SAMPLE FOR ESP FINAL ASSIGNMENT

I. Introduction

English for Specific Purposes (ESP) has been acknowledged since the 1960s to be a vital
and innovative activity within the Teaching of English as a Foreign or Second Language
movement (Dudley - Evans & St. John, 1998). A large number of language researchers have
defined ESP variously. According to Hutchinson and Waters (1986, 19), “ESP is an approach to
language teaching in which all decisions as to content and method are based on the learner’s
reason for learning”. In line with Hutchinson and Waters’view, Strevens declared that “ESP is
designed to meet specified needs of learners; related to content, to particular disciplines,
occupations and activities; and centered on the language appropriate to those activities, in syntax,
lexis, discourse, semantics”. Supporting these definitions, Richards and Schmidt (2010) perceived
ESP as “the role of English in a language course or programme of instruction in which the content
and aims of the course are fixed by the specific needs of a particular group of learners.” Thus, it
could be concluded that ESP is regarded as a part of English Language Teaching (ELT), which is
goal-oriented, content-based and learner-centered. To meet the definition above, ESP courses
must be based on six fundamental elements namely needs analysis, approaches, syllabus design,
material design, teaching methodology and assessment. This study aims to focus on the ESP
course design.

II. An overview of ESP course design

A key component in ESP teaching is approach. There are probably several approaches to
ESP course design, however, generally three main types including language-centered, skills-
centered and learning-centered (Hutchinson & Waters, 1987) are identified. Language-centered
approach has provided several important insights into the nature of specific language needs;
however it is viewed as static, inflexible and too logical, which leads to limitation in learners’
skills in doing tests or performing languages . In contrast, skills-centered approach puts more
emphasis on the process of language use but not language learning. Language learners could aim
at several certain skills and utilize strategies underlying language behaviors to produce or
comprehend discourse but they may struggle with a lack of linguistic knowledge such as grammar
mistakes, incorrect structures, etc. . Another approach being usually remained in ESP courses is
learner-centered approach which considers learners to be the major subject at every stage of
teaching. To put thoroughly the approaches into practice, the stage of need analysis should be
done productively. Even though each of these approaches demonstrates its own weakness, a
combination of them would be more effective for students to address their shortcomings and to
boost both language skills and language key features. Teachers desiring to achieve this
requirement should deliver different kinds of tasks and task-base can be an effective tool for
application. Richards, Platt and Weber (1985) referred tasks to “processing and understanding
language” and Nunan (1989) claimed that tasks involved learners in “comprehending,
manipulating, producing or interacting in the target language”. Furthermore, not only do tasks
aim at activities relevant to any kind of the four language skills but also integrate all four skills
and alter from fluency to accuracy. Using task-based approach in language teaching requires
learners to use authentic language through meaningful tasks and encourage meaningful
communication. It offers a great deal of flexibility, potentially making classroom activities far
more motivational and inspirational to students. Therefore, it is a good idea for this approach to
be applied more widely in Vietnam schools.

III. Syllabus design

Course title: Basic Communicative English
Course introduction
This course is an introduction to basic communicative English. The course covers several aspects
of daily life topics, vocabulary, basic English grammar and listening & speaking skills which are
important to make a good conversation.
1. Environment
1.1. Learners: This course is designed for non – English major students who are false
beginners. The students’ age varies from 20 to 30 years old. They are tertiary students or young
adults just engaging in working environment. These students need to use English communication
in daily conversations, to get well-prepared and gain confidence in university classroom
environment and at workplace. Additionally, the English Communication skill also plays a very
foundational step for them to pursue some international English certificates such as IELTS,
TOEIC, etc. . Although they had chances to learn English in high schools, they did not perceive
English subject necessary and intentionally ignore this subject. They did not devote time to
practicing speaking and listening skills. Consequently, they all have forgot vocabularies and basic
English structures and as a result, they face a fear of communicating in English in almost all
situations in classroom environment in higher education and at work.
1.2. Instructors: trained instructors with good proficiency in English speaking and listening
and teaching experience.
1.3. Context
In Vietnam, a large number of English classes in high school and university education are
exam-oriented, heavily focusing on teaching English grammar. Tests are in form of grammar-
based multiple choices questions without speaking and listening skills. Thus, high school and
tertiary graduates find English subject boring, fail to apply the so complicated grammar into
speaking and unable to communicate in English in daily conversations. Particularly, this colossal
student group always face the fear that they are in conversation with native speakers and in
English speaking environment generally.
As students are those who need English in communication in daily situations at school or at
workplace, they are required to attain English at basic communicative level (equivalent to A1 or
A2 + CEFR) as a basic requirement for learning at university and getting an employment. In
tertiary environment of non-English major, students will need English to basically communicate
with teachers, classmates and classroom activities. Then when after graduating, they will be
surrounded by working situations requiring communicative English such as working for
international companies or foreign bosses, communicating with foreign customers. Therefore, as
for this learner group, English communication is perceived as a surviving tool to better academic
performance at university or English communication will generate conditions for graduates to get
a good job.

