Module in ESP for Information Technology Students of TSU – CCS

II. PRACTICAL PART

Here in the practical part, the proponents will present activities to support their claims
in the theoretical part in which teaching applied English will be made easy to the students of
BSIT – 3E. The class profiling showed that the students’ age ranges from 18 y/o to 21 y/o with
almost the same interests like gaming, surfing the internet, and watching movies. Likewise,
noting dislikes such as bullying and the fear to speak in front of the class.
The test questionnaires’ marks resulted to dividing the Practical Part of the module
into two focusses further. One in specifically made to help the class in grammar, and the other
to make drastic changes in reading comprehension. Reason behind is that, there are only 10
out of 23 students who passed the grammar test, while only 5 out of 23 students passed the
comprehension exam. The test questionnaire confirmed that the class is generally good in
vocabulary; as 19 out of 23 students passed the test, so there is no immediate priority in
teaching them basic vocabulary.
Based from the test scores, the proponents sorted out the level of English knowledge
of the students, creating the 4 gradients: Beginners, Pre-intermediate, Intermediate, and
Advanced. The test questionnaire has a total number of 40 items, thus the division are 0-9, 10-
19, 20-29, and 30-40 for Beginner, Pre-intermediate, Intermediate, and Advanced,
respectively. In this specific class, 1 student is a Beginner, 10 students are Pre-Intermediate, 12
students are Intermediate, and none qualified in Advanced.
The activities, moving forward, will be using the interests of the students and their area
of expertise (computer programming and software developing) from the class profile to set
examples and scenarios in order to stimulate their interest and have the class motivated to
learn; simultaneously avoiding their dislikes to have them continuously focused in developing
their English competency.

GRAMMAR
1. Recalling Previous lessons
1.1. Check and Cross
 Aims: To find out the best and least known part of speech. To determine what
they know about that specific part of speech and what they are confused with.
To involve speaking skills and build up confidence.
 Aids: Check list
 Activity: Distribution of checklist that contains the 8 Parts of Speech that has been
taught to the students since grade school. Discussion of answers will follow.
 Level of English: Beginner, Pre-Intermediate, Intermediate
 Age: 18-21

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Module in ESP for Information Technology Students of TSU – CCS

 Interaction: Individual, one-on-one interview

 Possible Problems: No specific problems in the checklist part. However, some
students will feel anxious when the teacher starts asking supplementary
questions like the “why’s” and “how’s” in the group discussion.
 Facilitating the Activity: The teacher will be distributing the checklist to the class
that contains the 8 Parts of Speech. The student will be checking the ones that
they are most familiar with and crossing out the ones that they have little to no
knowledge about. This will help determine which part of speech the students are
having a difficulty with. Once the students are finished, the teacher will be calling
the student to discuss his/her answer. For example, if the student checked
“Noun” while crossed-out “Preposition” the teacher could ask for the reason why
the student did such and/or in what specific part of the discussion about
prepositions is he/she having troubles with.

1.2. Categorizing
 Aims: To validate the data taken from the Check and Cross activity through a
written exam.
 Aid: Questionnaire
 Activity: Distribution of diagnostic test to validate the student’s claim of their
knowledge about the 8 Parts of Speech
 Level of English: Beginner, Pre-Intermediate, Intermediate
 Age: 18-21
 Interaction: Individual
 Possible Problems: No foreseen possible problems.
 Facilitating the Activity: The teacher will be distributing the diagnostic test to
evaluate the current knowledge of the students about the Parts of Speech and
compare it to the results of the first activity.

2. Discussion
2.1. Know your Part (per Part of Speech)
 Aims: To properly discuss the 8 Parts of Speech. To give emphasis on the
importance of learning the basic principles for application. To involve speaking
skills.
 Aid: Compilation of instructional materials via PowerPoint Presentation.
 Activity: Discussion of the 8 Parts of Speech using their interests and field of
expertise in order to showcase imperative need to learn English.
 Level of English: Beginner, Pre-Intermediate, Intermediate
 Age: 18-21
 Interaction: Class discussion, Group Discussion

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Module in ESP for Information Technology Students of TSU – CCS

 Possible Problems: No foreseen possible problems

 Facilitating the Activity: The teacher will be discussing the 8 Parts of Speech in a
very interactive way involving the students to participate in class by using their
interests such as movie watching and gaming as mediums. The examples are also
in line with their interests and professional inclination.

2.2. IPConfig (follows immediately after discussion per Part of Speech)

 Aims: To assess the learning absorption of the students individually.
 Aid: Test questions
 Activity: From the terms IP or Internet Protocol and Configuration, IPConfig is a
command using DOS based system in order to check the internet connection of
a computer to the web, likewise, this activity will check the understanding of the
students about the discussion.
 Level of English: Beginner, Pre-Intermediate, Intermediate
 Age: 18-21
 Interaction: Individual
 Possible Problems: Though knowledgeable, some students will experience
nervousness and fail to answer some of the questions correctly.
 Facilitating the Activity: The teacher will be distributing the test papers to the
class and monitors them while taking the quiz.

