Revista Social Fronteriza ISSN: 2806-5913 | doi: 10.59814/resofro.2024.4(1)e177

Artículo de investigación

Planificación de clases basada en el Inglés para propósitos

específicos (ESP)

Lesson plans based on English for Specific Purposes (ESP).

María Mercedes Gallegos-Núñez

Universidad Nacional de Chimborazo, Riobamba, Ecuador, mgallegos@unach.edu.ec

https://orcid.org/0000-0001-9930-0772

Mónica Noemí Cadena-Figueroa

Universidad Nacional de Chimborazo, Riobamba, Ecuador, monicacadena@unach.edu.ec

https://orcid.org/0000-0002-6048-3046

Washington Gonzalo Pomboza-Junez

Universidad Nacional de Chimborazo, Riobamba, Ecuador wpomboza@unach.edu.ec

https://orcid.org/0000-0003-0875-570X

Autor de Correspondencia: Mónica Noemí Cadena Figueroa monicacadena@unach.edu.ec

INFORMACIÓN DEL ARTÍCULO

Recibido: 16 octubre 2023 | Aceptado: 29 diciembre 2023 | Publicado online: 8 enero 2024

CTTACION

Gallegos-Núñez M., Cadena-Figueroa, M., y Pomboza-Junez W. Planificación de clases basada en el Inglés para propósitos específicos (ESP)

Revista Social Fronteriza 2024; 4(1): e177. https://doi.org/10.59814/resofro.2024.4(1)177

Esta obra está bajo una licencia internacionalCreative Commons Atribución-NoComercial-SinDerivadas 4.0.

Revista Social Fronteriza ISSN: 2806-5913 | doi: 10.59814/resofro.2024.4(1)e177

RESUMEN

Este es un trabajo desarrollado en Investigación Formativa elaborado por estudiantes de Octavo Semestre

de la Carrera Pedagogía de los Idiomas Nacionales y Extranjeros con el objetivo de elaborar

planificaciones a través de la aplicación del Inglés para Propósitos Específicos (ESP), para guiar a los

futuros profesores como elaborarlas, se escogió tres especialidades como Medicina, Turismo y Economía.

De esta forma se enfocó la planificación de acuerdo a ESP, a diferencia de la enseñanza de idiomas con

fines generales, que a menudo se basa en el manejo de la gramática. Para conocer el criterio de autores el

proyecto se trabajó a través del enfoque cualitativo, se realizó la revisión bibliográfica para recopilar

información y conocer los diferentes tipos de planes de clase y determinar cuáles son los más eficientes

en este campo. El resultado fue crear planes de clase en tres áreas diferentes, como Medicina, Turismo y

Economía y usar el Inglés de acuerdo a la especialidad donde se lo enseña como lengua extranjera.

Palabras claves: Inglés para Propósitos Específicos, planificación, curriculum, educación.

Abstract

This is a work developed in Formative Researching prepared by students of Eighth Semester of

Pedagogy of National and Foreign Languages with the objective of constructing lessons plans through the

application of English for Specific Purposes (ESP) to guide prospective teachers how elaborate a lesson

plans according ESP, three specialties such as Medicine, Tourism and Economics were chosen. In this

way, planning according to ESP was approached, as opposed to general purpose language instruction,

which is often based on mastery of grammar. In order to know the authors' criteria, the project was worked

through qualitative approach, a bibliographic review was carried out to collect information and know the

different types of lesson plans and determine which are the most efficient in this field. The result was to

create lesson plans in three different areas, such as Medicine, Tourism and Economics, and use English as

a foreign language according to the specialty where it is taught.

Keywords: ESP English for Specific Purposes, lesson plans, curriculum , instruction.

Revista Social Fronteriza ISSN: 2806-5913 | doi: 10.59814/resofro.2024.4(1)e177

1. Introducción

This work about Formative Researching was developed by students of Eighth Semester of

Pedagogía de los Idiomas Nacionales y Extranjeros Career. Academic Period 2022-2S. The

content refers to the topic of lesson plans for academic purposes in English for Specific

Purposes. The objective was to identify how prospective teachers can construct lesson plans

for academic purposes and look for the most efficient types of lesson plans. In order to carry

out this research, was used the bibliographic rmethod to gather information in order to

distinguish the different types of lesson plans and determine which ones are the most

adequated in this field. The topic has been focused to create lesson plans in three different

areas such as Medicine, Tourism, and Economics. A lesson plan can be defined as a unit in

which is a sequence of activities around a particular topic that will be covered during a

lesson.

There are three categories of lesson plans that are related to knowledge, appreciation, and

skills. The first is related to knowledge provide relevant information about the topic or

content. Second, the lesson plan related to appreciation to help students to grow in their

emotional qualities, and cultivate positive attitudes, emotions, and values. And finally, lesson

plans related to achieve psychological learning objectives such as skills of reading, writing,

and speaking, language is considered a skill subject.

It was evidenced that is important to make a lesson plan according to the career to develop

a language or vocabulary specific to their area of study. Additionally, the most efficient

lesson plan is related to knowledge since it develops correlated lessons around a particular

topic. Furthermore, the activities should be carried out to learn vocabulary and particular

skills according to the student’s area of study. Attention should be paid to the needs of the

students and not to learning grammatical rules since the objective is they learn the language

in order to be able to use it in their career especiality.

ESP in Medicine is to learn English as a second or foreign language. For both doctors and

any type of health professional, the English language is needed in their academic and

professional life. And, ESP is a basic tool regardless of the field of Tourism which is

important for a professional in the sector since it is the language accepted as an international

language of communication. And, ESP for Economics is one of the most common nowadays.

