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Module 1 CORE PRINCIPLES IN ESP 1.2. ICE-BREAKING ('MY FLOWER OF SUCCESS') Step 1 - Write your name here:_________________________________________ - Now read the key below. Key: The 'centres' of the flowers = your own personal strengths: special talents — skills — hobbies. The 'petals' represent your own personal successes = your achievements. The ‘stems’ represent your own personal qualities. Step 2 - Think about the personal strengths and qualities that have contributed to your achievements. Your strengths are the centres of the flower, your personal qualities are the stems. - Now complete the picture 7 below, filling in the centres, petals and stems of the two flowers. Use the facilitator's example on the board to guide you. Step 3 - Fill in the box below with your personal credo (motto). MY CREDO Step 4 - Now pass on your completed sheet to the person sitting on your immediate left. - You 'take over' the persona of your colleague on the right. After reading her/his sheet think of what you can add to the description (you can embellish the facts according to your impressions of the colleague). This is just to make it more interesting and fun. Use the third flower to jot down your ideas. - Introduce yourself to the group (in the role of your colleague), beginning, 'Hello, I'm...' (name of colleague on your right). Try not to read but speak from memory. Finish the description by repeating the name of the colleague.

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DIAGRAM FOR BOARD: MY FLOWER OF SUCCESS

Step 5 - Return the sheets to their 'owner'. - Short plenary. Discuss the four questions on the board. Step 6 - What do you think the objectives of the activity were? - In pairs, complete the Objectives Box at the beginning of this PN. - Compare your answers in plenary. 1.3. THE ROCKS STORY Step 1 - Listen to facilitator and reflect on the activity. Step 2 - Discuss the activity, using the following focus questions: 1. How did you feel about the activity ? 2. What purpose did it serve ? 3. Was the activity a success ? If so, in what way(s) ? 4. Might you use a similar activity in your own class, and how? 1.4. BURNING ISSUES Step 1 - Think for a moment about your job as a teacher of ESP.

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1. How did you become a teacher of ESP? 2. What areas do you teach and at which levels ? 3. What do you like about teaching ESP ? 4. What are some of the main problems you find in teaching ESP? 5. Think about some key questions or issues that you would like to investigate during the course. Step 2 - Of the key questions and issues that you thought about in Step 1 choose three major burning ones, and write them in the box below. Step 3 - Now work with a small group of colleagues and share your ideas. Jot down any of the main points you discussed in the box below. Step 4 - In your group, look at each other's questions and then decide on two key questions from your list. Write these in the box below. Then write the same two questions on separate strips of paper for display. They will be saved, for later use, by the facilitator.Step 5 - Your group should choose a speaker to present the issues you think are crucial. Take notes as you listen to the other groups and prepare to comment when their presentations are over. Step 6 - Look at the Objectives Box and jot down what you think the objectives of the session were. - Compare your answers in plenary. 1.5. INTRODUCING PROFESSIONAL DIARIES Step 1 - Answer the question: Have you ever kept a diary ? Why ? Step 2 - Working individually, write down in Box 1 below your definition of a professional diary, in Box 2 — your reasons for (benefits of) keeping a professional diary. Step 3 - Form groups of 3—5. Compare and discuss your ideas, and make a common list of reasons for / benefits of keeping a professional diary. A member of your group will present them in plenary discussion. - In the plenary, feel free to make comments and ask questions at the end of each presentation.

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- Brainstorm what areas of work, etc., diary entries could be about. Step 4 - You should try to write professional diaries based on this Teacher Development course — at least a few sentences after each seminar. Add comments on your teaching practice in the light of what is discussed during this course. -You can, of course, use Russian for your diary entries. There is a list of prompts in Resource Sheet 1.5 which will help you to start off your diary, but you should not feel restricted by them. Step 5 - Reflect on the objectives of the activity DON'T FORGET to bring your diaries to the sessions. They'll be very useful as discussion focus areas. 1.6. QUALITIES OF AN ESP TEACHER Step 1 - Answer the facilitator's two questions. If you find it useful, jot down other Ps' responses in the box below after you have shared them in plenary. Step 2 - Work in groups of four. Read the info given in Worksheet 1.6. Discuss the information provided and decide on the six most important qualities. Note Worksheet 1.6 QUALITIES OF AN ESP TEACHER 1) fluent speaker of English 2) some knowledge of specialist subject of study 3) some knowledge of specialist language associated with specialist subject of study 4) understands different types of students 5) stable health and psychological makeup 6) ability to motivate students 7) skills in materials selection and adaptation 8) ability to control class 9) friendly and supportive 10) ability to get on well with colleagues 11) commitment to making money 12) familiarity with a wide range of ESP materials 13) ability to develop his/her own teaching materials 14) wide-ranging teaching experience 15) confidence in handling students 16) willingness to work long hours

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17) knowledge of professional communication skills 18) in-depth knowledge of language and linguistics 19) skills in writing syllabuses 20) cross-cultural expertise

Adapted from training materials of York Associates, York, UK. Step 3 - Present your group's ideas in a plenary discussion. Make comments and ask questions. Step 4 - Consider the following questions: 1. How did you feel about the activity ? 2. What was its purpose ? 1.7. ESP TEACHER'S ROLES

Step 1 - Look at the picture below. Read the roles listed in it. Answer the question: Can you identify with any/many/most of the roles?

1) WHAT'S YOUR JOB? 2) SINGER, PSYCHOLOGIST, EDUCATOR, ENTERTAINER, LINGUIST, ACTOR, TOURIST GUIDE, TRANSLATOR, INTERPRETER, TAMER, PAINTER, WRITER, ARTIST, TROUBLESHOOTER, LIBRARIAN, EXPERT IN DECIPHERING, OFFICE WORKER, IT EXPERT, PSYCHIATRIST, INVENTOR, PROOF-READER 3) I CAN'T FIT IT ALL IN!

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4) WELL, YOU CAN JUST WRITE 'ESP TEACHER'. IT'S JUST THE SAME.

(Idea of Lourdes Miguel, text of Nieves Alaron. Borrowed from materials of Barbora Budikova, Masaryk University, Brno, Czech Republic.)

Step 2 - Work in groups of four. Read the list of roles and functions in Worksheet 1.7 and match the roles the teacher plays with the given functions. Discuss you ideas in group and share them in plenary. If necessary, write your ideas down in the box below. (There may be more than one match for some of the functions. Worksheet 1.7

TEACHER'S ROLES Roles A. Diagnostician B. Planner С Manager D. Provider Functions 1. To find out learners' needs, interests, difficulties with language, and preferred learning styles. 2. To cater for learners' needs, interests, difficulties with language, and preferred learning styles. 3. To foster a mutual feeling (common aims, mutual confidence, cooperation, etc.). 4. To make sure that learners have clear short/long-term learning objectives. 5. To assess the progress of individual learners and the whole class. 6. To ensure that learners are aware of their progress. 7. To encourage learners to take responsibility for their own learning. 8. To use different modes of interaction within lessons according to aims and nature of the group. 9. To make sure that learners find their involvement sufficiently challenging. 10. To analyse and present realistic 'chunks' of target language for learners to process. 11. To select and introduce materials for language work. 12. To help students develop positive individual strategies for learning.

Parrott, M. (1 993) Tasks for Language Teachers. Cambridge: CUP, p. 94-95. Step3 - Think of other roles you assume in the classroom at different stages of a lesson and write down the names of those roles. On a separate sheet of paper describe the functions you perform in those roles. - Working in pairs, exchange your texts with the partner and try to guess the roles your colleague has described.

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- (Optional) If time allows, discuss the possible strengths and weaknesses of each role. - Share your ideas in plenary. Step 4 (optional) - Answer the following questions: 1. How did you feel about the activity ? 2. What was its purpose ? 3. What techniques were used? - Formulate the objectives and write them down in the Objectives Box. 1.8 THE TERMS WE USE Step 1 - Suggest some of the key terms you think will be used on the course. - Ask facilitator for explanation if there are terms that are not quite clear to you. Step 2 - Discuss the activity, using the following focus questions: 1. How did you feel about the activity? 2. What purpose did it serve? - Look through the Glossary of the course terms at home. 1.9. EGP/ESP MIND MAP Step1 - Form groups of 3—4. You are going to use the mind-mapping technique to analyse the place of ESP in English Language Teaching (ELT). - Work for 5 minutes in groups, suggesting your own content of the mind-map, with ELT in the centre. Use your own experience. - Representatives of each group should then either go up to the board and record their group's ideas or describe the maps made by their groups. Step 2 - Look at the ESP Clarification Diagram in Resource Sheet 1.9. In your group discuss how the diagram compares with the mind-map you've drawn on the board. Ask the facilitator for clarification of unfamiliar terms. Step3 - Reflect on and discuss the activity. Two objectives have been explained. What other purposes could the Activity serve? - Answer the question: How might you use the technique of mind-mapping in your class? Step 4 - Use the Glossary to familiarize yourself with new terms.

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Module 2 LEARNER AND LEARNING 2.1. THE CHINESE PROVERB Step 1 - In groups, put the pieces of the Chinese proverb together and write it down in the box below. Step 2 - Read the questions on the board and write down your answers below (individually). - Think about and describe the type of learning the proverb reflects. Step 3 - Discuss your ideas with 3-4 other participants. Pool your thoughts and choose a presenter for plenary feedback. Step 4 - Short plenary: Discuss the questions on the board. Step 5 - Reflect on the activity and write its objectives in the Objectives Box above. Be ready to tell the group what you think the objectives are. - Discuss how the matching technique can be used with your ESP students. Step 6 - At home find proverbs relating to teaching/learning and share them with colleagues in the next session. 2.2. METAPHORICALLY SPEAKING Step 1 - Look at the drawing below and think of an appropriate title to it, discuss your titles in pairs/ groups of 3 and agree on the best one in plenary. - Decide if the drawing is in any way relevant to the course.

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Step 2 - Think of a metaphor for your own ESP classroom — what you can compare the process of teaching/learning ESP with. Think of your own image and then compare it with your neighbours' metaphors. - Make up a group with those colleagues who have metaphors of ESP teaching/learning close to yours and draw a poster. Step 3 - Choose a member of your group to present the poster you made, explaining the metaphor. - Discuss presentations in plenary. Step 4 - Answer facilitator's questions. - Decide if you could use the activity in your class. 2.3. SHAKING-UP Step 1 - Complete the questionnaire on page 38. Consider the statements to indicate your opinion about each one by ticking the relevant box 1 to 4. Ask for clarification, if necessary. Step 2 - Discuss your answers in groups. - In your groups choose, and prepare for a presentation, what you consider the most controversial issue from the six in the box above. Step 3 - Give your presentation in a plenary discussion. 1 means you strongly agree 2 means you agree

3 means you disagree 4 means you strongly disagree

1 2 3 4 1. The teacher's most important task is to be a dispenser of knowledge*

2. Teachers should always know the right answers and provide with them

3. Students learn more effectively when they take responsibility for their own learning

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4. Encouraging students to correct each other's work only serves to fossilize those mistakes in their long-term

5. It is the teacher who should decide on the materials and the tasks to be done by the learners

6.Teachers should not disclose personal information** and feelings to their students

Step 4 - Now choose one of the two questions that follow and think it over for 3—4 minutes, writing your answers down. 1. What should teachers do to develop learner autonomy ? (What do you do in your classes?) 2. What do students need to do to become more responsible and autonomous learners? Step 5 - Discuss your ideas in plenary. Step 6 - Finish the saying by Cicero which starts as follows: The authority of those who teach is often... - Reflect on the saying and comment on its relevance to the topic under discussion. Step 7 - Think back on the activity and name the techniques used. Write down the objectives in the Objectives Box above. 2.4. YOU AND YOUR NEW CLASS Step 1 - Think back on the lessons you usually do at the beginning of a school year, especially when you have a class of new learners. Note down your typical actions during the first lesson with a new group of students. - Look at Worksheet 2.4 with the table of actions in the first lesson with a new group, and the beliefs underpinning them. Match each action with a belief/ beliefs. Worksheet 2.4

ACTIONS AND BELIEFS Actions in first lessons Underlying beliefs Pre-test learners to assess their proficiency level.

a. Learners should understand what the course is about to be properly oriented and motivated to learn.

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Ask learners about their expectations.

b. Language is for communication, and learners should use a foreign language for this purpose.

Establish a code of classroom conduct (acceptable behaviour, etc.).

с Learners should take responsibility for their own learning.

Learners introduce themselves, or each other, or learn something about each other.

d. A teacher must know something about her/his learners' language needs.

Present the course: point out important information about course content, ways of working, assessment.

e. It is difficult and unnatural to work with strangers.

f. Discipline is an important ingredient for efficient and effective learning, and learners should realise this early on.

Aded from: Tanner R., Green C. (1998) Tasks for Teacher Education. Addison Wesley Longman Ltd.,p. 2Step 2 - Working in a small group, discuss which actions and beliefs match, and which of the actions you usually do. Add your own suggestions and provide explanations. (Consider different means of learner involvement when starting a new course.) - Choose a presenter to report on the conclusions of your group in plenary. Step 3 - Share ideas in a plenary. Step 4 - Answer the facilitator's questions. Then think about the objectives and write them in the Objectives Box. - Do the self-study task and analyse types of learners in your own groups. 2.5. MOTIVATION AND LEARNING Step 1 - In a brainstorming session name a few characteristics of motivated learners. Step 2 - Form groups of 4—5 and recall a situation when you gave an especially successful lesson. Think of what you did, what your learners were doing and why it was successful. - In your group appoint a scribe who will record the most important ideas. - Optional: make a poster listing your group's best ideas (describing the best idea) and get ready for a presentation. (The description on the poster should not be too wordy.) Step 3

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- Put posters on the walls and go round for 10 minutes, reading them. While you are reading the posters: - write down your questions if you need clarification of some points, - choose and write down the technique you would like to try out in your class. - In a plenary, ask questions you have written down. Say what activity you would like to try in your class and explain why. Step 4 - Answer the facilitator's questions. Write down the objectives of this activity in the Objectives Box. Step 5 (to be done in-between the Course sessions) - Try the chosen technique with your students and describe the experience in your professional diary. Report on the results at the next session of the Course. - Study the additional material that goes with this activity in Self-study 2.5. Analyse your classroom practice with reference to Ways of arousing interest in tasks (Self-study 2.5c). Which of them do you use often and effectively, which — not enough? Write down your ideas in the diary. 2.6. PERSONALITY QUIZ Step 1 - Answer the following questions: 1. Can you define the word 'intelligence'? 2. Can intelligence be measured? If yes, how? 3. Are you familiar with other definitions of intelligence, for instance, in Methodology or Educational Psychology? - Discuss your ideas in plenary. Step 2 - Individually complete the MI questionnaire in Worksheet 2.6 by ticking the statements which best characterise you. - Add up the ticks in each category (1 —8) to find out which of them are most characteristic of you. (The highest number of points in the category indicates the most developed intelligence.) Worksheet 2.6 WHAT ARE MY LEARNING STRENGTHS? 1. 2.

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- I enjoy telling stories and jokes. - I have a good memory for trivia. - I enjoy word games (e. g. puzzles). - I read books just for fun. - I am a good speller (most of the time). - In an argument 1 tend to use put-downs or sarcasm. - I like talking and writing about my ideas. - If I have to memorize something, 1 create a rhyme or saying to help me remember. - If something breaks and won't work, I read the instruction book first. - For a group presentation 1 prefer to do the writing and library research.

- I really enjoy my maths class. - I like logical maths puzzles or brainteasers.- I find solving maths problems to be fun. - If I have to memorize something, 1 tend to place events in a logical order. - I like to find out how things work. - I enjoy computer and any math games. - I love playing chess, draughts or Monopoly.- In an argument, 1 try to find a fair and logical solution. - If something breaks and won't work, I look at the pieces and try to figure out how it works. - For a group presentation I prefer to create the charts and graphs.

3. 4.

- I prefer a map to written directions. - I daydream a lot. - I enjoy hobbies such as photography. - I like to draw a diagram to help me remember. - I like to doodle on paper whenever I can. - In a magazine, I prefer looking at the pictures rather than reading the text. - In an argument 1 try to keep my distance, keep silent or visualize some solution. - If something breaks and won't work, I tend to study the diagram of how it works. - For a group presentation I prefer to draw all the pictures.

- My favourite class is gym since I like sports. - I enjoy activities such as woodworking, sewing and building models. - When looking at things, I like touching them. - I have trouble sitting still for any length of time. - I use a lot of body movements when talking. - If I have to memorize something, I write it out a number of times until I know it. - I tend to tap my fingers or play with my pencil during class. - In an argument I tend to strike out and hit or run away. - If something breaks and won't work, I tend to play with the pieces to try to fit them together. - For a group presentation I prefer to hold things up or build a model.

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5. 6. - I enjoy listening to CDs and the radio. - I tend to hum to myself when working. - I like to sing. - I play a musical instrument quite well. - I like to have music playing when doing homework or studying. - If I have to memorize something, I try to create a rhyme about the event. - In an argument I tend to shout or punch or move in some sort of rhythm. - I can remember the melodies of many songs. - If something breaks and won't work, I tend to tap my fingers to a beat while I figure it out. - For a group presentation I prefer to put new words to a popular tune or use music.

- I get along with others. - I like to belong to clubs and organizations. - I have several very close friends. - I like helping to teach other students. - I like working with others in groups. - Friends ask my advice because I seem to be a natural leader. - If I have to memorize something, I ask someone to quiz me to see if I know it. - In an argument I tend to ask a friend or some person in authority for help. - If something breaks and won't work, I try to find someone who can help me. - For a group presentation I like to help organize the group's efforts.

7. 8. - I like to work alone without anyone bothering me. - I like to keep a diary. - I like myself (most of the time). - I don't like crowds. - I know what I am good at and what I am weak at. - I find that I am strong-willed, independent and don't follow the crowd. - If I have to memorize something, I tend to close my eyes and feel the situation. - In an argument I will usually walk away until 1 calm down. - If something breaks and won't work, I wonder if it's worth fixing. - For a group presentation I like to contribute something that is uniquely mine, often based on how I feel.

- I am keenly aware of my surroundings and of what goes on around me. - I love to go walking in the woods and looking at the trees and flowers. - I enjoy gardening. - I like to collect things (e. g. rocks, sports cards, stamps, etc.). - As an adult, I would like to get away from the city and enjoy nature. - If I have to memorize something, I tend to organize it into categories. - I enjoy learning the names of living things in our environment, such as flowers and trees.- In an argument I tend to compare my opponent to someone or something I have read or heard about and react accordingly. - If something breaks down, I look around me and try and see what I can find to fix the problem. - For a group presentation I prefer to organize and classify the information into categories so it makes sense.

Adapted from: http:// www.ldrc.ca/projects/miinventory/miinventoryphp/ Step 3 - Work in pairs and try to define each category/intelligence using the questionnaire statements as guidelines. - Fill in boxes 1—8 with the name of the corresponding intelligence type.

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- Discuss your answers. Step 4 - Reflect on and discuss the following questions: 1. Did the results coincide with your understanding of the ability type to which you belong? 2. How valuable is this information in understanding your own teaching style? 3. Is there any value in MI theory in helping to develop your students' learning strengths? Step 5 - Write down the objectives of the activity in the Objectives Box. - Read the definitions from the MI theory given in Resource Sheet 2.6. 2.7. TAKING STEPS Step 1 - You are going to do a timed test. Follow the facilitator's instructions. Step 2 - Take part in the discussion of the following questions: 1. What did the task test? 2. What do you understand by 'strategy'? What does it mean to you? 3. What strategies did you use to do the test? 4. Which strategies were productive (those which helped)/counter-productive (those in the way)? - Share ideas with the rest of the group. Step 3 - Individually first, then in pairs study Resource Sheet 2.7 with R. Oxford's Language Learning Strategies System. Why did she divide them into direct and indirect ones? Share your ideas with each other. Ask facilitator for clarification if necessary. Step 4 - Individually apply three/four suggestions about strategies to the following situations. Make a note of them. 1. You have many students to teach and you have difficulty remembering their names. What do you normally do to help yourself cope? 2. You have some very shy colleagues or you yourself are/were a shy person. What can be done to increase self-confidence and reduce anxiety? 3. You are supposed to write an article on one of the professional topics. Which strategies would you consider important to do the job effectively and efficiently? - Share your suggestions with your group.

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- Name the strategies you have come up with. - Choose a scribe to jot down the ideas and a presenter to speak on behalf of the group, commenting on the suggestions. Step 5 - Take part in a plenary to consider the following questions: 1. How did you feel about the activity ? 2. Was it useful? Why ? Why not? 3. How does it relate to the previous activities ? 4. What was the purpose of this activity ? Step 6 - Do Self-study 2.7 at home and get ready to share your ideas at the next session. Learn more on LLS at: http://iteslj.org/Articles/Lessard-Clouston-Strategy.html http ://www. nvcc. edu/home/lfranklin/strategies .html 2.8. WHAT SHALL I DO? Step 1 - In groups read one of the situations described in Worksheet 2.8 in order to: diagnose the problem area, work out possible strategies for solving it. Step 2 - Prepare an oral presentation describing the problem and giving possible recommendation for your case. Worksheet 2.8 Case 1 I study at the second course of University. I future lawyer. We have lessons of English two time each week and I very much like them. We do many things in class but from all I love to speak. I think it's not difficult. But yesterday one of my friends tell that if she was me she wouldn't speak so much. Because I do very many mistakes. But I sure I should speak a lot (I speak to foreigners when I meet them). Do you think my grammar and vocabulary will become better if I'll speak a lot? Case 2 I am a programmer, and in three month's time I am going on a business trip to Canada to take part in a joint project. I feel anxious because I find it difficult to understand spoken English. A friend of mine advised me to practise listening by watching CNN or BBC. I followed his advice and had cable TV installed so that I could tune in to the channels. I spent hours watching and listening and I must say it didn't work. I am absolutely frustrated and thinking of not going...

