BIP3063 - English For Specific Purposes

Name 1. Abdul Raouf Bin Ruzaidin

2. Mohammad Hafies Bin Suhaimy
3. Nurul Izzati Binti Che Harris
4. Mohamad Syazwan Bin Ibrahim

Matric Number 1. D20192092014

2. D20201095264
3. D20201093441
4. D20201095112

Assignment Assignment 2 : Written Report

Lecturer’s Name Assoc. Prof Dr. Mahendran A/L Maniam

Submission Date July 7th, 2023

 Table of Contents

Number Contents Pages

1 1.0 Summary of Needs Analysis 1

2 2.0 Model of Needs Analysis 2

3 3.0 Goals of The Course 2

4 4.0 Syllabus Objectives 2

5 5.0 Lesson Plan 3-4

6 6.0 Appendices 4-9

7 7.0 Strength, Weaknesses, and Improvements Analysis of The Lesson Plan 9 - 10

I. The Strength of The Lesson Plan
II. The Weaknesses of The Lesson Plan
III. Improvements of The Lesson Plan

8 8.0 Reflections 10 - 12
I. Abdul Raouf Bin Ruzaidin (D20192092014)
II. Mohammad Hafies Bin Suhaimy (D20201095264)
III. Nurul Izzati Binti Che Harris (D20201093441)
IV. Mohamad Syazwan Bin Ibrahim (D20201095112)
1.0 Summary of Needs Analysis

Based on our prior needs analysis, we can conclude that the community member, Mr.
Suhaimy bin Abd Majid, a Quality Inspector, works in the field of architecture and has been
working in the industry of architecture for 30 years. We used Target Situational Analysis
(TSA) and Models of Needs Analysis to define the needs analysis in order to develop an
English course that is suitable and easy to assess the needs of the community member
attentively. We also find that the most crucial parts of his responses to structured interview
questions in order to identify the TSA and Models of Needs Analysis in points are as follows:

● English is essential especially for speaking because his sector of work requires a lot of
discussion.
● His position requires an intermediate level of English proficiency.
● It is vital to have proficient English grammar, spelling, and pronunciation skills so that
others can comprehend what you are saying.
● It is critical to be proficient in English grammar, spelling, and pronunciation abilities,
especially during a discussion, because it will assist people comprehend how one
speaks English more effectively and improve his capacity to communicate in his field
of work.
● English speaking is poor among individuals he has met and should be improved
through extensive discussion.
● Speaking and listening are essential skills because he converses with his coworkers
frequently in English because it is common for people to talk about the businesses
they own at work in order to reach agreements or disagreements, establish
connections with other employers, and collaborate effectively.
● In order to further develop his speaking and listening skills in English, which are
frequently used at work, he would be interested in participating in speaking and
listening activities in an English course that is connected to his line of work. -
● The ideal duration for the English course for a day should be 30 minutes or an hour
for the course.

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2.0 Model of Needs Analysis

Objective (perceived by Subjective (perceived by

course designers) learners)

Needs To fulfil a suitable use of To improve more on the

English in the field of skills of speaking and
learners in the field of listening in English in the
architecture. field of architecture.

Necessities To find and fulfil the learners To improve their

needs in terms of improving understanding and usage of
their proficiency of the the English language in the
English language. field of architecture.

Lacks Learners lack a suitable A suitable English language

environment and a proficient course that will allow
teacher to improve their learners to learn how to use
proficiency in the English the language effectively in
language. the field of architecture.

3.0 Goals of The Course

I. To improve the learners’ understanding and usage of the English language in the field
of architecture.
II. To improve the learners’ proficiency of speaking in English in the field of
architecture.

4.0 Syllabus Objectives

I. To construct and exchange ideas based on the materials and discussions made.

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 5.0 Lesson Plan

Stage Time Activity Assessments/

Allocation Materials

Set Induction 5 minutes 1. Teacher greets the students.

2. The teacher instructs students to carefully watch a Appendix 1:
video and informs them that there will be questions. YouTube
3. Teacher displays a video about “What Is Debating?”. Video
(Appendix 1)
4. Teacher randomly select students to answer questions: Link
i. What is a debate?
ii. What are the two sides in a debate?
5. Teacher introduces the topic of today’s lesson.