Revista Social Fronteriza ISSN: 2806-5913 | doi: 10.59814/resofro.2024.4(1)e177

It is focused on learning specific terminology acquisition according to the advances of the

area around the world.

2. Development

English for Specific Purposes (Esp)

English for Specific Purposes (ESP), which first gained popularity in the early 1960s, is

now among the most well-known subfields of EFL instruction. Its growth may be seen in the

rise in ESP courses available to international students in English-speaking nations as well as

the number of universities providing in ESP. For example, The University of Birmingham

and Aston University in the UK (Johns, 2012).

ESP is a methodology based on the learner’s purpose for learning. It refers to language

research and instruction that focuses on the specific communicative needs and practices of

particular social groups. In the years since, it has consistently been at the cutting edge of both

theory development and innovative practice in applied linguistics, making a significant

contribution to our understanding of the varied ways language is used in communities. Hamp

and Lyons (2002), mentioned that ESP has consistently provided grounded insights into the

structures and meanings of texts, the demands placed by academic or workplace contexts on

communicative behaviors, and the pedagogic practices by which these behaviors can be

developed (Hyland, 2007).

English for Academic Purposes

The term English for Academic Purposes (EAP) encompasses the study and teaching of

language that focuses on the communicative needs and practices of individuals working in

academic settings. As such, it covers a range of activities, from the design of listening

materials to the description of a doctoral dissertation defense, and although it is often referred

to as practical questions, it does more than just prepare learners for learning English, it also

includes understanding the English language. The type of literacy found at the academy.

Thus, EAP is a branch of applied linguistics consisting of a major research group concerned

with effective teaching and assessment, describing the linguistic and discursive structure of

academic texts, and analyzing scholars' textual practices (Hyland & Shaw, 2016). It is a field

Revista Social Fronteriza ISSN: 2806-5913 | doi: 10.59814/resofro.2024.4(1)e177

that has witnessed fast expansion and development over the past thirty years. The term EAP

appears to have been coined by Tim Johns in 1974 and first appeared in a 1977 collection of

articles edited by Cowie and Heaton (Herrando, 2006)

According to Hyland (2006) even though EAP was seen at its inception as using English in

a rather unglamorous and commercially focused manner, as EAP has progressed it has been

focused on innovative scientific education.

Academic Journals (https://www.athensjournals.gr/) considers it is a need to take account

what the EAP objectives are: -Establish assessment criteria according to internationally

established norms and standards to evaluate learning scientific English; - Testing with and

apply new innovative strategies to the teaching and learning process of scientific English; -

Create specific activities for the development of reading, writing, listening and speaking

skills in scientific English; - Look for new written materials, books, worksheets, tests, and

scientific documents, to support students improve their English language skills in different

sciences; - Give an efficient career guidance to students and educators to read, write and

create scientific articles in English; - Use technological sources for student achievement in

science and English language.

Methodologies to Teach ESP

English for Specific Purposes, (ESP) has a student-centered approach with the aim of meeting

the needs in any educational or professional context. ESP is most effective when it makes

use of the methodology in students who combine work with their studies, it is adapting to the

needs of the students and their interests (Ramos, 2018). ESP teachers are focused on

designing specific courses to meet individual needs, using the methodology of other content

subjects to obtain a perfect combination that integrates language learning approaches and

subject learning approaches (Wang, 2007) . The ESP course uses ICT tools, providing

students with the necessary tools to be able to interact with their peers, tries to promote

autonomous work, and, finally, establishes continuous evaluation to observe the progression

of the student, through different tests, both written and oral production. In this way, it is

intended to effectively assess the level of language required during the course (Escobar &

Ibánez, 2018).

Revista Social Fronteriza ISSN: 2806-5913 | doi: 10.59814/resofro.2024.4(1)e177

• Use pair work and group work to minimize the stress of speaking in front of the

class, for example, through pyramid discussion.

• Structure the task, i.e., introduce the task, remove hurdles, give clear instruction,

concept checking, demonstrate the task, run the activity, close the activity and give

feedback.

• Give time to think and do, listen to the learners, ask questions, give enough time to

think and answer, and allow them to complete.

• Emphasis on the process rather than the product as the correct answer is not the

most important issue but getting the answer is important.

• Include fun, variations, and varieties.

• Avoid monotonous and mechanical teaching.

English for Occupation Purposes EOP

EOP teaching is a mixture of English language knowledge and skills, and cross- cultural

knowledge and skills. This combination allows for satisfying the demand of society and the

needs of students. In this regard, the methods, strategies, and techniques used in an EOP

class must fit students' needs. Consequently, it is essential to carry out a need analysis

process before starting an EOP course. According to some investigations, the teaching

methods that can be used in an EOP class are the Discussion-based Teaching Method,

Task-based Teaching Method, and so on (Pei, 2017)

To develop this formative researching was taken account three types of Careers which need

a specific usage of English. The students of Medicine should focus in the usage of English

to maintain their knowledge according to the advances of this science. Students of Economics

need to know which are the terms and changes in the economical world to present an effective

knowledge about the area. And, Tourism is an area which the students should manage

effectively the language according the type of tourists from another countries they should

take contact.

Revista Social Fronteriza ISSN: 2806-5913 | doi: 10.59814/resofro.2024.4(1)e177

The student should find pleasure to use English language, this is the first purpose of learning

about this language, students in general try to know “why they have been learning

something”. According this, one question which is so important to answer is “Why to study

English” and the answer to allow explaining what is the aim that English is part of the

curriculum in a obligatory way in Ecuador and the objective should be that teaching learning

process must be effective in the careers because this process will provide to students tools to

obtain information about scientific advances. Tenelanda et al (2022) cite to Cathy Larson,

and present a reason and this is that students should connect with experiences and theory to

real practice about got scientific knowledge.

