NEEDS ANALYSIS

YELSIKA PAOLA CALDERON GASCA

ESNEYDER PEÑA GAMEZ
YULIETH TATIANA VARGAS LLANTEN

DUVÁN ANDRÉS MOSQUERA

Docente

UNIVERSIDAD DE LA AMAZONIA
EDUCATION SCIENCES FACULTY
ENGLISH DEGREE PROGRAM
FLORENCIA, CAQUETÁ
2018
 Situational Need Analysis

1. Function: Situational need analysis

2. Questions:

Personal Information

Do you live with your parents? Yes _____ No ____

Who do you live with? ______________________________ _______________________

Student Information:

Age: ________ Gender: Female _____ Male ______

Guardian Information:
Age: ________ Profession: ______________________________

Contact Information

Address: ___________________ Neighbor: ____________________ Stratum: ___

Phone Number: _____________________ Cellphone Number: __________________

e-mail: ___________________________________________________________

Emergency contact person: _________________________________________________

School Information

Grade: _______________ Course: __________

Shift: Morning ______ Afternoon ____

Institution: _______________________________________________________
3. Answers:

 Student 1:
- Living with his mother
- Father and mother
- 11 years old
- Male
- 31 years old
- merchant
- La Vega
- 310 338 1357
- mother
- Sixth
- One
- Morning
- Juan Bautista la Salle

 Student 2:
- Living with parents
- Father, mother and brother
- 11 years old
- Male
- 39 years old
- Moto taxi
- La Bocana
- 311 346 3454
- Sixth
- One
- Morning
- Juan Bautista la Salle
 Student 3:
- Living with parents
- Father and mother
- 11 years old
- Female
- 43 years old
- Engineer
- Juan XXIII
- Sixth
- One
- Morning
- Juan Bautista la Salle
 Communicative Need Analysis

1. Function: GOAL

2. Question: What are your expectations to perform in this course?

A) Improving my English skills

B) Sharing with your partners

C) Acquiring new knowledge

D) Learning in a playful and effective way

3. Answers:

 Student 1:

A) Improving my English skills

B) Sharing with your partners

C) Acquiring new knowledge

D) Learning in a playful and effective way

 Student 2:

A) Improving my English skills

B) Sharing with your partners

C) Acquiring new knowledge

D) Learning in a playful and effective way

 Student 3:

A) Improving my English skills

B) Sharing with your partners

C) Acquiring new knowledge

D) Learning in a playful and effective way

4. Analysis:

5. Proposal:
1. Function: SKILL

2. Question: What skill would you like to improve in this school year?

A) Listening skill

B) Reading skill

C) Writing skill

D) Grammatical skill

E) Speaking skill

3. Answers:

 Student 1:

A) Listening skill

B) Reading skill

C) Writing skill

D) Grammatical skill

E) Speaking skill

 Student 2:

A) Listening skill

B) Reading skill

C) Writing skill

D) Grammatical skill

E) Speaking skill
  Student 3:

A) Listening skill

B) Reading skill

C) Writing skill

D) Grammatical skill

E) Speaking skill

4. Analysis:

5. Proposal:

1 Function: SCALE PROFICIENCY

2 Question: What level of proficiency in English classes do you think you are? Thick a

number from 1 to 5, being one insufficient and five excellent.

A) 1

B) 2

C) 3

D) 4

E) 5
3 Answers:

 Student 1:

A) 1

B) 2

C) 3

D) 4

E) 5

 Student 2:

A) 1

B) 2

C) 3

D) 4

E) 5

 Student 3:

A) 1

B) 2

C) 3

D) 4

E) 5

4 Analysis:

5 Proposal:
1 Function: CONTENT

2 Question: What kind of topics would you like to be taught by the teacher in this school

year?

A) Economy

B) Politics

C) Socio-cultural

D) Religion

E) Interpersonal relationships

3 Answers:

 Student 1:

A) Economy

B) Politics

C) Socio-cultural

D) Religion

E) Interpersonal relationships

 Student 2:

A) Economy

B) Politics

C) Socio-cultural

D) Religion

E) Interpersonal relationships
 Student 3:

A) Economy

B) Politics

C) Socio-cultural

D) Religion

E) Interpersonal relationships

4 Analysis:

5 Proposal:
1. Function: COMPETENCE

2. Question: What would you like to learn during this school year?

A) Being able to speak in English with other people

B) Using the context to learn

C) Being able to write in English in a good way

D) All the mentioned before

3. Answers:

 Student 1:

A) Being able to speak in English with other people

B) Using the context to learn

C) Being able to write in English in a good way

D) All the mentioned before

 Students 2:

