Need Analysis

Running head: A NEED ASSESSEMENT STUDY ON SPEAKING AND LISTENING SKILL 1
A NEED ASSESSEMENT STUDY ON ENGLISH LANGUAGE BASED
ON SPEAKING AND LISTENING SKILL OF PRE-INTERMEDIAT STUDENTS
(STUDENTS OF CLASS TEN)
COURSE NAME: CURRICULAM AND SYLLABUS DESIGN
COURSE ID: 652
SUMITTED TO:
ASIFA SULTANA
SENIOR LECTURER
BRAC UNIVERSITY
SUBMITTED BY:
SHIRIN AFROZ (15363007)
MAMIYA BINTE AHSAN (14263009)

A NEED ASSESSEMENT STUDY ON SPEAKING AND LISTENING SKILL 2
Abstract
The aim of the study is to establish an English language-teaching course concentrating on
speaking and listening skill. The paper is divided into two parts. The first part talks of
procedure conducted for needs assessment and in second part, a course syllabus and related
materials established based on those needs assessment. The target group was pre-intermediate
students (class ten) aged around 15 to 17.The survey conducted in15 students of The
Viqarunnisa Noon School & College where all the participant were female. Test, observation
and questionnaire were used as method of analyzing and assessing. Both primary and secondary
research has been conducted. Data collected from both manual source (such as textbook) and
digital source (such as internet).

Introduction
The purpose of this study was to examine the English language need of teaching speaking and
listening skills to pre-intermediate students of bangla medium background. Now-a-days,
knowing good English is one of the burning needs for the students. When Bangla medium
schools are not good enough for serving this purpose, English medium schools are introduced.
Fortunately, English medium schools have proved effective in this purpose. On the other hand,
English medium schools are creating a breach between mass people of our country. It is quite
natural that as English medium schools doing something more than traditional teaching.
Therefore, the maintenance cost is also high which is not in the grasp of mass people. In spite of
knowing the stander maintained in English medium schools, they are unable to admit their
children there because of high costing. Though Bangla medium schools are giving much for
teaching L2, but neglecting an important feature of language learning, that is, communicative
skills (speaking and listening). For this reason, their (students of Bangla medium schools)
communicating comprehend and sing level in English is not usually that high as that of students
of English medium schools. Therefore, it is an attempt to introduce an EGP course on speaking
and listening skill tilted as Oral English for students of Bangla medium in a hope of making
the situation better for them (students of Bangla medium schools). This is a very short course,
with limited but focused syllabus, that we are expecting to be included in the syllabus of pre-
intermediate students, especially students of class ten. As the course is on communicative

English, the lessons and classroom activities will be student centered and students will be
evaluated by their classroom participation and other communicative task.
To investigate needs of students is a necessary part for establishing any course. For this reason,
we conducted our needs assessment with a similar group (pre-intermediate) at The Viqarunnisa
Noon School & College located in 1/A New Bailey Road, Dhaka, is one of most promising
schools in Dhaka city. The needs assessment was conducted among 15 students of class 10 of
this school to identify their present proficiency level and their needs or achievements that they
and the stakeholders (especially parents) looking forward to. This study tried to get as close
investigation as possible to detect the target groups needs because for the succession of course it
is necessary to have most genuine and effective data.
As an EGP course, it has particular importance in educational purpose. Our planned course will
help student to overcome the speaking and listening weakness. There is a significant distinction
between students of English medium and Bangla medium in our country. The succession of this
course will help in a great extent to lessen this inequality. Furthermore, to get answer of this
crucial question-Is this course a real need of the target group?, we collect information from
stakeholders including parents, teachers, previous students and target students (appendix 3).
Literature review:
Need Analysis(NA) is the essential step in foreign language curriculum design. David Nunan
argues that NA is the starting point of the design of a syllabus or a curriculum. It is a significant
importance to design a focused course which caters to the needs of different stakeholders,
including learners and language teaching institutions. This paper will review of the definition of
NA according to the different stakeholders and the learners.
The main purposes of needs analysis are to find out language skills a learner need to learn. It
should be something he or she can carry ;For example, university student - college students.
Needs analysis help to identify a gap between these two level of students. NA will determine
what collage students already know and they should learn next. Thus, the study of needs analysis
includes external and present needs as well as possible and unrecognized needs. Needs analysis
provides teachers and learners an outline about the courses by exchanging information on
learners needs and assess them for their improvement. Learners needs give directions to
teachers in selecting the effective activities and materials. As a result, needs analyses are an
important part of language program development and evaluation for the students. Therefore,
more needs analyses are necessary to define different students and teachers needs in addition to
produce awareness that such needs exits.
Needs Analysis focused on identifying learners' real world communicative requirements so that
courses could be designed reflecting these and preparing users for their future use of the target
language.Need Analysis mainly focus on the syllabus of the students. These students can be
beginner, lower intermediate, pre intermediate, intermediate adult learners etc. Needs Analysis
may be changed by the basis of students needs.Needs Analysis mainly work on improvement the
syllabus of the students. What they need to learn, which method should be appropriate for them,
what types of learner are they etc. these types of questions are element of the NA.
Various authors have discussed the different meanings of NA, according to Widdowson, needs
refer to the present and future requirements of learners, what they expect to learn when they
finish the language course. Widdowson mainly wanted to say that NA not only focus on the
syllabus of the learners but also work for upgrade the syllabus and try to fulfill the needs of the
students and stakeholders also. No matter what needs are considered to be, objectives should be
based on the learners and the stakeholders also.