Medicine

According to Vera Carrasco (2021), Medicine is a field of work in which many scientific and

non-scientific disciplines converge. And there are many different ways to contribute to

Medicine. Furthermore León Barua and Berendson Seminario (1996), in their work mention

that Medicine has been commonly defined as the science whose object is the preservation

and restoration of health, the art of preventing, caring for, and assisting in the cure of disease,

or the science of curing and preventing disease. Medicine was used as a career which needs

to provide to medical students information from English according Kang (2004) who

considers that learning English is fundamental for medical students because all medicine

information is found in English language. It is presented in books, articles, documents and

journals are in English language.

Economics

Revista Social Fronteriza ISSN: 2806-5913 | doi: 10.59814/resofro.2024.4(1)e177

The economy is the system of production, distribution, exchange, and consumption of goods

and services in a particular geographic region or country. It involves the allocation of

resources to meet the needs and wants of society, and encompasses various sectors including

agriculture, manufacturing, trade, finance, and transportation. The study of economics is

concerned with how individuals, businesses, and governments make decisions about how to

use scarce resources to satisfy unlimited wants (Obstfeld, 2017). The students who learn

about this career will need to know what are the content of different criteria in the world

about about he manage of economy in the countries and English will be an effective tool to

comprehend the changes about economy, its advances and problems.

Due to cultural and language barriers to which face all corporations, it is of paramount

importance that people who execute commercial transactions can have a common language

through which they can communicate with their peers in other cultures. a man of Ecuadorian

business is likely to communicate with his peer Japanese in English. For most world markets,

the main sources of valuable information on resources financiers - Time and Newsweek

magazines, CNN and the Wall Street Journal - are in English (Freire, 2016).

Tourism

According to the author Tribe (2009), Tourism is the study of an intended human activity

from their usual habit, an action that promotes communication and connection between

people, both within and outside the territory of the country. It entails the temporary

movement of people from one place to another, from one nation to another, with the goal of

satisfying requirements rather than the accomplishment of remunerated labor.

It is assumed that the international and cultural influence of English is of vital importance

due to foreigners who visit tourist destinations, in this sense the specialists of this area work

in the offer and promotion of tourist services, in order to attract new markets and regulate the

season of visitors, hikers, tourists who contribute to the global economy, in addition tourism

brings continuous improvements to professional training and the development of university

educational plans, especially in tourism and related careers, which is why the teaching of

English for specific purposes should be focused, so it is the language of communication most

used by tourists (Sanchez & Calle, 2015)

Revista Social Fronteriza ISSN: 2806-5913 | doi: 10.59814/resofro.2024.4(1)e177

3. Metodology

Developing this article was focused in the usage of methodology as qualitative approach

which refers to the systematic description of variables and phenomena to generate and clarify

conceptual categories, discover and validate associations between phenomena (Quecedo &

Castaño, 2002). The study tried getting books, didactic material to know what are useful to

include in the lesson plans in each subject. This type of approach is a flexible design, which

does not require statistical management, since it is structure-oriented more to the process than

to obtain results (Monje Álvarez, 2011). According to Sullivan and Sargeant (2011),

qualitative method in education tries to uncover how learning takes place.

Second step was focused in this project on descriptive approach which design involves

collecting and analyzing data in order to describe and summarize the characteristics of a

phenomenon in this study, it was developed to obtain data about what the methodologies can

be used by the prospective teachers in careers as Medicicne, Economics or Tourism to solve

the needs of studentes according each specialization. The primary goal of descriptive

approach is to describe and explain the distribution, relationship, and patterns of variables,

without making any causal inference or predictions (Dulock, 1993).

Third step was the usage of another element which is bibliographical researching to obtain

information about the different areas as Medicine, Tourism and Economics and the

methodologies, tools, material which can be used in the construction of lesson plans through

the usage of ESP. Therefore, according to Boon (2017), bibliographical research is any type

of study that needs data to be acquired from published sources. These resources might be

more conventional ones like books, magazines, journals, newspapers, and reports, but they

could also be electronic sources like audio and video recordings, movies, and online sources

such as websites, blogs, and bibliographical databases.

The documental research allowed to know what the conceptualizations are presented in

different countries related the needs of college students, according to Lodhi et al. (2018),

ESP courses should developed based on students needs and purposes, the methodologies

which can be used are content-based and problem-based learning because they could be

applied to solve the communicative purposes and technological instructions would be

implemented by grammar translation method, and the most important tool is the application

Revista Social Fronteriza ISSN: 2806-5913 | doi: 10.59814/resofro.2024.4(1)e177

of a need´s analysis of the students related to the specific area of specialization.

According to Ria & Malik (2020) Economics should be taught through ESP due Business

English is a branch of ESP and this one is the way that the students learn English based on

their needs of the specific fields as Engineering, Nursing, Medicine, they are different fields

and English content will be different because each discipline needs specific material, specific

vocabulary.Taiwan is a touristic country which revenues of traveling represented in 2018

about 137 billion US dollars, the major of tourists are from China, Hong Kong, Japan,

Korean, the United States, European countries, and Southeast Asian countries. The Tourism

students must manage English speaking skill in an effective way to communicate to travelers

and offer a successful service. Ho (2020).

4. Results

The student groups developed one lesson plan for each career Medicine, Tourism and Economics, as a

result of the revision of bibliography, materials, tools, videos to construct them. The structure of each

lesson plan is: General Information, General Overview of the Activity, Learning outcomes and Activities.