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Case 3 I like learning and I think I am a good learner. I spend a lot of time trying to understand grammar. I analyze contrastively the two languages and find that very helpful. I try to learn every word I come across, that is why my pocket English-Russian dictionary is always with me. I am better at reading and writing. Unfortunately, I am not so good at listening. I think it is just impossible to learn the whole variety of accents. As to speaking, when I am prepared in advance (I usually practice at home, I speak aloud and I repeat the prepared topic several times a day), then I do very well in class. But whenever I have to speak on the spot I get lost. I can't remember the right words... Case 4 I want to do better in English, and I am now trying to work really hard, but nothing good comes out of it. I force myself into concentrating on tasks, but in less than 30 minutes I get tired and either fall asleep or get distracted by some other things. I must say I enjoy working with objects, and last month I did a really nice collage (everybody liked it) but this time I am to write an essay and it's such a headache! I'm not happy with myself. Step3 - Discuss the following questions: 1. Which specific behaviours (особенности поведения) allow us to make assumptions aboi individuals 'problems and abilities? 2. What should teachers do to help students learn more effectively? 3. Can students learn to develop additional strategies to make learning more efficient and effective? How? Step 4 - Round off the discussion, answering the questions: 1. Was the activity useful? Why? Why not? 2. What, if anything, have you learnt from it? 3. What do you think was the purpose of this activity?

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Module 3 THE WAY WE TEACH 3.1. ELT TERMS REVISION Step 1 - Form groups to take part in a warm-up activity. You will get a set of cards with ELT terms on them — 3—6 cards for each person. - Do not show your cards to other members of your group. - Think of the definition of each term on the cards you got so that the other participants can tell you what it means. Step 2 - One P explains the term, while the rest of the group try to guess it. (If there are problems with understanding the definition, the person with the card can expand on the definition, or the card is put aside to be discussed later.) - Take turns giving the definitions of the terms on your cards. - If there is time available, go back to the problem card, with a different group member trying to give the definition. - Finally, all groups work together to try to define problem terms. Step 3 - Now reflect on and discuss the activity from the teacher's viewpoint. - Think about the following: 1. What was the purpose of the activity? 2. Which story does the activity link up with ? In what way? 3. How might you use the activity with your own classes? - Take part in a plenary discussion based on the questions. Step 4 - List the objectives of the activity in the Objectives Box above (optional). 3.2. NAME THE METHOD Step 1 - Read the description of an English class where the teaching is based on a certain method (Worksheet 3.2a). - While reading, analyse the activities and techniques the teacher is using in the lesson and list them in the left-hand column of the Answer Sheet (Worksheet 3.2b). - In the right-hand column write down the principles underlying the observable elements of the lesson that you have listed.

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Step 2 - In groups compare your notes and check if any separate activities have escaped your attention. - Guess the method and write its name in the blank space of the Answer Sheet. Step 3 - Read the ten questions in Worksheet 3.2c. Answer them on your Answer Sheet to add to your understanding of the principles of the method discussed. - After discussion, revise your lists accordingly. Step 4 - Short plenary: reflect on and discuss the activity. Think about the following: 1. Was the activity a success? In what way? 2. What did you learn from it? - What do you think the objectives of the activity were? In pairs, complete the Objectives Box (optional). Worksheet 3.2a

DESCRIPTION OF AN ESP LESSON This is a mixed-level English class at a university in Russia. There are seventeen students in the class. Two-hour classes are conducted twice a week. Experience As we enter the classroom, the class is in the middle of reading a passage in their textbook. The passage is entitled "Washington" and is part of a metodichka — a home-made collection of texts and exercises on the topic "The United States of America". Each student is called on to read a few lines from the passage. After he has finished reading, the student is asked to translate into Russian the few lines he has just read. The teacher helps the students with new vocabulary items. When the students have finished reading and translating the passage, the teacher asks them in Russian if they have any questions. One girl raises her hand and says, "What is the District of Columbia?" The teacher replies, "Округ Колумбия", and explains in Russian how it is different from a state. Since the students have no more questions, the teacher asks them to write the answers to the comprehension questions which appear at the end of the text. The questions are in English, and the students are instructed to write the answers to them in English as well. They do the first one together as an

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example. A student reads out loud, "Where is Washington situated?" Another student replies, "Washington is situated on the Potomac river." "Well," says the teacher, and the students begin working quietly by themselves. In addition to questions that ask for information contained within the reading passage, the students do exercises, translating new vocabulary from English into Russian and sentences with new words — from Russian into English. After half an hour the teacher, speaking in Russian, asks the students to stop and check their work. One by one each student reads a sentence and then reads the translation. If s/he is correct, the teacher calls on another student to read the next sentence. If the student makes a mistake, the teacher selects a different student to supply the correct answer, or the teacher herself gives the right answer. Announcing the next activity, the teacher asks the students to turn the page in their text. There is a list of words there. These words all have antonyms in the reading passage. TASK: Find the antonym for each: internal construct small-scale private... The class do this exercise together. If no one knows the Russian equivalent, the teacher gives it. After this exercise, the teacher reminds the class that English words that end with the suffix "-ly" often correspond to Russian words ending with "-o". She calls the students' attention to the words "slowly" and "subsequently" in the passage and asks them to find other examples in the excerpt. Hands go up; a student answers, "Extensively." "Хорошо," says the teacher. When all the examples in the passage have been identified, the students are told to turn to the next exercise in the lesson. The task is to form adverbs with -ly, using the adjectives provided and to make up sentences with them. The next section of the lesson deals with grammar. The students follow in their books as the teacher explains the formation and functioning of the Passive Voice. This is a review for them as they have encountered verbs in the Passive Voice before. Nevertheless, in the passage there are some new verbs that the students haven't learned yet. These are listed following the description, and the students are asked to translate them into Russian. Then they are asked to repeat the rule for the use of the Passive Voice forms and ways of translating them into Russian. After repeating the rule and the examples, the students are asked to find examples of verbs in the Passive Voice in the passage and name the form. Finally, they are asked to put passive forms in the blank of each of the ten sentences they are given. They do the first two together. 1. In 1789 careful consideration_to the question of providing a permanent seat for the Government, (give)

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2. The city's skyline_by the Capitol and the Washington Monument, (dominate) When the students have finished this exercise, they read their answers aloud. At the end of the chapter there is a list of vocabulary items that appeared in the passage. Next to each is a Russian word or phrase. For homework, the teacher asks the students to memorize the Russian translation for the new words and to write 10 sentences in English using as many new words as possible. In the remaining lesson this week, the students will be asked to: 1. Do the translation of the second reading passage into Russian. 2. Learn the rule for the formation and use of the Passive Voice, and get ready for a test. The students will be asked to translate a number of sentences from Russian into English. 3. Do the remaining exercises in the lesson that include practice with one set of irregular past participle forms. (The students will be asked to memorize the present tense, past tense, and past participle forms of this irregular paradigm.) seek sought sought shake shook shaken build built built deal dealt dealt... 4. Memorize the remaining vocabulary items and write sentences for each. 5. Prepare to speak about Washington, reproducing the text of the lesson.

Based on classroom observation of a Russian ESP lesson and text by Diane Larsen-Freeman taken from: (1986) Techniques and Principles in Language Teaching. Oxford:

OUP, p. 9-10. Worksheet 3.2b

NAME THE METHOD

The…..???.....method is not new. It has had different names, but it has been used by language teachers for many years. Earlier in the 20lh century, this method was used for the purpose of helping students read and appreciate foreign language literature. It was hoped that, through the study of the grammar of the target language, students would become more familiar with the grammar of their native language and that this familiarity would help them speak and write their native language better. Finally, it was thought that foreign language learning would help students grow intellectually; it was recognized that students would probably never speak the target language, but the mental exercise of learning it would be beneficial anyway. - Please write down your observations on the lesson and the underlying guiding principles:

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ANSWER SHEET

OBSERVATIONS Activities, techniques 1. The class is reading a text on Washington aloud and translating it. 2… 3... PRINCIPLES 1. Written language is superior to spoken language. 2… 3… (For your answers use a separate sheet of paper.) Worksheet 3.2c

UNDERSTANDING THE METHOD

Answer the following questions: 1. What are the goals of teachers who use the method? 2. What is the role of the teacher? What is the role of the students? 3. What are some characteristics of the teaching/learning process? 4. What is the nature of student-teacher interaction? What is the nature of student-student interaction? 5. How are the feelings of the students dealt with? 6. How is language viewed? How is culture viewed? 7. What areas of language are emphasized? What language skills are emphasized? 8. What is the role of the students' native language? 9. How is evaluation accomplished? 10. How does the teacher respond to student errors? 3.3. METHODS OVERVIEW Step 1 - Look at the names of the methods listed in the left-hand column of the Methods Table (Resource Sheet 3.3a). Say if you are familiar with any of the methods included. If you have used any of them, share your experience with a partner.

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Step 2 - In pairs (with a colleague from a different department or university) read one column in the table. If you are partner A, look at Learner roles. If you are Partner B, look at Teacher roles (the facilitator will divide the class into As and Bs). You have about 7 minutes to read your column, identify the features that distinguish Learner or Teacher roles under each method, using 'key-words' technique. - With your partner, summarise and exchange information from the table on teachers' and learners' roles. Choose and discuss those ideas that are more appealing to you, or appropriate in your own ESP context. Step 3 - Look at the table again and decide which methods treat the learner as a passive recipient. Share your ideas in plenary. - Follow the facilitator’s instructions and find the features of the Humanistic Approach in the methods presented in the table. See Resource Sheet 3.3b for reference. Step 4 - Think about the objectives of the activity. Write them down in the Objectives Box above (optional). Step 5 - Study the whole of the Methods Table in preparation for the activities that follow. Focus on the distinguishing features of the methods listed in the table. References: Brown, D.H. (2001) Teaching by Principles. London: Longman, pp. 34-35. Brown, D.H. (2000) Principles of Language Learning and Teaching (4th Edition). White Plains, NY: Pearson Education. Harmer, J. (2000) The Practice of English Language Teaching. London: Longman. Larsen-Freeman, D. (1986) Techniques and Principles in Language Teaching. New York: OUP. Richards, J. and Rodgers, T. (1986) Approaches and Methods in Language Teaching. Cambridge: CUP. 3.4.VIDEO VIEWING Step 1 - Watch the video clip. - Follow the procedure as explained by the facilitator and complete the box as advised. Teacher's role(s) 1. 2.

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3. Learners' role(s) 1. 2. 3. Step 2 - In pairs share and discuss what you have noted in the box while watching the video clip. - Get ready to present your results (one P per pair). - Watch the commentary clip. Step 3 - Watch the next video episode and decide which method the teacher follows. - As in the previous activity, in pairs try to make a list of stages of the lesson viewed (Observation column). Then write down the principles (Principles column) on which these stages are based (the first one is done for you).

Observation Principles Stages, activities 1) The teacher presents the topic of conversation in class / introduces objectives of the lesson. 2)

1) People learn best and feel more secure when they know what is expected from them. 2)

Step 4 - Take part in class discussion. - Watch commentary clip of the video. - Reflect on the activity. Write the objectives in the Objectives Box (optional). 3.5. PARABLE OF THE GOOD LEARNER OPTION 1— Individual reading at home Step 1 (Done at end of preceding session) - Read the story at home, writing down questions that may arise and your ideas about the rationale of using this story in the course. Step 2 (Done in a new session) - In plenary, discuss the questions, if there are any, and the rationale for using the story in the course.

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OPTION 2 - Acting out the story Step 1 - Form seven groups, according to the number of text extracts. - Each group gets one part of the story on cards. Prepare to act your part of the text - the roles of the Learner, the Methodologist, and the Reader of the author's comments. - Try to memorize your parts and take turns to act out the story. Step 2 - In plenary discuss any questions regarding the language of the text, ‘acting’ as a technique and its applicability in your practice. Step 3 - Reflect on the "Parable" activity, analysing it in conjunction with the previous activities on methods. Answer the following questions: 1. Can this activity be used in your own practice of teaching ESP? How? 2. What was the objective of this activity? 3. What is the moral of the parable? Why was this parable chosen for the Step 4 - Read Self-study Material 3.5 at home. 3.6. HOW LEARNER-CENTRED ARE WE? OPTION 1 — designing a micro-teaching lesson as a home task OPTION 2 — designing a micro-teaching lesson during the session Step 1 - In groups of three or four design part of a lesson which focuses on grammar, and then microteach in the next session. The guiding principles in preparation of activities for microteaching should be the degree of learner involvement and responsibility for their own learning discussed earlier. Both the materials preparation and micro-teaching processes should demonstrate these principles in action. - Draw on your own resources in preparation for micro-teaching, don't use materials from published English course books. Step 2 - At the micro-teaching session you'll play different roles. While one group is doing microteaching, two other groups are playing the part of learners, and one group is observing. Each group has 20 minutes for micro-teaching and 10 minutes for feedback. - Using the model in Worksheet 3.6, draw your own Peer Observation Sheet on A4 piece of paper. During micro-teaching use it for comments on what

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you are observing. Step 3 - Give your micro-teaching sessions. After each session give feedback, covering questions from the assessment sheet. First let 'the learners' comment, then let 'the observers' speak and, lastly, 'the micro-teachers' and trainers have a say. Step 4 - In plenary, discuss the sessions focusing on how the principle of learner-centredness has been implemented. - Say if you liked the activity and why you liked/disliked it. Worksheet 3.6

PEER OBSERVATION SHEET (model) Group Group Group Group 1. How learner-centred is the teacher?

2. What are the learners doing?

3.8. WAYS WITH GRAMMAR Step 1 - In pairs, think back on the micro-teaching and write down in Box 1 what aspects of approaches to grammar, in your opinion, need improvement most of all. - Form larger groups of 4-5 and share the ideas contained in Boxl. - Reflect on the question: What makes grammar more learner-centred? (that was the task for the micro-teaching exercise) and write down your suggestions in Box 2. - In a brief plenary, share your ideas with the other participants. Step 2 - The focus of further discussion will be on giving tasks in teaching grammar. In the same groups, read the instructions for the grammar activities in Worksheet 3.7. Say in what way/s the activities are different from each other. Rank them according to your previously agreed criteria and prepare to explain your ranking in plenary.

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- Discuss the activities with the other groups. - Suggest some other types of tasks for approaching the Passive Voice. Step 3 - In your same group, brainstorm possible techniques for dealing with grammar in your classes. - What are the advantages of — and potential problems with — each technique? (Recall activities 2.5-2.6 and say which learner/intelligence type each of the approaches to grammar would suit best and why.) - Share your groups' ideas in plenary. - Fill in the Objectives Box. Worksheet 3.7

GRAMMAR ACTIVITIES

I. Put the following into indirect speech. The first ten questions require no change of order: 1. He said, "What is happening?" He asked what was happening. 2. "What happened to Mr. Budd?" said one of the men. 3. "Which of his sons inherited his estate?" asked another. II. Working in the legal world involves a great deal of reporting what others have said. For example, after every formal meeting, someone must prepare the minutes of the meeting: what happened and who said what or was assigned to do something. At other times, lawyers will be asked to draft depositions, reports, or statements, all of which require reported or indirect speech. In writing, change this short conversation into indirect speech. 1. Mr. Coke, the district attorney, asked, "Mr. Sammy, where were you December 21,1996?" 2. Mr. Sammy replied, "I was at home with my wife." 3. Mr. Coke asked, "Did anyone other than your wife see you there?" [Hint: Use an if or whether clause.] 4. Mr. Sammy whispered, "Well, no, I guess not. " 5. The district attorney said, "No further questions. Thank you." III. Directions: Discuss why the use of the passive is appropriate in these sentences. For purposes of comparison form possible active equivalents, and discuss probable reasons why the speakers/writers would choose to use the passive. Then ask yourself, 'Was there any real purpose in formins possible active equivalents?'

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1. My sweater was made in Ensland. 2. The World Cup soccer games are being televised all over the world this year. 3. The Washington Monument is visited by hundreds of people every day. IV. 1) Read the beginning of a newspaper article below and: a) find the passive forms there and say why they are used instead of verbs in the active; b) finish the article using another five verbs in different forms of the passive voice (as was done in the real article).

Thieves in car chase throw out a Lowry A Lowry painting was recovered on a motorway embankment after it had been thrown out of a car during a police chase. The $8,000 painting was not damaged.... 2) If the above extract about the painting were written in the active voice, to which news-related sub-genre would it be likely to belong? Discuss and present it in the active, orally.

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Module 4 SYLLABUS EXPLORATION 4.1. ESP COURSE RECIPE Step 1 - You're going to write a recipe. For this you'll need to recall the verbs related to 'Cooking'. Brainstorm the verbs and parts of a typical recipe. Step 2 - In your groups reflect on your own practice and write a recipe for an ESP course of your choice, using the verbs on the board. (10 minutes) - Choose one person in your group to note down the recipe. Step 3 - Present your recipes in plenary. Step 4 - Discuss the activity, answering the following questions: 1. Was the activity a success? How did you feel about it? 2. How might you use the activity in your own class? - Think about the objectives of this activity and complete the Objectives Box. (optional) 4.2. ESP COURSE NEEDS ANALYSIS Step 1 - Think about a particular ESP class you are teaching, considering learners' proficiency in English, specialisms, and the institution they study in, and discuss the following questions in groups of 3: - Have you ever asked your students why they are learning English ? - If you have, why did you do it? What could the reasons be to do it and not to do it? - Write down your ideas in the box below and choose a speaker to present your views in plenary. Step 2 - Form larger groups of 4-5. Now that you have identified reasons for carrying out needs analysis, think of a list of questions that would go into a Needs Analysis Questionnaire and write them down. - Present your questionnaires to the other participants (putting them either on posters or board).

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Step 3 - Use the questionnaires devised to survey your students' needs. Make a summary of your findings and present the results at the next session. Step 4 - Think about the objectives of this activity and write them down into the Objectives Box. 4.3. GUIDE-BOOK, STREET MAP OR WHAT? Step 1 - Read the text of the State Standard and decide which of the metaphors in the list in Resource Sheet 4.3 suits it best. Discuss the suggested metaphors and offer any of your own. Give your reasons for selection. - Suggested metaphors: a street map, straight)'acket, scaffolding, template (выкройка, лекало), guide-book. - Compare your ideas in pairs. Step 2 - Analyse the recommendations of the State Standard (Resource Sheet 4.3) in the light of your own practice. Does anything in the text of the Standard strike you as unusual? Step 3 - Analyse the activity. - Then fill in the objectives in the Objectives Box (optional) 4.4. SYLLABUS DESIGN FRAMEWORK Step 1 - What do the terms 'curriculum', 'syllabus', 'course' and 'module'/'unit' mean? - Individually, fill in the diagram in Worksheet 4.4 on Syllabus Design Framework. Use the terms given in the box below the diagram. - Compare your version with your colleagues'. - Share your answers with the whole group. Step 2 - Reflect on the model and decide if it is used to organise your own teaching programme. Would you like to add anything to it? Step 3 - Reflect on the activity and then discuss it. - Answer the following question: What do you feel your own department/colleagues need to do (if anything) in order to develop an appropriate syllabus for your special subject areas? Step 4

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- Think about the objectives of the activity and list them in the Objectives Box (optional). - Read Self-study Material 4.4 on Common European Framework of Reference. Worksheet 4.4

SYLLABUS DESIGN FRAMEWORK

Match the boxes of the model with the terms below: A) evaluate syllabus B) design syllabus C) specify level D) analyse needs

E) specify content and skills F) design teaching materials and assessorial instruments G) analyse placement test results H) decide on teaching/learning strategies

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4.5. CHOOSE AND USE Step 1 - Read the descriptions of five teachers who explain how they use their syllabuses. Worksheet 4.5

USING THE SYLLABUS

Anna The syllabus of the language department where I teach is very comprehensive. It includes grammar, vocabulary, functions, topics, and gives references to coursebooks I can use. So, I use it all the time and could not do without it. When preparing a teaching session or series of sessions I go first to the syllabus, decide what it will be appropriate to teach next according to its programme, plan how to combine and schedule the components I have selected, and take the relevant books or materials from the library as I need them. Joseph There is a number of officially authorized syllabuses, but we don't have to use them, nor is there any fixed coursebook, although the college recommends certain ones. Personally, I simply ignore the syllabus, since I prefer to do my own thing, based on the needs of my students. I use materials and activities from different sources (teacher's handbooks, textbooks, enrichment materials, literature), which are available in my university's library, in order to create a rich and varied programme that is flexible enough to be altered and adapted to student needs during the course. Maria They made us read the National Curriculum in my teacher-training course, but I haven't looked at it since. What for? In my college we use a class coursebook which lays out all the language I have to teach, as well as giving me texts, exercises and ideas for activities. I assume the Head of Department would not have authorized the book if it didn't accord with the syllabus, so there's no reason for me to double-check if I'm teaching the right things. Lilly I look at the syllabus occasionally, but mostly I work from the home-made booklets (metodichkas) that teachers of my department made for the class. It's just that sometimes I get a bit fed up with them and want to do something different so then I "do my own thing" for a bit, using the syllabus as a retrospective checklist, to make sure I'm still reasonably on target with the content. After all, my students will have to take an exam at the end of the course, and I can't stray too far from its requirements.

