Republic of the Philippines

Western Mindanao State University Semester Adopted: 1stSem.AY

2016- 2017
College of Teacher Education Revision Status: 2nd Draft
Normal Road, Baliwasan, Zamboanga City Revision Date: November 11,
2014 Recommended By: Dr. Nolan
Iglesia Approved by: Dr. Ma.
OUTCOMES-BASED EDUCATION (OBE) COURSE SYLLABUS IN ENGLISH FOR SPECIFIC PURPOSE
(ESP)
2nd Semester, Academic Year 2014-2015

Vision
GOALS
The Western Mindanao State University shall be the Center of Excellence and
a.provide high quality teacher education that is responsive to education-for-all in
leading institution in human resource development and research in the country
the nation and education-for-sustainable-development needs in the world.
and the ASEAN region with international recognition.
b.realize the threefold institutional thrust of instruction, research and community
Mission outreach in higher education;
To educate and produce well-trained, development-oriented and forward-looking c.hone students to the competencies and skills of a new breed of 21 st century
professional and technical manpower for the socio-economic, political and teachers, such as of information-media literacy-communication skills, civic
technological development of the Philippines. It shall endeavor to expand the literacy, and global awareness, among others;
frontiers of knowledge and its uses to society through research in technology, the d.create an environment for transformational leadership among students who will
natural resources, physical and social sciences. be imbued with energy, enthusiasm and passion for positive change in the
teaching profession; and
e.instill the value for lifelong learning among graduates who will not only desire to
Program Objectives and its relationship to University Goals: become full fledge professionals but also molders and artists who blend the
GOALS
PROGRAM OBJECTIVES (PO) a b c d e
a). acquire a deep understanding on how to conduct proper analysis and assessment for further benefits in teaching
process ✓
b).have a creativity in applying appropriate instructional methodologies by the help of authentic and semi-authentic
materials in the teaching process ✓ ✓ ✓
✓ ✓ ✓✓
c). have a competitive communication skill in a particular discipline.

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d). can demonstrate and practice the professional and ethical requirements of the teaching profession.
✓ ✓

5. Course Description:
1. Course Code : AS12 Ed Eng 131 English for Specific Purposes (ESP) is known as a learner-centered approach
2. Course Title : English for Specific purpose
to teaching English as a foreign or second language. It meets the needs of
3. Pre-requisite : None
4. Credit : 3 Units (mostly) adult learners who need to learn a foreign language for use in their
specific fields, such as science, technology, medicine, leisure, and
academic learning. This course is recommended for students of teacher
candidate professionals who wish to learn how to design ESP courses and
programs in an area of specialization such as English for business, for Civil
Engineering, for Academic Purposes, and for health service purposes. In
addition, they are introduced to ESP instructional strategies, materials

6. Course Learning Outcomes and its Relationships to Program Educational Objectives

Program Objectives
Course Learning Outcomes a b c d
At the end of the semester, the students are expected:
a) to acquire develop a deep understanding about the factors that led to the emergence of ESP and the forces, both theoretical
and applied, that have shaped its subsequent development. ✓
b) to assist students develop needs assessments and genre analyses for specific groups of learners.
✓ ✓ ✓
c) to provide guidelines to adapt or create authentic ESP materials in a chosen professional or occupational area and to
evaluate critically, currently available materials, including technology-based ones. ✓ ✓ ✓
d) to become knowledgeable about assessment procedures appropriate for ESP and apply this knowledge in developing
course and lesson evaluation plans in their professional or occupational area. ✓
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e) to assist students in preparing a syllabus, lesson and assessment plan based upon their needs assessments and genre
analyses. ✓ ✓

7. Course Content

Evidence of
Outcome-Based (OBA) Progra
Outcomes Course
Course Objectives, Topics, Desired Student Activities m Values
(Assessment of Objectiv
Time Allotment Learning Outcomes (Teaching & Learning Outcom Integration
Learning es
Activities) es
Outcomes)
Topic 1: WMSU VMGO, Classroom Policies, Course Overview, Course Requirements, Grading System (3 hours)
1 . Discuss the VMGO of the 1.1 Student can be
University, classroom policies, aware of and Having them a dialogue They were able to
scope of the course, course appreciative of the conversation with their introduce themselves
requirements and grading University’s VMGO, partner. and familiarize the Value of
a,b,c,d A,b,c,d
system. classroom policies, VMGO appreciation
course overview,
requirements and
grading system.
Evidence of
Outcome-Based (OBA) Progra
Outcomes Course
Course Objectives, Topics, Desired Student Activities m Values
(Assessment of Objectiv
Time Allotment Learning Outcomes (Teaching & Learning Outcom Integration
Learning es
Activities) es
Outcomes)
Topic 2: Definition and origins of ESP (3 hours)

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2.1 students can define
2.1 Discuss the definition of ESP in concise Individual participation
English for Specific Purpose manner. in class discussion and Can organize
(ESP) group presentation using ideas using
a rubric to assess quality Semantic webbing
2.2 Identifying historical of participation.
2.2 The origins of ESP: and theoretical
perspectives of ESP.
-the demands of New World,
-a revolution in linguistics,
-and focus on the learner
Topic 3: types and characteristics of ESP (6 hours)
3.1 Types and Characteristics 3.1 Similarities and
of ESP differences between ESP
1. English as a and GE (General
restricted language; English) on English Group Activity (Brain Level of performance
2. English for academic Language Teaching (ELT) Storming) identified through
and 3.2 The historical rubrics
occupational development of ESP
purposes; - Contributions of ESP to
the field.
3. English with
specific topics. Value of
. A,b,c,d A,b,c,d
cooperation

3.2 Characteristics of ESP:

1. Absolute
characteristic
2. Variable
characteristic

Topic 4 : The role of ESP teacher and learner (3 hours)