The process which was followed to develop the lesson plans. Firstly, the theoretical framework

developed during the review was read and understood to identify the type of methodology and lesson plans

to be used. Secondly, for the area of Medicine, a previous analysis of the syllabuses of this career was

carried out to select the topics for the lesson plans. Additionally, a book focused on teaching Medicine

through English was sought, and the book "Medical English Clear and Simple" was located. Thirdly,

specific medical web pages were used for the activities of each skill, which facilitated the effective creation

of a lesson plan.

To focus on the area of Tourism, it was started by looking for a tourism book and developing the lesson

plans. In this sense, a prior reviewing of the tourism syllabuses was conducted to select the topics for them.

In addition, a book focused on teaching tourism English was sought, and the book “Oxford English for

Careers- Tourism 1-Student Book” was located. Third, specific tourism pages were used for the activities

of each skill, which aided in the creation of a lesson plan.

To construct the lesson plan for Economics. It was selected an Economics syllabus and the level of the

class. Afterwards, it was looked up an appropriate topic. Then, the specific learning objectives for that

class should be established, which should be clear, measurable, and realistic.

Once the learning objectives were established, it was followed with the skills involved in each step

of the development of the class, as well as the necessary didactic materials, such as textbooks, articles,

videos, graphs, and case studies. Then, the teaching methodology was chosen according to the

Revista Social Fronteriza ISSN: 2806-5913 | doi: 10.59814/resofro.2024.4(1)e177

learning objectives, the topic, and the skills to be used, e.g., practical activities, group discussions,

presentations, etc. Finally, it was made a list of the bibliographical references and resources that were

used for the design of the Medicine, Tourism and Economics lesson plans.

Table 1: LESSON PLAN: MEDICINE

GENERAL INFORMATION

Introduction

Topic:The Musculoskeletal

system

This unit on “The Musculoskeletal system” is designed to develop a comprehensive

understanding of the structure and function of the human body. The learning experience

will be dynamic and multi-faceted, with opportunities to develop skills in writing,

listening, reading, and speaking. Through lectures, group discussions, and hands-on

activities, students will gain an in-depth knowledge of the systems of the body and how

they interact to maintain health and support life. Students will be challenged to critically

analyze information and effectively communicate their understanding, both orally and in

writing. The focus on active learning and skill development will provide students with a

strong foundation in anatomy and physiology, as well as valuable transferable skills for

future academic and professional pursuits.

The sequence of lesson and suggested time frames means a guide only because teachers

should pace lessons following the individual learning needs of their class.

Age group

20-21 years old.

Grade level:

2nd year of Medicine

Proficiency level:

Class size:

26 students

Time:

two-hours lesson plans

GENERAL OVERVIEW OF THE ACTIVITY

Lesson name:

The Musculoskeletal System

Lesson theme:

Anatomy and Physiology: How can we apply this concept?

Learning outcome of the lesson

Students will develop their skill as speaking, and writing skills by

activating their knowledge and taking into account an important topic

which is “Anatomy and Physiology”

Revista Social Fronteriza ISSN: 2806-5913 | doi: 10.59814/resofro.2024.4(1)e177

Objectives of the lesson:

Students will understand the basic concepts of anatomy and

physiology, including the structure and function of different systems in

the human body.

Skills

The present lesson plan integrates the four macro skills reading,

listening, speaking and writing

LESSON 1: Anatomy and Physiology

Learning outcomes:

-Students will understand the basic concepts of anatomy

-Students will understand the basic concepts of physiology,

-Students will understand the structure and function of different systems in the human body

Skills

ACTIVITIES

Materials

and

Resources

Timing

Speaking and

Listening

Warm-up: What do we know about the topic?

Step 1: Begin the lesson by asking the students

what they already know about anatomy and

physiology. Write their answers on the whiteboard

for discussion.

Step 2: Explain what anatomy and physiology are

and their importance in the field of medicine.

Step 3: Show some visual aids or videos to give

the students a better understanding of the topic.

Markers

Resource

Audio or

visual aids

Writing

materials

15 min

Listening and

Writing

Pre-task

Step 1: The teacher plays this video clip in order

to discuss the different systems in the human

body (circulatory, respiratory, digestive, etc.)

https://www.youtube.com/watch?v=cQIU0yJ8RBg

Step 2: Ask the students to listen carefully and

take notes on the key points discussed.

Step 3: After the video, ask the students to share

what they learned and write their key points to the

whiteboard.

Laptop

Board

Internet

Infocus

Video

Speakers

Markers

25 min

Listening,

Reading, Writing

and Speaking

Task:

Step 1: The teacher divides the class into small

groups and provides them with a worksheet

according to the topic.

Step 2: Ask the students to read a case presented in

Laptop

Internet

Video

Infocus

50 min

Revista Social Fronteriza ISSN: 2806-5913 | doi: 10.59814/resofro.2024.4(1)e177

Elaborated by: Group 2: Dayana Bonifaz, Lourdes Guamarica, Dayanna Jácome, Diana Molina, Katherine

Sampedro

Table 2: LESSON PLAN: TOURISM

GENERAL INFORMATION

Introduction

Topic: Tourism in the worl

This unit on “Tourism in the world ” is created as a social, cultural, and economic

phenomenon that entails the movement of people to countries or places outside their usual

environment for personal or business/professional purposes. This unit is excellent for

pre-work students with pre-intermediate to upper-intermediate English skills who

students will need to utilize English in job circumstances in a realistic and communicative

practice of the language skills needed in tourism. The sessions are essential for tourism

students due to, it builds vocabulary, language, and skills (writing, listening, reading, and

speaking) through interesting activities necessary for students to interact successfully,

both orally and in writing with clients and coworkers, whether in an administrative or

management job. The emphasis on active learning and skill development will allow

students to learn about tourism in the world.

Age group

20-21 years old.