2. Needs analysis
Needs analysis were conducted through some questionnaires, observations and interviews. The
results of the questionnaires, observations and interviews have provided a basis for the design of
the course.
2.1 Lacks
Students often lack vocabularies and grammatical structures so they get difficulties in making a
full sentences and expressing their ideas in properly ones. They also are not surrounded by English
speaking environment. Thus, they did not have chance to practice speaking English and lost their
confidence in English communication.
2.2 Necessities
Students need to have a solid foundation of communicative English speaking so that they are able
to speak about the daily topics and make daily conversation.
2.3 Wants
According to the questionnaires and interviews’ results, most students want to be able to use
English in communication in daily life, particularly in class at university and at work and express
their ideas in sentences accurately.

3. Materials
• FTF “Face to Face elementary by Chris Redston and Gillie Cunningham”
This is a textbook in the series famous English books for English learners from basic to advanced
levels. This textbook helps the learners learn English to communicate easily, quickly and
efficiently. This is also the main textbook in this communicative course. This book combines the
best English learning from EFL and the best English methods of modern education. One of the
highlight characteristics is numerous exercises to help students train two skills: Speaking and
listening. The interactive exercises help learners understand and speak English in both aspects:
Accuracy and Fluency. It helps learners to practice grammatical structure, sentence pronouns and
develop vocabularies. This also introduce the approach to help learners collect knowledge easily
and efficiently.
• EGI “English Grammar In Use by Raymond Murphy”
This book will help learners to improve their basic grammar comprehension through the
combination grammar and practical exercises in a single book. A grammar is explained on the
left side of each page and the other side is exercises to test the ability to understand the lesson.
These exercises to do in the expanded part of each lesson suggest some practical grammar for the
next lesson. The list of contents and an index detailing headings are easy for users that can be
found easily the needed lessons. The answers key at the end of the book is useful for learners’
assessment.
• TFL “Tactic for listening basic by Jack C Richards”
This is comprehensive books for listening skills. It is the basis for an intensive listening course or
a language laboratory course. There are some complementary texts in a conversation course for
adults and young adult learners of American English. Fun, natural-sounding recordings that
reflect everyday situations and new follow-up listening and speaking activities for in-depth
practice are used. This book has also the expand 'Over to You' sections for extra speaking practice
and student audio CD for practice outside the classroom and photocopy speaking activities for
each unit. The midterm, final, and unit tests with Audio CDs in this book are easy for students’
assessment.

Recommended books for self-study

• Tactic for listening expanding by Jack C Richards
• Tactic for listening developing by Jack C Richards
• English vocabulary in use elementary by Michael McCarthy

4. Syllabus design
Course description
This course is an introduction to basic English communication. The course covers some key
aspects of English communication including vocabularies about the most common topic in
daily life, basic grammar attached to support learners practice speaking activities and various
situations for students to practice speaking individually, in pair and in a group and a range of
exciting listening exercises.
Class meets three times a week for 2.0 hours per lesson during 10 weeks

Course objectives
At the end of the course, student will be able to
- Build vocabulary at elementary level
- Memorize and apply basic grammar into speaking
- Communicate in English in almost all daily conversation at school and at workplace
- Boost listening skill and be able to understand native accents in English communication
at elementary level
- Gain confidence when speaking English in daily life
Assessment
- Attendance and participation: 20%
- Portfolio: 40%
- Mid-term test: 10%
- Final test: 30%
 SYLLABUS