A) Being able to speak in English with other people

B) Using the context to learn

C) Being able to write in English in a good way

D) All the mentioned before

 Student 3:

A) Being able to speak in English with other people

B) Using the context to learn

C) Being able to write in English in a good way

 D) All the mentioned before

4. Analysis:.

5. Proposal:

1. Function: SYLLABUS DESIGN

2. Question: How would you like the teacher develop the class as a way to boost students´

level?

a) Story telling (Notional)

b) Developing grammatical exercises (Grammatical)

c) Performing role-plays (Situational)

d) Describing the class according to the context (Topic-based)

e) Learning and using vocabulary in real contexts (Lexical)

Answers:

 Student 1:

A) Story telling (Notional)

B) Developing grammatical exercises (Grammatical)

C) Performing role-plays (Situational)

D) Describing the class according to the context (Topic-based)

E) Learning and using vocabulary in real contexts (Lexical)

  Student 2:

A) Story telling (Notional)

B) Developing grammatical exercises (Grammatical)

C) Performing role-plays (Situational)

D) Describing the class according to the context (Topic-based)

E) Learning and using vocabulary in real contexts (Lexical)

 Student 3:

A) Story telling (Notional)

B) Developing grammatical exercises (Grammatical)

C) Performing role-plays (Situational)

D) Describing the class according to the context (Topic-based)

E) Learning and using vocabulary in real contexts (Lexical)

3. Analysis

4. Proposal
1. Function: APPROACH

2. Question: What kind of strategies would you like the teacher use to motivate the students’

learning?

A) Making dynamic activities (Dances, games, physical activities) (Total physical response)

B) Developing activities in the classroom and at home that involve all skills, these being

thought as tasks. (task based )

C) Teaching any subject of reality in English through formative talks, establishing

conversations between the students and the teacher. (communicative )

D) Through cooperative activities with other students, developing projects in class. (project

based learning)

E) Answers:

 Student 1:

A) Making dynamic activities (Dances, games, physical activities) (Total physical

response)

B) Developing activities in the classroom and at home that involve all skills,

these being thought as tasks. (task based )

C) Teaching any subject of reality in English through formative talks,

establishing conversations between the students and the teacher. (communicative )

D) Through cooperative activities with other students, developing projects in

class. (project based learning)

 Student 2:

A) Making dynamic activities (Dances, games, physical activities) (Total physical

response)

B) Developing activities in the classroom and at home that involve all skills,

these being thought as tasks. (task based )

C) Teaching any subject of reality in English through formative talks,

establishing conversations between the students and the teacher. (communicative )

D) Through cooperative activities with other students, developing projects in

class. (project based learning)

 Student 3:

A) Making dynamic activities (Dances, games, physical activities) (Total physical

response)

B) Developing activities in the classroom and at home that involve all skills,

these being thought as tasks. (Task based)

C) Teaching any subject of reality in English through formative talks,

establishing conversations between the students and the teacher. (Communicative)

D) Through cooperative activities with other students, developing projects in

class. (Project based learning)

4 Analysis:
 5 Proposal:

1 Function: ROLE OF THE TEACHER

1. Question: What do you think is the teacher’s role in the classroom?

A) Acts as a guide

B) Encourages students creativity

C) Teaching English vocabulary

D) Makes students to participate in class

E) Assesses the students

F) Encourages values among students and teacher

G) Teaching English structures

H) Clarify the doubts of the students

2. Answers:

 Student 1:

A) Acts as a guide

B) Encourages students creativity

C) Teaching English vocabulary

D) Makes students to participate in class

E) Assesses the students

F) Encourages values among students and teacher

G) Teaching English structures

H) Clarify the doubts of the students

  Student 2 :

A) Acts as a guide

B) Encourages students creativity

C) Teaching English vocabulary

D) Makes students to participate in class

E) Assesses the students

F) Encourages values among students and teacher

G) Teaching English structures

H) Clarify the doubts of the students

 Student 3:

A) Acts as a guide

B) Encourages students creativity

C) Teaching English vocabulary

D) Makes students to participate in class

E) Assesses the students

F) Encourages values among students and teacher

G) Teaching English structures

H) Clarify the doubts of the students

3. Analysis:

4. Proposal
1. Function: ROLE OF THE STUDENT

2. Question: What do you think is the student’s role in a classroom?

A) Being creative learner

B) To improve the autonomous learning process

C) Looking for information about English

D) Being passive learner

E) Being a participative learner

F) Being a dynamic learner

G) Clarify my doubts with the teacher

H) Being responsible with my obligations

I) Working on groups with my classmates

3. Answers:

 Student 1:

A) Being creative learner

B) To improve the autonomous learning process

C) Looking for information about English

D) Being passive learner

E) Being a participative learner

F) Being a dynamic learner

G) Clarify my doubts with the teacher

H) Being responsible with my obligations

 I) working on groups with my classmates

 Student 2:

A) Being creative learner

B) To improve the autonomous learning process

C) Looking for information about English

D) Being passive learner

E) Being a participative learner

F) Being a dynamic learner

G) Clarify my doubts with the teacher

H) Being responsible with my obligations

I) working on groups with my classmates

 Student 3:

A) Being creative learner

B) To improve the autonomous learning process

C) Looking for information about English

D) Being passive learner

E) Being a participative learner

F) Being a dynamic learner

G) Clarify my doubts with the teacher

H) Being responsible with my obligations

I) working on groups with my classmates

4. Analysis:
5. Proposal:

1 Function: ACTIVITIES

2 Question: What kind of activities would you like to do to overcoming your English learning

process?

A) Debates

B) Role-plays

C) Presentations

D) Conversation clubs

E) Making videos

F) Singing

G) Testing

H) Reading books

I) Watching videos

J) Flashcards

K) Others:___________
3 Answers:

 Student 1:

A) Debates

B) Role-plays

C) Presentations

D) Conversation clubs

E) Making videos

F) Singing

G) Testing

H) Reading books

I) Watching videos

J) Flashcards

K) Others:___________
 Student 2:

A) Debates

B) Role-plays

C) Presentations

D) Conversation clubs

E) Making videos

F) Singing

G) Testing

H) Reading books

I) Watching videos

J) Flashcards

K) Others:___________

 Student 3:

A) Debates

B) Role-plays

C) Presentations

D) Conversation clubs

E) Making videos

F) Singing

G) Testing
 H) Reading books

I) watching videos

J) Flashcard

4 Analysis

5 Proposal

1 Function: MATERIALS

2 Question: What kind of materials would you use to improve your skills in this school

year?

A) Flashcards

B) Books

C) Stamps

D) Dictionaries

E) Crosswords

F) Anime pictures

G) Newspapers

H) Videos

I) Photocopies

J) Others: _________
1. Answers:

 Student 1:

A) Flashcards

B) Books

C) Stamps

D) Dictionaries

E) Crosswords

F) Anime pictures

G) Newspapers

H) Videos

I) Photocopies

J) Others: _________

 Student 2:

A) Flashcards

B) Books

C) Stamps

D) Dictionaries

E) Crosswords

F) Anime pictures

G) Newspapers
 H) Videos

I) Photocopies

J) Others: _________

 Student 3:

A) Flashcards

B) Books

C) Stamps

D) Dictionaries

E) Crosswords

F) Anime pictures

G) Newspapers

H) Videos

I) Photocopies

J) Others: _________

2. Analysis:.

3. Proposal:
 1 Function: TEST

2 Question: In this course, how would you like the teacher to test you?

A) Through activities and exercises on a worksheets

B) Through games

C) Direct questions

D) Oral presentations

E) Final projects

F) Final presentations

G) Final exam about all topics during the scholar year

1. Answers:

 Student 1:

A) Through activities and exercises on a worksheets

B) Through games

C) Direct questions

D) Oral presentations

E) Final projects

F) Final presentations

G) Final exam about all topics during the scholar year

  Student 2:

A) Through activities and exercises on a worksheets

B) Through games

C) Direct questions

D) Oral presentations

E) Final projects

F) Final presentations

G) Final exam about all topics during the scholar year

 Student 3:

A) Through activities and exercises on a worksheets

B) Through games

C) Direct questions

D) Oral presentations

E) Final projects

F) Final presentations

G) Final exam about all topics during the scholar year

2. Analysis:

3. Proposal:
 1 Function: ASSESSMENT

2 Question: If you were a teacher, how could you assess the learning process of your

students?

A) Making portfolios

B) Daily evaluations

C) Talks between teacher and student

D) Observations

E) Auto-assess and peer assess

1. Answers:

 Student 1:

A) Making portfolios

B) Daily evaluations

C) Talks between teacher and student

D) Observations

E) Auto-assess and peer assess

 Student 2:

A) Making portfolios

B) Daily evaluations

C) Talks between teacher and student

D) Observations
 E) Auto-assess and peer assess

 Student 3:

A) Making portfolios

B) Daily evaluations

C) Talks between teacher and student

D) Observations

E) Auto-assess and peer assess

2. Analysis:

3. Proposal:
REFERENCES