Needs analysis tools:

The data collection instruments used for the study was direct test and observation on students:
Direct test for examining listening proficiency level:
Firstly, in order to test students listening capability we asks students to listen three audio clips
that are classified in three levels as easy, medium and hard. We take this test after their last class
with permission of their teacher. This test takes overall 12 minutes. We divided the test sessions
in two sections each. In the first section we hear them an audio clip with duration of 2 minutes.
In second section, we provide them a written script of the audio clip in a fill in the gap manner
where students should fill five gaps in 2 minutes. We repeated these sequences for three times as
test is taken on three different levels - easy, medium, and hard. Students were expected to listen
every word pronounced in audio clip and to complete a fill in the gaps on that vary aural snip.
The difficulty level was set on word level. For example- the word day is easier to comprehend
or guess than the word expand. The purpose of this test is to examining whether students
comprehending the audio clip and how sharp is their comprehension capability.
Observation for testing speaking proficiency level:
For examining speaking proficiency level, we conducted in-class observation of students of class
10 in The Viqarunnisa Noon School & College. Observation for detecting needs is an
objective process of needs assessment. Furthermore, it is quite time consuming and troublesome.
For a direct observation, we request some students after their school to cooperate us. For this
section, we kept earlier 15 students who participate in the listening test. We asked them to
introduce themselves using L2 including criteria such as personal information, hometown,
present address, family member and likes and dislikes. We evaluate them on three bases - their
pronunciation accuracy, fluency level and appropriate use of grammar, to find out what is the
most vulnerable obstacle in their speaking.
However, for the sake of having more needs that are genuine information, we conduct a
questionnaire among the 15 students. The questionnaire was created with qualitative and
quantitative questions. The survey began with five of open-ended and close-ended questions
related to speaking needs in English language courses. Following next five questions are written
in likert scale format, which are the evaluation of the present speaking proficiency level. Rests of
the questions are categorized in multiple systems to identify the solutions of speaking obstacle as
well as writing skills. The students were asked to complete all questions and give their own
opinion. A short survey with scale questions and a few open-ended questions was chosen due to
time constraints. Before designing the course, the survey result will be reviewed by the course
designer. The survey was administered in the school premises at the end of class within 15
minutes.
Findings:
From the results of the study, a number of important facts could be found. Those are:
The learners level of proficiency in the target language is not satisfactory. Therefore,
they needed to learn Advanced English Communication to improve their
proficiency.
Their speaking proficiency is comparatively better than listening competence.
The stakeholders as well as the target group have positive attitude towards a course on
speaking and listening skill.
Student name Listening test level Average

proficiency
Easy Medium Hard
level
Obtained Total Obtained Total Obtained Total
Tabassum Reza 7 10 6.5 10 6.5 10 6.67
Sajida Islam 5 10 5 10 4 10 4.67
Shahin Sultana 6.5 10 6.5 10 6 10 6.3
Nisu Ahmed 7 10 6.5 10 6 10 6.5
SamimaAkter 8 10 7 10 6 10 7
Sadia Afrin 7 10 5.5 10 6 10 6.17
SharahNaznin 5.5 10 5 10 4.5 10 5

