Needs Analysis in Syllabus Design

Needs Analysis in Syllabus Design Thank you for choosing our Language centre as one of your prospective providers. In this envelop you will find what you have requested from us. An essay with the explanation of Needs Analysis and Syllabus design in TESOL, and a description and rationale of the syllabus items for the two weeks course. We hope that you will be satisfied with the work we have produced. We would be very happy if we had the chance to collaborate with you. Part A: Needs Analysis: Needs analysis procedure in language teaching was first introduced and used by Michael West in 1920, but then re-emerged during 1970 as a result of intensive studies conducted by the council of Europe team. Needs analysis was developed and was emphasized in ESP (English for Specific Purposes) and it is argued that it is not possible to specify the needs of general English learners. Hutchinson and Walters (1987) describe need analysis as the most characteristic feature of English for Specific Purposes course design. It is also notable that a needs analysis is the starting point for a syllabus/course design. It is a part of a curriculum development, and is required before developing a syllabus. Thus, the information gathered from a need analysis can be used to define the program goals or sometimes to select the most relevant material for the language syllabus. Johnson K. (2008, pg.200) points out that: in order to plan a foreign language teaching we need to find a way of analysing learners needs. What is going to tell us just how much, and for what purposes our learners will need which foreign languages, it is the process of needs analysis. Needs Analysis in language teaching and language programme design, can be defined as a systematic process which helps teachers to collect information and get an accurate and complete picture of their students needs and preferences. Then they interpret the information collected and they make decisions about what to include in their programme, based on the interpretations in order to meet the students needs. This process can be used in response to the academic needs of all the students, for improving their achievements and meeting challenged academic standards. However, this process sometimes does not involve looking at the learners individual needs, but may involve looking at the requirements and expectations of other members involved, such as employees, parents, teachers and financial supporters. Some probable resources for gathering information are: questionnaires, surveys, tests, observations and individual interviews. Generally a need analysis tries to get information on the situations in which a language is going to be used, the purposes for which that language is needed, the types of communication that are going to be used in the course and the level of proficiency that is required to develop a syllabus. If a need analysis is used as a current part of teaching, it helps learners to reflect on their learning, to identify their needs, but also control their learning. Additionally, as Amie M. Casper (2003) states: The information gleaned from a need analysis can be used to help you define program goals. These goals can be stated as specific teaching objectives, which will function as the foundation on which a teacher will develop the lesson plans, materials, tests, assignments and activities. Thus, a need analysis helps you to elucidate the purposes of your learning program. Syllabus design in TESOL: All professional people, who are labelled as teachers or are somehow related to language teaching, sometimes in their career path will be responsible of creating a syllabus or at least they have created one. Basically, syllabus design is a key component of their course preparation. To start with, syllabus is defined as a statement of content, denoting what a particular programme is going to cover (Richards et al. 1985, qtd in Johnson K. 2008, pg.215), which means that a syllabus design involves planning course content. David Nunan (1988, pg.8) comments on syllabus design by stating that: A traditional syllabus design has been seen as a subsidiary component of the curriculum design. Curriculum is concerned with the planning implementation, evaluation management and administration of education programs, whereas syllabus focuses more narrowly on the selection and grading of context. Syllabus design procedures are required for deciding what is going to be taught in a language programme. A basic step prior to syllabus design is need analysis. Knowing exactly what to your students want, and why they want to learn English is a basic feature in a syllabus design. Generally, a right syllabus is designed into manageable chunks that can be followed and interact into each other. It is important that the effectiveness of the teachers class will be largely depending on how the lessons develop over time. Then, the teacher has to decide the content of his syllabus. He needs to make sure what to include in the syllabus so that it is relevant to what the students need. When it comes to organize the syllabus, the teacher designs his syllabus based on his list of prioritized topics or areas of his study. He has to make sure that his selected topics build up on others, but also that he uses a broad variety of resources and activities. Furthermore, the teacher has to be sure on which of the four skills (listening, speaking, writing, reading) to focus on, and which ones are the most important for his students. As you have read above, there have been identified three main stages in the process of a language syllabus. The first one is the needs analysis, then content specification and then syllabus organisation. There are two approaches to syllabus design. Product approach and process approach. Most syllabuses are based on product approach. In the product approach the teacher, teaches the students and then he tests them in order to evaluate them (evaluate their performance). A product syllabus focuses on what is going to be learnt at the end of the learning process (the outcomes) rather than the process itself. Some product-oriented syllabuses are the following: the grammatical syllabus, the functional syllabus and the lexical syllabus. On the other hand, a process approach on a syllabus concentrates on the skills and the processes which are involved in the learning process. There are different types of syllabuses in TESOL and they are the following: the situational, structural, topical, functional, notional, skills-based, and task based and lexical syllabus. Part B: Description and rational of the syllabus items: Having considered your needs, we have concluded