The document discusses planning and conceptualizing an English for Specific Purposes (ESP) program. It involves determining what students need to learn based on their needs and course purpose. The process also includes deciding what to include, emphasize, and how to organize content. Planning an ESP program involves analyzing learner needs to establish objectives and course content. It also involves designing a syllabus that can be grammar-based, functional, situational, skill-based, task-based, or content-based. The course design can be language-centered, skill-centered, or learning-centered. Finally, the document discusses giving feedback on learner progress by suggesting improvements, balancing positive and negative comments, and allowing discussion.

1. PLANNING AND
CONCEPTUALIZING AN ESP
PROGRAM
I. G. A. OKA CAHYA DEWI (1201305054)
I. G. A. TRIANA RAKANITA (1201305055)
A. A. PUTU RINA DEWI (1201305056)

2. Conceptualizing
THE PROCESS OF
WHICH INVOLVE :
CONCEPTUALIZING
IS
MULTIFACETED,

Thinking about what your students to learn, given who they are, their
needs and the purpose of the course.

Making decisions about what to include and emphasize.

Organizing the content in a way that will help you to see the
relationship among various elements, so that you can make decisions
about objectives, materials, sequence and evaluation.

3. PLANNING AN
ESP
PROGRAMS
Analysis of Learners
Needs
Syllabus and
Course Design
Giving Feedback on
Learners Progress

4. Analysis of Learners Needs
 Process of getting information on learners ‘language
needs’, which will help in drawing up a profile to
establish coherent objectives, and take subsequent
decisions on course content because learners is at the
heart of any teaching program.

5. Syllabus and Course Design
Type of Syllabus :
 A grammar or structural syllabus.
The content of the language teaching is a collection of the
forms and structures of the language being taught.
 A notional or functional syllabus.
The content of the language teaching is a collection of the
functions or the notions that are performed when the
language is used.

6.  A situational (topical) syllabus.
The content of the language teaching is a collection of
imaginary situations where the language is used.
 A skill-based syllabus.
The content of the language teaching is a collection of
specific skills in using the target language.
 A task-based syllabus.
The content of the language teaching includes a series of
purposeful tasks that language learners need to perform

7.  A content-based syllabus.
The primary purpose of instruction is to teach subject
matter of the content course or information using the target
language. The subject is primary and language learning
occurs automatically while language learners are studying
the subject.

8. Type of Course Design :
Course Design
 Language – centered
Drawing connection between analysis of
target situation and the content of ESP
courses
 Skill – centered
Founded on two principles. Theoretical and
Pragmatics.
 Learning – centered
Focuses on students’ learning. Determined by
the learner. Builds on prior knowledge and
skills.

9. Giving Feedback on Learners Progress
 Suggest follow – up work and references
 Suggest specific ways to improve the assignment
 Balance negative with positive comments
 Offer the opportunity to discuss the assignment and
your comments