University of the East

Manila

English for Specific Purposes Program

Designed for the Security Guards
Of the University of the East

Submitted to:
Dr. Mark DG. Fabella
Professor
EEN 221 English for Specific Purposes

Submitted by:
Bea Patrizia Santos
Son Chang Hoon
Prince Rome Valenzuela
Section 1M

SY 2013-2014
First Semester

October 18, 2013

October 16, 2013

CHIEF ROLANDO MAGLALANG

Head, Security Department
University of the East-Manila

Sir,

Greetings!

We are Bachelor of Arts major in English students taking up the subject English for Specific Purposes in the University in the East. In
this subject, we are learning and practicing how to design English language programs for a specific profession or workplace.

We have chosen your professionals (security personnel) to undergo trainings with us because our program will really improve their
communication and speaking skills when it comes to implementing and informing the rules; the security personnel will be more
competent and competitive.

The program is designed to project the communication skills, especially the speaking skills of the security guards to a higher level.

By improving the security personnel’s communication and speaking skills, the philosophy of your department will be achieved. The
speaking skills of the security personnel will be enhanced so they can handle students better and security and safety inside the
university is reassured.

We hope that by reading this proposal letter, you have felt interested in taking advantage of the offer of English for Specific Purposes
(ESP) program. Feel free to contact anyone of us through the contact details listed below.

Godspeed!

SANTOS, Bea Patrizia E. VALENZUELA, Prince Rome A. SON Chang Hoon

Student, ESP Practitioner Student, ESP Practitioner Student, ESP Practitioner
09152986687 09177812634 09151779585

Strength
 Security guards are trained
to be alert, active, attentive,
and sensitive.
 Since security guards are
attentive and alert, they are
best at the macro-
communication skill,
listening.
 Since they are commended
for their listening skill, it can
also lead to better handling
and processing of
information.
 Other strengths that can be
implied from those
strengths mentioned above
are the following:
 Security guards are:
 Good interpreters of
information
 Good empathizers in
conversations
SWOT Analysis of Security Guards of the University of the East
Weakness Opportunity Threat
 Security guards may be  Security guards should take  Security guards that are a
considered a bit of opportunity to have formal little bit of inexpressive can
inexpressive in what they exposure and training in the create a situation where in
want to say when they use English language. the one they were not able
the English language  Moreover, security guards to respond to get pissed off
because of limited can also take opportunity to or disappointed with them
vocabulary and confidence. have mentors in their because of the lack of
 Since this is the case, language abilities and have response.
security guards may be some practice inside the  Since that is the case,
deemed to have lower level professional context. dissatisfaction and
of abilities in the macro-  A formal exposure with misunderstanding may
communication skills, competent English arise.
speaking and reading. speakers might help them  Security guards can also
 Though there is good improve. perceive the threat of lower
information handling and  A comprehensive and level of security. A group of
processing, intensive training is foreign terrorists may visit
inexpressiveness might recommended for the the school and they might
lead to conversational security guards to take not handle the situation.
weakness. opportunity into because a  Other threats that can be
 Other weakness that may training described as this perceived are those people
be implied from those will really help them and who expect much of the
mentioned weaknesses make their language skills and service of
above are the following: abilities be on top of the security guards. Security
 Security guards may: level along with those who guards are in some way
 Disappoint others upon not work in high class offices face of the school because
replying who also undergo trainings they are ones the visitors
 Disrespect people when and ESP courses. first meet. If the impression
answer is not made is negative on them, it
might be connected to
other staff of the school.
 Deficiency, Means, Present Situation and Target Situation Analyses of the Security Guards of the University of the East
Macrocommunication Deficiency Analysis Means Analysis
Present Situation Target Situation
skill
Analysis Analysis

The target learners The program will They have excellent They will have more
misinterpret words accommodate security focus while listening so focus in listening and be
Listening uttered by international guards of the University they can be good able to retain the
student when it is not of the East. handlers and processors information they gather
properly enunciated. of information. for a longer time.

The target learners The practitioners aim to They are somewhat They will become more
usually answer using gather 20 security inexpressive because of communicative because
Filipino and the guards at the maximum. lack of confidence and they are more confident
Speaking
international student limited vocabulary. and their vocabulary has
cannot fully understand They can speak simple improved and longer
what is said to him/her. and short sentences. sentences are spoken.

The target learners are There are 3 practitioners They can read simple They will read technical
Reading able to read simple and so while 1 is a teacher and vernacular English English also and be able
vernacular English. the other 2 are in an average pace. to explain after reading.
parateachers.

