Republic of the Philippines

DAVAO DE ORO STATE COLLEGE

Maragusan, Davao de Oro
www.cvsc.edu.ph

TEACHER EDUCATION DEPARTMENT

4A’s Lesson Plan

MATERIALS DESIGN, METHODOLOGY AND EVALUATION

I. Objectives
At the end of the lesson, the students will be able to:
a) differentiate materials design, methodology, and evaluation;
b) create a strategic teaching techniques in an ESP class; and
c) reflect the importance of applying suitable teaching styles in ESP.

II. Subject Matter

A. Topic: Materials Design, Methodology and Evaluation
B. Reference:
 Cognate 2 Course pack
 Hutchinsons, T., Waters, A. (1991). English for specific purposes, a
learning-centered approach. pp. 106-144.
 ELCOMBLUS, M. (2020). Materials Used and Evaluation Methods in
English for Specific Purposes. Retrieved from
https://www.elcomblus.com/materials-used-and-evaluation-methods-
in-english-for-specific-purposes-esp/
C. Materials: Cartolina, Marker, Printed materials, White board, Music
III. Lesson Proper
A. Preliminaries
a. Prayer
b. Pleasantries and Classroom Rules
c. Attendance
d. Checking of Assignments
e. Review of the previous lesson

B. Motivation
 The teacher will introduce the game called “Cabbage Game” with
trial play.
 Play the “Cabbage Game” with background music.
 Republic of the Philippines
DAVAO DE ORO STATE COLLEGE
Maragusan, Davao de Oro
www.cvsc.edu.ph

TEACHER EDUCATION DEPARTMENT

 L
 let the student guess the scrambled words inside the Cabbage.

UNSCRAMBLED WORDS SCRAMBLED WORDS

1. VAEAULNOIT EVALUATION
2. THOLOMEGYDO METHODOLOGY
3. SLAIRETAM NGISED MATERIALS DESIGN

C. Activity
 The whole class will be divided into three (3) groups.

Instruction: In this activity, you have to imagine yourself as an ESP

teacher. Describe the style in which you will teach, as well as the
materials you will use in your class. Give at least five (5) examples of
descriptions that begin with "if."

D. Analysis
1. Based on the given activity, how important it is to have an effective
learning styles in teaching especially in ESP?
2. How does suitable materials, processes, and techniques in ESP class
achieve good learning outcomes towards the learners?

E. Abstraction
Materials Design
In ESP, as it is in any language program, materials play a very
vital role. They should be carefully selected and designed to suit the
needs of the learners. One important characteristic of ESP materials is
there is defined as materials initially produced for a purpose other than
language teaching.
 Republic of the Philippines
DAVAO DE ORO STATE COLLEGE
Maragusan, Davao de Oro
www.cvsc.edu.ph

TEACHER EDUCATION DEPARTMENT

About previous discussions on syllabus design, content-based

ESP materials focus on language form, language notion, language
function, situation, or even topic. Thus, content-based is more appropriate
in EAP. On the other hand, competency-based materials focus on the
language skills (cf. skills-based syllabus); therefore, this is more
appropriately applied in EOP.

Methodology
In terms of classroom practices or methodologies, there’s a
popular question raised against ESP that has haunted language teachers
in most prevalent methodologies in ESP courses.

Philipps, as cited in Robinson (1991), suggests four fundamental

methodological principles, namely:
(a) Reality control, which relates to how tasks are rendered accessible
to students;
(b) The students’ special purpose must meaningfully generate non-
triviality, i.e. the tasks;
(c) Authenticity, i.e., the language must naturally cause by the students’
particular sense; and
(d) Tolerance of error, i.e., errors which do not impede successful
communication, must be tolerated.

Below is a list of some commonly used activities in an ESP program:

1. Role play and Simulation- Students assume a different role or a role

that is present in their future work area. For example, a student pilot may
take the captain's role and give orders to his crew or report coordinates to
the air traffic control tower.
 Republic of the Philippines
DAVAO DE ORO STATE COLLEGE
Maragusan, Davao de Oro
www.cvsc.edu.ph

TEACHER EDUCATION DEPARTMENT

2. Case studies- This activity is common in business, medicine, and law.

It involves studying the facts of a real-life case, discussing the issues
involved, and coming up with a decision or plan.
3. Project work- Here, students work on a particular “project,” which may
include out of the class activities. Students are then expected to construct
manuals, which explain how it works and/or discuss how their project was
done. This may apply to engineering students, specifically to those in the
field of robotics and other innovative gadgets.
4. Oral presentations- Relevant to the activities above, students may
present or even defend a particular product or issue. Here, students are
exposed to possible academic or work environments that they may face
in the future.

Other pertinent principles and issues in ESP methodology involve:

1. Knowledge for content- One problem in ESP is the language

teacher’s mastery over the content. Since the teacher is a language
major, it would be difficult for them to have mastery of the content. A
usual approach to address this issue is to team teach with a subject-
matter expert
2. Teacher talk- Since ESP courses are communicative, teachers are
expected to be facilitators rather than classroom authorities. Students
should have more talk time instead of the teacher.
3. Learners’ cognitive and emotional involvement- Tasks and
activities should make the students feel “successful” at the end of the
program. It should be noted that these students took the course to
achieve a certain degree of language proficiency. Thus, they should
develop a positive outlook on the program because this will, affect their
cognitive development.

Evaluation
 Republic of the Philippines
DAVAO DE ORO STATE COLLEGE
Maragusan, Davao de Oro
www.cvsc.edu.ph

TEACHER EDUCATION DEPARTMENT

Similar to materials, evaluation processes are essential to ESP too.

The evaluation provides necessary information regarding the extent to
which the learner learned.
In ESP, testing is mostly performance-based, as opposed to the usual
paper-and-pencil test. Since testing in ESP focuses on the question “has
the student reached the level that he’s/she’s supposed to reach?” there
will be no better way to know this but through “simulated” tests that
compel students to perform.
With this, ESP tests are criterion-referenced because a student should
reach a particular level to pass the course. (This is contrary to EGP tests,
which are often norm-referenced.)

F. Generalization
1. What is materials design, evaluation, and methodology?
2. How important is materials design, methodology, and evaluation in English
for Specific Purposes (ESP) in any class?

IV. Application (Group Activity)

Direction: Give at least three (3) problems and solutions in an ESP
class. Make it strategic in teaching techniques that would aid the said
problem.

V. Evaluation
Direction: Create a table matrix differentiating the materials design in
ESP. (Individual task)

MATERIALS METHODOLOGY EVALUATION

DESIGN

VI. Assignment
Direction: Answer the following questions below. Write in a 1/2 yellow
paper. (Individual task)
 Republic of the Philippines
DAVAO DE ORO STATE COLLEGE
Maragusan, Davao de Oro
www.cvsc.edu.ph

TEACHER EDUCATION DEPARTMENT

1. What is the importance of English for Specific Purposes?

2. How does methodology create a relevant teaching pedagogy?
3. What does ESP materials design entail?