SaimaAkter 7 10 7 10 6 10 6.67
NusratJahan 6.5 10 6 10 6 10 6.17
Ispitakadir 8 10 7.5 10 7 10 7.5
FahmidaDipa 6 10 5 10 5.5 10 5.5
RokeyaAfsar 5.5 10 5.5 10 5 10 5.33
Tahaminakhanom 7.5 10 7.5 10 6.5 10 7.17
Nadia Afroz 6 10 5.5 10 5 10 5.5
FariaHasan 7.5 10 6.5 10 6 10 6.67
As we give the list of the students and their scores, the scores vary in every test of the students.
Their scores are not that much satisfactory. However, our education system is now running
creative learning process, but schools, especially bangla mudium, are not following this process
according to the students needs.
5
4.5
4
3.5
3
2.5 Pronounciation
2
1.5 Use of grammer
1 Fluency
0.5
0
A grade students B grade students C grade students
On the ground of speaking evaluation, we divided students in 3 categories for making the result
easily understandable. Students are divided as their performance level, student who perform
comparably better were placed in A category, who performed less efficiently placed in B
category and whose performed least impressively were placed in C category. It was not so
successful methods because we observe many students to imitate the same structure. Some other
students could not even say more than two lines. However, this does not mean that they are not
capable of speaking. This can also mean that they are not feeling comfortable in speaking in
front of the students. The most frustrating thing in observing objectively was lack of students
attitude and feelings.
Discussion:
In this paper, we have explored a range of issues related to assessment of needs of a
communicative English language course. We have talk to parents, teachers and previous students
to get suggestions and tested students to check validity of the course. Based on survey and test
results, we come to an understanding that introducing such a course in current circumstance of
our country is burning need. The learners had previous experiences of learning English for
about10 years. Still their level of proficiency in English was not so good. However, they were
better in writing than speaking. They need to learn English to set a level as English medium
students. Thereby, focus should be given only on speaking and listening skill. Hence, they
should be exposed to extensive listening and speaking practices inside and outside
classroom. Accordingly, role-play, group work, pair conversation, discussion, problem solving
task and preparatory or impromptu presentation can be introduced as class activities. On other
hand, textbooks, work sheet, audio and video clip, internet resource can be selected as teaching
materials.
Some limitations were found in the course of the study. The study is conducted in very small and
similar group. More teachers and students from diverse groups could reflect different results for
the study. Therefore, major findings can be doubted and even seem inappropriate in other
context. Listening and speaking are psychological phenomenon that takes place on a cognitive
level inside peoples heads, to test this cognitive process long time test and observation needed.
However, the need assessment was too time limited to consider those sorts of critical analysis.
Besides this, variety of responses from survey could not be included elaborately in the finding
section; rather it was a mere representation repeated and common reaction by majority of people.
In conclusion, it could be commented that to improve the ELT situation in Bangla medium
schools in Bangladesh, curriculum guidelines need to be changed and all the strands of English
should be included in the assessment process. Therefore, some reformations in the examination
system should be required. The improvements of teaching resources as well as implementation of
well-trained teachers are essential steps to the success of these reformations. Ideally, the Ministry
of Education should form a committee of the experts to identify national needs related to
education, including the development of a national education policy keeping in mind the
increasing demand of English as a second language.

References
Discussion of research findings. (n.d). Retrieved from
https://www.heacademy.ac.uk/sites/default/files/research_gateway_section7_discussion_
of_findings.pdf
Juan, L.I. (2014). Literature Review of the Classifications of "Needs" in Needs Analysis Theory,
International Journal of Education & Literacy Studies, 2, 3.Retrieved from
http://www.journals.aiac.org.au/index.php/IJELS/article/view/535/447/
Kiely, Richard. (2000-2014).CLIL The question of assessment. Retrieved from
http://www.developingteachers.com/articles_tchtraining/clilpf_richard.htm.
Appendix
1. Audio clips of Listening comprehension test:
1.1) Easy:
Thanksgiving Day is a harvest festival that is celebrated in the U.S. and Canada. Historically,
Thanksgiving was intended to give thanks to God, but more recently has become a more secular
holiday. In the U.S., Thanksgiving is observed on the fourth Thursday in November and in
Canada celebrates it on the second Monday in October.
[Source: internet]
1.2) Medium:
Providing fun and artistic projects for younger students is vital. As they expand and deepen their
knowledge of important topics, it is also valuable to allow them to let their creative juices flow.
Use various resources to help your students learn about Dr. Martin Luther King, Jr.Provide
students with black, brown, white, and blue construction paper, along with several photos of
MLK, Jr. Students will create a portrait of this great American hero.
[Source: internet]
1.3) Hard:
Using various resources such as library books, textbooks, and/or the Internet, students learn
about the life and accomplishments of Dr. Martin Luther King, Jr. Students then write their
personal dreams for the world. They may use notebook paper or a word processor to create their
work. When completed, they cut their writing page into the shape of a cloud; mount it onto a
piece of colored tag board or construction paper, cut that paper into a cloud shape as well,
display. You can add your own white clouds to the display
[Source: internet]
2.Quiz on listening skill:
2.1) Easy:
Thanksgiving is a harvest festival that is celebrated in the U.S. . Canada.
Historically, Thanksgiving . intended to give thanks to ., but more recently .. become
a more secular ... In the U.S., Thanksgiving is observed on the fourth Thursday in
November and in Canada celebrates it on the second Monday in October.
2.2) Medium:
.. fun and artistic . for younger students is vital. As they expand and deepen their
knowledge of important topics, it is also valuable to allow them to let their creative juices flow.
Use various .. to help your students learn about Dr. Martin Luther King, Jr.Provide
students with black, brown, white, and blue .. paper, along with several photos of MLK, Jr.
Students will create a of this great American hero.
2.3) Hard:
Using various resources such as library books, textbooks, and/or the Internet, students learn
about the life and . of Dr. .., Jr. Students then write their personal dreams for the
world. They may use notebook paper or a word . to create their work. When completed,
they cut their writing page into the shape of a cloud; mount it onto a piece of colored tag board or
. paper, cut that paper into a cloud shape as well, display. You can add your own white
to the display
3. Questionnaire
This questionnaire is part of an academic research. Your cooperation will aid the research. The
researcher promises to maintain strict confidentiality of your information. Please put a tick on the
correct options & write information if required.
Age:
Gender:
Profession:
Time of exposure in L2:
1. Do you think speaking course is needed for pre-intermediate students?
a) Yes
b) No
If yes, why
2. Is the speaking skill equally important as written skill?
a) Yes
b) No
If no, why
3. Can you speak English as accurately as you write?
Yes
No
If no, what are the reasons? ..
4. Do you feel uncomfortable to speak up in L2?
a) Yes
b) No
If yes, why
5. Is the speaking skill needed to be taught side by side written skill?
a) Yes
b) No
If no, why..
Evaluate yourself answering questions (with tick mark) about your current speaking proficiency
level using evaluation scale as given below:
1. Excellent 2.good 3.Avareage 4. Below average 5.Not satisfactory
1 2 3 4 5
6. General Speaking ability