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Natasha Everything I teach I take either from the syllabus or from the coursebook. I don't add material of my own, for one thing, the authorities do not approve, for another, I am not confident enough of my knowledge of the language I am teaching — I might make mistakes.

Adapted from: Ur,R (2002) A Course in Language Teaching. Cambridge: CUP, p.l 80.

- Choose the statement you find closest to your opinion on use of syllabus. Support your choice, thinking about the following questions: 1. What is it about the chosen statement that makes it close to your own teaching situation? 2. What would you change in its description to express your own position more precisely? - Share your ideas with your group. Step 2 - Choose one person from your group to speak in plenary. Discuss use of syllabus in plenary. Step 3 - Reflect on the activity and discuss it. - List the objectives in the Objectives Box (optional) 4.6. TYPES OF SYLLABUSES Step 1 - Read Resource Sheet 4.6 containing syllabus descriptions. Working in a group, analyse the set of course book syllabuses you get from facilitator. - Think about each syllabus and the principles underlying it. Note them down in the box below. - Match each syllabus with the description from the list. - Share your answers with the group. Step 2 - Analyse your own teaching situation and decide on the type(s) of syllabus of the course-book^) you use with your students. - Which of the ten types of syllabus do you consider inappropriate for your own institution/ department/ students? - Look for any similarities in the syllabuses used by colleagues in your group. Step 3 - Reflect on the activity. List the objectives in the Objectives Box. (optional)

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Module 5 MATERIALS POTENTIAL

5.1. MATERIALS ONLY

Step 1 - Answer the following questions: 1. What materials do you usually use with your ESP students? 2. How often do you bring real life objects into the classroom? - Choose one of the real-life objects displayed by facilitator. - Explain the reason why you have chosen that particular object Step 2 - Brainstorm possible ideas for using the objects in class and discuss these in teams of 3—4, (approx. time — 10 min) - Agree on the most interesting ideas and prepare to present them to the whole group. Step 3 - Share in plenary your suggestions of possible applications of the objects in your ESP classes. Discuss the following questions: 1. What were the objectives of this activity? 2. What kinds of realia might be useful in / applicable to your ESP subject area? - List the objectives in the Objectives Box. 5.2. MATERIALS WEB Step 1 - Working individually with Worksheet 5.2, fill in the blanks under each category. Think of as many items as possible.

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Worksheet 5.2

Step 2 - In groups of four discuss the ideas you've come up with. - Comment on each category. Focus specifically on materials' functions. Step 3 - Discuss the following; 1. What kind of materials do you use with your own ESP students ? 2. Are ESP materials special? If yes, in what way? 3. How might you use the materials web technique in your own ESP environment? - List the objectives in the Objectives Box.

5.3. AUTHENTIC OR HOME-MADE?

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Step 1 - Share your opinion on the following questions: 1. What do you understand by the term 'authentic 7 2. Do you use authentic materials regularly? Why/why not? Step 2 - Reflect on definitions of authenticity/authentic materials in Resource Sheet 5.3a and choose one or two that seem most relevant to your own teaching context. - Discuss your choices in groups of 3-4. - Share your ideas with the whole class. Step 3 - Reflect on the following and discuss the activity in plenary. 1. What can teachers do with authentic materials to make them accessible to students of low language proficiency? 2. Do you have any experience of designing your own materials? If yes, can any of them be considered authentic? Why/why not? References Robinson, P. (1991) ESP Today: a Practitioner's Guide. London: Prentice Hall International, p. 54—56. Johns, A.M. (1991) "English for Specific Purposes (ESP). Its History and Contributions." Teaching English as a Second or Foreign Language. London: Heinle&Heinle, p. 67—75. 5.4. TOOL KIT Step 1 - Think about the following and answer facilitator's questions: 1. What is adaptation? 2. How often do you have to adapt materials? Why? Step 2 - Study Worksheets 5.4a and 5.4b. Work individually first, then exchange ideas in a small group. 'Place' easification tools (from Worksheet 5.4a) into suggested sections (Worksheet 5.4b). - Share your ideas with other groups. Worksheet 5.4a

EASIFICATION TOOLS - add white space; - add a gloss in the margins;

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- number the lines; - separate the paragraphs; - add sub-headings; - highlight words/sentences/paragraphs; - add visuals; - change font size/enlarge the text; - add comments; - add someone else's text to it; - add translation; - add IPA (international phonetic alphabet — transcription); - guide/restrict learner by indicating what to be/not to be read.

From materials of Mike Scboley, I999

KIT OF TOOLS

Step 3 - Work in groups again and brainstorm all possible ways of involving learners in the process of text exploration. Focus on strategies/techniques learners can use. Make notes in order to fill the 'tool kit' with ideas. - Share ideas in plenary. Step 4 - Think about the following: 1. What were the objectives of this activity? Enter them in the box above (optional) 2. Is a 'tool kit'a suitable metaphor to the activity?

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3. What easification techniques; if any, do you employ with your students ? 4. Was the information on easification useful? 5.5. UNDERSTANDING READING Step 1 - Look through the table containing questions on reading and use of text in teaching ESP*. Mark each statement with V if you agree, with X if you disagree, and with ? if you are undecided. Compare your answers in pairs. 1. Texts are for presenting new language to students. 2. Texts should be read aloud before other tasks are done. 3. It is useful to ask some questions about a text before 4. It is better for a text to be too easy than too difficult. 5. Comprehension questions should use the language of the - Discuss your answers in plenary. Step 2 - Do the task in Worksheet 5.5a. You have only 2—3 minutes for it. Worksheet 5.5a

COMPREHENSION TEXT AND QUESTIONS Read the text and answer the questions: Yesterday I saw the palgish flester gollining begrunt the bruck. He seemed very chanderbil, sal did not jorter him, just deapled to him quistly. Perhaps later he will besand cander, and I will be able to rangel to him. 1. What was the flester doing, and where? 2. What sort of a flester was he? 3. Why did the writer decide not to jorter him? 4. How did she deaple? 5. What did she hope would happen later?

Ur., P. (1 996) A Course in language Teaching. Cambridge: CUP, p. 143- 145. - This task is borrowed from a book by Penny Ur. What does the author prove with it? Step 3 - Now read Resource Sheet 5.5a. - What conclusions about comprehension questions can be drawn from the tasks above?

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Step 4 - Do the activity in Worksheet 5.5b. What does it reveal about reading? Worksheet 5.5b

QUESTIONS GIVEN BEFORE THE TEXT Read the questions to a medical text and try to guess what the answers are going to be. Later, you will hear the text and be able to check how many you got right. 1. What is insomnia? 2. What causes insomnia? 3. How can mild insomnia be treated? 4. Why may drugs be ineffective as methods of treating chronic insomnia?

Idea borrowed from: Ur., P. (1996) A Course in Language Teaching. Cambridge: CUP, p. 143-145.

- The facilitator will read the original passage to you. How much did you guess? Step 5 - Reflect on the activity. Put down its objectives in the Objectives Box. (optional) 5.6. BLUEPRINT OPTION 1. Resource Sheet 5.6 with Blueprint* was given for self-study at the previous session Step 1 - Look through Resource Sheet 5.6 briefly to recall it and comment on the content. - Hold a brief discussion about the reasons for having pre-reading, while-reading and post-reading activities. Step 2 - Read and analyse the text' They Just Don't Get Any Respect in Worksheet 5.6. Present the information given in the text in diagrammatic form (e. g. in a mind-map, table, chart, graph). Prepare 2 variants of the same diagram: a) with only 2-3 parts/boxes/spaces filled as prompts — it will make an activity for another participant who will have to fill it in; b) a fully complete version. - Answer the following questions:. 1. What are the objectives of this activity? 2. Can you use it with your students? If yes, in what way/s? Step 3 - See Step 1 in Activity 5.7.

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OPTION 2. Resource Sheet 5.6 with Blueprint Studied in Class Step 1 - Comment on what reading skills are relevant to ESP (if necessary, see Glossary for definitions) and reasons for having different stages in a reading lesson. - Read Resource Sheet 5.6 Blueprint. Discuss in small groups which of the suggested activities you do most often or least often, explaining why. Steps 2 and 3 — the same as in Option 1 Worksheet 5.6

DIAGRAMMING TEXT Read the text below carefully and present its main ideas in the form of a diagramme (or a mind-map or table).

They Just Don't Get Any Respect How satisfied are workers with their jobs? Recent evidence indicates that, contrary to popular opinion, most people feel that they are appreciated by their boss and their contributions are recognized. On the other hand, there still is a substantial minority who feel their organisations have a long way to go in providing desired praise and support. For example, a recent survey of employees asked: How often does your boss recognize or praise your accomplishments and achievements? The results were as follows: (a) 1 1 percent said 'all of the time'; (b) 50 percent said 'most of the time'; (c) 28 percent said 'rarely'; and (d) 10 percent said 'never'. The survey found that managers who are free with criticism but frugal with compliments tend to have resentful employees. In these organisations morale is low, turnover is high, and profits are eroding. What is particularly interesting about this survey is the importance the respondents gave to being treated well. Twenty-seven percent of the respondents said that they would quit their current job if another firm with a reputation for giving recognition and praise offered them a similar position with the same salary and benefits. Simply put: Money is not the only way to retain people. Attitudes and job satisfaction are also important. Similar results are being reported among older workers, who are now playing an increasingly larger role in the work force. Over the last five years, the number of people sixty-five years of age or older has jumped from 2.9 to 3.4 million and many of these individuals work for younger people. Their biggest complaint: Young managers do not respect their experience or judgement. And

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while older employees welcome the opportunity to supplement their retirement income, many do not like the conditions under which they work. Among many of them, attitudes and job satisfaction are not very high.

Source: Luthans, F. (1992) Organisational Behavior. New York: McGraw-Hill, Inc., p. 107. 5.7. SKIMMING, SCANNING AND MORE Step 1 (Based on task from Activity 5.6 — "Diagramming Text") - You are going to 'wear the hat' of a Learner. Exchange your graphic representation of the text" They Just Don 4 Get Any Respect" (made at home) — the gapped version of it — and fill in the gaps in the diagram made by your partner, using knowledge of the text. - When you have finished, check your work with the partner-author of the diagram. Step 2 - Now you are back to your role of teacher on a teacher development course. Discuss the objectives of this diagramming activity. Answer the questions: 1. Was this activity useful? In what way? 2. Did you like it? Why? 3. Would your students be able to do a similar task? Why ask them to do it? Step3 - How many times did you have to read the text when doing the previous activity? What kind of reading was it? Step 4 - Do the reading test in Worksheet 5.7 'CAE Reading passages' — an extract from an old test material. It should take only about 5—7 minutes to do it. When finished, compare your answers in pairs. - Discuss the results. What was the most difficult question in the text and what made it difficult? - What reading skills do you know and which of them were tested by the test items? Worksheet 5.7

CAE READING PASSAGES You go to a bookstall to choose some books for a long train journey. You pick some up and read what it says about them on the back covers. Read the following extracts from the book descriptions and then answer the questions. Book A ...The Roman Emperor Claudius writes the inside story of his public life. Men

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classed him as a pitiful fool. But the actions he describes are far from foolish. Reluctantly crowned Emperor, he appears as a man whose errors came from good nature and innocence. It is the common people and the common soldiers who help him to repair the damage done by the Emperor Caligula by conquering Britain, and who stand by him in his final hard judgment on his unfaithful wife, Messalina. This is one of the finest historical reconstructions published this century... Book В .. .A fortune-teller once told Mary (as the author calls herself in this book): "You are going to be loved by people you've never seen and never will see". That statement came true when she published her delightful and exact record of country life at the end of the last century — a record in which she describes the fast-dissolving England of farm-worker and country tradesman and colours her picture with the cheerful courage and the rare pleasures that marked a self-sufficient world of work and poverty... Book С ..."Leave it to my man, Johnson," Cecil used to say, whether the problem was the colour of a shirt, the shape of a hat, the style of a coat. What did it matter if Johnson tended to take charge of his life and that without his approval his employer could not even grow a moustache? Was he not always there for him to lean on in moments of difficulty? And such moments were frequent in the leisured life of Cecil and his friends in the London of the first motor buses. Book D ...The novel is the story of a man for whom both real life and university research have lost their meaning. Separated from his over-emotional wife, Gerald Middleton is painfully aware that the centre of his life is empty. But the world is reaching out for him again... Gerald is the only person still alive who was present when Bishop Eorpwald's grave was opened and the strange wooden figure found which has offended, puzzled and fascinated students of early English history for years. But he also keeps another even worse secret... 1. Which book will probably be light and humourous? Book A Book В Book С Book D 2. Which book seems to be set in the present day? Book A Book В Book С Book D 3. From the information given here, the Emperor Claudius appears to have been A a foolish ruler В an ambitious man С a successful general

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D a forgiving husband 4. Gerald Middleton appears to be a A professor of history В private detective С writer of crime stories D university student 5. What was the relationship between Johnson and Cecil? A Johnson ordered Cecil to do things В Johnson never questioned orders С Cecil depended on Johnson D Cecil paid Johnson well Step 5 - Write down the objectives of the Activity in the Objectives Box and discuss them. You can learn more about reading skills and how to develop them from books and Internet sites listed in References to this Course. 5.8. EFFICIENT READER Step 1 - Follow the instructions below carefully. In case of difficulty, ask the facilitator for help. Instructions: - Form groups of 3—4. - You have been given a table with blank spaces and a set of cards. Arrange the cards in the table according to the characteristics of efficient or inefficient reading they describe. - The left-hand column contains the first letters of the words that name factors which have a bearing on the efficiency of reading. Restore the words (analysis of text on the cards will help you to do it). - You have 10 minutes to fill in the table with the cards, and the left-hand column — with the appropriate terms. - Ask the facilitator for help if any of the instructions are not clear. - You are competing with the other groups, so report to the facilitator as soon as you have filled in all the columns in the table. Step 2 - Check if your table is correct, using the key which the facilitator will give you when the table is complete. Step3 - Think about the objectives of the activity and put them down in the Objectives Box. (optional)

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- Answer the facilitator's question, putting down your ideas in the box below: What were the roles of: a) the facilitator, b) the trainees, throughout the activity? - Comment on the activity, discuss links between it and earlier activities. 5.9. GAPPED TEXT Step 1 - Read text about materials in Worksheet 5.9 and fill in the gaps, guessing about the appropriate words from the context. At this stage do not use the word-box, (approx. time — 10 min.) Worksheet 5.9

MATERIALS Materials that are appropriate for a particular class need to have an underlying pedagogical philosophy: (1) , methodology, and content which suit the (2) and their needs. Materials are examples of (3) in action; they influence the content and the processes of (4) and learning. The process of materials selection and development encourages teachers to understand and (5) theories of language learning in order to achieve professional (6) and (7) . Materials should offer students samples of real language use, develop their language and (8) skills, serve as a stimulus for students to use the target language and to make discoveries about it. Materials should be purposeful, meaningful, (9) and useful for students. Materials should include a wide range of activity types, anything which can be used to (10) the learning of the language. They can be used in any form — in print, through live performance or display, on a cassette, DVD, the (1 1) , etc. Teachers need to be able to (1 2) , select and (1 3) ready-made materials; and to (1 4) home-made ones themselves so as to ensure a match between the target learners'

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(15) and the teaching/learning materials. Step 2 - Compare the results in pairs, (approx. time 3 min.) - Check your answers using the words given in the word-box a) needs e) internet i) approach m) competence b) methods f) development j) facilitate n) students c) apply g) adapt k) produce o) professional d) evaluate h) teaching 1) interesting Step 3 - Focus on the issues in the text related to materials. What questions does the text raise? For example, the first sentence answers the question: What informs the selection of materials for a specific group of students? - Working in groups of three, make up a list of important aspects of materials that the text describes. - Have a plenary discussion of your ideas. Step 4 - Discuss the activity. Reflect on the following: 1. Could you use the technique in your ESP setting? Why/why not? 2. What were the objectives of this activity ? (optional) 5.10. TEXT POTENTIAL Step 1 - Look at the 'Name Tag'. It's a copy of a real life object as well as a minimal text. Discuss in groups of 3-4 what you can teach with it. Make a list of your ideas and prepare to share them with the other groups. - Discuss your ideas in plenary.

LUDMILA Ludmila B. Kuznetsova St. Petersburg, Russia

ASPA, 62nd National Conference March 20-23, Newark, NJ Step 2 - In your groups, analyse the diagram Text Potential1 (Resource Sheet 5.10 on page 80), and decide to which parts of the diagram your ideas refer.

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- Now that you have analysed the diagram, can you suggest any other activities based on the 'Name Tag' text? Step 3 - Working in pairs, read text in Worksheet 5.10 and, following the format of Text Potential', note down what you could do with the given text. Bear in mind your students' proficiency levels and specialisms. - DO NOT pay attention to the 'Extension work' part of the Diagram (this will make the focus of Module 6). - Compare your notes in groups of 3—4. - One person from each group presents the results in plenary. - Be ready to comment on the presentations. Worksheet 5.10

EARTHQUAKE TEST THAT FAILED SOMETIMES "extended assessment" can be too extended. Suzanne Fenwick, who graduated in 2001 with a 2: 2 in Business Studies, applied for a job with a publishing company in January of her final year. "I felt that time was being spent on me and that I was valued/' she says. "I completed a lengthy application form on which I had to give examples of situations in which I had demonstrated leadership and teamworking Suzanne Fenwick was taken by surprise by her skills. Then I waited." extended assessment for a publishing firm "Three months later I was called for interview — and was told that I had successfully got through to the next stage. I waited again. In August I attended a selection centre. One of the oddest things i had to do was to watch a video with seven other people. We were told nothing about the content — only that there would be a discussion afterwards. The video showed an office somewhere in America. I found it very hard to attune to the strong regional accent." "Suddenly the scene changed. There had been an earthquake and there was panic with workers hiding under desks, rushing for the exits etc. and yelling — still in that incomprehensible accent. The video stopped. The selectors came into the room and told us we had ten minutes to come to a group discussion as to what the correct evacuation procedure should have been — and we'd be observed as we talked. Apparently, there had been clues in the form of a few tools dotted round the room — like a torch and a rope. We hadn't noticed most of them!"

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Despite this, she was offered a job — only to be informed on her first day that the job was no longer available. She was placed in another department but left after several months. She is now happily employed with Help the Aged, where she works in a team producing literature aimed at prospective donors — after just one interview with two managers. Resource Sheet 5.10

TEXT POTENTIAL*

Step 4 - Formulate objectives of this activity and enter them in Objectives Box. - Suggest your comments (if any). - Say if you teach your classes text exploration techniques. - Give examples of how you could use these activities in your own teaching contexts. 5.11. COOK, TASTE AND ENJOY Step 1 (Step 1 done at end of Activity 5.8 and at home) - In your group you'll develop materials. Select one text per group — either

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from among those supplied by the facilitator, or your own. - Using the techniques you discussed and practised in "Blueprint" (5.6) and "Text Potential" (5.10), develop activities based on the text. - Focus on the text. DO NOT make follow-up extention activities. - Supply your materials with an explanatory note. Step 2 (Done in a new session) - Make poster presentations of the materials that your team developed and put them up for display. Step 3 - Walk round and look at other teams' materials. - Choose a speaker to briefly present your team's work. (max. 5 min) Step 4 - Give your colleagues feedback on materials presented. - Brainstorm other possible ways to deal with the text, take note of interesting ideas. Step 5 - Discuss the following questions: 1. What caused most difficulty in the process of developing materials ? 2. How can students benefit from home-made materials? 3. Can students be involved in materials development?At what stage/s ? 4. Does the metaphor in the title describe the process correctly? Can you suggest any other metaphor for the materials development process? - Write down the objectives of the activity in the Objectives Box.

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Module 6 CLASSROOM PRACTICE 6.1. COMING TO TERMS Step 1 - Study Worksheet 6.1a with the incomplete clarifying diagram, demonstrating the scope of ESP teaching/learning. - Complete it in groups of 4, describe your reasoning. - Reflect on your learners' core language needs and write down 3—4 of them. Worksheet 6.1 a

THE SCOPE OF ESP

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Worksheet 6.1b Activity I

WHAT'S THE FOCUS? Activity 2

Deducing words in context Look at this sentence from Text 4 on page 7. When he snapped it shut my right foot was inside it. What do you think snapped means? What helped you to make the guess? Using a monolingual dictionary snap1 /snicp/ v -pp-1 (usually of something thin and stiff) to (cause to) break suddenly and sharply off or in two parts: The branch snapped under the weight of the snow. 2 to move so as to cause a sharp sound like something suddenly breaking: The lid snapped shut. 3 to speak or say quickly, usu. in an annoyed way: He tends to snap at people when he's got a headache. 4 to close the jaws quickly: The dog was snapping at my ankles (- trying to bite them). 5 in/ml to photograph 6 snap one's fingers to attract attention by making a noise by moving the second finger quickly along the thumb. о Activity 3 Autobiography 1 Make notes on things such as: when you were born and where you grew up (e.g. the country, town, house). your family, relatives and friends, your schools. your early memories.

