Esp course design for teachers


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Esp course design for teachers

  1. 1. "English for specific purposes is a term that refersto teaching or studying English for a particularcareer (like law, medicine) or for business ingeneral." (International Teacher TrainingOrganization, 2005).ESP involves teaching and learning the specific skillsand language needed by particular learners for aparticular purpose.An ESP program is therefore built on an assessmentof purposes and needs and the functions for whichEnglish is required
  2. 2. The most important EGPfeatures are:1. The focus is often oneducation;2. As the learners’ futureneeds are impossible topredict, the course contentis more difficult to select;3. Due to the above pointit is important for thecontent in the syllabus tohave a high surrendervalue.The most relevant ESPfeatures are:1. The focus is on training;2. As English is intended to beused in specific vocationalcontexts, the selection of theappropriate content is easier;3. It is important for the contentin the syllabus to have a highsurrender value, most relevantto the vocational context;4. The aim may be to create arestricted English competence
  3. 3. • The study has been conducted only on the teachers ofElementary level of government schools of Rawalpindi andIslamabad;• It analyzes the needs of the learners by taking into considerationtheir present situations.• The study cannot be used to interpret the teachers on thewhole, because their needs can vary according to their situation.• Course design can subject to various changes with differenceother than government elementary schools.
  4. 4. Needs analysis ‘provides a basis for setting goals and objectives’ (Nunan and Lamb 1996: 27).Need is basically a gap between the present situation and the target situation.
  5. 5.  Necessity: These needs are determined by the demands of the targetsituation. It means what the learner has to know in order to functioneffectively in the target situation. Lack: It is required to know what the learner knows already, so that it canbe decided then which of the necessities the learners lack. c. Wants: Hutchinson and Waters’ (1987) definition of wants (perceived orsubjective needs of learners) corresponds to learning needs.
  6. 6. Learning Needs
  7. 7. A course for the teachers of Elementary level has been designed bytaking into account the learners interest, how, what, why, when andwhere they want to learn. This range of acquaintance is important todesign a significant course for the learners.
  8. 8. QuestionnairesFormalinterviews
  9. 9. DATA ANALYSISObservations:During observations we acknowledged that what shouldbe the strategies for designing the coursefor them.Informal Discussion:In this we have asked them about their free schedule andgeneral information about their job requirements ,in responsethey said they want this course on sat-sun ,secondly they canonly spare 1 hour max.
  10. 10. Demand of your job35%For promotion0%All of the above65%Q-1 Why do you want to learn English?Demand of your job For promotion All of the above
  11. 11. To improve status9%To move in societyconfidently10%Urge to learnEnglish10%To learninternationalmodern teachingtechniques38%All of the above33%Q-2 ANY OTHER PURPOSE FOR LEARNINGENGLISH?
  12. 12. Grammar33%Expression28%Vocabulary33%All of the above6%Q-3 WHICH ASPECT OF ENGLISH IS DIFFICULT FORYOU?
  13. 13. Writing0%Speaking14%Reading4%Listening0%All above82%Q-4 WHAT MEDIUM WILL YOU USE FOR THISLANGUAGE IN YOUR JOB?
  14. 14. Head ofinstitution5%Outsiders0%Student59%Colleagues9% All of the above27%Q-5 WHO WILL BE THE PEOPLE YOU USEENGLISH WITH?
  15. 15. Classroom23%Playground0%Office0%Staffroom0%All of the above77%Q-6 WHAT WILL BE THE PHYSICAL SETTING, IN WHICHENGLISH WILL BE USED?
  16. 16. Native students55%Foreigner students0%Both45%None0%Q-7 STUDENTS IN YOUR CLASS ARE?
  17. 17. Frequently78%Seldom5%In smallamounts11%In largeamounts6%Q-8 IN WHAT AMOUNT ENGLISH WILL BE USED
  18. 18. Lecture anddemostration18%Conversation9%Meetings0%All of the above73%Q-9 IN WHAT CONTEXT YOU WILL USE ENGLISH?
  19. 19. Workshops23%Seminars4%Lectures by experts5%All of the above68%Q-10 WHAT KIND OF SESSION YOU THINK SHOULD BETHERE BESIDE TRAINING COURSE?
  20. 20. 02468101214GRAMMAR SPEAKING VOCABULARY WRITING READINGGrammar Speaking Vocabulary Writing ReadingExcellent 4 4 2 6 13Good 9 10 14 14 6Fair 7 6 5 2 2Present Situation Analysis
  21. 21.  In the light of the open ended questions that were provided to them, we haveanalysed that majority of the people found English speaking and has issues withBasic Grammar . While discussion we analysed that they even preferred to speak Urdu. As a teacherthe main demand of their job was to be fluent in speaking English. They also found obstacles in using English grammar. They had insufficientvocabulary or if they had they didn’t know the appropriate use of that vocabulary. Dueto the lack of vocabulary, it was difficult for them to express their thoughts. When they were asked about their demands for the ESP course, they said that thegrammar should be focused in the course. They also wanted to improve theirvocabulary and desired some exercise should be added to improve their vocabulary.They also wanted to improve their communicative skills as well as expression.