to a relevant model of a syllabus designed especially for you. Obviously, what you are seeking for is the education of your receptionists for a better communication with your guests. Thus we are going to teach them those parts of English that are most relevant to them. Our organising principle for the selection and grading of what is going to be taught in this two-week course are notional-functional categories. We have decided to take communicative categories as the main principle of our syllabus. Thus this specific course is based on a notional/functional syllabus as it is the most relevant type of syllabus for this purpose. This program needs to be practical and relevant to your receptionists jobs. They need to learn how to use language under those several situations they face every day. The communicative functions were very carefully selected and sequenced according their usefulness to the receptionist and the extent to which they will meet the receptionists communicative needs. The syllabus is organised under the context hotel, which then is divided under a general heading (at the reception desk), with subheadings for specific activities. Within each situation, your receptionists will learn about aspects of that situation, and what language to use in order to communicate with the guests. We have ordered functions according to a chronological sequence because we think is more relevant to base the syllabus on the sequence of each action (what happens first, second, etc.), rather than grading them based on the associated language or grammar, as we are going to teach them how to use the relevant language under each situation. Hotel: At the reception desk: Greeting the guests/Giving visitors a friendly welcome Booking a room Giving/asking information Check-in Giving advise/ making suggestions Dealing with complaints check-out The situations listed in the syllabus are going to be practised through several of activities which will help your receptionists to develop and practise their abilities to communicate more effectively in a variety of real-life situations required in their work. The assumption that the receptionists already know the grammar has been a basic reason for starting this notional/functional syllabus, because what they need the most is to enhance their communicative skills when using language. Teaching based on this syllabus will add a communicative dimension to their already existing knowledge. We are going to activate this knowledge so that they will use it in order to do things with language (communicate better and learn functions of language under the context hotel). Generally, a notion is a particular context in which people communicate. A function is a specific purpose for a speaker in that given context. In this syllabus the notion of working in a hotel, requires a numerous of functions, such as greeting the guests, giving/ asking information, making suggestions, dealing with complaints etc. Thus, the syllabus items are focused on how the receptionists use English, in which purposes they use it and what exactly they need to learn in order to communicate more effectively with the hotel guests. The syllabus items, based on the contextualised exercises will give your receptionists the chance to improve and enhance their communicative abilities through those numerous functions of language we are going to teach them. The main reason for including those situations in the syllabus is because those are the most important situations in which a typical receptionist will take part in, and thus they need to work and practise their communicative abilities, but also they need to know what function of language to use under each situation. This is going to be done under several activities designed especially for this course. We think that the receptionists need to work their listening and speaking skills, as they are the most important skills they use in their work. Speaking skills are very important and they will be practised through role-plays between the students and the teacher. Listening skills will be practised through listening real life conversations, and then by completing activities related to the situations. It is important that effective speaking depends on successful listening. We decided to work on the other skills too, but the main emphasis will be given on listening and speaking skills. Relevant vocabulary, grammar rules and structures, but also pronunciation will be integrated in each situation. Your receptionists will be given the opportunity to practise their skills in real life situations involving authentic language use. Based on each situation, we have produced some exercises that present relevant instances of language. Vocabulary, grammar and functions derive from the situations selected. However, prior each situation we will teach them the appropriate grammar, vocabulary and structures of language they need to know. Under each situation, the receptionists will practise different functions of language. For example, when greeting visitors they will learn and practise relevant language on how to use language in order to greet their guests. This is also going to be done through listening several of greetings, based on real situations taking place in a hotel and produced by different people. We will give them the chance to practise listening comprehension through different listening activities. The receptionists must complete the comprehensions exercises in order to evaluate their understanding. Also, after or before a situation, students will be divided into groups and they will be given different scenarios in where they have to practise the topic they are given. Some scenarios examples based on greetings, are the following: Greet two guests as they approach the reception ( guests are an elderly couple) Greet two guests as they enter the hotel (these guests are very tired) Greet two guests as they enter the hotel ( these guests are very famous people) Greet the guests as they enter the hotel (A family with two young children) In this way, such a combination of elements will be associated with a fairly predictable language in terms of lexis, structure and function/interaction. Each situation they are going to listen to or practise it orally, will have a different structure, function and lexical items (taught prior each situation). Thus, all syllabus items are organised in a way which will be closely linked to a practical activity or task that the receptionist may have to undertake during their work. By the end of this course your receptionists will be able to communicate better under several situations, and they will also improve their communicative abilities.