7. Pronunciation accuracy
8. Speaking fluency
9. Capability to formal presentation instantly without
preparation
10. Grammatical appropriateness while speaking
11. Why do you feel motivated to speak in L2?
a) Personal need c) Educational need
b) Professional need d) Others
12. Why do you think speaking course is helpful for pre-intermediate students?
In this section, you can select more than one choice -----
What is the biggest lacking in the teaching of communicative English in Bangla Medium
schools?
a. Method c. Curriculum
b. Atmosphere b) Medium of teaching
17. Which method is most appropriate for teaching L2?
a) Grammar translation method
b) The communicative approach
c) The direct method

d) Audio lingual method
18. How to overcome hesitation problem while speaking?
a) Improve teachers tolerance in classroom response
b) Compromise grammatical error
c) Appreciate speaking
If other, write your suggestion
19. For a positive effect what should the duration of the course?
a) 3 months c) 6 months
b) 4 months d) Yearly
e)
20. According to you how you prefer to practice speaking task?
a) Individual presentation c) Debate
b) Conversational task d) Drama

A NEED ASSESSEMENT STUDY ON SPEAKING AND LISTENING 21
Goals and objectives:
As it was mentioned earlier, the purpose of designing this course it to lessen language
competence differences between English medium students and bangla medium students.
Therefore, the target group of this course is the students of pre-intermediate who wants to
improve their language competence in a environment which specially set for this purpose. As it
is an EGP course that only concentrating on speaking and listening competence, the goals and
objectives are as follows:
Speaking goals:
To enable students to maintain conversation in English in real life such as giving
information, describe something and giving opinion
To improve speaking , pronunciation and structural
To enhance exposure to L2 which ultimately help students to be confident and to
improve fluency
To familiarize students with variety sentence structure
To enable them to use their knowledge for authentic purpose in life
Speaking objectives:
To enable them how to introduce themselves including topics like personal information,
family information, likes ,dislikes and aim in life.
To teach them how to ask for information and give information using full sentence.
To enable to maintain a conversation through turn taking and giving opinion.

To improve their speaking by providing vocabulary sheet and other necessary phrase,
liking words and adjacency pair sheet.
To take special care upon syntax in order to avoid grammatical mistakes
To involve them in various kind of activities such as, class participation, instant role-play
and impromptu presentation in order to get rid of hesitation.
Listening goals:
To develop students listening skill; such as ability to skimming, scanning and inferencing
information by listening something.
To enable them understand documentary, drama, movie and news made in L2 by
teaching how to scan, skim and inference details from a audio or video item
Listening objectives:
To increase their comprehending ability by introducing with wide verity of vocabulary
and synonyms
To teach them how to distinguish two similar sounding words
To make them able to interpret something through listening even though they do not
know the meaning of every word used in it ( word level-sentence level message level)
Course Syllabus
Course name: Oral English
Skill: Speaking and listening
Method: Direct method
Target group: Pre-intermediate students (Class 10)
Total time duration: 1 month
Total class: 14
Total weekly test: 5
Total final test: 2
Day /week Focus : Speaking Skill

Day1 Functions: Introduce yourself
Activities: 1) Greeting
2) Introduce yourself
3) Asking and giving information
about person , his family, likes,
dislikes and aim in life using full-
sentence
4) Giving presentation or performing
role
Vocabulary practice: 5) Fill in the blanks with or without
clue
6) Synonym writing
7) Matching word with definition or
meaning in sentence form
Grammar Present simple and future simple tense
Home work List of vocabulary
Day 2 Focus : Listening Skill
Functions: Skimming information
Pre-requisite teaching What is Skimming?