The target learners are The program will be held They can write simple They can write using
Writing able to write simple and in the CAS-MPH 5th floor and vernacular English technical English and be
vernacular English. CAS Bldg. in average pace. able to explain more.
 Needs Analysis of Security Guards of the University of the East
Most of the security guards are aged 40 and above. They have been working as security guards for around 15-20 years.
Some of them are from the province which means that they L1 as the local dialect, and Filipino as L2, making English as L3
already.
They learned the English language in school. This is supposed to be 15-20 years ago.
None of them have attended an ESP course. Most of them have not attended any training or professional development on
their language abilities.
The fluency in English language is not a very important requisite in their job. But, they believe it is an asset if they achieve
fluency in the English language. They also believe that improvement in their abilities to use the English language is part of
professional development. It can be assumed from the needs assessments done on them that they are willing to undergo series of
training to improve their abilities.
They are required to speak in English when reporting to high officials of the University and when talking to international
students.
All the security guards engage in a conversation with each of the choices provided in the questionnaire which are: native
speakers from US, UK, native speakers other than US, UK, non-native speakers from the Philippines, non-native speakers other than
from the Philippines, visitors and international students (foreigners).
The results of their ratings to themselves proved to be as close as possible to the ratings of their colleagues.
In their job requirements, speaking and listening skills are the most important skills for them.
Since those two skills are the most important and the most practiced skills in their jobs, they think that these are there best
skills but they also think that these skills still need to be improved.
With regards to their daily living and communication with others, these two skills are still the skills they feel they are best or
commendable at.
Varying difficulties are mentioned by the respondents in the questionnaires. The most mentioned difficulty is when speaking, they ran
out of words. One reason behind these difficulties is lack of vocabulary. Another is their lack of confidence or nervousness.
Different topics were also cited by the respondents. As much as possible, the ESP program designed covers the most cited
topics indicated by the respondents in the questionnaire.
Needs Assessment Questionnaire for Security Guards of the University of the East

I. Personal Information

Name: ___________________________________________________

Current Job: ___________________________________________________

Duration: ___________________________________________________

Age: ___________________________________________________

Permanent ___________________________________________________

Address: ___________________________________________________

Provincial ___________________________________________________

Address (if): ___________________________________________________

II. Educational Background

Please answer the following questions honestly.

Where did you learn the English language? _____________________________

(E.g. school, home, office)
What is your first language? _____________________________
(E.g. local dialect: Ilocano, Ilonggo, etc.)
What is your second language? _____________________________
(E.g. Filipino, English or regional dialect)
What is your third language of favor or usage? _____________________________
(E.g. Filipino, English, etc.)
What are the other languages that you know? _____________________________
Please specify.
When was your last schooling? (Year) _____________________________
(If cannot be remembered, indicate an estimate.)
Is fluency in English an important requisite in your job? _____________________________
(Yes or No)
Is language improvement for you a part of professional _____________________________
development? (Yes or No)
Is the English language for you needed in your job? _____________________________
(Yes or No)
Is fluency in the English language an asset? _____________________________
(Yes or No)
Have you attended an ESP course? _____________________________
(Yes or No)
Have you attended professional development for _____________________________
your language abilities already? (Yes or No)

III. Current Use of English in the Workplace

What instances or situations you are compelled to use English?

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

Whom do you speak English with?

___________ native speakers from US, UK
___________ native speakers other than US, UK
___________ non-native speakers from the Philippines
___________ non-native speakers other than from the Philippines
___________ visitors
___________ international students (foreigners)

Rate yourself and your abilities as 1 as your best skill, 2 as your better skill, 3 as your good skill and 4 as your worst skill with regards
your job requirements.
_______reading _______speaking _______writing _______listening
What is the most important skill for you in your job? 1 as most important, 2 as more important, 3 as important, 4 as least important
_______reading _______speaking _______writing _______listening

IV. Personal Use of the English Language

Rate yourself and your abilities as 1 as your best skill, 2 as your better skill, 3 as your good skill and 4 as your worst skill with regards
to your daily living and communication with others.
_______reading _______speaking _______writing _______listening

What particular difficulties do you encounter in speaking using the English language?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

What do you think are the reasons behind those difficulties?

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

In what activities do you think you can improve your difficulties or weaknesses?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

What specific topics would you want to learn from us?

