Outcome-Based Course Syllabus in English 29 (English For Special Purposes)

Republic of the Philippines
Department: VP FOR ACADEMIC AFFAIRS

ILOILO SCIENCE AND TECHNOLOGY UNIVERSITY
La Paz, Iloilo City
Document Code QP-VPAA-13
MIAGAO CAMPUS
Rev. No.: 03
OUTCOME-BASED COURSE SYLLABUS IN ENGLISH 29 (ENGLISH FOR SPECIAL PURPOSES) Effective Date: November 2 2017
I. UNIVERSITY VISION, MISSION, GOALS:
VISION : ISAT U as a leading science and technology university in Southeast Asia by 2030
MISSION :The University is committed to provide quality and relevant advanced education, higher technological, professional
instruction and training in arts, sciences, education, architecture, engineering, agriculture, forestry, and other fields of study,
thereby producing locally oriented, globally competitive and eco-friendly human resources. It shall promote research and
development programs to advance science and technology and undertake sustainable extension and production activities.
CORE VALUES : Integrity Commitment Accountability Responsiveness Excellence
INSTITUTIONAL GOALS :
1. To provide a nurturing environment where academic freedom is guaranteed and respected for the optimum development of
human potential
2. To produce highly competent and eco-friendly graduates, who will become leaders and experts in their fields of
specialization
3. To conduct research towards the advancement of science and technology
4. To provide extension and production activities for the improvement of the quality of life in the community
5. To provide effective and efficient delivery of services through responsive management of human, physical, financial and
information resources
INSTITUTIONAL OUTCOMES :
1. ISAT U graduates will demonstrate:
a) love of God and Nation;

b) expertise in their field of specialization;
c) leadership in the practice of their profession;
d) social responsiveness, gender sensitivity and respect towards people and environment;
e) awareness of and concern to domestic and global issues;
f) ability to communicate effectively and think critically and creatively.
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2. ISAT U graduates will work:
a) with integrity and commitment in their respective fields of endeavors;

b) harmoniously in a multi-disciplinary and multi-cultural environment
3. ISAT U graduates will engage in:
a) life-long learning by keeping abreast with the latest developments in the society;
b) the development and transfer of technology
II. PROGRAM/DEGREE : Teacher Education/ Bachelor of Secondary Education major in English
III. PROGRAM/DEGREE OUTCOMES
PROGRAM OUTCOMES
1. Demonstrate basic and higher level skills in literacy, communication, numeracy, critical thinking and learning
2. Show deep and principled understanding of the teaching-learning processes
3. Articulate a clear understanding of how educational processes relate to larger historical, social, cultural and political processes
4. Organize and discuss comprehensive knowledge of the subject matter they will teach
5. Apply a wide range of teaching related skills such as curriculum development, lesson planning, instructional materials development, education
assessment and use of a variety of teaching approaches
6. Critically examine and reflect on the interrelationship among teaching, learning, subject matter and other educational processes to enhance
pedagogical content knowledge
7. Facilitate learning using a wide range of teaching methodologies in various types of environment for diverse learners
8. Create and innovate alternative teaching approaches to improve student learning
9. Undergo direct experiences through classroom observation, teaching assistantship and practice teaching
10. Practice professional and ethical standards of the teaching profession
11. Continuously pursue lifelong learning for personal and professional growth
DEGREE OUTCOMES : Based on CMO 30, Series 2004
1. Demonstrate in-depth understanding of the development of adolescent learners

2. Exhibit comprehensive knowledge of various learning areas in the secondary curriculum
3. Create and utilize materials appropriate to the secondary level to enhance teaching and learning
4. Design and implement assessment tools and procedures to measure secondary learning outcomes
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MIAGAO CAMPUS
Rev. No.: 03
IV. COURSE NUMBER AND TITLE : English 29 (English for Special Purposes)
V. COURSE PRE-REQUISITE : None
VI. COURSE CREDIT/UNITS : 3
VII. CONTACT HOURS/WEEK : 3/Week
VIII. YEAR /SEMESTER OFFERED : Third Year/Second Semester
IX. COURSE DESCRIPTION :