Grade level:

2nd year of Medicine

Proficiency level:

Class size:

26 students

Time:

two-hours lesson plans

GENERAL OVERVIEW OF THE ACTIVITY

Lesson name:

Tourism in the world

Lesson theme:

What is tourism?

a text. Read carefully and answer the quiz below.

Step 3: After the students have finished, review

the answer with the whole class.

Step 4: Using the vocabulary provided in the

reading, students write a short paragraph

explaining the topic main points.

Step 5: The students will share their paragraphs

with the whole class. The listeners will take notes

about the ideas presented.

Worksheets

Writing

materials

(pencils or

pens

Revista Social Fronteriza ISSN: 2806-5913 | doi: 10.59814/resofro.2024.4(1)e177

Learning outcome of the lesson

Students will develop their skill as: speaking, writing skills by

activating their knowledge and taking into account an important topic

which is “What is tourism?”

Objectives of the lesson:

Students will understand the concept of tourism and could describe

different jobs in tourism, job skills, job routines, and the tourism

industry today.

Skills

The following lesson plan integrates the four macro skills such as

reading, listening, speaking, and writing

LESSON 1: What is tourism?

Learning outcomes:

- Students will know the different kinds of jobs in tourism.

- Students will learn about different job routines.

- Students will learn the description of adjectives for job skills.

Skills

ACTIVITIES

Materials and

Resources

Timing

Speaking

and

Listening

Warm-up: What kind of jobs in tourism do you

know?

Step 1: At the beginning of the class, the teacher will

ask the students what they already know about

tourism and the jobs that exist in this profession. Each

student will go to the board and write their answers

in one word for discussion.

Step 2: Explain what tourism is

Step 3: Show some visual aids or videos to give the

students a better understanding of the topic.

Markers

Resource

Audio or

visual aids

Writing

materials

15 min

Reading

and Writing

Pre-task

Step 1: The teacher presents the worksheets about

histories of jobs from different people.

Step 2: Ask students to understand what kind of job

each person has in the field of tourism.

Step 3: After the lecture, ask the students to share the

summary of what they learned about the lecture.

Laptop

Board

Internet

Infocus

Worksheets

Speakers

Markers

25 min

Listening,

Reading,

Task:

Step 1: The teacher divides the class into small

Laptop

50 min

Revista Social Fronteriza ISSN: 2806-5913 | doi: 10.59814/resofro.2024.4(1)e177

Writing and

Speaking

groups and presents the video according to the topic.

Step 2: The students create a graphic organizer about

the video

https://www.youtube.com/watch?v=UhR-Bn4UII0

Step 3: After the students have finished, each group

presents their work.

Step 4: Using the vocabulary provided before the

activity, students have to write a short paragraph

explaining the topic's main points.

Step 5: The students will share their paragraphs with

the whole class. The listeners will take notes about

the ideas presented

Internet

Video

Infocus

Writing

materials

(pencils or

pens

Writing

Speaking

Post Task

Step 1: In the same groups, students have to create a

role play about the present topic.

Step 2: Each group presents the role play with their

classmates.

Step 3: Remember that for the presentation there

should be a vocabulary of tourism.

Step 4: The rest of the class give comments or

suggestions about the role plays presented

-Writing

materials

(pencils or

pens)

30 min

Elaborated by: Group 5: Micaela De La Torre, Janneth Lliquin, Lesslie Rojas, Melissa Velásquez, Johana

Yambay

Table 3 LESSON PLAN: ECONOMICS

GENERAL INFORMATION

Topic: Understanding

International Trade Introduction

Welcome to this ESP (English for Specific Purposes) lesson plan that will

cover the key topics of International Trade, Macroeconomics, and

Corporate Finance. In this unit, we will explore the terminology and

language used in the business world to communicate about these essential

fields. As English is the language of international business, understanding

the language of these fields is crucial for individuals who work in the

global marketplace. Through this unit, we will delve into the fundamental

concepts of international trade, macroeconomics, and corporate finance,

with a focus on how they relate to the international business environment.

By the end of this unit, you will have gained a comprehensive

understanding of the essential vocabulary, concepts, and practices of

international trade, macroeconomics, and corporate finance, which will

allow you to effectively communicate and engage in business activities in

an English-speaking context.

Age group:

18-20 years old.

Grade level:

1st Semester of Economics Career

Revista Social Fronteriza ISSN: 2806-5913 | doi: 10.59814/resofro.2024.4(1)e177

Proficiency level:

B1.

Class size:

25 students

Time:

two-hours lesson plans

General Overview of the Activity

Lesson name:

Understanding International Trade

Lesson theme:

What is understanding International Trade?

Learning outcome of the lesson

Students will develop their oral and written expression by activating

their critical thinking skills, considering the important topic of "

Understanding International Trade

Objectives of the lesson

To look for specific information and compare ideas about understanding

International Trade

Skills:

. The present lesson plan integrates the four macro skills reading,

listening, speaking, and writing

Revista Social Fronteriza ISSN: 2806-5913 | doi: 10.59814/resofro.2024.4(1)e177

LESSON 1: Understanding International Trade

Learning outcomes:

- Describe the concept of international trade and its benefits.

- Explain the factors that influence international trade.

- Analyze the impact of international trade on the global economy.

- Identify the main participants in international trade

Skills

ACTIVITIES

Materials and

Resources

Timing

Speaking and

Listening

Warm up.

Step 1: Start by asking students if they have ever heard of

the term "international trade."

Step 2: Write the definition of international trade on the

board: "International trade refers to the exchange of goods,

services, and capital across international borders. "Ask

students if they have ever purchased something made in

another country and ask for examples.

Step 3: Explain that international trade has become

increasingly important in recent years, and that in this

lesson they will learn more about its benefits, challenges,

and impact on the global economy.