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4.1 The development of ESP 4.1 student can
elaborate the
emergence of Students participation in Role playing on actual
4.2 The role of ESP teacher ESP question-and-answer situation inside an
activity facilitated by ESP class.
4.3The role of ESP learners
4.2 Students can teacher. A,b,c,d A,b,c,d cooperation
distinguish the
difference between
an ESP teacher and
EGP teacher

Evidence of
Outcome-Based (OBA) Progra
Outcomes Course
Course Objectives, Topics, Desired Student Activities m Values
(Assessment of Objectiv
Time Allotment Learning Outcomes (Teaching & Learning Outcom Integration
Learning es
Activities) es
Outcomes)
Topic 5: ESP as an approach not a product (3 hours)
5.1 ESP as an approach:
5.1 student can explain Group activity:
-learner-centered approach the reason why ESP is Make a certain situation Group presentation
-language-centered approach an approach not a with the application of assessment along Value of
a, b, c, a, b, c,
-skills centered approach product a particular discipline selected criteria for cooperation and
d d
-learning-centered approach feasibility of learning unity
delivery situation.

Topic 6: Needs Analysis (6 hours)

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6.1 Needs Analysis 6.1 Identifying as
completely as possible
a real group of English
Design a needs
language learners.
analysis plan for your
6.2 Give and receive target population that
feedback on each you would carry out. Value of
other’s target a, b, c, a, b, c,
population. Making Lesson Plan cooperation and
d d
collaboration
6.3 Discussing issues
related to the design of
needs analysis tools for
your specific group of
learners.

Topic 7: Genre analysis ( 3

hours)
Could explain and
Genre Analysis Defining what genre is and elaborate what genre
operationally identifying analysis is, if asked.
different types of genre. Group activity

Topic 8: ESP in relation to different goals (3hours)

7.2 ESP in relation to different Graded presentation
goals: Can differentiate the with criteria for
Identifying what the
difference/s the 3 goals. learner needs lacks and innovation, feasibility a, b, c, a, b, c, Value of
-Teacher’s goals
wants. and group cohesion, d d cooperation
- Syllabus goals
- Student’s goals and individual
participation.

Evidence of
Outcome-Based (OBA) Progra
Outcomes Course
Course Objectives, Topics, Desired Student Activities m Values
(Assessment of Objectiv
Time Allotment Learning Outcomes (Teaching & Learning Outcom Integration
Learning es
Activities) es
Outcomes)

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Topic 8: Instructional approaches in ESP (6 hours)
8.1 Instructional approaches in 8.1 Students can Group presentation:
ESP identify what particular Applying the instructional Rating of students
instructional approaches approaches in actual summative concepts a, b, c, a, b, c, Value of work
should be used in a teaching of ESP written on the board, d d ethics
particular discipline after period of quiet
reflection writing.
Topic 9: Issues involved in ESP materials development (6 hours)
9.1 9.1
Issues involved in ESP materials Discussing factors
development involved in the Group and individual a, b, c, a, b, c,
identification of ESP Value of creativity
rating of products. d d
materials.

Topic 10:
ESP course design
(6 hours)
10.1. Student can discuss how Discussing issues related
ESP course design the results of your to planning, Rating of students
needs analysis help conceptualizing, summative concepts
developing, implementing
setting the parameters written on the board,
and evaluating of ESP a, b, c, a, b, c, Value of
of your ESP course programs after period of quiet
d d internalization
design. Give and receive reflection writing.
feedback.

Topic 11: Discussing student evaluation methods. (6 hours)

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11.1 Student will learn how Discussing issues related Evaluation and rating a, b, c, a, b, c, Value of giving
Discussing student evaluation to do the evaluation to how technology can of internet sourcing d d importance to the
methods. method evaluation enhance teaching ESP, and summaries. ideas of others
methods. and important points to
Technology as a resource for consider when integrating
technology into classroom
ESP or use of technology in ESP Assessment and
practice.
class evaluation of
student’s individual

sample of technology
use in teaching.

TOTAL: 54 hours

8. Course Evaluation

Course Requirements:

1 Attendance
2 Face-to-Face Class Participation
3 Virtual Learning Environment (VLE) Class Participation
4 Logbook accompanied by a portfolio of the actual materials that can be compiled such as: simulations, CDs, transparencies, pictures, posters,
poems, anecdotes, articles, notes, cartoons, strip drawings (comic stripts), diagrams, sketches, charts, graphs, graphic organizers, websites titles
of movies, kits, pageants, puppets, community resources (with addresses, contact persons, contact numbers).

Grading System:

1. Class discussions 15%

2. Assignments 10%
3. Presentations 15%
4. Mid-semester Test 25%

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5. Final Test 35%

Schedule of Examination:

Midterm -
Final -
Classes End -

References:

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Anthony, L. (1997). ESP: What does it mean? ON CUE. http://interserver.miyazaki-med.ac.jp/~cue/pc/anthony.htm Retrieved April 6, 2000, from the World
Wide Web. Basturkmen, Helen (2006). Ideas and Options in English for Specific Purposes: ESL & Applied Linguistics Professional Series. London : Lawrence
Erlbaum Associates, Inc.

T., Dudley-Evans, & St John, M. (1998). Developments in ESP: A multi-disciplinary approach. Cambridge: Cambridge University Press.

T., Hutchinson, & Waters, A. (1987). English for Specific Purposes: A learning-centered approach. Cambridge: Cambridge University Press.

Prepared by: Noted by: Recommending Approval Approved By:

SHELLAMAE C. SEGA MARIA MICHELLE A. HELAR MA. CARLA A. OCHOTORENA, Ph.D

Faculty Department Chair Dean, College of Teacher Education Vice President for Academic Affairs

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