INSTITUTE OF TEACHER EDUCATION

VISION : Jose C. Feliciano College envisions itself to be the leading provider of holistic, responsive, relevant and globally recognized quality
education that is based on the arts, sciences and information technology.

MISSION : Jose C. Feliciano College will provide: holistic, globally responsive, relevant and quality education in all disciplines. With this
mission, it aims to produce high-level professionals and leaders who are self-reliant, self-sufficient, socially responsible and God-
loving individuals.

PHILOSOPHY : Jose C. Feliciano College believes through quality education man can make a positive difference in the socio-economic development
of the nation thereby uplifting the quality of life of every Filipino and contribute to the preservation of the resources in the national
and international environment.

COURSE CODE : ENG.4/MS5

COURSE TITLE : English for Specific Purposes

COURSE UNIT : 3 Units: 3-Hour Lecture

PRE-REQUISITE : None
COURSE OBJECTIVE : To deal with the emergence of English in the worldwide scene, politically, economically, socially and culturally. To discuss the
different language descriptions and the procedures and importance of needs analysis in an ESP course design.

COURSE DESCRIPTION : This course is designed to introduce a learning-centered approach to ESP, and the practical applications of the course design in the
form of a syllabus, materials, methodology & assessment for particular professional needs.

GENERAL OBJECTIVES :
1. To understand the origins of ESP and its development
2. To be equipped with theories and application examples of course design
3. To explain curriculum and syllabus construction, materials writing, and evaluation by doing an ESP course design project

I. COURSE CONTENT

WEEK TOPIC INTENDED LEARNING TEACHING/ ASSESSMENT/ EVALUATION OF

OUTCOMES LEARNING METHOD OR LEARNING OUTCOMES
ACTIVITIES TASKS
1-2 What is ESP? To establish the Lecture Quiz Students were able to
The Origins of ESP background, origins, Discussion Presentation understand the origins of ESP
The Development of ESP concepts and procedure in Research Term Papers using it as a guide in their ESP
ESP: Approach not Product ESP journey.

3-6 Course Design To identify the procedure Lecture Quiz Students were able to use the
Language Descriptions used in course design in Discussion Presentation different description and were
Theories of Learning preparation for the Research Term Papers able to create their own needs
Needs Analysis presentation of language analysis.
descriptions and creation of
needs analysis.

7-10 Approaches to Course To discuss the different Lecture Quiz Students were able to apply the
 Design approaches to course Discussion Presentation different approaches on their
Application design Research Term Papers respective course designs.
The Syllabus
11-12 Materials Evaluation Lecture Quiz
Materials Design Discussion Presentation
Methodology Research Term Papers
Evaluation
Students were able to recognize
The Role of the ESP Teacher To explain and discuss the the significance of an ESP
role of the ESP teacher and teacher to the success of the
its significance in the ESP course.
course

13-18 Researches on ESP
New Trends on ESP
ESP in the Philippine
Educational System
To recognize other related Lecture Quiz Students were able to
literature in ESP and to Discussion Presentation understand that as years passes
keep up to date with the Research Term Papers by, the trends and methodology
new trends in ESP teaching in ESP varies per country and
and learning as well as the culture and as new needs arose
role of ESP in the from learners.
Philippine setting

II. REFERENCES
:
1. Hutchinson, Tom and Waters, Alan. (1987). English for Specific Purposes: A Learning-Centred Approach. Cambridge University Press.
2. Dudley-Evans, Tony and St. John, Maggie Jo. (1998). Developments in English for Specific Purposes: A Multi-Disciplinary Approach. Cambridge
Language Teaching Library.
3. Belcher, Diane. (2009). English for Specific Purposes, In Theory and Practice. University of Michigan Press.
III. GRADING POLICIES :

Periodic Grade = Class Standing (70%) + Periodic Exam (30%)

Class Standing = Quizzes (20%) + Presentation (20%) + Research works (20%) Attendance (10%)

Semestral Grade = Prelim Grade + Midterm Grade + Final Grade / 3

IV. COURSE REQUIREMENTS :

 Attendance
 Assignments
 Presentations
 Research works
 Quizzes
 Recitations
 Individual and Group activities

Prepared by: Reviewed and Noted by: Approved by:

Heidi C. Delos Reyes, MA ELLT /

Teresita C. Pineda, MA Ed Teresita C. Pineda, MA Ed J. Leo Vicente A. Tago
Instructor, ITED Dean, ITED VPAA