TEACHING MODULE for ENGLISH FOR SPECIFIC PURPOSES Compiled By Bertaria Sohnata Hutauruk Only for our classroom instructions (Very restricted use) FKIP UHN PEMATANGSIANTAR 2015 ACKNOWLEDGEMENT This binding is a result of compilation from the authentic material from the webs. It is a result of short browsing. The aim is to provide a suitable module for our ESP classroom sessions in the first semester of the 2011/2012 academic year in our study program. This module consists of some lessons for the concept of ESP, some lessons for ESP lesson plans used abroad and in Indonesia, ESP for some school levels, and ESP for Academic Purposes and for Occupational Purposes. The main teaching objective in our classroom is to provide the students with the competence on designing a good lesson plan to teach ESP for academic purposes and occupational purposes at any level according to its context. We fully intend that this binding is only to facilitate some compiled authentic materials from the webs for our ESP Classroom instructions. By this opportunity, we would like to extend our sincere thanks all the authors of the materials and the websites which publish them. May God the Almighty bless them all! Medan-Pematangsiantar, September 2015 The Authors, Bertaria Sohnata Hutauruk TABLE OF CONTENTS ACKNOWLEDGEMENT…………………………………………………………… TABLE OF CONTENTS…………………………………………………………….. Lesson 1 Introduction………………………………………………………………………….. Lesson 2 ESP AND ESL………………………………………………………………………. Leson 3 ESP Course at Technical Secondary Vocational School for Construction and Building Trade students………………………………………. Lesson 4 ESP Vocabulary Teaching at the Vocational Secondary School of Furniture Industry………………………….. Lesson 5 ESP International Sample lesson plan........................................................................... Lesson 6 ESP Lesson Plan in Indonesia………………………………………………………... Lesson 7 ESP for Primary School Children……………………………………………………. Lesson 8 ESP for Middle School Students Narrative Writing Lesson.............................................................................................. Lesson 9 ESP for Middle School Students Native American Legends, Folk Stories and Tales...................................................... Lesson 10 Cabinet Making……………………………………………………………………… Lesson 11 The Hydrologic Cycle………………………………………………………………... Water's journey through time Lesson 12 Life Cycle of Frogs....................................................................................................... Lesson 13 Lanscape……………………………………………………………………………… Lesson 14 Economics……………………………………………………………………………. Lesson 16 Bookkeeping…………………………………………………………………………. Lesson 17 Housekeeping………………………………………………………………………… Lesson 18 Ecosystem...................................................................................................................... Lesson 19 Tourism in Indonesia…………………………………………………………………. Lesson 20 Forestry……………………………………………………………………………….. Lesson 21 Plantation………………………………………………………………………………. Lesson 22 Palm Oil Processing……………………………………………………………………. Lesson 23 Money Laundry………………………………………………………………………… Lesson 24 Sodium Hydroxide…………………………………………………………………….. Lesson 25 Potential Energy……………………………………………………………………….. Lesson 26 Product Marketing……………………………………………………………………. Lesson 27 Midwifery…………………………………………………………………………… Lesson 1 Introduction What is ESP? The aim of the ESP is to determine the needs of a specific group of learners. ESP is often divided into English for Academic Purposes (EAP) and English for Occupational Purposes (EOP). Further sub-divisions of EOP are sometimes made into business English, professional English (e.g. English for doctors, lawyers) and vocational English (e.g. English for tourism, nursing, aviation, bricklaying). ESP Characteristic According to Dudley-Evans (2001) the absolute characteristics of ESP are: 1. ESP is designed to meet the specific needs of the learners. 2. ESP makes use of the underlying methodology and activities of the specialism it serves. 3. It is centred not only on the language (grammar, lexis, register), but also the skills, discourses and genres appropriate to those activities. ESP practitioners are also becoming increasingly involved in intercultural communication and the development of intercultural competence. For Dudley-Evans (2001) the defining characteristic of ESP is that teaching and materials are based on the results of a needs analysis. The key questions are: 1. What do students need to do with English? 2. Which of the skills do they need to master and how well? 3. Which genres do they need to master either for comprehension or production purposes? Traditionally ESP courses were typically designed for intermediate or advanced adult learners. Nowadays many students can start to learn academic or vocational English at an earlier age and at a lower level of proficiency. Why is ESP important? ESP has become increasingly important as: 1. There has been an increase in vocational training and learning throughout the world. 