- Picture

- Board

- Pen

- Markets

15 min

Listening and

Writing

Pre-task

Step 1: Use a PowerPoint presentation, handouts, or

videos to explain the following key concepts related to

international trade:

Benefits of international trade: increased competition,

access to new markets, improved efficiency and

productivity, and reduced costs for consumers.

Factors that influence international trade: exchange rates,

tariffs, and trade barriers, cultural and legal differences

The impact of international trade on the global economy:

the creation of jobs, increase in foreign investment, and

growth in trade between countries.

The main participants in international trade:

manufacturers, wholesalers, retailers, and consumers.

-Laptop

-Board

-Internet

-Infocus

-Worksheets

-Speakers

-Markers

25 min

Step 2: Use interactive examples and activities to help

students understand these concepts, such as role-playing

activities where students take on the role of different

participants in international trade.

The learners analyze a video and take notes

https://youtu.be/KS9CfrKyMI0?si=dcYgb_iQTIv5d9Zz

Revista Social Fronteriza ISSN: 2806-5913 | doi: 10.59814/resofro.2024.4(1)e177

Listening,

Reading,

Writing and

Speaking

Task:

Step 1: Divide students into small groups and have them

work together to analyze a current event related to

international trade.

Step 2: Provide each group with a news article or case

study about a current issue in international trade, such as a

trade dispute between two countries or a new trade

agreement.

Step 3: Have students work together to answer questions

about the article or case study, such as:

What are the benefits and challenges of the situation?

How will the situation impact international trade and the

global economy?

What can be done to resolve the issue?

Have each group present their findings to the class.

Step 4: Give students a handout with a series of questions

related to international trade, such as:

What is the difference between a tariff and a quota?

How do exchange rates impact international trade?

What are the benefits of international trade for businesses

and consumers?

Have students work independently to answer the questions

and then discuss their answers as a class

Laptop

-Internet

-Video

-Infocus

-Writing

materials (pencils

or pens)

50 min

Speaking

Step 1: Summarize the key concepts covered in the lesson,

including the benefits and challenges of international trade

and its impact on the global economy.

Step 2: Ask students if they have a better understanding of

international trade and if they see its importance in our

daily lives.

Step 3: Ask students to think about a product they own

that was made in another country and discuss the role that

international trade played in bringing that product to them.

-Writing paper

30 min

Revista Social Fronteriza ISSN: 2806-5913 | doi: 10.59814/resofro.2024.4(1)e177

Formative assessment: During the class discussion and

group presentation, assess students' understanding of the

concepts related to international trade.

Summative assessment: The handout with questions

related to international trade can be used as a written

assessment to gauge students' understanding of the

material.

Elaborated by: Group 6: Susana Rojas, Anthony Ruano, Erick Colcha, Josué Condo

Revista Social Fronteriza ISSN: 2806-5913 | doi: 10.59814/resofro.2024.4(1)e177

5. Discussion

The problems of implementing ESP as a part of the curriculum, it is necessary to propose

repositioning ESP at the center of an English program, so that will be used full resources as

its staff, materials, book and time. In this context, the prospective teachers will have an idea

how to organize the lesson plan to classes. They could have a guide for creating and

implementing ESP courses, they can be divided among faculty, with individuals working on

smaller, easy-to-complete tasks. (Bhatia, et all, 2011).

For planning a course of medical English, objectives have to be stated in advance for the

learners in order to analyze their needs and abilities. Therefore, the prospective professor

should plan the objectives according to the level of the learners. One of the main concepts of

linguistics is discourse analysis since discourse is a matter of how tne topic and the practical

activities are used to achieve and effective learning. (Djaileb, 2018).

The tourism students need to dominate the usage of tourist vocabulary, so that the students

should manage a practical and specific vocabulary related to tourism, the usage of vocabulary

related to specialization is a need, the language that they are going to use will be real and

practical according to the situations to communicate with the customers. (Fajardo & Tello,

2016).

6. Conclusions

At the end of this Formative Research project, it is assumed that ESP is the teaching of

English for vocational, academic, and professional purposes. On the other hand, construct

the structure of a lesson plan is part of the prospective teacher’s activities to effectively

develop his or her class. In addition, it is important to make the lesson plan according to the

career to develop a language or vocabulary specific to their area of study.

Through the scientific reviews was possible to find several types of lesson plans that are

developed according to the needs of the students. The researching that was carried out has

let to conclude that the most efficient lesson plan is the one related to knowledge since it

develops correlated lessons around a particular topic. This type of plan focuses on developing

and understanding and analysis of the topic.

Revista Social Fronteriza ISSN: 2806-5913 | doi: 10.59814/resofro.2024.4(1)e177

The prospective teacher should use within the development of the lesson plan, activities

which carried out to learn vocabulary and particular skills according to the student’s area of

study and not only to learn grammar or general english. In other words, in an ESP class,

attention should be paid to the objective which is to learn the language in order to be able to

use it in their careers and scientific needs.

According to the bibliographical reviews to apply English for Specific Purposes ESP, the

prospective teacher should focus on creating a lesson plan tailored to incorporate activities

that simulate real-world scenarios or job tasks in order to better engage the students and

promote learning.

The prospective teachers should use the knowledge-based lesson plan as it focuses on

developing an understanding and analysis of a topic. Besides, it may be beneficial to

incorporate activities that promote the application of the knowledge acquired in different

scenarios according the specialization to maximize learning.

Declaration of Conflicts of Interests:

No potential conflict of interest was reported

Authors' Contribution Statement and Acknowledgments

Maria Mercedes Gallegos Núñez. Research, Formal analysis, Methodology, Writing-review. Mónica

Noemí Cadena Figueroa.: Research, Formal analysis, Methodology, Writing-review.