Pre-Lesson 15 minutes 1. Teacher displays the word “charades” on the slide. Appendix 2:
2. Teacher informs students that they will be playing Charades
charades using architecture terminologies. (Appendix Pictures
2)
3. Teacher explains that there will be a little twist than Link
the traditional charades game.
4. Teacher clarifies that instead of giving hand signs and
body language as clues, they will have to draw little
by little as clues of the answer.
5. Teacher explains that their drawings should be in
intervals of 7 seconds and the one who is drawing can
also just nod and shake their heads when their team is
answering.
6. Teacher divides the class into a group of 5 people.
7. Teacher distributes a sketch book to each group.
8. Teacher starts the game.

Lesson 20 minutes 1. Teacher displays an example of a floor plan of a house Appendix 3:

Development (Appendix 3). House Floor
2. Teacher teaches the students the important elements of Plan
a floor plan.
3. Teacher shows another example of a floor plan for a Link
coffee shop (Appendix 4).
4. In pairs, the teacher instructs the students to present Appendix 4:
their idea on: Coffee Shop
i. Two advantages of using that floor plan Floor Plan
(Appendix 4) for a coffee shop.
ii. One disadvantage that an owner might face if Link
they use that floor plan (Appendix 4) for their
coffee shop. Appendix 5:
5. Next, the teacher instructs the students to form up in to Worksheet
a group of 4/5 students.
6. The teacher will give each group an empty floor plan Link
for a master bedroom (Appendix 5).

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 7. Each group must fulfil the criteria that was posted by
drawing on an empty floor plan (Appendix 5).
8. Then, each group will present their completed master
bedroom floor plan and explain what they had created.

Post-Lesson 15 minutes 1. Teacher explains to the class about debate and

professional discussion.
2. Teacher divides the class into 2 groups of 5.
3. Teacher sets the side for each group.
4. Teacher gives 1 minute to prepare for the debate topic.
5. Teacher sets 8 minutes for the debate.
6. Teacher asks the opposition side to start the debate.
7. Teacher acts as the moderator.
8. Teacher will review each point being made by each
side.
9. Teacher gives feedback to the students.

Closure 5 minutes 1. Teacher asks for the students’ understanding.

2. Teacher recaps the whole lesson.
3. Teacher gives extra tips for the students regarding
speaking skills.

6.0 Appendices
Appendix 1 - YouTube Video

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Appendix 2 - Charades Pictures
1. Chimney

2. Skyscraper

5
3. Column

4. Roof

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5. Canopy

6. Keystone

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Appendix 3 - House Floor Plan

Appendix 4 - Coffee Shop Floor Plan

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Appendix 5 - Worksheet

7.0 Strength, Weaknesses, and Improvements Analysis of The Lesson Plan

I. The Strength of The Lesson Plan

There are some notable strengths of this lesson plan. One of them is related to
its consistency. Each phase of the lesson in the lesson plan was laid out systematically
and each element was well thought of. The other strength of this lesson plan is the
attention to detail. Each step was clearly explained as well as their respective related
resources which are provided in the resources section. Additionally, the assessment's
example explanations were also well crafted.

II. The Weaknesses of The Lesson Plan

Despite the strengths discussed earlier, this lesson plan is far from perfect.
This lesson plan's time-consuming planning process is one of its flaws. This is
because it was challenging to think of activities, assessments, and materials that
would relate to the learners' field of work, which is architecture. The course designers
were unfamiliar with this topic so this caused the lesson planning to take more time
than anticipated.

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 III. Improvements of The Lesson Plan
Based on the weakness found and discussed previously, here are some
improvements that the course designers can consider to improve this lesson plan. One
of them is to be better acquainted with the topic at hand. This improvement will help
the designers to be able to create a more comprehensive and in-depth lesson plan
related to the topic. Another thing to consider is to choose a group of people that
works in a field that is more familiar to the designers. This suggestion can help the
designers not to take too much time when planning their lesson moving forward and
ensure that they do not bite more than they can chew.

