O’zbekiston respublikasi oliy ta’lim, fan va innovatsiyalar vazirligi andijon davlat chet tillari instituti ingliz tili o’qitishning integrallashgan kursi kafedrasi chet tillarni o’qitishning integrallashgan kursi

Procedure:
Warm up: teacher asks student how to find interests of ESP learners or what do they want to learn
While activity:
This lesson discusses the importance of needs analysis in ESP and describes how teachers and course developers set about investigating needs. The first sec­tion defines needs analysis. The second section presents and discusses a set ol hypothetical scenarios in which ESP courses were set up without a caretul inves­tigation of needs. The third section describes the role of needs analysis in course design. The fourth section suggests ways ESP course developers and teachers can
Definitions of needs analysis
ESP courses set out to teach the language and communication skills that specific groups of language learners need or will need to function etfectively in their disciplines of study, professions or workplaces. Because ESP focuses on teaching specific language and communication skills, ESP course design usually includes a stage in which the course developers identify what specific language and skills the group of language learners will need. The identification of language and skills is used in determining and refining the content tor the ESP course. It can also be used to assess learners and learning at the end of the course. This process is termed 'needs analysis'.
Over the years needs analysis has become increasingly sophisticated. In the early years of ESP, needs analysis tended to be construed as a fairly simple pre­course procedure involving analysis of the target situation. However, this is no longer the case (Garcia Mayo, 2000; Tajino, James and Kijima, 2005). Read the two definitions below. The first appeared in the initial volume of the journal English for Specific Purposes in 1980 and the second appeared in 1998.
Chambers (1980):
Needs analysis should be concerned with the establishment ₀| cative needs and their realisations, resulting from an analyst . munication in the target situation - what 1 will refer to as target situationanalysis.
Dudley-Evans and St John (1998) offer a 'current concept of needs(p. 125):

1. 
   Professional information about the learners: The tasks and learners are/will be using English for - target situation analysisand objective needs.
   
2. 
   Personal information about the learners: Factors which may aff way they learn such as previous learning experiences, cultural information, reasons for attending the course and expectations of it, attitude to English - wants, means and subjective needs.
   
3. 
   English language information about the learners: What their current skills and language use are - present situation analysis - which allows to assess (D).
   
4. 
   The learners' lacks: The gap between (C) and (A) - lacks.
   
5. 
   Language learning information: Effective ways of learning the skills and language in (D) - learning needs.
   

6. 
   Professional communication information about (A): Knowledge of hew languageand skills are used in the target situation - linguistic amhti, discourse analysis, genre analysis.
   
7. 
   What is wanted from the course.
   
8. 
   Information about how the course will be run - means analysis.