ESP COURSE DESIGN FOR TEACHERS

GROUP 1

HUMA HAFEEZ

SUMAIRA BIBI

HUMA ASLAM

KINZA GHAFOOR

WHAT IS ESP?"English for specific purposes is a term that refers to teaching or studying English for a particular career (like law, medicine) or for business in general." (International Teacher Training Organization, 2005).

ESP involves teaching and learning the specific skills and language needed by particular learners for a particular purpose.

An ESP program is therefore built on an assessment of purposes and needs and the functions for which English is required

THE DIFFERENCE BETWEEN ESP & EGP

Hutchinson and Waters (1987) state that there is

no difference between the two in theory; however,

there is a great deal of difference in practice. ESP

differs from EGP in the sense that the words and

sentences learned and the subject matter

discussed are all relevant to a particular field or

discipline.

The most important EGP features are:

1. The focus is often on education;

2. As the learners’ future needs are

impossible to predict, the course content is

more difficult to select;3. Due to the above

point it is important for the content in the

syllabus to have a high surrender value.

The most relevant ESP features are:

1. The focus is on training;2. As English is intended to

be used in specific vocational contexts, the

selection of the appropriate content is easier;

3. It is important for the content in the syllabus to have a high surrender value, most relevant to the vocational context;4. The aim may be to create a restricted English competence

HYPOTHESIS

The teachers of the elementary level of the

government schools of Rawalpindi and Islamabad,

who confront the difficulties in written or verbal

communication in English language will be able to

improve their language skills.

OBJECTIVES

The basic objective to design ESP course

is to enhance their speaking skills.

The second objective on the study is to

improve their knowledge of Grammar.

The third objective to design An ESP

course is to improve their expression.

Final objective is to heighten their

communicative skills.

OBJECTIVES

SIGNIFICANCE OF THE STUDY

This study will enhance their competitive skills, and if

these teachers will be proficient enough to teach well, so

their training will help the students to communicate well

in English.

DELIMITATION OF THE

STUDY• The study has been conducted only on the teachers

of Elementary level of government schools of Rawalpindi and Islamabad;

• It analyzes the needs of the learners by taking into consideration their present situations.

• The study cannot be used to interpret the teachers on the whole, because their needs can vary according to their situation.

• Course design can subject to various changes with difference other than government elementary schools.

WHAT IS NEEDS

ANALYSIS?Needs analysis ‘provides a basis for setting goals and objectives’ (Nunan and Lamb 1996: 27).

Need is basically a gap between the present situation and the target situation.

Necessity: These needs are determined by the demands of the target situation. It means what the learner has to know in order to function effectively in the target situation.

 Lack: It is required to know what the learner knows already, so that it can be decided then which of the necessities the learners lack.

c.   Wants: Hutchinson and Waters’ (1987) definition of wants (perceived or subjective needs of learners) corresponds to learning needs.

Learning Needs

A learning-

centered

approach

Learner-centered approaches

METHODOLOGY

A course for the teachers of Elementary level has been designed by taking into account the learner's interest, how, what, why, when and where they want to learn. This range of acquaintance is important to design a significant course for the learners.

TOOLS USED TO COLLECT DATA:

Observations

Informal discussionQuestionnaires

Formal interviews

DATA ANALYSISObservations:

During observations we acknowledged that what should be the strategies for designing the course

for them.Informal Discussion:

In this we have asked them about their free schedule and general information about their job requirements ,in response they said they want this course on sat-sun ,secondly they can only spare 1 hour max.

FORMAL

INTERVIEWS FORMAL INTERVIEWS:

Majority of the teachers wanted to improve their

speaking and writing skills. They said that they feel it

difficult to communicate in English in the class. Some

of teachers wanted to improve their vocabulary, and

some of them said that they want to improve their

pronunciation as well.

QUESTIONNAIRE ANALYSIS

Demand of your job35%

All of the above65%

Q-1 Why do you want to learn English?

Demand of your job For promotion All of the above

To improve status10%

To move in society confidently

10%

Urge to learn Eng-lish10%

To learn inter-national modern teaching tech-

niques38%

All of the above33%

q-2 Any other purpose for learning English?

Grammar33%

Ex-pres-sion28%

Vocabulary33% All of the

above6%

Q-3 Which aspect of English is difficult for you?

Speak-ing14%

Reading5%

All above82%

q-4 What medium will you use for this language in your job?