This course deals with the process and concepts involved in the different disciplines that demands special needs and
purposes for the English language. This explores the key concepts and developments in ESP theory and methodology. Students
will become familiar with issues in the areas of needs analysis, syllabus design, materials design and evaluation, and testing.
Students will have the opportunity to conduct a needs analysis, evaluate English for Specific Purposes (ESP) materials and create
their own syllabus and materials. Students will be able to develop a comprehensive understanding of ESP which they can then use
in future language teaching.
X. COURSE OUTCOMES :
1. Demonstrate an understanding of the key concepts, theories and methodology of ESP and an awareness of the range of
associated learning and teaching situations;
2. Display familiarity with, and the ability to analyse, research in this field;
3. Show an understanding of major concerns in ESP needs analysis, course design and testing;
4. Evaluate ESP materials and testing techniques with regard to underlying theoretical principles;
5. Conduct a needs analysis and design ESP materials for a specific, chosen context.
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MIAGAO CAMPUS
Rev. No.: 03
XI. LEARNING PLAN :
DESIRED LEARNING COURSE CONTENT/ TEXTBOOKS/ REFERENCES TEACHING AND ASSESSMENT OF RESOURCE TIME TABLE
OUTCOMES SUBJECT MATTER LEARNING ACTIVITIES TASKS (ATs) MATERIAL
(TLAs)
At the end of the unit, the students Unit 0 : Vision, Mission, and University Code Quick Survey on Vision, Written Exam Multi Media 1 hour
must have: Core Values of ISAT U; Mission, Core Values, and (Reflective Essay) System (1 Week of
st
Institutional, by Campus, Student Handbook Outcome Among Education November)

1. Explained the vision-mission, core Degree, and Course Students Slogan Making
values of the University and the Outcome Bulletin of Information
institutional, college, degree and REALIA KWL Chart
course outcomes of ISAT U. (On- Progress)
Skit Presentation
At the end of the unit, the students Unit 1: Introduction to ESP

must have:
1. Definition and Origin of the language for Power Point Presentation Quiz (Charting) Handouts 8 hours
1.Discussed the beginnings of ESP Characteristics of ESP ESP. (2007). Retrieved from (1st to 3rd
http://www.slideshare.net/HameelK Library Work Mini-Survey/ ESP Week of
2. Identified the branches and fields of 2. Types and Evolution of han/esp-course-design-for- Researches Introduction November)
ESP ESP government-teachers?related=12 Internet Surfing (Power Point
Reporting on ESP Presentation
3.Applied the design and 3. Main Researchers Brunton, M. (2009). An account of TRIAD Analysis Developments prepared by
methodologies of ESP in an English ESP – with possible future Dr. Ma. Maja
curriculum 4. Theories of Learning directions. English for Specific Essay Jade N. Perez)
Through ESP Purposes Issue 3 (24), Volume
4.Judged problems and issues 8. Retrieved from http://www.esp-
concerning ESP 5. Approaches to ESP world.info/Articles_
Courses 24/An%20account%20of%
5. Shown interest and subscribed to 20ESP.pdf
websites adhering ESP developments 6. ESP Sample Lesson
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At the end of the unit, the students Unit 2: Spelling and Word
must have: Structures
1. Recognized the spelling rules and 1. Spelling Bernandez, E.B. (2011). Lecture Spelling Test Reference 6 hours
word structures English for specific purposes. Book (3rd to 4th Week
2. Rules on Spelling Malabon, Philippines: Jimczyville Power Point Presentation Group Spelling Bee of November)
2. Classified the different spelling rules Publications. Video Clips
for easy memorization 3. What Then are to be Audio-Visual Presentation Group Comic Strip from YouTube
Capitalized? James. (2014, June 10). Basic rules to Making
3. Demonstrated correct spelling of improve your spelling [YouTube
words in a group spelling bee 4. Basic Rules to Improve post]. Retrieved
One’s Spelling from https://www.youtube.com
4. Made a comic strip using the words /watch?v=alg7qHta0Sk
on the spelling list
English language: Spelling rules
5. Shown cooperation and teamwork in [YouTube post].
doing the group activities Retrieved from
https://www.youtube.com/watch?
6. Showcased creativity in making the v=oiRtz81Q1GA
comic strip
Value Focus:
Competence
Diligence
Attentiveness
Teamwork
Uniqueness
At the end of the unit, the students Unit 3: Foreign Terms