2. With the spread of globalisation has come the increasing use of English as the language of international communication. More and more people are using English in a growing number of occupational contexts. 3. Students are starting to learn and therefore master general English at a younger age, and so move on to ESP at an earlier age. An increasing number of learners are taught in English medium schools using approaches such as CLIL (Content and Language Integrated Learning). In some English speaking countries governments are launching initiatives to help economic migrants obtain the practical English skills necessary to function in the workplace. For example, the new ESOL for Work Qualifications in the UK are designed to help employers and employees access courses which offer them the functional language skills demanded across a variety of employment sectors. Content includes topics such as customer care and health and safety. Some teachers are afraid of making the transition from teaching general English to teaching ESP. There is also the danger that the novice ESP teacher will only use materials that they feel comfortable with and will not stretch their learners. ESP Teacher’s Competence Bell (2002) argues that the depth of knowledge of a subject matter that a teacher requires depends on a number of variables which include: 1. How much do the learners know about their specialism? 2. Are the students pre-experience or post-experience learners? 3. How specific and detailed are the language, skills and genres that the learners need to learn? Although you perhaps don't need to be an expert in a specialist area, you do need to have some awareness and feel for a particular vocational area. Bell (2002) advocates the three Cs for helping teachers to improve their knowledge and skills in a particular area of ESP. 1. Curiosity The teacher should be interested in the subject area and want to learn more. 2. Collaboration Teachers should seek out subject specialists, show them their work and ask for their feedback. 3. Confidence Confidence will grow as teachers explore the new subject matter, engage with subject specialists and learn from their learners. ESP Teaching Material Harding (2007) stresses that the general skills that a general English teacher uses e.g. being communicative, using authentic materials and analysing English in a practical way are also applicable to ESP. He also suggests that teachers should: 1. Think about what is needed and don't just follow an off-the-shelf course or course book. 2. Understand the nature of their students' subject area. 3. Work out their language needs in relation to their specialism. 4. Use contexts, texts, situations from their subject area. 5. Use authentic materials. 6. Make the tasks as authentic as possible. 7. Motivate the students with variety, relevance and fun. 8. Take the classroom into the real world and bring the real world into the classroom. Like it or not, the days of the EFL generalist teacher may be numbered, so it might just be time to explore the possibility of working in ESP! Acronyms in ESP: CLIL (Content and Language Integrated Learning) EAP (English for Academic Purposes) EBP (English for Business Purposes) ESAP (English for Specific Academic Purposes) EGAP (English for General Academic Purposes) EMP (English for Medical Purposes) EOP (English for Occupational Purposes) EPP (English for Professional Purposes) EST (English for Science and Technology) EVP (English for Vocational Purposes) EWP (English for/in the Workplace) References Bell, D (2002) ‘Help! I've been asked to teach a class on ESP!' in IATEFL Voices, Issue 169, Oct/Nov Dudley-Evans, T (2001) ‘English for Specific Purposes' in The Cambridge Guide to TESOL, Cambridge University Press Harding, K (2007) English for Specific Purposes, Oxford University Press Lesson 2 ESP AND ESL How is English for Specific Purposes (ESP) different from English as a Second Language (ESL), also known as general English? The most important difference lies in the learners and their purposes for learning English. ESP students are usually adults who already have some acquaintance with English and are learning the language in order to communicate a set of professional skills and to perform particular job- related functions. An ESP program is therefore built on an assessment of purposes and needs and the functions for which English is required . ESP concentrates more on language in context than on teaching grammar and language structures. It covers subjects varying from accounting or computer