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Attitude words 1 Complete the following conversation with the most appropriate expression from the lists below. (Most help to convey the personal point of view of the speakers.) eve: You sound a bit out of breath. Are you OK? debra: I'm exhausted! eve: Another tough work-out in the gym (1) (2) I think that kind of thing is a waste of time. debra: The company insists on it - .(3) We even have a gym at work. eve: (4) they give you time off to go there. debra: You're kidding! We're expected to go at lunchtime. It's not too bad, though (5) I get to see Tony (6) he's in pretty good shape, given how much he eats. eve: (7) you're not still seeing him, are you? debra; (8) , we've become very close recently. eve: (9) dear Debra, I think you're mad. He's not worth it. He's (10) seeing someone else anyway.

A в с 2 To my Personally Naturally3 seriously unfortuna4 Honestly Broadly Presumab5 Frankly At least In my6 Perhaps Obviousl7 Certainly Surely I imagine8 Consequently Actually9 To be Hopefully Evidently10 anyhow strictly probablyNow answer the following questions. What do you think Eve is trying to persuade Debra to do? Could she have personal reasons of her own? How will Debra respond? Activity 4 Look at the following sentences and decide whether they are defining (D) or non-defining (N) relative clauses. The design that we selected was in fact the most expensive. Wayne Galloway, who is from our Glasgow office, will be presenting the new project The new investment plan, which was announced on Wednesday, takes five years to complete. The manager who made the mistake lost his job. This is Jane Stewart, whose company manufactures computer software.

2 Plan how many paragraphs you will have and what you will include in each. Then decide on the order of the paragraphs.

Activity 5 Learning vocabulary In groups, discuss: the strategies you find useful for recording vocabulary (e.g. a special notebook). how you memorise new words. the advantages and disad\-antages of bilingual and monolingual dictionaries.

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Step 2 (optional) - Activities in Worksheet 6.1b have been selected to illustrate the difference between developing 'Language Knowledge' and 'Skills'. - Read the examples of activities and decide what they aim to develop. Step 3 - Read Penny Ur's definition of the term 'practice' and underline the 'key words' referring to a classroom procedure (e. g. 'language skills'). Note Practice, then, is the activity through which language skills and knowledge are consolidated and thoroughly mastered. As such, it is arguably the most important of all the stages of learning; hence the most important classroom activity of the teacher is to initiate and manage activities that provide students with opportunities for effective practice.

Ur, P. (2001) A Course in Language Teaching. Cambridge: CUP, p. 20. - Consider the word 'activity'. Does it mean the same in each case? What are the meanings? - In the box below read the definition of 'task' given by Jane Willis. Note Tasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.

Willis, J. (1996) A Frameworkfor Task-Based Learning. London: Longman, p. 23. - Reflect on the Course and say which 'tasks' you have done so far. Provide examples. Step 4 - Find a peer from another university and work in pairs. Suggest 2—3 'tasks' for each other's students and say what language their tasks would be most likely to generate? Take into account students' proficiency levels and specialisms. (You can get all the information you need by asking each other questions.) - Form larger groups and come up with a list of 'tasks' for different specialisms. - Prepare a poster presentation. Be ready with your commentaries. Step 5 - Answer the following questions: 1. Which of the suggested 'tasks' might you use with your ESP learners ? 2. Is what you've just done a 'task'or a different kind of'activity'? - Fill in the Objectives Box. (optional) 6.2. TO PLAN OR NOT TO PLAN? Step 1 - Answer the facilitator's questions. Share your ideas on the issues raised. Step 2 - Work in groups of four. Read the text in Worksheet 6.2a. Discuss the statements and decide which you identify with most. - Note down your ideas in the box below. - Share your views on lesson planning in your group.

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Worksheet 6.2a

TEACHERS' BELIEFS 1. I always plan every lesson in detail and in advance. Careful planning is necessary to achieve good results. 2. I usually rely on the lesson format given in the coursebook / Teacher's Book. 3. I am an experienced teacher and aware of my teaching aims, so I never write my plans down. I have a more or less clear picture of what is appropriate for the lesson in my head. 4. My plan usually looks like brief sketchy notes. I try to follow my plan during the lesson but allow minor deviations in terms of timing, etc. 5. I never plan the precise contents of the lesson in advance, as over-detailed planning may hinder my responding to the students' needs, which arise spontaneously during the lesson. Step 3 - Suggest your ideas for plenary discussion. Make comments and ask questions. - Use the box below to make notes of the other Ps' ideas. Step 4 - Work in groups of four. Share your ideas about what the key elements of a lesson are. - Read the list of lesson plan elements in Worksheet 6.2b. Discuss in groups which elements are more relevant to teaching ESR Add a couple of your own if necessary. - Arrange the key elements in a logical sequence to make a lesson plan. - Share your opinion with colleagues. Worksheet 6.2b

ELEMENTS OF A LESSON PLAN number of learners objectivescoursebook used (if any)number of activitieswhat teacher does at each stagewhat learners do at each stagematerials usedgrouping of learners/whole class/pair workaudio-visual aids usedhomeworkheadings (practice, input, presentation, etc.)timing of each stageskills practicedpage numbersanticipated problemsdate, time of classage of learners, sex of learnersnew languagereview of last lessonlevel of class

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language structures Adapted from: Tanner, R. and Green, С (1 998) Tasks for Teacher Education — A Reflective

Approach. Harlow: Addison-Wesley Longman. Step 5 - Work in same groups. Read info given in Worksheet 6.2c. Follow the facilitator's instructions and reorder the jumbled plan in the way you might teach it. - Note the skills to be developed. - Compare your plan with that of another group and explain the reasons for the order you gave. Step 6 - Reflect back on the activity. Formulate objectives and write them down in the Objectives Box. (optional) Worksheet 6.2c

JUMBLED LESSON PLAN Hold up photo of woman asking man a question. Tell class she's asking him 'Would you like to meet the manager?' And write the question on board. b) Ss listen to tape to confirm their answers to matching task. Ss check answers in pairs. c) Practise questions and answers using 'Would you like to ...?' with individual Ss and S-S. d) Ask Ss what they think the man might reply to the question and write up some of their ideas. Try to elicit responses ('Yes, I'd love to'; 'Sorry, I ...'). e) Check Ss' understanding and/or explain that 'would' is used as an invitation here. f) Ss look at listening task (p. 88) and try to match questions with answers in their book before they listen — guessing the answers (e. g. of question and answer in book 'Would you like to make a presentation now?', 'Sorry, I'm going to leave soon.'). g) Ss listen to four conversations on tape and follow language in box on p. 88 h) Ss look at the box on p. 88. (Box contains questions and answers with 'Would you like to ...?' e. g. 'Would you like to come to a party after the meeting?' 'Yes, I'd love to.'). i) Play tape of four conversations, this time version with gaps; Ss listen and fill in the gaps, j) Elicit and check answers to gap-filling listening task. k) Aims of lesson: listening for specific information; introducing and practising 'Would you like to ...?', making and responding to invitations. l) Materials needed: tape recorder, photo of woman talking to a man, textbook, teacher's book, and tape.

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Adapted from: Tanner, R. and Green, С {1 998) Tasks for Teacher Education — A Reflective Approach. Harlow: Addison-Wesley Longman.

6.3. CLASSROOM MANAGEMENT (CM) Introduction - This activity focuses on Classroom Management and starts with a mini crossword puzzle with the word "Management" in the centre. Form groups of 3—4 and reconstruct the words describing elements of CM with the help of the letters provided. (You can also think of more words related to the topic.) M _ _ _ _ _ _ _ _ _ A N О_ _ A _ _ _ _ _ _ _ _ G F _E _ _ _ _ _ M E _ _ _ _ _ _ _ _ _ С _ _ _ _ _ _ _ _ N T A. CLASSROOM ORGANISATION Step 1 - Produce one poster per group to illustrate the different ways you can organise a classroom (flow chart/ diagram /metaphor/whatever!). - Then show the posters at the front of the class and compare. Note the most common forms of organisation. Step 2 - What do you typically do with specific kinds of classroom organisation/layout? - Discuss whether more appropriate/imaginative/interactive forms of organisation for such activities/tasks are possible. B. MONITORING Step 1 - What are the different functions of the Teacher as Monitor? - In plenary discuss the ideas recorded on the board. Step 2 - Do the task in Worksheet 6.3a, working in small groups.

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- Share your ideas in a brief plenary. Worksheet 6.3a

BENEFITS OF MONITORING Some of the possible answers: for Teachers for Students 1) Pace-keeping

• Making sure the objectives are reached • ...

• Time awareness raising •.... …

2) Observing … … …

… … … … …

3) Note-taking

• ... •… •…

… … …

4) ....

С GIVING FEEDBACK Step 1 - In the classroom there are basically two forms of feedback: (a) what you or your students thought about a particular activity/task; (b) error correction . - What is the difference between an error and a mistake? - How do ES P teachers deal with weaknesses in style, the use of generic features (linguistic & stylistic features associated with a particular genre in writing or speaking), appropriateness of utterance, etc.? Step 2 - Think of examples of mistakes that can be ignored as they occur in speech. Discuss your view on this. Where should the teacher's focus be, given the time constraints and learning priorities? - Form groups of 3 or 4. - Then read the letter in Worksheet 6.3b. Worksheet 6.3b

A LETTER Dear Sveta, Thank you for your letter (November 2003) and your Christmas card. And now Easter is already gone. So I decided to write to you at last.

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Life in Sydney is OK. The last two weeks I worked really hard, from 8.30 in the morning till 7.00 in the evening, as we've had big and urgent order from Japan. But I still have very bad pay. Marcello's still very busy too. This evening he is gone to a party. He's mixing work and leisure. But I hate partys. We are both tired and we need a rest. We will take a week off in May or June. I'd like to go to Thailand. I hope that you are both happy, and you Sveta OK with your studies. You are welcome in italy at any time. Love, Francesco Step 3 - ' Mark' the composition individually, as you would normally do it. - Then, in groups, share your marking, and comment on each other's methods and criteria. - Consider: 1. WHY you marked it the way you did; 2. what errors should be corrected by the teacher, WHY? and HOW? 3. discuss your differences; - Then decide: 1. how such correction will help the Ss and 2. what positive feedback one might give them. Step 4 - Discuss in groups whether you should change/modify your error correcting strategies in class. Guidance Notes 1. How many of your students' mistakes and errors do you think you notice/pay attention to? 2. What implications does your answer have for your role as an effective listener/reader as well as teacher? 3. If you correct Ss' mistakes, do you think Ss always benefit? If yes, how? 4. Was your English corrected a lot when you were a student? If yes, what effect did it have on you as: a) a person; b) a language learner; c) a potential teacher (as opposed to an accountant, lawyer, economist)? 5. Your students are probably NOT going to be teachers. Do you think this fact has any implications for your response to Q4 above? Step 5 - Read and analyse the table in Resource Sheet 6.3. 6.4. EFFECTIVE INSTRUCTIONSObjectives Step 1 - Listen to the quote from Jeremy Harmer and say if you agree or disagree with it. Provide examples from your own practice. Step 2

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- You will view a teacher training video on giving instructions. In pairs, divide into As and Bs. Then note down your observations. First, As record what the teacher is doing right, Bs — what the teacher has overlooked/done wrong. With the new part of the video, switch roles. - After viewing each part of the tape, compare notes and share your ideas with the others. Step 3 - In groups of 4—5 choose the best example of instructions shown on the tape and give reasons for your choice. - Write down objectives in the Objectives Box. Discuss issues connected with the session procedure. Step 4 - Observe and analyse the way you give instructions in your lessons. Describe the results of your observations and your reflections on them in your diary. 6.5. TO WHOM IT MAY CONCERN Step 1 - Do you teach writing? If so, how much? - Do you find it difficult to teach writing? Why? Give examples from your practice. - Think of the following: How relevant are writing skills for professional needs, study needs, real-life needs of your students? - Why do Russian teachers of English often neglect teaching writing skills? Step 2 - Do the activity in Worksheet 6.5 in groups. - Discuss in your groups what the terms 'writing as an end in itself, 'writing as means and end', 'writing as a means' mean. - Compare your answers with those of another group. - If your answers differ, ask Ps from the other groups for clarification. Worksheet 6.5

CLASSIFYING WRITING ACTIVITIES Below, there are a series of instructions introducing 'writing' activities in textbooks. Where would you put each on the scale shown here? INSTRUCTIONS FOR WRITING ACTIVITIES A. The sentences in the following paragraph have been jumbled. Write them out in the correct order. B. Finish the following sentences in a way that makes the underlined word clear. For example: An expert is someone who... С The following story is written in the present tense. Rewrite it in the past. D. We have come to an exciting point in the story. Write down what you think will happen next, and why. E. For a survey on child education in this country: could you please state your

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main criticisms of the way you were brought up? Ur, P. (2001) A Course in Language Teaching. Cambridge: CUP. p. 1 63, 1 73.

Step 3 - What have you written in the last few days/weeks/months? - Work in pairs and make a list. Then tell each other the following: 1. the aim/function (e. g. to remind, to apologize, to complain, to ask for specific information, etc.); 2. the audience/addressee (a personnel manager, your colleague from Great Britain, a steering committee, etc.); 3. the genre (a job application, letter of complaint, scientific article, shopping list, e-mail, etc.). - Reflect on the following: Do we always have a purpose, audience and genre when we write in real life? Step 4 - Read the following writing task from a coursebook. Writing activity. A composition. Write a short composition on one of these topics. Discuss advantages and disadvantages. 1. Nuclear power. 2. Genetically modified food. 3. Package tour. 4. Globalization. - What do you think of the task in view of the points mentioned in Step 3? - How can you make this task communicative? Rewrite the above instructions. - Compare the rewritten tasks in groups of four, choose the most interesting ones. Step 5 - Write a short summary of the problems you face when teaching writing. - Share your summaries in your group. - Draw up a list of problems mentioned by the group. - Brainstorm 2—3 most serious writing problems and think of possible solutions to them. - In your group prepare a poster presentation of both problems and solutions. Step 6 - Choose one P to contribute to a plenary. - Get ready to comment on the posters, suggest your additions and exchange views. Step 7 - Will the activity in any way help you to solve the problems arising in your teaching practice? If so, in what way(s)? - Enter the objectives of the activity in the Objectives Box. (optional) Self-study task As another exercise in writing, write in your diaries about aspects of your teaching (or your students' learning) which were 'hidden' to you and which the course has helped to open up.

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6.6. PIECING IT ALL TOGETHER (planning an integrated skills lesson) Step 1 - Do you find the topic 'Time Management' relevant to the needs of your learners, yourself? Why? - You are going to plan a lesson on the topic 'Time Management' in groups of 4. - The facilitator is going to give each group a set of'raw materials'. The task will be to decide which materials to choose for different classes of learners (proficiency levels and needs). Remember that you should plan for skills integration. (Ask questions if there is anything that you do not quite understand about the task.) Step 2 - Look through the lesson plan form below and at the material. Select the material appropriate for the proficiency level your group has decided on. - Work on your lesson plan and, when ready, write it on a large sheet of paper. - After you've finished, put your posters on the wall for everyone to comment. - Get ready to explain your choice of materials and the rationale behind the lesson plan. Suggested elements of a lesson plan: 1. Objectives (which knowledge and skills to learn and practise) 2. Materials chosen from the given set 3. Year (e. g. 'undergraduates', Yr. 2) 4. Time allotted 5. Procedure 6. Classroom management Step 3

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- Reflect on the activity and say what the most difficult thing to do was. - What were the objectives of this activity? Enter them in the Objectives Box (optional). Step 4 (homework) - Develop certain parts of the lesson (taking into account your peers' comments and recommendations) in more detail as you're going to do some micro-teaching later — each group will do a 20-minute sequence. 6.7. PRACTICE MAKES PERFECT (integrated skills micro-teaching) Step 1 - Form groups for a micro-teaching session. One of the groups is going to teach their part of the lesson (approx. 15-20 min.), another group (or 2 groups) are 'learners', and the other groups are 'observers'. - Present your plan of the whole lesson. Invite comments from your peers. - Teach the micro-lesson. Observe your peers' teaching. - Make notes of your feelings and impressions (if you're an observer). Step 2 - Re-group in such a way that the 'teachers' from one group can discuss their teaching with the 'learners' and 'observers' from the other groups. - Make use of your notes. - Share your impressions in plenary and summarize them. - Now, swap roles. - When the micro-teaching is over, get ready - you'll have a plenary discussion based on the groups' summaries. Step 3 - Reflect on the following: 1. What important things did you learn from the micro-teaching and planning it? 2. What follow-up activity would you like to do within the TD course? 3. Do you think you could improve or exploit differently your ESP teaching materials ? 4. What was the purpose of the activity ? Enter its objectives in the box. (optional) 6.8. WHAT'S IN A PROJECT? Step 1 - Read Worksheet 6.8 and do the tasks in pairs or small groups. - Brainstorm the characteristics of project work (PW) based on your experience. Worksheet 6.8

PRESENTATIONS ON PROJECT WORK

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Read the description of the two presentations below. Then get ready to answer the question: Do both of the presentations deal with project work? Presentation 1 The speaker, Ms. M, a teacher of English to students of Law, presented the material that she had developed and used in her classes. At the beginning of the activity the students were given a scenario which they were asked to develop further and to act out. According to the scenario, which described a criminal case, the students got the roles of the victim of a mugging, the policemen whom the victim turned to for help, witnesses, investigators, the arrested criminal, etc. (the number of roles depended on the size of the group). The students had the task to: a) add their own details to the general plot; b) learn their parts and get ready to perform; c) act the scenario out; d) write respective documents pertaining to the case, e. g. a police report, witnesses' evidence, and the like. Presentation 2 The speaker, Ms. N, a teacher of English to students of Social Sciences, presented the activity aimed primarily at developing her students' writing skills. She explained that she had established contact with a Lithuanian ESP teacher working with students of the same specialization. They had agreed on the general framework of the activity: time, e-mail correspondence as a means of communication, final outcomes. The students on both sides were asked to decide on the topic they would like to investigate together. Once the topic was agreed upon, the students were given the task to: a) develop a questionnaire they would administer in their respective countries; b) collect and exchange the summarized data; c) analyse both sets of data and write reports on the findings; d) present the reports in class. Discuss your answers to the question above. Compare the two presentations and decide: What distinguishes project work from other types of activities? Step 2 - Present your group's views in plenary. Step 3 - Work in pairs, ideally with a colleague from a different department/university. - Reconstruct the sequence of teacher's actions in preparing and conducting the whole of the project described in Worksheet 6.8. - Look at the diagram below. Discuss what the diagram represents.

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- In plenary share your ideas on the stages of PW and your interpretations of the diagram. Step 4 - In two big groups describe your own experiences with PW. - Discuss the session, using the following focus questions: 1. What did you learn from this session ? 2. Is the project approach applicable in ESP? Why/why not? 3. Looking back on the session, what element(s) of PW could you use with your own students? Optional task Home Task: Think of a PW task that might be of interest to students of specialisms other than your own, and make a poster for a "PW Fair". Start the next session with a display of PW posters, choose and 'buy' the project/s you like most.

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Module 7 PRINCIPLES REVISITED 7.1. PROFESSIONAL DEVELOPMENT: SETTING GOALS Step 1 - You will discuss how important it is to set goals in planning and managing continuing professional development. In this context, how do you understand the word 'goal'? - Try to add more items to the list facilitator will write on the board. Step 2 - Formulate and write down in the box below your own long-term goals for professional development, i. e. those which need time to be achieved. Are they realistic and achievable? - Break up your long-term goals into smaller ones. When you do so, goals become measurable and manageable. - Share some of your goals in plenary. Option: To practice goal-setting a bit more, formulate short-term goals for people in 4 different situations, using Worksheet 7.1. Step 3 - Think about the following questions and discuss them in plenary: 1. What were the objectives of this activity? 2. How might you use the activity with your own ESP class? 7.2. CONTINUING PROFESIONAL DEVELOPMENT (CPD) Step 1 - As a practising ESP teacher, what do you think 'Continuing Professional Development (CPD)' means? Step 2 - Now look at the list of 10 characteristics of teacher development below. - How does the list match up with your views of CPD?

TEACHER DEVELOPMENT 1. voluntary; 2. holistic; 3. long-term; 4. ongoing (part of normal routine); 5. continual (i. e. not one-off); 6. internal agenda; 7. awareness-raising; personal growth; development of attitudes & insights;

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8. bottom up; 9. process-based; 10. done in cooperation with peers.

