TEACHING ENGLISH FOR SPECIFIC PURPOSES

STUDENTS:

MILTON WILLIAN BASTIDAS

GLADIS FABIOLA HERNANDEZ
MARÌA DEL PILAR PAZ

TASK 3 – VARIABLES FOR DESIGNING AND ESP COURSE

GROUP: 551038_20

TUTOR:

JULIO CESAR TULANDE

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA (UNAD)

ESCUELA DE CIENCIAS DE LA EDUCACIÓN (ECEDU)

2019

POPAYÁN
INTRODUCTION

English for specific purposes (ESP) refers to the teaching and learning of the English
language, in this case A university student of a Bachelor TEFL program in Colombia has
a purpose preparing for the Cambridge exam known as CEPTO. In General, it is a
professional academic purpose, you will be taught a set of skills that you currently need
to develop this exam and be able to graduate.

ESP has developed its own methodology, and for this essay we will emphasize
in various disciplines. In addition to applied linguistics. The main concerns
are the needs of analysis, text analysis and make the student is ready to communicate
effectively and present their Cambridge test.
As a future teacher of English, the first thing that must be addressed is the needs analysis
in ESP. Designing an effective ESP course requires knowing the working conditions of
the student, as well as their linguistic needs. They are central to the design of the course.
This phase of approaching the real situation of the student, is called needs analysis. The
needs approach: The analysis has changed over time. During the 1960s and the beginning
of the 1970s, he mainly evaluated the communicative needs, as well as practices to
achieve specific teaching objectives; nowadays it aims at collecting information about
students, as well as to define the objective situation and the environment of studying ESP
(Simion, 2015). Information on the perspective of apprentices is crucial during the design.

State of the needs analysis in ESP helps to determine the following information about the
student: • Professional academic information: tasks and activities • Personal information:
factors that may affect their learning (previous experience, cultural information, reasons
to attend. expectations • Linguistic information: your current skills and the use of
language • language learning information: what they need to learn • expectations about
the course • information about the environment in which the course is located.
Krzanowski (2011), consider that there are at least ten vital aspects that the EPS teacher
must know before teaching a course designed according to the preferences of the
students.These characteristics can be implemented as questions that need to be answered
by the designers. of the course.

There is a series of books and articles that can be referred for this purpose, for example
Mackay (1978), Munby (1978), Cohen and Mannion (1980), Richterich and Chancerel
(1980). The type of information needed by the course designer is described. from an
analysis of specific needs. A framework of analysis of the objective situation. Why is the
language needed? In this case for the presentation of the CEPTO exam, we must go to -
How will the language be used? - medium: speaking, writing, reading, etc. In our case it
is known that the student lacks skills such as listening comprehension and writing in
English.
Planning the course as designer of the curriculum. They are processes that have different
levels of preparation. and the development that are closely related to the objectives and
objectives established for the specific student Richards (2001, p.145) according to the
author established the different levels of the process: • Develop a reasoning of the course.
• Describing entry and exit levels. • Choose the content of the course for this purpose,
with these ideas in mind, with the student will agree with the purpose of the course that
is the presentation and success of their Cambridge test.
For the development of this ESP course and for meaningful learning for the student, the
methodology used will be mainly based on this pedagogical experience.
of the task-based language teaching approach (TBLT). This approach is based on
identification. of different tasks that would be basic for planning. and language
instruction. Richards and Rogers (2001, p.223) declare that these tasks are proposed as
Useful instruments to apply vehicles for the application. The following teaching of the
communicative language. • Activities that involve real and written communication. They
are essential for language learning. . Carry out meaningful tasks to promote learning. •
Language that is meaningful to the student. Support the learning process.

to finalize in my opinion a course prepared in ESP must comply with such

Characteristics such as satisfying the particular needs of students, using the implicit
methodology and the activities of the students' discipline, and focused on the teaching of
language skills (grammar, vocabulary, register, skills, discourse and genres) in this case
in English language, it is gratifying for me to know these new knowledge when imparting
knowledge and learning to the student who wishes to study or prepare for a type of
evaluation in this case the CEPTO examination of the student to graduate as a university
education professional.
Conclusions
The reflection of this method of learning based on ESP leads us to conclude that as future
professionals of education we must follow some themes already pre-established by the
investigative authors in this study plan. Since the linguistic competence of the students in
a second language every day is greater. The main objective will always be to give the
opportunity of knowledge and learning of new ways to impart knowledge in the classroom
from our field of work and professional to students of any age and gender
PLANNING AN ESP - SCENARIO D.

In the process of teaching and learning the English language, there are many strategies
to acquire a second language successfully, among them Dudley-Evans, T. (2017) tells
us about the ESP (English for Specific Purposes), in which he argues that language
acquisition is most effective when it becomes a necessity for the learner, so by focusing
on a specific proposal you can guarantee success. Brumfit (1984) also tells us that the
particularity of the case, be it educational or work, can give direction to those specific
needs, which will be based on teaching methodologies, materials and contents, and so it
is fundamental from the beginning recognize the interests of the student of English.
Starting from these theories, in this essay we will try to address an existing problematic
in the chosen scenario, where we will seek to identify the essential parameters, for the
creation of an ESP for its respective solution.