Jose Rizal’s Life Essay

1. Surname-â€Å"Rizal† Jose Rizal and his family got the surname ‘Rizal’ from his Chinese ancestor Domingo Lameo. Rizal means â€Å"Ricial or grains†, and they started using it 1731. His true surname is Mercado, but to keep his family safe he used the surname Rizal. His brother insisted that he adopt the name Rizal in order to avoid the obvious stigma that the Alonzo y Mercado name had recieved from Paciano’s association with Father Burgos, and the family’s prominence in the native community. Read more: http://wiki.answers.com/Q/Where_did_Jose_Rizal_get_his_surname_Rizal#ixzz1C3si8ka5 http://www.schillerinstitute.org/educ/hist/rizal.html 2. Jose Rizal’s reason in going out of the country Rizal went out of the country because he wants to discover,explore other places and to learn new things. Rizal went to other countries to study, he also wants to learn different languages, he studied medicine because he wants to give cure of his mother’s eyes. Rizal build up businesses, experiencing life to the fullest while he’s out of the country, he changes his girlfriend whenever he wants. But going out of the country is not about pleasure, Rizal was there to hide, because he’s life was already in danger that he has to hide for awhile. There are many accussations thrown on him during those times. He has to go out of the country with all his love for his family and for all the filipinos; to protect his family and his countrymen. If he choses to expose himself to the opponent, whole filipinos life will be in much danger than it really was. 3. Part of Rizal’s life  2 May 1883 – Visitacià ³n 8 – 3rd floor, No. 4 Yesterday, one year ago I left my home to come to this country. How many illusions one entertained and how many deceptions! Yesterday, all day and night, I kept recalling all that had happened to me since then. I took my diary and read it, which reminded me of faded impressions. Though sick, I’ll continue my diary because I see that it is most useful and above all it consoles the soul when nothing more remains of its former treasures. This morning I went to see the celebration of Dos de Mayo (2nd May) [05]. There were many people around the obelisk where I saw a tiny altar with some candles. Everywhere could be heard the cries of newspaper vendors which recalled the 2nd of May. In the afternoon we — Zamora, Villanueva, and I — went to see the civic procession. Many soldiers and members of the different corporations. The King does not attend this national celebration. I received from the Philippines a letter of L.R. [06] of 26 March. * Rizal went out of the country because of his true love for the country and his family. He wants to protect those people that he really love. During the day that he wrote it, he’s sick, he’s like crying everything to his diary and that is the best that he did, to write, he write everything coz he knows that those writings will be very useful to help and save his country, but what i like about it is that he uses a diary in dealing with his emotions, the diary is like someone who will collect every details of your story. It’s almost a treasure, it holds everything even secrets. During that sad moment, rizal recalls some moments of his life, from the day that he’s in the Philippines up to the day that he has to leave for the sake of everyone. With a diary, everything was just like yesterday. I was really touched will this part of his diary. Even he’s sick he still keeps on writing, i can really realate here, i can imagine him writing while recalling those sad moments of his life, it’s painful and really wanna makes me cry, because Rizal has been a very good man ever since he was born, Rizal was full of love, he’s really humble, and being humble is not an easy thing to learn. It’s not just about doing good things, it’s about doing good things from the heart, and Rizal was always sincere on what he intended to do same with what he really does..even sacrificing his own life, from his heart he sincerely wants to give it up just to save every life of his country men. And that intention will never be easy to do, you will just learn to do it when you’re humble and full of love just like Rizal, his intentions are good and it really reflects him . Life of rizal was not that good at all, he has to sacrifice, he has to suffer, he has to hide even tough all that he want was to write and make the filipinos realize that they’re being cheated and abused by those foreigner, those people who came from other country was very deceitful, they’ve been a dictator and pretentous that the filipinos are not awared of it and they let their fears and stupidity control them. He died beacuse of his love for every filipino and it’s not right to question him being our national hero, after all that he has done, Rizal’s diaries has been very useful, all of his writings are useful, it really tells how he fought for our country in more simple ways. Every writings has a story to tell. I like every part of Rizal’s life when he’s writing, i don’t know all that he write but i like that he is writing. It’s not just about the diary, i mean everytime that he write. Coz i want to write as well as if i’m a writer but i don’t know where to start coz i think you really have to be knowledgeable, it’s not just you’ll write but you have to make sure that it has an appeal and it will effectively influence the readers, so i am really amazed because Rizal was very smart and god has given him that talent to write, he’s full of passion on everything. Before and now, he is a very good author of those well known books. He has influence everyone before to fight with him for the country against those user and abusive people from other country.