must have: Adopted as English Words
1. Identified English words of foreign 1. English Words of Foreign Bernandez, E.B. (2011). Lecture discussion Quiz Reference 5 hours
derivations Derivations English for specific purposes. Book (1st and 3rd
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MIAGAO CAMPUS
Rev. No.: 03
Malabon, Philippines: Jimczyville Library work Puzzle Solving Week of

2. Examined the origin of some English 2. English Words with Publications. Downloaded December)
words with foreign origin Foreign Origin DYAD Rap Jingle Video Clips
List of English words with foreign Performance from YouTube
3. Incorporated English words with 3. English Language’s Origin [Web log post]. Retrieved Internet Surfing
foreign origin and some English Funniest Words from
language funny words in a rap jingle http://grammar.yourdictionary.com/ Sentence Drills
word-lists/list-of-english-words-of-
4. Composed an original rap jingle foreign-origin.html Word Game: Give Me
using some English words with foreign What I Want
derivations James. (2015. July 20). English words
that come from other languages
5. Participated actively in performing a [YouTube post].
rap jingle Retrieved from
https://www.youtube.com/
6. Listened to the suggestions and watch?v=pBYpNRz1FM4
comments of the group’s member to
deliver a quality rap jingle performance
Value Focus:
Competence
Patience
Self-Confidence
Fluency
Creativity
At the end of the unit, the students Unit 4: Parliamentary

must have: Procedure
1. Recognized the parliamentary 1. Parliamentary Bernandez, E.B. (2011). Lecture discussion Quiz Reference 6 hours
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terminologies in conducting a meeting Terminologies Used in English for specific purposes. Book (1st to 2nd
Conducting a Meeting Malabon, Philippines: Jimczyville Library work Mock Group Week of
2. Interpreted the order of a business Publications. Performances: YouTube January)
meeting through a mock performance 2. The Order of a Business Internet Surfing 1. Company Meeting Downloaded
of a parliamentary procedure Meeting Craven, PK. (2015, February 3). 2. General Assembly Material
Parliamentary procedure basics Video Clip Presentation 3. Barangay Council
3. Criticized the parliamentary 3. How to Make a Motion [YouTube post]. Retrieved from Meeting Minutes of the
procedure used in a mock https://www.youtube.com/watch? Barangay/LGU/Private Meetings from
performance 4. How to Keep the Records v=FfnBGolKmbM Organizations Analysis of Local to
of the Organization Paper Recordings International
4. Brought samples of recorded Organizations
minutes of meetings from local or
international organizations
5. Judged performances through

appropriate critiquing using the given
rubrics on mock parliamentary
procedures
Value Focus:
Competence, Patience,
Resourcefulness, Commitment
75% of the students must have passed

the Midterm Examination. Lessons from Unit 1 to Unit 4 References from Unit 1 to Unit 3 Midterm Examination Test Paper Test Booklet 1 hour
Test Booklet Pen/s (3rd Week of
Value Focus: Correction January)
Honesty Fluid
Accuracy
FINAL COVERAGE
At the end of the unit, the students Unit 5: English for Specific
must have: Terminologies
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MIAGAO CAMPUS
Rev. No.: 03
1. Named the appropriate 1. Shelters of Animals and Bernandez, E.B. (2011). Lecture Dimension Quiz Reference 6 hours
terminologies for the shelter, Other Creatures English for specific purposes. Book (4th Week of
groupings, young of animals and Malabon, Philippines: Jimczyville Sentence Construction Group Work: Original January to 1st
sounds created by animals 2. Terms to Classify Groups Publications. Story Making and Story Downloaded Week of
of Animals Vocabulary Wall Activity Telling Video Clip February)
2. Associated terminologies for Titan, K. (2016, October 16). 100 from YouTube
animals through a vocabulary wall 3. Terms Used to Identify the animals and their homes list [Web
game Young of Animals log post]. Retrieved from
http://www.animals.realisticcoloringp
3. Created an original story about 4. The Appropriate Terms ages.com/2016/10/100-animals-and-
animals using the given terminologies Used to Approximate the eir-homes-list.html
Sounds Created by Animals
4. Delivered an original story
composition through a creative group
story telling.
5. Depicted lessons on life through the

