Activity 1 (handout 1)
Exploring the differences of GE course and ESP course’s content and objectives
Time: 10 min
Divide participants into groups of 4-5.
Distribute handout 1 to each group
Ask them to decide which of the tasks/objectives given in the table belong to GE and which to ESP, and write the letters in spaces provided.
Answer Key
Comparison of General and Specific Purposes
General English Purposes ____ a, b, c, g, i, j, m, p, q _________
Specific English Purposes_______ d, e, f, h, k, l, n, o, r ________
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Say that most of those which belong to GE are taught at the academic settings.
Say that in the PRESETT ESP course teachers should introduce the differences between GE and ESP, different approaches to them and let their students to experience the procedure required for the development of an ESP course. They are needs analysis, curriculum design, materials development, delivery and evaluation.
Say that the participants will practice some of these procedures/practices.
Activity 3
Time: 40 min
Working with Needs Analysis
Ask participants the following questions:
What are needs?
What is Needs Analysis?
What is the purpose of needs analysis?
Possible answers:
Wants, desires, demands, expectation, motivations, lacks, constraints, and requirements (Brindley 1984)
Procedures for collecting information about learners’ needs.
To find out what language skills a learner needs; To help determine if an existing course adequately addresses the needs of potential students; To determine which students are most in need of training in particular language skills; To identify a change of direction that people in a reference group feel is important; To identify a gap between what students are able to do and what they need to be able to do; To collect information about a particular problem learners are experiencing
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Ask participants in their small groups to think about a target group of ESP learners (IT specialists/ nurses etc.) and write 1 or 2 objectives that this target group might have.
Invite volunteers to share their findings.
Distribute two samples of needs analysis (Handout 2 A, B): a) students in an EAP context, and b) workers in an EOP context; and tasks to discuss (Handout 3).
Ask them to look at the questions from the samples related to both TSA (target situation analysis) and PSA (present situation analysis) issues and choose one of the questionnaires relevant for your proposed ESP course.
Ask participants to adapt it for their target learners.
Ask groups to share their examples. Discuss the differences between the needs of one ESP group from another one.
Summary:
Say that conducting Needs Analysis plays a great role in designing an ESP course, setting clear objectives, selecting appropriate topics and materials.
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