Showing posts with label Learner Needs Analysis. Show all posts
Showing posts with label Learner Needs Analysis. Show all posts

Friday, June 18, 2021

Needs Analysis for Reading and Writing Class

(TESOL Worksheets--Reading, WritingNeeds Analysis)

Individual: docspub 
Pair work version: docs, pub
[Based on a previous needs analysis I put together, and the inverse of this listening and speaking needs analysis.]

Name: 


  1. Why are you studying English?  What are your goals for using English in the future?




  1. Which skill are you more confident in? Reading or writing?  Why?




  1. What is your weaker skill? Reading or writing? Why?



  1. What do you  think you can do to improve your weaker skill?




  1. What can your teacher do to help you improve your weaker skill?



  1. Do you enjoy using the textbook in class?



  1. What kind of homework do you prefer?



  1. What is one activity that you really enjoy doing in class?  Make sure to describe it in enough detail so that your new teacher will know how to run the activity.  (You can write on the back if you need more space).



  1. What is one activity that you really hate doing in class?  Why?


  1. Complete these sentences:

I enjoy it when…

I get bored when…

I find _______________ easy because ...

I find _______________ difficult because ...


  1. Write down 3 things related to reading and writing that you want to improve on by the end of the course.

Thursday, January 21, 2021

Needs Analysis for Speaking and Listening Class

(TESOL Worksheets--Speaking, Listening, Needs Analysis)
Google: docs, pub, individual version: docs, pub
[Based on a previous needs analysis I put together.]

Name of your partner: 


  1. Why is your partner studying English?  What are their goals for using English in the future?




  1. Which skill is your partner more confident in? Listening or speaking?  Why?




  1. What is your partner’s weaker skill? Listening or speaking? Why?



  1. What does your partner think that they can improve their weaker skill?




  1. What can the teacher do to help your partner improve their weaker skill?



  1. Does your partner enjoy using the textbook in class?



  1. What kind of homework does your partner prefer?



  1. What is one activity that your partner really enjoys doing in class?  Make sure to describe it in enough detail so that your new teacher will know how to run the activity.  (You can write on the back if you need more space).



  1. What is one activity that your partner really hates doing in class?  Why?


  1. Complete these sentences:

My partner enjoys it when…

My partner gets bored when…

My partner finds _______________ easy because ...

My partner finds _______________ difficult because ...


  1. Write down 3 things related to listening and speaking that your partner wants to improve on by the end of the course.


Wednesday, January 20, 2021

Error Correction Preferences Survey

(TESOL Worksheets--Classroom Management, Speaking, Needs Analysis)
Google: docs, pub
[Note: Students fill this out on the first day of class.  I make a chart with everyone's names and feedback preferences, and then use that chart to guide me when giving feedback throughout the rest of the term.]

Full name: __________________________________ (Nickname:_______________________)


Error Correction Preferences

How do you want the teacher to respond to any language errors that you make in the class?


  1. Immediate Error Correction--Stop me and correct me immediately during a speaking activity

  2. Delayed Error Correction--Don’t stop me during the speaking activity, but write down my error and at the end of the speaking activity, correct my error anonymously

  3. No Error Correction--Don’t correct my mistakes.  I want to focus on fluency, and will worry about accuracy later.


Presentation Feedback Preferences

How do you want the teacher to respond to your speaking in a presentation


  1. Immediate Feedback--Give me my feedback immediately after my group finishes our presentation (in front of the class)

  2. Delayed Feedback--Don’t give me my feedback in front of the class.  Instead, email me with my feedback after class finishes.

  3. No Feedback--Don’t give me feedback on my presentation.



Thursday, June 25, 2020

Mid-Course Needs Analysis

(TESOL Worksheets--Needs Analysis)
Adult General English Class: docs, pub
Teens General English Class: docs, pub
[Notes: A pre-course needs analysis is something that is emphasized by every book on curriculum design, but in my experience, I usually find the mid-course needs analysis to be more useful.  In the pre-course needs analysis, the students have a hard time visualizing what activities they like and don't like.  But with a mid-course needs analysis, they usually have definite opinions about what is working or is not working.
The sample for the adult class I designed two years ago.  I recently had to make a mid-course needs analysis for a teens class, and I just copied over the same format from the adult course.  So I thought I would post my format here for anyone else who was interested in copying it.  The actually items, of course, will need to be edited for your particular class.]


Activity
I find this activity useful.  Please continue doing it.
I don’t find this activity useful.  Can we please use this time do do something else?
Grammar homework and question time


Pronunciation activities


Proverbs


Going over mistakes from the homework


Telling Your stories


Textbook




Here are some other activities that we could be doing more of in class.  However, please keep in mind that classroom time is limited.  If you want to do more of one activity, we have to do less of another activity to make room for it.


