8

UNEB – TEACHING PRACTICE IV

Module: Course and syllabus design
Professor: Ade Oliveira

NEEDS ANALYSIS

COTE – NEEDS ANALYSIS FORM

Please complete the following form. This information will give us a starting point
to organise the course so that it fulfils your needs.

PART A

Name: Age:
No. of years you have taught English:
Levels you have taught:
Educational background:
Types of training course you have attended:
Purpose for taking COTE:

PART B

1. How do you learn best? (groups, individual study, etc.)

2. What kind of activities help you learn best? (hands on, lectures, readings,
etc.)

3. How much reading have you done in ELT?

4. What are some of your beliefs regarding the following issues?

- Role of teacher
- Role of learner
- Role of grammar

5. What do you expect to get from the course?

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UNEB – TEACHING PRACTICE IV
Module: Course and syllabus design
Professor: Ade Oliveira
NEEDS ANALYSIS
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UNEB – TEACHING PRACTICE IV
Module: Course and syllabus design
Professor: Ade Oliveira
NEEDS ANALYSIS

Approaches to need analysis

Language proficiency Psychological/humanistic Specific purpose

orientation orientation orientation
Educational rationale
Learners learn more Learners learn more Learners learn more
effectively if effectively if effectively if

Type of information

Method of collection

Purpose
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UNEB – TEACHING PRACTICE IV
Module: Course and syllabus design
Professor: Ade Oliveira

NEEDS ANALYSIS

Sample needs analysis survey form

Date:_____________________________
Name:__________________________ Address:_________________________
Age:____________________________ Country of Origin:__________________
Education: No. of years:___________ Qualification:______________________
Why study finished:______________________________________
English study:__________________________________________
Employment: Main occupation:_______________________________________
Interests: e.g. hobbies, sports, leisure activities:_______________________
Skills:________________________________________________
First language:__________________________ Others spoken:_____________

Language learning:
A . Do you like to learn English by READING/ READING/SPEAKING AND
LISTENING/OTHER which do you like the most? ___________________

B. Do you like to study grammar/ learn new words/ practise the sounds and
pronunciation? _________ Which do you like the most?_______________

C. Do you like to learn English by :

____cassettes
____ games
____ talking to English speakers
____ studying English books
____ watching TV
Which is the most important (1 – 5) to you?__________________

D. Macroskills
1. Reading:
(a) Can you use a dictionary
___a little ____ very well
(b) What can you read in English:
simple stories
newspapers
forms: bank
advertisements: shopping/housing/ employment/bus timetables
maps/directories
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(c) What are the most important for you to learn now:____________

2. Writing:
(d) Do you ever write letters
note to teachers
fill in forms
(e) Which is the most important for you to learn now:____________

3. Listening and speaking:

(f) Who do you speak with in English? _________________
(g) How much do you understand? 0 a little a lot 100%
Shop assistants
Neighbours and friends
Bus drivers
Medical people
Teachers
Employers
Others
(h) Who is it most important for you to learn to speak with now?
(i) Do you watch TV/listen to the radio?
(j) How much do you understand?

E. How do you learn best?

No A little Good Best
alone
pairs
small groups
class
outside class

F. What do you feel are the most important things for you to learn in the:
short term:______________
long term:______________

G. How much time is available for study now:

per day________________
per week_______________

(Adapted from Nunan, D. Syllabus Design. OUP, 1994.)

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UNEB – TEACHING PRACTICE IV

(SCHOOL NAME)
Letras
Língua Inglesa I
Prof. Ade Oliveira

NEEDS ANALYSIS
Esse questionário tem por objetivo colher informações importantes para que as
aulas sejam planejadas de acordo com as necessidades dos alunos.

I. ENGLISH EXPERIENCE

1. Você já estudou inglês antes? Sim Não

2. Por quanto tempo? ____________________
3. Onde? _______________________________
4. Qual o seu nível de proficiência? Iniciante Intermediário Avançado
5. Como você se sente em relação ao aprendizado de inglês?
( ) Gosto muito de estudar inglês
( ) Preciso mas não gosto
( ) Odeio
( ) Não preciso saber inglês
( ) Sou indiferente
( ) Outros (especifique)________________________________
6. Qual o uso de inglês na sua vida profissional?
( ) Ler artigos de revistas, jornal e livros
( ) Assistir filmes
( ) Participar de conferencias
( ) Dar palestras e workshops em conferencias
( ) Falar com pessoas de outros paises
( ) Escrever cartas e e-mails
( ) Escrever artigos acadêmicos
( ) Não tenho idéia
( ) Fazer um curso de pos graduação em um pais de língua inglesa
( ) Ensinar inglês
Outros: (especifique)______________________________________

II. LANGUAGE LEARNING

1. Você gosta de aprender inglês através de ( ) lendo ( ) ouvindo e

falando ( ) escrevendo ( )outros_______________
Qual dessas habilidades você gostaria que fosse enfatizada no curso?
______________

2. Você gosta de ( ) estudar gramática ( ) aprender palavras novas

( ) practicar a pronuncia?
Qual dessas áreas você gostaria que fosse enfatizada no curso?