Adapted from: Woodward, T. (1991) Models and Metaphors in Language Teacher Training. Cambridge: CUP, p. 147.

Step 3 - Form groups and discuss the items in the list. - Answer the following question: How well does the list describe your personal agenda ? - When you have finished, give feedback to the whole group on your ideas. Step 4 - Read the article (one of three Resource Sheets 7.2). - Then, read the questions in Worksheet 7.2, individually (or in pairs) (according to the facilitator's instructions). Worksheet 7.2

INSTRUCTIONS Skim read the articles and then: A. To Do: - summarize the 'main message' of the articles in one sentence. B. To Reflect: - Do the articles enlighten you, or give you any new insights into any area of ELT/ESP? - Have the articles made a positive impact on you? - Do the authors maintain a reasonable balance between theory and practice, tending towards the latter? - Do the writers write within a modern communicative, reader-friendly paradigm, taking into account the present-day emphasis on a learner-centred approach? Step 5 - Discuss your answers to the questions within your group. - Then draw conclusions about the articles. Step 6 - Draw up a list of useful principles to guide writers of articles for professional journals in ELT/ESP. Areas to consider: Simplicity of article, reader friendliness, style, content, degree of adherence to traditional attitudes to language teaching and learning, balance between theory and practice, readers' expectations, usefulness, practicability of any suggestions, freshness of ideas, likely impact on ESP teaching/learning in Russia, etc. Step 7 - Fill in the Objectives Box. (optional)

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7.3. ACTION RESEARCH Step 1 - Suggest your own definition of the term 'action research', or some characteristics of this activity. First, jot down your ideas in the Box below. Then brainstorm reasons for conducting action research. Step 2 - Share experiences of action research (or elements of it) you have conducted yourself (e. g. during the course) and things that you would like to investigate in your own teaching situations. Write down your group's ideas for action research on the board/poster paper. Choose a person to represent the group in plenary. - Take part in a plenary. Ask questions, make comments. Step 3 - Form a new group with colleagues who teach the same specialism as you. Do the task in Worksheet 7.3 individually. Then briefly discuss your responses. - With your groupmates think of a topic that you could research together. - Group representatives describe the ideas of your group in plenary. Step 4 - Think about answers to the following questions: 1. What were the objectives of this activity ? 2. Which suggestions for action research do you think are the most realistic, useful and practicable ones for you? - Take part in a whole-group discussion. Worksheet 7.3

POSSIBLE STAGES OF INVESTIGATING The eight stages of CLASSROOM investigation are presented below in random order (except A and H). Individually, read stages B-G, and try to find a logical sequence for the stages, writing down the letters in order. Which stage comes after A, etc.? Note that there may be more than one possible sequence. Share your ideas with partners in your group. A Select a topic for investigation For example, try to think about what you would like to improve in your classroom practice. В Decide which data to collect For example, you can take photos, keep a classroom diary, save lesson plans, or write a simple questionnaire. Ask other colleagues for advice. С Evaluate your work For example, ask: What did the students learn? What did I/we learn? Where is the

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'evidence'? What recommendations can I/we give colleagues interested in the same topic? D Preliminary exploration Read as much as you can find on the topic you select (books, journals, websites), and about investigating, keeping notes on your reading. Ask colleagues for advice. E Find (a) colleague(s) to work with When you feel fed up or stuck, working together helps you to share ideas and the workload! F Teach and collect data Actually teach for the period you set yourself. Make sure that collecting data does not interfere too much with your teaching! G Set aims and 'start small' Do not try to do too much too quickly. Set modest aims for your investigation, for example by focusing on one class you teach for a limited period of time. H Share the results with colleagues Tell colleagues in your group or at a staff meeting about your recommendations by making a poster about your work; or write a report or article, or give a talk at a conference.

Adapted from James, P. (2001) Teachers in Action. Cambridge: CUP, p. 231. 7.4. IT IN A LANGUAGE CLASS PART A Step 1 - Form small groups of 3 or 4. You are going to play a quick association game. - Jot down on a sheet of paper (or the board) all reactions, questions, images, etc. that you have in response to facilitator's message. - Stop writing after 30—40 seconds and explain your reactions. Step 2 - The three major ways of using computer technology in class are: learning from computers, learning about computers, and learning with computers. - Sort out the statements in Worksheet 7.4a into three groups. Compare the groupings. Which group describes your teaching situation most closely? Worksheet 7.4a

USING COMPUTER TECHNOLOGY IN CLASS

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1. I test my students' grammar skills using computerised materials [from]. 2. I provide a list of sites for students to access [about —* with]. 3. I can tell which software is good for instructional purposes [about]. 4. I use online and/or CD-ROM dictionaries in class [from, with]. 5. Before I use technology, I need to explain to my students how a particular application works [about]. 6. I find texts on the Internet and save or bookmark them for future classroom use [from]. 7. I prepare activities to expand and/or update technology vocabulary of my students as well as mine [about]. 8. My students send me their homework by e-mail [with, from]. 9. I communicate with my students via e-mail [with, from]. 10. My class has a web-site and an electronic discussion board [with]. 11. In class I use software specifically designed to for TEFL purposes [from]. 12. I give my students tasks to search for information in the Web, analyse and summarise it [with]. 13. Other. Step 3 - Study Resource Sheet 7.4. Discuss those computer tools that you are familiar with. Try to investigate the other applications on your own. Step 4 - In small groups pick out one component of your curriculum (a grammar topic, a vocabulary cluster, a function, a topic, etc.). - Working with the matrix in Worksheet 7.4b, explore the topic of your choice in terms of its potential for integrated thinking skills development. Decide where technology can come in to scaffold the skills development. - Choose a speaker to give a short presentation of your ideas and discuss them in plenary. Worksheet 7.4b

THINKING SKILLS DEVELOPMENT

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Step 5 (optional) COMPUTER LAB OPTION: if it is possible to arrange a session in a computer lab, in groups select one of the applications available in the lab (Word, Excel, PowerPoint, Access, Inspiration — downloadable free of charge from http://wvAv.inspiration.com KidPix; online or CD-ROM dictionaries, etc.) and explore it in terms of their support of the skills highlighted at the previous step. PART В Step 1 - Comment on how you use the Net for educational purposes — both your own and your students'. - Do the task in Worksheet 7.4c and discuss the results in plenary. Worksheet 7.4c

THE INTERNET IN TEACHER DEVELOPMENT 1. Number these Web resources 1-10 in order of personal importance to your development as a teacher (1 = most important). Give reasons. Professional associations Practical classroom ideas Journals and newsletters Publisher's catalogues Academic databases Grants and scholarships Distance-learning courses Information for research

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Online dictionaries, grammars and encyclopedias 2. Which categories listed above do the following websites belong to? www.eslcafe.com Dave Sperling ESL Cafe — a comprehensive list of links to other resource sites as well as a superb material of its own www.deil.lang.uiuc.edu ESL on the Web — a gateway of teaching/learning resources for reading, writing, listening, grammar and vocabulary, links to test preparation www.english-to-go.com teaching materials and lesson plans based on Reuters publications www.aitech.ac.jp/~iteslj Internet TESL Journal website with archive of articles with extended bibliography on various subject areas www.unav.es/espSig/esponweb.html ESP on the web with useful links to other sites and publications www.man.ac.uk/CELSE/esp/west.html a presentation atthe Anticonference in Switzerland (1 998) about current approaches, definitions, conceptions of ESP http://lc.ust.hk/~teach/training.html professional development for English language teachers http://jalt.org/jj Japan Association of Language Teachers journal www.ceu.hu/misc/sfaccess.html self-access center of Central European University http://fcis.oise.utoronto.ca/~csamuel/eslresources.html a resource for EFL/ESL teachers and learners; links to journals, lesson plans, self-study pages, chat rooms, reference and more http://www.btinternet.eom/~ted.power/ted@eltcourses.com TESL TEFL Training — Approaches & Methods in Second Language Teaching — Free On-line Materials for Teacher Trainers www.iatefl.org website of IATEFL www.esl-lab.com listening resources from Randall's ESL Cyber Listening Lab Step 2 - Form two groups. In Worksheet 7.4d each group fills out only one part of the table, one group listing the advantages and the other — disadvantages of using the Internet in teaching ESP. - Each group announces their list, putting it on the poster or the blackboard. See which column comes out longer and explain the outcomes of this activity. - How would you compensate for the negative points of the Net presence in your classes? Step 3 (optional, if time allows) - What makes a good site? - Work individually and fill in the first column of the table in Worksheet 7.4e ticking against the statements about features essential for a good site and crosses against those you find irrelevant. - Form small groups or pairs to compare the results and suggest reasons for giving preference to one rubric over the other. Share your views in a panel discussion. - Would you need to know anything else to fully assess any site? - Do the Self-study 7.4 task at home, using the Resource Materials supplied.

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Worksheet 7.4d

USING THE INTERNET IN ESP

7.5. WHY OBSERVE? Step 1 - Reflect on the quotation A few observations and much reasoning lead to error; many observations and a little reasoning to truth' (Alexis Carrel) and say how it might be related to the activity. - Explain what observation is. - Study Worksheet 7.5a which will serve as a guide for the activity. Fill in the 'Who?' box. Share your ideas with the whole group. - Now deal with the 'Why?' section. Brainstorm all possible goals and purposes of classroom observation and the functions it may serve. Take notes. Worksheet 7.5a

OBSERVATION SCHEME Why? Who? What? Goals/ purposes Observer Activity types Assist Match

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Learn Raise Clarify Evaluat Identify Step 2 - Work in groups of 4—5. Now that you've discussed the 'Who?' and 'Why?' parts, look at the 'What?' section. Think what can be observed in the classroom and make a list of the foci / areas for observation. Share your ideas in your group. Step 3 - Work in pairs and fill in the table in Worksheet 7.5b with your recommendations on observer's behaviour and the observation procedure itself. - Choose the 3—5 most important items from the list and share the recommendations with the whole group. - Study Worksheet 7.5c. Work individually first and sequence the steps in the correct order. Match the headings with the objectives set at each stage. Then discuss the task in groups. Add your own objectives to each step if you like. Worksheet 7.5b Possible suggestions: DO DON'T

Worksheet 7.5c

PROCEDURE Steps Objectives Pre-observation meeting

• collect relevant data for the teacher's attention, focused on the targets set; • make notes on the steps in the lesson

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Data analysis • decide upon the preliminaries (the kind of lesson, methods, techniques, etc. they would like to watch; whether in groups or on a teacher-to-teacher basis); • discuss the goal for observation

Observation itself • study observation results; • note down strengths and weaknesses; • decide how the teacher observed / observer could best benefit from the results

Writing the report • sum up the data analysis and feedback session results, bearing in mind the purpose of observation

Post-observation meeting

• reflect on the lesson and the data gathered; • report both teacher's and observer's impressions of the lesson and discuss the differences of interpretation, if any; • give feedback in the most objective manner possible in order to promote and encourage continuing professional; • development (CPD); • carefully discuss the areas for improvement; • boost teacher's confidence

References: Wainryb, R. (1992) Classroom Observation Tasks. Cambridge: CUP. Malderez, A. E., Bodoczky, С (1999) Mentor Courses. Cambridge: CUP. Tenjoh-Okwen, Th. Lesson Observation. The Key to Teacher Development. Forum. October, 2003,p. 30-33. Step 4 - Work in groups of 4—5 and do the task given on the card. Remember that the observation form is fairly open and may contain time, date, teacher's and observer's name, objectives, particular focus (either in the form of "yes/no" questions or statements to rate, or comments, etc.). - Present your group's checklist to the whole group (either on posters or on the whiteboard). - Discuss the forms and come to an agreement on what form (or combination) you are going to use during the micro-teaching later in the course. Step 5 - Reflect on the activity and formulate the objectives. - Answer the following questions: 1. Do you agree that classroom observation is a good stimulus for professional development? Why/why not? 2. How would you use the information obtained from such observation ? 3. How useful is the given evaluation instrument? Can it help in self-observation ? 4. Are students a reliable source of feedback? Why/why not? 7.6. DIARIES REVISITED

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Step 1 (done at home) - Look through your diaries before the session and choose an entry describing the situation, concept, insight that had an impact on your practice and/or beliefs. Step 2 (done in a new session) - Working in group, describe to your colleagues your experience during the course that led to some new insights and/or changes in your practice. Also analyse in your commentaries the role of diaries in helping to capture your past experiences. [Choose a scribe who will put down the most important ideas.] - Make a list of conclusions/main ideas resulting from your discussion. Choose a person to present your views in plenary. Step 3 - Share your conclusions in plenary, comment on your use of diaries. - Answer the questions: 1. What are the objectives of the activity ? (Write them down in the Objectives Box.) 2. Could you use diaries with your students ? If yes, how ? 7.7. ARE THEY STILL BURNING? Step 1 - The first thing you're going to do in this session is to play a game called "Chain Writing". On receiving the task sheets, follow the instructions: 1. continue the statement you see at the top of the sheet by writing down your ideas at the bottom of the sheet; 2. fold up the bottom of the sheet so that your writing cannot be seen; 3. pass the task sheet to the person on your left; 4. get a different sheet from the person on your right and repeat the procedure; 5. continue to do the task until you get the statement with which you started. Step 2 - Unfold the sheets. Then, in turn, read aloud the statements the group have written down for each cue phrase. What do you think about ideas that have been written down ?Are your responses similar, or very different? - Facilitator will provide you with a list of issues that you identified as most 'burning' at the beginning of the course (in Activity 1.4). 1) Discuss which of the statements you made refer to which burning issue. 2) Decide if these issues are still as 'burning' as they were at the beginning of the course. Step 3 - In plenary, comment on the discussions you had in groups. Have you identified any issues that you would still describe as 'burning'? Why? - If there are any, write them down in the box below (or in your diary). You may want to include work on these problem areas in your plans for self-development or action research.

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Step 4 - Answer the following questions: 1. What are the objectives of this activity? 2. What elements of the activity could you use with ESP students in your classrooms, if any? 7.8. WHAT ARE THE ROCKS? Step 1 - It's the last activity in the course. Do you remember the "Rocks Story" told at the beginning of the course? Working in groups, think back on the course process and content and decide what our course 'rocks' are. - Draw a metaphor which will contain all of us: the participants, the facilitators and the rocks (bearing names/labels). OPTION: write a poem telling about your 'rocks'. Step 2 - Show and describe your posters/read the poems. Step 3 - Listen to the requirements for project work and decide on the schedule of lesson observation visits.

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Module 8 RESOURCE SHEET 1.3

THE ROCKS STORY

I'd like to begin today with a story. It's a story about a distinguished professor — Professor Don Redden. He was giving a presentation to a group of students at a college just outside Dublin, capital of Ireland. In his talk, Professor Redden asked his audience a few questions about some visual aids he had brought with him. Showing first a large opaque jar, he put as many small rocks into it as he could. He then asked if it was full. The students answered a very positive' Yes'. Without saying anything, the distinguished academic now put as many tiny pebbles as he could into the jar. He then asked the same question. The response was again' Yes'. But this time there were some reservations on the part of the audience. Professor Redden then filled the jar with fine sand. Again he asked the same question, but this time there was no response. So the professor then took a jug and next added as much water as he could to the large jar. 'Is the jar now full?' he asked. The silence was deafening.

Professor Redden continued. Next he dissolved salt in the water, over the sand, the pebbles and the rocks. 'Well, is the jar full now?' he asked once more. A brave student near the back of the hall broke the silence by answering, very confidently, 'No, Professor, no! The jar is no^full!' Professor Redden looked around the hall and said, 'Ah, but the jar is full!' And with that he invited the audience to do some reflecting. He asked them to consider both the purpose and the meaning of his demonstration. After a few moments, he invited the students to offer their interpretations. He allowed each one of them to speak. When they had finished he thanked them and said that he was not surprised that they all had their own different interpretations. Each one of them, he said, was a unique individual, with unique life experiences. Finally, he asked them if they would like to know his own interpretation of the demonstration. With great enthusiasm they said that they would. 'Well, I will give you my interpretation, then. But remember, my interpretation is no better and no worse than any of yours'. He looked round the hall as he spoke. 'My interpretation is this: Whatever you do in life, and whatever the context, ALWAYS remember to get your rocks in first.' And with that, Professor Redden stepped down from the podium.

Well, that's the story. It will have touched you all in different ways. Some of you might be happy with it (after all, many of us like listening to stories) but some of you will almost certainly not be satisfied. There might be those among you who think that it's a boring story, one with a disappointing ending. It might even have agitated some of you. Well, there's nothing we can do about that, as that's the way the story goes. It stands as it stands.

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But I think that the essential message of this story is that other people's worlds are different from our own.

As Schon explains in his book The Reflective Practitioner, published in 1983, the best professionals know more than they can put into words. So I ask you all today to be kind to me. I ask you to be creatively inventive, and to look beyond the limitations of my words. Often, if we are being really honest with each other, it is difficult to put into words what exactly it is that we do as professional educators. Action research is one instrument we can use to try to help us explain what we are trying to do in our professional lives. We should always be aware of the possibility that others might see what we are doing in a different way from the way we think we are doing it. Why? Because, first of all the reality of other people's worlds is different from the worlds we create in our own minds. And secondly, most people act rationally and sensibly, but they act within the world as they see it.

RESOURCE SHEET 1.5

LIST OF DIARY PROMPTS

Topic areas Examples of what you could say

Aims and purposes What I want to achieve is...; My learners need to...

Assumptions 1 used to think that..., but now...

Change What do I need to change?

Concepts 1 find the idea of... stimulating; What does ... mean in my situation?

Critical incidents Something really unusual happened today...

Experimenting Today 1 tried ... for the first time and...

Principles (and also, for example, Feelings, Priorities, Skills, Problems, Successes)

Teachers/learners should...

Adapted from: James, P. (2001) Teachers in Action. Cambridge: CUP, p. 184-185.

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RESOURCE SHEET 1.9

Language knowledge: grammatical/phonological/lexical systems, etc.

Language skills: listening/speaking/reading/writing (often in isolation & de-contextualized), integrated skills

I 'Traditional' Approach

'Modern' Approach

I

EGP/GE (English for General Purposes/ General English) ■ for examination purposes only:

—school leaving certificate —matriculation

■ for 'no particular purpose'

ESP

'GENERAL ENGLISH for Specific Purposes'

■ for 'finding a job' ■ for a 'survival' during holiday

English for Business Purposes (EBP) English for Occupational Purposes (EOP) English for Professional Purposes (EPP) English for Academic Purposes (EAP) Vocationally Oriented Language Learning (VOLL) English as a Medium of Instruction (EMI) etc.

Language knowledge: functional knowledge + 3 language systems

Pragmatic knowledge: what to say & how to say it, in what situations & contexts

Language Skills: specific & integrated & professional (e.g. meetings/telephoning/ writing e-mails/academic essay writing/academic journal writing/giving a presentation/etc.)

E F

(for teacher trainees, managers, secretaries,business people, finance directors, marketing ^personnel, international pilots, etc.) L

ELT

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RESOURCE SHEET 2.6

TYPES OF MULTIPLE INTELLIGENCE

1. Verbal/Linguistic Intelligence — ability to use words and language. These learners have highly developed auditory skills and are generally elegant speakers. They think in words rather than pictures.

Their skills include: listening, speaking, writing, story-telling, explaining, teaching, using humour, understanding the syntax and meaning of words, remembering information, convincing someone of their point of view, analysing language use.

2. Logical Mathematical Intelligence — ability to use reason, logic and numbers. These learners think conceptually in logical and numerical patterns making connections between pieces of information. Always curious about the world around them, these learners ask lots of questions and like to do experiments.

Their skills include: problem-solving, classifying and categorising information, working with abstract concepts to work out the relationship of each to the other, handling long chains of reason to make logical progressions, questioning and wondering about natural events, etc.

3. Visual/Spatial Intelligence — ability to perceive the visual. These learners tend to think in pictures and need to create vivid mental images to retain information. They enjoy working with charts, graphs, maps, pictures, videos and movies.

Their skills include: puzzle building, reading, writing, understanding charts and graphs, a good sense of direction, sketching, painting, creating visual metaphors and analogies, manipulating images, constructing, interpreting visual images.

4. Bodily/Kinaesthetic Intelligence — ability to control body movements and handle objects skilfully. These learners express themselves through movement. They have a good sense of balance. Through interacting with the space around them they are able to remember and process information.

Their skills include: dancing, physical co-ordination, sports, hands-on experimentation, using body language, acting, miming, expressing emotions with the body.

5. Musical/Rhythmic Intelligence — ability to produce and appreciate music. These musically- inclined learners think in sounds, rhythms and patterns. They immediately respond to music, either appreciating or criticising what they hear.

Their skills include: singing, playing musical instruments, recognizing tonal patterns, composing music, remembering melodies and understanding the structure and rhythm of music.

6. Interpersonal Intelligence — ability to relate to and understand others. These learners try to see things from other people's points of view in order to understand how they think and feel. They often have an uncanny ability to sense feelings, intentions and motivations. They are great organisers, although they sometimes resort to manipulation. Generally they try to maintain peace in group settings and encourage co-operation. They use both verbal and non-verbal language to open communication channels with others.

