A selection of English ESL needs analysis printables

For the beginning of term, helpful in forming learning programs.

Needs Analysis

Basic questions for a first class in company.

needs analysis

Needs analysis that can be carried out alone or as a pair activity with the students interviewing each other.

with this activity provided the tools for work.

This needs analysis is intended to have a general understanding of the specific needs and wants from the prospective students. Please fill out the form and submit back so as we can assess your basic needs. Thank you.

Needs Analysis - Naxi JGS

Template for Needs Analysis: to be conducted with students at the beginning of a course to find out what they want to achieve from their classes and their preferred method of learning. I use this form for private students and most likely I don't know their level yet, I would recommend accompanying this with an oral level test or something similar.

For lower levels you could complete this as a class discussion, for higher levels you could give the form directly to the student to complete themselves.

Needs Analysis Template - Private Students

Template for Needs Analysis: to be conducted with students at the beginning of a course to find out what they want to achieve from their classes and their preferred method of learning. I use this form for business students when I already have a rough idea of their level and they are looking to learn English mainly for business purposes. If you don't know the level, I would recommend accompanying this with an oral level test or something similar.

For lower levels you could complete this as a class discussion, for higher levels you could give the form directly to the student to complete themselves.

Needs Analysis Template - Business Students

This worksheet serves as a tool for both assessing comprehension and fostering discussion and deeper engagement with the text.. Suitable for grade 1 to 4 children.

Reading Comprehension ( 1st Day in School)

A work sheet for beginners. The words listed on the bottom of the page belong to different word classes. The students need to find out which words that belong where. I use this as a pre-word class analysis activity. 

Select the word class

Observe the picture, identify the characters and their actions, describe the setting, incorporate emotions by describing how the characters feel and why they feel that way. Also  include sensory details in the composition(describe what the characters see, hear, smell, taste, and feel).

Picture composition (Park scene)

 

 

Sample Essay on Gun Control Streets are scaring and there are more criminals on them than usual citizens, people are afraid to leave their places after dark till dawn, chaos ascended the throne and, unfortunately, there is no any superman, spiderman or batman, if nobody else, to save the world from evil. Human world is as cruel as the animal one, but animals have mercy and usually kill each other only for food. Animals do not feel envy and anger as humans do. Is it a nightmare about distant future or maybe a harsh reality? This situation is very familiar with situation in American megapolises, which are consumed with hatred. It is difficult to survive in such hostile environment, defend yourself and protect your family because the government can not guarantee complete security for everybody. So in order to feel more safe people buy weapon. As it is approved in most State Constitutions, people can keep and bear arms in lawful purposes. But can it be asserted that the problem is solved? Of course no because as far as civilians have arms many other problems occur. The most important of them is gun control. Inasmuch as weapon can be bought by almost every adult, government needs to control and regulate arms handling. The following problem raises: how government should fulfill gun control in the most effective way?

 

 

I often visit different parties, night-clubs and discotheques. Thus I often return at home at night and it disturbs me a lot, because most crimes take place at night. Hence I am exposed to be abused, robbed or murdered. In order to protect myself I need some means of self-defense and the most effective mean of self-defense is a gun of course. I do not have a gun now, but I often think about it and, probably, I will buy it in the nearest future. Also the problem of gun control affects me because I am a representative of the “new generation”, which is responsible for the future of Americans and it is for us to decide to allow or prohibit gun handling for civilians in the future.

 

 

As I know the problem of gun control is very actual and important https://essaywriterfree.net/ nowadays because of high delinquency level. It has many aspects, most of which are double-sided. One of the most important aspects is the determining the categories of people which can and which can not keep and bear arms. If every citizen would have a gun then, probably, United States will be wiped off the surface of the Earth in the nearest future. So who can have arms and who can not? Of course criminals can not, but they need to defend themselves too! Even psychopaths do need to defend themselves. From one side cranks can kill innocent people, from another – their illness is not a reason to prohibit them to have arms. For example, if I am consumptive it does not prohibit me to bear a gun. I think it is not fair, but I do not want to be murdered by crank somewhere in side street. I think it is impossible to determine all possible and existent criminals and prevent them from having weapon. Next important problem of gun control is preventing children and teenagers from getting access to arms. Children often do not understand that “playing” with weapon is fraught with consequences and it is difficult to hide weapon from them, explain and prove them that arms pose hazard to life. Of course it is not easy at all to determine if the arms were used lawfully or not.

 

 

Finally, I want to summarize my points: “gun control” problem definitely exists and it has many aspects both positive and negative. There are exist many points of view and opinions on this problem and its aspects in society, but the golden mean was not found yet, and, probably, will not be found because every positive and negative aspect of “gun control” problem has its own stalwarts and opponents, and their positions are well-grounded. To better understand the gun control problem, I need to learn more about the means of gun control. I need to know the following things: – which types of analysis and examinations are already known and used in criminalistics, and how trustworthy are they; – criminal statistics (to reveal most dangerous social classes); – criminalistics (to understand criminal motives); – history (to understand motives of interracial conflicts); – psychology (to learn how to reveal if the person is dangerous for society) and many other sciences, facts and indicators.

 

 



 

 

 

 





Gun Control Essay

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Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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how to accuse somebody of something in English

how to apologize, say sorry, forgive and express regret in English

how to ask for information and make inquiries in English

how to ask for something, make requests in English

how to blame somebody for something in English

how to defend yourself from criticism in English

how to deny or admit something in English

how to describe things or people in English

how to emphasize important things in English

how to encourage or discourage people in English

how to evaluate people or progress in English

how to express agreement /disagreement in English

how to express approval and disapproval  in English

how to express cause and effect in English

how to express interest in something in English

how to express likelihood, probability in English

how to express likes and dislikes in English

how to express sequence and chronology in English

how to express shock and disbelief in English

how to express sympathy and condolences in English

how to give permission, authorization in English

how to inform somebody about some news in English

how to interpret what was said in English

how to keep a conversation going in English

how to make guesses about something in English

how to make, accept and refuse offers in English

how to order or make a booking in English

how to persuade, convince people in English

how to praise people and express appreciation in English

how to reassure somebody of something in English

how to refuse and object to something in English

how to remind people of something in English

how to rephrase, paraphrase what was said in English

how to say thank you, express gratitude in English

Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

Get here and you are ready to study in English at university

13 Needs analysis English ESL worksheets pdf & doc