The authors thank to the students of Eighth Semester of Pedagogía de los Idiomas Nacionales y

Extranjeros Career about their engaged work to present this formative researching project.

Group 1: Anabell Apo, Cristina Tinitana, Evelyn Yupangi, Lady Zhunaula, Mishel Zurita who

developed the Abstract, General and Specific Objectives, Introduction, Conclusions, References,

Final Report.

Group 2: Dayana Bonifaz, Lourdes Guamarica, Dayanna Jácome, Diana Molina, Katherine

Sampedro; Group 5: Micaela De La Torre, Janneth Lliquin, Lesslie Rojas, Melissa Velásquez, Johana

Yambay; and, Group 6: Susana Rojas, Anthony Ruano, Erick Colcha, Josué Condo who developed

Methodology.

Group 3: Diego Chacha, Alejandra Huaraca, Manuel Pacto, Selene Ramos and Group 4: Erica

Guamantaqui, Daysi Figueroa, Estefanía Malan, María Fernanda Mora, Naomi Narváez who

Revista Social Fronteriza ISSN: 2806-5913 | doi: 10.59814/resofro.2024.4(1)e177

developed Theoretical Framework of Project.

Bibliographical References

Academic Journals ( 10 de Agosto de 2023). The Importance of teaching ESP for Scientific

Students. https://www.athensjournals.gr/reviews/2020-3819-AJE-LNG.pdf

Alonso, A. (2006). Intercultural competence in the teaching of English within the tourist

context. encuentro, Journal of Research and Innovation in the Language

Classroom, 16(3), 17-26.

Bhatia, V., Anthony, L., & Noguchi, J. (2011). ESP in the 21st century: ESP theory and

application today. In Proceedings of the JACET 50th commemorative International

Convention (Vol. 143, pp. 143-150).

BBC Learning English (2020). Is tourism harmful?.

https://www.youtube.com/watch?v=UhR-Bn4UII0

Boon, B. (2017). Bibliographic Research. SAGE Publications, Inc.

https://doi.org/10.4135/9781483381411

Chacko Swathi P. (2021). Introduction to International Business: Meaning & Features.

https://youtu.be/KS9CfrKyMI0?si=dcYgb_iQTIv5d9Zz

Cheprasov, A. (2022, diciembre 19). Teaching Economics Lesson Plans Course— Online

Video Lessons. Study.Com. https://study.com/academy/course/teaching-economics-

lesson- plans.html

Djaileb, F. (2018). Challenges of Teaching English for specific purposes in Algeria: the case

of English in medicine. The International Journal of Social Sciences and Humanities

Invention, 5(11), 5072-5074.

Dulock, H. L. (1993). Research Design: Descriptive Research. Journal of Pediatric Oncology

Nursing, 10(4), 154-157. https://doi.org/10.1177/104345429301000406

Elvira, O. (2015). Plan Docente De La Asignatura De Finanzas.

https://www.esci.upf.edu/uploads/imgen/754-finanzas-i-42226.pdf

Escobar, M., & Ibáñez, A. (2018). ICT in teaching English for specific purposes: A

methodological proposal. Encuentro Journal, 27, 38-52.

https://doi.org/10.37536/ej.2018.27.1892

Fajardo Pasán, D. M., & Tello Rodas, M. A. (2016). Applying english for specific purposes

content to 2nd year of the technical tourism career students at the Instituto

Sudamericano (Bachelor's thesis, Universidad del Azuay).

Freire, C. (2016). La importancia del Inglés en el Comercio Internacional. Revista

Empresarial, ICE-FEE-UCSG. Edición No. 40 Vol. 10 – No. 4 - Pág#51-57

FuseSchool - Global Education (Director). (2020, septiembre 21). Joints | Physiology |

Biology | FuseSchool [YouTube Video].

https://www.youtube.com/watch?v=NF51ioK6U14

Hamp-Lyons, L. (2002). EAP: Issues and directions. Journal of English for Academic

Purposes, 1, 1-12. https://doi.org/10.1016/S1475-1585(02)00002-4

Herrando, M (2006) . English for Academic Purposes: an advanced resource book. Maqueta

Miscelánea: A journal of English an American studies 35 (2007). ISSN1137-6368

Hoekje, B. (2007). Medical discourse and ESP courses for international medical graduates

(IMGs). English for Specific Purposes, 26(3), 327-

Revista Social Fronteriza ISSN: 2806-5913 | doi: 10.59814/resofro.2024.4(1)e177

343.https://doi.org/10.1016/j.esp.2006.09.002

Ho, Y. Y. C. (2020). Communicative language teaching and English as a foreign language

undergraduates’ communicative competence in Tourism English. Journal of

Hospitality, Leisure, Sport & Tourism Education, 27, 100271.

Hyland, K. (2006). The Other‟ English: Thoughts on EAP and Academic Writing. The

European English Messenger, 15.2. p. 34

Hyland, K. (2007). English for Specific Purposes. In J. Cummins & C. Davison (Eds.),

International Handbook of English Language Teaching (pp. 391-402). Springer US.

https://doi.org/10.1007/978-0-387-46301-8_28

Hull, M. (2010). Medical English Clear and Simple a Practice-Based Approach to English

for ESL Healthcare Professionals 2010 (F.A. Davis Company).

https://www.pdfdrive.com/medical-english-clear-simple-a-practice- based-

approach-to-english-for-esl-healthcare-professionals- e186542021.html

Jamaluddin, H, & Muhammad, A. (2021). Correlation between ESP syllabus design and

material adaptation based on needs analysis: A review of the literature. UAD TEFL

International Conference. 2. 90. 10.12928/music.v2.5742.2019.