Head of institution

5%

Student59%

Colleagues9%

All of the above27%

q-5 Who will be the people you use Eng-lish with?

Classroom23%

All of the above77%

Q-6 What will be the physical setting, in which English will be used?

Native students

55%

Both45%

q-7 Students in your class are?

Fre-quently

78%

Seldom5%

In small amounts

10%In large amounts

6%

Q-8 In what amount English will be used

Lecture and demostration

18%

Conversation9%

All of the above73%

Q-9 In what context you will use english?

Workshops23%

Seminars5%

Lectures by experts

5%

All of the above68%

Q-10 What kind of session you think should be there beside training course?

Grammar Speaking Vocabulary Writing Reading

Excellent 4 4 2 6 13

Good 9 10 14 14 6

Fair 7 6 5 2 2

Bad 0 0 0 0 0

1

3

5

7

9

11

13

Present Situation Analysis

OPEN ENDED QUESTIONS In the light of the open ended questions that were provided to them, we have analysed that majority of the people found English speaking and has issues with Basic Grammar

. While discussion we analysed that they even preferred to speak Urdu. As a teacher the main demand of their job was to be fluent in speaking English.

They also found obstacles in using English grammar. They had insufficient vocabulary or if they had they didn’t know the appropriate use of that vocabulary. Due to the lack of vocabulary, it was difficult for them to express their thoughts.

When they were asked about their demands for the ESP course, they said that the grammar should be focused in the course. They also wanted to improve their vocabulary and desired some exercise should be added to improve their vocabulary. They also wanted to improve their communicative skills as well as expression.

FINDINGS

All of the four language skills - listening, reading, writing and speaking are need and required by the learner. Hence a course containing all four skills should be introduced.

The major demand of the learner however is writing and speaking; thus the major focus of the course will be the areas of speaking and writing.

Learners desired to be proficient in spoken, thus the course will also focus to improve their accents and pronunciation.

The learners also wanted to improve their communication skills, they wanted to enhance their confidence level, so the exercises of our course will also focus to boost up their confidence level.

 

The major concern to improve

writing skills in English is for writing

formally, so our course content will

also focus on the vocabulary, use of

correct grammar, and expression.

The learners find it feasible to spare

one and half hour on weekend for

this course. Therefore, the course

will be designed for the duration of

1.5 hours every two days in a week.

The learners fall under the category

of 'intermediate learners' who bring

some background knowledge with

them.

The learners possess both

instrumental and integrative

motivation to learn English language.

COURSE DESIGN &SYLLABUS

Days

Activities Duration Aim Requirement

Week 1(Writing skills)Day-1 Important Building Blocks Of

Grammar 60-65 MIN To Give Basic

Knowledge For Grammar Rules

 

In this basic lecture on Basic grammar concepts with handouts will be given to studentsDay-2 Tenses 60-65 Overview of all

tenses  

Lecture and written exercises if Tenses will be given

Week 2Day-1 How to write a letter and its

types 60-65 Min To fulfill teachers

professional needs 

In this activity lecture on how to write a letter, its types and exercise on to write a formal and informal letter will be conduct by trainers.

Day-2 How to write a report 60-65 Min To fulfill teachers professional needs

 

Week 5Day 1 Use of vocabulary 60-65 Min to ensure right use of

vocabulary  

 

Day 2 Revision 60-65 Min    

         

Week 3Day 1 How to write an application 60-45 Min To fulfil teachers

professional needs 

 Day 2 Short story writing 60-65 Min TO IMPROVE

EXPRESSION 

Week 4Day 1 Memo writing 60-65 Min To fulfil teachers

professional needs 

 Day 2 Essay writing 60-65 Min Expression

Improvement  

Days Activities Duration AIM Requirements

Week 6(SPEAKING SKILLS)

Day-1 

Using Large ChunksApp 1

60-65 Min 

Oral Fluency Practice  

List Of Large Chunks Will Be Given To Them And They Will Use Them In Their Conversation As Practice.Newspaper Cutting , Dialogue Activity Will Be Conduct For Improvement

Day-2 Telling Personal Experiences 60-65 Min Oral Fluency Practice  

In This Students Will Share Their Personal Experiences In Time Frame Of 5 Min To Class.

Week 7Day1 Re-Telling Stories 60-65 Min Oral Fluency Practice  

In This, learners Hear Sketches From Their Classmates And Retell Them.Day-2 Two Min Debates 60-65 Min Oral Fluency  

In This Student Will Debate In Pairs About Any Topic.