How to skim
Purpose of skimming
Activities: Listen to video clip carefully
recognize the type of text
identify the theme,
point out the context
distinguish grammatical form the
conversation of the participants in the
video clip
Day 3 Weekly test (Integrated evolution)
Activities: Watch a video where a person is introducing
himself
Speaking test Give a presentation on introducing yourself
using format shown in video and vocabulary
test
Listening test Skim information and give 5 basic information
in a spoken form
Day 4 Focus : Speaking Skill
Functions: Describe past experience
Activities: 1) Choose a memorable experience from past
2) Arrange your thought writing note
3) Give presentation
4) Observe others presentation
Vocabulary : 5) Write past and past participle form of
selected vocabulary
6) Transform sentence (from present tense to
past tense)
Grammar Past tense
Day 5 Focus :Listening Skill

Functions: Scan information
Pre-requisite teaching What is scanning?
How to scan
Purpose of scanning
Activities: 1) Listen to a audio clip

2) Scan information
3) Multiple choice questions
4) Give answer of 5 questions
5) Fill in the blanks
6) Complete sentence
Speaking test Give presentation on liberation war of
Bangladesh/ Shat Gombuj Mosque / Kaji
Nazrul Islam and vocabulary test
Listening test Listen a 200 words audio clip and complete
following:
Multiple choice questions, Question Answer,
Fill in the blanks, Complete sentence
Focus : Speaking Skill

Functions: How to converse with sales man
Day 7 Activities: 1) Ask for product
2) Inquire about features
3) Know the price
4) Bargain
5) Buy product and give thank or refuse to
buy politely
Vocabulary practice: 6) Writing synonym and antonym
7) Assuming meaning of words from sentence
Grammar Politeness indicators (could you please/would
you mind),use of imperative sentence
Focus :Listening Skill
Functions: Listening to give opinion
Pre-requisite teaching How to identify fact, opinion, assumption and
Day 8 hypothesis
Activities: Listening to news
Listening to talk show
Need to comprehend
Getting the basic point is main purpose
Speaking test Instant role-play on any social
circumstances (ex: opening a bank account,
ordering food in a restaurant, asking for

help etc.) or complete a story written in
past tense.
vocabulary test
Listening test Listen a document carefully , give your
opinion though a checklist
Day 10 Functions: Describe map, picture or other visual object
Activities: 1) How to start
2) What is the map about
3) What is it showing
4) Read the map aloud
5) Give description of every detail
Grammar Use of preposition
Home work List of vocabulary and linking words
Focus :Listening Skill
Functions: Listening in detail
Pre-requisite teaching How to distinguish similar sounding words
1) Deduce meaning of unknown words
2) Inferencing information
3) Identifying repeated information
4) Pointing out main point /idea and sub
ordinary /supporting idea
5) Distinguish fact from opinion or
assumption
Speaking test Impromptu description of any visual object

vocabulary test
Listening test Listen two songs or poem and give your
opinion about which one is you liking or
disliking -why and which part , give a
comparison (written task-short form)
Day 12 Functions: Give direction
Activities: 1) Asking and giving direction

2) Explaining direction to make the
understand easily
3) Understanding listeners difficulty and using
familiar words
4) Giving reference
5) Using example or give demonstration
comparing with other things
Vocabulary practice 6) Write 15 words related to giving direction
7) Fill in the gaps
8) Completing sentence
Grammar Use of simple, complex and compound
sentence
Home work List of vocabulary and use of article
Day 13 Focus :Listening Skill
Functions: Listening to give information/ direction
Pre-requisite teaching Intonation , pace and stress
Activities: 1) Group work ( 3 member)
2) Mock telephone conversation
3) Listen carefully about a direction
4) keeping that information in mind
5) use information to give direction to
someone
6) integrated listening (scanning ,skimming
,differencing meaning to repeat the
information )
Speaking test Whole class participation Teacher will select a

place (ex: where the institute is now) and draw
on the white board, student will describe how to
go another place (his/her place) using vocal
direction as well as drawing direction on the
board.
Vocabulary test
Listening test Listening to something said in emergency or in
abbreviation and provides the proper information.
Assessment and Grading
Daily Performance 20%