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Their skills include: seeing things from other perspectives, listening, using empathy, understanding other people's moods, motivations, intentions, communicating both verbally and non-verbally, establishing positive relations with other people.

7. Intrapersonal Intelligence — ability to self-reflect and be aware of one's inner state of being. These learners try to understand their inner feelings, dreams, relationships with others, strengths and weaknesses.

Their skills include: recognising their own strengths and weaknesses, reflecting and analysing themselves, awareness of their inner feelings, desires and dreams, evaluating their thinking patterns, reasoning with themselves, understanding their role in relation to others.

8. Naturalist Intelligence — ability to discriminate among living things (plants, animals) as well as sensitivity to other features of natural world (configuration of clouds, rocks, etc.). These learners are capable of building and labelling a collection of natural objects from a variety of sources.

Their skills include: categorising species of plants and animals, recognizing patterns valued in certain sciences, predicting problems in nature related to human habitation, finding reporting and researching local and/or global environmental concerns.

Sources:

http://www.ldrc.ca/projects/miinventory/miinventoryphp (MI Test) http://www.ldpride.net/learningstyles.MI.htm (Explanations)

An alternative site for explanations (and a good reference link for teachers):

http://www.teachers.ash.org.au/teachereduc/indexTE.html

Other resources:

http://www.thirteen.org/edonline/concept2class/wl-resources.html http://surfaquarium.com/Mlinvent.htm

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RESOURCE SHEET 2.7

DIRECTSTRATEGIES INDIRECTSTRATEGIES

Memory

A Creating mental linkages

В Applying images and sounds

С Reviewing well D

Employing action

Metacognitive strategies

A Centring your learning

В Arranging and planning your learning

С Evaluating your learning

Cognitive strategies

, A Practising

В Receiving and sending messages

' С Analysing and reasoning

D Creating structure for input and output

Affective strategies

A Lowering your anxiety

В Encouraging yourself

С Taking your emotional temperature

Compen-sation strategies

A Guessing intelligently

В Overcoming limitations in speaking and writing

Social strategies

A Asking questions

В Cooperating with others

С Empathising with others

Oxford, R. (1990) Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House, p. 18-21.

RESOURCE SHEET 3.2

REVIEWING THE PRINCIPLES OF THE GRAMMAR-TRANSLATION METHOD

By answering the ten questions posed in Worksheet 3.2c we can derive the principles of the Grammar-Translation Method, although not all the questions address this method. We will list all the questions, so that it will be easier for you to see a comparison between the other methods.

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1. What are the goals of teachers who use the Grammar-Translation Method?

According to the teachers who use the Grammar-Translation Method, a fundamental purpose of learning a foreign language is to be able to read literature written in the target language. To do this, students need to learn about the grammar rules and vocabulary of the target language. In addition, it is believed that studying a foreign language provides students with good mental exercise which helps develop their minds.

2. What is the role of the teacher? What is the role of the students?

The roles are very traditional. The teacher is the authority in the classroom. The students do as s/ he says so they can learn what s/he knows.

3. What are some characteristics of the teaching/learning process?

Students are taught to translate from one language into another. Often what they translate in an ESP classroom are readings in the target language about some aspect of the subject they study. Students study grammar deductively; that is, they are given the grammar rules and examples, are told to memorize them, and then are asked to apply the rules to other examples. They also learn grammatical paradigms such as verb conjugations. They memorize native language equivalents for foreign language vocabulary words.

4. What is the nature of student-teacher interaction? What is the nature of student-student interaction?

Most of the interaction in the classroom is from the teacher to the students. There is little student initiation and little student-student interaction.

5. How are the feelings of the students dealt with?

There are no principles of the method which relate to this area.

6. How is language viewed? How is culture viewed?

Literary language is considered superior to spoken language and is therefore the language students study. Culture is viewed as consisting of literature and the fine arts.

7. What areas of language are emphasized? What language skills are emphasized?

Vocabulary and grammar are emphasized. Reading and writing are the primary skills that the students work on. There is much less attention given to speaking and listening. Pronunciation receives little, if any, attention.

8. What is the role of the students' native language?

The meaning of the target language is made clear by translating it into the students' native language. The language that is used in class is mostly the students' native language.

9. How is evaluation accomplished?

Written tests in which students are asked to translate from their native language into the target language or vice versa are often used. Questions about the text contents or questions that ask students to apply grammar rules are also common.

10. How does the teacher respond to student errors?

Having the students get the correct answer is considered very important. If students make errors or do not know an answer, the teacher supplies them with the correct answer.

After Larsen-Freeman, D. (1986) Techniques and Principles in Language Teaching. Oxford: OUP, p. 10-11.

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RESOURCE SHEET 3.3a

APPROACHES AND

Theory of language Theory of learning Objectives Syllabus

Aud

iolin

gual

Language is a system of rule- governed structures hierarchically arranged.

Habit formation; skills are learned more effectively if oral production precedes written; analogy not analysis.

Control of structures of sound, form, and order. Mastery over symbols of the language. Goal: native speaker mastery.

Graded syllabus of phonology, morphology and syntax. Contrastive analysis.

Tota

l Phy

sica

l Res

pons

e Basically a structuralist, grammar-based view of language.

L2 learning is the same as LI learning; comprehension before production is "imprinted" through car-rying out commands (right brain functioning): reduction of stress.

Teach oral proficiency to produce learners who can communicate uninhibitedly and intelligibly with native speakers.

Sentence-based syllabus with grammatical and lexical criteria being primary. But focus is on meaning, not form.

The

Sile

nt W

ay

Each language is composed of elements that give it a unique rhythm and spirit. Functional vocabulary and core structures are a key to the spirit of the language.

Processes of learning a second language are fundamentally different from LI learning. L2 is an intellectual, cognitive process. Surrender to the music of the language, silent awareness, then active trial.

Near-native fluency, correct pronunciation, basic practical knowledge of the grammar of the L2. Learner learns how to learn a language.

Basically structural lessons planned around grammatical items and related vocabulary. Items are introduced according to their grammatical complexity.

Com

mun

ity L

angu

age

Lear

ning

Language is more than a system for communication. It involves the whole person, culture, education and developmental and communicative processes.

Learning involves the whole person. It is a social process of growth from child-like dependence to self-direction and independence.

No specific objectives. Near-native mastery is the goal.

No set syllabus. Course progression is topic-based; learners provide the topics. Syllabus emerges from learners' intention and the teacher's reformulations.

The

Nat

ural

App

roac

h

The essence of language is meaning. Lexis, not grammar, is the heart of language.

There are two ways for L2 language development: "acquisition" — a natural subconscious process, and "learning"— a conscious process. Learning does not always lead to acquisition.

Designed to give beginners and intermediate learners basic communicative skills. Four broad areas: basic personal communicative skills (oral/written); academic learning skills (oral/written).

Based on selection of communicative activities and topics derived from learner needs.

Sugg

esto

pedi

a

Rather conventional, although memorization of whole meaningful texts is recommended.

Learning occurs through suggestion, when learners are in a deeply relaxed state. Baroque music is used to induce this state.

To deliver advanced conversational competence quickly. Learners are required to master prodigious lists of vocabulary pairs, although the goal is understanding, not memorization.

Ten unit courses consisting of 1,200-word dialogues graded by vocabulary and grammar.

Com

mun

icat

ive

Lang

uage

Tea

chin

g

Language is a system for the expression of meaning: the primary function is interaction and communication.

Activities involving real communication; carrying out meaningful tasks; and using language which is meaningful to the learner.

Objectives will reflect the needs of the learner; they will include functional skills as well as linguistic objectives.

Will include some/all of the following: structures, functions, notions, themes, tasks. Ordering will be guided by learner.

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METHODS - AN OVERVIEW

Activity types Learner roles Teacher roles Roles of materials

Dialogues and drills, repetition and memorization, pattern practice.

Organisms that can be directed by skilled training techniques to produce correct responses.

Central and active teacher-dominated method. Provides mode, controls direction and pace.

Primarily teacher-oriented. Tapes and visuals, language lab often used.

Imperative drills to elicit physical actions.

Listener and performer. Little influence over the content of learning.

Active and direct role: 'the director of a stage play' with students as actors.

No basic text; materials and media have an important role later. Initially voice, action, and gestures are sufficient.

Learner responses to com-mands, questions, and visual cues. Activities encourage and shape oral responses without grammatical explanation or modelling by teacher.

Learning is a process of personal growth. Learners are responsible for their own learning and must develop independence, autonomy and responsibility.

Teachers must (a) teach (b) test (c) get out of the way. Remain impassive. Resist temptation to model, remodel, assist, direct, exhort.

Unique materials: color rods, color-coded pronunciation and vocabulary charts.

Combination of innovative and conventional. Translation, group work, recording, transcription, reflection, and observation, listening, free conversation.

Learners are members of a community. Learning is not viewed as an individual accomplishment, but something that is achieved collaboratively.

Counseling/parental analogy. Teacher provides a safe environment in which students can learn and grow.

No textbook, which would inhibit growth. Materials are developed as course progresses.

Activities allowing comprehensible input, about things in the here-and-now. Focus on meaning not form.

Should not try and learn language in the usual sense, but Ps should try and lose themselves in activities involving meaningful communication.

The teacher is the primary source of comprehensible input. Must create positive low-anxiety climate. Must choose and orchestrate a rich mixture of classroom activities.

Materials come from realia rather than textbooks. Primary aim is to promote comprehension and communication.

Initiatives, question and answer, role play, listening exercises under deep relaxation.

Must maintain a passive state and allow the materials to work on them (rather than vice-versa).

To create situations in which the learner is most suggestible, and present material in a way most likely to encourage positive reception and retention. Must exude authority and confidence.

Consists of texts, tapes, classroom fixtures, and music. Texts should have force, literary quality, and interesting characters.

Engage learners in communication, involve processes such as information sharing, negotiation of meaning.

Learner as negotiator, interactor, giving as well as taking.

Teacher as facilitator of the communication process, participants' tasks and texts; needs analyst, counsellor, process manager.

Primary role is promoting communicative language use; task-based authentic materials.

Adapted from Nunan, D. (1989) and Brown, D. H. (2001). Teaching by Principles. London: Longman, p. 34-35.

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RESOURCE SHEET 3.3b

MAIN FEATURES OF HUMANISTIC APPROACH

Humanism: message for the language teacher Create a sense of belonging Make the subject relevant to the learner Involve the whole person Develop personal identity Encourage self-esteem Minimize criticism Encourage creativity Develop a knowledge of the process of learning Allow for choice Encourage self-evaluation

Adapted from: William, M., Burden R. L. (1997) Psychology for Language Teachers. Cambridge: CUP, p. 48.

RESOURCE SHEET 3.6

SCHEDULE FOR MICRO-TEACHING

For 4 groups

TIME TEACHING LEARNING OBSERVING

Group 1 Groups 2 and 3 Group 4

Group 2 Groups 3 and 4 Group 1

Group 3 Groups 1 and 4 Group 2

Group 4 Groups 1 and 2 Group 3

For 3 groups

TIME TEACHING LEARNING OBSERVING

Group 1 Group 2 Group 3

Group 2 Group 3 Group 1

Group 3 Group 1 Group 2

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RESOURCE SHEET 4.3

STATE STANDARD FOR ESP (in Russian)

ГСЭ. Ф. 01. Иностранный язык. 340 часов. Специфика артикуляции звуков, интонации, акцентуации и ритма нейтральной речи в изучаемом языке; основные особенности полного стиля произношения, характерные для сферы профессиональной коммуникации; чтение транскрипции. Лексический минимум в объеме 4000 учебных лексических единиц общего и термино-логического характера. Понятие дифференциации лексики по сферам применения (бытовая, терминологичес-кая, общенаучная, официальная и другая).

Понятие о свободных и устойчивых словосочетаниях, фразеологических единицах. Понятие об основных способах словообразования.

Грамматические навыки, обеспечивающие коммуникацию общего характера без иска-жения смысла при устном и письменном общении; основные грамматические явления, характерные для профессиональной речи.

Понятие об обиходно-литературном, официально-деловом, научном стиле, стиле худо-жественной литературы. Основные особенности научного стиля.

Культура и традиции стран изучаемого языка, правила речевого этикета. Говорение. Диалогическая и монологическая речь с использованием наиболее употре-бительных и относительно простых лексико-грамматических средств в основных ком-муникативных ситуациях неофициального и официального общения. Основы публич-ной речи (устное сообщение, доклад).

Аудирование. Понимание диалогической и монологической речи в сфере бытовой и про-фессиональной коммуникации.

Чтение. Виды текстов: несложные прагматические тексты по широкому и узкому про-филю специальности.

Письмо. Виды речевых произведений: аннотация, реферат, тезисы, сообщения, частное письмо, деловое письмо, биография.

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RESOURCE SHEET 4.6

TYPES OF SYLLABUSES

1. Grammatical A list of grammatical structures, such as the present tense, comparison of adjectives, relative clauses, usually divided into sections graded according to difficulty and/or importance.

2. Lexical A list of lexical items (girl, boy, go away, ...) with associated collocations and idioms, usually divided into graded sections. One such syllabus, based on a corpus (a computerized collection of samples of authentic language) is described in Willis, 1990.

3. Grammatical-lexical A very common kind of syllabus: both structures and lexis are specified: either together, in sections that correspond to the units of a course, or in two separate lists.

4. Situational

These syllabuses take the real-life contexts of language uses as their basis: sections would be headed by names of situations or locations such as 'Eating a meal' or 'In the street'.

5. Topic-based

This is rather like the situational syllabus, except that the headings are broadly topic-based, including things like 'Food' or' The family'; these usually indicate a fairly clear set of vocabulary items, which may be specified.

6. Notional 'Notions' are concepts that language can express. General notions may include 'number', for example, or 'time', 'place', 'colour'; specific notions look more like vocabulary items: 'man', 'woman', 'afternoon'. For an introduction to the topic of notional syllabuses see Wilkins, 1976.

7. Functional-notional Functions are things you can do with language, as distinct from notions you can express: examples are 'identifying', 'denying', 'promising'. Purely functional syllabuses are rare: usually both functions and notions are combined, as, for example, in Van Ek, 1990.

8. Mixed or 'multi-strand'

Increasingly, modern syllabuses are combining different aspects in order to be maximally compre-hensive and helpful to teachers and learners; in these you may find specification of topics, tasks, functions and notions, as well as grammar and vocabulary.

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RESOURCE SHEET 4.6

9. Procedural These syllabuses specify the learning tasks to be done rather than the language itself or even its meanings. Examples of tasks might be: map reading, doing scientific experiments, story-writing. The most well-known procedural syllabus is that associated with the Bangalore Project (Prabhu, 1987).

10. Process

This is the only syllabus which is not pre-set. The content of the course is negotiated with the learners at the beginning of the course and during it, and actually listed only retrospectively (Candlin, 1984; Clarke, 1991).

Source: Ur, P. (2002) A Course in Language Teaching. Cambridge: CUP, p. 178-179.

RESOURCE SHEET 5.3a (OHT 1)

1. For the traditional ESP practitioner, there was no simplification of real discourse for pedagogical purposes; instead, authentic, unmodified oral and written texts were provided for students at every proficiency level. A new definition for authenticity has arisen which considers the authenticity of strategies and activities instead of the authenticity of discourse.

(Ann M. Johns)

2. Pure, authentic materials are not possible in ELT classroom, e. g. an article cut from a real newspaper used in whatever way in class is no longer authentic. But what we can have is quasi- authentic material, either real or written in authentic style that is treated in class in a manner close to how it is used in the real world.

(Pat McLaughlin)

3. Authentic texts can actually be created by the ESP teacher or student, as long as they follow the regular rhetorical pattern.

(D. Woods)

4. 'Authentic materials' are 'genuine' materials removed from their real-life context for use in a communicative classroom.

(Mike Scholey)

RESOURCE SHEET 5.3b (OHT 2)

Arguing about what is and what is not authentic for pedagogical/materials development purposes is a futile exercise, as there is no answer. All we are trying to do as teachers is to replicate/simulate/ approximate the real world in the classroom. What we can do is make our materials and activities in the classroom MORE realistic, MORE appropriate, MORE purposeful — and thus MORE useful for our students. "Realism"/"authenticity" is what students need if the specific objectives/ outcomes of an ESP course are to be achieved. These objectives/outcomes are the skills and knowledge our students need for functioning outside the ESP classroom, in the real world of work, study and communication.

(Mike Scholey)

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89

RESOURCE SHEETS

RESOURCE SHEET 5.5a

Key to Task 1. COMPREHENSION TEXT AND QUESTIONS

Read the Text and Answer the Following Questions: Yesterday I saw the new patient hurrying along the corridor. He seemed very upset, so I did not follow him, just called to him gently. Perhaps later he will feel better, and I will be able to talk to him.

1) What is the problem described here? 2) Is this event taking place indoors or outside? 3) Did the writer try to get near the patient? 4) What do you think she said when she called to him? 5) What might the job of the writer be? 6) Why do you think she wants to talk to the patient?

Commentary

The questions in Box 2 are different in that they do not quote verbatim from the text but paraphrase it, or request paraphrases, or invite some measure of interpretation and they thus demand real comprehension, and encourage an interactive, personal 'engaging' with the text, as well as being more interesting to do. Interpretative questions often have more than one possible answer and can be used as a basis for discussion.

However, one disadvantage of the conventional text-plus-questions remains: the reader has no particular motive to read the text in the first place.

Source: Ur., P. (1996) A Course in Language Teaching. Cambridge: CUP, p. 143-145.

RESOURCE SHEET 5.5b

Commentary to Task 2

The task in Worksheet 5.5b shows that ESP students' background knowledge can help to predict some of the information that the text can contain. Posing questions on the text before the task to read it will thus serve to develop the skill of prediction, as well as to raise the motivation to read the text, and to ease its comprehension.

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RESOURCE SHEET 5.6

A COMMONLY-USED BLUEPRINT IN CREATING HOME-MADE READING MATERIALS

1. Pre-reading

Source the learner — prior knowledge of the text's topic, attitude to reading, attitude to English, interest in the topic, etc.

Goals i to introduce the topic, and arouse learners interest in it; ii to motivate learners by giving them a reason for reading; iii to provide any necessary language preparation for the text.

In preparing pre-reading activities, ask yourself "Why should anyone want to read this text, and can I generate similar reasons in my learners?", "What knowledge/ideas/opinion might my learners already have on the topic, and how can I draw out this knowledge and use it?"

Exercises ■ Give the title (and, if relevant, author, date and source). Ask students to write down three

important factors related to the topic. Brief whole-class discussion. ■ Give the title... Ask students to write down 10 words related to the topic. Collect them on

the board; elicit meanings and pronunciation. ■ Give the title... Ask learners to predict how the text begins. Then display the first two sentences

on the board. ■ Give the title... Display a set of statements (4 or 5) based on the overall message of the text.

Ask learners to mark them true/false or yes/no, according to their prediction of what the author will say.

■ Select 10 key words from the text, and give them in random order. Ask learners to match them with their translations.

■ Ask learners to complete the table.

Things 1 know about the topic Things 1 don't know Things I'm not sure about

1 2 3

1 2 3

1 2 3

Ask students to scan for key facts, e. g. people, dates, events. Ask learners to write questions they expect the text to provide answers to. Use visuals (e. g. diagrams, maps, photographs) related to the topic, to arouse motivation and elicit key vocabulary items.

NB! Keep the pre-reading phase brief: about 10 minutes only.

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2. While-reading Source

the text tself.

Goals i to help learners understand the author's purpose; ii to help them understand how the text is structured (i. e. organised); iii to clarify the content of the text.

In devising while-reading activities, ask yourself "What is the author's overall message?", "How is the text organised? — a narrative? explanation with various examples? causes and effects? argument and counter-argument?", "What is the learner expected to infer from the text?", "What sort of activities does the text lend itself to?". Start with exercises that focus on global understanding of the text, then move on to content in smaller units such as paragraphs, sentences, words.

Exercises ■ Comprehension questions (WH, T/F, М/С, yes/no) — pre-text, post-text. ■ Information transfer (i. e. completing illustrations, maps, etc with information from the

text). Completing a gapped set of notes; writing an original set of notes. ■ Summary-writing: completing a gapped summary, reorganising a summary presented as a

jumbled set of sentences, making an accurate summary, creating an original summary. ■ Presenting the text as a diagrammatic display or as a table or graph.

3. Post-reading

Source learners' reaction to the text, their changed views on the topic, their newly acquired knowledge, etc.

Goals i to enable learners to consolidate or reflect upon what they have read ii to relate the content of the text to learners' own knowledge, experience, interests, views

In devising post-reading activities, ask yourself questions such as" Do my learners know of a similar situation to that presented in the text?", "Does the text present a situation that invites the learner to make recommendations?", "Does the text present views that my learners might wish to counter balance?", "Does the text contain information that my learners might now wish to apply?". Post-reading activities most commonly bring other skills into play — writing/listening/speaking.

Exercises ■ Solving a problem with the aid of information from the text. ■ Expressing a personal view on the topic. A debate/class discussion on the topic. ■ Writing what responds to the views expressed in the text, e. g. a letter to the newspaper/

government/United Nations. ■ Personalizing the topic, e. g. in the form of a diary entry.