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
 English for Specific Purposes Program
Designed for the Security Guards of the University of the East
Date Objective Activity Person Monetary Expected Success Indicator
Involved Resource Outcome
Needed
11- To familiarize and ORIENTATION Learners, ESP Manila papers, The learners The learners have
04- prepare the learners of practitioners, cartolina for become positive response/
2013 what really the ESP janitors, visual aids, knowledgeable feedback towards the
program is all about technicians writing and appreciative program and low
instruments, at least about the anxiety towards their
chairs and content of the mentors.
board/room, program.
podcast/video
11- To gauge the learners’ READING Learners, ESP Student The learners The learners are able
06- abilities in reading and EXERCISE practitioners, manual, become confident to listen to and notice
2013 speaking and to janitors, reading of their skills and their reading and
formulate strategies that technicians material on the reading/speaking speaking skills and will
will help these skills proper reading voice and more be motivated to
improve to a higher level techniques, good listeners and improve them.
To enhance also chairs and readers.
retention of the rules board/room,
podcast/video
11- To gauge the retention WRITING Learners, ESP Authentic The learners The learners are able
08- ability and vocabulary EXERCISE in the practitioner, formative become aware of to answer the activity
2013 skill of the learners and form of FILL IN janitors, assessment the gaps when and are able to retain
be able to formulate THE BLANKS/ technicians (designed by they use the and remember most of
strategies that appeal to SUPPLY THE the ESP English language the words in the
them most MISSING practitioners), and be able to activity.
WORD/S chairs and overcome them.
board/room,
podcast/video
11- To boost retention and KINESTHETIC Learners, ESP Fish bowl, The learners’ The learners are able
11- creativity and confidence EXERCISE in the practitioners, small pieces of retention and to apply what they
2013 in communicating the form of janitors, papers, memory become remembered from the
rules to other people CHARADES technicians curtains, chairs strengthened as writing exercise and
and well as their skills are confident to enact
board/room, in English. those they
podcast/video remembered.
11- To guide the learners on WRITING Learners, ESP Papers, writing The learners The learners are able
13- what they want to EXERCISE in the practitioners instruments, produce an essay to write down what they
2013 express and how will form of answering Set of essay which have the want to express in the
they combine it essay questions questions elements situation and combine
meaningfully formulated by combined correctly them meaningfully.
ESP and techniques
practitioners, applied well also.
chairs and
board/room,
podcast/video
11- To direct the learners on WRITING Learners, ESP Papers from The learners all The learners are able
15- combining the EXERCISE in the practitioners the essay able to write a to write sensible
2013 expressions/ statements form of dialogue writing activity, dialogue properly conversations and
to produce a sensible construction new sheets of and accordingly to express statements
conversation paper, an their likings and that help in the
authentic rules of understanding of the
reading conversation. conversation.
material that
tells something
about
discourse
competence,
chairs and
board/room,
podcast/video
11- To lead the learners in SPEAKING Learners, ESP Checklist of The learners will The learners are able
18- the proper way of EXERCISE using practitioners rubrics, prize perform an oral to speak with
2013 speaking the utterances the dialogues for the best dialogue and it confidence and good
 they constructed constructed in the participant of should be clear, grammar and
previous activity the activity, systematic, vocabulary.
chairs and realistic and
board/room, complete.
podcast/video
11- To identify the lapses in SIMULATION Learners, ESP Checklist of The learners will The learners are able
20- the real-workplace in the with a local practitioners, rubrics, prize perform a to deal with the
2013 skills of the learners and student volunteer local or token of simulation with students with
identify strategies that students appreciation to confidence in confidence and
will help them improve the best speaking and creativity in speaking
the lapses participant of application of what and good grammar and
the activity, they have learned. vocabulary with
chairs and regards to the use of
board/room, the English language.
podcast/video
11- To identify the lapses in SIMULATION Learners, ESP Checklist of The learners will The learners are able
22- the real-workplace in the with an practitioners, rubrics, prize perform a to deal with the
2013 skills of the learners and international volunteer or token of simulation with students with
identify strategies that student international appreciation to confidence in confidence and
will help them improve students the best speaking and creativity in speaking
the lapses participant, application of what and good grammar and
chairs and they have learned. vocabulary with
board/room, regards to the use of
podcast/video the English language.
11- To formally conclude the CONCLUSION Learners, ESP Token of The learners and The learners are happy
25- program and sum up the practitioners appreciation practitioners that they were able to
2013 things they should have and certificates successfully end join the program and
learned in the encounters for the the program by they promise to
they had with their learners, having a themselves that they
mentors chairs and commencement will use what they
board/room, program. learned from the
podcast/video program.
 List of Podcasts, Videos, Etc. for each activity
1-http://www.youtube.com/watch?v=Kej2y280sHM
PODCAST - English for Specific Purposes
By EnglishcafeDotCom
2-http://www.youtube.com/watch?v=HKv9wYO5a9s
Barack Obama's 3 Best Public Speaking Tips
By forbes
http://www.youtube.com/watch?v=I6S3JN_7wac
Reading Aloud: A Tutorial (Part 1 of 2)
By AFSDMS
A brief tutorial on the technique for reading a story aloud to a group of young children. This is the first of two parts. Part 2 is a
demonstration of the reading aloud technique.
http://www.youtube.com/watch?v=1Z9CFSILxvk
Reading Aloud: A Tutorial (Part 2 of 2)
By AFSDMS
A demonstration of the technique for reading a story aloud to a group of young children. This is the second of two parts. Part 1 is a
brief tutorial on the reading aloud technique.
3- http://www.youtube.com/watch?v=dM4BgsJcy9o
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Dennis ThomasSR
Improve Memory Techniques | Improve Your Memory | How to Boost Your Brain
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natural abilities you already possess - abilities you never knew you had.
4- http://www.youtube.com/watch?v=E4__sSuQTkw
How to Memorize Anything | Memory Training
aemind
Learn How To Memorize Anything with this simple 5 step system.
All you need is the Following:
1. Focus
2. File- Place to store data or information
3. Picture- In you mind create a clear Picture of the data or information that you want to Memorize
4. Glue- Now you need to add action and emotion to the picture and the File
5. Review- You need to go back and in your mind bring up the vivid and clear images that you were able to visualize and create.
5- Elements of Essay writing
http://www.youtube.com/watch?v=V3OsSh7D6ZM
Guide to Writing a Good Essay
Alistair Nelson
7-http://www.youtube.com/watch?v=AykYRO5d_lI
Five Basic Public Speaking Tips
Toastmasters·
8-http://www.youtube.com/watch?v=D5hMN_XkPQA
3 Ways to Improve Your Communication Skills
Brian Tracy
Did you know that by improving your effective listening skills you will become a more influential and powerful conversationalist?
Watch this video to learn how to improve your verbal communication skills.
9-http://www.youtube.com/watch?v=_Egy4anpcRk
DEMCAD
10-http://www.timeshighereducation.co.uk/news/big-demand-for-english-lessons/106617.article
 Lesson Plan First Activity Date: November 4, 2013
I. Objective
To familiarize and prepare the learners of what really the ESP program is all about
Specifically:
1. To make the learners comprehend the program and its contents and other factors
2. To make the learners energetic and participative during the whole course of the program
3. To make the learners feel and believe that the ESP program have connections to their jobs as security guards
II. Subject Matter
Orientation of the Contents and Connections of the programs to the jobs of security guards
III. Procedures/Strategies
A. Pre-discussion
1. Schema motivation
There will be pieces of papers inside a fishbowl. There will be a pair of words written on the paper. Each of the
learners will pick one paper and they are asked to identify the relationship of the two words to each other.
2. Vocabulary enrichment
The words to be discussed in the vocabulary enrichment activity are listed as follows: ESP program, English
language, international student, local student, ESP practitioner, ESP target learner, L1, L2, and L3
3. Motivation
The ESP practitioners will ask a question to their target learners. The question is: Knowing some concepts
about ESP now, what do you think are the connection of these concepts to you and your job?
B. Discussion
The ESP practitioners will provide visual aids and these visual aids will be posted on the board. The visual aids will
discuss things like the content, importance and connections of the ESP program to the jobs of the target learners.
C. Post-discussion
The exercise for the target learners is a short game. The game will be composed of two teams. The team who does
not run out of the connections of ESP program to their jobs will win.
IV. Evaluation
The evaluation for the target learners is a take home essay writing activity. It will be like a journal entry. It can be about what
they learned or what they want to learn more about the program.
The goal of this activity is to make them write things to see if they understand the program, if they appreciate the content of
the program and if they feel the program has connections to their jobs. The role of the security guards is to be learners and
essay writers. The audience of the activity is the ESP practitioners. The setting and situation is the classroom or discussion
hall. The product is a well-written essay. The standards or criteria for grading the essays written by the learners are: 50%
content, 20% presentation, 30% importance or significance
 Lesson Plan Second Activity Date: November 6, 2013
I. Objective
To gauge the learners’ abilities in reading and speaking and to formulate strategies that will help these skills improve to a
higher level
To enhance also retention of the rules
Specifically:
1. To make the learners grasp the nature of reading and speaking aloud the things they are reading
2. To make the learners adjust their speaking while reading habits and improve these habits
3. To make the learners cherish the good speaking habits and the things needed to improve these habits
II. Subject Matter
Speaking and Reading techniques, school rules and regulations
III. Procedures/Strategies
A. Pre-discussion
1. Schema motivation
The target learners will find a partner first. One person from the pair is asked to read a sentence or two in a
fast pace. The other person will try to guess all the words of the sentence correctly. If all the words are correct,
the pair will get a prize.
2. Vocabulary enrichment
The words to be discussed in the vocabulary enrichment activity are listed as follows: reading, speaking,
technique, rule, violation, and implementation
3. Motivation
During the activity, why do you think you were not able to guess correctly all the words of the sentence read by
your partner?
B. Discussion
Reading materials will be distributed first by the ESP practitioners. The reading material discusses the techniques in
proper reading and speaking aloud what you are reading. The ESP practitioners will enact some of these techniques.
C. Post-discussion
The exercise for the target learners is to enact one technique discussed by the ESP practitioners and another
technique not yet discussed.
IV. Evaluation
The target learners need to apply the techniques in reading and speaking aloud what they are reading. The ESP practitioners
will gauge the learners’ abilities, rank and group them for the evaluation and further discussion.
The rubrics used by the practitioners are as follows:
 a) enunciates all the words correctly, speaks with a modulated tone of voice, pauses and stops when there is a need to
breathe, makes eye contact with listeners, stands straightly and the opening of mouth is obvious for the reader does
not mumble or eat the words s/he is speaking
b) enunciates most of the words correctly, speaks with a modulated tone of voice, forgets pauses and stops when there
is a need to breathe at times, makes eye contact with listeners, stands straightly and the opening of mouth is obvious
for the reader does not mumble or eat the words s/he is speaking
c) enunciates most of the words correctly, speaks with a not really modulated tone of voice, forgets pauses and stops
when there is a need to breathe at times, makes eye contact with listeners, stands straightly but sometimes trembling
is evident and the opening of mouth is obvious for the reader does not mumble or eat the words s/he is speaking
d) enunciates only some of the words correctly, speaks with a not really modulated tone of voice, forgets pauses and
stops when there is a need to breathe most of the time, makes eye contact with listeners, stands straightly but
sometimes trembling is evident and the opening of mouth is obvious for the reader does not mumble or eat the words
s/he is speaking
e) enunciates only some of the words correctly, speaks with a not really modulated tone of voice, forgets pauses and
stops when there is a need to breathe so s/he reads really fast, does not make eye contact with listeners, trembling is
evident and the opening of mouth is not obvious for the reader mumbles or eats the words s/he is speaking

