1.

Group Profile

The class consist of 10 volunteer learners attending lessons at the British Council in Cairo. They are
monolingual learners, are at upper-intermediate level and four students have previously taken a
course at this centre. Attendance is generally high and there is a problem with punctuality but it only
concerns two or three learners.

The majority of learners are adults aged 18 – 34, and there are six males and four females. They are
either working or studying at university, and most learners have a career in the field of engineering.
They have a number of reasons for learning English including promotion at work, to assist with
studies, to take a formal examination such as IELTS and to move abroad.

I have only met the class twice previous to this lesson, but I have noticed that they more confident
with activities based on receptive skills than productive skills. There are some good speakers in the
class but they are sometimes very quiet, but this may be due to shyness or lack of confidence. Their
knowledge of grammatical rules are good on the whole, however they tend to make basic errors
when speaking. However they are good at expressing themselves and have better fluency than
accuracy. They also tend to work alone and peer/group checking needs to be encouraged at times.

They enjoy talking about themselves and their personal experiences and find topics that allow them
to do this engaging. In general the class automatically divide into a group of men and a group of
women. However when interaction is changed they collaborate well with the opposite sex. Some
learners also tend to work alone and have to be encouraged to be more active when doing peer
work, but this may be due to a lack of learner training.

Based on the lessons I have observed being taught by my group, the class enjoy competitive
activities (e.g. running dictation) and respond well to visual aids. Results of a needs analysis found
that they prefer to work alone or in small groups, and really dislike working in large groups. Their
learning preferences include speaking English with classmates, watching videos and using course
books.

2. Individual Profile

Name, age, Strengths and Strengths and weaknesses Comments

gender weaknesses related to this lesson

Abdulrahman S – confident speaker S – will be able to speaking Focused on

Abdou, M, 19 about personal experiences finishing tasks
W - listening
quickly, will need
W – guided discovery (as
encouragement
tends to rush)
in speaking task

Ahmed Abdou, S – strong knowledge S – analysing form of One of the

M, 26 of grammar phrasal verbs strongest
students in the
W – tends to focuses W – may use language
class
on form rather than incorrectly when speaking
meaning

Christine S – speaking (fluency) S – once she understands Tends to work

Bebawy, F, 36 meaning, will be able to alone, needs
W –reading
 produce it correctly when encouragement
speaking for peer work

W – may struggle with the

reading task if she comes
across unknown lexis

Ahmed Hamdy, S – good knowledge of S – analysing form Tends to work

M, 25 grammar alone, needs
W – may struggle with use
encouragement
W – accuracy when when speaking
for peer work
speaking

Ismail Khairy, M, S – receptive skills S – will be able to infer

31 meaning from context
W – accuracy when
speaking W – may struggle with
form when speaking

Mohamed S – receptive skills S – will be able to infer Usually finishes

Gamal, M, 22 meaning from context reading quickly,
W – speaking (fluency)
supports other
W – speaking task (thinking
students
of ideas)

Reham Fathy, F, S – good knowledge of S – will be able to infer One of strongest

30 grammar and speaks meaning from context and students in the
with great accuracy. analyse form class. Good
Good at vocabulary speaking skills but
W – may be quiet in
and receptive skills. tends to stay
speaking activity
Strong writing skills. quiet

W – speaking (fluency),
tends to hesitate

Moustafa Zohair, S – receptive skills S - will be able to infer Good speaking

M, 30 meaning from context skills but tends to
W – speaking (fluency)
stay quiet
W – may be quiet in
speaking activity

Marwa S – speaking S – will be able to Needs to be

Mahmoud, F, 30 confidently talk about encouraged for
W – receptive skills
experiences in the speaking peer work
(reading)
task

W – may take a lot of time

reading the text

Mona Ismail, F, S – receptive skills S – will be able to infer Works well with
24 meaning from context other students
W – speaking
(accuracy)
W – may make errors with
form while speaking