Activity
I want to do more of this activity (yes/no)
If you say yes, then what activity would you like to do less of in order to make time?
More Textbook


More speaking/classroom discussion


More games


More Project Work



**********************************************************

Activity
I find this activity useful.  Please continue doing it.
I don’t find this activity useful.  Can we please use this time to do something else?
Playing Quizlet Live


Party Game Riddles


Mrs Frisby and the Rats of Nimh


Garbage Man


Board Races


Grammar Practice


Vocabulary Practice


Using the textbook in class


Using classroom time to work on our project




In the space below, write any other activities that you would like to do more of in the class:

Tuesday, May 26, 2020

Needs Analysis: High Level Teens class

(TESOL Worksheets--Needs Analysis)
Google: docs, pub
[Note: Some of the questions on here were borrowed from colleagues.]

Name of your partner:

Why is your partner studying English?  What are their goals for using English in the future?



What is your partner’s strongest English skill?



What is your partner’s weakest English skill?



Does your partner enjoy using the textbook in class?


What kind of homework does your partner prefer?


What is one activity that your partner really enjoys doing in class?  Make sure to describe it in enough detail so that your new teacher will know how to run the activity.  (You can write on the back if you need more space).


What is one activity that your partner really hates doing in class?  Why?


Complete these sentences:
My partner enjoys it when…
My partner gets bored when…
My partner finds _______________ easy because ...
My partner finds _______________ difficult because ...

Write down 3 things that your partner wants to improve on by the end of the course.


What topics do you like learning about?

Wednesday, September 13, 2017

IELTS Needs Analysis

(TESOL Worksheets--IELTS)
Google: drive, docs, pub
Communicative version (interview your partner): docs, pub

[This is for use on the first day of class.  I've designed it mainly to reflect the issues that have been coming up in my classes.]

Name:
How old are you?
When are you taking the IELTS test?
Why are you taking the IELTS test?  (e.g study abroad, graduate university, visa, get a job, etc)
What is the minimum score you need to achieve this?
Why are you taking studying IELTS?  Please circle yes or no:
Y   /   N
Y   /   N
Y   /   N
Y   /   N
I need a good IELTS score to achieve my goals
I want to improve my English ability
My parents are making me study IELTS
It’s fashionable to study IELTS these days.


What do you want to study in class?


What kind of activities do you like to do in class?

What is your opinion on games?  Do you like some games in class, or do you prefer more serious study activities?

Anything else you want to tell me?

**************************************

What is your partner’s name?
How old is your partner?
When is your partner taking the IELTS test?
Why is your partner taking the IELTS test?  (e.g study abroad, graduate university, visa, get a job, etc)
What is the minimum score your partner needs to achieve this?
Why is your taking studying IELTS?  Please circle yes or no:
Y   / N
Y   / N
Y   / N
Y   / N
They need a good IELTS score to achieve their goals
They want to improve their English ability
Their parents are making them study IELTS
It’s fashionable to study IELTS these days.

What does your partner want to study in class?



What kind of activities does your partner like to do in class?


What is your partner’s opinion on games?  Do they like some games in class, or do they prefer more serious study activities?

Anything else your partner wants to tell me about this class?

Thursday, September 25, 2014

Learner Needs Analysis Forms

(TESOL Worksheets)
[These are some needs analysis forms I used on the first day of class.  The first one is for a remedial listening and speaking class.  This was for students who failed either the listening test or the speaking assessment.  Most of the time it was for the listening test.  The Google Docs version is here (drive, docs, pub).  The second one is for business English.  The Google Docs Version is here (drive, docs, pub).]

Listening Survey Form:

Name (optional):__________________________

(Please Circle One):
I am in this class because I failed:  Listening      Speaking 

(Please Circle One):
This is:   My first time in the Remedial Listening class     
           my ____ time taking Remedial Listening


In my opinion, I think I failed the test because:






What is your biggest listening weak point? (Please circle only one)

A.     I don’t know enough English vocabulary, and so do badly on the test because I don’t recognize some of  the words.
B.     I can understand written English okay, but I don’t know how they are pronounced in natural English, and so I have trouble recognizing the words that the native speaker is saying.
C.      I can listen and understand English words in isolation (one by one), but when listening to a sentence all the words seem to run together and I can’t tell where one word ends and another word begins.
D.     I have trouble understanding the main idea of a long listening passage.
E.      . Other (please write):



What would you like to do during this class?  (Circle as many as applicable)

Speaking practice                              Listening practice                          Pronunciation practice


When doing listening practice, what types of practice do you find useful (Circle as many as applicable)

1.       Listening to a long listening section and answering questions about main ideas
2.      Listening to a long listening section and answering specific questions about details
3.      Listening to a short listening section and identifying specific words
4.      Learning about the pronunciation of English words so I can better identify them when listening to them
5.      Vocabulary building exercises
6.      Other (please write):


 ********************************************

 Name:
 Which courses have you already studied at?


What is your current occupation?


Why are you studying business English?


What do you hope to get out of this course?


What are you interested in focusing on in this course?


What are you not interested in focusing on?