  22. 22. 
  23. 23. Days Activities Duration Aim RequirementWeek 1(Writing skills)Day-1 Important Building Blocks OfGrammar60-65 MIN To Give BasicKnowledge ForGrammar RulesIn this basic lecture on Basic grammar concepts with handouts will be given to studentsDay-2 Tenses 60-65 Overview of all tensesLecture and written exercises if Tenses will be givenWeek 2Day-1 How to write a letter and its types 60-65 Min To fulfill teachersprofessional needsIn this activity lecture on how to write a letter, its types and exercise on to write a formal andinformal letter will be conduct by trainers.Day-2 How to write a report 60-65 Min To fulfill teachersprofessional needs
  24. 24. Week 5Day 1 Use of vocabulary 60-65 Min to ensure right use ofvocabularyDay 2 Revision 60-65 MinWeek 3Day 1 How to write an application 60-45 Min To fulfil teachersprofessional needsDay 2 Short story writing 60-65 Min TO IMPROVEEXPRESSIONWeek 4Day 1 Memo writing 60-65 Min To fulfil teachersprofessional needsDay 2 Essay writing 60-65 Min Expression Improvement
  25. 25. Days Activities Duration AIM RequirementsWeek 6(SPEAKING SKILLS)Day-1 Using Large ChunksApp 160-65 Min Oral Fluency PracticeList Of Large Chunks Will Be Given To Them And They Will Use Them In Their Conversation AsPractice.Newspaper Cutting , Dialogue Activity Will Be Conduct For ImprovementDay-2 Telling Personal Experiences 60-65 Min Oral Fluency PracticeIn This Students Will Share Their Personal Experiences In Time Frame Of 5 Min To Class.Week 7Day1 Re-Telling Stories 60-65 Min Oral Fluency PracticeIn This, learners Hear Sketches From Their Classmates And Retell Them.Day-2 Two Min Debates 60-65 Min Oral FluencyIn This Student Will Debate In Pairs About Any Topic.
  26. 26. Week 8Day1 Short Role-Plays 60-65 Min Oral Fluency Role play cardsRole Play According To Instructions On Role Play CardDay-2 Find Differences 60-65 Min Think In EnglishSpeak In EnglishPicturesStudents Speak In Order To Find The Differences Between Two Similar Pictures.Week 9Day1 Weekly Talkshow 60-65 Min Think In EnglishSpeak In EnglishThree Students Answer Questions From The Class On A Particular Topic.Day-2 Holiday Adventure Discussion 60-65 Min Think In EnglishSpeak In EnglishStudents Plan An Adventure Holiday In Groups.Week 10Day 1 Revision 60-65 Min
  27. 27. Days Activities Duration Aim RequirementWeek 11(Reading skills)Day 1 Strategies of reading 40-45 Min To improve pronunciation,and fluency in readingTo give an overview about how to readDay 2 Paragraph reading 40-45 Min To improve pronunciation,and fluency in readingFew newspapersand magazinesRead a paragraph from English magazine, newspaper.Week 12(Listening skills)Day 1 DocumentaryBy this learners will concentrate on documentary and than questions will be asked by them .Day 2 Assessment 40-45 Min To evaluate performanceDetail assessment of Students regarding all skills .
  28. 28. To teach them basics of GrammarTo revise their prior knowledge about building blocks ofGrammarTo make them familiar with rulesPractice
  29. 29. Level:Elementary Time: 60-65 minapproximately.
  30. 30.
  31. 31. 12345678910ahablahcheersdarneekgoodbyeouchpoohshooughscaredmeaningless talksee you soonget awayit is so easylooks beautifuldisgustpaina drinking toastgot hurt
  32. 32. I am a:  Area Supervisor  Data collector  learnerPlease indicate your impressions of the items listed below.11. How do you rate the training overall?Excellent Good Average Poor Very poor    • What aspects of the training could be improved?• Other comments?Training Evaluation Form
  33. 33. StronglyAgreeAgree Neutral DisagreeStronglyDisagree1. The training met myexpectations.    2. I will be able to apply theknowledge learned.    3. The training objectivesfor each topic wereidentified and followed.    4. The content wasorganized and easy tofollow.    5. The materials distributedwere pertinent and useful.    6. The trainer wasknowledgeable.    7. The quality of instructionwas good.    8. The trainer met thetraining objectives.    9. Class participation andinteraction wereencouraged.    