Lesson Plan Third Activity Date: November 8, 2013

I. Objective
To gauge the retention ability and vocabulary skills of the learners and identify strategies that appeal to them most
Specifically:
1. To make the learners realize their lapses in memory and vocabulary and try to improve these little blunders
2. To make the learners adjust to the lapses and motivate themselves to overcome the lapses in memory and vocabulary
3. To make the learners feel that forgetfulness has a solution and not to be mad at themselves when they miss
something because there are techniques which can make up for the forgetfulness and mental memory and vocabulary
lapses
II. Subject Matter
Making Memory Stronger and Sharper and Vocabulary Deeper and Appropriate
III. Procedures/Strategies
A. Pre-discussion
1. Schema motivation
Pieces of papers are posted under the chairs of the target learners. The ESP practitioners will ask the learners
to randomly exchange seats. After that, they need to get the papers under the chairs. Written on the paper are
 famous quotes by the Philippine presidents but the quotes miss some of the words. It’s up to the learners if
they can guess it and if they guess it, a prize will be awarded to them.
2. Vocabulary enrichment
The words to be discussed in the vocabulary enrichment activity are listed as follows: mnemonic technique,
rote learning, and compensation strategy
3. Motivation
The ESP practitioners will ask a question to their target learners. The question is: How can you improve your
memory aside from eating peanuts?
B. Discussion
The ESP practitioners will provide visual aids and these visual aids will be posted on the board. The visual aids will
discuss things like learning strategies on improving memory and retention. Vocabulary improvement is discussed a
little. It will be strengthened in the exercises in the post discussion.
C. Post-discussion
The exercise for the target learners is a short game. The game will be composed of two teams. The team who does
not run out of the synonyms or equivalent words with the words given wins.
IV. Evaluation
The evaluation for the target learners is a test questionnaire. All of the items are fill in the blanks or supply the missing words.
The items are about the school rules and regulations.
The questionnaire is composed of 25 items to be answered for 25 minutes.
The discussion of answers follows right after the answering time.
While discussing the answers, the ESP practitioners will ask how they were able to answer the items. The ESP practitioners
will expect answers like they applied a specific strategies or improvement activity.

