity, finishing sentences activity. I will finish the lesson and assess the progress with student
producing conditional sentences on his own.
Second lesson will be based around conditional sentences of the 3rd type. I will continue working on student’s listening skills and will
also include reading and writing activities. I will introduce the topic by asking student to describe pictures and to provide samples of his own
regrets. After performing analysis of grammar point, I will move on to controlled practice using Steve Jobs video performance. I will increase
STT by asking comprehension questions after each part of video, and will support student’s understanding of the topic my making him
perform exercise with open the brackets activity. I will finish the lesson focusing on training of reading and writing skills by asking a student
to create a story using conditional sentences of the 3rd type.
Both lessons will be prepared taking into consideration students personal goals for studying English language – so that relevant topics
such as finance, business, travels could be discussed. After second lesson student will be given a final assessment of his language skills
accompanied by a guidance for future development and progress.
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4) Lesson plans
NAME:
LESSON NUMBER: 1
PERSONAL AIM(S):
To keep student‘s interest throughout the lesson
DATE: August 02, 2017
To increase student talking time
CLASS: one-to-one session
LEVEL: Upper Intermediate
CONTEXT: Talking about hypothetical situations in
present/future
LANGUAGE FOCUS: conditional sentences of 2nd type
SKILL(S) FOCUS: speaking, listening
LEARNING OBJECTIVES: By the end of the lesson the student will...
- be able to use second type of conditional sentences appropriately
- fell more confident while performing listening activities
TEACHING AIDS: handouts, laptop
ANTICIPATED PROBLEMS –
PROPOSED SOLUTIONS:
LANGUAGE RELATED:
Difficulties in comprehension of listening To check understanding by CCQ, to replay record in parts if needed
activities
ANTICIPATED PROBLEMS –
To provide detailed clear explanations and more samples
ORGANISATIONAL / BEHAVIOURAL:
Student may get mixed in different types
of conditional sentences
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Time
Stages / Aims
5 min
Presentation
Led in to introduce the
topic
5 min
5 min
Steps / Activities
Interaction /
Working Mode
Teacher introduces topic by playing a record of a song “If I
were a rich man”. Teacher elicits discussion with student about
the ways in which a person’s financial situation may improve
significantly (situations like winning a lottery / getting a
heritage).
T/S
S/T
Contextualisation
Teacher asks the student to list the options mentioned by a man
in the song and in case when student avoids using conditional
sentences, teacher rephrases student’s sentences using “If I
were a rich man” in the beginning on each sentence.
T/S
S/T
Analysis of grammar
point
Teacher takes a couple of conditional sentences from the song
T/S
as an example and explores the function/meaning through CCQ.
Example:
“If I were a wealthy man, I wouldn't have to work hard.”
“If I were rich, I'd have the time that I lack.”
CCQ:
Is it about past, present or future?
Is the situation a real on a hypothetical/unreal one?
The focus on grammar construction follows:
If + past simple, would/wouldn’t + infinitive
Teacher stresses that in conditional sentences of this type in “if”
clause
- past continuous can be used instead of past simple
“If you weren’t making so much noise, I could concentrate
better.”
- “were” can be used instead of “was” after pronouns I, he, she
“If he were here, he would know what to do.”
Teacher pays student’s attention that for giving advices “were”
should always be used:
“If I were you, …..”
Materials
Laptop
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5 min
Controlled practice
Matching activity
Teacher provides an example for matching halves of sentences:
“I wouldn’t wear that hat if I were you”.
Student works individually to finish the exercise. Answers are
checked by teacher.
T/S
S/S
S/T
Handouts (New English
Files, ex.2a page 57)
5 min
Finishing sentences
activity
Teacher provides an example of how a conditional sentence “If
I won a “dream holiday in a competition, I would go…” could
be finished. Student looks through sentences and performs an
exercise orally, finishing sentences in a way which is true for
him.
T/S
S/T
Handouts (New English
Files, ex.2d page 57)
10 min
Filling gaps activity
Student is provided a transcript of a song “Tears in Heaven” by
Eric Clapton. Teacher plays the beginning of the record and
provides an example of filling a gap activity:
“Would you know my name if I saw you in heaven.”
Record is then played till the end. Student fills in blank while
listening to the recording. Teacher checks answers by replaying
the record.
T/S
S/S
Handouts (transcript)
15 min
Production
Student creates short
stories using conditional
sentences
Students is given the questions below and is asked to make
short stories (3-4 sentences) about his possible behaviour in
these situations:
- What would you do if you won a million dollars?
- If you had a helicopter, where would you go?
- If you went on a trip around the world, what would you
bring?
Student tells stories to the teacher.
