Republic of the Philippines BULACAN AGRICULTURAL STATE COLLEGE Pinaod, San Hdefonso, Bulacan INSTITUTE OF EDUCATION, ARTS AND SCIENCES “The Bulacan Agricultural State College as an outstanding higher education institution in the mation with its provision of affable and excellent education ‘MISSION “The Bulacan Agricultural State College shall strive for excellence in Agriculture and other allied disciplines. It shall provide for and address ever-changing cducational needs and serviges for those seeking to expand their intellectual horizons. It shall address national and international issues and be established as a major prescuce and Contributor to the progress ofthe global community INSTITUTE OF EDUCATION, ARTS AND SCIENCES 1. Educate and train globally competent and service-oriented professionals in education, arts a ‘with vets and principles Conduct more relevant and responsive programs in research and eXtension to enhan and disseminate research findings to promote viable technologies in education, Prepare professionals for responsible leadership and for innovative and valuab BACHELOR OF SECONDARY EDUCATION Enable leaming opportunities using a wide range of teaching 1 the socondary schools as vel as skills in edueational management. powiees, Ehbit a vars of thinking sis in panning, monitor aso oeomes Practice profesional and ethical caching standards sensivto Pursue lifelong learning for personal and professionalygrowth ‘opportunities ° Support current thrasts of the National Government by» development, multicultural and gender equality, ccurricuar areas BACHELOR OF ELEMENTARY EDUCA’ Devs sate soning of nai o oe patil Piss ey coil soc Prone cypotant random execs ey will ableton tong eva opm nal sts ‘ ‘sit thse ape teva faa sion ee Support current thrusts of the National Government by integrating pro evelopment, multicultwol and gender equality, environmental educat ceurricular areas ‘context CORE VALUES -- BASC CARES ‘The Bulacan Agricultural State College's vision and mission will be pursued using the following core values as ‘guiding principles: ‘Commitment We commit to work with the best of our abilities and with a sense of responsiblity forthe _general welfare and advancement of the College: We advocate 10 achieve holistic excellence by eliciting personnels and students’ best potentials; ‘e pursue relevant, progetive and responsive research undertakings in cansonance with the national development goats; We uphold the provision of affordable but excellent edicatin in keeping with national and IL types of schools) neni in the specific field of practice. king using both English and Filipino. mn to the discipline, Teacher Education) ager historical, social, cultural and politcal processes methodologies in various types of environment, far diverse leamer. Jopment ofclementary learners. ing areas in the elementary curriculum.Course Code Course Title Course Description COURSE SYLLABUS Second Semester, 2017-2018 ENG 134 English for Specific Purposes This course introduces students to English for Specific Purposes (ESP), a learner-centered approach to teaching English as a foreign and second language. It explores methodologies that cater the needs of learners who need to learn a foreign or a second language for use in their specific fields, such as Science, technology, medicine, leisure, and academic learning, It also sharpens language skill through the use of discipline-based materials for the development of academic proficiency in academic studies of the teaching of English for academic or occupational purposes. Pre-requisite Contact hour Course Outcomes Learning activities Values Integrated Instructor none 3 hours lecture/week = 54 hours Atthe end of the course, the students must have: 1. Developed an understanding about the factors that led to the emergence of ESP and the forces, both theoretical and applied, that have shaped its subsequent development. 2. Developed needs assessments and genre analyses for specific groups of learners. 3. 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. 4, Constructed a syllabus, lesson and assessment plan based upon their needs assessments and genre analyses. Lecture/Discussion, Brain Storming, Cooperative Learning, Problem-Solving Cooperation, Patience, Respect Bea T. Vinculado @ Institute of Education, Arts and Sciences Page 1 of 1COURSE OUTLINE Time Frame | dn weeks) | [Week 1 to 4 Course Content / Subject Matter A. Introduction 1. Preliminary Discussion 1.1 History of the Institute and BASC 1.2 Vision, Mission, Goals, and Objectives 2. Overview of the subject, grading ‘system, course requirements B. ESP: an overview 1. Definition 2. Origins of ESP 3. The development of ESP 4. ESP: approach not product 5. Types & classification 6. Basic features of ESP course ‘Time Frame (in weeks) Week 5 to 9 os Course Content / Subject Matter C. Language Issues in ESP 1, Grammar 2. Vocabulary 3, Course and Genre Analysis D. ESP and Language Skills 1. ESP and speaking 2. ESP and listening 3. ESP and reading 4, ESP and writing 5. Vocabulary and ESP Time Frame (in weeks) Week 10 to 14 Week 15 to 19 Course Content / Subject Matter E, Areas of ESP Research 1. English for Purposes 2. English for Science and Technology 3. English in the Workplace 4, Business English 5. Legal English 6. Aviation English 7. English for Medical Purposes 8. English for Nursing Academic F. Practical Concerns in ESP 1, Needs Analysis 1.1 needs 1.2 wants 1.3 Jacks 2. Syllabus / Course Design 2.1 Types of ESP syllabus 2.1.1 language-centered 2.1.2 skills-centered 2.1.3 leamning-centered 3. Role of Materials 4, Testing and Evaluation 5. Classroom Practice @ Institute of Education, Arts and Sciences Page 2 of 