Weekly test 40%
Final exam (Speaking and listening test) (20% +20%) = 40%
Speaking presentation assessment criteria
Section Pass (30%) Merit (50%) Distinction (80%)
Structure and Preplanned and Selected and well organized Excellent thoughtful
content organized vocal delivery of thought with representation of speech
presentation with time management with proper and efficient
traditional starting and introduction and conclusion
ending
Style Used note though hard Spoke in a natural way ,but True Confident was
work reflects through used note for extra details noticeable
presentation
Fluency and good Very good excellent
spontaneity
Accuracy good Very good excellent
Communication Eye contact Eye contact and body Eye contact , gesture and
with audience language able to involve audience
Rationales of the Syllabus:
The syllabus designed focus giving on functions, activities, vocabulary and sentence
building. As it is an English speaking and listening course for real life use, most of the
activities and functions used in it are an artificial version of real life activity.
In this course, direct method is used to teach students. it is chosen to ensure students
exposure to L2.Though it is hard for students to learn through direct use of L2 it fastens the
learning procedure.
Lessons are organized in a way the every week students will learn something in both
speaking and listening skill. Instead of teaching speaking and listening grossly, we tried to
teach it hand by hand. This process will help students connect speaking task and listening
task and do not make them feel monotonous.
Weekly test are mandatory to evaluate students improvement and to revise knowledge taught
in former classes.
Material Design
Material can be defined as tools used in classroom and outside the class to teach a particular
lesson or unit. Material is board concept, which varies, in different context and different method.
In a language teaching course lexical components, grammatical components, language and
cultural components, components of phonetics and phonology all are included. Materials are two
types pedagogical material and authentic material. Pedagogical materials are those which
particular designed for teaching(ex; text book) and real life things that used to teach are known
as authentic materials(ex; conversation, talk show etc.). According to Nunan (1989:54), authentic
material is any material which has not been specifically produced for the purpose of language
teaching.
Teaching Context Description:
This is a communicative course for pre-intermediate students of Bangladesh. A class will
comprise with 15 students, aged from 15 to 17. The learners are especially from bangla medium
background. The target teaching language is English/ all from Bangladesh. The course is for very
short period (one month) where the class meets thrice a week and the duration for each meeting
is 90 minutes. Lessons are organized in a way that a test will be taken at the end of every week.
As direct method is chosen for teaching, no use of L1 is allowed in the classroom. Materials used
are authentic materials while both authentic and pedagogical task are included.
Lesson
Time: Procedure Notes
(What Teacher and students do ) (Materials/Rationale/Focus)

Day 1 Warm Up: Teacher will greet the students, ask Greeting
Introduce yourself
about their holidays, and wait for all the students to
Asking and giving
come. Teacher will break the ice in the first class and
information about person,
make a friendly environment that student feel his family, likes, dislikes
and aims in life using
motivated to speak up in the class.
complete sentences.
Day 2 Engagement: After the first class students will Day 2 lesson plan mainly
prepare themselves for their class work. Teacher will focuses on speaking skills of
give them some topic through which they will the students. Teacher will give
prepare a small presentation. In this way teacher will those topics (sports, hobbies,
list up the students skills and also can prepare his/her vacations, journey, culture etc.)
lesson plan for the students for upcoming classes. and observe their speaking
skills level. Through their
small presentation teacher will
also give some feedback about
the grammatical structures and
help them how to use them in
easy way.
Day 3 Engagement: On the third day, teacher will Show them audio/video clip
introduce the students with the listening lesson plans. and give some work sheets to
How they need to perform in the listening lesson solve, teacher will help them.
plan teacher will describe first. Then teacher will From this, they will know
show a demo listening lesson plan and will help about the native pronunciation,
them how to perform or do the activities of the collect the unknown
listening lesson plan. vocabulary.
Day 4 Engagement: Again on forth day teacher will work Teacher will divide them into
on speaking lessons. In this class teacher will groups. They will know about
introduce a new speaking lesson plan, like- picture the group work. The students
describing. Teacher will make students in pair/group will feel motivated to give their
and give each pair/group one picture and they have best. Teacher will give them
to describe that picture in front of the class. If the various types of picture through
students work in groups then each student will get which the students can use their
1or 2 minutes to say about the picture. As they will imagination and make new
make a short story based on that picture. By this way story in a short time.
students will use their imagination and try to give
more effort on their speaking skills.
Day 5 Practice: As the teacher introduced about the Teacher will give them activity
listening lesson plan in the first listening class, so and set a specific time for the
this class will mainly focus on their listening task. The students will do the
practice. Teacher will give them activity and set a tasks, like- fill in the blank,
specific time for the task. The students will do the find out the unknown
tasks, like- fill in the blank, find out the unknown vocabulary, difficult
vocabulary, difficult pronunciation etc. pronunciation etc.