Lesson Plan Fourth Activity Date: November 11, 2013

I. Objective
To boost retention and creativity and confidence in communicating the rules to other people
Specifically:
1. To make the learners strengthen the memory they have about rules
2. To make the learners adjust and make bodily movements when needed if there is a lapse in their memory that is
needed to be bridged
3. To make the learners confident and creative when speaking even a lapse in memory occurs
II. Subject Matter
Memory, Retention and Creativity of the Rules of the University
III. Procedures/Strategies
 A. Pre-discussion
1. Schema motivation
There will be pieces of papers posted on the board but not facing the target learners so they cannot read what
is written on it. The target learners will randomly position themselves in front of the papers posted on the
board. They will get the paper and read what is written on it. Famous quotations in Filipino are written on it but
some of the words are missing. The learners will guess the words while another learner has the answer. The
other learner who has the answer will try to perform gestures to give clues of the answer to the other learner.
2. Vocabulary enrichment
The words to be discussed in the vocabulary enrichment activity are listed as follows: memory, retention,
charade, gesture, non-verbal communication
3. Motivation
The ESP practitioners will ask a question to their target learners. The question is: How will you say something
but you cannot find the right word to express it?
B. Discussion
The ESP practitioners will provide visual aids and these visual aids will be posted on the board. The visual aids will
discuss things like techniques how to sharpen memory and make retention better. Non-verbal communication and
gestures will be discussed a little bit.
C. Post-discussion
The exercise will be a pair work. The individuals will take note of every single small gesture that their partner does.
After that, they will recite the gestures their partner did in a span of time. The learner that does not run out and repeats
any gesture will win.
IV. Evaluation
The evaluation for the target learners is a charade game. In this game, the ESP practitioners will evaluate if the target
learners are able to sharpen their memory and better their retention. The ESP practitioners will also take note if the one who
acts out will apply the non-verbal communication and gestures s/he learned.

Lesson Plan Fifth Activity Date: October 24, 2013

I. Objective
To guide the learners on what they want to express and how to combine them meaningfully
Specifically:
1. To make the learners get the gist of what an essay is and the techniques on answering essay questions
2. To make the learners answer essay questions and compose essays on their own
3. To make the learners reflect on what they have written in their essays and essays written by others
II. Subject Matter
 Elements of and Techniques in Writing Essays
III. Procedures/Strategies
A. Pre-discussion
1. Schema motivation
There will be pieces of papers posted on the board but not facing the target learners so they cannot read what
is written on it. The target learners will randomly position themselves in front of the papers posted on the
board. They will get the paper and read what is written on it. The quotes from famous speeches or essays are
written on the paper and the learners will try to guess who quoted the said quote.
2. Vocabulary enrichment
The words to be discussed in the vocabulary enrichment activity are listed as follows: essay, idea, motive,
structure, explanation, coherence, implication.
3. Motivation
The ESP practitioners will ask a question to their target learners. The question is: How will you persuade
someone who does not follow the rules?
B. Discussion
The ESP practitioners will provide visual aids and these visual aids will be posted on the board. The visual aids will
discuss things like elements of essay and the techniques writing in essays.
C. Post-discussion
The exercise will be a group work. A group should be composed of five members and they will read an essay. They
will identify the idea, motive, structure and implication of the essay.
IV. Evaluation
The evaluation for the target learners is a take home essay writing activity. The elements of essay should be present and
most of the techniques should be applied.
The goal of this activity is to make them assess the situation and question first, then answer constructively providing
information and explanation as an essay should be like. The role of the security guards is to be an essay writer and an on-
duty security guard. The audience of the activity is the ESP practitioners because they are the proofreaders of the essays.
The setting and situation is the school gate. The product is a well-written essay. The standards or criteria for grading the
essays written by the learners are: 50% content, 20% presentation, 20% application of techniques and 10% elements of
essay.