3. Application
3.1. Message in the Mother Board
 Aims: To see the actual application of the theoretical teaching of the 8 Parts of
Speech in sentence construction. To show the actual relevance of learning
English in the field of Information Technology, specifically, in Programming. To
involve speaking skills and team work.
 Aid: Audio Visual Presentation; Blank papers
 Activity: The Mother Board is one of the most complicated parts of the CPU. It is
a collection of intricate paths that makes the CPU function. The proper path will
lead to a proper function, and vice versa. The students will be creating a
paragraph detailing the sequence of pictures in the Audio Visual Presentation.
The proper arrangement of the pictures will lead to a correct answer, failing in
doing so will lead to a bug in the system.
 Level of English: Pre-Intermediate, Intermediate
 Age: 18-21
 Interaction: Group

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Module in ESP for Information Technology Students of TSU – CCS

 Possible Problems: No foreseen possible problems as the mechanics of the game

is something that is very familiar to them. The use of an analogy to a functioning
computer will help the class grip the method of the game.
 Facilitating the Activity: The teacher will be dividing the class into 4 groups, 5-6
members each. The 1 audio visual presentation will be given per group, showing
intricate details of a five-step procedure, however, it will show nothing but
photos only. They will then write a paragraph describing how the procedure was
made. As far as detailing is important, the importance of this activity lies on the
sentence construction of the group. After 20 minutes of composition, the
members will discuss the procedure in accordance to the AVP in front of the class.
1 member per step.

3.2. Debugging the Program

 Aims: To make the students vigilant in making use of the 8 Parts of Speech.
 Aid: Blank papers, index card
 Activity: The term debugging in programming means to find what is wrong and
correcting it. We will be using the previous activity in finding out what was wrong
in the sentence construction of the other teams. A point will be deducted to the
team who commits errors. The higher the amount of errors, the bigger the
deduction. Whoever, from the class, pin points the mistake and give correct
changes will accumulate points for their team.
 Level of English: Pre-Intermediate, Intermediate
 Age: 18-21
 Interaction: Group, Individual
 Possible Problems: Some students will have a problem in the presentation of
their answers. Even if they’ve written correctly, their fear of speaking in class is
not yet completely eradicated.
 Facilitating the Activity: The teacher will act as the mediator and scorer in the
activity. He/She will also confirm and/or deny a claim for point should the
sentence that is being challenged correct or incorrect.

4. Final Assessment
4.1. Beta Testing
 Aims: To make a full scale evaluation with regards to the mastery of the 8 parts
of speech and its usage.
 Aid: Test questions
 Activity: In making a program, specifically a game, the game maker will be
running a Beta test to a controlled group in order to assess the functionality of

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Module in ESP for Information Technology Students of TSU – CCS

the game. In this activity, the class will be given a final written assessment. It will
be the same as the diagnostic test to see the actual improvement of the class.
 Level of English: Pre-Intermediate, Intermediate
 Age: 18-21
 Interaction: Individual
 Possible Problems: No foreseen possible problems.
 Facilitating the Activity: The teacher will distribute the test questionnaires and
watch over the class as they answer the items of the exam.

4.2. Product Launching

 Aims: To discuss the improvement of the students individually. To boost the
confidence of the students.
 Aid: Compiled documents from previous activities.
 Activity: Whenever a program pass the Beta Testing, a programmer launches the
program to make it fully functional and available to the public.
 Level of English: Pre-Intermediate, Intermediate
 Age: 18-21
 Interaction: Individual
 Possible Problems: No foreseen possible problems.
 Facilitating the Activity: The teacher will call the students one by one in order to
discuss their progress based from the activities in the past weeks. This will serve
as the students’ graduation from the first focus of the module. The teacher shall
make use of the students’ ascending performance to motivate them further to
prepare for the next focus.

COMPREHENSION
1. Recalling Previous lessons
1.1. Check and Cross
 Aims: To find the root of their confusion in reading comprehension. To involve
speaking skills and build up confidence.
 Aids: Check list
 Activity: Distribution of checklist that contains the common causes of
miscomprehension since grade school and leaving a blank part for the specific
reasons of the students. Discussion of answers will follow.
 Level of English: Beginner, Pre-Intermediate, Intermediate
 Age: 18-21
 Interaction: Individual, one-on-one interview

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Module in ESP for Information Technology Students of TSU – CCS

 Possible Problems: No specific problems in the checklist part. However, some

students will feel anxious when the teacher starts asking supplementary
questions like the “why’s” and “how’s” in the group discussion.
 Facilitating the Activity: The teacher will be distributing the checklist to the class.
The student will be checking the ones that applies to them. This will help
determine the cause of the students’ issues with reading comprehension. Once
the students are finished, the teacher will be calling the students one by one to
discuss his/her answer.