Day 6 Practice: As the students already did two of the Students will choose their own
speaking classes, they are now known with the topics and teacher observe their
speaking lessons. Now this speaking practice lesson performance, skills, grammar,
class teacher will ask students to choose the topic as pronunciation and choice of
their own, because in the first class teacher choose vocabulary. After that teacher
the topics for the students. In this class teacher gives will give them feedback about
opportunity to the students to choose their own topic their performance and give
as they feel to speak without any hesitation. them some suggestion to
improve their skills as well.
Day 7 Practice: Third day of listening practice teacher will Teacher will give them activity
now give little bit hard tasks to the students. Teacher and also set a specific time for
will give them activity and also set a specific time the task. The students will do
for the task. The students will do the tasks, like- fill the tasks, like- fill in the blank,
in the blank, find out the unknown vocabulary, find out the unknown
difficult pronunciation etc. vocabulary, difficult
pronunciation etc.
Day 8 Practice: In this speaking class teacher will ask the Again picture describing, but
students to collect some pictures for their speaking his time students will choose
class. Teacher will collect all the pictures and shuffle the pictures and select them for
them. After that again teacher will set the students in their presentation.
groups and ask one member to come and collect a
picture for the presentation. This process is kind of
picture selection lottery. This little drama will make
the class more entertaining and give some new idea
about the class participation and students also feel
motivated in the class.
Day 9 Practice: Again this class will set up for listening Learning process will be same
lesson plan. This time listening lesson plan will also as before but the task will be
be little bit harder than before. Tasks will be harder harder, as it is ongoing process.
but the learning process will be the same as before.
Day 10 Practice: Speaking practice will go on like before. Teacher will provide students
Teacher will give them cue card and ask them for cue cards and this time students
individual presentation. This individual presentation will give individual
will help students to cut off their shyness, will feel to presentation.
lead in the class and also know about the basic
concept of individual presentation.
Day 11 Practice: Listening practice will go harder this time. Audio tasks given.
And the process will be same as before.

Day 12 Practice: Speaking practice will be given this time Work in pair.
in pair and again picture description.
Day 13 Assessment: At the end of the listening course, Nothing
teacher will provide their skill results and assess
them to work more on their listening skills.
Day 14 Assessment: End of the speaking course students Nothing.
will know about their interpersonal skills of speaking
and feel more motivated to do more speaking skills.
As in our content students hesitate to speak in front
of others.
Conclusion:
Syllabus design is a compact work where involves analyzing, assessing, investigating, planning
and organizing, lacking in any of these works can make great effect overall curriculum. Knowing
this fact, we have gone through all the process and have used all sorts of methods, strategies and
hypotheses needed for the syllabus establishment. Based on need assessment, we have planned
this course so that we can meet both the needs of students and the expectations their parents. The
syllabus and materials used in this course are worth for purpose. As we believe teaching
speaking and listening skills means enable someone to converse in a practical context, we have
focus more on activities and spontaneous performance. Most of speaking and listening test are
planned in a manner that students could perform easily. Vocabulary and sentence structures were
taught as supporting material. Material and task used are authentic and taken from the real life
activity.
A course like this should be included in the curriculum of Bangla medium schools for pre-
intermediate students (class7-10).The students of our country, especially students of Bangla
medium school is going backwarded because of the curriculum which gives no or very little
importance to communicative skills. In a world where knowing communicative skills considered
as a great degree, our government schools or other less expensive schools are entirely ignoring
these skills. Therefore, this is high time to move on from traditional teaching system to
standardized systems and use standardized method for better improvement of the students.
Reference
Bourke, James M.,(2006). Designing a topic-based syllabus for young learners. ELT Journal,
60/3 , (n. p), doi:10.1093/elt/ccl008
Graves,k.,& XU,S.(2000).Designing language courses; a guide for teachers .New York:
Heinle& Heinle.
Nunan,D(1988).Syllabus Design.Oxford:Oxford University Press.
Su, Shao-Wen.(2011). A Content-based English Listening and Speaking Class for Hospitality
Purposes,Theory and Practice in Language Studies, 1, 935-940, doi:10.4304/tpls.1.8.935-
940
Appendix
Speaking teaching materials:
a)Video on Self-Introduction :
https://youtu.be/dOlCQrRraMA
b)Picture description:
c) Map description:
e) Some listening teaching materials:
d)Video for listening task:
https://www.youtube.com/watch?v=lL0sDXCzRu0
d)Video for listening task:
https://www.youtube.com/watch?v=lL0sDXCzRu0
Activity: 1
Audio clip (listen carefully):
https://www.youtube.com/watch?v=PB1qS1_DpY8&list=PL5798543EBC1F48DC&index=
2
Answer the following questions:
Topic :
Number of speaker:
Main theme:
Message of the session:
Give a summury in 5 senence:
Give your opinion (agree or disagree):
Activity: 2
http://www.facebook.com/l.php?u=http%3A%2F%2Fesl.about.com%2Flibrary%2Flistening%2
Fbllis_police.htm&h=5AQG6tTaUz this is the link of an audio clip. Where a policeman and a
woman are talking about robbery.
Chose the correct multiple-choice answer to the questions. Put tick.
What is the investigators name?
A) Mr Brown B) Mr Oxton C) Mr Please
2. Who does he want to speak to?
A) The manager B) The manageress C) The director
3. Who does he speak to?
A) The manager B) The manageress C) The director
4. Where do they speak?
A) In the shop B) In her office C) In a cafe
5. Why does she excuse herself?
A) The shop is a mess B) She is nervous C) she doesn't have her glasses
6. What time did the robbery happen?
A) 12 o'clock B) At lunch time C) Quarter past one
7. Was the post office closed?