Lesson Plan Sixth Activity Date: November 15, 2013

V. Objective
To direct learners on combining expressions or statements to produce a sensible conversation
Specifically:
 4. To make the learners get the substance of sensible conversations
5. To make the learners conscious on the surroundings so they can adjust
6. To make the learners reflect on what they have written in their essays and essays written by others
VI. Subject Matter
Elements of Conversation and How to Make Sensible Conversations Verbally
VII. Procedures/Strategies
D. Pre-discussion
4. Schema motivation
A video showing will start the class. The video will illustrate the situations described in the essay questions in
the previous activity.
5. Vocabulary enrichment
The words to be discussed in the vocabulary enrichment activity are listed as follows: conversation, interrupt,
rapport, support, sustain, steer
6. Motivation
The ESP practitioners will ask a question to their target learners. The question is: What kind of words do you
want to hear from the one you are conversing with in a serious conversation?
E. Discussion
The ESP practitioners will provide visual aids and these visual aids will be posted on the board. The visual aids will
discuss things like elements of conversation and techniques how to sustain a sensible conversation with a person.
F. Post-discussion
The exercise will be a group work. A group should be composed of five members and they will read a conversation.
They will identify the structure and elements of conversation and the technique applied to sustain the sensible
conversation.
VIII. Evaluation
The evaluation for the target learners is a dialogue writing activity. The elements of conversation should be present and most
of the techniques should be applied.
The goal of this activity is to make them assess the situation and question first, then answer constructively providing
information and explanation as a conversation should be like. The role of the security guards is to be a writer and an on-duty
security guard. The audience of the activity is the ESP practitioners because they are the proofreaders of the written output.
The setting and situation is the school gate. The product is a well-written conversation. The standards or criteria for grading
the dialogue written by the learners are: 50% content, 20% presentation, 20% application of techniques and 10% elements of
conversation.

Lesson Plan Seventh Activity Date: November 18, 2013

 I. Objective
To lead the learners in the proper way of speaking the utterances they constructed Specifically:
1. To make the learners grasp the nature of proper way of speaking utterances to make a sensible conversation
2. To make the learners answer, speak and enunciate utterances the proper way and be conscious about how they
speak and enunciate
3. To make the learners take care of their speaking skills and be
II. Subject Matter
Public Speaking vs. Conversational Speaking and its Combinations and Characteristics
III. Procedures/Strategies
A. Pre-discussion
1. Schema motivation
The ESP practitioners will read passages of conversations but their faces are covered so the target learners
will guess the mood, tone, and situation.
2. Vocabulary enrichment
The words to be discussed in the vocabulary enrichment activity are listed as follows: mode, tone, situation,
3. Motivation
The ESP practitioners will ask a question to their target learners. The question is: How will you say something
to someone? Identify first the something and who is the person.
B. Discussion
The ESP practitioners will provide visual aids and these visual aids will be posted on the board. The visual aids will
discuss things like characteristics of both public and conversational speaking.
C. Post-discussion
The exercise will be a pair work. From the dialogues the target learners constructed in the previous activity, they will
identify the mood, tone and situation of the dialogue. Next, they will identify the characteristics of speaking that they
will need in order to send the meaning correctly to produce a sensible conversation.
IV. Evaluation
The evaluation for the target learners is a pair work. The characteristics of good public and conversational speaking should be
present and most of the techniques should be applied.
The goal of this activity is to make them assess the situation and other aspects first, and then reenact the situation and speak
accordingly to the proper ways discussed earlier. The role of the security guards is an on-duty security guard. The audience
of the activity is the ESP practitioners and other target learners because they are the evaluators. The setting and situation is
the school gate. The product is an oral dialogue. The standards or criteria for grading the reenactments performed by the
learners are: 50% content, 20% presentation, 20% application of techniques and 10% elements of proper speaking.
 Lesson Plan Eighth Activity Date: November 20, 2013
I. Objective
To identify the lapses in the real-workplace in the skills of the learners and identify strategies that will help them improve the
lapses
Specifically:
1. To make the learners get the substance of English language in their jobs
2. To make the learners conscious and be able to adjust to the lapses they commit in the workplace
3. To make the learners reflect on their skills and lapses as security guards in the English language
II. Subject Matter
Workplace Demand of the English Language
III. Procedures/Strategies
A. Pre-discussion
1. Schema motivation
A situation will be told to the target learners. In the situation, they will be applying as a security personnel in an
agency. They are asked to choose between two agencies: an English-speaking international agency or a local
agency. Why?
2. Vocabulary enrichment
The words to be discussed in the vocabulary enrichment activity are listed as follows: demand, workplace,
language demand.
3. Motivation
The ESP practitioners will ask a question to their target learners. The question is: What kind of words and
language do you want to hear from a company you are applying or a place you are visiting as a professional?
B. Discussion
The ESP practitioners will provide visual aids and these visual aids will be posted on the board. The visual aids will
discuss things like demand of the English language in the workplace and other related issues.
C. Post-discussion
The exercise will be a group work. A group should be composed of five members and they will read a conversation of
professionals in a workplace. They will identify if it is a sensible conversation, the kind of words and language the
people use, and what kind of professionals are talking in the written conversation.
IV. Evaluation
The evaluation for the target learners is a simulation.
The goal of this activity is to make them assess the situation and question first, then answer verbally and constructively
providing information and explanation as a conversation should be like. The role of the security guards is to be an on-duty
 security guard. The audience of the activity is the ESP practitioners because they are the evaluators of the situation and what
the learners will do. The setting and situation is the school gate. The product is a sensible conversation with a local student.
The standards or criteria for grading the simulation performed by the learners are: 50% content, 20% presentation, 20%
application of techniques and 10% elements of conversation.