8.0 Reflections

I. Abdul Raouf Bin Ruzaidin (D20192092014)

Firstly, throughout the whole time learning about other fields, it has taught me various
knowledge in that field. For instance, we were learning about creating a course for architects,
we read so much regarding how architecture identifies terms, buildings, goals, and etc. It was
an eye-opener when it was very peculiar to compare how we usually view things and how the
architectures view things. Secondly, I have learned how to do needs analysis to understand
and gain insights from doing the analysis. This would really help me not only in creating
courses for other fields, but also in my own field. Having this technique will help me as an
English teacher when I will be doing my research. Thirdly, we have some difficulties in
communication when doing our assignments as most of us are far away from each other.
Doing this assignment during the holidays really gave us a bump on the road to completing it.
However, we managed to complete it patiently. In conclusion, this course and assignment
really made me feel grateful that I was given the opportunity to learn about other fields. It has
broadened my perspective and I have gained a lot of new information and knowledge. I hope
I will be able to continue creating courses for other fields successfully in the future.

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 II. Mohammad Hafies Bin Suhaimy (D20201095264)

The English for Specific Purposes (ESP) course has taught me alot about designing a
course for occupational and non-occupational students and why it is important to understand
the needs of different types of students and their background circumstances. This analysis
helps me to create a specific course that can help fulfil the goals that either I or their sponsors
had set up, by attending my course. The course that I and my team members had created was
centred around architects. We had to research a lot of things that are related to architecture in
order to find out what can be used in our lesson for the specific skills that we want to teach
them. I have to say that I had learned a lot from the interview that we had done, and the
module that was given to us to refer to when creating the course. Another thing that I can say,
is that while the course is complete, I do not know whether it is effective enough to teach
speaking skills to the students without testing or have prior experience of doing something
like this to other types of occupation. However, I believe that the students that we will teach
with this course will gain something, whether it is knowledge, skills, or practice, that will
help them in their line of work. I believe that our lesson was effective, as we had tried to
cover all of the aspects of using English when speaking in architecture, especially in
conveying their ideas. I believe that the practice that they will do with our course will allow
them to get better at speaking in English when they continue working.

III. Nurul Izzati Binti Che Harris (D20201093441)

The course of English for Specific Purposes (ESP) has taught me various beneficial
knowledge regarding in understanding the importance of needs analysis and its elements in
order to create a good module, how a proper model of needs analysis can be used to identify
the important needs of the community member, knowing the purpose of creating a module for
the community member in English, knowing how to create a syllabus objectives and prepare
a good English lesson plan relating to the community member’s field of work as well as when
creating the activity, assessments and materials for the lesson plan. Not only that, but it has
revealed how beneficial it is for module designers and students like myself to investigate the
sectors of architecture and how they are learning to utilise English, notably for ESP.
Furthermore, it has made me fully aware of the consistency of the material formulation in
terms of attaining the course's purpose and the other elements of the English module that we

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had prepared in order to make it effective in line with the needs of the community members.
Finally, all of the useful knowledge I have learned from taking the ESP course will help me in
my future as a professional teacher and in other professional occupations.

IV. Mohamad Syazwan Bin Ibrahim (D20201095112)

The English for Specific Purposes (ESP) course gave me some valuable knowledge
that I can benefit from in my teaching career. One of them is the importance of needs analysis
and how crucial it is in designing a course for a specific group of students. It has taught me
how to properly plan, create, and execute a design and also the lesson based on the analysis
done on that group of people. This can help me better understand what my students need in
their lessons and how to approach them to ensure an effective lesson in my teaching career.
The next thing I gathered from this assignment is the experience of doing something
unfamiliar. For us, we have no prior knowledge in architecture. Therefore, we have to dip our
toes with unfamiliar terms and words that we understand but are not familiar with in the
context of architecture. Even though English is our primary expertise, simply knowing how
to use the language is not enough to be able to teach our target students, in this case, those in
the architectural field, how to speak and apply English in their profession. This kind of
experience will help me in the future to adapt to unfamiliar environments which will be
beneficial in my teaching career which consists of a lot of different strokes of people.

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