In addition to the materials used during the course itself, there will be an
ample selection of self-study material as well as glossaries and exercises for
vocabulary improvement, together with answers.
Here is a list of points your perfect first lesson would include. The attached grid below
can also be used as a checklist with your class.
of a near-perfect first lesson, when combined with the needs analysis ideas included in
the previous article.
A good way of starting to design a needs analysis for a student (or a general needs
analysis format for a school) is to brainstorm all the questions you could possibly want
to ask them, and then edit them down. We can brainstorm and organise the questions
they should/can be asked by several schemes:
a. By question word
b. By skills and language
c. By time
d. By place
By question word
Which- e.g. Which parts of the language do you find most difficult?
How- e.g. How formal does the English you use need to be?
How long- e.g. How long have you been studying English?
How far- e.g. How far do you want/need to go with your English?
How many-
Discussion/thinking point: See Suggested Needs Analysis question list for a result of
this brainstorming. Is there anything you would add/take away from this list for the
students you usually teach?
Needs analysis: questions for the beginning of the course
About the present situation at work
Whats your job precisely?
Do you use English?
What do you do? situations/ medium/ channel/ genre (see Bus Needs 2)
What percentage of each?
Which of these do you find difficult/ need to improve?
What fields/ topics do you need to talk about/ need vocabulary of?
Which of these areas do you need most to improve your English?
What exactly do you need to do that?
TV/ DVD
Wants
How do you like studying English?
What did you think of your previous lessons?
Whats the best way to learn a language?
How much homework can you do?
There are two times needs analysis can be done, with various advantages and
disadvantages:
a. Before class
b. During the first class
Before class
This can be done by giving them a form to fill in or by asking them questions in the
level test and making notes to be passed onto the future teacher
During class
The method depends on the situation:
In one-to-one classes, you can simply ask them the questions and write down the
answers. For this, a reminder list of possible questions and a form to write the
answers down on are useful (see below).
In group classes, they can ask each other questions about themselves and the
language, or they can negotiate priorities or even the syllabus together.
To ask each other the questions, the teacher will need to give them some help by
brainstorming some categories of questions, such as the question words
brainstorm above. They will then need a format to write them down on (see
Interview Form). Negotiating a syllabus can be done by giving them a list of
things to prioritise by importance/usefulness, and then ask them to agree
together on those priorities in ever larger groups (a pyramid ranking debate - see
Lesson Plan below).
Related Pages
Interview form
I use this form in almost every situation - in needs analysis during level test interviews,
in one-to-one, first classes, and for students to interview each other in pairs or group
classes. With group classes, we go through the whole form first brainstorming a couple
of possible questions for each section and writing the relevant question words (but not
the whole questions) on the board.
Business Needs 2
I think this form is too detailed and time-consuming to give as a written needs analysis,
but I also find that a needs analysis where students only need to tick boxes doesnt work
as students tick away without thinking much about the options. I use this form mainly as
a reminder to myself as I am conducting a needs analysis, but write the answers given
on the Interview Form.
Needs analysis: questions for the beginning of the course
About the present situation at work
Whats your job precisely?
Do you use English?
What do you do? situations/ medium/ channel/ genre (see Bus Needs 2)
What percentage of each?
Which of these do you find difficult/ need to improve?
What fields/ topics do you need to talk about/ need vocabulary of?
Which of these areas do you need most to improve your English?
What exactly do you need to do that?
TV/ DVD
Wants
How do you like studying English?
What did you think of your previous lessons?
Whats the best way to learn a language?
How much homework can you do?
http://eleaston.com/biz/bizhome.html
http://www.mhhe.com/business/finance/bh/student/olc/
Exercise # 1
retirement tip receipt wealth credit-card rent loan guarantee safe coin
Magda never carries cash with her and pays for everything by
.
They wouldn't have been able to buy their new car without a bank
to live on.
is low.
Exercise # 2
agent teller miser manager retired customer accountant swindler
investors heir
Peter saves as much money as he can and tries to never spend a penny. He is a
man.
to a
If you have any problems with your representation you should see your
to make a withdrawal.
who told
Exercise # 3
Form the correct version of the word using the word root to the right of the
phrase. Click on the arrow to see if you have answered correctly.
I've just bought a new
insure
policy.
save
worth
The bank
cash
relative.
sign
on the check.
generous
wealth
hotel.
luxury
Sample timetable
Time
Monday
9.15
10.45
Finance and
Banking in
Context
Coffee
Coffee
Tuesday
Lunch
Thursday
Finance and
The Language
Finance in the Banking in the
of Finance and
Media
UK/London
Banking
Coffee
Presentation
Finance and
11.15
skills for
Banking in the
12.45
Finance and
UK/London
Banking
Lunch
Wednesday
Lunch
Coffee
Financial
Strategy
Focus on
language for
Finance and
Banking
Coffee
Visit to
Financial
District
Lunch
Risk
Assessment
and
management
Friday
Presentations
Forum
Lunch
Focus on
language for
Finance and
Banking
15.30
Study Session Guest Speaker Study Session Study Session
17.30
Presentations
Forum and
round up
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http://www.proz.com/glossary-translations/spanish-to-english-translations/48/Finance-(general)
Name __________________________________________Date
______________________
3. (What/he/eat/for/lunch)
____________________________________________________?
4.
(When/they/come/home/from/school)_______________________________________
__?
5. (she/want/to/work/in/the/office)
_____________________________________________?
6.
(your/mother/take/you/to/school)____________________________________________
_?
7.
(What/time/you/get/up)____________________________________________________?
8. (Where/your/father/work)
__________________________________________________?
9. (Julia/live/in/Colorado)
____________________________________________________?
10.
(How/Juan/and/David/go/to/school)__________________________________________
_?