The case to be studied is the following: "A chef is hiring you to prepare him for a job
interview that he will have in 3 months, for a new position. He has a B2 English level
and a good range of vocabulary related to his profession, but he has lacks fluency and
confidence to speak because he has decided to hire you to prepare it for this specific
purpose. He would like to reinforce his speaking skills”. Activity guide and evaluation
rubric. National University open at a distance (2019). Starting from this particular case,
we will seek to highlight the most relevant information to take into account in the
planning of an ESP. To do this, I will build on the suggestions of Dudley-Evans, T.
(2017), for this part he tells us that is important to consider three approaches to the
planning of an ESP; firstly, you must identify the purposes of learning English, the
communication skills you want to acquire or deepen and also identify the genres,
whether they are comprehension or production; all this would correspond to the
educational needs of the apprentice. Secondly, it is important to define the causes of the
problem that would correspond to the dependent variables of the case, which can also be
determined by the particular characteristics (English level, age, time availability, etc.) of
the case or conditions of the apprentice and thirdly is to determine the field in which
they will be developed acquired English skills, which according to Dudley-Evans, T.
(2017) is the basis of an ESP and these may correspond either to the educational field
(EAP) or in the workplace (EOP).

Taking into account the above, we give first place to the identification of the educational
needs of the apprentice, which in this case refers to the Chef, whose purpose is to improve
his fluency in oral practices or in the speaking, mainly when he going to respond a job
interview, so the educational needs fall on the part of fluency on oral production. To have
a clearer idea of what is going to work, what is the focus or that need, we can start from
the approach of a question at the beginning, as a same research project, for example: What
is the importance of fluency when presenting a job interview?

To continue, we determinate the dependent variables, or causes that allow us to see from
where the problem is born, in this case corresponding to the lack of practice or interaction
with the language, which in turn produces lack of fluidity and insecurities in the Chef at
the moment of speaking in English, regardless of whether he has an advanced B2 level.
In this part also is important having into account the time available to apply the ESP, in
this case correspond to only three available months. In relation to pedagogy, this part
corresponds mainly to the teaching and / or learning methodologies of English and the
contents, which may vary according to the particular characteristics and mainly to the
field the case belong, to EAP or EOP that corresponds right to the next step of a planning.

Finally, we identify the field in which English will be used, which according to the theory
of Dudley-Evans, T. (2017) is an EOP, English for occupational purposes, which in turn
focuses on the development of pre-vocational skills in English, in coherence with the
objective of the chosen scenario, which is to have a successful job interview.

To conclude we can say that it is important for the planning of an ESP, to identify the
needs of the learner's English language; identify job needs of this case and finally, to be
able to solve the problem it is necessary to find the relevant theoretical support, so it is
important to designate the different elements found in the corresponding specific
disciplines.

BIBLIOGRAPHIC REFERENCES

 Dudley-Evans, T. (2001). English for specific purposes. In R. Carter & D.

Nunan (Eds.), The Cambridge Guide to Teaching English to Speakers of Other
Languages (The Cambridge Guides, pp. 131-136). Cambridge: Cambridge
University Press. doi:10.1017/CBO9780511667206.020. Retrieved from:
 https://bibliotecavirtual.unad.edu.co:2300/core/services/aopcambridgecore/conte
nt/view/D4F4CD1BB2EB4C8FAD01A497924E4039/9780511667206c19_p131
136_CBO.pdf/english_for_specific_purposes.pdf

 Activity guide. National University open at a distance (2019). Recovered from:

https://campus25.unad.edu.co/ecedu23/mod/folder/view.php?id=1754
 WITH ESP YOU CAN DO A COLORFUL MATH WORD

The teaching ESP is designed to meet the specific methology, strategies, and evaluations,
of a specific need with this you can apply the knowledge in certain pedagogical field.

Besides allow you know who for? Who with? Where? How? It emphasizes the
knowledge in the specific need and situation that has learner in consideration the skill too
and to get best results.

The teacher should possess certain knowledge about the discipline. He teaches and says
that "at the very least, the ESP teacher must know where and/ or from whom a student
might obtain the appropriate help"(Carreon, 1996:6).

To design an effective ESP course, instructors require knowing the working conditions
of the learners as well as their language needs. For this reason the ESP is the essential key
to begin the teaching Math to the Children.

Mention the Mathematics is ideas relationships, quantities, processes, and ways find out
things, reasoning. It uses specific words, but not just words. Children learn other
language easier when they hear vocabulary and used it in a particular context using the
words to talk about thoughts and ideas.