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RESOURCE SHEET 5.8

EFFICIENT AND INEFFICIENT READING

Efficient Inefficient

1. Language The language of the text is comprehen-sible to the learners

The language of the text is too difficult

2. Content The content of the text is accessible to the learners; they know enough about it to be able to apply their own background knowledge

The text is too difficult in the sense that the content is too far removed from the knowledge and experience of the learners

3. Speed The reading progresses fairly fast: mainly because the reader has 'automa-tized' recognition of common combi-nations, and does not waste time work-ing out each word or group of words anew

The reading is slow: the reader does not have a large Vocabulary' of automatically recognized items

4. Attention The reader concentrates on the signi-ficant bits, and skims the rest; may even skip parts he or she knows to be insigni-ficant

The reader pays the same amount of attention to all parts of the text

5. Incomprehe-nsible vocabu-lary

The reader takes incomprehensible vocabulary in his or her stride: guesses its meaning from the surrounding text, or ignores it and manages without; uses a dictionary only when these strategies are insufficient

The reader cannot tolerate incomprehensible vocabulary items: stops to look every one up in a dictionary, and/or feels discouraged from trying to comprehend the text as a whole

6. Prediction The reader thinks ahead, hypothesizes, predicts

The reader does not think ahead, deals with the text as it comes

7. Background information

The reader has and uses background information to help understand the text

The reader does not have or use background information

8. Motivation The reader is motivated to read: by interesting content or a challenging task

The reader has no particular interest in reading

9. Purpose The reader is aware of a clear purpose in reading: for example, to find out something, to get pleasure

The reader has no clear purpose other than to obey the teacher's instruction

10. Strategies The reader uses different strategies for different kinds of reading

The reader uses the same strate-gy for all texts

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RESOURCE SHEET 6.3

BASELINE STUDY DATA

Correction techniques often sometimes rarely never total number of cases

1. Immediate correction 89 20 12 3 124

2. Delayed correction 10 28 22 44 102

3. Peer correction 9 38 34 22 103

4. Self-correction 22 40 31 14 107

RESOURCE SHEET 6.6

l

MANAGING YOUR STUDY TIME

I was in a student coffee bar during my first week at university soaking in the atmosphere when a lad from Oldham, of conspicuously cool and languid manner, announced calmly that he intended to get a first in classics. He would work 25 hours a week, study five hours a day on weekdays and leave the weekends free. That would be sufficient. I was vaguely committed to endless hours of work. I imagined that at some point I would spend weekends of intensive study. The vice-chancellor had told us in his address to freshers to look at the person on either side and note that in all probability one of us would not be around the following year. The message struck home: I would turn myself into a paragon of academic virtue. I could see that the classicist in the coffee bar had got it all wrong, or was bluffing.

Three years later he sailed to his first whilst other friends struggled to very modest achievement. As I discovered when sharing his lodgings, he worked more or less to the plan he had outlined. He slept late in the mornings, only stirring himself if there was a lecture to attend. Nevertheless, when I came to look back, I realised he had studied more than anyone else I knew. Through sticking assiduously to a modest but well-defined, realistic plan, he had achieved a great deal. He had enjoyed work much more, too.

He argued that it was not possible to work productively at intensive intellectual task for more than a few hours at a time. I aimed to do much more. But I was easily distracted. By the time it was apparent that stretches of a day had slipped away, I felt so guilty that I blotted studies out of my mind, comforting myself with the thought of all the days which lay ahead.

I was too inexperienced at looking after my own affairs to realise I was already failing one of the major tests of studenthood, the organisation of time. I thought that success in studying was to do with how brilliantly clever and original you were; I had yet to discover that one of the central challenges of adult life is time management.

An excerpt from The Good Study Guide by Andrew Northedge

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2 TIME MANAGEMENT (Abridged from Time

Management by Julia Sher)

Very few people know how to arrange their day to get maximum output. Biological rhythms, personal likes and dislikes all must be taken into account while planning the day's schedule. People usually do their planning in their heads or compile some sort of primitive to-do list. But having such a list does not necessarily guarantee a satisfactory result.

One of the things that cause the most problems is switching between different tasks. The only way out here is being ready and able to handle several responsibilities at once with minimal time loss.

Some Time Saving Tips: 1. Set your priorities. 2. Select a reasonable time frame. 3. Never disregard a thing that has been planned. 4. Identify useless and time-consuming activities. 5. Track these time wasters in an activity log: look at everything you have done during the work

day, decide how much time each was worth, and compare that with the time you actually spent on it.

6. Eliminate low-yield jobs. 7. Seek clarification, if a task is ill-defined. 8. Be ruthless and eliminate the unnecessary appointments. 9. Do not agree to an unrealistic deadline.

10. Never set unrealistic goals with a difficult time frame.

3 HOW AMERICA'S MOST SUCCESSFUL EXECUTIVES

ACCOMPLISH SO MUCH IN SO LITTLE TIME (by David Palmer)

It's the business epidemic of the '90s: Too much They somehow find time for leisure, family/ to do, too little time. hobbies, and other personal pursuits. In short, _ ■ • л, «• г. i , J .L i they enjoy life. How do they do it? Downsizing and layoffs have decimated the ranks J of many organisations. Yet those who retained Tl n , . . „ , . . . . / ,,, , .., ... The Productivity Coach their jobs, are now saddled with more responsibi- ' lities, so they are busier than ever. If the rapidly Stephanie Winston knows the answer. 'These escalating symptoms of stress, fatigue and burnout high achievers have mastered techniques that are any indication, many of these 'lucky' survivors simplify their lives and make their work more are killing themselves — sometimes literally. efficient', she says.

Paradoxically enough, however, some of the According to Winston, they reserve serious work world's most successful CEOs — just the folks for 'prime times' when their energy level is at its you'd expect to suffer the most from chronic peak. They multiply their time with minimum overload — lead very different lives. effort by using a strategy called 'leveraging'.

95

'Anyone can learn these same methods,' claims The recommendations in The Organised Execu- Wilson. five are practical and specific. Its simple, inge- o . . . . . . , ., х- г nious, action — oriented solutions are tested Stephanie Winston was perhaps the first profes- sional organiser. „ , , . , . . . . , it . Winston has surprising news for those with Today, Winston is America s top authority on . „ , .. , , , , ,, , ■" . . , , -,i г i • perennially cluttered desks: you don t have to sharpening organisational skills, successful time , . . i . , c, . , , , , j . . c, , be neat to be organised. She also shows how to management, and personal productivity. She s a ... . - ,. , , , , . . . . соре with information overload, overcome work- consultant to major corporations — ranging from . . . u' ***• л < АС- J . L -Л

„ v i и £i с™ ahohsm, beat fatigue and stress, and find hid- Amencan Express to Xerox—who collects $1,500 . , : , . . * , ■, ' _ . , . TT .. . ' den time you never knew you had. a day for her advice. Her clients seem to love her.

Her popular books Getting Organised and The Organised Executive have together sold more than one million copies.

To subscribe to The Organised Executive, call 800-915-0022 (in Washington, D. C: 202-337-5980).

■ Clear your desk and plan your activities for the following day. ■ First list your items, e. g. meetings and then write down the tasks you have to complete. ■ Once you have prioritised your tasks, make a to-do list and work through the items in order

of priority. ■ Ensure that you have given yourself sufficient time to complete your list, taking into account

your daily interruptions ■ Do difficult jobs first when you are at your best. Look after minor jobs when you are tired. ■ Fix deadlines for all jobs and stick to them. A task should only take the time set aside for it. ■ Do not postpone important matters that are unpleasant. Jobs rarely get more pleasant by

being postponed. ■ Try to fix definite times when you would not like to be disturbed, and stick to the system

except in genuine emergencies. ■ Plan your telephone calls. Make a brief note of what you want to say and what you want to

find out. It saves time later. If you have several phone calls to make, do them all in a burst. ■ When you start a piece of work, try to finish it without interruptions. If you have to finish it

later, you will lose time picking up where you left off. ■ Arrange your breaks at times when you cannot work effectively. ■ Plan some time for discussing routine matters with colleagues. Then you avoid interrupting

each other all the time. ■ Learn to say 'No'. Get used to asking yourself, 'Am I the right person for this job?' Monitor

how you see your time and make conscious changes to your behaviour. ■ Make a habit of finishing the main job of the day before you go home.

Once you have time-planning strategies set in your subconscious, it will be natural for you to stick to them. You will feel more confident and safe. Remember, stress and fatigue are rarely caused by the

96

things you have done, but by the thought of what you have not done. Get going, and when you complete a piece of work do not forget to encourage yourself and move on spending your time wisely.

Adapted from: 1. Total Success Trainings by Warren Wint. http://www.tsuccess.dircon.co.uk/timemanagement.htm 2. Personal Time Management for Busy Managersby Gerard M. Blair http://www.ee.ed.ac.uk/~gerard/Management/art2.html 3. Mind Tools, Time Management Skills http://www.mindtools.com/pages/main/newMN_H

«ПОХИТИТЕЛИ ВРЕМЕНИ»

Чтобы использовать время с максимальной пользой, не позволяйте случайным, прехо-дящим, проходным делам (письма, звонки и т. д.) распоряжаться вашим временем. При этом очень важно знать "в лицо" своих главных врагов — похитителей вашего вре-мени. Конечно, у каждого человека они свои, специфические. И все-таки есть среди них наиболее часто встречающиеся. Ниже мы приводим список таких похитителей времени и простейшие советы для борьбы с ними.

Причина Возможное решение Недостает времени на планирование Планирование дня забирает много времени только на первых порах, а при образовании устойчивого навыка занимает считанные минуты. Помните: тот, кто знает, что делать, выигрывает еди-ножды, а тот, кто знает зачем, — всегда! Ограничивайте себя. Кто хочет успеть все, не успевает ничего. Если вы всегда говорите "да", то окружающие воспри-нимают ваши услуги как должное и легко начинают злоупотреблять вашим временем. Проявите настойчивость в овладении этим умением! Не настаивайте на роли "хорошего парня", который ни в чем не отказывает. Такие люди удобны, но не внушают

уважения. Лучше сделать меньше, да лучше, чем много, но плохо.

Помните: как правило, любое дело требует больше вре-мени, чем первоначально кажется.

Игнорируйте мелкие проблемы! Ищите крупных дел!

Откажитесь от незначительных и малозначительных дел. Определите для себя и поставьте в известность окру-жающих о вашем распорядке дня, о тех часах, когда вас ни в коем случае нельзя отвлекать. Последите за собой: постарайтесь отделить содержа-тельный разговор от пустой болтовни. Выключите телефон! По крайней мере, нате периоды, когда вам нужно сосредоточиться. Последите за тем, чтобы не оставлять за собой неокон-ченных дел!

дня.

Привычка скорее действовать без пред-варительного обдумывания. Потребность быть всем и всегда нуж-ным, во все вмешиваться. Привычка обещать всем и всегда свою помощь.

Неумение говорить "нет".

Потребность постоянно быть чем-то занятым. Плохое "чувство времени".

Склонность к раздуванию мелких про-блем до масштаба "трагедии". Отсутствие направленности в работе, загруженность делами.

Неуважение к вашему времени со сто-роны окружающих. Неумение уделять беседе ровно столько времени, сколько требует ее предмет. Постоянно мешающие телефонные звонки. Неспособность заканчивать дела.

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Этот список каждый может продолжить по своему усмотрению, после чего разумно вы-писать на листке бумаги пять похитителей времени из числа тех, что беспокоят вас более всего, а затем ответить себе на вопрос: что с ними сделать и к какому сроку? Определив наших похитителей времени, вы уже сделали первый шаг в борьбе с ними. Следующий шаг — поверить в то, что одолеть этих похитителей времени вам под силу. Только не по-зволяйте себе «вытеснять» решение проблемы оговорками типа: «Я не смогу этого сде-лать!», «Я, может быть, и достиг бы успеха, но в складывающихся обстоятельствах...» и т. д. Все это не более чем лазейки для людей, которые привыкли в своей жизни пола-гаться на диктат внешних обстоятельств и «плыть по течению». Уверен, что любой чело-век способен без особых усилий отвоевать львиную долю времени своей жизни, растра-чиваемого на пустые, зряшные и никому не нужные дела.

Александр ТОЛСТЫХ, кандидат психологических наук

RESOURCE SHEET 7.2a

An article from: http: //www. esp-world. info/ESPJist. htm

ESP in Slovenian Secondary Technical and Vocational Education http: //www. esp-world. info/Articles_J/esp. html

Marija Potocar has taught English at Slovenian secondary technical and vocational schools for several years. She has also been a curriculum developer, course-book writer and teacher trainer. In 2001 she became a member of the expert team to design a standardised school-leaving exam — Professional Matura.

ESP in Slovenian Secondary Technical and Vocational Education

Introduction

Students who attend secondary technical and vocational schools in Slovenia are 15—19 years old. 80% of them take English as the first foreign language (18.7% of them take German and 1.3%

Italian). Others (can) take it as their second foreign language according to the needs of the program. Their total workload of English is 420 (four-year programs) — 520 (five-year programs) hours.

In 1996 a curricular reform started. Planning and PURPOSE j designing new curricula for all levels and subjects of primary and secondary education was an important phase of this reform. The task was entrusted to Figure i: Key concepts in teaching English the Curricular Committees which were appointed

for specific purposes

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by the Ministry of Education. The Curricular Committee for English consisted of 7 members, teachers of English at different levels from primary to university.

In this paper I would like to describe the curriculum development process and present how ESP was introduced into our new curriculum framework for secondary technical and vocational schools.

Curriculum development We started our work examining the existing curricula from 1992 which reflected much of the previous social and political system within the educational policy called Career-Oriented-Education (Trbanc 1997). The curricula contents and their form were out-dated and needed to be renewed and redesigned.

Anyway, the 1980's represent the period when teaching language for specific purposes (TLSP) was present in our secondary schools. There were 60 (14.3%) out of 420 hours of English lessons dedicated to ESP, but language teaching was too often remote from reality requiring short-term 'cramming' of vocabulary and grammar rules in artificial exercises with sufficient accuracy to pass the exam. The future use of student's language knowledge in real target situations was hardly considered (Seliskar 1990).

While researching our guidelines for the new curricula content we endeavoured to meet the needs of students, fulfil the expectations of teachers and demands of the Curriculum Council. Furthermore we followed, studied and considered the recommendations of the Council of Europe Modern Languages Project 'Language Learning for European Citizenship' (1996) and others (e.g. Ruschoff and Fitzpatrick 1995, Egloff and Fitzpatrick 1997).

On this basis we were able to make an initial analysis and plan of the guidelines for the design of the new curricula. The following items became obvious:

1. A learner- and learning-centred approach - a move from teaching to learning 2. A communicative and task-based approach with authentic communication tasks and learning

tasks 3. Emphasis on developing language skills and strategies 4. Emphasis on learning to learn, encouraging creativity 5. ESP in higher classes - better preparation for work or study tasks 6. More intensive use of the modern language in the classroom developing language awareness 7. Variety in working methods 8. Use of information technology, multimedia, E-mail etc. 9. Encouraging learner autonomy, self-assessment, cross-cultural awareness

10. Project work (not only traditional tests)

The members of the Curriculum Committee were all teachers, researchers and curricula developers at the same time. This enabled us to bridge the gap between educational researchers and teachers. As students of teaching and planning we were inspired primarily by the desire to understand the unique characteristics of a particular situation and the needs of the individual group of students in that situation. We were doing our regular jobs in different schools with different level programs between our meetings. So we had enough opportunity to observe, discover and define problems, to reflect on them, think of alternatives of solving them and share them.

At the beginning of our work we were all involved in all levels of primary and secondary education. After a few months, our work became so complex that we divided our tasks according to our regular

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teaching engagement. Since I was involved in ESP teaching, and also additionally deeply interested in it, the curricula for secondary vocational and technical education became my priority. Knowing how important the needs analysis is in designing an ESP curriculum I decided to do the research. The following diagram demonstrates how the analysis was carried out.

I was convinced that not only students but also teachers and people already employed in different professions would have interesting things to say about students' needs: teachers as facilitators of learning and employees as former students using their acquired knowledge in real situations. When viewed from different perspectives, needs can better be recognised and defined and thus

provide a more objective data base. So I designed three different questionnaires: Learning needs and wants for

students, ESP — teaching /learning needs and lacks for teachers, Target situation needs for employees.

Over 4000 students (20.71 % of the whole population of students in the higher classes of secondary vocational and technical education), 166 teachers of English and many people with different qualifications employed in different occupations were involved in the survey. The purpose of this research was to establish a common core of needs, wants, attitudes and areas of deficient knowledge among students which were compared with the target needs of people already working in those professions. Students' reasons for learning English, from study to work purposes, should represent the starting points which determine the language to be taught (Robinson 1991, Dudley-Evans and St John 1998). The research questions were:

1. What could be specific about ESP learning process, both in general and particularly in the Slovenian context?

2. How should this specificity be reflected in terms of curricula content, its general aims and objectives?

3. How should this specificity affect the assessment criteria to evaluate the benefits of learning? 4. In what way and to what extent should the curricula reflect the above mentioned specificity? 5. What, if any, are the special problems of Slovene learners? 6. How can the curriculum provide for systematic language build-up on the level of 'creative'

language use? 7. What aspects of language learning seem to be common to all students within secondary

vocational education? 8. What is the relationship among individual language skills within language use in different

disciplines? 9. Is it possible to establish 'common core' frameworks for the curricula according to different

disciplines?

The above issues were studied in terms of target situation needs and language learning needs and the research findings had to be sandwiched between the immediate work. After a year the curricula

Figure 2: Needs analysis within the curriculum development process (Potocar 1998)

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appeared in draft forms and were discussed and evaluated by teachers in study groups. Their comments and opinions were taken into account at our further work on them.

From EFL to ESP within the new curriculum framework

Throughout the development of the curriculum framework the Curricular Committee endeavoured to design curricula which would provide support and guidance as working documents as well as leave room for the individual experience, creativity, and initiative of teachers. These principle concepts of the curriculum refer to ESP and EFL teaching in general. 'What distinguishes ESP from general English is an awareness of the need (Hutchinson and Waters 1987: 53).' Teachers move into the area of ESP when teaching for a purpose that suggests they should be concentrating on one group of language topics, skills and genres rather than another. At the same time different subject-areas are governed by the same linguistic themes or the same skills issues or even provide access to one another (Holme 1996: 3—4). One of the significant research findings of the needs analysis was therefore the recognition of disciplines that are related in this sense. According to the language skills needed to achieve communicative competence in specific contexts four major groups of disciplines or occupations were identified (e.g. for secondary technical schools: Retailing and services, Catering and tourism, Technical disciplines and science, Business and admini-stration) as shown below.

These four groups of disciplines are included in the curricula in the form of tables in order to help teachers to choose an appropriate teaching and evaluation technique. Trying to find suitable activities for each specific situation is like taking the first steps towards a recognition of needs for a particular group of students and 'ESP can be viewed as a narrowing of these needs' (Holme 1996:3). Therefore, some kind of'needs analysis' is always a necessary part of an ESP endeavour and we should constantly ask ourselves 'Who are our students?'.

With the new Slovenian curricula, vocationally oriented language learning has become a systematic part of instruction in higher classes of secondary vocational and technical education. At this level most students are 17—19 years old. At the end of secondary vocational or technical education students are at the beginning of their specialism. On the other hand they have already learnt enough general English to start with ESP. In this situation teaching and learning ESP represent a continuum of general English on a higher, more specified level, integrating occupational, linguistic and social skills in order to prepare students for work and life. Thus the aim of ESP teaching is to introduce students to the kind of English they will meet in real situations in their future professions or need for their further education. In the language teaching and learning process students should combine directly work-related skills with personal growth and social awareness — this instruction should offer them the necessary tools to deal with their knowledge (e.g. Grosmanetal. 1998). All this should increase students' general language awareness, monitoring skills, perception of the value of reflection, their willingness to hypothesise, guess and

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Figure 3: Major groups of ESP topics, skills and genres overlapping each other and the area of

general English (Potocar 1998)

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take risks, as well as their self-awareness — linguistic and personal. In this way teaching and learning are seen as an important step towards the development of learner autonomy which should help students 'to transfer school knowledge into action knowledge' (Little 1995,1997, Krijgsman 1997). If school knowledge cannot be transferred into action knowledge it will always be the knowledge of someone else and cannot be integrated into students' own personal constructs. In teaching LSP teachers should aim at 'freedom' in language use in terms of'how' and 'what'. They should be looking for ways to move the students from a role as a 'consumer' in the classroom towards a role as a 'producer' (Littlejohn 1997:29). At the same time teachers must realise that they are not expected to become experts in any

occupational area, but should merely open their minds and acquire a certain interest in how things work. Present TLSP can be characterised as a dynamic process- oriented approach. The emphasis is not on the activities

themselves, but on the process of how to use techniques and activities teachers are familiar with from general English also in ESP. In this sense the role of the language teacher has changed: this takes her/him out of the centre of the learning process. Language learning thus becomes a collaborative effort where the teacher's role is that of a facilitator. The non-linguistic information brought to language learning should be viewed as an enrichment and as a step towards learner independence (Bauer 1997).