BASIC COMMUNICATIVE ENGLISH

GENERAL ADITIONAL
WEEK LESSON TOPIC CONTENT
TOPIC MATERIALS
Vocabulary: countries and nationalities
Grammar: be; possessive adjectives Grammar (EGI p.10-13)
Introducing people
Lesson 1 Speaking: introducing people Grammar (EGI p.126-127)
(FTF p.6-7)
Listening: Countries

Vocabulary: number 0-20, phone

numbers, jobs
Grammar (EGI p. 136-137)
Meeting people In coffee break Grammar: be, a and an
Week 1 Lesson 2 Listening (TFL p.2-5)
(FTF p.8-9) Speaking: Talking about phone numbers
Listening (TFL p.22-25)
and jobs

Vocabulary: numbers 20-100

Speaking: Asking and giving personal
Personal details
Lesson 3 information; asking people to repeat Listening (TFL p.50-53)
(FTF P.10-11)
things

Vocabulary: adjectives; personal

possession
What’s important Grammar (EGI p.26-27)
Grammar: have got positive and
Lesson 4 to you? Grammar (EGI p.176-177)
negative
(FTF p.14-15) Listening (TFL p.78-81)
Speaking: Asking and answering about
things people possess
Week 2
Vocabulary: family
People and Grammar: Possessive ‘s
possession Family Speaking: Talking about family Grammar (EGI p.134-135)
Lesson 5
(FTF p.16-17) members Listening (TFL p.34-37)
Pronunciation: The schwa /ə/ sound
 Vocabulary: Time words (minutes, year,
etc.)
Time and money Grammar: How much…? Listening (TFL p.14-17)
Lesson 6
(FTF p.18-19) Speaking: Talking about times and Listening (TFL p.42-45)
prices; buying tickets

Vocabulary: Daily routines

Grammar: Present simple (1): positive
Daily routines Grammar (EGI p.18-19)
Lesson 7 and Wh- Questions
(FTF p.22-23)
Speaking: Talking about a daily routine

Vocabulary: Free time activities, time

phrases with on, in, at, every
Grammar: Present simple (2): negative Grammar (EGI p.20-21)
Week 3 Free time activities
Lesson 8 Daily life and yes/no questions Grammar(EGI p.22-23)
(FTF p.24-25)
Speaking: Talking about activities in the Listening (TFL p.38-41)
evenings and at the weekends

Vocabulary: months and dates

Special days Speaking: Talking about special days Grammar (EGI p.200-201)
Lesson 9
(FTF p.26-27) and suggestions Listening (EGI p.18-21)

Vocabulary: Entertainment things

Grammar: State verbs like/love/hate +
Ving; present simple: question and short
Things you like
answer (he/she/it)
Lesson 10 and don’t like Grammar (EGI p.110-111)
Speaking: talking about things you like
(FTF p.32-33)
Week 4 and don’t like, talking about other’s
hobbies

Time off Vocabulary: food and drink

Eating out Grammar (EGI p. 78-79)
Lesson 11 Grammar: Can I have…?, I’d/would
(FTF p.34-35) Listening (TFL p.54-57)
like…,Would you like…
 Speaking: request and offers in
restaurants

Vocabulary: food and drink (2)

Grammar : Countable and uncountable
Breakfast time nouns Grammar (EGI p.140-141)
Lesson 12
(FTF p.36-37) Speaking: Talking about a perfect Grammar (EGI p.141-142)
breakfast

Vocabulary: Places in a town/country

Places in a Grammar: there is/there are
Grammar (EGI p.80-81)
Lesson 13 town/countries Speaking: Describing favorite places
Listening (TFL p.90-93)
(FTF p.38-39) Pronunciation: Sentence stress

Vocabulary: Room and thing in a house

Grammar: How much/How many?;
Renting a flat some, any, a Grammar (EGI p.158-159)
Lesson 14
Homes (FTF p.40-41) Speaking: Describe a picture of house Listening (TFL p.58-61)
Week 5
(group work)

Vocabulary: Shop language, things to

buy
Grammar: one and ones, singular and Grammar (EGI p.)
Shopping
Lesson 15 plural nouns Listening (TFL p.10-13)
(FTFp.44-45)
Speaking: Practice conversation a shop, Listening (TFL p.70-73)
role play as a customer and shop
assistant (pair work)
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