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By the end of this lesson sts will have been exposed to and practised lexis related to transportation

Thank you so much... And subsidiary aim can be : learners would have practised speaking in fluency in the context of transportation right?

@@zobiazubair It depends on the lesson, but that could be a sub aim, yes!

@@deisybecerra8701 Thank you dear.

Hey! How are you? I have a colleague who's doing Module 3 too. Let me know if need any help

@@leemackenzie8351 pretty well, thanks. I'm doing the course in The Distance Delta. But, due to the Covid-19, we have some limitations now related to NA.. I would really appreciate your help, of course!

@@leemackenzie8351 Hello Lee I've been working on my course proposal for learners in NESE. They study General English and would like to be more fluent in social interactions. From DT, I have found they have difficulties with accuracy of grammar and range of lexis. I though of Task Based language teaching as an Approach to give them more oportunities to practise with more meaningful conversations. But, I'm not so sure how to define my syllabus - On the one hand, TBLT analytic s. seems ideal, but on the other, a synthetic S. might suit better as students are low pre- Intermediate. I think there should be focus on form- but I don't want the syllabus to resemble what many GE course do. What do you think? Would it be OK if I use TBLT in my syllabus design? Thanks in advance

@@luciahq2 I think TBLT is a great approach, and there are different opinions about what actually constitutes TBL. I think grammar / language is essential for learners, especially based on the results of your diagnostic, so that helps inform your approach to TBLT. You can look at the CEFR to see the kind of grammar/language you should be teaching at that level (and also at the results of your DT), and try to incorporate those into the preparation or feedback on the tasks (or through the reading and listening activities you do). Hope that helps. Best.

@@leemackenzie8351 Thank you!

Send us the research man, let us do some extra readings, wailyou20@gmail.com

Hi

I am totally open to any talk related to education, linguistics, generally ELT, it's been a long time you've made this comment. If what you want is still validated I'm down for it.

Hi there, N.B. means "note well" (nota bene), which is used to emphasise an important point.

Gerne geschehen!

Glad you found it useful.

Hi Sara, sorry it's taken me so long to get back to you. In answer to your question: I think it's very important to do needs analysis in ESP. The process approach to syllabus design would aver that the syllabus is not fixed but changing as new learners' needs emerge whereas the product approach maintains that the outcomes are fixed from the outset. In either case, a needs analysis is necessary to define or negotiate learner outcomes. In some cases, the learner outcomes are set by the institutions and learners have no say in this but in every class there are opportunities to adapt lessons so that they are more relevant to your learners. In order to adapt lessons in this way, the needs analysis (either formal or informal) is necessary. Hope that helps.

Thank you:) In my country, the authority do not provide us with syllabi, it is the teacher role to prepare or design them depending on the learners' needs. I just like those two approaches( process, product ) you mentioned, are they useful for my case? how can I find more about those interesting techniques ? can I relate the to needs analysis ? .

Hi Sara, what is your country? Which context do you work in? Most courses use a coursebook but the coursebook should be aligned with learners' goals to a large extent. Asking students what their goals are and making your own assessment of students' goals at the beginning of a course will inform your choice of coursebook. You can then supplement the coursebook with material which more directly relates to learners' goals than those in the coursebook. Without a coursebook, you will be spending a lot more time developing materials. The A-Z of ELT by Scott Thornbury is a good book for finding out more.

Hi there well, my country is Algeria( North Africa) Unfortunately, we do not have coursebooks for ESP teachers, the teacher has to develop and design the course depending on the learner's needs, my learners are biology students of genetic plants, they need the English language to speak and to participate in conferences, to read and write articles ( it is more for academic purposes ) etc ,that is why I have asked you about the process and product approach though it will help me later on to design a syllabus for my learners .

Many thanks for the positive feedback. The video itself is rather amateurish so I'm glad you found the content educational.

Hi Sirawesome. Thanks for your questions. I don't think there's any set number of questions for a needs analysis (NA) but there should be enough for you to find out the learner's level, occupation, interests, learning likes and dislikes, learning background, motivation and purposes for learning English. This will help when making planning decisions during the course but I would say each lesson you will learn more so in a sense the needs analysis is ongoing. As for doing an NA at the beginning of the course: if the school gives you information regarding the areas above in advance, there's no need for an NA. I would still do a getting to know you activity, though, which can also be used as a diagnostic and as a way of finding out any information the school hasn't provided. Hope that helps. Best.

Hi Sirawesome. If you go to the "useful links and further reading" at the end of my video, you will find some links to sources of NA. The Nunan reference is the most "academic". Best. Lee

+Daniel McCarthy Hi Daniel. Glad you like the video of them. Reflective teachers: a great idea. It may take me some time but I'm working on producing more of these videos so watch this space! What about creating one on digital literacy?