A) No B) Yes C) Only for lunch time
8. What was she about to do?
A) Go to lunch B) Do an errand C) Buy some stamps
10. How many thieves were there?
A) 2 B) 4 C) 3
Activity: 3
Audio clip: https://www.google.com/url?sj4N66B2m9xKOA&ust=1439517240632023
Are these news was in the audio clip, if yes give tick mark , otherwise give cross sign

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Running head: A NEED ASSESSEMENT STUDY ON SPEAKING AND LISTENING SKILL 1

A NEED ASSESSEMENT STUDY ON ENGLISH LANGUAGE BASED

ON SPEAKING AND LISTENING SKILL OF PRE-INTERMEDIAT STUDENTS

(STUDENTS OF CLASS TEN)

COURSE NAME: CURRICULAM AND SYLLABUS DESIGN

COURSE ID: 652

SHIRIN AFROZ (15363007)

MAMIYA BINTE AHSAN (14263009)

The aim of the study is to establish an English language-teaching course concentrating on

digital source (such as internet).

listening skills to pre-intermediate students of bangla medium background. Now-a-days,

of English medium schools. Therefore, it is an attempt to introduce an EGP course on speaking

intermediate students, especially students of class ten. As the course is on communicative

evaluated by their classroom participation and other communicative task.

is necessary to have most genuine and effective data.

NA according to the different stakeholders and the learners.

produce awareness that such needs exits.

based on the learners and the stakeholders also.

Needs analysis tools:

Direct test for examining listening proficiency level:

Observation for testing speaking proficiency level:

introduce themselves using L2 including criteria such as personal information, hometown,

most vulnerable obstacle in their speaking.

they needed to learn Advanced English Communication to improve their

Their speaking proficiency is comparatively better than listening competence.

speaking and listening skill.

Student name Listening test level Average

Obtained Total Obtained Total Obtained Total

Tabassum Reza 7 10 6.5 10 6.5 10 6.67

Sajida Islam 5 10 5 10 4 10 4.67

Shahin Sultana 6.5 10 6.5 10 6 10 6.3

Nisu Ahmed 7 10 6.5 10 6 10 6.5

Sadia Afrin 7 10 5.5 10 6 10 6.17

SharahNaznin 5.5 10 5 10 4.5 10 5

NusratJahan 6.5 10 6 10 6 10 6.17

Ispitakadir 8 10 7.5 10 7 10 7.5

FahmidaDipa 6 10 5 10 5.5 10 5.5

RokeyaAfsar 5.5 10 5.5 10 5 10 5.33

Tahaminakhanom 7.5 10 7.5 10 6.5 10 7.17

Nadia Afroz 6 10 5.5 10 5 10 5.5

FariaHasan 7.5 10 6.5 10 6 10 6.67

according to the students needs.

attitude and feelings.

In this paper, we have explored a range of issues related to assessment of needs of a

results, we come to an understanding that introducing such a course in current circumstance of

system should be required. The improvements of teaching resources as well as implementation of

increasing demand of English as a second language.

International Journal of Education & Literacy Studies, 2, 3.Retrieved from

Kiely, Richard. (2000-2014).CLIL The question of assessment. Retrieved from

1. Audio clips of Listening comprehension test:

Canada celebrates it on the second Monday in October.

2.Quiz on listening skill:

Thanksgiving is a harvest festival that is celebrated in the U.S. . Canada.

Historically, Thanksgiving . intended to give thanks to ., but more recently .. become

November and in Canada celebrates it on the second Monday in October.

Students will create a of this great American hero.

correct options & write information if required.

Time of exposure in L2:

1. Do you think speaking course is needed for pre-intermediate students?

2. Is the speaking skill equally important as written skill?

3. Can you speak English as accurately as you write?

If no, what are the reasons? ..

4. Do you feel uncomfortable to speak up in L2?

5. Is the speaking skill needed to be taught side by side written skill?