Explication of T.S. Eliots The Love Song of J. Alfred...

Explication of T.S. Eliots The Love Song of J. Alfred Prufrock In T.S. Eliots The Love Song of J. Alfred Prufrock, the author is establishing the trouble the narrator is having dealing with middle age. Prufrock(the narrator) believes that age is a burden and is deeply troubled by it.. His love of some women cannot be because he feels the prime of his life is over. His preoccupation with the passing of time characterizes the fear of aging he has. The poem deals with the aging and fears associated with it of the narrator. The themes of insecurity and time are concentrated on. This insecurity is definitely a hindrance for him. It holds him back from doing the things he wishes to do. This is the sort of characteristic that makes†¦show more content†¦He feels if he can gain the courage to ask the question, he may at last find value in his life: would it have been worth while/ To have bitten off the matter with a smile,? To have squeezed the universe into a ball.(89) Ultimately, he fails at both tasks. Throughout the poem, the themes of times passage and age continue to illustrate the unhappiness of Prufrocks life. Prufrock reveals the measured out portions of life he has lived: I have measured out my life in coffee spoons.(51) This phrase shows Prufrocks inability to seize the day. He also says such things as the of his thinning hair and his resulting bald spot in order to indicate the passage of age and the importance he feels now that he is past his prime: Time to turn back and descend the stair,/ With a bald spot in the middle of my hair--/ (They will say: How his hair is growing thin)(39) This shows Prufrocks fear of being laughed at. When he speaks of time it is in a contradictory fashion. On one hand, he feels a sense of urgency as he travels to the party, because he must decide if he will ask his question. Yet, while he agonizes over whether to attempt a change in his life, he tells us time is plentiful, explaining there will be time for you and time for me/ And time yet for a hundred indecisions / And for a hundred visions and revisions/ Before taking ofShow MoreRelatedExplication of The Love Song of J. Alfred Prufrock Essay958 Words   |  4 PagesExplication of Love Song of J. Alfred Prufrock In T.S. Eliots The Love Song of J. Alfred Prufrock, the author is establishing the trouble the narrator is having dealing with middle age. Prufrock(the narrator) believes that age is a burden and is deeply troubled by it.. His love of some women cannot be because he feels the prime of his life is over. His preoccupation with the passing of time characterizes the fear of aging he has. The poem deals with the aging and fears associated with it of

Food Contamination - 2148 Words

Food Contamination Definition Food contamination refers to foods that are spoiled or tainted because they either contain microorganisms, such as bacteria or parasites, or toxic substances that make them unfit for consumption. Food contamination is a serious issue because it results in foodborne diseases. Hence, awareness of potential sources of food contamination is an important component of good nutrition. Food contamination refers to the presence in food of harmful chemicals and microorganisms which can cause consumer illness. Food gets contaminated after a certain period of time because bacteria start growing in it. Food contains certain preservatives like salts and other chemicals. However, they do not last long and so if food is not†¦show more content†¦Ã¢â‚¬ ¢ Prepare your childs lunch on a clean surface using clean utensils. †¢ Wash fruits and vegetables well before cutting them or placing them into your childs lunch bag. †¢ Only use leftovers from the night before once and keep lunches in the fridge until your child is leaving for school. †¢ Use an insulated lunch bag with a small ice pack or frozen juice box for foods that need to stay cold. †¢ Put foods that need to stay hot in a thermos. †¢ Be sure to keep reusable containers clean by washing well with warm soapy water Packing Healthy School Lunches and Snacks Why are healthy lunches and snacks important at school? A healthy lunch and snacks provides children with the energy and nutrients they need to grow and learn and play at school. Without adequate energy from food, they may feel sluggish and find it difficult to concentrate in class. 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