original story making activity
6. Appreciated teamwork and creativity

through a group work on story telling
Value Focus:
Commitment to Excellence
Innovativeness, Originality
Teamwork
At the end of the unit, the students Unit 6: English for Specific
must have: Terminologies
1. Identified specific terminologies 1. Terms Used to Distinguish Bernandez, E.B. (2011). Lecture Dimension Quiz: Crossword Puzzle Reference 6 hours
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used for the gender of animals the Gender of Animals English for specific purposes. Book (2nd to 3rd
Malabon, Philippines: Jimczyville Sentence Construction Timeline Game Week of
2. Assigned appropriate term suited in 2. The Terms Used in Publications. February)
using the five senses Describing Explicitly the Five Board Game Original Board Word
Senses Game Making
3.Arranged the given span of time
terminologies in a timeline 3.Span of Time or Length of Poem Writing
Period
4. Manipulated an original board word
game
5. Composed a poem about time using

the given terms
6. Assumed responsibility in doing the

group written tasks
7. Shown ingenuity and originality in

writing a poem about time
Value Focus:
Competence
Innovativeness
Teamwork
Group Dynamism
Ingenuity
At the end of the unit, the students Unit 7: Language Teaching

must have: Approaches: An Overview
Twentieth-Century
1. Identified the various approaches in Approaches to Language
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language teaching for the twentieth Teaching

century Retrieved from Lecture Dimension Group Field Work: Reference 5 hours
1. Grammar-Translation http://www.slideshare.net/JoeyMari Survey among English Book (3rd Week of
2. Indicated numerous teaching eAnhaw/esp-24020798?related=3 Identification of Classes in the February to 1st
strategies and activities for every 2. Direct Appropriate Activities for University on the Downloaded Week of
language teaching approach Retrieved from every approaches utilization of the Web Log March)
3. Reading http://www.slideshare.net/josephka Language Teaching Materials
3. Interacted among language rltatlonghari/types-and-features-of- Approaches
professors in an English classes in 4. Audiolingualism (US) esp?related=4
identifying the utilization of each Presentation of Results:
approach in a language class 5. Oral-Situational (Britain) Retrieved from Power Point
http://www.slideshare.net/SantiNur/
4. Conducted field work through survey 6. Cognitive need-analysis-english-specific-
analysis purpose?related=6
7. Affective-Humanistic
5. Judged problems and issues related Retrieved from
to language teaching approaches 8. Comprehension-Based http://www.slideshare.net/Romina_
Communicative BsAs/needs-analysis?related=7
Value Focus:
Competence
Attentiveness
Alertness
Cooperation
Group Dynamism
At the end of the unit, the students Unit 8:

must have: Need Analysis Syllabus
Making
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Rev. No.: 03
1.Identified the standard procedures in 1.Commercial, Professional English uses on commercial [Web log TRIADS Essay Writing Reference 9 hours
text analysis for ESP and Educational Uses of post]. Retrieved from Book (2nd Week of
English http://asp.revues.org/3168 Internet Surfing Quiz March to 4th
2.Explained the linguistic analysis for Video Clips Week of
ESP 2.Linguistic analysis of Linguistic analysis of English for Teacher-Facilitated Group Project: from YouTube March)
English for Special Purposes special purposes [Web log post]. Discussion 1. ESP Text Analysis
4. Conducted a mock learners needs Retrieved from 2. ESP Program Design
analysis 3.Learner Needs Analysis https://www.newcastle.edu.au/cour
se/EDUC6124
5. Formulated ESP Program Design 4. ESP Syllabus Design
with a syllabus Learner needs analysis [Web log
post]. Retrieved from
6. Assumed responsibility in doing the http://www.iasj.net/iasj?
assigned group work func=fulltext&aId=45953
7. Valued critical analysis through ESP syllabus design [Web log post].
active group participation Retrieved from
http://www.engelska.uu.se/Educati
on/Undergraduate_Level/special_p
Value Focus: urposes/?languageId=1
Critical Analysis
Sense of Responsibility
Cooperation
Determination
Alertness
XII. Criteria for Grading:

Midterm/Final Exam 30%
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Quizzes 30%
Class Standing
Participation/Performances 20%
Output 20%
_________________
100%
Note: In the normal course of operation, this course syllabus shall be revisited every two years for possible revision of its content. If new DepEd/CHED programs, CMO’s and university policies or other
policies that will greatly affect the course content will be implemented or issued, it shall be revised immediately to cater to the demands of the new programs, CMO’s, policies, etc.
Latest revision date: November 3, 2017
Prepared and designed for the English Division/ Department.
MA. MAJA JADE N. PEREZ, Ph. D.

Assistant Professor II
Noted and checked: Concurred:
MA. SALOME R. MAGBANUA, Ph.D. DOMINGO F. NIM, Ed. D.

Chair, English Division Program Coordinator
Department Head, English department Dean, College of Education
Approved for Use:
Vice President for Academic Affairs
Date Suggested Enhancement/Teacher
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SUBJECT ENHANCEMENTS TO BE CONSIDERED DURING SUBJECT REVISION
Note: This page shall be reserved for suggested revisions on the subject which will be taken up during the deliberation/revisit of the course syllabus. Revisions may be in the form of the
methods of teaching, references, and logical flow of the course topics, the style of evaluation, and anything that will effectively produce positive results.
Page 13 of 13

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Republic of the Philippines

Department: VP FOR ACADEMIC AFFAIRS

I. UNIVERSITY VISION, MISSION, GOALS:

CORE VALUES : Integrity Commitment Accountability Responsiveness Excellence

1. ISAT U graduates will demonstrate:

a) love of God and Nation;

2. ISAT U graduates will work:

a) with integrity and commitment in their respective fields of endeavors;

3. ISAT U graduates will engage in:

II. PROGRAM/DEGREE : Teacher Education/ Bachelor of Secondary Education major in English

III. PROGRAM/DEGREE OUTCOMES

DEGREE OUTCOMES : Based on CMO 30, Series 2004

1. Demonstrate in-depth understanding of the development of adolescent learners

V. COURSE PRE-REQUISITE : None

VI. COURSE CREDIT/UNITS : 3

VII. CONTACT HOURS/WEEK : 3/Week

VIII. YEAR /SEMESTER OFFERED : Third Year/Second Semester

IX. COURSE DESCRIPTION :

XI. LEARNING PLAN :

Institutional, by Campus, Student Handbook Outcome Among Education November)

At the end of the unit, the students Unit 1: Introduction to ESP

At the end of the unit, the students Unit 3: Foreign Terms

Malabon, Philippines: Jimczyville Library work Puzzle Solving Week of

At the end of the unit, the students Unit 4: Parliamentary

5. Judged performances through

75% of the students must have passed

5. Depicted lessons on life through the

6. Appreciated teamwork and creativity

5. Composed a poem about time using

6. Assumed responsibility in doing the

7. Shown ingenuity and originality in

At the end of the unit, the students Unit 7: Language Teaching

language teaching for the twentieth Teaching

At the end of the unit, the students Unit 8:

XII. Criteria for Grading:

Latest revision date: November 3, 2017

Prepared and designed for the English Division/ Department.

MA. MAJA JADE N. PEREZ, Ph. D.

Noted and checked: Concurred:

MA. SALOME R. MAGBANUA, Ph.D. DOMINGO F. NIM, Ed. D.

Approved for Use:

Vice President for Academic Affairs

Date Suggested Enhancement/Teacher

SUBJECT ENHANCEMENTS TO BE CONSIDERED DURING SUBJECT REVISION

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