3. Você gosta de aprender inglês através de ( ) fitas ( ) livros

( ) jogos ( ) vídeo
( ) figuras (....)colegas
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( ) outros __________________

III. MACROSKILLS

1. Ler
a . Você sabe usar um dicionário bilíngüe : ( ) um pouco ( ) muito bem
b. O que você pode ler em inglês : estórias simples ( ) ( )jornal
revistas ( ) ( )romances
outros ( )___________________________
c. O que gostaria que fosse enfatizado no curso? _________________________

2. Escrever
a . Alguma vez você escreveu em inglês ( ) carta/e-mail ( ) bilhetes
( ) trabalhos/artigos
( ) outros _____________________
b. O que e mais importante para voce aprender durante o curso? _____________

3. Falar e ouvir
a . Com quem você fala inglês ? ( ) colegas ( ) outros professores
( ) clientes ( ) alunos
( ) outros _______________________________
b. O quanto você compreende ? ( ) Muito ( ) Pouco ( ) Nada
c. E importante para voce aprender inglês durante esse curso? Por que?
_____________________________________________________________________
d. Você ouve radio ou TV em inglês ? ( ) Sim ( ) Não
e. Quanto você compreende? ( ) Muito ( ) Pouco ( ) Nada
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UNEB TEACHING PRACTICE IV

Module: Course and syllabus design
Professor: Ade Oliveira
NEEDS ANALYSIS

Lesson planning and learner needs

Imagine we haven’t started this course yet and you don’t know me. You
know that as part of your course there will be a module on syllabus design.

A. Complete the following sentence in as many ways as you like:

I hope the professor............

B. Now complete these sentences in an many ways as you like:

I hope that the course will.........

I hope that the course won’t......

Compare what you have written with others in the group. How
similar/different are your responses?

Think of the students you currently teach. How do you think they would
have completed the sentences above, in relation to one of your English
lessons?

Would their answers be very similar to yours, or very different?

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2. Which of the following terms did you come up with in any part of the first
page of this handout?

- variety - fast/slow - interesting - relevant

- encouraging - opportunity - clear -
challenging
- enjoyable - useful

3. How would you feel as a teacher , if you heard your students making any
of the following comments (to another student) after one of your lessons?

a. “Well, the lesson was OK, but just the same as every other lesson.”
b. “Another really fun lesson, did understand much of it, though.”
c. “Wow, our teacher certainly knows a lot.”
d. “Poor teacher – she must be exhausted after putting on a show like
that!”
e. “What do you think she was teaching us?
f. “I would have talked more – but world ecology is just so boring!”
g. “I’m really fed up with pair work – what’s the point of it?”
h. “Boy, English is such a complicated language!”
i. “Do you think English only exists inside that stupid book?”

4. Below is a list of Basic Principles from Practical Techniques for Language

Teaching (M. Lewis/J. Hill, LTP, 1985). Read them, and see if you can relate
each one to the statements above and to the title of this session.

- Learning is more important than teaching.

- Teach the students, not the book.
- Involve students in the learning process.
- Don’t tell students what they can tell you.
- Show your reactions to what students say.
- Students need practice, not you.
- Don’t emphasize difficulties.
- Vary what you do and how you do it.
- Select!
- Activities and relationships in the classroom change.
- Students need to learn how to learn.
- Useful and fun is better than either alone.

5. Planning with learner and learner needs in mind. Which aspects to take
into account?
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UNEB – TEACHING PRACTICE IV

Module: Course and syllabus design
Professor: Ade Oliveira

NEEDS ANALYSIS

Task analysis

The second type of analysis, task analysis, is employed to specify and

categorise the language skills required to carry out real-world
communicative tasks, and often follows the learner analysis which
establishes the communicative purposes for which the learner wishes to
learn the language. The central question here is: ‘What are the subordinate
skills and knowledge required by the learner in order to carry out real-world
communicative tasks?’

Dick and Carey (1978) describe a number of instructional analysis

approaches, including procedural analysis, which is used when an ordered
sequence of behaviours is required to achieve a particular task. The tasks
below must be carried out to make a long-distance phone call. In what order
do you think these tasks need to be carried out for a long distance call to be
made successfully?
- Dial the appropriate code area.
- Ask for the desired person.
- Lift the receiver and listen for the appropriate dial tone.
- Locate the telephone number of the desired person and write it down.
- Listen for call signal.
- Locate the area code and write it down.
- Dial the telephone number noted.

What sorts of communication tasks might be amenable to such an analysis?

One of the things, which many second language learners want to do, is
comprehend radio and television broadcasts. Using the above list as a guide,
write down the various skills and knowledge which would be required for a
learner to understand a radio weather report.

(Adapted from Nunan, D. Syllabus Design. OUP, 1994.)