Lesson Plan Ninth Activity Date: November 22, 2013

I. Objective
To identify the lapses in the real-workplace in the skills of the learners and identify strategies that will help them improve the
lapses
Specifically:
1. To make the learners get the substance of English language in their jobs
2. To make the learners conscious and be able to adjust to the lapses they commit in the workplace
3. To make the learners reflect on their skills and lapses as security guards in the English language
II. Subject Matter
Workplace Demand of the English Language: Recap
III. Procedures/Strategies
A. Pre-discussion
1. Schema motivation
The ESP practitioners will ask the learners what they did and learned in the first activity, the drawing of lots.
2. Vocabulary enrichment
The ESP practitioners will ask what they remembered from these words: demand, workplace, language
demand.
3. Motivation
The ESP practitioners will ask a question to their target learners. The question is: What kind of words and
language do you want to hear from a company you are applying or a place you are visiting as a professional?
Why?
B. Discussion
The ESP practitioners will have a recap on the main topics of the discussion in the previous meeting.
C. Post-discussion
The exercise will be like the evaluation last meeting. The exercise is a preparation for the evaluation. Later in the
evaluation, they will meet an international student whom they will be interacting with so they need to prepare. They will
make sample questions and try to answer them as correctly as possible.
IV. Evaluation
 The evaluation for the target learners is a simulation. The difference of this evaluation from the previous evaluation is that the
one they are interacting with is an international student. This means a lot of things like they cannot resort to Filipino as
medium of communication.
The goal of this activity is to make them assess the situation and question first, then answer verbally and constructively
providing information and explanation as a conversation should be like. The role of the security guards is to be an on-duty
security guard. The audience of the activity is the ESP practitioners because they are the evaluators of the situation and what
the learners will do. The setting and situation is the school gate. The product is a sensible conversation with a local student.
The standards or criteria for grading the simulation performed by the learners are: 50% content, 20% presentation, 20%
application of techniques and 10% elements of conversation.

Lesson Plan Tenth Activity Date: November 25, 2013

I. Objective
To formally conclude the program and sum up the things they should have learned in the encounters they had with their
mentors
Specifically:
1. To make the learners comprehend the program and its contents and other factors as a whole
2. To make the learners energetic and participative even after the program and be able to apply the insights they
accumulated from the program
3. To make the learners feel and believe that the ESP program have connected much to their jobs as security guards
II. Subject Matter
Conclusion of the Program
III. Procedures/Strategies
A. Pre-discussion
1. Schema motivation
One of the ESP practitioners will deliver a speech about all topics, activities and how has s/he observed that it
connected much to the learners.
2. Vocabulary enrichment
The vocabulary enrichment today will serve as chance to speak for the learners what they feel now about the
program and feel about themselves after joining the program.
3. Motivation
The ESP practitioners will ask a question to their target learners. The question is: Now the program has almost
concluded, what do you think are the connection of these concepts in ESP to you and your job?
B. Discussion
 The ESP practitioners will give distinctions to some special awardees like Best in Attendance, Most Energetic and
Participative, Ms. & Mr. Presentable, Best in Speaking, Best in Reading, and other awards.
C. Post-discussion
The post-discussion is another speech from the learner who accumulated the highest evaluation scores.
IV. Evaluation
For the evaluation, certificates and tokens of appreciation will be distributed to the learners. The ESP practitioners would also
like to acknowledge the cooperation and trust to the head of the security department and other staff who made the program
possible and feasible.