2Learning Plan Desired Learning Outcomes (DLO) Hitt [t__ Practiced the concept of the college vision, mission, goals ‘and objectives to achieve | excellence in education | + Recognized the course ‘requirements and reminders + Demonstrated understanding of the origin, development, and theories underlying ESP Discussed the language issues in ESP in terms of ‘grammar, vocabulary, and, course and genre analysis + Analyzed the relationship between ESP and the key areas of speaking, listening, reading, writing and vocabulary. "Course Content / Subject Matter | A. Introduction 1, Preliminary Discussion 1.1 History of the Institute and BASC 1.2 Vision, Mission, Goals, and Objectives 2. Overview of the subject, grading system, course requirements B.ESP: an overview 1. Definition 2. Origins of ESP 3. The development of ESP 4, ESP: approach not product 5. Types & classification 6, Basic features of ESP course C. Language Issues in ESP 1. Grammar 2. Vocabulary 3. Course and Genre Analysis D. ESP and Language Skills 1. ESP and speaking 2. ESP and listening, 3. ESP and reading 4. ESP and writing 5. Vocabulary and ESP “Teaching and Learning ‘Activities (TLAS) Question-generated strategies Lecture Discussion Brainstorming Cooperative Learning Research Assignment Lecture Discussion Cooperative Leaning, Brainstorming Lecture Research Assignment Assessment Tasks (Ats) | Resource Materials. Oral Recitation Whiteboard Seat work Formative Assessment Laptop Recitation LCD Projector Whiteboard Handouts Short Reporting Laptop Formative Assessment LCD Projector Whiteboard Handouts Language Skills assessment Laptop Recitation LCD Projector Whiteboard Handouts | Time Frame (LEC) 3 hours 6 hours 4 hours 9 hours @ Institute of Education, Arts and Sciences Page 3 of 3Compared the different areas of ESP research and diagram the important feature for each area Demonstrate understanding, of the different course designs and syllabuses Construct syllabus based on needs assessment and genre analysis 2, Syllabus / Course Design 2.1 Types of ESP syllabus 2.1.1 language-centered E. Areas of ESP Research Research Assignment Formative Tests Laptop 9 hours 1. English for Academic Lecture Recitation LCD Projector Purposes Question-generated strategies Whiteboard 2. English for Science and Interactive Leaming Handouts ‘Technology 3. English in the Workplace 4. Business English 5. Legal English 6. Aviation English 7. English for Medical | Purposes class observation 8. English for Nursing syllabus construction Laptop 6 hours Lecture final exam LCD Projector F. Practical Concerns in ESP Question-generated strategies Whiteboard 1. Needs Analysis Research Assignment Handouts 1.1 needs 1.2 wants | 1.3 lacks | | 2.1.2 skills-centered | | 2.1.3 leaming-centered | 3. Role of Materials 4, Testing and Evaluation 5. Classroom Practice ® Institute of Education, Arts and Sciences Page 4 of 4Course Requirements and basis of computation of grades ‘A. Grade will be computed based on the following criteria, Attendance = 5% Quizzes/Long Test/ Exercises 30% Summative Test = 30% Class Participation, Output 35% B. Grading Scale 97-100 — ot 94-96 — (125 91-93 — 15 88-90 175 85-87 2 82-84 2.25 79-81 25 16-78 2.75 B 3 ” Conditional Failure 73 & below 5 Class Policies 1. Wearing of the prescribed Uniform, ID is a must and putting of haimet for girls is also a must. 2. Punctuality must be observed. One tardiness is equivalent to 1 absence. A student is considered absent when he/she comes to class 15 minutes after the start of a 1 or 2 hour class or 10 minutes ofa 1 hour class, A student who has 7 ACCUMULATED ABSENCES will be considered DROPPED. 3. Only those students who have approvediexcused or valid absences may request for special projects or make-up activities; however proofs must be presented (excuse letter, medical certificate, police report etc.). 4. The use of cell phones, I-pod and other gadgets is prohibited during class hours. 5. Cleanliness and orderliness of lecture and laboratory rooms must always be observed. Vandalism must be avoided. 6. In group activity, each group should have a laptop for the presentation of their work. 7. PLAGIARIZED activities, quizzes, exercises, etc. will automatically be marked ZERO. 8. Dropping must be done before the midterm examination; otherwise a failing mark (5.00) will be incurred 9. Cutoff grade is 60%, @ Institute of Education, Arts and Sciences Page 5 of 5Consultation Hours: Bea T. Vinculado ‘Wednesday 9:30 — 11:30 AM, References Paltridge, B. & Starfield, S. (2013). Zhe handbook of English for specific purposes. Blackwell Publishing. UK. Hutchinson, T, & Waters, A. (2008). English for specific purposes: A learning-centered approach. Cambridge University Press. Australia. Dudley Evans, T & St John, M.J. (2008). Developments in ESP — A multi-disciplinary approach, New York: Cambridge University Press. Master, P. (1998). Responses to English far specific purposes. USA: San Jose State University Sinha Aum C. & Sadorra, L.C. (1999). A primer on ESP for teachers of English. Manila, Philippines: De La Salle University ‘Websites hitp:/Aarrodenglish. blogspot com/2010/03/english-for-specific-purposes-2010-ma_10.htm! hitp;wwv.asian_efl_journal.com/pta hitp://ywww.laurenceanthony.net/abstracts/ESParticle html hitp:/\www.witslanguageschool, com/NewsRoom/ Article View/tabid/1 80/A rticleld/341/What-are-English-for-Specific-Purposes-courses. aspx Iutps://www.teachingenglish.org.uk/sites/teacheng/files/I044%20EL1-35%20English%20For%20Specific%20Purposes._v3,pdf Prepared by: wfc aXetav0 Hootie z Reviewed by: Cadlcufly MRS. EMMA L, VILLACORTA Discipline Chair Noted by: OFELL ERO, Ph. D. Dean, IAS @ Institute of Education, Arts and Sciences Page 6 of 6