Johns, A. (2012). The History of English for Specific Purposes Research. In The Handbook

of English for Specific Purposes (pp. 5-30).

https://doi.org/10.1002/9781118339855.ch1

Kang, S.-J. (2004). A Korean medical doctor’s experiences in learning and use of English in

the United States: Individual and environmental affective factors. Paper presented at

the Sixteenth Annual Conference in Ethnographic and Qualitative Research in

Education, University of Albany, SUNY, New York, 4–6 June 2004

Khalik, L. (2014). ESP Needs Analysis Based Syllabus of Economics Faculty

Students,Universitas “45” Makassar. 2nd International Conference on Education and

Language 2014. 2nd International Conference on Education and Language 2014.

https://www.neliti.com/publications/172741/

Learn Easy Science. Organ Systems. Roles & Functions

https://www.youtube.com/watch?v=cQIU0yJ8RBg

León Barua, R., & Berendson Seminario, R. (1996). Medicina teórica: Definición de la

medicina y su relación con la biología. [Theorical Medicine. Definition of medicine

and its relation to biology.]. Revista Medica Herediana, 7(1), 01-03.

Lodhi, M. A., Shamim, M., Robab, M., Shahzad, S., & Ashraf, A. (2018). English for doctors:

An ESP approach to needs analysis and course design for medical students.

International Journal of English Linguistics, 8(5), 205-214.

Monje Álvarez, C. A. (2011). Metodología de la investigación cuantitativa y cualitativa Guía

didáctica. 217.

Murcia, M. (2001). Teaching English as a Second or Foreign Language (3rd Edition). 2002,

5(4), 584.

Mulyani, & Usman Kasim. (2015). An Analysis of English Lesson Plan Academic Year

2012/2013 At The First Semester of Mas Darul Ulum, Banda Aceh. Getsempena

English Education Journal , 2(1), 61-79. https://doi.org/10.46244/geej.v2i1.684

Obstfeld, M. (2017). Back to Basics: Economic concepts explained. Finance & Development,

81.

Pen and Paper Economics (Director). (2017, febrero 26). Lesson 1—A Brief Overview of

International Trade [YouTube Video].

Revista Social Fronteriza ISSN: 2806-5913 | doi: 10.59814/resofro.2024.4(1)e177

https://www.youtube.com/watch?v=a2LCv9kXv7U

Pei, Q. (2017). On EOP Teaching for English Majors—Based on the Practice of English

Department, Tianhua College. Advances in Economics, Business and Management

Research, 21, 274-277.

Purwanti, A. (2019). Evaluation on an ESP Course Book: Get Along with English for the

Hotel Industry: JEES (Journal of English Educators Society), 4(2), Art. 2.

https://doi.org/10.21070/jees.v4i2.2432

Quecedo, R., & Castaño, C. (2002). Introducción a la metodología de investigación

cualitativa. Revista de Psicodidáctica, 14, 5-39.

Ramos, I. (2018). Active strategies for teaching English as a foreign language a. Revista

Publicando, 5(14 (1)), 490 506.

https://revistapublicando.org/revista/index.php/crv/article/view/993/pdf_726

Ria, T. N., & Malik, D. (2020, November). Syllabus design in Business English based on the

needs of Economics students. In ELT Forum: Journal of English Language Teaching

(Vol. 9, No. 2, pp. 140-149).

Rodriguez, N., León, Y., & Hernández, G. (2020). Importance of the English language in the

field of Medicine. Revista Científica Villa Clara, 24(2), 413-421.

Sánchez, L. Calle, J. (2016). El Inglés con fines específicos en Turismo. SATHIRI Nº 11,

pp.282- 289. ISSN 1390-6925. LATINDEX 21955.

Singh, Y. K. (2008). Teaching Practice: Lesson Planning. APH Publishing

Sullivan, G. M., & Sargeant, J. (2011). Qualities of Qualitative Research: Part I. Journal of

Graduate Medical Education, 3(4), 449-452.

https://doi.org/10.4300/JGME-D-11-00221.1

Sutarsyah, C., Nation, P., & Kennedy, G. (1994). How Useful Is Eap Vocabulary for Esp? A

Corpus-Based Case Study. RELC Journal, 25(2), 34-50.

https://doi.org/10.1177/003368829402500203

Tenelanda, D. Costales, M. Guzmán, C. Escudero, G. (2022). General Dentistry: ESP for

Dental students and professionals. Ediciones: Universidad Nacional de Chimborazo

(Unach)

The Lazy Doctor (Director). (2022). Emotional Speech for Future Doctors by Jimmy Kimmel

Motivation for Medical Students [YouTube Video].

https://www.youtube.com/watch?v=TkHlhgTutFs

Tribe, J. (2009). Philosophical Issues in Tourism. Channel View Publications.

Vera Carrasco, O. (2021). ¿Qué es la medicina ? Y ¿Qué es un médico? [whats medicine?

and whats a doctor?]. Cuadernos Hospital de Clínicas, 62(2), 7-9.

Villagran, A. V. G. (2014). Lesson Planning Guidelines for preservice English Teachers.

Walker, R., & Harding, K. (2009). Oxford English for Careers: Tourism 1: Student’s Book

(Student edition). Oxford University Press

Wang, A. (2007). A Research and Discussion Note. Teaching aviation English in the Chinese

context: Developing ESP theory in a non-English speaking country. English for

Specific Purposes 26, 121–128. Retrieved from www.elsevier.com/locate/esp.

Yang, X., & Ke, X. (2017). Study on the Instruction of EOP. Advances in Economics,

Business and Management Research, 53, 37-40.Universidad Complutense).