Our new curricula gradually began to be implemented in 1998 and were completely adopted in the following three years. Teachers were offered training workshops on ESP syllabus, course and materials design as well as testing. To support and complement the methodological changes of the new curricula an expert team of teachers from different secondary technical schools was appointed in 2001 by the Institute of Education in order to design a standardised professional school-leaving exam — Professional Matura. In its draft version Professional Matura consists of three components: non-profession specific reading comprehension and language knowledge sub-test, and writing and speaking/listening sub-tests which are partly profession specific.

Based on the analysis of target language use situations, from which characteristics of test content and method are derived, as well as an interaction between language knowledge and specific purpose content knowledge, our fundamental goal is to engage test takers in communicatively purposeful activities. As Douglas (2000: 71) argues LSP test tasks should offer interactional authenticity in order to involve negotiation for meaning or creation of discourse.

Conclusion

It is not an easy job to be a teacher of ESP, but it is a very challenging one. And that is the reason why creative, flexible and self-aware teachers find it interesting, exciting and rewarding. TLSP enables teachers to come closer to the very heart of what students really need in order to communicate and be successful in their near future professions or studies, and students know that, language is most certainly easier to learn when it is real and natural, when it is whole, sensible and relevant. It is easier when it belongs to the learner, has purpose for him/her, when the learner chooses to use it and has the power to use it (Goodman 1986).

Figure 4: Who are the students in Slovenian secondary vocational and technical education?

(Potocar 1998)

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In an ESP classroom, selection of specialist text can not and should not in itself make a course an ESP course. What is more important is a demonstrated need, which may be for specialist text or for some other kind of material. What we are really involved in as ESP teachers is teaching English to specified people. In this way teachers should follow student's target situation needs and learning needs, or as Ellis and Johnson (1994:26) say we are supposed to focus on the systems, procedures and products that are at the heart of what the students do in English and to be able to deduce from this knowledge the language needs of each type of learners.

References: Bauer, H. J. (1997) Teacher Training in Business English. In: Egloff, G. and Fitzpatrick, A., eds. Council of Europe (1996) Common European Framework of reference for language learning and teaching — Language

learning for European citizenship. Strasbourg: Council of Europe Publishing. Douglas, D. (2000) Assessing Language for Specific Purposes. Cambridge: CUP. Dudley-Evans, T, and St John, M. (1998) Developments in English for Specific Purposes. Cambridge: CUP. Egloff, G. and Fitzpatrick, A., eds. (1997) Language for work and life: The Council of Europe and vocationally oriented

language learning. Strasbourg: Education Committee, Council for Cultural Co-operation, Council of Europe Publishing.

Ellis, M. and Johnson, С (1996 [1994]) Teaching Business English. Oxford: OUP. Goodman, K. (1986) What is Whole in Whole Language. New Hampshire: Heinemann. Grosman, M., Kukovec, M., Gostis&a, В., Potocar, M., S&aubah-Kovic&, D., Tomaz&ic&, N., Kogoj, B. 1998.

Angles&c&ina: Predmetni katalog za srednje tehnis&ko oz. strokovno izobraz&evanje (predlog). Ljubljana. Holme R. (1996) ESP Ideas. Edinburgh Gate: Longman Group UK Limited. Krijgsman, A. (1997) Learner Autonomy, Workshop No. 10/97. Graz: Council of Europe. Little, D. (1995) New approaches and attitudes towards learning and assessment. In: Modern Lnguage Learning in

the New Europe, Graz: European Centre for Modern Languages, p. 13—9. Little, D. (1997 [1996]) Strategic competence considered in relation to strategic control of language learning process. In

Holec, H., Little, D. and Richterich, R. eds., Strategies in language learning and use. Strasbourg: Council of Europe Publishing.

Littlejohn , A. (1997) Making good tasks better. English teaching professional, Issue Three. Richards, J.C. (1994 [1990]) The language teaching matrix: Curriculum development in second language teaching.

Cambridge: CUP. Robinson, P. (1991) ESP Today: A Practitioners Guide. New York: Prentice Hall. Riischoff, B. and Fitzpatrick, Т., eds. (1995) The use of new technologies in learning and teaching of modern languages

in vocationally oriented education upper secondary 16—19 and adult education. Strasbourg: Council of Europe. Seliskar, N. (1990) ESP/LSP. In: Zbornik radova, Prva konferencija Z&IVI JEZIC1: Uc&enje/nastava jezika —

komunikativni pristup i obrazovanje nastavnika. Novi Sad: Univerzitet u Novom Sadu, Filozofski fakultet. Trbanc, M. (1997) The VET System in Slovenia: Recent Changes, Challenges and Reform Needs. Ljubljana: National

Observatory Slovenia. Trim, J. 1997. Preface to Languages for work and life: the Council of Europe and vocationally oriented language learning

(VOLL). In: Egloff, G. and Fitzpatrick, A., eds.

RESOURCE SHEET 7.2b

Teaching Thinking Through ESP http: //www. esp-world. info/Articles_l/teaching, html

Olga Almabekova, Krasnoyarsk, State Technical University, Institute of Management and Business Technologies, Head of Business Foreign Languages Chair, Participant in Russian Education Support Project on Specialist English (RESPONSE)

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TEACHING THINKING THROUGH ESP

Teaching English to non-linguistic students means achieving a variety of objectives: acquiring knowledge about the language, developing and practicing all four language skills, getting language and cultural awareness, integrating specialist knowledge and communicative skills and even enriching overall knowledge. Recently I have come to the conclusion that one more aspect of teaching ESP is of vital importance — teaching thinking.

The importance of this issue can be proved by the needs analysis showing that employers put skills in making prompt decisions in changing situations, deductive thinking, application and evaluation among the most essential requirements while recruiting engineers, managers, etc. Unfortunately, in the secondary schools thought processes are not developed to an extent to make logical reasoning. So developing creative thinking university teachers can help students to make a success in the employment market.

But the problem is that in the curriculum of economic students (for example) there are very few subjects (if any) providing something more than mere rote learning. So future managers, marketers, financial specialists lack logical thinking, reasoning, ability to find the relations between ideas and make conclusions.

This discrepancy between a high level of specialist knowledge and 'gaps' in thinking skills struck me when I began teaching ESP as an elective course to 3rd and 4th year students of the faculty of Economics.

The Faculty has a unique programme of teaching Foreign languages during four years versus two years according to the Ministry standards, because the Faculty has strong and diversified relations with higher schools and organisations in Germany, Britain, the USA, Sweden and other countries, and students are encouraged to take part in international educational programmes, conferences and so on. The main objective of teaching ESP as an elective course is to enable students to communicate in the environment of their specialism, using all four language skills. Those, who choose English as an elective course, are mostly bright students, highly motivated to learn a foreign language, but sometimes they are unable to formulate their ideas in the right way even in their native language.

I started with a hypothesis that an ESP lesson can provide a favourable environment for teaching thinking if a teacher pays more attention to intellectual objectives of learning English by applying learner- and learning-centered approach, encouraging learner autonomy, taking into account multiple intelligences, etc. But it appeared not to be enough.

It became clear to me that it is necessary to use special materials to teach students to think. I began looking for them. The first ones I have found were more or less similar and mostly entertaining in character.

One of them, called "cinq lignes" ("five lines" in French) was kindly presented to me by my younger colleague. The idea is to process the information from any text, even a very specialized one in a short poetic form having a very strict structure, thus concentrating on the main idea and on your own attitude to the issue. Here is an example of employing this technique to the text on telephoning selling:

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Calls Inconvenient and persuading

Intrude, annoy, depress Drive me mad

Fed up!

One more sample was found among the poems of Lee Maurice: Eye halve a spelling chequer I came with my pea sea It plainly marques four my revue Miss steaks eye kin not sea. Eye strike a quay and type a word And weight four eat to say Weather eye am wrong or write It shows me strait a weigh...

"Owed Two a Spell Checquer" was helpful not only to check spelling but also to develop ability to guess, analyse and compare. Soon a collection of interesting, appealing and useful techniques was gathered. But not all the attempts were a success, not always students were ready to get rid of traditional thinking, it became obvious that the materials need to be systematised to provide consistency in developing creative skills. And a real discovery was to read an article by Diana E. Adams Smith, an assistant professor of English in Kuwait University (4), whose ideas about intellectual objectives of learning English completely coincide with mine. The article presents a useful model for designing thought-provocing and thought-developing materials from the "Taxonomy of Educational Objectives" by B.S. Bloom (Longman, 1956), provides a reader with a sequence of categories of thinking, encompassing the intellectual objectives of education. In a modern interpretation of Norris M. Sanders these categories can be demon-strated as follows:

1. Memory, the recall or recognition of information. 2. Translation: changing information into a different symbol or language. 3. Interpretation: the discovery of relationships among facts, generalizations, definitions, values

and skills. 4. Application: solving a lifelike problem that requires the identification of the issue and the

selection and use of appropriate generalizations and skills. 5. Analysis: solving a problem in the light of conscious knowledge of the parts and forms of

thinking. 6. Synthesis: solving a problem that requires original, creative thinking. 7. Evaluation: making ajudgment of good orbad, right orwrong, accordingto standards design

of the students. Since the categories of thinking are sequential to make a success in teaching students to think it would not be reasonable to give tasks requiring synthesis before the students have had some practice in translation or interpretation. According to Diana E. Smith, each category of thinking requires asking right questions, taking into account the objectives of the course on the whole and the lesson in particular, ability and motivation of the students.

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Let me demonstrate some examples of questions for developing all levels of thinking based on a text taken from a specialist book (1) and included in a home-made set of materials for teaching English to 3rd-year students of the Faculty of Economics.

Women in the Labour Force

The change has been so rapid and fundamental that economists have called it a revolution in the U.S. labour force. A generation ago the "typical" American woman, with or without children, was not employed outside the household. By the late 1980s, however, well over 50 percent of all American women worked outside the home; in the key age group of 25 to 44, the labor-force participation rate was over 70 percent.

Not only do more women have jobs, but they work longer hours, and motherhood is not as much of a deterrent as it used to be. Sixty percent of school-age children have mothers in the labor force, compared to 39 percent in 1970. Moreover, the fastest-growing segment of the labor force consists of women with children under six years old.

The revolution is expected to continue. Now that the baby-boom generation has begun to reach middle age, the pool of young workers is shrinking. As companies cast their nets ever wider to find qualified new employees, the proportion of jobs held by women will continue rising, so that by the year 2000 the total number of working women will nearly equal the number of working men.

This revolution has had — and will continue to have — profound social and economic conse-quences. Day care, for example, has become a burning issue. Some women are dissuaded from working because of a lack of acceptable day care for their children; others lose valuable productivity when they have to deal with such problems as the baby sitter quitting or Johnny catching the flu. Although both the federal and state governments are getting involved, businesses themselves will provide part of the solution. More and more, large companies are realizing that one way to attract and keep women workers is to offer help with day care. As late as 1988 only about 300 corporations sponsored their own day-care facilities, but the number should grow rapidly as companies compete for female employees. Flexible schedules, family leaves, alternative work styles — these are other corporate accommodations that allow women to balance the demands of home and work.

Overall the feminization of the work force has proceeded smoothly — perhaps surprisingly so for a "revolution". But many sensitive issues remain to be dealt with in the 1990s and beyond. Should companies have a «mommy track» and is this an aid for female employees or a new form of discrimination? Is sexual harassment on the job increasing, and are companies doing enough to prevent it? Should special executive training or mentoring programs be established to offer women a better chance of advancement?

Memory: a) Without referring back to the text, describe a «typical» American woman a generation ago. b) Enumerate social consequences of revolution in labor force.

Translation:

Draw a graph visualizing the dependence of labour market structure on changes in economics.

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Interpretation: What is the relation between the revolution in the US labour force and sexual discrimination of women in the place of employment?

Application: In newspapers find the statistics of youth involvement in part-time jobs during the academic year; make conclusions from this data about the types of industries, range of jobs, size of payment.

Analysis: Explain the following expression from the text: "companies compete for female employees."

Synthesis: a) Design a company strategy in the conditions of the feminization of the work force. b) Suggest possible measures to help women balance home and work in your region.

Evaluation: a) Decide, where the situation is more favourable to women employment: in Russia or in the

USA. Give your reasons. b) Evaluate the situation with youth employment in Russia and suggest measures to improve it.

Looking for materials to develop thinking skills it is important to take into consideration the nature of the texts, e. g. discursive articles are good for interpretation, company reports with much statistic data encourage analysis and evaluation. All types of visuals — graphs, diagrams, charts, framework materials (3) — are very useful for translation and interpretation.

In conclusion, it should be said that an ESP teacher can find appropriate materials and design tasks that require students to think rather than to memorise, thus creating an intellectual atmosphere in the classroom. This approach to learning English could help future engineers and managers develop thinking skills and use them to make prompt right decisions in their everyday activity.

References: Begg, D., Fisher, S. (1991) Economics. NY: McGraw-Hill Book Company. Bloom, B. S. (1956) Taxonomy of Educational Objectives. NY: Longman. Ellis, M., Johnson, С (1994) Teaching Business English. Oxford: OUR Smith, D. A. (1981) "Levels of Questioning: Teaching Creative Thinking Through ESP". Forum. Vol. XIX-I,

January.

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RESOURCE SHEET 7.2c

IN-SERVICE TEFL - IS IT WORTH THE RISK?

by Brian Tomlinson

For those trainers too busy to write books, giving papers at conferences is a good way to keep colleagues informed of recent work and to start discussion. The series 'Conference Report' publishes original or revised versions of papers given at major conferences.

1. Assumption

It seems to be universally taken for granted that it is necessary and worthwhile to run short, intensive courses to bring teachers of TEFL up to date. It is assumed that teachers cannot independently cope with the incessant flood of new theories, ideas and materials in TEFL and that the best way to help them is to bring them together in a lecture room or classroom to receive new information. This is the assumption behind the short "refresher" courses run by universities and language schools, by ministries of education and by British Council "spec tourists" all over the world. For twenty years I have been helping to run such courses and have been fairly confident that I have been successful in providing positive stimulus to most of the teachers I have worked with. Now I am not so sure. Many of them might have gone back to their schools feeling refreshed and possibly even inspired; but how many of them really gained anything of any lasting value from the courses? And how much did they lose?

My growing fears that short in-service courses are potentially dangerous have been reinforced by meetings and correspondence with ex-participants of such courses who feel guilty and inadequate because they have not been able to do what their courses inspired them to try, and in particular, by my current experience on the PKG Project in Indonesia. For the first time in my career I have had the opportunity to really find out the effects of in-service courses I have run or observed. Three times a year I run in —service workshops for the same group of teacher trainers from all over the country. Twice a year these teacher trainers run 16 week in-on service courses for experienced teachers in their provinces. For two weeks the teachers do a very intensive course in the provincial capital and then they return to their schools for six weeks. During these six weeks they attend weekly meetings with their teacher trainers in their provincial capital and they are observed by them at least five times in their schools. Then they return for another two weeks intensive courses and finally they spend another six weeks teaching in their schools, being observed and attending weekly meetings. A lot has been achieved using this system but I am absolutely convinced that it would have been disastrous for the teacher trainers or the teachers to have just done one in-service course. The motivation and stimulus they had gained would soon have been negated by the confusion and frustration they would have suffered in trying to apply all that they had learned and the guilt and inadequacy they would have felt as a result of their almost inevitable failure to accommodate a new approach within the existing parameters of syllabus, examinations, materials, official expectations and class size. Yet this is what teachers all over the world are expected to do after leaving in-service courses. At least on the PKG Project we have a chance to make the confusion positive by using feedback on real teaching to increase understanding and to encourage gradual independence of thought and application.

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2. The Dangers of Short In-Service Courses

The result of attending a short, in-service course for many participants is that they: a) resist the new ideas because they feel they have been unfairly attacked for using old-

fashioned methods and materials; OR b) fear and reject the new ideas because they see them as a threat to the self-esteem and security

they have built up over many years; OR c) dissociate themselves from the new ideas for fear of being seen as radical and subversive by

the authorities in their system; OR d) are persuaded to try the new ideas and then feel guilty when they abandon them after their

initial failures to apply them successfully in the classroom; OR e) are so convinced of the value of their new wisdom that they rush back to their schools with

revolutionary zeal and unthinkingly impose methods and materials from their in-service course on their bewildered students before having to revert to their "old" approach when the received supply of materials and ideas runs out; OR

f) become total converts to the new approach and fail to see the inappropriacy of some of its aspects to the realities of their teaching situation.

3. Causes of the Damage a) The tutors are academics who have considerable theoretical knowledge of their field but

have little or no experience of teaching in situations similar to those faced by the participants. b) The tutors are outsiders who have no experience or knowledge of the specific local situation. c) The tutors alienate the participants by assuming superiority. d) The tutors do not acknowledge or make use of the experience of the teachers. e) The tutors reply on charismatic performance to entertain, stimulate and persuade without

involving the participants in thinking for themselves. f) The tutors are so evangelical that they gain some over-zealous converts whilst alienating the

rest of the participants. g) The objectives are content-orientated (e. g. "To give the participants information about

TPR") rather than behavioral (e. g. "To help the participants to work out ways of using the principles of TPR when teaching Class SMP 1 in Indonesia").

h) The course provides only, theoretical information without helping the participants to apply it. i) The course provides theoretical information plus a few examples of materials which become

inflexible models in the minds of the participants, j) The course provides lots of recipes for the participants to follow but does not help them to

develop ideas and materials of their own. k) The course gives the impression that there is only one right way to do things and does not

provide options to choose from and develop. 1) The course only gives and the participants only receive, m) There is no focus or cohesion to the course and it moves from topic to topic without

connection. n) There are too many tutors providing separate specialist bits, o) Too much new information is presented in the course, p) Too much new information is presented in each session without any attempt to reinforce,

recycle or relate information, q) The course is far too ambitious and attempts to effect a radical change in teacher behaviour

in a few short weeks.

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r) The authorities wish to give the appearance of keeping up to date but make sure no radical change results by not providing adequate time, incentive or resources, s) The course

contradicts the principles of humanism, interaction, self access, relaxation and independence which it is recommending to the participants, t) There is no follow up

to the course. The teachers receive no further support or encouragement. The teachers are not helped to actually apply the ideas they have been given.

4. Conclusions

Running any short in-service course is a risk. There is a very good chance that many of the participants will lose more than they will gain. In order to minimize the risk of loss of morale, confidence and competence it is important to ensure that:

a) the objectives are specific, limited and behavioral; b) the course is designed to achieve continuity and coherence; c) the content of the course is limited and has a specific focus; d) the tutors have up-to-date knowledge of developments in the field AND experience of

teaching in similar situations to those of the participants AND experience or awareness of the specific local situations of the participants;

e) the experience and expertise of the participants is acknowledged and made use of; f) the course applies the principles of inter-active and humanistic learning theories; g) the course is EXPERIENTIAL and not just informative; h) In order to ensure that the course actually benefits many of the participants it is also important

to ensure that: i) the course is followed up by a monitoring and guidance service to the participants. This can be achieved by: a) running on-service courses which involve individual classroom observation and constructive

feedback plus group discussion and planning; b) setting up a correspondence support service which enables teachers to receive feedback on

lesson plans, materials, problems, ideas and recordings and/or descriptions of lessons; c) holding regular regional self-help meetings of the in-service participants to which the in-

service tutors are sometimes invited; d) setting up correspondence and telephone self-help groups among the participants; e) setting up small regional teams to monitor each other's lessons and materials; f) inviting the same participants back for a follow up course the following year.

Whatever happens, the in-service course must be seen as the BEGINNING of a process of teacher development and not the end.

The Teacher Trainer — Back Articles Saved from: http: //www. tttjournal. со. uk/frs_library. htm

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RESOURCE SHEET 7.4

Databases & Spreadsheets (Microsoft Excel, dBase, etc.) ■ Help identify dimensions of the content ■ Allow search for information ■ Train to ask 'good questions' in order to find the answer needed ■ Enhance classification options and pattern recognition ■ Allow comparing and contrasting information against several criteria

(Spreadsheets) implement a problem-solving plan with arithmetic problems

Semantic Networks/Concept Maps (Inspiration or Word PaintBox Option) ■ Allow re-organisation of knowledge ■ Ask for explicit definitions of concepts and their interrelations ■ Relate new concepts to the existing knowledge base ■ Support classification, identifying main ideas ■ Engage learners in identifying causal relations ■ Enhance comprehension & retention of ideas

Microworlds (programs like Writing Partner, ThinkerTools, MathWorld, etc.) ■ Help identify assumption ■ Foster inductive and deductive thinking as well as identifying causal links ■ Develop planning skills ■ Call for using concrete examples ■ Allow designing skills, imagining and formulating goals ■ Develop problem solving skills

Search Tools (Google, AltaVista, HotBot, Lycos, etc.) ■ Provide access to enormous collection of information ■ Require careful planning ■ Support development of strategic thinking ■ Call for evaluating sources and usability of the information ■ Teache verification skills

Hypermedia Tools (Dreamweaver, Photoshop, Microsoft FrontPage, etc.) ■ Foster planning & project management skills ■ Develop research skills ■ Require analysis and interpretation of the information collected ■ Support data organisation skills ■ Support development of information presentation skills ■ Call for reflection