1. “Sharing and Improving our
ESP Practices”
Part 1: Introduction to ESP
Class 2
Profesorado Superior de Lenguas Vivas
Programa Nacional de Formación Docente

2. Class Agenda
 KWL Chart
 Overview of Part 1
 Group Discussion on ESP Projects
 10:30 - Coffee Break
 11:00 - 12:00 - “An Approach to ESP
Courses at UNSA” – MA Gustavo
Zaplana

3. Course Structure
 Part 1: Introduction to ESP
 48 class hours
 March 28th – June 13th
 Part 2: Materials Design and
Adaptation for ESP courses
 48 class hours
 Registration: from June 22nd

4. Course Requirements
 Weekly tasks (70% of the total grade),
and a final project (30%)
 14 tasks: 70 p.
 ESP Project: 30 p.

5. KWL CHART
WHAT I KNOW WHAT I WANT TO
KNOW
WHAT I LEARNT
Students only learn
technical terms or
isolated words
The context
I know how to prepare
a normal lesson with
some ESP vocabulary
input
Some skills are left
aside
Strategies to support
my students to
develop the
competences they
need to work with ESP
To have tools to build
up the syllabus .
How to motivate
students
To develop ESP
materials

6. Course Overview
Module
1
Module
2
Module
3
Module
4
Module
5
Module
6
Module
7

7. Course Overview
ESP context
and Target
learners
Needs
Assessment
Goals and
Objectives
Sequencing
communicati
ve goals
Authenticity
A/V
material
s
Genre
Analysis
ESP
Project

8. Course Overview
Context
Analysis
Present
Situation
Analysis
Target
Situation
Analysis

9. Group Discussion
 Needs Assessment Process:
 TSA
 PSA
 CA
 Looking ahead
 What are the challenges that you
should face in order to complete the
design of your ESP course?

10. Group Discussion
 Needs Assessment Process – TSA
 Share the characteristics of your ESP context and target
learners
 What information did you find out related to the aspects of the
needs assessment process? (TSA/PSA/CA)
 How was that information useful to design your ESP course?
 Discuss the goals and objectives that you have set in terms
of:
 appropriateness
 realism (are they achievable? Are they life-like or related to
sts’ workplaces?)
 Share authentic and non-authentic materials that you have
found for your ESP course. Discuss their:
 usefulness, suitability
 Should they be adapted?
 What is the role of genre analysis in the field of ESP?

11. Group Discussion
 PSA
 What is your students’ level of
English?
 What is their background knowledge
as regards their specialty? What are
the main topics and abilities that they
already know or possess?
 What is their motivation towards
learning English?
 What are their expectations?

12. Group Discussion
 CA
 Share the strengths and weaknesses of the
physical setting and material resources of
your context
 How can you overcome those weaknesses?
 Discuss the suitability of your current course
materials:
 Do they match your goals and objectives?
 Do they cater for students’ level and
interests?
 Are skill areas that you need to develop
included?
 Can they be adapted or supplemented? How
can you do it?

13. Group Discussion
 Looking ahead
 What are the challenges that you
should face in order to complete the
design of your ESP course?

15. WE´LL BE WAITING FOR
YOU. THANK YOU!
“ESP is a challenge for all who teach it, and it offers
virtually unlimited opportunities for professional growth”
(Smoak, 2003)