Sarah McGuire Sarah McGuire

Needs Analysis
Beginner level


Reading, Writing, Listening and Speaking Needs Analysis; Introductory/ Ice Breaker Games.


No materials added to this plan yet.

Main Aims

  • Conduct needs analysis re: students' interests, skills, and ability.

Subsidiary Aims

  • To introduce the teacher to the class and the students to the teacher and to each other.


Introduction and Engagement Stage (15 minutes) • Students listen to information about the teacher, then take turns talking to each other about themselves.

Write the following questions on the whiteboard and fill in with teacher's personal information: Name: Age: Hometown (DEFINE THIS): Job: Hobbies: Teacher introduces self to students. Teacher then tells students to do the same, first writing down their answers, then taking turns telling each other student their information in a mingling activity. Note: Elicit "jobs" and "hobbies" from students to provide model examples on the whiteboard.

Writing and Speaking: Why Are You Learning English? (30 minutes) • Students answer questions about why they are learning English, both orally and in written form.

Write the following question prompts on the whiteboard: What - e.g. What exactly do you do in English in your job? When - e.g. When is your next meeting in English? Which - e.g. Which parts of the language do you find most difficult? Where - e.g. Where do you use English? - in meetings Who - e.g. Who do you speak English with - native / non-native speakers? How - e.g. How formal does the English you use need to be? How much - e.g. How much homework can you do? How long - e.g. How long have you been studying English? How often - How often do you watch English language films? How far - e.g. How far do you want/need to go with your English? Discuss the questions in WC format. Elicit answers from students and write the answers on the whiteboard as a model. Have students copy the questions and write down the answers. Post-activity, put students in pairs and have them discuss their answers. Switch pairs. Provide feedback (examples of questions, error correction).

Question and Answer Game (30 minutes) • Test students' listening and comprehension skills.

Have students, in pairs, think of a list of questions to ask me. Provide examples on the whiteboard to get them thinking. When students are finished, tell them the answers. Then, have students write down as many things about me as they can remember. Post-activity, have students switch papers. Re-read students the questions and answers and have students check off each other's correct answers and provide a number.

Describe Yourself: Vocabulary Review (30 minutes) • Provide needs analysis re: level of vocabulary and lexis.

Write the list of adjectives on the whiteboard. Review meaning of "adjective" with students. Tell them these are words that describe people's personalities. Tell students to put each word into one of three categories: Positive (a good thing), negative (bad) or both (can be both good and bad). If students don't know what words mean, they should look them up in their dictionary. Model an example with students first Post-activity completion, have students write a list of I am/I am not using the vocabulary list and based on their personality. Provide an example: "I am assertive. I am not shy." Have students tell their answers to another student.

Starting Conversations (30 minutes) • Get students thinking about and using natural language in the context of meeting people for the first time in different places.

Tell students they will do a role play in which they begin and end a conversation with a stranger using the situation written on the whiteboard. Model this example with a stronger student. IE: meeting a person at a coffee shop. Have students switch pairs often.. Contexts: Start a conversation by the water cooler, in the cafeteria or in the lift (= elevator) Bump into someone by the water cooler, in the cafeteria, in the street or in the lift Knock on someone’s office door Walk into a booth at a trade fair Meet someone at the airport Press the button of an intercom Walk up to the reception desk Come out to reception to meet someone who is waiting to see you Meet someone you’ve had previous contact with but never met Meet someone from an organisation you know but haven’t dealt with before Meet someone from an organisation that you’ve never heard of Meet a person you don’t know from an organisation that you’ve dealt with before Arrive at a bar or restaurant where you have arranged to meet people Bump into someone at a bar or restaurant Arrive at the landmark where you have arranged to meet before you go somewhere together. Teacher to provide error correction post-activity and post-monitoring. Post-activity, elicit some answers from students in WC format: Which situation do you think is most likely for you? What is some language/some words you found yourself using again and again? Provide feedback.

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