Week 8Day1 Short Role-Plays 60-65 Min Oral Fluency Role play cards

Role Play According To Instructions On Role Play CardDay-2 Find Differences 60-65 Min Think In English

Speak In EnglishPictures

Students Speak In Order To Find The Differences Between Two Similar Pictures.

Week 9Day1 Weekly Talkshow 60-65 Min Think In English

Speak In English  

Three Students Answer Questions From The Class On A Particular Topic.Day-2 Holiday Adventure Discussion

 60-65 Min Think In English

Speak In English 

Students Plan An Adventure Holiday In Groups. 

Week 10Day 1 Revision 60-65 Min    

Days Activities Duration Aim Requirement

Week 11(Reading skills)

Day 1 Strategies of reading 40-45 Min To improve pronunciation, and fluency in reading

 

To give an overview about how to read Day 2 Paragraph reading 40-45 Min To improve

pronunciation, and fluency in reading

Few newspapers and magazines

Read a paragraph from English magazine, newspaper.

Week 12(Listening skills)

Day 1 Documentary      

By this learners will concentrate on documentary and than questions will be asked by them .

Day 2 Assessment 40-45 Min To evaluate performance

 

Detail assessment of Students regarding all skills .

LESSON PLAN

OBJECTIVES:

To teach them basics of Grammar To revise their prior knowledge about building blocks of Grammar

To make them familiar with rules Practice

Input: use of activities,

including exercises

regarding building blocks.

Output: They will learn

rules and use of

Grammar.

Level: Elementary Time: 60-65

min approximately.

:

Aids/materials:

building blocks of

Grammar chart ,

board and board

marker

Grammar Lesson

IMPORTANT BUILDING BLOCKS OF

GRAMMAR

NOUNS

A noun is a word used as the name of a person,

place or thing.

Examples: King, Mohan, Sarita, Mumbai, Table

PRONOUNS

A pronoun is a word used instead of a noun.

Examples: He, She, It, They

ARTICLES

The words ‘a’, ‘an’ and ‘the’ are called articles.

They are used before nouns.

VERBS

A verb is a word that describes an action or

occurrence or indicates a state of being.

Examples: He talks to Sameer, She sings a

song

ADJECTIVES

An adjective is a word used to describe a noun.

Examples : Beautiful house, Tall man

 ADVERBS

An adverb is a word which modifies the meaning of a

verb, adjective or another adverb.

Examples: He runs fast,They fought bravely.

PREPOSITIONS

A preposition is a word which shows the relation

between the noun or pronoun and other words in the

sentence.

Examples: The boy is in the room, The book is on the

table.

CONJUNCTIONS 

A conjunction is a word which joins to sentences to

complete their meaning.

Examples : They reached the station but it was too late.

               H

e put on his shoes because he was going for

a run.

 1

 2

 3

 4

 5

 6

 7

 8

 9

 10

  aha blah cheers darn eek goodbye ouch pooh shoo ugh

  scared meaningless talk see you soon get away it is so easy looks beautiful disgust pain a drinking toast got hurt

Activity 1:

Exercise for Interjections

Match the following

. 1. The movie had a _____ ending. (comic)

2. She will get home____   . (short) I hope she will drive. (careful)

3. She described the accident_____. (dramatic)

4. We______  studied for the test. (hard)5. Do you think you could drive more_____? (slow)

6. I thought Gil did____  in his test. (Good). He studied really. (hard)

7. The quiz is_______. (easy)8. The plane flew_______  to London. (direct)

9. David ran_______  in the competition. (fast)

10. I ate the sandwich______. (hungry)

Activity: 2Fill in with the correct form: adjective or adverb

CONCLU

SION

I am a: Area Supervisor Data collector learnerPlease indicate your impressions of the items listed below. 11. How do you rate the training overall?Excellent Good Average Poor Very poor • What aspects of the training could be improved?• Other comments?

Training Evaluation Form

 StronglyAgree

AgreeNeutra

lDisagree

StronglyDisagree

1. The training met my expectations.

2. I will be able to apply the knowledge learned.

3. The training objectives for each topic were identified and followed.

4. The content was organized and easy to follow.

5. The materials distributed were pertinent and useful.

6. The trainer was knowledgeable.

7. The quality of instruction was good.

8. The trainer met the training objectives.

9. Class participation and interaction were encouraged.

10. Adequate time was provided for questions and discussion.

QUESTIONS ???