1.2. Categorizing
 Aim: To validate the data taken from the Check and Cross activity through a
written exam.
 Aid: Questionnaire
 Activity: Distribution of diagnostic test to evaluate the current standing of the
students in comprehension.
 Level of English: Beginner, Pre-Intermediate, Intermediate
 Age: 18-21
 Interaction: Individual
 Possible Problems: No foreseen possible problems.
 Facilitating the Activity: The teacher will be distributing the diagnostic test to
evaluate the current level of comprehension the student has.

2. Pre-reading Activity
2.1. What’s in..?
 Aim: To set expectations about the reading.
 Aid: Questionnaire
 Activity: Recitation.
 Level of English: Pre-Intermediate, Intermediate
 Age: 18-21
 Interaction: Class discussion
 Possible Problems: Some would still be shy when it comes to answering questions
in front of the class
 Facilitating the Activity: The teacher will be asking questions related to the topic.

3. Reading Activity (Whole of #3 will be repeated 3x with different material)

3.1. Buffering
 Aim: To develop the student’s reading comprehension. Involve speaking skills.
 Aid: Reading materials

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Module in ESP for Information Technology Students of TSU – CCS

 Activity: Buffering is a universally accepted synonym to loading. In this module,

the title of the activity is buffering because the students would need ample time
to read the text given.
 Level of English: Pre-Intermediate, Intermediate
 Age: 18-21
 Interaction: Individual
 Possible Problems: No foreseen possible problems.
 Facilitating the Activity: The teacher will be distributing reading materials to each
student to read.

3.2. Hit play!

 Aim: To test the student’s understanding of the material given.
 Aid: Reference to the reading material
 Activity: In using an application, after the loading process reaches 100%, that is the
time that the user could hit the play button to start playing the game.
 Level of English: Pre-Intermediate, Intermediate
 Age: 18-21
 Interaction: Group Participation
 Possible Problems: No foreseen possible problems.
 Facilitating the Activity: The teacher will divide the class into 4 groups with 5-6
members each. Then, the teacher will be asking questions relevant to the material
in order to test the understanding of the students. The manner of questioning will
be as if they are in a game show that the students will take turns answering the
questions. One correct answer will merit them one point. The group who collects
the highest point will be given a reward in a form of +5 in their written exam.

4. Final Assessment
4.1. Beta Testing
 Aims: To make a full scale evaluation with regards to the current standing of the
students in reading comprehension.
 Aid: Test questions
 Activity: In making a program, specifically a game, the game maker will be running
a Beta test to a controlled group in order to assess the functionality of the game.
In this activity, the class will be given a final written assessment. It will be the same
as the diagnostic test to see the actual improvement of the class.
 Level of English: Pre-Intermediate, Intermediate
 Age: 18-21
 Interaction: Individual
 Possible Problems: No foreseen possible problems.

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Module in ESP for Information Technology Students of TSU – CCS

 Facilitating the Activity: The teacher will distribute the test questionnaires and
watch over the class as they answer the items of the exam.

4.2. Product Launching

 Aims: To discuss the improvement of the students individually. To boost the
confidence of the students.
 Aid: Compiled documents from previous activities.
 Activity: Whenever a program pass the Beta Testing, a programmer launches the
program to make it fully functional and available to the public.
 Level of English: Pre-Intermediate, Intermediate
 Age: 18-21
 Interaction: Individual
 Possible Problems: No foreseen possible problems.
 Facilitating the Activity: The teacher will call the students one by one in order to
discuss their progress based from the activities in the past weeks. This will serve
as the students’ graduation from the first focus of the module. The teacher shall
make use of the students’ ascending performance to motivate them further to
prepare for the next focus.

CONCLUSION
In theory, the only way for people to effectively learn a subject is through integrating it to
one’s interests. Due to this, the Group 1 of BSED 2-D1 were able to make a module that will surely make
learning English possible for students who are, initially, not inclined to give it a second glance.

All personal information gathered from the Class Profile (Refer to Appendix A) and current
English Knowledge standing of the students through the Questionnaire (Refer to Appendix B) came
about the creation of this completed Module in order to effectively teach applied English to the third
year students, class E taking up Information Technology in the Tarlac State University, College of
Computer Studies.

Through a series of activities made by the proponents in accordance to the data gathered from
the profile, like gaming and movie watching, the module became interactive and interesting for the
clients. This surely made them more physically and mentally present in the discussions and made them
more engaged and participative. Their prior knowledge in English and their expertise and familiarity in
the terminologies used in the module made learning English easier individually, and as a class.

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Module in ESP for Information Technology Students of TSU – CCS

APPENDIX
Appendix A
Appendix B

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