Republic of the Philippines

CARLOS HILADO MEMORIAL STATE COLLEGE

College of Education
Talisay City
ENGLISH FOR SPECIFIC PURPOSES

Deciding on the Materials Handout

The process of materials preparation.

This section illustrates the process of materials preparation and selection for an ESP course.

ANALYSIS OF STUDENTS NEEDS.

Analysis of the students’ needs involves doing some kind of activity with a learner in order to find out
what their learning needs are. A good understanding of learner needs can contribute to successful course
planning. Assessment became one of the basic features of an ESP program. This involved the gathering of
information about the personal, academic or professional, cultural and language background of learners in
order to give shape and direction to an ESP program or course.
ESTABLISHING SPECIFIC OBJECTIVES.

An objective is specific commitment to achieve a measurable result within a given timeframe.

In establishing specific objectives it must be align or base on to the analysis of the students’ needs results.
Here is an example of an analysis of students need and establishing specific objectives by Piñaflorida and
Fortez (1989) in preparation for the producing of teaching materials for students intending to go into
medical career.
ANALYSIS OF STUDENTS NEEDS ESTABLISHING SPECIFIC OBJECTIVES

The students need to improve their reading To help students cope with the reading of medical
comprehension skills. E.g. Getting the main idea, prose, such as documents ,journal articles, medical
drawing inference, distinguishing facts from opinion. cases and etc.

The students need to strengthen their oral and To help students their skills in listening to lectures,
written communication skills. and giving oral and written report of medical cases

The students need to develop the ability to draw out .

discourse functions from reading text e g. ,cause-
effect relationship, subject- verb agreement, tenses To provide students with interesting practice
etc. activities that focus on language used.

The students need to reinforce their study

skills.e.g.,giving and following direction, note taking,
summarizing,etc.

PREPARED BY GROUP 4
 Republic of the Philippines
CARLOS HILADO MEMORIAL STATE COLLEGE
College of Education
Talisay City
ENGLISH FOR SPECIFIC PURPOSES

Theoretical Model for Organizing the Design of Instructional Materials

Chapter Overview:

Opener- to activate background knowledge

Input- a reading passage

Comprehension check- checking how much knowledge the students have absorbed

Vocabulary- builder as a part of the unit

Language practice- activities

Writing tasks- students’ output in the form of written composition

PREPARED BY GROUP 4
 Republic of the Philippines
CARLOS HILADO MEMORIAL STATE COLLEGE
College of Education
Talisay City
ENGLISH FOR SPECIFIC PURPOSES

OPENER

Opener has a vital part in the students learning focus. This is where the introduction happens that opens
the student into what would the topic be. It is important that the teacher would analyze how the topic should
be introduced. It could be through a song, a drill, a video, or even question. As long as it leads to motivating
the students to listen to the teacher.

 Prayer
 Drill
 Motivation
 Video
 Games

INPUT

Any material that contains the discussion of the topic. It could be a

 video presentation
 a text book
 an audio

COMPREHENSION CHECK

Do they understand?

An important part of your teaching is checking the students’ comprehension. Do they understand the
instructions you just gave them? Do they understand your expectations for an assignment? Do they
understand the material you just presented?

You have two choices to find out if your students understand:

1. You can ask if they understood. This will result in two possible and usually unsuccessful
outcomes:

1. They will say yes because they do not want to disappoint you, or suggest your lack of clarity, and
they are embarrassed to admit their lack of understanding in front of their peers. Or,

2. They will say no, but you will not know what they did not understand – it could be any part of your
directions or presentation.

2. You can have your students demonstrate their understanding. You will then know what they
understood and what they did not.

PREPARED BY GROUP 4
 Republic of the Philippines
CARLOS HILADO MEMORIAL STATE COLLEGE
College of Education
Talisay City
ENGLISH FOR SPECIFIC PURPOSES

VOCABULARY BUILDER

 it will help strengthen the vocabulary knowledge of the students

 introduces new words or unfamiliar words to the students

Activities under Vocabulary Builder are as follows:

1. Using appropriate medical terms to indicate paragraph sense

2. Matching unfamiliar words with meanings

3. Giving the meaning of some prefixes

4. Using appropriate medical terms to indicate paragraph sense

5. Building words through suffixes

LANGUAGE PRACTICE

 gain language practice

 develop skills in communicating information accurately
 help students engage in the topic deeper

The main goal here is to have students gain language practice and skills. The more the recipient language
skills are develop, the better the learning speaking process. It let your students develop their skills in
communicating information accurately. Give students activities that communicates ideas, information, and
arguments effectively using a style and language appropriate to the subject, purpose and the student
needs. This could be an individual or a group activity.

 Activity 1: Using Contrast Words To Link Sentences

 Activity 2: Using Comparison and Contrast To Show Relationships
 Activity 3: Understanding The Use Of Modal Auxiliaries

TASK

Writing task would determine how effective and efficient the teaching was. As soon to be language
teachers, it is important to have writing task because it will improve our student’s writing ability and even
their comprehension for the lesson that was discussed to them. And of course it is an assessment if they
cope up with the topic. This also include the assignment. If the student had a hard time understanding the
topic, base on the assessment the teacher gave, he/she will have the chance to understand it.

PREPARED BY GROUP 4