T/S
S/T
Handouts (paper sheet
with phrases)
feedback
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NAME:
LESSON NUMBER: 2
PERSONAL AIM(S):
DATE: August 04, 2017
CLASS: one-to-one session
LEVEL: Upper Intermediate
To provide clear precise explanations supported by visuals and examples
To make sure that student have understood the recordings, use CCQ
CONTEXT: Talking about hypothetical situations in past
LANGUAGE FOCUS: conditional sentenses of 3rd type
SKILL(S) FOCUS: reading, writing
LEARNING OBJECTIVES: By the end of the lesson the students will...
- be able to use third type of conditional sentences appropriately
- be motivated to perform listening tasks on his own
TEACHING AIDS: handouts, laptop
ANTICIPATED PROBLEMS –
PROPOSED SOLUTIONS:
LANGUAGE RELATED:
Student could be unfamiliar with some of To provide detailed clear explanations of meanings, to provide synonyms and collocations
vocabulary
ANTICIPATED PROBLEMS –
To keep balance of different activities
ORGANISATIONAL / BEHAVIOURAL:
Students may get tired
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Time
Stages / Aims
5min
Presentation
Led in to introduce the
topic
5 min
5 min
Steps / Activities
Interaction /
Working Mode
Teacher introduces topic by providing a set of pictures, each of
which has a comment about some past evens where one event
caused/resulted in another. Students is asked to describe the
picture. Teacher provides an example for the first picture:
Picture shows a man falling down from the stairs. Comment
below the picture: As he wasn’t very careful yesterday, he fell
downstairs. Example provided by the teacher: If we had been
very careful yesterday, he would not have fallen downstairs.
T/S
S/T
Contextualisation
Teaches asks student about past events which he may regret
about and asks to produce some sentences. Teacher provides an
example: “If I hadn’t read in the darkness, I would not have
spoiled my eyes.”
T/S
S/T
Analysis of grammar
point
Teacher takes a couple of conditional sentences provided by the T/S
student as an example and explores the function/meaning
through CCQ. Example:
“If I have worked harder, I would have passed the exam.”
“I wouldn’t have been late if I hadn’t overslept.”
CCQ:
Is it about past, present or future?
Is the situation a real on a hypothetical/unreal one?
Does it tell us about the consequences of actions taken / not
taken?
Does it reflect person’s regrets about past events?
The focus on grammar construction follows:
If + past perfect, would/wouldn’t + have + past participle
Teacher stresses that in conditional sentences of this type in “if”
clause
- past perfect continuous can be used instead of past perfect
He would have died if he hadn’t been wearing a helmet.
- “could have” and “might have” can also be used instead of
Materials
Handouts (pictures)
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“would have” in the main clause.
If they had known you were coming, they might have stayed
longer.
Teacher also provides an example of a mixed type of
conditionals – which can be used in case if a hypothetical
situation in the past has a present/future consequence:
He wouldn’t be so relaxed if hadn’t finished his exams.
20 min
15 min
Controlled practice
Open the brackets
activity
Production
Student creates a story
using conditional
sentences
Teacher plays a video of Steve Jobs´ Stanford Commencement
Address (2005). Video is played in 3 parts, teacher asks a set of T/S
comprehension questions after playing each part of the video.
S/T
Student is asked to perform an exercise: to complete sentences
one by one by opening brackets in an appropriate form. Teacher
provides an example for the first sentence:
The lawyer and his wife would have adopted (adopt) Steve if
they hadn’t decided (not decide) at the last minute that they
really wanted a girl.
laptop
handouts
Student is asked to read the text about Titanic crash in 1912 and T/S
to write a story about how the disaster could have been
S/S
prevented. Teacher provides an example with 3rd type of
S/T
conditionals used:
“If the water had been warmer, more people would have
survived.”
feedback
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5) Reflection and evaluation
During the first lesson Murat demonstrated general understanding of the idea of conditional sentences. He performed well, providing a
great number of sentences within the presentation stage. He also succeeded in controlled practise activities and free practise activity.
There was no any significant difficulty in performing listening activity so I decided to include a more complicated listening task into the
next lesson. Generally, this lesson went smoothly and within established time limits.
In the second lesson, there were some difficulties in producing the correct form of conditionals in the start. However, after detailed
analysis of grammar point the student managed to improve his performance in controlled practise activity. Also, this part of lesson took
more time than planned as the student faced some problems in comprehension of authentic video material. The last part of the lesson went
well, reading and writing tasks didn’t cause any problem for the student. However, I had to remind him about punctuation rules relevant
for all types of conditionals (When the sentence starts with the “if” clause, it is followed by a comma. When the main clause comes first,
no comma is used.) The second lesson took 1 hour in total instead of 50 minutes planned and didn’t run as smoothly as the first one.
While performing the individual project I have tried to meet the student’s needs and expectations in the best possible way. Both
lessons reflected the importance of performing a detailed study of student’s background and defining the correct learning style as well as
necessity of accurate lesson planning. Student benefited from performing multiple listening activities and improving grammar awareness
and was motivated to continue studying English for business purposes.
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