According to the situation the parents need that their children familiarize with enough
English vocabulary on math. The parents might look for a teacher capable of making use
of the available resources to plan lessons and he must be able to motivate his learners and
is interested in teaching and learning. In this case, the children were not familiarized with
enough English vocabulary on math but they have skills. They are pretty good at math
but do not understand the vocabulary quite.

According to this need and skills of the children in math .These strategies, methodology,
could apply to this need.

The importance of vocabulary, the linguist David Wilkins argued that: “without
grammar little can be conveyed, without vocabulary nothing can be conveyed”. In
addition to this the Tutor might love the math and teaching it with play to the children,
and allow them to explore, handle concrete objects, it will be more meaningful for them
and as such his/her classes will be funny and the children will learn faster.
It is important that teacher teaches the subject from real experiences and collaborative
activities, as such the children will apply the new words to their real life events or
activities daily. To use attractive pedagogical methods like flash cards, games online,
video recordings of other children in the same classes, discuss answers and ask questions,
include everyone’s ideas, ask what children think and what are the reasons of their
answers, cooperate to work together, use reasoning words for example if, because, so,
listen to each other, and make an agreement before deciding.

In mathematics, the same mathematical signs mediate two processes: the

development of a mathematical concept in the individual and that individual’s
interaction with the already codified and socially sanctioned mathematical world. In
this way, the individual’s mathematical knowledge is both cognitively and socially
constituted. (Cited in Vygotsky, 1986: 101).

Problem solving with the addition, subtraction, multiplication and division of natural
numbers for grade sixth and operation with whole numbers for grade seventh are contents
that the children might learn. It’s important that tutor designs different strategies and
doesn’t answers. The use of mathematics games with natural numbers and whole numbers
will motivate the creativity and participation´ children for their skills in logical reasoning
and mental calculation. The arithmetic operations have specific symbols therefore the
children might familiarize with them for a good understanding of the terms.

Mastering of the skills required for the capacity of professional consultant and
influence in their reputation among students. Games can show creative approach of
the consultant to work with students. They present a competent and creative
educator open for novelty (Dołęga-Herzog, Rosalska, 2014).

Math is everywhere people use math language all time. When they go to the market, when
they are at home, when they count money, in all their daily routines is the mathematic.
Making math part of t family’s life is a good strategy too. Children`s Parents can spend
time with them on simple games, puzzles, and activities that involve math. Involve to
their children in activities like shopping and to show them that math is practical and
useful. The most important is that the children apply their knowledge in real experiences
of their life.

Each day there are a lot opportunities to help children to think, speak, practice with a math
language for the purpose of reinforce and deepen their understanding of math concepts.
Bruner says, “We teach a subject not to produce little libraries on that subject, but
rather to get a student to think mathematically for himself, to consider matters as a
historian does, to take part in the process of knowledge–getting. Knowing is a
process, not a product.

To conclude a teacher that applies target situation analysis (Chambers 1980). He will
facilitate the teaching-learning process in the children, because it will help them feel
motivated, to learn a math language and express by themselves, so it will facilitate their
learning and it will reinforce their communication skills.

According to Piaget affirms learning is a pleasant act. It is associated with the game,
creativity, and entertainment and motivation.

Dates collection

https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-arithmetic-
operations/quiz/cc-6th-order-of-operations-quiz?modal=1

https://tiger.clnorfolk.org/Textbooks/Math/SaxonCourse1.pdf

https://www.sau39.org/cms/lib/NH01912488/Centricity/Domain/244/Making%20Math
%20More%20Fun%20Math%20Games%20Ideas.pdf
 COMPARATIVE CHART

STUDENT MILTON GLADIS MARÍA DEL

WILLIAN FABIOLA PILAR PAZ
BASTIDAS HERNANDEZ

UNCOMMON -Designing an -It is important for -To design an

COMPONENTS effective ESP course the planning of an effective ESP
requires knowing the ESP, to identify the course, instructors
working conditions needs of the learner's require knowing the
of the student, as well English language; working conditions
as their linguistic identify job needs of the learners as
needs. well as their
language needs.

-ESP must comply -The particularity of -The teaching ESP

with such the case, be it is designed to meet
Characteristics such educational or work, the specific
as satisfying the can give direction to methology,
particular needs of those specific needs, strategies, and
students, using the which will be based evaluations, of a
implicit on teaching specific need with
methodology and the methodologies, this you can apply
activities of the materials and the knowledge in
students' discipline, contents certain pedagogical
and focused on the field.
teaching of language
skills (grammar,
vocabulary, register,
skills, discourse and
genres)
COMMON -State of the needs -Dudley-Evans, T. -A teacher capable
COMPONENTS analysis in ESP (2017) planning of of making use of
helps to determine an ESP; firstly, you the available
the following must identify the resources to plan
information about purposes of learning lessons and he
the student: • English. Secondly, it must be able to
Professional is important to motivate his
academic define the causes of learners and is
information: tasks the problem and interested in
and activities • thirdly is to teaching and
Personal determine the field learning.
information: factors in which they will be
that may affect their developed acquired
learning English skills.